path: root/0470.json

{
    "2001": {
        "0470_w01_qp_1.pdf": {
            "1": "time1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer threequestions. section a: answer twoquestions. section b: answer onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part-question. see pages: depth study a: china, c. 1900\u2013c. 1980 2\u20139 depth study b: germany between the wars 10\u201315depth study c: the united states, 1919\u20131974 16\u201321international general certificate of secondary education university of cambridge local examinations syndicate history 0470/1 paper 1  depth studies october/novembersession2001 afternoon 1hour45minutes additional materials: answer paper this question paper consists of 16 printed pages. s10752 \u00a9 ucles 2001 [turn over",
            "2": "section a (core content) answer any two questions from this section. 1study the picture, and then answer the questions which follow. garibaldi\u2019s expedition lands in sicily. (a)describe garibaldi\u2019s campaigns in sicily and naples. [5] (b)why did piedmont go to war against austria-hungary in 1859? [7] (c)does garibaldi deserve to be regarded as the creator of the kingdom of italy? explain your answer. [8] 2study the picture, and then answer the questions which follow. the capture of john brown at harper\u2019s ferry, 1859. (a)describe the attack on harper\u2019s ferry. [5] (b)why did the people of the northern states oppose slavery? [7] (c)\u2018the issue of slavery was not the real cause of the civil war.\u2019 do you agree? explain your answer. [8]2 0470/1 w01 ",
            "3": "3 0470/1 w01 [turn over3study the pictures, and then answer the questions which follow. picture 1 a group of samurai. picture 2 conscript soldiers of the meiji period. (a)what changes did the meiji emperor introduce into the armed forces and schools? [5] (b)why did meiji rule face some opposition? [7] (c)\u2018japan had become a modern country by the death of the meiji emperor in 1912.\u2019 do you agree? explain your answer. [8] ",
            "4": "4 0470/1 w014study the extract, and then answer the questions which follow. the news spread rapidly through the whole of paris and within a short time crowds of men were marching arm-in-arm through the streets singing the national anthem and shouting, \u2018to berlin!\u2019.the enthusiasm of the country knows no bounds. from a french newspaper on 1 august 1914, the day the french president  announced mobilisation. (a)what preparations had france made for war in 1914? [5] (b)why did france mobilise its forces? [7] (c)were nationalism and patriotism the most important causes of war in august 1914? explain your answer. [8] 5study the extract, and then answer the questions which follow. what use could be made of the treaty of versailles! each one of the points of that treaty could be branded on the hearts and minds of the german people until sixty million men and women areaflame with rage and shame. adolf hitler writing in \u2018mein kampf\u2019, 1924. (a)in relation to the peace settlement of 1919\u201320, what was meant by the following:  (i) mandates, and (ii) plebiscites? [5] (b)why was the treaty of versailles severe on germany? [7] (c)how far had germans accepted the terms of the treaty of versailles by the end of 1923? explain your answer. [8]",
            "5": "5 0470/1 w01 [turn over6study the photograph, and then answer the questions which follow. enthusiastic viennese demonstrate in favour of the anschluss, 12 march 1938. (a)describe the events of 1938 which led to the anschluss. [5] (b)why did britain and france permit the anschluss? [7] (c)were hitler\u2019s policies towards austria and czechoslovakia in 1938\u201339 completely successful? explain your answer. [8] ",
            "6": "6 0470/1 w017study the cartoon, and then answer the questions which follow. an american cartoon, showing the marshall plan giving help to europe. (a)describe how (i) poland, and (ii) czechoslovakia became communist-controlled as a result of the second world war. [5] (b)why did the wartime unity of the allies break down in 1945\u201347? [7] (c)which country had the more successful policies in europe between 1945 and 1949 \u2013 the usa or the ussr? explain your answer. [8] 8study the extract, and then answer the questions which follow. gorbachev\u2019s visit (to east germany) encouraged protests against the deeply unpopular communist regime. at a torchlight parade down the unter den linden in east berlin a crowd ofthousands, to everyone\u2019s surprise, broke into chants of \u2018gorby, gorby, gorby, save us.\u2019 in anextraordinary turnabout, a soviet leader was now hailed by eastern europeans as a saviour fromtheir own government\u2019s tyranny. a description of gorbachev\u2019s visit to east berlin in october 1989. (a)what was glasnost? [5] (b)why was solidarity formed in poland in 1980? [7] (c)how far was the collapse of soviet communism due to the reforms of gorbachev? explain your answer. [8] ",
            "7": "7 0470/1 w01 [turn oversection b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract, and then answer the questions which follow. stresemann was foreign minister of the weimar republic from 1923 to his death in 1929. he guided the return of germany to international status. he supported closer relations with thewestern powers. in 1926 he shared the nobel peace prize with briand of france. hitler,however, regarded stresemann as a traitor to the german cause. (a)what was the munich putsch of 1923? [5] (b)why was stresemann\u2019s foreign policy a success? [7] (c)how far had weimar germany recovered from its earlier problems by 1929? explain your answer. [8] 10study the photograph, and then answer the questions which follow. political prisoners at the oranienburg concentration camp. (a)what was a nazi \u2018concentration camp\u2019? [5] (b)why did the nazis introduce the \u2018final solution\u2019? [7] (c)to what extent did germans turn against hitler during the course of the second world war? explain your answer. [8] ",
            "8": "8 0470/1 w01depth study b: russia, 1905\u201341 11study the photograph, and then answer the questions which follow. a prisoner of the okhrana, the tsarist secret police. (a)what were the main political grievances of the russian people in the early twentieth century? [5] (b)why was the revolution of 1905 a failure? [7] (c)by 1914, how successfully had russia recovered from the 1905 revolution? explain your answer. [8] 12study the extract, and then answer the questions which follow. what is the way out [of the food problem]? the way out is to turn the small and scattered peasant farms, gradually but surely, into large farms based on common, co-operative, collective cultivationof the land. there is no other way out. from a speech by stalin in 1927. (a)what was collectivisation? [5] (b)why did stalin introduce collectivisation? [7] (c)how successfully did stalin reform agriculture? explain your answer. [8] ",
            "9": "9 0470/1 w01 [turn overdepth study c: the usa, 1919\u201341 13study the extract, and then answer the questions which follow. izzy einstein and his deputy, moe smith, were different from most prohibition enforcement agents. they were honest. they did not carry guns or arrive with sirens wailing. they walked intothe speakeasies in elaborate disguises, ordered a drink and made an arrest \u2013 4392 of them. mostof the other agents could be bribed. one in twelve was dismissed for corruption. (a)what were (i) speakeasies, and (ii) bootleggers? [5] (b)why was prohibition a failure? [7] (c)to what extent was the usa an intolerant society in the 1920s? explain your answer. [8] 14study the extract, and then answer the questions which follow. our greatest task is to put people to work. it can be accomplished in part by direct recruiting of labour by the government itself, treating the task as we would treat the emergency of war. but atthe same time we would be accomplishing greatly needed projects to stimulate and reorganisethe use of our natural resources. an extract from roosevelt\u2019s inaugural speech as president, march 1933. (a)what was the wall street crash? [5] (b)why did roosevelt want to introduce \u2018direct recruiting of labour by the government\u2019? [7] (c)how successful were roosevelt\u2019s efforts to get people into work? explain your answer. [8]",
            "10": "10 0470/1 w01depth study d: china, 1945\u2013c.1990 15study the extract, and then answer the questions which follow. mao zedong died on 9 september 1976. hua guofeng delivered the funeral speech of praise surrounded by the \u2018gang of four\u2019, who appeared to think that the succession was now within theirgrasp. however, in the following month, without giving any warning, hua guofeng had themarrested. implying that he was mao\u2019s chosen successor, he accused them of having plotted toseize power. (a)what was the \u2018gang of four\u2019, and what happened to them? [5] (b)why was deng xiaoping able to become leader of china by 1980? [7] (c)how different was china by the end of the 1980s compared to when mao died? explain your answer. [8] 16study the statistics, and then answer the questions which follow. industrial output in china, 1952\u201357 (in tons) 1952 1957 % increase pig iron 1 900 000 5 900 000 212coal 66 500 000 130 000 000 96steel 1 350 000 5 350 000 297 (a)what changes were made in agriculture in the early years of communist rule (1949\u201357)? [5] (b)why was industrial production low in china at the start of communist rule? [7] (c)\u2018by 1957, communist attempts to produce a new industrial and agrarian society had succeeded.\u2019 do you agree? explain your answer. [8]",
            "11": "11 0470/1 w01 [turn overdepth study e: southern africa in the twentieth century 17study the extracts, and then answer the questions which follow. (i)today south africa belongs to us once more. for the first time since the union, south africa is our own. may god grant that it will always remain so. dr. malan speaking after the 1948 election. (ii)the election seemed largely irrelevant. it did not seem of much importance whether the whites gave us more smuts or switched to malan. our position had grown steadily worse andno election seemed likely to alter the direction in which we were being forced. albert luthuli reflecting on the 1948 election. (a)describe the growing unrest and militancy amongst black south africans between 1944 and 1948. [5] (b)why did the national party achieve such a sweeping election victory in 1948? [7] (c)how important for south africans, in the period to 1959, was the result of the 1948 election? explain your answer. [8] 18study the extract, and then answer the questions which follow. police open fire under hail of stones many casualties in vereeniging location doctors called to hospital police opened fire with rifles and sten guns in the sharpeville location, vereeniging, this afternoon when thousands of natives in the township square started to stone saracen armoured vehicles.  a south african newspaper report of the sharpeville massacre, march 1960. (a)describe the events at sharpeville on 21 march 1960. [5] (b)why was the sharpeville massacre an important event in the struggle against apartheid? [7] (c)to what extent had apartheid been weakened by the end of the 1970s? explain your  answer. [8]",
            "12": "12 0470/1 w0119study the photograph, and then answer the questions which follow. a group of herero in 1904 at the time of german general von trotha\u2019s extermination order. (a)describe the way of life in namibia before the european colonisation. [5] (b)why was there conflict between the germans and the herero? [7] (c)how important was the first world war (1914\u201318) for the people of namibia? explain your answer. [8] ",
            "13": "13 0470/1 w01 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract, and then answer the questions which follow. during october 1973, gigantic quantities of soviet military aircraft arrived daily in egypt, syria and iraq. on the ninth day of the war the first planes from the usa landed in israel, which not onlyboosted israeli morale but also made possible the mounting of deadly israeli counter-attacks. (a)what territorial conquests were made by israel from 1948 to 1967? [5] (b)why did the yom kippur war occur? [7] (c)\u2018israel has only survived because of the support of other countries.\u2019 do you agree? explain your answer. [8] 21study the photograph, and then answer the questions which follow. one of the new settlements which were set up throughout judea and samaria in the 1970s. (a)what problems faced settlers in the new jewish settlements? [5] (b)why were many new jewish settlements built in the 1970s and 1980s? [7] (c)\u2018the establishment of new jewish settlements has caused more problems for israel than for the palestinians.\u2019 do you agree? explain your answer. [8] ",
            "14": "14 0470/1 w01depth study g: the creation of modern industrial society 22study the extract, and then answer the questions which follow. who cares for the fate of these white wage slaves? born in slums, they are driven out to work while still children. they are undersized because they are underfed. they are oppressedbecause they are helpless. they lose their jobs as soon as they are unfit. who cares if they die orgo on the streets as long as the bryant and may shareholders get their big profits. the situation of girls making matches for bryant and may in the late 1880s,  as described by annie besant. (a)what were the \u2018new model unions\u2019 of the 1850s and 1860s? [5] (b)why were working conditions and wages still very poor for many workers in the 1880s? [7] (c)how important were the strikes of the match-girls in 1888 and the london dockers in 1889? explain your answer. [8] 23study the picture, and then answer the questions which follow. an accident at a coalmine in 1858. (a)what dangers were faced by coalminers in the nineteenth century? [5] (b)why was coal in great demand in the nineteenth century? [7] (c)to what extent did working conditions in industry improve between 1815 and 1860? explain your answer. [8] ",
            "15": "15 0470/1 w01 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a great part of the world is inhabited by barbarian tribes or savages. some of these have brutal customs, and others know so little and are so unaccustomed to work that they do not know howto exploit their land and its natural riches. this indicates that civilised people have a right tointervene. the view of a frenchman in the mid-nineteenth century. (a)what sorts of trade did europeans carry on with africans in the nineteenth century? [5] (b)why did europeans regard people in some parts of the world as barbarians? [7] (c)how significant was the impact of european civilisation on africans in the nineteenth century? explain your answer. [8] 25study the picture, and then answer the questions which follow. victoria station in bombay. (a)describe the system of british government in india after 1858. [5] (b)why was the system of british government in india changed after 1858? [7] (c)\u2018british rule in the second half of the nineteenth century made little difference to the indian way of life.\u2019 do you agree? explain your answer. [8] ",
            "16": "16 1605/13 s99copyright acknowledgements: section a question 1picture \u00a9 bildarchiv preussischer kulterbesitz question 2 picture \u00a9 hulton getty picture collection question 3 picture 1 \u00a9 hulton getty picture collection question 3 picture 2 \u00a9 hulton getty picture collection question 4 \u00a9 question 5 \u00a9 j aylett; mein kampf reproduced by permission of hodder & stoughton educational limited question 6 photograph \u00a9 archiv gerstenberg question 7 cartoon \u00a9 fitzpatrick/colliers magazine question 8 \u00a9jeremy isaacs productions and turner original productions 1998. extracted from cold war by jeremy isaacs and taylor downing, published by bantam press, a division of transworld publishers. all rights reserved (uk/commonwealth/europe) section bquestion 9 \u00a9 louis l synder; encyclopaedia of the third reich, wordsworth editions ltd question 10 photograph \u00a9 ullstein bilderdienst question 11 photograph \u00a9 weidenfeld & nicolson question 12 taken from b walsh; gcse modern world history source 19question 13 \u00a9 h evans; the american century, jonathan cape as publisher (british commonwealth rights). reproduced from the american century by harold evans ( \u00a9 harold evans 1988) by permission of pfd on behalf of harold evans (us rights) question 14 \u00a9 john martell; 20th century world, chambers harrap question 15 \u00a9 j roberts; modern china, sutton publishing question 16 \u00a9 j roberts; modern china, sutton publishing question 18 \u00a9 \u2018the material is republished with permission of the star, a johannesburg-based newspaper within the independent news & media group.\u2019 question 20 \u00a9 weidenfeld & nicolson question 21 photograph \u00a9 israel government press office question 22 \u00a9 e hopkins; a social history of the english working classes. reproduced by permission of hodder & stoughton educational limited question 24 \u00a9 dr john roberts; the triumph of the west question 25 picture \u00a9 victoria station in bombay by permission of the british library cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the firstopportunity."
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        "0470_w01_qp_4.pdf": {
            "1": "time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer the questions set on oneof the depth studies. write your answers on the separate answer paper provided. if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question.international general certificate of education university of cambridge local examinations syndicate history 0470/4 paper 4 alternative to coursework  depth studies october/novembersession2001 1hour additional materials: answer paper this question paper consists of 12 printed pages. s10765 \u00a9 ucles 2001 [turn overrevisedproof",
            "2": "2 0470/4 w01depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a hitler has grown in authority. he is developing from being just a party leader, fanatic and agitator, intoa true statesman. he speaks not a word of hatred for the opposition, not a word of racial ideology, nota threat aimed at home or abroad. he says only what the audience wants to hear, which is to maintainthe great traditions of germany. an eye-witness description of hitler speaking at the opening of the session of the reichstag,  21 march 1933. source b the square in front of the kroll opera house was crowded with masses of people. \u2018we want theenabling act\u2019 was chanted by youths with swastikas. the opera house was filled with armed sa andss men. the hall was decorated with swastikas and the sa and ss men were lined up around theroom. their expressions were hostile. a social democrat describes the meeting of the reichstag at which the enabling act was passed,  23 march 1933. (a) (i) study source a. what can you tell from this source about hitler\u2019s political skills? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the methods used by the nazi party? explain your answer. [7] (iii)study both sources. is one source more useful than the other to explain the success of the nazi movement?explain your answer. [7] (b) (i) give tworeasons why president hindenburg appointed hitler as chancellor in january 1933. [2] (ii)what powers did the enabling act give to hitler? [4] (iii)why was the night of the long knives important? [6] (iv)do you agree that it was mainly the use of terror that enabled the nazis to stay in power? explain your answer. [8]",
            "3": "3 0470/4 w01 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions which follow. source a the position of officers who served in the tsar\u2019s army and are now forced to fight for the red army isdifficult. they are not trusted and are shot for the smallest failure of their troops. a recent order fromtrotsky said that the wives and children of officers who desert to the whites must be thrown in prison. a british report of 1918. source b the town was just about to fall to the whites when trotsky arrived. then everything changed and webegan to do better. trotsky paid a visit to the front line. he made a speech and we were allencouraged by his energy. he promised more troops soon. his arrival brought about great changes inthe battle. it was a miracle. a member of the red army describing trotsky\u2019s leadership in the civil war. (a) (i) study source a. what impression does this source give about the red army? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the importance of trotsky in the civil war? explain youranswer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the civil war? explainyour answer. [7] (b) (i) give tworeasons why other countries sent troops to assist the whites in the civil war. [2] (ii)what was war communism? [4] (iii)why did the bolsheviks win the civil war? [6] (iv)to what extent did the new economic policy (nep) bring about change in russia after 1921? [8]",
            "4": "4 0470/4 w01depth study c: the united states of america, 1919\u201341 3study the sources, and then answer the questions which follow. source a president roosevelt has done his part; now you do something. buy something \u2013 buy anything,anywhere; paint your kitchen, send a telegram, give a party, get a car, pay a bill, rent a flat, fix yourroof, get a haircut, see a show, build a house, take a trip, sing a song, get married. it does not matterwhat you do \u2013 but get going and keep going. the old world is starting to move. a notice from a factory owner to his workers, april 1933. source b an american cartoon about roosevelt\u2019s new deal. ",
            "5": "5 0470/4 w01 [turn over(a) (i) study source a. what can you tell from this source about roosevelt\u2019s impact on the usa? support youranswer with reference to the source. [6] (ii)study source b. did the cartoonist support roosevelt\u2019s new deal policies? explain your answer, usingdetails of the source. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the new deal?explain your answer. [7] (b) (i) give tworeasons why roosevelt introduced the civilian conservation corps. [2] (ii)describe the work of the tennessee valley authority. [4] (iii)why was there a growth in the membership of trade unions during roosevelt\u2019s presidency? [6] (iv)roosevelt\u2019s opponents claimed he was trying to set up a dictatorship. how far was this true? explain your answer. [8]",
            "6": "6 0470/4 w01depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a the trial of a landlord before a people\u2019s court in the province of guangdong. he was found guilty and shot. source b in 1950 mao introduced an agrarian reform law. he sent his communist party workers into eachvillage to enforce it. they shared out the land in the villages between the peasants. they also gotpeasants to put landlords on trial in so-called people\u2019s courts. at these trials the landlords wereaccused of such things as charging high rents or mistreating their tenants. many landlords were let off.others were imprisoned or executed. party workers helped to set up the courts but it was the peasantswho ran them and made the decisions. this further increased their support for mao. an extract from a british textbook published in 1996. (a) (i) study source a. what impressions does this source give about people\u2019s courts? support your answer withreference to the source. [6] (ii)study source b. how far does this source show that land redistribution in china was unfair to the landlords?explain your answer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about the land redistributionin china? explain your answer. [7] (b) (i) give tworeasons why the communists encouraged the peasants to form collective farms. [2] (ii)what were communes? [4] (iii)why were the peasants strong supporters of the communists\u2019 takeover of china? [6] (iv)to what extent were mao\u2019s agricultural changes successful by 1962? explain your answer. [8] ",
            "7": "7 0470/4 w01 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a the land act of 1913 meant that blacks could only own land in \u2018native reserves\u2019 which amounted toonly seven per cent of south africa. blacks could not buy land from whites, blacks could not live onwhite farms except as full-time labourers, and share-cropping became illegal. straightaway it causedgreat suffering to many black families who were driven from their homes. as the years passed and theact took effect, independent black farming was destroyed and a supply of cheap black labour wascreated for white farmers and other white employers. from a british school textbook published in 1990. source b my father was a landowner in vanvhynsdorp but twice we lost all our cattle because of drought. havinginherited the land i made one more attempt but the drought of 1913 ruined me completely. for twentyyears the wagon has been our home \u2013 my nine children were born while we were on trek. a white south african\u2019s evidence to a government enquiry into poverty, 1932. (a) (i) study source a. what can you tell from this source about the 1913 land act? support your answer withreference to the source. [6] (ii)study source b. how far does this source show the problems of poor whites in south africa in the earlytwentieth century? explain your answer. [7] (iii)study both sources. is one of these sources more useful than the other as evidence about farming in southafrica? explain your answer. [7] (b) (i) give twoways in which south africa\u2019s economy was affected by the depression of the early 1930s. [2] (ii)describe the effects on blacks of the government policies of the 1920s and 1930s which attempted to solve the problems of poor whites. [4] (iii)why did the industrial and commercial workers\u2019 union not succeed in improving black workers\u2019 rights and wages in the 1920s? [6] (iv)to what extent had the development of south africa\u2019s economy improved working opportunities for the black population by 1940? explain your answer. [8]",
            "8": "8 0470/4 w01depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a israel\u2019s proposals for the west bank do not offer anything like a self-ruling state. israeli settlementswould remain, israeli troops would still be in control. water supplies would be regulated fromjerusalem. there is nothing in the proposals for sadat to show to his fellow arabs. his belief was thatthe middle east could not afford continuous warfare, and that peace had to begin somewhere. bypeace sadat meant a willingness to leave the palestinian question alone for a few years. from a british newspaper, 22 may 1979. source b begin\u2019s plan for palestinian self-rule under israeli authority is utterly unacceptable to us. it means theydo not want to reach an agreement. begin is trying to deepen the divisions in the arab world. egypt willnever accept israeli occupation of the west bank. an egyptian government minister, may 1979. (a) (i) study source a. what can you tell from this source about prospects for a settlement of the west bank issue?support your answer with reference to the source. [6] (ii)study source b. how far does this source show that begin did not really want to reach a settlement over thewest bank? explain your answer. [7] (iii)study both sources. is one source more useful than the other to explain the problems in achieving a peacefulsettlement in the middle east? explain your answer. [7] (b) (i) give tworeasons why the west bank was so important to the israelis. [2] (ii)what help did the united nations organisation give the plo in the 1970s? [4] (iii)why were the camp david agreements signed? [6] (iv)to what extent did the camp david agreements bring peace to the middle east? explain your answer. [8]",
            "9": "9 0470/4 w01 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a i\u2019m a poor cotton weaver as many a one knows,i\u2019ve nothing to eat in the house and i\u2019ve worn out my clothes.you\u2019d hardly give sixpence for all i\u2019ve got on, my shoes they are bursting and stockings i have none. from a popular ballad of about 1820. source bat present a boy or a girl of fourteen or fifteen years of age can manage two steam looms and canweave three and a half times as much cloth as the best hand weaver.  from \u2018a history of cotton manufacture\u2019, published in 1823. source cwe the framework knitters declare to all hosiers (stocking makers), lacemakers and owners of framesthat we will break and destroy all manner of frames whatsoever. given under my hand this first day of january 1812 at ned lud\u2019s office, sherwood forest. (a) (i) study sources a and b. what do these sources tell you about weaving in the first half of the nineteenth century? [6] (ii)study source c. how far does this source prove that workers resisted technological change? explain youranswer. [7] (iii)study all three sources. is source b more useful evidence about the progress of the textile industry than sources aand c? explain your answer. [7] (b) (i) give twoexamples of how inventions helped to industrialise the textile industry. [2] (ii)what factors decided the location of early factories? [4] (iii)why were there only a few \u2018luddite\u2019-type disturbances in the first quarter of the nineteenth century? [6] (iv)did industrialisation in the first half of the nineteenth century bring more disadvantages than advantages to the working classes? explain your answer. [8]",
            "10": "10 0470/4 w01depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a it is said that our empire is already large enough, and does not need to be extended. that cannot betrue. we have to consider those countries that must be developed either by ourselves or some othernation. we have to remember that the world, as far as it can be shaped by us, should receive anenglish-speaking culture and not that of other nations. we should, in my opinion, badly be at fault if weignored our responsibilities and refused to take a share in the partition of the world. from a speech made by lord rosebery, british foreign secretary, to the colonial institute in london, march 1893. source b bismarck:\u201ch\u2019m\u2014whereshalligonext?\u201d a cartoon from a british humorous magazine, august 1885, showing the german chancellor, bismarck, as a tourist. ",
            "11": "11 0470/4 w01 [turn over(a) (i) study source a. what does this source tell you about the nature of british imperialism? [6] (ii)study source b. does this cartoon give a reliable impression of german imperialism? explain your answer. [7] (iii)study both sources. how useful are these sources as evidence about british attitudes towards imperialism in thelate nineteenth century? explain your answer. [7] (b) (i) give twoexamples of disputes between european powers over extending their empires. [2] (ii)describe the spread of french imperialism in the nineteenth century in eitherasia orafrica. [4] (iii)why did germany seek an overseas empire in the late nineteenth century? [6] (iv)to what extent was the nature of british imperialism different from that of other countries? explain your answer. [8]",
            "12": "12 0470/4 w01copyright acknowledgements: question 1 sources a&b \u00a9 glayton; access to history germany; hodder & stoughton question 2 source a \u00a9 alan white; russia and the ussr; collins 1995 question 2 source b \u00a9 clare baker; russia 1917\u201345; heinemann question 3 source a \u00a9 j simkin; roosevelt and the new deal; spartacus educational question 3 source b cartoon \u00a9 macmillan education ltd question 4 source aphotograph \u00a9 popperfoto question 4 source b \u00a9 ben walsh; gcse modern world history john murray (publishers) ltd question 5 source a \u00a9 mroberts; history of s. africa; for and on behalf of pearson education ltd question 5 source b \u00a9 killie campbell africana library, campbell collections of the university of natal questions 6 a&6b \u00a9 sjperkins; the aran israeli conflict; itps ltd question 7 source a \u00a9 tmay; economic & social history of britain; pearson education ltd question 7 source c \u00a9 cculpin; making modern britain; harpercollins publishers ltd question 8source a \u00a9gsgraham; concise history of british empire; thames & hudson ltd question 8 source bcartoon \u00a9punch limited cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity ."
        }
    },
    "2002": {
        "0470_s02_qp_1.pdf": {
            "1": "this question paper consists of 16 printed pages. sp (slc) s16253/3 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/1 paper 1 may/june session 2002 1 hour 45 minutes additional materials: answer paper time 1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/1/m/j/02section a: core content answer any twoquestions from this section. 1study the extract and then answer the questions which follow. it was perhaps fortunate for cavour\u2019s reputation that he died immediately after the dramatic events of 1859-61 from which his policy had emerged triumphant. by the time victor emmanuel wasproclaimed king of italy in 1861 most italian nationalists had accepted cavour\u2019s action. onlymazzini, with a tiny following, refused to recognise the new state as \u2018italy\u2019 and remained in exile. (a)describe the progress of the revolutions in sicily and naples in 1859-61. [5] (b)why did the events of 1859-61 lead to victor emmanuel being proclaimed king of italy? [7] (c)how far was the unification of italy due to the work of cavour? explain your answer. [8] 2study the cartoon and then answer the questions which follow. a cartoon of 1880 showing u.s. grant and carpetbagging oppressing the south (a)describe the conditions in the south at the end of the civil war. [5] (b)why were \u2018carpetbaggers\u2019 resented so much by the south? [7] (c)\u2018reconstruction after the civil war brought more problems to the south than it solved.\u2019 do you agree? explain your answer. [8] ",
            "3": "3 0470/1/m/j/02 [turn over3study the extract and then answer the questions which follow. many influential japanese began to demand the restoration of the emperor as the source of power in japan. they took as their slogan \u2018revere the emperor. expel the barbarians\u2019. (a)what were the main points of the treaty of kanagawa in 1854 and the treaty of edo in 1858? [5] (b)why was the meiji emperor restored to supreme power in japan in 1868? [7] (c)how successful was the modernisation of japan by 1914? explain your answer. [8] 4study the picture and then answer the questions which follow. the british battleship hms dreadnought launched in 1906. (a)describe the agreements and alliances that france had with other countries by 1914. [5] (b)why did relations between britain and germany worsen between 1900 and 1914? [7] (c)to what extent did the system of alliances encourage european countries to act in a warlike manner before the events of 1914? explain your answer. [8] ",
            "4": "4 0470/1/m/j/025study the extract and then answer the questions which follow. the french want to suck germany and everybody else dry and to establish french military and political control of the league of nations. the french see the league of nations as anorganisation for the restoration of france to a supreme position in europe. views of a british official at the peace negotiations in 1919. (a)which terms of the peace settlement of 1919 directly affected france? [5] (b)why did some countries view with suspicion the setting up of the league of nations? [7] (c)how far did the structural weaknesses of the league of nations prevent it from being successful in the 1920s? explain your answer. [8] 6study the source and then answer the questions which follow. headline from an english newspaper of 7 march 1936. (a)in what ways did hitler break the treaty of versailles between 1933 and the end of 1938? [5] (b)why did britain and france follow a policy of appeasement with germany in the 1930s? [7] (c)\u2018hitler was a gambler rather than a planner in foreign affairs.\u2019 do you agree? explain your answer. [8]german troops enter rhineland hitler denounces locarno offers an all-round  peace pact and proposes to re-enter the league of nations \u2013 on conditions",
            "5": "5 0470/1/m/j/02 [turn over7study the cartoon and then answer the questions which follow. a western view of the plight of eastern europe at the end of the second world war.  poland, czechoslovakia, hungary, romania and bulgaria carry the banner \u2018thank our liberators\u2019 under the watchful eye of the ussr. (a)what was agreed at the y alta conference in 1945? [5] (b)why were western governments suspicious of the ussr in the period 1945 to february 1948 (the communist takeover of czechoslovakia)? [7] (c)\u2018it was the attitudes of truman and churchill rather than that of stalin which brought about the start of the cold war.\u2019 do you agree? explain your answer. [8] 8study the extract and then answer the questions which follow. instructions were given to our tank commander that he was to confront the soviet tank which was at checkpoint charlie. the tension grew very rapidly for the one reason that this was theamericans confronting russians. there was live ammunition in the tanks of both countries. it wasan unexpected, sudden confrontation that in my opinion was the closest that the russians and thewest came to going to war in the entire cold war period. the view of an american colonel who was in berlin at the time of the building of the wall in 1961.(a)describe the effects of the building of the berlin wall on the people of berlin. [5] (b)why was the berlin wall built in 1961? [7] (c)\u2018there was never any real likelihood that either the russians or the americans would turn the cold war into a \u2018hot war\u2019 in europe.\u2019 do you agree? explain your answer. [8] ",
            "6": "6 0470/1/m/j/02section b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the picture and then answer the questions which follow. a nazi poster of 1933 entitled \u2018new germany\u2019 and showing a  first world war soldier and a member of the sa. (a)what was the sa? [5] (b)why did the nazi party become popular between 1929 and 1932? [7] (c)to what extent was hitler\u2019s appointment as chancellor on 30 january 1933 the result of his popularity? explain your answer. [8] ",
            "7": "7 0470/1/m/j/02 [turn over10study the extract and then answer the questions which follow. herr adolf hitler, the german chancellor, has saved his country. swiftly he has rescued germany from men who had become a danger to the unity of the german people and to order in the state.he has caused them to be removed from high office, to be arrested, and put to death. presidentvon hindenburg had himself made it plain that stern action must be taken. in acting as he didhitler knew that he had the army behind him. today there is rejoicing in germany. a view of the night of the long knives from a british newspaper, 2 july 1934. (a)describe the events of the night of the long knives. [5] (b)why was goebbels important to hitler? [7] (c)\u2018hitler had removed all opposition to nazi rule within germany by the end of 1935.\u2019 do you agree? explain your answer. [8]",
            "8": "8 0470/1/m/j/02depth study b: russia, 1905\u201341 11study the extract and then answer the questions which follow. the bolshevik speaker to the crowd: speaker: do you need more land?crowd: y es, of course we do.speaker: do you have as much land as the landlords?crowd: no, they have much more than we do.speaker: will the kerensky government give you land? no, never. it protects the interests of thelandlords. only our party, the bolsheviks, will immediately give you land. several times i tried to take the floor and to explain that the bolsheviks make promises which they can never fulfil. serge pushkanev, a member of the mensheviks in july 1917. (a)describe the events of the revolution of march 1917. [5] (b)why did the provisional government of kerensky lose support in russia? [7] (c)how far was the bolshevik seizure of power in 1917 a \u2018people\u2019s revolution\u2019? explain your answer. [8] 12study the photograph and then answer the questions which follow. a hospital belonging to a collective farm. (a) (i) who were the kulaks? (ii) what was a kolkhoz? [5] (b)why did stalin introduce collectivisation? [7] (c)how far was stalin\u2019s policy of collective farming successful? explain your answer. [8] ",
            "9": "9 0470/1/m/j/02 [turn overdepth study c: the usa, 1919\u201341 13study the picture and then answer the questions which follow. poster for the film \u2018the jazz singer\u2019, the first \u2018talkie\u2019 film. (a)in what ways did prosperity show itself in the usa in the 1920s? [5] (b)why did agriculture not share in the prosperity of the 1920s? [7] (c)how much change was there in the american way of life during the 1920s? explain your answer. [8] 14study the extract and then answer the questions which follow. the president has been fooling himself. we will end this business of centralisation* and i want you to go back and tell the president that we are not going to let this government centralise everything.tell your men to get out of washington, tell them to go home, back to their states. that is wherethey must do their work. *concentration of control in washington. an opponent of the new deal talking to one of roosevelt\u2019s staff in may 1935. (a)describe the work of twoof roosevelt\u2019s \u2018alphabet agencies\u2019. [5] (b)why did roosevelt meet with opposition to his new deal policies? [7] (c)\u2018roosevelt was never able to achieve what he wanted because of the opposition to the new deal.\u2019 do you agree? explain your answer. [8] ",
            "10": "10 0470/1/m/j/02depth study d: china 1945\u2013c.1990 15study the extract and then answer the questions which follow. we cannot stand idly by when the american imperialist, a well-known enemy, is attempting to expand the aggressive flames to the borders of our country. extract from a chinese newspaper october 1950. (a)describe china\u2019s relations with the ussr in the 1950s and 1960s. [5] (b)why did communist china regard the usa as her enemy during the 1950s and 1960s? [7] (c)to what extent had china become a superpower by the death of mao in 1976? explain your answer. [8] 16study the photograph and then answer the questions which follow. photograph of young chinese on the streets of beijing in the 1980s. (a)describe the rise and fall of the \u2018gang of four\u2019. [5] (b)why did deng introduce economic reforms in china? [7] (c)\u2018despite the economic changes of the 1980s and 90s, the chinese way of life has changed little since mao\u2019s time.\u2019 do you agree? explain your answer. [8] ",
            "11": "11 0470/1/m/j/02 [turn overdepth study e: southern africa in the twentieth century 17study the extract and then answer the questions which follow. following the boer defeat of the british patrol at majuba hill in 1881, a leading british newspaper wrote \u2018unless we are prepared to withdraw from south africa immediately, we must restore ourauthority where it has been defied.\u2019 (a)describe the events leading to the british defeat at majuba hill in 1881. [5] (b)why was britain trying to expand her influence and territory in south africa in the last quarter of the nineteenth century? [7] (c)\u2018britain consistently followed the wrong policies in south africa between 1880 and 1914.\u2019 do you agree? explain your answer. [8] 18study the statistics and then answer the questions which follow. statistics on south african education, from a unesco report, 1976. (a)describe three ways in which apartheid made life difficult for blacks in south africa. [5] (b)why did the nationalist government of 1948 introduce apartheid? [7] (c)how far was the application of the policy of apartheid the reason for white dominance in south africa? explain your answer. [8]average amount number of % of pupils entering spent on each pupils per class school in 1963 and pupil reaching 8th year 12th year 1962 1976 1963 1976 whites 146 644 23 20 99 58.4 africans 12 42 58 52 12 0.2",
            "12": "12 0470/1/m/j/0219study the extracts and then answer the questions which follow. (i) south africa should \u2018promote the material and moral well-being and the social progress of the inhabitants\u2019 of namibia. an extract from the league of nations mandate to south africa, december 1920. (ii) we have long experience of south africa\u2019s policies and would not like hundreds of thousands more innocent victims to be brought under south africa\u2019s race and colour-dominated policies. an extract from a telegram sent by the anc to the uno in 1946 opposing south africa\u2019s plans to make namibia part of south africa. (a)describe how south west africa (namibia) passed from german rule to south african rule. [5] (b)why did south africa want to take over namibia in 1946? [7] (c)how well did south africa fulfil the obligations of the mandate over namibia? explain your answer. [8]",
            "13": "13 0470/1/m/j/02 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract and then answer the questions which follow. we were a peasant family, and the land belonged to us and we cultivated it ourselves. we also owned some cattle. then they (the israelis) attacked us and we had to flee. after a long walk wewere put in a un refugee camp. after a long time we found work, very poorly paid, but it enabledus to eat and live and the family was becoming healthy and happy. then all of a sudden, there theywere again; they had come to take everything from us. we were then on the road for three days. recollections of a palestinian who was a refugee in 1948. (a)describe the events of 1947\u201348 leading to britain\u2019s withdrawal from palestine. [5] (b)why did many palestinians become refugees during the period 1948 to 1970? [7] (c)how far was the suez war (1956) a success for the arabs? explain your answer. [8] 21study the photograph and then answer the questions which follow. begin, sadat and us president carter celebrate the peace treaty between israel and egypt, washington dc, 16 march 1979. (a)describe the part played by the usa in the middle east in the 1970s. [5] (b)why was the camp david agreement thought by many to be a great success? [7] (c)if the camp david agreement was successful, why did tensions continue between arabs and israelis in the middle east? explain your answer. [8] ",
            "14": "14 0470/1/m/j/02depth study g: the creation of modern industrial society 22study the statistics and then answer the questions which follow. average age of death manchester (an industrial town) rutlandshire (a country area) professional persons, gentry and families 38 52 tradesmen, shopkeepers, farmers and families 20 41 mechanics, labourers and families 17 38 from a report of 1842. (a)what were the main causes of death in industrial towns in the nineteenth century? [5] (b)why did some towns grow rapidly in the nineteenth century whilst others did not? [7] (c)to what extent did people benefit from moving from rural areas to industrial towns in the nineteenth century? explain your answer. [8] 23study the extract and then answer the questions which follow. my lord, if we have broken the law, it was not done intentionally. we have injured no man\u2019s character, reputation, person or property. we were uniting together to preserve ourselves, ourwives and our children from utter degradation and starvation. loveless, one of the \u2018tolpuddle martyrs\u2019, speaking at the trial in 1834. (a)describe what the tolpuddle martyrs did and what happened to them. [5] (b)why was it difficult for workers to form trade unions in the first half of the nineteenth century? [7] (c)how successful were working-class movements in britain from 1800 to 1880? explain your answer. [8]",
            "15": "15 0470/1/m/j/02depth study h: the impact of western imperialism in the nineteenth century 24study the extract and then answer the questions which follow. on seeing the thriving port of sydney (australia) in january 1836, charles darwin wrote \u2018my first feeling was to congratulate myself that i was born an englishman.\u2019 in his view the city\u2019s buildingsand business were evidence of \u2018the power of the british nation\u2019 in contrast to those of the spanishand portuguese, whose former colonies he had just visited and which had, he concluded, madelittle progress over the past 300 years. (a)describe the main types of trade carried on between european countries and their colonies in the first half of the nineteenth century. [5] (b)why did britain have a large empire by the end of the nineteenth century? [7] (c)how far did imperialism benefit britain more than it did her colonies? explain your answer. [8] 25study the maps and then answer the questions which follow. maps of africa to show the areas taken by europeans by 1830 (left) and their empires in 1914 (right). (a)describe belgium\u2019s acquisition of the congo. [5] (b)why was the berlin conference of 1884\u201385 important? [7] (c)how far is the term \u2018scramble for africa\u2019 an accurate description of the partition of africa by european countries in the late nineteenth century? explain your answer. [8] ",
            "16": "16 0470/1/m/j/02copyright acknowledgements: question 1 \u00a9 h hearde. cavour. reproduced by permission of the historical association. \u00a9 question 2 \u00a9 t williams. the union restored. time life \u00a9question 3 \u00a9 p sauvain. european and world history. hulton educational publications ltd.question 4 \u00a9 l snellgrove. the modern world since 1870. published by longmans. \u00a9 imperial war museum.question 5 \u00a9 t mcaleavy. modern world history. reproduced with permission from cambridge university press.question 6 \u00a9 h evans. front page history. \u00a9 evening standard.question 7 \u00a9 s r gibbons. the cold war. longmans.question 8 \u00a9 j issacs and t downing. extracted from cold war, published by bantam press, a division of transworld publishers. all  rights reserved. question 9 \u00a9 w l shirer. rise and fall of the third reich. archiv gerstemberg.question 10 \u00a9 the daily mail. 1934 \u00a9question 11 \u00a9 j simkin. the russian revolution. reproduced by permission of spartacus educational publishers. \u00a9question 12 \u00a9 t pimlott. society for cultural relations with ussr. \u00a9 society for co-ordination in russian and soviet studies.question 13 \u00a9 weimer to wall street, 1918\u20131929. published by hamlyn.question 14 \u00a9 h evans. the american century. random house.question 15 \u00a9 t mcaleary. modern world history. cup.question 16 \u00a9 b o\u2019callaghan. history of the 20th century.question 17 \u00a9 thomas pakenham. the scramble for africa. publishers weidenfeld & nicolson.question 18 \u00a9 p mantin. the 20th century world. hutchinson.question 19 \u00a9 n mbumbay and n n disser. namibia in history.question 20 \u00a9 d heater. case studies in 20th century world history. reproduced by permission of longmans.question 21 \u00a9 r samuel. a history of israel. weidenfeld and nicolson.question 22 \u00a9 an economic and social history of britain, 1760\u20131970. reproduced by permission of longmans.question 23 \u00a9 chris culpin. the making of modern britain.question 24 \u00a9 lawrence james. the rise and fall of the british empire. little brown.question 25 \u00a9 p sauvain. european world history. hulton education. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_s02_qp_2.pdf": {
            "1": "this question paper consists of 11 printed pages and 1 blank page. sp (slc) s24317/2 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/2 paper 2 may/june session 2002 2 hours additional materials: answer paper time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. this paper has two options.option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013 p10] choose oneof these options, and then answer allthe questions on that topic. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/2/m/j/02option a: 19th century topic did bismarck plan the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians disagree about whether war against france was part of bismarck\u2019s long-term plans. this war was brought about by the issue of the succession to the spanish throne. one of the candidateswas prince leopold, a member of the hohenzollern family. leopold was completely unacceptable tonapoleon iii of france because william i of prussia was head of the hohenzollern family. the frenchfeared that they would be surrounded by enemies if leopold became king of spain. the war, which started in 1870, enabled bismarck to complete the unification of germany. nationalist feeling led to the southern german states joining prussia in the war and in january 1871 the germanempire was established with william i as emperor. had bismarck planned the war to help bring aboutthe unification of germany? source a there is not a scrap of evidence that bismarck worked deliberately for a war with france, still less that he timed it precisely for the summer of 1870. bismarck showed no sign of increasing hostility towardsfrance. on the contrary, he made several attempts to win the friendship of napoleon. thehohenzollern candidature, far from being designed to provoke war with france which would completethe unification of germany, was intended rather to make german unification possible without a war. once war was inevitable, bismarck wanted the \u2018ems telegram\u2019 to be presented as the cause of war. he did not plan the war, but he claimed it as his own once it became certain. he wished to present himselfas the creator of germany. from a biography of bismarck published in 1955. source b for long after the franco-prussian war the prussians always maintained that the negotiations had only concerned king william in his capacity as head of the hohenzollern family. towards the end of thecentury, however, evidence emerged to show that bismarck had encouraged the hohenzollerncandidature. napoleon ill had informed him that he would never tolerate a hohenzollern on thespanish throne. in view of later events it is tempting to assume that bismarck intended to use the issueto provoke war between germany and france, after which france would be unable to prevent theunification of the south german states within germany. from a history book published in 1964.",
            "3": "3 0470/2/m/j/02 [turn oversource c a cartoon showing death thanking bismarck for the thousands killed in the course of unification. source d a statue of bismarck as germany\u2019s creator. it shows him making weapons  which would be used to unify germany. ",
            "4": "4 0470/2/m/j/02source e we shall have that war with france. do not believe that i love war. i have seen enough of war to hate it. the terrible scenes i have witnessed will always trouble me. i shall never consent to a war that isavoidable, much less seek it. but this war with france will surely come. it will be clearly forced upon us by the french emperor. i see that clearly. i do not think he is personally eager for war but his dangerous situation will drive him to it. the crisis will come in about two years. of course we have to beready for it \u2014 and we are. we shall win and the result will be the total unification of germany (exceptaustria) and probably also napoleon\u2019s downfall. these are the opposite of what napoleon aims at. from a report of an interview given by bismarck to an american politician  on 28 january 1868, and published in 1908. source f i think it is obvious that german unity could be promoted by actions involving force. however force can end in disaster if used at the wrong time, and germany is not yet ready for unification. if the time thatlies ahead works in the interest of unity as much as it has over the last one hundred years then we canlook to the future calmly and leave the rest to our successors. bismarck to the prussian representative in munich, february 1869. source g his majesty (the king of prussia) wrote to me: \u2018the french ambassador spoke to me in order to demand from me that i should agree to send a telegram at once that i promise for all future time neveragain to give my consent to the hohenzollerns to renew their candidature. i refused as it is neither rightnor possible to give promises of this kind. i told him that as i had not yet received any news, and as heknew about paris and madrid before i did, he could clearly see that my government had no involvementin the matter.\u2019 his majesty has since received a letter from prince leopold. his majesty has decided not to see the french ambassador again, but to inform him through one of his officials that his majesty has nowreceived from the prince confirmation of the news which the ambassador already had. his majesty hasnothing further to say to the ambassador. his majesty leaves it to your excellency whether theambassador\u2019s demand and its rejection should be communicated to the press. the original text of the ems telegram from an official in the prussian government to bismarck,  july 1870.",
            "5": "5 0470/2/m/j/02 [turn oversource h urgentfor open publication (including newspapers). copies to be sent to prussian embassies.when the imperial french government was officially informed by the royal spanish government that prince leopold had given up his claim to the throne, the french ambassador demanded that hismajesty the king authorise him to telegraph paris with the message that his majesty the king agreedthat he would never allow a hohenzollern to put himself forward as a candidate for the throne of spain.in response his majesty the king refused to see the french ambassador and sent a message sayingthat his majesty had nothing more to communicate to the ambassador. bismarck\u2019s version of the ems telegram, published on 13 july 1870. source i a drawing, from the time, showing french crowds celebrating the declaration of war  against prussia on 19 july 1870. source j i went on to explain: \u2018if in carrying out his majesty\u2019s order, i at once communicate this text not only to the newspapers but by telegraph to all our embassies, it will be known in paris before midnight and willhave the effect of provoking the french. success, however, depends on the impression which the startof the war makes upon us and other german states: it is important that we should be the onesattacked.\u2019 from bismarck\u2019s memoirs published in 1898. ",
            "6": "6 0470/2/m/j/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources disagree? explain your answer using details of the sources. [7] 2study sources c and d. how different are the messages of these two sources? explain your answer using details of the sources. [7] 3study sources e and f . must bismarck have been lying in one of these two sources? explain your answer using the sources and your knowledge. [8] 4study sources g and h. are you surprised that bismarck published the version of the telegram in source h? explain your answer using the sources and your knowledge. [8] 5study source i. does source i prove that bismarck was not responsible for starting the franco-prussian war? explain your answer using the source and your knowledge. [8] 6study allthe sources. \u2018bismarck planned the franco-prussian war.\u2019 how far do the sources on this paper support this statement? use the sources to explain your answer. [12]",
            "7": "7 0470/2/m/j/02 [turn overoption b: 20th century topic why did the soviet union invade czechoslovakia in 1968? study the background information and the sources carefully, and then answer allthe questions. background informationuntil 1968, czechoslovakia, under the leadership of the communist party leader novotny, was a one- party state with no free speech and heavy censorship. its economy was stagnant, its technology out ofdate, its industries organised for the benefit of the soviet union. few consumer goods were producedand the living standard of most czechs was low. in 1968 alexander dubc \u02d8 ek became leader of the czechoslovak communist party. he knew that economic reforms were needed. he also began to introduce political reforms. censorship was relaxed,freedom of speech was allowed, and other political parties were given limited freedom. dubc \u02d8 ek always insisted that one-party rule would remain and that czechoslovakia would stay in the warsaw pact. y et,on 20 august 1968, 500 000 soviet and other warsaw pact troops invaded czechoslovakia. source a to the entire people of the czechoslovak socialist republic.y esterday, 20 august at around 11 pm, troops from the soviet union and other warsaw pact countries crossed the frontiers of czechoslovakia. this happened without the knowledge of the czechoslovakleadership. the leadership appeals to all citizens not to offer any resistance to the troops. theczechoslovak leadership regards this act as against international law. from a broadcast made by the czechoslovak communist party leadership  on prague radio, 21 august 1968. source b the party and government leaders of the czechoslovak socialist republic have asked the soviet union and other allies to give the czechoslovak people urgent assistance, including assistance witharmed forces. this request was brought about by the threat from counter-revolutionary forces workingwith foreign forces hostile to socialism. the actions that are being taken serve the purposes of peace. from a soviet news agency report, 21 august 1968. source c there have long been rumours that czechoslovak party officials invited the soviets to invade their country to re-impose hardline law and order. the documents, locked in a top secret folder in themoscow communist party archives, have only recently been made available. it is now known that vasilbilak, an anti-reformist communist party chief, wrote to brezhnev asking him to use military force toprevent \u2018counter-revolution\u2019 and to save \u2018socialism in our country.\u2019 from a british history book published in 1988.",
            "8": "8 0470/2/m/j/02source d a soviet cartoon published on the day warsaw pact troops occupied prague in august 1968.  the armband says \u2018imperialism\u2019 and the word at the bottom is \u2018czechoslovakia\u2019. source e an american cartoon about the soviet invasion of czechoslovakia in 1968. it shows brezhnev and his deputy as gangsters. the man in the middle is dubc \u02d8 ek. his feet are being dipped in concrete. ",
            "9": "9 0470/2/m/j/02 [turn oversource f developments in your country are causing deep anxiety among us. we are convinced that your country is being pushed off the road of socialism and that this puts in danger the interests of the whole socialistsystem. at great sacrifice the people of our countries achieved victory over hitlerian fascism and won the opportunity to follow the path of socialism. the frontiers of the socialist world moved to the centre ofeurope. and we shall never agree to these historic gains and the security of our peoples being placedin danger. a letter from the soviet government to the czechoslovak communist party, july 1968. source g socialism for us is the only possibility. we lived in another system 25 years ago and it wasn\u2019t a happy time for czechoslovakia. we want to stay with other communist countries. the main change is just tobring back a human face to socialism, to find a more honest, human way to fulfil the aims we have inmind. from a radio broadcast by a senior official in the czech government, 1968. source h to the soviets, dubc \u02d8 ek\u2019s action programme was dangerous. it brought personal and political freedom to the centre of a debate which could hardly be confined to czechoslovakia. ceausescu of romaniahad been making himself awkward, and tito was still alive and active. both were to visit prague inaugust 1968. the prospect of czechoslovakia sliding into alliance with yugoslavia and romania wasalarming. from a history book published in 1996.",
            "10": "10 0470/2/m/j/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what can you learn about the events of 1968 in czechoslovakia from this source? explain your answer using details of the source. [5] 2study source b. are you surprised by this source? explain your answer using the source and your knowledge. [8] 3study sources a, b, and c. how far does source c prove that source b is more reliable than source a? explain your answer using the sources and your knowledge. [9] 4study sources d and e. how different are the messages of these two cartoons? explain your answer using details of the sources. [8] 5study sources f and g. must one of these two sources be wrong? explain your answer using the sources and your knowledge. [8] 6study allthe sources. \u2018the soviet union invaded czechoslovakia only because dubc \u02d8 ek\u2019s reforms were a threat to socialism in czechoslovakia.\u2019 how far do the sources on this paper support this statement? usethe sources to explain your answer. [12]",
            "11": "11 0470/2/m/j/02blank page",
            "12": "12 0470/2/m/j/02copyright acknowledgements: option a source a \u00a9a j p taylor. new english library. option a source b \u00a9a wood. europe 1815\u20131945. longmans option a source c \u00a9editor dr r morgan. germany 1870\u20131970. \u00a9vilstien or archiv gerstenberg. option a source d \u00a9germany 1870\u20131970. bundersarchiv. option b source a \u00a9tony lancaster and derek peaple. the modern world. reproduced with permission from causeway press ltd. lancs. option b source b \u00a9modern world history. option b source c \u00a9jeremy issacs and taylor downing. cold war. bantam press. excluding the usa. option b source d \u00a9peter martin and colin lankerter. romanov to gorbachev. option b source e \u00a9tony lancaster and derek peaple. the modern world. reproduced with permission from causeway press ltd, lancs. option b source f \u00a9tony mcaleary. modern world history. reproduced with permission from cup. option b source g \u00a9nigel kelly and greg lacey. modern world history. option b source h \u00a9peter colcacoressi. world politics from 1945. reproduced with permission from pearsons education. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_s02_qp_4.pdf": {
            "1": "this question paper consists of 11 printed pages and 1 blank page. sjf2300  s14930/3 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations  history 0470/4 paper 4  alternative to coursework may/june session 2002 1 hour additional materials: answer paper time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/answer booklet. answer the questions on onedepth study. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/4/m/j/02depth study a: germany 1918-45 1study the sources, and then answer the questions that follow. source ait really upset us old soldiers to see how quickly the republic stopped using the black-white-red flag of the old empire. thousands of soldiers who fought for this flag lie buried in enemy territory. idon\u2019t hide the fact that i\u2019m a monarchist. when you\u2019ve served your country for 30 years you justcan\u2019t say \u2018from tomorrow i\u2019m republican\u2019. don\u2019t worry though - i don\u2019t think we can bring back themonarchy just now. a free corps officer speaking in 1919. source b workers! party comrades! kapp\u2019s putsch has begun. the free corps who were afraid they would be disbanded have made an attempt to overthrow the republic. there is only one way to preventthe return of wilhelm ii. paralyse all economic activity! a social democrat proclamation of 1920 calling on all workers to strike against the kapp putsch. (a) (i) study source a. what can you tell from this source about the free corps\u2019 attitudes towards the new republic? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the social democrats expected the support of the german people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of the problems of the weimar government? explain your answer. [7] (b) (i) give two weaknesses of the weimar constitution. [2] (ii) what did the munich putsch of 1923 hope to achieve? [4] (iii) why was there hyperinflation in 1923? [6] (iv) was the weimar government weakened more by hyperinflation than by the treaty of versailles? explain your answer. [8]",
            "3": "3 0470/4/m/j/02 [turn overdepth study b: russia, 1905-41 2study the sources, and then answer the questions that follow. source asire, we the workers and people of st. petersburg, our wives and children and old, helpless parents, come to you, sire, to seek justice and protection. we are poor and oppressed, worndown by bad treatment. sire, we have no strength left. now death is better than unendingsuffering. from father gapon\u2019s list of complaints, which was to be given to the tsar on sunday,  22 january 1905. (note: sire means tsar nicholas ii)  source b political parties were banned and opponents of the tsar had to meet in secret. some opponents believed in peaceful change but still lived in fear of the okhrana (secret police). others, moreviolently minded, lived in exile and plotted revolution. a british historian describes opposition groups at the beginning of 1905. (a) (i) study source a. what can you tell from the source about the people of st. petersburg in january 1905? support your answer with reference to the source. [6] (ii) study source b. how far does the source show that nicholas ii had control of russia at the beginning of 1905? explain your answer. [7]  (iii) study both sources. is one of these sources more useful than the other in explaining why a revolution took place in russia in 1905? explain your answer. [7] (b) (i) name two political groups opposed to the tsar in 1905. [2] (ii) describe two results of the events of bloody sunday. [4] (iii) why was nicholas ii able to survive the events of 1905? [6] (iv) to what extent had nicholas ii overcome the threat of revolution by the outbreak of war in 1914? explain your answer. [8]",
            "4": "4 0470/4/m/j/02depth study c: the usa, 1919-41 3study the sources, and then answer the questions that follow.  source ait\u2019s the new and better thing that excites the people\u2019s hearts. on broadway a new play triumphs; in miami there is a new fashion for women\u2019s dresses; in chicago a new invention changes anindustry; out of los angeles comes word of a new scientific discovery. this is america! ever seeking to improve upon the past. from an american newspaper article, published in 1926. source b date head of cattle cotton per lb. wheat per bushel ($) (cents) (cents) 1919 55 35 2161923 32 29 931925 32 20 1441928 51 18 100 american farm prices. (a) (i) study source a. what can you tell from this source about american attitudes in the 1920s? explain your answer with reference to the source. [6] (ii) study source b.  how far does this source indicate that us agriculture was declining in this period? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about the us economy in the 1920s? explain your answer. [7] (b) (i) name two manufacturing industries which expanded as a result of the growth of the automobile industry in the 1920s. [2] (ii) how did the spread of electric power affect the lives of us city dwellers in the 1920s?  [4] (iii) why did the entertainment industries grow in the usa during the 1920s? [6] (iv) how far did us society offer equality of opportunities for all its citizens in the 1920s? explain your answer. [8]",
            "5": "5 0470/4/m/j/02 [turn overdepth study d: china, 1945-c.1990 4study the sources, and then answer the questions that follow. source ahave no fear of chaos. the more chaos you create and the longer the disruption continues the better. disorder and chaos are always good. they make problems clear. but never use weapons.it is never a good thing to open fire. mao zedong speaking to red guards, 6 april 1967. source b i spent eight years stirring up revolution. it was like losing a large part of your life. now i would like to do something to help my country, but what qualifications do i have? i never finished school. a former red guard speaking in 1980. (a) (i) study source a. what does the source tell you about mao zedong and the red guards during the cultural revolution? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the cultural revolution was a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the red guards? explain your answer. [7] (b) (i) name two groups of people targeted by the red guards. [2] (ii) describe the disorder and chaos caused by the red guards. [4] (iii) why did mao zedong introduce the cultural revolution? [6] (iv) how successful was the cultural revolution? explain your answer. [8]",
            "6": "6 0470/4/m/j/02depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions that follow. source a a poster from the congress of south african students, july 1976.",
            "7": "7 0470/4/m/j/02 [turn oversource b six die after south african police open fire on rioters  the worst outbreak of civil unrest in south africa for sixteen years. army reinforcements are calledin to soweto. (17th june 1976) death toll rises to 41 in second day of rioting in soweto no end to violence in sight, police chief says, as unrest spreads to other black townships.(18th june 1976) mr. vorster orders police to use all means to end riots  97 reported dead in three days of clashes. (19th june 1976) front page headlines from a british newspaper, june 1976. (a) (i) study source a. what impression does this source give of the attitudes of some young people in soweto? support your answer with reference to the source. [6] (ii) study source b. how far does this source show what happened in soweto in june 1976? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the effectiveness of the south african government\u2019s response to events in soweto? explain your answer. [7] (b) (i) give tworeasons for the demonstrations in soweto in june 1976. [2] (ii) in what ways did the education of black children differ from that of white children in the state system until 1980? [4] (iii) why did the troubles in soweto spread to other parts of the country? [6] (iv) to what extent did the national governments improve conditions for blacks in the townships between 1977 and 1983? explain your answer. [8]",
            "8": "8 0470/4/m/j/02depth study f: israelis and palestinians, 1945-c.1994 6study the sources, and then answer the questions that follow. source awhat can be said of mr sieff\u2019s attackers, the popular front for the liberation of palestine? brutal, unfeeling, ruthless, worse than any ordinary criminal. the plo declares that the rights of thepalestinian arabs justify atrocities everywhere in the world. this is a policy for endless conflict. from a british newspaper, january 1974, commenting on the attempted killing of a jewish businessman in britain. source b in 1968 y asser arafat tried to coordinate the activities of the various palestinian terrorist groups. the terrorists were seen by most of their people as heroic freedom fighters aiming to regain theirhomeland. the israelis however regarded them as agents of murder and sabotage. letter bombsand other forms of attack on individuals were also used. the guerrilla raids have spread terror butno military victory has been achieved. some extremists aim to destroy israel. many support theaims of al fatah. some groups believe only in peaceful means. from a british textbook published in 1977.  (a) (i) study source a. what can you tell from this source about the attitudes of the plo? support your answer with reference to the source. [6] (ii) study source b.  how far does this source show that palestinian terrorist attacks were successful? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about the plo? explain your answer. [7] (b) (i) give two reasons for the founding of the plo. [2] (ii) what part did y asser arafat play in the plo in the 1970s? [4] (iii) why did the plo feel there was a need to use terrorism? [6] (iv) has terrorism by the plo helped or hindered the arab-lsraeli peace process? explain your answer. [8]",
            "9": "9 0470/4/m/j/02 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions that follow. source a an eighteenth-century picture showing a woman spinning and winding wool  for the hand loom in the domestic system. source b numbers of power looms and workers in the cotton industry in 1838,1858, and 1885.power looms 600,000 500,000 400,000300,000 200,000 100,000 01838 1856cotton 1885workers",
            "10": "10 0470/4/m/j/02source c the english spinner has no enjoyment of the open air. locked up in factories eight storeys high, he has no relaxation until the engine stops and then he goes home to rest for the next day. thereis no time for happy times with his family for they are exhausted. women used to do textile work at home and so be able to cook and care for their families. but now all the cotton is worked by a machine, called the devil, so that the wives have no employment unless they go to work in thefactory all day for a few shillings per week. (a) (i) study source a. what impressions of the domestic system does this picture give? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source prove that the factory system had a bad effect on society? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing the development of the textile industry? explain your answer. [7] (b) (i) identify twocentres of the woollen industry at the beginning of the nineteenth century.  [2] (ii) describe how the spinning jenny and the power loom speeded up textile manufacture.  [4] (iii) why was there increased demand for cotton textiles in the nineteenth century? [6] (iv) was the availability of a cheap labour force the main reason for the development of the british textile industry in the nineteenth century? explain your answer. [8]",
            "11": "11 0470/4/m/j/02depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions that follow. source a a german cartoon about british imperialism with the caption \u2018whisky, exploitation and christianity\u2019. source b this is what britain must either do or perish. she must found colonies as fast and as far as she is able with our most energetic and worthiest men. she must seize every piece of fruitful wasteground she can set her foot on and then teach the people there that their first loyalty is to britainand that their first aim is to advance the power of britain by land and sea. if we can get men, forlittle pay, to fight for love of britain, we may find men also who will plough and sow for her and whowill bring up their children to love her and who will gladden themselves in the brightness of herglory. an extract from a speech made in britain in the 1880s. (a) (i) study source a. what can you tell about german attitudes towards british imperialism from this cartoon? support your answer with reference to the source. [6] (ii) study source b. to what extent does this extract give an accurate view about british aims in colonisation in the 19th century? explain your answer. [7] (iii) study both sources. which is the more useful source as evidence about the nature of western imperialism in the 19th century? explain your answer. [7] (b) (i) name twoeuropean countries and a colony which each established in the nineteenth century. [2] (ii) describe the work of missionaries in european imperialism. [4] (iii) why did britain have a larger overseas empire than any other european country by the end of the nineteenth century? [6] (iv) \u2018 of all the causes of western imperialism in the nineteenth century, economic factors were the most important.\u2019 do you agree? explain your answer. [8]",
            "12": "12 0470/4/m/j/02blank page copyright acknowledgements: question 1 source a white and hadley. germany 1918-1949. question 1 source b white and hadley. germany 1918-1949. question 2 source a orlando figes. a peoples tragedy. question 2 source b alan white. russia and the ussr.question 3 source b john vic. modern america.question 4 source a b callaghan. history of the 20th century. reproduced by permission of pearson education. question 4 source b b callaghan. history of the 20th century. reproduced by permission of pearson education. question 5 source a congress of south african studentsquestion 5 source b the times newspaperquestion 6 source a the daily telegraphquestion 7 source b sch cambridge international examinations has made every effort to trace copyright holers, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w02_qp_1.pdf": {
            "1": "time 1 hour 45 minutes instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer three questions. section a: answer twoquestions. section b: answer onequestion. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations history 0470/1 paper 1 october/november session 2002 1 hour 45 minutes additional materials: answer paper. this question paper consists of 18 printed pages and 2 blank pages. spa (nh) s18629/3 \u00a9 cie 2002 [turn over",
            "2": "2 0470/1 o/n/02section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. by 1850 there seemed little left of \u2018the year of revolutions\u2019. austria had apparently re-established firm government in her empire and prestige among the german states. democratic and nationalistmovements had failed to take root, and the sufferings of the peoples of europe seemed to be invain. (a)describe the course of revolution in 1848\u201349 in either prussia orhungary. [5] (b)why did the revolutions fail in the austrian empire? [7] (c)how important were the 1848 revolutions for europe? explain your answer. [8] 2study the picture, and then answer the questions which follow. the escape of a slave from richmond, virginia to philadelphia in the north. (a)how did northern states deal with runaway slaves and slaves attempting to escape during the 1850s? [5] (b)why did slavery become a very important issue in america in the 1850s? [7] (c)how different were the lifestyles and outlook of the northern and southern states in the years before the civil war? explain your answer. [8] ",
            "3": "3 0470/1 o/n/02 [turn over3study the map, and then answer the questions which follow. (a)what territorial acquisitions did japan make between 1890 and 1914 and how were they acquired? [5] (b)why was japan able to defeat both china and russia within a few years? [7] (c)how important was western influence in increasing the power and status of japan between 1868 and 1914? explain your answer. [8] ",
            "4": "4 0470/1 o/n/024study the extract, and then answer the questions which follow. the crime against my nephew is the direct consequence of the agitation carried on by serbian pan-slavists whose sole aim is to weaken the triple alliance and shatter my empire. the bloodydeed was not the work of a single individual but a well-organised plot. though it may be impossible to prove the involvement of the serbian government, there can be no doubt that its policy of uniting all southern slavs under the serbian flag encourages such crimes. what wouldgerman policy be if austria decided to punish this centre of terrorism in belgrade? extract from a letter from emperor franz josef to kaiser wilhelm on 5 july 1914 about the assassination of the archduke ferdinand and his wife. (a)describe the events of 28 june 1914 leading to the assassination of the archduke ferdinand and his wife in sarajevo. [5] (b)why did austria want to take action against serbia? [7] (c)did the assassination of the archduke ferdinand make european war inevitable? explain your answer. [8] 5study the extract, and then answer the questions which follow. the league may be a difficult scheme to work, but the significant thing is that the powers have promised to make it work. mankind has, in the short space of ten years, jumped from the old orderto the new. we are witnessing one of the great miracles of history. from a speech made in 1930. (a)describe twosuccesses the league of nations had in the 1920s in solving disputes. [5] (b)why was the league of nations quite successful in the first ten years of its existence? [7] (c)\u2018the good work of the league was destroyed by the depression of the 1930s.\u2019 do you agree? explain your answer. [8]",
            "5": "5 0470/1 o/n/02 [turn over6study the photograph, and then answer the questions which follow. an abyssinian village bombed by italian aircraft in the invasion of 1936. (a)describe the attacks that japan made on china in the 1930s. [5] (b)why was italy able to defeat the abyssinians? [7] (c)how important for events in europe were hitler\u2019s pacts with italy and japan? explain your answer. [8] ",
            "6": "6 0470/1 o/n/027study the photograph, and then answer the questions which follow. the execution of a vietcong suspect during the tet offensive, 1968. (a)who were the vietcong and what part did they play in the vietnam war? [5] (b)why did involvement in the war become increasingly unpopular in the usa? [7] (c)how successful was us policy towards vietnam in the period 1963\u20131975? explain your answer. [8] 8study the extract, and then answer the questions which follow. the main differences between the league of nations and the uno were the stronger powers of the security council, the extent of the specialised agencies (15 by 1989) and the requirement thatmember states should make available armed forces to serve as peacekeepers or to repel anaggressor. the secretary-generals have achieved greater influence than their predecessors inthe league. (a)describe the basic structure of the uno. [5] (b)why did the uno become involved in the congo (1960\u201363)? [7] (c)how important was the involvement of the uno in the korean war? explain your answer. [8] ",
            "7": "7 0470/1 o/n/02 [turn oversection b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the photograph, and then answer the questions which follow. a freikorps unit in munich, may 1919. (a)describe the activities of the freikorps in germany, 1919\u201320. [5] (b)why were there so many uprisings and disturbances in germany in the years 1919\u201322? [7] (c)how far was germany\u2019s treatment in the versailles peace settlement unfair? explain your answer. [8] ",
            "8": "8 0470/1 o/n/0210study the extract, and then answer the questions which follow. a jew may not be a citizen of the reich. he has no vote. he may not fill public office. marriages between jews and nationals of german or similar blood are forbidden. extract from the nuremberg laws, september 1935. (a)describe the treatment of the jews in nazi germany from 1935. [5] (b)why were the jews persecuted by the nazis? [7] (c)by the end of the 1930s, did hitler rule germany by oppression or by popular support? explain your answer. [8]",
            "9": "9 0470/1 o/n/02 [turn overdepth study b: russia, 1905\u201341 11study the extract, and then answer the questions which follow. war! we knew the meaning of it now. there were no cheering crowds in the streets, no flags carried round. only silent crowds reading the telegrams of the war in shop windows, nurseshurrying to duty, men with grave faces discussing the situation, women in mourning and groups ofwounded soldiers being taken around the town. the daughter of the british ambassador to russia writing in december 1914. (a)describe the reforms of stolypin (1906\u201311). [5] (b)why was there growing discontent in russia between 1914 and 1917? [7] (c)how important was lenin in bringing about revolution in russia in october 1917? explain your answer. [8] 12study the extract, and then answer the questions which follow. trotsky and his friends argued that the soviet union would only be really safe from its enemies when other states had become communist and thus friendly to her. trotsky favoured worldrevolution. stalin said that the interests of the soviet union must come first. the main task was tocreate a strong soviet union by developing industries and a powerful army that could protect thecountry from foreign powers. (a)what part did trotsky play in the bolshevik revolution to 1925? [5] (b)why was stalin able to become dictator of russia by 1929? [7] (c)\u2018stalin only kept control in russia by oppression and the elimination of opponents.\u2019 do you agree? explain your answer. [8]",
            "10": "10 0470/1 o/n/02depth study c: the usa, 1919\u201341 13study the picture, and then answer the questions which follow. (a)describe the aims and work of the nra. [5] (b)why was franklin roosevelt a landslide winner of the presidential election of 1936? [7] (c)how far had the usa emerged from the depression by 1940? explain your answer. [8] 14study the extract, and then answer the questions which follow. al capone first got his picture in the chicago tribune in may 1924, when he walked into a bar and emptied a gun into the head of gangster joe howard. three men saw him do it, but between themurder and the inquest two were overcome by \u2018loss of memory\u2019 and the other went missing. alcapone never set foot in court for this crime. this was to set the pattern for the future. (a)what part did al capone play in gangsterism in the usa in the 1920s? [5] (b)why did the ku klux klan revive in the usa in the 1920s? [7] (c)\u2018violence dominated life in the usa in the 1920s.\u2019 do you agree? explain your answer. [8] ",
            "11": "11 0470/1 o/n/02 [turn overdepth study d: china, 1945\u2013c.1990 15study the photograph, and then answer the questions which follow. chinese workers on the haiho river project. (a)describe the effects of the second world war on the communists in china. [5] (b)why did support for communism increase in china during the period 1945\u201349? [7] (c)\u2018it was the people themselves who happily and willingly transformed china in the 1950s.\u2019 do you agree? explain your answer. [8] ",
            "12": "12 0470/1 o/n/0216study the extract, and then answer the questions which follow. the cultural revolution was really a good thing. in the 1950s the chinese were very simple. they believed in the communists \u2013 like my mother. she\u2019s a teacher. whatever the communists said shethought was great. then, in the cultural revolution, they locked her up for a year and a half because her father was a well-known scholar whom they said was a \u2018capitalist\u2019. some red  guards in her school made her kneel on broken glass in front of all the students. for an intelligentperson it was about the worst thing that could happen \u2013 to be made to feel so small. her eyeswere opened by the cultural revolution. she then saw through the communists. a chinese woman, writing in 1980, gives her version of the cultural revolution. (a)in the cultural revolution, who were the red guards and what did they do? [5] (b)why was the cultural revolution greeted enthusiastically in china at first but became unpopular later? [7] (c)how far did mao improve life for the majority of chinese between 1949 and his death in  1976? explain your answer. [8]",
            "13": "13 0470/1 o/n/02 [turn overdepth study e: southern africa in the 20th century 17study the extract, and then answer the questions which follow. the war had been immensely destructive of life and property. an estimated 22 000 british troops died. over 30 000 farmsteads in the republics and northern cape were destroyed. about 26 000boer women and children and 14 000 africans died in the concentration camps. the war also ledto divisions within communities and families and was a civil war rather than simply a conflictbetween an imperial army and a local population. (a)what were the details of the constitution of the union of south africa in 1910? [5] (b)why had the war of 1899\u20131902 left bitterness in south africa? [7] (c)\u2018economic and social progress in south africa in the thirty years after union was remarkable.\u2019 do you agree? explain your answer. [8] 18study the photograph, and then answer the questions which follow. pass books being burned in south africa, 1960. (a)in what ways were blacks restricted in movement and employment under apartheid? [5] (b)why did most international opinion turn against south africa\u2019s policy of apartheid? [7] (c)how successful were black protests against the apartheid laws in south africa in the period 1960\u20131980? explain your answer. [8] ",
            "14": "14 0470/1 o/n/0219study the extract, and then answer the questions which follow. in 1953 there was not a single mile of well-surfaced road in namibia. by 1966, however, over 800 miles out of the 20 000 miles of principal roads had been improved. the territory\u2019s railway systemhas been joined with that of the south african railways and harbours administration which provides money for it. the tracks are all in the southern sector. for the foreseeable future,  despite progress already made, the territory is likely to continue to remain dependent upon a fewprimary products \u2013 minerals, fishing and agriculture. from an article written about namibia in 1973. (a)describe how south africa came to be governing namibia. [5] (b)why was namibia still largely an undeveloped area by the end of the 1960s? [7] (c)how far did life for the black population improve in namibia in the period 1945\u20131975? explain your answer. [8]",
            "15": "15 0470/1 o/n/02 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20study the photograph, and then answer the questions which follow. a refugee ship being sent back from palestine to cyprus by british soldiers in 1946. (a)how did the british deal with the jews in palestine between 1945 and 1948? [5] (b)why did many jews come to palestine between 1945 and 1948? [7] (c)which was the more important for the middle east (i)the 1948\u201349 war or (ii)the 1967 war? explain your answer. [8] 21study the extract, and then answer the questions which follow. a bomb in the white house, a terrorist in the vatican, the death of mao zedong or an earthquake in paris could not have echoed around the world like the operation at munich. it was like paintingthe name of palestine on the top of a mountain that can be seen from the four corners of theworld. a newspaper comment by a palestinian in september 1972 on the killing of israeli athletes at the munich olympic games by \u2018al fatah\u2019, a terrorist group of the palestine liberation organisation (plo). (a)what were the grievances of the plo in the 1970s? [5] (b)why did the plo use terrorism? [7] (c)how successful has y asser arafat been as leader of the palestinians? explain your answer. [8] ",
            "16": "16 0470/1 o/n/02depth study g: the creation of modern industrial society 22study the extracts, and then answer the questions which follow. sheffield perhaps the most hideous town in creation. massive volumes of black smoke veil the sun and theblue sky on the brightest day. more than one clear stream runs down the valley and enters the townbut soon gets polluted with dyes, clogged with rotten filth and bubbling with poisonous gasses. manchester heaps of dung, rubble from buildings, putrid, stagnant pools. a sort of black smoke covers the city.the crunching wheels of industry, the shriek of steam for boilers, the regular beat of looms and theheavy rumble of carts are noises from which you can never escape. two nineteenth-century views of british industrial towns. (a)what attracted people to live in towns rather than rural areas? [5] (b)why did the new industrial towns become unhealthy places in which to live? [7] (c)to what extent had attempts to improve conditions in towns been successful by the end of the nineteenth century? explain your answer. [8] 23study the picture, and then answer the questions which follow. a bessemer steel factory. (a)what technical improvements took place in the manufacture of iron and steel in the nineteenth century? [5] (b)why did working conditions remain unhealthy and dangerous in many industries in the nineteenth century? [7] (c)was the description of britain as the \u2018workshop of the world\u2019 in the nineteenth century justified? explain your answer. [8] ",
            "17": "17 0470/1 o/n/02depth study h: the impact of western imperialism in the 19th century 24study the cartoon, and then answer the questions which follow. a nineteenth-century cartoon showing china being pulled by several european countries in different directions. (a)describe china\u2019s relations with european countries in the nineteenth century. [5] (b)why were european countries anxious to establish themselves in china? [7] (c)did the boxer rebellion show that european attempts to influence the chinese had failed? explain your answer. [8] 25study the extract, and then answer the questions which follow. \u2018we were going as civilisers as well as preachers\u2019, wrote james stewart in 1874. he was one of a new generation of missionaries who, having studied medicine as well as theology, set off intocentral africa with a party of other well-qualified men. (a)what were the aims of missionaries in the nineteenth century? [5] (b)why did missionary societies receive so much support from western countries? [7] (c)how far was \u2018improvement of the native population\u2019 the main reason for western imperial activity in the nineteenth century? explain your answer. [8] ",
            "18": "18 0470/1 o/n/02blank page",
            "19": "19 0470/1 o/n/02blank page",
            "20": "20 0470/1 o/n/02copyright acknowledgements: question 1 e. wright. illustrated history of the modern world. 1992 question 2 chronicles of america . chronicle publishing. question 3 michael montgomery. imperialist japan . christopher helm publishers. reproduced by permission of a c black \u00a9. question 5 e. wright. illustrated history of the modern world. 1992 question 6 r. wolfson. from peace to war. published by arnold. \u00a9 associated press. question 7 p. mantin. 20th century world \u2013 questions of evidence . \u00a9 associated press. question 8 the penguin dictionary of twentieth century history (3rd edition) by alan palmer (pequestion 9 j. brooman. weimar germany . published by longman. \u00a9 bildarchiv. question 10 t. edwards. history in broadsheets no. 15 . reproduced by permission of heinemann publishers \u00a9. question 12 d. killingray. stalin . published by harrap. question 13 chronicle of america . chronicles publications. question 14 extract from the american century by harold evans published by jonathon cape. used by permission of the random house group limited. question 15 c. fitzgerald and m. roper. china: a world so changed. published by nelson. question 16 c. macdonald. modern china . published by blackwell. question 17 n. worden. the making of modern south africa . published by blackwell. question 18 j. ray and j. hagerty. the 20th century world. published by hutchinson. question 19 encyclopaedia britannica. question 20 c. culpin. making history . published by collins. \u00a9 imperial war museum. photograph courtesy of the imperial war museum, london. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w02_qp_2.pdf": {
            "1": "time 2 hours instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. this paper has two options.option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p13] choose oneof these options, and then answer allthe questions on that topic. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [ ] at the end of each question or part question.international general certificate of secondary education cambridge international examinations history 0470/2 paper 2 october/november session 2002 2 hours additional materials: answer paper. this question paper consists of 14 printed pages and 2 blank pages. sp (nh/sb) s22858/2 \u00a9 cie 2002 [turn over",
            "2": "2 0470/2 o/n/02option a: 19th century topic how far was bismarck responsible for the unification of germany? study the background information and the sources carefully, and then answer allthe questions. background informationon 18 january 1871, at versailles near paris, the new united german empire was proclaimed. historians disagree about the process by which germany came to be united. some have argued thatnot only was bismarck largely responsible for bringing about unification, but that this was his overallplan which he followed step by step even before he became prime minister of prussia in 1862. othershave argued either that bismarck had no plan and merely reacted to events as they happened, or thatthere were many other factors more important than bismarck working for german unity. source a many modern historians support the view that from the 1830s onwards prussia was using the zollverein to achieve \u2018a prussian solution to the german question\u2019. the argument is that those germanstates who found financial advantage in an economic union under prussian leadership might beexpected to take a favourable view of similar arrangements in a political union. the zollverein was aforce for unity in the 1840s and therefore a focal point for nationalist sentiments. as a result, prussia,despite not having liberal sympathies, came to be regarded by many as the natural leader of a unitedgermany. from a history book published in 1986. source b few would dispute that the zollverein was a powerful factor in the eventual exclusion of austria from a united germany dominated by prussia. it is also by no means clear that the zollverein could haveachieved german unity unaided by other factors. the lesser german states clung to theirindependence. in 1866 the south german states were not prevented by their membership of thezollverein from allying with austria against prussia. from a different history book published in 1986. source c the demands which have been expressed loudly throughout our fatherland, and the past calls of the state governments have led, in this great hour, to this great assembly, such as has never been seen inour history. the best of our old political life is revealed in the basic principles of this assembly, which has been greeted with joy and confidence by the entire german people. it is a great new achievement \u2013 thegerman parliament. the german governments and the bund are united with the german people in their similar love for our great fatherland. a message from the bund, at the opening of the german national assembly, 18 may 1848.",
            "3": "3 0470/2 o/n/02 [turn oversource d bismarck might be described as firstly prussian, secondly through and through prussian and thirdly german through prussian. he has a great contempt of public opinion and of german liberalism. i thinkthat nothing would persuade him against the aim of an expansion of prussian territory, which is the object of his life. a representative of the british government in prussia writing to the british foreign secretary, may 1862. source e a british cartoon published in 1867. france is saying to prussia:  \u2018now you are big enough. y ou must not get any bigger. i\u2019m telling you this for your health.\u2019 ",
            "4": "4 0470/2 o/n/02source f germany doesn\u2019t look to prussia\u2019s liberalism, but to its power: bavaria, w\u00fcrttemberg, baden can indulge in liberalism, but no one will expect them to undertake prussia\u2019s role; prussia must gather herstrength in readiness for the favourable moment, which has already been missed several times; prussia\u2019s boundaries are not favourable to a healthy political life; the great decisions of the time will be made not by means of speeches and majority verdicts \u2013 that was the great mistake of 1848 and 1849 \u2013but by iron and blood. bismarck speaking to the prussian landtag in september 1862. source g when the army has been brought to such a state as to command respect, then i shall take the first opportunity to declare war with austria, tear apart the german confederation, bring the middle andsmaller states under our control and give germany a national union under the leadership of prussia. bismarck speaking to a british politician in 1862. source h it seems to me that two facts have tended to guide german policy into new paths, to modify the position of bavaria, and to unite the country more closely to germany. one of these facts is theawakened spirit of nationalism throughout the german people, and the other is the changed status ofaustria and prussia. the german empire is complete not because military alliance means giving in tothe power of the stronger ally, but because german nationalism has become a power in this war and aforce to which preference for traditional institutions must give way. from a speech by prince hohenlohe to the upper house of bavaria, in 1870 just after the end of the franco-prussian war.",
            "5": "5 0470/2 o/n/02 [turn oversource i a painting entitled \u2018the proclamation of the german empire\u2019. this is the third version of this painting and was painted in 1885 to celebrate bismarck\u2019s seventieth birthday. the original version was painted in 1871 and showed the occasion as dull, with bismarck in a less important position. in this version, the artist has placed bismarck at the centre (in white). ",
            "6": "6 0470/2 o/n/02source j in later life bismarck claimed that he had always intended to fight austria and to unify germany, and this version was generally accepted by his admirers and by most historians. in reality, bismarck\u2019sgreatness lay not in mastering events, but in going with events so as to seem to master them. from a british history book published in 1945.",
            "7": "7 0470/2 o/n/02 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do sources a and b agree? use the sources to explain your answer. [6] 2study sources c and d. would bismarck have approved of the message in source c? use the sources and your knowledge to explain your answer. [8] 3study source e. what is the message of this cartoon? use the cartoon and your knowledge to explain your answer. [7] 4study sources f , g and h. how far do sources f and g prove that prince hohenlohe (in source h) was wrong? use the sources and your knowledge to explain your answer. [9] 5study source i. has this source any value for the historian studying the unification of germany? use the source and your knowledge to explain your answer. [8] 6study allthe sources. \u2018bismarck planned, and was largely responsible for, the unification of germany in 1871.\u2019 how far do the sources in this paper support this view? use the sources to explain your answer. [12]",
            "8": "8 0470/2 o/n/02option b: 20th century topic why did the soviet union invade hungary in 1956? study the background information and the sources carefully, and then answer allthe questions. background informationin 1953 stalin died. he had kept tight control over the communist countries in eastern europe. after his death it appeared that soviet control might be slipping. in june 1956 there were strikes anddemonstrations in poland against the soviet union. khrushchev, the new soviet leader, sent in troopsand tanks, but also agreed to allow a moderate and popular leader to stay in power. hungary was the next country to cause problems for khrushchev. in june 1953 nagy had replaced the stalinist rakosi as prime minister. nagy started to introduce reforms. this worried the soviet unionand in 1955 nagy was removed from office. however, he remained popular and in october 1956 anti-soviet demonstrations broke out, leading to nagy\u2019s reappointment. when nagy announced furtherreforms, khrushchev sent in troops and tanks. heavy fighting followed and nagy\u2019s government wasoverthrown early in november. why did khrushchev invade hungary in 1956?",
            "9": "9 0470/2 o/n/02 [turn oversource a a british cartoon published in october 1956. the man in the centre is khrushchev. source b in 1956 a bloody struggle broke out in budapest. imre nagy used deceit and intimidation to draw people into mutiny. he shoved prominent citizens in front of microphones and forced them to supporthis leadership and to denounce the rakosi regime. communist party members were being hunted inthe streets and strung up from lampposts. the nato countries were already adding fuel to the flamesof the civil war in the hope that the communist government would be overthrown and capitalism wouldbe restored in hungary. imre nagy issued a demand that we pull all soviet troops out of hungary. nagy spoke only for himself and his small number of supporters. we quickly determined that the uprising was without support from the workers, the peasants, and the intelligentsia of the country as a whole. from khrushchev\u2019s memoirs published in 1971. ",
            "10": "10 0470/2 o/n/02source c we agreed with the new leadership of hungary that nagy\u2019s mutiny had been caused by stalin\u2019s abuse of power and that the seeds of discontent had been sown in hungary by stalin\u2019s advisor, rakosi. inother words, nagy\u2019s counter-revolution was another consequence of stalin\u2019s sick character. from khrushchev\u2019s memoirs. this extract comes just 11 pages after the extract in source b. source d stalin originated the concept of \u2018enemy of the people\u2019. this term made possible the use of the most cruel oppression. stalin was sickly suspicious. everywhere he saw \u2018enemies\u2019. stalin was alsoresponsible for the development of the conflict with yugoslavia. from khrushchev\u2019s speech, to the twentieth congress of the communist party, in moscow in february 1956. source e we have almost no weapons, no heavy guns of any kind. people are running up to the tanks, throwing in hand grenades and closing the drivers\u2019 windows. the hungarian people are not afraid of death. it isonly a pity that we cannot last longer. now the firing is starting again. the tanks are coming nearer andnearer. y ou can\u2019t let people attack tanks with their bare hands. what is the united nations doing? a telex message sent in october 1956 by the hungarian rebels. source f in hungary thousands of people have obtained arms by disarming soviet soldiers and militia men. soldiers have been making friends with the bitter and dissatisfied masses. the authorities areparalysed, unable to stop the bloody events. from a report in a yugoslav newspaper, october 1956.",
            "11": "11 0470/2 o/n/02 [turn oversource g a cartoon from a british magazine, november 1956. the teacher, representing the united nations, is punishing israel, a small nation, for invading egypt. source h we could not overlook the fact that hungary is a neighbour of the soviet union. a victory of the reactionary forces would have converted that country into a new jumping-off ground for an aggressivewar not only against the soviet union, but also against the other countries of eastern europe. the soviet foreign minister explaining soviet actions in hungary to the united nations, 19 november 1956. ",
            "12": "12 0470/2 o/n/02source i a socialist state could not remain a silent observer of the bloody reign of fascist reaction in the people\u2019s democratic hungary. when everything settles down in hungary, and life becomes normalagain, the hungarian working class, peasantry and intelligentsia will understand our actions better and judge them right. from an article in pravda, the soviet government newspaper, 23 november 1956. source j the soviet union bases its policy towards other countries, big or small, on the principle of peaceful co- existence. we believe in equality, non-interference and respect for national independence. the sovietunion rejects aggression and believes that any invasion of another state is not to be permitted. from a speech by khrushchev when he visited yugoslavia in 1955.",
            "13": "13 0470/2 o/n/02now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what is the message of this cartoon? use the cartoon and your knowledge to explain your answer. [6] 2study sources b, c and d. does source d prove that khrushchev was saying what he really thought in source c and was lying in source b? use the sources and your knowledge to explain your answer. [9] 3study sources e and f . explain the differences between these two accounts. use the sources and your knowledge to explain your answer. [7] 4study sources g and h. how useful are these sources as evidence for why the soviet union invaded hungary in october 1956? use the sources and your knowledge to explain your answer. [8] 5study sources i and j. does source i show that the promises given by the soviet union in source j were meaningless? use the sources and your knowledge to explain your answer. [8] 6study allthe sources. how far do the sources in this paper support the view that the soviet union invaded hungary in 1956 to help the hungarian people? use the sources and your knowledge to explain your answer. [12]",
            "14": "14 0470/2 o/n/02blank page",
            "15": "15 0470/2 o/n/02blank page",
            "16": "16 0470/2 o/n/02copyright acknowledgements: option a: source a andrina styles. the unification of germany 1819 \u2013 90 . published by hodder and stoughton. 1986. option a: source b d g williamson. bismarck and germany 1862 \u2013 1890 . published by hodder and stoughton. 1986. option a: source j william simpson. the second reich . \u00a9 a.k.g. london ltd. option a: source k a j p taylor. the course of german history . published by hamish hamilton. option a: source a punch magazine. 1956 option b: source b khrushchev. khrushchev remembers . published by andre deutsch. option b: source c khrushchev. khrushchev remembers . published by andre deutsch. option b: source d john caver. the ussr, 1945 \u2013 1990 . hodder and stoughton option b: source e ben walsh. modern world history. published by john murray.option b: source f ben walsh. modern world history. published by john murray.option b: source h tony mcaleavy. modern world history . 1996. \u00a9 cambridge university press. option b: source i extract from international relations by tony rea and john wright, by permission of oxford university press. option b: source j tony mcaleavy. modern world history . 1996. \u00a9 cambridge university press. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w02_qp_4.pdf": {
            "1": "this question paper consists of 12 printed pages. sp (slc/tl) s16252/4 \u00a9 cie 2002 [turn overinternational general certificate of secondary education cambridge international examinations history 0470/4 paper 4  alternative to coursework october/november session 2002 1 hour additional materials: answer paper time 1 hour instructions to candidates write your name, centre number and candidate number in the spaces provided on the answer paper/ answer booklet. answer the questions on onedepth study. write your answers on the separate answer paper provided.if you use more than one sheet of paper, fasten the sheets together. information for candidates the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/4/o/n/02depth study a: germany 1918\u201345 1study the sources, and then answer the questions that follow. source athe new ministry of propaganda and public enlightenment has no other aim than to unite the nation behind the ideal of the national revolution. if this aim has been achieved then people can judge mymethods if they wish: that would be unimportant, for the ministry would then have achieved its goal. josef goebbels speaking in 1933. source b during the 1930s, i myself was to learn how easily one is taken in by an untruthful and censored press and radio in a totalitarian state. though, unlike most germans, i was able to read foreign newspapersevery day and listened regularly to foreign broadcasts, my job meant the spending of many hours a dayin reading through the german press, checking the german radio, consulting with nazi officials andgoing to party meetings. it was worrying to find that a steady diet of bias and lies made an impressionon one\u2019s mind and often misled it. it is difficult to escape the results of continuous propaganda. william shirer, an american journalist, writing in 1959. shirer had lived in germany during the 1930s. (a) (i) study source a. what can you tell from this source about goebbels\u2019 attitude towards propaganda? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that shirer was impressed by nazi propaganda? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence on how the nazis controlled the german people? explain your answer. [7] (b) (i) name twomedia that goebbels promoted using propaganda. [2] (ii) how did the nazis use education to spread their ideas? [4] (iii) why were the nuremberg rallies effective? [6] (iv) was propaganda a more effective way of keeping the support of the german people than terror? explain your answer. [8]",
            "3": "3 0470/4/o/n/02 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions that follow. source a 1922 1925 grain harvest (millions of tonnes) 22 73 number of cattle (in millions) 46 62number of pigs (in millions) 12 22number of horses (in millions) 22 27 agricultural statistics during the nep . source b there was not a scrap of food in the country. we had only 100 grams of bread a day. then suddenly they announced the nep . cafes, restaurants, started opening. factories went back into private hands.it was capitalism. in my eyes what was happening was the very thing i had struggled against. a bolshevik supporter, remembering in 1980 the introduction of the new economic policy in 1921. (a) (i) study source a. what does the source tell you about the nep? support your answer with reference to the source. [6] (ii) study source b. how far does the source prove that the nep was capitalism? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of the success of the nep? explain your answer. [7] (b) (i) give twoexamples of industries that remained in government control during the nep . [2] (ii) describe the main features of war communism. [4] (iii) why was the kronstadt rising, march 1921, so important? [6] (iv) how far was the nep successful in solving the economic problems of the ussr by 1928? explain your answer. [8]",
            "4": "4 0470/4/o/n/02depth study c: the united states of america, 1919-41 3study the sources, and then answer the questions that follow. source afor 12 years this nation suffered with hear-nothing, see-nothing, do-nothing governments. big businessmen had come to think that they controlled the government of the united states. never beforein all our history have these forces been united against one candidate as they are today. they areunited in their hate for me \u2014 and i welcome their hatred. from a speech by fd roosevelt during the 1936 election campaign. (a) (i) study source a. what can you tell from this source about roosevelt\u2019s attitude towards big businessmen? explain your answer with reference to the source. [6] (ii) study source b (opposite). how far does this cartoon criticise the new deal? explain your answer with reference to the cartoon. [7] (iii) study both sources. which source is the more useful as evidence of the attitude of \u2018big businessmen\u2019 to fd roosevelt? explain your answer. [7] (b) (i) name two measures of the new deal which were declared unconstitutional by the us supreme court. [2] (ii) on what grounds was fd roosevelt attacked by father coughlin? [4] (iii) why was senator huey long of louisiana a threat to fd roosevelt? [6] (iv) how far had fd roosevelt lost the support of the american people by 1938? explain your answer. [8]",
            "5": "5 0470/4/o/n/02 [turn oversource b a cartoon published in a us newspaper in 1936. ",
            "6": "6 0470/4/o/n/02depth study d: china, 1945-c.1990 4study the sources, and then answer the questions that follow. source awith a smile and a bow, armed communist soldiers asked directions to where they were to sleep. the people were amazed but pleased. this must have been the first time in tientsin\u2019s history thatuniformed soldiers used all the forms of chinese courtesy. this behaviour continued and there was nolooting or stealing. a german, living in tientsin in 1948, comments on mao\u2019s army. source b we have become so convinced of the hopelessness of the existing government that we feel the sooner it is removed the better. since the communists are the only people capable of making changes, we arewilling to support them as the lesser of two evils. a chinese university teacher speaking in 1948. (a) (i) study source a. what can you tell from this source about the communist army? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the chinese communist party would be welcomed as the new rulers of china? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the fall of the nationalist government (gmd) in 1949? explain your answer. [7] (b) (i) name two groups in china who supported jiang jieshi and the gmd in 1946. [2] (ii) describe two ways in which jiang jieshi showed himself to be a poor leader. [4] (iii) why did the peasants give the chinese communist party their support during the civil war? [6] (iv) how far was the defeat of jiang jieshi in the civil war a consequence of the second world war? explain your answer. [8]",
            "7": "7 0470/4/o/n/02 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions that follow. source aprofits from gold production rose from \u00a312 million in 1932 to \u00a330 million in 1940. by 1937 over a quarter of government income came from gold taxes. the value of all goods manufactured in south africa doubled between 1932 and 1939. new mines producing copper, manganese and chrome for export and iron ore, coal and cement limestone for thehome market were started with foreign investment. from a british school textbook, 1993. source b in the 1930s the south african government invested heavily in industry. the great new iron and steel corporation (iscor) was protected by high customs duties (tariffs). the state railway agreed to useonly iscor iron and steel. the state electricity supply (escom) expanded rapidly. by 1940 thegovernment had set up the industrial development corporation to use state investment to build upbasic industries. from south african government information, 1990. (a) (i) study source a. what impression does this source give of the south african economy in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the extent of government involvement in the south african economy of the 1930s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the development of the south african economy in the 1930s? explain your answer. [7] (b) (i) name two major south african exports which suffered as a result of the worldwide depression in the 1930s. [2] (ii) in what ways were workers recruited for the expansion of the rand mines in the 1930s? [4] (iii) why did the hertzog-smuts government pass the 1937 marketing act? [6] (iv) to what extent did all south africans benefit from the economic growth of the 1930s? explain your answer. [8]",
            "8": "8 0470/4/o/n/02depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions that follow. source awake up! do you know the facts about the torture and brutality used against political prisoners in israel?or that arabs were held in prison without charge?or that the great annual moslem pilgrimage to jerusalem has been stoppedand that nine million arab christians are denied entry to jerusalem?do you know that arab land and property are seized without compensation?or that homes have been demolished with their occupants inside?have you learnt about the contempt under zionism for christian and moslem holy places?and do you care?then join the jerusalem committee. published by the jerusalem committee in london, 1969. source b jews and arabs demonstrate outside the israeli embassy in london, december 1973. ",
            "9": "9 0470/4/o/n/02 [turn over(a) (i) study source a. what can you tell from this source about relations between arabs and israelis? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that palestinians were discriminated against by jews? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of the problems facing israel? explain your answer. [7] (b) (i) give twoexamples of cultural differences between the palestinians and israeli jews. [2] (ii) what were the main features of life in a kibbutz? [4] (iii) why has control of jerusalem been so important to both the arabs and to the israelis? [6] (iv) how far has american involvement in the arab-israeli conflict made a peace settlement more difficult to find? explain your answer. [8]",
            "10": "10 0470/4/o/n/02depth study g: the creation of modern industrial society 7study the sources, and then answer the questions that follow. source awhat is to be done with all those who are employed in making and repairing turnpike roads? what is to become of the coach makers, the harness makers, innkeepers and horse breeders and dealers? wasparliament aware of the smoke and noise, the hiss and whirl which these locomotive engines, passingat the rate of 10 or 12 miles per hour, will cause? iron will be raised in price 100 per cent or becomeexhausted altogether. it will be the greatest nuisance, the most complete disturbance of quiet andcomfort in all parts of the kingdom, that man has invented. from a speech about railways in the british parliament in the first part of the nineteenth century. source b canals are chiefly used for the following purposes: first, for carrying the produce of mines to the sea- shore, second, for carrying fuel and raw materials to some manufacturing towns and districts andexporting manufactured goods, thirdly, for carrying groceries and merchant goods for the consumptionof the districts through which the canal passes. from a book written by thomas telford. (a) (i) study source a. what can you tell from this source about the early railways? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain the importance of canals? explain your answer. [7] (iii) study both sources. how useful are these sources for showing the changing nature of transport in early nineteenth-century britain? explain your answer. [7] (b) (i) give twodisadvantages of canal transport. [2] (ii) what improvements were made in developing rail transport between 1829 and 1845? [4] (iii) why did railways spread so rapidly in the middle of the nineteenth century? [6] (iv) how far did railways replace roads and canals in the nineteenth century? explain your answer. [8]",
            "11": "11 0470/4/o/n/02depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions that follow. source asome of the europeans were shot down as they ran. others, weakened by wounds or tiredness, were overtaken and killed. others were mobbed and knocked on the head by peasants from neighbouringvillages. more than one european, after being pursued for miles, was beaten to death. from an english eye-witness account of the outbreak of the indian mutiny. source b we are hanging them by the dozens. every sepoy without a proof of loyalty is hanged at once. we are making good work of it. from a letter in an anglo-indian newspaper during the indian mutiny. source c when the rebellion has been crushed, when every execution scaffold is red with blood; when the ground in front of every cannon is covered with rags and flesh and shattered bone \u2013 then talk of mercy.then you may find some people to listen. now is not the time. from a debate in a british university in 1857. (a) (i) study source a. what can you tell about the early days of the mutiny from this account? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source indicate that the british showed no mercy to the mutineers? explain your answer. [7] (iii) study all three sources. how useful are these sources as evidence about the mutiny? explain your answer. [7] (b) (i) give tworeasons why indian army units mutinied in may 1857. [2] (ii) describe how british rule affected indians in the first half of the nineteenth century. [4] (iii) why did the mutiny fail to drive out the british? [6] (iv) did the indian mutiny make life better or worse for the indians? explain your answer. [8]",
            "12": "12 0470/4/o/n/02copyright acknowledgements: depth study a: source a white and hadley. germany 1918\u20131949. published by collins educational. depth study a: source b white and hadley. germany 1918\u20131949 . published by collins educational. depth study b: source a bryn o\u2019callaghan. a history of the 20th century . longmans. depth study b: source b russia and the ussr . published by harpercollins publishers ltd. depth study d: source a neil de marco. the world this century . published by collins educational. depth study d: source b bryn o\u2019callaghan. a history of the 20th century . longmans. depth study e: source a a new history of southern africa . \u00a9 reproduced by permission of macmillan education. 1993. depth study e: source b a new history of southern africa . \u00a9 reproduced by permission of macmillan education. 1993. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        }
    },
    "2003": {
        "0470_s03_qp_1.pdf": {
            "1": "this document consists of 15printed pages and 1blank page. sp (cw) s36580/3 \u00a9 cie 2003 [turn overcambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2003 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a : answer any twoquestions. section b : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/m/j/03section a: core content answer any twoquestions from this section. 1study the extract and then answer the questions which follow. above all, the zollverein helped the movement of people and ideas in germany, undermined local loyalties and demonstrated the growing leadership of prussia in german affairs. (a)what was the zollverein? [5] (b)why did the revolutions of 1848\u20139 in germany fail? [7] (c)how important was german nationalism in bringing about a united germany? explain your answer. [8] 2study the extract and then answer the questions which follow. in 1857 the supreme court published its decision in the dred scott case. it said that no black person could be a citizen of the united states; that slaves were property; and that congress hadno right, when making laws for the territories, to deprive citizens of their property. this judgementmeant that the missouri compromise was null and void. (a)what were (i)the missouri compromise, and (ii)\u2018bleeding kansas\u2019? [5] (b)why did the issue of slavery become so important in the relations between the north and the south? [7] (c)how great a president was abraham lincoln? explain your answer. [8] 3study the extract and then answer the questions which follow. in 1853 perry arrived at uraga, japan, to deliver a letter from the president of the usa containing certain requests. after three days\u2019 wait he received a reply from the japanese envoy. \u2018the letter ofthe president of the usa is received and will be delivered to the emperor despite this beingagainst japanese law. we can offer neither to entertain nor confer with you (perry). the letterbeing received, you should now depart.\u2019 to this perry replied that he would return the followingspring \u2018with a much larger force\u2019, when he would expect a reply to the president\u2019s \u2018very reasonablerequest\u2019. (a)describe perry\u2019s second mission to japan. [5] (b)why was japan reluctant to open up to foreigners? [7] (c)to what extent did perry\u2019s missions bring about change in japan? explain your answer. [8]",
            "3": "3 0470/01/m/j/03 [turn over4study the cartoon and then answer the questions which follow. a british cartoon called \u2018the boiling point\u2019. it is about the situation in the balkans before the first world war. (a)describe the balkan wars of 1912\u201313. [5] (b)why were the balkans a source of international tension in the years before the first world war? [7] (c)why did the 1914 balkan crisis cause european war, but earlier crises did not? [8] 5study the extract and then answer the questions which follow. the most controversial clause of all in the treaty of versailles was article 231. this stated that \u2018germany accepts the responsibility of germany and her allies for causing all the loss anddamage to which the allied governments and their people have been subjected as a consequenceof the war imposed upon them by the aggression of germany and her allies.\u2019 (a)in what ways did the treaty of versailles weaken the german economy? [5] (b)why did germany dislike the treaty of versailles? [7] (c)to what extent was the treaty of versailles a sensible treaty in the circumstances of the time? explain your answer. [8] ",
            "4": "4 0470/01/m/j/036study the extract and then answer the questions which follow. if one dictator cannot be stopped from attacking abyssinia, nothing can stop another dictator from attacking lithuania, memel and austria. if the league of nations fails to prevent war, security willend, not only for the small nations, but for france and czechoslovakia as well. a british mp speaking in parliament, 1 august 1935. (a)what was the hoare-laval pact? [5] (b)why was the conquest of abyssinia by italy not prevented by the league of nations? [7] (c)to what extent can the outbreak of war in 1939 be blamed upon the failure of the league of nations? explain your answer. [8] 7study the map and then answer the questions which follow. the vietnam war. (a)what was the ho chi minh trail? [5] (b)why did the usa find it impossible to defeat the vietcong? [7] (c)how far was us public opinion the most important reason for america\u2019s withdrawal from vietnam? explain your answer. [8]ho chiminhtrail indicates communist-controlled areas for most of the warcommunist china north vietnam dien bien phu hanoihanoiburma laos thailand south vietnamcambodia17th parallel (border)mekong  river saigonhanoi south vietnam saigon",
            "5": "5 0470/01/m/j/03 [turn over8study the extract and then answer the questions which follow. in 1945 there were 51 members of the united nations (uno). by the end of 1970 there were  128 \u2013 many of them newly-independent nations from the former colonial empires of britain andfrance. there were fifteen major agencies by 1970, like who, unesco and the upu. (a)describe the work of any twoof the agencies of the uno. [5] (b)why have most countries become members of the uno? [7] (c)how far has the importance of the uno increased since 1945? explain your answer. [8]",
            "6": "6 0470/01/m/j/03section b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract and then answer the questions which follow. i want now to fulfil the vow which i made to myself five years ago when i was in a military hospital: to know neither rest nor peace until the november criminals had been overthrown and until, on theruins of the wretched germany of today, there should have arisen once more a germany of powerand greatness, of freedom and splendour. hitler speaking at the munich beer-hall meeting before the putsch of 1923. (a)describe the munich putsch of 1923. [5] (b)why did the nazi party make little progress in germany before 1930? [7] (c)did the election results of 1930\u201333 prove that the people of germany supported hitler\u2019s ideas and policies? explain your answer. [8] 10study the extracts and then answer the questions which follow. (i) numbers of 10\u201318 year olds in hitler y outh organisations (boys and girls) 1933: 2.3 million1934: 3.9 million1935: 5.9 million1936: 7.3 million (ii) goebbels\u2019 view of the place of women in the german reich was \u2018woman has the task of being beautiful and bringing children into the world.\u2019 (a)describe the activities of the hitler y outh organisations. [5] (b)why did the nazis want to change and control women\u2019s roles? [7] (c)how successful were nazi policies towards young people? explain your answer. [8]",
            "7": "7 0470/01/m/j/03 [turn overdepth study b: russia, 1905\u201341 11study the extract and then answer the questions which follow. the people believe in y ou. they have made up their minds to gather at the winter palace tomorrow at 2 p.m. to lay their needs before y ou. do not fear anything. stand tomorrow before usand accept our humblest petition. i, the representative of the workingmen, and my comrades,guarantee the safety of y ou. from father gapon\u2019s letter to the tsar, 21 january 1905. (a)what was \u2018bloody sunday\u2019? [5] (b)why did workingmen want to present a petition to the tsar on 22 january 1905? [7] (c)\u2018the tsar learned nothing and the people gained nothing from the 1905 revolution.\u2019 do you agree? explain your answer. [8] 12study the cartoon and then answer the questions which follow. a french cartoon about stalin\u2019s dominance in the ussr in the 1930s. (a)what were the \u2018show trials\u2019 of the 1930s? [5] (b)why did stalin carry out purges in the 1930s? [7] (c)had stalin made the ussr a stronger country by 1941? explain your answer. [8] ",
            "8": "8 0470/01/m/j/03depth study c: the usa, 1919\u201341 13study the extract and then answer the questions which follow. in practice, a law against drinking or importing drink was very hard to enforce. the usa had over 18 000 miles of coastline and land boundary, and it was easy enough to run cargoes of illegalliquor ashore or to get them across some lonely part of the canadian or mexican border. it waseven easier for the citizen to set up his own secret still in his cellar. (a)how did the usa try to enforce the prohibition laws? [5] (b)why did prohibition fail? [7] (c)which had the greater impact on the usa in the 1920s: prohibition or the emancipation of women? explain your answer. [8] 14study the extracts and then answer the questions which follow. (i) this nation asks for action, and action now\u2026. the only thing we have to fear is fear itself. franklin d roosevelt in his inaugural address, 4 march 1933. (ii) capitalism was saved in seven days. one of roosevelt\u2019s supporters speaking on 12 march 1933, the day before the banks were reopened. (a)what were the \u2018hundred days\u2019 of roosevelt\u2019s presidency? [5] (b)why did most people support roosevelt\u2019s \u2018new deal\u2019? [7] (c)to what extent did roosevelt fulfil the hopes of americans in his first two terms as president (1933\u201340)? explain your answer. [8]",
            "9": "9 0470/01/m/j/03 [turn overdepth study d: china, 1945\u2013c.1990 15study the extract and then answer the questions which follow. in the women of china the communists possessed, almost ready-made, one of the greatest masses of oppressed human beings the world has ever seen. and, in promising the women abetter life, they found one of the keys to victory over jiang jieshi. the opinion of an american journalist in china in 1949. (a)what promises did the communists make to the chinese people to gain their support? [5] (b)why was the second world war important for the chinese communists? [7] (c)how far was the communists\u2019 victory in the civil war due to the nationalists\u2019 unpopularity? explain your answer. [8] 16study the extract and then answer the questions which follow. grain scattered on the ground, potato leaves withered, strong young people have left to smelt iron,only children and old women reaped the crops,how can they survive the coming year? from a poem written by peng dehuai, commander of the people\u2019s liberation army, about the \u2018great leap forward\u2019. (a)what was the \u2018great leap forward\u2019? [5] (b)why was the \u2018great leap forward\u2019 criticised? [7] (c)to what extent had mao made china a stronger country by 1963? explain your answer. [8]",
            "10": "10 0470/01/m/j/03depth study e: southern africa in the twentieth century 17study the extract and then answer the questions which follow. by 1895 rhodes realised that his policy of encirclement of transvaal had not been fully successful and that he would now have to exert more direct pressure on kruger if he wanted to achieve a british federation and a more acceptable government in transvaal. to this end rhodes plannedan uitlander uprising in johannesburg which would coincide with an invasion of transvaal by dr jameson. (a)describe the rise to power in south africa of cecil rhodes. [5] (b)why did the jameson raid fail? [7] (c)who was the more to blame for the coming of war in south africa in 1899, rhodes or kruger? explain your answer. [8] 18study the extract and then answer the questions which follow. the government was in no rush to begin negotiations. they wanted to allow time for me to fall on my face and show that the former prisoner hailed as a saviour actually had many failings and wasout of touch with the present situation. despite his seemingly progressive actions, mr de klerkwas by no means the great liberator. he was not prepared to negotiate the end of white rule. from the autobiography of nelson mandela. (a)describe the activities of the anc in the struggle against apartheid. [5] (b)why was nelson mandela released from prison? [7] (c)who was the more important in bringing about majority rule in south africa, de klerk or mandela? explain your answer. [8]",
            "11": "11 0470/01/m/j/03 [turn over19study the diagrams and then answer the questions which follow. swapo statistics about land and population in namibia, 1981. (a)describe south african domination of namibia after 1945. [5] (b)why did resistance to south african rule over namibia grow? [7] (c)how far was namibian independence achieved by the namibian people themselves? explain your answer. [8]010203040 million hectareswhite black black viable farmlandland allocation and proportion of viable farmlanddistribution of population urban/rural 1981 census urban rural203 000752 000 whiteurban rural65 00011 000",
            "12": "12 0470/01/m/j/03depth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract and then answer the questions which follow. my colleagues and i are convinced that we must be ready in the last resort to use force to bring nasser to his senses. eden, british prime minister, writing to president eisenhower of the usa on 28 july 1956, two days after egypt nationalised the suez canal. (a)describe the anglo-french intervention in suez in 1956. [5] (b)why was israel able to survive the wars of 1948\u20139 and 1956? [7] (c)\u2018each war in the middle east appeared to make israel safer.\u2019 do you agree? explain your answer. [8] 21study the extract and then answer the questions which follow. when we hijack a plane it has more effect than if we killed a hundred israelis in battle. for decades world public opinion has been neither for us nor against us. it simply ignored us. at leastthe world is talking about us now. a palestinian leader speaking after the dawson\u2019s field hijack, september 1970. (a)describe twooccasions where palestinians captured world attention by acts of terrorism. [5] (b)why have palestinians been so opposed to the state of israel? [7] (c)by the early 1990s, how successful had the palestinians been in winning international support? explain your answer. [8]",
            "13": "13 0470/01/m/j/03 [turn overdepth study g: the creation of modern industrial society 22study the maps and then answer the questions which follow. the railway network of england and wales in 1845 and 1852. (a)describe the main achievements of either george stephenson ori k brunel. [5] (b)why did the rail network grow so rapidly in the late 1840s and early 1850s? [7] (c)\u2018railways were the most important factor in improving people\u2019s lives in victorian britain.\u2019 do you agree? explain your answer. [8] 23study the extract and then answer the questions which follow. steam engines create a vast demand for fuel. by draining pits and raising coal, they bring employment to thousands of miners, engineers, shipbuilders and sailors, and bring theconstruction of canals and railways. steam engines make cheap goods which we can exchangefor supplies of the necessities and comforts of life, produced overseas. (a)describe how steam engines were used in two industries in britain in the first half of the nineteenth century. [5] (b)why was britain the centre of world industry in the first half of the nineteenth century? [7] (c)how far was industrialisation in britain beneficial to the population? explain your answer. [8] ",
            "14": "14 0470/01/m/j/03depth study h: the impact of western imperialism in the nineteenth century 24study the extracts and then answer the questions which follow. (i) the close and definite connection between the opium trade and the war of 1839\u201342 cannot be denied, and there is nothing unfitting about the term \u2018opium war\u2019 of which many havedisapproved. a chinese historian writing in 1964. (ii) to the chinese the war was fought over the opium question but for the british merchants the issues were wider, namely, the future way of conducting the foreign trade in china. a british historian writing in 1971. (a)what progress had western merchants made in trade with china by the 1830s? [5] (b)why was there war between china and britain in 1839\u201342? [7] (c)\u2018western dealings with the chinese in the nineteenth century were only to the advantage of the west.\u2019 do you agree? explain your answer. [8] 25study the extract and then answer the questions which follow. the existing connection between two such distant countries as britain and india cannot, in the nature of things, be permanent. no policies can prevent the natives from ultimately regaining theirindependence. but there are two ways of arriving at this point. one would end in the completedifference of mind and separation of interests between ourselves and the natives. the other wouldbe in a permanent alliance, founded on mutual benefit and goodwill. charles trevelyan, deputy secretary in the department of government in calcutta, writing in 1838. (a)describe the main features of british rule in india by the middle of the nineteenth century. [5] (b)why did some indians resent and fear british rule before the 1850s? [7] (c)how far did britain try to govern india for the benefit of the indians in the nineteenth century? explain your answer. [8]",
            "15": "15 0470/01/m/j/03blank page",
            "16": "16 0470/01/m/j/03copyright acknowledgements: question 6 martin gilbert, a history of the 20th century. published by harpercollins publishers ltd. question 7 j ray and j hagerty, the 20th century world. published by hutchinson. \u00a9 reproduced by permission of stanley thorne. question 8 d gibbons and p morican, league of nations and uno. longman 1968 (archive). \u00a9 reproduced by permission of pearsons education. question 15 j a roberts, modern china. \u00a9 reproduced by permission of sutton publishing ltd. question 16 j a roberts, modern china. \u00a9 reproduced by permission of sutton publishing ltd. question 18 nelson mandela, long walk to freedom. published by abacus. \u00a9 time warner books uk. question 19 swapo.question 20 s j houston, the arab-israeli conflict. published by longmans. \u00a9 reproduced by permission of pearson education ltd. question 21 s j houston, the arab-israeli conflict. published by longmans. \u00a9 reproduced by permission of pearson education ltd. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_s03_qp_2.pdf": {
            "1": "this document consists of 12printed pages. sp (sc/kn) s38827/5 \u00a9 ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/02 paper 2 may/june 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013 p11] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/02/m/j/03option a: 19th century topic did cavour support the cause of italian unification? study the background information and the sources carefully, and then answer allthe questions. background informationnineteenth-century historians called cavour the \u2018maker of italy\u2019, but their view is now much less acceptable. some historians claim that cavour never supported italian unification and that he onlywanted to add to the territory and power of piedmont. there is disagreement over his attitude towardsgaribaldi. did he oppose garibaldi\u2019s actions, or did he secretly support them? it has been claimed thatcavour wanted unification all along but preferred to stay in the background and move with caution forfear of upsetting the great powers of europe. how important was cavour in the achievement of italianunification? source a cavour united italy not so much because he intended to, or because he thought it right to do so, but because garibaldi\u2019s military successes forced him into action. if cavour had not distrusted garibaldi,he would not have made the decision to invade the papal states to prevent garibaldi from movingagainst rome. cavour united italy in order to get the better of garibaldi whom he still suspected ofbeing a mazzini supporter. garibaldi disliked cavour. he believed that italy could only be united by revolutionary means \u2013 and that armed action was essential. he had charged into an attack on sicily and then naples. after hisunexpected successes there, he planned to go on and take venetia and rome. such action wouldhave brought armed intervention from france and austria to protect their interests. the new and fragilekingdom of italy could not have withstood such a double attack. it was cavour\u2019s greatest contribution to unification that his invasion of the papal states prevented garibaldi from carrying out the second part of his plan. it was garibaldi\u2019s greatest contribution that heconquered sicily and naples despite opposition. garibaldi\u2019s willingness then to surrender naples andsicily to king victor emmanuel ii avoided civil war and left the way clear for cavour and piedmont totake over italy. from a history book published in 2001. source b as a result of revolution in 1848, piedmont broke free of austrian influence. from then on, piedmont, and particularly its prime minister, cavour, worked to unite all the italian states. cavour had to strugglenot only against austria, but also the pope and the other italian rulers. he encouraged nationalistmovements throughout italy and also sought the help of other countries such as france and britain. in1859 france helped piedmont in a war against austria. as a result lombardy was conquered and fourother states voted to ally themselves with piedmont. in 1860 the kingdom of sicily revolted undergaribaldi. in the same year cavour invaded the papal states. in 1866 piedmont helped prussiaagainst austria and gained venetia as a result. now italy was united. from a history book published in 1971.",
            "3": "3 0470/02/m/j/03 [turn oversource c between you and us, sir, there is an enormous gap. we represent italy \u2013 you the old, greedy ambition of the house of savoy. we desire above all national unity \u2013 you territorial expansion for piedmont. mazzini writing in his newspaper in 1856. he is referring to cavour. source d my friend has written again to me as follows: \u2018our garibaldi went to turin on the thirteenth and i went with him. cavour welcomed him with courtesy and friendliness, and hinted that he could rely onconsiderable official help. cavour even authorised garibaldi to pass on these hints to others. it seemsthat he is seriously thinking about the unification of our peninsula. garibaldi took his leave of cavour onvery friendly terms and with these encouraging promises of help for the cause.\u2019 it was all an act. what cavour wants, and i\u2019m sure of it, is just for piedmont to be enlarged by a few square yards of italian soil. pallavicino writing to a fellow republican, august 1856. pallavicino was  a leading member of the national society. source e a cartoon with the title \u2018the man in possession\u2019, published in a british magazine, october 1860. the two figures are garibaldi and victor emmanuel ii. ",
            "4": "4 0470/02/m/j/03source f a painting from the 1860s of victor emmanuel ii, cavour and garibaldi. source g if garibaldi crosses to the mainland and takes over the kingdom of naples, he becomes absolute master of the situation. king victor emmanuel loses almost all his prestige; in the eyes of nearly allitalians, he becomes merely the friend of garibaldi. he will probably keep his crown, but the crown willshine only because of the heroic garibaldi. it is our duty to the king and to italy to do everything in ourpower to prevent garibaldi\u2019s success. this will save us from revolution, and it will preserve the truestrength and glory of the italian movement, its national and monarchical nature. cavour writing to his representative in paris, 1 august 1860. source h garibaldi has done the greatest service a man can do; he has given the italians self-confidence; he has proved that italians can fight and die in battle to reconquer their homeland. if in spite of all ourefforts should he liberate southern italy as he liberated sicily, we would have no choice but to go alongwith him should he liberate wholeheartedly. cavour writing to the piedmontese ambassador in london, 9 august 1860. source i as to the expedition to sicily, cavour said exactly these words: \u2018well and good. begin at the south, to come up again by the north.\u2019 he promised to help the expedition, provided the responsibility of thegovernment was completely concealed. from a debate in the italian parliament in 1863. giuseppe sirtori is speaking. he had been garibaldi\u2019s chief of staff and went with garibaldi on the expedition to sicily. by 1863 he accepted the monarchy. ",
            "5": "5 0470/02/m/j/03 [turn oversource j at the outset nobody believed in the possibility of garibaldi\u2019s success, and cavour thought the country well rid of him. the argument was, if he fails we are rid of a troublesome fellow, and if he succeeds italywill derive some profit from his success. the british ambassador in piedmont writing to the british government, june 1860. source k thanks to the tolerant and far-sighted policies of cavour, italy was united. he saw that men of republican ideals could be useful in the cause of unification. he also understood that popularenthusiasm could be used to support the movement for unity and was not something to be afraid of.when sicilian peasants rebelled, he was not afraid to give his secret support to garibaldi and histhousand. from  a recent history book.",
            "6": "6 0470/02/m/j/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [5] 2study sources c and d. does source c prove that source d is reliable? explain your answer. [7] 3study sources e and f . do these two pictures have the same message? explain your answer. [6] 4study source g. does this source prove that cavour was not in favour of italian unification? explain your answer. [7] 5study source h. are you surprised by what cavour writes in this source? explain your answer. [7] 6study sources i, j and k. did the historian (source k) reach his interpretation because he had read source i and not source j? explain your answer. [8] 7study allthe sources. how far do these sources show that cavour supported the cause of italian unification? explain your answer. [10]",
            "7": "7 0470/02/m/j/03 [turn overoption b: 20th century topic were britain and france to blame for hitler\u2019s success in achieving anschluss? study the background information and the sources carefully, and then answer allthe questions. background informationthe treaty of versailles banned the union of germany and austria (anschluss), and in 1936 germany promised to respect austrian independence. however, schuschnigg, the austrian chancellor, cameunder increasing pressure from hitler. in february 1938 the two men met and schuschnigg agreed tocloser ties with germany. in march he called a plebiscite to allow the austrian people to have their say.he hoped for popular support against anschluss. hitler was furious and forced him to cancel theplebiscite. on 12 march german troops entered austria. anschluss had been achieved. britain andfrance stood by and watched. how far were they to blame for hitler\u2019s success? source a the anschluss seems to me to provide a good example of the combination of consistency in aim and patience in preparation, with hasty opportunism in action, which is typical of hitler\u2019s policies. the aim inthis case was never in doubt: the demand for  the incorporation of austria in the reich appears on thefirst page of mein kampf . in all the major crises of hitler\u2019s career there is the same impression of confusion at the top, springing from his own hesitations and indecision. from a history book published in 1971. source b the invasion and annexation of austria was an unexpected development. when schuschnigg announced on 9 march the holding of a plebiscite to enable the austrians to decide their own future, heforced hitler to act. because anschluss was essential for eastwards expansion, schuschniggthreatened to sabotage hitler\u2019s whole programme. when schuschnigg agreed to cancel the plebiscite,hitler was easily persuaded by goering to exploit the situation and remove schuschnigg from power.but only after receiving an enthusiastic reception by the austrians in linz did hitler decide onannexation of austria. from a history book published in 1972. source c y ou have done everything to avoid a friendly policy. the whole history of austria is just one act of high treason. i am determined to put an end to all this. i have an historic mission. who is not with me will be crushed. i am telling you that i am going to solve the so-called austrian problem one way or another. i have only to give the order and your ridiculousdefences will be blown to bits. don\u2019t think for a moment that anybody is going to stop me. italy? i see eye to eye with italy. england? england will not move one finger for austria. and france? france could have stopped germany in therhineland, and we would have had to retreat. but now it is too late for france. think it over, herrschuschnigg, think it over, i can only wait until this afternoon. schuschnigg\u2019s account of what hitler said to him when they met on 12 february 1938. this account is from schuschnigg\u2019s memoirs published in 1947.",
            "8": "8 0470/02/m/j/03source d what injustice have we done to any country when we agree with the desire of the overwhelming majority of the austrian people to be germans? these people are germans. i assure you that, fourdays ago, i had no idea of any of what was to happen today or that austria was to become a german land. i did this because i was deceived by herr schuschnigg, and deception is something i will not tolerate. when i shake hands and give my word on something, then i keep it. hitler in an interview with a british journalist, 12 march 1938. source e a cartoon published in a british magazine on 23 february 1938. the figure at the front is hitler, and the person at the back is mussolini. mussolini, \u201call right, adolf \u2013 i never heard a shot.\u201d",
            "9": "9 0470/02/m/j/03 [turn oversource f a soviet cartoon published in an official government newspaper, 28 march 1938. it shows hitler and mussolini fishing. hitler has just caught austria. source g a cartoon published in a british magazine, 18 february 1938. ",
            "10": "10 0470/02/m/j/03source h a drawing with the title \u2018the fulfillment\u2019, published in a german magazine, 3 april 1938. it shows german troops entering austria. an austrian is saying that he has waited for this since 1918, and now it has happened in one blow. source i the british government cannot take responsibility for advising the chancellor to take any course of action which might expose britain to dangers against which it is unable to provide protection. the reply of the british government to schuschnigg after he had asked for advice, 11 march 1938. source j throughout these events the british government has remained in the closest contact with the french government, and the french government has also entered a strong protest in berlin on similar lines tothat lodged by britain. it seems to us that the methods used by germany call for the strongestcondemnation. it follows that what has passed cannot fail to have weakened the hope of removingmisunderstandings between nations. from a public statement by the british prime minister, neville chamberlain, 15 march 1938. ",
            "11": "11 0470/02/m/j/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [5] 2study source c. are you surprised by schuschnigg\u2019s account? explain your answer. [6] 3study source d. do you think hitler was lying in this source? explain your answer. [8] 4study sources e and f . how similar are the messages of these two cartoons? explain your answer. [7] 5study sources g and h. \u2018these two sources prove that it was wrong for britain and france to object to anschluss.\u2019 how far do you agree with this statement? explain your answer. [7] 6study sources i and j. do these two sources show that chamberlain changed his mind about hitler? explain your answer. [7] 7study allthe sources. how far do these sources show that britain and france were to blame for the anschluss? explain your answer. [10]",
            "12": "12 0470/02/m/j/03copyright acknowledgements: option a source a a. stiles. the unification of modern italy . \u00a9 reproduced by permission of hodder and stoughton education. option a source b d. wilson. people, revolutions and nations . \u00a9 reproduced by permission of evans brothers ltd. option a source c w. g. threeves. a nation in the making . published by nelson. option a source f w. g. threeves. a nation in the making . published by nelson. option b source a j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source b j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source c j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source d j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source e \u00a9 punch.option b source f r. douglas. \u00a9 pravda. option b source g david low. \u00a9 reproduced by permission of atlantic syndication. option b source h r. douglas. \u00a9 pravda. option b source i j. hite and c. minton. wiemar and nazi germany . published by john murray. option b source j from heinemann secondary history project: modern world core book by rees and kelly. reprinted by permission of heinemann educational publishers. \u00a9 option b source j rosemary rees. the modern world. published by heinemann. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_s03_qp_4.pdf": {
            "1": "this document consists of 10printed pages and 2blank pages. sjf2674  s37372/2 \u00a9 cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2003 1 hour  additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/4/m/j/03depth study a: germany, 1919-45 1study the sources, and then answer the questions which follow. source acommunist terrorist attacks are to be dealt with severely and weapons must be used ruthlessly when necessary. police officers who make use of firearms in carrying out their duties will benefitfrom my protection. those who fail in their duty will be punished. an order issued to the police by goering, february 1933. source b the reichstag in flames set alight by the communists this is what the whole country would look like if communism and its ally, social democracy, came to power! innocent citizens shot down as hostages! farmers\u2019 houses burnt down! all germany must join in the outcry stamp out communism! smash social democracy! vote for hitler a nazi election leaflet, march 1933. (a) (i) study source a. what can you tell from this source about nazi attitudes towards the communists? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why people voted for the nazis in march 1933? explain your answer.   [7] (iii) study both sources. how useful are these sources as evidence about the communists in germany in early 1933? explain your answer.   [7] (b) (i) what power did the enabling act give to hitler?  [2] (ii) describe the events of the night of the long knives. [4] (iii) why was hindenburg\u2019s death in 1934 important to hitler? [6] (iv) how secure was hitler\u2019s control over germany by the end of 1939? explain your answer.   [8]",
            "3": "3 0470/4/m/j/03 [turn overdepth study b: russia, 1905-41 2study the sources, and then answer the questions which follow. source astalin is untrustworthy and will do anything to keep power. he changes his ideas whenever he wants to get rid of someone. many in the party are worried about stalin, and there is a terrible fearof a split. stalin has made it difficult for us to attack him. bukharin, speaking in private, 1928. source b people are sick of stakhanov, quite apart from whether they approve \u2013 as some do \u2013 or disapprove of him. people are sick and tired of listening to speeches. they turn off the radio. theyare tired of looking at the monstrous portraits of soviet heroes. a report from a british diplomat in leningrad, 1936. (a) (i) study source a. what can you tell from the source about stalin? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that soviet propaganda failed? explain your answer.   [7] (iii) study both sources. is one of these sources more useful than the other as evidence about stalin\u2019s rule? explain your answer. [7] (b) (i) identify twogroups that were targets of stalin\u2019s purges.  [2] (ii) what was stalin\u2019s \u2018cult of personality\u2019? [4] (iii) why was agriculture collectivised by stalin? [6] (iv) to what extent had stalin\u2019s five-year plans improved the lives of the soviet people by 1941 ? explain your answer. [8]",
            "4": "4 0470/4/m/j/03depth study c: the usa, 1919-41 3study the sources, and then answer the questions which follow. source awe must go on or we will go backward; there is no standing still. we will continue relieving distress by employing those without jobs on public works, by social security, by soil conservation, and byhelping farmers. i don\u2019t think these things are ruining our country. i think they are making it moregenuinely democratic, and a far better place in which to live. i think they are protecting us fromforeign ideologies which we naturally oppose. from a nationwide radio broadcast by harry l hopkins,  head of the works progress administration (wpa), 1938. source b sharecroppers fail in the south because they are not good farmers. they are incompetent because they are not healthy and because they are ignorant. they need education, better diet,better medical care and organisation. their poor diet is a major cause of the laziness for whichthey are often criticised. they have lived for generations in mosquito-infested and insanitarysurroundings. living quarters available for farm workers in the south are far worse that in theworst slums of the cities. federal funds are essential to improve matters. from a report by the national recovery administration (nra) on farm tenancy, 1937. (a) (i) study source a. what does this extract tell you about attitudes towards the new deal by 1938? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the problems of agriculture in the 1930s? explain your answer.   [7] (iii) study both sources. how useful are these sources as evidence that the new deal gave effective help to agriculture? explain your answer. [7] (b) (i) give tworeasons for setting up the civilian conservation corps (ccc). [2] (ii) what were the main aims and methods of the agricultural adjustment administration (aaa) set up in 1933? [4] (iii) why did so many people move to california during the 1930s? [6] (iv) \u2018the tennessee valley authority (tva) was the most successful of all the new deal agencies.\u2019 do you agree? explain your answer.  [8]",
            "5": "5 0470/4/m/j/03 [turn overdepth study d: china, 1945 \u2013 c.1990 4study the sources, and then answer the questions which follow. source awithin a few weeks, 13 000 officers and men \u2013 over one-tenth of jiang jieshi\u2019s (chiang kai- shek\u2019s) forces in the area \u2013 deserted to the communist side. among them were sixteen colonelsand nearly three hundred other junior officers. all brought rifles with them. from an article by an american reporter, based in shanghai, 1948. source b jiang jieshi has refused to undertake land reform, has been unable to establish a stable currency, and is the leader of a corrupt and incompetent administration and army. from a book by an american writer, 1948. (a) (i) study source a. what does this source tell you about the nationalist army in the civil war? support your answer with reference to the source. [6] (ii) study source b. how reliable is this source as evidence about jiang jieshi\u2019s leadership? explain your answer.  [7] (iii) study both sources. is one of these sources more useful than the other as evidence of why the communists won the civil war? explain your answer. [7] (b) (i) identify two groups in chinese society that continued to support the nationalist government after the second world war.  [2] (ii) describe the \u2018speak bitterness\u2019 meetings (people\u2019s courts) which were introduced after the communist victory in the civil war. [4] (iii) why did formosa (taiwan) become important in chinese affairs after 1949? [6] (iv) was the land issue the most important problem facing the new people\u2019s republic of china in 1949? explain your answer.    [8]",
            "6": "6 0470/4/m/j/03depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aby 1990 over four thousand people had been killed on the streets since 1985 and fifty thousand people were in prison without trial. troops were stationed in the townships. the economy was indeep trouble and the national party had the worst election results since 1948. the governmentheld several secret meetings with mandela and the anc leaders. the two sides got on well. from a british school textbook written in 1997. source b the anc wants the assassination of policemen, members of the defence forces, black town councillors, and anyone else who disagrees with them. it intends to wipe out inkatha and otherblack groups who oppose its tactics. they have hacked people to death, people have beennecklaced and their houses burnt to the ground. a letter published in a british newspaper in 1986, from chief buthelezi, president of the zulu organisation, inkatha. (a) (i) study source a. what can you tell from this source about the national party government by 1990? support your answer with reference to the source. [6] (ii) study source b. how far does this letter show that inkatha was intimidated by the anc? explain your answer.  [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the anc? explain your answer.  [7] (b) (i) give two of the proposals made by joe slovo to end the deadlock in the 1992 negotiations about power-sharing. [2] (ii) describe the part played by chief buthelezi and inkatha in the negotiations in the early 1990s to end minority rule. [4] (iii) why did the majority of white voters choose to support reform in the 1992 referendum?   [6] (iv) do you agree that nelson mandela was the most important factor in bringing about majority rule? explain your answer. [8]",
            "7": "7 0470/4/m/j/03 [turn overdepth study f: israelis and palestinians, 1945 \u2013 c.1994 6study the sources, and then answer the questions which follow. source aa special study ought to be made of the responsibility of cairo radio for the disaster which overtook egypt in 1967. propaganda was both nasser\u2019s strength and weakness. this wasunderstood after the military defeat. the main effect of cairo radio broadcasts on the arabs wasthat expectations were raised so much that promises to destroy israel had to be kept. from a british history textbook of the 1980s. source b the problem for the arab countries is not whether the port of eilat should be blockaded or how to blockade it \u2013 but how to exterminate the state of israel for all time. from a speech by nasser to the egyptian parliament, 25 may 1967. (a) (i) study source a. what can you tell from this source about the effects of propaganda in the 1967 crisis? support your answer with reference to the source.  [6] (ii) study source b. how far does this source show that nasser was responsible for the outbreak of war in 1967? explain your answer. [7] (iii) study both sources. is one source more useful than the other about the 1967 crisis? explain your answer.   [7] (b) (i) give tworeasons why israel attacked egypt in 1967. [2] (ii) describe the military tactics used by the israeli armed forces to defeat egypt and its allies in june 1967.   [4] (iii) why, after the 1967 war, did the israelis need to prepare for further hostilities with the arabs? [6] (iv) how far did sadat change egypt\u2019s policies towards israel? explain your answer. [8]",
            "8": "8 0470/4/m/j/03depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source ai visited a street of twelve houses in which sixty-three cases of fever had occurred. i found it flooded with filth which had oozed through the walls from two adjoining cess-pits and which hadno means of escape, there being no drain. from a report of 1842. a doctor is writing about a street in the city of liverpool. source b the construction of sewers in london, 1844. source c there is no law to compel the owners of land to build sewers before building houses on it. there is no law to prevent back-to-back houses. no law to compel the building of main sewers beneath thestreets nor pave the streets. no law to compel owners of old properties to connect their dwellingsto drains where they do exist. a citizen of leeds, writing in 1865. ",
            "9": "9 0470/4/m/j/03 [turn over(a) (i) study source a. what does this source tell you of the problems of living in a nineteenth-century industrial town? support your answer with reference to the source. [6] (ii) study source c. to what extent does this source show that the building industry was to blame for poor housing? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing that public health in the nineteenth century had become an important issue? explain your answer.  [7] (b) (i) name two nineteenth-century acts of parliament which tried to improve public health. [2] (ii) what were (a)back-to-back houses, and (b)cess-pits?  [4] (iii) why did many people who lived in the new industrial towns of the nineteenth century suffer bad health? [6] (iv) how far were cities healthier places to live in by the end of the nineteenth century than they had been in the middle of the century? explain your answer. [8]",
            "10": "10 0470/4/m/j/03depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source abritish africa was acquired not by groups of financiers nor by the efforts of statesmen, but in spite of them. it was the will of the british people which compelled us to take our share. lord lugard, a british colonial administrator of the late nineteenth century. source b a pink cheek man came one day to our council. he came, from afar, from where many of their people lived in houses made of stone and where they had their own council. he sat in our midstand he told us of the king of the pink cheek, who was a great king and lived in a land over theseas. \u2018this great king is now your king,\u2019 he said, \u2018and this land is all his land, though he says youmay live on it as you are his people.\u2019 this was strange news. for this land was our land. we hadno king, we elected our councils and they made our laws. with patience, our elders tried to tell thisto the pink cheek, and he listened. but at the end he said, \u2018this we know, but, in spite of this, whati have told you is a fact. you now have a king, and his laws are your laws.\u2019 an african describes the arrival of colonial administration, 1902. (a) (i) study source a. what can you tell about the motives for british imperialism from this source? support your answer with reference to the source.  [6] (ii) study source b. how far does this source show that europeans forced africans to accept their form of government? explain your answer. [7] (iii) study both sources. which source would be the more useful as evidence about imperialism? explain your answer. [7] (b) (i) name twocountries of east or central africa which had come under british control by the end of the nineteenth century. [2] (ii) describe \u2018indirect rule\u2019 as introduced into africa by lord lugard. [4] (iii) why was there a \u2018scramble for africa\u2019 by european countries in the nineteenth century? [6] (iv) to what extent did africans benefit from european rule in the nineteenth century? explain your answer.  [8]",
            "11": "11 0470/4/m/j/03blank page",
            "12": "12 0470/4/m/j/03blank page copyright acknowledgments: question 1. source a white and hadley. germany: 1918-49. published by collins educational. question 1. source b white and hadley. germany: 1918-49. published by collins educational. question 2. source a alan white. russia and ussr: 1905-1991. published by collins educational. question 2. source b alan white. russia and ussr: 1905-1991. published by collins educational. question 3. source a us national archivequestion 3. source b us national archivequestion 4. source a j. beldon. china shakes the world. published by collins. question 4. source b bryn o\u2019callaghan. history of the twentieth century. \u00a9 reproduced by permission of pearson education. question 5. source a h macdonald and b williamson. south africa. \u00a9 reproduced by permission of stanley thornes (publishers) ltd. question 5. source b h macdonald and b williamson. south africa. \u00a9 reproduced by permission of stanley thornes (publishers) ltd. question 6. source a s j perkins. the arab-israeli conflict. \u00a9 reproduced by permission of thomas, nelson and sons. question 6. source b s j perkins. the arab-israeli conflict. \u00a9 reproduced by permission of thomas, nelson and sons. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w03_qp_1.pdf": {
            "1": "this document consists of 15printed pages and 1blank page. sp (sc) s37026/5 \u00a9cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/01 paper 1 october/november 2003 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01 o/n/03section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. the proclamation of a republic in paris in february 1848 brought an extraordinary variety and strength of emotion both in france and throughout europe, emotion which ranged from the mostextravagant hopefulness and enthusiasm, to the deepest alarm and anxiety. the young prince de broglie wrote, \u2018country, family, honour, ambition, property, personal security \u2013 all threatened atonce.\u2019 (a)describe the course of the revolution in france during 1848. [5] (b)why were there mixed reactions in france to the february revolution of 1848? [7] (c)towhat extent were other revolutions in europe in 1848 the consequence of the revolution in france? explain your answer. [8] 2study the cartoon, and then answer the questions which follow. an american cartoon of 1868, with the title \u2018one vote less\u2018. it was published  after an incident in which a black man was killed when going to vote. (a)what were the aims of reconstruction after the american civil war? [5] (b)why did reconstruction cause bitterness? [7] (c)towhat extent were black americans better off as a result of the civil war? explain your answer. [8] ",
            "3": "3 0470/01 o/n/03 [turn over3study the extract, and then answer the questions which follow. a group of samurai, led by saigo takamori of satsuma, proclaimed in january 1868 a provisional government in the name of the emperor. keiki\u2019s forces resisted, but were defeated. the imperialcourt moved into the shogun\u2019s castle at y edo, which in future was to be known as tokyo. the meiji restoration was complete. (a)what were the (i)daimyo, and (ii)samurai? [5] (b)why was the meiji restored? [7] (c)how important was the emperor meiji in the transformation of japan between 1868 and 1889? explain your answer. [8] 4study the extract, and then answer the questions which follow. the next milestone on the road to war was the sudden annexation of bosnia-herzegovina by austria in 1908. austria had in fact administered them for thirty years but her action infuriated serbia and nearly sparked off war between austria and russia. up came the german emperoragain to tell the world that germany stood behind her ally. russia backed down. the kaiser wasvery pleased with himself. he did not realise how dangerous it was to humiliate a great power. (a)describe the moroccan crisis of 1905. [5] (b)why did the crisis over bosnia-herzegovina notbring war to europe? [7] (c)how far was germany to blame for the coming of war in 1914? explain your answer. [8] 5study the extract, and then answer the questions which follow. article 16: should any member of the league resort to war, it shall be regarded as having committed an act of war against all other members of the league, and this will end immediately alltrade and financial relations with that member. from the covenant of the league of nations. (a)how did the league of nations hope to prevent future wars between nations? [5] (b)why did the league of nations fail to restrict the aggression of japan in the 1930s? [7] (c)how far was the league of nations a failure? explain your answer. [8]",
            "4": "4 0470/01 o/n/036study the extract, and then answer the questions which follow. i now have to inform the house that in the event of any action which clearly threatened polish independence and which the polish government accordingly considered it vital to resist with theirarmed forces, his majesty\u2019s government would feel themselves bound at once to lend the polish government all support in their power. they have given the polish government an assurance to this effect. british prime minister chamberlain speaking in the house of commons, 31 march 1939. (a)when hitler came to power, what did he hope to achieve in foreign policy? [5] (b)why did britain go to war over poland in 1939? [7] (c)how far was the treaty of versailles to blame for the outbreak of war in 1939? explain your answer. [8] 7study the extract, and then answer the questions which follow. from stettin on the baltic to trieste on the adriatic, an iron curtain has descended across the continent. behind that line lie all the capitals of the ancient states of central and eastern europe \u2013warsaw, prague, vienna, budapest, belgrade, bucharest and sofia. all these famous cities and the population around them lie in the soviet sphere and are subject, not only to soviet influence,but to a very high and increasing measure of control from moscow. winston churchill speaking in fulton, missouri, usa in 1946. (a)what was decided at the y alta conference? [5] (b)why was eastern europe largely in the hands of the ussr by 1946? [7] (c)\u2018only stalin of the allies achieved what he wanted as a result of the war with germany.\u2019 do you agree? explain your answer. [8]",
            "5": "5 0470/01 o/n/03 [turn over8study the map, and then answer the questions which follow. the cuban missile crisis, 1962. (a)describe the bay of pigs incident. [5] (b)why did the ussr install missile bases in cuba? [7] (c)\u2018the cuban missile crisis was not as serious as it appeared at the time.\u2019 do you agree? explain your answer. [8] ",
            "6": "6 0470/01 o/n/03section b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the extract, and then answer the questions which follow. as soon as i received my salary, i rushed out to buy the daily necessities. my daily salary, as editor of a magazine, was just enough to buy one loaf of bread and a small piece of cheese. anacquaintance of mine, a clergyman, came to berlin from a suburb with his monthly salary to buy apair of shoes for his baby. by the time he arrived, he could only afford to buy a cup of coffee. the recollections of a woman who lived in berlin during 1923. (a)describe the effects of the hyperinflation of 1923 on the lives of german people. [5] (b)why did france and belgium occupy the ruhr in 1923? [7] (c)how far did stresemann restore pride and prosperity to germany? explain your answer. [8] 10study the extract, and then answer the questions which follow. the reich press law of 4 october 1933 ordered that all editors had to be german citizens, of aryan descent, and not married to a jew. they had to keep out of their newspapers \u2018anythingwhich in any manner is misleading to the public, tends to weaken the strength of the germanreich, or offends the honour and dignity of germany\u2019. (a)what was the enabling law of march 1933? [5] (b)why did hitler seek to control all forms of the media? [7] (c)how far had hitler\u2019s policies gained the support of the german people by 1939? explain your answer. [8]",
            "7": "7 0470/01 o/n/03 [turn overdepth study b: russia, 1905\u201341 11study the extract, and then answer the questions which follow. the platoon entered the village, seized the bolshevik committee, and put the members to death. after the executions the houses were burned and the male population whipped soundly. then thepeople were ordered to deliver, without payment, the best cattle, pigs, chickens and bread for thewhole detachment of troops. from the diary of a white officer in the russian civil war. (a)what was the \u2018war communism\u2019? [5] (b)why were the reds successful in the civil war? [7] (c)how far did the new economic policy prove that the bolsheviks had failed to establish a communist state in russia? explain your answer. [8] 12study the photograph, and then answer the questions which follow. threshing on a collective farm. (a)what were the advantages of collective farming? [5] (b)why was collectivisation opposed by many peasants? [7] (c)how successful were stalin\u2019s economic policies? explain your answer. [8] ",
            "8": "8 0470/01 o/n/03depth study c: the usa, 1919\u201341 13study the statistics, and then answer the questions which follow. 1920 1929 kms of surfaced roads 620 000 1 000 000 motor cars 9 000 000 26 000 000telephones 13 000 000 20 000 000 radios 60 000 10 000 000 (a)in what ways did the \u2018boom\u2019 of the 1920s make life easier for americans. [5] (b)why did some industries expand rapidly in the 1920s? [7] (c)towhat extent was the end of the \u2018boom\u2019 caused by ignorance and greed? explain your answer. [8] 14study the extract, and then answer the questions which follow. in the presidential election of 1936 the republicans put up alf landon. they spent more than the democrats and spread scares and anti-semitic lies. it was suggested that fdr was a communistwho would set up a guillotine to execute his enemies. a furious fdr turned on these \u2018desperatemen\u2019 saying, \u2018never before in all of our history have these forces been so united against onecandidate as they are today. they are unanimous in their hate of me \u2013 and i welcome their hatred.\u2019roosevelt won by one of the greatest-ever percentages of the popular vote, beating landon by 61per cent to 37 per cent. (a)what opposition was there to the \u2018new deal\u2019? [5] (b)why did fdr win such a great victory in the election of 1936? [7] (c)\u2018roosevelt was not an outstanding president in his first two terms of office.\u2019 do you agree? explain your answer. [8]",
            "9": "9 0470/01 o/n/03 [turn overdepth study d: china, 1945\u2013c.1990 15study the extract, and then answer the questions which follow. in the second half of 1955 tens of millions of peasant families swung into action. at the call of the party central committee they formed co-operatives. over 60 million of the peasant families in all parts of the country have already joined co-operatives. by the end of this year the forces ofcommunism will have won another great victory. from a book published by the chinese communist party in 1956. (a)how was a co-operative farm organised? [5] (b)why did the communists introduce land reforms as soon as they came to power? [7] (c)how successful were the agricultural policies of mao\u2019s government in the first fifteen years of communist rule? explain your answer. [8] 16study the extract, and then answer the questions which follow. at a meeting of warsaw pact countries in february 1959, khrushchev announced that soviet nuclear expertise would not be put in the hands of madmen (i.e. china). in july the ussr warned that within one month the 1390 soviet experts in china would be withdrawn. (a)describe relations between china and the ussr from 1949 to 1953. [5] (b)why did relations between china and the ussr worsen? [7] (c)had china become a superpower by 1990? explain your answer. [8]",
            "10": "10 0470/01 o/n/03depth study e: southern africa in the 20th century 17study the extract, and then answer the questions which follow. either you are the boss, or the equal, or the inferior. one of the three. if you are not the boss, you must be a man\u2019s equal. if you say that you do not want to dominate the native, it simply means that you stand for a policy of equality. from a speech to the south african assembly in january 1948 by j strydom (who later became prime minister). (a)in what ways was south africa changed by the second world war? [5] (b)why did the national party win the election of 1948? [7] (c)how far did the policy of apartheid make life worse for south africans? explain your answer. [8] 18study the photograph, and then answer the questions which follow. a photograph showing a protestor outside the inquest which cleared south african police of causing steve biko\u2019s death, 1977. (a)describe the happenings in soweto in june 1976. [5] (b)why was the death of biko important? [7] (c)by 1977, how successfully had the south african government dealt with opposition to apartheid? explain your answer. [8] ",
            "11": "11 0470/01 o/n/03 [turn over19study the extract, and then answer the questions which follow. the missionary says that we are the children of god like our white brothers but just look at us. dogs, slaves, worse than the baboons on the rocks. that is how you treat us. a herero speaking to a german settler, 1904. (a)describe the german colonisation of namibia to 1900. [5] (b)why did the herero and other namibians rebel against the germans? [7] (c)\u2018the people of namibia benefited from the first world war.\u2019 do you agree? explain your answer. [8]",
            "12": "12 0470/01 o/n/03depth study f: israelis and palestinians, 1945\u2013c.1994 20study the extract, and then answer the questions which follow. to the british the mandate was a permanent headache, whilst to the arabs it was a national insult and to the jews it was an opportunity. the jews achieved, by force of arms, their aim of politicalindependence. the tragedy was not that they had to fight for independence, but the fact that thepalestinians were now their enemies. (a)describe the events of 1948\u20139 following the end of the british mandate in palestine. [5] (b)why were jews and arabs in palestine in opposition to each other at that time? [7] (c)towhat extent had the israelis achieved their aims in the middle east by 1967? explain your answer. [8] 21study the extract, and then answer the questions which follow. i am proud he did not die in this refugee camp. the press come here and take our pictures standing in queues to get food rations. they give the impression that we are a nation of beggars.this is no life. i am preparing my 18-year-old boy so he can replace my first son and fight forliberation. the words of a mother of a palestinian fighter killed in israel. (a)describe life in palestinian refugee camps. [5] (b)why were so many palestinians in refugee camps by the 1980s? [7] (c)\u2018the most serious problem faced by the palestinians up to 1990 was the lack of support they received from other arab states.\u2019 do you agree? explain your answer. [8]",
            "13": "13 0470/01 o/n/03 [turn overdepth study g: the creation of modern industrial society 22study the picture, and then answer the questions which follow. an early nineteenth-century drawing of canal barges. (a)describe the main problems of moving goods by canal in the early nineteenth century. [5] (b)why did many canals fall into disuse in the nineteenth century? [7] (c)towhat extent did the growth of heavy industry in the nineteenth century depend upon developments in transport? explain your answer. [8] 23study the extract, and then answer the questions which follow. in 1901 the taff vale railway company sued the amalgamated society of railway servants for damages of \u00a323 000 for loss of revenue during a strike. the courts found the asrs liable for thedamages. this verdict meant that no union would now dare to call a strike. (a)what laws were made to help trade unions between 1875 and 1914? [5] (b)why did the number of trade unionists grow significantly between 1875 and 1914? [7] (c)how successful had trade unions been by 1914? explain your answer. [8] ",
            "14": "14 0470/01 o/n/03depth study h: the impact of western imperialism in the 19th century 24study the extract, and then answer the questions which follow. the african knows no lasting peace. one day you may see peace and plenty, well-tilled fields, and children playing in the sun. on the next you may find the corpses of the men, the bodies of theirchildren half-burnt in the flames which consumed their village, while the women are the captives ofthe victorious raiders. the british rule which shall stop this lawless raiding and constant inter-tribalwarfare will be the greatest blessing that africa has known. the view of a british official in africa in the late nineteenth century. (a)what agreements over the partition of africa were made in the second half of the nineteenth century between the european countries? [5] (b)why did european countries want african territories? [7] (c)who gained more from the european colonisation of africa \u2013 the africans or the europeans? explain your answer. [8] 25study the extract, and then answer the questions which follow. by 1880 a generation had passed into manhood with an outlook that made them ideally suited to govern the empire and fight its wars. many showed an aptitude for \u2018taking up the white man\u2019sburden\u2019 in a spirit of self-sacrifice. throughout the 1890s schoolboys had plenty of popular magazines, full of the ideas of the new imperialism, written specially for them. they combinedthrilling adventure stories with patriotism and reminders of imperial duty. (a)what do you understand by the phrase \u2018the white man\u2019s burden\u2019? [5] (b)why were european countries in the late nineteenth century anxious to add to their overseas empires? [7] (c)did the imperialist ideas of europeans lead to non-europeans being helped or being harmed? explain your answer. [8]",
            "15": "15 0470/01 o/n/03blank page",
            "16": "16 0470/01 o/n/03copyright acknowledgements: section a. question 1. j. p. bury, france: 1814\u20131940 . reproduced by permission of thomson publishing services. section a. question 2. e. wright. history of the modern world . published by chancellor press. section a. question 3. e. wright. history of the modern world . published by chancellor press. section a. question 4. c. falls. the first world war . \u00a9 reproduced by permission of pearson education. section a. question 6. m. gilbert. britain and germany between the wars . \u00a9 reproduced by permission of pearson education. section a. question 7. l. snellgrove. modern world source book . \u00a9 reproduced by permission of pearson education. section a. question 8. d. healer. our world this century . \u00a9 reproduced by permission of oxford university press. section b. question 9. j. broohan. weimar germany \u2018memoirs\u2019 . \u00a9 reproduced by permission of pearson education. section b. question 10. t. edwards. history broadsheet number 11 . published by heinemann publishers ltd. section b. question 11. j. simkin. the bolshevik government . published by spartacus. section b. question 12. t. pimlott. stalin\u2019s russia . photograph \u00a9 popperfoto. section c. question 13. t. howarth. the world since 1900 . \u00a9 reproduced by permission of pearson education. section c. question 14. extract from the american century by harold evans published by jonathan cape . used by permission of the random house group. section d. question 15. g. k. macdonald. modern china . \u00a9 reproduced by permission of blackwell publishers. section d. question 16. s. harrison. world conflict in the 20th century . \u00a9 reproduced by permissiom of palgrave. section e. question 17. p. mantin. a question of evidence: 20th century world . published by hutchinson. section e. question 18. chronicles of the 20th century . published by pearson education. section e. question 19. t. pakenham. scramble for africa .published by abacus. section f. question 20. r. tuchman. bible and sword . published by papermac. section f. question 21. c. culpin. making history . published by harpercollins publishers ltd. section g. question 22. b. williams. secondary history pack . published by longmans. section g. question 23. a. j. hollows. age of industrial expansion . published by nelson. section h. question 24. l. james. rise and fall of the british empire . published by little, brown and co. section h. question 25. l. james. rise and fall of the british empire . published by little, brown and co. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w03_qp_2.pdf": {
            "1": "this document consists of 12printed pages. sp (sc/kn) s39088/4 \u00a9ucles 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/02 paper 2 october/november 2003 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013 p12] choose oneof these options, and then answer allthe questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
            "2": "2 0470/02/o/n/03option a: 19th century topic did the japanese welcome westernisation? study the background information and the sources carefully, and then answer allthe questions. background informationin 1853 commodore perry arrived off the coast of japan with four american warships. until then japan had been almost totally isolated from the rest of the world. america forced trading concessions fromthe shogun (the japanese ruler), who was overthrown in 1868. he was replaced by the youngemperor meiji. over the next fifty years the emperor\u2019s government embarked on a programme ofmodernisation. this brought with it the westernisation of much of japanese society and culture. did thejapanese people welcome these developments? source a i stopped at about ten places where barricades had been set up in preparation against an invasion from the sea. none of them could be depended on as a defence. if barbarian ships arrived in force,how could we defend against them? the main requirements for defence are guns and warships but themost important of them is guns. what do the so-called scholars of today actually do? do they, afterhaving learned the ceremonies and music, go on to discuss and learn the elements of war, or theelements of machinery? do they make studies of conditions in foreign countries? of setting up defencebarriers? if they do, i have not heard of it. learning a barbarian language is not only a step toward knowing the barbarians, but also the groundwork for mastering them. a japanese author writing in 1855. he was not able to publish the book, from which this extract was taken, until after the overthrow of the shogun. source b japan\u2019s progress, in the short space of half a century, has been so sudden and swift that it presents a spectacle rare in the history of the world. this leap forward is a result of coming into contact with thecivilisation of europe and america, and may well, in its broad sense, be regarded as a benefit. wepossess today a powerful army and navy. we have achieved this by adopting western methods:conscription, promoting military education, encouraging the art of shipbuilding and the manufacture ofarms. we have reorganised central and local government and reformed the educational system. allthis is the result of adopting the superior features of western institutions. from the book \u2018fifty y ears of new japan\u2019 by okuma shigenobu, published in 1908. shigenobu had been one of the emperor\u2019s leading ministers.",
            "3": "3 0470/02/o/n/03 [turn oversource c a photograph of japanese warriors in 1868. source d a drawing of japanese soldiers in 1904. ",
            "4": "4 0470/02/o/n/03source e a japanese drawing from the second half of the nineteenth century showing what would happen if japanese women married western men. the child is the result of the marriage. source f a cartoon published in a british magazine in the second half of the nineteenth century. it shows some japanese wearing western fashions. ",
            "5": "5 0470/02/o/n/03 [turn oversource g a cartoon published in a british magazine in 1895. it shows a japanese soldier on top of a chinese soldier. source h schools, industries, armies and navies are the mere external forms of civilisation. they are not difficult to produce. all that is needed is the money to pay for them. y et there remains something moreimportant that cannot be bought or sold. it holds together the whole nation and its influence is sostrong that without it none of the schools, industries or armies would be of the slightest use. thissupremely important thing we must call the spirit of civilisation. the most important part of this spirit isindependence. fukuzawa yukichi writing at the end of the nineteenth century. yukichi visited america and britain in the 1860s. during the period of modernisation in japan he was regarded as an  authority on all western matters. source i by the 1870s most of japan\u2019s rulers agreed that some adoption of western technology was necessary. everyone could see the superiority of the barbarians\u2019 artillery for example. but the japanese were notcontent to be victims of the west. they resented the \u2018unequal treaties\u2019 they had been made to sign withwestern countries. they decided to take from the west whatever would strengthen japan. but it was not just a question of becoming powerful. modernisation was seen as a way to the recovery of self-respect. in whatever mattered for the recovery of real independence, japan was to become morewestern. japan began to turn itself into an industrial nation-state but foreign investment was kept out. japan wanted to control its own industries, and so the state paid for them. this meant heavy taxation which the discipline of japan\u2019s traditional society made possible. the japanese underwent controlledwesternisation, and much was deliberately left unchanged. from a british history book published in the 1980s. ",
            "6": "6 0470/02/o/n/03source j the japanese are dismissing as rapidly as possible all foreigners they have employed to train them in western ways, from professors and schoolteachers, to engineers, draughtsmen and foremen in mills and factories. this is done partly to save money, and partly because they feel themselves capable ofgoing it alone. a description of japan in 1911 by an american visitor.",
            "7": "7 0470/02/o/n/03 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these two sources differ? explain your answer. [6] 2study sources c and d. what do these sources tell you about japan in the second half of the nineteenth century? explain your answer. [6] 3study sources e and f . how reliable are these sources as evidence about japanese attitudes towards the west? explain your answer. [8] 4study source g. why was this cartoon published in 1895? explain your answer. [7] 5study sources h and i. did the writer of source i reach his interpretation because he had read source h? explain your answer. [6] 6study source j. are you surprised by what source j describes? explain your answer. [7] 7study allthe sources. how far do these sources show that the japanese welcomed westernisation? explain your answer. [10]",
            "8": "8 0470/02/o/n/03option b: 20th century topic was appeasement over the sudetenland justified? study the background information and the sources carefully, and then answer allthe questions. background informationafter hitler had won control of austria, he turned his attention to czechoslovakia. over three million germans lived in the sudetenland, a part of czechoslovakia. in the summer of 1938, hitler claimedthat the sudeten germans were being mistreated, and he moved troops to the czech border.czechoslovakia appealed to britain and france for support. the british prime minister, nevillechamberlain, did everything he could to avoid war. after a series of meetings with hitler, on 29september at the munich conference, france and britain agreed to give hitler the sudetenland. werechamberlain and daladier, the french prime minister, right to appease hitler over the sudetenland? source a czechoslovakia is a state created by forcing other nationalities, without asking them, into a structure manufactured at versailles. the czechs began to oppress and mishandle the majority of theinhabitants. among the nationalities being oppressed are three and a half million germans. thesegermans are the creatures of god. that conditions in czechoslovakia are unbearable is generallyknown. in the name of a certain president wilson, three and a half million were robbed of their right toself-determination. economically these people were deliberately ruined and afterwards handed over toa slow process of extermination. the misery of the sudeten germans is without end. hitler speaking at a nazi party rally, 12 september 1938. source b you have only to look at the map of europe to see that nothing we or france could do could possibly save czechoslovakia from being overrun by the germans, if they wanted to do it. the austrian frontieris practically open. therefore we could not help czechoslovakia \u2013 it would simply be an excuse forgoing to war with germany. the entry in chamberlain\u2019s diary for 20 march 1938. source c how horrible, fantastic, incredible it is that we should be digging trenches and trying on gas masks here because of a quarrel in a far away country between people of whom we know nothing. after my visits togermany i have realised how herr hitler feels he must protect the other germans, and his anger thatgrievances have not been resolved. he told me privately, and last night he repeated publicly, that after this sudeten german question is settled, that is the end of germany\u2019s territorial claims in europe. from chamberlain\u2019s radio broadcast to the people of britain, 27 september 1938.",
            "9": "9 0470/02/o/n/03 [turn oversource d a german cartoon published on 22 may 1938. the title of the cartoon is \u2018a czech beer-hall.\u2019 in the beer-hall are the different minority peoples of czechoslovakia. the landlord is serving them beer fromthe barrel labelled \u2018versailles brew\u2019. the customers are complaining about the poor quality of the beer. source e a cartoon titled \u2018nightmare waiting list\u2019. it was published in a british newspaper on 9 september 1938. ",
            "10": "10 0470/02/o/n/03source f a cartoon published in a british newspaper on 25 september 1938. source g peace be glad in your hearts. give thanks to your god. the wings of peace settle about us and the peoples of europe. the prayers of the troubled hearts are answered. people of britain, your children are safe.your husbands and sons will not march into battle. it was a war that nobody wanted. nobody in germany. nobody in france. nobody, above all, in britain, which had no concern at all with the issues at stake. through these black days, this newspaper clung to the belief that peace would prevail. over and over again we said it, \u2018there will be no european war.\u2019 if we must have a victor, let us choose chamberlain. for the prime minister\u2019s conquests are mighty. and now let us get back to our own affairs. we have had enough of those menaces from the continent. from a british newspaper, 30 september 1938. source h there is no doubt that germany has the largest army outside russia. when completely organised, her thirty-six infantry divisions alone will include 600 000 men. britain has just over 150 000 men. noreasonable observer can doubt that, if hitler organises his thirty-six divisions and trains 300 000conscripts a year, in a few years\u2019 time he will have the finest army in europe. the french army issuperior at the moment, but every year that passes makes more possible goering\u2019s plan of a suddendash against germany\u2019s enemies. from a british book written in 1938. ",
            "11": "11 0470/02/o/n/03source i weought to have gone to war in 1938. although we were ourselves not fully prepared, we were better prepared than the enemy. september 1938 would have been the best date. hitler speaking in february 1945. source jwehave suffered a total defeat. all is over. i think you will find in a period of time czechoslovakia will be overrun by the nazis. we have passed an awful moment in our history, when the whole balance ofpower in europe has been upset. and do not suppose this is the end. this is only the beginning of theconflict. winston churchill speaking in the british parliament, october 1938. source k why did chamberlain and daladier help hitler to achieve his aims? they hoped to appease hitler by giving him some czech land. they wanted to direct german aggression eastwards towards the sovietunion. in march 1939 the ussr opened talks with france and britain to discuss ways of preventingnazi aggression. these talks showed how unwilling britain and france were to set up a united frontagainst hitler. a soviet historian writing in 1981. [turn over",
            "12": "12 0470/02/o/n/03now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. why do you think hitler made this speech in september 1938? explain your answer. [6] 2study sources b and c. does source b show that chamberlain was lying to the british people in source c? explain your answer. [7] 3study sources d and e. \u2018these two cartoons prove it was right for hitler to demand that all germans should be united.\u2019 how far do you agree with this statement? explain your answer. [7] 4study sources f and g. how far would the cartoonist who drew source f have agreed with source g? explain your answer. [7] 5study sources h and i. how far do these two sources show that chamberlain should have gone to war over czechoslovakia in 1938? explain your answer. [7] 5study sources j and k. do you think that churchill (source j) would have agreed with the soviet historian (source k)? explain your answer. [6] 7study allthe sources. how far do these sources show that appeasement over the sudetenland was justified? explain your answer. [10] copyright acknowledgements: option a. source a. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option a. source b. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option a. source c. \u00a9 getty images (uk) ltd.option a. source d. d. wilson. people, revolutions and nations . published. option a. source e. p. barr. foreign devils . published by penguin. option a. source f. p. barr. foreign devils . published by penguin. option a. source g d. wilson. people, revolutions and nations . published. option a. source h. p. barr. foreign devils . reproduced by permission of penguin. option a. source j. m. dickinson. britain, europe and beyond: 1790\u20131900 . \u00a9 reproduced by permission of palgrave. option b. source a. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source b. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source c. john hills and chris hinton. weimar and nazi germany . published by john murray. option b. source d. r. douglas. between the wars: 1919\u201339 .published by routledge. \u00a9 simplicissimus. option b. source e. david low. \u00a9 evening standard. option b. source f. news of the world.option b. source g. n. kelly and r. rees. the modern world . published by heinemann publishers ltd. option b. source h. b. walsh. modern world . published by john murray. option b. source i. t. mcaleavy. modern world history . \u00a9 reproduced by permission of cambridge university press. option b. source k. from international relations 1914\u20131995 by tony rea and john wright. \u00a9 1997 by permission of oxford university press. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        },
        "0470_w03_qp_4.pdf": {
            "1": "this document consists of 12printed pages. sp (cw) s46701/1 \u00a9cie 2003 [turn overcambridge international examinations  international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2003 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/4/o/n/03depth study a: germany, 1919\u201345 1study the sources, and then answer the questions which follow. source ahow do we live in this camp which is supposed to be an example to all other camps? we don\u2019t have a minute of the day to ourselves. activities start right after a small breakfast. we would like to haveathletics, but there aren\u2019t any. instead we have military exercises and instruction, and political andcultural teachings. they tell you of the \u2018greatness and genius of the fuhrer\u2019. we have only one wish:sleep, sleep\u2026\u2026. . an extract from a private letter written by a member of the hitler y outh, june 1936. source b the discipline in the hitler y outh is declining in the western part of germany. many young people no longer want to be forced to join, but instead wish to do as they like. usually only a third of the wholegroup attends meetings. they are even threatened with expulsion from the hitler y outh for staying away. those who do attend sing soldiers\u2019 songs and make a lot of noise without doing any constructive work. from \u2018germany today\u2019, a british magazine published in may 1938. (a) (i) study source a. what can you tell from this source about nazi attitudes towards young people? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the hitler y outh was not an effective movement? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the hitler y outh? explain your answer. [7] (b) (i) give twoways in which teaching in schools was controlled by the nazis. [2] (ii) what ideas did the nazis have about women\u2019s role in society? [4] (iii) why was family life important to nazi beliefs? [6] (iv) how far did racial issues dominate nazi policies? explain your answer. [8]",
            "3": "3 0470/4/o/n/03 [turn overdepth study b: russia, 1905\u201341 2study the sources, and then answer the questions which follow. source athe generals have complained to me of the lack of ammunition and the poor equipment of the men. there was a great shortage of boots. in the carpathian mountains the soldiers fought barefooted. thewar hospitals were disorganised. they were short of bandages and such things. rodzianko, president of the duma, reporting to the high commander of the army, november 1914. source b there is no more bread, nothing to eat. we sit here for days on end without bread. cold and hunger, nothing but deprivation. i would rather be killed than starve like a dog. from a soldier\u2019s letter, confiscated by the censor, february 1917. source c sometimes we met officers who ordered us back to fight, some tried to stop us but we were prepared to do anything in order to escape the war and get home. from the diary of a russian soldier, written in 1917. (a) (i) study source a. what can you tell from this source about the russian army in 1914? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that by 1917 russian troops were no longer willing to fight in the war? explain your answer. [7] (iii) study all the sources. is source a more useful than sources b and c in explaining why russia lost the war? explain your answer. [7] (b) (i) give tworeasons why the tsarina alexandra was unpopular. [2] (ii) what were the \u2018july days\u2019 of 1917? [4] (iii) why did opposition to the provisional government increase during 1917? [6] (iv) how far was it the first world war that destroyed tsarist rule in russia? explain your answer. [8]",
            "4": "4 0470/4/o/n/03depth study c: the usa, 1919\u201341 3study the sources, and then answer the questions which follow. source asouthern trees bear a strange fruit, blood on the leaves and blood on the root,black body swinging in the southern breeze,strange fruit hanging from the poplar trees. a poem written by a member of the american communist party, which became a best-selling song in 1939 for the black jazz singer, billie holliday. source b president harding\u2019s speech in birmingham, alabama, emphasised that \u2018mixing of races there can never be\u2019. we call upon blacks everywhere to follow president harding\u2019s great lead. president hardingis one of the greatest statesmen of the present day. marcus garvey, black founder of the universal negro improvement association, 1921. his views were strongly opposed by the national association for the advancement of coloured people (naacp). (a) (i) study source a. what can you tell from this source about black americans in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that racism was accepted throughout american society in the 1920s? explain your answer. [7] (iii) study both sources. how useful are these sources as evidence that black americans had little chance to improve their lives in the 1920s and 1930s? explain your answer. [7] (b) (i) give twoexamples of the restrictions placed on black americans by the \u2018jim crow\u2019 laws in southern states. [2] (ii) what were the main aims and methods of the ku klux klan? [4] (iii) why did the klan draw most of its membership from the southern states? explain your answer. [6] (iv) how intolerant was us society in the 1920s? explain your answer. [8]",
            "5": "5 0470/4/o/n/03 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source athese days, in the luckier parts of china, it is possible to acquire a television, a tape recorder, a washing machine or a fridge by paying a quarter of the price immediately, and the rest over a year. from a british newspaper, 1982. source b the late chairman mao\u2019s \u2018little red book\u2019, once the bible of chinese communism, was denounced in the \u2018people\u2019s daily\u2019 today. the official party newspaper, which used to give uncritical and lavish praiseto chairman mao, said the book had given him a \u2018god-like\u2019 status. after it was published, the \u2018little redbook\u2019 became a world bestseller and all chinese citizens were expected to have a copy. from a british newspaper, 1978. (a) (i) study source a. what impressions does this source give of chinese life in 1982? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the decline of communism in china by 1978? explain your answer. [7] (iii) study both sources. is source a more useful than source b as evidence about changes in china after the death of mao zedong? explain your answer. [7] (b) (i) name twoareas of china still held by colonial powers at the time of mao\u2019s death. [2] (ii) what was the \u2018gang of four\u2019? [4] (iii) why did the events that took place in tiananmen square in june 1989 occur? [6] (iv) how far did deng xiaoping change mao\u2019s policies? explain your answer. [8]",
            "6": "6 0470/4/o/n/03depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a a cartoon from a british newspaper, 1899. source b a map of the railways of southern africa by 1899. ",
            "7": "7 0470/4/o/n/03 [turn over(a) (i) study source a. what can you tell from this source about british attitudes towards the boers in 1899? support your answer with reference to the source. [6] (ii) study source b. how far does this map help to explain why the south african republic (transvaal) felt threatened by the british in 1899? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the growing ambitions of the british in southern africa by 1899? explain your answer. [7] (b) (i) name twoof the large goldmining companies on the rand in the 1890s. [2] (ii) describe the jameson raid, 1895-6. [4] (iii) why was the issue of votes for uitlanders so important? [6] (iv) \u2018kruger was the most important cause of war in 1899.\u2019 do you agree? explain your answer. [8]",
            "8": "8 0470/4/o/n/03depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source athe land of israel was the birthplace of the jewish people. here their spiritual, religious and national identity was formed. here they established themselves in ancient times, and created a culture ofnational and universal significance. here they wrote and gave the bible to the world. a jewish historian writing in the 1970s. source b i don\u2019t just believe in the jews\u2019 historical right to come back and take land from other people because wewere here two thousand years ago. really, we have the right because of the holocaust. we have a right to a part of this country and the palestinians have a right to their part. an israeli writing in 1975. (a) (i) study source a. what can you tell from this source about jewish attitudes to the state of israel? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why jews believe they have a right to the land of palestine? explain your answer. [7] (iii) study both sources. is one source more useful than the other to explain the arab-israeli conflict over palestine? explain your answer. [7] (b) (i) name twozionist organisations that fought against the british mandate over palestine. [2] (ii) what opposition was there to the creation of the state of israel in 1948? [4] (iii) why did the new state of israel encourage immigration after 1948? [6] (iv) how far was the un partition plan to blame for the failure to find a settlement between jews and palestinians in 1947? explain your answer. [8]",
            "9": "9 0470/4/o/n/03 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a a drawing of the 1880s showing speakers and demonstrators in trafalgar square, london, as police break up a march protesting about unemployment. source bthere was little public sympathy shown in the early days of the dock strike. however, opinion soon changed as it became known that thousands of the strikers had marched through the city of londonwithout a pocket being picked or a window being broken. also the procession was led by john burnswhose presence was a guarantee that the \u2018mob\u2019 had a responsible leader. so british citizens feltconfident that they could support these poor people who were fighting with such courage, goodhumour and order against overwhelming odds. from an article written by a socialist member of the dockers\u2019 strike committee, 1889. ",
            "10": "10 0470/4/o/n/03(a) (i) study source a. what does this source tell you about working people in the late nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why the dockers\u2019 strike was a success? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the problems faced by working people? explain your answer. [7] (b) (i) give two ways by which the growth of trade unions was restricted in the nineteenth century. [2] (ii) what was meant by \u2018new unionism\u2019? [4] (iii) why were trade unions mainly for skilled workers before the 1890s? [6] (iv) how successful had trade unions been by the end of the nineteenth century? explain your answer. [8]",
            "11": "11 0470/4/o/n/03 [turn overdepth study h: the impact of western imperialism  in the nineteenth century 8study the sources, and then answer the questions which follow. source aour position in india has been obtained by conquest. it is naturally disgusting to the inhabitants and can only be maintained by military force. it is our duty to give them justice, to respect and to protecttheir rights, and to promote their happiness. a british official in india in the 1840s. source b my nation also has a custom. when men burn women alive, we hang those men and confiscate all their property. my carpenters shall, therefore, erect gallows on which to hang all concerned when awidow is burned. let us all act according to our national customs. the opinion of a british military commander in the 1840s about the hindu custom of suttee. suttee had been banned by the british. source c in true christian spirit, we give up the right and desire to impose our beliefs on others. it is our earnest wish to stimulate the peaceful industry of india and to administer the government for the benefit of allour residents there. from the proclamation by queen victoria transferring power to the crown  from the east india company, november 1858. (a) (i) study sources a and b. what do these sources tell you about british attitudes towards the indians? support your answer with reference to the sources. [6] (ii) study source c. how far does this source show that britain accepted responsibility for causing the mutiny? explain your answer. [7] (iii) study all the sources. which source provides the best evidence for showing the nature of british imperialism? explain your answer. [7] (b) (i) name twobritish governors-general of india in the twenty-five years before the mutiny. [2] (ii) describe two examples of indian customs which were forbidden by the british authorities. [4] (iii) why did the sepoys mutiny at meerut? [6] (iv) \u2018the indians gained more from the mutiny than the british.\u2019 do you agree? explain your answer. [8]",
            "12": "12 0470/4/o/n/03copyright acknowledgements: section a. source a whitt and hadley. germany: 1918 \u2013 1949. published by harpercollins publishers ltd. section a. source b whitt and hadley. germany: 1918 \u2013 1949. published by harpercollins publishers ltd. section b. source a clare baker. russia 1917 \u2013 1945. published by heinemann publishers ltd. section b. source b clare baker. russia 1917 \u2013 1945. published by heinemann publishers ltd. section b. source c \u00a9 g.w.h. hunt.section c. source a lewis allan. strange fruit. published by a marxist journal. section d. source a chronicles of 20th century. (dorling kindersly 1995), copyright \u00a9 1995 dorling kindersley . section d. source b bryn o\u2019callahan. history of 20th century. \u00a9reproduced by permission of pearson education. section e. source b n parsons. a new history of southern africa. \u00a9reproduced by permission of palgrave. section f. source a \u00a9 shp 1977. arab-israeli conflict. reproduced by permission of qca (enterprises) ltd. section f. source b \u00a9 shp 1977. arab-israeli conflict. reproduced by permission of qca (enterprises) ltd. section g. source a t mccarthy. the great dock strike. published by weidenfield and nicholson. section g. source b a davies. to build a new jerusalem. published by michael joseph ltd. section f. source a g moorhouse. pax britannica. published by w collins. cambridge international examinations has made every effort to trace copyright holders, but if we have inadvertently overlooked any we will be pleased to make the necessary arrangements at the first opportunity."
        }
    },
    "2004": {
        "0470_s04_qp_1.pdf": {
            "1": "this document consists of 18printed pages and 2blank pages. sp (cw/gr) s63847/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2004 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a : answer any twoquestions. section b : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/m/j/04section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. the destiny of italy is becoming clearer, and a happier future is opening up for all of us who stand up for their rights against the oppressor. people of lombardy, we are now coming to offer you thehelp which a brother expects from a brother, and a friend from a friend. charles albert, king of piedmont, 23 march 1848. (a)describe the role of mazzini in the movement towards italian unification. [5] (b)explain why charles albert was unsuccessful in helping lombardy. [7] (c)how far was the unification of italy due to cavour? explain your answer. [8] 2study the picture, and then answer the questions which follow. traditional and western costume in japan, 1873. (a)describe the social changes the meiji emperor introduced. [5] (b)explain why the meiji reforms faced some opposition. [7] (c)\u2018the development of industry was the main reason why japan had become a powerful country by 1914.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "3": "3 0470/01/m/j/04 [turn over3study the picture, and then answer the questions which follow. the capture of john brown at harper\u2019s ferry, 1859. (a)describe the events at harper\u2019s ferry in 1859. [5] (b)why did the south insist on keeping slavery before the civil war? [7] (c)\u2018slavery was the main reason for the hostility between the north and the south.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "4": "4 0470/01/m/j/044look at the cartoon, and then answer the questions which follow. germany: it\u2019s rock. i thought it was going to be paper. from a british magazine, 1911. (a)what was the entente cordiale of 1904? [5] (b)why was there a crisis over morocco in 1911? [7] (c)\u2018naval rivalry was the main cause of the first world war.\u2019 how far do you agree with this statement? explain your answer. [8] 5study the extract, and then answer the questions which follow. we have organised reparations where damage and injury have been caused. we have demonstrated that you cannot ignore national rights and liberties. lloyd george speaking about the treaty of versailles, july 1919. (a)what were germany\u2019s main territorial losses under the treaty of versailles? [5] (b)why was germany dissatisfied with the peace treaty? [7] (c)how successful was the league of nations in dealing with disputes during the 1920s? explain your answer. [8] \u00a9 ucles 2004",
            "5": "5 0470/01/m/j/04 [turn over6study the photograph, and then answer the questions which follow. people in the saar celebrating the results of the 1935 plebiscite. (a)how did the 1935 plebiscite change the situation in the saar? [5] (b)explain why hitler wanted the nazi-soviet pact of 1939. [7] (c)\u2018the policy of appeasement was justified.\u2019 how far do you agree with this statement? explain your answer. [8] 7study the extract, and then answer the questions which follow. so far there has been a worrying lack of progress made in the carrying out of the decisions made in the y alta conference, particularly those related to poland. president roosevelt writing to stalin in april 1945. (a)what was agreed at the y alta conference, 1945? [5] (b)explain why the soviet union blockaded berlin. [7] (c)\u2018the soviet union was to blame for the cold war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "6": "6 0470/01/m/j/048study the photograph, and then answer the questions which follow. hungarian rebels in budapest, november 1956. (a)describe the events in hungary in 1956. [5] (b)why did the ussr invade czechoslovakia in 1968? [7] (c)\u2018gorbachev was responsible for the collapse of soviet control over eastern europe.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "7": "7 0470/01/m/j/04 [turn oversection b: depth studies answer any onequestion from this section. depth study a: germany, 1918\u201345 9study the poster, and then answer the questions which follow. a 1932 election poster. it says \u2018we want work and bread. elect hitler\u2019. (a)describe the munich putsch. [5] (b)why did the support for the nazis increase after the wall street crash of 1929? [7] (c)how important was the \u2018night of the long knives\u2019 in establishing hitler in power in 1933\u201334? explain your answer. [8] \u00a9 ucles 2004",
            "8": "8 0470/01/m/j/0410study the picture, and then answer the questions which follow. crowds at the 1936 nazi party rally in nuremberg. (a)describe the use of propaganda by hitler to control the german people. [5] (b)why was it important to win the hearts and minds of young people? [7] (c)how popular was the nazi regime with the german people? explain your answer. [8] \u00a9 ucles 2004",
            "9": "9 0470/01/m/j/04 [turn overdepth study b: russia, 1905\u201341 11study the cartoon, and then answer the questions which follow. a cartoon, drawn about 1900, showing russian society. (a)describe the main features of tsarist rule over russia at the beginning of the twentieth century. [5] (b)explain why nicholas ii survived the 1905 revolution. [7] (c)how important was the first world war in the collapse of tsarist rule? explain your answer. [8] \u00a9 ucles 2004",
            "10": "10 0470/01/m/j/0412study the extract, and then answer the questions which follow. our history shows russia has been beaten again and again because of her military, industrial and agricultural backwardness. we are 50 or 100 years behind the advanced countries. we mustdevelop not only the whole of our industry, but our transport and our agriculture. we must make this good in ten years. stalin writing in 1931. (a)describe the main features of stalin\u2019s first five y ear plan. [5] (b)explain why stalin introduced collectivisation. [7] (c)how successful was stalin in modernising the soviet union by 1941? explain your answer. [8] \u00a9 ucles 2004",
            "11": "11 0470/01/m/j/04 [turn overdepth study c: the usa, 1919\u201341 13study the picture, and then answer the questions which follow. unemployed farm workers in the 1920s. (a)what advances did ford make in car production in the period up to 1929? [5] (b)explain why the economy of the usa boomed during the 1920s. [7] (c)to what extent did americans benefit from the boom in the economy in the 1920s? explain your answer. [8] 14study the extract, and then answer the questions which follow. in detroit in 1924 there were 7391 arrests for breaking the prohibition law but only 458 convictions. ten years ago a dishonest policeman was a rarity, now their relationship with the bootleggers isfriendly. they arrest people once in a while, but choose the ones who are least willing to paybribes. from an american magazine, 1925. (a)what was the ku klux klan? [5] (b)why was prohibition abandoned in 1933? [7] (c)how far did the role of women change during the 1920s? explain your answer. [8] \u00a9 ucles 2004",
            "12": "12 0470/01/m/j/04depth study d: china, 1945\u2013c.1990 15study the photograph, and then answer the questions which follow. a photograph of communist troops advancing in the civil war. (a)describe the problems facing china immediately after the second world war. [5] (b)explain why the communists won the civil war. [7] (c)how far did the chinese people benefit from communist rule during the 1950s? explain your answer. [8] \u00a9 ucles 2004",
            "13": "13 0470/01/m/j/04 [turn over16study the cartoon, and then answer the questions which follow. the red guards dealing with opponents during the cultural revolution. (a)describe the actions of the red guards in the cultural revolution. [5] (b)explain why mao introduced the cultural revolution. [7] (c)which was affected more by the cultural revolution: chinese society or the chinese economy? explain your answer by reference to each. [8] \u00a9 ucles 2004",
            "14": "14 0470/01/m/j/04depth study e: southern africa in the twentieth century 17study the picture, and then answer the questions which follow. protesters fleeing from the bullets at sharpeville, 1960. (a)describe the events at sharpeville in march 1960. [5] (b)why was nelson mandela sentenced to life imprisonment in 1964? [7] (c)how effective was government action in stopping opposition to apartheid in the period up to 1976? explain your answer. [8] 18study the extract and then answer the questions which follow. 1.30 p.m. two army helicopters arrive and fly over orlando west high school dropping tear gas to move crowds of youths. 3.00 p.m. large groups of youths are reported to be moving about in different areas. a police anti- terrorist force in camouflage suits and armed with light machine guns arrive. rand daily mail, 17th june 1976. (a)describe the events in soweto in june 1976. [5] (b)why did apartheid begin to collapse in the early 1980s? [7] (c)\u2018f . w. de klerk and nelson mandela were equally important in ending minority rule in south africa.\u2019 do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "15": "\u00a9 ucles 200415 0470/01/m/j/0419study the extract, and then answer the questions which follow. the germans tried to make \u2018protection treaties\u2019 with namibian leaders. these treaties were meant to make the german claim to namibia \u2018legal\u2019 according to international law of the imperialiststates. the germans planned to make separate treaties with different leaders. this would divide the namibian communities and aid control. from a namibian secondary school history text book. (a)what did the germans want to get from the \u2018protection treaties\u2019 which they made with namibian leaders? [5] (b)why was there conflict between the germans and the herero after 1885? [7] (c)how far was namibia affected by the first world war? explain your answer. [8] [turn over",
            "16": "16 0470/01/m/j/04depth study f: israelis and palestinians, 1945\u2013c.1994 20study the picture, and then answer the questions which follow. the king david hotel, july 1946. (a)describe the events of 1946\u201348 leading to britain\u2019s withdrawal from palestine. [5] (b)explain why israel was able to win the war of 1948\u201349. [7] (c)how far was the suez war an arab-israeli conflict? explain your answer. [8] 21study the extract, and then answer the questions which follow. the war began on 6th october 1973. this day was a religious holiday in israel. egyptian and syrian forces launched a surprise attack. on the suez canal only about 400 israeli troops and 30tanks were in place. the israelis were not full-time soldiers. soon they were overrun. a modern history school text book. (a)what territorial gains did israel make in the six day war of 1967? [5] (b)why did the y om kippur war of 1973 occur? [7] (c)how effective was the palestine liberation organisation (plo) in supporting the palestinian cause in the period 1964\u20131990? explain your answer. [8] \u00a9 ucles 2004",
            "17": "17 0470/01/m/j/04 [turn overdepth study g: the creation of modern industrial society 22study the picture, and then answer the questions which follow. housing in london, 1875. (a)describe housing conditions in mid-nineteenth-century britain. [5] (b)explain why the public health act of 1848 was not effective. [7] (c)\u2018improvements in conditions in the towns in the period up to 1900 were mainly due to the work of joseph chamberlain.\u2019 how far do you agree with this statement? explain youranswer. [8] 23study the extract, and then answer the questions which follow. we declare that we are not members of a trade union; that we do not and will not pay towards the support of any such association.signed .. a declaration that employers made workers sign to say they were not in a trade union. (a)describe the work of friendly societies. [5] (b)explain why the grand national consolidated trades union (gnctu) collapsed. [7] (c)how far was the failure of the chartist movement due to the use of \u2018physical force\u2019? explain your answer. [8] \u00a9 ucles 2004",
            "18": "18 0470/01/m/j/04depth study h: the impact of western imperialism in the nineteenth century 24study the picture, and then answer the questions which follow. a victorian advertisement showing a tea plantation. (a)describe common features of british colonial rule in africa. [5] (b)why was there a growth in european imperialism in the nineteenth century? [7] (c)\u2018the treaty of nanking showed that china was completely under european control.\u2019 how far do you agree with this view? explain your answer. [8] 25study the extract, and then answer the questions which follow. the french had been one of the first european powers to acquire an african colony. in the 1880s there were 600 000 french settlers in algeria as it was treated as part of france. the algeriansresented the french being there. the french expanded and made tunisia and morocco frenchprotectorates. a school history text book. (a)describe how france and belgium treated people in their colonies in africa. [5] (b)why was the berlin conference, 1884\u201385, important? [7] (c)\u2018european imperialism was more harmful than beneficial to africa\u2019. do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "19": "19 0470/01/m/j/04blank page",
            "20": "20 0470/01/m/j/04blank page copyright acknowledgements: question 1. \u00a9 peter browning. revolutions and nationalities, europe 1825\u20131890 . reproduced by permission of cambridge university press. question 2. \u00a9 hulton getty archives. question 3. \u00a9 hulton getty archives.question 4. \u00a9 punch ltd.question 5. \u00a9 from modern world history (1999) by nigel kelly and greg lacey. reprinted by permission of elsevier.question 6. \u00a9 akg london ltd.question 7. \u00a9 from modern world history (1999) by nigel kelly and greg lacey. reprinted by permission of elsevier.question 8. \u00a9 akg london ltd.question 9. \u00a9 diz m\u00fcnchen gmbh.question 10 the guardian . question 11. terry fiehn. russia and the ussr 1908\u20131941. published by john murray. question 12. terry fiehn. russia and the ussr 1908\u20131941. published by john murray. question 13. \u00a9 brown brothers stock photos.question 14. ben walsh. gcse modern world history. published by john murray. question 15. \u00a9 camera press.question 16. the guardian . question 17. \u00a9 camera press.question 18. mail and guardian. question 19. nangolo mbumba and norbert h noisser. namibia in history . \u00a9 z books ltd., 1988. question 20. \u00a9 popperfoto.question 21. \u00a9 tony mcaleavy. the arab-israeli conflict . published by cambridge university press. reproduced by permission of qca. question 22. \u00a9 hulton getty archives.question 23. b walsh. british and social economic history. published by john murray. question 24. \u00a9 hulton getty archives.question 25. \u00a9 hulton getty archives. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s04_qp_2.pdf": {
            "1": "this document consists of 10printed pages and 2blank pages. sp (nf/gr) s64256/4 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2 may/june 2004 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p5] option b: 20th century topic [p6\u2013p10] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/02/m/j/04option a: 19th century topic why were there revolutions in italy in 1848? study the background information and the sources carefully, and then answer allthe questions. background informationin 1848 revolutions broke out in several places in italy. there is much disagreement over what these revolutions were about. some historians see them as nationalist movements fighting for a united italyand against austrian rule, while others see them as attempts at achieving liberal reforms. pope pius ixis sometimes blamed for raising the hopes of the liberals. in the papal states he released thousands ofpolitical prisoners and announced plans for an elected assembly and freedom of the press. this led todemands for similar liberal reforms in other states. other historians argue that most people did not care about the arguments for an italian nation. they point to the failed harvests of 1846 and 1847 and argue that most people simply wanted cheaper food,lower taxes and more land. source a events have been brought about by the brutality of the police and the ferocity of radetzky. four months ago i could never have believed that hatred could have spread everywhere so fast. the armies of spieshave been doubled. people live in continual fear of being arrested even on the slightest excuse. werely on piedmont to save us. from a letter by a milanese politician, february 1848. milan was in lombardy which was ruled by austria. source b my information from the countryside is very alarming, for the whole country is in revolt and even the peasants are armed. here in milan, the streets have been pulled up to an extent you can hardlyimagine. there are hundreds, even thousands, of barricades across the streets. the character of thepeople has been altered as if by magic and fanaticism has taken hold of every age group, every classand both sexes. i have still a few days\u2019 bread left. i cannot obtain anything more. from a dispatch from field marshal radetzky to vienna in march 1848. he was the austrian commander-in-chief of lombardy. he withdrew his troops from milan shortly after sending this dispatch. source c the news that italy had a liberal pope spread through the country like a forest fire. in venice at a meeting of scientists a speaker constantly mentioned pius ix to great applause. in milan young mensurged through the city singing hymns in his honour. in tuscany grand duke leopold copied the popeby freeing the press. alarmed by this popular hysteria, metternich made it treason to shout \u2018long livepius ix\u2019 in lombardy-venetia. in naples king ferdinand cursed \u2018the wretched little priest\u2019 and bannedpeople from cheering him. from a history book published in 1984. \u00a9 ucles 2004",
            "3": "3 0470/02/m/j/04 [turn oversource d we see there is some desire that we, along with the other princes of italy and their subjects, should join in war against the austrians. we have thought it necessary to proclaim that such action is theopposite to our duty. we reject the treacherous advice published in newspapers, of those who want the pope to be head of a republic of the whole italian people. we do urgently warn the italian people to have no part in theseproposals, which would ruin italy. we urge them to live in loyalty to their sovereigns whose goodwillthey have already experienced. if they do not, they will fail in their duty and will run the risk of splittingitaly herself with fresh disagreements and revolutionary activities. from an official speech by pope pius ix in 1848 after his army commander had disobeyed orders and sent his troops to join charles albert, king of piedmont, who had gone to help the revolution in milan. source e a cartoon drawing of pope pius ix from 1852. \u00a9 ucles 2004",
            "4": "4 0470/02/m/j/04source f in 1840 our hospitals numbered 72. the milan hospital alone takes in 24 000 sick, while paris, which has four times the population, takes in only three times as many patients. the country is similarlyprovided with engineers who in the city of milan alone amount to around 450, whereas in the whole of france there are only 568. lombardy may well have a larger number of educated families in relation to the uneducated population than any other country in europe. from a speech at a meeting of italian scientists in milan in 1844. source g what the peasant suffers from the most is the lack of money. by hard work the poor man manages to collect together a few lire. from these pathetic earnings, for which the peasant has sweated, the taxcollector takes the greatest part, and sometimes leaves none at all. y ou ask a villager what his greatestburden is. he\u2019ll reply the filippo. the filippo, or personal tax, is for him a misfortune, a calamity. from \u2018the voice of the people\u2019, a newspaper supporting mazzini, published in venetia (which was governed by austria) in march 1848. source h people of corleone, you have been turned into fleshless skeletons just because a few landowners have even sucked out the marrow from your bones. avenge the blood of your ancestors; destroy their cattle and hay. if you present a united front you can overthrow them. a broadsheet published in sicily (which was ruled by the bourbons) in 1848. source i we have conquered. we have made the austrians flee. we have sworn never to lay down our weapons, we swear it again with the generous prince who associates himself with our glory \u2013 all italyswears it and so it shall be. to arms then, to arms, to secure the fruits of our glorious revolution \u2013 to fight the last battle of independence and the italian union. issued by the provisional government in milan, set up by revolutionaries. it was published in april 1848 just after charles albert, king of piedmont, had agreed to support the revolutionaries and declare war on austria. source j i hasten to warn you that i have today received in audience the famous general garibaldi, who has arrived in genoa. he and his sixty followers have offered to join me. the famous republicanproclamations of this self-styled general make it absolutely impossible for us to accept them in thearmy, and particularly to make garibaldi a general \u2013 this would be a dishonour to the army. as i thinkhe will be going to turin, where he will not lack support, be ready for his attack. the best would be ifthey went off to any other place; and to encourage him and his brave fellows they might perhaps begiven a subsidy on condition they go away. charles albert, writing to his war office, july 1848. \u00a9 ucles 2004",
            "5": "5 0470/02/m/j/04 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these sources agree about the situation in milan? explain your answer using details of the sources. [7] 2study sources c and d. are you surprised by what the pope said in source d? explain your answer using details of the sources and your own knowledge. [8] 3study source e. why do you think this cartoon was drawn? explain your answer using details of the source and your own knowledge. [7] 4study sources f , g and h. \u2018sources g and h prove that source f is wrong.\u2019 how far do you agree with this statement? explain your answer using details of the sources and your own knowledge. [8] 5study sources i and j. do these two sources prove that charles albert had changed his mind? explain your answer using details from the sources and your own knowledge. [8] 6study allthe sources. how far do the sources support the view that the revolutions in italy in 1848 were caused only by hatred of austrian rule? use the sources to explain your answer. [12] \u00a9 ucles 2004",
            "6": "6 0470/02/m/j/04option b: 20th century topic why did the usa introduce the marshall plan? study the background information and the sources carefully, and then answer allthe questions. background informationat the end of the second world war all the european countries were close to economic ruin. in contrast, america\u2019s economy was booming. in 1947 america offered marshall aid to europe. theussr saw this as an aggressive move by the usa to gain control of europe. the americangovernment claimed it was a defensive measure against the spread of communism. source a marshall and his advisers feared that unless generous american aid to europe was provided soon, there would be a severe slump in western europe which would have dire effects on the americaneconomy. such a serious economic crisis might encourage the people of western europe to turn tocommunism and the soviet union. in a speech at harvard university on 5 june 1947 marshall called for an effort to help the economic revival of europe. this would ensure the continued prosperity of the american economy. an offer ofhelp was also extended to the soviet union and the eastern european states, although the usgovernment hoped it would be refused. in view of the hostility in the usa towards the soviet union, itwas not likely that congress would have passed the programme if it had been linked to massive aid tothe soviet union. molotov, the soviet foreign minister, attended a conference with america and countries interested in marshall aid in july 1947 to discover the terms on which the aid might be available. however, he soonleft the meeting refusing to supply the economic data that america demanded. this suggests thatstalin had not yet decided on a split with the united states. y et he could not afford to open the sovietunion to the spying eyes of marshall aid planners. from a recent history book published in britain in the 1980s. source b molotov understood the soviet union needed help. he said that the united states\u2019 offer of help should be welcomed. his reaction to the marshall plan was positive. stalin, with his suspicious nature, didn\u2019tlike it: \u2018this is a trick by truman. they don\u2019t want to help us. what they want is to infiltrate europeancountries.\u2019 from a recent interview with vladimir y erofeyev who worked in the soviet foreign ministry in 1947. \u00a9 ucles 2004",
            "7": "7 0470/02/m/j/04 [turn oversource c it is now clear that the marshall plan is just part of the truman doctrine. the us government counted on the cooperation of the governments of the united kingdom and france to persuade the europeancountries to give up their right to plan their economies in their own way. the usa also planned to makeall those countries dependent on america. this would help it avoid the approaching depression byincreasing the export of their goods to europe. it is becoming more and more clear to everyone that the marshall plan will place european countries under the economic and political control of the usa. from a speech by andrei vyshinsky, the soviet deputy foreign minister, to the united nations in september 1947. source d a british cartoon, june 1947. marshall, on the left, is saying to molotov, \u2018which hand will you have, comrade?\u2019 source e the truman doctrine and marshall plan were always two halves of the same walnut. truman speaking in 1948. \u00a9 ucles 2004",
            "8": "8 0470/02/m/j/04source f an american cartoon published in 1947. the man on the left is marshall. he is saying \u2018come on sam! it\u2019s up to us again.\u2019 source g a soviet cartoon published in 1947. the figures kneeling represent the european countries. they are kneeling in front of the us dollar. \u00a9 ucles 2004",
            "9": "9 0470/02/m/j/04 [turn oversource h \u2022 soviet policy is a continuation of traditional russian policy of hostility towards the outside world. \u2022 russian leaders feel threatened and insecure because they know that the west is more advanced. in order to remove the threat, russian leaders are determined to destroy thewestern world. \u2022 communism has made matters worse. marxist ideas encourage the soviet leaders to be absolutely ruthless. \u2022 the soviet union will use every method possible to smash democracy in the western world. a summary of the main points in george kennan\u2019s telegram to the us government in february 1946. kennan was an american diplomat based at the american embassy in moscow. his telegram had a big impact on the us government which sent copies to all its officials. source i our policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos. its purpose should be the revival of a working economy in the world so as to permit theemergence of political and social conditions in which free institutions can exist. any country that iswilling to assist in the task of recovery will find full cooperation from the us government. the us secretary of state, george c. marshall, announcing the marshall plan in june 1947. \u00a9 ucles 2004",
            "10": "10 0470/02/m/j/04now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. who does the author blame more for the increasing tensions of the cold war \u2013 the usa or the ussr? explain your answer using details of the source. [6] 2study sources a and b. are you surprised by what source b tells you? explain your answer using the sources and your own knowledge. [8] 3study sources c, d and e. how far do sources d and e agree with source c? explain your answer using the sources and your own knowledge. [9] 4study sources f and g. are the messages of these two cartoons the same? explain your answer using details of the sources. [7] 5study sources h and i. does source h mean that marshall is lying in source i? explain your answer using details of the sources and your own knowledge. [8] 6study allthe sources. how far do the sources support the view that the usa introduced the marshall plan as a way of gaining control of europe? use the sources to explain your answer. [12] \u00a9 ucles 2004",
            "11": "11 0470/02/m/j/04blank page",
            "12": "12 0470/02/m/j/04blank page copyright acknowledgements: option a: source a. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source b. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source c. w. shreeves, nation making in 19thcentury europe . published by nelson. option a: source d. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source e. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source f. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source g. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source h. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source i. \u00a9 a. stiles. the unification of italy, 1815\u201370 (2001). published by hodder arnold. option a: source j. w. shreeves, nation making in 19thcentury europe . published by nelson. option b: source a. \u00a9 m dockrill. the cold war, 1945\u201363 . reproduced with permission of palgrave macmillan. option b: source b. \u00a9 extract from cold war by j. isaacs and t. downing published by bantam press. used by permission of transworld publishers, a division of the random house group ltd. option b: source c. david elch. modern european history 1871\u20131975 . published by heinemann publishers ltd. option b: source d. \u00a9 david low. atlantic syndication . option b: source e. \u00a9 p fisher. the great power struggle . published by blackwell publishers. option b: source f. \u00a9 punch ltd.option b: source g. cartoon from cold war by j. isaacs and t. downing published by bantam press. used by permission of transworld publishers, a division of the random house group ltd. option b: source h. \u00a9 t mcaleavy. modern world history . published by cambridge university press. option b: source i. j. traynor. europe . published by nelson. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s04_qp_4.pdf": {
            "1": "this document consists of 11printed pages and 1blank page. sp (cw/gr) s63633/6 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2004 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/m/j/04depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a the treaty of versailles was criticised not only by the germans. the french thought that it was not harsh enough and in 1920 voted out clemenceau in a general election. lloyd george received ahero\u2019s welcome when he returned to britain. however, later he described the treaty as a \u2018greatpity\u2019 and said that he believed another war would happen because of it. wilson was verydisappointed with the treaty. he said that if he were a german he would not have signed it. theamerican congress refused to approve the treaty. from a british textbook published in 2001. source b the allies could have done anything they liked with germany if only they had shown a wish for reconciliation. germans were prepared to make reparations for the wrong done by their leaders.now you hear the same thing over and over again, \u2018our hatred for our conquerors will only endwhen we have our revenge.\u2019 princess bluecher writing in 1920. she was an englishwoman married to a member of the  german royal family. (a) (i) study source a. what does this tell you about the treaty of versailles? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the allies were wrong to punish germany in the treaty of versailles? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other to explain german attitudes to the treaty? explain your answer. [7] (b) (i) what were the november criminals? [2] (ii) describe the kapp putsch of 1920. [4] (iii) why was there a threat to the weimar government from political extremists between 1919 and 1923? [6] (iv) \u2018the main reason why the nazis had little success in the 1920s was because germany became more prosperous.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2004",
            "3": "3 0470/04/m/j/04 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a the interference of foreign countries in russia had important effects on the civil war. the men, weapons and money these countries provided prolonged the savage fighting. however, foreignintervention united the russian people, who now saw the war as a defence of mother russia. from a british history book published in 1990. source b about 70 per cent of the russian population, which includes the majority of the peasants, do not oppose the bolsheviks. this lack of hostility is an advantage to the bolsheviks, whose influenceamong the peasants is almost all due to the land issue. from a report by a british agent in russia during the civil war, 1918 . (a) (i) study source a. what can you tell from this source about foreign interference in the russian civil war? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the bolsheviks had the support of the russian people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of why the bolsheviks won the civil war? explain your answer. [7] (b) (i) name twoforeign countries that intervened in the russian civil war. [2] (ii) describe the role of the cheka during the civil war. [4] (iii) why did lenin introduce war communism? [6] (iv) how far was the leadership of trotsky responsible for the bolshevik victory in the civil war? explain your answer. [8] \u00a9 ucles 2004",
            "4": "4 0470/04/m/j/04depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a the wall street crash was the result of a trick to strengthen the rich and make beggars out of the weak. millionaires were made overnight from the life savings of others. it was wall street againstthe world with their secret \u2018smart money\u2019 sell off. the bankers were in power and all throughoctober 1929 new y ork banks and investment firms were changing shares to cash. the presentadministration now understands all the republican tricks and there will not be another depressionsuch as hoover and the republicans caused. an american owner of a small business which went bankrupt in the depression, speaking in 1938. source b on black thursday, 24 october 1929, almost $9 billion was knocked off the value of shares. the big six bankers got together to buy shares to rally the market. by the end of the day losses werecut to only $3 billion. on friday, 25 october, president hoover gave a speech on the strength ofthe economy and the market held steady on friday and saturday. on monday, stocks plunged and $10 to $14 billion was lost. the big six and their friends had decided to sell quietly, and actually made a profit. tuesday, 29 october, was the worst day \u2013 morethan 16 million shares were sold and $32 billion had been lost. a british historian describing the wall street crash of 1929. (a) (i) study source a. what can you tell from this source about american reactions to the wall street crash of 1929? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the bankers were responsible for the wall street crash? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why so many people were ruined as a result of the wall street crash? explain your answer. [7] (b) (i) give twoof the weaknesses in the american banking system during the 1920s. [2] (ii) what was meant by \u2018buying on the margin\u2019 and what results did this have before october 1929? [4] (iii) why did some americans not share in the prosperity of the 1920s? [6] (iv) how far do you agree that the stock market crash of 1929 was the most important cause of the great depression? explain your answer. [8] \u00a9 ucles 2004",
            "5": "5 0470/04/m/j/04 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a i saw rows of teachers, about 40 or 50 in all, with black ink poured over their heads and faces. they were holding notices with such words as \u2018class enemy\u2019. hanging from their necks werebuckets full of rocks. i saw the school principal. the bucket round his neck was so heavy that thewire had cut deep into his neck and he was staggering. in 1972, an eyewitness describes a scene during the cultural revolution.  source b i spent years as a revolutionary. i missed years of normal growing up. today, i want to give something back to the motherland, but i did not finish my schooling and i have no qualifications. a former red guard, speaking in 1980. (a) (i) study source a. what does this source tell you about the cultural revolution? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that red guards regretted their involvement in the cultural revolution? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the cultural revolution? explain your answer. [7] (b) (i) what was mao\u2019s \u2018little red book\u2019? [2] (ii) describe the role of the red guards during the cultural revolution. [4] (iii) why did mao introduce the cultural revolution? [6] (iv) how far did mao make a serious mistake in introducing the cultural revolution? explain your answer. [8] \u00a9 ucles 2004",
            "6": "6 0470/04/m/j/04depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a the british won the boer war but then gave the boers back their old republics and gave them a nice little present of the cape and natal! now the south african party are in power they are gettingrid of the englishmen in the civil service. when they\u2019ve finished with the british the boers willmake a law declaring it a crime for a native to live in south africa unless he is a servant of a boerand then it will be just one step to complete slavery. we can send as many delegations as we liketo london to protest but it will make no difference. the view of a black south african in 1912. source b the native national congress asked the government in 1913 not to pass the land act as it would be very cruel and end the economic independence of the natives. missionary groups, whorepresented hundreds of thousands of natives, pleaded for justice. they said that before passingsuch a law the government should at least provide locations to which the evicted squatters couldgo. even the transvaal landowners society, who wanted to separate whites from blacks, urgedthat more time was needed to listen to the country and make amendments. written in 1916 by sol plaatje, one of the first members of the native national congress. (a) (i) study source a. what impression does this source give of black attitudes to the british in 1912? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that south africans were united in opposing the 1913 land act? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the policies of the south african party after 1910? [7] (b) (i) give twoterms of the 1913 land act. [2] (ii) describe the effects the land act had on black farmers. [4] (iii) why did the british government not help the black farmers? [6] (iv) \u2018the 1913 land act was the most damaging segregationist policy for non-white south africans up until 1939.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2004",
            "7": "7 0470/04/m/j/04 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a y ou want us to live together in this part of the world, and i tell you quite sincerely that egypt welcomes you with all peace and security. this in itself marks a historic change. we used to rejectyou, to call you the \u2018so-called israel\u2019, but today i declare to the whole world that we should live withyou in a just and lasting peace. from president sadat\u2019s speech to the knesset, november 1977. source b a british cartoon commenting on palestinian reaction to sadat\u2019s visit to israel, november 1977. (a) (i) study source a. what does this source tell you about president sadat\u2019s attitude to israel? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that sadat\u2019s visit to israel was a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about arab-israeli relations? explain your answer. [7] (b) (i) give twoterms of the camp david agreements. [2] (ii) what benefits did the egypt-israel peace treaty of march 1979 bring to both countries? [4] (iii) why was there so much arab opposition to sadat\u2019s peace initiative? [6] (iv) how far do you agree that the usa has done more to bring peace to the middle east since 1979 than the arab countries? explain your answer. [8] \u00a9 ucles 2004",
            "8": "8 0470/04/m/j/04depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a the railway transports goods at much lower charges than any of the former carriers. even though they have their faults, these iron roads have increased the wealth of the people of this country.they save the public time in travel and money in fares and tolls. they have given us the pennypost and reduced the cost of many goods of general consumption. from an article in a popular magazine of 1856. source b we must decide whether it is desirable that the nation should continue to enjoy the quiet rural or agricultural life, or that it should be launched into the bustle and excitement of commerce andmanufacture. it must be admitted that the old ways are passing and it is feared that the iron agehas come. henry booth, treasurer of the liverpool and manchester railway, writing in 1830. source c a print of a railway disaster near london in 1861. \u00a9 ucles 2004",
            "9": "9 0470/04/m/j/04 [turn over(a) (i) study source a. what can you tell from this source about the impact of railways? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that people approved of the development of railways? explain your answer. [7] (iii) study all three sources. how useful are these sources as evidence that railways were beneficial to the general public? explain your answer. [7] (b) (i) name twoearly railway engineers. [2] (ii) what objections were made to the building of railways? [4] (iii) why did railways grow so rapidly in the 1840s? [6] (iv) how important were railways for the working-class people of britain in the nineteenth century? explain your answer. [8] \u00a9 ucles 2004",
            "10": "10 0470/04/m/j/04depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a british soldiers lack skill in using fists and swords like proper fighters. also, their legs are firmly bound with cloth so it is very inconvenient for them to stretch. the soldiers can do little harm and,therefore, what is called their power can be controlled without difficulty. a comment by a chinese official following the chinese destruction of a cargo of opium imported by british merchants in 1839. source b england has, at this solemn time, to teach the chinese to leave behind superstition, break its chains, and come humbly to the religion of christ. from the magazine \u2018the illustrated london news\u2019, in 1842, during the first opium war. source c a boxer poster showing men recruiting in a village and saying, \u2018to protect our country, expel the foreign bandits and kill christian converts\u2019. \u00a9 ucles 2004",
            "11": "11 0470/04/m/j/04(a) (i) study source a. what does this source tell you about chinese attitudes to the west? support your answer by reference to the source. [6] (ii) study source c. how far does this source explain the support for the boxer rising in 1900? explain your answer. [7] (iii) study all three sources. how useful are these sources for showing the conflict between china and the west was the fault of the chinese? explain your answer. [7] (b) (i) name two countries other than britain which gained trading rights in china in the nineteenth century. [2] (ii) what did china lose from the opium wars? [4] (iii) why did the boxer rising fail? [6] (iv) \u2018despite military success the west never managed to impose western ways on chinese life and culture, down to 1914.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2004",
            "12": "12 0470/04/m/j/04blank page copyright acknowledgements: depth study a: source a. ben walsh. history in focus. john murray 2001. depth study a: source b. ben walsh. history in focus. john murray 2001. depth study b: source a. \u00a9 clare baker. russia 1917\u201345. published by heinemann 1990. depth study b: source b. alan white. russia and the ussr . harpercollins publishers ltd. depth study d: source a. neil de marco. the world this century . harpercollins publishers ltd. depth study d: source b. \u00a9 bryn o\u2019callaghan. a history of the twentieth century. reproduced by permission of pearson education.depth study f: source a. \u00a9 qualifications and curriculum authority. depth study f: source b. \u00a9 qualifications and curriculum authority. depth study g: source c. \u00a9 hulton getty archives.depth study h: source c. c. fitzgerald and m. roper. china: a world so changed . thomas nelson, 1972. every reasonable effort has been made to trace all copyright holders. the publishers would be pleased to hear from anyone whose rights we have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w04_qp_1.pdf": {
            "1": "this document consists of 17printed pages and 3blank pages. sp (sm) s64370/3 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1 october/november 2004 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01 o/n/04section a (core content) answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. germany doesn\u2019t look to prussia\u2019s liberalism, but its power. prussia must gather and consolidate her strength in readiness for the favourable moment. not by means of speeches and majorityverdicts will the great decisions of the time be made \u2013 that was the great mistake of 1848 and1849 \u2013 but by blood and iron. bismarck speaking to the prussian parliament, september 1862. (a)describe the events which led to the setting up of the frankfurt parliament. [5] (b)why did the frankfurt parliament fail? [7] (c)how far did bismarck plan the unification of germany? explain your answer. [8] 2study the extract, and then answer the questions which follow. i believe this government cannot survive, half slave and half free. i do not expect the union to be dissolved; i do not expect the house to fall: but i do expect it will cease to be divided. it will becomeall one thing, or all the other. abraham lincoln, 1858. (a)what was the dred scott case? [5] (b)why were the southern states alarmed by the election of lincoln as president? [7] (c)was the civil war a disaster for the south? explain your answer. [8] \u00a9 ucles 2004",
            "3": "3 0470/01 o/n/04 [turn over3 study the picture, and then answer the questions which follow. the port of nagasaki at the time of perry\u2019s visit. (a)describe perry\u2019s expeditions to japan. [5] (b)explain why the japanese restored supreme political power to the meiji emperor in 1868. [7] (c)how far had japan been modernised by 1900? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the news spread rapidly through the whole of paris and within a short time crowds of men were marching arm in arm through the streets singing the national anthem and shouting, \u2018to berlin!\u2019. a french newspaper report from 1 august 1914. this was the day the french president announced mobilisation. (a)describe the anglo-german naval rivalry that existed in the early years of the twentieth century. [5] (b)why did france begin to mobilise its forces in early august 1914? [7] (c)\u2018in august 1914 a german army marched into belgium.\u2019 was this action the main reason for the first world war? explain your answer. [8] \u00a9 ucles 2004",
            "4": "4 0470/01 o/n/045 study the extract, and then answer the questions which follow. we want a peace which will be just. we want a stern peace because the occasion demands it, but the severity must not be for vengeance, but for justice. above all we want to protect the futureagainst a repetition of the horrors of this war. lloyd george speaking about the paris peace conference. (a)describe what clemenceau and lloyd george each wanted to achieve in the peace settlement of 1919\u201320. [5] (b)why did the treaty of versailles cause problems for germany in the years up to 1923? [7] (c)was the treaty of versailles fair? explain your answer. [8] 6 study the cartoon, and then answer the questions which follow. a british cartoon about the league of nations. (a)what were the aims of the league of nations? [5] (b)why did the league of nations have some successes during the 1920s? [7] (c)how far can the failure of the league of nations in the 1930s be blamed on the great depression? explain your answer. [8] \u00a9 ucles 2004",
            "5": "5 0470/01 o/n/04 [turn over7 study the extract, and then answer the questions which follow. the berlin wall is an open attempt to remove the right to free movement throughout the city, in direct opposition to the four power agreement reached in paris on 20 june 1949. dean rusk, us secretary of state, speaking in august 1961. (a)describe how the berlin wall affected the people living in berlin. [5] (b)why was the berlin wall built? [7] (c)how far can the decline of soviet power in eastern europe be blamed on the solidarity movement? explain your answer. [8] 8 study the extract, and then answer the questions which follow. it was a beautiful autumn evening, the height of the crisis, and i went out into the open air to smell it, because i thought it was the last saturday i would ever see. a close adviser of president kennedy talking about the evening of 27 october 1962. (a)describe relations between cuba and the usa in the period 1959\u20131961. [5] (b)why was the usa concerned about soviet missiles in cuba? [7] (c)khrushchev claimed that the cuban missile crisis was a victory for the soviet union. do you agree with this view? explain your answer. [8] \u00a9 ucles 2004",
            "6": "6 0470/01 o/n/04section b (depth studies) answer any onequestion from this section. depth study a: germany, 1918\u201345 9 study the extract, and then answer the questions which follow. we demand the union of all germans in greater germany. all citizens shall have equal rights and duties. extracts from the nazi party programme, 1920. (a)describe the ideas and policies of the nazi party in the 1920s. [5] (b)explain why the nazi party had little success before 1930. [7] (c)\u2018the effects of the wall street crash provided the main reason why hitler was able to become chancellor of germany by 1933.\u2019 do you agree with this statement? explain your answer. [8] 10 study the photograph, and then answer the questions which follow. men ready to start work on the first autobahn, 1933. (a)describe the actions taken by hitler to reduce unemployment. [5] (b)why did the nazis discourage women from going out to work? [7] (c)how total was the control the nazis had over the german people before 1939? explain your answer. [8] \u00a9 ucles 2004",
            "7": "7 0470/01 o/n/04 [turn overdepth study b: russia, 1905\u201341 11 study the picture, and then answer the questions which follow. the red army seizing grain during the civil war. (a)describe war communism. [5] (b)explain why the bolsheviks were successful in the civil war, 1918\u201321. [7] (c)\u2018lenin\u2019s new economic policy (nep) was a success.\u2019 how far do you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. of course everyone stood up. for three to four minutes the loud applause for stalin\u2019s speech continued. who would be the first to stop? nkvd men were standing in the hall waiting to see whostopped first. after 11 minutes the owner of a factory sat down and to a man everyone elsestopped and sat down. they had been saved! that same night the factory owner was arrested. from a book published in 1973. (a)describe how stalin became leader of the soviet union. [5] (b)explain why stalin introduced the purges. [7] (c)\u2018stalin was a disaster for the soviet union.\u2019 do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "8": "8 0470/01 o/n/04depth study c: the usa, 1919\u201341 13 study the chart, and then answer the questions which follow. companies going out of business (thousands) consequences of the wall street crash. (a)what was the \u2018wall street crash\u2019? [5] (b)why was hoover unsuccessful in dealing with the effects of the crash? [7] (c)how far were hoover\u2019s failings responsible for roosevelt winning the 1932 election? explain your answer. [8] 14 study the extract, and answer the questions which follow. the bank rescue of 1933 was probably the turning point of the depression. when people were able to survive the shock of having all the banks closed, and then see them open up again, withtheir money protected, there began to be confidence. good times were coming. from the memoirs of one of roosevelt\u2019s advisers. (a)describe how roosevelt dealt with the banks to avoid economic disaster. [5] (b)why did roosevelt set up the tennessee valley authority (tva)? [7] (c)\u2018the new deal was a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 20041929 104 122 133 1541930 1931 1932",
            "9": "9 0470/01 o/n/04 [turn overdepth study d: china, 1945\u2013c.1990 15 study the photograph, and then answer the questions which follow. the trial of a landlord before a people\u2019s court, 1953. (a)what was a \u2018 commune\u2019 in communist china? [5] (b)why was land reform introduced in 1950? [7] (c)how successful were mao\u2019s economic policies between 1952 and 1961? explain your answer. [8] \u00a9 ucles 2004",
            "10": "10 0470/01 o/n/0416 study the cartoon, and then answer the questions which follow. \u2018testing the water\u2019, a cartoon drawn at the time of president nixon\u2019s visit to beijing. (a)describe china\u2019s relations with taiwan and hong kong after 1949. [5] (b)why did china agree to closer relations with the usa after 1970? [7] (c)how far did mao\u2019s death in 1976 produce a change in china\u2019s relations with the rest of the world? explain your answer. [8] \u00a9 ucles 2004",
            "11": "11 0470/01 o/n/04 [turn overdepth study e: southern africa in the twentieth century 17 study the photograph, and then answer the questions which follow. a child in a british concentration camp during the war of 1899\u20131902. (a)who were the uitlanders? [5] (b)why did the boer war break out in 1899? [7] (c)how far was the boer war (1899\u20131902) a total victory for the british? explain your answer. [8] \u00a9 ucles 2004",
            "12": "12 0470/01 o/n/0418 study the chart, and then answer the questions which follow. workers in manufacturing in south africa in 1939 and 1945. (a)what economic changes took place in south africa during world war two? [5] (b)explain why the national party won the election of 1948. [7] (c)how far did the election of the national party in 1948 change south africa? explain your answer. [8] \u00a9 ucles 2004",
            "13": "13 0470/01 o/n/04 [turn over19 study the cartoon, and then answer the questions which follow. un: \u2018let go, this is mine!\u2019   sa: \u2018never, i\u2019ve got my rights!\u2019 a cartoon about the quarrel between south africa and the united nations over south west africa. (a)describe the events which ended in the windhoek massacre of december 1959. [5] (b)why were south africa and the united nations in dispute over south west africa in the period 1945 to the ending of the mandate in 1966? [7] (c)how far do you agree that swapo and the united nations were equally important in achieving independence for namibia? explain your answer. [8] \u00a9 ucles 2004",
            "14": "14 0470/01 o/n/04depth study f: israelis and palestinians, 1945\u2013c.1994 20 study the extract, and then answer the questions which follow. his majesty\u2019s government have no power to award the country either to the jews or the arabs, or even to partition it. we have, therefore, decided that the only course now open to usis to submit the problem to the judgement of the united nations. the british foreign secretary speaking in parliament, 1947. (a)describe the events of 1947\u201348 which followed the announcement that britain was to hand palestine to the united nations. [5] (b)why did britain decide to hand palestine over to the united nations? [7] (c)did the war of 1967 create more problems than it solved? explain your answer. [8] 21 study the photograph, and then answer the questions which follow. carter, begin and sadat signing, in 1979, the agreements reached at camp david in 1978. (a)what was agreed between sadat and begin at camp david in september 1978? [5] (b)why did sadat agree to begin negotiations with israel? [7] (c)\u2018the involvement of the united states in the arab-israeli conflict has been disastrous.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "15": "15 0470/01 o/n/04 [turn overdepth study g: the creation of modern industrial society 22 study the extract, and then answer the questions which follow. all the stage coaches except one have stopped running. the post all travels by the railway at a great saving. the canals have reduced their charges by 30%. the factory owners inmanchester have saved twenty thousand pounds per year on transporting cotton. transportof milk and garden produce is quicker. an official document describing the impact of the liverpool and manchester railway, 1832. (a)describe the disadvantages of moving goods by road in britain around 1800. [5] (b)why were the stephensons important to the early development of railways? [7] (c)\u2018the effects of the building of railways were greater for industry than for everyday life in the period up to 1900.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "16": "16 0470/01 o/n/0423 study the picture, and then answer the questions which follow. working conditions in a cotton factory. (a)describe working conditions in most textile mills in the early nineteenth century. [5] (b)why was there a need to increase coal production during the nineteenth century? [7] (c)how far had working conditions in mines and factories been improved by 1850? explain your answer. [8] \u00a9 ucles 2004",
            "17": "17 0470/01 o/n/04depth study h: the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. we have all the things we need. we do not place any value on strange and ingenious objects and have no use for your manufactures. the chinese emperor speaking in 1793. (a)describe china\u2019s attitude towards foreign countries in the early nineteenth century. [5] (b)why did the opium trade in the 1830s cause problems for china? [7] (c)\u2018the self-strengthening movement had little effect on china.\u2019 how far do you agree with this statement? explain your answer. [8] 25 study the illustration, and then answer the questions which follow. procession through delhi to acclaim queen victoria as empress of india, 1877. (a)describe the british system of government in india after 1858. [5] (b)why did the indian mutiny of 1857 take place? [7] (c)\u2018the presence of the british made little difference to the lives of indians in the fifty years before 1900.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2004",
            "18": "18 0470/01 o/n/04blank page \u00a9 ucles 2004",
            "19": "19 0470/01 o/n/04blank page \u00a9 ucles 2004",
            "20": "20 0470/01 o/n/04blank page copyright acknowledgements: section a: question 3. \u00a9 hulton getty archives. section a: question 5. ben walsh. modern wolrd history. john murray. section a: question 6. \u00a9 punch ltd.section a: question 7. nigel kelly and rosemary reed. the modern world. heinemann publishers ltd. section a: question 8. ben walsh. essential world history. john murray. section b: question 9. nigel kelly and rosemary reed. the modern world. heinemann publishers ltd. section b: question 10. \u00a9 institut f\u00fcr stadtgeschichte frankfurt a. m.section b: question 11. \u00a9 by permission of the british library. british library shelfmark: 1856.g.8 (28). section b: question 12. ben walsh. modern world history. john murray. section b: question 14. ben walsh. modern world history. john murray. section b: question 15. paul davies. china. holmes dougal. section b: question 16. paul davies. china. holmes dougal. section b: question 17. \u00a9 anglo boer war museum.section b: question 18. \u00a9 christopher culpin. south africa since 1948. published by john murray. reprinted by permission of hodder murray. section b: question 19. \u00a9 die rupublikein. section b: question 20. \u00a9 walter openheim. the middle east. blackwell education. 1989. section b: question 21. frank spooner pictures.section b: question 23. \u00a9 mary evans picture library.section b: question 25. hulton getty archives. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w04_qp_4.pdf": {
            "1": "this document consists of 11printed pages and 1blank page. sp (nf/gr) s64371/4 \u00a9 ucles 2004 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2004 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/o/n/04depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source abillion mark notes were passed on quickly because tomorrow one would no longer pay in notes but in bundles of notes. one afternoon i rang aunt louise\u2019s doorbell. the door was opened slightly. from thedark came a distressed voice: \u2018i\u2019ve used sixty billion marks worth of gas. my milk bill is one million. butall i have left is two thousand marks. i don\u2019t understand what is happening any more.\u2019 from the autobiography of a german who lived through the hyperinflation of 1923. source b the causes of hyperinflation were complicated but the germans did not see it that way. they blamed the reparations on the weimar republic which had accepted reparations and was the government inpower during the chaos of 1923. many middle-class germans never forgave the republic for the harmthey believed it had done to them. from a british textbook, 1992. (a) (i) study source a. what can you tell from this source about the impact of hyperinflation on german people? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the weimar government was to blame for hyperinflation? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the hyperinflation? explain your answer. [7] (b) (i) what were reparations? [2] (ii) describe how stresemann brought the 1923 crisis to an end. [4] (iii) why did the nazis stage a putsch in munich in november 1923? [6] (iv) \u2018it was american loans rather than stresemann\u2019s policies that enabled germany to recover from the disasters of 1923.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2004",
            "3": "3 0470/04/o/n/04 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a the big whistle sounded six o\u2019clock. all over the scattered city-camp of magnitogorsk, workers rolled out of their beds and bunks. it was january 1933. the temperature was about 35 degrees below zero.it was two miles to the blast furnaces over rough ground. it was a varied group of workers, russians,ukrainians, tartars, mongols, jews, mostly young and almost all former peasants. khaibulin, thetartar, had never seen a staircase, a locomotive or an electric light until he had come to magnitogorsklast year. now he was building a blast furnace bigger than any in europe. john scott, an american worker at magnitogorsk in the ussr in the 1930s, writing about his experiences. source b soviet industrial production 1921\u20131940. 1921 1928 1933 1940 electricity 1 5 16 48 (100 m kw) coal 9 35 76 166 (m. tons) steel 1 4 7 18 (m. tons) oil 4 12 22 31 (m. tons) industrial production figures, 1921\u20131940, based on information collected by the soviet government. (a) (i) study source a. what can you tell from the source about the workers at magnitogorsk? support your answer with reference to the source. [6] (ii) study source b. how far do these statistics show that the five y ear plans (1928\u20131941) were successful? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about stalin\u2019s russia? explain your answer. [7] (b) (i) what was gosplan? [2] (ii) how were russian workers encouraged to increase production during the five y ear plans? [4] (iii) why did stalin introduce the five y ear plans for industry? [6] (iv) how far had stalin transformed russia into a modern, industrialised state by 1941? explain your answer. [8] \u00a9 ucles 2004",
            "4": "4 0470/04/o/n/04depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a an anti-saloon league poster of 1918. source b we support national prohibition because individual liberty must be controlled in dealing with gigantic social evils like disease or crime. undoubtedly, the liquor traffic is such an evil. we are convinced thatnothing less than prohibition is enough to wipe out the evils of the liquor traffic. history shows that othermethods of attempting to control the traffic in liquor have failed and that prohibition, despite theproblems of enforcement, is succeeding better than any other program. a representative of the federal council of churches speaking to the senate committee in 1926. \u00a9 ucles 2004",
            "5": "5 0470/04/o/n/04 [turn over(a) (i) study source a. what can you tell from this source about the anti-saloon league in america? support your answer with reference to the source. [6] (ii) study source b. how far does this source show there was support for prohibition by 1926? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why the government introduced prohibition? explain your answer. [7] (b) (i) give twoof the terms of the eighteenth amendment to the american constitution. [2] (ii) describe ways in which the government tried to enforce prohibition. [4] (iii) why was it possible to evade the prohibition laws? [6] (iv) how far do you agree that the growth in crime was the main reason for ending prohibition? explain your answer. [8] \u00a9 ucles 2004",
            "6": "6 0470/04/o/n/04depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source aa tearful girl screamed at the landlord, \u2018y ou took our plough, chains, everything, because we could not pay the rent.\u2019 the list of the landlord\u2019s crimes was very long and at last he confessed. \u2018i\u2019m to blame,wholly to blame. y ou can divide up my house and land.\u2019 a year later he was tried for his crimes andshot. a western journalist, describing events leading up to a people\u2019s trial in 1950. source b a policy of leniency must be applied to all, and any random beating or killing without permission must be forbidden. however, the most evil counter-revolutionaries and local tyrants who are bitterly hatedand have been proved guilty, must be punished. mao speaking to party cadres in april 1948. (a) (i) study source a. what can you tell from this source about landlords in china in 1950? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that mao wanted justice for all chinese people at this time? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about land reform during and after the civil war? explain your answer. [7] (b) (i) what were collective farms? [2] (ii) describe the organisation of a commune. [4] (iii) why were the peasants strong supporters of the communists\u2019 take-over of china? [6] (iv) how successful were communist reforms in the period 1949\u20131957? explain your answer. [8] \u00a9 ucles 2004",
            "7": "7 0470/04/o/n/04 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source afor fifty years non-violence had been a main principle of the anc. we were starting out on a new and more dangerous path, the results of which we did not know. i had never been a soldier, never fought abattle, but i had been given the task of starting an army. our intention was to begin with what was leastdamaging to individuals and most damaging to the state. mk was careful to remain separate from theanc. nelson mandela writing in the 1990s about the start of umkhonto we sizwe (mk or the spear of the nation), in 1961. source b in 1962 the government extended the powers of the security police. they could then detain and keep suspects in isolation for single or successive periods of twelve days without bringing them before acourt. in 1963 this was extended to ninety days. suspects were not allowed any legal advice in thattime. in the four years from sharpeville to the rivonia trials (1960\u201364), south africa\u2019s governmentvirtually destroyed the black freedom movement and drove the anc into exile. from a british history textbook of 1994. (a) (i) study source a. what can you tell from this source about nelson mandela? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the south african government was successful in dealing with opposition in the early 1960s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about black opposition to apartheid in the 1960s? explain your answer. [7] (b) (i) name twoof the main defendants in the rivonia trials of 1964. [2] (ii) describe the methods used by the anc to continue its opposition to apartheid after 1964. [4] (iii) why did international opposition to apartheid increase in the 1960s? [6] (iv) how far do you agree that the homelands (bantustans) policy was effective by the end of the 1970s? explain your answer. [8] \u00a9 ucles 2004",
            "8": "8 0470/04/o/n/04depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source aarab states said that it was a crime to declare our palestinian identity. we were forbidden to organise ourselves in any way or say in public, \u2018we want to return home\u2019. we could draw only one conclusion:that we should work in secret to organise ourselves into a resistance movement. from an interview in 1979 with a palestinian refugee. source b the palestinian terrorists were seen by most of their people as heroic freedom fighters aiming to regain their homeland but the israelis regarded them as agents of murder and sabotage. the guerrilla raidsinto israel spread terror but no military victory has been achieved. israel has not given in to theirdemands. from a british textbook, 1977. (a) (i) study source a. what can you tell from this source about the palestinian refugees? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the palestinians failed in their aims? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about attitudes towards the palestinians? explain your answer. [7] (b) (i) give twoaims of the plo in the 1970s. [2] (ii) what international recognition did the plo achieve in the 1970s and 1980s? [4] (iii) why did arafat become leader of the plo? [6] (iv) which was the more effective way of advancing the palestinian cause: acts of terror or appeals to the united nations organisation? explain your answer. [8] \u00a9 ucles 2004",
            "9": "9 0470/04/o/n/04 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aalthough the law has been broken many times, i see a definite change for the better within the last three months. from what i have seen and heard there is a growing belief that effective legislation forthe protection of children in factories is necessary. workers have frequently said to me that they aresatisfied that the limitation of hours and the obligation to attend school will produce lasting benefits tothe children. from the report on the working of the factory act of 1833. source b saturday august 22 nd1801. in the evening i walked to cromford and saw the children coming from their work out of one of mr. arkwright\u2019s factories. i was glad to see them look in general very healthy andmany with rosy complexions. these children had been at work from 6 or 7 o\u2019clock this morning and itwas now about 7 o\u2019clock in the evening. sunday august 23 rd1801. we went to church at cromford. on each side of the organ was a gallery in which about fifty boys were seated. these children are employed in mr. arkwright\u2019s factory in theweekdays, and on sundays attend a school where they receive education and then go on to church.they looked healthy, and were decently clothed and clean. extracts from the diary of joseph farrington who visited cromford with three friends on their travels in 1801. (a) (i) study source a. what can you tell from this source about the factory act of 1833? support your answer by reference to the source. [6] (ii) study source b. how far does this source show that legislation to protect children working in factories was unnecessary? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about child labour in factories? explain your answer. [7] (b) (i) give twoof the terms of the factory act of 1833. [2] (ii) describe the types of work done by children in textile factories. [4] (iii) why was factory legislation often opposed? [6] (iv) did the growth of the factory system result in more advantages than disadvantages for working people? explain your answer. [8] \u00a9 ucles 2004",
            "10": "10 0470/04/o/n/04depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source athere are forty million naked people beyond the gateway (the congo) to africa whilst the spinners of manchester and the weavers of preston and rochdale are waiting to clothe them. birmingham\u2019sfoundries are glowing with molten metal that shall be made into iron goods and trinkets for them. theministers of christ are eager to bring them, the poor, ignorant heathen, into the christian faith. the explorer h m stanley speaking to british businessmen in manchester in 1878. source b photograph taken in 1898 of an african family who lived with christian missionaries who wanted to show that africans could be westernised. \u00a9 ucles 2004",
            "11": "11 0470/04/o/n/04(a) (i) study source a. what can you tell from this source about motives for imperialism? support your answer by reference to the source. [6] (ii) study source b. how far does this source show that imperialism was being successful in africa? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of the impact of western imperialism in the nineteenth century? explain your answer. [7] (b) (i) name twoafrican territories in the possession of germany at the end of the nineteenth century. [2] (ii) what was meant by the \u2018scramble for africa\u2019? [4] (iii) why were european countries able to control so much of africa by the end of the nineteenth century? [6] (iv) how far were europeans satisfied with the results of imperialism in africa by the end of the nineteenth century? explain your answer. [8] \u00a9 ucles 2004",
            "12": "12 0470/04/o/n/04blank page copyright acknowledgements: depth study a: source a: ben walsh. history in focus: modern world history . john murray. depth study a: source b: ben walsh. history in focus: modern world history . john murray. depth study b: source a: \u00a9 john scott. behind the urals . houghton mifflin 1942. depth study b: source b: from russia 1917\u20131945 by clare baker. reprinted by permission of elsevier limited.depth study c: source a: courtesy of the ohio state university department of history.depth study c: source b: courtesy of the ohio state university department of history.depth study d: source a: neil de marco. the world this century . collins educational. depth study d: source b: harriet ward. world powers in 20 thcentury . heinemann publishers ltd. depth study e: source a: nelson mandela. long walk to freedom . time warner books uk. \u00a9 nelson mandela. depth study e: source b: j. d. omer-cooper. history of south africa . james currey publishers. depth study f: source a: s. j. perkins. the arab israeli conflict . published by holmes mcdougall. reproduced by permission of qca. \u00a9 s. j. perkins. depth study f: source b: s. j. perkins. the arab israeli conflict . published by holmes mcdougall. reproduced by permission of qca. \u00a9 s. j. perkins. every reasonable effort has been made to trace all copyright holders where the publishers (i.e. ucles) are aware that third-par ty material has been reproduced. the publishers would be pleased to hear from anyone whose rights they have unwittingly infringed. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2005": {
        "0470_s05_qp_1.pdf": {
            "1": "this document consists of 20printed pages. sp (cw/ks) s82292/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/01 paper 1 may/june 2005 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content): answer any twoquestions. section b (depth studies): answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/m/j/05section a :core content answer any twoquestions from this section. 1study the picture, and then answer the questions which follow. the national workshops, paris 1848. (a)what were the national workshops? [5] (b)why was there a revolution in france in february 1848? [7] (c)\u2018the 1848 revolutions across europe achieved nothing.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "3": "3 0470/01/m/j/05 [turn over2study the extract, and then answer the questions which follow. the great civil war, the central event of american history, having removed the evil of slavery, gave birth to a new south in which whites were \u2018first class\u2019 citizens and blacks were citizens in nameonly. from a book about american history published in 1997. (a)describe northern attitudes to slavery that existed before the american civil war. [5] (b)why was the ku klux klan formed? [7] (c)how successful was reconstruction? explain your answer. [8] 3study the map, and then answer the questions which follow. map showing the expansion of the japanese empire up to 1914. (a)describe the main features of the 1889 meiji constitution. [5] (b)why was the anglo-japanese alliance of 1902 important for japan? [7] (c)to what extent could japan be considered a great power by 1914? explain your answer. [8] \u00a9 ucles 2005",
            "4": "4 0470/01/m/j/054study the cartoon, and then answer the questions which follow. a cartoon, from before world war i, showing france, russia, britain and japan linking hands. (a)describe the alliance system which existed among european powers before 1914. [5] (b)why did the moroccan crises of 1905 and 1911 increase tension between germany and britain? [7] (c)\u2018the most important reason why britain went to war in 1914 was the german invasion of belgium.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "5": "5 0470/01/m/j/05 [turn over5study the extract, and then answer the questions which follow. the \u2018big three\u2019 had very different ideas about the peace settlement. the traditional interpretation of their relationship is that wilson was the idealist whose plans were undermined by the others,that clemenceau was determined to gain french revenge whilst lloyd george acted as a balancebetween the other two. from a british school history textbook. (a)what military restrictions were imposed on germany by the treaty of versailles? [5] (b)why did the aims of the \u2018big three\u2019 at versailles differ? [7] (c)how successful was the league of nations in the 1920s? explain your answer. [8] 6study the extract, and then answer the questions which follow. hitler has got away with it. france is not marching. no wonder the faces of the nazi leaders were all smiles. oh, the stupidity of the french. i learnt today that the german troops had orders tomake a hasty retreat if the french army opposed them in any way. an american journalist writing, in 1936, about the remilitarisation of the rhineland. (a)what were the aims of hitler\u2019s foreign policy? [5] (b)why was hitler\u2019s foreign policy successful up to 1938? [7] (c)how far was the nazi-soviet pact (1939) responsible for causing war in europe? explain your answer. [8] \u00a9 ucles 2005",
            "6": "6 0470/01/m/j/057study the cartoon, and the answer the questions which follow. a cartoon from a british newspaper commenting on churchill\u2019s iron curtain speech, march 1946. (a)what was the \u2018iron curtain\u2019? [5] (b)why was marshall aid offered to countries in europe? [7] (c)\u2018the berlin blockade brought europe close to war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "7": "7 0470/01/m/j/05 [turn over8study the map and then answer the questions which follow. map showing the area of the usa threatened by soviet missiles in cuba. (a)describe the usa\u2019s response up to 1961 to castro\u2019s takeover of cuba. [5] (b)why was the usa  concerned about soviet missiles in cuba? [7] (c)\u2018there was never any real risk of war over cuba.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "8": "8 0470/01/m/j/05section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. two women were carrying a laundry basket filled to the top with banknotes. seeing a crowd standing round a shop window, they put down the basket for a moment to see if there wasanything they could buy. when they turned round a few moments later, they found the money thereuntouched. but the basket was gone. a german writer recalling events of 1923. (a)describe the events of the kapp putsch, 1920. [5] (b)why was there an economic crisis in germany in 1923? [7] (c)\u2018hyperinflation was a disaster for germany.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "9": "9 0470/01/m/j/05 [turn over10study the illustration, and then answer the questions which follow. an illustration from a nazi book to be used in schools. (a)describe the changes the nazis made to education in schools. [5] (b)why did the nazis persecute minority groups in germany? [7] (c)\u2018y oung people in germany did not support the nazi regime.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "10": "10 0470/01/m/j/05depth study b: russia, 1905-41 11study the extract, and then answer the questions which follow. i noticed that mounted troops stood in front of the winter palace but everyone thought it did not mean anything in particular. all the workers were peaceful and expectant. they wanted the tsar tocome to take the petition. then we heard the noise of horses\u2019 hooves. an eyewitness account of bloody sunday, 1905. (a)describe the events of bloody sunday. [5] (b)why did revolution break out in russia in 1905? [7] (c)\u2018the tsar survived the 1905 revolution only because he issued the october manifesto.\u2019 how far do you agree with this statement? explain your answer. [8] 12study the photograph, and then answer the questions which follow. a photograph showing lenin and stalin in1922. it is thought to be a fake. (a)what was the new economic policy? [5] (b)why was stalin able to defeat trotsky in the leadership contest? [7] (c)\u2018sending people to labour camps was the most effective way stalin controlled the people of russia.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "11": "11 0470/01/m/j/05 [turn overdepth study c: the usa, 1919-41 13study the photograph, and then answer the questions which follow. a poverty-stricken farming community in west virginia towards the end of the 1920s. (a)describe the main problems facing farmers in the 1920s. [5] (b)why did some us industries notbenefit from the \u2018boom\u2019 of the 1920s? [7] (c)to what extent was the \u2018boom\u2019 of the 1920s caused by new industries and new methods of production? explain your answer. [8] \u00a9 ucles 2005",
            "12": "12 0470/01/m/j/0514study the cartoon, and then answer the questions which follow. a cartoon about roosevelt\u2019s new deal. (a)describe the social consequences of the wall street crash. [5] (b)why did the wall street crash happen? [7] (c)\u2018roosevelt was elected president in 1932 because he offered a \u2018new deal\u2019.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "13": "13 0470/01/m/j/05 [turn overdepth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. during a tour of the country made in 1958 i witnessed the tremendous energy of the people. on this foundation it is possible to succeed at any task whatsoever. it is better to set up people\u2019scommunes. their advantage lies in the fact that they combine industry, agriculture, commerce andeducation. after a number of years, chinese society will enter into an age of communism, wherethe principles from each according to his ability, to each according to his needs, will be practised. a statement by mao. (a)describe the changes in agriculture brought by communist rule before 1958. [5] (b)why did mao introduce the great leap forward? [7] (c)how far had mao made china a stronger country economically by 1961? explain your answer. [8] 16study the extract, and then answer the questions which follow. it all began at least ten years ago with the split between china and the soviet union. the more intelligent americans began to realise that china was not a real threat to their vital interests. twofurther developments took place before an american president could think about visiting china.as a result of the war in vietnam the american people have lost the will and desire to serve as theworld\u2019s policeman. at the same time through two purges chairman mao has got rid of thosecolleagues who want close relations with the ussr. from an indian newspaper published in 1972. (a)describe china\u2019s relations with tibet and india in the second half of the twentieth century. [5] (b)why did china\u2019s relations with the soviet union change from friendship to hostility? [7] (c)\u2018relations between communist china and capitalist usa were bound to be hostile in the years up to 1980.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "14": "14 0470/01/m/j/05depth study e: southern africa in the twentieth century 17study the extract, and then answer the questions which follow. we earnestly request the government to set apart for us land where we can establish homes. we appeal to the government which rules over both black and white and should shelter all its subjectsas a hen gathers under her wings her little ones without regard to their colour. a petition from africans to the native land commissioners, 1914. (a)what were the terms of the native land act of 1913? [5] (b)why did successive governments adopt policies of segregation before 1948? [7] (c)how effective was organised resistance to racial discrimination before 1940? explain your answer. [8] 18study the photograph, and then answer the questions which follow. a protest in south africa in 1986. (a)describe how the national party maintained apartheid. [5] (b)why were there violent uprisings in soweto in 1976? [7] (c)how effective was international opposition to apartheid? explain your answer. [8] \u00a9 ucles 2005",
            "15": "\u00a9 ucles 200515 0470/01/m/j/0519study the extract, and then answer the questions which follow. the former german colonies became a mandated territory. the mandate for namibia was given to the british. namibia was a \u2018c\u2019 mandate territory giving the widest powers to the administeringcountry. the mandate was confirmed on 17 december, 1920. from a namibian school textbook. (a)describe how namibia came to be governed by south africa. [5] (b)why did south africa wish to keep control of namibia after the second world war? [7] (c)how important was the work of the united nations in achieving independence for namibia? explain your answer. [8] [turn over",
            "16": "16 0470/01/m/j/05depth study f: israelis and palestinians, 1945-c.1994 20study the photograph, and then answer the questions which follow. fedayeen members before an operation against enemy units. (a)what were the \u2018fedayeen\u2019? [5] (b)why were the results of the war of 1956 important for israel and egypt? [7] (c)\u2018the six day war of 1967 created more problems for the israelis than it solved.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "17": "17 0470/01/m/j/05 [turn over21study the photograph, and then answer the questions which follow. dawson\u2019s field, jordan in september 1970. (a)describe the terrorist actions of palestinians between 1970 and 1976. [5] (b)why did the presence of the palestinian liberation organisation (plo) cause lebanon problems? [7] (c)how effective has the plo been in promoting the palestinian cause? explain your answer. [8] \u00a9 ucles 2005",
            "18": "18 0470/01/m/j/05depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. an artist\u2019s impression of an explosion in a coalmine. (a)what were the advantages of lancashire to the cotton industry? [5] (b)why was there an increase in iron production during the first half of the nineteenth century? [7] (c)\u2018the work of davy and watt was more important in improving working conditions in the mines than the act of 1842.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "19": "19 0470/01/m/j/05 [turn over23study the extract, and then answer the questions which follow. in one street there are 34 houses where 340 persons dwell. from this area 75 cartloads of manure were removed. to build the largest number of cottages on the smallest space seems tohave been the aim of the speculators. thus neighbourhoods have arisen without proper facilities. from an inquiry into the state and condition of the town of leeds,1842. (a)describe living conditions in industrial towns in the first half of the nineteenth century. [5] (b)why did towns grow rapidly in the nineteenth century? [7] (c)\u2018individual people were more successful than government legislation in bringing improved conditions in the towns by 1900.\u2019 how far do you agree with this statement? explain youranswer. [8] \u00a9 ucles 2005",
            "20": "20 0470/01/m/j/05depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. any government minister in this country (britain) who neglects any opportunity of improving as much as possible our colonial empire, and of ensuring it becomes the source of great strength tothis land, will not be doing his duty. a british politician speaking in 1872. (a)describe the main features of british rule in india during the first half of the nineteenth century. [5] (b)why did the sepoys rebel in 1857? [7] (c)how far was india governed for the benefit of indians in the nineteenth century? explain your answer. [8] 25study the extract, and then answer the questions which follow. emperor guangxu tried to strengthen china by modernising the way the empire was run. this was done in a three-month period. his aunt, the empress dowager cixi, opposed the changes andgained the power to rule china by force. from a modern british school textbook. (a)describe the hundred days of reform in china in 1898. [5] (b)why were europeans unpopular in china in the nineteenth century? [7] (c)\u2018the crushing of the boxer rising did not solve anybody\u2019s problems.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005copyright acknowledgements: question 1 philip sauvain; european and world history 1815 to 1919 ; hulton, 1985. \u00a9 mansell collection. question 2 \u00a9 paul johnson; a history of the american people ; weidenfield & nicholson, a division of the orion publishing group. question 3 philip sauvain; european and world history 1815 to 1919 ; hulton, 1985. \u00a9 mansell collection. question 5 from modern world history by nigel kelly & greg lacey. reprinted by permission of harcourt education.question 7 \u00a9 evening standard.question 8 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 10 ben walsh; gcse modern world history ; john murray, 2001. question 12 \u00a9 david king collection.question 14 \u00a9 evening standard/solo syndication.question 15 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 16 \u00a9 steven waugh; essential modern world history: students\u2019 book ; nelson thornes. question 18 \u00a9 greg english/link picture library.question 19 \u00a9 nongoa mbumba and norbert noisser; namibia in history: a junior secondary history textbook ; zed books, 1988. question 20 \u00a9 mary evans picture library.question 21 \u00a9 popperfoto.com.question 22 \u00a9 mary evans picture library.question 25 j brooman; china since 1900 ; \u00a9 pearson education, 1998. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s05_qp_2.pdf": {
            "1": "this document consists of 14printed pages and 2blank pages. sp (slm/ks) s81393/3 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2 may/june 2005 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic [p2\u2013p8] option b: 20th century topic [p9\u2013p14] choose oneof these options, and then answer allthe questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/02/m/j/05 \u00a9 ucles 2005option a: 19th century topic was germany to blame for the first world war? study the background information and the sources carefully, and then answer allthe questions. background informationin the summer of 1914 the first world war began. by the time it ended in 1918 over 20 million people had died. in 1919 the victorious powers announced in the treaty of versailles that germany was guiltyof causing the war. since then there has been much disagreement about who was to blame for thefirst world war. was germany blamed simply because it lost the war or is there strong evidence insupport of the view that germany was responsible? source a a british cartoon published in 1889. \u2018willie\u2019 is kaiser wilhelm.  queen victoria of britain was his grandmother. ",
            "3": "3 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource b a british cartoon published in march 1909. \u2018german tar\u2019 is a german sailor. \u2018john bull\u2019 represents britain. ",
            "4": "4 0470/02/m/j/05 \u00a9 ucles 2005source c a british cartoon published in august 1911. the figure representing germany is  saying \u2018it\u2019s rock. i thought it was going to be paper.\u2019 ",
            "5": "5 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource d a british cartoon published in 1914. under the cartoon it said \u2013 \u2018the german giant: \u201cheaven knows that i had to do this in self-defence. it was forced upon me.\u201d \u2019 source e the kaiser said that austria must deal energetically with the serbs otherwise she will lose control of the slavs in her empire. if russia supports the serbs, which she does, then war would be unavoidablefor us. if bulgaria, roumania, turkey and albania join austria then we shall be free to fight the war withfull fury against france. the fleet must prepare itself for the war against england. general von moltke, chief of the german general staff, agreed that war was unavoidable though he did urge a strong press campaign to ensure popular support for the forthcoming clash with the ententepowers. tirpitz requested that the \u2018great fight\u2019 be postponed for 18 months to allow the kiel canal to becompleted. that was the end of the conference. the result amounted to almost nothing. moltke says: war the sooner the better, but he does not draw the logical conclusion from this, which is: to present russia orfrance or both with an ultimatum which would unleash the war with right on our side. admiral von muller\u2019s notes from a meeting between the kaiser and his top military advisers in 1912. ",
            "6": "6 0470/02/m/j/05 \u00a9 ucles 2005source f y ou english are mad, mad, mad. what has come over you that you are so completely given over to suspicions. what more can i do than i have done? i repeat that i am a friend of england, but you makethings difficult for me. my task is not the easiest. the feelings among large sections of the middle andlower classes of my own people are not friendly towards england. i strive to improve relations, and youreply that i am your enemy. y our newspaper tells the people of england to reject my hand of friendship and suggests that my other hand holds a dagger. the events in morocco are an excellent example of the way in which germanaction has been misrepresented. there has been nothing in germany\u2019s recent action with regard tomorocco which goes against my declaration of my love for peace. from an interview in 1908 between a journalist from an english newspaper and kaiser wilhelm. the interview was published in an english newspaper. source g the writing on the right is from a report from tschirschky, the german ambassador  in vienna, to the german government, 30 june, 1914. the writing on the left shows  the comments the kaiser scribbled in the margin of the report. source h  just for a word \u2013 \u2018neutrality\u2019, a word which in war-time had so often been ignored \u2013 just for a scrap of paper, great britain was going to make war on a brother nation who desired nothing better than to befriends with her. what britain had done was unthinkable; it was like striking a man from behind whilsthe was fighting for his life against two attackers. britain must be held responsible for the terrible eventsthat might happen. bethmann-hollweg writing to the british government in 1914. bethmann-hollweg  was the german chancellor.i frequently hear expressed the wish that at last theserbs should be dealt with. that they should first bepresented with a number of demands and if they doaccept them strong measures should be taken. i takeopportunity on every such occasion to advise quietlybut seriously against too hasty steps. the chances ofevery kind of action should be carefully consideredand it should be kept in mind that austria-hungarydoes not stand alone in the world, that it is her duty tothink not only of her allies, but to take intoconsideration the entire european situation. who authorised him to act that way? that is very stupid. it is noneof his business, as it is solely theaffair of austria, what she plansto do. later if her plans go wrongit will be said germany did notsupport them! let tschirschky begood enough to drop thisnonsense. the serbs must bedisposed of, and soon!",
            "7": "7 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource i britain brought upon itself a large share of the responsibility for the outbreak of war by causing uncertainty about its attitude during the crisis. britain could have preserved peace if it had in time madeclear to bethmann-hollweg its attitude in the event of the austro-serbian conflict spreading to the restof europe. from admiral von tirpitz\u2019s memoirs published in 1919. tirpitz was the member of the kaiser\u2019s government in charge of germany\u2019s navy (1897\u20131916). source j there is no evidence that a threatening attitude on our part would have turned germany and austria from the path on which they had entered. on the contrary the evidence is all the other way. bethmann-hollweg himself has rejected the idea that germany made a miscalculation in depending on britishneutrality. \u2018this\u2019, he writes, \u2018goes against the facts.\u2019 written by herbert asquith (british prime minister 1908\u20131916) in his book about the causes of the first world war, published in 1923.",
            "8": "8 0470/02/m/j/05 \u00a9 ucles 2005now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. do these two cartoons show that british feelings about germany had remained the same between 1889 and 1909? explain your answer using details of the sources. [6] 2study sources c and d. how similar were the reasons for publishing these cartoons? explain your answer using the sources and your own knowledge. [8] 3study source e. does this source prove that germany was determined to go to war? explain your answer using the sources and your own knowledge. [7] 4study sources f and g. is one of these sources more reliable than the other about the kaiser\u2019s true feelings? explain your answer using the sources and your own knowledge. [8] 5study sources h, i and j. does source j show that sources h and i cannot be trusted? explain your answer using the sources and your own knowledge. [9] 6study all the sources. \u2018germany was to blame for the first world war.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12]",
            "9": "9 0470/02/m/j/05 \u00a9 ucles 2005 [turn overoption b: 20th century topic was the treaty of versailles fair and just? study the background information and the sources carefully, and then answer allthe questions. background informationthe paris peace conference opened on 18 january 1919. the treaty of versailles, which dealt with germany, was signed on 28 june 1919. the allies were divided over what to do about germany andtheir discussions contained much arguing. was the treaty that resulted from these discussions fair andjust? source a an american representative at versailles wrote in his diary \u2018what a dreadful mess it is.\u2019 georges clemenceau was under attack in france for being outwitted by the english. lloyd george knew that hewas heading for a storm of criticism for his failure to obtain the huge reparation payments from thegermans which he had promised the british public. but lloyd george had deeper concerns. he hadcome to fear that the treaty was too harsh, that perhaps it condemned europe to another gigantic war. woodrow wilson had first come to paris with great hopes \u2013 the conference represented the opportunity he had always dreamed of \u2013 to completely remake the world according to the liberal and democraticideas to which he had dedicated his life. but he had found the task so dominated with conflictingclaims, hatreds, fears and greeds, that he was forced to settle for a compromise that satisfied no one. a recent historian\u2019s description of the big three on the day after the treaty of versailles was signed. source b none of the big three lasted long after the peace conference. french voters thought that clemenceau had not done enough and that germany had been left alarmingly strong. lloyd george lost the supportof voters and never held office after 1922. wilson returned to the usa to campaign for active americaninvolvement in world affairs but america rejected the league of nations. however, the peace settlement addressed most problems. if organisations like the league of nations did not work as successfully as the peacemakers hoped, the fault lay less with them than with the nextgeneration of politicians. a recent judgement about the treaty of versailles. source c what is difficult is to draw up a peace that will not provoke a struggle when those who took part in the war have passed away. if germany feels unjustly treated, she will find ways of getting revenge. injusticeor arrogance in the hour of triumph will never be forgiven or forgotten. i am strongly opposed totransferring more germans to the rule of some other nation than can possibly be helped. from some private notes written by lloyd george during the peace negotiations, march 1919.",
            "10": "10 0470/02/m/j/05 \u00a9 ucles 2005source d we have organised reparations where damage and injury have been inflicted, and we have established guarantees against the repetition of those crimes and horrors from which the world is just emerging.we have disarmed germany; we have punished germany. we have demonstrated that you cannottrample on national rights and liberties. this is the task we set ourselves, and i claim that this treaty willbe a warning to nations not to repeat the actions by which germany destroyed itself. lloyd george speaking to the british parliament in july 1919. source e a cartoon about the treaty of versailles published in a british newspaper, may 1919.  \u2018der tag\u2019 means \u2018the day\u2019. people in britain believed that german soldiers before 1914  celebrated \u2018the day\u2019 when they would start on a victorious war against britain. ",
            "11": "11 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource f a german cartoon from 1919 about the treaty of versailles.  the figure with his hands tied represents germany. source g one principle runs through the whole program. it is the principle of justice to all peoples and all nationalities, whether they be strong or weak. without this principle there can be no internationaljustice. president wilson speaking about the fourteen points in january 1918. ",
            "12": "12 0470/02/m/j/05 \u00a9 ucles 2005source h a cartoon published in an american magazine on 30 august 1919. the person doing the conducting is president wilson. ",
            "13": "13 0470/02/m/j/05 \u00a9 ucles 2005 [turn oversource i the reckoning. german : \u2018monstrous, i call it. why , it\u2019s fully a quarter of what wewould ha ve made them pay , if we\u2019 d won.\u2019 a british cartoon published in april 1919. source j it was a peace of revenge. it was full of injustice. it was incapable of fulfilment. it sowed a thousand seeds from which new wars might spring. the wild impossibility of extracting those vast reparationsfrom the defeated enemy ought to have been obvious to the most ignorant schoolboy. a british journalist writing in 1922. source k the versailles treaty was severe, but it is amazing that it was not more so. thanks to wilson\u2019s insistence, germany lost remarkably little territory, considering how thoroughly she had lost the war.the real difficulty was not that the treaty was exceptionally severe but that the germans thought it was,and in time persuaded others that it was. a historian writing in 1976. ",
            "14": "14 0470/02/m/j/05 \u00a9 ucles 2005now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far does source b support source a? explain your answer using details of the sources. [6] 2study sources c and d. does source d mean that source c is unreliable? explain your answer using the sources and your own knowledge. [8] 3study sources e and f . do you think these two cartoons were published for the same reason? explain your answer using the sources and your own knowledge. [7] 4study sources g and h. are you surprised by the cartoonist\u2019s attitude towards president wilson? explain your answer using the sources and your own knowledge. [8] 5study sources i, j and k. does the cartoon (source i) show that source j was right and source k was wrong? explain your answer using the sources and your own knowledge. [9] 6study allthe sources. \u2018the treaty of versailles was fair and just.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12]",
            "15": "15 0470/02/m/j/05blank page",
            "16": "16 0470/02/m/j/05blank page copyright acknowledgements: option a sources a\u2013d \u00a9 punch publications ltd. sources i\u2013k \u00a9 j a harkness et al., cooperation and conflict: international relations ; hodder & stoughton, 1991. option b source a \u00a9 richard m. watt; the kings depart ; weidenfield & nicolson, a division of the orion publishing group. source b \u00a9 j watson; 20th century world affairs ; john murray 1974. source c \u00a9 t lancaster and d pearle, the modern world; causeway press, 1996. source d; n kelly and g lacey; modern world history ; harcourt education. source e; the cartoonists vision 1919\u20131939 , routledge. copyright \u00a9 express newspapers ltd. sources f\u2013g \u00a9 t mcaleavy; modern world history ; cambridge university press; 1996. source i \u00a9 punch publications ltd.source j \u00a9 k shephard; international relations ; simon & schuster education 1992. source k \u00a9 t mcaleavy; modern world history ; cambridge university press; 1996. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s05_qp_4.pdf": {
            "1": "this document consists of 11printed pages and 1blank page. sp (sm/ar) s81340/2 \u00a9ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2005 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/m/j/05depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a our opponents accuse us nazis, and me in particular, of being intolerant and quarrelsome. they say we don\u2019t want to work with other parties. they say we are not germans at all because werefuse to work with other political parties. but is it typical for germany to have thirty politicalparties? y es, we are intolerant. my goal is to sweep away the thirty parties out of germany. hitler speaking at an election meeting, july 1932. source b the majority of germans never voted for the nazis. the nazis made it clear they would destroy democracy and all who stood in their way. if the communists and socialists had joined forces theywould probably have been strong enough, both in the reichstag and on the streets, to have blocked the nazis. the fact is that by 1932\u20133 there were simply not enough germans who believed in democracy and individual freedom to save the weimar republic. from a british history textbook, 1986. (a) (i) study source a. what can you tell from this source about the nazi party? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the nazis were the most powerful party in germany? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about the political situation in germany at that time? explain your answer. [7] (b) (i) name the twopresidents of the weimar republic. [2] (ii) what were the key features of the weimar constitution? [4] (iii) why did the nazi party become more popular after 1929? [6] (iv) \u2018the reichstag fire was the most important reason hitler was able to become dictator of germany during 1933\u20134.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
            "3": "3 0470/04/m/j/05depth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a \u2018how are things with you?\u2019 i asked one man. he looked round anxiously to see that no soldiers were about. \u2018we have nothing, absolutely nothing. they have taken everything away,\u2019 he said and hurried on. it was true. they had nothing. it was also true that everything had been taken away.the famine was an organised one. the peasants know that some of the food that has been takenaway from them is being exported. a british reporter recalls his experience of collectivisation in the ussr, march 1933. source b a group of peasants carrying a banner which says \u2018we demand collectivisation and the liquidation of the kulaks as a class\u2019, 1931. (a) (i) study source a. what can you tell from this source about collectivisation? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the peasants supported stalin\u2019s attack on the kulaks? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about collectivisation? explain your answer. [7] turn to page 4 for remainder of depth study b \u00a9ucles 2005 [turn over",
            "4": "4 0470/04/m/j/05(b) (i) give two reasons why stalin disliked the nep . [2] (ii) what was collectivisation? [4] (iii) why did stalin introduce collectivisation? [6] (iv) to what extent had stalin\u2019s agricultural reforms proved successful by 1941? explain your answer. [8] \u00a9ucles 2005",
            "5": "5 0470/04/m/j/05 [turn overdepth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a the only thing we have to fear is fear itself. our first and greatest task is to put people to work. this is a problem we can solve, if we face it wisely and with courage. it can be done partly by thegovernment itself. we must deal with unemployment as we would deal with the emergency of war. from franklin delano roosevelt\u2019s first speech as president, 4 march 1933. source b the alphabet agencies, from 1933, hired the unemployed to construct or repair schools, hospitals, airfields and roads. the ccc, also introduced in 1933, put people to work maintaining naturaltreasures such as beaches, forests and parks. these were successful as they helped to reduceunemployment, gave dignity back to the unemployed and gave families the chance to survive andstay together. however, the agencies were only relief measures, and not meant to be continuedlong-term. from an american history book, 1996. (a) (i) study source a. what can you tell from this source about unemployment by 1933? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that americans benefited from the alphabet agencies? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence of roosevelt\u2019s determination to solve the problem of unemployment? explain your answer. [7] (b) (i) give the full names of two of the alphabet agencies. [2] (ii) describe ways that the social security act of 1935 helped some american people. [4] (iii) why did the supreme court rule against some of roosevelt\u2019s measures? [6] (iv) to what extent had roosevelt\u2019s government been successful in dealing with unemployment in america by 1941? explain your answer. [8] \u00a9ucles 2005",
            "6": "6 0470/04/m/j/05depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a there was a new spirit of courage and daring. everyone, it seemed, listened to the bbc\u2019s chinese language service. people smiled and shook my hand. the gentleness, the smiles and headbandsreminded me of the big rock concerts and the anti-vietnam demonstrations in the west during the1960s. there was the same belief that because the protesters were young and peaceful thegovernment must give in. a british reporter for the bbc writes about the demonstrations in tiananmen square, may 1989. source b a recent article in the english-language newspaper china daily said that, as bicycles and television \u2018have become increasingly commonplace, trendy chinese want new status symbols\u2019.the post-mao consumerism is evident in the streets of beijing. higher heels are common.cosmetics are being used, discreetly. chinese private enterprise is still mainly private, largelyconfined to tiny businesses. however, beijing now has 780 tailors, who sell all the clothes they canmake. a report by the new china news agency said that sales of mass-produced garments bydepartment stores fell by thirty percent this summer. from an article printed in a british magazine, 1982. (a) (i) study source a. what can you tell from this source about the demonstrators in tiananmen square? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that life was changing for the people of china in the 1980s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about china after the death of mao zedong? explain your answer. [7] (b) (i) name two leaders who came to power in the decade after mao\u2019s death. [2] (ii) what was the \u2018gang of four\u2019? [4] (iii) why were there demonstrations in tiananmen square in 1989? [6] (iv) how far did the economic development of the 1980s produce social and political change? explain your answer. [8] \u00a9ucles 2005",
            "7": "7 0470/04/m/j/05 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a mr kruger, by his character and determination, has given his people a strong sense of national identity. out of affection they have nicknamed him \u2018uncle paul\u2019. in matters of external policy and inhis party, mr kruger has his own way completely. he is determined to keep the traditional boerway of life unchanged and to resist the spirit of progress. his actions against the uitlanders and mr jameson demonstrate this. a cape politician\u2019s description of the president of the south african republic, 1896. source b a cartoon of cecil rhodes from a british magazine of the 1890s. (a) (i) study source a. what impressions does this source give of president kruger? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the influence of cecil rhodes benefited southern africa in the 1890s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the reasons for tension between the boer states and the british in the 1890s? explain your answer. [7] turn to page 8 for remainder of depth study e \u00a9ucles 2005",
            "8": "8 0470/04/m/j/05(b) (i) give two reasons why the british annexed the transvaal in 1877. [2] (ii) describe the outcome for the boers of the war of 1880\u201381. [4] (iii) why did johannesburg develop so rapidly after 1886? [6] (iv) how far do you agree that the jameson raid was the main cause of the anglo-boer war of 1899\u20131902? explain your answer. [8] \u00a9ucles 2005",
            "9": "9 0470/04/m/j/05 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a date number of jews total population % of jews 1918 60 000 700 000 9 1931 175 000 1 036 000 181939 429 000 1 500 500 281947 650 000 2 000 000 32 statistics about the population of palestine, 1918\u20131947. source b one of the reasons for bitterness between the jews and palestinian arabs was the crucial issue of immigration. from 1923 to 1939 the british government supported jewish settlement in palestineas agreed by the terms of the league of nations mandate. the arabs became increasinglyalarmed at the growth of jewish immigration and that their lands and livelihoods would be at risk. from a british history textbook, 1987. (a) (i) study source a. what can you tell from this source about developments in palestine between 1918 and 1947? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the cause of bitterness in palestine was the league of nations mandate? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the relations between jews and palestinian arabs? explain your answer. [7] (b) (i) what was the british mandate over palestine? [2] (ii) what part did uno play in the events leading up to the declaration of the state of israel? [4] (iii) why did jews want to move to israel? [6] (iv) \u2018the main reason israel won the war of 1948\u20139 was support from the usa.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
            "10": "10 0470/04/m/j/05depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a the chief improvement made in recent years in england with regard to turnpike roads has consisted of reconstructing them upon more scientific principles than was previously done. this ismainly due to the late mr macadam whose plans have been adopted generally throughout thecountry. we find that between 1818 and 1829 the length of turnpike roads in england and walesincreased by more than 1000 miles. from the book \u2018progress of the nation\u2019 published in 1851. source b turnpike roads, however perfectly constructed, have been found unable to deal with the carrying of great quantities of heavy substances in a given time. canals are, in most situations, the perfectmeans of communication but they are limited by local circumstances \u2013 the difficulty of obtainingwater, frost in northerly climates and hills or steep banks. thomas telford writing in the early nineteenth century. source c there were 34 306 railway labourers and 14 559 railway officers, clerks and stationmasters. then there were 59 981 carriers and waggoners; 29 408 horse-keepers, 16 836 non-domestic coachmen,guards and postboys \u2013 not to mention those who maintained the tens of thousands of privatecarriages and the armies of coach-builders, wheelwrights, blacksmiths and saddlers. a comment on the census of 1851. (a) (i) study source a. what can you tell from this source about road transport in the first half of the nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that canals were the best method of transport in early nineteenth century britain? explain your answer. [7] (iii) study all sources. is one source more useful than the others as evidence about nineteenth century transport? explain your answer. [7] (b) (i) what was a turnpike road? [2] (ii) describe macadam\u2019s road-building methods. [4] (iii) why were so many canals built in the late eighteenth and early nineteenth centuries? [6] (iv) \u2018without railways, britain\u2019s agriculture and industry could not have developed in the nineteenth century.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
            "11": "11 0470/04/m/j/05depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a 1852 \u2013 these wretched colonies are a millstone round our necks. 1866 \u2013 leave the colonies to defend themselves; give up the settlements on the west coast of africa and then we make savings which will enable us to build ships and have a goodbudget. both statements were made by disraeli when he was chancellor of the exchequer (finance minister). source b 1872 \u2013 englishmen are proud of belonging to a great country. they are proud of belonging to an imperial country and are determined to maintain, if they can, their empire. 1874 \u2013 the queen has become the sovereign of the most powerful of states. on the other side of the globe there are now places belonging to her teeming with wealth and population.our duty at this moment is to maintain the empire of england. both statements were made by disraeli when he was not in government at the time. (a) (i) study source a. what can you tell from this source about british attitudes towards colonies? support your answer with reference to the source. [6] (ii) study source b. how far does this source explain why britain wanted to keep her empire in the nineteenth century? explain your answer. [7] (iii) how far do these sources show that the british outlook towards imperialism changed in the nineteenth century? explain your answer. [7] (b) (i) give two aims of european missionaries in africa during the nineteenth century. [2] (ii) describe the belgian acquisition of the congo in the nineteenth century. [4] (iii) why was there a rise in european imperialism in the last quarter of the nineteenth century? [6] (iv) \u2018the growth in european expansion overseas in the nineteenth century was due to the enterprise and ambition of individuals.\u2019 do you agree? explain your answer. [8] \u00a9ucles 2005",
            "12": "12 0470/04/m/j/05blank page copyright acknowledgements: section a sources a and b; \u00a9 ben walsh; history in focus: gcse modern world history ; john murray. section b source a; \u00a9 bryn o\u2019callahan; history of the twentieth century ; pearson education. source b; photograph; clare barker; russia 1917\u20131945 ; heinemann, 1990. section d source a; \u00a9 john simpson; despatches from the barricades ; hutchinson, 1990. section f source a; \u00a9 schools council history project; anti-israeli conflict ; harper collins. source b; \u00a9 s j perkins; the arab israeli conflict ; nelson, 1987. section g sources a and b; \u00a9 r tames; roads and canals ; by permission of oxford university press. source c; \u00a9 t hay; economic and social history of britain 1760\u20131970 ; longman, 1987. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_w05_qp_1.pdf": {
            "1": "this document consists of 25printed pages and 3blank pages. sp (cw/ks) s82293/5 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   october/november 2005 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/o/n/05section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. in january 1848, daniele manin, the leading venetian politician, petitioned that lombardy and venetia be \u2018truly national and italian\u2019, calling for vienna to give up control of the army and navyand of finances. for this, the austrian authorities threw him into prison. from a british school history book published in 1986. (a)in what ways did austria dominate italy before 1848? [5] (b)why was mazzini unsuccessful in his attempts to unify italy? [7] (c)\u2018cavour was more important than garibaldi to the unification of italy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "3": "3 0470/01/o/n/052study the illustration, and then answer the questions which follow. streetfighting in berlin during the 1848 revolution. (a)describe events in berlin during the 1848 revolution. [5] (b)why was little achieved in germany by the revolutions of 1848-49? [7] (c)\u2018economic factors were more important than bismarck to the unification of germany.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "4": "4 0470/01/o/n/053study the extract, and answer the questions which follow. the missouri compromise put the question of slavery extension to rest for almost a generation, but it hinted at bloodshed ahead. \u2018this momentous question, like a fire bell in the night, awakenedand filled me with terror\u2019, wrote jefferson. \u2018i considered it at once the death knell of the union.\u2019 from a history of the united states, published in 1983. (a)what was the missouri compromise? [5] (b)why did the kansas-nebraska issue cause problems? [7] (c)\u2018the election of lincoln as president was the most important cause of the civil war.\u2019 how far do you agree with this statement? explain your answer. [8] 4study the extract, and then answer the questions which follow. the despatch, by the kaiser, of a gunboat to \u2018protect\u2019 german citizens in morocco, showed german policy. they did not really want trading rights in morocco or compensation from thefrench in central africa. they simply wanted everyone to go on being frightened of them. a british historian writing in 1955. (a)describe the balkan wars of 1912-13. [5] (b)why was the tension between the great powers increased by the bosnian crisis of 1908? [7] (c)how far was german militarism the most important cause of war in 1914? explain your answer. [8] \u00a9 ucles 2005",
            "5": "5 0470/01/o/n/055study the extract, and then answer the questions which follow. if the league had extended economic sanctions on oil, i would have had to withdraw from abyssinia within a week. mussolini speaking after his successful conquest of abyssinia. (a)describe the successes of the league of nations in the 1920s. [5] (b)why did the league fail to deal with japanese aggression against manchuria? [7] (c)\u2018it was the abyssinian crisis that destroyed the league of nations as an effective peacekeeping body.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "6": "6 0470/01/o/n/056study the cartoon, and then answer the questions which follow. a british cartoon about the re-militarisation of the rhineland, 1936. (a)describe the events in the saar in 1935. [5] (b)why did britain and france allow germany to re-militarise the rhineland in 1936? [7] (c)\u2018hitler\u2019s desire for lebensraum was the most important reason for the outbreak of war in 1939.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "7": "7 0470/01/o/n/057study the extract, and then answer the questions which follow. we must fight this war if we are to live in a world where every country can shape its own future. we are in vietnam because we have a promise to keep. over the years we have made a nationalpledge to help south vietnam defend its independence. president johnson speaking to the american people in 1965. (a)who were the vietcong? [5] (b)why did the usa get involved in the war in vietnam? [7] (c)how far can the american withdrawal from vietnam be blamed on military failure? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "8": "8 0470/01/o/n/058study the cartoon, and then answer the questions which follow. a cartoon produced in a british newspaper in 1945. (a)describe the structure of the united nations organisation (uno). [5] (b)why has the way the uno is organised made it hard for it to be effective? [7] (c)how successful was the uno in the congo crisis? explain your answer. [8] \u00a9 ucles 2005",
            "9": "9 0470/01/o/n/05section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. the rule of the working class means real democracy. it means the use of power to get rid of middle and upper class people. it means the smashing of the ruling classes with all the brutalitythat the working class can develop. rosa luxemburg in late 1918. (a)who were the spartacists? [5] (b)why did many germans hate the treaty of versailles? [7] (c)to what extent did the weimar republic recover after 1923? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "10": "10 0470/01/o/n/0510study the painting, and then answer the questions which follow. a painting of the nazis\u2019 view of an ideal family. (a)what were nazi views towards women and the family? [5] (b)why did the nazis encourage young people to join the hitler y outh? [7] (c)\u2018most people in germany benefited from nazi rule.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "11": "11 0470/01/o/n/05depth study b: russia, 1905-41 11study the cartoon, and then answer the questions which follow. a cartoon of rasputin with the tsar and tsarina. (a)describe how stolypin attempted to deal with russia\u2019s problems. [5] (b)why was the revolution of march 1917 successful? [7] (c)\u2018the provisional government was overthrown because it decided to continue the war against germany.\u2019 how far do you agree? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "12": "12 0470/01/o/n/0512study the chart, and then answer the questions which follow. official production figures during the five-y ear plans. (a)what were collective farms? [5] (b)why did stalin want to modernise farming? [7] (c)how successful were stalin\u2019s five-y ear plans? explain your answer. [8] \u00a9 ucles 2005",
            "13": "13 0470/01/o/n/05depth study c: the usa, 1919-41 13study the extract, and then answer the questions which follow. in 1920 a fashion writer reported that \u2018the american woman had lifted her skirts far beyond modest limitation\u2019. this was another way of saying that the hem was now all of nine inches above theground. the flappers wore thin dresses, short-sleeved and occasionally sleeveless. many of themwere using cosmetics. an american writing about the flappers. (a)what were the \u2018roaring twenties\u2019? [5] (b)why did the membership of the ku klux klan grow in the 1920s? [7] (c)which had the greater impact in the usa in the 1920s, racial intolerance or prohibition? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "14": "14 0470/01/o/n/0514study the cartoon, and then answer the questions which follow. a cartoon published by opponents of the new deal. (a)what were the \u2018hundred days\u2019 of roosevelt\u2019s presidency? [5] (b)why was there opposition to the new deal? [7] (c)how far did the new deal solve america\u2019s economic problems? explain your answer. [8] \u00a9 ucles 2005",
            "15": "15 0470/01/o/n/05depth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. the nationalists lost the war because they were badly led, followed wrong strategy, were corrupt, and lost the support of the people. from a modern british school textbook. (a)what were the main features of chinese communism? [5] (b)why did the communists win the civil war? [7] (c)how far had the communists established control over china by 1958? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "16": "16 0470/01/o/n/0516study the photograph, and then answer the questions which follow. red guards reading the \u2018little red book\u2019. (a)what was mao\u2019s \u2018little red book\u2019? [5] (b)why, by 1967, was china on the verge of civil war? [7] (c)how far did mao improve life for the majority of chinese? explain your answer. [8] \u00a9 ucles 2005",
            "17": "17 0470/01/o/n/05depth study e: southern africa in the twentiethcentury 17study the cartoon, and answer the questions which follow. the \u2018ambitions of cecil rhodes\u2019. (a)describe the part played by rhodes in the development of south africa. [5] (b)why did the british find the boers difficult to defeat in the anglo-boer war of 1899-1902? [7] (c)how successfully did the south african economy develop in the period 1914-48? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "18": "18 0470/01/o/n/0518study the photograph, and then answer the questions which follow. a policeman checking a pass in the 1950s. (a)describe how the bantu education act of 1958 reinforced apartheid. [5] (b)why was the pass system hated? [7] (c)how successful were protests inside south africa against apartheid laws between 1960 and 1980? explain your answer. [8] \u00a9 ucles 2005",
            "19": "19 0470/01/o/n/0519study the photograph, and then answer the questions which follow. construction of the otavi railway. (a)what were the promises made under the \u2018protection treaties\u2019 between namibians and the germans at the end of the nineteenth century? [5] (b)why was there conflict between the hereros and the germans? [7] (c)how far were the people of namibia affected by the first world war? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "20": "20 0470/01/o/n/05depth study f: israelis and palestinians, 1945-c.1994 20study the photograph, and then answer the questions which follow. a refugee ship carrying jewish immigrants to palestine, 1947. (a)describe the events that resulted in britain handing palestine to the united nations (uno) in december 1947. [5] (b)why was the uno partition plan notacceptable to the palestinians? [7] (c)\u2018the war of 1948-49 was unavoidable.\u2019 how far do you agree with this statement? explain your answer [8] \u00a9 ucles 2005",
            "21": "21 0470/01/o/n/0521study the extract, and then answer the questions which follow. the government of the state of israel and the plo, representing the palestinian people, agree that it is time to put an end to decades of confrontation and conflict, and achieve a just, lasting andcomprehensive peace settlement. declaration of principles, september 1993. (a)describe the events of 1993-94 that followed the oslo accords. [5] (b)why was the rise of hamas a threat to securing peace? [7] (c)\u2018us intervention in the arab-israeli conflict has been a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "22": "22 0470/01/o/n/05depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. a nineteenth-century painting showing travel by road. (a)describe the problems of transport by road in the early nineteenth century. [5] (b)why did some people oppose the building of railways? [7] (c)\u2018railways had a greater effect on the economy of victorian britain than on the lives of people.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "23": "23 0470/01/o/n/0523study the extract, and then answer the questions which follow. i do not believe in having sick pay, out of work pay, and a number of other pays; we desire to prevent sickness and men being out of work. the way to accomplish this is firstly to join the union,then reduce your hours of work. that will prevent illness and members being out of employment. the leader of the gas workers\u2019 union, 1889. (a)what was the co-operative movement? [5] (b)why did unions for unskilled workers grow after 1870? [7] (c)how much was the power of trade unions weakened by court judgements and parliament in the period 1865-1913? explain your answer. [8] \u00a9 ucles 2005 [turn over",
            "24": "24 0470/01/o/n/05depth study h: the impact of western imperialism in the nineteenth century 24study the cartoon, and then answer the questions which follow. a cartoon commenting on the british government\u2019s purchase of the \u2018lion\u2019s share\u2019 of ownership of the suez canal, 1876. (a)what is meant by \u2018imperialism\u2019? [5] (b)why did european powers often use a system of \u2018indirect rule\u2019 in their colonies? [7] (c)\u2018trade was the most important reason for western imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2005",
            "25": "25 0470/01/o/n/0525study the extract, and then answer the questions which follow. to the ordinary person, african exploration was an exciting adventure. but to businessmen and politicians it uncovered great new sources of wealth and power. manufacturers were constantlysearching for new regions where they could sell their products and invest their profits. africa was amarket place and also a valuable supplier of raw materials and foodstuffs. from a british school history textbook, 1968. (a)describe belgium\u2019s acquisition of the congo. [5] (b)why did germany enter the \u2018scramble for africa\u2019? [7] (c)how far did western imperialism help africa? explain your answer. [8] \u00a9 ucles 2005",
            "26": "26 0470/01/o/n/05blank page",
            "27": "27 0470/01/o/n/05blank page",
            "28": "28 0470/01/o/n/05blank page copyright acknowledgements: question 1 john gooch, the unification of italy ; methuen. used by permission of thompson publishing services. question 2 \u00a9 getty images.question 3 \u00a9 s. e. morrison et al.; a concise history of the american republic ; oxford university press, 1983. question 4 steven waugh; essential modern world history ; nelson thornes, 2001. question 6 \u00a9 punch library ltd.question 8 \u00a9 evening standard/solo syndication ltd.question 10 \u00a9 bildarchiv preussischer kulturbesitz.question 11 \u00a9 david king collection.question 12 \u00a9 philip ingram, russia and the ussr, 1905-1991 ; cambridge university press, 1997. questions 13, 14 steven waugh; essential modern world history ; nelson thornes, 2001. question 15 harriet ward; china in the 20th century ; heinemann, 1990. question 16 \u00a9 camera press.questions 17, 18 martin roberts; south africa 1948-1994 ; longman, 2001. question 19 nangolo mbumba and norbert h. noissier; namibia in history ; zed books ltd, 1988. \u00a9 kolonie und heimat. question 20 \u00a9 getty images (keystone).question 22 \u00a9 mary evans picture library.question 24 \u00a9 punch library ltd.question 25 r. j. cootes; britain since 1700 ; longman, 1982. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_w05_qp_2.pdf": {
            "1": "this document consists of 12printed pages. sp (nf/ks) s81335/6 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/02 paper 2   october/november 2005 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013 p12] choose oneof these options, and then answer allthe questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
            "2": "2 0470/02/o/n/05option a: 19th century topic why did reconstruction fail? study the background information and the sources carefully, and then answer allthe questions. background informationin 1865 the victorious federal government was faced with the problem of making peace and integrating the former confederate states back into the union. some historians have claimed that this period ofreconstruction was a time when the south was cruelly oppressed by the north. others disagree withthis view and argue that reconstruction was extraordinarily lenient with black americans remainingsecond-class citizens in the south. the issue is confused by the fact that many white southernerswere seething with resentment while northerners were divided over what to do. during thereconstruction period america had three presidents; lincoln, johnson and grant \u2013 all with differentviews. by the early 1870s reconstruction was already failing. why? source a the governments imposed on the southern states by the north proved hopelessly inefficient and corrupt. the blacks formed the majority of the voters, and in theory occupied most of the key offices.but the real power was in the hands of northern \u2018carpetbaggers\u2019 and a few southern white renegadescalled \u2018scalawags\u2019. no laws could be passed without bribes, and no verdicts in the courts obtainedwithout money being passed to the judges. the south, its whites united in hatred of the governments, hit back by force. the years 1866\u201371 saw the birth of the ku klux klan. they terrorised the black community and where terror failed they used thewhip and the noose. and they murdered carpetbaggers too. the whites learned how to hate blacks. adifferent kind of society came into being, based on racial hatred. within a decade of its establishmentreconstruction had been destroyed. the new white regimes set about legislating blacks into a lowlyplace in the scheme of things. the north, having had quite enough of the south and its blacks, turnedits attention to other things. from a history book published in 1997. source b i spent most of the afternoon in a political meeting, held for the purpose of considering the necessity for a new cabinet and a firmer policy than mr lincoln\u2019s. while everybody was shocked at his murder, thefeeling of nearly everybody was that the accession of johnson to the presidency would prove agodsend to the country. as well as mr lincoln\u2019s known policy of tenderness to the rebels, his views onreconstruction were also distasteful to radical republicans. g w julian, a radical, describing what he did on the day lincoln was assassinated (15 april 1865). \u00a9 ucles 2005",
            "3": "3 0470/02/o/n/05 [turn oversource c in may 1865 president johnson extended recognition to the southern governments created under lincoln\u2019s administration, none of which had given blacks the vote. the same month he issued ageneral amnesty to most southerners as long as they were prepared to swear an oath of allegianceand support emancipation. johnson also ordered that confiscated land be returned to pardonedsoutherners. why johnson so quickly abandoned the idea of punishing ex-confederates is something of a mystery. there were rumours at that time that some southerners used bribery to win pardons. otherssuspected that flattery by southern planters and their wives played upon the president\u2019s ego. morelikely, johnson simply came to view co-operation with the southern elite as essential to themaintenance of white supremacy in the south and to his own re-election as president in 1868. from a history book published in 1997. source d with malice towards none, with charity for all, with god as our guide, let us strive to finish the work we are in, to heal the nation\u2019s wounds, to care for him who shall have borne the battle and for his widowand his orphan, to do all which may achieve a just and lasting peace among ourselves. from a speech by president lincoln in march 1865. source e unless the rebel states should be made republican in spirit, and placed under the guardianship of loyal men, all our blood and money will have been spent in vain. having these states entirely within thepower of congress, it is our duty to take care that no injustice shall remain in their laws. there is more reason why black voters should be given the vote in rebel states than in the territories. in the states they form the great mass of the loyal men. the white union men are in a great minority ineach of those states. with them the blacks would act in a body. thaddeus stevens, a radical, speaking in congress in january 1867. \u00a9 ucles 2005",
            "4": "4 0470/02/o/n/05source f a cartoon published in an american magazine in august 1865. the woman, a former slave-owner is saying, \u2018here uncle tom, go down to the tavern and tell your master i want him.\u2019 the black american replies, \u2018no, i won\u2019t. i ain\u2019t your uncle of your arnty any more: i\u2019se your equal!\u2019. \u00a9 ucles 2005",
            "5": "5 0470/02/o/n/05 [turn oversource g a cartoon from an american magazine published in 1874. the cartoon is called \u2018worse than slavery\u2019. \u00a9 ucles 2005",
            "6": "6 0470/02/o/n/05source h a cartoon published in 1880. the person sitting in the carpetbag is ex-president grant, who was being considered by the republicans as a presidential candidate for the 1880 presidential election. \u00a9 ucles 2005",
            "7": "7 0470/02/o/n/05 [turn overnow answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. do you think this author is biased in favour of either the north or the south? explain your answer using details from the source. [6] 2study sources b and c. are you surprised by johnson\u2019s policies described in source c? explain your answer using the sources and your own knowledge. [7] 3study sources d and e. do you think that lincoln and stevens would have agreed about reconstruction? explain your answer using the sources and your own knowledge. [8] 4study sources f and g. how far do these sources differ about the situation in the south? explain your answer using details from the sources and your own knowledge. [9] 5study source h. explain the meaning of this cartoon. explain your answer using details from the source and your own knowledge. [8] 6study allthe sources. \u2018the north was to blame for the failure of reconstruction.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain your answer. [12] \u00a9 ucles 2005",
            "8": "8 0470/02/o/n/05option b: 20th century topic why did khrushchev put nuclear missiles into cuba? study the background information and the sources carefully, and then answer allthe questions. background informationon 14 october 1962 an american u-2 spy plane took photographs of soviet nuclear missile sites being built in cuba. missiles launched from these sites would be able to reach most american cities. thecrisis that followed almost brought america and the soviet union to war. on 28 october khrushchevagreed to dismantle the sites. why did he put the missiles in cuba? was it to protect cuba, or did hehave other motives? source a a cartoon published in the soviet union in 1960. the notice held by a member of the us government says to castro, \u2018i forbid you to make friends with the soviet union.\u2019 source b one thought kept hammering away at my brain. \u2018what will happen if we lose cuba?\u2019 it would have been a terrible blow to communism and would greatly harm our reputation throughout the world. then i thought of installing missiles with nuclear warheads in cuba, without letting the united states find out they were there until it was too late to do anything about them. the missiles would stop theunited states from taking military action against castro\u2019s government. the americans havesurrounded our country with military bases and threatened us with nuclear weapons, and now theywould learn just what it feels like to have enemy missiles pointing at them. from the memoirs of khrushchev, written in the late 1960s. \u00a9 ucles 2005",
            "9": "9 0470/02/o/n/05 [turn oversource c khrushchev was walking along a beach on the black sea with defence minister malinovskiy, who pointed out to him that american military bases with nuclear warheads were located on the oppositeshore in turkey. khrushchev then asked malinovskiy, \u2018and why then can we not have bases closer toamerica?\u2019 and then khrushchev began to question malinovskiy about whether or not it would bepossible to deploy missiles secretly in cuba. khrushchev\u2019s assistant, writing in 1992, remembering events in may 1962. source d a major soviet aim in their military build up in cuba is to show that the world balance of power has shifted so far in their favour that the us can no longer prevent the advance of soviet offensive powereven in its own part of the world. we think it is unlikely the missiles are to be used for bargaining for usconcessions elsewhere. us acceptance of the missiles will encourage communists in latin americaand elsewhere and lead to a serious decline of us influence generally. the view of america\u2019s central intelligence agency about why they thought russia was putting missiles into cuba. from a cia report, 19 october 1962. \u00a9 ucles 2005",
            "10": "10 0470/02/o/n/05source e a cartoon published in britain, 17 october 1962. president kennedy is on the left, khrushchev is on the right. (pruning means cutting back.) source f this is my proposal. no more weapons to cuba and those within cuba withdrawn or destroyed, and you respond by ending your blockade and also agree not to invade cuba. from a letter sent by khrushchev to president kennedy during the crisis, 26 october 1962. \u00a9 ucles 2005",
            "11": "11 0470/02/o/n/05 [turn oversource g our purpose has been to help cuba develop as its people desire. y ou want to relieve your country from danger. y our rockets are stationed on turkey. y ou are worried about cuba. y ou say it worries youbecause it lies at a distance of 90 miles from the united states. turkey lies next to us! i make this proposal. we agree to remove the missiles from cuba. the united states will remove its missiles from turkey. from a letter sent by khrushchev to president kennedy, 27 october 1962. source h k bows! will pull out missiles kennedy made no deals the front page of an american newspaper, 29 october 1962. source ii said that there could be no arrangement made under this kind of threat or pressure. however, i said that president kennedy had been anxious to remove those missiles from turkey for a long period oftime. it was our judgement, that, within a short time after this crisis was over, those missiles would begone. robert kennedy\u2019s account, published in 1969, of his negotiations with the soviet ambassador on 27 october. robert kennedy was president kennedy\u2019s brother. source j khrushchev read a message from president kennedy: \u2018we are going to withdraw the missiles from turkey.\u2019 when i heard that, i imagine that khrushchev knew it was the last thing i wanted to hear. heknew how we were totally against being used as a bargaining chip. that went against the theory thatthe missiles had been sent to defend cuba. y ou do not defend cuba by withdrawing missiles fromturkey. castro, in 1992, remembering a conversation with khrushchev in 1963.khrush: \u2018the soviet government, in addition to previously issued instructions for the ending of further work at theweapons building site, has issued a new order, for the dismantling ofthe weapons, which you describeas offensive, their crating andreturning to the soviet union.\u2019jfk: \u2018i welcome chairman khrushchev\u2019sstatesmanlike decision to stopbuilding bases in cuba, dismantlingoffensive weapons and returningthem to the soviet union underunited nations supervision. this isan important and constructivecontribution to peace.\u2019 \u00a9 ucles 2005",
            "12": "12 0470/02/o/n/05now answer allthe following questions. y ou may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. in answering the questions youshould use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. why was this cartoon published in the soviet union in 1960? explain your answer using details from the source. [7] 2study sources b, c and d. do sources b and c prove that the cia had misunderstood khrushchev\u2019s motives? explain your answer using the sources and your own knowledge. [8] 3study source e. what is the message of this cartoon? explain your answer using details of the source and your own knowledge. [7] 4study sources f and g. was khrushchev lying in one of these sources? explain your answer using the sources and your own knowledge. [8] 5study sources h and i. after reading sources h and i are you surprised by the report in source j? explain your answer using the sources and your own knowledge. [8] 6study allthe sources. \u2018khrushchev\u2019s motive for putting missiles into cuba was to protect cuba from the usa.\u2019 how far do these sources provide convincing evidence for this statement? use the sources to explain youranswer. [12] \u00a9 ucles 2005copyright acknowledgements: option a source a excerpt from a history of the american people by paul johnson. copyright \u00a9 1998 by paul johnson. reproduced by permission of harpercollins publishers inc. source c \u00a9 alan farmer, reconstruction and the results of the american civil war, 1865\u201377 (access to history s.); hodder arnold.  option b source a j. isaacs and t. downing; cold war ; bantam press, 1998. \u00a9 pravda. source b extract from \u201ckhrushchev remembers\u201d edited by e. crankshaw; published by andre deutsch, 1971. copyright little brown & company inc. source c modern world history by tony mcaleavy, pages 129, 130 and 131. published by cambridge university press, 1996.sources d, j the cold war (cambridge perspectives in history) by mike sewell p.90, 91. published by cambridge university press, 2002. isbn 0521798086. source e \u00a9 punch magazine , 1962. source g peter fisher; the great power conflict after 1945 ; \u00a9 u.s. department of state. source h \u00a9 new york mirror , 29/10/1962. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_w05_qp_4.pdf": {
            "1": "this document consists of 10printed pages and 2blank pages. sp (sm/ks) s81341/4 \u00a9 ucles 2005 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2005 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen on both sides of the paper.you may use a soft pencil for any diagrams, graphs, music or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on onedepth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/o/n/05depth study a: germany, 1918\u201345 1study the sources, and then answer the questions which follow. source a we still know little about the dreadful events of 30 june. we only know that men whom hitler constantly praised are dead. we are told that they are now dead because they were involved in aconspiracy. but so far no evidence has been produced to prove this conspiracy. a british newspaper article, 1934. source b without telling me, rohm made a plan with general von schleicher that the present regime in germany could not be continued; that the army and navy must be combined and that rohm wasthe man for this post. i decided to put an end to this plan. therefore i decided to dismiss rohm, toarrest him and a number of sa leaders. i gave orders to shoot those that were guilty of treason.everyone will know in future that treachery towards the state will end in certain death. hitler\u2019s speech to the reichstag, 13 july 1934. (a) (i) study source a. what can you tell from this source about the night of the long knives? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the extent of opposition to hitler? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about hitler\u2019s leadership? explain your answer. [7] (b) (i) give two features of the nazi totalitarian state. [2] (ii) what were the nuremberg rallies? [4] (iii) why did hitler want to gain the support of germany\u2019s youth? [6] (iv) how far did hitler use unlawful methods to achieve power in 1933\u201334? explain your answer. [8] \u00a9 ucles 2005",
            "3": "3 0470/04/o/n/05 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source a at last the firing ceased. i stood up with the few others who remained uninjured and looked down at the bodies that lay around me. i cried to them, \u2018stand up!\u2019 but they lay still. why did they liethere? the thought flashed through my mind, \u2018and this is the work of our little father, the tsar\u2019.now i knew the truth, that a new chapter was opened in the book of the history of our people. from an account of the events of bloody sunday by father gapon in his book, \u2018the story of my life\u2019, 1905. source b a painful day. there have been serious disorders in st petersburg because workmen wanted to come up to the winter palace. troops had to open fire in several places in the city; there weremany killed and wounded. god, how painful and sad! mama arrived from town, straight to church.i lunched with all the others. went for a walk. mama stayed overnight. from the entry in the tsar\u2019s diary on bloody sunday, 22 january 1905. (a) (i) study source a. what can you tell from this source about bloody sunday? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the tsar understood the significance of the events of bloody sunday? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about russia under tsarist rule? explain your answer. [7] (b) (i) name two revolutionary groups active in 1905. [2] (ii) what were the marchers protesting about on bloody sunday? [4] (iii) why was the tsar able to survive the 1905 revolution? [6] (iv) how far had tsar nicholas ii retained the loyalty of the russian people up to the outbreak of war in 1914? explain your answer. [8] \u00a9 ucles 2005",
            "4": "4 0470/04/o/n/05depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a 1920 1929 motor cars on roads 9 000 000 26 000 000telephones in homes and businesses 13 000 000 20 000 000radios in homes 60 000 10 000 000membership of trade unions 5 000 000 3 400 000 statistics on the american economy in the 1920s. source b in the 1920s the united states became a consumer society, with a booming market for home appliances, synthetic textiles and plastics. one of the most admired men was henry ford, whointroduced the assembly line into the automobile industry. ford was able to pay high wages andstill earn enormous profits by manufacturing the model t. it seemed america had solved theproblem of producing and sharing wealth. there were, however, flaws in the economy of the1920s. industrial workers were earning better wages, but they still did not have enough purchasingpower to continue buying the flood of goods pouring out of factories. with profits soaring andinterest rates low, plenty of money was available for investment, but much of that went intoreckless speculation. from the united states government information agency, 1986. (a) (i) study source a. what can you tell from this source about the american economy in the 1920s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that all american people benefited from the economic developments of the 1920s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the american standard of living in the 1920s? explain your answer. [7] (b) (i) give two examples of developments in the film industry in the 1920s. [2] (ii) describe the effects of the development of hire purchase in the 1920s. [4] (iii) why did agriculture not share in the prosperity of the 1920s? [6] (iv) how successful was the us economy between 1919 and 1928? [8] \u00a9 ucles 2005",
            "5": "5 0470/04/o/n/05 [turn overdepth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source a building a new canal near beijing during the great leap forward. source b from 1949 to 1957 the communist party of china pursued realistic policies. then leaders in beijing put forward a \u2018new programme\u2019 of economic development. industrial output was toincrease by 650 per cent over the next five years. farming was expected to make a twelve-yearincrease in three years. this \u2018big leap\u2019 ended in complete failure. from a soviet publication of 1969. (a) (i) study source a. what can you tell from this source about the great leap forward? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that communist policies had been a failure? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about communist economic policies? explain your answer. [7] (b) (i) what was a commune? [2] (ii) describe the hundred flowers campaign. [4] (iii) why did the great leap forward fail? [6] (iv) how far did the chinese people benefit from communist party rule between 1949 and 1962? explain your answer. [8] \u00a9 ucles 2005",
            "6": "6 0470/04/o/n/05depth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source a we want our rights here in a united, undivided south africa. we do not want them in poor homelands. we want all our rights, we want them here and we want them now . we have been jailed, exiled, killed for too long. now is the time. from a speech by reverend allan boesak at the beginning of the united democratic front in 1983. source b pieter botha was certainly more reasonable than any of the earlier national party leaders. he recognised blacks as permanent residents of white cities and granted them the right to ownhouses and land in the townships. he permitted the rise of a real black opposition and allowedtrade unions to organise openly. he got rid of some of the worst apartheid laws and offered a voteof sorts to the coloureds and indians. to pay for this and other reforms he taxed the whitesheavily. as a result his party split. the view of an afrikaner journalist in 1990. (a) (i) study source a. what can you tell from this source about the united democratic front? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that president botha was willing to end the dominance of the white minority? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the strength of opposition to apartheid in the 1980s? explain your answer. [7] (b) (i) name two of the groups represented on the electoral college set up by the 1984 constitution. [2] (ii) describe how angola and mozambique helped the anc in the 1980s. [4] (iii) why did president de klerk release nelson mandela from prison in 1990? [6] (iv) how far do you agree that international pressure was the most important factor that brought apartheid to an end? explain your answer. [8] \u00a9 ucles 2005",
            "7": "7 0470/04/o/n/05 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source a we have had enough of words. we know our goal and we are determined to reach it. the liberation of our territory is the fundamental task before us. from a speech by president sadat in cairo, 28 september 1973. source b during the y om kippur war there had been some dangerous moments. both superpowers had supplied arms. at the height of the conflict it appeared that both russia and the united statesmight become more directly involved. in the course of the war, the arabs used a new weapon: oil. from a british history textbook, 1987. (a) (i) study source a. what can you tell from this source about egypt\u2019s intentions? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the superpowers controlled events in the y om kippur war? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the arab-israeli conflict? explain your answer. [7] (b) (i) what is y om kippur? [2] (ii) what actions did arab oil producers take as a result of the y om kippur war? [4] (iii) why did arabs have early successes in the y om kippur war? [6] (iv) \u2018the most important reason for israel\u2019s success in the y om kippur war was support from the usa.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2005",
            "8": "8 0470/04/o/n/05depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source a a crowd of ragged women and children were as filthy as the pigs which live on the surrounding rubbish heaps. the people that live in these ruined cottages behind broken windows or in dark,wet cellars in filth and stench must really have reached the lowest stage of humanity. each ofthese \u2018homes\u2019 contains, at most, two rooms and an attic and, perhaps, a cellar. on average twentyhuman beings live in these houses. for each 120 persons, one privy is provided. a socialist writer describing conditions in manchester in 1844. source b by the middle of the nineteenth century, some middle-class houses had inside lavatories which flushed. when they flushed, the contents went into one of two places. the house might have acesspit in the basement, or it might be connected to a sewer. the sewer, however, was only acollecting point. both cesspits and sewers had to be emptied every so often by the night-soil men.sometimes, in areas where there were not enough night-soil men, human waste was dumpedstraight into the nearest river, or left in heaps to seep through the ground into wells and springs. from a recent history textbook. source c a drawing of a cotton worker\u2019s home in manchester in 1862. \u00a9 ucles 2005",
            "9": "9 0470/04/o/n/05 [turn over(a) (i) study source a. what can you tell from this source about living conditions for the working class in nineteenth century industrial cities? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that living conditions for most people were improving during the first half of the nineteenth century? explain your answer. [7] (iii) study all of the sources. are these sources of equal value as evidence of the effects of the industrial revolution in the nineteenth century? explain your answer. [7] (b) (i) name two inventions which led to the growth of the textile industry. [2] (ii) what were the main differences between the domestic system and the factory system? [4] (iii) why did the population of some towns grow rapidly in the nineteenth century while others did not? [6] (iv) \u2018public health reforms were the main reason why the population increased rapidly in the nineteenth century.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2005",
            "10": "10 0470/04/o/n/05depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a for the next fifty years after the mutiny, british rule in india was distinguished by efficiency and fairness. it had two main aims \u2013 preserving good relations with the princes and trying to benefitthe mass of indian peasants. as well as peace and order, india\u2019s economic development was notneglected. a system of railways was constructed after 1860 which had important social andeconomic results. from a history of the british empire published in 1968. source b the moment there is any sign of revolt, mutiny or treachery, of which the symptoms usually are boasting and a tendency to be impolite, it is wise to hit the indian straight between the eyes, andkeep on hitting him until he understands what he is and who is who. comments of a british major-general who served with the indian army at times between 1878 and 1918. source c it is under the civilising rule of the queen and people of england that we freely meet here together and are allowed to speak our minds without the least fear or hesitation. such a thing is possibleunder british rule and british rule only. the president of the hindu national congress, formed in 1885, in his address to the second congress meeting. (a) (i) study source a. what can you tell from this source about british rule in india after the mutiny? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that britain needed to rule india with an \u2018iron hand\u2019 in the second half of the nineteenth century? explain your answer. [7] (iii) study all of the sources. is one of these sources more useful than the others as evidence about british attitudes towards ruling india in the second half of the nineteenth century? explain your answer. [7] (b) (i) name two british viceroys of india between 1858 and 1914. [2] (ii) what were the main changes introduced to india by the government of india act of 1858? [4] (iii) why were there no more risings against british rule in india after 1857? [6] (iv) how far, from 1858 onwards, did the british raj change life in india? explain your answer. [8] \u00a9 ucles 2005",
            "11": "11 0470/04/o/n/05blank page",
            "12": "12 0470/04/o/n/05blank page copyright acknowledgements: section a sources a and b \u00a9 white and hadley; germany 1918\u20131949 ; collins educational, 1990. section b source a father gapon; \u2018the story of my life\u2019; 1905. taken from bryn callahan; history of the twentieth century ; longman 1987. source b \u00a9 ben walsh; modern world history ; john murray, 1996. section d source a copyright \u00a9 camera press ltd. source b \u00a9 neil de marco; the world this century ; collins educational, 1987. section f sources a and b s j perkins; the arab-israeli conflict ; nelson, 1987. section g source a engels\u2019 the condition of the working class in england in 1844. source b \u00a9 n tonge and m quincey; british social and economic history (documents and debates); palgrave macmillan, 1981. source c p sauvain; british economic and social history 1700\u20131870 ; stanley thorne, 1987. section h source a \u00a9 l james; rise and fall of the british empire ; little, brown & co., 1994. source b \u00a9 w d hussey; british empire and commonwealth 1500\u20131961 ; 1963, cambridge university press. source c lord elton; imperial commonwealth ; collins, 1945. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        }
    },
    "2006": {
        "0470_s06_qp_1.pdf": {
            "1": "this document consists of 18printed pages and 2blank pages. spa (sjf3964)  t03534/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   may/june 2006 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. you may use a soft pencil for any diagrams, graphs or rough working.at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/m/j/06section a: core content answer any two questions from this section. 1study the picture, and then answer the questions which follow. the siege of venice, 1849 (a)describe the events of 1848-49 in rome and venice. [5] (b)why did charles albert fail to defeat the austrians in 1848-49? [7] (c)cavour and garibaldi both contributed to the unification of italy. which of these two played the more important part? explain your answer. [8] \u00a9 ucles 2006 ",
            "3": "3 0470/01/m/j/062study the cartoon, and then answer the questions which follow. a cartoon of 1880 showing northern carpetbaggers oppressing the south. (a)describe the conditions in the south at the end of the civil war. [5] (b)why were carpetbaggers resented by the south? [7] (c)\u2018reconstruction solved nothing.\u2019 how far do you agree with this statement? explain your answer. [8] 3study the extract, and then answer the questions which follow. russia\u2019s interest in the far east worried the british government as well as the leaders of japan. russia had begun to build the longest railway system in the world in 1891. naturally, the britishand the japanese asked why russia was going to such trouble if she did not have some goodreason. from a school history textbook published in 1985. (a)what were the benefits to japan of the anglo-japanese alliance of 1902? [5] (b)why was there rivalry between russia and japan at the beginning of the twentieth century? [7] (c)how far was japan a great power by 1914? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "4": "4 0470/01/m/j/064study the extract, and then answer the questions which follow. germany is a young and growing empire. her world-wide trade is rapidly growing. germany must have a powerful fleet to protect that trade and her interests in the most distant seas. the kaiser in an interview with a british newspaper, 1908. (a)describe the colonial rivalry that existed between germany and other powers by 1900. [5] (b)why did the kaiser become involved in morocco in 1905 and 1911? [7] (c)\u2018the anglo-german naval race was the most important cause of war in 1914.\u2019 how far do you agree with this statement? explain your answer. [8] 5study the extract, and then answer the questions which follow. article 16: should any member of the league resort to war, it shall be regarded as having committed an act of war against all other members of the league, and this will immediately end alltrade and financial relations with that member. from the covenant of the league of nations. (a)what were the main aims of the league of nations when it was set up in 1920? [5] (b)why did its structure and membership weaken the league? [7] (c)how far was the league of nations a success? explain your answer. [8] \u00a9 ucles 2006",
            "5": "5 0470/01/m/j/066study the photograph, and then answer the questions which follow. german soldiers entering cologne in the rhineland, march 1936. (a)when hitler came to power, what did he hope to achieve with his foreign policy? [5] (b)explain how hitler destroyed the treaty of versailles. [7] (c)how far was appeasement justified? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "6": "6 0470/01/m/j/067study the cartoon, and then answer the questions which follow. an american cartoon from the late 1940s. the bear represents the ussr. (a)what was agreed at the potsdam conference? [5] (b)why was there continuing tension over berlin in the years 1945-1949? [7] (c)\u2018it was truman not stalin who brought about the cold war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "7": "7 0470/01/m/j/068study the picture, and then answer the questions which follow. soviet tanks in budapest, november 1956. (a)describe how the soviet union reacted to events in hungary in 1956. [5] (b)why was the soviet union worried by developments in czechoslovakia in spring 1968? [7] (c)how important was \u2018solidarity\u2019 in the decline of soviet influence in eastern europe? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "8": "8 0470/01/m/j/06section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. two women were carrying a laundry basket filled to the top with banknotes. seeing a crowd standing round a shop window, they put down the basket for a moment to see if there wasanything they could buy. when they turned round a few moments later, they found the moneyuntouched. but the basket was gone. a german\u2019s memories of 1923. (a)what political problems existed in germany in the period 1918-1920? [5] (b)why was 1923 a year of crisis for the weimar republic? [7] (c)how successful was the weimar republic in dealing with germany\u2019s problems by 1928? explain your answer. [8] \u00a9 ucles 2006",
            "9": "9 0470/01/m/j/0610study the photograph, and then answer the questions which follow. members of the hitler y outh on parade. (a)describe how the nazis tried to win the hearts and minds of young people. [5] (b)why did the nazis try to change the role of women? [7] (c)how successful was the nazi regime in dealing with opposition? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "10": "10 0470/01/m/j/06depth study b: russia, 1905-41 11study the painting, and then answer the questions which follow. bloody sunday \u2013 a painting from c.1910. (a)describe the impact of the russo-japanese war (1904-5) on the russian people. [5] (b)explain how the tsar was able to survive the 1905 revolution. [7] (c)which of the following was the most important reason for the overthrow of tsar nicholas ii: the influence of rasputin; military defeats in the first world war;food shortages? explain your answer with reference to all three reasons. [8] 12study the extract below, and then answer the questions which follow. trotsky was recovering from an illness when lenin died. he telephoned stalin to ask when the funeral was to be. stalin said: \u2018on saturday. y ou can\u2019t get back in time anyway so we advise you tocontinue with your treatment.\u2019 this was a lie, the funeral was not to be until sunday and trotskycould have reached moscow by then. from a book about trotsky written in 1967. (a)what was lenin\u2019s \u2018political will\u2019 (testament)? [5] (b)why was stalin able to become leader of russia by 1928? [7] (c)which was the more effective of stalin\u2019s methods for controlling the people of russia \u2013 terror or propaganda? explain your answer. [8] \u00a9 ucles 2006 ",
            "11": "11 0470/01/m/j/06depth study c: the usa, 1919-41 13study the extract, and then answer the questions which follow. the aim of the modern american woman appears to be to attract men and get money. what can an intelligent man find in one of these lovely, brainless, cigarette-smoking undisciplined women?  from an article written by a female journalist, 1921. (a)describe how the lives of women changed in the 1920s. [5] (b)why was prohibition introduced in 1920? [7] (c)how far did the lives of americans improve during the 1920s? explain your answer. [8] \u00a9 ucles 2006 [turn over",
            "12": "12 0470/01/m/j/0614study the photograph, and then answer the questions which follow. unemployed people queuing for government relief in 1937. (a)describe the work of the tennessee valley authority (tva). [5] (b)why did republicans oppose the new deal? [7] (c)\u2018the new deal was a success.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "13": "13 0470/01/m/j/06depth study d: china, 1945-1990 15study the extract, and then answer the questions which follow. the communist government and armies are the first in modern china to have positive and widespread popular support because they are genuinely of the people. from a report by an american general to the american government,1944. (a)what was the impact of the second world war on the nationalist government? [5] (b)why did the communists benefit from the second world war? [7] (c)who was more responsible for the outcome of the civil war \u2013 mao or chiang kai-shek (jiang jieshi)? explain your answer. [8] 16study the extract, and then answer the questions which follow. relations between china and the usa began to change with the split between china and the soviet union. the more intelligent americans began to realise that china was not a real threat totheir vital interests.  a newspaper report, february 1972. (a)describe china\u2019s relations with the ussr in the 1950s and 1960s. [5] (b)why did china\u2019s relations with the usa improve after 1970? [7] (c)had china become a superpower by 1990? explain your answer. [8] \u00a9 ucles 2006 [turn over",
            "14": "14 0470/01/m/j/06depth study e: southern africa in the twentieth century 17study the photograph, and then answer the questions which follow. a concentration camp for boers. (a)describe the jameson raid. [5] (b)why did the anglo-boer war of 1899-1902 leave bitterness in south africa? [7] (c)to what extent were south africa\u2019s problems solved by the formation of the union in 1910? explain your answer. [8] 18study the extract, and then answer the questions which follow. on the 21st march 1960 thousands of demonstrators congregated outside a police station in sharpeville, protesting against the pass laws. in a moment of panic, police opened fire on thecrowd and shot dead 67 people; a further 186 were wounded, including 8 children. pressphotographers were present and pictures of the incident appeared in foreign papers the next day. from a british school history textbook. (a)describe the measures taken to enforce apartheid in the 1950s. [5] (b)why were the events of sharpeville important? [7] (c)\u2018international condemnation of apartheid had little effect.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "15": "15 0470/01/m/j/0619study the picture, and then answer the questions which follow. an early german trading post. (a)describe the german colonisation of namibia up to 1900. [5] (b)why did the herero rebel against the germans? [7] (c)how far did the people of namibia benefit from the first world war? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "16": "16 0470/01/m/j/06depth study f: israelis and palestinians, 1945-c.1994 20study the extract, and then answer the questions which follow. unlike the childhood of others, mine was full of sad memories. it is beyond human endurance for a family of 11 to live in a small tent through all seasons of the year on united nations rations. inwinter we crawled together to gain the warmth of humans which other humans had denied us. memories of a palestinian refugee camp. (a)describe life in a palestinian refugee camp. [5] (b)why did israelis believe it was their responsibility to look after jewish but not palestinian refugees? [7] (c)\u2018the arab states were as responsible as israel for the failure to resolve the palestinian refugee problem.\u2019 how far do you agree with this statement? explain your answer. [8] 21study the photograph, and then answer the questions which follow. president clinton with rabin and arafat after the signing of the israeli-plo peace accord, september 1993.  (a)describe sadat\u2019s actions in 1977 to bring peace with israel. [5] (b)why was the camp david agreement of 1978 thought by some to be a success? [7] (c)\u2018the ussr was more successful than the usa in influencing events in the middle east.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "17": "17 0470/01/m/j/06depth study g: the creation of modern industrial society 22study the cartoon, and then answer the questions which follow. an early nineteenth century cartoon titled \u2018the factory slaves. their daily employment\u2019. (a)describe working conditions in cotton mills in the early part of the nineteenth century. [5] (b)why did the cotton industry develop in the north-west of england? [7] (c)how successful were the factory acts in improving conditions in factories during the first half of the nineteenth century? explain your answer. [8] 23study the source, and answer the questions which follow. it is for twelve kilometres so narrow that a mouse cannot pass by any wagon. the ruts are an incredible depth and you often meet with wagons stuck fast in the mud. written by a traveller at the beginning of the nineteenth century. (a)describe the problems of moving goods by road in the early nineteenth century. [5] (b)why did british industry benefit from the building of canals at this time? [7] (c)\u2018the development of railways was of more benefit socially than economically.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "18": "18 0470/01/m/j/06depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a serious revolt broke out among the \u2018sepoys\u2019 in the bengal army of the east india company in may 1857 when british officers and their families were murdered. fortunately for the british therising did not spread over the whole country. nevertheless the british were outnumbered and ingreat danger. from a british school history textbook. (a)describe the activities of the east india company on the indian sub-continent. [5] (b)why did the indian mutiny of 1857 take place? [7] (c)how important was the indian mutiny? explain your answer. [8] 25study the extract, and answer the questions which follow. \u2018we were going as civilisers as well as preachers\u2019, wrote james stewart. he was one of a new generation of missionaries who, having studied medicine as well as theology, set off into centralafrica with a party of other well-qualified men. from a recent history book. (a)what were the aims of missionaries in the nineteenth century? [5] (b)why were there differences in the ways in which european nations ruled their colonies? [7] (c)\u2018economic factors were the most important reason for imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
            "19": "19 0470/01/m/j/06blank page",
            "20": "20 0470/01/m/j/06blank page copyright acknowledgements: question 1 \u00a9 getty images. question 2 \u00a9 t. harry williams; the union restored (the life history of the united states) ; time life uk. question 3 \u00a9 philip sauvain; european and world history, 1815-1919 ; nelson thornes; 1985. question 8 \u00a9 topfoto.co.ukquestion 10 \u00a9 suddeutscher verlag bilderdienst.question 21 \u00a9 reuters/corbis. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_s06_qp_2.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. sp (nf/cgw) t06786/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history  0470/02 paper 2 may/june 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p11] choose one of these options, and then answer all the questions on that topic. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/02/m/j/06 \u00a9 ucles 2006option a: 19th century topic was the south certain to lose the american civil war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians have long disagreed about whether the south had any chance of winning the civil war.  some point towards the overwhelming strength of the north, but others argue that the confederacy could have won and only had itself to blame for its defeat.  source a in numbers the confederacy seemed no match for the united states. the north had about 22 million  people, the south only 9 million. nearly 4 million of the southerners were slaves. since southerners were unwilling to put guns in the hands of slaves, the confederate army could draw upon little more than a million men to fill its ranks. over 90 percent of the nation\u2019s factories were in northern states. there were only two gunpowder factories in the south. the north also had more than twice as many miles of railroad tracks as the south and twice as many horses, donkeys and mules. it had an army, a navy, and ways of raising money. the south had to create these for itself. on the other hand, the confederacy had certain advantages over the union. southerners were  defending their homeland and their whole way of life was at risk. this added to their determination. from a book published in america in 1991. source b from the start the north had a considerable advantage. there were 22 million people in the north  compared with only 9 million in the south. the north had much the greater industrial capacity. the confederacy hoped to compensate for its lack of basic materials by trading with europe, especially britain. but from the start of the war the north ruled the seas and was able to impose an increasingly effective blockade. however, in 1861 most southerners, and most european observers, were confident that the confederacy  would triumph. the sheer size of the confederacy was perhaps its greatest asset. it would be difficult to blockade and conquer. even if the northern armies occupied confederate territory they would have difficulty holding down a resentful population and maintaining supply lines. the confederacy did not have to invade the north. all it needed to do was defend. defence is usually an easier option in war than to attack. the union had little option but to attack. southerners hoped that northern public opinion might question high casualties. if northern determination collapsed, the confederacy would win. from a book published in britain in 2002.",
            "3": "3 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource c a cartoon published in the north in 1861 showing the south\u2019s efforts to recruit an army. source d a short blanket. old secesh . \u201cwhile i cover my neck, i expose my feet, and if i cover my feet, i expose my neck. ugh!\u201d a cartoon published in the north in 1861. \u2018old secesh\u2019 represents the confederacy.",
            "4": "4 0470/02/m/j/06 \u00a9 ucles 2006source e davis would allow discussion to slide away from important points towards minor questions. frequently  a cabinet meeting would last four or five hours without deciding anything; while the desk of every chief of a department was covered with papers demanding his attention. stephen mallory, a member of the confederate government, writing about jefferson davis, president  of the confederacy. source f despite the criticisms of him, davis gave the confederacy a sense of identity and purpose. his energy  and determination, wrote a new y ork times reporter who met him, was all that kept the confederacy going. he might be cold and reserved but without him the rebellion would crumble to pieces in a day. from a recent book about the american civil war. source g jeff  davis  reaping  the  harvest. a cartoon published in america in 1861. ",
            "5": "5 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource h the army did all it could. i fear i asked it to achieve the impossible. when a military commander fails  he should be removed. i have read criticism of me in the newspapers. i do not know how far this feeling extends in the army. my brother officers have been too kind to report it and so far the troops have been too generous to report it. it is fair, however, to suppose that it does exist. everything, therefore, points to the advantage of having a new commander. i know he will have as gallant and brave an army as ever existed to support his efforts. from a letter by general lee to president davis, 8 july 1863 (five days after the battle of gettysburg). source ievents have succeeded one another with disastrous speed. one brief month ago we were apparently  at the point of success. lee was in pennsylvania threatening harrisburg and even philadelphia. now the picture is just as dark as it was bright then. it seems incredible that human power could bring about such a change in so brief a time. then we were at the height of our success \u2013 today we face absolute ruin. the confederacy is stumbling to its destruction. josiah gorgas\u2019 entry in his diary for 28 july 1863. gorgas was in charge of supplying the confederate  army.",
            "6": "6 0470/02/m/j/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources and your  knowledge. [7] 2 study sources c and d.  how similar are the messages of these two cartoons? explain your answer using the sources and  your knowledge. [8] 3 study sources e and f .  does source e prove that source f is wrong about davis? explain your answer using the sources  and your knowledge. [8] 4 study source g.  why do you think this cartoon was drawn? explain your answer using the source and your  knowledge. [7] 5 study sources h and i.   are you surprised by what lee says in his letter? explain your answer using the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources support the view that, as early as 1861, it was certain the south would  lose? use the sources to explain your answer. [12]",
            "7": "7 0470/02/m/j/06 \u00a9 ucles 2006 [turn overoption b: 20th century topic was the cuban missile crisis simply a trial of strength between kennedy and  khrushchev? study the background information and the sources carefully, and then answer all the questions. background informationin 1962 the soviet union started to build missile sites in cuba from which nuclear warheads could be  launched at america. in october an american u-2 spy plane photographed the sites being constructed. president kennedy demanded that the sites be dismantled, but khrushchev refused. for thirteen days the world held its breath while the two superpowers faced each other. for some people at the time this crisis was simply a personal trial of strength between president kennedy and chairman khrushchev, whilst for others it had a wider significance. source a i\u2019ve got two problems. first to figure out why khrushchev acted in such a hostile way. and second, to  figure out what we can do about it. i think the first part is pretty easy to explain. i think he did it because of the bay of pigs. he thought that anyone who was so young and inexperienced as to get into that mess could be beaten; and anyone who got into it and didn\u2019t see it through had no guts. so he just beat the hell out of me. if he thinks i\u2019m inexperienced and have no guts, until we remove those ideas we won\u2019t get anywhere with him. kennedy speaking to a reporter in 1961 shortly after a meeting with khrushchev. in the meeting  khrushchev had been very unfriendly to kennedy. ",
            "8": "8 0470/02/m/j/06 \u00a9 ucles 2006source b a cartoon published in a british newspaper in october 1962. kennedy and khrushchev are shown as  gunslingers. castro is on the donkey. source c a cartoon published in britain in 1962.",
            "9": "9 0470/02/m/j/06 \u00a9 ucles 2006 [turn oversource d if we don\u2019t do anything to cuba, then the soviets are going to pressurise us in berlin and push real  hard because they have got us on the run. this is almost as bad as the appeasement at munich. i just don\u2019t see any other solution except direct military action right now. a blockade would be considered by a lot of our friends and neutrals as being a pretty weak response to this. and i\u2019m sure a lot of our own citizens would feel that way too. general le may, chief of staff of the american air force, speaking in a meeting of president  kennedy\u2019s advisers on 19 october 1962. unknown to everybody present, the discussions were  recorded by the president. source e even after it was all over the president made no statement attempting to take credit for himself or for  his administration for what had occurred. he instructed his staff that no interview should be given, no statement made, which would claim any kind of victory. he respected khrushchev for properly deciding what was in his own country\u2019s interests and in the interests of mankind. if it was a triumph, it was a triumph for the next generation and not for any particular government or people. robert kennedy in his book about the crisis, published in 1968.  source f in 1961 we increased our military aid to cuba. we were sure the americans would never agree to the  existence of castro\u2019s cuba. they feared, and we hoped, that a socialist cuba might become a magnet that would attract other latin american countries to socialism. we had to find an effective deterrent to american interference in the caribbean. the cuban crisis was a triumph of soviet foreign policy and a personal triumph in my own career. today  cuba exists as an independent socialist country right in front of america. cuba\u2019s very existence is good propaganda. we behaved with dignity and forced the united states to demobilise and to recognise cuba. from khrushchev\u2019s memoirs, published in 1970.",
            "10": "10 0470/02/m/j/06 \u00a9 ucles 2006source g a cartoon published at the time of the cuban missile crisis. it predicts that kennedy and khrushchev  will end up in hell after destroying the world. source h in the final analysis our most basic link is the fact that we all inhabit this planet. we all breathe the  same air. we all cherish our children\u2019s future. and we are all mortal. president kennedy in a speech about the cuban missile crisis in june 1963.",
            "11": "11 0470/02/m/j/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  source a is about events before the cuban missile crisis. does this mean it has no use to historians  studying the crisis? explain your answer using the source and your knowledge. [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using the sources and your  knowledge. [7] 3 study source d.  why do you think kennedy recorded this meeting? explain your answer using the source and your  knowledge. [8] 4 study sources e and f .  how far does source e prove that khrushchev was wrong in source f? explain your answer using  the sources and your knowledge. [8] 5 study sources g and h.  how do you think the cartoonist of source g would react to what kennedy says in source h?  explain your answer using the sources and your knowledge. [8] 6 study all the sources.  how far do these sources support the view that the cuban missile crisis was simply a personal  trial of strength between two men, kennedy and khrushchev? use the sources to explain your answer. [12]",
            "12": "12 0470/02/m/j/06blank page copyright acknowledgements: option a source a \u00a9 john garraty; story of america ; holt, rinehart & winston; 1991. source b \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. source e \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. source f \u00a9 alan farmer; the american civil war 1861\u201365 ; hodder murray; 2002. option b source a \u00a9 b o\u2019callaghan; a history of the twentieth century ; longman; 1987. source b \u00a9 express picture library.source e from thirteen days: a memoir of the cuban missile crisis by robert f . kennedy. copyright \u00a9 1968 by mccall corporation.   used by permission of w. w. norton & company, inc. source g william elias papas \u00a9 the guardian . permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
        },
        "0470_s06_qp_4.pdf": {
            "1": "this document consists of 10printed pages and 2blank pages. sp (sjf3967)  t03544/6 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework may/june 2006 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one depth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/m/j/06depth study a: germany, 1918-1945 1study the sources, and then answer the questions which follow. source awe gained 52 per cent of the vote in the march elections. this government will not be satisfied with only that 52 per cent and the need to terrorise the remaining 48 per cent, but will see itsimmediate task as winning over that remaining 48 per cent. it will not be enough merely to tolerate this regime. we will demand support. goebbels, at his first press conference on becoming minister for propaganda, march 1933. source b  the german people are so open to propaganda that they can forget the less pleasant aspects of nazi rule. a systematic campaign of propaganda has been introduced to break down resistanceand to strengthen the enthusiasm of those already converted to the new order. with steam-rollereffectiveness, the activity of the ministry of propaganda has reached out into every corner of thereich, into every walk of life. nevertheless, not all german people are so easily persuaded tobelieve in hitler\u2019s policies. the us ambassador to germany, writing in 1936. (a) (i) study source a. what can you tell from this source about the nazi party? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that propaganda was accepted by the german people? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about how the nazis controlled the german population? explain your answer. [7] (b) (i) give twomethods of repression the nazis used to control the population. [2] (ii) describe how goebbels controlled the mass media. [4] (iii) why was radio broadcasting particularly important to goebbels? [6] (iv) which was the more effective in giving the nazis control over the german people: repression or propaganda? explain your answer. [8] \u00a9 ucles 2006",
            "3": "3 0470/04/m/j/06 [turn overdepth study b: russia, 1905-1941 2study the sources, and then answer the questions which follow. source afor us there cannot exist the old systems of morality invented by the bourgeoisie for the purpose of oppressing the \u2018lower classes\u2019. our morality is new, for it rests on the bright idea of destroyingall oppression. to us, everything is permitted, for we are the first in the world to raise the sword inthe name of freeing everybody. blood? let there be blood if it will save us from the old regime. from an article by lenin in the red sword, a weekly magazine of the cheka (secret police), 1919. source b lenin was first and foremost a professional revolutionary. he had no other occupation. a man of iron will and ambition, he was absolutely ruthless and used ordinary people as tools to achieve hisaims. short and sturdy with a bald head, small beard and deep-set eyes, he looked like a smalltradesman. when he spoke, his ill-fitting suit, his crooked tie, his ordinary appearance swayed thecrowd in his favour. \u2018he is not one of the upper classes, he is one of us\u2019, they would say. a british newspaper, writing about lenin after his death in 1924. (a) (i) study source a. what can you tell from this source about lenin? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that lenin was a good leader? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining why lenin was able to become leader of russia? explain your answer. [7] (b) (i) give twogroups which were the main opponents of the bolsheviks during the civil war. [2] (ii) describe the \u2018red terror\u2019. [4] (iii) why did the red army win the civil war? [6] (iv) how successful was lenin in the period 1917 to 1924? explain your answer. [8] \u00a9 ucles 2006",
            "4": "4 0470/04/m/j/06depth study c: the usa, 1919-1941 3study the sources, and then answer the questions which follow. source awhen the earth to plough or guns to beari was always there \u2013 right on the job.they used to tell me i was building a dreamwith peace and glory ahead \u2013why should i be standing in linejust waiting for bread?brother, can you spare a dime? from a best-selling song written in 1930, which republicans tried to ban from the radio in 1932. source b in 1929, 3 per cent of the american workforce was unemployed. by 1932, it was almost 25 per cent \u2013 that meant 13 million people had no job. in one town in pennsylvania, out of a population of13 000, only 277 had a job. in some coal-mining areas there was no work at all. even for thosewho still had a job, wages were often reduced as employers were desperate to cut costs to stay inbusiness. the situation was even more desperate in agriculture. from a british textbook on american history, written in the 1990s.  (a) (i) study source a. what can you tell from this source about attitudes towards unemployment in the 1930s? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that unemployment was widespread in the usa by 1932? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about america\u2019s economic problems in 1932? explain your answer. [7] (b) (i) what were hoovervilles? [2] (ii) describe the measures taken by hoover to deal with the effects of the wall street crash. [4] (iii) why was hoover\u2019s government slow to take action to deal with the effects of the depression? [6] (iv) how far was roosevelt responsible for the 1932 presidential election result? explain your answer. [8] \u00a9 ucles 2006",
            "5": "5 0470/04/m/j/06 [turn overdepth study d: china, 1945-c.1990 4study the sources, and then answer the questions which follow. source a photograph of a basket workshop in a commune, about 1960, published in a british magazine. source b the communes began to struggle because of the incredible haste with which they were established. there was a lack of preparation. there was the lack of incentives. there was thethreat to home life before a broad community life had been fully established to replace it.enormous technical responsibility and initiative were demanded from inexperienced and poorly-trained cadres. when unbelievably bad weather was added to the withdrawal of soviet support,the communes failed very quickly. an american author who lived and worked in china in the 1950s.   (a) (i) study source a. what can you tell from this source about life in a commune? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the chinese government was responsible for the failure of the communes? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in showing life in china during the great leap forward? explain your answer. [7] \u00a9 ucles 2006 ",
            "6": "6 0470/04/m/j/06(b) (i) give two ways in which co-operative farms differed from collective farms. [2] (ii) in what ways did women benefit from the communist government\u2019s social legislation? [4] (iii) why was the hundred flowers campaign abandoned in 1957? [6] (iv) \u2018the main reason for the failure of the great leap forward was the withdrawal of soviet support\u2019. how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
            "7": "7 0470/04/m/j/06 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aduring the second world war (1939-1945) the pass laws were made easier to allow african workers to move to urban areas. on the rand, townships grew rapidly with shanty houses usingevery tiny space. working conditions in industry improved a lot and black wages rose by 50 percent between 1940 and 1946. from a south african history book, written in the 1990s. source b in 1942 the government banned all strikes by africans but set up an investigation into mineworkers\u2019 conditions and wages. in 1946 its report said that as their families produced theirown food in the reserves, the mineworkers\u2019 wages were only pocket money so they did not need tobe raised. the african mineworkers\u2019 union went on strike and brought the entire gold-miningindustry to a halt, but the mineworkers were soon forced back to work at gunpoint. from a british history book, written in 1994. (a) (i) study source a. what can you tell from this source about the effects of the second world war on african workers? support your answer with reference to the source. [6] (ii) study source b. how far does this source show the power of the african mineworkers in the 1940s? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the government\u2019s attitude towards african workers? explain your answer. [7] (b) (i) give twoof the terms of the pass laws by 1952. [2] (ii) what was the purpose of the 1950 population registration act? [4] (iii) why did malan\u2019s government enforce apartheid after 1948? [6] (iv) how far do you agree that the defiance campaign of 1952 was a success? explain your answer. [8] \u00a9 ucles 2006",
            "8": "8 0470/04/m/j/06depth study f: israelis and palestinians, 1945-c.1994 6study the sources, and answer the questions which follow. source ablack september\u2019s operation planned to take israeli hostages to secure the release of two hundred plo prisoners in israel. the hostages were israeli athletes and they were taken inmunich, at the olympic games, thus guaranteeing a live worldwide television audience for thedrama. the operation would not have been possible without the support and facilities provided byone arab government. from a british biography of y asser arafat, published in 1994.  source b palestinian attacks on israeli civilians are intended to terrorise israelis. similarly, israeli reprisal raids on lebanese villages are intended to terrorise the local lebanese into ejecting the plo fromtheir area. once we use the word terrorism in this context, either an arab or an israeli emergesdemanding to know why we do not describe the other side as terrorists. however, both sidesbelieve their actions are justifiably taken in self-defence. from \u2018pity the nation\u2019, a book written in 1990 by a british journalist working in lebanon. (a) (i) study source a. what can you tell from this source about the black september group? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that both sides wanted to use terrorism? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about terrorism in the middle east conflict? explain your answer. [7] (b) (i) name two jewish groups regarded as terrorists by the british during the mandate period. [2] (ii) describe the help given by the united nations to the palestinians. [4] (iii) why did the palestinians want israel expelled from the united nations? [6] (iv) \u2018during the 1970s and the 1980s, neither the israelis nor the palestinians wanted a peace settlement.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2006",
            "9": "9 0470/04/m/j/06 [turn overdepth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aduring this week i have witnessed the most open intimidation practised by the men on strike. there were howling crowds going from dock to dock and warehouse to warehouse, stoppingbusiness and threatening vengeance on all who did not come out on strike. from a letter to the times during the london dock strike of 1889. source b i have been impressed by the honesty and moderation of the strikers throughout the strike. i saw no drunken striker in any procession and i heard no one asking for charity. i rejoice that organisedlabour has shown its strength against the forces of capitalism. how small a chance the oppressiveemployers have against a determined combination of workers!  john burns, one of the strikers\u2019 leaders, reviewing the london dock strike in october 1889. source c in april 1898 the miners in south wales went on strike. troops were sent to the area but, despite minor incidents, there was no real unrest. the strike lasted until september when, after fivemonths of hardship, the men returned to work, largely on the mineowners\u2019 terms. from a modern book about trade unions. (a) (i) study source a.  what impressions does this source give you of the london dock strike of 1889? support your answer with reference to the source. [6] (ii) study sources a and b. how far does source b prove that source a was wrong? explain your answer. [7] (iii) study all the sources. is one source more useful than the others as evidence about trade unions in the late nineteenth century? explain your answer.   [7] (b) (i) what was \u2018peaceful picketing\u2019? [2] (ii) what was meant by \u2018new unionism\u2019 in the last decade of the nineteenth century? [4] (iii) why were most unskilled workers without trade unions until the last years of the nineteenth century? [6] (iv) \u2018 between 1850 and 1914, trade unions were restricted more by the law courts than by the actions of employers.\u2019 do you agree? explain your answer. [8] \u00a9 ucles 2006",
            "10": "10 0470/04/m/j/06depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source aleopold of belgium has brought together adventurers, traders, and missionaries of many races into one band of men. under the leadership of h m stanley, the famous explorer, they will carryinto the interior of africa new ideas of law, order, humanity and the protection of natives. extract from a british newspaper, 1884. source b we got no pay. we got nothing. it used to take 19 days to get the 20 baskets of rubber they demanded. when we failed and our rubber was short, the soldiers came to our towns and killedus. many of our people were shot, some had ears cut off. the white men at their colonial postssometimes did not know of the bad things the soldiers did to us, but it was the white men who sentthe soldiers to punish us for not bringing in enough rubber. a native of the congo talking to an interviewer in 1903. (a) (i) study source a. what does this source tell you about the aims of european imperialism in the nineteenth century? support your answer with reference to the source. [6] (ii) study source b. how far does source b prove that the aims of the imperialists in source a were not carried out? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about european imperialism in the nineteenth century? explain your answer. [7] (b) (i) name one german and one portuguese colony in africa in the nineteenth century. [2] (ii) what was \u2018indirect rule\u2019? [4] (iii) why was the berlin conference of 1884/5 held? [6] (iv) how true is it to say that the europeans governed their colonies well in the nineteenth century? explain your answer. [8] \u00a9 ucles 2006",
            "11": "11 0470/04/m/j/06blank page",
            "12": "12 0470/04/m/j/06blank page copyright acknowledgements: question 3 source a \u00a9 jay gorney and e.y. harburg; brother can you spare a dime? ; warner/chappell music publishing. question 3 source b \u00a9 john vick; modern america (knowing world history) ; collins educational; 1991. question 4 source a \u00a9 hulton picture library.question 4 source b \u00a9 edgar snow; red china today: the other side of the river , victor gollancz, a division of the orion publishing group. question 5 source b \u00a9 j.d. omer-cooper; history of southern africa; james currey, oxford & heinemann, u.s + canada.question 6 source a \u00a9 alan hart; arafat ; sidgwick & jackson; 1994. question 6 source b \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1991. question 7 source c \u00a9 john gorman; to build jerusalem: photographic remembrance of british working class life, 1875\u20131950 ; scorpion publications; 1980. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_w06_qp_1.pdf": {
            "1": "this document consists of 20printed pages. sp (sjf3965)  t04100/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations  international general certificate of secondary education history 0470/01 paper 1   october/november 2006 1 hour 45 minutes additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content) : answer any twoquestions. section b (depth studies) : answer any onequestion. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/01/o/n/06section a: core content answer any twoquestions from this section. 1study the extract, and then answer the questions which follow. after 1815 people began to take great pride in their national identity. this was particularly important in nations which had been conquered in the past or absorbed into much larger empires.at the same time liberals wanted to be free and resented the rule of repressive governments.occasionally the liberals and the nationalists clashed instead of uniting against the commonenemy. from a school history textbook published in 1985. (a)what was meant by \u2018nationalism\u2019 and \u2018liberalism\u2019 in the nineteenth century? [5] (b)why did the hungarian revolution of 1848 fail? [7] (c)how much was europe changed by the revolutions of 1848? explain your answer. [8] \u00a9 ucles 2006",
            "3": "3 0470/01/o/n/062study the cartoon, and then answer the questions which follow. a british cartoon, published in july 1870. france (left) and prussia (right) prepare to fight.  france tells britain to stand back as it is an old family quarrel that must be sorted out. (a)what was the schleswig-holstein crisis of 1863-1864? [5] (b)why did war break out between france and prussia in 1870? [7] (c)how far was german unification a result of bismarck\u2019s use of force? explain your answer. [8] 3study the extract, and then answer the questions which follow. the real issue is the view of one group that looks upon slavery as a wrong, and another group that does not look upon it as wrong. the republican party look upon it as being a moral, social andpolitical wrong. one of the methods of treating it as a wrong is to make sure that it grows no larger. abraham lincoln speaking in 1858. (a)what was the missouri compromise? [5] (b)why did john brown lead a raid on harper\u2019s ferry? [7] (c)\u2018the 1860 election was the main cause of the civil war.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "4": "4 0470/01/o/n/064study the picture, and then answer the questions which follow. one of the first visits to europe made by important japanese officials.  here they are visiting the international exhibition, london, in 1862. (a)what was the impact of perry\u2019s missions on japan? [5] (b)why was there opposition to the meiji reforms? [7] (c)\u2018the most significant developments in the modernisation of japan before 1914 were military.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "5": "5 0470/01/o/n/065study the cartoon, and then answer the questions which follow. a british cartoon about the response of the league of nations to the japanese invasion of manchuria. (a)describe the successes of the league of nations in peacekeeping in the 1920s. [5] (b)explain how the japanese invasion of manchuria showed the weaknesses of the league. [7] (c)which was the more important cause of the failure of the league of nations \u2013 the world depression of the 1930s or the invasion of abyssinia? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "6": "6 0470/01/o/n/066study the extract, and then answer the questions which follow. we secured peace for our country for one and a half years, as well as an opportunity of preparing our forces for defence if nazi germany risked attacking our country. this was a definite gain forrussia and a loss for germany. stalin speaking on the radio in 1941. (a)what was agreed at the munich conference of september 1938? [5] (b)why was the nazi-soviet pact of august 1939 important? [7] (c)how far was the treaty of versailles to blame for the outbreak of war in 1939? explain your answer. [8] 7study the cartoon, and then answer the questions which follow. a cartoon published in 1962 showing khrushchev and kennedy. (a)describe relations between cuba and the usa in the period 1959-1961. [5] (b)why did khrushchev send missiles to cuba? [7] (c)\u2018khrushchev handled the cuban crisis better than kennedy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "7": "7 0470/01/o/n/068study the extract, and then answer the questions which follow. asia is where the communist conspirators have elected to make their attempt at global conquest. if we lose this war to communism in asia, the fall of europe is inevitable. there is no substitute forvictory. general douglas macarthur, commander of un forces in the korean war. (a)describe events in korea between 1945 and june 1950. [5] (b)explain why the united nations became involved in the korean war. [7] (c)\u2018the united nations was more successful in korea than in the congo.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over",
            "8": "8 0470/01/o/n/06section b: depth studies answer any onequestion from this section. depth study a: germany, 1918-45 9study the extract, and then answer the questions which follow. the bavarian ministry is removed. i propose that a bavarian government be formed consisting of a regent and a prime minister invested with dictatorial powers. the government of the novembercriminals and the reich president are declared to be removed. i propose that the direction ofpolicy in the national government be taken over by me. hitler declares the revolution, 8 november 1923. (a)what were hitler\u2019s aims in attempting the munich putsch? [5] (b)why was the putsch important? [7] (c)\u2018the actions of von papen and hindenburg were the main reason why hitler became chancellor.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
            "9": "9 0470/01/o/n/0610study the cartoon, and then answer the questions which follow. a british cartoon from july 1934. hitler is holding a gun. the sa leaders lie dead on the ground. (a)describe the events of the night of the long knives. [5] (b)why was goebbels important to hitler? [7] (c)\u2018most germans supported the nazis during their twelve years in power.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "10": "10 0470/01/o/n/06depth study b: russia, 1905-41 11study the picture, and then answer the questions which follow. meeting of the petrograd soviet, march 1917. (a)what problems faced the provisional government in taking control of russia after the tsar\u2019s abdication? [5] (b)why were the bolsheviks able to seize power? [7] (c)\u2018the bolsheviks won the civil war because of the war communism policy.\u2019 how far do you agree with this statement? explain your answer. [8] 12study the extract, and then answer the questions which follow. look at the kulak farms: their barns and sheds are crammed with grain. they are waiting for prices to rise. so long as there are kulaks there will be sabotage of our grain needs. the effect willbe that towns and industrial centres, as well as the red army, will be threatened with hunger. wecannot allow this. we must break the resistance of this class and deprive it of existence. stalin speaking about collectivisation at the end of the 1920s. (a)what was collectivisation? [5] (b)why did stalin introduce collectivisation? [7] (c)\u2018stalin\u2019s industrialisation policy had a greater impact on the lives of soviet people than on the economy.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "11": "11 0470/01/o/n/06depth study c: the usa, 1919-41 13study the photograph, and then answer the questions which follow. a photograph of ford cars being produced. (a)describe the main developments in the motor car industry during the 1920s. [5] (b)why did american farmers face problems during the 1920s? [7] (c)\u2018republican policies were the most important factor in causing the boom in america during the 1920s.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "12": "12 0470/01/o/n/0614study the photograph, and then answer the questions which follow. a hooverville in seattle, 1934. (a)what was a \u2018hooverville\u2019? [5] (b)why did wall street crash in 1929? [7] (c)\u2018roosevelt\u2019s victory in the presidential election of 1932 was due to president hoover\u2019s unpopularity.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 ",
            "13": "13 0470/01/o/n/06depth study d: china, 1945-c.1990 15study the extract, and then answer the questions which follow. article 1 multiple marriages, concubines, child betrothal and the extraction of money or gifts in connection with marriage shall be prohibited. article 2  marriage shall be based on the complete willingness of the two parties. no third party shall be allowed to interfere. article 17 divorce shall be granted when husband and wife both desire it. extracts from the marriage law, 1950. (a)describe the impact of communist rule on the lives of women in china in the 1950s. [5] (b)why were land reforms introduced by the communists as soon as they came to power? [7] (c)how successful was agricultural policy in the first fifteen years of communist rule? explain your answer. [8] 16study the extract, and then answer the questions which follow. mao is hot-tempered and acts without thinking. he loves to be great and receive praise but needs to become more observant of the facts in order to learn the truth. he places confidence in falsereports and meets only those who seek to please him. a former warlord speaking in 1956. (a)describe \u2018the hundred flowers\u2019 campaign of 1956-1957. [5] (b)why did the cultural revolution cause chaos in china? [7] (c)how great a leader of china was mao? explain your answer. [8] \u00a9 ucles 2006 [turn over",
            "14": "14 0470/01/o/n/06depth study e: southern africa in the twentieth century 17study the extract, and then answer the questions which follow. by december 1901 the death rate had reached 34 per cent in the camps. the british army, which itself lost many more men to disease than to the boers, began to improve sanitation and medicalcare. the death rates fell, but a legend of bitterness was born amongst the afrikaners of british ill-treatment of their women and children, even to the claim that their food had been deliberatelypoisoned. a description of british concentration camps in the boer war, from a modern history of southern africa. (a)describe the events leading to the defeat of the british at majuba hill in 1881. [5] (b)why was britain trying to expand its influence and territory in south africa in the last quarter of the nineteenth century? [7] (c)\u2018neither side gained from the anglo-boer war of 1899-1902.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006",
            "15": "15 0470/01/o/n/0618study the photograph, and then answer the questions which follow. a protest against the pass laws. (a)what was apartheid? [5] (b)explain how the government made sure that the various racial groups were separated. [7] (c)how successful were the anc and other opposition groups between 1948 and 1976? explain your answer. [8] 19study the extract, and then answer the questions which follow. in 1966 the united nations general assembly decided to end the south african mandate over namibia to ensure \u2018the moral and material well-being of the people of the territory\u2019. from a namibian school history textbook. (a)describe how south africa retained control of namibia after the second world war. [5] (b)why did the united nations pass a resolution in 1966 ending the south african mandate for namibia? [7] (c)\u2018namibian independence was achieved by the people themselves.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "16": "16 0470/01/o/n/06depth study f: israelis and palestinians, 1945-c.1994 20study the extract, and then answer the questions which follow. in 1947 britain had no power to award the country either to the jews or the arabs, or even to partition it. they passed the problem to the united nations. the united nations voted to partitionthe country into three. y asser arafat said of this partition, \u2018the assembly partitioned what it had noright to divide.\u2019 from a school history textbook. (a)describe the proposals of the united nations for palestine in 1947. [5] (b)why did the palestinians oppose the proposals? [7] (c)\u2018the israelis were successful in the first arab-israeli war because they were fighting for the survival of their new state.\u2019 how far do you agree with this statement? explain your answer. [8] 21study the extract, and then answer the questions which follow. a british newspaper headline, september 1972. (a)describe how the six day war (1967) made the situation of the palestinians worse. [5] (b)why did tension exist between king hussein of jordan and the palestine liberation organisation (plo)? [7] (c)how successful was the plo? explain your answer. [8]murder at the olympics arab terrorists gun down israelisin munich village\u2013hold 13 as hostages \u00a9 ucles 2006",
            "17": "17 0470/01/o/n/06depth study g: the creation of modern industrial society 22study the illustration, and then answer the questions which follow. a london slum in the mid-nineteenth century. (a)what threats to health existed in towns in the mid-nineteenth century? [5] (b)why had little been done to improve conditions in towns by the middle of the nineteenth century? [7] (c)how far were model towns the main reason why living conditions were improving by the end of the nineteenth century? explain your answer. [8] \u00a9 ucles 2006 [turn over ",
            "18": "18 0470/01/o/n/0623study the extract, and then answer the questions which follow. all contracts and agreements between workmen for obtaining an increase in wages or reducing their hours of work or for preventing a master from employing whomsoever he likes are declaredillegal. from the combination acts, 1799. (a)describe the benefits of being a member of a trade club at the beginning of the nineteenth century. [5] (b)why was it difficult to form a trade union in the first half of the nineteenth century? [7] (c)how successful were working-class movements in britain from 1870 to 1890? explain your answer. [8] \u00a9 ucles 2006",
            "19": "19 0470/01/o/n/06depth study h: the impact of western imperialism in the nineteenth century 24study the extract, and then answer the questions which follow. a great part of the world is inhabited by barbarian tribes or savages. some of these have brutal customs, and others know so little and are so unaccustomed to work that they do not know how toexploit their land and its natural riches. this indicates that civilised people have a right tointervene. the view of a frenchman in the mid-nineteenth century. (a)which parts of the world remained free from european imperialism at the beginning of the nineteenth century? [5] (b)why did europeans regard people in some parts of the world as barbarians? [7] (c)\u2018religion was the most important motive for european imperialism in the nineteenth century.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2006 [turn over",
            "20": "20 0470/01/o/n/0625study the illustration, and then answer the questions which follow. settlers defend their covered wagons against attack in the zulu war, 1879. (a)what hindered the development of colonies in africa in the first half of the nineteenth century? [5] (b)why was there little desire to develop colonies in africa in the early part of the nineteenth century? [7] (c)to what extent was european imperialism in the nineteenth century carried out peacefully? explain your answer. [8] \u00a9 ucles 2006 copyright acknowledgements: question 1 \u00a9 philip sauvain. from european and world history 1815-1919 by philip sauvain (nelson thornes, 1985) question 5 \u00a9 david low/solo syndication.question 10 \u00a9 david low/solo syndication.question 11 \u00a9 reproduced from an image supplied by the philip sauvain picture collection.question 20 \u00a9 walter oppenheim; the middle east (blackwell history project) ; simon & schuster education; 1989. question 25 \u00a9 reproduced from an image supplied by the philip sauvain picture collection. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge."
        },
        "0470_w06_qp_2.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. sp (nf/cgw) t06785/2 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history  0470/02 paper 2   october/november 2006 2 hours additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. the paper has two options. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013 p11] choose one of these options, and then answer all the questions on that topic. the number of marks is given in brackets [  ] at the end of each question or part question.at the end of the examination, fasten all your work securely together.",
            "2": "2 0470/02/o/n/06 \u00a9 ucles 2006option a: 19th century topic how far was the naval race between britain and germany responsible for  the first world war? study the background information and the sources carefully, and then answer all the questions. background informationhistorians have long debated the causes of the first world war. the spark that started the war was  provided by the assassination of archduke franz ferdinand in sarajevo in 1914. but there were also longer-term causes such as the situation in the balkans, imperial rivalry, the alliance system and the naval race. both britain and germany were particularly keen to have the strongest navy. how far was their naval rivalry responsible for causing the first world war? source a at first the british ignored the german naval build-up, but the second naval law of 1900, which called  for a doubling of the german battleship fleet by 1916, opened their eyes. an important reason for the german naval initiative was to challenge britain by becoming a major threat. britain responded to this in 1906 by launching the battleship hms dreadnought which could out-gun and out-race any battleship afloat. not surprisingly, the germans were horrified. these fears were made worse by the anglo-russian entente of 1907. the germans felt they were being surrounded by a coalition of hostile powers. this \u2018encirclement\u2019 theory was an important motive for germany\u2019s aggressive tendencies in the early 1900s. the naval race was part of the general arms race. germany set the pace. in 1874, she had an army of  400 000; by 1914, it had risen to 800 000. a massive increase in armaments followed. more destructive weapons were developed. germany and austria-hungary secretly specialised in the production of enormous howitzers and mortars. military expenditure intensified after 1910 with germany and austria-hungary doubling their spending on arms. from a recent history book.",
            "3": "3 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource b a british cartoon published at the time of the signing of the entente cordiale in 1904. the caption to  the cartoon read \u2018let germany be careful now\u2019. source c the division of the great powers into two well-balanced groups with close relations between  the members of each, is a check on dangerous ambitions or sudden outbreak of race hatred. all governments know that a war of one group against another would be a terrible disaster. they know too, that to secure the support of the other members of their own group for such a conflict, they must first satisfy them that the quarrel is necessary and just.  from an english newspaper, april 1914. source d germany is a young and growing empire. she has a world-wide commerce which is rapidly expanding.  germany must have a powerful fleet to protect that commerce and her many interests in even the most distant seas. she expects those interests to go on growing, and she must be able to support them in any part of the world. who knows what may take place in the pacific in the days to come. look at the rise of japan; think of the possible reawakening of china. only those powers that have great navies will be listened to with respect when the future of the pacific comes to be solved; and if for that reason only, germany must have a powerful fleet. it may even be that england herself will be glad that germany has a fleet when they speak together on the same side in the great debates of the future. kaiser wilhelm ii being interviewed by a british newspaper in 1908.",
            "4": "4 0470/02/o/n/06 \u00a9 ucles 2006source e the german emperor is worrying me; he is like a battleship running at full power, but with no rudder,  and he will run into something some day and cause a catastrophe. he has the strongest army in the world and the germans don\u2019t like being laughed at and are looking for somebody on whom to use their strength. after a big war a nation doesn\u2019t want another for a generation or more. now it is 38 years since germany had her last war, and she is very strong and very restless, like a person whose boots are too small for him. i don\u2019t think there will be war at present, but it will be difficult to keep the peace of europe for another five years. sir edward grey replying to the kaiser\u2019s comments in source d. grey was the member of the british  government in charge of foreign policy. source f a german cartoon entitled \u2018the iron fist of agadir\u2019, published in 1911.",
            "5": "5 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource g a british cartoon entitled \u2018the boiling point\u2019, published in 1912. the figures represent the five great powers. source h building a battle-fleet was necessary if we wanted to become a sea-power. sea power was needed to  protect trade, as other states had realised long before we did. our surrounded and threatened position convinced me that no time was to be lost in turning ourselves into a sea-power. it would be a mistake, however, to think that the english would have treated us any better, and have allowed our economic growth to have proceeded unchecked if we had no fleet. admiral von tirpitz writing in his memoirs which were published in 1919. von tirpitz was the member  of the german government in charge of the navy until 1916 when he resigned. source i what did germany want this great navy for? against whom, except us, could she use it? there was a  deep and growing feeling that the germans meant mischief. moreover, we realised that reluctance on our part to build ships would be seen by germany as a sign of weakness. winston churchill writing in 1933. churchill was the member of the british government in charge of  the navy from 1911 to 1915.",
            "6": "6 0470/02/o/n/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  who does the author of this source think was responsible for the increasing tension between  britain and germany? explain your answer using the source. [6] 2 study sources b and c.  does source c make you surprised by the message of the cartoon (source b)? explain your  answer using the sources and your knowledge. [8] 3 study sources d and e.  these two sources are biased. does this mean they cannot be believed? explain your answer  using the sources and your knowledge. [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using the sources and your knowledge.  [8] 5 study sources h and i.  is one of these sources more reliable than the other? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources support the idea that the naval race was the major cause of the first  world war? use the sources to explain your answer. [12]",
            "7": "7 0470/02/o/n/06 \u00a9 ucles 2006 [turn overoption b: 20th century topic what were the aims of the peacemakers at versailles? study the background information and the sources carefully, and then answer all the questions. background informationthe paris peace conference in 1919 was dominated by the \u2018big four\u2019: clemenceau of france, lloyd  george of britain, orlando of italy and wilson of the usa. were they meeting simply to punish germany or did they have other aims? source a severe as the treaty of versailles seemed to many germans, it should be remembered that germany  might easily have fared much worse. if, instead of being restrained by britain and the usa, clemenceau had had his way, the rhineland would have become an independent state, the saarland would have been given to france and danzig would have become an integral part of poland. however, the germans as a nation were not inclined to count their blessings in 1919. most of all they resented being forced to accept war-guilt. finally, the fact that the treaty was not negotiated but dictated to germany and signed in humiliating circumstances made it certain that the german people would accept no responsibility for carrying out its terms. from a history book published in 1985. source bthe fundamental significance of versailles was emotional. allied statesmen, urged on by pressure of  public opinion, had made peace in a spirit of revenge. the cries of \u2018hang the kaiser\u2019 and \u2018squeezing the german lemon until the pips squeak\u2019 were typical of the desire not merely for a guarantee of future security, but for the national humiliation of germany. the germans saw every difficulty in later years as a further punishment that they alone must suffer as a result of the hated treaty of versailles. from a history book published in 1986. source c it must be a peace without victory. victory would mean peace forced upon the loser, a victor\u2019s terms  imposed upon the defeated. it would be accepted in humiliation, and would leave resentment and a bitter memory upon which terms of peace would rest, not permanently, but only as if built on sand. peace without victory was the only sort of peace that the peoples of america could join in guaranteeing. president wilson speaking to the american senate in january 1917.",
            "8": "8 0470/02/o/n/06 \u00a9 ucles 2006source d a cartoon from a british newspaper, may 1919. it shows the waiting room of a dentist. source e there will be strong attempts to persuade the government to depart from the strict principles of justice,  in order to satisfy some shameful principles of either revenge or greed. we must resist that.  lloyd george speaking at a meeting during the 1918 election campaign in britain. source f we propose to demand the whole cost of the war from germany. lloyd george speaking in january 1919. source g he was especially interested in the question of reparations, and said that if i would help him out in this  direction, he would be extremely grateful. by \u2018helping him out\u2019 he meant to give a plausible reason to his people for having misled them about the question of war costs, reparations etc. he admitted that he knew germany could not pay anything like the amount of reparations which the british and french demanded. an american delegate\u2019s note of a conversation with lloyd george during the peace negotiations in  1919.",
            "9": "9 0470/02/o/n/06 \u00a9 ucles 2006 [turn oversource h mr president. y ou have sent to france your young soldiers. eager though they were to meet the enemy  they were unaware when they arrived of the monstrous crimes of the germans. to obtain a proper view of the german conduct of the war, they had to witness the burnt-down cities, the flooded mines and the crumbling factories. y ou will have the opportunity, mr president, to inspect with your own eyes the extent of that disaster. the french government will also show you documents in which the german general staff described  its plan of plunder and industrial destruction.  president poincar\u00e9 of france in a speech of welcome to president wilson in december 1918. source i a transparent dodge germany: \u2018help! help! i drown! throw me the life-belt!\u2019 britain and france: \u2018try standing up on your feet.\u2019 a cartoon, about the effects of the treaty of versailles, published in britain in 1920.",
            "10": "10 0470/02/o/n/06 \u00a9 ucles 2006source j a cartoon published in britain in 1919.",
            "11": "11 0470/02/o/n/06 \u00a9 ucles 2006now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources. [7] 2 study sources c and d.  does source c make you surprised by what is shown in the cartoon (source d)? explain your  answer using the sources and your knowledge. [8] 3 study sources e, f and g.  do you agree that these three sources prove that lloyd george could not be trusted? explain your  answer using the sources and your knowledge. [8] 4 study source h.  do you think president wilson would have been happy with this welcome? explain your answer  using the sources and your knowledge. [7] 5 study sources i and j.  how similar are these two cartoons? explain your answer using the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources show that the peacemakers at versailles wanted to treat germany  harshly? use the sources to explain your answer. [12]",
            "12": "12 0470/02/o/n/06blank page copyright acknowledgements: option a source a \u00a9 henry mills, graham bean & john pipe; the road to sarajevo ; macmillan; 1996. option a source g leonard ravenhill; boiling point  \u00a9 punch. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
        },
        "0470_w06_qp_4.pdf": {
            "1": "this document consists of 12printed pages. spa (sjf3963) t03717/5 \u00a9 ucles 2006 [turn overuniversity of cambridge international examinations international general certificate of secondary education history 0470/04 paper 4  alternative to coursework october/november 2006 1 hour additional materials: answer booklet/paper read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.you may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one depth study. at the end of the examination, fasten all your work securely together.the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/04/o/n/06depth study a: germany, 1918\u20131945 1study the sources, and then answer the questions which follow. source awe were very stupid men. we arrived in paris determined that a peace of justice and wisdom should be negotiated: we left the conference aware that the treaties imposed on our enemies wereneither just nor wise. comments by a british diplomat who attended the paris peace conference in 1919. source b the overall reaction of germans was horror and outrage. they certainly did not feel they had started the war. they did not feel they had lost the war. in 1919 many germans did not reallyunderstand how bad germany\u2019s military situation had been at the end of the war. they believedthat the german government had simply agreed to a ceasefire and that therefore germany shouldhave been at the peace conference to negotiate peace. it should not have been treated as adefeated state. they were angry that their government was not represented at the talks and thatthey were being forced to accept a harsh treaty without any choice or comment. from a british history textbook, published in 1996. (a) (i) study source a. what can you tell from this source about the paris peace conference? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the german anger about the treaty of versailles was justified? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the treaty of versailles? explain your answer. [7] (b) (i) give twopowers of the german president in the weimar constitution. [2] (ii) describe the spartacist revolt of 1919. [4] (iii) why was there hyperinflation in 1923? [6] (iv) how effective was stresemann in solving germany\u2019s problems by 1929? explain your answer. [8] \u00a9 ucles 2006",
            "3": "3 0470/04/o/n/06 [turn overdepth study b: russia, 1905\u20131941 2study the sources, and then answer the questions which follow. source athe reason trotsky did not attack stalin was because he did not fear him. nobody, and him least of all, saw in 1923 stalin as the menacing and towering figure he was to become. it seemed totrotsky almost a joke that stalin, the obstinate and sly but shabby and inarticulate man in thebackground, should be his rival. a marxist historian, writing in 1959. source b comrade stalin, having become secretary general, has unlimited authority in his hands and i am not sure whether he will always be capable of using that authority with sufficient caution. comrade trotsky, on the other hand, is distinguished not only by his outstanding ability. he is probably the most capable man in the present central committee, but he has displayed excessiveself-assurance and has concentrated too much on the purely administrative side of the work. an extract from lenin\u2019s political will ,1922, which was not published in russia at the time.  (a) (i) study source a. what can you tell from this source about trotsky? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that lenin preferred trotsky as his successor? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining stalin\u2019s victory in the leadership contest after lenin\u2019s death? explain your answer. [7] (b) (i) what was the gulag? [2] (ii) explain the meaning of \u2018socialism in one country\u2019. [4] (iii) why did stalin introduce the purges of the 1930s? [6] (iv) how far did the peoples of the ussr benefit from stalin\u2019s rule in the period 1928 to 1941? explain your answer. [8] \u00a9 ucles 2006",
            "4": "4 0470/04/o/n/06depth study c: the usa, 1919\u20131941 3study the sources, and then answer the questions which follow. source a haunting him an american newspaper cartoon of 1937. source b the critics of senator \u2018kingfish\u2019 long said that he had made himself virtual dictator of louisiana but he did give its people good roads, good schools, a fine state university and a balancedbudget. he campaigned across america for a \u2018share our wealth scheme\u2019 to guarantee everyamerican family an income of $5 000 a year and pension schemes. to pay for this he would shrinkthe fortunes of the rich. by 1935 long had over 7 million supporters and may have been able tobring about roosevelt\u2019s defeat. from an american history textbook. \u00a9 ucles 2006 ",
            "5": "5 0470/04/o/n/06 [turn over(a) (i) study source a what can you tell from this source about the relationship between president roosevelt and the supreme court? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that huey long was a popular politician? explain your answer. [7] (iii) study both sources.  is one of these sources more useful than the other as evidence about roosevelt\u2019s opponents? explain your answer. [7] (b) (i) give two examples of new deal policies which the supreme court declared unconstitutional. [2] (ii) what were the aims and outcomes of roosevelt\u2019s \u2018packing plan\u2019 for the supreme court? [4] (iii) why did roosevelt cut government expenditure in 1937? [6] (iv) how far was the new deal an attack on freedom? explain your answer. [8] \u00a9 ucles 2006",
            "6": "6 0470/04/o/n/06depth study d: china, 1945\u2013c.1990 4study the sources, and then answer the questions which follow. source afirst soldier:  the peasants help us in many ways. during battles they often disarm small groups of the enemy, cut telephone and telegraph wires, and send us newsabout the movements of the kmt troops. but they never cut our telephonewires; they help us put them up. second soldier: when an enemy aircraft crashed against a mountain recently, nobody saw it but a few peasants. they were armed only with spears and spades, but theyattacked the aircraft, disarmed the two man crew, and brought them to us. an american writer interviewing two red army soldiers during the chinese civil war. source b 24 april 1949: the chinese communist armies are advancing almost unopposed on the city of shanghai today in pursuit of the fleeing nationalist forces. thousands arefleeing shanghai by sea and british residents are being advised to prepare forevacuation. the city is closed to streams of refugees from the north, althoughthe atmosphere in shanghai is reported \u2018calm \u2013 but expectant\u2019. the city ispreparing for a siege, with lengthy queues for rice and tinned food. the prime minister, ho ying-chin, has repeated his intention of making a stand at shanghai, although he himself has left for canton with other members of thegovernment. leading residents are appealing to the garrison commander not tocarry out his intention of \u2018fighting to the last man\u2019. a report in a british newspaper of 1949. (a) (i) study source a. what does this source tell you about the peasants in china? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the nationalists were determined to defend shanghai? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other in explaining the red army\u2019s victory in the chinese civil war? explain your answer. [7] (b) (i) give two ways in which the usa gave support to the nationalists after 1945. [2] (ii) what was the importance of formosa (taiwan) to the nationalists at the end of the chinese civil war? [4] (iii) why did the nationalists lose the support of the chinese people after the second world war? [6] (iv) how far was the land issue the most important problem facing the new chinese communist government in 1949? explain your answer. [8] \u00a9 ucles 2006",
            "7": "7 0470/04/o/n/06 [turn overdepth study e: southern africa in the twentieth century 5study the sources, and then answer the questions which follow. source aonly after 1911 was compensation given for injuries or death in the mines. in 1914 the rates were a maximum of \u00a320 for losing a leg and a maximum of \u00a350 for losing a life. in 1921 there were 637deaths in accidents in the mines and 3453 deaths from disease among black miners. in 1921 theaverage pay for a black miner was \u00a330 a year. for a white miner it was \u00a3450. from a recent british history textbook. source bat the end of 1921 the chamber of mines announced that two thousand whites were to lose their jobs and would be replaced by africans. the mine workers\u2019 union went on strike, seized themines and stopped production in the entire rand mining region for over two months. in march1922 the government sent 7 000 troops with weapons, tanks and aircraft to end the strike. almost250 workers were killed in the fighting and several leaders of the strike were hanged. the joblosses went ahead and wages were cut. from a south african\u2019s memories of the rand rebellion, published in 1982.  (a) (i) study source a. what can you tell from this source about work in the south african mines in the early twentieth century? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the mine workers\u2019 union was powerful? explain your answer. [7] (iii) study both sources. is one of these sources more useful than the other as evidence about the mining industry in the early twentieth century? explain your answer. [7] (b) (i) name twoof the major political parties in south africa in the 1920s. [2] (ii) what was the broederbond? [4] (iii) why were black political and labour movements ineffective in the 1920s and 1930s? [6] (iv) how far do you agree that all workers in south africa had benefited from its economic development between 1930 and 1948? explain your answer. [8] \u00a9 ucles 2006",
            "8": "8 0470/04/o/n/06depth study f: israelis and palestinians, 1945\u2013c.1994 6study the sources, and then answer the questions which follow. source asadat\u2019s agreement at camp david in september 1978 was regarded by arafat and the plo as a betrayal of the arabs. nationalist anger in beirut unified the syrians, palestinians and lebanesemuslims. they believed sadat had committed an act of treason by visiting jerusalem in 1977.sadat\u2019s decision to go to jerusalem led to his assassination by one of his own army officers fouryears later. the palestinian guerrillas in beirut celebrated his death with gunfire and flares lightingup the night sky. a british journalist, writing in 1990. source b an arab view of the camp david agreement: from the newspaper \u2018free palestine\u2019 ,1978. (a) (i) study source a. what can you tell from this source about president sadat? support your answer with reference to the source. [6] (ii) study source b. how far does this source show that the camp david agreement was a success? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence of arab attitudes to the camp david agreement? explain your answer. [7] \u00a9 ucles 2006",
            "9": "9 0470/04/o/n/06 [turn over(b) (i) what is camp david? [2] (ii) what were the terms of the camp david agreement? [4] (iii) why did sadat make peace with israel? [6] (iv) how far did the usa\u2019s involvement in the middle east during the 1970s and 1980s reduce the prospects of peace? explain your answer. [8] \u00a9 ucles 2006",
            "10": "10 0470/04/o/n/06depth study g: the creation of modern industrial society 7study the sources, and then answer the questions which follow. source aone important effect of the railways is the opportunity given to the humbler classes for recreation. the workers in their overcrowded homes are constantly breathing bad air. but now they have theopportunity of making excursions into the country. a railway train takes masses of people of allranks and conditions. the rich are brought into contact and talk with the poor. the greater thenumber of travellers then, the greater the social improvement. from an article in a british magazine, published in 1844. source b pictures from the illustrated london news in may 1847, entitled \u2018on their way to epsom races by train. first and third class carriages\u2019. \u00a9 ucles 2006 ",
            "11": "11 0470/04/o/n/06 [turn over(a) (i) study source a. what can you tell from this source about early railway travel? support your answer with reference to the source. [6] (ii) study source b. how far does this source support source a? explain your answer. [7] (iii) study both sources. is one source more useful than the other as evidence about early rail travel? explain your answer. [7] (b) (i) name the engineers who built (a) the stockton-darlington railway and (b) the great western railway. [2] (ii) what was the purpose of the parliamentary trains act of 1844? [4] (iii) why did companies issue a \u2018prospectus\u2019 before building a railway? [6] (iv) how far was the rapid growth of railways caused by the failure of roads and canals to meet the needs of industry? explain your answer. [8] \u00a9 ucles 2006copyright acknowledgements: question 1 source b \u00a9 ben walsh, gcse modern world history ; john murray; 2001. question 2 source a \u00a9 isaac deutscher; the prophet unarmed: trotsky 1921\u20131929 ; verso books; 2003. question 3 source a \u00a9 reprinted, with permission, from the columbus dispatch.question 4 source a \u00a9 edgar snow; red star over china ; victor gollancz, an imprint of the orion publishing group ltd.; 1972. question 5 source a \u00a9 neil parsons; a new history of southern africa ; macmillan education ltd; 1993. question 6 source a \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1991. question 6 source b \u00a9 arab-israeli conflict ; collins educational; 1977. question 7 source b \u00a9 illustrated london news picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department of the university of cambridge.",
            "12": "12 0470/04/o/n/06depth study h: the impact of western imperialism in the nineteenth century 8study the sources, and then answer the questions which follow. source a the fact that nowadays powerful neighbours and ruthless enemies look down on us from all sides is actually a blessing for china and not a misfortune. this is just the thing we need to stimulate ourdetermination to make progress, for if we become ashamed at not being as good as the westernnations it may yet be possible for us to do something about it. a chinese journalist, writing in 1880. source b chinese schoolboys on their way to the usa in 1872. source c the russians are spying on us in the north and the english are peeping at us in the west. the french are staring at us in the south and the japanese are watching us in the east. living in themidst of four strong neighbours puts china in imminent peril. a leading chinese reformer, writing in 1898. (a) (i) study source a. what does this source tell you about china in the latter part of the nineteenth century? support your answer with reference to the source. [6] (ii) study sources b and c. how far do these sources show that china was threatened by contact with the west? explain your answer. [7] (iii) study allthe sources. is one source more useful than the others as evidence about china in the second half of the nineteenth century? explain your answer. [7] (b) (i) name two countries which held trading rights in china at the end of the nineteenth century. [2] (ii) what were the results for china of the sino-japanese war of 1894-5? [4] (iii) why did foreign powers attempt to establish themselves in china during the nineteenth century? [6] (iv) how far was foreign involvement in china in the nineteenth century good for china? explain your answer. [8] \u00a9 ucles 2006"
        }
    },
    "2007": {
        "0470_s07_qp_1.pdf": {
            "1": "this document consists of 20 printed pages. sp (sm/ks) t30992/4 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7907872980*history  0470/01 paper 1 may/june 2007  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/01/m/j/07 \u00a9 ucles 2007section a:  core content answer any two questions from this section. 1 study the picture, and then answer the questions which follow. french troops recapturing rome in 1849.  (a) what was the \u2018y oung italy\u2019 movement? [5]  (b) why did revolutions in italy during 1848\u2013 49 fail? [7]  (c) \u2018garibaldi was more important in the unification of italy than cavour.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "3": "3 0470/01/m/j/07 \u00a9 ucles 2007 [turn over2 study the picture, and then answer the questions which follow. john brown\u2019s attack on harper\u2019s ferry, october 1859.  (a) describe the events at harper\u2019s ferry in october 1859. [5]  (b) why was there mistrust between north and south before the civil war? [7]  (c) how far was reconstruction a success? explain your answer. [8]",
            "4": "4 0470/01/m/j/07 \u00a9 ucles 20073 study the picture, and then answer the questions which follow. the emperor opening japan\u2019s first railway in 1872.  (a) what were the main provisions of the meiji constitution? [5]  (b) why did the meiji restoration occur? [7]  (c) \u2018social changes were more important than economic changes in the modernisation of japan  between 1860 and 1890.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "5": "6 0470/01/m/j/07 \u00a9 ucles 20075 study the extract, and then answer the questions which follow. in my opinion, it is not possible to lay the entire responsibility for the war on any  single nation. by aiming at the destruction of the economic life of germany this treaty threatens the health and prosperity of the allies themselves. by making impossible demands it leaves europe more unsettled than it found it. john maynard keynes writing in 1920. keynes was a british official in paris at the peace conference but left early, disgusted at the treatment of germany.   (a) what did clemenceau want to achieve from the peace settlement of 1919\u201320? [5]  (b) why did the terms of the treaty of versailles cause so much bitterness in germany? [7]  (c) \u2018the peacemakers of 1919\u201323 coped successfully with the problems they faced.\u2019 how far do  you agree with this statement on the treaties made with the defeated powers? explain your answer. [8] 6 study the extract, and then answer the questions which follow. hitler has got away with remilitarisation of the rhineland. france is not marching. no wonder the faces of nazi leaders were all smiles. oh, the stupidity (or is it the paralysis?) of the french. i learnt today that the german troops had orders to beat a hasty retreat if the french army opposed them in any way. an american journalist in germany, writing in 1936.  (a) in what ways did hitler build up his armed forces before 1936? [5]  (b) why was remilitarisation of the rhineland a risk for hitler? [7]  (c) \u2018the policy of appeasement was a failure.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "6": "7 0470/01/m/j/07 \u00a9 ucles 2007 [turn over7 study the extract, and then answer the questions which follow. y ou are worried over cuba. y ou say that it worries you because it lies ninety miles  across the sea from the shores of the united states. however, turkey lies next to us. y ou have stationed devastating rocket weapons in turkey, literally right next to us. this is why i make this proposal: we agree to remove the weapons from cuba and that the united states, on its part, will remove its similar weapons from turkey. from khrushchev\u2019s letter of 27 october 1962.  (a) describe the response of the usa to castro\u2019s takeover of cuba. [5]  (b) why was the bay of pigs invasion a failure for the usa? [7]  (c) \u2018the cuban missile crisis was never a threat to world peace.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 study the poster, and then answer the questions which follow. a vietcong poster.  (a) what was the \u2018domino theory\u2019? [5]  (b) why did the vietnam war become increasingly unpopular with the people of america? [7]  (c) \u2018the usa was unsuccessful in vietnam because of the opposition\u2019s use of guerrilla tactics.\u2019   how far do you agree with this statement? explain your answer. [8]",
            "7": "8 0470/01/m/j/07 \u00a9 ucles 2007section b:  depth studies answer any one question from this section. depth study a:  germany, 1918\u2013 45 9 study the photograph, and then answer the questions which follow. the reichstag building in flames, 27 february 1933.  (a) in what ways did hitler change his tactics following the munich putsch? [5]  (b) why did the events of 1930\u201332 result in hitler becoming chancellor? [7]  (c) \u2018the most important reason why hitler was able to strengthen his control over germany  during the period 1933\u201334 was the \u201cnight of the long knives\u201d.\u2019 how far do you agree with this statement? explain your answer. [8]  ",
            "8": "9 0470/01/m/j/07 \u00a9 ucles 2007 [turn over10 study the extract, and then answer the questions which follow. through the radio 80 million people were deprived of independent thought. it was  therefore possible to subject them to the views of one man. albert speer, a member of the nazi party. he was armaments minister during the second world war.  (a)  describe the work of goebbels. [5]  (b) why did the nazis persecute many different groups in german society? [7]  (c) was nazi germany a totalitarian state? explain your answer. [8]",
            "9": "10 0470/01/m/j/07 \u00a9 ucles 2007depth study b:  russia, 1905\u2013 41 11  study the photograph, and then answer the questions which follow. an armoured train used by the bolsheviks during the civil war.  (a) what problems did the provisional government face on taking over from the tsar? [5]  (b) why was the provisional government a failure? [7]  (c) \u2018trotsky\u2019s leadership of the red army was the most important reason why the civil war was  won by the bolsheviks.\u2019 how far do you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. we must create in our country a structure which would be capable of re-equipping  and organising not only the whole of our industry but also our transport and our agriculture. the history of russia shows that because of her backwardness she was constantly being defeated. we are 50 or 100 years behind the advanced countries. we must catch up within ten years. either we do it, or we will go under. stalin\u2019s collected works, published in 1931.  (a)  describe the main features of stalin\u2019s first five y ear plan. [5]  (b) why did stalin introduce five y ear plans? [7]  (c) how successful was industrialisation under stalin? explain your answer. [8]",
            "10": "11 0470/01/m/j/07 \u00a9 ucles 2007depth study c:  the usa, 1919\u2013 41 13 study the extract, and then answer the questions which follow. from the feeble wireless telegraph service in 1920, radio has grown swiftly into the  billion dollar industry it is today. the broadcasters discovered they could boost the car industry or the ginger beer industry. and then time on the air becomes something that people want to buy. television is just around the corner. in another ten years, will it be in our homes? a newspaper report in the 1920s.  (a) what problems did older industries face in the 1920s? [5]  (b) why did agriculture fail to prosper during the 1920s? [7]  (c) how far was the expansion of the automobile industry responsible for the economic \u2018boom\u2019 of  the 1920s? explain your answer. [8] [turn over",
            "11": "12 0470/01/m/j/0714 study the cartoon, and then answer the questions which follow. an american cartoon published in 1933, entitled \u2018a man talking to his friends\u2019. it shows roosevelt making a radio broadcast.  (a) what actions did roosevelt take in his first hundred days in office? [5]  (b) why did unemployment persist despite the new deal? [7]  (c) \u2018roosevelt was good for america in the 1930s.\u2019 how far do you agree with this statement?  explain your answer. [8] \u00a9 ucles 2007",
            "12": "13 0470/01/m/j/07 [turn overdepth study d:  china, 1945\u2013c.1990 15 study the extract, and then answer the questions which follow. over the years chiang has alienated every economic group in china \u2013 peasants,  workers, businessmen and even his own soldiers. all these things have combined to deliver china into the waiting arms of the communists. the shanghai correspondent of an american journal, writing in 1948.  (a) describe the problems facing the nationalist government at the end of second world war.   [5]  (b) why were the communists successful in winning power in 1949? [7]  (c) \u2018land reform was the most important issue the communists faced on taking power.\u2019 how far  do you agree with this statement? explain your answer. [8] 16 study the extract, and then answer the questions which follow. there is still debate as to whether the hundred flowers was an error on mao\u2019s part  or a coldly calculated plan to make the regime\u2019s enemies speak up and thereby entrap themselves, but whatever the planning, mao reacted swiftly. from june criticisms were taken as provocation. the hundred flowers was finished. from a book written in 1975.  (a) what was the hundred flowers campaign? [5]  (b) why did mao introduce the cultural revolution? [7]  (c) \u2018economic development after 1978 changed little socially and politically for the people of  china.\u2019 how far do you agree with this statement? explain your answer. [8] \u00a9 ucles 2007",
            "13": "14 0470/01/m/j/07 \u00a9 ucles 2007depth study e:  southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. the family were wandering around the roads in the cold winter with everything they  owned. one child was sick and died two days later. late that night they had to bury their child in the grave of another person. from \u2018native life in south africa\u2019 written by a black journalist about evicted share-croppers.  (a) in what ways did the land act of 1913 increase segregation in south africa? [5]  (b) why did many whites feel threatened by changes brought by the second world war? [7]  (c) how effective was black resistance to racial discrimination before 1948? explain your  answer. [8]",
            "14": "15 0470/01/m/j/07 \u00a9 ucles 2007 [turn over18 study the photograph, and then answer the questions which follow. students protesting in soweto in 1976.  (a) what was the \u2018black consciousness\u2019 movement? [5]  (b) why did the students of soweto riot in 1976? [7]  (c) how far do you agree that the following were equally responsible for apartheid beginning to  collapse:     international sanctions;     the danger of internal uprising?   explain your answer. [8]",
            "15": "16 0470/01/m/j/07 \u00a9 ucles 200719  study the photograph, and then answer the questions which follow. german reinforcements arriving in namibia in january 1890.  (a) what did the germans gain from the \u2018protection treaties\u2019 which they made with namibian  leaders in the 1880s? [5]  (b) why did germany find it necessary to send a second protection force to namibia in 1890? [7]  (c) how effective was the war of national resistance (1904\u201308) against german colonial rule?   explain your answer. [8]",
            "16": "17 0470/01/m/j/07 \u00a9 ucles 2007 [turn overdepth study f:  israelis and palestinians, 1945\u2013c.1994 20 study the photograph, and then answer the questions which follow. the \u2018exodus\u2019 arriving in haifa packed with immigrants, 1947.  (a) describe the events after 1945 that resulted in britain handing palestine over to the united  nations in 1947. [5]  (b) why did the palestinians object to the united nations\u2019 partition plan? [7]  (c) \u2018the war of 1948\u2013 49 solved nothing.\u2019 how far do you agree with this statement?  explain your  answer. [8] 21 study the photograph, and then answer the questions which follow. an israeli soldier helping to educate illiterate adults.  (a) describe the kibbutz movement. [5]  (b) why did israel have compulsory national service? [7]  (c) \u2018the establishment of new jewish settlements has been the most serious obstacle to peace  between israelis and palestinians.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "17": "18 0470/01/m/j/07 \u00a9 ucles 2007depth study g:  the creation of modern industrial society 22 study the extract, and then answer the questions which follow. mass-produced iron became the basic material of industrial change. cheap, durable  wrought iron was snapped up by industrialists for their factories and the transport revolution of the 1830s created a significant demand. steel was only used for specialist purposes until after 1860. from a school textbook.  (a) for what purposes was iron used in the first half of the nineteenth century? [5]  (b) why was iron used more often than steel in the first half of the nineteenth century? [7]  (c) \u2018the bessemer process was the most important reason for the development of the steel  industry between 1850 and 1900.\u2019 how far do you agree with this statement? explain your answer. [8] 23 study the extract, and then answer the questions which follow. after the harvest of 1871, and the winter had set in, the sufferings of the men  became cruel as they were at starvation point. they saw that if they were to rise out of their miserable state, they must take action. oppression and hunger and misery made them desperate, and desperation was the mother of the union. from the memoirs of joseph arch, 1898. arch was the founder of the national agricultural labourers\u2019 union.  (a) describe the dockers\u2019 strike of 1889. [5]  (b) why did trade unions for the unskilled grow after 1870? [7]  (c) \u2018the power of the trade unions was reduced in the period 1865\u20131913.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "18": "19 0470/01/m/j/07 \u00a9 ucles 2007 [turn overdepth study h:  the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. in order to save the inhabitants of the united kingdom from bloody civil war, we  colonial statesmen must acquire new lands to settle surplus population and provide new markets for goods produced in the factories. cecil rhodes writing in 1895.  (a) what does the term \u2018imperialism\u2019 mean? [5]  (b) why were there differences in the ways european powers treated their colonies? [7]  (c) how far was \u2018improvement of the native population\u2019 the main reason for western imperialism  in the nineteenth century? explain your answer. [8]",
            "19": "20 0470/01/m/j/07 \u00a9 ucles 2007copyright acknowledgements: question 4 \u00a9 reproduced with the permission of punch, ltd. www.punch.co.uk question 8 \u00a9 topham picturepoint.question 11 \u00a9 david king collection, london.question 16 \u00a9 michael scott-baumann and david platt; our changing world: modern world history ; hodder arnold h&s; 1989. question 18 \u00a9 uwc-robben island museum mayibuye archives.question 20 \u00a9 w. f . mandle; conflict in the promised land: conflict israel\u2013palestine, 1945\u20131967 ; heinemann educational; 1976. question 21 \u00a9 www.gpo.gov.ilquestion 22 \u00a9 howard martin; history in the making: the rise of industry in britain since 1700 ; nelson thornes ltd; 1998. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge.25 study the illustration, and then answer the questions which follow. the front cover of a book about dr. livingstone.  (a) what attracted explorers and missionaries to africa in the nineteenth century? [5]  (b) why was there a scramble for colonies in africa in the late nineteenth century? [7]  (c) \u2018european imperialism was more beneficial than harmful to africa.\u2019 how far do you agree with  this statement? explain your answer. [8]"
        },
        "0470_s07_qp_2.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. sp (sm/ks) t30707/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic [p6\u2013p11] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *5070299037*history 0470/02 paper 2 may/june 2007 2 hours additional materials: answer booklet/paper",
            "2": "2 0470/02/m/j/07 \u00a9 ucles 2007option a: 19th century topic how far was the unification of germany brought about by economic factors? study the background information and the sources carefully, and then answer all the questions. background information in january 1871 a united germany, without austria, was proclaimed. some historians have argued,  as did bismarck in his memoirs, that unification was the result of a master plan which he consistently followed. others have seen bismarck as simply reacting to opportunities as they arose. another group of historians have stressed longer-term factors such as prussia\u2019s growing economic strength and have argued that the economic needs of the german states meant that unification would inevitably take place. source a many modern historians support the view that from the 1830s onwards prussia was using the zollverein  to achieve a prussian solution to the german question. the argument is that those who found financial advantage in an economic union under prussian leadership might be expected to take a favourable view of similar arrangements in a political union. the zollverein was a force for unity in the 1840s and therefore a focal point for nationalist sentiments. as a result, prussia, despite her reactionary political sympathies, came to be regarded by many as the natural leader of a united germany. from a book published in 1986. source b few would dispute that the zollverein was a powerful factor in the eventual exclusion of austria from  a prussian-dominated germany, but it is also by no means clear that it could have achieved german unity unaided by other factors. the lesser german states clung to their independence, which was guaranteed by the rule that decisions within the zollverein could only be taken unanimously, and blocked any attempts by prussia to change this voting procedure. in 1866 the south german states were not deterred by their membership of the zollverein from allying with austria against prussia. from a book published in 1986.",
            "3": "3 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource c a cartoon from a german magazine published in 1852. the man on the left represents  prussia while the man on the right represents austria. the animals represent those  german states that did not belong to the zollverein. source d a cartoon published shortly after the austro-prussian war in 1866. the helmet represents prussia while the people represent germany.",
            "4": "4 0470/02/m/j/07 \u00a9 ucles 2007source e german unity had become an economic necessity. it was the demand of the industrialist, arising  out of direct business need, for the destruction of all the small states standing in the way of the free development of trade and entry into world markets. from a book by friedrich engels, published in 1895. engels was a close friend of karl marx.  source f if the zollverein continues, the creation of a common legislative institution which can pass laws on tariff  questions is unavoidable. i do not want to underrate the importance of such an institution in creating an economic community for the whole of germany. it is difficult to believe that such an institution could avoid gradually taking on most areas of economic welfare and commerce, or could avoid bringing into use across the whole of germany its rules in such matters. from a speech by bismarck to the north german confederation, 1867. source g in 1862 the russian ambassador gave a dinner at which i was present. among the guests was  bismarck who had a long conversation with disraeli after dinner. the following is part of what bismarck said which disraeli repeated to me on the same evening: when the army has been brought to such a state as to command respect then i shall take the first opportunity to declare war with austria, burst apart the german confederation, bring the middle and smaller states into subjection and give germany a national union under the leadership of prussia. from the memoirs of count von eckstadt, written in 1886. disraeli was an important british politician. source h i think it more useful to continue for a while the present marriage with austria despite small domestic  quarrels, and if a divorce becomes necessary, to take the prospects as they arise rather than to end the partnership now. bismarck writing in 1865 about the austro-prussian alliance. source i the foundations of future prussian greatness were being laid. more than any of the neighbouring states,  prussia had benefited from the zollverein. formed under prussian domination, it had defeated all other attempts to create free trade areas within germany by the end of 1833. most of the other german states later joined but significantly, austria remained outside. prussian businessmen were given the opportunity of extending their interests throughout a wider area  of germany, and industrialisation was speeded up. another important effect was that the german railway system came to be centred on berlin, a factor which was eventually to give prussia considerable advantages in time of war. prussia\u2019s vast mineral resources were opened up and production was revolutionized by the great ironmaster alfred krupp. from a book published in 1992.",
            "5": "5 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource j one generation of historians found the explanation of prussia\u2019s victory in her superiority in men and  in economic resources. however, in 1866 prussia had a population of 18 million against austria\u2019s population of 33 million, and prussia\u2019s production of iron and steel did not surpass that of france until after 1871. from a book published in 1945. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1study sources a and b. how far do these sources disagree? explain your answer using the details of the sources. [6] 2study sources c and d. how similar are the messages of these two cartoons? explain your answer using the details of the  cartoons and your knowledge. [8] 3study sources e and f . do you think that bismarck would have agreed with engels? explain your answer using the details  of the sources and your knowledge. [8] 4study sources g and h. does source g prove that bismarck was lying in source h? explain your answer using the details  of the sources and your knowledge. [8] 5study sources i and j.  does source j make you surprised by what is said in source i? explain your answer using the  details of the sources and your knowledge.   [8] 6study all the sources. \u2018economic factors brought about the unification of germany.\u2019 do the sources support this view?  use the sources to explain your answer. [12]",
            "6": "6 0470/02/m/j/07 \u00a9 ucles 2007option b: 20th century topic the korean war \u2013 was the united nations simply a tool of the usa? study the background information and the sources carefully, and then answer all the questions. background information when the second world war ended the northern half of korea was occupied by soviet troops and the  southern half by american troops. south of the 38th parallel the united states supported a government that was corrupt but anti-communist. in the north a communist government emerged. both sides frequently announced their desire for national unity but in fact they grew further apart. on 25 june 1950, troops from north korea invaded the south and made rapid progress. on the same  day, after pressure from the usa, a special session of the un security council condemned the invasion and called for a withdrawal to the 38th parallel. when the north ignored this request the security council decided to take military action. sixteen countries contributed to the un force but it was overwhelmingly made up of american troops and was led by an american \u2013 general macarthur. some historians have argued that the korean war represents a good example of the un resisting  unprovoked aggression. others however, have argued that the usa was simply using the un in its cold war struggle against communism. was the un really just a tool of the americans in korea?",
            "7": "7 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource a a british cartoon published on 28 june 1950. on the left, stalin is shown talking to some of his friends. source b the american military intervention in korea in the summer of 1950 made the already tense international  situation even worse. the united states, having landed troops in southern korea after japan\u2019s surrender in 1945, was seeking to gain control of the whole country. by unleashing a civil war in june 1950 the south koreans, backed by the united states, turned korea  into a place of fierce international conflict but in the end failed to achieve the aims of their washington masters. soviet and chinese assistance to the people\u2019s democratic republic of korea frustrated the plan to take over north korea. from a soviet history book published in 1984.",
            "8": "8 0470/02/m/j/07 \u00a9 ucles 2007source c in south korea the government forces were attacked by invading forces from north korea. the un  security council called on the invading troops to cease hostilities and to withdraw to the 38th parallel. this they have not done, on the contrary they have continued the attack. the security council called on all members of the united nations to give assistance. i have ordered us air and sea forces to give korean government troops cover and support. the attack upon korea makes it plain that communism will now use armed invasion and war. a return to  the rule of force in international affairs would have far-reaching effects. the united states will continue to uphold the rule of law. an announcement to the american people by president truman on 27 june 1950. source d a cartoon published in britain on 30 june 1950. the figure with the united nations is president truman. ",
            "9": "9 0470/02/m/j/07 \u00a9 ucles 2007 [turn oversource e a soviet cartoon published in 1950. the building represents the white house where the american president lives and works. source fwe are not at war. the republic of korea was unlawfully attacked by a bunch of bandits from north  korea. the united nations held a meeting and asked the members to go to the relief of the korean republic, and the members of the united nations are going to the relief of the korean republic, to suppress a bandit raid on the republic of korea. that is all there is to it. president truman speaking at a press conference in june 1950. he was replying to a reporter who asked him whether it was correct to call events in korea merely a policing action under the united nations. source g in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots of  people thought it failed because we were not in it to support it. ok, now we started the un. it was our idea, and in its first big test we just couldn\u2019t let it down. president truman writing in his memoirs in 1956. source h clearly the invasion of south korea was an open, undisguised challenge to america\u2019s internationally  accepted position as the protector of south korea, an area of great importance to the security of american-occupied japan. to back away from this challenge, in view of the power of the usa, would be highly destructive of our strength and reputation. from dean acheson\u2019s memoirs written in 1969. acheson was a leading member of truman\u2019s  government and was in charge of american foreign policy during the korean war.",
            "10": "10 0470/02/m/j/07 \u00a9 ucles 2007source i a photograph of un soldiers in the korean war. the soldiers include an american, an australian, an englishman, and two south koreans.  source j even in 1950 it was only the accident of the soviet boycott that made the un vote to intervene in  korea possible. the relatively small number of countries which then belonged to the un, most of them sympathetic to the us, accepted american leadership in going to war for korea. but only sixteen members provided military support. the way in which the war was fought made the presence of the un flag seem to many to be a mockery. one british soldier said, \u2018though we called ourselves the un, there were so few of us. i felt very much an observer of an american show.\u2019 other nations were less likely to rally to the un flag again, because of the widespread view that this was used in korea in the interests of the united states. from a british history book published in 1987.",
            "11": "11 0470/02/m/j/07 \u00a9 ucles 2007now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1study source a. what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [6] 2study sources b and c. why do these two sources disagree? explain your answer using details of the sources and your  knowledge.  [7] 3study sources d and e. how far do these two sources share the same view of american foreign policy? explain your  answer using details of the sources and your knowledge. [8] 4study sources f , g and h. how far do sources g and h help you to decide if truman was telling the truth in source f?  explain your answer using details of the sources and your knowledge. [9] 5study source i. how useful is this photograph as evidence to an historian studying un involvement in the korean  war? explain your answer using details of the source and your knowledge. [8] 6study all the sources. do these sources provide convincing evidence that in korea the un was simply a tool of the usa?  use the sources to explain your answer.   [12]",
            "12": "12 0470/02/m/j/07blank page copyright acknowledgements: option b source a \u00a9 solo syndication / associated newspapers. option b source d \u00a9 solo syndication / associated newspapers. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s07_qp_4.pdf": {
            "1": "this document consists of 12 printed pages and 4 blank pages. sp (cw/ks) t30990/2 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the  depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1969206560*history  0470/04 paper 4  alternative to coursework may/june 2007  1 hour additional materials: answer booklet/paper",
            "2": "2 0470/04/m/j/07 \u00a9 ucles 2007depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a a picture of a free corps officer by a german artist. the officer is saying, \u2018cheers noske! the young revolution is dead.\u2019  source b  after 1919 a free corps made up of former officers, demobilized soldiers, fanatical nationalists  and unemployed youths was organised. it had right-wing views and blamed social democrats and jews for germany\u2019s situation. the free corps called for the removal of traitors from the fatherland.   however, the behaviour and actions of the volunteers eventually made them hated by the ex-military. later some of the free corps formed murder squads to attack officials of the weimar republic. from a british textbook, 1998.",
            "3": "3 0470/04/m/j/07 \u00a9 ucles 2007 [turn over (a) (i) study source a.    what can you tell from this source about post-war germany? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the free corps was a military organisation? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about the free corps? explain your answer. [7]  (b) (i) what powers did article 48 of the weimar constitution give to the president of the weimar republic? [2]   (ii) describe the kapp putsch of 1920. [4]   (iii) why did monarchists and army officers oppose the weimar government? [6]   (iv) \u2018the hyperinflation of 1923 did more damage to the weimar republic than the signing of the treaty of versailles.\u2019 do you agree? explain your answer. [8]",
            "4": "4 0470/04/m/j/07 \u00a9 ucles 2007depth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.   source a  we come to seek truth, justice and protection from you. we are poor and oppressed, unbearable  work is imposed on us, we are despised and not recognised as human beings. we ask little: to reduce our working day to eight hours and to provide a minimum wage of a rouble a day. do not refuse to help your people. destroy the barrier between yourself and your people. from the petition to the tsar presented by father gapon, 1905.  source b  in his october manifesto the tsar offered the people a duma (an elected parliament), the right to free speech and the right to form political parties. in november, he announced further concessions and financial help for the peasants. this divided his opponents. having made peace with japan, then the tsar brought back his best troops to western russia to crush the revolt. rebellion in the countryside was ruthlessly put down. from a british textbook, 2001.  (a) (i) study source a.    what can you tell from this source about russia\u2019s industrial workers? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the tsar wanted to help his people? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the 1905 revolution? explain your answer. [7]  (b) (i) what was the okhrana? [2]   (ii) describe what happened on bloody sunday, 22 january 1905. [4]   (iii) why were stolypin\u2019s attempts at agricultural reform not a success? [6]   (iv) how loyal were the russian people to tsar nicholas ii up to the outbreak of war in 1914? explain your answer. [8]",
            "5": "5 0470/04/m/j/07 \u00a9 ucles 2007 [turn overdepth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a  by 1929 millions of americans were buying new gadgets like washing machines, electric cleaners  and telephones. even poorer families could afford a radio and a fridge. most americans were richer than europeans \u2013 for example, one in five americans had a car whereas in britain only one in forty-three had a car. from a british history textbook, 1986.  source b  the 19th amendment had given women the vote in 1920 but they still had fewer job opportunities and were paid less than men. some younger women in the 1920s became known as flappers, they had cut their hair into a bob, shortened their dresses, wore make-up, smoked cigarettes and danced at jazz clubs, but this \u2018rebellion\u2019 had no real effect. fathers and husbands were still in control. from an american history book, 2004.  (a) (i) study source a.    what can you tell from this source about american society in the 1920s? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that women had more freedom in the 1920s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the \u2018roaring twenties\u2019? explain your answer. [7]  (b) (i) name two stars of american films of the 1920s. [2]   (ii) describe the development of the film industry in the 1920s. [4]   (iii) why did prohibition lead to an increase in organised crime? [6]   (iv) \u2018the roaring twenties brought progress for americans.\u2019 do you agree? explain your answer. [8]",
            "6": "6 0470/04/m/j/07 \u00a9 ucles 2007depth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a  so it seems that if someone has to wear rope sandals and eat watery soup out of a shared bowl,  that\u2019s communism, but if a working man lives well and wants to live even better tomorrow, that\u2019s almost the same as capitalism. khrushchev responding to chinese comments about soviet communist policies, 1960.  source b  after stalin\u2019s death, the chinese were reluctant to recognise the ussr as the unquestioned leader of the socialist world. khrushchev met mao on several occasions, and each occasion was more strained than the last. the cooperation between the two great powers turned out to be increasingly fragile. both had their own national interests which did not necessarily coincide. a russian historian writing in 1998.  (a) (i) study source a.    what impressions does this source give about the nature of chinese communism? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that khrushchev and mao were enemies? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence of relations between china and the soviet union? explain your answer. [7]  (b) (i) name two foreign countries where the chinese army has been involved in fighting since  1949. [2]   (ii) describe relations between the people\u2019s republic of china and the republic of china (taiwan) since 1949. [4]   (iii) why did the ussr decide to withdraw financial and technical support from china in 1960? [6]   (iv) how far did relations between communist china and the usa improve between 1949 and 1990? explain your answer. [8]",
            "7": "7 0470/04/m/j/07 \u00a9 ucles 2007 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  a white woman, ray alexander, a communist party member and trade union organiser, was  elected to parliament by africans when they still had three representatives. she was not allowed to take her seat because of the 1950 suppression of communism act. from the autobiography of helen joseph, written in 1986.  source b  helen joseph was an englishwoman who went to south africa in 1940. she became leader of the federation of south african women. on 9 august 1956 she helped to organise 20 000 women of all races to march to the union buildings in pretoria to protest peacefully against unjust laws and the pass system. helen was arrested on a charge of high treason in december 1956 and placed under a banning order. in the next thirty years she continued to protest and was arrested, jailed and banned three more times. national women\u2019s day in south africa is now held on 9 august. from a british history of the anti-apartheid movement, written in 2002.  (a) (i) study source a.    what does this source tell you about the communist party in south africa in the 1950s? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that women in south africa were effective in protesting about apartheid? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the south african government\u2019s response to opposition in the 1950s? explain your answer. [7]  (b) (i) name two prime ministers of south africa in the 1950s. [2]   (ii) describe the defiance campaign of 1952. [4]   (iii) why was the pan-africanist congress formed in 1959? [6]   (iv) \u2018the white population of south africa supported apartheid in the 1950s and 1960s because it gave them economic benefits.\u2019 do you agree? explain your answer. [8]",
            "8": "8 0470/04/m/j/07 \u00a9 ucles 2007depth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  on 6 october 1973, fighting broke out along the egyptian and syrian 1967 ceasefire line. egyptian  and syrian forces attacked on the most sacred day of the jewish calendar, y om kippur. the israelis mobilised their army calling many of their soldiers away from their prayers in the synagogues. during the war, the russians poured vast supplies of military equipment into egypt and the americans gave military aid to the israelis. from a british textbook, 1977.      (a) (i) study source a.    what does this source tell you about the attack on israel? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the y om kippur war was a victory for israel? explain your answer. [7]   (iii) is one of these sources more useful than the other as evidence about foreign involvement in the y om kippur war? explain your answer. [7]  (b) (i) what are the golan heights? [2]   (ii) describe the egyptian and syrian attacks against israeli forces at the start of the y om kippur war. [4]   (iii) why did the superpowers encourage israel and egypt to negotiate a ceasefire? [6]   (iv) how far did the y om kippur war help to bring peace between israel and the arab states? explain your answer. [8]",
            "9": "9 0470/04/m/j/07 [turn overblank page depth study g starts on page 10",
            "10": "10 0470/04/m/j/07 \u00a9 ucles 2007depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  between 1801 and 1831 the population of england and wales has increased by 47 per cent. in  five of our most important towns \u2013 manchester, glasgow, birmingham, leeds and liverpool \u2013 the increase has averaged 98 per cent.  in the midst of what appears to be a wealthy, spirited and flourishing community, most of our  poorer people, who created the riches, live in conditions where good health and morality are almost impossible.  there is no building act to make sure that the dwellings of these workpeople are being properly  constructed and no drainage act to ensure them being properly drained. from a report of the parliamentary select committee on health in towns in 1840.  source b a picture of birmingham in 1886.",
            "11": "11 0470/04/m/j/07 \u00a9 ucles 2007 [turn over (a) (i) study source a.    what does this source tell you about the expansion of towns in england and wales in the  nineteenth century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that towns had become much better places to live in by  the last quarter of the nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about urbanisation in  britain in the nineteenth century? explain your answer. [7]  (b) (i) name two industries which caused the rapid expansion of some towns in the nineteenth  century. [2]   (ii) what public health problems faced the new industrial towns? [4]   (iii) why did it take so long to improve living and working conditions in industrial towns? [6]   (iv) \u2018the growth of towns brought more advantages than disadvantages to working people.\u2019  do you agree? explain your answer. [8]",
            "12": "12 0470/04/m/j/07 \u00a9 ucles 2007depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a a judge\u2019s wife in early nineteenth-century india surrounded by her servants.  source b  we must not allow the cruelty of these practices to blind us to the dangers of trying to suppress  them. are the government prepared permanently to occupy an immense territory and involve us in a war in an unhealthy climate and at great expense? from a report sent to london by a member of the madras civil service with regard to religious  practices like suttee, infanticide and human sacrifice.  source c  it was a life which to english eyes was a strange mixture of inconvenience with luxury. luxury  no doubt for a man to have socks rolled on his feet by a servant and for a woman to have her hair brushed for half an hour every evening. but much had already been done to improve life for indians: suttee was forbidden, thuggee finished and gang robbery reduced. but was it worth the dust, the cholera, the heat and its effects? from a book about life in india in the early 1850s.",
            "13": "13 0470/04/m/j/07 \u00a9 ucles 2007 (a) (i) study source a.    what impressions does this source give you of early nineteenth-century india? support  your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that there were great problems facing the british rulers of  india in the first half of the nineteenth century? explain your answer. [7]   (iii) study sources a and c.    is one of these sources more useful than the other as evidence that the british only  looked after their own interests in india? explain your answer. [7]  (b) (i) what was suttee? [2]   (ii) what were the main reforms introduced into india by lord william bentinck? [4]   (iii) why did many british people go to india in the nineteenth century? [6]   (iv) \u2018the history of the british in india to 1857 was one of conquest and exploitation.\u2019 do you  agree? explain your answer. [8]",
            "14": "14 0470/04/m/j/07blank page",
            "15": "15 0470/04/m/j/07blank page",
            "16": "16 0470/04/m/j/07blank page copyright acknowledgements: question 1 source b \u00a9 louis l. snyder; encyclopaedia of the third reich ; robert hale; 1998. question 2 source b \u00a9 ben walsh; gcse modern world history ; hodder murray; 2001. text amended. question 3 source a \u00a9 harriet ward; world powers in the twentieth century ; bbc; 1978. question 3 source b reprinted by permission of harpercollins publishers ltd \u00a9 dmitri volkogonov, 1998.question 6 source a \u00a9 arab-israeli conflict ; collins educational; 1977. question 6 source b  \u00a9 j. palmowski; a dictionary of twentieth-century world history ; oxford paperbacks; 1997. by permission of oxford university  press. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w07_qp_1.pdf": {
            "1": "university of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2253559966*history  0470/01 paper 1 october/november 2007  2 hours additional materials: answer booklet/paper this document consists of 15 printed pages and 1 blank page. sp (sm/ks) t35124/3 \u00a9 ucles 2007 [turn over",
            "2": "2 0470/01/o/n/07 \u00a9 ucles 2007section a:  core content answer any two questions from this section. 1 study the illustration, and then answer the questions which follow. paris during the \u2018june days\u2019, 1848.  (a) describe the events in france between february and june 1848. [5]  (b) why was there a revolution in austria in 1848? [7]  (c) how successful were the european revolutions of 1848? explain your answer. [8] 2 study the cartoon, and then answer the questions which follow.  a german cartoon showing the collection of customs duties in 1834.  (a) what was the zollverein? [5]  (b) why was austria still the dominant power in germany in 1850? [7]  (c) how far was unification the result of german nationalism? explain your answer. [8]",
            "3": "3 0470/01/o/n/07 \u00a9 ucles 2007 [turn over3 study the illustration, and then answer the questions which follow. a meeting of the japanese diet in the early 1890s.  (a) describe the military changes introduced in japan between 1868 and 1895. [5]  (b) why did meiji rule face opposition? [7]  (c) \u2018japan had become a modern country by the time of the death of the meiji emperor in 1912.\u2019  how far do you agree with this statement? explain your answer. [8] 4 study the extract, and then answer the questions which follow. britain has no written alliance with france. but it has an obligation to honour. we have a vital interest in seeing that france is not overwhelmed by germany. from a british newspaper, 2 august 1914.  (a) describe the system of alliances which existed between european countries in 1914. [5]  (b) why did the two crises in morocco increase tension between european powers? [7]  (c) \u2018the main reason for britain going to war in 1914 was the german invasion of belgium.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/01/o/n/07 \u00a9 ucles 20075 study the extract, and then answer the questions which follow. the allied governments affirm, and germany accepts, the responsibility of germany  and her allies for causing all the loss and damage to which the allied governments and their peoples have been subjected as a result of the war. the war guilt clause.  (a) in what ways did the treaty of versailles weaken germany\u2019s armed forces? [5]  (b) why did clemenceau demand that a harsh peace be imposed on germany? [7]  (c) \u2018the treaty of versailles was unfair on germany.\u2019 how far do you agree with this statement?   explain your answer. [8] 6 study the cartoon, and then answer the questions which follow. a cartoon entitled \u2018the doormat\u2019, published in a british newspaper in 1932.  (a) how did the league of nations hope to prevent future wars between nations? [5]  (b) why did the league fail to stop italian aggression against corfu in 1923? [7]  (c) \u2018the league was a failure\u2019. how far do you agree with this statement? explain your answer.   [8]",
            "5": "5 0470/01/o/n/07 \u00a9 ucles 2007 [turn over7 study the extract, and then answer the questions which follow. i believe that it must be the policy of the united states to support people who are  resisting attempted subjugation by armed minorities or by any outside pressures.i believe that we must help free peoples to work out their own destiny in their own way. president truman of the usa speaking in march 1947. he was introducing what became known as the \u2018truman doctrine\u2019.  (a) what was the \u2018cold war\u2019? [5]  (b) why did tension between the soviet union and the west increase after the potsdam  conference? [7]  (c) \u2018the main reason for the escalation of the cold war in the years 1947\u2013 49 was the berlin  blockade.\u2019 how far do you agree with this statement? explain your answer. [8] 8 study the extract, and then answer the questions which follow. my dear friends today we have started negotiations for the withdrawal of soviet  troops from our country and for the cancellation of our obligations under the warsaw pact. long live free hungary! from a speech by imre nagy, 31 october 1956.  (a) what was the berlin wall? [5]  (b) why was there a rising in hungary in 1956? [7]  (c)  which was the more serious threat to soviet control of eastern europe:      events in czechoslovakia in 1968;     the emergence of solidarity in poland?   explain your answer. [8]",
            "6": "6 0470/01/o/n/07 \u00a9 ucles 2007section b:  depth studies answer any one question from this section. depth study a:  germany, 1918\u2013 45 9 study the photograph, and then answer the questions which follow. a woman using banknotes to start her fire in 1923.  (a) what were the main features of the weimar constitution. [5]  (b) why was 1923 a year of crisis for the weimar republic? [7]  (c) to what extent did the weimar republic recover after 1923? explain your answer. [8] 10 study the extract, and then answer the questions which follow. i wore mostly low-quality clothes at home which my mother sewed and knitted. in the hitler y outh i wore what i thought was a beautiful brown uniform with much leather, in which i imagined myself as one of hitler\u2019s young soldiers. a member of the hitler y outh remembers his time in the organisation.  (a) describe the activities of the hitler y outh. [5]  (b) explain how nazi policies reduced unemployment. [7]  (c) how successful were nazi policies towards women and the family? explain your answer. [8]",
            "7": "7 0470/01/o/n/07 \u00a9 ucles 2007 [turn overdepth study b:  russia, 1905\u2013 41 11 study the extract, and then answer the questions which follow. i heard that the leader wants the duma to be called together. oh please don\u2019t. they  want to discuss things that do not concern them and bring more discontent. no, listen to our friend rasputin. he has your interests at heart and we must pay attention to what he says. from a letter the tsarina sent to the tsar at the front during the first world war.  (a) describe the main features of tsarist rule before 1914. [5]  (b) why was the tsar able to survive the 1905 revolution? [7]  (c) \u2018the most important reason for the tsar\u2019s abdication in march 1917 was russia\u2019s defeats  during the first world war.\u2019 how far do you agree with this statement? explain youranswer. [8] 12 study the extract, and then answer the questions which follow. stalin is a genius, the leader and teacher of the party, the great guide of the soviet  state and captain of his armies. his energy is truly amazing. everyone is familiar with the crystal clarity of his mind, his iron will, his devotion to the party and his love for the people. from an official biography of stalin published in moscow in 1947.  (a) what was the \u2018cult of personality\u2019? [5]  (b) why did stalin carry out the purges? [7]  (c) how far do you agree with the view that stalin\u2019s rule up to 1941 was a disaster for the soviet  union? explain your answer. [8]",
            "8": "8 0470/01/o/n/07 \u00a9 ucles 2007depth study c:  the usa, 1919\u2013 41 13 study the cartoon, and then answer the questions which follow. a cartoon from the prohibition era entitled \u2018the national gesture\u2019.  (a) what was prohibition? [5]  (b) why did prohibition fail? [7]  (c) which was the more important feature of us society in the 1920s: freedom or hatred? explain  your answer. [8]",
            "9": "9 0470/01/o/n/07 \u00a9 ucles 2007 [turn over14 study the photograph, and then answer the questions which follow. a victim of the stock market crash tries to sell his car for a bargain price, october 1929.  (a) what were the economic effects of the wall street crash? [5]  (b) why did the new y ork stock market crash in 1929? [7]  (c) \u2018hoover\u2019s actions and policies were responsible for him losing the presidential election of  1932.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/01/o/n/07 \u00a9 ucles 2007depth study d: china, 1945\u2013 c.1990 15 study the chart, and then answer the questions which follow. coal pig-ironsteeloilcementchemical fertiliser1952 63.5   1.9  1.3  0.4  2.6  0.21957 (planned) 113.0     4.7    4.1    2.0    6.0    0.61957 (actualoutput) 124.0     5.8    5.2    1.4    4.6    0.7 the first five-y ear plan, 1953\u201357. output in millions of tonnes.  (a) what was the impact of the 1950 agrarian reform law? [5]  (b) why did mao introduce communes? [7]  (c) how successful were the communists in developing china\u2019s industry in the 1950s and 1960s?  explain your answer. [8] 16 study the extract, and then answer the questions which follow. after stalin\u2019s death mao was angered that the soviet leaders did not consult him  before attacking stalin\u2019s memory. these tensions came to the surface in 1960 when the chinese criticised khrushchev for being too friendly towards the west. from a modern textbook.  (a) describe the actions china took between 1949 and 1954 which led to hostility with the usa.   [5]  (b) why did china\u2019s relations with the ussr change after the death of stalin in 1953? [7]  (c) how far did china\u2019s relations with other countries improve after mao\u2019s death? explain your  answer. [8]",
            "11": "11 0470/01/o/n/07 \u00a9 ucles 2007depth study e:  southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. we had nothing \u2013 no furniture, no cooking facilities. they had killed every animal on  the farm, every chicken, every pig and every sheep. there was nothing left. a boer farmer remembers the scene that he faced on returning to his farm in 1902 after being held in a british concentration camp.  (a) what grievances did the boers have against the british as a result of the south african war,  1899\u20131902? [5]  (b) why was the migrant labour system favoured by the mining companies? [7]  (c) \u2018the main reasons for discrimination against non-whites in the inter-war period were economic.\u2019  how far do you agree with this statement? explain your answer. [8] 18 study the photograph, and then answer the questions which follow. the accused at the start of the treason trials, december 1956.  (a) what political and economic changes took place in south africa during the second world  war? [5]  (b) why did the national party win the 1948 election? [7]  (c) how effective was opposition to apartheid in the 1950s? explain your answer. [8] [turn over",
            "12": "12 0470/01/o/n/0719 study the extract, and then answer the questions which follow. south africa shall have full power of administration over south west africa and may  apply the laws of the union of south africa to the territory, subject to such local modification as circumstances may require. south africa shall promote fully the material and moral well-being and social  progress of the inhabitants of the territory. article 2 of the league of nations mandate, 1920.  (a) describe the impact on namibia of germany\u2019s defeat in the first world war. [5]  (b) why was there resistance to south african rule by the bondelswarts and rehoboth  communities? [7]  (c) how effective was the united nations in dealing with namibia up to 1971? explain your  answer. [8]",
            "13": "13 0470/01/o/n/07 \u00a9 ucles 2007 [turn overdepth study f:  israelis and palestinians, 1945\u2013 c.1994 20 study the extract, and then answer the questions which follow. at about five o\u2019clock on the morning of the fifth of september, one of eight black  september terrorists tossed a piece of paper out of the first-floor window of the israeli quarters in the olympic village. it announced that the organisation was holding nine israeli hostages. from a newspaper account produced at the time.  (a) describe the terrorist attack at the munich olympics, september 1972. [5]  (b) why did the palestine liberation organisation (plo) change its policies after 1967? [7]  (c) how far had israel achieved its aims in lebanon by 1994? explain your answer. [8] 21 study the photograph, and then answer the questions which follow. a street in a palestinian refugee camp in 1966.  (a) describe conditions in a palestinian refugee camp. [5]  (b) why were so many palestinians in refugee camps by the 1980s? [7]  (c) \u2018the intifada created more problems than it solved.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "14": "14 0470/01/o/n/07 \u00a9 ucles 2007depth study g:  the creation of modern industrial society 22 study the extract, and then answer the questions which follow. in the grey mists of the morning, we see a large part of the fresh food supply of the  great london markets rapidly unloaded from the night trains: fresh fish, butter and dairy-fed pork, apples, cabbages and cucumbers. elsewhere trains carry lancashire cotton goods and coal from newcastle. from a modern textbook.  (a) what transport problems did industry face in the early nineteenth century? [5]  (b) why did some people object to the building of railways? [7]  (c) \u2018the greatest benefit brought by railways was to the health of people.\u2019 how far do you agree  with this statement? explain your answer. [8] 23 study the photograph, and then answer the questions which follow. workers\u2019 cottages built by lever in the model village of port sunlight.  (a) what were the main findings of the report produced by edwin chadwick in 1842? [5]  (b) why did the rapid growth of towns lead to insanitary conditions? [7]  (c) how far was government action the most important reason why living conditions for workers  improved after 1875? explain your answer. [8] ",
            "15": "15 0470/01/o/n/07 \u00a9 ucles 2007depth study h:  the impact of western imperialism in the nineteenth century 24 study the cartoon, and then answer the questions which follow. a cartoon showing foreign countries competing over china.  (a) what were the opium wars? [5]  (b) why did the boxer rising take place? [7]  (c) \u2018western dealings with the chinese in the nineteenth century only benefited the west.\u2019 how far do you agree with this statement? explain your answer. [8] 25 study the extract, and then answer the questions which follow. can these thieves really be our rulers? these thieves import a huge number of  goods made in their own country and sell them in our markets, stealing our wealth and taking life from our people. can foreigners really be our rulers? from a leaflet written by those who opposed british rule.  (a) describe the indian mutiny of 1857. [5]  (b) explain why the british government took control over india in 1858. [7]  (c) \u2018lord dalhousie\u2019s term as governor-general created as many problems as it solved.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "16": "16 0470/01/o/n/07blank page copyright acknowledgements: question 6 \u00a9 david king collection. question 9 \u00a9 corbis.question 13 \u00a9 clive weed, judge , june 12, 1926 \u2013 american social history project. question 14 \u00a9 peter newark\u2019s pictures.question 22 \u00a9 richard staton, \u00a9 ray ennion, wendy moore; three centuries of change ; collins educational; 1988. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the university of cambridge local examinations syndicate (ucles),  which is itself a department  of the university of cambridge."
        },
        "0470_w07_qp_2.pdf": {
            "1": "this document consists of 11 printed pages and 1 blank page. sp (sm/ks) t30713/3 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p11] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *2229298297*history  0470/02 paper 2 october/november 2007  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/02/o/n/07 \u00a9 ucles 2007option a: 19th century topic was garibaldi more important to the achievement of italian unification than cavour? study the background information and the sources carefully, and then answer all the questions. background information the years 1859\u20131861 were crucial in the story of italian unification . by 1860 piedmont had, with french  help, acquired lombardy and the states of central italy. in may1860 garibaldi led his \u2018thousand\u2019 to support the revolution in sicily. he conquered sicily and in august he returned to the mainland and proceeded to conquer naples. rome was his next target. garibaldi\u2019s exploits horrified cavour who quickly sent a piedmontese army south to intervene (conquering some of the papal territories on the way). garibaldi was persuaded to hand over his conquests to victor emmanuel ii in october and the kingdom of italy was proclaimed in march 1861. historians have argued over the importance of garibaldi in the achievement of unification. was he just  an idealistic romantic revolutionary? was he used by cavour? or did he make an essential contribution, one that made him more important than cavour? source a a drawing of garibaldi at the battle of calatafimi in 1860 during the conquest of sicily.",
            "3": "3 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource b a painting of cavour. source c the greater the danger the more clear and calm he became, and the more correct his judgement. he always had supreme confidence in himself and thus he was reluctant to ask advice from others. he loved liberty, but he maintained that in the hour of danger it was necessary for all to obey the will of  one individual. some people said he had fallen in love with dictatorship when he saw how it operated successfully in south america. what often harmed him was that he believed all men were honest and devoted to their country. he trusted people too easily. no man can say he ever saw garibaldi use threats of force to make his soldiers obey him. no man ever heard his voice raised in anger. his reputation for justice, honesty, and goodness formed a halo around his head. the man had something so majestic about him that just to hear his voice you would rush joyfully to face death as if it were a fine thing to die observed and approved by such a man. a description of garibaldi, published in 1903, by one of the \u2018thousand\u2019 who sailed with him to sicily. source d only outside italy, and by persons who have not studied risorgimento history in any detail, do we  ever hear it denied that garibaldi\u2019s great expedition of 1860 carried on the main work of italian unity, at a time when no other means could have achieved it. the sicilian and neapolitan populations were incapable of bringing about a revolution in the face of an army of 90 000 men, without external help. cavour was unable to give them the necessary help because of the attitude of france and austria.   nothing could have liberated sicily and naples except a raid by the revolutionary party, and no such raid could have succeeded except one led by garibaldi. it was only this that put cavour into the position where he could unite the whole of italy into one state. from a book about garibaldi, published in 1909.",
            "4": "4 0470/02/o/n/07 \u00a9 ucles 2007source e during the 1850s cavour considered unification of italy neither possible nor desirable; he therefore  differed from garibaldi who argued that a \u2018single italy must be our first goal\u2019. cavour wanted only an enlarged piedmont. between 1859 and 1860, however, cavour was pushed along by events. he was seriously concerned about the activities of garibaldi and the \u2018thousand\u2019 in sicily and naples and their threat to the papal states. he realised that to oppose garibaldi would incur the hatred of italian patriots everywhere. to take no action would enable garibaldi to establish a rival state in the south or give him credit for the unification of italy. cavour found this prospect dreadful and was determined that \u2018the king cannot accept the crown of italy at the hand of garibaldi\u2019. the only solution was to take direct action and outmanoeuvre garibaldi. the overall result would have to be a kingdom covering the whole of italy. from a book published in 1982. source f cavour is known in history as the architect of the modern kingdom of italy. it was cavour who won  the respect and confidence of europe. it was cavour who won the gratitude of the western powers by helping them in the crimean war. it was cavour who brought napoleon iii into italy in 1859 and broke the power of austria. it was cavour who kept italy from foreign interference while garibaldi won the kingdom of naples for italy and victor emmanuel. italy found in cavour a man who viewed italy as a single problem and lifted it from a mere redistribution of italian soil on to the higher level of the creation of a nation. from a biography of cavour published in 1925. source g a cartoon entitled \u2018the man in possession\u2019, published in britain in 1860.",
            "5": "5 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource h right    leg   in   the   boot    at   last. \u201cif it won\u2019t go on, sire, try a little more powder.\u201d a cartoon published in britain in november 1860. source i garibaldi has become intoxicated by success and by the praise showered on him all over europe. he  is planning the wildest schemes. he feels it his duty to liberate all italy, stage by stage, before turning it over to the king. he is thus putting off the day when sicily will demand annexation to piedmont, for he wants to keep the dictatorial powers which will enable him to raise an army to conquer first naples, then rome, and in the end venice. the government here has no influence on him. we must prevent garibaldi from conquering naples, and we must try to annex sicily as soon as possible. were garibaldi to become master of the neapolitan provinces we would not be able to stop him from compromising us with france and europe. a letter from cavour to the piedmontese ambassador in paris, 12 july 1860. source j y our majesty knows the high esteem and love i have for you. but the present state of things in italy  does not allow me to obey you as i should have wished. called by the people, i delayed as long asi could. but if now in spite of all the calls that reach me, i were longer to delay, i should fail in my duty and endanger the sacred cause of italy. allow me then sire, this time to disobey you. as soon as i shall have fulfilled what i have undertaken, by freeing the peoples from a hated tyranny, i will lay down my sword at your feet and obey you for the rest of my life. a letter from garibaldi to victor emmanuel ii, 22 july 1860. this letter was immediately published by cavour.",
            "6": "6 0470/02/o/n/07 \u00a9 ucles 2007source k cavour could not risk an open war with naples; on the other hand, if he did nothing, he might be faced  with radical revolution in northern italy. radical energy had to be released somewhere: better against sicily and naples, than against cavour. the fighting revolutionary garibaldi agreed to be diverted to sicily. cavour did nothing to interfere with garibaldi. by launching garibaldi he had given the revolution a chance to organise itself; now he had to show that he could do for italy as much as the radicals were promising. cavour planned to annex naples to preserve the monarchical character of the italian movement. garibaldi was too quick for cavour: he crossed to the mainland before cavour was ready to move. he now had to persuade garibaldi to recognise the authority of victor emmanuel over southern italy. from a book published in 1954. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  compare the impressions these sources give of garibaldi and cavour. explain your answer using  details of the sources.   [7] 2 study source c.  do you think this description of garibaldi can be trusted? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d, e and f .  which of these three sources agree the most? explain your answer using details of the sources  and your knowledge.  [8] 4 study sources g and h.  how far do these two cartoons share the same message? explain your answer using details of the  sources and your knowledge.  [7] 5 study sources i and j.   do you think cavour and victor emmanuel would have stopped worrying after they had read  garibaldi\u2019s letter? explain your answer using details of the sources and your knowledge. [8] 6 study all the sources.  do these sources convince you that garibaldi was more important than cavour in the achievement  of the unification of italy? use the sources to explain your answer. [12]",
            "7": "7 0470/02/o/n/07 \u00a9 ucles 2007 [turn overoption b: 20th century topic was the united nations\u2019 involvement in korea more about the authority of the un or the desire of the usa to fight communism?  study the background information and the sources carefully, and then answer all the questions. background information when the un was set up in 1945 one of its main aims was to encourage peace and prevent war. it was hoped that the un would be successful because, unlike the league of nations, it was led by the world\u2019s most powerful countries that had united to defeat hitler. however, the growing hostility between the usa and the ussr soon began to disrupt the work of the un. when, in june 1950, forces from communist north korea invaded south korea with russian approval,  the un sent an army to support the south. most of the soldiers were american and an american, general macarthur, was appointed as un commander-in-chief. the un regarded the invasion as a threat to its authority, but the us government seemed to see it more as an example of a world-wide threat from communism. was the un effort in korea about defending the authority and reputation of the un, or was it really  about the usa\u2019s desire to continue the cold war and fight the spread of communism? source a in june 1950 the north korean army invaded the south across the 38th parallel. it was a clear act of  aggression and the united nations acted swiftly and with some effect. a resolution was passed calling for the sending of united nations\u2019 forces to assist the south korean government. the ussr, as a member of the un security council, could have opposed the resolution. the soviet  veto would have been enough to prevent a single un soldier setting foot in korea. unfortunately for the soviets they were at that time boycotting the un in protest at the refusal of the un to admit communist china. the resolution was passed without opposition. the vast majority of the troops came from the united states but 15 other countries, including britain, contributed troops to the un force as well. from a history book published in britain. source b there was bitter hostility between the north\u2019s communist leader, kim il sung, and syngman rhee,  the president of south korea. in 1950 this hostility spilled over into open warfare. north korean troops overwhelmed the south\u2019s forces. by september 1950 all except a small corner of south-east korea was under communist control.  president truman immediately sent advisers, supplies and warships to korea. at the same time, he put  enormous pressure on the un security council to condemn the actions of the north koreans and to call on them to withdraw their troops. when the resolution was passed the ussr was not even at the meeting to use its veto. the usa was the single biggest contributor to the un budget and was therefore in a powerful position to influence the un decision. the un was now committed to using armed forces to drive the north korean troops out of south korea. from a history book published in britain.",
            "8": "8 0470/02/o/n/07 \u00a9 ucles 2007source c we cannot stand idly by when the american imperialist, a notorious enemy, is now expanding its war  of aggression against our korean neighbour and is attempting to spread the aggressive flames to the borders of our country. from a chinese newspaper, october 1950. source d a south korean poster from 1950 showing what the south koreans feared would happen to their country.   source e my god, that\u2019s war against the united nations. trygve lie, secretary-general of the un, on hearing about the invasion of south korea by north korea.",
            "9": "9 0470/02/o/n/07 \u00a9 ucles 2007 [turn oversource f acheson had called again to inform truman that the attack was a full-scale invasion. truman had said  at once, \u2018dean, we\u2019ve got to stop the damn commies no matter what!\u2019 the decision had taken about ten seconds, and that was all there was to it. a television producer\u2019s account of what truman had told him about events on 25 june 1950. dean acheson was in charge of american foreign policy at the time. source g if the un is ever going to do anything, this is the time, and if the un cannot bring the crisis in korea to  an end then we might as well just give up on the united nations and forget it. tom connally, an extreme anti-communist member of the american senate, speaking in 1950. source h a cartoon from a british newspaper, november 1950. it shows general macarthur ordering a south korean tank to stop. ",
            "10": "10 0470/02/o/n/07 \u00a9 ucles 2007source i our principal difficulty is general macarthur. his policy is different from the policy of the un. he seems  to want war with china. we do not. it is no exaggeration to say that by his public utterances he has weakened public confidence in this country and in western europe in the quality of american political judgement and leadership. here we seem to have a case of a commander publicly suggesting that his policy is not the stated policy of his government, nor subject to the control of his own government. from a telegram from the british foreign secretary to the british ambassador in the usa, early april 1951. source j i have received your announcement of your appointment of me as united nations commander. i can  only repeat the pledge of my complete personal loyalty to you as well as an absolute devotion to your struggle for peace and good will throughout the world. i hope i will not fail you. general macarthur writing to truman in 1950.  source k a constant stream of propaganda flowed from macarthur\u2019s headquarters directed as much against  the american government as against the communists. macarthur was disgusted by the attitude of america\u2019s feeble allies. he spread word of a conspiracy by the british to persuade the united states to give red china taiwan\u2019s seat at the un. the constant message from macarthur was that any compromise in korea which left the chinese militarily undefeated, would be a national disaster for the united states. from a british history book published in 1987 .",
            "11": "11 0470/02/o/n/07 \u00a9 ucles 2007now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how similar are these two accounts of events leading to the korean war? explain your answer  using details of the sources.  [6] 2 study sources c and d.  why do you think these two sources disagree? explain your answer using details of the sources  and your knowledge.  [7] 3 study sources e, f and g.  how far would trygve lie and truman have agreed with connally? explain your answer using  details of the sources and your knowledge.  [8] 4 study sources h and i.  do these sources prove that the united states was fully supporting the un in korea? explain your  answer using the details of the sources and your knowledge. [9] 5 study sources j and k.  are you surprised by source j? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that the korean war was more about the usa\u2019s  fight against communism than defending the authority of the un? use the sources to explain your answer.    [12]",
            "12": "12 0470/02/o/n/07blank page copyright acknowledgements: option a source a \u00a9 peter newark military pictures. option a source k \u00a9 a.j.p . taylor; the struggle for mastery in europe, 1848\u20131918 ; oxford university press. option b source a \u00a9 neil demarco; the world this century: working with evidence ; collins educational; 1987. option b source b \u00a9 ben walsh; gcse modern world history ; john murray; 1996. option b source h \u00a9 solo syndication / associated newspapers.option b source k \u00a9 max hastings; the korean war ; pan; 1988. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w07_qp_4.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. sp (cw/ks) t35118/3 \u00a9 ucles 2007 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7562142034*history  0470/04 paper 4  alternative to coursework october/november 2007  1 hour additional materials: answer booklet/paper for reasons of copyright, some material has been removed from this document",
            "2": "2 0470/04/o/n/07 \u00a9 ucles 2007depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a according to nazi doctrine, there is such a thing as a pure aryan race. this aryan race has its  purest breed in germany. it must be kept pure. praise for the german race, hatred for jews, and contempt for other inferior and democratic races. these are the doctrines to be drilled into the minds of the germans. an american, writing in 1936.  source b i hate the treatment of the jews. i think it is a bad side of the movement and i will have nothing to  do with it. i did not join the party to do that sort of thing. i joined the party because i thought and still think that hitler did the greatest christian work for twenty-five years. i saw seven million men rotting on the streets, often i was there too and no one seemed to care. then hitler came and he took all those men off the streets and gave them health and security and work. a nazi labour corps leader, interviewed in 1938.  (a) (i) study source a.    what can you tell from this source about nazi racial attitudes? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that germans approved of hitler\u2019s policies? explain your  answer. [7]   (iii) study both  sources.    is one source more useful than the other as evidence about nazi policies? explain your  answer. [7]  (b) (i) other than the jews, identify two groups persecuted by the nazis because they were  considered inferior. [2]   (ii) what happened on kristallnacht? [4]   (iii) why did the nazis adopt the final solution? [6]   (iv) how far did the coming of war change life in nazi germany? explain your answer. [8]",
            "3": "3 0470/04/o/n/07 \u00a9 ucles 2007 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a of all the tyrannies in history, the bolshevik tyranny is the worst, the most destructive, the most  degrading. the atrocities committed under lenin and trotsky are incomparably more hideous and more numerous than anything for which the kaiser is responsible. a british government minister, speaking in 1919.  source b  a short, stocky figure, with a big head set down on his shoulders, balding and bulging little eyes,  a flat nose, wide mouth and heavy chin. dressed in shabby clothes, his trousers were too long for him. unimpressive to be the idol of the mob but loved and revered as perhaps few leaders in history have been. a strange leader \u2013 a leader because of his intellect; colourless, humourless, determined and aloof, but with the power of explaining profound ideas in simple terms. an american journalist\u2019s description of lenin in november 1917.  (a) (i) study source a.    what does this source tell you about the impact of the bolshevik revolution in russia?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that lenin was a natural leader? explain your answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other as evidence about lenin? explain  your answer. [7]  (b) (i) what were the july days, 1917? [2]   (ii) describe the kornilov affair, august 1917. [4]   (iii) why was there a second revolution in russia in 1917? [6]   (iv) \u2018the russian people gained little from bolshevik rule between 1917 and the death of  lenin in january 1924.\u2019 do you agree? explain your answer. [8]",
            "4": "4 0470/04/o/n/07 \u00a9 ucles 2007depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a one in five of los angeles county\u2019s own population is already on unemployment relief. relief  costs have jumped from just under a dollar in 1925 to $45 in 1936. the cost for this year will be increased enormously by the horde of newcomers coming into california from other states unless it is halted. the county is to demand that the federal government must care for persons coming in from other states. a report published in the san francisco chronicle in 1937.  source b  roosevelt was regarded as a saviour, yet by 1936 nine million americans were still without a job  and on relief. the social security act of 1935 had not set up national rates of benefit for people in need and there was no insurance scheme for people who had lost their jobs through illness. the works progress administration created jobs for only about a third of the unemployed. the aaa policy had driven tenants and share-croppers off the land. from a british school textbook published in 1987.  (a) (i) study source a.    what can you tell from this source about attitudes in california towards providing  unemployment relief? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the new deal was failing by 1936? explain your  answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other about the effects of the new deal  programme by 1937? explain your answer. [7]  (b) (i) give two reasons for setting up the tennessee valley authority. [2]   (ii) describe the main features of either  huey long\u2019s share-our-wealth scheme or father  coughlin\u2019s proposals. [4]   (iii) why did roosevelt win the 1936 election? [6]   (iv) how successful was the new deal? explain your answer. [8]",
            "5": "6 0470/04/o/n/07 \u00a9 ucles 2007depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  south african students\u2019 organisation (saso) resolution 45 states that this country belongs to  black people and to them alone. this is not anti-white. whites are here and they may live in the country or leave depending on their relationship with blacks and their acceptance of whatever conditions blacks shall dictate. we know that the anc and pac have opted for violence. we don\u2019t believe that this is the only method. we believe that peaceful means will get us to where we want to go. steve biko defending himself in court, may 1976.  source b  the militancy of the black consciousness movement was encouraging but i thought the view of  these young men was not fully mature. i saw my role as an elder statesman who might help them move on to the more inclusive ideas of the anc movement. nelson mandela\u2019s opinion on the members of the saso sent to robben island in 1976.  (a) (i) study source a.    what can you tell about steve biko from this source? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that nelson mandela supported the black consciousness  movement? explain your answer. [7]   (iii) study both  sources.    is one of these sources more useful than the other as evidence about the south african  students\u2019 organisation? explain your answer. [7]  (b) (i) name two of the bantustans (homelands). [2]   (ii) describe the actions of the student representative council in soweto in the 1970s. [4]   (iii) why was there discontent in the townships in the 1970s? [6]   (iv) \u2018opposition to white minority rule was a failure in the 1970s and 1980s.\u2019 do you agree?  explain your answer. [8]",
            "6": "7 0470/04/o/n/07 \u00a9 ucles 2007 [turn overdepth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  on 23 may 1967, president nasser announced that the straits of tiran had been closed to israeli  ships. he stated, \u2018the israeli ships will no longer be allowed through the gulf of aqaba; our sovereignty over the gulf is indisputable. if israel threatens us with war we will reply: go ahead then.\u2019 following the egyptian announcement there was great diplomatic activity involving britain, france, usa and russia as well as the middle east countries but, although some pressure was brought to bear on president nasser, he stayed firm on the tiran blockade. from a british textbook, 1977.  source b  in 1967 in the west bank for the first time in my life i felt like a real human being. i had a gun in  my hand. between june 1967 and march 1968 i crossed into occupied territory thirty-five times. the fighters of that time were great men. they were honourable men who loved their country and wanted it back. we were isolated but full of pride. we were not just guerrillas. we were doing what others thought impossible, standing and fighting. we always wanted to be in direct conflict with the enemy, to stand and face the israelis. an account by a member of al fatah, written in the 1970s.  (a) (i) study source a.    what does this source tell you about egyptian attitudes towards israel? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the palestinians were succeeding in their struggle  against the israelis? explain your answer. [7]   (iii) study both  sources.    is one source more useful than the other as evidence about the struggle against the  state of israel? explain your answer. [7]  (b) (i) name two areas that israel occupied during the six day war. [2]   (ii) describe the role of the israeli air force in the six day war. [4]   (iii) why was president nasser supported in the war by other countries? [6]   (iv) \u2018israel was as successful in the y om kippur war as in the six day war.\u2019 do you agree?  explain your answer. [8]",
            "7": "8 0470/04/o/n/07 \u00a9 ucles 2007depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a a cotton spinning establishment offers a remarkable example of how, by the use of very great  power, an enormous amount of work can be done. often we see in a single building a steam engine which has the strength of 880 men and sets in motion 50 000 spindles. these machines can produce as much yarn as formerly required 200 000 hand spinners. from the book \u2018history of the cotton manufacture in great britain\u2019, published in 1835.  source b  all the defences and morality of family life are attacked. it reduces the workers to a condition  little better than savages. recklessness, unnecessary poverty, starvation, drunkenness, parental cruelty and carelessness, child disobedience, neglect of marriage, absence of motherly love, the destruction of brotherly and sisterly affection are too often results and bring a lowering of morals, ruin of domestic enjoyments and social misery. peter gaskell writing in 1836 on the effects of factories on family life.  source c  the wages obtained by workers in the various branches of cotton manufacture are, in general and  with care, sufficient to provide them with the decent comforts of life. the average wages of people employed in the mills, young and old, are between nine and twelve shillings a week. their incomes are often eaten into by drink and carelessness. from the pamphlet \u2018the moral and physical condition of the working classes\u2019, written in 1832.  (a) (i) study source a.    what does this source tell you about cotton manufacturing in the first part of the nineteenth  century? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that industrialisation was harmful to working people?  explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about the impact of  growing industrialisation? explain your answer. [7]  (b) (i) name two inventions which revolutionised the textile industry. [2]   (ii) what problems faced the coal industry in the early nineteenth century? [4]   (iii) why was britain\u2019s industrial growth so rapid in the early nineteenth century? [6]   (iv) which was the more important for improving working conditions in mines and factories:  legislation or the work of individuals? explain your answer. [8]",
            "8": "9 0470/04/o/n/07 \u00a9 ucles 2007 [turn overblank page depth study h starts on page 10",
            "9": "10 0470/04/o/n/07 \u00a9 ucles 2007depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a a nineteenth-century missionary postcard.  source b  a great part of the world is inhabited by barbarian tribes or savages. some fight endless wars and  have brutal customs. others know so little of the arts and are so little accustomed to work that they do not know how to exploit the land and its natural riches.  it is neither natural nor just for the civilised people of the west to be limited indefinitely and restricted  to spaces which were their first home. nor is it natural or just that the west enjoys the marvels of science, the arts and civilisation while they leave half the world to groups of ignorant savages. written by a frenchman in 1891.  source c  the vilest scramble for loot that ever disfigured the history of human conscience and geographical  exploration. the nineteenth-century novelist joseph conrad commenting on imperialism. ",
            "10": "11 0470/04/o/n/07 \u00a9 ucles 2007 (a) (i) study source a.    what impressions does this source give of western attitudes towards non-european  races? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the west\u2019s motives for imperialism were selfish?  explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about imperialism in the  nineteenth century? explain your answer. [7]  (b) (i) name two british politicians of the nineteenth century who pursued imperialist policies.  [2]   (ii) describe the aims of missionaries in the nineteenth century. [4]   (iii) why did britain have such a large empire by the end of the nineteenth century? [6]   (iv) did europeans bring \u2018civilisation\u2019 to other parts of the world in the nineteenth century?  explain your answer. [8]",
            "11": "12 0470/04/o/n/07blank page copyright acknowledgements: depth study c source a \u00a9 san francisco chronicle . depth study c source b \u00a9 a. howarth; 20th century history: the world since 1900 ; longman; 1987. depth study d source a  reprinted by permission of the publisher from, mao\u2019s people: sixteen portraits of life in revoluntionary china by  bernard frolic, cambridge, mass.: harvard university press, copyright \u00a9 1980 by the president and fellows of harvard college. depth study d source b  reprinted by permission of harpercollins publishers ltd \u00a9 jung chang, 2003. depth study e source a  \u00a9 steve biko; i write what i like: a selection of writings ; penguin books ltd; 1988. depth study e source b  from long walk to freedom by nelson mandela. copyright \u00a9 1994, 1995 by nelson rolihlahla mandela. by permission of  little, brown and company, inc. all rights reserved. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2008": {
        "0470_s08_qp_1.pdf": {
            "1": "this document consists of 20 printed pages. sp (cm/cgw) t52409/3 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *4086787455*history  0470/01 paper 1 may/june 2008  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/01/m/j/08 \u00a9 ucles 2008section a: core content answer any two questions from this section. 1 study the extract, and then answer the questions which follow. the crowds shouted vive la r\u00e9forme ! (long live reform!) and mourir pour la patrie   (to die for one\u2019s country). but in fact few people were killed. the national guard even joked with revolutionaries manning the barricades. louis philippe took fright and fled, leaving the rebels in charge.  a description of events in france in 1848 .  (a) what were the march laws of 1848 in hungary? [5]  (b) why was charles albert unsuccessful against austria in 1848\u201349? [7]  (c) \u2018during 1848, revolution was more successful in france than in hungary.\u2019 how far do you  agree with this statement? explain your answer. [8] 2 study the picture, and then answer the questions which follow.  prussian cavalry charging rioters in front of the royal palace,  berlin, 1848.  (a) describe the revolutionary events in berlin during march 1848. [5]  (b) why was the frankfurt parliament not successful in dealing with the issue of austria? [7]  (c) how important was bismarck to the unification of germany? explain your answer. [8]",
            "3": "3 0470/01/m/j/08 \u00a9 ucles 2008 [turn over3 study the extract, and then answer the questions which follow. we hold these truths to be self-evident, that all men are created equal, that they are  endowed by their creator with certain rights, that among these are life, liberty and the pursuit of happiness.  from the american declaration of independence, 1776 .  (a) what was the dred scott decision? [5]  (b) why was slavery an issue in american politics before the civil war? [7]  (c) how far did reconstruction fail? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the japanese knew that china had been compelled to accept the existence of the  treaty ports; the dutch had warned them of the dangers of foreign intervention. now it was japan\u2019s turn. the shogun consulted the lords, hoping they would agree to the american demands.  a description of japanese reactions to the arrival of perry.  (a) describe perry\u2019s missions to japan. [5]  (b) why were the treaties signed by japan in the middle of the nineteenth century called \u2018unequal  treaties\u2019? [7]  (c) how far was the removal of the feudal system responsible for the modernisation of japan?  explain your answer. [8] 5 study the extract, and then answer the questions which follow. we are told that we should acknowledge that we alone are guilty of having caused  the war. i would be a liar if i agreed to this. we are not trying to avoid all responsibility for this war. however, we emphatically deny that the german people should be seen as the only guilty party. over fifty years the imperialism of all european states has poisoned the international situation.  the leader of the german delegation at versailles, speaking in 1919.  (a) what military restrictions did the treaty of versailles impose on germany? [5]  (b) why did the \u2018big three\u2019 disagree over how to treat germany? [7]  (c) how far could the treaty be justified at the time? explain your answer. [8]",
            "4": "4 0470/01/m/j/08 \u00a9 ucles 20086 study the picture, and then answer the questions which follow.  the assembly of the league of nations in session, geneva 1923.  (a) describe the work of the agencies of the league of nations. [5]  (b) why was the structure of the league a weakness? [7]  (c) how successful was the league of nations in dealing with disputes in the 1920s and 1930s?  explain your answer. [8]",
            "5": "5 0470/01/m/j/08 \u00a9 ucles 2008 [turn over7 study the extract, and then answer the questions which follow. we fight this war because we must fight if we are to live in a world where every  country can decide its own future. and only in such a world will a future be safe. we are in vietnam because we have a promise to keep. since 1945 every american president has offered support to the people of south vietnam. over many years we have made a national pledge to help south vietnam defend its independence.  us president johnson speaking in 1963.  (a) what did the geneva agreements of 1954 decide about the future of vietnam? [5]  (b) why did johnson increase american involvement in vietnam? [7]  (c) how successful was american foreign policy towards cuba and vietnam? explain your  answer. [8] 8 study the picture, and then answer the questions which follow.  budapest, 1956.  (a) describe events in hungary in october and november 1956. [5]  (b) why did warsaw pact forces invade czechoslovakia in 1968? [7]  (c) how far were the policies of gorbachev responsible for the collapse of soviet control over  eastern europe? explain your answer. [8]",
            "6": "6 0470/01/m/j/08 \u00a9 ucles 2008section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 study the picture, and then answer the questions which follow.  a french soldier guarding a train full of german coal from the ruhr in 1923.  (a) describe the occupation of the ruhr in 1923. [5]  (b) why was there hyperinflation in germany in 1923? [7]  (c) how far did the weimar republic recover and prosper after 1923? explain your answer. [8]",
            "7": "7 0470/01/m/j/08 \u00a9 ucles 2008 [turn over10 study the extract, and then answer the questions which follow. adolf knows perfectly well what i want. i\u2019ve told him often enough. not a second  edition of the kaiser\u2019s army. are we a revolution or aren\u2019t we? sometimes new ideas have to be brought in. the generals are too old.  a private comment made by r\u00f6hm, 1934.  (a) describe the events of the night of the long knives. [5]  (b) why was r\u00f6hm a threat to hitler? [7]  (c) which was the more important in controlling the people of nazi germany:     propaganda;     the ss and gestapo?   explain your answer. [8]",
            "8": "8 0470/01/m/j/08 \u00a9 ucles 2008depth study b: russia, 1905\u201341 11 study the extract, and then answer the questions which follow. a cruel disappointment has befallen our expectations. the representatives of the  nation, instead of applying themselves to the work of productive legislation, have strayed into areas beyond their competence, and have been making enquiries into acts of local authorities established by ourselves which can only be changed by our imperial will.  the tsar stating why he closed the first duma in july 1906.  (a) describe the reforms of stolypin. [5]  (b) why was the 1905 revolution unsuccessful? [7]  (c) \u2018the march 1917 revolution was successful because of the actions of the army.\u2019 how far do  you agree with this statement? explain your answer. [8] 12 study the extract, and then answer the questions which follow. a radical change is taking place in the development of our agriculture from small,  backward, individual farming. we are advancing full steam ahead along the path of industrialisation to socialism, leaving behind the age-long russian backwardness. we are becoming a country of metal, a country of cars, a country of tractors. let the capitalists try to overtake us.  stalin explaining his new policies in november 1929.  (a) what was collectivisation? [5]  (b) why did stalin introduce collectivisation? [7]  (c) how successful was stalin\u2019s modernisation of soviet industry by 1941? explain your answer.  [8]",
            "9": "9 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study c: the usa, 1919\u201341 13 study the photograph, and then answer the questions which follow.  unemployed people queuing at al capone\u2019s soup kitchen in chicago in 1930.  (a) how did the wall street crash affect individuals financially? [5]  (b) why was hoover unsuccessful in dealing with the effects of the crash? [7]  (c) how far was the wall street crash responsible for the great depression? explain your answer.  [8]",
            "10": "10 0470/01/m/j/08 \u00a9 ucles 200814 study the cartoon, and then answer the questions which follow.  an american cartoon published in 1933.  (a) describe the work of the national recovery administration. [5]  (b) why was it important for roosevelt to deal with the banking crisis in 1933? [7]  (c) how successful was the new deal? explain your answer. [8]",
            "11": "11 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study d: china, 1945-c. 1990 15 study the photograph, and then answer the questions which follow.  the delegation from the people\u2019s republic of china  taking their seats for the first time at the un, 1971.  (a) describe the sino-soviet split in the years after 1956. [5]  (b) why did china\u2019s relations with the usa change after 1970? [7]  (c) how different were china\u2019s international relations under deng xiaoping than under mao  zedong? explain your answer. [8]",
            "12": "12 0470/01/m/j/08 \u00a9 ucles 200816 study the photograph, and then answer the questions which follow.  a rally of 700 000 red guards in beijing in 1966.  (a) describe the role of the red guards in the cultural revolution. [5]  (b) why did the cultural revolution plunge china into crisis? [7]  (c) how far did the death of mao zedong lead to improvements in the lives of chinese people?  explain your answer. [8]",
            "13": "13 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 17 study the photograph, and then answer the questions which follow.  black mine workers in their compound in the early-twentieth century.  (a) describe how mine owners treated black workers under the migrant labour system. [5]  (b) why did governments operate a policy of segregation in the inter-war period? [7]  (c) how successful was the south african economy in the inter-war period? explain your answer.  [8]",
            "14": "14 0470/01/m/j/08 \u00a9 ucles 200818 study the photograph, and then answer the questions which follow.    the separate amenities law in action.  (a) what was apartheid? [5]  (b) why did many whites feel threatened by the changes which took place during the second  world war? [7]  (c) how successful were the anc and other opposition groups between 1948 and 1976? explain  your answer. [8]",
            "15": "15 0470/01/m/j/08 \u00a9 ucles 2008 [turn over19 study the illustration, and then answer the questions which follow.  the german trading post at angra pequena, namibia.  (a) describe the events of 1884-85 in namibia at the start of colonial occupation. [5]  (b) why were the \u2018protection treaties\u2019 of 1885 important? [7]  (c) \u2018the main reason for the namibian war of national resistance (1904-08) was brutal colonial  oppression.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "16": "16 0470/01/m/j/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945-c.1994 20 study the cartoon, and then answer the questions which follow.  a cartoon published in may 1967 showing israel facing the  armed forces of eight arab states.  (a) describe the creation of the state of israel (1948\u201349). [5]  (b) why were the results of the war of 1956 important for both jews and arabs? [7]  (c) \u2018the actions of nasser caused the war of 1967.\u2019 how far do you agree with this statement?   explain your answer. [8] 21 study the verse, and then answer the questions which follow. palestine is our country our aim is to return death does not frighten us palestine is ours we shall never forget her another homeland we shall never accept! our palestine, witness o god and history we promise to shed our blood for you!  the palestinian national anthem.  (a) what was \u2018al-fatah\u2019? [5]  (b) why was the palestine liberation organisation (plo) formed? [7]  (c) how effective was the plo in promoting the palestinian cause in the years between 1964 and  1990? explain your answer. [8]",
            "17": "17 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study g: the creation of modern industrial society 22 study the photograph, and then answer the questions which follow.  housing in glasgow, scotland, 1868.  (a) describe housing conditions in towns in britain in the first half of the nineteenth century. [5]  (b) why did towns grow rapidly in the nineteenth century? [7]  (c) how successful were attempts to improve public health and housing between 1848 and 1900?  explain your answer. [8]",
            "18": "18 0470/01/m/j/08 \u00a9 ucles 200823 study the extract, and then answer the questions which follow. we the manufacturers agree to reduce by ten per cent every two weeks the wages  of our workers who refuse to sign a declaration that they will not become members of any combination. if they are found to contribute to the support of any strike they will lose two weeks\u2019 wages.  a notice from a group of factory owners, 1830.  (a) what were the aims of the grand national consolidated trades union (gnctu)? [5]  (b) why did the gnctu fail? [7]  (c) how successful were trade unions between 1850 and 1900? explain your answer. [8]",
            "19": "19 0470/01/m/j/08 \u00a9 ucles 2008 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24 study the cartoon, and then answer the questions which follow.  foreign powers carve up china.  (a) describe china\u2019s relationship with britain before 1842. [5]  (b) why did the chinese self-strengthening movement fail? [7]  (c) \u2018by the end of the nineteenth century japan and the usa posed a greater threat to china  than european countries did.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "20": "20 0470/01/m/j/08 \u00a9 ucles 200825 study the cartoon, and then answer the questions which follow.  a cartoon published in britain in 1876.  (a) describe the role of the east india company in india. [5]  (b) why did the indian mutiny break out in 1857? [7]  (c) \u2018the presence of the british made little difference to the people of india in the fifty years  before 1900.\u2019 how far do you agree with this statement? explain your answer. [8] copyright acknowledgements: section a question 2 \u00a9 getty images. section a question 6 \u00a9 getty images.section a question 8 \u00a9 getty images.section b question 13 \u00a9 popperfoto.section b question 15 \u00a9 schools council history project; china ; collins educational; 1988. section b question 16 \u00a9 josh brooman; china since 1900 ; longman; 1988. section b question 17 \u00a9 rosemary mulholland; south africa 1948 - 1994 ; cambridge university press; 1997. section b question 18 \u00a9 josh brooman, martin roberts; south africa 1948 - 1994: the rise and fall of apartheid ; longman; 2001. section b question 20 \u00a9 josh brooman; conflict in palestine: jews, arabs and the middle east since 1900 ; longman; 1990. section b question 22 \u00a9 getty images.section b question 24 \u00a9 mary evans picture library.section b question 25 \u00a9 mary evans picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s08_qp_2.pdf": {
            "1": "this document consists of 12 printed pages. sp (nf/ks) t52471/2 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *1005987177*history  0470/02 paper 2 may/june 2008  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/02/m/j/08 \u00a9 ucles 2008option a: 19th century topic was german foreign policy in the early twentieth century aggressive or  defensive? study the background information and the sources carefully, and then answer all the questions. background informationin the years leading up to the first world war germany often expressed two concerns. the first was  the fear of being encircled as the result of the entente cordiale of 1904 and the triple entente of 1907; the second was the fact that germany was alone amongst the great powers in not having a major overseas empire \u2013 germany wanted its \u2018place in the sun\u2019. the moroccan crises of 1905\u20136 and 1911 involved both of these issues, with germany trying to disrupt international alliances and attempting to maintain an influence in morocco. in the years leading up to the first world war germany claimed that it was merely responding to these  two concerns and that it was acting defensively. however, other countries claimed that german foreign policy was aggressive and threatened peace in europe. to support their views they pointed to extreme organisations in germany like the pan-german league that preached hatred of france, britain and russia and supported an aggressive policy of overseas expansion. was german foreign policy as aggressive as they suggested? source a in the nineteenth century, england has increased its colonial empire \u2013 the largest the world has seen  since the days of the romans \u2013 further and further; the french have put down roots in north africa and east africa and created for themselves a new empire in the far east; russia has begun its mighty course of victory in asia. the sino-japanese war has put things further in motion; it has led to great, momentous, far-reaching decisions, shaken old empires, and added new and serious upheaval. the english prime minister has said that the strong states were getting stronger and stronger and the weak ones weaker and weaker. we don\u2019t want to step on the toes of any foreign power, but at the same time we don\u2019t want our own feet trod on by any foreign power ( bravo! ) and we don\u2019t intend to be pushed  aside by any foreign power, not in political nor in economic terms. (lively applause. ) to stand dreamily  to one side while other people split up the pie, we cannot and we will not do that. ( applause. ) we  cannot for the simple reason that we now have interests in all parts of the world. if the english speak of a \u2018greater britain\u2019; if the french speak of a \u2018nouvelle france\u2019; if the russians open up asia; then we, too, have the right to a greater germany ( bravo! from the right, laughter from the left ), not in the sense  of conquest, but indeed in the sense of peaceful extension of our trade. but we\u2019ll only be able to keep ourselves in front with power, a strong army and a strong fleet. ( very true! from the right; objections  from the left .) in the coming century the german people will be the victors or the defeated. bernhard von b\u00fclow in a speech to the reichstag on 11 december 1899. b\u00fclow was a member of the  german government and was in charge of foreign policy. the text in italics reports the reactions of the  audience.",
            "3": "3 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource b morocco is a german concern owing to our increasing population and need of naval bases. if germany  does not make her claims, she will retire empty-handed from the partition of the world. are the german people to get nothing? the time has come when germany must secure morocco. from a german newspaper in 1904. source c it is an insult to the german empire to have been overlooked in the talks between britain and france  on the future of morocco. germany has been treated as a third-rate power. the reaction of the pan-german league in 1904 to the entente cordiale. source d before the ring of other great powers tightens around us, we must attempt with all our energies and  with the utmost determination to break the ring. this is why the kaiser visited morocco. a german government official speaking to a friend shortly after the kaiser's visit to morocco in 1905. source e 31 march, 1905there was a grand reception for his majesty by moroccan officials and the german colony. then a  ride through the gaily decorated streets amid the indescribable joy of the natives and the european population. in the embassy there was a reception of germans, the diplomatic corps, and the sultan\u2019s envoy. in conversing with the french agent in morocco, the kaiser said that his visit meant that his majesty  wanted free trade for germany and complete equality of rights with other countries. his majesty said that he would like to work directly with the sultan, the free ruler of an independent country, as an equal; that he himself would be able to make his just claims valid, and that he expected that these claims would also be recognized by france. the french agent became pale. he was about to respond, but was abruptly dismissed. he withdrew with his head down. his majesty remarked that he looked upon the sultan as the ruler of a free and independent empire  subject to no foreign control; that he expected germany to have advantages equal to those of other countries in trade and commerce; and that he himself would always negotiate directly with the sultan. on the whole the brief visit of his majesty came off splendidly without any unfortunate event. his  majesty was highly satisfied with the visit, especially with the confidential message of the sultan, brought to his majesty, that he would introduce no reforms without a previous understanding with the german government. from a report by a german official to the german foreign office describing kaiser wilhelm's visit to  morocco in march 1905.",
            "4": "4 0470/02/m/j/08 \u00a9 ucles 2008source f a cartoon about the second moroccan crisis, published in 1911.",
            "5": "5 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource g a cartoon about the second moroccan crisis published in august 1911. the figure representing  germany is saying \u2018oh no! it\u2019s rock. i thought it was going to be paper.\u2019 source h if a situation were to be forced upon us in which peace could only be preserved by the surrender of  the great position britain has won by centuries of heroism and achievement, by allowing herself to be treated, where her interests were vitally affected, as if she were of no importance, then i say strongly that peace at that price would be a humiliation intolerable for a great country like ours to endure. lloyd george, a member of the british government, making a public speech in reaction to germany  sending the 'panther' to morocco, july 1911. source i now we know where our enemy stands. like a flash of lightning in the night, these events have shown  the german people where the enemy is. the german people now knows its enemy when it seeks its place in the sun, when it seeks the place allotted to it by destiny. when the time comes we are prepared for sacrifices, both of blood and of resources. from a speech by heydebrand, the conservative leader, in the reichstag. he was responding to  lloyd george's speech.",
            "6": "6 0470/02/m/j/08 \u00a9 ucles 2008source j i am thoroughly fed up with this wretched morocco affair. if once again we crawl out of this affair with  our tail between our legs, if we cannot pluck up the courage to take a tough line which we are prepared to enforce with the sword, then i despair of the future of the german empire. then i shall resign. helmuth von moltke, head of the german army, writing to his wife during the second moroccan crisis. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how useful is this source as evidence of german attitudes at the end of the nineteenth century?  explain your answer using the source and your knowledge. [7] 2 study sources, b, c and d.  how far do these sources agree about german intervention in morocco? explain your answer  using the sources and your knowledge. [6] 3 study source e.  how reliable is this source about the kaiser\u2019s visit to morocco? explain your answer using the  source and your knowledge. [8] 4 study sources f and g.  both of these cartoons are about the second moroccan crisis. which one is british and which is  german? explain your answer using the sources and your knowledge. [9] 5 study sources h, i and j.  are you surprised by the reactions in sources i and j? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  some historians have claimed that german foreign policy in the early twentieth century was  aggressive, while others have claimed it was merely defending german interests. which of these two views is better supported by these sources? use the sources to explain your answer. [12]",
            "7": "7 0470/02/m/j/08 \u00a9 ucles 2008 [turn overoption b: 20th century topic did everyone fail to understand that hitler was a serious threat? study the background information and the sources carefully, and then answer all the questions. background information soon after hitler came to power he started to build up germany\u2019s armed forces. in 1935 he introduced  conscription to the army. both measures broke the terms of the treaty of versailles. the treaty had also de-militarised the rhineland, but in 1936 hitler sent in his troops. he did this shortly after russia and france reached an agreement to protect each other if they were attacked. hitler claimed that germany was under threat and should be able to defend itself. the fact that no country opposed the re-militarisation of the rhineland gave hitler confidence to go  further. the anschluss with austria and the invasion of czechoslovakia followed. did no one see that hitler was a serious threat? source a well now, you may take it from me that the news from germany is the very best news that we have had  since the war. ever since 1918 we, like all the other powers, have been behaving just as badly as we possibly could. well now, when germany was defeated, they went and sat on germany\u2019s head and they kept sitting on germany\u2019s head although it was quite clear to any sensible person, that they couldn\u2019t go on like that forever. then there came a very intelligent gentleman named adolf hitler and he, knowing perfectly well that the powers would not fight, snapped his fingers at the treaty of versailles. just exactly as we would if we had been in the same position. there can be no peace in the world until there is peace between england, france, germany, russia and the united states and all the big powers of the west. now take that home and think about it and don\u2019t be frightened any more about the germans. from a newsreel shown in cinemas all over britain in 1935. it is commenting on hitler's rearmament of  germany. source b when i think of those four terrible years, and i think of the 7 million young men who were cut off in their  prime, the 13 million who were maimed and mutilated, the misery and suffering of the mothers and the fathers, and the sons and daughters, of those who were killed, then i have to say again what i have said before, and what i say now, not only to you, but to all the world \u2013 in war, whichever side may call itself victor, there are no winners, but all are losers. it is those thoughts which have made me feel that it is my first duty to strain every nerve to avoid a repetition of the great world war in europe. neville chamberlain, british prime minister, speaking to members of his own party in 1938.",
            "8": "8 0470/02/m/j/08 \u00a9 ucles 2008source c up to now we have succeeded in leaving the enemy in the dark concerning germany\u2019s real goals. they  could have suppressed us but they let us through the danger zone. in 1933 a french prime minister ought to have said (and if i had been the french prime minister i would have said it): \u2018the new reich chancellor is the man who wrote mein kampf, which says this and that. this man cannot be tolerated. either he disappears or we march!\u2019 but they didn\u2019t do it. they left us alone and let us slip through the danger zone. and when we were done, and well armed, better than they, then they started the war! goebbels talking to german journalists in april 1940. goebbels was a member of hitler's government,  responsible for propaganda. source d a cartoon published in britain in 1936.",
            "9": "9 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource e the forty-eight hours after the march into the rhineland were the most nerve-racking in my life. if the  french had then marched into the rhineland, we would have had to withdraw with our tails between our legs, for the military resources at our disposal would have been wholly inadequate for even a moderate resistance. what would have happened in march 1936 if anyone other than myself had been in charge of germany!  anyone else would have lost his nerve. i had to lie. we were saved by my unshakeable obstinacy and my remarkable daring. i threatened, unless the situation ceased in twenty-four hours, to send in six extra divisions into the rhineland. in fact, i only had four brigades. hitler talking to his interpreter after the rhineland crisis of march 1936. source f berlin. 8 march 1936.hitler has got away with it! france is not marching. instead it is appealing to the league! no wonder  the faces of hitler and goering and blomberg and fritsch [top german commanders] were all smiles this noon. oh, the stupidity of the french! i learned today on absolute authority that the german troops had strict orders to beat a hasty retreat if the french army opposed them in any way. they were not prepared or equipped to fight a regular army. apparently fritsch and most of the generals opposed the move. an extract from the diary of an american journalist working in berlin. source g the greatest danger and the one which threatens to destroy europe is not facing the facts with respect  to germany and italy. the facts with respect to germany are known but they have not been consistently faced. in some countries there has been an effort through control of the press to keep the facts from the people and europe is now hampered in facing facts through an unprepared public opinion. the fundamental fact is that the regime in germany is based on a program of ruthless force. this  program has for its aim to use the force of its 67 million people for the extension of german political and economic control over south-eastern europe \u2013 thus putting it in a position to dominate europe completely. from this position germany will be able to dictate its policies to the rest of the world. fantastic as this may seem, it has been and is the programme of hitler\u2019s germany. a report from the united states\u2019 ambassador in austria to his government, march 1936.",
            "10": "10 0470/02/m/j/08 \u00a9 ucles 2008source h a soviet cartoon published in 1936. it shows the western countries with hitler.",
            "11": "11 0470/02/m/j/08 \u00a9 ucles 2008 [turn oversource i an american cartoon published in march 1936.",
            "12": "12 0470/02/m/j/08 \u00a9 ucles 2008now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using the sources. [7] 2 study sources b and c.  how far does source c make chamberlain\u2019s attitude in source b surprising? explain your answer  using the sources and your knowledge. [7] 3 study source d.  why did the cartoonist draw this cartoon? explain your answer using the source and your  knowledge. [7] 4 study sources e, f and g.  how far do sources e and f prove that source g was wrong? explain your answer using the  sources and your knowledge. [9] 5 study sources h and i.  how similar are the views of these two cartoonists about the international situation in 1936?  explain your answer using the sources and your knowledge. [8] 6 study all the sources.  how far do these sources support the view that no one understood how dangerous hitler was to  international peace and stability? use the sources to explain your answer. [12] copyright acknowledgements: option a source f \u00a9 harry mills; the road to sarajevo ; macmillan publishers; 1996. option a source g \u00a9 reproduced with the permission of punch, ltd. www.punch.co.ukoption b source d \u00a9 the estate of e. h. shepard.option b source h \u00a9 david king collection.option b source i \u00a9 reproduced with the permission of punch, ltd. www.punch.co.uk permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s08_qp_4.pdf": {
            "1": "this document consists of 13 printed pages and 3 blank pages. sp (slm/ks) t52298/3 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the  depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *3063756793*history  0470/04 paper 4  alternative to coursework may/june 2008  1 hour additional materials: answer booklet/paper",
            "2": "2 0470/04/m/j/08 \u00a9 ucles 2008depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a  y outh is still in favour of the system: the novelty, the drill, the uniform, the camp life. many believe  that they will find job opportunities through the persecution of the jews and communists. for the first time the state controls the young people in the countryside through the sa and the hitler y outh. the new generation has never had much use for education and reading. now nothing is demanded of them; on the contrary, knowledge is publicly condemned. they are so fanatical that they believe in nothing but their hitler.  from reports by the social democratic party in exile, 1934.  source b  there were boys from all classes of families, though mainly middle class and workers. there  were no social or class distinctions, which i approved of very much. there was no direct political indoctrination until later after hitler came to power. we did march in parades and hated the spd but that was all part of it. when i became a leader, i found the absolute obedience unpleasant, and found that people were expected not to have a will of their own.  from recollections of hitler y outh members.  (a) (i) study source a.    what can you tell from this source about the hitler y outh? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that young people were strong supporters of the nazi  party? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the hitler y outh  organisation? explain your answer. [7]  (b) (i) what was the enabling act? [2]   (ii) describe nazi policies towards women in germany. [4]   (iii) why did hitler introduce a new curriculum in schools? [6]   (iv) how successful was the nazi government in its control of german society after 1933?  explain your answer. [8]",
            "3": "3 0470/04/m/j/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a we were constructing an army all over again and fighting at the same time. what was needed for  this? it needed good commanders \u2013 a few dozen experienced fighters, a dozen or so communists ready to make any sacrifice. boots for the bare-footed, a bath house, propaganda, food, underwear, tobacco and matches were needed for the troops.  trotsky writing about the creation of the red army.  source b  trotsky took a practical approach. he appointed former army officers who were willing to serve in  the red army because their skills were vital. he resorted to conscription because a larger army was needed to defeat the whites. trotsky recognised that the morale and loyalty of the army was as essential as its skills and size. the core of the army always consisted of dedicated volunteers. the appointment of party members at every level encouraged dedication to the cause. harsh discipline was used to make sure the troops stayed loyal.  from a british history book, 1990.  (a) (i) study source a.    what can you tell from this source about the early days of the red army? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that members of the red army were supporters of the  bolshevik cause? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the red army?  explain your answer. [7]  (b) (i) name two countries which sent troops against the bolsheviks in the russian civil war.  [2]   (ii) what were the main terms of the treaty of brest-litovsk, 1918? [4]   (iii) why did lenin introduce war communism? [6]   (iv) how far was trotsky\u2019s leadership the reason for the bolshevik victory in the russian civil  war? explain your answer. [8]",
            "4": "4 0470/04/m/j/08 \u00a9 ucles 2008depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a 0.00.20.40.60.81.01.21.4 1929 1928 1927 1926 1925 1924 1923 1922 1921 1919 1918gallons statistics on consumption of alcoholic beverages per head in the usa,  published by a new y ork university in 1932.  source b  the 18th amendment and the volstead act were enforced in the united states wherever they  had popular support. in the rural south and west, prohibition was effective and in some cases still is but it has been said that the only effect of prohibition was to replace good beer with bad gin. in 1931 a federal commission showed that in the big cities the law was openly defied and in the smaller towns, populated by miners and industrial workers, the law was simply ignored. the federal government never had more than 2500 agents enforcing the law. in one year in new y ork 7000 arrests for liquor violations resulted in 17 convictions.  a view of prohibition published by an american church in 1962.",
            "5": "5 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about the effects of the introduction of prohibition in  1920? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that americans opposed prohibition? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about prohibition?  explain your answer. [7]  (b) (i) name two areas from which alcohol was smuggled into the united states. [2]   (ii) what were speakeasies? [4]   (iii) why did many americans support prohibition? [6]   (iv) \u2018americans benefited from the roaring twenties.\u2019 do you agree? explain your answer. [8]",
            "6": "6 0470/04/m/j/08 \u00a9 ucles 2008depth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a in the long term, the great leap forward meant that china could feed its population without famine.  the communes had proved to be a successful innovation. they were much more than collective farms \u2013 they were an efficient unit of local government and they enabled beijing to keep in touch with local opinion. the communes seemed to be the ideal solution to the problems of running a vast country while at the time avoiding the over-centralisation that limits local initiatives.  from a british history book, 1997.  source b  trucks used to turn up at the compound carrying grinning peasants coming to report on some  fantastic, record-breaking achievement. one day it was a monster cucumber half as long as a truck. another time it was a tomato carried with difficulty by two children. on another occasion it was a giant pig squeezed into a truck. the peasants claimed they had bred an actual pig this size. the pig was only made of papier-m\u00e2ch\u00e9 but as a child i imagined it was real. people had learned to defy reason and live with acting.   from a chinese writer\u2019s account of life during the great leap forward, given in 1991.  (a) (i) study source a.    what can you tell from this source about communes? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that the great leap forward was a success? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the great leap  forward? explain your answer. [7]  (b) (i) what were the \u2018barefoot doctors\u2019? [2]   (ii) describe how a collective farm was organised. [4]   (iii) why did mao zedong introduce the hundred flowers campaign in 1956 and abandon it  in 1957?  [6]   (iv) how far did the communist government improve the lives of chinese people between  1949 and 1960? explain your answer. [8]",
            "7": "7 0470/04/m/j/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a an english school textbook published in 1914 said, \u2018during the later stages of the war the families,  women and children of those boers still fighting were fed and cared for in refugee camps at british expense. this method, though humane, postponed the end of the war, at the expense of many valuable lives and money.\u2019 how very generous of the british to care for those whose houses, whose crops and whose animals they destroyed!  from an afrikaans website, 2005.  source b  to end the war boers agreed to lay down their weapons and accept the british king as their  sovereign. the british agreed that no boer would lose his freedom or property. dutch as well as english would be taught in schools. no special taxes would be imposed in south africa to pay for the war and the british would give \u00a33 000 000 to restore the country. it was also agreed that there would be no vote for the bantu or coloureds until there was a representative government.  from a british history of the second anglo-boer war (1899-1902), published in 1977.  (a) (i) study source a.    what can you tell from this source about the later stages of the second anglo-boer war?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the british won the second anglo-boer war? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence of the effects on the  boers of the second anglo-boer war? explain your answer.  [7]  (b) (i) name two boer military leaders in the second anglo-boer war. [2]   (ii) what were blockhouses and how did the british use them? [4]   (iii) why did many non-whites oppose the formation of the union of south africa in 1910?     [6]   (iv) \u2018from 1880 to 1914 economic changes had far greater impact on the african peoples  than the conflicts between the british and the boers.\u2019 how far do you agree? explain your answer. [8]",
            "8": "8 0470/04/m/j/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a jewish immigration figures to palestine, 1931-1939. y ear number of immigrants1931 4 075 1932 9 5531933 30 3271934 42 3591935 61 8541936 29 7271937 10 5361938 12 8681939 16 405 total 217 704 figures taken from the esco foundation \u2013 an organisation working for a palestinian state  shared by jews and palestinians, published in 1947.  source b  when britain refused to let the jews come to the promised land in 1945/6 they attacked british  soldiers inside palestine. they whipped up international sympathy by chartering some old merchant ships and filling them up with jewish misplaced persons. they then defied the british blockade. the world was therefore deeply shocked when the british turned away a ship, the exodus, packed with 4500 jews who had survived the nazi death camps and now had to live as stateless people in the depths of europe. some of the old merchant ships were also sunk by the british.  a summary of events, quoted by a british historian in 1987.  source c  while in jerusalem i learned that a boat called the exodus had attempted to deliver 4500 jewish  refugees \u2013 including 600 children, mostly orphans \u2013 but was attacked by five british destroyers and a cruiser. when the exodus entered harbour it looked like a matchbox splintered by a nutcracker.  an american journalist writing in 1947.",
            "9": "9 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about jewish immigration to palestine? support your  answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that britain had little chance of preventing jewish  immigration into palestine? explain your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about jewish immigration  into palestine? explain your answer. [7]  (b) (i) what was the league of nations mandate over palestine? [2]   (ii) what problems did the british government face in palestine in the 1940s? [4]   (iii) why did the united nations organisation draw up a partition plan for palestine in 1947?  [6]   (iv) \u2018the main reason for the birth of the state of israel was british weakness.\u2019 do you agree?  explain your answer. [8]",
            "10": "10 0470/04/m/j/08 \u00a9 ucles 2008depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  a painting of 1850 called \u2018past and present through victorian eyes\u2019.  source b  the census of 1851 listed 34 306 railway labourers and 14 559 railway officers, clerks and  stationmasters. there were also 29 408 horse-keepers, 56 981 carriers and carters, and 16 836 non-domestic coachmen, guards and postboys \u2013 not to mention those who maintained and drove the tens of thousands of private carriages and the large numbers of coach-builders, wheelwrights, blacksmiths and saddlers.  from a british history book of 1987.",
            "11": "11 0470/04/m/j/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what impressions does this source give you about transport in 1850? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that railways were less important than roads as a means  of transport in the mid-nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the impact of  railways? explain your answer. [7]  (b) (i) where and when was the first public commercial railway opened? [2]   (ii) describe the benefits to agriculture of the coming of the railways. [4]   (iii) why did railways overtake canals in the nineteenth century as the main form of freight  transport? [6]   (iv) how far was the development of railways in the nineteenth century welcomed? explain  your answer. [8]",
            "12": "12 0470/04/m/j/08 \u00a9 ucles 2008depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a all the powers promise to watch over the preservation of native tribes, and to care for the  improvement of conditions of their moral and material well-being and to help in the suppressing of slavery and the slave trade. they shall protect all religious, scientific, or charitable institutions which aim at instructing the natives and clearly showing them the advantages of civilisation. christian missionaries, scientists and explorers shall be given special protection.  from the terms agreed at the berlin conference of 1884-5.  source b  i go back to africa to try to open a path for commerce and christianity. will you carry on the work  which i have begun?  dr. livingstone in a speech at cambridge university in 1857.  source c  of the europeans that scrambled for control of africa at the end of the nineteenth century,  belgium\u2019s king leopold left possibly the most horrid legacy of all. while great powers competed for territory elsewhere, leopold carved his own private colony out of the central african rainforest. he claimed he was doing it to protect the natives from arab slavers and to open the heart of africa to christian missionaries. instead he turned his \u2018congo free state\u2019 into a massive labour camp, made a fortune from wild rubber and contributed in a large way to the deaths of perhaps 10 million innocent people.  former bbc correspondent to central africa, 2005.",
            "13": "13 0470/04/m/j/08 \u00a9 ucles 2008 (a) (i) study source a.    what can you tell from this source about the aims of the european powers at berlin in  1884-5? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources show that europeans wanted to exploit africans? explain your  answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others about the aims and achievements of  european powers in africa in the late-nineteenth century? explain your answer. [7]  (b) (i) name two areas of africa colonised by germany in the late-nineteenth century. [2]   (ii) describe one incident of colonial rivalry in africa between european nations before 1914.  [4]   (iii) why was there a conference in berlin in 1884-5? [6]   (iv) \u2018the main reason for european imperialism in africa was to bring the benefits of  christianity to africans.\u2019 do you agree? explain your answer. [8]",
            "14": "14 0470/04/m/j/08blank page",
            "15": "15 0470/04/m/j/08blank page",
            "16": "16 0470/04/m/j/08blank page copyright acknowledgements: question 2 source b \u00a9 from russia, 1917-41 by clare baker. reprinted by permission of harcourt education. question 4 source a \u00a9 norman lowe; mastering modern world history ; palgrave macmillan; 1997. question 4 source b reprinted by permission of harpercollins publishers ltd \u00a9 jung chang, 1993.question 5 source a \u00a9 www.boer.co.zaquestion 5 source b \u00a9 byron farwell; the great boer war ; wordsworth editions ltd; 1999. question 6 source a \u00a9 www.unu.edu/unupress/unupbooks/80859e/80859e05.htmquestion 6 source b \u00a9 brian catchpole; history: world history since 1914 syllabus 1 ; pan books; 1987. question 7 source b \u00a9 trevor may; an economic and social history of britain, 1760-1990 ; longman; 1996. question 8 source c \u00a9 www.bbc.co.uk permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w08_qp_1.pdf": {
            "1": "this document consists of 18 printed pages and 2 blank pages. sp (cm/cgw) t52924/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three  questions. section a (core content)answer any two questions. section b (depth studies)answer any  one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *7741949551*history  0470/01 paper 1 october/november 2008  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/01/o/n/08 \u00a9 ucles 2008section a: core content answer any two questions from this section. 1 study the illustration, and then answer the questions which follow.  french troops recapturing rome in 1849.  (a) describe the creation and collapse of the roman republic (1848-49). [5]  (b) why were charles albert\u2019s attacks in 1848-49 against austria unsuccessful? [7]  (c) which of cavour and garibaldi played the more important role in uniting italy? explain your  answer. [8] 2 study the extract, and then answer the questions which follow. if i could save the union without freeing any slave, i would do it, and if i could save it  by freeing all slaves, i would do it; and if i could save it by freeing some and leaving others alone, i would also do that.  abraham lincoln in 1862.  (a) how did southerners justify slavery? [5]  (b) why did lincoln issue the emancipation proclamation? [7]  (c) \u2018the civil war was a disaster for the south.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "3": "3 0470/01/o/n/08 \u00a9 ucles 2008 [turn over3 study the illustration, and then answer the questions which follow.  a meeting of the japanese diet in the early 1890s.  (a) what constitutional changes were introduced in japan during the last twenty years of the  nineteenth century? [5]  (b) why was the anglo-japanese alliance of 1902 important for japan? [7]  (c) how far could japan be considered a great power by 1914? explain your answer. [8] 4 study the extract, and then answer the questions which follow. the german kaiser predicted that if the austrians did not face up to the serbian  menace, they would have considerable trouble from the slav peoples within the austro-hungarian empire. the fleet must now look on england as the enemy. moltke, the army chief, believed war was bound to happen and \u2018the sooner the better\u2019. tirpitz, the navy chief, wanted another eighteen months to get the navy ready for war.  notes of a secret meeting between the kaiser and  his top commanders, december 1912.  (a) what was the entente cordiale of 1904? [5]  (b) why was there a crisis over morocco in 1905? [7]  (c) \u2018the rise of serbia was more responsible than german militarism for the first world war.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/01/o/n/08 \u00a9 ucles 20085 study the photograph, and then answer the questions which follow.  a league of nations refugee camp.  (a) describe the humanitarian work of the league of nations in the 1920s. [5]  (b) why was the league able to achieve some successes in the 1920s in dealing with international  disputes? [7]  (c) how far can the world depression be blamed for the failure of the league? explain your  answer. [8] 6 study the extract, and then answer the questions which follow. at the time we had no army worth mentioning. if the french had taken any action we  could have been easily defeated; our resistance would have been over in a few days. and the air force we had then was ridiculous and we did not even have enough bombs for them.  hitler looking back on his gamble over the remilitarisation  of the rhineland, some years after the event.  (a) describe the remilitarisation of the rhineland in 1936. [5]  (b) why did hitler want to unite germany and austria? [7]  (c) how far was the policy of appeasement followed by britain and france responsible for the  outbreak of war in 1939? explain your answer. [8]",
            "5": "5 0470/01/o/n/08 \u00a9 ucles 2008 [turn over7 study the cartoon, and then answer the questions which follow.  a cartoon commenting on the marshall plan, 1947.  (a) what was agreed at the y alta conference of february 1945? [5]  (b) why did the usa introduce the marshall plan? [7]  (c) how far was the cold war caused by truman\u2019s hostility towards the soviet union? explain  your answer. [8]",
            "6": "6 0470/01/o/n/08 \u00a9 ucles 20088 study the extract, and then answer the questions which follow. in my generation this was not the first time that the strong had attacked the weak.  i remembered how each time the democracies failed to act it encouraged the aggressors to keep going. communism was acting in korea just as hitler, mussolini and the japanese had acted ten, fifteen and twenty years ago. i felt certain that if south korea was allowed to fall communist leaders would be encouraged to invade nations closer to our shores.  from president truman\u2019s memoirs, 1956.  (a) describe the structure of the united nations organisation. [5]  (b) why did the un become involved in the korean war? [7]  (c) how successful was the un in korea? explain your answer. [8]",
            "7": "7 0470/01/o/n/08 \u00a9 ucles 2008 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918-45 9 study the photograph, and then answer the questions which follow.  a group of sa members in munich in 1923.  (a) describe the activities of the sa. [5]  (b) why did hitler attempt the munich putsch? [7]  (c) was the reichstag fire more important than the enabling act in allowing hitler to consolidate  power? explain your answer. [8]",
            "8": "8 0470/01/o/n/08 \u00a9 ucles 200810 study the information, and then answer the questions which follow. germany unemployment in millions6 5 4 3 2 1 0 jan. 1932 jan. 1936 jan. 1937 jan. 1938 jan. 1933 jan. 1934 jan. 1935 jan. 1939 jan. 1940  german unemployment figures, 1932-1940.  (a) describe the nazi policy of autarky. [5]  (b) why was hitler able to gain popularity with male workers? [7]  (c) how far did young people support the policies of the nazis? explain your answer. [8]",
            "9": "9 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905-41 11 study the extract, and then answer the questions which follow. every scoundrel who incites anyone to retreat, to desert, or not to fulfil military  orders, will be shot.every soldier of the red army who voluntarily deserts his post will be shot.every soldier who throws away his rifle will be shot.  orders to the red army from trotsky, 1918.  (a) what was war communism? [5]  (b) why did the communists win the civil war? [7]  (c) how successful was lenin\u2019s new economic policy? explain your answer. [8] 12 study the extract, and then answer the questions which follow. comrade stalin, having become secretary, has unlimited authority concentrated  in his hands and i am not sure whether he is capable of using that authority with sufficient caution. comrade trotsky, on the other hand, is perhaps the most capable man in the present committee. stalin is too rude and this fault is not acceptable in the office of secretary. therefore i propose to comrades that they find a way of removing stalin from his post.  from lenin\u2019s testament, written in 1923.  (a) what qualities did trotsky have which enabled him to be considered as lenin\u2019s successor?  [5]  (b) why was stalin able to defeat trotsky to become lenin\u2019s successor? [7]  (c) \u2018terror was more effective than propaganda in stalin maintaining total control over the soviet  people.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/01/o/n/08 \u00a9 ucles 2008depth study c: the usa, 1919-41 13 study the information, and then answer the questions which follow. 1920 1932 wheat 100 22 maize 100 53 cotton 100 37.5  index of us farm produce.  (1920 = 100)  (a) what problems faced us farmers in the 1920s? [5]  (b) why did some industries in the us fail to benefit from the economic boom of the 1920s? [7]  (c) \u2018government policy was the main reason for the boom in the economy in the 1920s.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "11": "11 0470/01/o/n/08 \u00a9 ucles 2008 [turn over14 study the photograph, and then answer the questions which follow.  a flapper.  (a) describe the lifestyle of the modern young american woman in the 1920s. [5]  (b) why did the cinema grow in popularity in the 1920s? [7]  (c) \u2018prohibition failed because of corruption.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "12": "12 0470/01/o/n/08 \u00a9 ucles 2008depth study d: china, 1945-c. 1990 15 study the extract, and then answer the questions which follow. the communist government and armies are the first in modern china to have  positive and widespread popular support because they are genuinely of the people.  from a report to the american government, 1944.  (a) what were the main features of chinese communism? [5]  (b) why were the communists able to benefit from the second world war? [7]  (c) \u2018mao\u2019s leadership was the most important reason for the communist victory in the civil war.\u2019  how far do you agree with this statement? explain your answer. [8] 16 study the chart, and then answer the questions which follow. production table 1952 (million tonnes) coal iron steel oil cement power (billion kw)63.5 1.9 1.35 0.44 2.6 7.26113 4.7 4.12 2.0 6.0 15.9124 5.86 5.24 1.42 4.65 19.11957 planned actual  figures from the first chinese five y ear plan.  (a) on coming to power what steps did the communists take to deal with the land issue? [5]  (b) why was the first five y ear plan introduced? [7]  (c) how successful were mao\u2019s first and second five y ear plans? explain your answer. [8]",
            "13": "13 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 17 study the cartoon, and then answer the questions which follow. kitchener: \u2018the concentration camps where i have united women and children are speedily doing their work of bringing peace.\u2019  a french cartoon commenting on the boer war concentration camps.  kitchener is shown as a toad.  (a) describe the impact of the discovery of precious metals in the second half of the nineteenth  century on the people of south africa. [5]  (b) why did the jameson raid take place? [7]  (c) how successful were the british in dealing with the boers between 1880 and 1910? explain  your answer. [8]",
            "14": "14 0470/01/o/n/08 \u00a9 ucles 200818 study the photograph, and then answer the questions which follow.  students protesting about changes to education policy, 1976.  (a) describe the sharpeville massacre (1960). [5]  (b) why did young people rise up against apartheid in 1976? [7]  (c) how successful was p . w. botha in dealing with the growing pressure on the government from  both inside and outside south africa? explain your answer. [8] 19 study the extract, and then answer the questions which follow. the square by the municipal building was ringed with police cars. hundreds of angry  women and men were out in the open space. a double line of police was dealing with the situation. i could hardly believe what i was seeing.  an eye witness recalls the windhoek massacre of december 1959.  (a) describe the windhoek massacre. [5]  (b) why did south africa refuse to co-operate with the united nations over namibia in the period  up to 1960? [7]  (c) \u2018the united nations was responsible for namibia achieving independence.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "15": "15 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study f: israelis and palestinians, 1945\u2013c. 1994 20 study the photograph, and then answer the questions which follow.  a refugee ship carrying jewish immigrants arriving in palestine in april 1947.  (a) what problems faced palestine in 1945? [5]  (b) why did britain decide to hand palestine over to the united nations? [7]  (c) how far was the war of 1948-49 a success for israel? explain your answer. [8] 21 study the extract, and then answer the questions which follow. for years i secretly harboured the dream that i might play a part in restoring the  western wall to the jewish people. i knew that never again would i experience the same peak of elation as i did in 1967.  yitzhak rabin talking in 1979.  (a) what benefits did winning the six day war of 1967 bring to israel? [5]  (b) why did the y om kippur war take place? [7]  (c) \u2018the usa was more successful than the ussr in influencing events in the middle east  between 1948 and 1979.\u2019 how far do you agree? explain your answer. [8]",
            "16": "16 0470/01/o/n/08 \u00a9 ucles 2008depth study g: the creation of modern industrial society 22 study the illustration, and then answer the questions which follow.  an engraving of workers in a cotton mill around 1840.  (a) what was bad about working in a nineteenth-century textile factory? [5]  (b) why did the demand for coal increase significantly by 1850? [7]  (c) how successful was legislation introduced to improve working conditions in mines and textile  factories? explain your answer. [8] 23 study the extract, and then answer the questions which follow. canals overtook road usage, but if railways are found to be better than canals the  latter must in their turn, give way. the question in short is \u2013 is transport better by canals or railways?  from a british newspaper, 1824.  (a) what difficulties were faced when moving goods by road in the early-nineteenth century? [5]  (b) why did canal transport decline? [7]  (c) \u2018the greatest benefit of railways was to improve the health of the people.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "17": "17 0470/01/o/n/08 \u00a9 ucles 2008 [turn overdepth study h: the impact of western imperialism in the nineteenth century 24 study the illustration, and then answer the questions which follow.  a british mail steamer entering the suez canal.  (a) what did nineteenth-century missionaries want to achieve? [5]  (b) why did the various imperial powers treat their colonies differently? [7]  (c) how far was european imperialism built upon military force? explain your answer. [8]",
            "18": "18 0470/01/o/n/08 \u00a9 ucles 200825 study the illustration, and then answer the questions which follow.  the battle of adowa, 1896.  (a) what was decided at the berlin conference of 1884-85? [5]  (b) why did most of africa remain uncolonised in the first half of the nineteenth century? [7]  (c) \u2018european imperialism was beneficial to africa.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "19": "19 0470/01/o/n/08blank page",
            "20": "20 0470/01/o/n/08blank page copyright acknowledgements: question 9 \u00a9 getty images. question 14 \u00a9 mary evans picture library.question 17 \u00a9 time life pictures/getty images.question 18 \u00a9 the mayibuye centre.question 20 \u00a9 getty images.question 24 \u00a9 mary evans picture library.question 25 \u00a9 mary evans picture library. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w08_qp_2.pdf": {
            "1": "this document consists of 12 printed pages. sp (cw/cgw) t53045/6 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic [p7\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *6041796501*history  0470/02 paper 2 october/november 2008  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/02/o/n/08 \u00a9 ucles 2008option a: 19th century topic how much support was there for a united italy in 1848\u20139? study the background information and the sources carefully, and then answer all the questions. background information the first of the many european revolutions of 1848 took place in italy in january when the people of  palermo, in sicily, rose up against rule by naples. over the next 20 months there were many other risings in different parts of italy. the aims of those who rose up were varied, including constitutional liberties, social and economic improvements and getting rid of austrian rule. another aim, connected to many of these, was the desire for a united italy. this was not achieved in 1848. was this because there was little support for it? source a y oung italy is a brotherhood of italians who are convinced that italy is destined to become one nation  \u2013 convinced also that she possesses sufficient strength within herself to become one. the great aim is to remake italy as one independent sovereign nation of free men and equals. y oung italy is republican because it is the only form of government that ensures a free and equal  community of brothers and the aristocracy is the source of inequality and corruption to the whole nation. y oung italy is unitarian because without unity there is no true nation or strength. italy, surrounded by  powerful nations, has need for strength. federalism would place her under the influence of one of the neighbouring nations. the means by which y oung italy proposes to reach its aims are education and insurrection. education  must always be directed to teach by example, word and pen, the necessity of insurrection. insurrection \u2013 by means of guerrilla bands \u2013 is the true method of warfare for all nations wanting to free themselves from foreign control. from mazzini\u2019s \u2018general instructions for members of y oung italy\u2019, published in 1831.",
            "3": "3 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource b the papacy is a concrete, living thing, real \u2013 not just an idea. it has existed for eighteen centuries.  the papacy is naturally the head of italy. this is in the nature of things, confirmed by many centuries of history. it has only been questioned by those who were too friendly with foreign powers and were enemies of italy. the benefits italy would gain from a political confederation under the influence of the pope are endless. for such a co-operative association would increase the strength of the various princes without damaging their independence and would put the strength of each at the disposal of all. it would make foreign invasion impossible and place italy again in the first rank of the powers. written by gioberti, a catholic priest, in 1843. source c a drawing from the time of austrian troops being driven out of milan by revolutionaries in march 1848.",
            "4": "4 0470/02/o/n/08 \u00a9 ucles 2008source d a cartoon from 1848 entitled \u2018italy awakes\u2019. it shows a long slumbering italy being forced awake. source e a happier future is beginning for those of us who bravely stand up for their rights against the oppressor.  we, out of our love for italy, and supported by public opinion, join in with the admiration which italy has for you. people of lombardy and venetia, our armies, which were concentrating on your frontier when you  acted first by liberating your glorious milan, are now coming to offer you in the latter phases of your fight the help which a brother expects from a brother. we will support you in your desires, confident in the help of the god who has given pius ix to italy. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to carry the cross of savoy imposed on the tricolour of italy. the proclamation by charles albert, king of piedmont, to the people of  lombardy and venetia, march 1848.",
            "5": "5 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource f my position was difficult and dangerous. i had to try and prevent tuscany falling into anarchy. this  would have been fatal for tuscany itself, a dreadful example to the other states in italy, and would have made the situation more difficult for everybody. either i had to take part in the war, or go into exile and bring the government down. tuscan neutrality was impossible. i had received no request to join my forces with those of the austrian army. the austrians did not offer their troops to tuscany to suppress the revolution, and i could not believe that austria was in a position to send any troops. i thought of my family, and the dangers that my dynasty might incur if the situation changed; i thought of  the anarchy that was imminent in tuscany. that evening, 29 march, i issued a decree which proclaimed war. i had already granted a free press, a civic guard and a constitution; now i granted war. i intended to raise 2,000 conscripts and nobody complained, not even about the extra cost, such was the popular enthusiasm. from the memoirs of leopold ii, the grand duke of tuscany, explaining why he joined piedmont\u2019s war  against the austrians. leopold was related to the austrian royal family. he wrote his memoirs in the  1860s after he abdicated. source g if my hands, used to fighting, would be acceptable to his holiness the pope, i most thankfully dedicate  them to the service of him who has served the church and the fatherland so well. joyful indeed shall i and my companions in whose name i speak be, if we may be allowed to shed our blood in defence of his holiness\u2019s work of liberty. a letter from garibaldi to pope pius ix, october 1847. source h seeing that some people want us, along with the other princes of italy and their subjects, to engage in  war against the austrians, we have thought it convenient to proclaim clearly and openly that we are not happy with such a plan. we reject the treacherous advice of those who would want me to be head of some sort of republic of  the whole italian people. rather, on this occasion, moved by the love we bear them, we do urgently warn the italian people to stay loyal to their sovereigns whose rule has so often benefited them. a public announcement by pope pius ix, april 1848. source i the word \u2018italy\u2019 is a geographical expression. though it is a term that slides easily off the tongue, it has  none of the political implications which the revolutionaries are trying to attach to it \u2013 implications which would threaten the very existence of the individual states which make up the italian peninsula. metternich, the austrian chancellor, writing to an austrian official in italy, april 1847.",
            "6": "6 0470/02/o/n/08 \u00a9 ucles 2008source j there are not five italies, or four italies or three italies. there is only one italy. god, who in creating her,  smiles upon her land, has awarded her the two most perfect frontiers in europe, symbols of eternal strength \u2013 the alps and the sea. rome shall be the temple of your nation. mazzini speaking to the constituent assembly in rome, march 1849. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far would the author of source b have supported the ideas in source a? explain your answer  using the sources and your knowledge. [8] 2 study sources c and d.  how similar are these two sources? explain your answer using the sources and your knowledge.   [7] 3 study sources e and f .  how far do these two sources prove that charles albert and leopold were supporters of italian  nationalism? explain your answer using the sources and your knowledge. [7] 4 study sources g and h.  does source g make you surprised by what the pope says in source h? explain your answer  using the sources and your knowledge.  [8] 5 study sources i and j.   why do you think these two sources disagree? explain your answer using the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources support the view that by 1848 there was little enthusiasm for a united  italy? use the sources to explain your answer. [12]",
            "7": "7 0470/02/o/n/08 \u00a9 ucles 2008 [turn overoption b: 20th century topic why did the united states lose the war in vietnam? study the background information and the sources carefully, and then answer all the questions. background information american presidents eisenhower and kennedy supported the government of south vietnam by sending  advisers. they knew that the government was corrupt and undemocratic but wanted to prevent the country from falling to the communists. the viet cong, supplied by communist north vietnam, were conducting a guerrilla war against the government. in 1964 president johnson decided to escalate the war. he ordered the bombing of north vietnam and  in 1965 sent 180 000 american troops. the war did not go well for the united states. more troops were sent and tens of thousands were killed. at the same time hundreds of thousands of south vietnamese civilians were killed. by 1967 robert mcnamara, secretary of defence in both kennedy\u2019s and johnson\u2019s governments, had decided that the war was not winnable. he resigned in the following year. in 1973 president nixon withdrew all remaining combat troops from south vietnam, and in 1975 north vietnam invaded and defeated the government of south vietnam. why did the united states lose the war in vietnam? was it because of what happened in vietnam or  was it more because of factors in the united states itself? source a the american soldier in vietnam could rely on the latest equipment. he was transported to the battle  scene by helicopter, and if wounded flown out by helicopter. tanks and armoured cars supported any attack and he had the most up-to-date arms \u2013 mortars, machine guns, grenade and rocket launchers, and the m16, a fully automatic rifle. the americans had air-to-surface missiles and bombs of every shape and size from napalm bombs that roasted their victims alive to cluster bombs whose hundreds of pellets burst out to rip deep into the body of anyone within range. they also had electronic instruments which detected guerrillas, and chemical weapons which could destroy jungles and crops. from a book about the vietnam war by an american historian, published in 1983. source b the american story was that this was an example of the success of their bombing and shelling  campaign. they told me that it showed that the viet cong were so demoralised that they were having to take refuge underground. well i must confess that i believed that version of the story. it was only later when it was discovered how enormous the tunnel complex was and how skilfully the viet cong used it and how the tunnels actually extended under the american base camps, that i started to think for myself and i realised that this was not a sign of how demoralised the viet cong had become but how determined they were. a british journalist speaking on a television programme, 27 june 1993.",
            "8": "8 0470/02/o/n/08 \u00a9 ucles 2008source c (the us is spending more than $40,000,000 per day on the war in vietnam; compensa- tion payments for south vietnamese civilians killed \u02bbby mistake \u02bc are $34 per head.) a british cartoon published in october 1966.",
            "9": "9 0470/02/o/n/08 \u00a9 ucles 2008 [turn oversource d an american cartoon published in 1975. the title of the cartoon is \u2018who lost vietnam?\u2019 it shows  successive american presidents; eisenhower, kennedy, johnson, nixon and ford. the figure at the  bottom is henry kissinger who was a member of the governments of both nixon and ford.",
            "10": "10 0470/02/o/n/08 \u00a9 ucles 2008source e in general, american public opinion backed forceful action in the war. johnson\u2019s popularity rating rose  whenever he piled on the pressure; it leaped 14% when he started the bombing. he was criticized for doing too little; what the opinion polls show was that americans hated the indecisiveness in washington. despite the draft, support for intensifying the war was always greater among the under-thirty-fives than among older people, and young white males were the group most consistently in favour of escalation. among the people as a whole, support for withdrawal never rose above 20% until after november 1968 when the decision to get out had already been taken by the government. the american people were resolute, even if their leaders were not. from a history of america, published in 1997. source f dear american friends: large sections of the american people, encouraged and supported by many peace- and  justice-loving persons, are about to launch an offensive throughout the united states to persuade president nixon to put an end to the vietnam war. y our urgent demand is to save american honour and prevent sons and brothers from  dying uselessly in vietnam. it is a timely answer to the government which is intensifying and prolonging the war in vietnam in defiance of american and world protests. the vietnamese and world people fully approve of your just struggle. we are firmly  confident that with the solidarity and bravery of our two countries, and with the approval and support of peace-loving people in the world, the struggle of the vietnamese people and the american people will certainly be crowned with total victory. affectionately yours pham van dong premier of north vietnam a letter to american anti-war protesters, dated 14 october 1969. it was read out in the us congress by the chairman of the republican party.",
            "11": "11 0470/02/o/n/08 \u00a9 ucles 2008source g two young women who tempted some united states soldiers to lay down their weapons, and then  killed them. an old woman who assisted guerillas in setting up an ambush against american soldiers.a young boy who befriended some united states soldiers and then led them into a viet cong ambush.a government soldier who deserted to the viet cong, bringing several weapons and stolen documents  with him. a schoolboy who secretly spread the teachings of ho chi minh among his classmates. a list of viet cong \u2018heroes\u2019 drawn up by an american journalist. in 1974 he researched the life of one  small south vietnamese village during the war. the villagers told him that they remembered the viet  cong in the area calling meetings of villagers in which they were told about these \u2018heroes\u2019. source h first is the simple fact that south vietnam, a member of the free world family, is striving to preserve its  independence from communist attack. second, south-east asia has great significance in the forward defence of the united states. the communists\u2019 victory would only be a first step towards eventual chinese dominance over south-east asia. robert mcnamara, explaining publicly in 1964 why america had to be involved in vietnam.  the media started calling the conflict \u2018mcnamara\u2019s war\u2019.  source i the vietnam war is unpopular in this country. it is becoming increasingly unpopular as it escalates \u2013  causing more american casualties. most americans do not know how we got where we are, and most are convinced that somehow we should not have got this deeply in. all want the war ended and expect their president to end it. successfully. or else. there may be a limit beyond which many americans will not permit the united states to go. the picture  of the world\u2019s greatest superpower killing or seriously injuring 1000 innocent civilians a week, while trying to pound a tiny backward nation into submission, is not a pretty one. from a memorandum robert mcnamara wrote for president johnson on 19 may 1967, opposing a  request from general westmoreland for more troops to be sent to vietnam.",
            "12": "12 0470/02/o/n/08 \u00a9 ucles 2008now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  does source a make you surprised by the account in source b? explain your answer using the  sources. [6] 2 study source c.  what was the message of this cartoon? explain your answer using the source and your knowledge.  [8] 3 study sources d and e.  how far would the author of source e have agreed with the cartoonist (source d)? explain your  answer using the sources and your knowledge.  [7] 4 study sources f and g.  is one of these sources more useful than the other to a historian studying the vietnam war?  explain your answer using the sources and your knowledge. [9] 5 study sources h and i.  was mcnamara lying in one of these two sources? explain your answer using the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources support the view that the united states lost the vietnam war because of  what was happening in america? use the sources to explain your answer. [12] copyright acknowledgements: option b source a \u00a9 from vietnam: a history by stanley karnow, published by century. reprinted by permission of the randon hous e group ltd. option b source d \u00a9 joanne de pennington; modern america: 1865 to the present  ; hodder murray; 2005. option b source e \u00a9 paul johnson; a history of the american people, weidenfeld & nicholson, 1997. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w08_qp_4.pdf": {
            "1": "this document consists of 10 printed pages and 2 blank pages. sp (nf/cgw) t53046/5 \u00a9 ucles 2008 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *8685527715*history  0470/04 paper 4  alternative to coursework october/november 2008  1 hour additional materials: answer booklet/paper",
            "2": "2 0470/04/o/n/08 \u00a9 ucles 2008depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a bartering became more and more widespread. professional people including lawyers accepted food  in preference for cash fees. a haircut cost a couple of eggs, and craftsmen, such as watchmakers, displayed in their shop windows: \u2018repairs carried out in exchange for food\u2019. once i was asked at the box office of our local cinema if i could bring some coal as the price of two seats. memories of a german journalist, written in 1976.  source b in early 1923, when i was a student in freiberg some 30 miles from the swiss border, there was  a regular arrival of swiss visitors from nearby basel. they were quite ordinary people who came for a day\u2019s shopping and enjoyment. they filled the best cafes and restaurants and bought luxury goods. most of us had little money and could never afford to see the inside of all those glamorous places into which the foreigners crowded. of course we were envious. contempt for such visitors combined with envy produced in most of us a great deal of nationalist and anti-foreigner feeling. memories of a german historian.  (a) (i) study source a.    what does this source tell you about hyperinflation in germany in 1923? support your  answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that people were harmed by hyperinflation? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about hyperinflation?  explain your answer. [7]  (b) (i) what were reparations? [2]   (ii) describe what happened when the french occupied the ruhr in 1923. [4]   (iii) why was there a putsch in munich in 1923 and why did it fail? [6]   (iv) how far had the weimar government achieved political and economic stability by 1929?  explain your answer. [8]",
            "3": "3 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a in order to turn a peasant society into an industrialised country, great sacrifices were necessary.  the people had to accept this, but it would not be achieved by enthusiasm alone. if a few million had to perish in the process, history would forgive comrade stalin. the task demanded great energy that could be extracted from a backward people only by great harshness. a russian writer describes, in 1988, stalin\u2019s views on the modernisation of the ussr.  source b 1929 and 1930 were the years of the great push for collectivisation. the richer peasants expressed  their despair by burning their crops, killing their cattle and destroying their machinery. in places there was armed resistance and in march 1930 stalin realised that it had all gone too far too fast. accusing officials of being \u2018dizzy with success\u2019, stalin implied collectivisation had been rushed against his wishes. many farms were decollectivised but nevertheless, by the end of 1934, 87 per cent of farmland was collective and 99 per cent by 1937. a british historian writing in 1966.  (a) (i) study source a.    what can you tell from this source about the process of modernisation under stalin\u2019s  rule? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that collectivisation was successful? explain your answer.  [7]   (iii)  study both sources.    is one source more useful than the other as evidence about stalin\u2019s modernisation  programme for the ussr? explain your answer. [7]  (b) (i) what were the kulaks? [2]   (ii) describe lenin\u2019s new economic policy (nep) introduced in 1921. [4]   (iii) why did stalin introduce collectivisation? [6]   (iv) how far did the lives of the soviet people improve under stalin\u2019s rule to 1941? explain  your answer.  [8]",
            "4": "4 0470/04/o/n/08 \u00a9 ucles 2008depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a from a new y ork state newspaper, 1933.  source b the recession has not returned us to the disasters and suffering of the beginning of 1933. y our  money in the bank is safe; farmers are no longer in deep distress and have greater purchasing power; the dangers of speculation have been reduced; national income is almost 50 per cent higher than it was in 1932. i know that our present difficulties have affected some groups and some areas seriously but have been little felt in others. i am convinced that the first duty of government is to protect the economic welfare of all the people in all sections and in all groups, so if private enterprise does not provide jobs this spring, government will \u2013 i would not let the people down. f d roosevelt radio broadcast, april 1938.",
            "5": "5 0470/04/o/n/08 \u00a9 ucles 2008 [turn over (a) (i) study source a.    what can you tell from this source about agriculture in 1933? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the new deal had been successful by 1938? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the new deal  programme? explain your answer. [7]  (b) (i) what was sharecropping? [2]   (ii) what were the effects on agriculture of the drought in the mid-1930s? [4]   (iii) why was the tennessee valley authority set up? [6]   (iv) \u2018the greatest success of the new deal was its effect on farming.\u2019 do you agree? explain  your answer. [8]",
            "6": "6 0470/04/o/n/08 \u00a9 ucles 2008depth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a hundreds of thousands of people had decided to join in on the side which seemed certain to  win. the major avenues of beijing were blocked with bicycles, cars, lorries, buses, and trucks all heading for tiananmen square, which was filled with people cheering, singing, playing musical instruments, waving flags, enjoying themselves. the noise could be heard streets away. victory seemed the only conclusion.  a british reporter describing what he saw in beijing, 1989.  source b deng\u2019s china began to sign agreements with the usa, britain, japan and other industrial countries.  by the 1980s foreign firms were building new factories in china to make everything from computers to face cream. in the countryside much land was handed back to the peasants who could decide what to grow. after they had paid rent to the government they could keep the rest of the money. factory workers were rewarded too. if they produced more, they were given extra money. the more the peasants and factory workers earned the more they had to spend. the economy began to grow. a british history textbook, 1987.  (a) (i) study source a.    what can you tell from this source about the protesters in tiananmen square? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the reason for the improvement in china\u2019s economy  was foreign investment? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china\u2019s development  after the death of mao zedong? explain your answer. [7]  (b) (i) what was the \u2018gang of four\u2019? [2]   (ii) describe how deng xiaoping re-emerged to become leader of china. [4]   (iii) why were there demonstrations in tiananmen square in 1989? [6]   (iv) \u2018from 1976 to 1990, the communist government relaxed control over the chinese people.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "7": "7 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a mrs mpemba, a mother of eight children, has been told that as her husband is no longer living  in langa she has no right to live there and must leave. because she has lived in langa for 25 years she also does not have the right to return to her place of birth. legally, she may not now live anywhere. a south african newspaper report of a case under the pass laws, 1967.  source b before they went to the police station on 21 march 1960, pac member philip kgosana told the  crowd of 6000 in langa township, \u2018every african must make up his mind that he will never again carry a pass. in this campaign now and continuousl y we are going to observe absolute non-violence.\u2019 nine days later, he repeated these points to a crowd of 30 000 that he had led in a march to parliament in cape town. a report in the new y ork times from an american writer who was expelled from  south africa in 1966.  (a) (i) study source a.    what can you tell from this source about the effects of the pass laws? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that africans opposed the pass laws? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government control  over africans in the 1960s? explain your answer. [7]  (b) (i) name the two prime ministers of south africa in the 1960s. [2]   (ii) describe the events at sharpeville on 21 march 1960. [4]   (iii) why did south africa become a republic in 1961? [6]   (iv) how successful was government action towards opposition to apartheid in the 1960s  and 1970s? explain your answer. [8]",
            "8": "8 0470/04/o/n/08 \u00a9 ucles 2008depth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a palestine is our country.  our aim is to return.  death does not frighten us.  palestine is ours.  we shall never forget her.  another homeland we shall never accept.  our palestine, o god and history,   we promise to shed our blood for you! an oath chanted daily in the 1970s by palestinian refugee children.  source b those who call us terrorists wish to prevent world public opinion from discovering the truth about  us. the difference between the revolutionary and the terrorist lies in the reason for which he fights. for whoever fights for freedom and liberation of his land from the invaders, the settlers and the colonists, cannot possibly be called terrorist, otherwise the american people in their struggle for liberation from the british would have been terrorists; the european resistance against the nazis would have been terrorism; the struggle of the asian, african and latin american peoples would also have been terrorism. part of arafat\u2019s speech to the uno, november 1974.  (a) (i) study source a.    what does this source tell you about palestinian refugees? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that palestinians were not terrorists? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the palestinian  liberation struggle? explain your answer. [7]  (b) (i) name two palestinian organisations other than the plo that have fought for palestinian  independence. [2]   (ii) describe the tactics the plo used to achieve their aims in the 1970s. [4]   (iii) why did arafat accept an invitation to speak at the uno in 1974? [6]   (iv) how far was the plo successful in promoting the palestinian cause? explain your  answer. [8]",
            "9": "9 0470/04/o/n/08 \u00a9 ucles 2008 [turn overdepth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the question of universal suffrage is a knife and fork question, a bread and cheese question. it  seems to me that every working man has a right to have a good coat on his back, a comfortable home, a good dinner upon his table, no more work than is necessary for keeping him in good health and as much wages for that work as would keep him in plenty. from a speech made in 1839 by john stephens who spoke in support of chartism, although  he never joined the movement.  source b the chartists were called ugly names like a herd of pigs and the unwashed. i never knew equality  demanded by the chartists, neither in public or private, nor a case of violence or robbery in the town, though thousands have marched through its streets to meetings. they believed that taxation without representation was tyranny, and ought to be resisted. they took a leading part in agitating in favour of the ten hour working day, the repeal of taxes on knowledge and education. they supported civil and religious liberty. they were true pioneers in all the great movements of their time. from a book published in 1887 entitled \u2018the struggles of an old chartist\u2019.  (a) (i) study source a.    what does this source tell you about the chartists? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that the chartists were a threat to society? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the aims of the  chartists? explain your answer. [7]  (b) (i) who was the leader of (a) the moral force chartists and (b) the physical force chartists?  [2]   (ii) describe the presentation of the 1848 petition. [4]   (iii) why did the chartists fail to achieve the six points of the charter? [6]   (iv) \u2018 chartism was the most important nineteenth-century working-class movement.\u2019 do you  agree? explain your answer. [8]",
            "10": "10 0470/04/o/n/08 \u00a9 ucles 2008depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a we have never before heard such news as the first full story of the outbreak of the mutiny in india.  it came with terrible exaggeration. england was horrified by the stories of large-scale massacres of english women and children; of the most dreadful tortures and the most degrading outrages inflicted on english women.  from a book, \u2018the history of our time\u2019, published in 1881.  source b the british authorities have met the emergency with both strength and wisdom. they reacted  quickly and vigorously to bring all their resources to deal with the crisis, with as little fuss and trouble as if they had been arranging the details of a festival. from a magazine published in england, july 1857.  source c the mutiny began at meerut. its immediate cause was a display of unwise severity by incompetent  officers who did not know how to calm the storm they had caused. delhi fell and then cawnpore after three weeks gallant defence. it was in the upper ganges region that the issue was fought out and won during the summer of 1857 by the small british force then actually in india and by indian troops faithful to them. their boast that \u2018alone we did it\u2019 is largely true, although there were still months of bitter fighting.  from a british history book, published in 1922.  (a) (i) study source a.    what does this source tell you about british reaction to the indian mutiny? support your  answer with reference to the source. [6]   (ii) study sources b and c.    how far do these sources agree about the way the british dealt with the mutiny? explain  your answer. [7]   (iii) study all the sources.    is one of these sources more useful than the others as evidence about the mutiny?  explain your answer. [7]  (b) (i) name two british governor-generals in the years prior to the mutiny. [2]   (ii) describe what happened at meerut on 10 may 1857. [4]   (iii) why was the mutiny defeated? [6]   (iv) how far did the mutiny change india? explain your answer. [8]",
            "11": "11 0470/04/o/n/08blank page",
            "12": "12 0470/04/o/n/08blank page copyright acknowledgements: depth study a source a \u00a9 alan white, eric hadley; germany, 1918\u201349 ; collins educational; 1990. depth study a source b \u00a9 alan white, eric hadley; germany, 1918\u201349 ; collins educational; 1990. depth study b source a \u00a9 anatoly rybakov; children of arbat ; 1988. depth study b source b \u00a9 j n westwood; russia 1917\u20131964 . depth study c source a \u00a9 www.nisk.k2.ny.us/fdr/fdr_farm/33032002.gifdepth study d source a \u00a9 john simpson; despatches from the barricades ; hutchinson; 1990. depth study d source b \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e source a \u00a9 www.disa.ukzn.ac.zadepth study e source b \u00a9 joseph lelyveld; move y our shadow: south africa black and white ; times books; 1985. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2009": {
        "0470_s09_qp_1.pdf": {
            "1": "this document consists of 19 printed pages and 1 blank page. sp (cw/cgw) t77725/3 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer three questions. section a (core content)answer any two questions.section b (depth studies)answer any one question. at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0525921854*history 0470/01 paper 1 may/june 2009  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/01/m/j/09 \u00a9 ucles 2009section a: core content answer any two questions from this section. 1 study the extract, and then answer the questions which follow. in 1849 garibaldi organised a gallant and courageous defence of rome against  the army of louis napoleon of france. king ferdinand landed troops in sicily and attacked the inhabitants. thousands were massacred.  from a british school textbook published in 1985.  (a) what successes did the revolutionaries in italy have during 1848? [5]  (b) why was italy not unified in 1848-49? [7]  (c) \u2018napoleon iii of france and cavour played equally important roles in the unification of italy.\u2019 how far do you agree with this statement? explain your answer. [8] 2 study the extract, and then answer the questions which follow. frederick william (of prussia) had little choice but to accept the terms of the treaty of olmutz in 1850. the revolution of 1848 was over, the princes were back on their thrones and prussia humiliated. austrian forces had greater strength than the prussian army.  from a british school textbook published in 1985.  (a) what was decided by the treaty of olmutz (1850)? [5]  (b) why did war break out between austria and prussia in 1866? [7]  (c) which was the more important in the unification of germany:   the austro-prussian war;  the franco-prussian war?   explain your answer. [8]",
            "3": "3 0470/01/m/j/09 \u00a9 ucles 2009 [turn over3 study the extract, and then answer the questions which follow. the election of a man to the high office of president of the united states whose  opinions are hostile to slavery, and who has declared that \u2018government cannot exist permanently with a half-slave, half-free situation\u2019, and who has indicated that his intention, and that of his party, is the \u2018ultimate extinction\u2019 of slavery, justifies this action to leave the union.  resolution from a special south carolina state convention, 1860.  (a) what was the compromise of 1850? [5]  (b) why was the dred scott decision important? [7]  (c) \u2018the american civil war was not about slavery.\u2019 how far do you agree with this statement? explain your answer. [8] 4 study the extract, and then answer the questions which follow. for germany, the most dangerous enemy at the present time is england. it is also the enemy against which we most urgently require a navy.  admiral tirpitz speaking in 1897. tirpitz was responsible for building up the german navy.  (a) describe the part played by germany in the arms race in the early years of the twentieth century. [5]  (b) why did the alliance system create tension between the great powers at that time? [7]  (c) \u2018the balkan wars, 1912-13, were more responsible for the first world war than the assassination of franz ferdinand.\u2019 how far do you agree with this statement? explain your answer. [8] 5 study the extract, and then answer the questions which follow. the members of the league recognise that the maintenance of peace requires the reduction of national armaments to the lowest possible level consistent with national safety and the enforcement by common action of international obligations.  article 8 of the covenant of the league of nations.  (a) what were the main weaknesses in the structure and organisation of the league of nations? [5]  (b) why did the depression make the work of the league more difficult? [7]  (c) to what extent was the league of nations a success in its peacekeeping role? explain your answer. [8]",
            "4": "4 0470/01/m/j/09 \u00a9 ucles 20096 study the photograph, and then answer the questions which follow.  german soldiers marching into the rhineland in 1936.  (a) what actions did hitler take between 1933 and 1937 to destroy the treaty of versailles? [5]  (b) why was hitler able to unite germany with austria in 1938? [7]  (c) \u2018the nazi-soviet pact played a greater part in causing war in 1939 than did the policy of  appeasement.\u2019 how far do you agree with this statement? explain your answer. [8] 7 study the extract, and then answer the questions which follow. at potsdam we were faced with an accomplished fact and were forced to agree to russian occupation of eastern poland. it was a high-handed outrage. unless russia is faced with an iron fist and strong language another war is in the making.  from a letter sent by the us president truman to his secretary of state, january 1946.  (a) what did stalin gain from the y alta conference? [5]  (b) why did tensions between the ussr and the western allies increase at the potsdam conference? [7]  (c) who was more to blame for starting the cold war, the usa or the ussr? explain your answer. [8]",
            "5": "5 0470/01/m/j/09 \u00a9 ucles 2009 [turn over8 study the poster, and then answer the questions which follow.  a who publicity poster.  (a) what did the founders of the united nations hope it would achieve? [5]  (b) why did the united nations become involved in the congo in 1960-61? [7]  (c) how successful has the united nations been in its social and economic work? explain your  answer. [8]",
            "6": "6 0470/01/m/j/09 \u00a9 ucles 2009section b: depth studies answer any one question from this section. depth study a: germany, 1918-45 9 study the photograph, and then answer the questions which follow.  hitler at a nazi party election rally, 1932.  (a) describe the events of the munich putsch, 1923. [5]  (b) why did the nazi party have little success before 1930? [7]  (c) how significant was the role of hitler in increasing the popularity of the nazi party between  1929 and 1932? explain your answer. [8] 10 study the extract, and then answer the questions which follow. it is my great educative work i am beginning with the young. we older people are bearing the burden of the past. but my magnificent youngsters! are there finer ones in the world? look at these young men and boys. what material! with them i can make a new world.  hitler speaking in 1939.  (a) describe the events of kristallnacht. [5]  (b) why were the changes made to education important to the nazis? [7]  (c) to what extent did german people benefit from nazi rule in the 1930s? explain your answer. [8]",
            "7": "7 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study b: russia, 1905-41 11 study the extract, and then answer the questions which follow. the situation is serious. petrograd is out of control. the government is paralysed;  the food and fuel supplies are completely disorganised. discontent is general and on the increase. there is wild shooting on the streets; troops are firing at each other.  a message to the tsar from the president of the duma, 11 march 1917.  (a) what were the main features of russian society before the first world war? [5]  (b) why did the revolution of 1905 occur? [7]  (c) which of the following was more responsible for revolution in russia in 1917:   the role of the tsarina and her relationship with rasputin;  food shortages?   explain your answer. [8] 12 study the photograph, and then answer the questions which follow.  tractors at work on a collective farm.  (a) describe how agriculture was organised before collectivisation. [5]  (b) why did stalin want to modernise soviet industry? [7]  (c) how far did the soviet people benefit from stalin\u2019s economic policies? explain your answer.  [8]",
            "8": "8 0470/01/m/j/09 \u00a9 ucles 2009depth study c: the usa, 1919-41 13 study the photograph, and then answer the questions which follow.  home for a black family in virginia in the 1920s.  (a) what problems did american farmers face in the 1920s? [5]  (b) why did the older traditional industries not share in the economic success of the 1920s? [7]  (c) \u2018the introduction of mass production was the main reason for the economic prosperity of the  1920s.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "9": "9 0470/01/m/j/09 \u00a9 ucles 2009 [turn over14 study the extract, and then answer the questions which follow. i was one of the women who favoured prohibition when i heard it discussed but i am  now convinced it has proved a failure. it is true we no longer see the corner saloon: but in many cases has it not merely moved to the back of the store, or up or down one flight of stairs under the name of a speakeasy?  an american journalist writing in 1928.  (a) what were the aims of the ku klux klan. [5]  (b) why did prohibition fail? [7]  (c) how far did life change for women during the 1920s? explain your answer. [8]",
            "10": "10 0470/01/m/j/09 \u00a9 ucles 2009depth study d: china, 1945-c.1990 15 study the poster, and then answer the questions which follow. a poster entitled \u2018new y ear\u2019s thanks to the army\u2019, published in 1950. the poster shows happy  relations between peasants and the people\u2019s liberation army.  (a) what problems faced china at the end of the second world war? [5]  (b) why did mao regard winning the support of the peasants as so important? [7]  (c) \u2018the unpopularity of chiang kai-shek was the most important reason for the communist  victory in the civil war.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "11": "11 0470/01/m/j/09 \u00a9 ucles 2009 [turn over16 study the photograph, and then answer the questions which follow. \u2018backyard\u2019 steel furnaces built during the great leap forward.  (a) describe the impact of communist rule on the lives of women in china in the 1950s. [5]  (b) why were communes introduced? [7]  (c) \u2018the great leap forward was a greater failure in the countryside than in the towns.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "12": "12 0470/01/m/j/09 \u00a9 ucles 2009southern africa in the twentieth century 17 study the extract, and then answer the questions which follow. lord milner (the senior british official in the cape) and kitchener were out to break  the backbone of the afrikaner and their backbone consisted of their womenfolk. a concentration camp survivor speaking with a british reporter in 1981.  (a) what part did rhodes play in the development of southern africa? [5]  (b) why did the mining industry develop rapidly in southern africa in the late-nineteenth century? [7]  (c) \u2018the anglo-boer war of 1899-1902 was a total victory for the british.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "13": "13 0470/01/m/j/09 \u00a9 ucles 2009 [turn over18 study the cartoon, and answer the questions which follow. a cartoon showing the effects of verwoerd\u2019s education policy on black south africans.  (a) describe the main features of the apartheid system in south africa in the 1950s. [5]  (b) why did verwoerd want to restrict education for black people? [7]  (c) how effectively did the south african government deal with opposition to apartheid before  1980? explain your answer. [8]",
            "14": "14 0470/01/m/j/09 \u00a9 ucles 200919 study the extract, and then answer the questions which follow. in august 1883 a coastal strip of land was sold to l\u00fcderitz by chief fredericks. he  misunderstood what was happening and later learned the truth from a newspaper. he protested and complained to the german government, but it was all in vain. from a namibian school textbook.  (a) describe the role of l\u00fcderitz in acquiring land towards the end of the nineteenth century. [5]  (b) why was there conflict between the herero and the germans? [7]  (c) how far were the people of namibia affected by the first world war? explain your answer. [8]",
            "15": "15 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study f: israelis and palestinians, 1945-c.1994 20 study the extract, and then answer the questions which follow. of all the sins committed by arab states against israel, none has been more severe  than that committed by these wealthiest of the world\u2019s nations against their own people. not only did the arab states refuse to absorb the arabs who fled palestine in 1948, but they kept them in camps for 45 years solely for the anti-israeli propaganda benefits to be derived from the sight of people living on inadequate charity. these are men, women and children who could have been rescued from their dreadful lives by the investment of arab oil revenues. yitzhak shamir, a former prime minister of israel, writing in 1994.  (a) describe how the palestinians became refugees. [5]  (b) why have arab states not always supported the palestinians? [7]  (c) how successful was arafat as a palestinian leader? explain your answer. [8]",
            "16": "16 0470/01/m/j/09 \u00a9 ucles 200921 study the photograph, and then answer the questions which follow. palestinian youths demonstrating against israeli soldiers, in the occupied west bank, january 1989.  (a) describe conditions faced by palestinians in the occupied territories. [5]  (b) why did the intifada keep israel in a state of permanent crisis? [7]  (c) \u2018the signing of the oslo accords achieved nothing.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "17": "17 0470/01/m/j/09 \u00a9 ucles 2009 [turn overdepth study g: the creation of modern industrial society 22 study the extract, and answer the questions which follow. let the truth speak out. thousands of our fellow-creatures, both male and female,  are at this very moment existing in a state of slavery. thousands of little children are daily compelled to labour from six in the morning to seven in the evening with only thirty minutes for eating and recreation.  from richard oastler\u2019s letter to a british newspaper, 1830.   (a) for what industrial purposes was coal used in the first half of the nineteenth century? [5]  (b) why was cotton increasingly important in the textile industry by 1850? [7]  (c) how far had working conditions in mines and factories been improved by 1850? explain your answer. [8] 23 study the illustration, and then answer the questions which follow. an illustration of a third-class carriage on a \u2018parliamentary\u2019 train.  (a) what transport problems faced british industry in the early-nineteenth century? [5]  (b) why were there many objections to the building of the railways? [7]  (c) how far were conditions for passengers on railways improved after 1830? explain your answer. [8]",
            "18": "18 0470/01/m/j/09 \u00a9 ucles 2009depth study h: the impact of western imperialism in the nineteenth century 24 study the extract, and then answer the questions which follow. by 1880 a generation had passed into manhood having been encouraged by the  imperialistic literature published in popular boys\u2019 magazines. these magazines were written especially for and were a reminder of imperial duty. in adulthood they would read imperialist propaganda by people like kipling who wrote a poem, the first line of which reads \u2018take up the white man\u2019s burden\u2019. the view of a modern historian.  (a) what do you understand by the phrase \u2018the white man\u2019s burden\u2019? [5]  (b) why was the berlin conference (1884\u20131885) important for africa? [7]  (c) \u2018the impact of european civilisation on africa was beneficial.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "19": "19 0470/01/m/j/09 \u00a9 ucles 200925 study the map, and then answer the questions which follow. afghanistan madras loyal sepoy army ceylonburmatibet r.gangeslucknow allahabadcawnpore calcuttadelhimeerut relief armies main centresof mutiny area temporarily controlled by mutineers relief forces which crushed the mutinyloyal sikhs from punjab bombay loyal sepoy army reinforcements from britain a map of the indian mutiny.  (a) what were (i) suttee and (ii) thuggee in india? [5]  (b) why did the sepoys mutiny in 1857? [7]  (c) \u2018the mutiny was certain to fail.\u2019 how far do you agree with this statement? explain your  answer. [8]",
            "20": "20 0470/01/m/j/09copyright acknowledgements: questions 1-3 \u00a9 philip sauvain; european & world history; 1815\u20131919; nelson thornes; 1985. question 4 \u00a9 steven waugh; essential modern world history; p.9; nelson thornes; 2001.question 5 \u00a9 tony mcaleavy; twentieth century history international relations since 1919; p.34; cambridge university press; 2002.question 6 \u00a9 tony mcaleavy; twentieth century history international relations since 1919; p.64; cambridge university press; 2002.question 7 \u00a9 steven waugh; essential modern world history; p.246; nelson thornes; 2001.question 8 \u00a9 evan davies; aspects of modern world history; p.204; hodder & stoughton; 1990.question 9 \u00a9 john brooman; weimar germany \u2013 germany 1918\u201333; p.29; longman; 1985.question 10 \u00a9 ben walsh; gcse modern world history; p.167; john murray; 2001.question 11 \u00a9 david ferriby & jim mccabe; modern world history; p.156; heinemann; 2002.question 12 \u00a9 terry fiehn; russia & the ussr, 1905\u20131941; p.98; john murray; 1996.question 13 \u00a9 ian campbell; the usa 1917\u20131941; p.11; cambridge university press; 1998.question 14 \u00a9 steven waugh; essential modern world history; p.479; nelson thornes; 2001.question 15 \u00a9 poster from john brooman; china since 1900; p.28; longman; 1988.question 16 \u00a9 harriet ward; china in the 20th century; p.42; heinemann; 1990.question 17 \u00a9 martin roberts; south africa 1948\u20131994; p.17; longman; 2001.question 18 \u00a9 rosemary mulholland; south africa 1948\u20131994; p.33; cambridge university press; 1997.question 19 \u00a9 n mbumba & n h noisser; namibia in history; p.126; zed books ltd; 1988.question 20 \u00a9 tony mcaleavy; the arab-israeli conflict; p.25; cambridge university press; 2002.question 21 \u00a9 photograph from john brooman; conflict in palestine; p.30; longman; 1989.question 22 \u00a9 richard staton, ray ennion, wendy moore; three centuries of change; p.72; collins educational; 1998.question 23 \u00a9 richard staton, ray ennion, wendy moore; three centuries of change; p.103; collins educational; 1998.question 24 from p.58\u201359 of \u2018british imperial and foreign policy 1846\u20131980\u2019 by john aldred (heinemann, 2004) isbn: 0-435-32753-4. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s09_qp_2.pdf": {
            "1": "this document consists of 12 printed pages. sp (sc/sw) t77736/4 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7]option b: 20th century topic [p8\u2013p12] at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *0743193018*history 0470/02 paper 2 may/june 2009  2 hours additional materials: answer booklet/paper",
            "2": "2 0470/02/m/j/09 \u00a9 ucles 2009option a: 19th century topic did japan adopt western ideas uncritically? study the background information and the sources carefully, and then answer all the questions. background information the shogunate regime of japan was a feudal regime and discouraged change and contact with the  west. after the arrival of commodore perry in 1853, anti-western feelings in japan grew stronger.the shogunate regime ended in 1867 when imperial rule was restored  and the meiji emperor began a  45-year reign.  under the emperor a programme of modernisation was begun. government ministers visited europe  and america and soon japanese society, industry and armed forces were undergoing major change. however, the government had its critics. some said that japan was simply copying the surface features  of western society without making real changes. others wanted japan to be modernised but did not want japan westernised. they only wanted to take from the west what would benefit japan and make it a stronger country. they also wanted to preserve the best of japanese society and culture. did the meiji regime uncritically copy all that was western? source a history has never witnessed a more sudden change. we foreigners may no doubt sometimes regret  the substitution of ordinary european ways for the glitter and the glamour of old japan. does not the whole experience of the last three hundred years go to prove that japan could not hope  to keep its territory free from western aggression if it retained its traditional institutions? from the moment they realised that the europeanisation of the country was a question of life and death, they have never ceased carrying on the work of reform and progress. a centralized bureaucracy was set up, buddhism was disestablished, and telegraphs and railways were  introduced. at the same time photography, meat-eating and other \u2018europeanisms\u2019 came into fashion without official encouragement. 1885-87 were the years of the great \u2018foreign fever\u2019 when japanese society was submerged in a flood of european card-playing, foreign dress for ladies, and dancing. but the cloud of discontent that has darkened industrialism in the west already begins to obscure  the japanese sky. we now hear of frequent strikes. nothing can be imagined further from the mental attitude of the working class of seventeen years ago. for them, duties, not rights, were important. written in 1890 by basil hall chamberlain. he was british but lived in japan from 1873 to 1911 and  became a professor at tokyo imperial university.",
            "3": "3 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource b by comparing the japan of fifty years ago with the japan of today, it will be seen that she has gained  considerably in the extent of her territory, her government has become constitutional and her national education has achieved a high degree of excellence. in commerce and industry she has also made great progress. this leap forward is the result of coming into contact with europe and america, and may well be regarded as an advantage of foreign contact. y et we remain today politically unaltered under our imperial house and emperor that have descended in an unbroken line over a great length of time. this is proof that the japanese are not a race of people who are given to loving all that is new and always running after passing fashions. they have always made a point of choosing the middle course in everything, and have aimed at being well balanced. written in 1907 by okuma shigenobu. he was a member of the japanese government until 1881  when he was dismissed because he called for more democracy.  source c now we must cope with the foreigners of the west, where every country upholds the laws of jesus.  everywhere they go they set fire to shrines and temples, deceive the people, and then invade and seize the country. recently there has appeared what is known as dutch studies. the students who make a living from it have been taken in by the theories of the western foreigners. they publish books about them in the hope of transforming our civilized life into that of the barbarians. if someday the treacherous foreigner should take advantage of this situation and lure ignorant people to his ways, our people will adopt such practices and no one will be able to stop it. from \u2018the new proposals\u2019 published in japan in 1825 by mito scholars. their slogan was \u2018revere the  emperor and expel the barbarians\u2019. ",
            "4": "4 0470/02/m/j/09 \u00a9 ucles 2009source e a cartoon of a street scene in japan towards the end of the nineteenth century. it was published in a british magazine at the time. source f japan\u2019s attitude on adopting european culture was problematic in every respect. they did not adopt it  wholesale but simply picked the bits they found attractive. as a result the people who brought western ideas into the country were widely admired. even though western culture was not properly understood, japanese scholars strutted about displaying their knowledge of western things noisily and proudly. from a lecture given in 1893 at tokyo imperial university by nishida kitaro.",
            "5": "5 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource g a photograph of samurai in the 1890s.  source h i have always recognized the vital importance of a supremely efficient navy and army. the former is  made the more important by our island position. our programme of naval expansion, laid down after thechinese war in 1895, is practically completed. japan now possesses a powerful modern fleet. in its numbers are included several of the largest and best-armed battleships and cruisers, and we have the satisfaction of knowing that the japanese sailors and officers are as efficient as the ships they man. our navy is largely of british construction, and we have made that country our model in this department. the army has not been neglected. it has been more than doubled recently. the bold experiment of  conscription has proved itself on many occasions, notably the chinese war and the boxer outbreak. on the last occasion the japanese army was able to play a very great part in the relief of peking. first based on french models and later on german, the japanese army has since developed a model of its own. from the memoirs of prince hirobumi ito, published in 1909. he was prime minister of japan four  times between 1885 and 1901. ",
            "6": "6 0470/02/m/j/09 \u00a9 ucles 2009source i a japanese painting of japanese warships in action during the war with russia, 1904\u20135.",
            "7": "7 0470/02/m/j/09 \u00a9 ucles 2009 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far do these two sources show that attitudes in japan had not changed much between 1825  and 1855? explain your answer using details of the sources and your knowledge. [8] 3 study sources e and f .  how far does source e prove that source f is correct? explain your answer using details of the sources and your knowledge. [7] 4 study source g.  why do you think this photograph was taken at this time? explain your answer using the source and your knowledge. [8] 5 study sources h and i.  which source would be more useful to a historian studying the modernisation of japan? explain your answer using the sources and your knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that japan adopted western ideas uncritically? use the sources to explain your answer. [12]",
            "8": "8 0470/02/m/j/09 \u00a9 ucles 2009option b: 20th century topic why was hitler so interested in the spanish civil war? study the background information and the sources carefully, and then answer all the questions. background information in february 1936 the popular front, a coalition of left-wing parties, won the general election in spain.  however, a few months later there was a military uprising against the new government. spain was plunged into civil war. both sides sought support from outside spain. the republicans (who supported the government) received support from the soviet union and from volunteers from many countries who formed the international brigades. the nationalists (who opposed the government) were led by general franco and requested help from germany and italy. franco needed this help desperately as his army was in morocco and he had no transport to return him and his troops to spain. britain and france tried to get other countries to agree to a policy of \u2018non-intervention\u2019 and even persuaded 27 countries including germany and italy to sign a non-intervention agreement. however, this did not stop hitler and mussolini providing the nationalists with support. historians have disagreed about why hitler was interested in the spanish civil war. some have  suggested that this was because he saw an opportunity to give his soldiers experience and to try out new weapons and tactics, but others have argued that there were other reasons.       source b contrary to what has often been supposed, germany\u2019s primary motive for intervention in spain was  ideological - the desire to prevent the emergence of a bolshevik regime. one myth created by the spanish civil war is the idea that hitler\u2019s main motives for intervention were economic and military. most writers have seen in german intervention the outcome of a plot between franco and agentsof the nazi auslandsorganisation in spain. hitler\u2019s aims, it is said were to secure spanish iron ore forgermany\u2019s war economy and to use spain as \u2018a testing ground\u2019 for german armaments. in reality hitler\u2019sdecision was quite unconnected with economic or military considerations. from a history book published in 1977.",
            "9": "9 0470/02/m/j/09 \u00a9 ucles 2009 [turn over       source d rarely have i seen so strong an effort made by germany\u2019s government to influence great britain.  hitler believes that the events in spain will impress english conservatives and, by opening their eyes to the reality of the bolshevik threat and the dangers of an over-close friendship with a france already contaminated by communism, will detach them from our country. the german government is lavishing attentions upon sir robert vansittart who is in berlin on a visit. its hope that circumstances are working for an anglo-german rapprochement keeps growing. a report from the french ambassador in berlin to the french government in 1936. sir robert  vansittart was an adviser to the british government. source e germany has in my opinion every reason for being pleased if italy continues to interest herself deeply  in the spanish affair. the role played by the spanish conflict as regards italy\u2019s relations with france and england could be similar to that of the abyssinian conflict, bringing out clearly the actual, opposing interests of the powers, and thus preventing italy from being drawn into the net of the western powers and being used by them. the struggle for dominant political influence in spain lays bare the natural opposition between italy and france, at the same time the position of italy as a power in the western mediterranean comes into competition with that of britain. all the more clearly will italy recognise that it is best to confront the western powers shoulder to shoulder with germany a report from the german ambassador in rome to the german government in december 1936.",
            "10": "10 0470/02/m/j/09 \u00a9 ucles 2009source f a cartoon published by the spanish republican government in 1938. the figure in the centre  represents britain and is saying \u2018they tell me germany and italy are helping franco. if i had proof i\u2019d believe it.\u2019  \u2018alemania\u2019 = germany, \u2018italia\u2019 = italy source g i was in command of all the german ground troops in spain during the war. their numbers were greatly  exaggerated in newspaper reports \u2013 they were never more than 600 at a time. they were used to train franco\u2019s tank force and to get battle experience themselves. our main help to franco was in machines - aircraft and tanks. at the start he had nothing beyond a few  obsolete machines. the first batch of german tanks arrived in september, followed by a larger batch in october.  russian tanks began to arrive on the other side even quicker \u2013 at the end of july. they were of a  heavier type than ours, which were armed only with machine-guns, and i offered a reward of cash for every one that was captured, as i was only too glad to convert them to my own use. i came back from spain in june 1939, after the end of the war, and wrote out my experiences and the  lessons learned. wilhelm von thoma being interviewed by a historian after the spanish civil war.",
            "11": "11 0470/02/m/j/09 \u00a9 ucles 2009 [turn oversource h a soviet cartoon published in 1938. the cartoon is called \u2018greedy dependant\u2019. the figures on the left, who are feeding franco, are mussolini and hitler. the boxes are labelled \u2018from italy\u2019 and \u2018from germany\u2019. mussolini is saying \u2018devil! his appetite grows as his success becomes less.\u2019",
            "12": "12 0470/02/m/j/09 \u00a9 ucles 2009now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your own knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  do you believe what goering says in this source? explain your answer using details of the source  and your knowledge. [8] 3 study sources d and e.  how would the german ambassador have reacted to the report by the french ambassador? explain your answer using the details of the sources and your knowledge. [7] 4 study source f .  are you surprised by the message of this cartoon? explain your answer using details of the source and your knowledge. [8] 5 study sources g and h.  how far does source h prove that  wilhelm von thoma was lying in source g? explain your answer  using the details of the sources and your own knowledge. [8] 6 study all the sources.  do these sources provide convincing evidence that hitler was interested in the spanish civil war because he wanted to give his soldiers experience and try out new weapons and tactics? use the sources to explain your answer. [12] copyright acknowledgements: option a source a \u00a9 basil hall chamberlain; things japanese; trubner & co. ltd; 1890. option a source b \u00a9 ed. wm theodore de bary; sources of japanese tradition; p.698; columbia university press, new y ork; 1958.option a source c \u00a9 ed. wm theodore de bary; sources of japanese tradition; p.600; columbia university press, new y ork; 1958.option a source d option a source e \u00a9 pat barr; foreign devils; p.64; penguin educational; 1970.option a source f \u00a9 irokawa daikichi; the culture of the meiji period; p.72; princeton university press; 1985.option a source g \u00a9 clark worswick; japan. photographs 1854\u20131905; p.2; hamish hamilton; 1980; 0241104351.option a source h \u00a9 hirobumi ito; memoirs; 1909.option a source i \u00a9 hulton picture library.option b source a option b source b \u00a9 anthony p adamthwaite; the making of the second world war; p.56; unwin; 1977.option b source c option b source d \u00a9 paul preston; the spanish civil war 1936\u201339; p.80; weidenfeld & nicholson; 1990.option b source e \u00a9 www.spartacus.schoolnet.co.uk/spanish-civil-war.html date accessed 8/1/08.option b source f \u00a9 a cartoon published by the spanish republican government in 1938.option b source g \u00a9 sir basil liddell hart; the other side of the hill; cassell; 1948.option b source h \u00a9 roy douglas; between the wars 1919\u201339, the cartoonists vision; p.265; routledge; 1992. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s09_qp_4.pdf": {
            "1": "this document consists of 9 printed pages and 3 blank pages. sp (gb) t77734/2 \u00a9 ucles 2009 [turn overuniversity of cambridge international examinations international general certificate of secondary education read these instructions first if you have been given an answer booklet, follow the instructions on the front cover of the booklet. write your centre number, candidate number and name on all the work you hand in.write in dark blue or black pen.y ou may use a soft pencil for any diagrams, graphs or rough working.do not use staples, paper clips, highlighters, glue or correction fluid. answer the questions on one of the depth studies.at the end of the examination, fasten all your work securely together. the number of marks is given in brackets [  ] at the end of each question or part question. *3386037293*history 0470/04 paper 4  alternative to coursework may/june 2009  1 hour additional materials: answer booklet/paper",
            "2": "2 0470/04/m/j/09 \u00a9 ucles 2009depth study a: germany, 1918-1945 1 study the sources, and then answer the questions which follow.  source a  a savage, fascist terror regime is being set up in germany. comrades, do not allow the deadly  enemies of the german people, the deadly enemies of the workers and poor peasants, of the working people in town and country to carry out their crime.  out on the streets!  bring the factories to a halt!  reply at once to the vicious attack of the fascists with strikes, with mass strikes, with a general strike!   a communist party leaflet of january 1933.  source b  the nazis aimed to turn themselves into a people\u2019s party which cut across class barriers. they  became the \u2018catch-all party of protest\u2019 by targeting specific social and occupational groups and exploiting their grievances. these included hard-pressed farmers. they also set out to attract young people as well as condemning other political parties. they suggested that the nazis alone had the ability to build a genuine national community. however, the sdp and its unions offered their members not just political and industrial representation but a whole way of life, including newspapers, libraries, evening classes and sports teams.  the view of a british historian, 1997.  (a) (i) study source a.    what can you tell from this source about the communist party? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that the nazis were successful because they targeted specific social groups? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the nazi party? explain your answer. [7]  (b) (i) what was the enabling act? [2]   (ii) describe the reichstag fire and its effects. [4]   (iii) why did the night of the long knives take place? [6]   (iv) \u2018it was the weakness of the weimar government that enabled hitler to become chancellor of germany.\u2019 do you agree? explain your answer. [8]",
            "3": "3 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study b: russia, 1905-1941 2 study the sources, and then answer the questions which follow.  source a  week by week food became scarcer. people had to queue for long hours in the chill rain. think of  the poorly clad people standing in the streets of petrograd for whole days in the russian winter. i have listened in the bread lines, hearing the bitter discontent which from time to time burst through the miraculous good humour of the russian crowd.  an american writer, who lived in petrograd, describes conditions during 1917.  source b  the pale figure of kerensky made its way to the stage. he looked tired and ill. he drew himself  up to his full height, as if calling up his last reserves of energy. as he finished his speech, he fell back into the arms of a supporter. under the lights, his face looked like death. the whole audience cheered itself hoarse. it was an epic performance. the speech had lasted two hours. its effect on russia lasted exactly two days.  a british official in russia describes a speech made by kerensky to the duma in the summer   of 1917.  (a) (i) study source a.    what can you tell from this source about life in petrograd in 1917? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that kerensky was effective as a leader? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about russia in 1917? explain your answer. [7]  (b) (i) what were the april theses? [2]   (ii) describe the kornilov affair, august 1917. [4]   (iii) why was there a revolution in russia in november 1917? [6]   (iv) who contributed more to the establishment of bolshevik rule in the period 1917-1924: lenin or trotsky? explain your answer. [8]",
            "4": "4 0470/04/m/j/09 \u00a9 ucles 2009depth study c: the usa, 1919-1941 3 study the sources, and then answer the questions which follow.  source a  the president feels that lynching can only be wiped out by education in the states, rallying good  citizens. it would antagonise the south if a northerner dealt with it. the government has only been allowed to do anything about kidnapping because it can cross state boundaries, but that even may be appealed against as unconstitutional. i am deeply troubled by the whole situation.   a letter from eleanor, the wife of president roosevelt, to a southerner, 1936.  source b  i asked, \u2018how much money do you make off your farm in a normal year, mose?\u2019  he replied, \u2018nothing, or almost nothing. if i have enough left over to buy flour and rice through the  winter, then i calls myself lucky. i ain\u2019t made no money farming in ten or fifteen years. the landlord, he gets a quarter of the soy beans and the cotton, a third of the corn and sweet potatoes, and i gets the rest. he provides my house and land and keeps accounts; i provide the seed, fertilizer and plough horses\u2019.   from an interview with a southern black farmer by a writer funded by the government, 1938.  (a) (i) study source a.    what can you tell from this source about intolerance in american society? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that black farmers in the south were suffering? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the southern states of america in the 1930s? explain your answer. [7]  (b) (i) give two examples of difficulties that faced black voters in the 1920s and 1930s. [2]   (ii) what was the role of the national recovery agency of 1933? [4]   (iii) why did unemployment continue despite the new deal? [6]   (iv) how far do you agree that the alphabet agencies had greater economic than social effects? explain your answer. [8]",
            "5": "5 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study d: china, 1945-c.1990 4 study the sources, and then answer the questions which follow.  source a  children in condemned families were supposed to \u2018draw a line\u2019 between themselves and their  families, and many did so. one of president liu shaoqi\u2019s daughters wrote wall posters \u2018exposing\u2019 her father. i knew children who changed their surnames to demonstrate that they were disowning their fathers, others never visited their parents in detention, and some who even took part in denunciation meetings against their parents.   taken from a description of the cultural revolution by a chinese woman, who was a   teenager at the time. this book was published in the united kingdom in 1991.  source b  mao used the red guards as his agents for change during the cultural revolution. in 1968, with  china on the verge of a civil war, schools were re-opened and the red guards disbanded. anti-maoists in the government were removed, including liu shaoqi. millions of students were sent to the countryside, and revolutionary committees of the army were established to run the country. the cultural revolution was declared over in 1969. mao was made supreme commander of the army and the nation.   from an american book, published in 1992.  (a) (i) study source a.    what can you tell from this source about the cultural revolution? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that mao and his red guards benefited from the cultural revolution? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the cultural revolution? explain your answer. [7]  (b) (i) name two groups targeted by the red guards during the cultural revolution. [2]   (ii) what was mao\u2019s little red book? [4]   (iii) why did mao introduce the cultural revolution? [6]   (iv) how far did mao\u2019s death in 1976 lead to an improvement in the lives of the chinese people? explain your answer. [8]",
            "6": "6 0470/04/m/j/09 \u00a9 ucles 2009depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  our most important principle is that it is dishonourable to mix white and black blood. earlier  civilisations have largely failed because that principle was never recognised, civilising races being rapidly submerged in african blood. the vast majority of the white population in south africa believe sincerely that christian principles of honesty, fair play and justice must guide them in their duty to the natives to make a success of our great country. we don\u2019t always practise these principles.   from a speech in britain by general smuts, deputy prime minister and minister for the   interior, defence and mines of south africa, 1917.  source b  by 1919 indians were no longer allowed into the orange free state at all and many in the transvaal  were not allowed citizenship or to own land. the natal indian congress had been set up by gandhi in 1893 to protest against the proposal to end indian voting rights in natal. in 1912 the supreme court ruled that indian marriages were illegal throughout the union. gandhi led many non-violent protests, often of women, and thousands of indian miners went on strike and defied the law. smuts negotiated with gandhi and in 1914 the indian relief act accepted the marriages as legal.    from a british history book, 1987.  (a) (i) study source a.    what can you tell from this source about the views of general smuts? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the indian community was able to protect itself against discrimination? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the nature of white rule in south africa in the early twentieth century? explain your answer.  [7]  (b) (i) what was the south african native national congress? [2]   (ii) what was the mines and works act of 1911? [4]   (iii) why was the natives land act of 1913 passed? [6]   (iv) \u2018white rule was a complete success in south africa before 1948.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "7": "7 0470/04/m/j/09 \u00a9 ucles 2009 [turn overdepth study f: israelis and palestinians, 1945-c.1994 6 study the sources, and then answer the questions which follow.  source a  we have nothing for israel except war, destroying and putting an end to the whole zionist  experience. our aim is to destroy the myth which says israel is here to stay. every one of the hundred million arabs has been living for the past nineteen years on one hope \u2013 to see the day israel is wiped out. there is no life, no place, no hope for the gangs of zionism to remain in the occupied land.   an arab broadcast on cairo radio, may 1967.  source b a special study ought to be devoted to the responsibility of cairo radio for the disaster which  overtook egypt in 1967. propaganda was both the source of nasser\u2019s strength and weakness. \u2018we have been saying things that we did not always mean\u2019. but its main influence was on the arabs. it raised their expectations to a point where the promises had to be fulfilled.   from an american political writer, published in 1968.  (a) (i) study source a.    what does this source tell you about arab attitudes to israel? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that nasser\u2019s use of propaganda was an error? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about arab attitudes towards israel? explain your answer. [7]  (b) (i) name the two arab countries, other than egypt, involved in the war of 1967. [2]   (ii) what happened when president nasser closed the straits of tiran? [4]   (iii) why did president nasser go to war with israel in 1967? [6]   (iv) how important was the role of the superpowers and other non-combatant nations in the six day war? explain your answer. [8]",
            "8": "8 0470/04/m/j/09 \u00a9 ucles 2009depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  the formation of our union was the beginning of what was termed the \u2018new unionism\u2019. it was  the result of long years of socialist propaganda amongst the underpaid and oppressed workers. politics had been preached to them but we offered them something real, a definite, clearly-lit road out of their misery. a trade union would improve their wages and conditions and protect them from the tyranny of employers.  they came in thousands. within six months we had over 20 000 members in different parts of the country. we showed the way to the dockers and other unskilled workers. our example and our success gave them hope.   will thorne, in his memoirs published in 1924, recalls his organisation of the gas workers\u2019    union (which also included men from other unskilled jobs) in 1889.  source b  they are not fighting for legitimate trade unionism, but for socialism disguised under that name  and i believe that socialism can be proved to be the heart of present day trade unionism. this sort of trade unionism must be got rid of or the honesty of our working people and the prosperity of our country will disappear. surely free britain is not likely to tolerate them for ever. much mischief, however, will be done in the meantime. socialism shall not rule us even if trade unionism has to go under in the fight.   from a letter to the times newspaper in 1897 during an engineering strike. it was written by   an official of the south metropolitan gas company.   (a) (i) study source a.    what can you tell from this source about the \u2018new unionism\u2019? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that trade unions were working for socialism? explain your answer. [7]   (iii) study both sources.    is one source more useful than the other as evidence about the impact of \u2018new unionism\u2019? explain your answer. [7]  (b) (i) what was \u2018peaceful picketing\u2019? [2]   (ii) describe the great dock strike of 1889. [4]   (iii) why were there no effective trade unions for unskilled workers before the late 1880s?  [6]   (iv) how far had trade unions achieved their aims by 1900? explain your answer. [8]",
            "9": "9 0470/04/m/j/09 \u00a9 ucles 2009depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a  for forty years after 1860 britain dominated china\u2019s commerce. in 1895 britain enjoyed two-thirds  of all china\u2019s foreign trade. opium remained the most important of china\u2019s imports, with lancashire cotton goods in second place. as well as having a near-monopoly of china\u2019s markets, britain had a stranglehold on the chinese customs service. this had passed under foreign control in 1853 as an emergency measure, and twenty years later the entire chinese customs service was managed by europeans, more than half of which were british.   from a recent british history book.  source b  our victory opened up a new world to our trade with china, so vast that all the mills in lancashire  could not make sufficient cloth for one of its provinces.   a diplomat returning from china after the first opium war (1839-1842), speaking to an    audience in manchester.  source c  the introduction of foreign goods has had a similar effect to that which it formerly had on persia  and india. in china the spinners and weavers have suffered greatly under this foreign competition and the community has become unsettled as a result.   karl marx, a german political thinker and founder of modern communism, writing in 1853.  (a) (i) study source a.    what does this source tell you about british influence in china by the end of the nineteenth  century? support your answer with reference to the source. [6]   (ii) study sources b and c.    how far are these sources opposed to imperialism? explain your answer. [7]   (iii) study all sources.     how useful are these sources as evidence about british involvement in china in the nineteenth century? explain your answer. [7]  (b) (i) what were the \u2018unequal treaties\u2019? [2]   (ii) describe the main events of the two opium wars. [4]   (iii) why was china defeated by japan in 1894\u20135? [6]   (iv) how far were the actions of european countries harmful to china in the nineteenth century? explain your answer.  [8]",
            "10": "10 0470/04/m/j/09blank page",
            "11": "11 0470/04/m/j/09blank page",
            "12": "12 0470/04/m/j/09blank page copyright acknowledgements: depth study a source a \u00a9 history at source, nazi germany 1933\u201345; p.8; hodder & stoughton; 1991. depth study a source b \u00a9 alan white; the weimar republic; harper collins; 1997.depth study b source a \u00a9 ben walsh; gcse modern world history; p.113; john murray publishers; 2001.depth study b source b \u00a9 clare baker; russia 1917\u20131945; p.14; heinemann educational; 1990.depth study c source a \u00a9 a letter from eleanor, the wife of president roosevelt, to a southerner; 1936.depth study c source b \u00a9 an interview with a southern black farmer by a writer funded by the government; 1938.depth study d source a \u00a9 jung chang; wild swans; p.483; harper collins; 1991.depth study d source b \u00a9 robert stewart; the illustrated almanac of historical facts; p266; prentice hall; 1992.depth study e source a  \u00a9 a speech in britain by general smuts, deputy prime minister and minister for the interior, defence and mines of south africa;   1917. depth study e source b \u00a9 j d omer-cooper; history of southern africa; pp.163\u20134; james currey; 1994.depth study f source a \u00a9 j. bowen; six days; p.70; simon & schuster; 2003.depth study f source b \u00a9 w. lacquer & s j perkins; the road to war 1967; weidenfield & nicholson; 1968.depth study g source a \u00a9 l. evans british trade unionism 1850\u20131914; p.40; edward arnold london; 1970.depth study g source b \u00a9 l. evans british trade unionism 1850\u20131914; p.48; edward arnold london; 1970.depth study h source a \u00a9 j roberts; modern china; p.36; sutton publishing ltd; 1998.depth study h source b \u00a9 j roberts; modern china; p.92; sutton publishing ltd; 1998.depth study h source c \u00a9 l james; rise and fall of the british empire; p.140; little brown & co; 1995. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity.university of cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand  name of university of  cambridge local examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2014": {
        "0470_s14_qp_11.pdf": {
            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (cw/sw) 75032/6 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9970721608*history  0470/11 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/11/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. charles albert, although liberal in his sympathies, was a cautious man. in 1848  liberals and nationalists could see no reason why the austrians should not be driven out of italy for good. all that was required was decisive action from the king of piedmont. from a british history textbook published in 1985.  (a) describe the events of the hungarian revolution of 1848\u20139. [5]  (b) why did charles albert fail against austria in 1848\u20139? [7]  (c) how similar were the aims of european revolutions in 1848\u20139? explain your answer. [8] 2 look at the illustration, and then answer the questions which follow. an illustration of garibaldi and his army of redshirts.  (a) describe the actions of cavour between 1852 and 1858 to strengthen piedmont\u2019s position in  italy. [5]  (b) why did austria issue an ultimatum to piedmont in 1859 threatening war? [7]  (c) how much of a help was garibaldi to cavour? explain your answer. [8]",
            "3": "3 0470/11/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. the revolution of 1848 was over and prussia humiliated. the bund was back under  austrian leadership. but the prussian generals and the future king william i were to remember the reason for that humiliation \u2013 the weakness of the army. from a british history textbook published in 1985.  (a) describe the course of the german revolutions of 1848\u20139. [5]  (b) why was austria able to reassert its influence over germany by 1850? [7]  (c) how far was bismarck\u2019s diplomatic skill the main reason for the defeat of austria in 1866?  explain your answer. [8] 4 read the extract, and then answer the questions which follow. there is no comparison between the importance of the german navy to germany  and the importance of our navy to us. our navy is to us what their army is to them. to have a strong navy would increase germany\u2019s prestige and influence, but it is not a matter of life and death as it is to us. the british foreign secretary in a speech to parliament in 1909.  (a) describe the part played by germany in increasing colonial rivalry. [5]  (b) why did the alliance system increase the threat of war? [7]  (c) \u2018colonial rivalry was the most important reason for increased great power tension before the  first world war.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/11/m/j/14 \u00a9 ucles 20145 look at the cartoon, and then answer the questions which follow. the reckoning. pan-german: \u201cmonstrous, i call it, why , it\u2019s full y a quarter of what we should have made them  pay , if we\u2019d  won.\u201d a british cartoon published in 1919.  (a) what impact did the treaty of versailles have on germany\u2019s military? [5]  (b) why did the aims of the \u2018big three\u2019 at versailles differ? [7]  (c) was germany\u2019s reaction to the treaty of versailles justified? explain your answer. [8]",
            "5": "5 0470/11/m/j/14 \u00a9 ucles 2014 [turn over6 read the extract, and then answer the questions which follow. be glad in your hearts. give thanks to god. people of britain, your children are  safe. y our husbands and sons will not march to battle. if we must have a victor, let us choose chamberlain. the prime minister\u2019s achievements are mighty and long-lasting \u2013 millions of happy homes and hearts relieved of their burden. from a british newspaper article commenting on the munich agreement, september 1938.  (a) in what ways had hitler built up germany\u2019s military strength by march 1936? [5]  (b) why did hitler want anschluss? [7]  (c) \u2018chamberlain was right to follow a policy of appeasement.\u2019 how far do you agree with this  statement? explain your answer. [8] 7 read the extract, and then answer the questions which follow. i believe that it must be the policy of the united states to support people who are  resisting attempted suppression by armed minorities or by any outside pressures. i believe that we must help free peoples to work out their own destiny in their own way. us president truman speaking in 1947.  (a) what decisions, in relation to germany, were agreed at the y alta and potsdam conferences?  [5]  (b) why did mistrust between the ussr and the usa increase in 1945? [7]  (c) \u2018the truman doctrine and the marshall plan were to blame for the cold war.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "6": "6 0470/11/m/j/14 \u00a9 ucles 20148 read the extract, and then answer the questions which follow. mr gorbachev did not set out to abolish the soviet union, nor the communist party.  these events happened in spite of his resistance and because, in the long run, the entire soviet system was heading for disaster. from an article published in an english newspaper in december 1991, shortly before gorbachev  resigned.  (a) describe events in berlin leading up to the building of the wall in 1961. [5]  (b) why were the soviets worried about events in czechoslovakia in 1968? [7]  (c) how far can gorbachev be blamed for the collapse of soviet control over eastern europe?  explain your answer. [8]",
            "7": "7 0470/11/m/j/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the photograph, and then answer the questions which follow. a photograph of a french soldier guarding a train in the ruhr, 1923.  (a) describe the political situation in germany at the end of the first world war. [5]  (b) why did the french invade the ruhr in 1923? [7]  (c) \u2018the weimar republic successfully dealt with germany\u2019s problems between 1922 and 1929.\u2019  how far do you agree with this statement? explain your answer. [8] 10 read the extract, and then answer the questions which follow. the formation of groupings of young people outside the hitler y outh has been on the  increase to such an extent that there is a serious risk of political, moral and criminal subversion of our youth. from a report by the hitler y outh leadership, 1942.  (a) describe hitler\u2019s economic policies. [5]  (b) why did the nazis change the school curriculum? [7]  (c) \u2018the nazi youth policies were successful.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "8": "8 0470/11/m/j/14 \u00a9 ucles 2014depth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. in the countryside the burning and destruction of houses became more frequent  by the end of the summer. military discipline had collapsed. there were masses of deserters who went home to claim land. an eye-witness account, september 1917.  (a) describe the events of lenin\u2019s return to russia in april 1917. [5]  (b) why were the \u2018july days\u2019 important? [7]  (c) \u2018the provisional government was overthrown because it decided to continue the war against  germany.\u2019 how far do you agree with this statement? explain your answer. [8] 12 read the extract, and then answer the questions which follow. in order to turn a peasant society into an industrial country, countless material  human sacrifices were necessary. the people had to accept this. they would forgive comrade stalin even if a few million people had to perish in the process. the great aim demanded great energy that could be drawn from a backward people only by great harshness. a russian communist author writing in 1988, supporting the actions of stalin.  (a) what were the kulaks? [5]  (b) why was collectivisation important to stalin? [7]  (c) how successful were stalin\u2019s industrialisation policies? explain your answer. [8]",
            "9": "9 0470/11/m/j/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. it is better to sell a large number of cars at a reasonable small profit than to sell  fewer cars at a larger margin of profit. this enables a large number of people to buy, and enjoy the use of, a car, and it gives a larger number of men employment at good wages. henry ford speaking about car production levels in the 1920s.  (a) what problems faced many traditional industries in america in the 1920s? [5]  (b) why did american agriculture face difficulties in the 1920s? [7]  (c) how far was the expansion of the automobile industry responsible for the economic \u2018boom\u2019 of  the 1920s? explain your answer. [8]",
            "10": "10 0470/11/m/j/14 \u00a9 ucles 201414 look at the graph, and then answer the questions which follow. a graph of unemployment in the usa, 1929\u201333.  (a) what were the consequences of the wall street crash for the american people? [5]  (b) why did the us government feel threatened by the bonus marchers? [7]  (c) \u2018speculation on the stock market was more responsible for the wall street crash than  weaknesses in the us economy.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "11": "11 0470/11/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. international communists worked overtime to turn american public opinion against  the nationalist government. such adjectives as \u2018corrupt\u2019 and \u2018incompetent\u2019 were used about our government and me personally. their aim was to sabotage relations between china and the usa so as to enable the chinese communists to seize power. this was moscow\u2019s plot. chiang kai-shek writing in 1957 about the communists\u2019 takeover of power.  (a) describe the disunity existing in china immediately after the ending of the war with japan. [5]  (b) why were the communists successful in winning power in 1949? [7]  (c) \u2018the greatest problem facing the communists when they came to power was the level of  agricultural production.\u2019 how far do you agree with this statement? explain your answer. [8] 16 study the extract, and then answer the questions which follow. in 1956 a new soviet leader, nikita khrushchev, began to develop more friendly  relations with the usa and other capitalist countries in the west. the chinese were suspicious about these developments.  from a british school textbook published in 1988.  (a) describe communist china\u2019s relations with taiwan up to 1971. [5]  (b) why did relations between communist china and the ussr change after 1956? [7]  (c) how successful was mao in establishing communist china as a superpower? explain your  answer. [8]",
            "12": "12 0470/11/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 look at the poster, and then answer the questions which follow. a poster published by the anc in june 1950.  (a) what were the aims of apartheid? [5]  (b) why was the defiance campaign of 1952 important? [7]  (c) how far do you agree that apartheid benefited south africans? explain your answer. [8]",
            "13": "13 0470/11/m/j/14 \u00a9 ucles 2014 [turn over18 read the extract, and then answer the questions which follow. following the 1976 riots, botha drew up a plan of action by which he hoped he could  solve south africa\u2019s problems. he tried to give the security forces more power and also introduced some reforms. from a book published in 1997.  (a) what were the immediate consequences of events at sharpeville? [5]  (b) why did p . w. botha introduce the \u2018total strategy\u2019 policy? [7]  (c) \u2018mandela and de klerk were equally significant in ending minority rule.\u2019 how far do you agree  with this statement? explain your answer. [8] 19 read the extract, and then answer the questions which follow. i do not think it is necessary for us to annex south-west africa to the union. the  mandate is enough for me. it gives the union such complete sovereignty, not only administrative but legislative, that we need not ask for anything more. jan smuts speaking in the south african parliament in 1925.  (a) describe the south african occupation of namibia during the first world war. [5]  (b) why were namibians unhappy when namibia became a mandated territory? [7]  (c) how effectively did south africa implement the league of nations mandate between the  wars? explain your answer. [8]  ",
            "14": "14 0470/11/m/j/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 look at the cartoon, and then answer the questions which follow. an american cartoon, showing president carter, published in 1978.  (a) describe the suez war of 1956. [5]  (b) why were the results of the war of 1967 important for israelis? [7]  (c) how far did the superpowers influence the arab-israeli conflict up to 1979? explain your  answer. [8]",
            "15": "15 0470/11/m/j/14 \u00a9 ucles 2014 [turn over21 read the extract, and then answer the questions which follow. despite their desire for independence, and the dislike of israeli occupation, the  palestinians living in the west bank and gaza benefited from the general social and economic policies of israel. these included hospitals, education and the introduction of mains water. a leading british jewish historian writing in 1993.  (a) describe relations between jews and arabs in the occupied territories. [5]  (b) why did israelis settle in the occupied territories? [7]  (c) \u2018before 1990 israelis were not prepared to live in peace with their arab neighbours.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "16": "16 0470/11/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. i have now almost completed my municipal programme to improve birmingham.  soon the town will have open spaces, paved walkways, supplies of household gas and clean drinking water. this work will have been achieved in three years. joseph chamberlain speaking in 1876.  (a) describe the insanitary conditions in nineteenth-century towns. [5]  (b) why did people move to the new industrial towns? [7]  (c) how successful were efforts to improve conditions in towns? explain your answer. [8] 23 read the extract, and then answer the questions which follow. we the undersigned do hereby declare that we are not members of a trade union  and that we do not and will not pay towards the support of any trade union. part of the \u2018document\u2019 which many workers had to sign.  (a) what were the \u2018tolpuddle martyrs\u2019? [5]  (b) why were early trade unions weak? [7]  (c) \u2018chartism failed because it was a divided movement.\u2019 how far do you agree with this  statement? explain your answer. [8]",
            "17": "17 0470/11/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. explorers and missionaries kept careful records of what they encountered, charting  their progress through unmapped territory. they wanted to stamp out the \u2018evils\u2019 which they encountered. they believed they knew what was best for other people. from a school textbook published in 1985.  (a) what did nineteenth-century missionaries want to achieve? [5]  (b) why did europeans use the word \u2018barbarians\u2019 about people in some other parts of the world?  [7]  (c) \u2018the main aim of western imperialism was to gain more political power.\u2019 how far do you agree  with this statement? explain your answer. [8] 25 read the extract, and then answer the questions which follow. many politicians thought britain had a moral responsibility to bring civilisation and  christianity to racially inferior native peoples. this idea of britain as a dominant world power was always going to win popular support. from a school textbook published in 2004.  (a) what prompted europeans to refer to africa in the early years of the nineteenth century as  the \u2018dark continent\u2019? [5]  (b) why was a colonial conference held in berlin in 1884\u20135? [7]  (c) \u2018the impact of europeans on africa w as harmful.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "18": "18 0470/11/m/j/14 \u00a9 ucles 2014blank page",
            "19": "19 0470/11/m/j/14 \u00a9 ucles 2014blank page",
            "20": "20 0470/11/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 philip sauvain; european and world history 1815\u20131919  ; hulton; 1985. question 2 \u00a9 www.tuscantravel.com; 18 october 2012.question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 5 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 6 \u00a9 nigel kelly & greg lacey; modern world history  ; heinemann; 2001. question 7 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 8 \u00a9 nigel kelly & greg lacey; modern world history ; heinemann; 2001. question 9 \u00a9 paul grey & rosmarie little; germany 1918\u20131945 ; cambridge university press / ullstein bilderdienst; 1997. question 10 \u00a9 ben walsh; ocr gcse modern world history  ; reproduced by permission of hodder education; 2009. question 11 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 12 \u00a9 ben walsh; ocr gcse modern world history ; reproduced by permission of hodder education;  2009. question 13 \u00a9 terry fiehn et al; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 14 \u00a9 terry fiehn et al; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 15 \u00a9 harriet ward; china in the 20 th century  ; heinemann educational; 1990. question 16 \u00a9 josh brooman; china since 1900  ; published by longman. reprinted by permission of pearson education ltd; 1988. question 17  \u00a9 martin roberts; south africa 1948\u20131994 the rise and fall of apartheid ; published by longman. reprinted by permission of pearson education  ltd / the mayibuye centre, south africa. question 18 \u00a9 rosemary mulholland; south africa 1948\u20131994 ; cambridge university press; 1997. question 19 \u00a9 nangolo mbumba & norbert h noisser; namibia in history  ; zed books ltd; 1988. question 20 \u00a9 tony rea & john wright; the arab-israeli conflict  ; oxford university press / popperfoto; 1997. question 21 \u00a9 tony mcaleavy; the arab-israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education. 1997. question 23 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education. 1997. question 24 \u00a9 philip sauvain; european and world history  ; hulton; 1985. question 25 \u00a9 john aldred; british imperial and foreign policy 1846\u20131980  ; heinemann; 2004. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s14_qp_12.pdf": {
            "1": "this document consists of 15 printed pages, 1 blank page and 1 insert. dc (cw/sw) 75033/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8560604977*history  0470/12 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/12/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. in april 1848 pope pius ix issued the famous allocution. the allocution shocked  italian nationalists as it ended their dream. from a british history textbook published in 2008.  (a) describe the part played by pope pius ix in revolutionary events in italy in 1848\u20139. [5]  (b) why were the revolutions of 1848 finally unsuccessful? [7]  (c) \u2018nationalism was the most important cause of the revolutions of 1848\u20139.\u2019 how far do you  agree with this statement? explain your answer. [8] 2 read the extract, and then answer the questions which follow. i believe that the principal requirement for the improvement of italy\u2019s future is to  lift up her reputation once more. i am sure that the achievements of our soldiers in eastern europe will help the future state more than all that has been done by those who hoped to regenerate her with speeches and writings. cavour speaking to the piedmontese parliament, february 1855.  (a) describe the part played by charles albert in the events of 1848\u20139. [5]  (b) why was cavour\u2019s role in piedmontese politics between 1852 and 1859 important? [7]  (c) \u2018napoleon iii of france contributed more to the unification of italy than did mazzini.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "3": "3 0470/12/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. i have heard news that an ultimatum has been sent from paris to the king of prussia,  saying he should forbid his relative to accept the crown, otherwise war!! i am quite beside myself over this example of french insolence; the french nation deserves a merciless thrashing. cosima wagner, the wife of the famous composer, writing in her diary, 13 july 1870.  (a) describe the events of 1848\u201350 which led to the treaty of olm\u00fctz in 1850. [5]  (b) why did the prussians win the war of 1866? [7]  (c) \u2018the ems telegram was the main reason for the outbreak of the franco-prussian war in  1870.\u2019 how far do you agree with this statement? explain your answer. [8] 4 read the extract, and then answer the questions which follow. japan had been ruled for 268 years by the shoguns. during this time japan had  remained a feudal agricultural state based on lords, domains and samurai. from a british history textbook published in 1985.  (a) describe perry\u2019s missions to japan. [5]  (b) why were the treaties signed by japan in the middle of the nineteenth century called  \u2018unequal\u2019? [7]  (c) \u2018the main reason for the modernisation of japan was the removal of the feudal system.\u2019 how  far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/12/m/j/14 \u00a9 ucles 20145 read the extract, and then answer the questions which follow. the treaty represented an uneasy compromise between wilson\u2019s idealism, french  security requirements and british common sense. a british historian speaking in 1995 about the treaty of versailles.  (a) what did the treaty of versailles state about danzig and the polish corridor? [5]  (b) why did clemenceau find it difficult to achieve his aims at the paris peace conference? [7]  (c) how effectively did the peacemakers of 1919\u201320 deal with the problems they faced? explain  your answer. [8] 6 read the extract, and then answer the questions which follow. manchuria showed that the league was toothless. the failure of the league to  stop aggression in manchuria had grave consequences in europe. the lesson was obvious \u2013 there was no power in the world to stop a determined aggressor. from a british history textbook published in 1967.  (a) describe the role played by the league of nations in two disputes in the 1920s. [5]  (b) why was the league dominated by britain and france? [7]  (c) \u2018it was the abyssinian crisis that destroyed the league of nations as an effective peacekeeping  body.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "5": "5 0470/12/m/j/14 \u00a9 ucles 2014 [turn over7 read the extract, and then answer the questions which follow. the soviet government did everything it could to prevent the world from being  split into two military blocs. the soviet union issued grave warnings about the establishment of a military alliance of western powers. all these warnings failed. stalin commenting on the formation of nato, 1949.  (a) describe developments in czechoslovakia between 1945 and 1948 which led to the  communist takeover. [5]  (b) why did the soviet union blockade berlin in 1948\u20139? [7]  (c) \u2018the ussr and the usa were both to blame for the cold war.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 look at the photograph, and then answer the questions which follow. a photograph of lech walesa, the \u2018solidarity\u2019 leader, speaking at gdansk in 1980.  (a) describe events in poland between 1980 and 1982 involving \u2018solidarity\u2019. [5]  (b) why was the polish government unable to defeat the \u2018solidarity\u2019 movement? [7]  (c) \u2018the standard of living was the most important reason for growing opposition to soviet control  in eastern european countries in the 1980s.\u2019 how far do you agree with this statement? explain your answer. [8]  ",
            "6": "6 0470/12/m/j/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the photograph, and then answer the questions which follow. a photograph taken in 1923 showing a german housewife using paper money  to light her kitchen stove.  (a) what were the weaknesses of the weimar constitution? [5]  (b) why was 1923 a year of crisis for the weimar republic? [7]  (c) \u2018the period 1924 to 1929 in germany was a golden age.\u2019 how far do you agree with this  statement? explain your answer. [8] 10 read the extract, and then answer the questions which follow. a short meeting, and then hitler\u2019s mind was made up. he decided not to wait until  the morning but to hunt down the conspirators who were led by r\u00f6hm and the sa, and destroy the plot immediately.  from a radio broadcast by goebbels, 1 july 1934.  (a) describe hitler\u2019s actions against the sa in 1934. [5]  (b) why did the nazis persecute different groups in german society? [7]  (c) \u2018the nazis controlled the german people through the police state.\u2019 how far do you agree with  this statement? explain your answer. [8]",
            "7": "7 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. the situation is serious. the government is paralysed. the transport system is  broken down. the food and fuel supplies are completely disorganised. discontent is on the increase. there is wild shooting on the streets. a message sent by the leader of the duma to the tsar in march 1917.  (a) describe the part played by the russian orthodox church in the tsarist regime. [5]  (b) why was there a revolution in 1905? [7]  (c) how important was the role of rasputin in weakening the power of the tsar? explain your  answer. [8] 12 look at the cartoon, and then answer the questions which follow. a cartoon published by russian exiles in paris in 1936. the title of the cartoon is \u2018the stalinist  constitution \u2013 new seating arrangements in the supreme soviet\u2019.  (a) describe how trotsky was dealt with by stalin. [5]  (b) why were the \u2018show trials\u2019 held? [7]  (c) how effective was stalin\u2019s rule over the soviet union? explain your answer. [8]",
            "8": "8 0470/12/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. from canada chiefly, but also from mexico, liquor flowed across the borders in  a deluge. it entered the united states by railroad, truck, passenger vehicle and speedboat. from a british history book published in 1998.  (a) describe the american cinema and movie industry in the 1920s. [5]  (b) explain why prohibition was hard to enforce. [7]  (c) how intolerant was american society in the 1920s? explain your answer. [8]",
            "9": "9 0470/12/m/j/14 \u00a9 ucles 2014 [turn over14 look at the cartoon, and then answer the questions which follow. an american cartoon entitled \u2018step by step\u2019, published in 1937.  (a) what were the benefits of roosevelt\u2019s \u2018fireside chats\u2019? [5]  (b) why did roosevelt come into conflict with the supreme court? [7]  (c) \u2018the new deal made life better for americans.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "10": "10 0470/12/m/j/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. marriage shall now be based on the complete willingness of the two parties. no third  party shall interfere. from the marriage law of 1950 introduced by mao.  (a) what were the main aims of the first five-y ear plan? [5]  (b) why did the chinese communists introduce social reforms in the 1950s? [7]  (c) how successful was agricultural policy in the first fifteen years of communist rule? explain  your answer. [8] 16 read the extract, and then answer the questions which follow. had mao died in 1956 his achievements would have been immortal. had he died in  1966, he would still have been a great man. but he died in 1976. alas, what can one say? chen yun speaking in 1979. he was a leading economic expert in the chinese communist party.  (a) describe the political opposition facing mao by the mid-1960s. [5]  (b) why was china on the verge of civil war by 1967? [7]  (c) \u2018mao\u2019s achievements were greater than his failures.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "11": "11 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. during the 1920s and 1930s blacks greatly outnumbered the whites but the  weakness of their resistance is not surprising. whites not only owned the farms and businesses which provided black jobs but controlled the army and police force as well. the whites were united in their intention of \u2018keeping blacks in their place\u2019. it was against this background that black resistance began to develop. from a british school textbook published in 2001.  (a) describe the development of the south african economy in the years up to 1948. [5]  (b) why was there little resistance to segregation before 1948? [7]  (c) \u2018before 1948, governments followed segregation policies for economic reasons.\u2019 how far do  you agree with this statement? explain your answer. [8] 18 read the extract, and then answer the questions which follow. i have no hope of real change from this government unless it is forced. i call on the  international community to apply harsh sanctions against this government to help establish a new, non-racial, democratic south africa. desmond tutu, the archbishop of cape town, speaking in 1986.  (a) what reforms did botha introduce in the late 1970s and early 1980s? [5]  (b) why did de klerk introduce reforms soon after he became president in 1989? [7]  (c) \u2018internal opposition was the main reason for the collapse of apartheid.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "12": "12 0470/12/m/j/14 \u00a9 ucles 201419 look at the photograph, and then answer the questions which follow. a photograph of a swapo protest in 1978.  (a) describe the german colonisation of namibia to 1900. [5]  (b) why did the namibians protest against south african rule in the 1920s? [7]  (c) \u2018the united nations was responsible for the achievement of namibian independence.\u2019 how  far do you agree with this statement? explain your answer. [8]",
            "13": "13 0470/12/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. defying the united nations\u2019 charter and international law, the anglo-french  imperialists have attacked the independent egyptian republic. the israeli attack on egypt was just the first step in the plot by england, france and israel to spread their control to all arab states. from the russian newspaper pravda, november 1956.  (a) describe how the creation of israel in 1948\u20139 affected the arab states at that time. [5]  (b) why was nasser\u2019s coming to power a concern for israel? [7]  (c) how far was the suez war of 1956 an arab-israeli conflict? explain your answer. [8] 21 look at the photograph, and then answer the questions which follow. a photograph of a palestinian protester in hebron.  (a) describe the israeli response to the intifada. [5]  (b) why were the occupied territories a constant source of tension? [7]  (c) in the 1980s and 1990s how far did israelis differ amongst themselves on how to deal with  their arab neighbours? explain your answer. [8]",
            "14": "14 0470/12/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. the conclusion i have come to for the working of my mill for eleven hours instead  of twelve hours each day is that as much yarn and cotton is being produced. it is, therefore, my intention to make a further reduction to ten and a half hours without the slightest fear of suffering loss. i find the hands work with greater energy and spirit. they are more cheerful and  happy. from a letter written by a lancashire cotton mill owner in 1845.  (a) for what purposes was coal used in the first half of the nineteenth century? [5]  (b) why was there increasing demand for cotton goods in the nineteenth century? [7]  (c) how far were conditions in textile mills improved in the nineteenth century? explain your  answer. [8] 23 read the extract, and then answer the questions which follow. we prefer to take our chance with cholera than be bullied into health. there is  nothing a man hates more than being cleaned against his will, or having his floors swept, his walls whitewashed or his pet dungheap cleared away all at the command of a sanitary bailiff. from a british newspaper published in 1854 .  (a) describe living conditions in \u2018back-to-back\u2019 houses. [5]  (b) why were poor living conditions in towns not improved before 1848? [7]  (c) how successful were attempts from 1848 to make towns healthier places to live? explain  your answer. [8]",
            "15": "15 0470/12/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. before 1830 china was isolated from the west. foreigners trading with china were  confined to guangzhou in the south. at guangzhou british traders bought and sold goods. but in 1839, the chinese made a determined attempt to stop the opium trade. this gave the british government an excuse to send warships to china. from a british school textbook published in 1985.  (a) what was china\u2019s attitude towards foreign countries in the early-nineteenth century? [5]  (b) why did european countries wish to establish themselves in china? [7]  (c) how successfully did western countries extend their influence in china in the nineteenth  century? explain your answer. [8] 25 read the extract, and then answer the questions which follow. in 1876 queen victoria announced that her indian subjects were \u2018happy under my  rule and loyal to my throne\u2019. henceforward she was to adopt the title of \u2018empress of india\u2019. this new imperial rule was confirmed by most of india\u2019s princes and indians of importance and influence. from a british school textbook published in 2006.  (a) describe how india was ruled by britain before 1857. [5]  (b) why was there opposition to british rule in india by 1857? [7]  (c) how far did the people of india benefit from british rule after 1857? explain your answer. [8]",
            "16": "16 0470/12/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 martin collier; the unification of italy 1815\u201370 ; heinemann; 2008. question 2 \u00a9 martin collier; the unification of italy 1815\u201370 ; heinemann; 2008. question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 5 \u00a9 alex brodkin et al; ocr gcse modern world ; heinemann; 2009. question 6 \u00a9 john robottom; modern china ; 1967, in steven waugh; essential modern world history ; nelson thornes; 2001. question 7 \u00a9 ben walsh; ocr modern world history  ; reproduced by permission of hodder education; 2009. question 8 \u00a9 tony mcaleavy; superpower rivalry: the cold war 1945\u20131991 ; cambridge university press; 1998. question 9 \u00a9 ben walsh; ocr modern world history  ; reproduced by permission of hodder education / corbis; 2009. question 10 \u00a9 david ferriby et al; twentieth century depth studies ; nelson thornes; 2009. question 11 \u00a9 steven waugh; essential modern world history ; nelson thornes; 2001. question 12 \u00a9 tamara pimlott; stalin\u2019s russia 1924\u201339 ; macmillan education; 1984. question 13 \u00a9 ian campbell; the usa 1917\u20131941 ; cambridge university press; 1998. question 14 \u00a9 alex brodkin et al; ocr gcse modern world ; heinemann / buffalo news; 2009. question 15 \u00a9 harriet ward; china in the 20th century ; heinemann educational; 1990. question 16 \u00a9 robert whitfield; the impact of chairman mao: china, 1946\u20131976 ; nelson thornes; 2008. question 17  \u00a9 martin roberts; south africa 1948\u20131994, the rise and fall of apartheid  ; published by longman. reprinted by permission of pearson education  ltd; 2001. question 18 \u00a9 christopher culpin; south africa since 1948 ; published by john murray. reprinted by permission of hodder education; 2000. question 19 \u00a9 nangolo mbumba & norbert h noisser; namibia in history ; international defence and aid fund for south africa, london. question 20  \u00a9 michael scott-baumann; conflict in the middle east: israel and the arabs ; published by john murray. reprinted by permission of hodder  education; 2007. question 21 \u00a9 tony mcaleavy; the arab-israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 ben walsh; british social & economic history ; published by john murray. reprinted by permission of hodder education; 1997. question 23 \u00a9 ben walsh; british social & economic history ; published by john murray. reprinted by permission of hodder education; 1997. question 24 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 25 \u00a9 rosemary rees; india 1900\u201347 ; heinemann; 2006. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s14_qp_13.pdf": {
            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (cw/sw) 75034/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8123169690*history  0470/13 paper 1 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/13/m/j/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. by the mid-1840s, the ideas of national identity had started to move towards ideas  of national unity. there were common themes among italian patriots, most obviously the desire to destroy austrian influence and interference in italy. differences centred on the moderates who favoured a more gradual approach leading to constitutional government whilst mazzinian ideas focused more on achieving a republic. from a british history textbook published in 2008.  (a) describe mazzini\u2019s contribution to italian nationalism. [5]  (b) why was charles albert unsuccessful against the austrians in 1848\u20139? [7]  (c) \u2018italy was united by 1861.\u2019 how far do you agree with this statement? explain your answer. [8] 2 read the extract, and then answer the questions which follow. the strength of the army was one of the main concerns of william when he  succeeded his brother frederick william. little had been done to increase the size of the army since 1815. the army\u2019s weaknesses were highlighted in 1859 when the war was over before the army had organised itself. as a result william appointed general roon as minister of war. from a british history textbook published in 2007.  (a) in what ways did the prussians develop their military strength between 1859 and 1866? [5]  (b) why did austria and prussia go to war in 1866? [7]  (c) \u2018the zollverein was more important to the unification of germany than the franco\u2013prussian  war.\u2019 how far do you agree with this statement? explain your answer. [8] ",
            "3": "3 0470/13/m/j/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. japan saw korea as a routeway into asia. korea had valuable mineral resources  as well as giving access to manchuria. the russians were also showing an interest in korea and began to build the trans-siberian railway in 1891 to make it easier to send troops to the far east. these developments made china increasingly nervous. from a british school textbook published in 1985.  (a) under the terms of the meiji constitution, what powers remained with the emperor? [5]  (b) why was there conflict between japan and china in 1894? [7]  (c) \u2018japan benefited more from the war against china (1894\u20135) than from the russo-japanese  war (1904\u20135).\u2019 how far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/13/m/j/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. an american cartoon published in 1905. \u2018t\u00eate-\u00e0-t\u00eate\u2019 means a private conversation  between two people.  (a) what preparations had germany made for war by 1914? [5]  (b) why did the actions of the kaiser over morocco increase european tension? [7]  (c) \u2018the actions of austria-hungary were more responsible for the outbreak of war in 1914 than  the actions of any other country.\u2019 how far do you agree with this statement? explain your  answer. [8]",
            "5": "5 0470/13/m/j/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. it was a peace of revenge. it sowed a thousand seeds from which new wars might  spring. it was as though the devil had sat beside clemenceau and whispered madness into the ear of wilson and grinned across the table at lloyd george. from a book by a british historian, published in 1929.  (a) what loss of territory was imposed on germany by the treaty of versailles? [5]  (b) why were the \u2018big three\u2019 not satisfied with the treaty of versailles? [7]  (c) \u2018the treaty of versailles was a wise settlement.\u2019 how far do you agree with this statement?  explain your answer. [8] 6 read the extract, and then answer the questions which follow. the events of the last few days are one of the greatest diplomatic defeats this country  and france have ever suffered. there can be no doubt that it is a tremendous victory for herr hitler. without firing a shot, he has achieved a dominating position in europe. the leader of the british labour party, speaking in parliament about the munich agreement,  october 1938.  (a) describe events in the saar in 1935. [5]  (b) why, by 1936, was italy a threat to world peace? [7]  (c) \u2018the main cause of war in 1939 was the weakness of britain and france.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "6": "6 0470/13/m/j/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. if the situation in hungary gets worse, we have decided to use all means at our  disposal to bring the crisis to an end. the soviet union could not at any price allow a breach in the frontier in eastern europe. the soviet leader khrushchev expressing his anxiety over hungary, july 1956.  (a) describe the events in hungary in october and november 1956. [5]  (b) why did warsaw pact forces invade czechoslovakia in 1968? [7]  (c) how important was the part played by \u2018solidarity\u2019 in the decline of soviet influence in eastern  europe? explain your answer. [8] 8 read the extract, and then answer the questions which follow. five of the fifteen members of the security council of the united nations  organisation (uno) are permanent. if a decision of the council is to be binding all five must agree. the general assembly can overrule the security council. this happened for the first time during the korean war. from a british history textbook published in 1997.  (a) describe the humanitarian work of any two united nations\u2019 agencies. [5]  (b) why have the organisation and membership of the uno hindered its effectiveness? [7]  (c) \u2018events in korea (1950\u20133) and the congo (1960\u20133) demonstrated that the uno was effective  in peacekeeping.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "7": "7 0470/13/m/j/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the cartoon, and then answer the questions which follow. a cartoon published in a british newspaper, 4 march 1933. \u2018vox populi\u2019 means \u2018voice of the people\u2019.  (a) what were the aims and beliefs of the nazi party in the 1920s? [5]  (b) why did hitler attempt the munich putsch? [7]  (c) \u2018the main reason why nazi electoral support increased after 1929 was hitler\u2019s promise of  \u201cwork, freedom and bread\u201d.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "8": "8 0470/13/m/j/14 \u00a9 ucles 201410 read the extract, and then answer the questions which follow. what we have achieved in two and a half years in the way of planning jobs and  controlling prices and wages, was thought, only a few years ago, to be impossible. we only succeeded because we had the whole nation behind us. the destruction of the trade unions and the political parties was necessary for this success. hitler speaking in the reichstag in 1935.  (a) what actions did hitler take to improve the german economy? [5]  (b) why did the final solution occur? [7]  (c) how far did the war change everyday life in germany? explain your answer. [8]",
            "9": "9 0470/13/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. there wasn\u2019t a scrap of food in the country. we were down to a quarter of a pound of  bread per person. then suddenly they announced the nep . cafes and restaurants started opening. it was capitalism. in my eyes what was happening was the very thing i had struggled against. a bolshevik supporter remembers the introduction of the nep .  (a) what was \u2018war communism\u2019? [5]  (b) why did sailors at kronstadt revolt in march 1921? [7]  (c) \u2018lenin\u2019s new economic policy was unsuccessful.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "10": "10 0470/13/m/j/14 \u00a9 ucles 201412 look at the photograph, and then answer the questions which follow. a photograph of the dnieper dam.  (a) describe the main features of the five-y ear plans. [5]  (b) why did stalin want to modernise soviet industry? [7]  (c) \u2018stalin\u2019s economic policies had greater effects on the soviet people than on the economy.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "11": "11 0470/13/m/j/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. rural fear of urban foreigners gave rise to the resurgence of the ku klux klan (kkk).  the kkk struck fear into the hearts of anyone who did not fit the organisation\u2019s definition of a \u2018true american\u2019. from a recent book about the 1920s.  (a) what was the ku klux klan? [5]  (b) why did the lifestyles of young urban women change in the 1920s? [7]  (c) \u2018prohibition was ended because it encouraged crime.\u2019 how far do you agree with this  statement? explain your answer. [8] 14 read the extract, and then answer the questions which follow. as a newcomer to the national field of politics, roosevelt had to get out and become  known. he liked going around the country. he saw thousands of americans. it was as if he knew them personally when he talked about them. his personal relationship with the people was on a warm, simple level of friendliness. frances perkins, the first female member of roosevelt\u2019s government, writing in 1933.  (a) describe how people managed to survive the effects of the wall street crash. [5]  (b) why did wall street crash? [7]  (c) \u2018roosevelt\u2019s victory in the presidential election of 1932 was caused by president hoover\u2019s  unpopularity.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "12": "12 0470/13/m/j/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. i felt particularly happy this morning when i got up, because last night i had dreamed  of our great leader, chairman mao. and it so happens that today is the party\u2019s fortieth anniversary. i owe the party so much gratitude. my beloved party, i am always your loyal son. from the diary of lei feng, a fictitious pla soldier.  (a) how did the communists deal with the land issue on coming to power? [5]  (b) why did the communist government use propaganda in the 1950s and 1960s? [7]  (c) \u2018soviet aid was the main reason for the success of the first five-y ear plan.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "13": "13 0470/13/m/j/14 \u00a9 ucles 2014 [turn over16 look at the photograph, and then answer the questions which follow. a photograph of red guards on the streets of beijing during the cultural revolution.  (a) what were the \u2018four olds\u2019 targeted by the cultural revolution? [5]  (b) why did mao consider it necessary to reassert his political authority by 1966? [7]  (c) \u2018the cultural revolution was successful.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "14": "14 0470/13/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. rich diamond fields were found in south africa in 1867. in 1886 goldfields were also  discovered and mines dug. these diamond and gold mines greatly changed south africa. they created wealth, cities and new kinds of employment. they made the british determined to take control of all south africa. from a british school textbook published in 2001.  (a) describe the jameson raid. [5]  (b) why did the discovery of gold increase tensions between the boers and the british? [7]  (c) \u2018the anglo-boer war of 1899\u20131902 was a victory for the british.\u2019 how far do you agree with  this statement? explain your answer. [8] 18 read the extract, and then answer the questions which follow. throughout the 1960s there was growing pressure on south africa to change  her apartheid policies. anti-apartheid groups around the world had organised demonstrations and urged that all countries should support boycotts against south africa. from a british school textbook published in 1997.  (a) describe the role of steve biko in the campaign against apartheid. [5]  (b) why was international opposition important in the struggle against apartheid? [7]  (c) \u2018the fact that south africa was on the verge of civil war was the main reason de klerk  abandoned apartheid.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "15": "15 0470/13/m/j/14 \u00a9 ucles 2014 [turn over19 read the extract, and then answer the questions which follow. in 1978 the united nations recognised the national liberation movement, swapo,  as the sole and legitimate representative of the namibian people. it also declared its full support for the armed struggle for liberation under the leadership of swapo. from a namibian school history book published in 1988.  (a) describe the struggle by the namibian people for independence in the 1970s. [5]  (b) why were namibians unhappy with south africa\u2019s attempts to retain control of namibia  between 1977 and 1985? [7]  (c) \u2018swapo was the main reason for namibia gaining its independence.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "16": "16 0470/13/m/j/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 look at the cartoon, and then answer the questions which follow. a cartoon published in a british newspaper, september 1947.  (a) what was zionism? [5]  (b) why were many jews attracted to palestine between 1945 and 1948? [7]  (c) \u2018the main reason the british left palestine was because of the violence directed against them.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "17": "17 0470/13/m/j/14 \u00a9 ucles 2014 [turn over21 look at the photograph, and then answer the questions which follow. a photograph of a hijacked airliner, jordan 1970.  (a) describe the foundation of fatah. [5]  (b) why did the palestine liberation organisation (plo) resort to terrorist tactics after 1967? [7]  (c) how far was the plo supported by the arab states? explain your answer. [8]",
            "18": "18 0470/13/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 22 look at the illustration, and then answer the questions which follow. milk churns being taken by train from farms in the west of england to the city of london.  (a) describe the role of \u2018turnpike trusts\u2019. [5]  (b) why were roads and canals inadequate in meeting transport needs by the early-nineteenth  century? [7]  (c) \u2018railways brought more advantages than disadvantages.\u2019 how far do you agree with this  statement? explain your answer. [8] 23 read the extract, and then answer the questions which follow. these houses are the last refuge between poverty and death. below the miserable  dwellings are the rows of cellars to which a sunken passageway leads. twelve to  fifteen human beings are crowded into each of these damp holes. a french nobleman writing about cellar dwellings in manchester. he visited england in 1835.  (a) describe conditions in early nineteenth-century towns which resulted in a high death rate. [5]  (b) why did many people leave the countryside to move to the new industrial towns? [7]  (c) \u2018by 1900, towns were healthier places to live in.\u2019 how far do you agree with this statement?  explain your answer. [8]",
            "19": "19 0470/13/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. boxers launched attacks that were fiercely anti-western and anti-christian. they  did this with the support of many poverty-stricken people in the cities and also the empress. her support took criticism away from the qing government and directed attention towards foreign influence. from a school textbook published in australia in 1999.  (a) what were the main features of the chinese self-strengthening movement? [5]  (b) why did the self-strengthening movement fail? [7]  (c) \u2018the boxer rising was aimed at the wrong target.\u2019 how far do you agree with this statement?  explain your answer. [8] 25 read the extract, and then answer the questions which follow. many indians wanted a say in their country\u2019s future. in 1885 the indian national  congress was founded by moderates, proud of the new india and its progress in the hands of the british raj. but they felt it unfair that too many governmental posts were given to europeans. from a british school textbook published in 1985.  (a) what problems faced the indian people living under british  rule in the first half of the nineteenth  century? [5]  (b) why did the sepoys mutiny in 1857? [7]  (c) how far, by 1900, had india benefited from the british raj? explain your answer. [8]",
            "20": "20 0470/13/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1 \u00a9 martin collier; the unification of italy 1815\u201370  ; heinemann; 2008. question 2 \u00a9 alan farmer & andrina stiles; the unification of germany 1815\u20131919  ; hodder education; 2007. question 3 \u00a9 philip sauvain; european and world history 1815\u20131919 ; hulton; 1985. question 4 \u00a9 harper\u2019s weekly  ; www.harpweek.com; 3 may 2012. question 5 \u00a9 alex brodkin et al; ocr gcse modern world  ; heinemann; 2009. question 6 \u00a9 nigel kelly & greg lacey; modern world history  ; heinemann; 2001. question 7 \u00a9 tony mcaleavy; superpower rivalry: the cold war 1945\u20131991 ; cambridge university press; 1998. question 8 \u00a9 tony rea & john wright; international relations 1914\u20131995 ; oxford university press; 1997. question 9 \u00a9 robert gibson & jon nichol; germany  ; basil blackwell / daily express; 4 march 1933. question 10 \u00a9 rick rogers; germany 1919\u20131945 ; heinemann; 2009. question 11 \u00a9 steven waugh; essential modern world history  ; nelson thornes; 2001. question 12 \u00a9 jon nichol; russia ; basil blackwell; 1986. question 13 \u00a9 ian campbell; the usa 1917\u20131941 ; cambridge university press; 1998. question 14 \u00a9 terry fiehn; the usa between the wars 1919\u20131941 ; published by john murray. reprinted by permission of hodder education; 1998. question 15 \u00a9 alex brodkin et al; ocr gcse modern world  ; heinemann; 2009. question 16 \u00a9 robert whitfield; the impact of chairman mao, china 1946\u20131976 ; nelson thornes / ullstein bild; 2008. question 17  \u00a9 martin roberts; south africa 1948\u20131994, the rise and fall of apartheid  ; published by longman. reprinted by permission of pearson education  ltd; 2001. question 18 \u00a9 rosemary mullholland; south africa 1948\u20131994 ; cambridge university press; 1997. question 19 \u00a9 nangolo mbumba & norbert h. noisser; namibia in history ; zed books ltd; 1988. question 20 \u00a9 michael scott-baumann; conflict in the middle east: israel and the arabs ; hodder murray / daily mail, 22 september 1947. question 21 \u00a9 tony mcaleavy; the arab - israeli conflict  ; cambridge university press; 1998. question 22 \u00a9 christopher culpin; making modern britain ; collins educational; 1987. question 23 \u00a9 ben walsh; british social & economic history  ; published by john murray. reprinted by permission of hodder education; 1997. question 24 \u00a9 margot morcombe & mark fielding; china in revolution ; mcgraw-hill; 1999. question 25 \u00a9 philip sauvain; european and world history 1815\u20131919  ; hulton; 1985. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s14_qp_21.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (sjf/jg) 79327/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9955952425*history  0470/21 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/21/m/j/14 \u00a9 ucles 2014option a: 19th century topic was the american civil war fought over slavery? study the background information and the sources carefully, and then answer all the questions. background information the concern of northerners about slavery increased dramatically in the 1850s. developments such  as the publication of uncle tom\u2019s cabin  in 1852 and the kansas-nebraska act of 1854 contributed to  their fears. however, southerners were just as worried. they saw the economic and political power of the north as a threat to the rights and independence of southern states, especially their right to own slaves. after lincoln\u2019s election as president in 1860 southern states began to secede from the union and, in april 1861, the first shots of the civil war were fired. was the american civil war fought over slavery, the rights of the south or the preservation of the union? source a the confederate president on 12 april ordered the bombardment of fort sumter. civil war had begun.  with the fort\u2019s surrender, lincoln declared that rebellion existed in the seceded states. to suppress it he called for the loyal states to supply 75 000 militia volunteers, ordered an expansion of the regular army, proclaimed a blockade of the southern coast and authorised the expenditure of millions of dollars for military purposes. by the end of may four more slave states seceded, rather than take part in the coercion of their southern brothers. whether lincoln craftily manoeuvred the south into firing the first shot or simply took a calculated  risk of war, creating a situation that placed the onus of striking the first blow on jefferson davis rather than himself, the result galvanised public opinion in the north. the attack on fort sumter clarified in northern minds the direct opposition between free and slave societies that abolitionists and many republicans had long insisted on. in quincy, illinois, a mass meeting of democrats and republicans unanimously adopted resolutions pledging \u2018support\u2019 to the government in its efforts for \u2018suppression of rebellion, preservation of the union, punishment of treason\u2019. in none of his proclamations did lincoln mention the word \u2018slavery\u2019 or indicate that military efforts had  any purpose other than to suppress rebellion that prevented the upholding of the laws. in his call for 75 000 militiamen he stated that the \u2018utmost care\u2019 would be taken to avoid any interference with property in the seceded states. he even stopped his generals issuing local emancipation decrees in the early months of the war. lincoln believed that making slavery a target of the war effort would drive all the states of the upper  south to secede and shatter northern unity. when an abolitionist told his audience in wayland, massachusetts, that slaves should be allowed \u2018to fight on our side\u2019, his audience responded that the war was about national unity, \u2018and they wouldn\u2019t hear a word about those blacks\u2019. as so often lincoln sought the lowest common factor in public opinion \u2013 in this case a war to preserve the union. from a history book published in 2010.",
            "3": "3 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource b some historians think that lincoln deliberately manoeuvred the confederacy into firing the first shots.  others believe that his main concern in attempting to resupply fort sumter was to try to give himself more time. in reality, it seems likely that lincoln was trying to keep as many options open as possible. he hoped to preserve peace, but was willing to risk war. at 4.30 am on 12 april 1861, the opening shots of the civil war were fired. after the surrender of fort  sumter, lincoln called upon the state militia to muster 70 000 men. this call for troops prompted the secession of virginia, north carolina, arkansas and tennessee. secession did not necessarily mean war. lincoln\u2019s government could have allowed the southern states  to depart in peace. but lincoln and the republicans were committed to preventing slavery expansion. lincoln also laid great emphasis on the union, which was evoked almost as a religious concept. lincoln called the union \u2018the last, best hope of mankind\u2019. without union, he believed, american freedom would be destroyed. furthermore, he and many other unionists thought that secession was a bluff, and that once the south saw it could not prevail, it would return to the union. however, it was slavery which had led to the divide between north and south. differences arising from  the slavery issue led to the secession of the southern states. the confederacy was ready to fight to the death for states\u2019 rights and, in particular, the right to preserve slavery. although few northerners were willing to fight to free the slave, most were prepared to fight to save the union. the slave issue meant they had to fight to save the union. from a recent account of the beginnings of the civil war.",
            "4": "4 0470/21/m/j/14 \u00a9 ucles 2014source c a cartoon published in a british magazine in 1856. source d i am naturally anti-slavery. if slavery is not wrong, nothing is wrong. y et i have never understood that  the presidency conferred on me an unrestricted right to act officially on this feeling. it was in the oath i  took that i would preserve, protect and defend the constitution of the united states. president lincoln writing to a friend in the early months of the war in 1861.",
            "5": "5 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource e as a necessary war measure for suppressing rebellion in the states and parts of states that are in  rebellion against the united states: arkansas, texas, louisiana (with exceptions), mississippi, alabama,  florida, georgia, south carolina, north carolina and virginia (with exceptions): i do declare that all persons held as slaves within these named states, or parts of states, shall be free.  those excepted parts are left as if this proclamation was not issued. from the emancipation proclamation issued by lincoln on 1 january 1863. source f a cartoon published in america in 1861. columbia represents the union.",
            "6": "6 0470/21/m/j/14 \u00a9 ucles 2014source g from a \u2018patriotic envelope\u2019 produced in america in 1861. envelopes such as this one were popular in  the north throughout the war. on the hat of the man in the water it says \u2018south\u2019. source h for the statesmen to permit a settlement of the present war between slavery and freedom, which will  leave untouched and undestroyed the relation of master and slave, would be a great crime. it would  also be a great mistake, the bitter fruit of which would poison the life blood of unborn generations. it is  the critical moment for us. i urge all men, and especially the government, to the abolition of slavery.  not a slave should be left a slave in the returning footprints of the american army sent to put down this  slaveholding rebellion. from a speech by frederick douglass in new y ork, june 1861.  douglass escaped from slavery in 1838.",
            "7": "7 0470/21/m/j/14 \u00a9 ucles 2014 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources.  [7] 2  study source c.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [8] 3  study sources d and e.  does source e prove that lincoln was lying in source d? explain your answer using details of the  sources and your knowledge. [8] 4  study sources f and g.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the american civil war was fought  over slavery? use the sources to explain your answer.  [12]",
            "8": "8 0470/21/m/j/14 \u00a9 ucles 2014option b: 20th century topic how far did the superpowers act responsibly over cuba? study the background information and the sources carefully, and then answer all the questions.  background information ever since the cuban revolution in 1959 when castro took over control of cuba and began to turn the  country towards communism and the soviet union, cuba had been a concern for the united states and a source of tension with the soviet union. even after supporting the failed invasion in 1961 by cuban exiles, the united states continued to plan an economic blockade of cuba and another invasion. meanwhile, the soviet union poured economic help, troops and armaments into cuba. it claimed this was to defend cuba.  on the morning of sunday 14 october 1962, a u-2 spy plane photographed soviet missile sites under  construction in cuba. for two weeks, until the crisis ended on 28 october, many feared that the world was on the brink of a nuclear war.  did the actions of america and russia during the crisis make the situation worse or did they act in a  sensible manner? how reasonably did the superpowers act over cuba? source a within the past week, unmistakable evidence has established the fact that a series of offensive missile  sites is now in preparation on cuba. the purpose of these bases can be none other than to provide a nuclear strike capability against the western hemisphere. turning cuba into an important strategic base is an open threat to the peace and security of the americas. this action contradicts the repeated promises of soviet spokesmen that the arms build-up in cuba would be defensive. our objective must be to prevent the use of these missiles against this or any other country, and to secure their withdrawal from the western hemisphere. only last thursday the soviet foreign minister gromyko told me that soviet assistance to cuba was, and i quote, \u2018only for the purpose of contributing to the defence of cuba\u2019. acting in our own defence and of the entire western world, i have directed that a strict quarantine on all  offensive military equipment under shipment to cuba be started. all ships, if found to contain cargoes of offensive weapons, will be turned back.  our goal is both peace and freedom around the world. from a speech on television to the american people by president kennedy, 22 october 1962.",
            "9": "9 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource b the united states demands that military equipment which cuba needs for self-defence should be  removed from cuban territory. the ussr is in favour of all troops being withdrawn from foreign territories. however, the united states has its armed forces and armaments scattered throughout the world. us spokesmen are continually boasting that american planes can attack the soviet union at any time. peace-loving states cannot fail to protest against the actions announced by the us president with regard to ships sailing towards cuba on the high seas. the establishment of an actual blockade of cuba by the united states is an unheard-of violation of international law. the arrogant actions of american imperialism could lead to consequences disastrous to all mankind. the soviet union calls on all governments to raise their voices in protest against the aggressive actions  of the united states, to denounce these actions, and to bar the way to the unleashing of nuclear war by the us government. from a statement issued by the soviet government, 23 october 1962. source c 19 october general lemay (in charge of the us air force): if we don\u2019t do anything to cuba, then they\u2019re going to push on berlin and push real hard because they have got us on the run. i just don\u2019t see any other solution right now. a blockade would be considered by a lot of our friends as being a weak response. 22 october nitze (second in charge of the defence department of the american government): a soviet nuclear attack requires the immediate implementation of the european defence plan. president kennedy: what\u2019s the european defence plan?nitze: nuclear war. from the records of meetings held by president kennedy to decide how to react to the discovery of  the missiles. source d during the crisis president kennedy spent more time trying to determine the effect of a particular  course of action on khrushchev or the russians than on anything else. what guided all his decisions was an effort not to disgrace khrushchev, not to humiliate the soviet union. that is why he was reluctant to stop and search a russian ship; this was why he was opposed to attacking the missile sites. president kennedy understood that the soviet union did not want war, and they understood that we wished to avoid armed conflict. from robert kennedy\u2019s book about the cuban missile crisis, published in 1968.  robert kennedy was the president\u2019s brother and a member of the us government during the crisis.  he was the president\u2019s closest adviser and held many talks with soviet officials. ",
            "10": "10 0470/21/m/j/14 \u00a9 ucles 2014source e  a cartoon published in britain in october 1962.  the figures on the right represent castro and khrushchev.",
            "11": "11 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource f a cartoon published in america, november 1962.",
            "12": "12 0470/21/m/j/14 \u00a9 ucles 2014source g the climax came when dobrynin reported that an exhausted robert kennedy had said to him, \u2018the  president is in a grave situation and he does not know how to get out of it. we are under very severe stress. in fact we are under pressure from our military to use force against cuba. we want to ask you to pass president kennedy\u2019s message to chairman khrushchev through unofficial channels. president kennedy implores chairman khrushchev to accept his offer and to take into consideration the peculiarities of the american situation. even though the president is very much against starting a war, an irreversible chain of events could occur against his will. this is why the president is appealing directly to chairman khrushchev for help in stopping this conflict. if the situation continues much longer, the president is not sure that the military will not overthrow him and seize power. the american army could get out of control.\u2019 we could see that we had to change our position. we sent the americans a note saying that we agreed  to remove our missiles on the condition that the president gave us his assurance that there would be no invasion of cuba. finally kennedy gave in and agreed to make a statement giving us such an assurance. a description of a meeting between dobrynin, the soviet ambassador in america, and robert  kennedy on 27 october, from khrushchev\u2019s memoirs, published in 1971. ",
            "13": "13 0470/21/m/j/14 \u00a9 ucles 2014 [turn oversource h a cartoon published in an american newspaper, 30 october 1962.  khrushchev is saying \u2018this hurts me more than it hurts you.\u2019",
            "14": "14 0470/21/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using the sources and your knowledge.  [7] 2 study sources c and d.  are you surprised by source d? explain your answer using details of the sources and your  knowledge. [8] 3 study sources e and f .   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge. [8] 4 study source g.  how far do you trust this source? explain your answer using details of the source and your  knowledge. [8] 5 study source h.  why was this source published at the end of october 1962? explain your answer using details of  the source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the superpowers acted responsibly  during the cuban missile crisis? use the sources to explain your answer.  [12]",
            "15": "15 0470/21/m/j/14 \u00a9 ucles 2014blank page",
            "16": "16 0470/21/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option a  sources a & b \u00a9  e foner;  the fiery trial ;  w w norton ltd;  2010. option a  source c \u00a9  ref:  pch10177-48562;  john leech;  the dis-united states \u2013 a black business ;  www.punchcartoons.com. option b  source d \u00a9  r kennedy;  thirteen days ;  macmillan;  1969.  option b  source e \u00a9  express picture library.option b  source f \u00a9  ww.filibustercartoons.com/jfk.htm.option b  source g \u00a9  ed. e crankshaw;  khrushchev remembers ;  andre deutsch;  1971. option b  source h \u00a9  edmund valtman;  the editorial cartoons of edmund s valtman 1961-1991 ;  esto incorporated;  1991.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s14_qp_22.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (sjf/jg) 79339/2 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5645189714*history  0470/22 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/22/m/j/14 \u00a9 ucles 2014option a: 19th century topic how important was lincoln in causing southern states to leave the union? study the background information and the sources carefully, and then answer all the questions.  background information tensions between northern and southern states of the usa had reached breaking point by 1860.  tensions existed over slavery, states\u2019 rights, the power of the federal government and economic policies. on 6 november 1860 lincoln was elected president. in the following month, south carolina was the first state to secede. it was followed by six more states early in 1861 and by more later in the year.  was lincoln\u2019s election as president in 1860 the most important reason for the secession of southern  states?  source a the 1850s was a decade when all the vigour and hot blood of america seemed to concentrate into  opposing channels of fear and self-righteousness. in defiance of federal law, the abolitionists increased their help to fugitive slaves and got at least fifty thousand of them away by an organised underground. and there was the strange, brave, john brown, who raided a federal arsenal with the intention of arming the slaves in the southern states. he was caught, tried and hanged. all this was enough to taunt the southerners to the point where they talked of secession and meant it. it was left to the supreme court to shatter the hope of compromise. from the moment of the court\u2019s decision in the dred scott case that a slave was not a citizen and  that congress could not exclude slavery from a free state, the national political situation was changed and state secession was a real possibility. the two halves of america fell apart. on 20 december 1860 a state convention in south carolina dissolved the union between it and all the other states. by1 february, the rest of the deep south followed. in march a new president, abraham lincoln, declared secession void and promised to hold all government property. in april lincoln ordered a fleet to go and relieve the fort sumter forces. the commander of the confederate forces invited the garrison to leave. it refused and the southerners opened fire. on 13 april the union forces surrendered and the war was on. lincoln immediately called upon those states remaining in the union for troops. the upper south states now had to commit themselves. virginia, tennessee, arkansas and north carolina, deciding that slavery was their cornerstone, voted to join the confederacy.  a recent account of events leading up to the civil war.",
            "3": "3 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource b in the 1850s it was the fugitive slave law that was the important turning point and stirred sectional  conflict. it was intended by the south as a reminder to the north and the federal government of their constitutional obligations towards slavery. john brown\u2019s raid merely helped to create the emotional climate in which the presidential election of 1860 was held, while the supreme court\u2019s decision over dred scott made northerners fear that slavery would be legal everywhere. however, the election of abraham lincoln to the presidency on 6 november is usually viewed as the beginning of a chain of events that erupted into civil war in april 1861.  lincoln won all the free states and none of the slave states. when the election results were announced,  the people of charleston, south carolina, began meeting and talking of secession. on 20 december 1860 south carolina dissolved the union when its legislature voted to secede. the secession of the first seven southern states took place in the months following the election. south carolina went first, followed by mississippi, florida, alabama, georgia, louisiana and texas. the last four \u2013 virginia, arkansas, north carolina, and tennessee \u2013 seceded after the confederate attack on fort sumter in april of 1861. in the end, it was the south\u2019s refusal to accept the will of the majority in a national presidential election  that prompted them to opt out of the union.  in his first inaugural address, lincoln again assured the south that he was not interested in their slaves.  again the south did not believe him. his speech, however, stressed a keen interest in preserving the united states, which he saw as the last hope for representative government left on earth. anything else would be a violation of his oath to preserve and defend the constitution. no government, lincoln argued, could allow its own illegal dissolution. a recent account of events leading up to the civil war.",
            "4": "4 0470/22/m/j/14 \u00a9 ucles 2014source c a cartoon published in america in the second half of 1860. greeley, on the left, was the editor of  a new y ork newspaper that supported the republican party. he is saying, \u2018gentlemen, allow me  to introduce to you this distinguished individual in whom you will find combined, all the graces  and virtues of black republicanism, and whom we propose to run as our next candidate for the  presidency.\u2019 lincoln, on the right, says, \u2018how fortunate that this intellectual and noble creature should  have been discovered just at this time, to prove to the world the superiority of the coloured over the  anglo-saxon race, he will be a worthy successor to carry out the policy which i shall inaugurate.\u2019  source d i will say that i am not, nor ever have been, in favour of bringing about in any way the social and  political equality of the white and black races. i am not, nor ever have been, in favour of allowing  negroes to become voters or jurors, nor of qualifying them to hold office, nor to intermarry with white  people. i will say in addition to this that there is a physical difference between the white and black races  which i believe will forever forbid the two races living together on terms of social and political equality.  and while they do remain together there must be the position of superior and inferior, and i, as much  as any other man, am in favour of having the superior position assigned to the white race. i say upon  this occasion i do not perceive that because the white man is to have the superior position the negro  should be denied everything.  from a speech by lincoln in charleston, illinois, during the debates with stephen douglas in 1858.  lincoln and douglas were competing to be elected as senator for illinois. ",
            "5": "5 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource e let the consequences be what they may be, whether the potomac is running with human blood, and  pennsylvania avenue is paved with mangled bodies, the south will never submit to such humiliation as  the inauguration of abraham lincoln. from an article published in a southern newspaper early in 1861. source f a cartoon published in america in 1858. garrison was an extreme abolitionist who had once  said that if the constitution protected slavery then it should be burned.  keitt was from south carolina and supported secession.",
            "6": "6 0470/22/m/j/14 \u00a9 ucles 2014source g a cartoon published in a new y ork magazine in march 1861. source h y ou free-soil agitators are not interested in slavery. y ou only want to limit slave territory so that you may  have an opportunity of cheating us, gain a majority in congress and make the government an engine  of northern expansion. y ou desire to weaken the political power of the southern states. and why?  because you want to promote the industry of the north, at the expense of the people of the south and  their industry. from a speech by jefferson davis in the late 1850s.  davis was senator for mississippi, which left the union in january 1861.  in february 1861, davis was elected president of the newly-formed confederacy.",
            "7": "7 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource i now that the state of carolina has resumed her separate place among nations, she declares the  immediate causes. the non-slaveholding states have assumed the right of deciding upon our internal affairs. they have denounced slavery as sinful. they have encouraged thousands of our slaves to leave their homes. they have incited those that remained to rebellion. for twenty-five years this agitation has been increasing. a geographical line has been drawn across the union, and all the states north of that line have united in the election of a man to the presidency whose opinions and purpose are hostile to slavery. from south carolina\u2019s \u2018declaration of causes of secession\u2019, 24 december 1860. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge. [8] 3 study source e.  why was this article published in early 1861? explain your answer using details of the source and  your knowledge.   [8] 4 study sources f and g.  how far do these two cartoons have the same message? explain your answer using details of the  sources and your knowledge. [8] 5 study sources h and i.  does source i prove that davis was lying in source h? explain your answer using details of the  sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the election of lincoln as president in  1860 was the reason why southern states left the union? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/m/j/14 \u00a9 ucles 2014option b: 20th century topic who or what was to blame for the bay of pigs fiasco in 1961? study the background information and the sources carefully, and then answer all the questions.  background information on 17 april 1961, less than three months after kennedy became president of the usa, 1400 cuban  exiles invaded cuba in an attempt to overthrow castro and his communist government. the invasion was a disaster. within three days the cuban armed forces defeated the invaders, who had barely got off the beaches where they had been pounded by cuban artillery and infantry.  the invasion was planned while eisenhower was still president, with vice-president nixon and the  central intelligence agency (the cia) being the driving forces behind the plans. the failure of the invasion was enormously embarrassing for kennedy, but who was really responsible for the fiasco?",
            "9": "9 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource a the front cover of a popular american news magazine published in may 1963.",
            "10": "10 0470/22/m/j/14 \u00a9 ucles 2014source b that such a regime as castro\u2019s, 40 miles from the united states\u2019 coast, should align itself with america\u2019s  principal enemy was unacceptable and the united states would have been well within its rights in seeking to overthrow castro. but there was an uncertain response, first from eisenhower, then from kennedy. so nothing was done under eisenhower, though many plans were considered.  when kennedy took over in january 1961 he found a proposal, apparently supported by the cia, and  by the joint chiefs of staff, for 12 000 armed cuban exiles to be landed in an area called the bay of pigs and start a popular uprising. it is hard to believe that the experienced eisenhower would have given final approval to this naive scheme. eisenhower would have waited for castro to make a false move that would have allowed america to intervene openly. kennedy lacked resolution and weakly allowed the operation to go ahead. the chiefs of staff were  worried by the cia\u2019s insistence that the operation was to be preceded by an air strike launched from bases in nicaragua, by us aircraft, acquired by the exiles, painted to resemble cuban aircraft. the operation was a total disaster primarily because castro was able to read all about it, in advance, in the us media; and once things went wrong kennedy refused to authorise the us carrier, cruising 10 miles offshore, to come to the rescue of the stricken men pinned down in the swampy bay. eisenhower described the operation as \u2018a profile in timidity and indecisions\u2019. american opinion was outraged and would have supported direct intervention. one senior policy maker thought a decision by kennedy \u2018to send in troops or drop bombs would have had the support of at least 90 per cent of the people\u2019. but the government dithered. from a history book published in 1997. source c the day before he was inaugurated as president in january 1961 kennedy was briefed by eisenhower  on a number of topics, including the plan to help anti-castro guerillas. kennedy was surprised by the size of the plan but he was not opposed to it. he allowed the cia to organise cuban exiles for an invasion. however, he insisted that any american involvement must be concealed. despite the cia\u2019s continued confidence, there were problems with the plan. the cia\u2019s assumption that,  if things did go wrong, the united states would support a failing mission by direct military involvement, ran counter to kennedy\u2019s public position. from the beginning everything did go wrong. only six american bombers painted in cuban colours, as if flown by rebel cubans, took off from nicaragua in support of the invasion which depended on air cover for success. contrary to cia expectations, the attack provoked no popular uprising against castro.  kennedy called a crisis meeting and considered sending unmarked us jets. however, everyone in the  meeting recognised that the situation was hopeless. at the end of three days fighting, the survivors surrendered. the cia had vastly overestimated the support of the cuban people for a military operation to \u2018liberate\u2019 them.  from a history book published in 1998.",
            "11": "11 0470/22/m/j/14 \u00a9 ucles 2014 [turn oversource d on 4 april, a meeting will be held at the white house at which a decision will be reached on the cuban  adventure. i find the proposal disturbing. my concern arises from a deep personal conviction that our  national interests are poorly served by an operation of this kind when our new president is appealing to  the world on the basis of high principle. those most familiar with the cuban operation seem to agree that as now planned, the chances of  success are not greater than one out of three. this makes it a highly risky operation. there is the  possibility that the castro regime will be a failure without any further intervention by us. the spirit of  rebellion in cuba is likely to grow. i realise that this operation has been planned over months and a  great deal of time and money has been put into it, and many able and dedicated people have been  involved. we should not, however, proceed. from a note written on 31 march 1961 by chester bowles, under-secretary of state, to his boss,  secretary of state, dean rusk. rusk was in charge of american foreign policy in  kennedy\u2019s government.  source e a cartoon published in a russian newspaper shortly after the bay of pigs invasion.  the three ravens are eisenhower, nixon and truman. they are sitting on kennedy\u2019s shoulder.",
            "12": "12 0470/22/m/j/14 \u00a9 ucles 2014source f a cartoon published in britain on 21 april 1961. the cigar represents the bay of pigs invasion.  source g in evaluating the cia\u2019s performance it is essential to avoid grasping at the explanation that the  president\u2019s order cancelling the air strikes was the chief cause of failure. if the project had been better  conceived, better organised, better staffed and better managed, would that issue ever have had to be  presented for presidential decision at all? the fundamental cause of the disaster was the cia\u2019s failure to give the project the top-flight handling  which it required \u2013 appropriate organisation, staffing throughout by highly qualified personnel, and full- time direction and control of the highest quality. insufficiencies in these vital areas resulted in serious  mistakes and in grave mistakes of judgement.  the cia became so wrapped up in the military operation that it failed to judge the chances of success  realistically. it also failed to keep the national policy-makers adequately informed of the conditions  necessary for success. the cia reduced the exiled leaders to the status of puppets, thus losing the  advantages of their active participation. it also failed to build up a resistance organisation in cuba.  it failed to collect adequate information on the strengths of the castro regime and the extent of the  opposition to it. the project was badly organised. the cia entered the project without adequate assets  in the way of boats, bases, training facilities, agents and spanish speakers. from a secret government report on the bay of pigs failure, october 1961.",
            "13": "13 0470/22/m/j/14 \u00a9 ucles 2014source h the allegations are rejected. alleged defects of organisation had little to do with the unsuccessful  outcome. the limiting factor on air operations was the competence of cuban air crews. the air strike should not have been cancelled. the military plan was a good one. the important decisions were governmental, not those of the cia. from the cia response to source g, january 1962. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.        what can you learn about the bay of pigs invasion from this source? explain your answer using  details of the source and your knowledge. [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources. [7] 3  study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 4 study sources e and f .   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge. [8] 5 study sources g and h.  does source h prove that source g is wrong? explain your answer using details of the sources  and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that kennedy was responsible for the bay  of pigs fiasco? use the sources to explain your answer.  [12]",
            "14": "14 0470/22/m/j/14 \u00a9 ucles 2014blank page",
            "15": "15 0470/22/m/j/14 \u00a9 ucles 2014blank page",
            "16": "16 0470/22/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option b  source a \u00a9  life magazine ;  10 may 1963. option b  source b \u00a9  p . johnson;  a history of the american people ;  weidenfeld & nicolson;  1997. option b  source c \u00a9  j. isaacs & t. downing;  the cold war ;  bantam press;  1998. option b  source f \u00a9  cartoon;  daily mail;  2007. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s14_qp_23.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (sjf/jg) 79340/3 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *4281290699*history  0470/23 paper 2 may/june 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/23/m/j/14 \u00a9 ucles 2014option a: 19th century topic was slavery the cause of tensions between north and south? study the background information and the sources carefully, and then answer all the questions.  background information historians have long debated the causes of the increasing tensions between the north and south of  the usa in the 1850s and 1860s. some argue that slavery was the main cause but other reasons have been suggested such as states\u2019 rights, the power of the north, economics and the election of lincoln as president.  it can be argued that by 1860 the united states had become a nation of two clearly different regions.  the south became increasingly worried about the growing population, economic development and political power of the north. southern states were also concerned about what they saw as threats to their traditional way of life, rights and values. they were also afraid that the north was dominating congress and that it would be increasingly difficult for them to influence the national government in washington.  was the issue of slavery just one of many tensions between north and south or was it the key reason  why they could not live together?  source a the people of georgia, having dissolved their political connection with the government of the united  states of america, present to their confederates and the world the causes which have led to the separation. for the last ten years we have had numerous causes of complaint against non-slave-holding states with reference to the subject of african slavery. these states have endeavoured to weaken our security, to disturb our peace, and have placed the two sections of the union for many years past in the condition of virtual civil war. the people of georgia have declared with equal firmness that they shall not rule over them.  the prosperity of the north was greatly dependent on the federal government, that of the south not  at all. in the first years of the republic the commercial and manufacturing interests of the north began to seek profit and growth at the expense of the agricultural interests. not content with these great and unjust advantages, they have sought to throw the burden of their business as much as possible upon the public. the manufacturing interest entered into the same struggle early, and has demanded from government special favours. this interest was confined mainly to the eastern and middle non-slave-holding states. it held great power and influence, and its demands were in full proportion to its power.  a declaration by the state of georgia on 29 january 1861.",
            "3": "3 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource b texas has consented to become one of the confederated union to promote her welfare and insure  the blessings of peace and liberty to her people. the federal government has almost entirely failed to protect the lives and property of the people of texas against the indian savages on our border, and the murderous bandits from the neighbouring territory of mexico.  in all the non-slave-holding states, the people have formed themselves into a party based upon an  unnatural feeling of hostility to the southern states and their system of african slavery. they have trampled upon our rights and encouraged lawless organisations to steal our slaves and prevent their recapture. they have sent pamphlets and papers among us to stir up slave rebellion. they have impoverished the slave-holding states by unequal legislation, thereby enriching themselves.  and, finally, they have elected as president and vice-president two men whose chief claims to such high  positions are their approval of these schemes for the ruin of the slave-holding states. the servitude of the african race, as existing in these states, is mutually beneficial to both the bonded and the free, and is justified by the revealed will of the almighty god.  a declaration by the state of texas on 2 february 1861. source c y ou free-soil agitators are not interested in slavery. y ou only want to limit slave territory so that you  may have an opportunity of cheating us, gain a majority in congress and make the government an engine of northern expansion. y ou desire to weaken the political power of the southern states. and why? because you want to promote the industry of the north, at the expense of the people of the south and their industry. from a speech by jefferson davis in the late 1850s.  davis was senator for mississippi which left the union in january 1861.  in february 1861, davis was elected president of the newly-formed confederacy. source d my main object in this struggle is to save the union, and is not either to save or to destroy slavery. if  i could save the union without freeing any slave i would do it, and if i could save it by freeing all the slaves i would do it; and if i could save it by freeing some and leaving others alone i would also do that. i have here stated my purpose according to my view of official duty and i intend no modification of my often-expressed personal wish that all men everywhere could be free. from a letter by lincoln published in a newspaper, 22 august 1862.  he was replying to a demand in another newspaper for the immediate and total abolition of slavery.",
            "4": "4 0470/23/m/j/14 \u00a9 ucles 2014source e one-eighth of the whole population were coloured slaves. not distributed generally over the union  but localised in the southern part of it. all knew that slavery was, somehow, the cause of the war. to strengthen, perpetuate and extend slavery was the object for which the rebels would break the union, even by war, while the government claimed no right to do more than to restrict the territorial enlargement of it. from lincoln\u2019s speech after being re-elected as president, march 1865. source f a cartoon published in february 1861. it shows lincoln.  the group of advisers chosen by the president was called the cabinet.",
            "5": "5 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource g the republican party stands forth today, hideous, revolting, hateful, a menace not only to the union of  these states, but to society, to liberty and to law. it has drawn to it the corrupt, the vile, the immoral, the wasteful, the lawless. it is a fiend, it supports lawless democracy, it is a law unto itself and it supports the will of a wild mob. from the lead article in a newspaper from georgia, 1860. source h there are two apparent basic causes of this war. one is slavery and the other is state rights. but the  latter is only a cover for the former. if slavery were out of the way there would be no trouble from state rights.  the war, then, is for slavery, and nothing else. it is an insane attempt to vindicate by arms the lordship  which had been already asserted in debate. with mad-cap audacity it seeks to install this barbarism as the truest civilisation. slavery is declared to be the \u2018corner-stone\u2019 of the new edifice. from a speech by charles sumner, a republican politician, july 1863.",
            "6": "6 0470/23/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do sources a and b agree? explain your answer using details of the sources. [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.   does source e prove that lincoln was lying in source d? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .   why was this source published in february 1861? explain your answer using details of the source  and your knowledge. [8] 5 study source g.  how useful is this source to a historian studying the causes of the civil war? explain your answer  using details of the source and your knowledge.   [7] 6 study all the sources.  how far do these sources provide convincing evidence that slavery was the main reason why  north and south could not live together? use the sources to explain your answer. [12]",
            "7": "7 0470/23/m/j/14 \u00a9 ucles 2014 [turn overoption b: 20th century topic how did america react to the my lai massacre? study the background information and the sources carefully, and then answer all the questions.  background information on 16 march 1968 charlie company of the 23rd infantry division of the american army entered the  vietnamese village of my lai and rounded up and killed over sixty defenceless men, women and children. later that day they killed hundreds more of the villagers.  in 1971 lieutenant calley and 25 other soldiers from charlie company were put on trial. calley was the  only one convicted. captain medina, calley\u2019s commanding officer, who some of the soldiers claimed had given orders to kill the villagers, was acquitted. in may 1971 calley was found guilty of murder and was sentenced to life in prison with hard labour. however, two days later, president nixon ordered calley\u2019s release while his appeal was being heard. he eventually served just over three years under house arrest. by 1971 america was already divided over the war in vietnam. what was the reaction of americans to  this massacre? source a in 1971, colonel robert heini reported that \u2018by every conceivable indicator, our army that now remains  in vietnam is in a state approaching collapse with individual units avoiding or having refused combat, murdering their officers and non-commissioned officers, drug-ridden and dispirited where not near-mutinous.\u2019 for some time stories had been circulating about deteriorating behaviour amongst us soldiers.  efforts were made by the us army to suppress information about the raping and killing of vietnamese civilians but eventually, after considerable pressure from certain newspapers, it was decided to put lieutenant william calley on trial for war crimes. in march 1971, calley was found guilty of murdering 109 vietnamese civilians at my lai. he was sentenced to life imprisonment but he only served three years before being released from prison.  during the war, twenty-five us soldiers were charged with war crimes but william calley was the only  one found guilty. calley received considerable sympathy from the american public when he stated, \u2018my troops were getting massacred and mauled by an enemy i couldn\u2019t see, i couldn\u2019t feel, i couldn\u2019t touch. nobody in the military system ever described them as anything other than communists.\u2019 even seymour hersh, the reporter who had first published details of the my lai killings, admitted that calley was \u2018as much a victim as the people he shot\u2019.  critics of the war argued that, as the us government totally disregarded the welfare of vietnamese  civilians when it ordered the use of weapons such as napalm and agent orange, it was hypocritical to charge individual soldiers with war crimes. as the mother of one of the soldiers accused of killing civilians at my lai asserted: \u2018i sent them (the us army) a good boy, and they made him a murderer.\u2019 another us marine accused of killing innocent civilians wrote later that it was the nature of the war that  resulted in so many war crimes being committed: \u2018in a guerrilla war, the line between legitimate and illegitimate killing is blurred. the policies of free-fire zones, in which a soldier is permitted to shoot at any human target, armed or unarmed, further confuse the fighting man\u2019s moral senses.\u2019 from a recent account of my lai.",
            "8": "8 0470/23/m/j/14 \u00a9 ucles 2014source b thirty-eight years ago, on 16 march 1968, a company of us army combat soldiers swept into the  south vietnamese hamlet of my lai, rounded up the 500 unarmed residents, all women, children and old men, and executed them in cold blood, nazi-style. no weapons were found in the village, and the whole operation only took four hours. although there was a massive cover-up of this operation, those who carried out this \u2018business-as- usual\u2019 war zone event did not deny the details of the slaughter when the case came to trial several years later. but the story did eventually filter back to the western news media, thanks to a couple of courageous witnesses and journalists whose consciences were still intact. an army court-martial trial was eventually convened against some of the soldiers, including lieutenant william calley and company c commanding officer, ernest medina. according to many of the soldiers in company c, medina ordered the killing of \u2018every living thing in  my lai\u2019 including, obviously, innocent noncombatants \u2013 men, women, children and even farm animals. calley was charged with the murder of 109 civilians. in his defence statement he stated that he had been taught to hate all vietnamese, even children, who, he was told, \u2018were very good at planting mines\u2019. the massacre was documented by many of medina\u2019s soldiers and recorded by photographers, but the  army still tried to cover it up. the cases were tried in military courts with juries of army officers, which eventually either dropped the charges against all of the defendants (except calley) or acquitted those accused. medina and all the others who were among the soldiers killing that day went free, and only calley was convicted of the murders of \u2018at least 20 civilians\u2019. he was sentenced to life imprisonment for his crime but, under pressure from patriotic pro-war americans, president nixon pardoned him within weeks of the verdict.  the trial stimulated a lot of interest because it occurred during the rising outcry of millions of americans  against the war. many ethical americans were sick of the killing. however, 79 per cent of those that were polled strenuously objected to calley\u2019s conviction, veterans\u2019 groups even voicing the opinion that instead of condemnation, he should have received medals of honour for killing \u2018commie gooks\u2019. from a history book published in 2009.",
            "9": "9 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource c a cartoon published in an american newspaper in may 1971.",
            "10": "10 0470/23/m/j/14 \u00a9 ucles 2014source d in the two days he had been in prison a recording of \u2018the battle hymn of lieutenant calley\u2019 had sold  200 000 copies. a book published at that time about my lai had as its first chapter \u2018it never happened \u2013  besides they deserved it.\u2019 in an extraordinary wave of sympathy americans sent 5000 telegrams to the president, running 100 to 1 in calley\u2019s favour. on the political left those against the war saw calley as a victim caught up in an immoral war. they wanted the generals and politicians put on trial for war crimes. those on the right thought the verdict insulted all american troops fighting in vietnam. at a \u2018rally for calley\u2019 near where he was in prison a local minister, the reverend michael lord, said \u2018there was a crucifixion 2 000 years ago of a man named jesus christ. i don\u2019t think we need another crucifixion of a man named rusty calley.\u2019 charles w. colson, the president\u2019s special adviser, argued that if calley was freed from prison \u2018it would allow the president to capture public support.\u2019 from a book published in 1992. source e there are several factors which argue against direct presidential involvement with the case. the facts  show that lieutenant calley and members of his unit secured the village without a firefight, established complete control over the inhabitants \u2013 who were unarmed, unresisting civilians, placed them in convenient groups and then shot them.  the conduct for which calley has been convicted is a gross violation of the law of war. therefore  presidential involvement at this time could have a damaging effect on world opinion. therefore the president should not intervene or become involved in this case. the advice given to president nixon in 1971 by his lawyer and senior advisers. source f in making your decision, have you considered those six loyal soldiers who served on the jury; the men  who, since giving their verdict, have found themselves and their families the subject of vicious attacks upon their honour, integrity, and loyalty to this nation? it would seem to me to be more appropriate for you as the president to have said something on their  behalf and to provide moral leadership for this nation. y ou should stand fully behind the law of this land on a moral issue which is so clear. for this nation to condone the acts of lieutenant calley is to make us no better than our enemies. from a letter to president nixon from the lawyer who had prosecuted calley.  the letter was sent after nixon decided to release calley from prison. ",
            "11": "11 0470/23/m/j/14 \u00a9 ucles 2014 [turn oversource g a cartoon published in an american newspaper in 1971. the soldier carrying the sword is a general.",
            "12": "12 0470/23/m/j/14 \u00a9 ucles 2014source h a cartoon published in 1971 in the army times, a newspaper for active and retired american soldiers.",
            "13": "13 0470/23/m/j/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.   why was this cartoon published in 1971? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.  are you surprised by source e? explain your answer using details of the sources and your  knowledge. [8] 4 study sources f and g.  what would the reaction of the author of source f have been to source g? explain your answer  using details of the sources and your knowledge. [8] 5 study source h.   what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [7] 6 study all the sources.   how far do these sources provide convincing evidence that people in america supported calley?  use the sources to explain your answer.  [12]",
            "14": "14 0470/23/m/j/14 \u00a9 ucles 2014blank page",
            "15": "15 0470/23/m/j/14 \u00a9 ucles 2014blank page",
            "16": "16 0470/23/m/j/14 \u00a9 ucles 2014copyright acknowledgements: option b  source a \u00a9  john simkin;  september 1997 \u2013 june 2013;  www.spartacus.schoolnet.co.uk/vnmylai.htm.     option b  source b \u00a9  gary g kohls;  the my lai massacre revisited ;  16 march 2009;  www.spartacus.schoolnet.co.uk/vnmylai.htm. option b  source d \u00a9  m bilton & k sim;  four hours in my lai ;  viking books;  1992.   option b  source g \u00a9  association of american editorial cartoonists.option b  source h \u00a9  association of american editorial cartoonists.   permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s14_qp_41.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 83222/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8086831521*history  0470/41 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/41/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow. source aspiritual aims:warfare against anti-nationalists; warfare against jewry, social democracy and communism;  internal unrest in order to attain the overthrow of the weimar constitution; the preservation of military ability and military education of youth. only determined men who obey unconditionally will be accepted as members. from the statement of aims of the secret organisation consul set up in 1921 by  captain ehrhardt. it was responsible for 350 assassinations by 1922. source b ebert\u2019s government had used the freikorps of general von l\u00fcttwitz and naval captain ehrhardt  to defeat the spartacists in berlin and communists in bavaria. in 1920 the freikorps learned of ebert\u2019s plan to disband them so they conspired with wolfgang kapp to overthrow the government. field marshal von hindenburg, although a monarchist, refused to announce his support for the revolt \u2013 but he sent his best wishes to the leaders. general von seeckt, head of the army, refused to allow his troops to take actions against the freikorps. the rebels only controlled berlin for four days as workers went on strike in support of ebert and paralysed the city. from a german historian, 1982.  (a) (i) study source a.    what can you tell from this source about organisation consul? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the weimar government depended on military  groups? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about right-wing attitudes  towards the weimar republic? explain your answer. [7]  (b) (i) what were reparations? [2]   (ii) describe what happened in the ruhr in 1923. [4]   (iii) why did hyperinflation bring some benefits? [6]   (iv) how far did the weimar republic recover from domestic difficulties between 1923 and  1929? explain your answer. [8]",
            "3": "3 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow. source aa third of russia lives under emergency legislation. the numbers of the regular and the secret  police are continually growing. the prisons are overcrowded with convicts and political prisoners. at no time have religious persecutions of the jews been as cruel as they are today. in all cities and industrial centres soldiers are employed and equipped with live ammunition to be sent out against the people. autocracy is an outdated form of government that may suit the needs of a central african tribe but not those of the russian people, who are increasingly aware of the culture of the rest of the world. from a letter by the famous writer leo tolstoy to the tsar, early in the twentieth century.  this letter was also published in newspapers. source b in the big house, the two women hardly manage to wash up all the dishes for the gentlefolk who  have just had a meal; the two peasants in dress coats are running up or down stairs serving tea, coffee, wine and water. upstairs the table is laid; they have just finished one meal and will soon start another that will go on till at least midnight. there are some fifteen healthy men and women here and yet they need some thirty able-bodied men and women servants working for them. a description of a landlord\u2019s household by a russian writer in the early twentieth century.  (a) (i) study source a.    what can you tell from this source about tsarist rule in the early twentieth century?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that russians lived in comfort? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about life in russia in the  early twentieth century? explain your answer. [7]  (b) (i) what was \u2018stolypin\u2019s necktie\u2019? [2]   (ii) describe stolypin\u2019s agricultural reforms. [4]   (iii) why was there a revolution in russia in 1905? [6]   (iv) how secure was tsarist rule on the outbreak of the first world war in 1914? explain  your answer. [8]",
            "4": "4 0470/41/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow. source aby the 1920s cities and most towns had paved and lighted streets, water supplies and telephone  systems and the majority of urban homes had running water and plumbing. electricity appeared in urban homes on a large scale in the 1920s, at first for lights but by the end of the decade also for washing and sewing machines, irons, electric fans, vacuums and, for some, refrigerators. people of every income level considered the radio and automobile as necessities and the number of cars in america rose from 9 million to 26 million in the decade. from a british history of the usa, 1990. source b during the 1920s in the majority of rural areas there was no electricity, indoor plumbing or other  modern inventions. they would have to wait another decade or two for such luxuries. the flapper fashions and the jazz age glamour were far away from the sunrise to sunset labour on farms, although many did see these lifestyles in the movies and the more wealthy farmers increasingly bought automobiles. few could afford the gasoline-powered tractors in the early 1920s, but by 1930 most farmers had traded their horses for tractors. by using tractors, farmers could plough, plant and harvest more with fewer workers. from a website on the history of american agriculture, 2009.  (a) (i) study source a.    what can you tell from this source about life in towns in the 1920s? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that agricultural areas did not share in the prosperity of  the 1920s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about economic  development in the 1920s? explain your answer. [7]  (b) (i) what was the model t? [2]   (ii) describe republican attitudes to the economy. [4]   (iii) why did share prices rise rapidly in the 1920s? [6]   (iv) \u2018the greatest weakness in the american economy in the 1920s was that five per cent  of the people owned a third of the wealth.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "5": "5 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow. source athe female engineering students all heatedly asserted that they did everything other students did.  there was a tendency to give them light work, but they did their share at the furnaces, the same carrying work, the same risks; they wanted complete equality in work assignments. did i know who was the first volunteer to carry a cable across the y ellow river rapids at san men hsia at the start of the big dam there? a woman engineer! an american who visited china often between the 1930s and the 1960s describes  the great leap forward. source b now it is admitted that loudly boasted production figures were exaggerated, that inexperienced  cadres had made mistakes and that there was a serious food shortage in china. but production did increase. the combined output of many small, makeshift workshops was far greater than that of large modern factories that took longer to build. in agriculture, millions of trees were planted and millions of acres of land irrigated between 1958 and 1960. this began the transformation of the chinese countryside, which greatly increased yields in later years. from a british textbook, published in 1978.  (a) (i) study source a.    what can you tell from this source about chinese women during the great leap forward?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the great leap forward was successful? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about changes in china?  explain your answer. [7]  (b) (i) what was a \u2018backyard furnace\u2019? [2]   (ii) describe the changes made to healthcare in china in the period 1949 to 1960. [4]   (iii) why did the ussr withdraw its support from china in 1960? [6]   (iv) how far had chinese people benefited from communist rule by the mid-1960s? explain  your answer. [8]",
            "6": "6 0470/41/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow. source athe suppression of communism act of 1950 not only banned the party but gave the minister of  justice absolute power to decide whether someone was a communist or not and \u2018name\u2019 them. believing in social, political or economic change is enough to be \u2018named\u2019. the official in charge is the liquidator who can end a person\u2019s employment, forbid him to travel or appear at any meeting. penalties range from fines of \u00a3200 up to five years in prison. a legal appeal can be made \u2013 but nobody, as far as i know, has been \u2018unnamed\u2019, that is, cleared by the court. an american journalist writing from south africa in 1957. source b in 1956, 156 people were arrested, including almost all the leaders of the anc and indian  congress, and charged with high treason. the government lawyers tried to prove that the freedom charter was communist and that the leaders were plotting violent revolution. sixty of those arrested were released in 1958, another sixty in 1959. the last group, including nelson mandela, walter sisulu, lillian ngoyi and helen joseph, were finally found not guilty of treason and freed in 1961. the government had kept the best-known resistance leaders on trial for five years and so greatly weakened the opposition. a british school textbook, 1996.  (a) (i) study source a.    what can you tell from this source about the suppression of communism act? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the treason trials were a success for the government?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about opposition to the  government in the 1950s? explain your answer. [7]  (b) (i) what was the defiance campaign of 1952? [2]   (ii) describe events at sophiatown in 1955. [4]   (iii) why was the pan-africanist congress formed in 1959? [6]   (iv) how far had the national party government been successful in gaining support for  apartheid by 1961? explain your answer. [8]",
            "7": "7 0470/41/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow. source athe rise of nasser to power was welcomed at first by israel. indeed, the aims of the revolution and  initial contacts with nasser\u2019s regime inspired hope for the future. but nasser\u2019s mixture of radicalism and extreme arab nationalism, coupled with an ambition to achieve leadership in the arab world, in the world of islam and in the so-called \u2018non-aligned\u2019 nations, gradually came to expression in a bitter, blind hatred of israel. it was to lead egypt to tragedy. a former israeli president, writing in 1982. source b for britain the climb-down had been embarrassing. prime minister eden never recovered and,  after a period of ill health, he resigned from office. the suez affair saw the sun sink on britain\u2019s role in the middle east. the affair also brought an arab backlash. arab states denounced the west and looked to russia for support. despite military defeat, nasser emerged stronger and more popular than ever. finally, israel had put a stop to the fedayeen raids, although this problem would flare up again. from a british book, published in 1987.  (a) (i) study source a.    what can you tell from this source about nasser? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the suez war was disastrous for the participants?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about israeli/egyptian  relations in the mid-1950s? explain your answer. [7]  (b) (i) who was david ben-gurion? [2]   (ii) describe the part played by the united nations organisation in events surrounding the  suez war. [4]   (iii) why was the suez canal zone attacked by britain, france and israel in 1956? [6]   (iv) how far did the outcome of the suez war weaken the state of israel? explain your  answer. [8]",
            "8": "8 0470/41/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow. source aour object is to elevate the social position of farm labourers of the country by assisting them to  increase their wages; to lessen the number of ordinary working hours; to improve their habitation; to provide them with gardens or allotments and to assist deserving and suitable labourers to migrate and emigrate. labourers\u2019 work shall cease by four o\u2019clock on saturdays except in such cases as the union may direct. from the rules of the warwickshire agricultural labourers\u2019 union formed in 1872. source b says the master to me, \u2018is it true? i am told y our name on the books of the union enrolled;i never can allow that a workman of mine,with wicked disturbers of peace should combine. i give you fair warning, mind what you\u2019re about, i shall put my foot on it and trample it out;on which side your bread\u2019s buttered, now sure you can see,so decide now at once for the union or me.\u2019 says i to the master, \u2018it\u2019s perfectly true that i am in the union and i\u2019ll stick to it too;and if between union and you i must choosei have plenty to win, and little to lose.for twenty years mostly my bread has been dry,and to butter it now i shall certainly try;and though i respect you, remember i\u2019m free.no master in england shall trample on me.\u2019 agricultural labourers\u2019 union song, circa 1875.  (a) (i) study source a.    what can you tell from this source about agricultural trade unions? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that agricultural unions were successful? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about agricultural  labourers in the nineteenth century? explain your answer. [7]",
            "9": "9 0470/41/m/j/14 \u00a9 ucles 2014 [turn over (b) (i) who founded the agricultural labourers\u2019 union, and in what year? [2]   (ii) what problems faced organisers of agricultural unions? [4]   (iii) why were so many workers not in trade unions before the 1880s? [6]   (iv) \u2018the growth of socialism was the main force behind the growth of new unionism.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/41/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow. source athe present situation is becoming daily more difficult. the various powers look greedily at us,  hustling each other to be first to seize our innermost territories. should the strong enemies become aggressive and press us to consent to things we can never accept, we have no alternative but to rely upon the justice of our cause. if hundreds of millions of people would prove their loyalty to their emperor and love their country, what is there to fear from any invader? from an imperial decree to all china\u2019s provinces. source b the boxers posed no threat to the dynasty. reform was not on their agenda \u2013 their aim was,  \u2018support the emperor, destroy the foreigner\u2019, and they made their entry into beijing singing: burn, burn, burn, kill, kill, kill. surely government supporters are many,certainly foreign soldiers are a horde,but if each of our people spits oncethey will drown the supporters and invaders together. these rebels went unopposed and their assaults on foreigners went unpunished by the emperor. from a british book about china published in 2008.  (a) (i) study source a.    what can you tell from this source about chinese attitudes towards other countries?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the boxers had the support of the government?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china at the end of  the nineteenth century? explain your answer. [7]  (b) (i) which wars were ended by (a) the treaty of nanking and (b) the treaty of shimonoseki?  [2]   (ii) what were the opium wars? [4]   (iii) why were foreign powers eager to establish influence in china in the nineteenth  century? [6]   (iv) how far was the boxer rebellion a revolt against christians? explain your answer. [8]",
            "11": "11 0470/41/m/j/14 \u00a9 ucles 2014blank page",
            "12": "12 0470/41/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from the statement of aims of the secret organisation consul set up in 1921 by captain ehrhardt. depth study a  source b \u00a9  v.r. berghahn;  modern germany ;  cambridge university press;  1982. depth study b  source a \u00a9  from a letter by leo tolstoy to the tsar, early in the twentieth century. depth study b  source b \u00a9  a description of a landlord\u2019s household by a russian writer in the early twentieth century. depth study c  source a \u00a9  t. tyrer.depth study c  source b \u00a9  http://www.livinghistoryfarm.org/farminginthe1920s.html.depth study d  source a \u00a9  an american who visited china between the 1930s and 1960s describes the great leap forward.  depth study d  source b \u00a9  harriet ward;  world powers of the twentieth century ;  heinemann educational;  1978. depth study e  source a \u00a9  an american journalist writing from south africa in 1957. depth study e  source b \u00a9  m. roberts;  a history of south africa ;  published by longman.  reprinted by permission of pearson education ltd;  1996. depth study f  source a \u00a9  a former israeli president, writing in 1982. depth study f  source b \u00a9  s.j. perkins;  the arab-israeli conflict ;  macmillan education ltd;  1987. depth study g  source a \u00a9  from the rules of the warwickshire agricultural labourers\u2019 union formed in 1872. depth study g  source b  \u00a9  agricultural labourers\u2019 union song, circa 1875. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s14_qp_42.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 83221/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *7976491356*history  0470/42 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/42/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow. source amy dear r\u00f6hm,the fight of the national socialist revolution was made possible for me by the sa\u2019s constant  support and their defeat of the communist terror. it is mainly due to your efforts, r\u00f6hm, my dear chief of staff, that the sa developed that force which enabled me to win the final struggle for power. i thank you for the loyal and everlasting service you have given to the movement and the german people. y our grateful,adolf hitler from a letter sent in january 1934 to ernst r\u00f6hm and published in a nazi newspaper. source b by 1934 the army had 100 000 men compared to the two and a half million sa members, loyal to  hitler under r\u00f6hm\u2019s leadership. the arrests and murders between 30 june, the night of the long knives, and 2 july 1934 met no resistance anywhere, not from the sa leaders nor even its armed units. the only shots fired were those of the executioners \u2013 mainly the ss. the official number of victims was 77 but it is estimated to have been close to 200. on 3 july a law was passed claiming that hitler had acted \u2018to strike down the treasonous attacks\u2019 in defence of germany. by august hitler had become f\u00fchrer and the army had sworn loyalty and obedience to him. from a book written by a german professor of history, 1969.  (a) (i) study source a.    what can you tell from this source about r\u00f6hm? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the night of the long knives was necessary for  hitler? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the sa? explain  your answer. [7]  (b) (i) name two of the political parties banned in 1933. [2]   (ii) describe nazi policy towards trade unionists. [4]   (iii) why was propaganda important to the nazi regime between 1933 and 1945? [6]   (iv) how far did the nazis succeed in crushing opposition in germany after 1934? explain  your answer. [8]",
            "3": "3 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow. source athe army is extremely exhausted by the war; the position of the germans is so favourable that if  they attack they will be able to take petrograd with their bare hands. undoubtedly the peace we are obliged to sign now is a foul peace, but, if war starts again, our government will be swept away and peace will be signed by another government. at present we are not only supported by the workers but also the poorest peasants, who will abandon us if the war continues. part of lenin\u2019s report to the bolshevik central committee, january 1918. source b the bolsheviks in moscow were slow to follow their comrades when lenin and trotsky seized  power in the capital on 25 october 1917. but they quickly rallied, invited the soldiers of the garrison to place themselves under their command, seized the kremlin and began to put together an armed force from among the workers. moscow\u2019s city council remained loyal to the provisional government. it had at its disposal about ten thousand students, army officers and cadets, well armed and trained, who rapidly recovered control of the city centre. the bolsheviks remaining in the kremlin were ordered to surrender. they obeyed and many were immediately shot down. but the bolsheviks found rifles and artillery to arm their men, and brought their heavy guns into action. the government troops surrendered. a british historian in 2005, describing events in moscow after the bolshevik revolution in  petrograd.  (a) (i) study source a.    what can you tell from this source about lenin\u2019s government in january 1918? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the bolsheviks in moscow were unprepared for the  october revolution? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the bolsheviks?  explain your answer. [7]  (b) (i) what were lenin\u2019s april theses? [2]   (ii) describe the part played by the petrograd soviet in the government of russia after the  march revolution. [4]   (iii) why did the provisional government fall from power in october 1917? [6]   (iv) \u2018the bolsheviks won the russian civil war because the whites lacked support.\u2019 how far  do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/42/m/j/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow. source ain the early 1920s president harding\u2019s head of the justice department, the attorney general,  accepted bribes from bootleggers. al capone\u2019s chicago organisation reportedly took in $60 million in 1927 and had half the city\u2019s police on its payroll. by then there were an estimated 30 000 illegal speakeasies in america, twice the number of legal bars before prohibition. the flapper, dancing the charleston in a short skirt, was incomplete without a hip flask of alcohol. finding a doctor to sign a prescription for \u2018medicinal\u2019 whiskey, legally sold at drugstores, was relatively easy. from an american history website, 2010. source b except in rural areas where support for prohibition remained strong, the middle classes and rich  turned against prohibition. they were persuaded by the argument of the \u2018wets\u2019 that the increase in income tax had resulted from the loss of the liquor tax and the claim that enforcement of prohibition was costing two million dollars a day. the industrialists, who had agreed with the \u2018dries\u2019 that a sober labour force increased productivity, lost their enthusiasm because of the inefficient enforcement of the law. in economic and social terms prohibition helped the poorer people as their health and wealth improved and drunkenness and crime decreased. it also increased their resentment at losing the beer they had been able to afford in 1919, and now brought with it a risk of death from the worst bootleg liquor. from a history of prohibition, published in britain in 1962.  (a) (i) study source a.    what can you tell from this source about alcohol in the 1920s? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that prohibition was beneficial? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about prohibition?  explain your answer. [7]  (b) (i) what happened in chicago on 14 february 1929? [2]   (ii) describe the development of the film industry in the 1920s. [4]   (iii) why were there restrictions on immigration in the 1920s? [6]   (iv) how far did the roles of women change during the 1920s? explain your answer. [8]",
            "5": "5 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow. source amao had become convinced that every trace of china\u2019s imperial past and the gentry class that  had suffocated china had to be violently and irrevocably smashed. only thus could the revolution escape its tendency to relapse into the temptations of capitalism, stalling the economic and social equality that he genuinely believed was the route to individual prosperity and personal well-being. thus the state consciously, and with no judicial process, systematically encouraged the mass killing of its citizens. a british journalist, writing in 2007 about the cultural revolution. source b all the things i loved were disappearing. the saddest thing of all to me was the ransacking of the  library by the red guards. books were major targets of mao\u2019s orders to destroy. like everyone else, i was supposed to join in the \u2018revolutionary actions\u2019. but i, like most pupils, was able to avoid them as no one made sure we took part. i could see that many pupils hated the whole thing, but nobody tried to stop it. \u2018denunciation meetings\u2019 were becoming a major feature of the cultural revolution. they involved a hysterical crowd and were seldom without physical brutality. peking university had taken the lead under the personal supervision of mao. the experiences of a woman who was a teenager during the cultural revolution.  (a) (i) study source a.    what can you tell from this source about mao? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the cultural revolution was supported by young  chinese people? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the cultural  revolution? explain your answer. [7]  (b) (i) name two groups targeted by red guards during the cultural revolution. [2]   (ii) describe the experiences of deng xiaoping during the cultural revolution. [4]   (iii) why was the chinese army ordered to suppress the activities of the red guards in  1968? [6]   (iv) \u2018the chinese communist government under mao brought the chinese people little  benefit between 1949 and 1976.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "6": "6 0470/42/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow. source ain growing frustration with apartheid, in 1986 the twelve main european countries banned  imports of south african iron, steel and gold coins and no new investments were to be made in south africa. the ban did not cover coal, diamonds or other forms of gold. japan passed similar sanctions, although omitting iron ore. the united states restricted lending to south africa and imposed import bans on iron, steel, coal, uranium, textiles and agricultural goods. even with trade sanctions the south african economy grew by 2.6 per cent in 1987 and by 3.2 per cent in 1988. from an american economic history textbook, 2010. source b after the soweto riots of 1976\u201377, ten more years of violence, rioting, bannings and detention  followed. the whites were more divided, if not divided enough to weaken their political power. the blacks, through trade unions, schools and two million members of the united democratic front, were harder to control. the anc in exile and the african states bordering south africa could not defeat the army and there were bitter rivalries between the udf and inkatha. the soviet union became less interested in stirring up black revolution and britain, the common market and the usa, although they imposed trade sanctions, refused to give active support to the anc. from a british school textbook, 1996.  (a) (i) study source a.    what can you tell from this source about trade sanctions on south africa in the 1980s?  support your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that opposition to the south african government was  weak between 1976 and 1986? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the importance of  other countries to south africa in the 1980s? explain your answer. [7]  (b) (i) name the president and deputy president of the anc in the 1980s. [2]   (ii) what were the effects of the state of emergency declared in 1985? [4]   (iii) why was the ban on the anc lifted in 1990? [6]   (iv) how difficult was it to establish majority rule in south africa between 1990 and 1994?  explain your answer. [8]",
            "7": "7 0470/42/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow. source ain 1968 fatah began in earnest to apply its political and social planning programme by organising  the palestinian masses in their camps. schools and clinics were set up where nothing, or only meagre facilities, had existed before. housing schemes were installed, local palestinian police and popular militia forces were created to defend the camps against regular intimidation and aggression by various local military or paramilitary forces, and taxation was collected from the people. from a booklet written in support of the palestine liberation organisation (plo),  published in london in 1978. source b many people have lived in the refugee camps for twenty-five years. it has proved impossible to  live any sort of civilised life. most of the refugees cannot find employment. the vast majority are agricultural workers in direct competition with the under-employed farming population of those countries in which they are now living. the united nations organisation, through its agency unrwa (united nations relief and work agency), has maintained these camps and provided rations and some welfare services for the refugees. the numbers in the camps have grown because of the continual arab exodus from israel and the natural increase in population. from a british school textbook, published in 1977.  (a) (i) study source a.    what can you tell from this source about fatah? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the needs of the palestinians were met in the refugee  camps? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the palestinians?  explain your answer. [7]  (b) (i) name two states where camps for palestinian refugees were located. [2]   (ii) what were the aims of fatah as declared in its founding charter? [4]   (iii) why was the plo expelled from jordan in 1970? [6]   (iv) how effective was the plo in promoting the palestinian cause between 1964 and 1994?  explain your answer. [8]",
            "8": "8 0470/42/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow. source athat immense place of human misery, the east end of london, is no longer the stagnant pool it was  six years ago. it has shaken off its despair, it has returned to life, and has become the home of what is called the \u2018new unionism\u2019, that is to say, the organisation of the great mass of \u2018unskilled\u2019 workers. this organisation may to a great extent adopt the ways of the old unions of \u2018skilled\u2019 workers, but it is essentially different in character. the old unions preserve the tradition of the time when they were founded, and look upon wages as a once-for-all established final fact, which they can at best modify in the interests of their members. the new unions were founded at a time when faith in the old wages system was severely shaken. their founders and promoters were socialists either consciously or by feeling. their minds were free from the inherited \u2018respectable\u2019 bourgeois prejudices which hampered the better situated \u2018old\u2019 unionists. thus we see these new unions taking the lead of the working-class movement generally, and more and more taking in tow the rich and proud \u2018old\u2019 unions. engels, a prominent marxist, writing in 1892 in the aftermath of the dockers\u2019 strike. source b the new unions\u2019 successes were soon followed by defeats, and much of the ground they took in  the first flush of their progress was lost within a year or two. as early as the winter of 1889\u201390, the gasworkers were in conflict with the south metropolitan gas company, and by the following spring there were hardly any union members in its employ. an attempt to organise the postmen failed. at hull, after temporarily winning control of the port, the unions were soundly defeated by a well organised counter-attack by the employers. the agricultural labourers\u2019 unions were in constant difficulty and appear to have broken up altogether in the 1890s. nevertheless, the \u2018new unionism\u2019 survived. it did so because many of the so-called unskilled labourers in fact had a degree of skill which gave them scarcity value and so bargaining strength. from a history of trade unionism, published in 1963.  (a) (i) study source a.    what can you tell from this source about the working class in britain at the time? support  your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the strikes of the 1880s and 1890s were ineffective?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about trade unions by  the end of the nineteenth century? explain your answer. [7]  (b) (i) what was the tuc? [2]   (ii) describe the match girls\u2019 strike of 1888. [4]   (iii) why were the strikes of the match girls (1888) and the london dockers (1889)  successful? [6]   (iv) how successful were working men and women in getting better pay and conditions of  work in the last quarter of the nineteenth century? explain your answer. [8]",
            "9": "9 0470/42/m/j/14 \u00a9 ucles 2014 [turn overblank page turn over for question 8.",
            "10": "10 0470/42/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow. source a the first duty . civilisation  (to china ) \u2013 that dragon must be killed before our troubles can be adjusted. if you don\u2019t do it i shall have to. an american cartoon of 1900.",
            "11": "11 0470/42/m/j/14 \u00a9 ucles 2014source b the western powers saw china as primitive and ripe for exploitation. at no point did the western  powers see china as an equal, despite the fact that chinese civilisation pre-dated their own. when, in june 1900, the empress released an edict explaining that secret societies were part of chinese culture, the powers were furious as this gave almost official support to the boxer movement. the boxer movement started to spiral out of control and massacres of chinese christians began along with anti-western riots and destruction of foreign property. therefore, the western powers gave the chinese twenty-four hours to put down the boxers or they would use their own troops to deal with the rising. from a recent article on the history of war.  (a) (i) study source a.    what can you tell from this source about western attitudes towards china in 1900?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that it was the massacre of the christians which caused  the western powers to intervene? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the western  powers\u2019 relationship with china at the end of the nineteenth century? explain your answer. [7]  (b) (i) name two chinese cities in which there was a significant european presence by the end  of the nineteenth century. [2]   (ii) describe the siege of beijing (peking) in 1900. [4]   (iii) why were the japanese able to defeat china in 1894\u201395? [6]   (iv) \u2018the decline of china in the nineteenth century was caused by britain.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "12": "12 0470/42/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from a letter sent in january 1934 to ernst r\u00f6hm and published in a nazi newspaper. depth study a  source b \u00a9  karl bracher;  the german dictatorship ;  penguin books ltd;  1973. depth study b  source a \u00a9  part of lenin\u2019s report to the bolshevik central committee, january 1918. depth study b  source b \u00a9  roderick braithwaite;  moscow 1941 ;  profile books ltd;  2005. depth study c  source a \u00a9  http://www.digitalhistory.uh.edu/database/article_display.cfm?hhid=441.depth study c  source b \u00a9  andrew sinclair;  prohibition ;  new english library ltd;  1965. depth study d  source a \u00a9  will hutton;  the writing on the wall ;  little, brown book group;  2007. depth study d  source b \u00a9  the experiences of a woman who was a teenager during the cultural revolution. depth study e  source a \u00a9  t. tyrer.depth study e  source b \u00a9  m. roberts;  a history of south africa ;  longman;  1996. depth study f  source a \u00a9  from a booklet written in support of the palestine liberation organisation, published in london in 1978. depth study f  source b  \u00a9  schools council history 13-16 project;  arab-israeli conflict ;  holmes mcdougal;  1977.  depth study g  source a \u00a9  engels, writing in 1892 in the aftermath of the dockers\u2019 strike. depth study g  source b \u00a9  from a history of trade unionism, published in 1963. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s14_qp_43.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (km)) 83220/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *5594481528*history  0470/43 paper 4 alternative to coursework may/june 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the  depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/43/m/j/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a by 1935 jews had been banned from all professions and government jobs. the nuremberg laws  then deprived us of the vote and forbade marriage to aryans. anyone with jewish grandparents was defined as a jew. my father had been a high officer during the first world war and won the iron cross medal. in 1935 he also received another medal which hitler gave to all those who fought on the frontline throughout the war. my father could not believe how the same man would throw him out of the country.  from the memories of a german jewish woman who was eight years old in 1935.  source b  in a speech to the reichstag in january 1939 hitler said, \u2018if the jewish financiers in and outside  europe succeed in plunging us once more into war then the result will not be the victory of communism which they aim for, but the annihilation of the jews in europe!\u2019 in november 1941 goebbels wrote in the official newspaper, \u2018by reason of their birth all jews are members of an international conspiracy against germany. the war is their fault and they are responsible for every soldier\u2019s death. the fact that the jew still supports his parasitical existence in german cities is no proof that he is one of us, no more than a flea is a domestic pet.\u2019  from a british historian, 1991.  (a) (i) study source a.    what can you tell from this source about jewish people in germany? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that hatred of communism was the reason for nazi  opposition to the jews? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about nazi anti-semitism?  explain your answer. [7]  (b) (i) what was the ss? [2]   (ii) describe what happened on kristallnacht, 9\u201310 november 1938. [4]   (iii) why was control of the economy important to the nazis? [6]   (iv) \u2018creating fear was the most successful way for the nazis to control germany between  1933 and 1945.\u2019 how far do you agree? explain your answer. [8]",
            "3": "3 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a throughout history russia has been beaten again and again because she was backward. all have  beaten her because of her military, industrial and agricultural backwardness. if you are backward and weak, then you are in the wrong and may be beaten and enslaved. if you are strong people must beware of you. it is sometimes asked whether it is possible to slow down industrialisation a bit. no, comrades, it is not possible. to slacken would mean falling behind. and those that fall behind get beaten. stalin speaking in 1931.  source b  during the five-y ear plans the methods used to get maximum production were old capitalist tricks  like piecework (paying for the number of items produced instead of hours worked) and bonus payments to workers who produced more than their fellows. there was a famous record-breaker called stakhanov, a coal miner. he and other \u2018stakhanovites\u2019 became national heroes, rewarded with trips to moscow, party membership, medals, holidays and extra pay. stakhanovite targets were set as production \u2018norms\u2019 for other workers in the industry, who naturally failed to meet them and so could be paid less than the normal rate of pay. from a british history book, published in 1978.  (a) (i) study source a.    what can you tell from this source about stalin\u2019s views on industrialisation? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that workers were rewarded well during the five-y ear  plans? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the five-y ear  plans? explain your answer. [7]  (b) (i) what happened at magnitogorsk? [2]   (ii) describe the main features and purpose of a gulag. [4]   (iii) why did stalin embark on the modernisation of soviet industry in 1928? [6]   (iv) \u2018stalin\u2019s changes in agriculture and industry were successful.\u2019 how far do you agree?  explain your answer. [8]",
            "4": "4 0470/43/m/j/14 \u00a9 ucles 2014depth study c:  the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a of both property owners and tenants: 96 per cent of homes do not have electricity; 35 per cent no toilet whatsoever; 70 per cent have no  water supply; 20 per cent of families have automobiles; 30 per cent own battery-operated record players and 5 per cent have radios. even in the best of times not enough money is raised by local taxes to support adequate schools, hospitals or road construction. this is typical of much of the state. from a government survey of a farming area in tennessee in 1933.  source b  after the tennessee valley authority was set up in 1933 about a third of the people in the norris  valley, who had to lose their homes, found work building the local dam which was completed in 1936. in the huge area of land flooded, farm owners were given cash by the government for their property and help in finding new homes. tenants, who had no land to sell, received nothing. almost 60 per cent of the families who had to move remained in the local area \u2013 one that suffered from the same problems of overcrowding and poor farming conditions that had troubled them in their old homes, even if they did now have electricity. from a magazine article entitled \u2018the new deal\u2019s best asset \u2013 the tva\u2019, written by an economist in 1939.  (a) (i) study source a.    what does this source tell you about life in the tennessee countryside? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the tennessee valley authority was a success in the  1930s? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the tennessee  valley authority? explain your answer. [7]  (b) (i) what were \u2018the fireside chats\u2019? [2]   (ii) describe president roosevelt\u2019s policies to deal with the banking crisis in 1933. [4]   (iii)  why was there opposition to new deal policies? [6]   (iv)  \u2018the alphabet agencies had less effect than other aspects of the new deal.\u2019 how far do  you agree? explain your answer. [8]",
            "5": "5 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a over this weekend we have learned the extent of the disaster that has befallen china and the  united states. the responsibility for this failure of our foreign policy in the far east rests with the presidency. so concerned were our diplomats and their advisers with the imperfection of the democratic system in china, after twenty years of war and tales of corruption in high places, that they lost sight of our tremendous stake in a non-communist china. congress must now take up the responsibility of preventing the onrushing tide of communism from engulfing all of asia. from a speech by john f . kennedy to congress on the communist capture of  peking (beijing), january 1949.  source b  flags of surrender are flying tonight in shanghai, china\u2019s largest city, which fell suddenly with  few shots fired, after a month-long siege. although a fierce battle continues to the east of the city, where nationalist troops fight to keep the one remaining escape corridor, defending troops are waiting at barricades to surrender their weapons to green-uniformed communist soldiers and be marched to prison camps. the victors are putting up posters urging the population to stay calm \u2013 and assuring them they have nothing to fear. from a british newspaper report, 26 may 1949.  (a) (i) study source a.    what can you tell from this source about the united states\u2019 policies towards china?  support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the nationalist forces showed little resistance in the  shanghai area? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the chinese civil  war? explain your answer. [7]  (b) (i) name two changes to women\u2019s rights made by the chinese communist government by  1950. [2]   (ii) describe how the communists dealt with the land issue in areas they occupied during  the chinese civil war. [4]   (iii) why did the united states support the nationalist government in china? [6]   (iv) how far was the land issue the most serious problem facing the new chinese communist  government in 1949? explain your answer. [8]",
            "6": "6 0470/43/m/j/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a bram fischer was an afrikaner barrister who defended the accused in the treason and rivonia  trials, between 1956 and 1964. in 1965 he went into hiding and wrote that \u2018i owe it to the political prisoners, to the banished, to the silenced and to those under house arrest, not to remain a spectator but to act.\u2019 in november 1965 he was captured by police and tried for his membership of the communist party and for his links with umkhonto we sizwe. he refused to give evidence because that could endanger other people and was sentenced to life imprisonment. he was allowed out to die in 1975. from the autobiography of helen joseph, one of the white defendants in the  treason trials, written in 1986.  source b  for many years communists have been the only political group in south africa prepared to treat  africans as human beings and equals; willing to eat with us, talk with us, live with us, and work with us to gain black political rights. because of this, there are many africans who, today, tend to equate freedom with communism. the government claims that all who believe in democratic government and african freedom are communists and bans many of them under the suppression of communism act. although i have never been a member of the communist party, i myself have been named, banned and imprisoned under that act because of the role i played in the defiance campaign of 1952. from nelson mandela\u2019s opening speech at the rivonia trial, 1964.  (a) (i) study source a.    what can you tell from this source about opposition to apartheid? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that african opponents of apartheid supported  communism? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government  responses to opposition in the 1950s and 1960s? explain your answer. [7]  (b) (i)  who was albert luthuli? [2]   (ii)  describe the effects of the 1953 separate amenities act. [4]   (iii) why was the bantu authorities act of 1951 important? [6]   (iv) to what extent had non-violent opposition to apartheid been a failure by 1965? explain  your answer. [8]",
            "7": "7 0470/43/m/j/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c. 1994 6 study the sources, and then answer the questions which follow.  source a despite their desire for independence, and dislike of israeli occupation, the palestinians living in  the west bank and gaza benefited from the general social and economic policies of israel. before 1967 there were no universities; six were established after 1967. a british historian, writing in 1993. he is jewish, works in the united kingdom,  but also has a house in jerusalem.  source b  most israelis claim that the arabs living in their country are treated reasonably in view of the  circumstances. most of the charges of brutality and repression are, they say, part of the arab propaganda campaign against israel. the fact that so many arabs remain in israel would suggest that most do not consider life there too severe or lacking in opportunities. israelis admit that there has been some dislocation and resettlement of arabs but this has been due to the destruction caused by war, various urban building schemes, the development of new agricultural villages and the creation of military bases on the borders of the country. from a british textbook, published in 1977.  (a) (i) study source a.    what can you tell from this source about palestinians in israel after the occupation of  gaza and the west bank? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that palestinian arabs living in israel were treated fairly?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the lives of  palestinians living in israel? explain your answer. [7]  (b) (i) what is a kibbutz? [2]   (ii) describe what happened during the intifada. [4]   (iii) why has the west bank area been an issue between israel and palestinian arabs since  1947? [6]   (iv) how far did the oslo accords, 1993, give palestinian arabs control over gaza and the  west bank by the end of 1994? explain your answer. [8]",
            "8": "8 0470/43/m/j/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the dock labourers and their allies have won a remarkable victory. the dock companies have  granted all their demands and the strike will remain a most significant event in the relations between capital and labour. there is first the fact that the dock labourers, possessed of no special skill, industry or strength, have been able to combine. but this was by no means the only phenomenon of the strike. the hard case of the men brought the sympathy of all the various categories of riverside labourers. it took a powerful hold upon public opinion and drew sympathy and material support from all quarters. thus the men were placed above starvation. they were  enabled to bargain on equal terms with their employers and they were eventually successful. the hints given by the great strike will probably not be neglected in the future. the alliance of riverside labourers, possessing various grades of skill and social standing, will probably be taken as an encouragement to carry into effect wider federation of labour.  from \u2018the times\u2019 newspaper, 16 september 1889.  source b  the dockers had left off work because their rates of wages were not high enough and they had  declared their intention of not returning until they got their sixpence an hour. had they stuck to this they would have been all right, but as it is they have consented to go back to work on the promise to receive it on 4 november. this concession, supported by the capitalist press, is a most serious sign of weakness on the part of their leaders. the men, through their leaders, have gone back on their word. all this excitement, all this hardship for only one solid advantage and that advantage not to be enjoyed until november. in the meantime, which is the worst thing of all, the men who have been struggling and fighting for the last five weeks have been pledged to behave well to the scoundrels and traitors who have been fighting against them. from the socialist publication, \u2018justice\u2019, 21 september 1889.  (a) (i)  study source a.    what can you tell from this source about the dockers\u2019 strike of 1889? support your  answer with reference to the source. [6]   (ii)  study source b.    how far does this source show that the dockers\u2019 strike was not successful? explain your  answer. [7]   (iii)  study both sources.    is one of these sources more useful than the other as evidence about the dockers\u2019  strike? explain your answer. [7]  (b) (i) name two people prominent in the strikes of 1888\u201389. [2]   (ii) describe the problems faced by workers in the docks in the years before the strike. [4]   (iii) why did trade union membership increase in the last quarter of the nineteenth century? [6]   (iv) \u2018new unionism had changed the lives of the majority of workers by the end of the  nineteenth century.\u2019 how far do you agree? explain your answer. [8]",
            "9": "9 0470/43/m/j/14 \u00a9 ucles 2014 [turn overblank page turn over for question 8.",
            "10": "10 0470/43/m/j/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8  study the sources, and then answer the questions which follow.  source a cartoon from an american magazine in the late nineteenth century. the caption beneath says, \u2018the real trouble will come after the funeral.\u2019  source b  by the time that the official peace was signed on 7 september 1901, most european armies had  left china. china was left with a huge bill to pay for the cost of the allied expeditions. the foreign  powers gained concessions to access china\u2019s wealth and trade. for china, it showed its armies to  be weak and outdated and sparked a more rapid industrialisation of the country and modernisation  of its armed forces. the rivalry between the japanese and the russians was soon to spill over into  war and in less than fourteen years the allies that had fought side by side would be killing each  other on the battlefields of europe. the boxer rebellion shows how short-lasting gains can be if  there is no political will to sustain the victory, by, for example, replacing a chinese government with  a western-supported one. from a recent article on the history of war.",
            "11": "11 0470/43/m/j/14 \u00a9 ucles 2014 (a) (i) study source a.    what can you tell from this source about the effects of china\u2019s weakness at the end of  the nineteenth century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the boxer rebellion did not benefit its participants?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the relationships  between china and foreign countries at the end of the nineteenth century? explain your answer. [7]  (b) (i) how was china ruled at the end of the nineteenth century? [2]   (ii) describe the main features of the boxer rebellion. [4]   (iii) why was china unable to prevent western interference in the nineteenth century? [6]   (iv) how far did china lose more than it gained from the increasing western influence in the  nineteenth century? explain your answer. [8]",
            "12": "12 0470/43/m/j/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9  from the memories of a german jewish woman who was eight years old in 1935. depth study a  source b \u00a9  john laver;  nazi germany 1933-1945 ;  hodder & stoughton ltd;  1991. depth study b  source a \u00a9  stalin speaking in 1931.  depth study b  source b \u00a9  harriet ward;  world powers in the twentieth century ;  heinemann educational books ltd;  1978. depth study c  source a \u00a9  from a government survey of a farming area in tennessee in 1933. depth study c  source b \u00a9  from a magazine article entitled, \u2018the new deal\u2019s best asset \u2013 the tva\u2019 written by an economist in 1939. depth study d  source a \u00a9  from a speech by john f . kennedy to congress on the communist capture of peking (beijing), january 1949. depth study d  source b \u00a9  from a british newspaper report, 26 may 1949. depth study e  source a \u00a9  helen joseph;  side by side ;  zed books ltd;  1986. depth study e  source b \u00a9  from nelson mandela\u2019s opening speech at the rivonia trial, 1964. depth study f  source a \u00a9  a british historian, writing in 1993.   depth study f  source b \u00a9  schools council history 13-16 project;  the arab-israeli conflict ;  holmes mcdougal;  1977.     depth study g  source a \u00a9  from the times newspaper, 16 september 1889. depth study g  source b  \u00a9  from the socialist publication, \u2018justice\u2019, 21 september 1889. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_11.pdf": {
            "1": "this document consists of 17 printed pages, 3 blank pages and 1 insert. dc (nf/sw) 79343/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8825878249*history  0470/11 paper 1 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/11/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. mazzini\u2019s main weakness was that his ideas were too intellectual for most people to  grasp, and certainly too radical for middle-class reformers. he was often not in italy and became out of touch with the situation. from a british history book published in 2006.  (a) what was the \u2018y oung italy\u2019 movement? [5]  (b) why were mazzini\u2019s attempts to bring unification to italy unsuccessful? [7]  (c) how far was garibaldi responsible for the unification of italy? explain your answer. [8] 2 read the extract, and then answer the questions which follow. although slavery came to an end with the civil war, this was not the issue at stake  when the war began, even though abolitionists worked hard to persuade congress to abolish slavery, as in every other civilised nation. in the face of this growing opposition to slavery, the southern politicians knew it  was doubly important to ensure that the balance between slave and free states was maintained. from a british history book published in 1985.  (a) what was the missouri compromise? [5]  (b) why was a new compromise introduced in 1850? [7]  (c) how far did slavery cause the civil war? explain your answer. [8]",
            "3": "3 0470/11/o/n/14 \u00a9 ucles 2014 [turn over3 read the extract, and then answer the questions which follow. in 1853 commodore perry arrived off the coast of japan with four american  warships. until then japan had been almost totally isolated from the rest of the world. america forced trading concessions from the shogun. a british historian writing in 2003.  (a) describe the powers of the shogun in japan before 1867. [5]  (b) why did america send commodore perry to japan? [7]  (c) \u2018conflict in 1894\u20135 was more important than conflict in 1904\u20135 in strengthening japan\u2019s claim  to be a great power.\u2019 how far do you agree with this statement? explain your answer. [8] 4 read the extract, and then answer the questions which follow. german : i wonder what history will make of all this? clemenceau : history will not say that belgium invaded germany! part of a conversation between the french prime minister and a german  representative at the peace conference after the first world war.  (a) what was the entente cordiale of 1904? [5]  (b) why was tension between the great powers increased by events in the balkans in 1908\u20139?  [7]  (c) \u2018germany was responsible for the outbreak of war in 1914.\u2019 how far do you agree with this  statement? explain your answer. [8]",
            "4": "4 0470/11/o/n/14 \u00a9 ucles 20145 read the extract, and then answer the questions which follow. sometimes people call me an idealist. well, that is the way i know i am an american.  america is the only idealist nation in the world. president wilson speaking in 1918.  (a) what did president wilson want to achieve from the peace settlement at the end of the first  world war? [5]  (b) why did france want a harsh settlement to be imposed on germany in 1919? [7]  (c) \u2018by 1923 it was clear that the treaty of versailles was the least effective of the peace treaties  of 1919\u201320.\u2019 how far do you agree with this statement? explain your answer. [8] 6 read the extract, and then answer the questions which follow. the league covenant can apparently be ignored at will. japan has ignored it by  invading manchuria; the nations represented on the league council have ignored it by refusing to insist on the removal of japanese troops. from an english newspaper published in december 1931.  (a) what were the roles of (i) the council and (ii) the refugees commission in the league of  nations? [5]  (b) why was leadership of the league weak from the start? [7]  (c) \u2018the league of nations was a success.\u2019 how far do you agree with this statement? explain  your answer. [8]",
            "5": "5 0470/11/o/n/14 \u00a9 ucles 2014 [turn over7 read the extract, and then answer the questions which follow. i have been informed by chairman khrushchev that all the soviet nuclear weapons in  cuba will be withdrawn within 30 days. i have this afternoon instructed the secretary of defence to lift our naval quarantine. it is our hope that the cuban people shall someday be truly free. president kennedy announcing the end of the cuban crisis.  (a) describe the us reaction to the cuban revolution up to the end of april 1961. [5]  (b) why was the usa concerned about castro declaring cuba a communist state in december  1961? [7]  (c) \u2018the missile crisis was a humiliation for the soviet union.\u2019 how far do you agree with this  statement? explain your answer. [8] 8 read the extract, and then answer the questions which follow. y esterday troops from the soviet union crossed the frontiers of the czechoslovak  socialist republic. this happened without the knowledge of czechoslovak government ministers. a czech radio broadcast, 21 august 1968.  (a) what changes did nagy want to make to communist rule in hungary? [5]  (b) why did the prague spring fail? [7]  (c) how important were events in poland after 1980 in influencing the collapse of soviet control  in eastern europe? explain your answer. [8]",
            "6": "6 0470/11/o/n/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 read the extract, and then answer the questions which follow. many germans are unhappy with the way that our welfare system is developing.  they see an ever-increasing proportion of the population going onto welfare and cannot see any indication that people will again become self-reliant. a spokesperson for a group of german welfare charities speaking in 1927.  (a) describe the spartacist uprising. [5]  (b) why, by 1923, was the weimar republic in crisis? [7]  (c) \u2018after 1923 the weimar republic brought stability to germany.\u2019 how far do you agree with this  statement? explain your answer. [8]",
            "7": "7 0470/11/o/n/14 \u00a9 ucles 2014 [turn over10 look at the poster, and then answer the questions which follow. a poster produced for display in public institutions such as schools. the caption reads \u2018adolf hitler is the victory\u2019.  (a) describe how the churches responded to nazi rule. [5]  (b) why did the nazis persecute minority groups in germany? [7]  (c) \u2018the use of mass media was the nazis\u2019 most effective method of controlling the german  people.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "8": "8 0470/11/o/n/14 \u00a9 ucles 2014depth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. stalin\u2019s real motive was to destroy the men who might form an alternative  government. from a book about stalin published in 1949.  (a) what mistakes did trotsky make in the struggle for power with stalin? [5]  (b) why was stalin able to benefit from the purges? [7]  (c) how far do you agree with the view that stalin\u2019s rule up to 1941 was a disaster for the soviet  union? explain your answer. [8] 12 read the extract, and then answer the questions which follow. what is the way out of the food problem? the way out is to turn the small and  scattered peasant farms, gradually but surely, into large farms based on co-operative and collective cultivation of the land. there is no other way. stalin speaking in 1927.  (a) what did stalin hope to achieve by introducing collectivisation? [5]  (b) why was there opposition to the introduction of collectivisation? [7]  (c) how effective was stalin\u2019s modernisation of soviet industry by 1941? explain your answer. [8]",
            "9": "9 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u201341 13 look at the photograph, and then answer the questions which follow. a photograph of sales staff taken in the early 1920s.  (a) what difficulties faced american agriculture in the 1920s? [5]  (b) why did some industries not prosper from the economic boom in the 1920s? [7]  (c) \u2018the most important reason for the economic boom in the 1920s was government policy.\u2019 how  far do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/11/o/n/14 \u00a9 ucles 201414 read the extract, and then answer the questions which follow. never before in this country has a government fallen to so low a place in popular  opinion or been so widely criticised. never before has a president given his name so freely to toilets and shanty housing or had his face banished from the cinema screen to avoid the hoots and jeers of children. an american political commentator speaking after the removal of the bonus marchers in 1932.  (a) describe how american banks were affected by the wall street crash. [5]  (b) why did the wall street crash take many americans by surprise? [7]  (c) \u2018hoover was the cause of roosevelt winning the presidential election of 1932.\u2019 how far do you  agree with this statement? explain your answer. [8]",
            "11": "11 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. the advantage of the people\u2019s communes lies in the fact that they combine industry,  agriculture, commerce, education and military affairs. mao speaking in 1958.  (a) what benefits did land reform in 1950 bring to chinese peasant farmers? [5]  (b) why did mao introduce communes? [7]  (c) \u2018the consequences of the great leap forward were greater than the consequences of the  first five-y ear plan.\u2019 how far do you agree with this statement? explain your answer. [8] 16 look at the poster, and then answer the questions which follow. a poster published in china in 1986 as part of the \u2018one child\u2019 policy.  (a) what was the \u2018hundred flowers\u2019 campaign of 1956\u20137? [5]  (b) why, by 1967, was china facing civil war? [7]  (c) how far were the lives of the chinese people in the 1980s changed by china\u2019s economic  development? explain your answer. [8]",
            "12": "12 0470/11/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 look at the graph, and then answer the questions which follow. 020406080100120140160number of workers (000s)180200220240260280300 white males white females black males black femalesnumber of workers in manufacturing in 1 939key number of workers in manufacturing in 1 945 a graph showing numbers of workers in manufacturing industry in south africa in 1939 and 1945.  (a) what grievances did black mineworkers have in the early years of the twentieth century? [5]  (b) why did south african governments follow discriminatory policies between 1910 and 1939?  [7]  (c) how significant was the impact of the second world war on south africa\u2019s white minority?  explain your answer. [8]",
            "13": "13 0470/11/o/n/14 \u00a9 ucles 2014 [turn over18 read the extract, and then answer the questions which follow. in the election of 1948, the united party and the labour party between them  won 53 per cent of the votes while malan\u2019s apartheid national party only gained 39 per cent. from a british history book published in 1997.  (a) what were the main aims of apartheid? [5]  (b) why was the election of the national party a disaster for prospects of racial integration in  south africa? [7]  (c) \u2018the defiance campaign of 1952 was more important than the freedom charter of 1955  in the struggle against apartheid.\u2019 how far do you agree with this statement? explain your answer. [8] 19 read the extract, and then answer the questions which follow. the colonial authorities crushed any attempts at opposition. but they did not stop  settlers, traders or german soldiers violating namibian communities. from a namibian history book published in 1988.  (a) what did the germans hope to achieve from the \u2018protection treaties\u2019 they made with namibian  leaders? [5]  (b) why did conflict between namibians and germans increase in the last ten years of the  nineteenth century? [7]  (c) \u2018german exploitation of the namibian people was the main cause of the war of national  resistance (1904\u20138).\u2019 how far do you agree with this statement? explain your answer. [8]",
            "14": "14 0470/11/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. the existence of israel is an error which we must put right. this is our opportunity to  wipe out the disgrace which is israel which has been with us since 1948. our goal is clear \u2013 to wipe israel off the map. the president of iraq speaking on the radio in 1967.  (a) what did israel gain from the 1956 suez war? [5]  (b) why was there increasing tension in the middle east prior to the six day war of 1967? [7]  (c) how far was the result of the y om kippur war of 1973 a defeat for the arab states? explain  your answer. [8] 21 read the extract, and then answer the questions which follow. murder at the olympics the headline from an english newspaper, 5 september 1972.  (a) describe the terrorist attack at the munich olympics, september 1972. [5]  (b) why was the palestine liberation organisation (plo) a problem for lebanon between 1968  and 1982? [7]  (c) how effective was the plo in promoting the palestinian cause before 1990? explain your  answer. [8]",
            "15": "15 0470/11/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. there were crowds of people and mountains of goods departing and arriving, scores  upon scores of times every day. night and day, the conquering engines rumbled at their distant work. they stood  bubbling and trembling, making the walls quake. a nineteenth-century description of a railway station.  (a) what were the problems of moving goods by canal at the beginning of the nineteenth century?  [5]  (b) why was brunel\u2019s contribution to the development of railways important? [7]  (c) \u2018the greatest impact of railways was on everyday life.\u2019 how far do you agree with this  statement? explain your answer. [8]",
            "16": "16 0470/11/o/n/14 \u00a9 ucles 201423 look at the photograph, and then answer the questions which follow. a photograph of housing in glasgow, scotland, in 1868.  (a) what threats to health existed in inadequate nineteenth-century housing? [5]  (b) why was there opposition to public health reforms? [7]  (c) how far did government action from 1848 make towns healthier places to live? explain your  answer. [8]",
            "17": "17 0470/11/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 look at the picture, and then answer the questions which follow. the signing of the treaty of nanking in august 1842. it marked the end of the first opium war in which china suffered military defeat.  (a) describe china\u2019s attitude towards foreign visitors in the early nineteenth century. [5]  (b) why did the chinese agree to the treaty of nanking? [7]  (c) how successfully did china deal with european intervention after 1850? explain your answer.  [8] 25 read the extract, and then answer the questions which follow. dalhousie left india in 1856. the outbreak of the mutiny in the following year led to  severe criticism of his policy of annexation. there is no doubt that dalhousie was a visionary becoming known as \u2018the maker of modern india\u2019. from a recent article about lord dalhousie.  (a) describe the activities of the east india company on the indian sub-continent. [5]  (b) why was the government of india act passed in 1858? [7]  (c) \u2018lord dalhousie created as many problems as he solved.\u2019 how far do you agree with this  statement? explain your answer. [8]",
            "18": "18 0470/11/o/n/14 \u00a9 ucles 2014blank page",
            "19": "19 0470/11/o/n/14 \u00a9 ucles 2014blank page",
            "20": "20 0470/11/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1   \u00a9  robert pearce & andrina stiles;  the unification of italy 1815 \u2013 70 ;  hodder education;  2006. question 2 \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 4 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 5 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 6 \u00a9  tony mcaleavy;  twentieth century history \u2013 international relations since 1919 ;  cambridge university press;  2002.   question 7 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 8 \u00a9  steven waugh;  essential modern world history ;  nelson thornes;  2001.   question 9 \u00a9  rick rogers;  ocr gcse shp history germany 1919 \u2013 1945 ;  heinemann;  2009.   question 10 \u00a9  rick rogers;  ocr gcse shp history germany 1919 \u2013 1945 ;  heinemann/private collection, bridgeman art library;  2009.  question 11 \u00a9  steven waugh;  essential modern world history ;  nelson thornes;  2001.     question 12 \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 13 \u00a9  harriet ward;  the usa from wilson to nixon 1917 to 1975 ;  harper collins/caulfield & shook collection; 1996. question 14 \u00a9  terry fiehn et al;  the usa between the wars 1919-1941 ;  john murray;  1998. question 15 \u00a9  josh brooman;  china since 1900 ;  published by longman.  reprinted by permission of pearson education ltd;  1988.   question 16 \u00a9  chineseposters.net;  23 october 2012.question 17 \u00a9  christopher culpin;  south africa since 1948 ;  john murray;  2000.     question 18 \u00a9  rosemary mulholland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997.   question 19 \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books;  1988. question 20 \u00a9  michael scott-baumann;  conflict in the middle east:  israel and the arabs ;  hodder;  1998. question 21 \u00a9  michael scott-baumann;  conflict in the middle east:  israel and the arabs ;  hodder;  1998. question 22 \u00a9  ben walsh;  british social & economic history ;  john murray;  1997. question 23 \u00a9  ben walsh;  british social & economic history ;  john murray/getty images;  1997. question 24 \u00a9  en.wikipedia/org/wiki/treaty of nanking;  6 december 2012.question 25  \u00a9  http://edu.holisticthough.com/india;  26 october 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_12.pdf": {
            "1": "this document consists of 19 printed pages, 1 blank page and 1 insert. dc (leg/sw) 108646 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 1 3 0 0 2 7 0 4 8 9 *history  0470/12 paper 1  october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/12/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. the idea of national unity was enough to bring about an uprising in 1848, but it  was not enough to bring victory. the ordinary people, who wanted to drive out  the austrians, were prepared to accept the leadership of charles albert. when  the driving force of expelling the austrians failed, the ordinary people were left  leaderless. from a book written by a soldier who fought in lombardy in 1848\u201349.  (a) what did the roman republic of 1848\u201349 achieve?  [5]  (b) why did attempts to unify italy by 1849 end in failure?  [7]  (c) \u2018garibaldi\u2019s contribution to the unification of italy was more important than the contribution of  any other person.\u2019 how far do you agree with this statement? explain your answer.  [8] 2 read the extract, and then answer the questions which follow. bismarck combined high intelligence with an unscrupulous view of politics and state  affairs. he got things done and did not worry too much about the means he used to  get his way. his cunning was well displayed when he first picked off austria in 1866,  having ensured french and russian neutrality. from a history book published in 1985.  (a) what were the functions of the zollverein?  [5]  (b) why was bismarck appointed minister-president of prussia in 1862?  [7]  (c) \u2018bismarck did not plan for the unification of germany. he just took opportunities that others  gave him.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "3": "3 0470/12/o/n/14 \u00a9 ucles 2014 [turn over3 look at the painting, and then answer the questions which follow. \u2018the last moments of john brown\u2019 painted in 1859.  (a) describe john brown\u2019s contribution to the struggle against slavery.  [5]  (b) why were abolitionists annoyed by the dred scott decision?  [7]  (c) \u2018the lives of black americans were changed little by the civil war.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
            "4": "4 0470/12/o/n/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. an american cartoon entitled \u2018the chain of friendship\u2019. it was published in july 1914.  (a) describe the colonial rivalry which existed among the great powers before the first world  war. [5]  (b) why was the triple entente formed?  [7]  (c) \u2018in 1914, the actions of austria-hungary were more important than the actions of russia in  causing war.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "5": "5 0470/12/o/n/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. we want peace which will be just, but not vindictive. we want a stern peace because  the occasion demands it, but the severity must be designed, not for vengeance, but  for justice. above all, we want to protect the future against a repetition of the horrors  of this war. lloyd george speaking to the british parliament, before the paris peace conference.  (a) with reference to the terms of the peace settlement of 1919, what was decided about (i) the  saar and (ii) the rhineland?  [5]  (b) why was germany unhappy with being forced to accept responsibility for the war?  [7]  (c) how far did lloyd george achieve his aims at the paris peace conference? explain your  answer.  [8] 6 read the extract, and then answer the questions which follow. the defeat suffered in the united states strikes at the very existence of the league  of nations. america\u2019s place will remain empty at geneva. the two countries that  will dominate, france and great britain, are divided on almost every topic to be  discussed. a french politician commenting, in 1920, on the league without the usa.  (a) describe how collective security was intended to work.  [5]  (b) why was the american decision not to join the league a great blow to the organisation?  [7]  (c) \u2018the depression had a greater impact on the league than did events in manchuria.\u2019 how far  do you agree with this statement? explain your answer.   [8]",
            "6": "6 0470/12/o/n/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. mr churchill has said that for great britain the polish question is one of honour. but  for the russians it is a question of both honour and security. throughout history  poland has been the corridor for attack on russia. it is not merely a question of  honour for russia, but one of life and death. stalin speaking to churchill and roosevelt at y alta in 1945.  (a) what was discussed, in relation to poland, at the y alta conference?  [5]  (b) why did tensions between the ussr and the western allies increase at the potsdam  conference?  [7]  (c) \u2018the ussr was to blame for starting the cold war.\u2019 how far do you agree with this statement?  explain your answer.  [8]",
            "7": "7 0470/12/o/n/14 \u00a9 ucles 2014 [turn over8 look at the photograph, and then answer the questions which follow. a photograph of us marines pinned down by vietcong snipers in the city of hue during the tet offensive, 1968.  (a) what was the tet offensive?  [5]  (b) why were the methods used by the americans to try to defeat the vietcong unsuccessful?  [7]  (c) \u2018american public opinion was more important than vietcong guerrilla tactics in bringing about  the us withdrawal from vietnam.\u2019 how far do you agree with this statement? explain your  answer.  [8]",
            "8": "8 0470/12/o/n/14 \u00a9 ucles 2014section b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 read the extract, and then answer the questions which follow. with the death of stresemann, germany lost its ablest statesman. from 1923 he  worked hard to rebuild his shattered country, and for peace and co-operation abroad. from stresemann\u2019s obituary in a british newspaper, october 1929.  (a) what were the main economic challenges facing the weimar republic when it was  established?  [5]  (b) why did the weimar republic face political opposition from the start?  [7]  (c) to what extent did the weimar republic recover after 1923? explain your answer.  [8] 10 read the extract, and then answer the questions which follow. we believed in hitler. we believed in the whole system, the entire leadership. we  could not do anything else. that was our generation and he was our idol. a member of the hitler y outh, speaking after the second world war.  (a) what was education like for young people in schools in nazi germany?  [5]  (b) why was membership of the hitler y outh encouraged?  [7]  (c) how far did life for workers improve in nazi germany up to 1939? explain your answer.  [8]",
            "9": "9 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. the provisional government possesses no real power and its orders are executed  only in so far as this is permitted by the soviet of workers\u2019 and soldiers\u2019 deputies. from a letter written by a member of the newly formed provisional government, march 1917. it is commenting on the \u2018dual government\u2019 which ruled russia.  (a) describe the kornilov affair.  [5]  (b) why was lenin important to the bolshevik seizure of power?  [7]  (c) \u2018the provisional government failed because it lacked popular support.\u2019 how far do you agree  with this statement? explain your answer.  [8] 12 read the extract, and then answer the questions which follow. before the changes you said the factory owners were unfair to us, but the factory  owners did not force us to work such long hours, and there was enough of everything  in the shops. now we work long hours doing the work four men used to do. a russian factory worker commenting in 1929.  (a) what problems did soviet agriculture face before collectivisation?  [5]  (b) why did stalin find it difficult to introduce collectivisation?  [7]  (c) how far did the soviet people benefit from stalin\u2019s economic plans? explain your answer.  [8]",
            "10": "10 0470/12/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 read the extract, and then answer the questions which follow. advertising has made broadcasting an industry. the broadcasters have discovered  they can boost industry and people want to buy time on air. from an american newspaper published in the 1920s.  (a) how did henry ford organise motor car production?  [5]  (b) why did the radio industry grow rapidly?  [7]  (c) how far did americans benefit from the \u2018boom\u2019 of the 1920s? explain your answer.  [8] 14 read the extract, and then answer the questions which follow. the music is sensuous, the embracing of dance partners is absolutely indecent and  the movements are such that they cannot be described in a family newspaper. from a religious newspaper published in the 1920s.  (a) describe how the motion picture industry was organised in the 1920s.  [5]  (b) why did some people disapprove of young people\u2019s behaviour?  [7]  (c) \u2018prohibition had a greater impact on american society in the 1920s than intolerance.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
            "11": "11 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 15 read the extract, and then answer the questions which follow. the american government, which had given chiang kai-shek 200 million dollars\u2019  worth of aid since 1945, could see that the kuomintang was a spent force and so in  1947 cut off all aid to them. from a british history book published in 1998.  (a) describe the efforts made in 1946 to avoid a civil war in china.  [5]  (b) why did a civil war start in china in 1946?  [7]  (c) \u2018the failures of chiang kai-shek resulted in the communists winning the civil war.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
            "12": "12 0470/12/o/n/14 \u00a9 ucles 201416 look at the photograph, and then answer the questions which follow. content removed due to copyright restrictions.  (a) what were \u2018people\u2019s courts\u2019?  [5]  (b) why was \u2018thought reform\u2019 introduced by the communists?  [7]  (c) \u2018mao\u2019s economic policies between 1952 and 1961 were unsuccessful.\u2019 how far do you agree  with this statement? explain your answer.  [8]",
            "13": "13 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. after the war ended in 1902, lord milner, the leading british official in south africa,  adopted a policy of \u2018anglicisation\u2019. he wanted to break down the divisions between  the boers and the british. he wanted to encourage large numbers of new british  settlers to come to south africa, hoping they would swamp the boers. from a history book published in britain in 1997.  (a) what did rhodes hope to achieve in africa?  [5]  (b) why did tensions between the boers and the british increase prior to the outbreak of war in  1899?  [7]  (c) \u2018the british failed to deal successfully with south africa between 1900 and 1910.\u2019 how far do  you agree with this statement? explain your answer.  [8]",
            "14": "14 0470/12/o/n/14 \u00a9 ucles 201418 look at the cartoon, and then answer the questions which follow. a cartoon published in south africa in 1959.  (a) what actions did the south african government take in the 1950s to ensure racial groups  were separated?  [5]  (b) why was apartheid popular with many white south africans in the 1950s and 1960s?  [7]  (c) how successful was apartheid in the 1950s and 1960s? explain your answer.  [8]",
            "15": "15 0470/12/o/n/14 \u00a9 ucles 2014 [turn over19 read the extract, and then answer the questions which follow. the decision to colonise in southern africa means that the native tribes must leave  the land where they have pastured their cattle, so that the white man can pasture  his cattle there. the commissioner responsible for german colonial settlement, speaking in 1903.  (a) describe the establishment of german colonial rule in namibia.  [5]  (b) why was there resistance to the german colonisation of namibia?  [7]  (c) how far were namibia and its people affected by the first world war? explain your answer.  [8]",
            "16": "16 0470/12/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. following the armistice agreements at the end of the war of 1948\u201349, the area  controlled by the jewish forces at the end of the fighting became the territory of the  new state of israel. from a british history book published in 1998.  (a) describe what happened in palestine when the second world war came to an end in 1945.  [5]  (b) explain why the british government decided to withdraw from palestine in 1948.  [7]  (c) \u2018the war of 1948\u201349 solved nothing.\u2019 how far do you agree with this statement? explain your  answer.  [8] 21 read the extract, and then answer the questions which follow. in 1988 arafat finally publicly accepted the existence of israel and the principle of  resolution 242. by accepting the resolution the plo recognised the existence of  the jewish state of israel. from a british history book published in 1998.  (a) describe the origins of the palestine liberation organisation (plo).  [5]  (b) why did tension exist between king hussein of jordan and the plo?  [7]  (c) \u2018by 1993 the plo had been successful in their efforts for the palestinian cause.\u2019 how far do  you agree with this statement? explain your answer.  [8]",
            "17": "17 0470/12/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22 read the extract, and then answer the questions which follow. children under nine years old not to work in textile mills. children aged nine to thirteen years to work no more than nine hours. no one under eighteen to do night work. four inspectors to be appointed. terms of the factory act, 1833.  (a) what was bad about working in an early nineteenth-century textile factory?  [5]  (b) why was there a need to increase iron production during the first half of the nineteenth  century?  [7]  (c) how successful was government legislation in improving working conditions for children in  the first half of the nineteenth century? explain your answer.  [8] 23 read the extract, and then answer the questions which follow. at first the liverpool and manchester railway made more money from passengers  than freight. in 1835 the railway began carrying livestock which had been  brought to england from ireland. soon supplies of fresh fish and vegetables were  being transported. raw cotton imported from america was carried in bulk to the  manufacturers. from a history book published in 1998.  (a) what were the disadvantages of roads for britain\u2019s transport needs at the beginning of the  nineteenth century?  [5]  (b) why were railways of benefit to people in their daily lives?  [7]  (c) \u2018brunel made a greater contribution than any other person to the development of railways.\u2019  how far do you agree with this statement? explain your answer.  [8]",
            "18": "18 0470/12/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 read the extract, and then answer the questions which follow. bentinck\u2019s modernising projects, which included a policy of westernisation, were  controversial and included making english the language of the higher justice courts.  he also took steps to suppress native customs which the british viewed as barbaric. a historian writing in 2012.  (a) what was the role of the east india company in the indian sub-continent?  [5]  (b) why were bentinck\u2019s proposals for india controversial?  [7]  (c) how far was nineteenth-century india changed by british rule? explain your answer.  [8]",
            "19": "19 0470/12/o/n/14 \u00a9 ucles 201425 look at the cartoon, and then answer the questions which follow. a british cartoon published in 1876. it is commenting on the british government\u2019s acquisition  of a large number of shares in the suez canal.  (a) what was the \u2018scramble for africa\u2019?  [5]  (b) why were european countries interested in africa?  [7]  (c) how far did imperialism in africa benefit europeans? explain your answer.  [8]",
            "20": "20 0470/12/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9  martin collier;  the unification of italy 1815 \u2013 70 ;  heinemann;  2008.  question 2  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 3  \u00a9  www.spartacus.schoolnet.co.uk ;  29 october 2012. question 4  \u00a9  www.bbc.co.uk/schools/gcsebitesize/history ;  29 october 2012. question 5  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 6  \u00a9  tony mcaleavy;  twentieth century history:  international relations since 1919 ;  cambridge university press;  2002. question 7  \u00a9  tony mcaleavy;  twentieth century history:  international relations since 1919 ;  cambridge university press;  2002. question 8  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education/corbis;  2009. question 9  \u00a9  paul grey & rosemarie little;  germany 1918 \u2013 1945 ;  cambridge university press;  1997. question 10  \u00a9  rick rogers;  ocr gcse history a, germany 1919-1945 ;  heinemann;  2009.   question 11  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 12  \u00a9  philip ingram;  russia and the ussr 1905-1991 ;  cambridge university press;  1997.   question 13  \u00a9  c. k. macdonald;  modern america ;  basil blackwell;  1987. question 14  \u00a9  ian campbell;  the usa 1917-1941 ;  cambridge university press;  1998. question 15  \u00a9  josh brooman;  china since 1900 ;  published by longman.  reprinted by permission of pearson education ltd;  1988. question 16  \u00a9  http:// www.uselesstree.typepad.com ;  30 october 2012. question 17  \u00a9  rosemary holland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997. question 19  \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books ltd;  1988. question 20  \u00a9  tony mcaleavy;  the arab-israeli conflict ;  cambridge university press;  1998. question 21  \u00a9  tony mcaleavy;  the arab-israeli conflict;  cambridge university press;  1998. question 22  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 23  \u00a9  richard staton et al;  three centuries of change ;  collins educational;  1998. question 24  \u00a9  ray ennion question 25  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton / punch;  1985.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_13.pdf": {
            "1": "this document consists of 21 printed pages, 3 blank pages and 1 insert. dc (st/sw) 108648 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 3 4 1 0 6 6 7 9 5 *history  0470/13 paper 1  october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/13/o/n/14 \u00a9 ucles 2014section a: core content answer any two questions from this section. 1 read the extract, and then answer the questions which follow. in february 1866 at a meeting of the prussian crown council bismarck declared  that war with austria was only a matter of time. it would be fought not just to settle  the final fate of the duchies, but over the wider issue of who should control germany. from a book published in britain in 2007.  (a) describe the revolutionary events in berlin, march 1848.  [5]  (b) why were the prussian liberals hostile to the appointment of bismarck as minister-president  in 1862?  [7]  (c) \u2018austria was a greater threat to bismarck\u2019s plans than was france.\u2019 how far do you agree with  this statement? explain your answer.  [8] 2 read the extract, and then answer the questions which follow. ever since independence in the late eighteenth century, the northern and southern  states of the usa differed from each other in their attitude to the federal union which  had brought them together. the southern states wanted freedom from interference  by federal government; the northern states wanted a strong central government to  protect their industries. from a book published in britain in 1985.  (a) describe the treatment of slaves in the southern states.  [5]  (b) why did the kansas-nebraska act of 1854 increase tensions between north and south?  [7]  (c) how far was slavery the issue over which the civil war was fought? explain your answer.  [8]",
            "3": "3 0470/13/o/n/14 \u00a9 ucles 2014 [turn over3 look at the painting, and then answer the questions which follow. a japanese painting of japanese warships in action during the war with russia, 1904\u20135.  (a) what impact did the western powers have on japan before 1868?  [5]  (b) why was the shogunate overthrown in 1868?  [7]  (c) how effectively had japan modernised itself by 1914? explain your answer.  [8]",
            "4": "4 0470/13/o/n/14 \u00a9 ucles 20144 look at the cartoon, and then answer the questions which follow. a german cartoon published in 1911.  (a) what preparations had britain made for war by 1914?  [5]  (b) why were britain and france concerned about events relating to morocco?  [7]  (c) \u2018austria was most to blame for the outbreak of war in 1914.\u2019 how far do you agree with this  statement? explain your answer.  [8]",
            "5": "5 0470/13/o/n/14 \u00a9 ucles 2014 [turn over5 read the extract, and then answer the questions which follow. we have organised reparations where damage and injury has been inflicted. we  have disarmed, we have punished. this treaty will be a lighthouse, warning nations  against the perils on which the german empire shattered itself. lloyd george speaking to the british parliament about the treaty of versailles, july 1919.  (a) in what ways, other than territorial, did the treaty of versailles limit the power of germany?  [5]  (b) why did lloyd george clash with wilson and with clemenceau during the peace discussions  of 1919?  [7]  (c) how justifiable were the terms of the peace settlement of 1919\u201320? explain your answer.  [8] 6 read the extract, and then answer the questions which follow. y ou may say that we should have confidence in the european statesmen and  leaders. perhaps we should, but it was european statesmen, european ambition  that drowned the world in blood and from which we are still suffering. the canadian representative speaking at the first league assembly meeting in 1920.  (a) what difficulties did britain and france face as the main leaders of the league of nations?  [5]  (b) why did some major powers not join the league?  [7]  (c) \u2018the league failed because of the abyssinian crisis.\u2019 how far do you agree with this statement?  explain your answer.  [8]",
            "6": "6 0470/13/o/n/14 \u00a9 ucles 20147 read the extract, and then answer the questions which follow. the soviet government is alarmed by the attitude of the us government. the  american attitude had cooled since it became clear that germany was defeated. it  is as though the americans are saying that the ussr was no longer needed. stalin expressing his views on the attitude of truman, the new american president, may 1945.  (a) describe the main problems facing the allied leaders when they met at potsdam in may 1945.  [5]  (b) why did the ussr want to dominate eastern europe?  [7]  (c) how successful was the reaction of the west to soviet expansion by 1949? explain your  answer.  [8] 8 read the extract, and then answer the questions which follow. the time is ripe for abandoning views on foreign policy which are influenced by an  imperial standpoint. neither the soviet union nor the usa is able to force its will on  others. it is possible to suppress, compel or bribe, but only for a certain period. we  must respect one another and everybody. gorbachev speaking in 1987.  (a) what impact did the construction of the berlin wall have on the citizens of berlin?  [5]  (b) why was the solidarity movement a problem for the polish government?  [7]  (c) how far was the low standard of living in eastern european countries responsible for the end  of communist control? explain your answer.  [8]",
            "7": "7 0470/13/o/n/14 \u00a9 ucles 2014 [turn oversection b: depth studies answer any one question from this section. depth study a: germany, 1918\u201345 9 look at the cartoon, and then answer the questions which follow. a british cartoon published on 8 march 1933. it shows hindenburg speaking to hitler.  (a) describe the activities of the sa.  [5]  (b) why was hitler appointed chancellor in january 1933?  [7]  (c) \u2018the reichstag fire was the main reason hitler was able to consolidate his hold on power.\u2019  how far do you agree with this statement? explain your answer.  [8]",
            "8": "8 0470/13/o/n/14 \u00a9 ucles 201410 read the extract, and then answer the questions which follow. attention! the f\u00fchrer is speaking on the radio. on wednesday 21 march, the f\u00fchrer  is speaking on all german radio stations from 11  a.m. all factory owners, department  stores, offices and shops are ordered to put up loudspeakers an hour before the  broadcast so that the whole workforce can participate fully. an announcement in a german newspaper, 16 march 1934.  (a) what action did hitler take against r\u00f6hm and the sa?  [5]  (b) why was propaganda important to the nazis?  [7]  (c) how successful was the nazi regime in dealing with opposition? explain your answer.  [8]",
            "9": "9 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u201341 11 read the extract, and then answer the questions which follow. let those in power make no mistake about the mood of the people. never have the  russian people been so profoundly revolutionised by the actions of the government.  day by day faith in the government is steadily waning. a strong supporter of the tsar speaking in the duma in 1913.  (a) what were the main features of peasant life in early twentieth-century russia?  [5]  (b) why did tsar nicholas ii face huge problems in governing russia in the years up to 1906?  [7]  (c) how far did life improve for russian people between 1906 and 1914? explain your answer.   [8] 12 read the poem, and then answer the questions which follow.  o great stalin, o leader of the peoples,  y ou who brought man to birth.  y ou who makes the spring bloom,  y ou who makes musical chords.  y ou, the splendour of my spring,  y ou, loved by millions of hearts. a poem printed in pravda in 1935.  (a) describe the main features of the great terror.  [5]  (b) why were the purges important for stalin?  [7]  (c) \u2018the cult of personality was more effective than the rising standard of living in stalin gaining  the support of the soviet people.\u2019 how far do you agree with this statement? explain your  answer.  [8]",
            "10": "10 0470/13/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u201341 13 look at the photograph, and then answer the questions which follow. a photograph of police attacking bonus marchers, 1932.  (a) describe the social consequences of the wall street crash.  [5]  (b) why, by 1929, was the us economy facing difficulties?  [7]  (c) \u2018hoover\u2019s treatment of the bonus marchers was the main reason he lost the presidential  election of 1932.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "11": "11 0470/13/o/n/14 \u00a9 ucles 2014 [turn over14 read the extract, and then answer the questions which follow. the bank rescue of 1933 was probably the turning point of the depression. once  people had got over the shock of the bank closures confidence began to increase.  their re-opening marked the revival of hope. an adviser to roosevelt speaking, at a later time, about the hundred days.  (a) what measures did roosevelt introduce to deal with the problems facing american banks?  [5]  (b) why was the national industrial recovery act (nira) important to the success of the new  deal?  [7]  (c) \u2018the greatest opponents of the new deal were the republicans.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
            "12": "12 0470/13/o/n/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 15 look at the photograph, and then answer the questions which follow. a photograph of khrushchev and kennedy published in a chinese magazine in 1961.  a caption with the photograph said \u2018khrushchev, the despicable renegade to the soviet people,  is in the company of us imperialist, chieftain kennedy.\u2019  (a) describe the actions of china between 1949 and 1954 which increased hostility with the  usa.  [5]  (b) why were there conflicts between china and her southern neighbours between 1959 and  1979?  [7]  (c) \u2018in the years 1949\u201390, china\u2019s relationships with the ussr were more friendly than its  relations with the usa.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "13": "13 0470/13/o/n/14 \u00a9 ucles 2014 [turn over16 read the extract, and then answer the questions which follow. there are some people within the communist party who are in important positions  yet who are not wholly communists. mao speaking on chinese radio in 1966.  (a) what was the \u2018democracy wall\u2019?  [5]  (b) why was the \u2018hundred flowers\u2019 campaign ended?  [7]  (c) \u2018the main reason mao launched the cultural revolution was to reassert his personal power.\u2019  how far do you agree with this statement? explain your answer.  [8]",
            "14": "14 0470/13/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 17 read the extract, and then answer the questions which follow. blacks are in towns to attend to the needs of the white man and should depart when  this task is done. the stallard commission, 1922.  (a) in what ways did the growth of the south african mining industry lead to a worsening of the  position of black africans?  [5]  (b) why did south african governments operate a policy of segregation in the inter-war period?  [7]  (c) in the period up to 1948, how effective was resistance by black south africans to discrimination  against them? explain your answer.  [8]",
            "15": "15 0470/13/o/n/14 \u00a9 ucles 2014 [turn over18 look at the photograph, and then answer the questions which follow. a photograph of nelson mandela on his release from prison, february 1990.  (a) what changes did de klerk introduce in 1990?  [5]  (b) why did some people in south africa oppose the changes being made by de klerk?  [7]  (c) \u2018international condemnation of apartheid was the main reason for its collapse.\u2019 how far do you  agree with this statement? explain your answer.  [8]",
            "16": "16 0470/13/o/n/14 \u00a9 ucles 201419 look at the photograph, and then answer the questions which follow. a photograph of namibian workers on strike in 1971.  (a) describe how german colonial rule affected namibians.  [5]  (b) why, after 1915, were namibians unhappy with south african rule?  [7]  (c) \u2018namibian independence was achieved by the people themselves.\u2019 how far do you agree with  this statement? explain your answer.  [8]",
            "17": "17 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 20 read the extract, and then answer the questions which follow. the irgun action has broken the nerves of the british army. instead of imposing a  curfew on the jews, we have imposed a curfew on them. they were afraid to leave  their barracks. it is bad for morale and creates unrest in england. a leading member of a jewish terrorist group speaking in 1946.  (a) what problems faced palestine in 1946?  [5]  (b) why was it difficult for the british government to deal with the issues in palestine?  [7]  (c) \u2018the main reason for israeli success in 1948\u20139 was because they were fighting for the survival  of their new country.\u2019 how far do you agree with this statement? explain your answer.  [8]",
            "18": "18 0470/13/o/n/14 \u00a9 ucles 201421 look at the cartoon, and then answer the questions which follow. a cartoon published in a lebanese newspaper, 31 may 1967. the gun barrels represent  arab states.  (a) describe the crisis of may 1967 prior to the outbreak of war in june 1967.  [5]  (b) why did egypt and syria attack israel in 1973?  [7]  (c) \u2018israel survived the three wars from 1956 to 1973 because of its military superiority.\u2019 how far  do you agree with this statement? explain your answer.  [8]",
            "19": "19 0470/13/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 22  read the extract, and then answer the questions which follow. mr stephenson and mr wood went down the shaft at killingworth colliery to try  out mr stephenson\u2019s lamp. mr stephenson tested the lamp, which met with his  expectations with regard to safety, as there was no explosion. an account of a test of george stephenson\u2019s safety lamp in 1815.  (a) what changes were made in the textile industry to enable production to increase?  [5]  (b) why did the demand for coal increase significantly in the first part of the nineteenth century?  [7]  (c) \u2018technological developments were more successful than government legislation in improving  working conditions in coal mines.\u2019 how far do you agree with this statement? explain your  answer.  [8] 23 read the extract, and then answer the questions which follow. the aim was to elevate the social position of the farm labourers of the country by  assisting them to increase their wages and reduce the number of ordinary working  hours. from the memoirs of joseph arch, published in 1898. arch was the founder of the national  agricultural labourers\u2019 union in 1872.  (a) describe the organisation of the working classes in the early part of the nineteenth century.  [5]  (b) why was the grand national consolidated trades union established?  [7]  (c) how far did unskilled workers benefit from membership of trade unions after 1870? explain  your answer.  [8]",
            "20": "20 0470/13/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 24 look at the poster, and then answer the questions which follow. a nineteenth-century advertisement for tea grown in ceylon. ceylon is now known as sri lanka.  (a) what does the term \u2018imperialism\u2019 mean?  [5]  (b) why did the various imperial powers treat their colonies differently?  [7]  (c) how far did european imperialism depend upon military force? explain your answer.  [8]",
            "21": "21 0470/13/o/n/14 \u00a9 ucles 201425 look at the cartoon, and then answer the questions which follow. a german cartoon published at the time of the berlin colonial conference. the person  standing is bismarck.  (a) what attracted missionaries and explorers to africa in the nineteenth century?  [5]  (b) why did bismarck organise the berlin colonial conference of 1884\u201385?  [7]  (c) how far was western imperialism of benefit to africa and its peoples? explain your answer.  [8]",
            "22": "22 0470/13/o/n/14 \u00a9 ucles 2014blank page",
            "23": "23 0470/13/o/n/14 \u00a9 ucles 2014blank page",
            "24": "24 0470/13/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: question 1  \u00a9  alan farmer & andrina styles;  the unification of germany 1815 \u2013 1919 ;  hodder education;  2007.   question 2  \u00a9  philip sauvain;  european and world history 1815 \u2013 1919 ;  hulton;  1985. question 4   \u00a9  josh brooman;  the end of old europe \u2013 the causes of the first world war ;  published by longman.  reprinted by permission of pearson  education ltd.;  1985.  question 5  \u00a9  nigel kelly & greg lacey;  modern world history ;  heinemann;  1999. question 6  \u00a9  tony mcaleavy;  twentieth century history \u2013 international relations since 1919 ;  cambridge university press;  2002. question 7  \u00a9  david ferriby & jim mccabe;  modern world history ;  heinemann;  2002. question 8  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 9   \u00a9  greg lacey & keith shephard;  germany 1918 \u2013 1945 ;  published by john murray.  reprinted by permission of hodder education/punch;   1997.   question 10  \u00a9  greg lacey & keith shephard;  germany 1918 \u2013 1945;  published by john murray.  reprinted by permission of hodder education;  1997.   question 11  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009. question 12  \u00a9  terry fiehn;  russia & the ussr ;   published by john murray.  reprinted by permission of hodder education;  1996. question 13   \u00a9  terry fiehn et al;  the usa between the wars 1919-1941 ;  published by john murray.  reprinted by permission of hodder education./culver  pictures;  1998. question 14  \u00a9  ben walsh;  ocr gcse modern world history ;  hodder education;  2009.   question 15  \u00a9  getty images; reference number 2664238 question 16  \u00a9  ben walsh;  modern world history ;  published by john murray.  reprinted by permission of hodder education;  1996. question 17  \u00a9  rosemary mulholland;  south africa 1948 \u2013 1994 ;  cambridge university press;  1997. question 18  \u00a9  christopher culpin;  south africa since 1948 ;  published by john murray.  reprinted by permission of hodder education./reuters;  2000. question 19  \u00a9  nangolo mbumba & norbert h. noisser;  namibia in history ;  zed books/idaf;  1988. question 20  \u00a9  walter oppenheim;  the middle east ;  blackwell education;  1989. question 21   \u00a9  josh brooman;  conflict in palestine \u2013 jews, arabs and the middle east since 1900 ;  published by longman.  reprinted by permission of  pearson education ltd.  1989. question 22  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 23  \u00a9  ben walsh;  british social & economic history ;  published by john murray.  reprinted by permission of hodder education;  1997. question 24  \u00a9  www.mysrilankaholidays.com ;  7 november 2012. question 25  \u00a9  www.cbc.ca/dispatches/episode/2012/02/16 ;  7 november 2012.  permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_21.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nf/sw) 84787/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *6849638641*history  0470/21 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/21/o/n/14 \u00a9 ucles 2014option a: 19th century topic did the june days uprising of 1848 have any chance of success? study the background information and the sources carefully, and then answer all the questions. background information in february 1848 king louis philippe of france was overthrown by revolution and the second french  republic was established. the new government set up national workshops to provide employment for the unemployed. people flocked to paris from all over france and by may the workshops were employing 100 000 workers. the workshops were unpopular with rural farmers, who had to pay for them through increased land taxes, and with many people in paris, who feared more radicalism. in june the recently elected constituent assembly closed the workshops. this was very unpopular with the unemployed and the poor, who rose up in rebellion. the following \u2018june days\u2019 saw bitter fighting but after four days the rising had been defeated. did the rising of the june days really have any chance of succeeding? source a on 22 june it was announced that the national workshops were to be closed. workers were told,  with an amazing lack of tact, that \u2018if the workers do not want to leave, we will send them from paris by force\u2019. no effort was made to reassure the unemployed that poor relief provision would be made for them. this convinced many that with such an uncaring government there was no alternative but to recommence the revolution. with the slogan \u2018liberty or death\u2019, a spontaneous revolt began with barricades being constructed in the poorer parts of paris. about 40 000 to 50 000 demonstrators were involved. there was no overall plan, no collective leadership emerged, and the insurrection very rapidly became nothing more than a desperately-fought defence of isolated neighbourhoods. contemporaries saw the conflict as one between the bourgeoisie and the working class. against the  demonstrators were the national guard units from the wealthier areas of paris, made up of property owners, shopkeepers, professional men, intellectuals and skilled workers. they were anxious to defend their own neighbourhoods and to make clear their commitment to a hierarchical society and to crush the threatened social revolution and the prospect of \u2018anarchy\u2019. political differences were forgotten. although many workers failed to report for duty, they still made up one-fifth of the national guard. many of them saw the insurrection as a threat to the republic. a major role in the fighting was given to the mobile guard. they were organised from young,  unemployed workers. they remained loyal to the government which paid them. most important of all, in the work of repression, was the regular army which was to become in the eyes of the propertied classes, the \u2018saviour of civilisation\u2019. overall command was put in the hands of general cavaignac. he was anxious to concentrate his forces and this took time. this apparent inaction encouraged the insurgents to extend their network of barricades. however, once concentration had been achieved, the rising was smashed in three days of bitter street fighting, followed by 12 000 arrests. from a history book published in 1989.",
            "3": "3 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource b after days of debate in the newly-elected assembly it was decided on 24 may to close the workshops  to new enrolment. before long, thousands of unemployed workers were threatened with starvation, as shown by the numerous delegations begging for bread. workmen gathered in large numbers in the evenings not knowing where to turn. the government appointed general cavaignac as commander of the troops, the national guard and  the mobile guard. the 30 000 troops were demoralised and not entirely reliable. the huge national guard was a doubtful asset because it was so socially mixed that there was no knowing how much it could be counted on to fight the workers. his most effective force was the new mobile guard, 15 000 strong, well-trained and tough. hostilities began on 23 june, following the government\u2019s decree dissolving the workshops. barricades  sprang up by the hundreds in the poorer sections of paris. soon, the entire east of the city was in the hands of the insurgents. the vast majority of the barricade fighters were destitute, unemployed workers who had been denied admission to the workshops. most of them had recently come to paris and were in a state of utter desperation. they were completely lacking in any ideas of political or social reform. the june insurrection, in which not a single radical leader participated, and which was an unplanned,  disorganised outbreak, never had much chance of success. it was able to secure control of a large part of the city simply because cavaignac refused to take action until all his forces were ready and concentrated in three places. only 10 000 of the national guard reported for duty but thousands of provincials, eager to defend society against anarchic ideas, arrived in paris. on 24 june cavaignac opened his offensive. much of the fighting was done by the mobile guard, with the soldiers only fighting where success was certain. in four days of desperate fighting the insurgents had lost 400\u2013500 men and were defeated. from a history book published in 1969.",
            "4": "4 0470/21/o/n/14 \u00a9 ucles 2014source c a photograph of barricades in paris on 25 june 1848.",
            "5": "5 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource d a french painting, from the time, of barricades in paris on 24 june 1848. source e days of terror in paris  they no longer seemed to be human beings but monsters,  who took pleasure in the martyrdom of the solid citizens they challenged and who left no horror undone. the people struck their blows with brutal anger, they became intoxicated before they went off to commit murder. such a revolutionary struggle has not previously existed; this one has been the frightful result of the most extreme moral decline of the masses. from an article published in a leading, moderate, liberal german newspaper,  5 july 1848.",
            "6": "6 0470/21/o/n/14 \u00a9 ucles 2014source f what is the sense of the detestable battle which has turned the streets of paris into a bloodbath? with  universal suffrage, freedom of the press and the right of association, all insurrection is absurd. it is a crime against society. it is not permissible for a small minority to express its grievances, if it has any, by shooting people. how could conditions for the proletariat be changed in a single day? we can only hate and despise those who work for disorder, who inspire the conflict and who pay for  the sedition. agitators have exploited the people\u2019s suffering and the most important factor of all about these plots is found in their subversive theories and in wild and reckless ambition. the rebellion was not spontaneous. it was not simply a sudden reaction to hunger. it was well organised. it had its own regulations, its leaders and its meeting places. it operated with astonishing efficiency. order will be restored, for a society cannot abandon itself to the wishes of a minority. from le national, a republican newspaper, 29 june 1848. this newspaper had led  the opposition to louis philippe earlier in the year. source g accused : they gave me some drinks and led me to the barricade. there they said to me, \u2018look, are  you going to shoot?\u2019 \u2018are you serious?\u2019, i said, \u2018who at?\u2019 \u2018are you going to shoot?\u2019, they repeated, \u2018if not, you\u2019ll have to hand over your musket.\u2019 and they took it away. the next day they made me take one from a wounded man. i only fired twice. question : why did you fire? accused : the one\u2019s who wouldn\u2019t fire were called idlers and were maltreated. question : but did you not know you were firing on your brothers? accused : y es. but they told me it wasn\u2019t the same thing. a man like me from the country who had never  heard these things talked about, and who couldn\u2019t read or write \u2013 a man like me is easily led astray. from the record of the trial of a labourer accused of involvement in the june days,  september 1848. source h i have spent the last five days and nights on the streets with all the other honest men in paris. the  revolutionary army came close to succeeding. happily such was their stupidity that they hoisted high the flag of communism which turned the entire sane population against them. the insurgents wanted to pillage paris and establish government by guillotine. we fought to save our skins. the insurgents were numerous, perfectly organised and well provided with arms and munitions. in a few hours they were in control of a third of the city and had protected it with well-constructed barricades. the national guard was the first to resist and suffered heavy casualties, but it carried along the soldiers and mobile guards whose loyalty had been in doubt. the insurgents massacred their prisoners, cutting off their hands and feet. amongst some prisoners  we captured was a man whose arms were covered in blood up to his elbows after bathing his hands in the open stomach of a wounded mobile guard. can anything be done with people who regard a riot as fun, ready to kill or be killed for senseless slogans? this last battle has given them a serious lesson, but the danger remains. from a letter, 28 june 1848, by a writer and historian who had joined the national guard.  the letter was to the wife of louis napoleon who later became emperor napoleon iii.",
            "7": "7 0470/21/o/n/14 \u00a9 ucles 2014 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study sources c and d.  which of these two sources would be more useful to a historian studying the june days in france,  1848? explain your answer using details of the sources and your knowledge. [7] 3 study source e.  why was this article published in july 1848? explain your answer using details of the source and  your knowledge. [7] 4 study sources f and g.  does source g make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  do you trust this account of the june days? explain your answer using details of the source and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the rising in june 1848 had no chance  of succeeding? use the sources to explain your answer. [12]",
            "8": "8 0470/21/o/n/14 \u00a9 ucles 2014option b: 20th century topic who gained more from the nazi-soviet pact? study the background information and the sources carefully, and then answer all the questions. background information in 1939, britain and france were in negotiations with the soviet union. they all feared germany.  however, chamberlain distrusted the soviet union and was not keen to reach an agreement. this disappointed stalin and when germany began to make approaches to the soviet union in may 1939 they were received positively. the nazi-soviet pact was signed by molotov, the soviet foreign minister, and ribbentrop, the german foreign minister, on 23 august 1939. the two countries agreed not to attack each other, and secretly agreed to divide poland between the two of them. the german invasion of poland started on 1 september and on 17 september soviet forces moved in to take their share of the country. however, the two countries did not fully trust each other and their agreement was not guaranteed to last long. did the soviet union gain more than germany from the nazi-soviet pact? source a the english and french representatives who came to moscow to talk with us didn\u2019t really want to  join forces with us against germany at all. our discussions with them were fruitless. that\u2019s how the ribbentrop-molotov pact came into being. we knew perfectly well that hitler was trying to trick us with the treaty. stalin told me that because of this treaty the war would pass us by for a while. we would be able to stay neutral and save our strength. i believe that the pact was inevitable, given the circumstances of the time, and that in the final analysis  it was profitable for the soviet union. i think the vast majority of the communist party considered the signing of the treaty tactically wise on our part, even though nobody could say so publicly. we couldn\u2019t even discuss the treaty at party meetings. for us to have explained our reasons would have been offensive and nobody would have believed us. it was hard for us, as anti-fascists, to accept the idea of joining forces with germany. it was impossible to explain it to the man in the street. therefore we couldn\u2019t admit outright that we had reached an agreement with hitler. from the memoirs of nikita khrushchev, published in 1971. in 1939 khrushchev  was head of the communist party in ukraine, part of the ussr.",
            "9": "9 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource b the announcement on 23 august about the pact came like a thunderclap to the international communist  movement. we were thrown into utter confusion. we looked hopefully for an escape clause in the pact, but the official text provided none. for several days there was no clarification from moscow and we communists were left painfully on our own. a national conference of the communist party in america had been scheduled for that weekend and  it took place amid great anxiety. eugene dennis seemed to make the most sense, calling for a fight on two fronts: against the fascist enemy and against the appeasing democratic governments which could not be relied on to fight fascism. this attitude, a reasonable continuity with our former position, did not last long. statements now began to come from moscow which made clear a big change in policy was under way. the soviet position was that british and french imperialists were responsible for the war, that this was an imperialist war and that neither side should be supported. the world communist movement followed behind these statements. until then communist parties had  been demanding that their governments fight against fascism. we now denounced this approach. we demanded that the war be ended; how this could be done without the military defeat of hitler was left unclear. some communist leaders in the west suggested a policy of working to establish governments that would energetically fight the fascists, but these leaders were removed. actually, a good case could be made for the pact. for years moscow had tried to reach an agreement  with the west against fascism. instead, the west had come to an agreement with fascism at munich and behind the back of the soviet union. after munich, the soviet union had every reason to believe that the west was manoeuvring to push hitler into an attack upon the ussr. the soviet union decided to protect itself through a non-aggression pact. the west had only itself to blame for what happened. the soviet union undoubtedly gained temporary safety and additional time to prepare for the inevitable onslaught. from the memoirs of john gates, published in 1958. gates was a leading communist  in the usa.",
            "10": "10 0470/21/o/n/14 \u00a9 ucles 2014source c a cartoon published in america in september 1939.",
            "11": "11 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource d a cartoon published in britain, 20 september 1939. source e comrades: in view of the tense state of affairs, the conclusion of a pact of non-aggression between the  ussr and germany is of tremendous positive value, eliminating the danger of war between germany and the soviet union. as you know, anglo-french-soviet negotiations for a pact of mutual assistance began in april. the proposals of the british government were entirely unacceptable. such a pact would only have been of value if there had been agreement about military measures against the attack of an aggressor. negotiations about this met a difficulty when poland rejected military assistance on the part of the soviet union. great britain even encouraged these objections. it became clear that these negotiations were doomed to failure and we had to explore other possibilities  of ensuring peace and defending the interests of the ussr [applause]. only when it became clear that the german government genuinely desired to change its foreign policy towards the ussr did we agree to a soviet-german pact. the pact has been the object of numerous attacks in english, french and american newspapers.  leading these efforts are \u2018socialist\u2019 newspapers, diligent servants of capitalism and of gentlemen who pay them decently [laughter]. the soviet union signed the pact in the interests of the peoples of the ussr and in the interests of all peoples and of world peace. from a speech by molotov to the supreme soviet of the ussr, 31 august 1939.",
            "12": "12 0470/21/o/n/14 \u00a9 ucles 2014source f of course it is all a game to see who can fool whom. i know what hitler\u2019s up to. he thinks he\u2019s outsmarted  me, but actually it is i who have tricked him! stalin speaking to beria and khrushchev on 24 august 1939. beria was the soviet  commissioner for internal affairs. the speech was reported by khrushchev in his  memoirs. source g since i realised japan will not go with us unconditionally and that mussolini is endangered by that idiot  of a king, i decided to go with stalin. as to what the weak western powers assert about me, that is of no account. i experienced those poor worms daladier and chamberlain at munich. they will be too cowardly to attack. poland will be depopulated and settled with germans. my pact with the poles was merely to gain time. the fate of russia will be exactly the same. after stalin\u2019s death \u2013 he is a very sick man \u2013 we will break the soviet union. then will begin the dawn of the german rule of the earth. from a speech by hitler to his generals, 22 august 1939.",
            "13": "13 0470/21/o/n/14 \u00a9 ucles 2014 [turn oversource h a cartoon published in a polish newspaper, 8 se ptember 1939. the figure on the  left is ribbentrop. molotov is behind him. stalin is saying, \u2018ribbentrop, you can kiss  my hand now and we will see what comes next.\u2019",
            "14": "14 0470/21/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study source e.  do you believe molotov? explain your answer using details of the source and your knowledge. [8] 4 study sources f and g.  does source g make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  why was this source published in september 1939? explain your answer using details of the  source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that russia got more than germany from  the nazi-soviet pact? use the sources to explain your answer. [12]",
            "15": "15 0470/21/o/n/14 \u00a9 ucles 2014blank page",
            "16": "16 0470/21/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: option a  source a \u00a9 roger price; the revolutions of 1848 ; humanities press international; 1989. option a  source b \u00a9 william langer; political and social upheaval 1832 \u2013 1852 ; harper torchbooks; 1969. option a  source c \u00a9 www.internationalpeaceandconflict/org/photo/paris-at-the-barricades; 8 april 2013.option a  source d \u00a9 steve art gallery; www.steveartgallery.se; 8 april 2013.option a  source e \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source f \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option a  source g \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option a  source h \u00a9 roger price; documents of the french revolution 1848 ; macmillan press; 1996. option b  source a \u00a9 ed. edward crankshaw; khrushchev remembers ; andre deutsch; 1971. option b  source b \u00a9 www.spartacus.schoolnet.co.uk; 8 april 2013.option b  source c \u00a9 www.johndclare.net; 8 april 2013.option b  source d \u00a9 david low; rendezvous ; evening standard; 20 september 1939; ref: lse2692;  www.cartoons.ac.uk. option b  source e \u00a9 v. m. molotov; the meaning of the soviet-german non-aggression pact ; workers library publishers; 1939. option b  source f \u00a9 ed. edward crankshaw; khrushchev remembers ; andre deutsch; 1971. option b  source g \u00a9 frank mcdonough; hitler, chamberlain and appeasement ; cambridge university press; 2002. option b  source h \u00a9 wikipedia.org/nazi-soviet.pact; 9 april 2013. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_22.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (nf/sw) 84788/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9824000361*history  0470/22 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/22/o/n/14 \u00a9 ucles 2014option a: 19th century topic what was the attitude of frederick william towards the  demands of the reformers in 1848\u201349? study the background information and the sources carefully, and then answer all the questions. background information frederick william, king of prussia, was a strange mixture. he believed in the divine right of kings but  had a romantic idea of his position and of his relationship with his people. when revolution broke out in prussia in march 1848 he seemed to be unsure of what to do and his reactions were inconsistent. for example, he called a national assembly but later dissolved it. because of his actions, his attitudes towards liberal reforms and unifying germany are unclear. the people also had mixed feelings about him. one day he could be their hero but on another he  was their enemy. in april 1849 he was even offered the crown of a united germany by the frankfurt parliament. did frederick william really have sympathy with the ideas of the reformers? source a what mattered most was what happened in prussia. on 13 march 1848 cavalry forces in berlin charged  the crowds and as usual showed themselves to be brutal. the crowds, who hated the troops, began to hurl stones. two days later huge crowds surged about the royal palace and attacked the guards and insisted that the troops be withdrawn from the city. news of the revolution in vienna naturally put the situation in berlin completely out of control. the king  now began to make concessions. he announced on 18 march that the diet would meet, a constitution would be granted and prussia would assume leadership in the effort to achieve german unity. the crowds responded enthusiastically until they spotted the troops massed in the courtyard of the palace, when they renewed their demands that the troops be withdrawn. the king eventually ordered the army to clear the crowd away from the palace square. by midnight the army had control over the centre of the city but general prittwitz had become convinced  that to suppress the uprising everywhere would be a long process. the king and his generals were firmly convinced that french and polish revolutionaries had come in and stirred up the population. when the general advised him to leave for potsdam to allow the city to be bombarded into submission, the king, fully convinced that his people had not spontaneously revolted against him, refused to abandon berlin. instead he composed a pathetic appeal \u2018to my dear berliners\u2019 which was a surrender. he ordered the withdrawal of the troops to their barracks. the next afternoon a huge crowd appeared before the palace with seven or eight wagons filled with the dead. the king was obliged to appear on the balcony and show respect for these victims. nothing could have demonstrated more clearly the capitulation of the prussian monarchy. it was the deepest humiliation ever suffered by the hohenzollern dynasty. frederick william completed his surrender by agreeing to the establishment of a civic guard, thus placing himself entirely under the protection of his subjects. it was a real misfortune that at this crucial moment the prussian crown should have been worn by a man so little fitted to the requirements of the modern world. from a book published in 1969.",
            "3": "3 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource b in 1848\u201349 the hopes of the frankfurt parliament lay with prussia. frederick william was a strange and  complex character, sensitive, cultured and charming but moody. he was a fervent believer in the divine right of kings but he was far from a total reactionary. on 13 march a demonstration by workers took place in the palace square. the demonstrators threw  stones at the troops who replied by opening fire with cannon and rifles. on 16 march, news of revolution in vienna and the dismissal of metternich reached berlin and popular excitement rose even further. frederick william accepted the idea of a new constitution, agreed to call the diet, and agreed to end censorship. on 18 march a large crowd collected outside the royal palace. the king appeared on the balcony and  was loudly cheered. he then ordered the troops to clear the crowds and shots were fired. students and workers immediately set up barricades. at least 300 rioters were killed as troops won control of the city. the king, who all his life hated bloodshed and disliked the army, decided to make a personal appeal  for peace and calm. he wrote a letter \u2018to my dear berliners\u2019. copies were quickly printed and put out in the city centre on the morning of 19 march. troops were withdrawn and the king was left in his palace guarded only by berlin citizens who formed a civic guard. the king appeared on the balcony and showed respect for the bodies of the dead rioters. berliners hoped that frederick william might become a constitutional monarch and that he might support the national revolution. on 21 march he appeared in the streets of berlin with the german colours \u2013 black, red and gold, round his arm. greeted with enormous applause, he declared \u2018i want liberty: i will have unity in germany\u2019. in the following days he granted a series of reforms. from a book published in 2001. source c to my dear berlinersit rests with you now, citizens of my beloved capital, to prevent even greater chaos. y our king and most  loyal friend pleads with you to recognise your unhappy error. return to the path of peace and clear away those barricades. and i give you my royal oath that every street will be cleared of troops. citizens, forget what has happened, just as in my heart i too will forget it for the sake of that great future which will dawn for prussia and through prussia for all germany. from frederick william\u2019s declaration on 19 march, 1848.",
            "4": "4 0470/22/o/n/14 \u00a9 ucles 2014source d a drawing, from the time, of the disturbances in berlin. it is entitled \u2018the dance of  death, 1848\u2019.",
            "5": "5 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource e a drawing of the disturbances in berlin, published in britain in may 1849.",
            "6": "6 0470/22/o/n/14 \u00a9 ucles 2014source f a meeting was held in which it was decided that where a barricade was removed by the citizens, the  troops opposite would be withdrawn. with this reply the deputations of citizens appeared content and most of them left. suddenly bodelschwingh entered the room. he declared in a loud voice, \u2018as the barricades are disappearing so his majesty commands that all troops should be withdrawn from all streets and squares.\u2019 in vain general prittwitz declared that such a disappearance of the troops from the streets and squares was not sensible. communications between the various units would be lost, the garrison at the palace could no longer be supported and the troops would see it as surrendering to the enemy. we asked if by \u2018all squares\u2019, the palace squares were included because these were the only ones  where returning troops could take up positions. bodelschwingh then turned to the officers present and said, \u2018now run and hide, gentlemen, to pass on the commands of the king. the troops are to march off with drums beating and trumpets sounding.\u2019 from an account of a meeting in march 1848, by general leopold von gerlach,  frederick william\u2019s chief military adviser. bodelschwingh was a leading member of  the prussian government. source g there is an unhealthy atmosphere and the general excitement has not lessened since the various  declarations of the king. people demand that they want clear concessions, not these vague promises, which appear to be forced by present circumstances and will be reversed as soon as possible. it is impossible to understand the blindness of the king and the inflexibility of bodelschwingh which will lead to the destruction of the state and send frederick william on the same path as louis philippe. if there are appropriate concessions frederick william will be welcomed from all sides as the constitutional emperor of germany. a german in cologne, writing to his son in march 1848 about events in berlin. source h to my people and to the german nationwith confidence i speak today to the german nation, when the fatherland is in the greatest danger. it  can be saved from this danger only by the closest unity of the german princes and people under one leadership. today i take over this leadership. i have today taken the german colours and have put myself and my  people under the flag of the german nation. the diet already called for 2 april offers itself as a lawful way in which to proceed. i intend to invite the princes and estates of germany. what is needed today is the formation of a common german national army.the assembly of the german states will discuss the foundation of a new germany, of a united, not  uniform, germany, of a unity in diversity, of a unity with freedom. the introduction of a constitution with ministerial responsibility, justice based on juries, equal political rights for all religions, and a truly liberal government, will alone be able to create a higher and inner unity. from frederick william\u2019s proclamation to the german people, 21 march 1848.",
            "7": "7 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource i about the crown which the parliament has for sale: every german nobleman is a hundred times too  good to accept such a crown moulded out of the dirt and dregs of revolution, disloyalty and treason. the german national assembly has counted on me in all things which were calculated to establish the  unity of germany and the power of prussia. i feel honoured by their confidence but i should not justify that confidence if i, violating sacred rights, were, without the agreement of the crowned princes and the free states of our fatherland, to make a decision which must be of decisive importance to them and to the states which they rule. frederick william\u2019s response in april 1849 to the offer of the german crown by the  frankfurt parliament. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  why do you think frederick william issued this declaration in march 1848? explain your answer  using details of the source and your knowledge. [8] 3 study sources d and e.  how similar are these two drawings? explain your answer using details of the sources and your  knowledge. [7] 4 study sources f and g.  which of these two sources is more useful to a historian studying events in berlin in 1848? explain  your answer using details of the sources and your knowledge. [7] 5 study sources h and i.  does source h make source i surprising? explain your answer using details of the sources and  your knowledge. [9] 6 study all the sources.  how far do these sources provide convincing evidence that frederick william accepted the ideas  of the reformers of 1848\u201349? use the sources to explain your answer. [12]",
            "8": "8 0470/22/o/n/14 \u00a9 ucles 2014option b: 20th century topic was chamberlain\u2019s policy towards germany a failure? study the background information and the sources carefully, and then answer all the questions. background information after he had achieved the anschluss with austria in march 1938, hitler turned his attention to  czechoslovakia. on 15 september chamberlain (the british prime minister) met hitler at berchtesgaden and was told that hitler wanted the sudetenland to be incorporated into germany. on 21 september the czech government was told by britain and france that it could either give in to german demands or fight germany alone. further meetings took place at bad godesberg on 22 september and munich on 29 september. it was agreed that the sudetenland should be incorporated into germany by 10 october. chamberlain was a central figure in all the negotiations over czechoslovakia. how successful was he? source a chamberlain\u2019s broad aim in foreign policy was, as he told parliament in 1937, a general settlement  of the grievances of the world without war. the grievances arose out of the treaty of versailles, which the germans regarded as a diktat, and was obviously unfair. throughout the course of the late 1930s chamberlain was faced by the problem of whether to defend those artificial creations of the peace settlement, such as austria and czechoslovakia, which he knew to be unworkable, or follow his own \u2018appeasing\u2019 instincts and let them dissolve. why should britain stand in the way of the german minority of 3.25 million in czechoslovakia returning to germany? even before chamberlain met hitler on 22 september, doubts were growing in britain about  chamberlain\u2019s policy. in the meeting hitler insisted on immediate cession of the sudetenland, to be followed by military occupation. if no agreement were reached, he threatened to send troops in within six days. chamberlain agreed and reported, when he returned to britain, that hitler had no ambition beyond the sudetenland and that he was a man chamberlain could do business with. the munich conference on 29 september merely affected the timing and means of the dismemberment of czechoslovakia. instead of the sudetenland being forcibly occupied as hitler had demanded, the occupation was spread over the first ten days of october. munich was in one respect a triumph for chamberlain. hitler had been obliged to abandon his plan to \u2018smash czechoslovakia by military action\u2019. at the beginning of september hitler was confident that britain would not intervene but by 27 september hitler had been persuaded by chamberlain\u2019s actions that there was a risk of war and had sent a note dropping his threat to use military force. after munich chamberlain returned home waving a piece of paper that he had persuaded hitler to sign. it promised that britain and germany would \u2018never go to war again\u2019. from a history book published in 1994.",
            "9": "9 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource b czechoslovakia consisted of a number of mixed nationalities artificially amalgamated into a nation  by the peacemakers of 1919. during 1938 hitler presented himself as the defender of the so-called \u2018oppressed minority\u2019 of sudeten germans. chamberlain believed that the czech problem had to be solved by negotiation. on 22 september 1938, the self-styled \u2018messenger of peace\u2019 took hitler the news of the czech agreement to hand the sudetenland over to germany. but he then found that hitler had new demands, which included an immediate german occupation of the sudetenland. astonishingly chamberlain was even willing to agree with this. the later munich conference simply agreed to the sudetenland being peacefully incorporated into germany. it seems hitler, despite gaining the sudetenland without firing a shot, was dissatisfied with munich and was eager to push ahead with his own desire to occupy the remainder of czechoslovakia at the earliest opportunity. in a separate meeting, chamberlain persuaded hitler to sign a piece of paper which declared that britain and germany would \u2018never go to war with one another again\u2019. to hitler, it was a worthless piece of paper. the munich agreement was celebrated as a triumph for chamberlain but not everyone agreed. the  soviet union believed that britain and france were happy so long as hitler moved eastward. the seeds of the later nazi-soviet pact were probably planted in the mind of stalin at the time of munich. in britain the cheers and acclaim for chamberlain were symbolic of a deep longing to avoid a second world war. from a history book published in 1997. source c a cartoon published in a british newspaper on 25 september 1938. the man in the  cartoon is chamberlain.",
            "10": "10 0470/22/o/n/14 \u00a9 ucles 2014source d a cartoon published in britain in a communist newspaper on 1 october 1938. the  figures on the left are daladier (the french prime minister) and chamberlain. the  figures on the right are mussolini and hitler. source e how horrible, fantastic, incredible it is, that we should be digging trenches and trying on gas-masks  here, because of a quarrel in a faraway country between people of whom we know nothing. however much we may sympathise with a small nation confronted by a big and powerful neighbour, we  cannot in all circumstances undertake to involve the whole british empire in war simply on its account. if we have to fight, it must be on larger issues than that. i am myself a man of peace to the depths of my soul; armed conflict between nations is a nightmare to me. war is a fearful thing, and we must be very clear before we embark on it, that it is really the great issues that are at stake. from a radio broadcast by chamberlain to the british people on 27 september  1938.",
            "11": "11 0470/22/o/n/14 \u00a9 ucles 2014 [turn oversource f a cartoon published in britain in july 1938. source g chamberlain at last came into parliament, and was cheered frantically by members of all parties.  everyone appreciates the great efforts he has made. i sat immediately behind him. chamberlain rose, and in measured, stately english, began the tale of his negotiations with hitler. he was calm, deliberate, good-tempered and patient. with just a suggestion of a smile he told how he had telegraphed to both hitler and mussolini this morning; he had sought mussolini\u2019s help and intervention, and how he had not let him down, but had acted promptly. members of parliament thought there might yet be hope. the f\u00fchrer had agreed to postpone  negotiations for another 24 hours \u2013 and then the pm produced a masterstroke, and read a message. \u2018that is not all. i have something further to say,\u2019 and he told how hitler had invited him to munich tomorrow morning, that mussolini had accepted the same invitation, that m. daladier in all probability would do so too \u2013 every heart throbbed and there was born in many, in me, at least, a gratitude, an admiration for chamberlain which will be eternal. i felt sick with enthusiasm, longed to clutch him \u2013 he continued for a word or two and then we all cheered and bellowed our approval. we stood on our benches, waved our order papers, and shouted \u2013 a scene of indescribable enthusiasm. peace must now be saved, and with it the world. from the diary of henry channon, 28 september 1938. channon was a  conservative mp who held a minor post in chamberlain\u2019s government.",
            "12": "12 0470/22/o/n/14 \u00a9 ucles 2014source h a cartoon published in the soviet union in 1939. the policemen represent daladier  and chamberlain. the cccp is the soviet union.",
            "13": "13 0470/22/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study sources e and f .  does source e prove that the cartoonist of source f is wrong? explain your answer using details  of the sources and your knowledge. [8] 4 study source g.  do you trust this source? explain your answer using details of the source and your knowledge. [7] 5 study source h.  why was this source published in 1939? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that chamberlain was successful in his  dealings with germany over czechoslovakia? use the sources to explain your answer. [12]",
            "14": "14 0470/22/o/n/14 \u00a9 ucles 2014blank page",
            "15": "15 0470/22/o/n/14 \u00a9 ucles 2014blank page",
            "16": "16 0470/22/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: option a  source a \u00a9 william langer; political and social upheaval 1832 \u2013 1852 ; harper torchbooks; 1969. option a  source b \u00a9 a. stiles & a. farmer; the unification of germany 1815 \u2013 90 ; reproduced by permission of hodder education; 2001. option a  source c \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source d \u00a9 germany, austria and italy ; open university press; 1976. option a  source e \u00a9 germany, austria and italy ; open university press; 1976. option a  source f \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source g \u00a9 the revolutions of 1848 document collection ; open university press; 1976. option a  source h \u00a9  michael gorman; the unification of germany ; cambridge university press; 1989. option a  source i \u00a9 a. stiles & a. farmer; the unification of germany 1815 \u2013 90 ; reproduced by permission of hodder education; 2001. option b  source a \u00a9 c. shephard.option b  source b \u00a9 c. shephard.option b  source c \u00a9 roy douglas; the cartoonist\u2019s vision 1919 \u2013 39 ; routledge / news group newspapers ltd; 1992. option b  source d \u00a9 roy douglas; the cartoonist\u2019s vision 1919 \u2013 39 ; routledge / the daily worker; 1992. option b  source e \u00a9 www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/chamberlainandappeasement; 9 april 2013.option b  source f \u00a9 david low; what\u2019s czechoslovakia to me, anyway?  evening standard; 18 july 1938; ref: dlnz0035; www.cartoons.ac.uk. option b  source g \u00a9 www.spartacus.schoolnet.co.uk/.option b source h \u00a9 tony downey; the ussr ; oxford university press; 1989. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_23.pdf": {
            "1": "this document consists of 12 printed pages and 1 insert. dc (nf/sw) 84789/4 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *1674348259*history  0470/23 paper 2 october/november 2014  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p12] the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/23/o/n/14 \u00a9 ucles 2014option a: 19th century topic was there a real chance of the social system in europe being destroyed  in 1848? study the background information and the sources carefully, and then answer all the questions. background information the revolutions of 1848 were widespread. they affected france, prussia and other parts of germany,  the habsburg empire and many parts of italy. they also contained a wide range of different grievances, participants and aims. for some historians the uprisings were led by downtrodden, industrialised, working-class revolutionaries  who wanted to make fundamental changes to the organisation of society. however, there were also middle-class revolutionaries, many of whom were intellectuals who did not want to tear down society but did want moderate reforms such as reform of the voting system and an ending of censorship. the years before 1848 saw bad harvests, rises in food prices and enormous hardship for the poor in the country and in the towns. many of these people just wanted enough for their families to eat. did the 1848 revolutions really get close to destroying the social system of the time? source a in absolutist europe the rigidity of the political regimes, which had been designed to fend off all change  of a liberal kind, left even the most moderate of liberals no choice other than no change or revolution. they might not be ready to revolt themselves, but unless someone did, unless there was a social revolution, they would gain nothing. the regimes of 1815 had to go sooner or later. they knew it themselves. in 1848 the first faint puff of revolution blew them away. but unless there was at least such a puff, they would not go. the crises in european politics, between the ruling classes and the discontented bourgeoisie, coincided  with a social catastrophe: the great depression which swept across the continent. harvests failed. entire populations starved. food prices rose. industrial depression increased unemployment. this disaster coincided with the crumbling of the old regimes. a peasant rising in galicia in 1846; the election of a \u2018liberal\u2019 pope in the same year. these were the first signs of the storm. everyone knew it. rarely has revolution been more universally predicted. all the revolutions had something in common. they were social revolutions of the labouring poor.  they frightened the moderate liberals whom they pushed into power \u2013 and even some of the more radical politicians. the revolutions were made by the working class. it was the workers who died on the barricades and fought on the streets. it was their hunger that powered the demonstrations that turned into revolutions. in southern italy the peasants spontaneously marched out with flags and drums to partition the great estates. the hungarian diet abolished serfdom. there was no doubt that the \u2018social system\u2019 was in danger. this danger was not present everywhere. the german middle classes were not worried by any  immediate prospect of proletarian communism. the moderate opposition of the 1840s had not wanted revolution. they preferred negotiation. pushed into revolution by the forces of the poor, they were much more worried by the danger from their left than by the old regimes. when the barricades went up in paris, all moderate liberals were potentially conservatives. from a book published in 1962.",
            "3": "3 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource b the articulate leaders of the revolutions were drawn from the middle classes; they included a sizeable  component of intellectuals. to understand the revolutions, we must understand the major ideas and social position of these key groups. y et the lower classes cannot be neglected. while the middle-class leaders often set the stage for revolution, and then seized on its rewards, the lower classes, particularly urban craftsmen, created the fact of revolution itself. they provided the muscle. only occasionally did other groups, such as university students, risk outright physical disorder. a combination of forces is common in major revolutionary outbreaks. the group that provides the  violence is seldom ready to assume political leadership. but in 1848 the various revolutionary components were unusually distinct. the middle classes, even when backing revolution, feared attack from below. no discussion of revolutionary causation can deal with the attacking forces alone. the 1848 outbreaks  resulted from weakness in the governing elite, as well as the push from below. however, the weakness was superficial and the failure of the revolutions owes much to the resilience of the elite. the best approach towards understanding the revolutions is to see them as a bid by the rising middle  classes to take political control, from which they were excluded. the approach has much to commend it. the middle class was rising. industrialisation had increased its number and wealth. most professional people were not revolutionary and the revolutionaries such as mazzini were easily put down. they were not a major factor in causing the outbreaks. the more general unhappiness of professional people did, however, play a role. professional people flocked to the banquets in france and these provided the immediate spur to revolution. these professional people had not advocated revolution but they were not against using it. the frankfurt assembly, called by german nationalists, was dominated by lawyers and professors. from a book published in 1974.",
            "4": "4 0470/23/o/n/14 \u00a9 ucles 2014source c   a cartoon published in an english magazine in 1848. source d many detachments of volunteers were formed at the first call to march on paris. many people did not  wish to see the overthrow of all social order. they only wanted to go to the aid of society, whose very existence they judged threatened by hordes of barbarians. many rich men were keenest in the ranks of the national guard. they had a stronger sense of the threat posed to property. from a report by the magistrate in angers, a city in western france, 5 july 1848.  this was presented as evidence to the commission of inquiry that was held after  the june days. source e along the road came a crowd of wretchedly thin and haggard people in their thousands. several  hundred women met us not far from the village. they were dressed in tattered clothes, the very picture of poverty. all of them shouted \u2018long live the constitution\u2019, \u2018long live italy\u2019, but they all demanded bread and land. an account by a government official, may 1848. he went to investigate the great  land occupation during the revolution in the mountains of sila in the kingdom of  the two sicilies.",
            "5": "5 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource f days of terror in paris  they no longer seemed to be human beings but monsters,  who took pleasure in the martyrdom of the solid citizens they challenged and who left no horror undone. the people struck their blows with brutal anger, they became intoxicated before they went off to commit murder. such a revolutionary struggle has not previously existed; this one has been the frightful result of the most extreme moral decline of the masses. from an article published in a leading, moderate, liberal german newspaper,  5 july 1848. source g the strength of the rebellion lay, no doubt, in the poverty of many of the insurgents. but agitators  exploited this suffering, which was, alas, only too real, and the most important factor of all about the plots is found in their subversive theories and in wild and reckless ambition. the rebellion was not spontaneous. it was not simply a sudden reaction to hunger. it was so well organised. it had its own regulations, its leaders and its meeting places. it had links with all forces for disorder and it operated with astonishing efficiency. from the report of the government commission of inquiry that was held in july 1848 after the  june days. source h a cartoon published in germany in 1848 entitled \u2018parliament of the future\u2019.",
            "6": "6 0470/23/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study source c.  what was the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [7] 3 study sources d and e.  does source e make you surprised by source d? explain your answer using details of the sources  and your knowledge. [7] 4 study sources f and g.  which of these two sources do you trust more? explain your answer using details of the sources  and your knowledge. [8] 5 study source h   why was this source published in germany in 1848? explain your answer using details of the  source and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the revolutions of 1848 were a real  threat to the social system? use the sources to explain your answer. [12]",
            "7": "7 0470/23/o/n/14 \u00a9 ucles 2014 [turn overoption b: 20th century topic how far was the treaty of versailles responsible for the second  world war? study the background information and the sources carefully, and then answer all the questions. background information some historians have regarded the treaty of versailles as a failure. they have made direct connections  between its weaknesses and the outbreak of the second world war in 1939. some argue that the treaty was too harsh on germany and created a desire for revenge. others have claimed that the treaty should have weakened germany further to ensure it could never threaten peace again. however, there is another view that the peacemakers at versailles did their best in very difficult  circumstances and that they achieved much. it is argued that to make a direct connection between the treaty and the outbreak of war in 1939 is far too simplistic. did the treaty of versailles cause the second world war? source a some of the problems that had faced the peacemakers at the peace conference had been shelved. the  allied victory had not been decisive enough and germany remained too strong. nationalism was still gathering momentum but the demand for nation-states, based on a single nationality, was not possible in the world of 1919. it was not possible to put all the germans into germany. the peacemakers felt they had done their best, but they had no illusions that they had solved the world\u2019s problems. it became commonplace to blame everything that went wrong in the 1920s and 1930s on the  peacemakers and the settlements they made in paris in 1919. \u2018the final crime\u2019, declared one magazine in 2000, was \u2018the treaty of versailles, whose harsh terms would ensure a second war\u2019. pointing the finger and shrugging helplessly are effective ways of avoiding responsibility. they ignore the actions of everyone \u2013 political leaders, diplomats, soldiers, ordinary voters \u2013 for twenty years between 1919 and 1939. hitler did not wage war because of the treaty of versailles, although he found its existence was very  useful for his propaganda. even if germany had been left with its old borders, even if it had been allowed whatever military forces it wanted, even if it had been allowed to join with austria, he still would have wanted more: the destruction of poland, control of czechoslovakia, above all the conquest of the soviet union. he would have demanded room for the german people to expand and the destruction of their enemies, whether jews or bolsheviks. there was nothing in the treaty of versailles about that. the peacemakers of 1919 made mistakes but they tried to build a new, and better, world. they could  not control the future. that was up to their successors. from a history book published in 2001.",
            "8": "8 0470/23/o/n/14 \u00a9 ucles 2014source b versailles came as a stunning blow to german pride. the treaty was simply presented for germany \u2018to  sign or not to sign\u2019 \u2013 in german eyes a diktat. versailles deprived germany of well over 10 per cent of its population, territory and economic resources. the german army was disbanded and disarmed. germany was saddled with liability to pay reparations and with responsibility for the war. not surprisingly, versailles provoked strong resentment and hostility in germany. this was among the first and most lasting of its consequences. despite these terms, however, germany\u2019s position was potentially improved. germany remained the  dominant power in a europe exhausted and diminished by war. germany emerged from versailles strategically advantaged. gone were the 1914 barriers to german expansionism in the east and south: the empires of russia and austria-hungary. instead germany was fringed by the new, untried states: poland, czechoslovakia and austria. relative to germany they were small, or like poland disunited, with dissident minorities, including germans. the allies\u2019 adoption of national self-determination at versailles thus created a european power-vacuum conducive to german expansionism. the application of the principle at the expense of germans rekindled a sense of racial pride in germany. the gathering of all germans within an expanded \u2018greater germany\u2019 became both a popular national aspiration and a feasible political goal in the europe of nation-states created by versailles. undermining the versailles settlement from the start was the failure to solve the continuing threat posed  by germany\u2019s natural predominance in europe. the victors sought to construct a new europe based on german goodwill and joint allied readiness to maintain the peace. neither precondition was met. one feature only of the versailles settlement kept germany under control: allied military occupation of the rhineland. however, in stipulating a maximum term of 15 years, versailles provided for its own undoing. the last allied troops left the rhineland in 1930. as soon as germany was strong enough to challenge what remained of versailles, the one element capable of preventing it \u2013 the allied presence in the rhineland \u2013 was removed. from a history book published in 1994.",
            "9": "9 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource c a cartoon published in a british newspaper, may 1919. \u2018the tiger\u2019 refers to clemenceau.",
            "10": "10 0470/23/o/n/14 \u00a9 ucles 2014source d a cartoon, entitled \u2018cause precedes effect\u2019, published in a british newspaper, 1935.  it shows a parade of world statesmen led by the versailles peacemakers. source e a cartoon published in the soviet union, 1938. the englishman is telling the czech  to put his head into the noose rather than being shot by the german. the words on  the noose mean \u2018accept defeat\u2019.",
            "11": "11 0470/23/o/n/14 \u00a9 ucles 2014 [turn oversource f what injustice have we done to any country when we agree with the desire of the overwhelming  majority of the austrian people to be germans? these people are germans. i assure you that, four days ago, i had no idea what was going to happen today or that austria was to become a german land. i did this because i was deceived by herr schuschnigg, and deception is something i will not tolerate. when i shake hands and give my word on something, then i keep it. hitler in an interview with a british journalist, 12 march 1938. source g i cannot conceive any greater cause of war than that the german people be surrounded by a number  of small states clamouring for reunion with their native land. we shall have to fight another war again in 25 years time. written by lloyd george at the time of the peace talks in 1919. source h a cartoon, entitled \u2018stepping stones to glory\u2019, published in a british newspaper, july 1936.",
            "12": "12 0470/23/o/n/14 \u00a9 ucles 2014now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [8] 4 study source f .  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  how far would lloyd george have agreed with the cartoonist of source h? explain your answer  using details of the sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the second world war was caused by  the treaty of versailles? use the sources to explain your answer. [12] copyright acknowledgements: option a  source a \u00a9 eric hobsbawm; the age of revolution & the age of capital ; weidenfeld and nicolson; 1962 & 1975. option a  source b \u00a9 peter stearns; the revolutions of 1848 ; weidenfeld and nicolson; 1974. option a  source c \u00a9 peter jones; the 1848 revolutions ; punch; 1981. option a  source d \u00a9 roger price; documents of the french revolution of 1848 ; macmillan press; 1996. option a  source e \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source f \u00a9 jonathan sperber; the european revolutions, 1848 \u2013 1851 ; cambridge university press; 2005. option a  source g \u00a9 roger price; documents of the french revolution of 1848 ; macmillan press; 1996. option a  source h \u00a9 germany, austria and italy ; open university press / stadtisches reiss-museum, mannheim; 1976. option b  source a \u00a9 margaret macmillan; peacemakers ; john murray; 2001. option b  source b \u00a9 ed. p . catterall & r. vinen; europe 1914 \u2013 1945 ; heinemann; 1994. option b  source c \u00a9 www.johndclare.net/peace_treaties; 9 april 2013.option b  source d \u00a9 david low; cause precedes effect ; evening standard; 20 march 1935; ref: dl0939; www.cartoons.ac.uk. option b  source e \u00a9 t. rea & j. wright; international relations 1919 \u2013 1939 ; oxford university press; 1997. option b  source g \u00a9 www.johndclare.net/peace_treaties6.htm; 9 april 2013.option b  source h \u00a9 david low; stepping stones to glory ; evening standard; 8 july 1936; ref: lse2322; www.cartoons.ac.uk. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_41.pdf": {
            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (nf) 84790/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *8037276872*history  0470/41 paper 4 alternative to coursework october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/41/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a heydrich, aged 27, joined the nazi party in 1931. by july 1932 himmler and hitler had promoted  him to colonel in the ss and made him head of its new intelligence service (sd, sicherheitsdienst). the sd soon controlled a vast network of informers and kept details of anyone who might oppose hitler. this included not only political opponents but also members of the nazi party and stormtroopers. in 1934 himmler became head of the newly created gestapo with heydrich as his second in command and actually running the organisation. from a german history of the nazi party, 1990.  source b  in 1933 seventy concentration camps were set up for over 45 000 prisoners, most of whom were  communists, social democrats and trade unionists. several hundred had died by 1934 as a result of torture but many were released on the orders of judges and some of the sa and ss guards were put on trial because of the treatment of prisoners. by then himmler had set up dachau as the main concentration camp for political prisoners. the new rules for all camps included death by firing squad for any discussion of politics or resistance to the ss guards. other punishments included beatings and solitary confinement on bread and water. by 1937 there were four main concentration camps in germany with 21 000 prisoners, almost half of them the \u2018work shy\u2019 and \u2018degenerate\u2019. from a british history of the third reich, 2005.  (a) (i) study source a.    what can you tell from this source about heydrich? support your answer with reference  to the source. [6]   (ii) study source b.    how far does this source show that concentration camps changed between 1933 and  1937? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about nazi repression?  explain your answer. [7]  (b) (i) what powers did the enabling act give to hitler? [2]   (ii) describe how workers\u2019 organisations changed in nazi germany. [4]   (iii) why did the 1934 night of the long knives happen? [6]   (iv) \u2018anti-semitism was the most important way in which the nazis won support in germany.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "3": "3 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a we thought the revolution would bring peace. but now the counter-revolutionary provisional  government forbids us even to talk about such things and, at the same time, it does not give us enough food to live on, or enough ammunition to fight with. a soldier making a public speech, october 1917.  source b  already desertion was very common. in very few cases did the men leave the front trenches,  but as soon as they were moved they would begin to disappear. y oung students commanding thin, extended lines of front could not possibly stop them. the root of the mischief was the revolutionaries in petrograd. the news that reached us continued to be very sinister and we were not able to really understand what was happening. an eyewitness account of conditions at the front, april 1917.  (a) (i) study source a.    what can you tell from this source about the provisional government? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that russian soldiers supported the revolutionaries?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about russia in 1917?  explain your answer. [7]  (b) (i) name the two groups of people who voted for members to represent them in the  petrograd soviet. [2]   (ii) describe what happened during the july days of 1917. [4]   (iii) why was tsar nicholas ii overthrown in march 1917? [6]   (iv) \u2018bolshevik agitation was the main cause of the destruction of the provisional government  in 1917.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "4": "4 0470/41/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a president roosevelt has over-ruled the powers of congress and forced through unconstitutional  laws, attacked the integrity of the courts and invaded the rights of individual states. he has attempted to substitute state monopoly and regulators for free enterprise. he has created a vast swarm of civil servants to harass the people and breed fear in industry, discouraged new enterprises and so prolonged the depression. he has used relief to corrupt and intimidate the voters and appealed to class prejudice to inflame the workers. from a republican party election publication, 1936.  source b  in 1935 the nine supreme court judges ruled that the national recovery administration codes  were unconstitutional and, in 1936, did the same for some of the agricultural adjustment administration\u2019s policies. congress, including many democrats, refused to accept roosevelt\u2019s attempt to solve this by adding up to six new judges if any refused to retire at 70. although he dropped this \u2018packing plan\u2019 the division in the democratic party remained until the war in 1941. roosevelt\u2019s criticism of the supreme court not responding to people\u2019s needs had some effect as the court, in 1937, accepted that the social security act and the legalizing of trade unions in 1935 did not violate the constitution. from a book by an american historian, 1963.  (a) (i) study source a.    what can you tell from this source about the republican party\u2019s attitude towards the new  deal? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the supreme court was opposed to president  roosevelt? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the new deal?  explain your answer. [7]  (b) (i) name two main radical critics of the new deal. [2]   (ii) describe ways in which the social security act of 1935 helped the american people. [4]   (iii) why did unemployment persist despite the new deal? [6]   (iv) \u2018the tennessee valley authority was the most successful of all the new deal policies.\u2019  how far do you agree with this statement? explain your answer. [8]",
            "5": "5 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a at a meeting, old chang, one of the peasants, told how landlord ning\u2019s men had beaten his son  because he had fallen behind with the rent. a weeping girl took up the story: \u2018y ou took our plough, tools, everything, because we could not pay the rent.\u2019 the list of ning\u2019s crimes was very long and at last he broke down: \u2018i am to blame, wholly to blame. y ou can divide up my houses and land.\u2019 a year later, ning was tried for his crimes and shot. a british eyewitness, writing about \u2018speak bitterness\u2019 meetings after the chinese civil war.  source b  this is what some people call \u2018going too far\u2019. such talk is wrong. the local tyrants, evil gentry and  lawless landlords have themselves driven the peasants to do this. for ages they have used their power to tyrannise the peasants and trample them underfoot. the peasants are clear-sighted. who is bad and who is not, who is the worst, who deserves severe punishment and who deserves to be let off lightly \u2013 the peasants keep clear accounts and very seldom has the punishment exceeded the crime. mao zedong, writing in 1963, about peasant justice to their former landlords.  (a) (i) study source a.    what can you tell from this source about landlords after  the chinese civil war?  support   your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that peasants dealt with their former landlords severely?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china after the  civil war? explain your answer. [7]  (b) (i) what was a collective farm? [2]   (ii) describe china\u2019s first five-y ear plan for industry, which started in 1953. [4]   (iii) why did mao invite \u2018constructive criticism\u2019 of the chinese communist government in  1957? [6]   (iv) \u2018the difficulties that the chinese communist government faced at the end of the chinese  civil war had been resolved by 1958.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "6": "6 0470/41/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a cape town\u2019s first township, or location, was set up in 1901 and the system spread throughout  the country. by the 1920s most accommodation in the townships consisted of hostel compounds where the men would sleep in dormitories. the hostels were always badly overcrowded, cooking facilities were inadequate and toilets and showers were shared. no strangers were allowed to stay more than twenty-four hours and liquor was banned. women were officially not allowed in the hostels and were discouraged from being in the city at all. from an online history of south africa, 2009.  source b  a superintendent gave new arrivals in the townships identity cards and places to live. at first  africans resisted this by refusing to pay rent, but they were arrested and forced to leave. in 1927, there had only been one african woman to every six men in johannesburg. by 1939 the proportion was one to three. this made for a more settled population, more families and the need for more homes. in spite of the building programmes in the new locations, the rand towns could not keep up. as fast as people were forcibly removed from the slums and other inner-city areas, so did more people move in. despite the pass system, between 1921 and 1936 the number of urban africans trebled. from a british history of south africa, 1990.  (a) (i) study source a.    what can you tell from this source about hostels? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that the township system was well organised? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about urbanisation in the  1920s and 1930s? explain your answer. [7]  (b) (i) what were the native reserves? [2]   (ii) describe the effects of the 1936 native trust and land act. [4]   (iii) why did the south african economy develop rapidly in the 1930s and 1940s? [6]   (iv) \u2018south africans benefited from the economic development between 1920 and 1948.\u2019 how  far do you agree with this statement? explain your answer. [8]",
            "7": "7 0470/41/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a we had a house of two storeys. i remember our renting the lower storey to a jewish-polish family  and i remember the women behaved in the normal european way and for one thing they were scantily dressed. to us, young men, that was unusual, and for the older people that was detested. of course, arab women were fully dressed up and some were veiled. if you go to the sea, you can still see european jewish ladies in swimming dresses. a palestinian arab, speaking on television in 1977, remembering the arrival of jewish refugees.  source b  at the armistice talks between egypt and israel, which took place under un supervision in rhodes  in 1949, a senior egyptian delegate was asked by an israeli delegate, \u2018why cannot egypt and israel have a peace right now? we are ready to make peace along cease-fire lines, to be the permanent boundaries between us.\u2019 the egyptian replied, \u2018no, we cannot accept you. an armistice, that is one thing, but to make peace with you would mean that we accept that you are here to stay. we are not ready. the situation in our country and the arab world will not permit it. we cannot yet live in peace with you.\u2019 from a book written jointly by an american rabbi and a palestinian academic in 2001.  (a) (i) study source a.    what can you tell from this source about jewish refugees in palestine? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that peace between israel and the arabs was impossible?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about arab-israeli  tensions? explain your answer. [7]  (b) (i) what was haganah? [2]   (ii) describe the difficulties faced by the british authorities in palestine in the period 1945\u201347.  [4]   (iii) why was there dissatisfaction with the 1947 united nations vote to partition palestine  into separate jewish and arab states? [6]   (iv) \u2018the support of the united states of america was the main cause of the establishment of  the state of israel in may 1948.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "8": "8 0470/41/o/n/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a all around this place you will see the huge palaces of industry. y ou will hear the noise of furnaces  and the whistle of steam. these vast structures keep air and light out of the human habitations which they dominate. they cover them with a perpetual fog. here is the slave, there the master. there is the wealth of some, here the poverty of most. there the organised efforts of thousands produce the profits of one man. a sort of black smoke covers the city. the sun seen through it is a disc without rays. under this half-daylight 300 000 human beings are ceaselessly at work. a contemporary view of manchester in the 1830s.  source b  of all the common prejudices that exist with regard to factory labour, there is none more  unfounded than that which sees it as excessively tedious and unpleasant compared to other occupations, owing to its being carried on in conjunction with the \u2018unceasing motion of the steam engine\u2019. in an establishment for spinning and weaving cotton, all the hard work is done by the steam engine, which leaves for the attendant no hard labour at all, and literally nothing to do in general but at intervals to perform some delicate operation, such as joining threads that break. of all manufacturing employments, those are by far the most unpleasant and incessant in which steam engines are not used, as in lace making and in stocking weaving. the way to prevent an employment from being incessant is to introduce a steam engine into it. from a book, \u2018the philosophy of manufactures\u2019, written in 1835.  (a) (i) study source a.    what can you tell from this source about manchester in the 1830s? support your answer  with reference to the source. [6]   (ii) study source b.    how far does this source show that factory work was easy work? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the effects of  industrialisation? explain your answer. [7]  (b) (i) name two industries other than textiles that grew rapidly in the nineteenth century. [2]   (ii) what factors made manchester a centre for industry? [4]   (iii) why did working people migrate in large numbers to the new industrial towns? [6]   (iv) how far had parliament improved the lives of working people by the middle of the  nineteenth century? explain your answer. [8]",
            "9": "9 0470/41/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a wherever the empire has extended its borders, misery and oppression, anarchy and destitution,  superstition and bigotry have tended to disappear, and have been replaced by peace, justice, prosperity, humanity and freedom of thought, speech and action. but there has also sprung a passion of loyalty and enthusiasm which makes the heart of the remotest british citizen thrill at the thought of the destiny which he shares, and causes him to hold dear the flag that is the symbol of all that is noblest in his own nature and of the best importance for the good of the world. from a speech made at birmingham by lord curzon in 1907.  source b  gentlemen, in europe as it is today, we see this competition of many rivals rising up around us,  some by military or naval improvements, others by the great development caused by a constantly growing population. in a europe thus constituted a policy of withdrawal or abstention from colonialism is simply the high road to decay. in our time nations are great only through their power and it is by spreading the peaceable light of their institutions that they are great in the present day. from a speech made by the french prime minister in the 1880s.  (a) (i) study source a.    what can you tell from this source about british imperialism in the late nineteenth  century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that it was imperialism that made countries great in the  late nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about imperialism in the  nineteenth century? explain your answer. [7]  (b) (i) name two african territories held by france at the end of the nineteenth century. [2]   (ii) what methods were used by european countries to gain territories in africa in the late  nineteenth century? [4]   (iii) why had britain become the major european imperial power in africa by the end of the  nineteenth century? [6]   (iv) \u2018european imperialism in africa in the nineteenth century was motivated more by prestige  than anything else.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/41/o/n/14 \u00a9 ucles 2014blank page",
            "11": "11 0470/41/o/n/14 \u00a9 ucles 2014blank page",
            "12": "12 0470/41/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9 g. w. h. hunt. depth study a  source b \u00a9 r. j. evans; the third reich in power ; penguin books ltd; 2005. depth study b  source a \u00a9 clare baker; russia 1917\u20131945; heinemann educational; 1990.depth study b  source b \u00a9 clare baker; russia 1917\u20131945; heinemann educational; 1990.depth study c  source a \u00a9 a republican party election publication; 1936.depth study c  source b \u00a9 john r. alden; rise of the american republic ; harper & row; 1963. depth study d  source a \u00a9 christopher culpin; making history ; collins educational; 1984. depth study d  source b \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e  source a \u00a9 http://www.africapetours.com/township%20history.htm.depth study e  source b \u00a9 http://www.africapetours.com/township%20history.htm.depth study f  source a \u00a9 s. j. perkins; the arab-israeli conflict ; macmillan education ltd; 1987. depth study f  source b \u00a9 dan cohn-sherbok & dawoud el-alami; the palestine-israeli conflict ; oneworld publications; 2001. depth study g  source a \u00a9 ed. harvie, martin & scharf; industrialisation and culture 1830-1914 ; macmillan for open university; 1970. depth study g  source b \u00a9 \u2018the philosophy of manufactures\u2019 ; 1835. depth study h  source a \u00a9 speech made at birmingham by lord curzon in 1907.depth study h  source b \u00a9 speech made by the french prime minister in the 1880s. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_42.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 84791/5 \u00a9 ucles 2014 [turn overcambridge international examinations cambridge international general certificate of secondary education *9131491270*history  0470/42 paper 4 alternative to coursework october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the  depth studies. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/42/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a 1918  3 october prince max of baden is appointed imperial chancellor.   28 october parliamentary monarchy set up.   9 november germany becomes a republic. prince max resigns.  10 november ebert of the social democratic party (spd) forms a coalition socialist  government.   11 november armistice is signed. 1919 19 january national assembly elected; spd wins 143 of 421 seats with 38 per cent  of germany\u2019s first democratic vote.   10 february ebert becomes first president of the republic.  28 june treaty of versailles is signed. a list of major events in german history, taken from an encyclopaedia.  source b  by early november 1918 strikes and revolts had swept across germany and councils of workers  and soldiers had taken control of major towns. because of their support ebert became head of the new government on 10 november. on the same day ebert made an agreement with the army leaders to suppress the berlin workers by force. the new republic promised to maintain law and order, protect property and set up an assembly to agree a new democratic constitution. by april the freikorps had been used to defeat workers\u2019 and soldiers\u2019 councils, killing hundreds of workers and all the local communist leaders who had set up a soviet government in bavaria. from a history of germany, 1918\u201323, written by the founder of the german communist  party, published in france in 1939.  (a) (i) study source a.    what can you tell from this source about how germany emerged from defeat at the end  of the first world war? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that the support of workers was important to the new  government of germany? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the early weimar  republic? explain your answer. [7]",
            "3": "3 0470/42/o/n/14 \u00a9 ucles 2014 [turn over (b) (i) what was the kiel mutiny? [2]   (ii) describe the spartacist revolt of 1919. [4]   (iii) why was there bitterness in germany about the treaty of versailles? [6]   (iv) how far was economic and political stability achieved in germany between 1923 and  1929? explain your answer. [8]",
            "4": "4 0470/42/o/n/14 \u00a9 ucles 2014depth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a the quantity of bread in all soviet camps is governed by the amount of work the prisoner does. a  person unaccustomed to physical labour quickly falls into a vicious circle. since he cannot do his full quota of work, he does not receive the full bread ration; his undernourished body gets less and less bread and, in the end, is so weakened that only beating can force him to drag himself from the camp to the mine. a russian woman, writing in 1951. she spent eleven years in one of stalin\u2019s gulags.  source b  we have overtaken the main capitalist countries in terms of production, technology and the rate of  industrial development. that is very good. but that is not enough. we also have to overtake them in economic terms (i.e. in the production of goods the population wants). we can do it! we must do it! we shall have an abundance of goods and be in a position to move from the first phase of communism to the second phase. to do this there must be the strongest possible desire to go forward and a readiness to make sacrifices. stalin speaking to the eighteenth party congress, 10 march 1939.  (a) (i) study source a.    what can you tell from this source about prisoners in gulags? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the five-y ear plans had succeeded? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about stalin\u2019s russia?  explain your answer. [7]  (b) (i) what was meant by \u2018socialism in one country\u2019? [2]   (ii) describe how stalin\u2019s cult of personality was encouraged. [4]   (iii) why was stalin more successful at modernising industry than agriculture? [6]   (iv) \u2018in stalin\u2019s russia, change was brought about by the use of terror.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "5": "5 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a andrew mellon, the second richest man in america, was the secretary to the treasury from 1921  until 1932. he believed in high tariffs, low taxation, low government debt and the greatest freedom to get and spend wealth. he had no time for labour unions, no interest in farmers and no concern for consumers. he regarded any attempt to try and control booms and busts of the business cycle as a waste of effort; they were natural and the economy would right itself. he cannot be blamed for not seeing the depression coming \u2013 no one else did either. from a british historian, 1985.  source b  in the past few years over-speculation diverted finance and energy from constructive enterprise.  these problems generally readjusted themselves many months ago. our recovery from the depression has been held back by the unnecessary worry and fear created by problems that lie outside the united states. worldwide overproduction has led to considerable price falls. this has produced financial crises in many countries and diminished their buying power for our products. magnificent voluntary cooperation in our country during the past twelve months has kept actual suffering to a minimum. the best contribution of government lies in encouraging this voluntary cooperation in communities and businesses. from president hoover\u2019s state of the union report to congress in december 1930.  (a) (i) study source a.    what can you tell from this source about andrew mellon? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that foreign factors were responsible for america\u2019s  economic problems? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about government  attitudes towards the economy? explain your answer. [7]  (b) (i) what was \u2018buying on the margin\u2019? [2]   (ii) describe events on the stock market between 21 and 29 october 1929. [4]   (iii) why did f .d. roosevelt promise a new deal in 1932? [6]   (iv) \u2018hoover\u2019s policies lessened the impact of the depression between 1929 and 1933.\u2019 how  far do you agree with this statement? explain your answer. [8]",
            "6": "6 0470/42/o/n/14 \u00a9 ucles 2014depth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a china has a hatred of foreigners, especially europeans and americans. this dates from the time  when foreigners ruled large parts of china under the emperors. the humiliation of the \u2018unequal treaties\u2019 was not forgotten. the chinese communists felt that they had to fight foreigners such as the japanese as well as their own ruling class in their revolution. thus they feel sympathetic to colonial countries wishing to be independent. from a british history textbook, published in 1984.  source b  if china could not get weapons from the soviet union, it would buy them. china would do its own  fighting and not involve the soviet union. mao also accused stalin of trying to divide china further by supporting the setting up of another, rival communist party in manchuria. mao\u2019s assertions astonished me. the soviet union was regarded as china\u2019s big brother, the model of our socialist development. china and the soviet union were the closest of allies. but the relationship in reality, mao said, was more like that of an emperor and subject. history had taught him to befriend distant states and be wary of those that are near, and he continued to distrust soviet expansionism. in 1994, mao\u2019s personal doctor recalls mao\u2019s thoughts on sino-soviet relations.  (a) (i) study source a.    what can you tell from this source about china? support your answer with reference to  the source. [6]   (ii) study source b.    how far does this source show that china and the soviet union were not friends? explain  your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about china\u2019s foreign  relations? explain your answer. [7]  (b) (i) name two areas where china interfered militarily between 1949 and 1976. [2]   (ii) describe the support given by the soviet union to china\u2019s industrial development in the  period 1953\u201360. [4]   (iii) why were relations between china and the soviet union often strained between 1949  and 1976? [6]   (iv) how far, by 1990, had china\u2019s relations with the rest of the world changed as a result of  economic liberation after the death of mao? explain your answer. [8]",
            "7": "7 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a a black man in the orange \u2018free\u2019 state can obtain exemption from the ordinary pass laws. his wife  and daughters, even if they have had a better education, must carry passes and produce them if a policeman demands or they could go to prison. a new pass has to be purchased from the council every month for each female. this is not the law in other areas of south africa and it is not clear if this is a penalty for the colour of their skins or for being women. from a speech in 1913 by sol plaatje, one of the founders of the anc.  source b  in 1913, in all major towns of the orange free state, groups of african women, numbering from  600 to 1000, marched peacefully, singing hymns, to the municipal offices and politely stated that they would not buy any more passes. many were arrested and fined but refused to pay so they were sentenced to hard labour in prison for up to three months. the protest spread and women burned their passes in town centres and some fought with the police. the women had started a long tradition of passive resistance throughout south africa, although this was one of few victories. in 1914 the pass laws for women were relaxed, but when they were to be reintroduced in 1919 the bantu women\u2019s league was set up and led further opposition. from a book by a south african historian, 1994.  (a) (i) study source a.    what can you tell from this source about the pass laws? support your answer with  reference to the source. [6]   (ii) study source b.    how far does this source show that the protests of african women were successful?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the impact of white  rule on africans in the early twentieth century? explain your answer. [7]  (b) (i) what were the main terms of the 1913 natives land act? [2]   (ii) describe the government policies which aided white farmers in the 1930s. [4]   (iii) why was the industrial and commercial workers union (icu) not successful? [6]   (iv) \u2018south africans benefited from the economic growth of the 1930s.\u2019 how far do you agree  with this statement? explain your answer. [8]",
            "8": "8 0470/42/o/n/14 \u00a9 ucles 2014depth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a sadat\u2019s agreement at camp david in september 1978 was regarded by arafat and the plo as a  betrayal of the arabs. nationalist anger in beirut unified the syrians, palestinians and lebanese muslims. they believed that sadat had committed an act of treason by visiting jerusalem in 1977. sadat\u2019s decision to go to jerusalem led to his assassination by one of his own army officers four years later. the palestinian guerillas in beirut celebrated his death with gunfire and flares lighting up the night sky. a british journalist, writing in 1990.  source b  agree with me a peace agreement in geneva so we can announce to a world thirsting for peace,  a peace agreement based on the following points: ending the occupation of the arab territories occupied in 1967; achievement of the fundamental rights of the palestinian people and their right to self-determination, including their right to establish their own state; the right of all states, including israel, in the area to live in peace; commitment in the region to administer the relations between states in accordance with the objectives and principles of the un charter, particularly the principles concerning the non-use of force and a solution of differences among them by peaceful means. part of the speech made by president sadat to the knesset, 20 november 1977.  (a) (i) study source a.    what can you tell from this source about president sadat? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that sadat was offering a peace that israel could support?  explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the search for  peace in the middle east? explain your answer. [7]  (b) (i) who chaired the talks at camp david in september 1978, and who signed the agreement  on behalf of israel? [2]   (ii) describe how world oil supplies became an issue during the y om kippur war, 1973. [4]   (iii) why did the egyptians believe that they had made gains from the y om kippur war? [6]   (iv) how far did the camp david agreement (1978) and the washington peace treaty (1979)  between israel and egypt change the nature of the arab-israeli conflict? explain your answer. [8]",
            "9": "9 0470/42/o/n/14 \u00a9 ucles 2014 [turn overdepth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a the population employed in the cotton factories rises at five o\u2019clock and works from six till eight  o\u2019clock and returns home for half an hour for breakfast. the operatives return to the mills until twelve o\u2019clock when an hour is allowed for dinner. at the end of the hour they are all again employed in the mills, where they continue until seven o\u2019clock or a later hour. the wages obtained by the operatives are, in general, sufficient to provide them with the decent comforts of life. but the wages of certain classes are exceedingly meagre. more than half the inhabitants require the assistance of a public charity. from a book titled \u2018social conditions and education of the people in england and europe\u2019,  published in 1850.  source b  the new conditions of work imposed further psychological strains. there were many men whose  skill, once an important element in community life and a source of personal pride, was now wanted by no-one. much of the new employment involved long repetitive hours doing jobs that were meaningless in themselves, a mere portion of a process that ended in a product the worker would not consume. many tasks now involved the worker in keeping himself to a machine powered by a great engine, the whole controlled by managers. these managers would probably also be of the working class but distinguished in their ability to manipulate the new system. divisions of interest thus came within the family as some rose and others did not. but despite all this, the worker was not crushed and showed an extraordinary adaptability to this new life. from a book about the rise of industrial society, published in 1964.  (a) (i) study source a.    what can you tell from this source about the lives of factory workers? support your  answer with reference to the source. [6]   (ii) study source b.    how far does this source show that industrialisation affected workers badly? explain your  answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about factories in the  nineteenth century? explain your answer. [7]  (b) (i) name two textile inventions which helped bring about the factory age. [2]   (ii) what part did steam power play in the industrial revolution? [4]   (iii) why were large numbers of women and children employed in the new textile mills? [6]   (iv) \u2018transport improvements were the most important factor in the creation of a new industrial  society.\u2019 how far do you agree with this statement? explain your answer. [8]",
            "10": "10 0470/42/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a the african knows no peace. one day you may see peace and plenty, well-tilled fields, and children  playing in the sun. on the next you may find corpses of the men, the bodies of children half-burnt in the flames which consumed the village, while the women are captives of the victorious raiders. british rule, which will stop this lawless raiding and this constant inter-tribal war, will be the greatest blessing that africa has ever known. lord lugard wrote this whilst employed by the british imperial east africa company in the  early 1890s.  source b  to sir charles gordon,  my dear friend,  i wish you good day. it is i, m\u2019tesa, king of uganda, who sends you this letter. i wish to be a friend  of the white man. therefore hear my words which i say:  i want a priest who will show the way of god;  i want gold, silver, iron and bronze;  i want clothing for my people and myself to wear;  i want excellent guns and good cannons;  i want good houses for my country;  i want my people to know god. from a letter from the king of uganda to general gordon in march 1876.  (a) (i) study source a.    what can you tell from this source about the british view of africa in the late nineteenth  century? support your answer with reference to the source. [6]   (ii) study source b.    how far does this source show that africans welcomed imperialism because it brought  christianity in the nineteenth century? explain your answer. [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the benefits  imperialism was claimed to bring to africa? explain your answer. [7]  (b) (i) what was indirect rule? [2]   (ii) describe the work of missionaries. [4]   (iii) why was the berlin conference of 1884\u20135 held? [6]   (iv) how far was european imperialism harmful to africans? explain your answer. [8]",
            "11": "11 0470/42/o/n/14 \u00a9 ucles 2014blank page",
            "12": "12 0470/42/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a \u00a9 g. w. h. hunt. depth study a  source b \u00a9 rosa luxemburg, founder of the german communist party; 1939.depth study b  source a \u00a9 a russian woman; 1951.depth study b  source b \u00a9 stalin speaking to the eighteenth party congress; 10 march 1939.depth study c  source a \u00a9 hugh brogan; history of the united states of america ; penguin books ltd; 1985. depth study c  source b \u00a9 president hoover\u2019s state of the union report to congress; december 1930.depth study d  source a \u00a9 christopher culpin; making history ; collins educational; 1984. depth study d  source b \u00a9 mao\u2019s personal doctor recalls mao\u2019s thoughts on sino-soviet relations; 1994.depth study e  source a \u00a9 a speech by sol plaatje, one of the founders of the anc; 1913.depth study e  source b \u00a9 william beinart; twentieth century south africa ; oxford university press; 1994. depth study f  source a \u00a9 robert fisk; pity the nation: lebanon at war ; andre deutsch; 1990 depth study f  source b \u00a9 dan cohn sherbok & dawoud el-alami; the palestine-israeli conflict ; oneworld publications; 2001. depth study g  source a \u00a9 peter lane; documents on social and economic history 1750\u20131870 ; macmillan; 1968. depth study g  source b \u00a9 from a book about the rise of industrial society, published in 1964.depth study h  source a \u00a9 lord lugard whilst employed by the british imperial east africa company in the early 1890s.depth study h  source b \u00a9 a letter from the king of uganda to general gordon; march 1876. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w14_qp_43.pdf": {
            "1": "this document consists of 9 printed pages, 3 blank pages and 1 insert. dc (st) 108650 \u00a9 ucles 2014  [turn overcambridge international examinations cambridge international general certificate of secondary education * 2 8 4 9 1 9 9 2 3 2 *history  0470/43 paper 4  alternative to coursework  october/november 2014  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer the questions on one of the depth studies. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/43/o/n/14 \u00a9 ucles 2014depth study a: germany, 1918\u20131945 1 study the sources, and then answer the questions which follow.  source a  the hitler y outh brought boys and girls of all social classes together. it did no harm to a boy or  girl to spend time outdoors, to learn new skills, to share tasks and to sing and play together. the  young of the third reich were growing up to have strong and healthy bodies, faith in the future of  their country and in themselves and a sense of fellowship that overrode all class, economic and  social barriers. from an historian who lived and worked in germany in the 1930s, writing in 1955.  source b    (a) (i) study source a.    what can you tell from this source about the hitler y outh? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the hitler y outh was a successful organisation?  explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about young people in  nazi germany? explain your answer.  [7]  (b) (i)  what opportunities did \u2018strength through joy\u2019 provide for workers?  [2]   (ii) describe nazi policies on the employment of women between 1933 and 1945.  [4]   (iii) why was there limited opposition to nazi rule?  [6]   (iv) \u2018extermination of the jews was the main aim of the nazi government in the years from  1933 to 1945.\u2019 how far do you agree? explain your answer.  [8]content removed due to copyright restrictions.",
            "3": "3 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study b: russia, 1905\u20131941 2 study the sources, and then answer the questions which follow.  source a  we were forced to resort to war communism by war and ruin. it was a temporary measure. our  poverty and ruin are so great that we cannot hope to restore large-scale factory state-socialist  production at one stroke. hence it is necessary to help to restore small industry. the effect will be  the revival of capitalism on the basis of a certain amount of free trade. lenin, writing in 1921.  source b  by early 1921 discontent with war communism was at its height. in the countryside the red  army had to put down a number of full-scale rebellions by the peasants that cost the army almost  a quarter of a million lives in the space of a year. both trotsky and lenin saw the dangers of  war communism. they tried to have the policy changed, but they were defeated by other leading  communists who believed that, whatever problems it caused, they would not win the civil war  without war communism. a british historian writing in 1997.  (a) (i) study source a.    what can you tell from this source about russia in 1921? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that war communism was a necessary policy? explain  your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about war communism?  explain your answer.  [7]  (b) (i) what did lenin\u2019s political will (testament) say about stalin?  [2]   (ii) describe the differing views of stalin and trotsky about the spread of socialism.  [4]   (iii) why was the new economic policy (nep) abandoned by stalin?  [6]   (iv) \u2018trotsky\u2019s brilliance worked against him.\u2019 how far do you agree with this statement as the  reason for trotsky\u2019s loss of the leadership struggle against stalin? explain your answer.  [8]",
            "4": "4 0470/43/o/n/14 \u00a9 ucles 2014depth study c: the usa, 1919\u20131941 3 study the sources, and then answer the questions which follow.  source a  up to september this year profits in industry and foreign trade were 40 per cent higher than in  1928 and we are now in the eighth year of prosperity. for the last two years investors, listening  to vague rumours and hints of fabulous future earnings, were confident that quick profits were a  certainty and so forced share prices on wall street up to ridiculous levels. now these gamblers,  and the reputations of nearly all the leading financial prophets, are in ruins. no one knows where  things are going anymore. an american journalist writing in december 1929.  source b  remembering similar stock market falls in the past has created unnecessary pessimism so that  businesses throughout the country have hesitated in their plans for development. this hesitation  might intensify into a depression with widespread unemployment and suffering. i have, therefore,  begun voluntary measures of cooperation with businesses and states to make certain that  essential businesses shall continue as usual so that wages, and therefore consuming power, shall  not be reduced. a special effort has been made by government to expand construction work in  order to assist in this. i am convinced that by these measures we have re-established confidence.  wages can remain stable and industrial unemployment has been prevented. rising agricultural  prices have reflected the returning confidence. from president hoover\u2019s state of the union report to congress in december 1929.  (a) (i) study source a.    what can you tell from this source about investors at the end of the 1920s? support your  answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that president hoover was fearful of the consequences of  the wall street crash? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about the economic  situation at the end of the 1920s? explain your answer.  [7]  (b) (i) identify two construction projects started by hoover\u2019s government.  [2]   (ii) what happened to the bonus marchers in washington in 1932?  [4]   (iii) why did president hoover\u2019s policies have limited effect on the economy by 1932?  [6]   (iv) \u2018despair was the greatest consequence of the wall street crash between 1929 and  1932.\u2019 how far do you agree? explain your answer.  [8]",
            "5": "5 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study d: china, 1945\u2013c.1990 4 study the sources, and then answer the questions which follow.  source a  source b  a few chinese feared that china was travelling down a road that would lead back to capitalism,  to the rich ill-treating the poor, and to the evils of unemployment and inflation. but most ordinary  chinese probably agreed with deng when he said: \u2018whatever system induces the peasants to  produce more should be adopted, be it collective or individual. it does not matter whether the cat is  black or white, so long as it catches mice.\u2019 from a british history book, written in 1987, quoting deng xiaoping.  (a) (i) study source a.    what can you tell from this source about deng xiaoping? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the chinese people supported deng xiaoping\u2019s  reforms? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about deng xiaoping\u2019s  economic policies? explain your answer.  [7]  (b) (i) name two of deng xiaoping\u2019s \u2018four modernisations\u2019.  [2]   (ii) describe how deng xiaoping encouraged chinese workers to produce more.  [4]   (iii) why did protestors in the summer of 1989 believe their demands would be met by the  chinese government?  [6]   (iv) by 1990 how far had the chinese people benefited from deng xiaoping\u2019s rule? explain  your answer.  [8]content removed due to copyright restrictions.",
            "6": "6 0470/43/o/n/14 \u00a9 ucles 2014depth study e: southern africa in the twentieth century 5 study the sources, and then answer the questions which follow.  source a  kruger hates the sight of an englishman and won\u2019t speak our language. he forgets all we have  done for him for i tell you there would have been no kruger and no boers in the transvaal if it  hadn\u2019t been for britain. the boers call him \u2018uncle paul\u2019 and say that he\u2019s very religious. he\u2019s always  dressed in black worn-out clothes yet wears an expensive top hat and carries leather gloves in his  fat, ugly hands. he\u2019s one of the wealthiest boers and makes sure he always looks after his own  family. from an englishman\u2019s letter written in 1890.  source b  it is well known that cecil rhodes wants britain to rule a united south africa but i am sure kruger  and his people are secretly scheming to trample the british flag underfoot and create a boer  republic. we outnumber the boers but they are all armed whilst we are forbidden to possess a  weapon here in the transvaal. throughout south africa the boers distrust the british. when they  openly oppose us, we shall face an enemy nearly every one of whom is a weather-hardened  fighter, full of determination, and with cunning in warfare which will mean great difficulty for our  troops, far more than is believed in britain. an uitlander writing to a british government official in 1895.  (a) (i) study source a.    what can you tell from this source about president kruger? support your answer with  reference to the source.  [6]   (ii) study source b.    how far does this source show that the boers were stronger than the british? explain  your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about anglo-boer  tensions by 1895? explain your answer.  [7]  (b) (i) what was agreed in the pretoria convention of 1881?  [2]   (ii) describe the jameson raid, 1895\u201396.  [4]   (iii) why was south africa important to britain by the end of the nineteenth century?  [6]   (iv) how far do you agree that the war of 1899 to 1902 was a failure for the boers?    explain your answer.  [8]",
            "7": "7 0470/43/o/n/14 \u00a9 ucles 2014 [turn overdepth study f: israelis and palestinians, 1945\u2013c.1994 6 study the sources, and then answer the questions which follow.  source a  i am sorry, gentlemen, but i have to answer to hundreds of thousands who are anxious for the  success of zionism; i do not have hundreds of thousands of arabs among my constituents. us president truman speaking in 1945, quoted by a pro-palestinian magazine in 1978.  source b  since the 1973 y om kippur war, the usa and the ussr have assisted in trying to bring peace to  the middle east. they do not want to be dragged into war over the area. the western powers are  also worried about the effect on oil prices of continual wars. the us secretary of state, dr. henry  kissinger, worked hard to bring about a peace between israel and egypt in 1974. with american  help, relations between egypt and israel have continued to improve. in 1977 president sadat of  egypt visited israel, which no egyptian ruler had ever done before. in 1978 the usa arranged  a meeting at camp david between israeli and egyptian leaders. this led to the gradual israeli  withdrawal from sinai. from a british school textbook, 1984.  (a) (i) study source a.    what can you tell from this source about president truman\u2019s views on palestine? support  your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that outside powers were working in the interests of  middle eastern countries? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about international  involvement in the middle east? explain your answer.  [7]  (b) (i) name two radical palestinian groups which opposed arafat after 1982.  [2]   (ii) describe the ways that the palestine liberation organisation attempted to draw the   world\u2019s attention to the palestinian cause.  [4]   (iii) why did arab states not always support the palestinians?  [6]   (iv) how far, to 1994, is it true to say that there had been little progress in improving the lives  of palestinians? explain your answer.  [8]",
            "8": "8 0470/43/o/n/14 \u00a9 ucles 2014depth study g: the creation of modern industrial society 7 study the sources, and then answer the questions which follow.  source a  the supervision of machinery, the joining of broken threads, is no activity which claims the  operative\u2019s thinking powers, yet it is of a sort which prevents him occupying his mind with other  things. we have seen that this work provides the muscles with no opportunity for physical  activity. thus it is, properly speaking, not work but tedium, the most deadening, wearing process  conceivable. the operative is condemned to let his physical and mental powers decay in this utter  monotony, it is his mission to be bored every day and all day long from his eighth year. moreover,  he must not take a moment\u2019s rest; the engines move unceasingly; the wheels, the straps, the  spindles hum and rattle in his ears without a pause. frederick engels, a social reformer from a manchester factory-owning family, writing in  the mid-1840s.  source b  despite the hard and repetitive nature of the work, so long as the hours do not include overtime,  the work is as healthful to body and mind as well as it could be. sitting by the operatives at work,  watching the invigorating quickness of the machinery, the pleasant fellowship of men, women and  children, the presence of general well-being and well-paid work, one was tempted to think that  here, indeed, was happiness, unknown to the strained brain-worker, the idle and overfed rich, or  the severely pressed very poor. from a book written in the 1870s.  (a) (i) study source a.    what can you tell from this source about work in the new factories? support your answer  with reference to the source.  [6]   (ii) study source b.    how far does this source show that factory working was beneficial? explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about factories? explain  your answer.  [7]  (b) (i) who was robert owen?  [2]   (ii) what were the main terms of the factory act of 1833?  [4]   (iii) why were there conflicting views about the effects of working in factories?  [6]   (iv) \u2018industrialisation benefited the working class.\u2019 how far do you agree? explain your  answer.  [8]",
            "9": "9 0470/43/o/n/14 \u00a9 ucles 2014depth study h: the impact of western imperialism in the nineteenth century 8 study the sources, and then answer the questions which follow.  source a  the queen does not want to take your country or your markets, but at the same time she is  anxious that no other nations should take them. she undertakes to extend her gracious power and  protection, which will leave your country still under your government. she has no wish to disturb  your rule. the reply given to the ruler of the niger delta when he asked for british protection in  1885.  source b    (a) (i) study source a.    what can you tell from this source about british attitudes towards african territories in  the 1880s? support your answer with reference to the source.  [6]   (ii) study source b.    how far does this source show that imperialism in africa was carried out by force?  explain your answer.  [7]   (iii) study both sources.    is one of these sources more useful than the other as evidence about imperialism in  africa in the nineteenth century? explain your answer.  [7]  (b) (i) what was a maxim gun?  [2]   (ii) describe how the system of indirect rule worked.  [4]   (iii) why did the \u2018scramble for africa\u2019 not occur until the second half of the nineteenth century?  [6]   (iv) to what extent did european countries benefit from imperialism in africa? explain your  answer.  [8]content removed due to copyright restrictions.",
            "10": "10 0470/43/o/n/14 \u00a9 ucles 2014blank page",
            "11": "11 0470/43/o/n/14 \u00a9 ucles 2014blank page",
            "12": "12 0470/43/o/n/14 \u00a9 ucles 2014blank page copyright acknowledgements: depth study a  source a  \u00a9 william schirer; the rise & fall of the third reich ; book club associates; 1970. depth study a  source b  \u00a9 richard j. evans; the third reich in power ; penguin books ltd; 2005. depth study b  source a  \u00a9 lenin; 1921. depth study b  source b  \u00a9 philip ingram; russia and the ussr 1905\u20131991 ; cambridge university press; 1997. depth study c  source a  \u00a9 stuart chase; article in the nation; 1929; http://memory.loc.gov/cgi-in/query/e?ammem/cool:@field(docid+@lit(lg493)) . depth study c  source b  \u00a9 president hoover\u2019s state of the union report to congress; december 1929. depth study d  source a  \u00a9 will hutton; the writing on the wall ; little, brown book group; 2007. depth study d  source b  \u00a9 bryn o\u2019callaghan; a history of the twentieth century ; longman; 1987. depth study e  source a  \u00a9 an englishman\u2019s letter; 1890. depth study e  source b  \u00a9 an uitlander writing to a british government official; 1895. depth study f  source a  \u00a9 speech by us president truman; 1945. depth study f  source b  \u00a9 christopher culpin; making history ; collins educational; 1984. depth study g  source a  \u00a9 frederick engels, writing in the mid-1840s. depth study g  source b  \u00a9 beatrice webb; my apprenticeship . depth study h  source a  \u00a9 reply given to the ruler of the niger delta when he asked for british protection in 1885. depth study h  source b  \u00a9 the economist; 1999; www.economist.com/node/347120. permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2015": {
        "0470_s15_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92029/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7114182271*history  0470/11 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/11/m/j/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 the year 1848 saw revolution impact on many areas of europe.  (a) describe the part played by guizot in the events leading to revolution in france in 1848. [4]  (b) why was there a revolution in hungary in 1848? [6]  (c) \u2018during 1848, revolution was more successful in france than in other european countries.\u2019  how far do you agree with this statement? explain your answer. [10] 2 after 1848 there was progress towards italian unification.  (a) what was agreed at plombi\u00e8res in 1858? [4]  (b) why did war break out between piedmont and austria in 1859? [6]  (c) how important was garibaldi to the unification of italy? explain your answer. [10] 3 austria and prussia both wanted to dominate germany.  (a) describe the growth of german nationalism before 1848. [4]  (b) why was the zollverein important in the period up to 1848? [6]  (c) how far was austria able to dominate germany in the period 1848\u201366? explain your answer.  [10] 4 the civil war was a turning point for the united states.  (a) what was the justification given by the south for using slaves? [4]  (b) why was the north able to win the civil war? [6]  (c) how successful was reconstruction? explain your answer. [10]",
            "3": "3 0470/11/m/j/15 \u00a9 ucles 2015 [turn over5 different factors influenced decision-making at the paris peace conference.  (a) what did the treaty of versailles state about danzig and the rhineland? [4]  (b) why were the victors not free to make the peace they wanted? [6]  (c) \u2018at the time, the treaty of versailles was justifiable.\u2019 how far do you agree with this statement?  explain your answer. [10] 6 the league of nations had both successes and failures.  (a) what was the role of the assembly within the league of nations? [4]  (b) why was the idea of \u2018collective security\u2019 unlikely to be successful for the league of nations?  [6]  (c) how successful was the league of nations in the 1920s? explain your answer. [10] 7 events in korea were a test of the american policy of containment.  (a) what was the response of the united nations organisation to events in korea in june 1950?  [4]  (b) why did the us provide most of the forces that resisted north korea\u2019s invasion of the south?  [6]  (c) how great a threat was the korean war to world peace? explain your answer. [10] 8 soviet control over eastern europe was tested in 1956 and 1968.  (a) describe events in hungary on the days immediately following the outbreak of revolution  against the government on 23 october 1956. [4]  (b) why did many hungarians oppose the communist regime in 1956? [6]  (c) how different were events in hungary in 1956 and czechoslovakia in 1968? explain your  answer. [10]",
            "4": "4 0470/11/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war broke out in 1914.  (a) what was the british expeditionary force (bef)? [4]  (b) why did the schlieffen plan fail? [6]  (c) \u2018the main reason for the development of trench warfare on the western front was the first  battle of ypres.\u2019 how far do you agree with this statement? explain your answer. [10] 10 fighting elsewhere than the western front was significant.  (a) describe \u2018u-boat\u2019 warfare. [4]  (b) why did the gallipoli campaign of 1915 fail? [6]  (c) \u2018the battle of jutland was a disaster for britain.\u2019 how far do you agree with this statement?  explain your answer. [10]",
            "5": "5 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u2013 45 11 by 1933 hitler had become chancellor of germany.  (a) describe hitler\u2019s role in establishing the nazi party prior to 1923. [4]  (b) why did the munich putsch fail? [6]  (c) \u2018the fear of communism was the main reason for the nazis coming to power in 1933.\u2019 how far  do you agree with this statement? explain your answer. [10] 12 nazi rule affected the lives of the german people in many ways.  (a) describe how the nazis persecuted jews in the 1930s. [4]  (b) why was the use of culture and mass media important for the nazis? [6]  (c) how far were the nazis in control of the german people between 1933 and 1945? explain  your answer. [10]",
            "6": "6 0470/11/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u2013 41 13 after lenin\u2019s death, stalin emerged as leader of the soviet union.  (a) what did lenin\u2019s \u2018political will\u2019 (testament) say about stalin and trotsky? [4]  (b) why had stalin emerged as lenin\u2019s successor by 1928? [6]  (c) \u2018government propaganda was the most effective method used by stalin to control the soviet  people.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 stalin made many changes to the soviet union.  (a) describe the state of agriculture in the soviet union under the new economic policy. [4]  (b) why did stalin want to collectivise soviet agriculture? [6]  (c) \u2018stalin\u2019s policies benefited the soviet people.\u2019 how far do you agree with this statement?  explain your answer. [10]",
            "7": "7 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u2013 41 15 changes to the way of life in the 1920s affected most americans.  (a) describe the main changes in popular entertainment in america in the 1920s. [4]  (b) why was there a \u2018red scare\u2019 from 1919 to 1921? [6]  (c) how far was prohibition harmful to the us? explain your answer. [10] 16 roosevelt introduced a \u2018new deal\u2019 to help all americans.  (a) what actions did roosevelt take during his first hundred days in office? [4]  (b) why were there many opponents of the new deal? [6]  (c) \u2018the new deal solved the problems of the depression in america.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "8": "8 0470/11/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 during the 1930s and 1940s the influence of the chinese communists on china increased.  (a) describe the long march. [4]  (b) why was y enan important to the communists? [6]  (c) \u2018the leadership of mao was the main reason for the success of the communists in the civil  war.\u2019 how far do you agree with this statement? explain your answer. [10] 18 after 1966 china faced many problems.  (a) describe the actions of the red guards during the cultural revolution. [4]  (b) why was china made weaker by the cultural revolution? [6]  (c) how much was china changed by deng xiaoping? explain your answer. [10]",
            "9": "9 0470/11/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 in south africa, the years up to 1948 saw many changes.  (a) what was the social impact on the non-white population of government policies by 1940? [4]  (b) why did many white south africans feel threatened by the changes brought by the second  world war? [6]  (c) how successful was the economic development of south africa by 1945? explain your  answer. [10] 20 pressure for change in south africa increased in the 1970s.  (a) describe the main events leading to the soweto riots of 1976. [4]  (b) why was steve biko important in the struggle against apartheid? [6]  (c) how effective was external opposition to apartheid before 1980? explain your answer. [10]",
            "10": "10 0470/11/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 the second world war lead to the emergence of a jewish state in palestine.  (a) describe the actions of jewish terrorists between 1945 and 1948 against the british in  palestine. [4]  (b) why did the second world war make palestine more difficult for the british to control? [6]  (c) \u2018the arabs lost the war of 1948\u201349 because they were too confident of achieving success.\u2019  how far do you agree with this statement? explain your answer. [10] 22 the creation of israel caused many problems for the palestinians.  (a) describe what happened at deir y assi n in april 1948. [4]  (b) why did many palestinians become refugees in 1948\u201349? [6]  (c) \u2018arab states fully supported the palestinian cause.\u2019 how far do you agree with this statement?  explain your answer. [10]",
            "11": "11 0470/11/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/11/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92030/5 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *5503277835*history  0470/12 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/12/m/j/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 many factors played an important role in the move towards italian unification.  (a) describe the sicilian revolution of 1848\u201349. [4]  (b) why were the austrians not driven out of italy in 1848? [6]  (c) who contributed more to italian unification: cavour or garibaldi? explain your answer. [10] 2 austria and prussia competed for dominance in germany.  (a) what difficulties did the frankfurt parliament face when it was set up? [4]  (b) why was the cause of german nationalism helped by the zollverein? [6]  (c) \u2018schleswig-holstein was the cause of the war between austria and prussia in 1866.\u2019 how far  do you agree with this statement? explain your answer. [10] 3 in the usa, the north and the south had different views about slavery.  (a) what did the fugitive slave act of 1850 state? [4]  (b) why was the south alarmed at the outcome of the presidential election of 1860? [6]  (c) how beneficial was reconstruction to ex-slaves? explain your answer. [10] 4 different factors influenced british imperialism.  (a) describe how the british model of indirect rule operated. [4]  (b) why did britain expand its empire in the nineteenth century? [6]  (c) how successfully did indians resist nineteenth-century british rule? explain your answer. [10]",
            "3": "3 0470/12/m/j/15 \u00a9 ucles 2015 [turn over5 after the first world war, the victorious powers found it hard to reach agreement about the peace  settlements.  (a) in what ways did the treaty of versailles restrict german armed forces? [4]  (b) why was wilson unsuccessful in achieving his goal of self-determination for the peoples of  europe? [6]  (c) \u2018the treaty of versailles was too harsh.\u2019 how far do you agree with this statement? explain  your answer. [10] 6 the league of nations faced many problems.  (a) what was the role of the council within the league of nations? [4]  (b) why did the great depression make the work of the league difficult? [6]  (c) \u2018mussolini\u2019s invasion of abyssinia damaged the league more than japan\u2019s invasion of  manchuria had.\u2019 how far do you agree with this statement? explain your answer. [10] 7 after the second world war tensions increased between the victorious powers.  (a) what was agreed about poland by the great powers in 1945? [4]  (b) why were there tensions at the potsdam conference in 1945? [6]  (c) \u2018churchill\u2019s \u201ciron curtain\u201d speech at fulton was the main cause of tension between the west  and the soviet union between 1946 and 1950.\u2019 how far do you agree with this statement? explain your answer. [10] 8 saddam hussein was hostile towards iran.  (a) describe the iranian revolution of 1979. [4]  (b) why did iraqi troops invade iran in september 1980? [6]  (c) \u2018the most serious aspect of the iran-iraq war of 1980\u201388 was the threat to the stability of the  arab world.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "4": "4 0470/12/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 different military tactics and strategies were used during the first world war.  (a) describe trench warfare. [4]  (b) why was the use of tanks not as successful as expected in the first world war? [6]  (c) \u2018the battle of the somme was a military disaster for britain.\u2019 how far do you agree with this  statement? explain your answer. [10] 10 america made an important contribution to the outcome of the first world war.  (a) describe german actions which resulted in america entering the war. [4]  (b) why was the entry of the usa into the war important? [6]  (c) \u2018germany signed the armistice because mutiny and revolution had broken out at home.\u2019 how  far do you agree with this statement? explain your answer. [10]",
            "5": "5 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 in 1933 hitler became chancellor of germany and by the end of 1934 he was dictator.  (a) what was promised to the german people by the nazis in the election campaigns of  1930\u201333? [4]  (b) why did hitler turn against r\u00f6hm and the sa in 1934? [6]  (c) which was the more important in allowing hitler to consolidate his power in 1933\u201334: the  enabling act or the death of hindenburg? explain your answer. [10] 12 nazi rule affected all aspects of german society.  (a) describe the nazi policy of autarky. [4]  (b) why did the nazis see women as important? [6]  (c) how successful was the nazi regime in winning the loyalty and support of young germans?  explain your answer. [10]",
            "6": "6 0470/12/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 the bolsheviks played an important part in the events of 1917.  (a) what was the provisional government set up in 1917? [4]  (b) why was there little support for the provisional government? [6]  (c) \u2018trotsky was the key to the success of the bolsheviks in 1917.\u2019 how far do you agree with this  statement? explain your answer. [10] 14 as leader, stalin introduced new policies.  (a) describe how ethnic minorities were affected by stalin\u2019s rule. [4]  (b) why did stalin consider collectivisation necessary? [6]  (c) \u2018the period of the five-y ear plans brought misery and suffering for the soviet people.\u2019 how far  do you agree with this statement? explain your answer. [10]",
            "7": "7 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 there was an economic boom in the usa in the 1920s.  (a) what difficulties faced older, heavy industries in the usa, during the 1920s? [4]  (b) why did the american economy boom in the 1920s? [6]  (c) \u2018prosperity in the 1920s benefited americans.\u2019 how far do you agree with this statement?  explain your answer. [10] 16 in 1929 the wall street crash started the great depression.  (a) what was \u2018buying on the margin\u2019 in relation to the stock market? [4]  (b) why did weaknesses in the us economy lead to the wall street crash? [6]  (c) \u2018the main reason roosevelt won the 1932 presidential election was because he promised  change.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "8": "8 0470/12/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 in the late 1920s and the 1930s the kuomintang tried to crush the communists.  (a) describe the shanghai massacre of 1927. [4]  (b) why were the extermination campaigns between 1930 and 1934 important? [6]  (c) \u2018the long march was a complete success for the communists.\u2019 how far do you agree with  this statement? explain your answer. [10] 18 after 1962 china was affected by many changes.  (a) in what ways did mao disagree with the direction taken by the chinese communist party  (ccp) between 1962 and 1966? [4]  (b) why did the \u2018gang of four\u2019 lose the power struggle after mao\u2019s death? [6]  (c) \u2018the social consequences of economic development in china in the 1980s were greater than  the political ones.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "9": "9 0470/12/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 between 1949 and 1960 an apartheid state was created in south africa.  (a) what did separation of the races mean in practice after 1948? [4]  (b) why did the newly-elected national party see the implementation of a policy of apartheid as  important? [6]  (c) how effective was opposition to apartheid before 1960? explain your answer. [10] 20 from 1978 pressure for reform in south africa came from internal and external sources.  (a) what was the purpose of botha\u2019s \u2018total strategy\u2019? [4]  (b) why did internal pressure increase on the botha government in the years up to 1989? [6]  (c) \u2018mandela was responsible for the ending of minority rule.\u2019 how far do you agree with this  statement? explain your answer. [10]",
            "10": "10 0470/12/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 the aftermath of the second world war was significant for both arabs and jews.  (a) what were the proposals for palestine made by the united nations in 1947? [4]  (b) why was the new state of israel immediately involved in a struggle for its existence? [6]  (c) \u2018the second world war was the main reason for britain\u2019s withdrawal from palestine.\u2019 how far  do you agree with this statement? explain your answer. [10] 22 re aching a peaceful settlement for the middle east conflict has proved impossible.  (a) describe events leading to the signing of the march 1979 peace agreement. [4]  (b) why were the camp david accords opposed by some arab countries? [6]  (c) how different were israeli and palestinian views of the oslo accords? explain your answer.  [10]",
            "11": "11 0470/12/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/12/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf) 92027/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6100078675*history  0470/13 paper 1 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/13/m/j/15 \u00a9 ucles 2015section a: core content answer any  two questions from this section. 1 in 1848\u201349 revolutions took place across europe.  (a) describe revolutionary events in prussia in 1848. [4]  (b) why were there many revolutions in europe in 1848? [6]  (c) \u2018the reasons for the failure of the european revolutions of 1848\u201349 were similar.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 by 1861 italy was a kingdom but unification had not been achieved.  (a) describe garibaldi\u2019s expedition to sicily and naples in 1860\u201361. [4]  (b) why was italy still not united by 1861? [6]  (c) \u2018dealing with the pope was the greatest problem faced by the kingdom of italy in the years  leading to unification.\u2019 how far do you agree with this statement? explain your answer. [10] 3 bismarck was important in germany\u2019s achievement of unification.  (a) what happened at biarritz in october 1865? [4]  (b) why was the defeat of austria in 1866 important for german unification? [6]  (c) \u2018prussia\u2019s economic success was the main reason for german unification in 1871.\u2019 how far do  you agree with this statement? explain your answer. [10] 4 during the nineteenth century european imperialism impacted on countries in different ways.  (a) describe the chinese opium trade of the early nineteenth century. [4]  (b) why were christian missions deeply involved in european imperialism? [6]  (c) how similar were the ways in which european powers treated their african colonies? explain  your answer. [10]",
            "3": "3 0470/13/m/j/15 \u00a9 ucles 2015 [turn over5 the treaty of versailles was based on the demands of the leaders of different countries.  (a) how was the paris peace conference organised? [4]  (b) why did the treaty of versailles punish germany harshly? [6]  (c) how successful was wilson in achieving his aims at versailles? explain your answer. [10] 6 the league of nations failed to live up to expectations.  (a) what actions could the league take to encourage members to follow its decisions? [4]  (b) why were events in corfu (1923) a problem for the league? [6]  (c) \u2018the league failed in manchuria because of the attitudes of its leading members.\u2019 how far do  you agree with this statement? explain your answer. [10] 7 soviet actions brought increased tension to europe in the years before 1949.  (a) what changes to the frontiers of poland were agreed at the potsdam conference? [4]  (b) why was the marshall plan offered to all countries of europe? [6]  (c) \u2018the main cause of tension between the soviet union and the west between 1947 and 1949  was the berlin airlift.\u2019 how far do you agree with this statement? explain your answer. [10] 8 the soviet union faced many problems controlling countries in eastern europe.  (a) what was comecon? [4]  (b) why did berlin remain a focus of cold war tensions in the years up to 1961? [6]  (c) which was the more serious threat to soviet control of eastern europe: the hungarian rising  (1956) or events in czechoslovakia (1968)? explain your answer by reference to each. [10]",
            "4": "4 0470/13/m/j/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military tactics on the western front resulted in a war of attrition.  (a) describe the dangers faced by soldiers in trench warfare on the western front. [4]  (b) why did the germans attack verdun? [6]  (c) how successful a military leader was haig? explain your answer. [10] 10 america influenced the outcome of the first world war.  (a) what initially did the allies gain from america\u2019s entry into the first world war? [4]  (b) why did america enter the war in april 1917? [6]  (c) \u2018the failure of the ludendorff offensive was the main reason germany asked for an armistice.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study b: germany 1918\u201345 11 the weimar republic faced many problems.  (a) describe the german revolution of 1918. [4]  (b) why was the weimar republic facing problems in 1919\u201320? [6]  (c) \u2018by 1929 the weimar republic had overcome its problems.\u2019 how far do you agree with this  statement? explain your answer. [10] 12 the nazis used both persuasion and fear to keep themselves in power.  (a) what was the role of the gestapo in nazi germany? [4]  (b) why did the nazis persecute the mentally and physically handicapped? [6]  (c) \u2018the use of culture and propaganda was the most effective way by which the nazis controlled  the german people.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "6": "6 0470/13/m/j/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 tsarist rule in russia faced many challenges.  (a) describe how tsar nicholas ii ruled russia at the beginning of the twentieth century. [4]  (b) why did tsar nicholas ii issue the october manifesto in 1905? [6]  (c) how far was the tsarina responsible for the collapse of the tsarist regime? explain your  answer. [10] 14 stalin wanted full control of the soviet union.  (a) what were the main features of the new constitution introduced by stalin in 1936? [4]  (b) why was stakhanov a celebrity in stalin\u2019s russia? [6]  (c) how successful was stalin in establishing control over the soviet union? explain your answer.  [10]",
            "7": "7 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 in the 1920s most americans were affected by a \u2018boom\u2019 in the economy.  (a) what benefits did the us economy gain from the first world war? [4]  (b) why did some american people not share in the economic \u2018boom\u2019 of the 1920s? [6]  (c) \u2018the main reason for agricultural decline in the 1920s was competition from canada.\u2019 how far  do you agree with this statement? explain your answer. [10] 16 despite roosevelt\u2019s popularity there was opposition to the new deal.  (a) in what ways was industry helped by the new deal? [4]  (b) why was the new deal unsuccessful in solving the problem of unemployment? [6]  (c) \u2018the greatest threat to the new deal came from radical critics like huey long.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "8": "8 0470/13/m/j/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 communist rule brought many changes to china.  (a) what changes in agriculture did communist rule bring to china before 1957? [4]  (b) why were social changes introduced by the communists on coming to power? [6]  (c) \u2018the main reason for the failure of the great leap forward was the withdrawal of soviet  economic help following the sino-soviet split.\u2019 how far do you agree with this statement? explain your answer. [10] 18 communist  china has been involved in important international developments.  (a) what international developments in 1950 increased the usa\u2019s suspicion of communist  china? [4]  (b) why were there disputes between china and india in 1962? [6]  (c) how far did mao\u2019s death in 1976 result in improvements in china\u2019s relations with the rest of  the world? explain your answer. [10]",
            "9": "9 0470/13/m/j/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 by 1948 the foundations of an apartheid state were laid.  (a) what were the main features of south african society in 1940? [4]  (b) why did the national party want apartheid? [6]  (c) \u2018the national party won the election of 1948 because the electoral system worked in its  favour.\u2019 how far do you agree with this statement? explain your answer. [10] 20 in 1989 de klerk replaced botha as the president of south africa.  (a) what challenges faced de klerk when he became president in 1989? [4]  (b) why did many afrikaners oppose de klerk? [6]  (c) how important were the actions of african nationalist organisations in bringing apartheid to  an end? explain your answer. [10]",
            "10": "10 0470/13/m/j/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 it has been difficult to preserve peace in the middle east.  (a) what were the aims of the founders of the palestine liberation organisation? [4]  (b) why were the results of the six-day war of 1967 important for the middle east? [6]  (c) \u2018military strength enabled israel to survive in the years up to 1973.\u2019 how far do you agree with  this statement? explain your answer. [10] 22 strategies used by the palestinians to win back their homeland have changed significantly since  1968.  (a) what was \u2018fatah\u2019? [4]  (b) why did some palestinians turn to terrorism? [6]  (c) how far did international views of  the palestinian cause change between 1968 and the early  1990s? explain your answer. [10]",
            "11": "11 0470/13/m/j/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/13/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_21.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (cw/sw) 121996 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education * 0 4 8 3 9 3 3 3 6 0 *history  0470/21 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p7\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/m/j/15 \u00a9 ucles 2015option a: 19th century topic did germany plan a preventative war in 1914? study the background information and the sources carefully, and then answer all the questions.  background information some historians agree that germany deliberately planned a preventative war in 1914. they argue that  many german politicians believed that germany\u2019s position in europe would become weaker unless  something was done. germany was worried by the fact that russia was rebuilding her army and navy.  it was also worried about being surrounded by britain, france and russia. the claim that germany caused, and fought, a preventative war is based on the idea that germany  believed it was better to fight a war sooner than be faced with one later when the situation in europe  would have grown worse for germany. did germany plan a preventative war? source a was this a preventative war by germany \u2013 to prevent the threatened formation of a more powerful  hostile coalition in two or three years\u2019 time? was there really such a threat in the expansion of the  russian army? was there a real danger that russia and france together would attack germany?  would britain, the strongest partner in the triple entente, have given its approval and support to an  offensive war by russia and france against germany? but what is a preventative war? who threatened germany? it was clear to the german government  that france must be eliminated as a great power. the reason for this was france\u2019s alliance with russia.  france would have to disarm, pay a huge sum of war reparations and be integrated into \u2018central  europe\u2019, an economic bloc dominated by germany. as far as russia was concerned, the german chancellor in early august 1914 already had a clear  objective. he described his aims as the liberation and securing of the races subjugated by russia, the  pushing back of the russian frontier to moscow and the establishment of a number of buffer states. these plans for the expansion of the german sphere of influence amounted to german domination in  europe. was it not the greatest of delusions that germany believed it had to fight this war, and that it  was necessary for its own security? russia lagged far behind in its development and was threatened  with internal revolution. germany was rich, flourishing and industrially the most advanced country in  europe, having already overtaken france and even britain in many sectors. viewed politically, the  question arises as to whether in the case of germany it was clever, or wise, to aim in such a short  time, with such impatience and vehemence, and by means of such an aggressive naval and military  armaments policy, to alter the international political system; in short, to practise a policy which must  inevitably lead to war. from a history book published in 1967.",
            "3": "3 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource b the post-agadir period saw a waning of tension, especially between germany and britain. viewed  from this perspective, a general war was anything but inevitable. on the other hand, the agadir and  balkan crises produced a drastic stepping-up of military preparedness. german policy reflected the incoherence and ambiguity of this larger picture. first, it is worth noting  that the germans were as impressed as everyone else by the spectacle of russian economic growth.  from the standpoint of the most influential german military commanders, it seemed obvious that the  situation was shifting rapidly to germany\u2019s disadvantage. moltke, as chief of the general staff, adopted  a bleak and aggressive view of germany\u2019s international situation. his outlook can be reduced to two  assumptions. the first was that a war between the two alliance blocs was inevitable over the longer  term. the second was that time was not on germany\u2019s side. with each advancing year, germany\u2019s  prospective enemies, and russia in particular, would grow in military strength. the second assumption  was justified by a comparative analysis of the relative military strengths of the european powers.  obsessed with the dangers looming from east to west and convinced that time was running out, moltke  became the exponent of a \u2018preventative war\u2019.  however, bethmann hollweg consistently pursued a policy focused on collaboration with britain and  france. preventative war arguments thus never became the platform for policy in germany before 1914  \u2013 they were rejected by the civilian leadership. neither in 1905, nor in 1908\u20139 or 1911, did the german  government consider launching a preventative war. as for the kaiser, though prone to outbursts of  belligerent rhetoric, he panicked and counselled caution whenever a real conflict seemed likely. y et this  does not mean that we should reject the preventative argument as irrelevant to the action of germany  or other policy-makers. on the contrary, preventative logic exerted a stealthy but important pressure on  the thinking of the key decision-makers during the crisis of 1914. from a history book published in 2012.content removed due to copyright restrictions.",
            "4": "4 0470/21/m/j/15 \u00a9 ucles 2015source c sunday: ordered to the palace to see his majesty at 11 o\u2019clock along with tirpitz, heeringen (vice  admiral), and general von moltke. his majesty had a report on the political situation sent by the  ambassador in london, prince lichnowsky. the british government had informed lichnowsky that if  we attack france, england will come to france\u2019s aid. his majesty painted the following picture: austria must deal firmly with the slavs living outside its borders (the serbs) if it does not want to lose  control over the slavs under the austrian monarchy. russia is apparently already supporting the serbs.  russia will go straight into galicia if the austrians march into serbia. war would be inevitable for us. according to his majesty, the fleet will naturally have to prepare for war against england. the possibility  of a war against russia alone will not be considered. general von moltke: \u2018i consider a war is inevitable\u2014the sooner, the better. but we should do a better  job of gaining popular support for a war against russia.\u2019 tirpitz called attention to the fact that the navy would gladly see a major war delayed by one and a half  years. moltke said that even then the navy would not be ready, and the army\u2019s situation would continue  to worsen, since due to our limited financial resources our opponents are able to arm themselves more  rapidly. that was the end of the meeting. there were almost no decisions. moltke says the sooner war comes, the better; but he hasn\u2019t concluded from this that we should give  russia or france an ultimatum that would trigger a war for which they would carry the blame. an account of the meeting of the imperial war council, 8 december 1912, from the diary of admiral  m\u00fcller. m\u00fcller was the chief of the imperial naval cabinet. moltke was head of the german army.  tirpitz was in charge of the german navy. bethmann hollweg, the chancellor, was not at the meeting. source d the situation in europe is extraordinary. it is jingoism run stark mad. unless someone acting for you  can bring about a different understanding, there is some day to be an awful disaster. no one in europe  can do it. there is too much hatred, too many jealousies. whenever england consents, france and  russia will close in on germany and austria. a letter from colonel house to us president wilson, 29 may 1914. house was an adviser to wilson. source e england, russia and france have agreed among themselves to use the austro-serbia conflict as an  excuse for waging a war of extermination against us. the famous encirclement of germany has finally  become a complete fact. the net has suddenly been thrown over our head and england reaps the most  brilliant success of her anti-german world policy. we squirm isolated in their net. the kaiser writing on 30 july 1914. this note comes from written comments he made on a telegram  from the german ambassador in russia to jagow, the german foreign minister.",
            "5": "5 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource f the more determined austria appears and the more energetically we support it, the more likely russia  will do nothing. france and england also do not want war now. russia will be ready for war in a few  years. then the number of its soldiers will crush us; then it will have completed construction of its baltic  fleet and railways. in the meantime, our groups will grow ever weaker. the russians therefore desire  peace and quiet for a few more years. if russia attacks austria we cannot abandon austria. i do not  want a preventative war, but if war there will be, we cannot shirk it.  jagow, the german foreign minister, writing to the german ambassador in london, 18 july 1914. source g that calls for champagne. we must provisionally halt the march towards the west. if britain guarantees  the neutrality of france i will abandon all action against it. the kaiser in a meeting on 1 august 1914 just after the german mobilisation order had been signed.  a telegram from the german ambassador had just arrived stating that the british government had  promised that france would remain neutral so there was no need to attack france. source h the crime of the ages\u2014who did it? an american cartoon published in 1914.content removed due to copyright restrictions.",
            "6": "6 0470/21/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   how useful is this source as evidence about german foreign policy? explain your answer using  details of the source and your knowledge.  [8] 3 study sources d and e.  does source d prove that the kaiser was right in source e? explain your answer using details of  the sources and your knowledge.  [8] 4 study sources f and g.  are you surprised by source g? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was planning a preventative  war? use the sources to explain your answer.  [12]",
            "7": "7 0470/21/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic how far did hitler have a consistent foreign policy in 1938\u20131939? study the background information and the sources carefully, and then answer all the questions. background information czechoslovakia was ethnically very mixed. rather less than 50 per cent of the population were czechs.  there were also slovaks, hungarians and poles. 23 per cent of the population were german speakers  who lived in the sudetenland which formed the country\u2019s western margin. after the anschluss hitler\u2019s attention turned to czechoslovakia. henlein, the sudeten leader, began to  complain that the german minority were being mistreated by the czechs. this gave hitler the chance  to demand the sudetenland be incorporated into germany. this was agreed by chamberlain at munich  in september 1938. in march 1939 germany completed the takeover of czechoslovakia. the events surrounding czechoslovakia raise the question of whether hitler had a consistent foreign  policy, or whether he was merely reacting to opportunities as they came along. source a hitler was convinced that the democracies would only posture and admonish. they would not intervene  and, without them, nor would russia. france, though bound by treaty to help czechoslovakia, would  be discouraged from doing anything effective by hitler\u2019s new west wall. the british, hitler thought,  were still less ready and willing to defend czechoslovakia. he sensed that the british and french  governments wished to avoid at all costs a war. his confidence was sustained through the summer of  1938 when britain and france sought a full settlement with germany by extorting concessions from  czechoslovakia. in september president benes accepted all henlein\u2019s demands, despite the fact that  this gave the sudeten germans virtual autonomy within czechoslovakia. benes made the sacrifice in  response to overwhelming pressure from the western democracies, whose leaders clung to the belief  that by appeasing hitler they could avoid war. not to be deprived of war, hitler became more hostile and demanded more. then, chamberlain  intervened and made his famous flight to berchtesgaden on 15 september. hitler proceeded to  dupe chamberlain. above all, he convinced his guest that he was willing to start a world war over  the sudetenland but that the cession of ethnic german areas to germany would bring a general  peace. chamberlain returned to england where he persuaded his government and the french that  czechoslovakia must concede the sudetenland. on 22 september chamberlain returned to germany but hitler now demanded more. chamberlain  appealed to mussolini who added his voice to those of g\u00f6ring and goebbels, who argued that a  deal could be made which would give hitler everything he wanted except the blitzkrieg against  czechoslovakia. at the munich four-power conference chamberlain and daladier accepted the nazi  proposals. they barely modified hitler\u2019s godesberg demands. czechoslovakia was to surrender not  only the sudetenland but important centres of communication, major industrial areas and fortifications.  churchill called this \u2018total defeat\u2019 but hitler was angry at having been denied the conflict he craved.  what might have swayed him away from war was the lack of war spirit in the crowds at a berlin military  parade on 27 september. the day after the agreement was signed hitler made it clear that he intended  to swallow the rest of czechoslovakia as soon as he got the chance. appeasement encouraged hitler\u2019s  appetite for aggression and he ordered g\u00f6ring to organise \u2018a gigantic armaments programme\u2019. the  german air force would \u2018burst upon the enemy\u2019. from a history book published in 2000.content removed due to copyright restrictions.",
            "8": "8 0470/21/m/j/15 \u00a9 ucles 2015source b the french would not operate their alliance with czechoslovakia; on the other hand they would not  give it up. the french were dragging the british down with them. britain was the country most remote  from the czech affair; yet she had to take the lead. the british must undertake to \u2018solve\u2019 the sudeten  question \u2013 how, it did not matter \u2013 as long as war was averted. hitler remained the master of delay,  refusing to show his hand. preparations were pushed forward for attacking czechoslovakia but this was  far from a decision for war. the german generals continued to insist that they could not face a general  war. hitler steadily replied that it would not be necessary. hitler\u2019s patience was not exhausted. he still  waited for the nerves of others to crack. chamberlain flew to germany on 15 september. hitler\u2019s main concern at the meeting was to keep  the crisis going until czechoslovakia disintegrated. chamberlain remained faithful to his policy of  appeasement: \u2018i had nothing to say against the separation of the sudeten germans from the rest of  czechoslovakia.\u2019 on 22 september chamberlain again met hitler. hitler declared that the anglo-french proposals were  no longer enough. sudeten germans were being massacred \u2013 sudetenland must be occupied by  german troops at once. why did hitler take this line, when he was to receive by negotiation all that he  had demanded? did he want war for its own sake? there is another explanation. others, such as the  poles and the hungarians, were advancing claims to czechoslovak territory. there was a good chance  that czechoslovakia would break into pieces. germany would come in as a peace-maker. hence, hitler  was playing for time. the godesberg meeting ended in failure for chamberlain. hitler returned home  where he spent his time drawing dream-plans for the rebuilding of linz, the austrian town where he  went to school. once more he waited for events to provide him with future success. from a history book published in 1961. source c a cartoon published in britain, september 1938.",
            "9": "9 0470/21/m/j/15 \u00a9 ucles 2015 [turn oversource d a cartoon published in the soviet union, 1939. the signpost says left to western europe   and right to the ussr. source e the sudetenland is the last problem that must be solved and it will be solved. it is the last territorial  claim which i have to make in europe. i have no further interest in the czech state. we want no czechs!  the aims of our foreign policy are not unlimited. they are grounded on the determination to save the  german people alone. in 1919 ten million germans found themselves beyond the frontiers of germany,  germans who wish to return to the reich as their homeland. from a public speech by hitler, 26 september 1938. source f give thanks to your god. the wings of peace settle about us and the people of europe. it was the war  that nobody wanted. nobody in germany. nobody in france. nobody, above all, in britain, which had  no concern whatever with the issues at stake. if we must have a victor, let us choose chamberlain.  millions of happy homes and hearts are relieved of their burden. now let us get back to our own affairs. from a british newspaper, 30 september 1938. source g i will begin by saying what everybody would like to ignore or forget. we have experienced a total defeat.  silent, mournful, abandoned, broken czechoslovakia disappears into the darkness. y ou will find that  sooner or later czechoslovakia will be swallowed up in the nazi regime. and do not suppose this is the  end. this is only the beginning.  churchill speaking in the debate in the british parliament about the munich agreement,   3 october 1938.",
            "10": "10 0470/21/m/j/15 \u00a9 ucles 2015source h a cartoon published in britain, 6 september 1939. hitler is saying to mars, the god of war,   \u2018there\u2019s some mistake. it was your small brother i sent for.\u2019",
            "11": "11 0470/21/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   how far does source d support the view in source c? explain your answer using details of the  sources and your knowledge.  [8] 3 study source e.   how useful is this source as evidence about hitler\u2019s foreign policy? explain your answer using  details of the source and your knowledge.  [7] 4 study sources f and g.  does source f make you surprised by source g? explain your answer using details of the sources  and your knowledge.  [8] 5 study source h.  why was this cartoon published in early september 1939? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler, in his foreign policy, followed a  consistent plan during 1938\u20131939? use the sources to explain your answer.  [12]",
            "12": "12 0470/21/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_22.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (cw/sw) 96942/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *8815283104*history  0470/22 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/22/m/j/15 \u00a9 ucles 2015option a: 19th century topic could the first world war have been avoided? study the background information and the sources carefully, and then answer all the questions. background information tensions between the major powers in europe grew in the early years of the twentieth century. there  were rivalries over colonies and armaments and a series of crises. gradually, the triple alliance and the triple entente emerged, splitting europe into two.  the spark for war was provided by the assassination of archduke franz ferdinand in 1914 and the july  crisis that followed. by early august all the major european powers were at war. did the long-term tensions between the great powers make war inevitable or could war have been  avoided? source a given the horrors of the first world war, it is tempting to ask what, if anything, could have been done  to avert war in 1914. while the desire for war was clearly present, it would be wrong to see the period before the first world war as one in which only belligerence and militarism existed. pacifism was a term that was coined in 1901 and the existence of a pacifist movement is important to remember. there were important voices who advocated limitations to arms races. the two international peace conferences at the hague in 1899 and 1907 demonstrate that there was a real desire to try and limit the excesses of the arms race. recent research has shown that the apparent enthusiasm with which ordinary people greeted the declarations of war has been exaggerated. there were rallies and demonstrations of patriotic fervour but many people were rather frightened and reluctant to fight in a war whose purpose they failed to see. however, if the people of europe were not belligerent, their governments certainly were. war could  only have been avoided if berlin and vienna had been willing to accept mediation of a problem that could have been solved at the conference table. those mediation proposals by the government in london were turned down because it was deemed high time to \u2018deal energetically with the slavs\u2019. once this decision was made, the opposing alliances made an escalation of the war almost unavoidable. the government in berlin was willing to risk an escalation of a localised war into a european war because it felt able to win and improve its position. war could have only been avoided in 1914 if all governments had had an honest desire for peace. underestimating the war that they would unleash, and overestimating their own abilities, german and austrian decision-makers did not have such a desire for peace. from a book published in 2000.",
            "3": "3 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource b neither militarism, imperialism nor secret diplomacy made war inevitable. everywhere in europe in 1914  anti-militarism was in the political ascendant. businessmen had no interest in a major european war. diplomacy was successful in resolving imperial conflicts: both on colonial and even naval questions, britain and germany were able to settle their differences. the main reason relations between britain and germany did not produce a formal entente was that germany did not seem to pose a serious threat to the empire. the german decision to risk a european war in 1914 was not based on arrogance: there was no bid  for world power. rather, germany\u2019s leaders acted out of a sense of weakness. this was based on germany\u2019s inability to win either the naval or the land arms race. paradoxically, if germany had been as militarist in practice as france and russia, she would have had less reason to feel insecure and to gamble on a pre-emptive strike. britain\u2019s decision to intervene was the result of secret planning by her generals and diplomats, which  dated back to 1905. formally, britain had no continental commitment to france; this was repeatedly stated by the government between 1907 and 1914. the key was the conviction of a minority of generals and politicians that, in the event of a continental war, britain must send an army to support france. this was based on a misreading of german intentions. when the moment of decision came on 2 august 1914, it was by no means a foregone conclusion that britain would intervene against germany. nor was britain swept into the war on a wave of popular enthusiasm. for many people in europe, the war was not a cause for jubilation but trepidation. from a book published in 1998. source c a cartoon published in germany in 1903. the title of the cartoon is \u2018see the french-english alliance\u2019.",
            "4": "4 0470/22/m/j/15 \u00a9 ucles 2015source d when i first heard of the murder of archduke ferdinand i felt it was a very serious matter but my fears  were soon calmed. the kaiser had left on his yachting holiday and, still more reassuring, the head of the german army had gone to a health resort. i remember that some time in july, an influential hungarian lady told me that we were taking the  assassination of the archduke much too quietly; that it had provoked such a storm throughout the austrian empire as she had never witnessed \u2013 and that unless something was done immediately, it would certainly result in war with serbia, with the terrible consequences which such an operation might precipitate in europe. however, official reports at the time did not seem to justify the alarmist view she took. from the war memoirs of david lloyd george, published in the 1930s.  lloyd george was a member of the british government in 1914. source e whatever we may think of the merits of the austrian charges against serbia, france and russia  consider that these are mere excuses, and that the bigger cause of triple alliance versus triple entente has definitely begun. i think it would be dangerous for england to attempt to contradict this opinion, or to try and hide the real issue. our interests are tied up with those of france and russia in this struggle, which is not for the possession of serbia. it is a struggle between germany, aiming at a political dictatorship in europe, and the powers who desire to retain individual freedom. a note written for ministers in the british government by an official in the  british foreign ministry, 25 july 1914. source f an unjust war has been declared on the weak country of serbia. the anger among the russian people  about this declaration, which is fully shared by me, is enormous. i anticipate that very soon i shall be overwhelmed by the pressure forced upon me to take extreme measures which will lead to war. to try to avoid such a calamity as a european war i beg you, in the name of our friendship, to do what you can to stop your ally, austria-hungary, from going too far. from a communication sent by tsar nicholas of russia to kaiser wilhelm of germany, 29 july 1914.  nicholas and wilhelm were cousins. the tsar had ordered partial mobilisation of his armed forces the  day before.",
            "5": "5 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource g a french postcard published at the beginning of the war. the caption reads \u2018the glutton \u2013 too hard\u2019. a glutton is someone who eats too much.",
            "6": "6 0470/22/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  what is the message of this source? explain your answer using details of the source and your  knowledge. [8] 3 study sources d and e.  how far does source e suggest that source d is reliable? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study source g.  why was this source published at this time? explain your answer using details of the source and  your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the first world war could have been  avoided? use the sources to explain your answer. [12]",
            "7": "7 0470/22/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic why did hitler get away with the militarisation of the rhineland in 1936? study the background information and the sources carefully, and then answer all the questions. background information the treaty of versailles stated that although the rhineland remained part of germany, no german  troops or any german fortifications were to be allowed there. since coming to power in 1933, hitler had been determined to reverse this situation.  in 1935 france and the ussr signed a treaty of mutual support. hitler claimed this treaty was hostile  to germany and hastened the development of secret plans for remilitarising the rhineland. in 1936 britain developed plans to offer germany remilitarisation in exchange for arms limitations. however, on 7 march german troops marched into the rhineland. there has been much disagreement about why hitler was able to get away with this. was it because he  knew that britain was sympathetic and would do nothing to stop him? source a using as his excuse the french-soviet pact, hitler sent a token force of 22 000 troops into the rhineland.  as they marched the inhabitants of german cities were at first stupefied and then jubilant. laughing girls showered the soldiers with flowers. many rhinelanders expected the french to retaliate and the german defence minister was ashen-faced with anxiety. hitler offered a 25-year non-aggression pact with france but that evening 15 000 stormtroopers paraded in berlin singing \u2018for today we own germany and tomorrow the entire world\u2019. this was exactly what the french feared. the french prime minister broadcast a reply. if acts like this  were permitted, he said, there could be no peace; france would neither negotiate under menace nor let \u2018strasbourg once again come again under the fire of german guns\u2019. however, at this time concession was almost inevitable. germany\u2019s occupation of the rhineland was one of the most heavily telegraphed moves in europe since 1918, yet french governments had made no plans to react and the government at the time was surprised. the french army was organised for defence and did not possess a single unit ready for combat. most of the government ministers were equally passive and france\u2019s british ally could not accept the  risk of war. however, what ultimately paralysed france was the state of public opinion. the vast bulk of the population were revolted at the prospect of another war. this was the most frequent comment heard on the streets of paris, and seen in newspapers that the french rushed out to buy. \u2018above all, no war,\u2019 announced \u2018l \u2019action fran\u00e7aise\u2019. from a history book published in 2000.",
            "8": "8 0470/22/m/j/15 \u00a9 ucles 2015source b during february the british were considering the dangerous question of the demilitarised zone, though  no immediate german move was expected. as it became clear that hitler would soon grab his prize, the british government began to think about using the rhineland as a bargaining chip. the british government would abandon its commitments with regard to the rhineland, in an agreement with germany negotiated behind france\u2019s back. hitler achieved the full measure of surprise that he intended when the invasion took place on 7 march.  22 000 german soldiers entered the demilitarised zone. they were joined by paramilitary forces numbering some 14 000 who had been infiltrated earlier. there does not seem to have been any real anxiety in the german high command about the situation,  despite hitler\u2019s momentary loss of nerve on 5 march. the successful military coup was accompanied by a peace offer intended to emphasise the peaceful nature of the rhineland occupation. the french prime minister, in a broadcast to the french people, asserted that strasbourg would not be  left under german guns. his resolute words fell flat. the reaction of french newspapers was remarkably calm, reflecting the mood of most of the french public.  the french government agreed that france would not engage in isolated action but there were  differences between france and britain about the best policy to follow. in the belief that the french wanted firm action, the british government favoured quick condemnation of the german move and the early opening of talks (that is, strong words but no retaliation). when the french appealed to the league, goebbels wrote in his diary on 7 march, \u2018france will involve the league. fine! it will not act. nothing else matters.\u2019 it soon became clear that there would be little pressure from league members for retribution. there was no promise of any participation in collective action. hitler had every reason for confidence. nor did the response of the league\u2019s members suggest that he would be challenged in the future. from a history book published in 2011.",
            "9": "9 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource c an american cartoon published in march 1936. source d i can tell you that for five days and five nights not one of us closed an eye. we knew that if the french  marched, we were done. we had no fortifications, and no army to match the french. if the french had even mobilised, we should have been compelled to retire. many army officers considered hitler\u2019s action suicidal. a german officer who worked at the time in army headquarters speaking about the german march  into the rhineland. he was speaking during the spanish civil war.",
            "10": "10 0470/22/m/j/15 \u00a9 ucles 2015source e we had discovered that our policy of condemning the german action and then developing a constructive  policy to re-establish the european situation had no chance of acceptance with france, belgium or italy. it was inevitable that the french and belgians would both announce their intention \u2013 to ask the council of the league to make a pronouncement. then, if germany was still obdurate, they would proceed to military measures and ask us to do the same. in that case, we should have to decide whether we intend to fulfil our treaty obligation \u2013 and we should be in an impossible position if we refused. the prime minister thought it would be necessary to point out to the french that the action they proposed  would not result only in letting loose another great war in europe. they might succeed in crushing germany with the aid of russia, but it would probably only result in germany going communist. our position at home and in home waters is a disadvantageous one, whether from the point of view  of the navy, army or air force, or anti-aircraft defence. in addition, public opinion was strongly opposed to any military action against the germans in the demilitarised zone. in these circumstances, it was generally accepted that it was worth taking almost any risk in order to escape from military action. from the record of a meeting of the british government shortly after  german troops marched into the rhineland. source f there is, i am thankful to say, no reason to suppose that the present german action implies a threat  of hostilities. the german government speak of their \u2018unchangeable longing for peace in europe\u2019 and state a willingness to conclude a non-aggression pact with france and belgium. from a speech in the house of commons by anthony eden shortly after german troops marched into  the rhineland. eden was the member of the british government in charge of foreign policy.",
            "11": "11 0470/22/m/j/15 \u00a9 ucles 2015 [turn oversource g a british cartoon, march 1936. \u2018pax germanica\u2019 means \u2018german peace\u2019.",
            "12": "12 0470/22/m/j/15 \u00a9 ucles 2015source h a photograph of german troops riding into the rhineland on 7 march 1936.",
            "13": "13 0470/22/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 3 study source d.  do you believe this source? explain your answer using details of the source and your knowledge.  [8] 4 study sources e and f .  how far does source e make you surprised by source f? explain your answer using details of the  sources and your knowledge. [8] 5 study sources g and h.  does source h prove that source g is wrong? explain your answer using details of the sources  and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that hitler got away with the remilitarisation  of the rhineland because britain did nothing? use the sources to explain your answer. [12]",
            "14": "14 0470/22/m/j/15 \u00a9 ucles 2015blank page",
            "15": "15 0470/22/m/j/15 \u00a9 ucles 2015blank page",
            "16": "16 0470/22/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_23.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (cw/sw) 96940/4 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7491786696*history  0470/23 paper 2 may/june 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p7\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/23/m/j/15 \u00a9 ucles 2015option a: 19th century topic how important was the anglo-french entente of 1904? study the background information and the sources carefully, and then answer all the questions.  background informationin 1904 britain and france signed the entente cordiale. this consisted of a series of agreements over  colonial matters. although it was a friendly understanding and symbolised improving relations between the two countries, it was not an alliance. nor did it commit britain to any involvement on the continent. however, it did end britain\u2019s \u2018splendid isolation\u2019 and was seen by germany as an anti-german alliance.  but was the entente cordiale really a threat to germany? source a a cartoon published in britain in 1904. britain is shown with france.",
            "3": "3 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource b a cartoon published in germany in 1903. the title of the cartoon is \u2018see the french-english alliance\u2019.  source c a british cartoon published in april 1905. its title is \u2018the matchmaker, despite herself.\u2019 the french  woman sitting says to britain, \u2018if she\u2019s going to glare at us like that, it almost looks as if we might have  to be properly engaged.\u2019",
            "4": "4 0470/23/m/j/15 \u00a9 ucles 2015source d the anglo-french agreement of 8 april 1904 was the outcome of the general tendency of british  governments to take advantage of every opportunity of living in honourable peace with all other states. the attempt has been made to represent this decision as mainly, if not solely, influenced by the desire to strengthen the hands of france in a struggle with germany, since, as a result of the impending collapse of the russian power in the japanese war, she was incurring the danger of finding herself alone, face to face with her great enemy. this criticism, even if it does not go so far as wrongly to ascribe to the entente an originally offensive character directed against germany, will be seen to be founded in error. but even if the weakening of the franco-russian alliance had been the principal reason why france  sought an understanding with england, this would not justify the charge that the conclusion of such understanding constituted a provocation and deliberate menace to germany. that the association of so peace-loving a nation as england with france and russia, or still less that the substitution of england for russia in the association with france, would have the effect of turning an admittedly defensive organisation into an offensive alliance aimed directly at germany, cannot have been the honest belief of any competent student of contemporary history. from the \u2018memorandum on the present state of british relations with france and germany\u2019 by  sir eyre crowe, 1907. crowe was an important official in the british foreign ministry. source e a british cartoon, entitled \u2018solid\u2019, published in august 1911. the kaiser is saying  \u2018donnerwetter! it\u2019s rock. i thought it was going to be paper.\u2019",
            "5": "5 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource f it was impossible as ever to give any pledge to france that britain would take part in a continental war.  the fact that we remained unpledged must be made quite clear. neither these nor other consultations between british and french authorities ever amounted to anything like a political agreement involving any obligation on the governments; and later attempts to make them appear so are wrong. from sir edward grey\u2019s memoirs published in 1925. this is his account of what he said in a meeting  with members of the french government, april 1914. grey was in charge of british foreign policy. source g whatever we may think of the merits of the austrian charges against serbia, france and russia  consider that these are mere excuses, and that the bigger cause of triple alliance versus triple entente has definitely begun. i think it would be dangerous for england to attempt to contradict this opinion, or to try and hide the real issue. our interests are tied up with those of france and russia in this struggle, which is not for the possession of serbia. it is a struggle between germany, aiming at a political dictatorship in europe, and the powers who desire to retain individual freedom. a note written for ministers in the british government by an official in the  british foreign ministry, 25 july 1914.",
            "6": "6 0470/23/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [8] 2 study source c.   what is the message of this source? explain your answer using details of the source and your  knowledge. [7] 3 study source d.  why was this source written in 1907? explain your answer using details of the source and your  knowledge. [7] 4 study source e.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 5 study sources f and g.  must one of these sources be wrong? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence the anglo-french entente was a threat to  germany? use the sources to explain your answer. [12]",
            "7": "7 0470/23/m/j/15 \u00a9 ucles 2015 [turn overoption b: 20th century topic why was hitler able to achieve anschluss with austria in 1938? study the background information and the sources carefully, and then answer all the questions. background information one of the nazis\u2019 most treasured ambitions was anschluss \u2013 the unification of germany and austria.  in 1934 the austrian chancellor was assassinated by austrian nazis in an attempted coup. mussolini opposed the attempted anschluss and even threatened war. hitler backed down.  there followed a campaign of terrorism by the austrian nazis while hitler maintained pressure for the  union. as a desperate attempt to preserve austria\u2019s independence, in 1938 the austrian chancellor schuschnigg planned to hold a plebiscite on the issue of anschluss but on 11 march hitler demanded that it be postponed and that seyss-inquart replaced schuschnigg as chancellor. the new chancellor then claimed there was disorder in austria and asked for german troops to restore order. on 12 march hitler sent in german troops. this time mussolini did not object to anschluss. was hitler able to achieve what he wanted because of mussolini\u2019s change of attitude? source a everyone knew that hitler intended to move and that austria would be one of his first victims. hitler  had made diplomatic preparations including the winning over of italy. mussolini\u2019s journey to berlin in september 1937 sealed austria\u2019s fate. hitler could be confident that mussolini would not object to anschluss. italy\u2019s heavy involvement in spain could have only encouraged his optimism. france and britain were already adjusting to the prospect of a german move into austria. as early as february 1937, the french foreign minister told the american ambassador that france would not fight for austrian independence and in late april admitted that germany could take austria any time. by early 1937, the british too had accepted the idea of german expansion, although they hoped that hitler would refrain from armed aggression and any resort to force. on 12 march 1938 german troops marched into austria to cheering crowds. steps were taken to  reassure mussolini, who had been promised that he would be consulted before any action was taken over austria. in fact, the decision to march was taken before mussolini\u2019s reply was received. nonetheless, hitler was relieved and grateful to receive mussolini\u2019s positive response. hitler had taken only the most modest of gambles when he sent his army into austria, though the  army was ill-prepared even for this limited action. though schuschnigg\u2019s later critics have argued that even a brief struggle might have cast doubts on the story of a \u2018festive entry\u2019, the welcome given to hitler suggests otherwise. the austrian national socialists had done their job well; those who opposed anschluss were scattered and powerless. the \u2018anschluss from inside\u2019 worked better than the invasion of the german army. from a history book published in 2011.",
            "8": "8 0470/23/m/j/15 \u00a9 ucles 2015source b hitler\u2019s decision to force a resolution of the austrian problem took shape in november 1937. by that  time he was relatively certain that mussolini would not lift a finger to save austria, and he strongly suspected the other major powers would not come to its defence either. on 6 november mussolini told the germans that he had told the french that italy would not move against germany if a crisis should arise in austria. on 19 november, lord halifax met hitler. germany\u2019s intentions, hitler suggested, were entirely peaceful. moved by hitler\u2019s solemn promises to preserve peace, halifax made the extraordinary admission that britain saw no reason why germany\u2019s grievances in austria, czechoslovakia and danzig could not be appeased. also in november, the french said that they had no objection to a further assimilation of certain of austria\u2019s domestic institutions with germany\u2019s.  why was hitler able to achieve this act of aggression without a single determined protest from the  western powers? schuschnigg had laboured under the illusion that mussolini was still the protector of austrian independence when, in reality, he had long shifted his focus from austria to the mediterranean. as a result of this shift, mussolini had drawn closer to germany and initiated the rome-berlin axis. thus, when austria\u2019s day of reckoning came, italy had deserted it. y et hitler seems to have had considerable doubts on the day of the austrian anschluss, dispatching a personal letter to mussolini in which he tried to justify his action. when hitler was told that mussolini had accepted the whole thing, he was overcome with gratitude, pledging his support for mussolini through thick and thin. from a history book published in 1995. source c please tell mussolini i will never forget him for this. listen, i shall make any agreement. i am no longer  in fear of the terrible position which would have existed militarily in case we had got into a conflict. y ou may tell him that i thank him ever so much. never, never shall i forget. hitler speaking on the telephone to the official whom he had sent with a message to mussolini on the  day of the anschluss. hitler\u2019s message to mussolini had given a justification for his action. source d the government of the german reich presented us with an ultimatum with a time limit according to  which we had to appoint as chancellor a candidate named by the german reich. otherwise it was intended that german troops should march into austria at the hour named.  i declare before the world that the reports which have been spread in austria that there have been  troubles and that the government was not in control and could not maintain order are lies. we yield to force. because we do not want to shed german blood, we have ordered our armed forces, in case invasion is carried out, to withdraw without resistance. so i take my leave in this hour of the austrian people. god protect austria. schuschnigg\u2019s final radio broadcast, on 11 march 1938. ",
            "9": "9 0470/23/m/j/15 \u00a9 ucles 2015 [turn oversource e certain foreign newspapers have said that we fell on austria with brutal methods. i can only say that  even now they cannot stop lying. i have in the course of my political struggle won much love from my people, but when i crossed the former frontier into austria there met me such a stream of love as i have never experienced. not as tyrants have we come, but as liberators. from a speech by hitler on 25 march 1938. source f his majesty\u2019s government cannot take responsibility for advising the chancellor to take any course of  action which might expose his country to dangers against which it is unable to guarantee protection. the reply of the british government to a request from schuschnigg for advice, 11 march 1938.  source g his majesty\u2019s government have throughout been in the closest touch with the situation. the foreign  secretary saw the german foreign minister on 10 march and addressed to him a grave warning on the austrian situation. late on 11 march our ambassador in berlin registered a protest in strong terms with the german government against such use of coercion, backed by force, against an independent state. the events which are in our minds today will be the cause of regret and of sorrow. they cannot be  ignored by his majesty\u2019s government. they are bound to have effects which cannot yet be measured. the immediate result must be to intensify the sense of uncertainty and insecurity in europe. this is not a moment for hasty decisions or for careless words. we must consider the new situation quickly, but with cool judgement. the hard fact is that nothing could have stopped what has actually happened in austria unless this country and other countries had been prepared to use force. from a speech in the house of commons by neville chamberlain,  the british prime minister, 14 march 1938.",
            "10": "10 0470/23/m/j/15 \u00a9 ucles 2015source h good hunting mussolini. \u201call right, adolf\u2014i never heard a shot\u201d a british cartoon published in february 1938.",
            "11": "11 0470/23/m/j/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  how far do you trust what hitler is saying in this source? explain your answer using details of the  source and your knowledge. [8] 3 study sources d and e.  does source d prove that hitler is lying in source e? explain your answer using details of the  sources and your knowledge. [8] 4 study sources f and g.  does source f make you surprised by source g? explain your answer using details of the sources  and your knowledge. [7] 5 study source h.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler achieved the anschluss because  of the attitude of mussolini? use the sources to explain your answer. [12]",
            "12": "12 0470/23/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_41.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97845/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9998700562*history  0470/41 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/41/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1  how important to the failure of the schlieffen plan was belgium\u2019s reaction to invasion? explain  your answer. [40] 2 how significant was the battle of the somme to britain? explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how important were reparations as a cause of the problems of the weimar government between  1919 and 1924? explain your answer. [40] 4 how significant was the war of 1939\u201345 in changing life in nazi germany? explain your answer.   [40] depth study c: russia, 1905\u20131941 5 how important was the 1905 revolution to the eventual overthrow of tsarism in russia? explain  your answer. [40] 6 how significant in causing its downfall was the provisional government\u2019s decision to continue  russia\u2019s participation in the first world war? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the entertainment industry in changing life in america in the \u2018roaring  twenties\u2019? explain your answer. [40] 8 how important were republican reactions to the wall street crash as causes of roosevelt\u2019s  success in the presidential election of 1932? explain your answer. [40] depth study e: china, c.1930\u2013c.1990  9 how important was the invasion of china by the japanese for the rivalry between the nationalist  government and the communists? explain your answer. [40] 10 how significant was the cultural revolution? explain your answer. [40]",
            "3": "3 0470/41/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how significant was the defiance campaign of 1952 in the development of opposition to apartheid  by 1966? explain your answer. [40] 12 how important were president botha\u2019s policies in ending apartheid? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the division between israel\u2019s enemies in determining the outcome of the six  day war, 1967? explain your answer. [40] 14 how significant was superpower involvement in arab-israeli conflicts between 1956 and 1973?  explain your answer. [40]",
            "4": "4 0470/41/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_42.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97846/2 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7560939582*history  0470/42 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/42/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1  how important were technological innovations in changing warfare on the western front? explain  your answer. [40] 2  how significant to the course of the war was russia\u2019s defeat by late 1917? explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how significant was political disorder in causing the weakness of the weimar republic in its early  years? explain your answer. [40] 4 how important was violence in consolidating hitler\u2019s power after he became chancellor in 1933?  explain your answer. [40] depth study c: russia, 1905\u20131941 5  how significant was the return of lenin to russia in march 1917 to the overthrow of the provisional  government? explain your answer. [40] 6 how important was trotsky in the establishment of bolshevik rule to 1924? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was prohibition as an aspect of intolerance in the 1920s? explain your answer.  [40] 8 how important were the alphabet agencies? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the y enan soviet to the survival of the chinese communist party? explain  your answer. [40] 10 how significant to the economic progress of china was the great leap forward? explain your  answer. [40]",
            "3": "3 0470/42/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how important were the pass laws in the apartheid system? explain your answer. [40] 12 how significant was president de klerk to the ending of white minority rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant was the support of the united states of america to the establishment of the state  of israel? explain your answer. [40]  14 how important for the development of arab-israeli understanding were the camp david meetings?  explain your answer. [40] ",
            "4": "4 0470/42/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s15_qp_43.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (ac) 97847/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *0743369627*history  0470/43 paper 4 alternative to coursework may/june 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question.",
            "2": "2 0470/43/m/j/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was the contribution of women to the british war effort? explain your answer. [40] 2 how significant in ending the war was the outbreak of revolution in germany in october 1918?  explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were changes made by hitler to the nazi party during the 1920s? explain your  answer. [40] 4 how important was propaganda in enabling the nazis to control germany after 1934? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was war communism in the achievement of victory by the bolsheviks in the  russian civil war? explain your answer. [40] 6 how important was the use of fear in the achievement of stalin\u2019s economic goals? explain your  answer.  [40] depth study d: the usa, 1919\u20131941 7 how important was agriculture to the american economy in the 1920s? explain your answer. [40] 8 how significant was the new deal for the lives of the poor in america? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9  how important was land ownership among the issues facing the communist government in 1949?  explain your answer. [40] 10 how significant were the chinese attempts to improve relations with the usa after 1970? explain  your answer.  [40]",
            "3": "3 0470/43/m/j/15 \u00a9 ucles 2015depth study f: south africa c.1940\u2013c.1994 11 how important were \u2018locations\u2019 and restrictions on land ownership to the strength of the apartheid  system established from 1948? explain your answer.  [40] 12 how significant were government policies on education in increasing opposition to apartheid?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant for palestine was the ending of the second world war? explain your answer. [40] 14 how important was y asser arafat in the promotion of the palestinian cause? explain your answer.  [40]",
            "4": "4 0470/43/m/j/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96938/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9109532250*history  0470/11 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/11/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 the 1848\u201349 revolutions were influenced by different factors.  (a) describe the role of kossuth in the hungarian revolution, 1848\u201349. [4]  (b) why was louis philippe overthrown in 1848? [6]  (c) \u2018liberalism influenced the revolutions of 1848\u201349 more than nationalism.\u2019 how far do you  agree with this statement? explain your answer. [10] 2 italy had still not achieved unification by 1859.  (a) describe austrian power over italy at the beginning of 1848. [4]  (b) why was mazzini important in the struggle for a united italy? [6]  (c) how successful were piedmont\u2019s military campaigns against austria? explain your answer.  [10] 3 imperialism varied in format and impact.  (a) describe events at lucknow during the indian mutiny of 1857. [4]  (b) why did the chinese resist european influence? [6]  (c) how similar was the impact on africans of french imperialism in senegal compared to british  imperialism in nigeria? explain your answer. [10] 4 aggressive foreign policies before 1914 increased tension among european powers.  (a) what were the aims of kaiser wilhelm ii\u2019s weltpolitik policy introduced in 1890? [4]  (b) why did disputes over morocco increase european tension? [6]  (c) \u2018the actions of serbia were more to blame than the actions of austria-hungary for the  outbreak of war in 1914.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "3": "3 0470/11/o/n/15 \u00a9 ucles 2015 [turn over5 the negotiators of the paris peace settlement faced many challenges.  (a) what were the main terms of the treaty of saint germain with austria? [4]  (b) why were wilson\u2019s expectations of the peace settlement of 1919\u201320 different from those of  clemenceau? [6]  (c) \u2018the war guilt clause was the main cause of german bitterness towards the treaty of  versailles.\u2019 how far do you agree with this statement? explain your answer. [10] 6 hitler influenced events throughout europe.  (a) describe what happened in guernica in april 1937. [4]  (b) why did hitler want to remilitarise the rhineland? [6]  (c) \u2018the nazi-soviet pact was more advantageous to stalin than it was to hitler.\u2019 how far do you  agree with this statement? explain your answer. [10] 7 america feared the spread of communism.  (a) what was the 38th parallel in relation to the korean war? [4]  (b) why did north korea invade south korea in june 1950? [6]  (c) \u2018america was more successful in korea than it was in vietnam.\u2019 how far do you agree with this  statement? explain your answer. [10] 8 saddam hussein took action to secure his dictatorship.  (a) describe how saddam hussein ruled iraq. [4]  (b) why did saddam hussein invade kuwait in august 1990? [6]  (c) \u2018the greatest impact of the first gulf war was on the iraqi people themselves.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "4": "4 0470/11/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front little progress was made.  (a) describe conditions that faced soldiers in the trenches. [4]  (b) why did \u2018stalemate\u2019 develop on the western front? [6]  (c) how effective were new technologies in attempts to break the stalemate on the western  front? explain your answer. [10] 10 after august 1918 germany was in retreat.  (a) what happened at the battle of amiens in august 1918? [4]  (b) why did germany agree to an armistice? [6]  (c) \u2018the main reason revolution broke out in germany in 1918 was the kiel mutiny.\u2019 how far do  you agree with this statement? explain your answer. [10]",
            "5": "5 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 the weimar republic faced numerous threats to its existence.  (a) what problems was germany facing by the end of 1918? [4]  (b) why did the spartacist uprising fail? [6]  (c) \u2018stresemann saved the weimar republic from disaster.\u2019 how far do you agree with this  statement? explain your answer. [10] 12 different groups had different experiences under the nazis.  (a) describe the education policies of the nazis in german schools. [4]  (b) why was the hitler y outh movement an important part of life in nazi germany? [6]  (c) who benefited least from nazi rule: women or industrial workers? explain your answer. [10]",
            "6": "6 0470/11/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 the tsar faced many challenges.  (a) what was the nature of the tsar\u2019s rule over russia before the 1905 revolution? [4]  (b) why was the tsar in danger of losing control of the country following bloody sunday? [6]  (c) \u2018by 1914 the greatest problem faced by the tsar was the influence rasputin had over the  tsarina.\u2019 how far do you agree with this statement? explain your answer. [10] 14 the bolsheviks had consolidated their power by 1920.  (a) what threats did lenin\u2019s return to russia in april 1917 pose for the provisional government?  [4]  (b) why was the provisional government unable to prevent the october 1917 revolution? [6]  (c) \u2018war communism was the most important reason for bolshevik success in the civil war.\u2019  how far do you agree with this statement? explain your answer. [10]",
            "7": "7 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 americans were affected by the wall street crash.  (a) describe the buying of shares on the stock market before the crash. [4]  (b) explain why the us economy was affected by the wall street crash. [6]  (c) \u2018hoover failed to win a second term as president because he was reluctant to provide  government welfare support.\u2019 how far do you agree with this statement? explain your answer. [10] 16 americans held strong views about the new deal.  (a) what was the role of the national recovery administration within the new deal? [4]  (b) why did huey long oppose the new deal? [6]  (c) \u2018the new deal was a failure.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/11/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1990 17 communist rule changed china.  (a) describe co-operative farming in china during the 1950s. [4]  (b) why did the communists introduce health policies during the 1950s? [6]  (c) how successful were mao\u2019s economic policies up to 1958? explain your answer. [10] 18 china\u2019s external relations have been problematic.  (a) describe relations between china and hong kong between 1949 and 1997. [4]  (b) why were china\u2019s relations with india poor in the period 1950\u201388? [6]  (c) \u2018china was striving to become a superpower by 1976.\u2019 how far do you agree with this  statement? explain your answer. [10]",
            "9": "9 0470/11/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 an apartheid state was established by the government.  (a) what was the population registration act, 1950? [4]  (b) why was the bantu education act of 1953 introduced? [6]  (c) \u2018by the mid-1960s the government had successfully crushed resistance to the apartheid  state.\u2019 how far do you agree with this statement? explain your answer. [10] 20 the pressure for change in south africa gradually increased after 1978.  (a) what did botha mean by \u2018total onslaught\u2019? [4]  (b) why was there an upsurge of violence in south africa by the mid-1980s? [6]  (c) \u2018the contribution of mandela was more important than the contribution of de klerk to the  ending of white minority rule.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "10": "10 0470/11/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 events of 1955\u201356 in the middle east involved the superpowers.  (a) describe the role of the united states in the suez crisis. [4]  (b) why did egypt turn to the soviet union for assistance in 1956? [6]  (c) who benefited more from the 1956 suez conflict: egypt or israel? explain your answer.  [10] 22 progress towards peace in the middle east was slow.  (a) what did un resolution 242 (november 1967) state? [4]  (b) why was the influence of the united nations in the middle east never strong? [6]  (c) \u2018labor has been more to blame than likud for israel\u2019s limited progress towards peace.\u2019 how  far do you agree with this statement? explain your answer. [10]",
            "11": "11 0470/11/o/n/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/11/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96935/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *4799184728*history  0470/12 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/12/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 most of europe was affected by revolution during 1848\u201349.  (a) describe the revolutionary events in vienna in march 1848. [4]  (b) why were the actions of guizot important in causing the february 1848 revolution in france?  [6]  (c) \u2018the european revolutions of 1848\u201349 had similar results.\u2019 how far do you agree with this  statement? explain your answer. [10] 2 a number of people played a part in the moves towards italian unification.  (a) what actions did mazzini take in rome during his \u2018hundred days of power\u2019? [4]  (b) why did cavour meet napoleon iii at plombi\u00e8res in 1858? [6]  (c) was garibaldi a help or a hindrance in unifying italy? explain your answer. [10] 3 slavery became a significant issue in america.  (a) what was the \u2018underground railroad\u2019? [4]  (b) why was the 1850 compromise necessary? [6]  (c) \u2018the missouri compromise of 1820 was more important than the kansas-nebraska act of  1854 in causing the american civil war.\u2019 how far do you agree with this statement? explain your answer. [10] 4 european tensions before 1914 were increased by the actions of some countries.  (a) describe german actions in morocco in 1905 which increased european tensions. [4]  (b) why did germany start the naval race? [6]  (c) \u2018the bosnian crisis of 1908\u201309 played a greater part in causing the first world war than did  the balkan wars of 1912\u201313.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "3": "3 0470/12/o/n/15 \u00a9 ucles 2015 [turn over5 the results of the negotiations at the paris peace conference satisfied no one.  (a) what were the main terms of the treaty of trianon? [4]  (b) why was there discussion about the status of danzig at the paris peace conference? [6]  (c) \u2018the terms of the treaty of versailles were surprising.\u2019 how far do you agree with this  statement? explain your answer. [10] 6 peace was threatened in the 1930s.  (a) what did hitler gain from the return of the saar to germany? [4]  (b) why, by 1937, was japan a threat to world peace? [6]  (c) \u2018appeasement was not justifiable.\u2019 how far do you agree with this statement? explain your  answer. [10] 7 increasing communist influence was feared by the usa.  (a) describe the bay of pigs invasion. [4]  (b) why was the cuban revolution seen as a threat to the usa? [6]  (c) \u2018the us policy of containment was more successful in korea than in cuba.\u2019 how far do you  agree with this statement? explain your answer. [10] 8 threats to communist control of eastern europe always existed.  (a) describe the reaction of the western allies to the building of the berlin wall. [4]  (b) why did the communists build the berlin wall in 1961? [6]  (c) how different was the soviet reaction to events in hungary (1956) and czechoslovakia  (1968)? explain your answer. [10]",
            "4": "4 0470/12/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military plans were an important feature of the first world war.  (a) what was the schlieffen plan? [4]  (b) why did both sides construct trenches on the western front? [6]  (c) \u2018the actions of the french were the main reason for the failure of the schlieffen plan.\u2019 how far  do you agree with this statement? explain your answer. [10] 10 it was not just the western front that was important.  (a) what was the impact of the naval blockade of germany? [4]  (b) why did britain decide to launch an offensive against turkey in 1915? [6]  (c) \u2018the gallipoli campaign failed because of the turkish defences.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "5": "5 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 hitler was chancellor of germany by 1933.  (a) describe events in munich on 8\u20139 november 1923. [4]  (b) why did hitler think that the munich putsch would be successful? [6]  (c) \u2018hitler became chancellor of germany in 1933 because of the violence of the sa.\u2019 how far do  you agree with this statement? explain your answer. [10] 12 the nazis dealt with all opposition.  (a) what role did the ss play in controlling the nazi state? [4]  (b) why did persecution take place in germany? [6]  (c) \u2018the german people accepted the nazi regime.\u2019 how far do you agree with this statement?  explain your answer. [10]",
            "6": "6 0470/12/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905 \u201341 13 discontent was a significant issue in the tsar\u2019s russia.  (a) describe events on the battleship \u2018potemkin\u2019, june 1905. [4]  (b) why did stolypin introduce agricultural reform? [6]  (c) \u2018the actions of the tsarina were the main reason for the abdication of the tsar.\u2019 how far do  you agree with this statement? explain your answer. [10] 14 stalin\u2019s influence over the people of the ussr increased.  (a) what were trotsky\u2019s weaknesses as a candidate to succeed lenin as leader of the ussr?  [4]  (b) why did it take until 1929 for stalin to become undisputed leader of the ussr? [6]  (c) which was the more effective for stalin in controlling the soviet union: fear or propaganda?  explain your answer. [10]",
            "7": "7 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919 \u201341 15 the 1920s was a decade of contrasts in the usa.  (a) what was the jazz age? [4]  (b) why did the cinema become increasingly popular in 1920s america? [6]  (c) \u2018the \u201cred scare\u201d was the most important example of intolerance in america in the 1920s.\u2019  how far do you agree with this statement? explain your answer. [10] 16 roosevelt was a popular president, but still received criticism.  (a) what did roosevelt do to help industry in his first hundred days in office? [4]  (b) why were roosevelt\u2019s radio broadcasts important? [6]  (c) \u2018roosevelt tried to do too much.\u2019 how far do you agree with this explanation of the limited  success of the new deal? explain your answer.  [10]",
            "8": "8 0470/12/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930 \u2013c.1994 17 relations with the rest of the world have impacted on china.  (a) describe communist china\u2019s relations with india before the early 1990s. [4]  (b) why did the death of stalin change relations between china and the ussr? [6]  (c) \u2018access to trade was the main reason for improved relations with the united states from  1970.\u2019 how far do you agree with this statement? explain your answer. [10] 18 since 1966 chinese people have been affected by government policies in different ways.  (a) describe the \u2018cult of maoism\u2019. [4]  (b) why was the cultural revolution disastrous for china? [6]  (c) how successful was the deng xiaoping regime in changing china? explain your answer. [10]",
            "9": "9 0470/12/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940 \u2013c.1994 19 by 1948 south africa was a highly segregated state.  (a) what was the impact by 1940 of housing policies on the non-white population? [4]  (b) why was gold mining important to south africa by 1945? [6]  (c) \u2018the national party was successful in the election of 1948 because of the failings of smuts  and the united party.\u2019 how far do you agree with this statement? explain your answer. [10] 20 the campaign against apartheid increased in the years up to 1980.  (a) what was the black consciousness movement? [4]  (b) why did the black consciousness movement increase in popularity in the late 1960s and the  1970s? [6]  (c) how far do you agree that apartheid had almost collapsed by 1980? explain your answer.  [10]",
            "10": "10 0470/12/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 tensions in the middle east were high in the 1960s and 1970s.  (a) in what ways did tension increase in the middle east in the months leading up to the six day  war of june 1967? [4]  (b) why was israel able to accept the un ceasefire of 10 june 1967? [6]  (c) how significant was superpower influence in the y om kippur war, 1973? explain your answer.  [10] 22 palestinians faced numerous problems.  (a) describe the developing palestinian refugee crisis prior to 1967. [4]  (b) why was the six day war (1967) important for the palestine liberation organisation (plo)?  [6]  (c) how far were actions of the plo responsible for the difficulties palestinians faced?  explain your answer. [10]",
            "11": "11 0470/12/o/n/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/12/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 96934/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *9421086986*history  0470/13 paper 1 october/ november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/13/o/n/15 \u00a9 ucles 2015section a: core content answer any two questions from this section. 1 revolutions impacted on europe during 1848\u201349.  (a) describe the revolutionary events in paris in june 1848. [4]  (b) why was the austro-hungarian empire in danger of collapsing during 1848\u201349? [6]  (c) \u2018the 1848\u201349 revolutions were more successful in italy than in france.\u2019 how far do you agree  with this statement? explain your answer. [10] 2 cavour and napoleon iii were both important in the moves towards a united italy.  (a) what benefits did cavour hope to gain from the crimean war? [4]  (b) why was the meeting at plombi\u00e8res in july 1858 important? [6]  (c) \u2018napoleon\u2019s fear of prussia\u2019s military strength was the most important reason for the sudden  end to the war with austria in 1859.\u2019 how far do you agree with this statement? explain your answer. [10] 3 by 1859 the situation in america over slavery was explosive.  (a) what problems did the kansas-nebraska issue cause before the civil war? [4]  (b) why were northerners horrified by the verdict in the dred scott case? [6]  (c) how significant were the actions of john brown at harper\u2019s ferry? explain your answer. [10] 4 tensions in europe before 1914 were increased by the alliance system.  (a) describe the alliance system. [4]  (b) why was the role of austria-hungary important in international affairs before 1914? [6]  (c) \u2018german violation of belgium\u2019s neutrality was the most important reason for britain going to  war in 1914.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "3": "3 0470/13/o/n/15 \u00a9 ucles 2015 [turn over5 it was difficult to reach agreement at the paris peace conference.  (a) what were the main terms of the treaty of s\u00e8vres with turkey? [4]  (b) why did lloyd george believe that a moderate peace settlement with germany was in british  interests? [6]  (c) who was more satisfied with the treaty of versailles: wilson or clemenceau? explain your  answer. [10] 6 hitler\u2019s military power affected many people in europe.  (a) what actions had hitler taken by the end of 1935 to break the treaty of versailles? [4]  (b) why was involvement in the spanish civil war of benefit to hitler? [6]  (c) \u2018chamberlain\u2019s attempts to reach agreement at munich were worthwhile.\u2019 how far do you  agree with this statement? explain your answer. [10] 7 america adopted the policy of containment to deal with the threat of communism.  (a) what did the geneva agreements of 1954 propose for vietnam? [4]  (b) why did the usa become involved in the conflict in vietnam? [6]  (c) how successful was the usa\u2019s containment policy? explain your answer. [10] 8 instability and volatility were features of the gulf region.  (a) describe the involvement of the western powers in the iran-iraq war, 1980\u201388. [4]  (b) why was there opposition within iran to the shah\u2019s rule? [6]  (c) \u2018iraq suffered more than iran as a result of the war between the two countries.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "4": "4 0470/13/o/n/15 \u00a9 ucles 2015section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than expected.  (a) what was the \u2018race to the sea\u2019 in 1914? [4]  (b) why was the battle of verdun important? [6]  (c) \u2018the schlieffen plan failed because it was changed by the germans.\u2019 how far do you agree  with this statement? explain your answer. [10] 10 the first world war affected those at home.  (a) what was the defence of the realm act? [4]  (b) why did the british government use propaganda during the war? [6]  (c) how far did the first world war have a positive effect on britain\u2019s civilian population? explain  your answer. [10]",
            "5": "5 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study b: germany, 1918\u201345 11 by 1933 hitler had achieved the position of chancellor.  (a) what happened to hitler as a result of the munich putsch? [4]  (b) why did the nazi party have little success in elections before 1930? [6]  (c) \u2018the election of 5 march 1933 was the most important reason for hitler gaining control over  germany.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazis wanted the support of germans.  (a) what did the nazis promise the german people during election campaigns in the early  1930s? [4]  (b) why did nazi policy towards young people create loyal nazis? [6]  (c) were german workers better or worse off under the nazis? explain your answer. [10]",
            "6": "6 0470/13/o/n/15 \u00a9 ucles 2015depth study c: russia, 1905\u201341 13 alternatives to the bolsheviks were unpopular.  (a) what reforms did the provisional government achieve in its eight months in power? [4]  (b) why did the provisional government become increasingly unpopular? [6]  (c) \u2018the bolsheviks won the civil war because of their own strengths.\u2019 how far do you agree with  this statement? explain your answer. [10] 14 stalin introduced new economic policies to the soviet union.  (a) what were the effects of collectivisation? [4]  (b) why did stalin launch the first five-y ear plan? [6]  (c) \u2018stalin\u2019s five-y ear plans increased the well-being of the russian people.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "7": "7 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study d: the usa, 1919\u201341 15 the economy in the 1920s affected americans in different ways.  (a) describe how car ownership changed people\u2019s lives in 1920s america. [4]  (b) why did us governments in the 1920s follow policies favourable to big business? [6]  (c) \u2018the main reason for many americans living in poverty in the 1920s was racial discrimination.\u2019  how far do you agree with this statement? explain your answer. [10] 16 in the 1920s many americans were affected by the changes taking place.  (a) what happened at the \u2018monkey trial\u2019? [4]  (b) why was there a growth in popular entertainment in america during the 1920s? [6]  (c) was prohibition justifiable? explain your answer. [10]",
            "8": "8 0470/13/o/n/15 \u00a9 ucles 2015depth study e: china, c.1930\u2013c.1994 17 during the 1930s and 1940s china was increasingly influenced by the communists.  (a) describe life in the y enan soviet. [4]  (b) why was the long march important? [6]  (c) \u2018the second world war had a greater impact on the nationalists than it had on the communists.\u2019  how far do you agree with this statement? explain your answer. [10] 18 china changed under communist rule.  (a) what were \u2018speak bitterness\u2019 meetings? [4]  (b) why were communes less effective in improving agriculture than the communists had hoped?  [6]  (c) \u2018the most important of the social reforms of the chinese communists in the 1950s was the  improvement in the status of women.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "9": "9 0470/13/o/n/15 \u00a9 ucles 2015 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 the system of apartheid was introduced into south africa from 1948.  (a) what was apartheid? [4]  (b) why was the united party unsuccessful in the 1948 general election? [6]  (c) \u2018the bantu education act, 1953, had a greater impact than the bantu self-government act,  1959, on the non-white population of south africa.\u2019 how far do you agree with this statement? explain your answer. [10] 20 after 1966 criticism of apartheid increased.  (a) what was umkhonto we sizwe (spear of the nation)? [4]  (b) why did the south african government pass the bantu homelands constitution act of 1971?   [6]  (c) \u2018international sanctions were more successful than the united nations in opposing apartheid.\u2019  how far do you agree with this statement? explain your answer. [10]",
            "10": "10 0470/13/o/n/15 \u00a9 ucles 2015depth study g: israelis and palestinians since 1945 21 after 1945 palestine faced internal conflict.  (a) what was planned for palestine after 1945 by the british government? [4]  (b) why did the united nations propose a partition plan for palestine in 1947? [6]  (c) \u2018pressure from the usa was the most important reason for the withdrawal of britain from  palestine in 1948.\u2019 how far do you agree with this statement? explain your answer. [10] 22 by the end of the twentieth century peace had not been achieved in the middle east.  (a) what was decided at camp david in 1978? [4]  (b) why was the first intifada important? [6]  (c) \u2018the main reason for the failure to achieve peace in the middle east by the end of the  twentieth century was the rise of hamas.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "11": "11 0470/13/o/n/15 \u00a9 ucles 2015blank page",
            "12": "12 0470/13/o/n/15 \u00a9 ucles 2015permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w15_qp_21.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (st/sw) 128461 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 8 3 5 2 4 3 8 7 8 1 *history  0470/21 paper 2  october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/o/n/15 \u00a9 ucles 2015option a: 19th century topic how far was bismarck responsible for the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background information as a result of the prussian defeat of austria in 1866 the balance of power between austria and prussia  in germany went firmly in prussia\u2019s favour. prussia gained a lot of territory and german states north of  the river main were formed into a north german confederation under prussian leadership. france had agreed with bismarck to stay neutral during the war between austria and prussia. however,  relations between france and prussia became strained over the luxembourg crisis in 1867 and  napoleon iii needed something to raise his prestige at home. many saw a future war between the two  countries as inevitable. the two countries fell out over the hohenzollern candidature for the spanish  throne and by july 1870 they were at war. was this war brought about by napoleon, or by bismarck? source a from a history book published in 1965.content removed due to copyright restrictions.",
            "3": "3 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource b soon after the victory over austria, bismarck stirred up, and used, german national feelings over the  luxembourg crisis in 1867 quite cynically as a means to increase prussian influence over the rest of  germany, as well as a weapon against france. he was aware that without some external intervention  the unification of germany under prussia was unlikely to happen overnight. bismarck had come to the  conclusion that a full-scale foreign war was needed to raise national consciousness. bismarck saw his chance when in 1868 queen isabella was driven out of spain by a revolution. the  spanish government made efforts to find a new monarch. an approach was eventually made to prince  leopold of hohenzollern. bismarck always claimed he had nothing to do with the matter until the crisis  broke in july 1870. the news of leopold\u2019s acceptance reached paris on 3 july. after protests to william by the french that  leopold\u2019s candidacy was a danger to france, leopold withdrew. bismarck threatened resignation. the  french then overplayed their hand. they demanded an official renunciation of leopold\u2019s candidacy  by william. william refused to do this because he had already given his word, but his reply was  conciliatory. bismarck received a telegram from william explaining all this. he deliberately brought war  closer by striking out some words in the telegram but without altering anything. the shortening of the  text made the message to the french uncompromising. when william saw this version published in the  newspapers he said with a shudder, \u2018this is war\u2019. it seems probable that bismarck had had in mind since 1866 an eventual war against france, as long  as it could appear to be a defensive war, brought about by french aggression. such a war would bring  the south german states into the prussian fold. he did not control the whole hohenzollern affair but  he did manipulate and take advantage of the situation. but it was not just his opportunism which led to  war. equally important were the french blunders. if bismarck set a trap for france, it was largely one of  france\u2019s own making. from a history book published in 2001.",
            "4": "4 0470/21/o/n/15 \u00a9 ucles 2015source c a cartoon, entitled \u2018the new bl\u00fccher\u2019, published in the free city of frankfurt, 1863.  frankfurt supported austria in the war of 1866. the cartoon shows bismarck  riding a cockerel which represents france. bl\u00fccher led the prussian army in the  defeat of napoleon i at waterloo in 1815. on the saddle is written \u2018iron and blood\u2019.",
            "5": "5 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource d a cartoon published in britain, july 1870. france is speaking to britain  with king william in the background.",
            "6": "6 0470/21/o/n/15 \u00a9 ucles 2015source e a cartoon published in france, 1870. the title of the cartoon is \u2018the man on the  ball\u2019. bismarck\u2019s left foot is on france. source f i shall never consent to a war that is avoidable, much less seek one. but this war with france will surely  come. it will be forced upon us by the french emperor. his security depends upon personal prestige.  he has lost much of this by permitting prussia to become so great. he is well aware that such a loss,  unless repaired, may become dangerous to his position as emperor. he will, therefore, as soon as  he thinks his army is in good fighting condition again, make an effort to recover that prestige by using  some pretext for picking a quarrel with us. an american politician\u2019s recollection of what bismarck said to him in 1868. this  conversation was recounted by the politician many years later in his memoirs.",
            "7": "7 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource g i assumed that a united germany was only a question of time, that the north german federation was  only the first step in its creation. i did not doubt that a franco-german war must take place before  the construction of a united germany could be achieved. i was at that time preoccupied with the  idea of delaying the outbreak of this war until our fighting strength could be increased. each year\u2019s  postponement of the war would add 100  000 trained soldiers to our army. from bismarck\u2019s memoirs published in 1898. source h germany is in the process of unification upon our very frontier. is it a threat and a danger to us? should  france prevent germany from becoming united? can france prevent germany from becoming united?  to these questions we reply, \u2018no\u2019. france should not; france cannot. france cannot be false to its  democratic and liberal mission. from a pamphlet published in paris in 1867. it was published with the approval of  napoleon iii. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in 1863? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  does source g prove that the american politician\u2019s account in source f is wrong? explain your  answer using details of the sources and your knowledge.  [8] 5 study source h.  are you surprised by source h? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck was responsible for the  franco-prussian war? use the sources to explain your answer.  [12]",
            "8": "8 0470/21/o/n/15 \u00a9 ucles 2015option b: 20th century topic how far was the soviet union responsible for growing tensions after the  second world war? study the background information and the sources carefully, and then answer all the questions. background information it did not take long after the end of the second world war for relations between the wartime allies,  britain, the usa and the ussr, to begin to break down. historians have long disagreed over who  was to blame for the growing tensions between the soviet union and the west. some have focused  on the actions of the soviet union in eastern europe. they claim soviet actions became more and  more brutal, culminating in the soviet-supported communist coup in czechoslovakia in february 1948.  other historians point to the actions of the west such as churchill\u2019s \u2018iron curtain\u2019 speech in march  1946, the truman doctrine and the offer of marshall aid in 1947. how far was the soviet union responsible for its worsening relations with britain and the usa? source a from the soviet side the second world war had been fought to defeat germany and restore russian  power and security on its western frontiers. the region separating germany and russia could not be  left in uncertainty. poland, hungary and romania in particular, had been consistently unfriendly to  moscow. the only acceptable outcome for stalin was the establishment of governments that could be  relied upon never to pose a threat to soviet security. the only way to guarantee such an outcome was  to align the political system of the states of eastern europe with that of the soviet union. characteristically cautious, and still maintaining working relations with the western powers, stalin  pursued a tactic of favouring the formation of \u2018front\u2019 governments, coalitions of communists, socialists  and other \u2018anti-fascist\u2019 parties. in view of continuing disagreement over responsibility for the division of  europe, it is worth emphasising that stalin was never in any doubt as to his long-term goal. coalitions  were only a means to an end. they were the route to power. control mattered more than politics as  ulbricht, leader of the east german communists explained to his party in 1945: \u2018it\u2019s quite clear  \u2013 it\u2019s got  to look democratic, but we must have everything in our control.\u2019 the communists\u2019 stated objectives to re-distribute property, guarantee equality and affirm democratic  rights appealed to many in the region and in western europe who wanted to think well of stalin.  however, after a series of election defeats in eastern germany, austria and hungary it became clear  very quickly that communists were never going to achieve power through the ballot box. the result was  that communist parties adopted instead a strategy of pressure, followed by terror and repression. in  the course of 1946 and into 1947 electoral opponents were threatened, beaten up, arrested, tried as  \u2018fascists\u2019 and imprisoned or even shot. it is easy, in retrospect, to see hopes for a democratic eastern  europe after the war as always forlorn. it is not very surprising that history took the turn it did. germany mattered very much to both sides but there was no agreement over it. the americans were  worried that if germany remained weak and poor it would turn to communism. the soviets were worried  about a german desire for revenge and wanted to keep it weak. the soviet leaders were also worried  about the atomic bomb. it made stalin suspicious of american motives but the immediate cause of the  division of germany and europe lies in stalin\u2019s own errors. in central europe, where he would have  preferred a united germany, weak and neutral, he squandered his advantage by uncompromising and  confrontational tactics. the cold war in europe was an unavoidable outcome of the soviet dictator\u2019s  personality and the system over which he ruled. from a history book published in 2005.",
            "9": "9 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource b most historians argue that the cold war was not inevitable and was brought about by the inability  of the victorious powers to come to an arrangement among themselves. soviet leaders seem to  have cherished a hope of continued co-operation with the west. they also wished never again to be  vulnerable to attack from the west. they planned for a westward movement of soviet borders and for  friendly regimes beyond them. the poles, czechs, hungarians, finns, romanians and bulgarians would  have to be prepared to work out compromises that limited their control over foreign affairs; in return  they would be allowed control of their internal affairs. instructions from moscow to czechoslovakian  communists ordered, \u2018do not put the sovietisation of czechoslovakia on the immediate agenda. we  must proceed step by step.\u2019 a great stumbling block to co-operation was the future of germany. everyone wanted a peaceful,  friendly, denazified germany with reduced war-making potential, but there were very different ideas  about how to achieve this. the soviet union worried that the us approach would be markedly different.  the russians wanted germany to be kept united and weak for decades but us policy wanted  democratisation through education to prevent communism gathering support. the anglo-american  stance can be seen as provocative and insufficiently sensitive to stalin\u2019s security needs. truman introduced other potential sources of friction when he terminated lend-lease and with his  efforts at atomic diplomacy at potsdam. in both cases stalin became less inclined to compromise as  he perceived these to be us tactics to pressure him for concessions. then churchill weighed in with  his speech at fulton, missouri. this agreed with george kennan\u2019s long telegram of 1946 in which he  advocated policies of firm and persistent containment of soviet power. from a history book published in 2002.",
            "10": "10 0470/21/o/n/15 \u00a9 ucles 2015source c a cartoon entitled \u2018churchill and his predecessors\u2019 published in a soviet magazine,  march 1946. the flags read \u2018iron curtain over europe\u2019 and \u2018the english should  rule the world.\u2019 source d just two days ago, when president truman heard me say, \u2018i am neither anti-british nor pro-british,  neither anti-russian nor pro-russian\u2019, he said that this represented the policy of his government. to achieve lasting peace with russia we have to realise that we are dealing with a force which cannot  be handled successfully by a \u2018get tough with russia\u2019 policy. \u2018getting tough\u2019 never brought anything real  or lasting. the tougher we get, the tougher the russians will get. we must not let our russian policy be guided by those inside or outside the united states who want  war with russia. this does not mean appeasement. we want peace with russia  \u2013 but we want to be  met halfway. we want cooperation. and i believe that we can get cooperation once russia understands  that our main objective is not saving the british empire. henry wallace, a member of truman\u2019s government, speaking at a public meeting,  september 1946. truman dismissed wallace from his government later in the  month. in 1948 wallace stood against truman in the us presidential election.",
            "11": "11 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource e a cartoon published in britain, july 1947. the figure on the right represents  molotov, who was in charge of foreign policy in the soviet government. the writing  on his dress says \u2018madam molotov\u2019s school for satellites\u2019. a hot-dog is an american  snack.",
            "12": "12 0470/21/o/n/15 \u00a9 ucles 2015source f a cartoon published in britain, march 1948. it shows molotov speaking to stalin,  who has a photograph of marshall on his desk. the countries named are france,  italy, czechoslovakia, romania, hungary, poland, yugoslavia, greece, persia,  turkey, finland, bulgaria, albania.",
            "13": "13 0470/21/o/n/15 \u00a9 ucles 2015 [turn oversource g every now and again the usa and britain accuse hungary, romania and bulgaria of violating the  peace treaties which bound them to safeguard the human rights of their citizens. these accusations  are absolutely groundless. all these countries are strictly observing the terms of the peace treaties and are not violating human  rights. political freedom is secured for all citizens. these rights are embodied in the new constitutions.  racial discrimination is a crime punishable by law. women enjoy the same rights as men. there is full  freedom of conscience. freedom of assembly, organisation and the press is secured. the overwhelming  majority of the working people of these countries is organised in political trade unions on a democratic  basis. there is no censorship. when the us and britain speak of these countries violating the peace treaties, they are obviously  not thinking of honest citizens of these countries who enjoy full political freedom, but of their own  spies such as reactionary fascist groups who have been convicted of terrorist activities designed to  overthrow the people\u2019s democratic governments of these countries. but the governments of romania,  hungary and bulgaria in no way violated the peace treaties when they adopted measures to frustrate  those anti-democratic reactionaries. these governments acted in full accordance with the treaties,  which bind them not to suffer the existence of fascist organisations. from a broadcast by moscow radio, 1949.",
            "14": "14 0470/21/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in march 1946? explain your answer using details of the source  and your knowledge.  [8] 3 study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f .  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study source g.  how useful is this source as evidence about the cold war? explain your answer using details of  the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the ussr was to blame for growing  tensions after the second world war? use the sources to explain your answer.  [12]",
            "15": "15 0470/21/o/n/15 \u00a9 ucles 2015blank page",
            "16": "16 0470/21/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_22.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/sw) 128460 \u00a9 ucles 2015  [turn overcambridge international examinations cambridge international general certificate of secondary education * 9 9 3 6 5 5 1 6 9 0 *history  0470/22 paper 2  october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/o/n/15 \u00a9 ucles 2015option a: 19th century topic in the period up to 1866, was bismarck planning german unification? study the background information and the sources carefully, and then answer all the questions. background information some historians argue that bismarck planned the unification of germany as soon as he became  minister-president in 1862. they claim that every move he made in foreign policy was designed to  bring this about. this version of events is supported by bismarck in the memoirs he wrote in the 1890s  where he showed himself as a master planner plotting german unification from the beginning and  claiming that in both of the wars of 1864 and 1866 german unification was at stake. other historians argue that he had no master plan for german unification. they claim that his main  interest was to increase the power of prussia which he achieved by exploiting the mistakes of his  enemies. in the period up to 1866, was bismarck planning german unification or simply planning prussian  dominance? source a after denmark was defeated in 1864, bismarck said, \u2018we do not desire a european war. but if it comes  we shall not be among the losers.\u2019 whoever heard this might have understood that austria, bismarck\u2019s  ally at that moment, was to become his enemy, to be fought fearlessly and recklessly. if germany was  to be unified, it would be under prussian, not austrian leadership. in a meeting of prussian ministers and generals in may 1865 bismarck argued that they should still  try and reach a settlement with austria. he was not trying to avoid a war with austria. he only wanted  to avoid a war at that very moment, because he was not sure of the attitude of france and italy.  bismarck never made the mistake of underrating the strength of an enemy. he knew austria was still  a great military power. he therefore had to consider the international situation very carefully before he  committed himself irrevocably. by february 1866, in a meeting of the prussian crown council, bismarck called the war with austria  inevitable and asked for permission to conclude an alliance with italy and to obtain guarantees from  napoleon. the king gave his permission and bismarck\u2019s way was clear. now war was indeed inevitable.  bismarck did not allow even a single day to pass after the conclusion of the italian alliance before  commencing the political campaign which could only end in war with austria. was it bismarck\u2019s intention at the time of the war with denmark in 1864 to eventually make war against  austria? he certainly never had any moral objections about a war of this kind. however, he would have  been willing to do without the war if he had been able to achieve his aims by normal diplomacy. some  have argued that he could not have known beforehand what concessions austria was prepared to  make in order to avoid war. but it is unlikely that austria would have been able to save her alliance with  prussia by renouncing her claims in the duchies. although bismarck was not from the beginning bent  on war with austria, he was engaged in a policy which included the eventual unification of germany,  which made war unavoidable. the mistake of the austrian statesmen was that they did not see in  time that war was indeed inevitable and that military preparations were necessary; but they cannot be  criticised for having failed to avoid a war which was unavoidable. after the war bismarck did not seek the annexation of any austrian territory by prussia. he saw that  it was not in prussia\u2019s interests to make austria an enemy in the future when he would move against  france in his policy to unify germany. he said to general stosch, \u2018we shall need austria\u2019s strength in  the future for ourselves.\u2019 from a history book published in 1950.",
            "3": "3 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource b the idea, that when bismarck persuaded the austrians to join prussia in the war against denmark  in 1864 he was already looking forward to 1866 and a way of tricking austria into declaring war on  prussia, is far fetched. if this was the aim, why not have a war right away? because, say supporters of  the legend, bismarck needed to make sure of france. another view seems more likely  \u2013 that he hoped  to persuade austria to give up north germany to prussia without a fight. this is why, as late as may  1866, he was still exploring possible compromises. there was no master plan, only a clever exploitation  of every lucky incident which arose on the way. by the summer of 1865 neither austria nor bismarck wanted a war. austria was almost financially  bankrupt and bismarck was not sure william i would fight a fellow german state. over the winter of  1865\u201366 prussian-austrian relations deteriorated. in february, at a meeting of the prussian crown  council, bismarck made a clear statement that if prussia was to increase her power, war with austria  was only a matter of time. a secret alliance was made with italy, and in april the austrians took the  aggressive step of mobilising their army. bismarck then presented to the diet proposals for a reform of  the confederation which would exclude austria and increase prussia\u2019s power. austria persuaded the  diet to reject the proposals and to mobilise. the fighting began soon after this. after the prussian victory at sadowa, austria was at the mercy of prussia. however, bismarck  brought the war to a speedy end. his real reason for ending the war quickly and offering the austrians  reasonable terms was that, on 4 july 1866, france had written to william i proposing an armistice. if  bismarck had refused, the consequence for prussia would have been serious  \u2013 the mobilisation of a  french army on the rhine. from a history book published in 2001. source c as soon as the army shall have been brought into such a condition to command respect, then i will  take the first opportunity to declare war with austria, to split apart the german confederation, bring the  middle and smaller states into subjection and give germany a national union under the leadership of  prussia. from the memoirs of count von eckstadt published in 1886. eckstadt is recalling  what disraeli, a british politician, stated that bismarck said to him at a meeting in  1862. eckstadt was the saxon ambassador in britain at the time. source d we owe it to public opinion in the army and among the people to assert our power and influence in  germany, and not to yield to any direct attacks from the lesser states. the notion of austria and  prussia together must be accepted by the confederation. the lesser states must learn that if they  attempt to subject the european policy of austria and prussia to the control of the confederation they  will make the continuance of friendly relations impossible for these two powers. from bismarck\u2019s message to the austrian government, 1863.",
            "4": "4 0470/22/o/n/15 \u00a9 ucles 2015source e if war in alliance with france against austria is banned then a prussian policy is no longer possible. but  if war is waged against austria it has to bring about not only the annexation of the duchies but a new  arrangement in the relations of prussia with the german medium and small states. bismarck speaking in a meeting of the prussian crown council, may 1865. he was  replying to the crown prince\u2019s argument that prussia should not fight a war  against austria. source f a cartoon published in france in 1866. the states being picked up include  hanover, hesse-cassel, nassau, schleswig and holstein.",
            "5": "5 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource g for years i have wished for a german cavour or garibaldi. and overnight he has appeared in the person  of the much-abused bismarck. i bow before the genius of bismarck, who has achieved a masterpiece  of political planning and action. how marvellously the man spun all the threads of the great web. how  precisely he knew how to use his king, napoleon, his army, the government, austria and its forces. i  leave it to my stubborn colleagues from swabia and bavaria to abuse him. for years they have yelled  for german unity, and when someone achieves the impossible by transferring german unity from a  book of student songs into reality they shout \u2018crucify him\u2019. a letter by a german liberal to a fellow liberal, 19 august 1866. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence about bismarck? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  does source e prove that bismarck was deceiving the austrians in source d? explain your answer  using details of the sources and your knowledge.  [8] 4 study source f .  why was this source published in 1866? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that in the period up to 1866 bismarck was  only planning to increase prussia\u2019s strength rather than to achieve german unification? use the  sources to explain your answer.  [12]",
            "6": "6 0470/22/o/n/15 \u00a9 ucles 2015option b: 20th century topic how far were soviet actions over berlin justified? study the background information and the sources carefully, and then answer all the questions. background information one of the biggest problems facing the victorious allies after the second world war was what to do  about germany. it was agreed at y alta that germany should be divided into four zones (american,  french, british and soviet). berlin was divided in the same way. the soviet union wanted to keep  germany weak and wanted reparations. the western allies wanted germany to recover. in 1947 the  british and american zones were combined to help economic development and the french zone was  added later. in response the soviets began to disrupt and restrict travel between berlin and the allied  zones in germany. in march 1948 the allies agreed to establish a federal system of government for the western parts  of germany and in june introduced a new german currency  \u2013 the deutsche mark. on 24 june the  soviets blockaded all methods of surface transport between west berlin and non-soviet zones. they  stopped supplying food to non-soviet berlin and cut off the electricity. was soviet action over berlin justified? source a from a history book published in 1998.content removed due to copyright restrictions.",
            "7": "7 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource b although the soviets favoured a united germany, stalin\u2019s main objective was the security of the soviet  union. the first priority was to neutralise the german menace. hence stalin\u2019s policy of destroying  germany\u2019s economic power through reparations, which were a divisive issue from the start. the anglo-american strategy was driven by the fear that if germans in the western zone remained  impoverished they would turn back to nazism  \u2013 or else to communism. the emphasis was on  reconstructing political institutions and giving germans responsibility for their domestic affairs.  fortunately for the western allies, communist occupation policies in berlin and the soviet parts of  eastern germany did not win over the germans. if stalin wanted germany to remain united then  soviet tactics were not very sensible. from the beginning the soviets established a communist-led  government without allied consent and set about breaking agreements made at potsdam by extracting  and dismantling whatever fell within their grasp. and yet even by early 1947 a division of germany was not certain  \u2013 marshall was still optimistic that  whatever arrangements were made about germany, a divided germany would not be necessary. the  real break came in the spring of 1947 at the moscow meeting of the us, britain, france and the soviet  union. it was clear that the british and americans were determined to build up the west german  economy while the russians still wanted a united germany as envisaged at potsdam. one american  official said, \u2018it was the moscow conference of 1947 which really brought down the iron curtain.\u2019 in  1948 the western allies held their own conference on germany. they announced they had agreed \u2018that  close co-operation should be established among themselves in all matters arising out of marshall aid  in relation to western germany. such co-operation is essential if western germany is to make its full  contribution to european recovery.\u2019 in june plans to form a west german government were announced.  on 20 june a new currency was introduced into the western zones. the soviets replied by cutting  communications between west berlin and the western zones. it is sometimes suggested that american decisions like the truman doctrine and the marshall plan  pushed stalin from compromise to rigidity, and that european divisions were caused by america\u2019s  insensitivity. but this was not so. the immediate cause of the division of germany and europe lies  in stalin\u2019s own errors. he squandered his advantage by uncompromising tactics. if he hoped to let  germany rot until a resentful germany fell into his lap, he miscalculated. but germany was at his  feet. all the soviet union had to do was accept the marshall plan and convince the germans of  moscow\u2019s good faith in seeking a neutral, independent germany. this would have shifted the balance  of advantage. from a history book published in 1960. source c meeting at white house about the berlin situation. when the question was discussed  \u2013 do we stay  in berlin or not?  \u2013 president truman interrupted to say that there was no discussion on that point, we  were going to stay. we were in berlin by terms of an agreement and the russians had no right to get us  out by either direct or indirect pressure. from the diary of a us official, 28 june 1948.",
            "8": "8 0470/22/o/n/15 \u00a9 ucles 2015source d after repeated meetings between the western representatives and stalin the hope was expressed that  the berlin blockade was about to be lifted. y et the blockade continues and even air communications  between the western zones and berlin are now under threat. the seizure of the berlin city hall by  the communists appears to be only a matter of time. when that happens the position of the western  powers will be far more difficult. russia is holding the trump cards in berlin and will only give in at a  price too high for the western powers. besides, any bargain that one may strike with moscow today will  not be kept by stalin. the activities of russia in berlin will convince any sensible person that moscow is trying to drive the  western allies to a declaration of war, in which they will be branded the aggressors. the longer the  western allies remain in berlin as targets of constant humiliations by the soviet power, the greater  the danger of plunging europe into another war. the western allies can pull out of berlin with dignity  and get back to their own zones on the excellent grounds that co-operation with russia is no longer  possible. they can then establish their military, economic and political front along their russian border  and meet the soviets on even terms. from an american newspaper, 12 september 1948. source e a cartoon published in the soviet union in 1949. a caption published with the cartoon said,  \u2018western mother hen hatching new nazi chick\u2019.",
            "9": "9 0470/22/o/n/15 \u00a9 ucles 2015 [turn oversource f a cartoon published in britain, june 1948. the figure on the left is ernest bevin, who  was in charge of british foreign policy at the time. source g western currency reform is against the wishes and interests of the german people and in the interests  of american, british and french capitalists. it completes the splitting of germany and is a breach of  the agreement made at potsdam. the western powers claim it is impossible to agree on a four-power  currency reform for the whole of germany. but this is just an excuse, the soviet representatives took  every opportunity of reaching an agreement on common currency reform. the western capitalists are  supported in their policy of splitting germany by the big german capitalists and by those who helped  fascism to power. the introduction of two currencies in germany will mean that trade relations will be  destroyed. trade between zones will become trade between two separate states since two different  currencies will be used. free passenger and goods traffic between the occupation zones will be  destroyed. from a speech by marshal sokolovsky, soviet military governor of berlin, 18 june 1948.",
            "10": "10 0470/22/o/n/15 \u00a9 ucles 2015source h a cartoon published in britain, september 1948. it shows stalin and other soviet  leaders.",
            "11": "11 0470/22/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f .  how far would these two cartoonists have agreed with each other? explain your answer using  details of the sources and your knowledge.  [8] 4 study source g.  how useful is this source as evidence about the crisis over berlin? explain your answer using  details of the source and your knowledge.  [7] 5 study source h.  why was this source published in 1948? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that soviet actions over berlin were  justified? use the sources to explain your answer.  [12]",
            "12": "12 0470/22/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_23.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nf/sw) 99101/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6856514564*history  0470/23 paper 2 october/november 2015  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/23/o/n/15 \u00a9 ucles 2015option a: 19th century topic was german unification achieved by force or by diplomacy? study the background information and the sources carefully, and then answer all the questions. background informationgerman unification has often been seen as the result of bismarck\u2019s clever diplomacy. it is claimed he  outmanoeuvred country after country, pulling off one masterstroke after another. other historians have seen bismarck as a lover of war and as someone who achieved what he wanted on the battlefield and through the deaths of thousands of soldiers. bismarck\u2019s memoirs, written in the 1890s, give the picture of a master planner who plotted german unification from 1862 and achieved it through a clever use of both diplomacy and war. which was more important in bringing about the unification of germany: diplomacy or war? source a three wars, 1864, 1866 and 1870\u201371, played a vital part in the unification of germany. one of  bismarck\u2019s first acts after coming to power in 1862 was to increase taxes to pay for an enlarged, re-equipped and reorganised prussian army. this made bismarck confident that by 1866 prussia would be strong enough to challenge austria. he set the diplomatic stage for that challenge, as well as trying out his new army, by his skilful manipulation of the dispute between germany and denmark. the settlement of the issue over the duchies allowed bismarck to pick a quarrel with austria whenever  he chose. there is no doubt that bismarck, backed by moltke in charge of the prussian army, wanted and planned for war against austria. bismarck regarded war with austria as indispensable. the duchies were only a pretext for war. the war achieved what he wanted. the excellent organisation of the prussian army and the new needle gun, with which it was equipped, combined perfectly to serve diplomatic and political aims. the austro-prussian war was a landmark. after the defeat of austria, bismarck was busy with his next set of diplomatic manoeuvres. he signed  treaties, leaving france without allies. the dispute over the hohenzollern candidature for the spanish throne was again merely a pretext for a war that was crucial to bismarck\u2019s ambitions for a united germany. the prussian army moved smoothly into action towards paris. by 2 september 1870 france seemed  to have been completely defeated but a republic was proclaimed in paris and the new government refused to make peace and fought on until january. war had achieved bismarck\u2019s ambitions. from a history book published in 1957.",
            "3": "3 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource b bismarck\u2019s skill lay in his manoeuvring for the position from which he might effect the transference of  power in germany from vienna to berlin. in the joint occupation of the duchies he had an excellent position in which to pick a quarrel with austria. the treaty of gastein, by dividing the duchies between austria and prussia, gave the impression that austria was bismarck\u2019s accomplice in destroying the cause of frederick of augustenburg. bismarck completed his plans with an agreement from france to stay neutral in the events of an austro-prussian war and a secret military alliance with italy. he was able to draw austria into what prussia could claim was a defensive war because prussia could mobilise more quickly and so austria had to take the apparently aggressive step of mobilising before prussia. bismarck\u2019s future was then in the hands of the prussian generals. at sadowa the austrians suffered  a staggering defeat. y et this victory was not complete. it was bismarck\u2019s statesmanship that ensured that sadowa alone should be the decisive battle. all he wanted from austria was freedom of action for prussia in north germany. he said, \u2018we need austria\u2019s strength in future for ourselves\u2019 and concluded a quick peace where austria had no territorial losses. bismarck\u2019s diplomatic successes after 1866 were even greater. he quietly fostered the hohenzollern  candidature so that he could use the issue to provoke a war with france, after which france would be unable to prevent the incorporation of the south german states within germany. bismarck\u2019s editing and publishing of the ems telegram worked public opinion in france and germany up to fever pitch, culminating in a french declaration of war on 19 july 1870. bismarck\u2019s diplomacy meant that france, like bismarck\u2019s earlier opponents, must fight this war without allies. his diplomacy was aided by the immediate success of the prussian army. the prussian armies swept into france and surrender came on 1 september. early in the war, fear of a french invasion had caused the south german states to turn to prussia and popular opinion swung round in favour of their inclusion within the victorious german confederation. what bismarck\u2019s diplomacy had achieved was astounding. he ranks among the greatest heroes of german history. from a history book published in 1964. source c germany does not look to prussia\u2019s liberalism, but to its power. bavaria, w\u00fcrttemberg and baden can  indulge in liberalism, but no one will expect them to undertake prussia\u2019s role. prussia must build and preserve her strength for the advantageous moment, which has already come and gone many times. the great questions of the day will not be settled by speeches and majority decisions \u2013 that was the great mistake of 1848 and 1849 \u2013 but by blood and iron. from a speech bismarck made to a committee of the prussian parliament ten days  after coming to power in 1862.",
            "4": "4 0470/23/o/n/15 \u00a9 ucles 2015source d a cartoon published in britain at the time of the schleswig-holstein war. a \u2018ghoul\u2019  is a monster who eats human flesh. the servant is saying \u2018please y our majesty:  lunch just arrived from dybbol.\u2019 the siege of dybbol commenced in april 1864  during the war.",
            "5": "5 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource e an american cartoon, august 1866.  source f never, probably, has a war been caused so shamelessly as the one that bismarck is currently trying to  start against austria. my innermost feelings are revolted by this violation of every moral principle. i am no friend of austria and i am devoted to the idea of prussian influence in north germany, even though i have little sympathy for the present political situation in prussia. but i would rather cut off my hand than use it in such a disgusting operation as prussian policy is now launching against austria. austria is supposed to be mobilising against prussia! any child knows that the opposite is the case. everyone agrees on the crying injustice that is being done to austria and yet we have no choice. we must come down on the side of the unjust cause, because we cannot tolerate the possibility of austria gaining the upper hand in germany. the free development of germany would be incompatible with austrian supremacy. nobody here is comfortable with the idea that the war will have the result we desire \u2013 the dominance of prussia. a letter from a prussian liberal and nationalist to a friend, may 1866.",
            "6": "6 0470/23/o/n/15 \u00a9 ucles 2015source g when the king heard that the hohenzollern candidature was being further discussed he said that it  was \u2018very extraordinary that this sort of thing was going on without his authorisation\u2019. he wanted to be informed \u2018of everything before any action is taken\u2019. from a report by thile to bismarck, 19 june 1870. thile\u2019s report was about king william\u2019s  reaction to bismarck\u2019s letter recommending support for the hohenzollern candidature  for the spanish crown. thile was an important official in the foreign ministry. source h that beats everything! so his majesty wants the affair treated with official royal interference? the whole  affair is only possible if it remains the limited concern of the hohenzollern princes. it must not turn into a prussian concern, the king must be able to say without lying: \u2018i know nothing about it.\u2019 bismarck\u2019s comments when he received thile\u2019s report (source g), june 1870.",
            "7": "7 0470/23/o/n/15 \u00a9 ucles 2015 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  why did bismarck make this speech at that time? explain your answer using details of the source  and your knowledge. [7] 3 study sources d and e.  how far would these two cartoonists have agreed with each other? explain your answer using  details of the sources and your knowledge. [8] 4 study source f .  are you surprised by source f? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  why did bismarck react as he did in source h? explain your answer using details of the sources  and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that german unification was brought about  by diplomacy? use the sources to explain your answer. [12]",
            "8": "8 0470/23/o/n/15 \u00a9 ucles 2015option b: 20th century topic was the marshall plan designed to benefit the usa? study the background information and the sources carefully, and then answer all the questions. background informationeurope was in a desperate state after the second world war. the economies of european countries  were shattered, there were severe food shortages and little money for rebuilding and recovery. the usa emerged from the war in a much better state and in 1947 george marshall, secretary of state in the us government, devised a plan to give massive financial aid to the governments of europe. it was offered to countries on both sides of the iron curtain. the soviet union rejected the offer and persuaded most countries to the east of the iron curtain to do the same. in january 1949 the soviets provided an alternative for the eastern bloc called comecon (the council for mutual economic assistance). politicians at the time, and historians since, have disagreed about the motives behind the us offer.  some have claimed that it was a genuine attempt to help europe at a desperate time, while others have argued that although it benefited europe, it was designed primarily for the benefit of america. was the marshall plan designed mainly for the benefit of europe, or the usa? source a in his speech, on 5 june 1947, proposing the plan to bear his name, marshall had declared, \u2018our  policy is directed not against any country or doctrine but against hunger, poverty, desperation and chaos.\u2019 churchill was convinced that the plan was \u2018the most unselfish act in history\u2019 \u2013 the united states was offering to finance, from its ample resources, the reconstruction of the war-racked continent of europe. truman, who knew rather more about it, had a different view. for him the plan had a political purpose \u2013 \u2018to lift europe from the shadow of enslavement by russian communism\u2019. it seems clear that there was no intention of giving help to the communist part of europe, or to the  soviet union. kennan, who was in charge of planning the aid, made it very difficult for the russians to accept american help. he required them to open the markets of eastern europe to american businessmen. if the soviets had agreed they would have weakened their hold over an area vital to their own security. it is clear that the american government did not want russian participation in the marshall plan and gave them little choice but to refuse it. there is little doubt that the plan was anti-soviet \u2013 to consolidate western europe as a counter-weight to  russian power. it was also a move to stimulate the us economy and to consolidate american influence in western europe. its main aim was to prevent a depression in the us by using dollars to prevent a collapse in europe. such a collapse would have left europe open to stalin. the plan kept the post-war economies of western europe within the capitalist world. every transaction was arranged to provide profits for us banks, finance corporations and industries. european nations ended up dependent on the united states. most americans agreed with james byrnes, a leading member of the american government, when he said that the problem was not to make the world safe for democracy, but to make it safe for the united states. from a history book published in 1974.",
            "9": "9 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource b marshall\u2019s plan for a european recovery programme, made famous in his speech on 5 june 1947,  was dramatic and unique. bevin, a member of the british government, described the speech as one of the greatest in history. marshall\u2019s proposals were a clean break with past practice. europeans were left to decide whether to take the aid and how to use it. the offer was made to all european countries without distinction. the sums involved were enormous. by 1952 the us had spent $13 billion dollars and it was much more than a disaster fund, it was a programme for recovery and growth. stalin was suspicious of american motives and rejected the plan. this was a major blunder. the sensible  action would have been to co-operate, thus returning the ball to the american court. stalin then added a second blunder by seeking to use the western communist parties to sabotage the programme: thus making them more extreme and less attractive to voters. why stalin reacted so strongly to the marshall plan is not clear. he had probably pinned his hopes for communist expansion on an economic collapse of western europe. the marshall plan benefited the usa by restoring her major trading partner, rather than by reducing  europe to dependence. but there was more to it than that. the soviet union was waiting for a europe in collapse to fall into stalin\u2019s hands. but for america, europe\u2019s vulnerability was a problem, not an opportunity. economic collapse in western europe would lead to the spread of communist power. the interests of america were tightly tied up with those of europe. the real benefits of the marshall plan were psychological. it helped the europeans feel better about  themselves. this would not have been possible if the plan had been a blueprint for the \u2018americanisation\u2019 of europe. by allowing european governments to pursue polices that had emerged from domestic compromises and experiences, and by avoiding a one size-fits-all approach, the us actually had to forget some of its hopes. overall, it initiated a new and hopeful era in european history. from a history book published in 1994.",
            "10": "10 0470/23/o/n/15 \u00a9 ucles 2015source c a cartoon published in eastern europe in 1947. the figure on the cow is a member  of the american government. he is watched by members of the british and french  governments. source d president truman has announced the following principles of american foreign policy: the united states  will everywhere support, with weapons and money, reactionaries and fascists who are hateful to their own people but who are ready to place their country under american control. two countries suitable for this were found at once: greece and turkey. the americans do not want to directly propose that european countries become american colonies and so they have produced the marshall plan. it has soon become evident that this was simply a cunning way of subjecting all europe to american capital. from a soviet communist party newspaper for young people, 1947. source e the marshall plan will go down in history as one of america\u2019s greatest contributions to the peace of  the world. i think the world now realises that without the marshall plan it would have been difficult for western europe to remain free from the tyranny of communism. russia was surprised by the marshall plan. moscow soon realised that when the marshall plan began to function the opportunity to communise western europe would be lost. from truman\u2019s memoirs, published in 1955.",
            "11": "11 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource f a cartoon published in britain, june 1947. marshall is speaking to truman, who is  held down by his opponents.",
            "12": "12 0470/23/o/n/15 \u00a9 ucles 2015source g   a cartoon published in the usa, january 1949.",
            "13": "13 0470/23/o/n/15 \u00a9 ucles 2015 [turn oversource h the so-called truman doctrine and the marshall plan are particularly glaring examples of the manner  in which the principles of the united nations are violated and of the way in which the organisation is ignored. this is clearly proved by the measures taken by the united states government with regard to greece and turkey. this policy conflicts sharply with the principles expressed by the general assembly in its resolution of 11 december 1946, which declares that relief supplies to other countries \u2018should at no time be used as a political weapon\u2019. it is becoming more and more evident to everyone that the implementation of the marshall plan will mean placing european countries under the economic and political control of the united states. it is now clear that the marshall plan is merely a variant of the truman doctrine. in bringing forward this  plan, the united states government makes the european countries in need of help renounce their right to dispose of their economic resources and to plan their national economy in their own way. moreover, this plan is an attempt to split europe into two camps and to complete the formation of a bloc of several european countries hostile to the interests of the democratic countries of eastern europe and most particularly to the interests of the soviet union. vyshinsky, a member of the soviet government, speaking at the united nations,  18 september 1947.",
            "14": "14 0470/23/o/n/15 \u00a9 ucles 2015now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study source c.  how useful is this source as evidence about the marshall plan? explain your answer using details  of the source and your knowledge. [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge. [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge. [8] 5 study source h.  why did vyshinsky make this speech at that time? explain your answer using details of the source  and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the marshall plan was designed to  benefit the us? use the sources to explain your answer. [12]",
            "15": "15 0470/23/o/n/15 \u00a9 ucles 2015blank page",
            "16": "16 0470/23/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_41.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97853/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *7038185294*history  0470/41 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/41/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was the entry in 1917 of the united states of america to the war? explain your  answer. [40] 2 how significant to the outcome of the war was the battle of jutland? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the economic crisis after 1929 as a reason for hitler becoming dictator by  1934? explain your answer. [40] 4 how significant was youth policy in enabling the nazis to control germany? explain your answer.  [40] depth study c: russia, 1905\u20131941 5 how important to the russian people was the introduction of lenin\u2019s new economic policy (nep)  in 1921? explain your answer. [40] 6 how important to the establishment of stalin\u2019s rule was his cult of personality? explain your  answer. [40] depth study d: the usa, 1919\u20131941 7 how significant a factor was mass production in creating the prosperity of the 1920s? explain your  answer. [40] 8 how important a part of the new deal were the agricultural policies? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the second world war in determining the outcome of the chinese civil war?  explain your answer. [40] 10 how significant was the struggle for power after mao\u2019s death for the development of china to  1990? explain your answer. [40]",
            "3": "3 0470/41/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important was the second world war to the development of the south african economy?  explain your answer. [40] 12 how significant were the south african students\u2019 organisation and steve biko in the opposition to  apartheid by 1980? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant has the support of arab states for the palestinian cause been? explain your  answer. [40] 14 how important have the activities of the palestine liberation organisation been in raising  palestinian issues to the world? explain your answer. [40]",
            "4": "4 0470/41/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_42.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97855/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *3575799466*history  0470/42 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/42/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was the gallipoli campaign in 1915? explain your answer. [40] 2 how important was the use of aircraft to the conduct of the war? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were r\u00f6hm and the sa in the development of the nazi party to 1934? explain  your answer. [40] 4 how important were women in german society under the nazis? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how important was bolshevik agitation in the fall of the provisional government in 1917? explain  your answer. [40] 6 how significant was collectivisation in modernising the soviet economy? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was the ku klux klan during the 1920s? explain your answer. [40] 8 how important were president roosevelt\u2019s \u2018hundred days\u2019 from march to june 1933 in dealing  with the consequences of the wall street crash? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important in bringing about social change between 1949 and 1958 were women\u2019s rights  reforms? explain your answer. [40] 10 how significant to mao\u2019s control of china was the hundred flowers campaign, 1956\u201357? explain  your answer. [40]",
            "3": "3 0470/42/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important was the freedom charter of 1955 in the development of opposition to apartheid?  explain your answer. [40] 12 how significant was white opposition to the transition to majority rule between 1980 and 1994?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant to the peace process in the middle east have the rivalries between palestinian  groups been? explain your answer. [40] 14 how important a role has oil played in the arab-israeli conflict? explain your answer. [40]",
            "4": "4 0470/42/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w15_qp_43.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rcl (jda)) 97854/3 \u00a9 ucles 2015 [turn overcambridge international examinations cambridge international general certificate of secondary education *6754971145*history  0470/43 paper 4 alternative to coursework october/november 2015  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/43/o/n/15 \u00a9 ucles 2015answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important were submarines in the war at sea? explain your answer. [40] 2 how significant was the abdication of the kaiser in bringing germany\u2019s participation in the war to  an end? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the treaty of versailles in causing the domestic problems of the weimar  republic to 1929? explain your answer. [40] 4 how significant was the night of the long knives in securing hitler\u2019s control of germany? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the kornilov affair, august 1917, in the fall of the provisional government?  explain your answer. [40] 6 how important were the purges of the 1930s to stalin\u2019s control of the ussr? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was discrimination against black americans as an aspect of intolerance in  american society in the 1920s? explain your answer. [40] 8 how important was the banking crisis amongst the consequences of the wall street crash?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important for the economic progress of china were the changes made to agriculture between  1949 and 1960? explain your answer. [40] 10 how significant in bringing about change in china have been its relationships with the rest of the  world since mao\u2019s death? explain your answer. [40]",
            "3": "3 0470/43/o/n/15 \u00a9 ucles 2015depth study f: south africa, c.1940\u2013c.1994 11 how important were women in the struggle against apartheid? explain your answer. [40] 12 how significant were the attitudes of chief buthelezi and inkatha towards white minority rule?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant for the palestinians has the work of the united nations organisation been? explain  your answer. [40] 14 how important were divisions among arab states in causing the israeli victories in 1967 and 1973?  explain your answer. [40]",
            "4": "4 0470/43/o/n/15 \u00a9 ucles 2015blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2016": {
        "0470_s16_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112652/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0686826646*history  0470/11 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/11/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 attempts at italian unification before 1850 were unsuccessful.  (a) what was mazzini\u2019s vision for italy? [4]  (b) why did pope pius ix issue his allocution in april 1848? [6]  (c) \u2018austria\u2019s military supremacy was the most important cause of the failure of revolutions in  italy in 1848\u201349.\u2019 how far do you agree with this statement? explain your answer. [10] 2 unifying germany in 1848\u201349 proved impossible.  (a) what reforms were introduced by king frederick william iv of prussia in 1848? [4]  (b) why did frederick william reject the offer of the german crown? [6]  (c) \u2018revolutions in germany in 1848\u201349 were a failure.\u2019 how far do you agree with this statement?  explain your answer. [10] 3 americans held differing views of slavery.  (a) what actions did abolitionists take before the civil war against slavery? [4]  (b) why did views about slavery differ between northern and southern states? [6]  (c) how successful was the compromise of 1850? explain your answer. [10] 4 tension between the great powers increased in the years up to 1914.  (a) describe the part played by germany in the arms race in the early years of the twentieth  century. [4]  (b) why did the actions of austria-hungary in 1908 increase international tension? [6]  (c) \u2018by 1914, the triple alliance was stronger than the triple entente.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "3": "3 0470/11/m/j/16 \u00a9 ucles 2016 [turn over5 the victorious countries decided the terms of the versailles settlement.  (a) what were the effects of the treaty of trianon on hungary? [4]  (b) why did wilson believe his \u2018fourteen points\u2019 should form the basis of the treaty of versailles?  [6]  (c) how far did the peace settlement of 1919\u201320 reflect the aims of clemenceau? explain your  answer. [10] 6 from 1936 onwards, hitler revealed his intentions.  (a) describe hitler\u2019s takeover of austria. [4]  (b) why, in 1939, did stalin make a deal with germany rather than with britain or france? [6]  (c) \u2018the remilitarisation of the rhineland was more important to hitler\u2019s plans than was the  spanish civil war.\u2019 how far do you agree with this statement? explain your answer. [10] 7 relations between the superpowers had broken down by 1950.  (a) what were the main agreements reached at the y alta conference of february 1945? [4]  (b) why were the changes which took place between the y alta and potsdam conferences  important? [6]  (c) \u2018stalin\u2019s failure to abide by the agreements made at y alta and potsdam caused the cold war.\u2019  how far do you agree with this statement? explain your answer. [10] 8 the soviet union found it hard to control its eastern european satellites.  (a) what aspects of soviet control were hated by the hungarian people by 1956? [4]  (b) why did the polish government agree to meet the demands of solidarity? [6]  (c) \u2018the berlin wall was built for economic reasons.\u2019 how far do you agree with this statement?  explain your answer. [10]",
            "4": "4 0470/11/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the early stages of the first world war did not go as the germans had planned.  (a) what changes did germany make to the schlieffen plan? [4]  (b) why was it so important for germany that the schlieffen plan should succeed?  [6]  (c) how successful was the british expeditionary force? explain your answer. [10] 10 the entry of the usa into the war proved significant.  (a) what was the zimmermann telegram? [4]  (b) why did germany launch the offensive of march 1918? [6]  (c) \u2018the main reason the german offensive of 1918 failed was because it transformed the war  into one of movement rather than attrition.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "5": "5 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 weimar governments faced many problems.  (a)  what were the disadvantages of proportional representation for weimar germany? [4]  (b) why were the spartacists a threat to the german republic? [6]  (c) to what extent were weimar governments successful between 1923 and 1929? explain your  answer. [10] 12 the nazi regime influenced the lives of all germans.  (a) what actions did the nazis take to reduce unemployment? [4]  (b) why did the nazis encourage the \u2018perfect aryan family\u2019? [6]  (c) how attractive was the nazi regime to young people? explain your answer. [10]",
            "6": "6 0470/11/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 the tsar faced difficulties in the early years of the twentieth century.  (a) describe the main features of tsarist rule at the beginning of the twentieth century. [4]  (b) why was the revolution of 1905 unsuccessful? [6]  (c) how far were the events of \u2018bloody sunday\u2019 responsible for revolution in 1905? explain your  answer. [10] 14 by 1921 the bolsheviks controlled russia.  (a) describe the \u2018july days\u2019. [4]  (b) why did the authority of the provisional government collapse in the second half of 1917? [6]  (c) \u2018lack of unity was the main reason the whites lost the civil war.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "7": "7 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 the wall street crash impacted on all aspects of american life.  (a) what impact did the wall street crash have on the american economy? [4]  (b) why was stock market speculation a cause of the wall street crash? [6]  (c) \u2018republican policies were to blame for hoover losing the presidential election of 1932.\u2019 how  far do you agree with this statement? explain your answer. [10] 16 despite opposition, the new deal had a positive impact.  (a) in what ways did roosevelt help farmers? [4]  (b) why was it important for roosevelt to deal with the banks in 1933? [6]  (c) \u2018the supreme court presented a greater threat to the new deal than did opposition from  radical critics.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "8": "8 0470/11/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the late 1920s and the 1930s were difficult for the chinese communists.  (a) what was the jiangxi soviet? [4]  (b) why did the communists undertake the long march in 1934? [6]  (c) \u2018the war with japan had a greater impact on the guomindang than it did on the communists.\u2019  how far do you agree with this statement? explain your answer. [10] 18 mao\u2019s policies up to 1961 were wide-reaching.  (a) in what ways did mao improve health care for the chinese people? [4]  (b) why were collective farms introduced from 1953? [6]  (c) \u2018mao\u2019s economic policies between 1953 and 1961 were a success.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "9": "9 0470/11/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 south africa was an unequal society before 1948.  (a) what restrictions existed in relation to the civil rights of non-whites by 1940? [4]  (b) why was the migrant labour system used? [6]  (c) \u2018the main success of south africa\u2019s economic development by 1945 was gold mining.\u2019 how  far do you agree with this statement? explain your answer. [10] 20 despite the work of reformers, the move towards the ending of minority rule was slow.  (a) what did botha\u2019s policy of \u2018total strategy\u2019 involve? [4]  (b) why was desmond tutu awarded the nobel prize for peace? [6]  (c) \u2018government security services were responsible for the increase in violence between 1980  and the early 1990s.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "10": "10 0470/11/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 the uneasy arab-israeli peace was broken in 1956.  (a) what actions did nasser take prior to the outbreak of war in 1956? [4]  (b) why did the united nations become involved in the 1956 suez crisis? [6]  (c) \u2018israel\u2019s gains were greater than those of the arab world from the suez crisis.\u2019 how far do you  agree with this statement? explain your answer. [10]  22 peace in palestine has proved difficult to achieve.  (a) what was president bush\u2019s \u2018road map\u2019 of 2003? [4]  (b) why were the peace discussions held in oslo in 1993 important? [6]  (c) \u2018the israelis have been responsible for the failure of peace initiatives since 1993.\u2019 how far do  you agree with this statement? explain your answer. [10]",
            "11": "11 0470/11/m/j/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/11/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s16_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112653/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6825541814*history  0470/12 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/12/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 revolutions affected europe in 1848\u201349.  (a) describe events in sicily\u2013naples in 1848. [4]  (b) why was the role of the hungarian diet important in causing revolution in 1848? [6]  (c) \u2018the 1848\u201349 revolution in hungary was more successful than that in france.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 bismarck\u2019s diplomatic skills were important in germany\u2019s progress towards unification.  (a) describe events leading to the signing of the treaty of vienna in 1864. [4]  (b) why was bismarck able to provoke a quarrel with austria, resulting in war in 1866? [6]  (c) \u2018the main reason for the deterioration of franco\u2013prussian relations after 1866 was the  luxembourg crisis.\u2019 how far do you agree with this statement? explain your answer. [10] 3 after 1850 the usa moved rapidly towards civil war.  (a) describe the impact of the novel \u2018uncle tom\u2019s cabin\u2019 on the slavery issue. [4]  (b) why did the possible admission to the union of kansas and nebraska cause problems? [6]  (c) how far was poor leadership to blame for the confederate defeat in the civil war? explain  your answer. [10] 4 tensions between the great powers existed throughout the early part of the twentieth century.  (a) describe the agadir crisis of 1911. [4]  (b) why was the algeciras conference of 1906 a disaster for the kaiser? [6]  (c) \u2018russia was more to blame for war in 1914 than any other country.\u2019 how far do you agree with  this statement? explain your answer. [10]",
            "3": "3 0470/12/m/j/16 \u00a9 ucles 2016 [turn over5 the league of nations in theory was strong but in practice was weak.  (a) describe the work of the lytton commission. [4]  (b) why did japan invade manchuria? [6]  (c) which was the more important cause of the failure of the league: its organisation or its  membership? explain your answer. [10] 6 by the end of the 1930s war in europe was inevitable.  (a) describe the increase in italian militarism in the 1930s. [4]  (b) why did chamberlain, on his return from munich in 1938, say, \u2018i believe it is peace for our  time\u2019? [6]  (c) \u2018the british-french guarantee to poland was more responsible than the nazi\u2013soviet pact for  the second world war.\u2019 how far do you agree with this statement? explain your answer. [10]  7 tensions between the two superpowers up to 1950 turned into a \u2018cold war\u2019.  (a) what issues were addressed at the y alta and potsdam conferences? [4]  (b) why did truman develop a strategy of containment? [6]  (c) \u2018the berlin blockade was a serious threat to world peace.\u2019 how far do you agree with this  statement? explain your answer. [10] 8 in the early 1950s korea was the focal point of tension between communism and democracy.  (a) describe the events which led to the un involvement in the korean war. [4]  (b) why did the usa oppose the north korean invasion of south korea? [6]  (c) how successful was the usa\u2019s policy of containment in korea? explain your answer. [10]",
            "4": "4 0470/12/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 military tactics were important on the western front.  (a) what use was made of aircraft on the western front? [4]  (b) why were there so many british casualties on the first day of the battle of the somme? [6]  (c) \u2018verdun was the most important battle of the first world war.\u2019 how far do you agree with this  statement? explain your answer. [10] 10 other fronts, in addition to the western front, played important parts in the war.  (a) what difficulties faced the allied troops after landing on the beaches at gallipoli? [4]  (b) why did the british plan an attack on gallipoli in 1915? [6]  (c) \u2018the greatest impact of war on civilian populations was the shortage of food.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "5": "5 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the german republic was set up in 1918.  (a) what was the role of the president under the weimar constitution? [4]  (b) why were the 1920s a period of cultural achievement for germany? [6]  (c) how successful had the weimar republic been by 1926 in resolving the problems created for  germany by the treaty of versailles? explain your answer. [10] 12 control of the german people was important for the nazis.  (a) describe the nuremberg rallies. [4]  (b) why was the nazi \u2018master race\u2019 theory important? [6]  (c) how effective was the control of the german people by the nazis? explain your answer. [10]",
            "6": "6 0470/12/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 the tsar had absolute power over the russian people before 1905.  (a) what opposition to the rule of the tsar existed in russia at the beginning of the twentieth  century? [4]  (b) why was the revolution of march 1917 successful? [6]  (c) how effectively was russia governed between 1905 and 1914? explain your answer. [10] 14 stalin ensured his position as ruler was secure.  (a) what was life like for russians sent to labour camps? [4]  (b) why was stalin able to win the leadership contest after lenin\u2019s death? [6]  (c) \u2018the use of official art and culture was the main reason stalin was able to secure his position  as dictator of the soviet union.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "7": "7 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 the impact of the economic boom did not benefit all americans.  (a) describe the difficulties faced by black americans in the 1920s. [4]  (b) why did farmers not share in the prosperity of the 1920s? [6]  (c) \u2018mass-marketing was the main reason for the economic boom of the 1920s.\u2019 how far do you  agree with this statement? explain your answer. [10] 16 the new deal faced criticism.  (a) describe father coughlin\u2019s opposition to the new deal. [4]  (b) why did republicans criticise the new deal? [6]  (c) how successful was the new deal? explain your answer. [10]",
            "8": "8 0470/12/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the communists attempted to build their support base before 1937.  (a) what were the extermination campaigns of 1930\u201334? [4]  (b) why was the jiangxi soviet important for the communists? [6]  (c) \u2018the most important benefit of the long march for the communists was increased support.\u2019  how far do you agree with this statement? explain your answer. [10] 18 there have been frequent changes in china\u2019s relations with other countries.  (a) describe relations between china and the ussr between 1950 and 1960. [4]  (b) why were china\u2019s relations with vietnam poor before 1990? [6]  (c) how far did china\u2019s relations with other countries change after 1976? explain your answer.  [10]",
            "9": "9 0470/12/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 segregation was a big issue after 1945.  (a) describe segregation in south africa by 1945. [4]  (b) why did government action in relation to land ownership and farming result in segregation  increasing before 1948? [6]  (c) \u2018the success of the national party in the 1948 election was achieved because of afrikaner  nationalism.\u2019 how far do you agree with this statement? explain your answer. [10] 20 by 1980 opposition to apartheid was increasing.  (a) what was the impact of the government\u2019s homelands policy? [4]  (b) why were events in soweto in 1976 important in the fight against apartheid? [6]  (c) \u2018the united nations was the most effective external opposition to apartheid after 1966.\u2019 how  far do you agree with this statement? explain your answer. [10]",
            "10": "10 0470/12/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 in the years up to 1973 israel survived arab hostility.  (a) what benefits did israel gain in 1967 from dayan\u2019s military plans? [4]  (b) why did israel have good reason to fear attacks from its arab neighbours from 1965 to 1967?  [6]  (c) \u2018the usa was a more useful friend to israel than the soviet union was to egypt between  1954 and 1973.\u2019 how far do you agree with this statement? explain your answer. [10] 22 the plo aimed to unite all palestinians to win back their land.  (a) describe two palestinian terrorist actions aimed at capturing world attention. [4]  (b) why did the refugee crisis worsen after the six-day war of 1967? [6]  (c) \u2018the plo was ineffective in its attempts to promote the palestinian cause.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "11": "11 0470/12/m/j/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/12/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s16_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 112654/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5013118884*history  0470/13 paper 1 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/13/m/j/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 in 1848 there was a growth in the spirit of revolution across europe.  (a) what did liberals want to achieve from the revolutions of 1848? [4]  (b) why did the hungarian revolution of 1848\u201349 fail? [6]  (c) how far was the issue of electoral reform the reason for revolution in france in 1848? explain  your answer. [10] 2 after 1850 italy moved steadily towards unification.  (a) what actions were taken by cavour\u2019s government to strengthen the position of  piedmont\u2013sardinia industrially? [4]  (b) why did garibaldi sail to sicily in may 1860? [6]  (c) \u2018napoleon iii of france was as important as cavour to italian unification.\u2019 how far do you  agree with this statement? explain your answer. [10] 3 bismarck used his skills in moving germany towards unification.  (a) describe bismarck\u2019s role in events leading to the seven weeks\u2019 war of 1866. [4]  (b) why was the north german confederation established in 1867? [6]  (c) which was more to blame for the outbreak of war in july 1870: the spanish succession or  the ems telegram? explain your answer. [10] 4 germany\u2019s foreign policy became increasingly more aggressive in the early years of the twentieth  century.  (a) what actions did the kaiser take between 1896 and 1902 that convinced britain that germany  was becoming a threat? [4]  (b) why did germany want an overseas empire? [6]  (c) \u2018the moroccan crisis of 1905\u201306 was more responsible for raising tension among the great  powers than was the moroccan crisis of 1911.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "3": "3 0470/13/m/j/16 \u00a9 ucles 2016 [turn over5 the versailles settlement resulted from discussions between the victorious countries.  (a) what was decided about the saar in the treaty of versailles? [4]  (b) why was the treaty of s\u00e8vres renegotiated? [6]  (c) \u2018the germans had genuine grounds for complaint about the treaty of versailles.\u2019 how far do  you agree with this statement? explain your answer. [10] 6 the league of nations, in addition to peacekeeping activities, was involved in humanitarian work.  (a) describe the part played by the league in international humanitarian work. [4]  (b) why did the japanese invasion of manchuria weaken the league? [6]  (c) \u2018ineffective sanctions were the main reason for the failure of the league in abyssinia.\u2019 how far  do you agree with this statement? explain your answer.  [10] 7 the ussr aimed to be the dominant superpower before 1949.  (a) what disagreements between the two superpowers were there at the potsdam conference?   [4]  (b) why was there tension over berlin in the years 1945\u201349? [6]  (c) how effective was the ussr\u2019s attempt to control eastern europe by 1948? explain your  answer. [10] 8 soviet policies were not popular in eastern europe.  (a) what aspects of soviet control were hated by the people of czechoslovakia? [4]  (b) why were people leaving east berlin before 1960? [6]  (c) how far were gorbachev\u2019s policies of glasnost and perestroika responsible for the collapse  of soviet control over eastern europe? explain your answer. [10]",
            "4": "4 0470/13/m/j/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the nature of warfare had changed by the end of 1914.  (a) describe belgian resistance against the invading german army. [4]  (b) apart from belgian resistance, why was the schlieffen plan not as successful as the germans  hoped? [6]  (c) which was more important in extending the war beyond the end of 1914: the battle of the  marne or the first battle of ypres? explain your answer. [10] 10 by early 1918 german prospects of success in the war were fading.  (a) what did ludendorff hope to achieve with his offensive of 1918? [4]  (b) why was the german offensive of 1918 eventually unsuccessful? [6]  (c) \u2018the main reason germany agreed to an armistice was the fear of an allied invasion.\u2019 how far  do you agree with this statement? explain your answer. [10]",
            "5": "5 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 hitler increasingly strengthened his control over germany.  (a) describe hitler\u2019s role in the nazi party before 1929. [4]  (b) why did the popularity of the nazi party increase between 1929 and 1932? [6]  (c) \u2018the night of the long knives was the most important reason hitler was able to strengthen  his control over germany during 1933 and 1934.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazis used different approaches to maintain control.  (a) what part did the secret police play in the running of nazi germany? [4]  (b) why was hitler popular with many germans? [6]  (c) \u2018nazi germany was a totalitarian state.\u2019 how far do you agree with this statement? explain  your answer. [10]",
            "6": "6 0470/13/m/j/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 lenin\u2019s role was important for the bolsheviks.  (a) what problems faced the provisional government following the abdication of the tsar? [4]  (b) why did the bolsheviks win the civil war? [6]  (c) how successful was the new economic policy? explain your answer. [10] 14 stalin saw the need to change the soviet union.  (a) what were the benefits of stalin\u2019s economic changes? [4]  (b) why did the introduction of collectivisation not go smoothly for stalin? [6]  (c) \u2018stalin\u2019s policies had a greater impact on ethnic minorities than on women.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "7": "7 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 prejudice and intolerance existed in america in the 1920s.  (a) what was the \u2018red scare\u2019 of 1919\u201320? [4]  (b) why were sacco and vanzetti executed? [6]  (c) which aspect of intolerance was more important: the actions of the ku klux klan or the  monkey trial? explain your answer. [10] 16 the ending of the economic boom brought changes.  (a) describe life in a \u2018hooverville\u2019. [4]  (b) why did hoover\u2019s dealings with the bonus marchers damage his attempt to be re-elected  president in 1932? [6]  (c) how far could overproduction be blamed for the end of the economic boom? explain your  answer. [10]",
            "8": "8 0470/13/m/j/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the early years of communist rule brought great changes.  (a) what was the programme of \u2018thought reform\u2019 introduced by the communist party in 1951? [4]  (b) why was land reform introduced in 1950? [6]  (c) how effective were mao\u2019s attempts to introduce social changes in china in the first fifteen  years of communism? explain your answer. [10] 18 mao wanted to continue the communist revolution.  (a) describe mao\u2019s use of propaganda. [4]  (b) why did mao think it necessary to introduce the cultural revolution? [6]  (c) \u2018the persecution of intellectuals was the most important impact of the cultural revolution on  china.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "9": "9 0470/13/m/j/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 by 1966 the south african state was under no obligation to provide equal facilities for its citizens.  (a) what were the main features of the group areas act of 1950? [4]  (b) why was the freedom charter of 1955 important? [6]  (c) \u2018apartheid impacted more on white than on non-white south africans.\u2019 how far do you agree  with this statement? explain your answer. [10] 20 south africa was changing between 1966 and 1980.  (a) what security measures did the south african government introduce after 1966 to stamp out  resistance to apartheid? [4]  (b) why did economic sanctions against south africa have only limited effect? [6]  (c) how far did the prosperity of the south african economy improve people\u2019s lives in the period  1966\u201380? explain your answer. [10]",
            "10": "10 0470/13/m/j/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 attempts to find a solution to the problem of palestine after the end of the second world war  failed.  (a) what happened at the king david hotel in july 1946? [4]  (b) why did the arabs believe that the creation of a homeland in palestine was likely after 1945?  [6]  (c) \u2018the main reason the palestinian arabs rejected the un partition plan was that many arabs  would be left in the jewish homeland area.\u2019 how far do you agree with this statement? explain your answer. [10] 22 rivalry between israelis and palestinians increased the difficulty of peacemaking.  (a) what is \u2018hamas\u2019? [4]  (b) why had the united nations been unable to secure a lasting peace in the middle east by  1978? [6]  (c) how successful have attempts at peacemaking in the middle east from 1978 been? explain  your answer. [10]",
            "11": "11 0470/13/m/j/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/13/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s16_qp_21.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 115137/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *2438164382*history  0470/21 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/21/m/j/16 \u00a9 ucles 2016option a: 19th century topic was british reaction to the indian mutiny justified?  study the background information and the sources carefully, and then answer all the questions.  background informationwhen the indian mutiny broke out in may 1857 there were only 35 000 british soldiers in india. delhi  became the focal point of the mutiny and recapturing the city became a priority for the british. in september, after a week\u2019s vicious street fighting, it was back under british control. however, it was not until march 1858 that lucknow was recaptured. the way the british reacted to the mutiny has caused much controversy. much of the british press,  outraged by atrocities committed by the rebels, demanded harsh punishments. soldiers and civil servants in india reacted with hangings and shootings, and casualties on the indian side were soon much higher than on the british. worried about actions like these, in july 1857 governor-general canning issued a \u2018clemency\u2019 proclamation ordering a more moderate reaction and in november 1858 an amnesty was announced. many people at the time, and since, have argued that british methods were justified and necessary,  while others have claimed they were cruel and barbaric.  source a the mutiny had laid waste vast areas and had cost 40 million pounds, the lives of 2034 soldiers in  action and many murdered british civilians. it was a time for restoring order. an amnesty only lasted until 1859. hundreds of indians, many of them simple men whose only wish had been to avoid trouble, were hanged. it is difficult to assess the extent of the reprisals because many indians fled, or died from famine, rather than being killed by the british. exaggerated claims have been made about the number that were killed but it may have been hundreds of thousands. english officials demanded the cruellest punishments and apparently were delighted to watch them. two englishwomen who had turned up to watch rebels blown from guns, rode away with their clothing and horses shining with blood. a british journalist was shocked at the things that were done, and many officers told him that the worst effect was the destruction of confidence which the natives formerly felt in british justice.  however, the british did try to learn from their mistakes. the policy of annexation was dropped and  every attempt was made to keep the princes on their side. it was also made clear that no interference with the indian religions was to be allowed. the biggest change was that power to rule india was taken from the east india company and given to the british crown. lessons had been learned and india was quiet again.  from a book published in 1973.",
            "3": "3 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource b in response to the indian mutiny there was an \u2018untold holocaust\u2019 which caused the deaths of almost  ten million people over ten years, beginning in 1857. conventional histories have counted only 100 000 indian soldiers who were slaughtered in savage reprisals, but none have counted the number of rebels and civilians killed by british forces desperate to impose order. it was a holocaust, one where millions disappeared. it was a necessary holocaust in the british view because they thought the only way to win was to destroy entire populations in towns and villages. it was simple and brutal. indians who stood in their way were killed. but its scale has been kept a secret. letters in which civil servants described \u2018the kind of vengeance our boys have wreaked on the abject hindoos and mohammadens, who killed our women and children\u2019 lay unopened in government warehouses. on 3 march 1858 a proclamation was issued in oudh province which confiscated all land and property to the british government. it was regarded as far too severe by many british officials and increased the determination of many rebels. after the british retook delhi, gallows were erected throughout the city and the hangings began. large  crowds of officers and europeans gathered to watch the entertainment. the executioners were bribed by the crowds to make sure their prisoners were a long time dying. many others were shot, sometimes 400 a day, to satisfy the bloodlust and the desire for revenge. the amnesty announced in november 1858 only lasted until january 1859 and was designed to separate the rebel leaders from their followers. the rebel leaders responded to it by reminding everyone of the treaties and promises broken by the british in the past. some rebels kept fighting well into 1859. the pacification of india took much longer than anybody expected as many of the rebels at lucknow escaped into the countryside. the uprisings did not die out until years after the original mutiny had fizzled away.  from a book published in 2002. source c a very large proportion of the english community has a violent hatred of every indian of every class.  there is a vindictiveness even amongst many who ought to set a better example. not one man in ten seems to think that the hanging and shooting of 40 or 50 thousand mutineers can be wrong. a letter from governor-general canning to queen victoria, september 1857.  source d lord canning will easily believe how entirely the queen shares his feelings of sorrow at the unchristian  spirit shown \u2013 alas! also to a great extent here in britain \u2013 by the public towards indians. it is, however, not likely to last and comes from the horror produced by the unspeakable atrocities perpetuated against the innocent women and children which really makes one\u2019s blood run cold. for the perpetrators of these awful horrors no punishment can be severe enough. a letter from queen victoria to governor-general canning, november 1857. source e y ou must know that this is nearly the only form in which death has any terrors for a native. if he is hung,  or shot, he knows that his relatives will be allowed to claim his body, and will give him the funeral rites required by his religion. but it is agony to him if he knows that his body will be blown into a thousand pieces, and that it will be altogether impossible for his relatives to be sure of picking up all the fragments of his body. he cannot bear the thought that perhaps a limb of someone of a different religion to himself might possibly be burned or buried with the remainder of his body. from an article published in a british magazine, november 1857, about the  practice of blowing sepoys (indian soldiers) from the mouths of guns. ",
            "4": "4 0470/21/m/j/16 \u00a9 ucles 2016source f a cartoon published in britain, november 1857. \u2018clemency\u2019 means forgiveness and leniency.",
            "5": "5 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource g a cartoon from a british magazine, september 1857.",
            "6": "6 0470/21/m/j/16 \u00a9 ucles 2016source h a cartoon published in britain in november 1857. \u2018civil\u2019 means courteous and polite.",
            "7": "7 0470/21/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  how surprised are you by queen victoria\u2019s reply to canning\u2019s letter? explain your answer using  details of the sources and your knowledge.  [8] 3 study source e.  how useful is this source as evidence about the indian mutiny? explain your answer using details  of the source and your knowledge. [7] 4 study source f .  why was this source published in november 1857? explain your answer using details of the  source and your knowledge. [8] 5 study sources g and h.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  the british killed many indians because of the mutiny. how far do these sources provide convincing  evidence that this british reaction was justified? use the sources to explain your answer. [12]",
            "8": "8 0470/21/m/j/16 \u00a9 ucles 2016option b: 20th century topic who was to blame for the outbreak of hostilities between iraq  and the us-led coalition in january 1991?  study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 a huge iraqi army crossed into kuwait. nearly all arab states condemned this action,  although saddam hussein felt he had good reasons for the invasion. he had borrowed huge amounts of money from kuwait during the iran-iraq war and, although kuwait had benefited during this war, it still demanded the money be repaid. saddam hussein regarded kuwait as an artificial country created by britain. according to him, it was really part of iraq.  within days of the iraqi invasion, saudi arabia requested that us troops be sent to protect it from an  iraqi attack. president george bush responded quickly. later in the month the un security council announced economic sanctions against iraq. the usa then worked hard to create an international coalition. in november 1990 the un security council issued a resolution which gave iraq until 15 january 1991 to withdraw from kuwait. it also authorised the use of force to make iraq comply. on 17 january 1991, the allies began an aerial bombing campaign. some historians claim that the iraqi invasion of kuwait was unjustified and was bound to lead to an  international military conflict. others claim that the usa was looking for an opportunity to destroy saddam hussein\u2019s power. they claim that the usa was not keen on relying just on sanctions or seeking a diplomatic solution.  source a in 1990, iraq accused kuwait of stealing oil from an iraqi oil field. some feel there were several other  reasons for the iraqi invasion, including the fact that by the end of the iran-iraq war, iraq was not in a position to repay the $80 billion it borrowed from kuwait. iraq tried to repay its debts by raising the price of oil through opec\u2019s oil production cuts. however, kuwait prevented a global increase in oil prices by increasing its own production, thus crippling the iraqi economy. this was seen by many in iraq as an act of aggression. this economic warfare by kuwait was made worse by kuwait\u2019s alleged slant-drilling across the border into iraq\u2019s rumaila oil field. the iraqi government justified its invasion of kuwait by claiming that kuwait was a natural part of  iraq carved off due to british imperialism. by overthrowing the unpopular emir of kuwait, iraq was granting kuwaitis greater economic and political freedom. it can be suggested that saddam hussein\u2019s decision to invade kuwait partly came as a reaction against an international conspiracy against iraq which was meant to weaken saddam\u2019s regime. british and american efforts to block export of weapons technology to iraq were seen by saddam as evidence of this. however, following the invasion, saddam\u2019s unwillingness to accept a negotiated solution to the kuwait crisis supports the view that fear of problems within iraq meant that saddam had to keep the crisis going.  from a recent article about events in the gulf in 1990.",
            "9": "9 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource b existing in the shadow of powerful states such as saudi arabia, iraq and iran, kuwait\u2019s existence  was threatened ever since it was created as a self-ruled area. iraq considered kuwait as part of iraq. the kuwaitis believed that these difficulties could be solved by money and never took the danger from iraq seriously. in 1989 iraq began to issue threats towards kuwait. iraqis had several reasons for this behaviour. they could not repay the money that had been borrowed to finance the war with iran. arguably, this war was in kuwaiti interests but kuwait refused to forget iraq\u2019s $65 billion debt, thus providing a justification for an iraqi attack. other reasons were alleged such as kuwaiti oil drilling in the rumaila oilfield, which lay in disputed border territory, and kuwaiti overproduction of oil which brought prices down and harmed iraq when it sold its oil.  an additional justification for iraqi action was that the whole of the kuwaiti royal family were hated in  kuwait and by the arab world. they ran their country as their private enterprise. by comparison to feudal kuwait, iraq was a modern secular state.  in may 1990 kuwait, saudi arabia and the united arab emirates (uae) agreed to lower their oil  output but they continued producing more oil than assigned to them by opec. this caused increasing economic problems for iraq. it should be mentioned that iraqi accusations against kuwait were reasonable. kuwait was stealing iraqi oil and selling it at low prices. these developments were playing into the hands of saddam hussein, who wanted better control over the oil resources, and into the hands of the usa, which was interested in obtaining saudi permission to base their troops in saudi arabia. by mid-july 1990, the situation had reached boiling point. a crucial moment was when the us ambassador in iraq was told by saddam that he would not use force against kuwait. in response, the ambassador stated that the usa had \u2018no opinion\u2019 on disputes between arab nations. the iraqis misunderstood this as a sign that the americans would not oppose an invasion of kuwait. this was a grave mistake and may explain why saddam refused to negotiate after the invasion. this simply played into the hands of the americans who, far from wanting saddam to withdraw from kuwait, were waiting for the opportunity to destroy iraq as a major power in the area and preserve oil supplies for the west. from a recent article about events in the gulf in 1990. source c america is coordinating with saudi arabia and the uae and kuwait in a conspiracy against us. they  are trying to reduce the price of oil to affect our military industries and our scientific research, to force us to reduce the size of our armed forces. another part of this conspiracy is a probable israeli military air strike to destroy some of our important targets. saddam hussein to wafiq al-samara\u2019i, the deputy director of  iraqi military intelligence, july 1990. source d i know you need funds. we understand that and our opinion is that you should have the opportunity to  rebuild your country. but we have no opinion on the arab-arab conflicts, like your border disputes with kuwait. the us ambassador speaking to saddam hussein during a meeting in july 1990.",
            "10": "10 0470/21/m/j/16 \u00a9 ucles 2016source e in an attempt on our part to create a peaceful atmosphere in the region and in order to reveal america  and its ally, the monster israel, we have decided to propose the following. all cases of occupation, and those cases that have been portrayed as occupation, in the region, be  resolved. these include israeli occupation of arab lands, a syrian withdrawal from lebanon and withdrawals by iraq. all withdrawals should take into consideration iraq\u2019s historical territorial rights and guarantee the kuwaiti people\u2019s right to decide on their future. the immediate withdrawal of american forces from saudi arabia, to be replaced by an arab force, must take place.  should the united states and its agents fail to respond to these proposals, then we the people of iraq,  along with our brethren in the arab world, will resist its evil intentions. from a radio announcement by president saddam hussein in august 1990, after the  invasion of kuwait. source f american officials analysed the meeting between secretary of state james baker and iraqi foreign  minister tariq aziz. one senior american official, talking about mr aziz\u2019s refusal to accept president bush\u2019s note to saddam hussein, said he did not believe that mr aziz had come with any authority to strike a deal, or signal even a partial withdrawal. he was there to assess america\u2019s position, flash some steel teeth and report home. mr aziz said he could not receive the letter because \u2018the language in the letter is not compatible with the language that should be used in correspondence between heads of state.\u2019 after the meeting american officials said they had had no expectation before the discussion that the iraqi side would bend or waver.  from a us newspaper, 11 january 1991.",
            "11": "11 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource g a cartoon published in britain in october 1990. ",
            "12": "12 0470/21/m/j/16 \u00a9 ucles 2016source h a cartoon, about saddam hussein, published in the usa in the second half of 1990.",
            "13": "13 0470/21/m/j/16 \u00a9 ucles 2016 [turn oversource i a cartoon published in the usa in november 1990.",
            "14": "14 0470/21/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3 study sources e and f .  does source f prove that saddam hussein was not sincere in source e? explain your answer  using details of the sources and your knowledge. [8] 4 study source g.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [7] 5 study sources h and i.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that saddam hussein was to blame for the  outbreak of hostilities with the us-led coalition in january 1991? use the sources to explain your answer. [12]",
            "15": "15 0470/21/m/j/16 \u00a9 ucles 2016blank page",
            "16": "16 0470/21/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s16_qp_22.pdf": {
            "1": "this document consists of 12 printed pages and 1 insert. dc (lk/sw) 115138/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *3169123083*history  0470/22 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/22/m/j/16 \u00a9 ucles 2016option a: 19th century topic was the indian mutiny really about greased cartridges?  study the background information and the sources carefully, and then answer all the questions.  background informationon 10 may 1857 some sepoys (indian soldiers) of the east india company\u2019s army mutinied. the revolt  spread and was joined by indians of all classes \u2013 princes, landowners and peasants. the causes of the mutiny have been long debated. at the time many british soldiers and officials  pointed to the seemingly isolated cause of the grease used on the cartridges for the soldiers\u2019 new enfield rifles. it came from beef and pork, making it offensive to hindus and muslims. this explanation had the attraction of diverting attention away from weaknesses in british rule and general resentment amongst indians towards the british.  some historians, however, have looked for deeper causes such as the failings of the east india company  which governed india, and have focused on the anti-british aspect of the events, seeing them not as a mutiny but as a war of independence against british rule. observers in britain saw a non-christian, backward-looking and superstitious india desperately defending its religions and traditions.  how far were the greased cartridges the cause of the indian mutiny? source athe most important cause of popular discontent was the british policy of economically exploiting india.  this hurt all sections of society. the peasants suffered due to high tax demands. artisans and craftsmen were ruined by the large-scale influx of cheap british manufactured goods into india which, in turn, made their hand-made goods uneconomical to produce. a corrupt and unresponsive administration added to the miseries of the people. the british policy of territorial annexations led to the displacement of a large number of rulers and chiefs. indian aristocrats became bitter enemies of the british and led the revolt in their respective territories. the social reforms introduced by the british were regarded with suspicion by the conservative sections  of indian society. reforms such as the abolition of \u2018sati\u2019, legalisation of widow remarriage and extension of western education to women were seen as examples of interference in the social customs of the country. a major cause of the outbreak of the revolt was the fear among the people that the british government  was determined to destroy their religion and convert indians to christianity. the increasing activities of the christian missionaries were proof of this fear. discontent and resentment against british rule had been growing among the indians for a long time. by 1857, the stage was set for a massive revolt. only a spark was needed to set the country ablaze. that spark was provided by as small a thing as a rifle cartridge. the indian sepoys were looked upon as inferior beings and treated with contempt by their british  officers. they were paid much less than the british soldiers. all avenues of promotion were closed to them. the first soldier to protest against using the greased cartridges was in barrackpore. he refused to use the cartridges and was subsequently hanged. on 24 april 1857, some soldiers stationed at meerut also refused to use the cartridges. on 9 may 1857, they were severely punished for this. this incident sparked off a general mutiny among the sepoys. on 10 may 1857, these rebel soldiers killed their british officers and set off for delhi which they seized and then declared the mughal emperor as the emperor of india. from a recent article about events in india in 1857.",
            "3": "3 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource b the immediate cause of the indian revolt of 1857 was a seemingly minor change in the weapons used  by the british east india company\u2019s troops. the east india company upgraded to the new pattern 1853 enfield rifle, which used greased paper cartridges. in order to open the cartridges and load the rifles, sepoys had to bite into the paper and tear it with their teeth. rumours began in 1856 that the grease on the cartridges was made of a mixture of beef tallow and pork lard. thus, in this one small change, the british had managed to seriously offend both hindu and muslim troops. the trouble started in meerut, which was the first area to receive the new weapons. the british manufacturers soon changed the cartridges in an attempt to calm the spreading anger among the sepoys, but it was too late. of course, as the indian revolt spread, it took on additional causes of discontent among both sepoy  troops and civilians of all castes. princely families joined the uprising due to british changes to the inheritance law, making adopted children ineligible for their thrones. considerable areas, such as the oudh and the punjab, had recently been taken over by the british. large land-holders in northern india also rose up, since the british east india company had confiscated land and redistributed it to the peasantry. peasants were none too happy, and they joined the revolt to protest against heavy land taxes imposed by the british. religion also prompted some indians to join the mutiny. the east india company forbade certain  religious practices and traditions, including widow-burning, to the outrage of many hindus. the company also tried to undermine the caste system which seemed to the british inherently unfair. in addition, british officers and missionaries began to preach christianity to the hindu and muslim sepoys. the indians believed, quite reasonably, that their religions were under attack. however, it was the greased cartridges that were crucial. without them, there would have been no revolt. from a recent article about events in india in 1857. source c the spark which lit the fuse was undoubtedly the greased cartridges. a change in the shape of a turban  had led, in 1806, to the mutiny and massacre of europeans at vellore, and there can be no doubt that the danger to their caste, supposed to be hidden in the obnoxious cartridge, was sufficient cause, in the existing mood of the sepoys, to incite a revolt. trouble began to blaze in every district and soon the special grievance of the new cartridge was lost  in the unmistakable signs of general mutiny. in february, the 19th regiment refused even the old cartridges which they had used for years. from a letter by the commissioner of the cis-sutlej states in the punjab region  which had recently been taken over by the british. the letter was sent in february 1858  and describes recent events in berhampore, west bengal.",
            "4": "4 0470/22/m/j/16 \u00a9 ucles 2016source d i will fire when i am told and i know many others will do the same. i have sufficient confidence in  government and my officers to know that no improper order will be given to us. to refuse using the cartridges merely because they are of a different form, or made of a different paper, is absurd. there is no question of caste in the matter and he who refuses to obey proper orders on the pretext of religion is guilty of mutinous behaviour. an account of events in ambala, march 1857, in the punjab region. this account was  written in 1864, by a british officer of the 34th regiment to an official in the british government.  it describes what was said by an indian officer when a british officer expressed surprise that the  soldiers were still discussing whether to use the enfield cartridges despite his assurance that they  could apply their own grease. one of the earliest signs of rebellion was in the 34th regiment.  source e no regiment in the service of the government of india nor any sepoy, hindu or muslim, has reason to  pretend that the government has shown a desire to interfere with the religion of its troops. it has been the unvarying rule of the government of india to treat the religious feelings of all its servants of every creed with careful respect. it has never turned a deaf ear to complaints put forward upon this or any other subject. but the government of india expects to receive in return for this treatment the loyalty of those who serve it. from its soldiers, of every rank and race, it will at all times enforce obedience. it will never listen to men who prefer complaints with weapons in their hands.  lord canning\u2019s message to the 19th regiment of bengal, march 1857. this  regiment rebelled in february 1857. canning was the governor-general of india. source f during the extraordinary troubles from which we are now emerging, nothing has so much cheered  our own minds as the fact that the disaffection of the native troops has originated in their dread of the growing power of christianity. they are right in thinking that their religious idols and superstitions are decaying and will be speedily overthrown. \u2018the missionary herald\u2019, august 1857. \u2018the missionary herald\u2019 was published by an  organisation supporting christian missionaries. ",
            "5": "5 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource g an illustration about the massacre of british women and children by rebels at  cawnpore in june 1857. it was published in britain at the time. the book on the  floor is a bible. ",
            "6": "6 0470/22/m/j/16 \u00a9 ucles 2016source h a cartoon published in britain, august 1857. \u2018john company\u2019 is the east india  company. its headquarters were in leadenhall street in london. avarice means greed.  nepotism means giving jobs to relatives. supineness means idleness. ",
            "7": "7 0470/22/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3  study sources e and f .  does source f prove that lord canning was lying in source e? explain your answer using details  of the sources and your knowledge. [8] 4  study source g.  why was this source published in britain in june 1857? explain your answer using details of the  source and your knowledge. [7] 5 study source h.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that the indian mutiny was caused by the  greased cartridges? use the sources to explain your answer. [12]",
            "8": "8 0470/22/m/j/16 \u00a9 ucles 2016option b: 20th century topic how far was saddam hussein responsible for the outbreak of  military hostilities in january 1991? study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 iraq invaded kuwait. although saddam hussein felt he had good reasons for this  invasion it was met with international condemnation. within days president bush had announced operation desert shield. this involved sending troops to saudi arabia to protect it from an iraqi attack. later in the month the un security council announced economic sanctions against iraq. for the rest of 1990 the usa worked hard to create an international coalition. in november 1990 the un security council issued resolution 678, which gave iraq until 15 january 1991 to withdraw from kuwait and authorised the use of force to make iraq comply. on 17 january 1991 operation desert storm was launched against iraq. some historians have claimed that the iraqi invasion of kuwait was unjustified and was bound to cause  an international military response. others argue that the usa was keen to destroy saddam hussein\u2019s power and was wrong not to let sanctions work or try for a diplomatic solution.  who was responsible for military hostilities breaking out in january 1991? source a the causes of the gulf war actually started when iraq was at war with iran. during this war iran was  not only attacking iraq but also attacking oil tankers from kuwait at sea. to support the ending of the war, kuwait financially aided iraq by lending it 14 billion us dollars.  iraq ended the war with enormous economic problems. it tried to convince kuwait to cancel the debt  but kuwait refused and this caused a rift between the two countries. the next step was for iraq to ask opec members to reduce oil production so the price of oil would increase. this would increase iraq\u2019s oil revenues, allowing it to pay back its debts. while other countries agreed, kuwait did the opposite and asked opec to increase its production. next, iraq alleged that kuwait was drilling for oil into iraq\u2019s rumaila oilfield. saddam hussein decided that he had no other option but military might and in august 1990 he invaded kuwait.  it must be said that while iraq caused military action to be brought against it, there is another cause  which can help explain the speed at which the americans were happy to start military action. iraq had been an ally with the soviet union throughout the cold war. this had angered the americans and had an impact on them wishing to speed up the start of the gulf war. from a recent article about the causes of the gulf war. ",
            "9": "9 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource b although it is rather obvious that what is at stake is oil, both sides tried to play this down. george  bush says that saddam hussein is a dictator whose expansionist ambitions must be stopped in the interests of world peace. saddam hussein says that he has struck a blow for arab nationalism. saddam hussein is a dictator and he has taken over another state, but it is not for these reasons that the west is preparing to go to war. the western powers tolerate dictators when it suits their interests and even armed saddam hussein himself when they needed someone to prevent iran from dominating the gulf area and from threatening their oil supplies. what matters to them is that kuwait is situated right in the middle of the world\u2019s largest and lowest-cost oilfield. iraq emerged from its war with iran with a huge financial debt. with oil revenues as its only source of  income, iraq favoured pushing up the price of oil by restricting its supply. some move in this direction was agreed by opec members but kuwait and the united arab emirates exceeded their quotas, so preventing the price of oil from rising.  iraq regarded this refusal to raise the price of oil as a plot to prevent it from recovering. combined with  their long-standing claim to kuwait as a means of obtaining a vitally-needed trade route to the sea, this persuaded the iraqi ruling class to take military action.  the usa and britain reacted quickly, issuing an ultimatum to iraq not to move further down the coast  and take over the saudi oilfields, and sending a battle fleet to the gulf. iraq had no intention of invading saudi arabia, but the usa had every interest in finding an excuse to send troops to protect the saudi oilfields. as early as 1980, president carter had announced that the gulf was \u2018of great strategic importance because it contains more than two-thirds of the world\u2019s exportable oil\u2019. if war breaks out in the middle east, the issues at stake will be access to the sea and a high price for oil, on the one side, and control of oilfields and a low price of oil, on the other.  from an article on a socialist website, 1990. source c on 2 august, following promises by iraq\u2019s dictator not to use force, a powerful iraqi army invaded its  much weaker neighbour, kuwait. our objectives in the gulf are clear: iraq must withdraw from kuwait completely. kuwait\u2019s legitimate government must be restored. the stability of the gulf must be assured. and american citizens abroad must be protected. these goals are not ours alone. they have been endorsed by the united nations security council five times. this is not, as saddam hussein would have it, the united states against iraq. it is iraq against the world.  america and the world must stand up to aggression \u2013 and we will. saddam hussein is trying to wipe a  country off the face of the earth. vital economic interests are at risk. iraq plus kuwait possesses over 20% of the world\u2019s oil reserves. an iraq permitted to swallow kuwait would dominate its neighbours. we cannot permit a resource so vital to be controlled by one so ruthless.  president bush speaking to the american congress, september 1990.",
            "10": "10 0470/22/m/j/16 \u00a9 ucles 2016source d a cartoon published in the usa in late 1990. it shows president bush talking to saddam hussein.  source e a cartoon published in the usa in late 1990. the figure on the right is president bush.",
            "11": "11 0470/22/m/j/16 \u00a9 ucles 2016 [turn oversource f a cartoon published in the usa at the end of 1990. it shows saddam hussein and president bush. source g iraq called today for negotiations on ending the gulf crisis but did not offer to pull its troops out of  kuwait. the us responded that no talks were possible until iraq withdrew its forces from kuwait. underlying its tough stance is a growing feeling in the american government that the sanctions and the military build-up are beginning to pinch baghdad and that there is no reason to settle for anything less than an unconditional iraqi pull-out. president bush insists that iraq must not only retreat from kuwait but it must do so in a manner by which it is not only defeated, but also seen to be defeated by everyone in the arab world and beyond. from a us newspaper, 22 august 1990. source h iraq has offered to withdraw from kuwait if the us promises not to attack as soldiers are pulled out;  if foreign troops leave the region; if there is agreement on the palestinian problem. although the president immediately dismissed the proposal as inadequate, other government officials described it as \u2018interesting\u2019 because it drops claims to two kuwaiti islands and a portion of an oilfield. from a us newspaper, 3 january 1991.",
            "12": "12 0470/22/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources.  1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study source c.  why did president bush make this speech in september 1990? explain your answer using details  of the source and your knowledge. [8] 3 study sources d and e.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge. [8] 4 study source f .  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that saddam hussein was responsible for  the outbreak of military hostilities in january 1991? use the sources to explain your answer. [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s16_qp_23.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (lk/sw) 115139/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7343652378*history  0470/23 paper 2 may/june 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/23/m/j/16 \u00a9 ucles 2016option a: 19th century topic who was to blame for the first opium war, 1839 \u2013 1842? study the background information and the sources carefully, and then answer all the questions.  background informationthe first opium war began in 1839. demand for chinese goods such as silk and tea grew enormously  in europe and america during the seventeenth and eighteenth centuries. however, china was largely self-sufficient and there was little that europe could sell the chinese, so the british east india company began to sell opium to chinese merchants. the chinese emperor opposed this trade because it was taking silver out of the country just when he needed money to pay for suppressing rebellion within china. he took a series of actions to stop it, including sending a letter of complaint to queen victoria, confiscating opium and holding british merchants hostage. war broke out in 1839 when british naval ships took action. source a the opium war was an unjust and immoral contest because britain was waging a war for the sake  of selling a poisonous drug. the war was also fought to defend free trade and diplomatic and judicial equality with china. guangzhou was the only port open to foreign commerce. despite chinese efforts to ban opium smoking, the east india company (eic), which had a monopoly of trade with india and china, began shipping the opium to china. it used chinese pirates and bribery of chinese officials in this trade. china was suffering badly from the british importing of opium. smoking opium spread to 90% of chinese males under the age of forty in the coastal regions, business activity was much reduced, the civil service ground to a halt and the standard of living fell.  the opium trade was of considerable importance to britain and america as the silver china used to  buy opium exceeded the money the traders paid for chinese tea. in 1834 the eic monopoly of trade with china ended and the trade fell into the hands of more aggressive firms which saw china as a vast potential market. the chinese government appointed lin zexu to deal with the opium problem, and he detained foreigners and forced them to surrender their stocks of the drug. rather than submit to chinese justice, the british abandoned guangzhou and in september 1839 fired the first shots of the opium war. it may seem surprising that the british conscience was not stirred by the chinese opium problem. in britain it was powerful economic interests, not moral considerations, that influenced the debate on opium and war. from a recent article about the first opium war.",
            "3": "3 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource b the opium wars were the direct result of china\u2019s isolationist trade policy with the west. the  chinese government had imposed severe restrictions on foreign trade, and was both suspicious and contemptuous of foreigners. prior to the 1830s there was only one port open to western merchants, guangzhou, and only one commodity the chinese would accept in trade, silver. british and american merchants, anxious to address a trade imbalance with china, were determined to import the one product that the chinese did not themselves have but which an ever-increasing number of them wanted: opium. with the british government\u2019s cancellation in 1833 of the trade monopoly enjoyed by the east india company, cheap opium flooded the market. china\u2019s concern was not a moral one, it was purely economic \u2013 that their trade surplus was suddenly turned into a deficit, with enormous amounts of silver going to pay for the opium. lin zexu, the official sent in 1838 by the emperor to confiscate and destroy all imports of opium, took  swift action. corrupt officials were making a lot of money by ignoring imperial orders, while british merchants were refusing to obey chinese laws because of china\u2019s routine use of torture. lin zexu\u2019s swift actions took the two countries closer to war. he made 1600 arrests and confiscated 11 000 pounds of opium. despite attempts by the british superintendent of trade, charles elliot, to negotiate a compromise, lin zexu held all foreign merchants under arrest until they surrendered 9 million dollars worth of opium, which he then had publicly burned. he then ordered the port of guangzhou to be closed to all foreign merchants. this forced the british to take action.  from a recent article about the first opium war. source c the profit from trade has been enjoyed by you for two hundred years. this is the source from which your  country has become known for its wealth. but there appears among the crowd of barbarians both good persons and bad. there are those who smuggle opium to harm the chinese people. such persons only care to profit themselves. his majesty the emperor is in a towering rage. he has sent me to investigate and settle this matter. all those people in china who sell opium or smoke opium will receive the death penalty. the harm done by those barbarians who have been selling opium justifies their execution. we presume that the ruler of your honourable country will instruct the various barbarians to observe the law with care.  y our country is a long way from china. y et there are barbarian ships that come here for the purpose  of making a great profit. by what right do they in return use the poisonous drug to injure the chinese people? where is your conscience? i have heard that, because of the harm caused by opium, its smoking is forbidden by your country. so you should not let it be passed on to the harm of other countries. of all that china exports to foreign countries, there is not a single thing which is not beneficial to people. take tea, for example; the foreign countries cannot get along for a single day without it.  from lin zexu\u2019s \u2018letter of advice\u2019 to the british queen victoria, march 1839.",
            "4": "4 0470/23/m/j/16 \u00a9 ucles 2016source d a french cartoon published in 1840. the figure on the right represents britain.",
            "5": "5 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource e a german cartoon entitled \u2018english trade\u2019, published in 1840. on the left is lin zexu.",
            "6": "6 0470/23/m/j/16 \u00a9 ucles 2016source f this war with china really seems to me so wicked as to be a national sin of the greatest possible  magnitude, and it distresses me very deeply. cannot anything be done to awaken men\u2019s minds to the dreadful guilt we are incurring? i do not remember, in any history, a war undertaken with such injustice and baseness. ordinary wars of conquest are to me far less wicked than to go to war to maintain smuggling that introduces a terrible drug, which the chinese government wishes to keep out, and which we, for the gain of money, want to introduce by force. a letter from a leading british historian and educator to a friend, march 1840. source g this is the first time in our relations with the chinese empire that its government has taken unprovoked  aggressive measures against british life, liberty and property, and against the dignity of the british crown. they have deprived us of our liberty, and our lives are in their hands. charles elliot, british superintendent of trade to china, writing to lord palmerston, who was in charge of british foreign policy, april 1839. source h it is a general, but i believe mistaken opinion, that the quarrel is merely for opium imported by british  merchants into china, and seized by the chinese government for having been imported contrary to law. this is merely part of the dispute but not the cause of the war. this is the chinese belief that in all their relations with other nations, political or commercial, their superiority must be completely acknowledged and demonstrated. the chinese suffered from pride, a most unchristian characteristic, for which the british would punish  them. but even worse than pride, the chinese lacked any sense of love for thy neighbour, which was the basis for all trade. who has the righteous cause? y ou have perhaps been surprised to hear me answer: britain. the cause  of the war is the arrogant and insupportable pretensions of china, that she will trade with the rest of mankind, not upon terms of equality, but upon insulting and degrading forms of relations. from a speech by john quincy adams, a past president of the usa, in november 1841.  the only us publication that would print this speech was a magazine supported by missionaries and  the trading company olyphant & co. which was one of the few companies trading with china that  refused to engage in opium smuggling. ",
            "7": "7 0470/23/m/j/16 \u00a9 ucles 2016 [turn overnow answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources. [7] 2 study source c.  how useful is this source as evidence about the first opium war? explain your answer using  details of the source and your knowledge. [7] 3  study sources d and e.  how similar are the messages of the two cartoonists? explain your answer using details of the  sources and your knowledge. [8] 4  study sources f and g.  does source g prove that source f is wrong? explain your answer using details of the sources  and your knowledge. [8] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the first opium  war? use the sources to explain your answer. [12]",
            "8": "8 0470/23/m/j/16 \u00a9 ucles 2016option b: 20th century topic who was to blame for the gulf war?  study the background information and the sources carefully, and then answer all the questions.  background informationon 2 august 1990 iraq invaded kuwait. although saddam hussein felt he had good reasons for this  invasion it was met with general condemnation, including from most arab countries. saddam hussein may have felt that the usa had indicated it would not interfere if he acted against kuwait when, in july, the us ambassador to iraq had stated the usa had no interest in disputes between arab nations.  within days president george bush had announced he was sending troops to saudi arabia to protect  it from an iraqi attack. later in the month the un security council announced economic sanctions against iraq. the usa then worked hard to create an international coalition and in november the un security council gave iraq until 15 january 1991 to withdraw from kuwait, and authorised the use of force to make iraq comply. on 17 january 1991 the gulf war began. some historians have claimed that the usa was not interested in a peaceful solution. they claim that  it saw the iraqi invasion of kuwait as a chance to destroy the power of iraq and gain more control over the oilfields in the gulf. others see saddam hussein\u2019s actions as plain aggression that had to be dealt with to prevent him from invading other parts of the gulf area.  source a the gulf war was a fraud. saddam was first given the green light by the us ambassador in baghdad  to invade kuwait. later, that invasion (even when saddam had agreed to withdraw and had already started to do so) was used to attack and cripple iraq. the whole world was fooled to justify the us-british war which aimed at destroying iraq\u2019s military capacity which the west itself had helped to build when saddam was waging the west\u2019s war on iran. we have no sympathy at all for saddam hussein. he has troubled everyone: his countrymen, the  kurds, and his neighbours and beyond. y et the fact remains that the gulf war was waged to destroy and humiliate iraq and not saddam who, strangely enough, was left to survive. iraq invaded kuwait on 3 august 1990. the us president and his chief advisers met the same day. at  that point, war was no more than a possibility. general colin powell said at the time, \u2018i think we could go to war if they invaded saudi arabia. i doubt if we would go to war over kuwait.\u2019 within days the mood at the top had hardened. by the early weeks of september, america and britain were leading the march towards war. somehow,  almost without anybody noticing, the agenda was changing. iraqi withdrawal from kuwait alone was no longer acceptable. new resolutions had been adopted by the un security council. bush and british prime minister thatcher had made up their minds. their task was to convince the rest of the world that saddam was going to swallow up saudi arabia, as well as kuwait. to iraq watchers, it didn\u2019t add up. although saddam initially miscalculated the strength of western  reaction to an invasion of kuwait, he soon realised his mistake. in july 1990 the us ambassador had hinted that a small foray to snatch two oilfields would not cause too much trouble, but saddam\u2019s capture of kuwait would not be tolerated. he got the message that he had gone too far. a baghdad newspaper published a photograph of iraqi soldiers pulling out of kuwait and saddam informed the security council that he intended to withdraw his troops. it was too late. thatcher and bush were on ",
            "9": "9 0470/23/m/j/16 \u00a9 ucles 2016 [turn overa war footing. even as late as january 1991, iraq was involved in negotiations and was offering to  withdraw from kuwait. from a recent article about the causes of the gulf war. source b two hours ago, allied air forces began an attack on military targets in iraq and kuwait. our dispute with  iraq started on 2 august when the dictator of iraq invaded a helpless neighbour, kuwait. this military action, taken in accord with united nations resolutions, follows months of diplomatic  activity by the united nations, the united states and many other countries. arab leaders sought an arab solution, only to conclude that saddam hussein was unwilling to leave kuwait. others travelled to baghdad in a variety of efforts to restore peace and justice. this past weekend, in a last-ditch effort, the secretary-general of the united nations went to the middle east with peace in his heart. and he came back from baghdad with no progress at all in getting saddam hussein to withdraw from kuwait. now the 28 countries with forces in the gulf area have exhausted all reasonable efforts to reach a peaceful resolution and have no choice but to drive saddam from kuwait by force. we are determined to knock out saddam hussein\u2019s nuclear bomb potential. we will also destroy his  chemical weapons. much of saddam\u2019s artillery and tanks will be destroyed. our objectives are clear: saddam hussein\u2019s forces will leave kuwait. the legitimate government of kuwait will be restored to its rightful place, and kuwait will once again be free. when peace is restored, it is our hope that iraq will live as a peaceful and cooperative member of the family of nations. why act now? the world could wait no longer. sanctions, though having some effect, showed no signs  of accomplishing their objective. the united states, together with the united nations, exhausted every means at our disposal to bring this crisis to a peaceful end. however, saddam clearly felt that by stalling and threatening and defying the united nations, he could weaken the forces arrayed against him. while the world waited, saddam hussein met every offer of peace with open contempt and he tried to make this a dispute between iraq and the united states of america. well, he failed. tonight, 28 nations have forces in the gulf area standing shoulder to shoulder against saddam hussein. we have no argument with the people of iraq. our goal is not the conquest of iraq. it is the liberation of kuwait. from a speech by president bush, january 1991, as operation desert storm was launched. source c  saddam told the ambassador that the kuwaiti crown prince will come to baghdad for serious  negotiations on 28, 29 or 30 july. \u2018nothing will happen before then\u2019 saddam promised. saddam said that iraq wants friendship with america. iraq suffered hundreds of thousands of casualties and is now so poor that war orphan pensions will soon be cut, yet kuwait will not even accept opec discipline. iraq is sick of war but kuwait has ignored diplomacy. manoeuvres by the us government will encourage kuwait to ignore normal diplomacy. if iraq is humiliated by the usa, it will have no choice but to \u2018respond\u2019. a secret report by the us ambassador in iraq to the us government, 25 july 1990.",
            "10": "10 0470/23/m/j/16 \u00a9 ucles 2016source d iraq called today for negotiations on ending the gulf crisis, but did not offer to pull its troops out of  kuwait. the white house quickly responded that no talks were possible until iraq carried out the united nations\u2019 demand that it withdraw its forces from kuwait. the us government\u2019s rapid rejection of the iraqi proposal for opening diplomatic contacts grows out of a diplomatic concern that should it become involved in negotiations about the terms of an iraqi withdrawal, america\u2019s arab allies might feel under pressure to give saddam a few token gains in kuwait to get him to roll back his invasion.  also underlying the usa\u2019s tough stance is a growing feeling that the usa and its allies have the  advantage over iraq, that the sanctions and the military buildup are beginning to pinch baghdad. the iraqi leader is almost totally isolated and his economy is being strangled so the us government sees no reason to settle for anything less than an unconditional iraqi pullout.  from a us newspaper, 22 august 1990. source e a us cartoon, published near the end of 1990.",
            "11": "11 0470/23/m/j/16 \u00a9 ucles 2016 [turn oversource f an australian cartoon, published in august 1990. it shows hitler on saddam hussein\u2019s shoulder. source g  a us cartoon, published in the second half of 1990.",
            "12": "12 0470/23/m/j/16 \u00a9 ucles 2016source h american officials analysed the meeting between secretary of state james baker and iraqi foreign  minister tariq aziz. one senior american official, talking about mr aziz\u2019s refusal to accept president bush\u2019s note to saddam hussein, said he did not believe that mr aziz had come with any authority to strike a deal, or signal even a partial withdrawal. he was there to assess america\u2019s position, flash some steel teeth and report home. mr aziz said he could not receive the letter because \u2018the language in the letter is not compatible with the language that should be used in correspondence between heads of state.\u2019 after the meeting, american officials said they had had no expectation before the discussion that the iraqi side would bend or waver.  from a us newspaper, 11 january 1991. ",
            "13": "13 0470/23/m/j/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how different are these two sources? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d make source c surprising? explain your answer using details of the sources and  your knowledge. [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge. [8] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  how useful is this source to a historian studying events in the gulf in 1990\u201391? explain your  answer using details of the source and your knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the usa was responsible for the  outbreak of military hostilities in january 1991? use the sources to explain your answer. [12]",
            "14": "14 0470/23/m/j/16 \u00a9 ucles 2016blank page",
            "15": "15 0470/23/m/j/16 \u00a9 ucles 2016blank page",
            "16": "16 0470/23/m/j/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s16_qp_41.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 115065/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *7926895531*history  0470/41 paper 4 alternative to coursework may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/41/m/j/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was new technology as a cause of the stalemate on the western front by 1915?  explain your answer. [40] 2 how important was the failure of the ludendorff offensive as a reason for germany\u2019s surrender in  1918? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant was the weakness of the political leaders of the weimar republic in 1932\u201333 as a  reason for hitler\u2019s appointment as chancellor in january 1933? explain your answer. [40] 4 how important was the use of the ss in maintaining nazi control of germany after 1933? explain  your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was tsar nicholas ii\u2019s decision to take personal control of the military as a cause  of the march revolution in 1917? explain your answer. [40] 6 how important was lenin\u2019s role in winning the russian civil war? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how important were credit and hire purchase as reasons for economic growth in the usa in the  1920s? explain your answer. [40] 8 how significant was overproduction as a cause of the wall street crash in 1929? explain your  answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important were mao\u2019s guerrilla tactics as a reason for the communist victory in the civil war?  explain your answer. [40] 10 how significant was china\u2019s development of nuclear weapons as a cause of worsening relations  between china and the ussr? explain your answer. [40]",
            "3": "3 0470/41/m/j/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how important was the impact of the second world war as a reason for the success of the national  party in 1948? explain your answer. [40] 12 how significant was internal opposition in the struggle against apartheid up to 1980? explain your  answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the use of terrorism as a reason for the end of british rule in palestine by  1948? explain your answer. [40] 14 how significant were the actions of israel as a cause of the six-day war in 1967? explain your  answer. [40]",
            "4": "4 0470/41/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s16_qp_42.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 136880/3 r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *5437690135*history  0470/42 paper 4  alternative to coursework  may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/42/m/j/16 \u00a9 ucles 2016 answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant were new weapons as a cause of the huge number of casualties during the first  world war? explain your answer.  [40] 2 how important was poor military planning as a reason for the failure of the gallipoli campaign?  explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how significant were the military terms of the treaty of versailles as a cause of the problems of  weimar germany, 1919\u201323? explain your answer.  [40] 4 how important was the munich putsch in the development of the nazi party up to 1930? explain  your answer.  [40] depth study c: russia, 1905\u20131941 5 how significant were social and economic problems in russia as a cause of the march 1917  revolution? explain your answer.  [40] 6 how important was stalin\u2019s wish to destroy the kulaks as a reason for collectivisation? explain  your answer.  [40] depth study d: the usa, 1919\u20131941 7 how significant was hoover\u2019s dislike of government involvement in the economy in determining  his response to the depression? explain your answer.  [40] 8 how important were agricultural reforms in the success of roosevelt\u2019s new deal? explain your  answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how significant was the war against the japanese as a reason for the kuomintang\u2019s defeat in the  chinese civil war? explain your answer.  [40] 10 how important were the agrarian reforms of the 1950s in resolving the problems faced by peasants  in their daily lives? explain your answer.  [40]",
            "3": "3 0470/42/m/j/16 \u00a9 ucles 2016 depth study f: south africa, c.1940\u2013c.1994 11 how significant was government legislation on land and housing in maintaining segregation  between the races before 1948? explain your answer.  [40] 12 how important was nelson mandela in the resistance to apartheid? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant was the six-day war in determining how the palestine liberation organisation  (plo) developed? explain your answer.  [40] 14 how important were the oslo accords in the development of israeli-palestinian relations from  1993? explain your answer.  [40]",
            "4": "4 0470/42/m/j/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s16_qp_43.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 115067/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *6896101690*history  0470/43 paper 4 alternative to coursework may/june 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/43/m/j/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was haig\u2019s leadership in determining the outcome of the battle of the somme?  explain your answer. [40] 2 how significant was the work of women in ensuring that britain\u2019s \u2018home front\u2019 could cope with the  demands of war? explain your answer. [40] depth study b: germany, 1918\u20131945 3 how important was the great depression as a reason for nazi electoral success, 1930\u201333?  explain your answer. [40] 4 how significant was economic recovery as a reason for the lack of effective opposition to nazi  rule, 1933\u201339?  explain your answer. [40] depth study c: russia, 1905\u20131941 5 how important was the october manifesto in the survival of the tsar\u2019s regime between 1905 and  1914? explain your answer. [40] 6 how significant were lenin\u2019s april theses as a reason for bolshevik success by november 1917?  explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the motor car as a cause of changes in us society in the 1920s? explain your  answer. [40] 8 how important was hoover as a reason for roosevelt\u2019s success in the 1932 presidential election?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how important was the cultural revolution in enabling mao to establish a personal dictatorship in  china? explain your answer. [40] 10 how significant was social reform in changing china in the 1950s? explain your answer. [40]",
            "3": "3 0470/43/m/j/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how significant was steve biko in changing the nature of resistance to apartheid? explain your  answer. [40] 12 how important were economic problems as a reason for the end of minority rule in south africa?  explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was the suez war of 1956 as a cause of the six-day war of 1967? explain your  answer. [40] 14 how significant was the expulsion of the palestine liberation organisation (plo) from jordan in  1970 in determining the relations between the plo and arab states? explain your answer. [40]",
            "4": "4 0470/43/m/j/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w16_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 115062/4 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0286096647*history  0470/11 paper 1 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/11/o/n/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 in 1848\u201349 there were revolutions across europe.  (a) describe the part played by kossuth in events leading to the march laws of 1848. [4]  (b) why did frederick william iv of prussia reject the offer of the imperial german crown? [6]  (c) how successful were the european revolutions of 1848\u201349? explain your answer. [10] 2 austrian influence remained strong in germany after 1848.  (a) what issues was the frankfurt parliament set up to resolve? [4]  (b) why were the terms of the agreement of olm\u00fctz important? [6]  (c) \u2018the schleswig-holstein issue ended austria\u2019s hopes of dominating germany.\u2019 how far do you  agree with this statement? explain your answer. [10] 3 european influence over overseas empires varied.  (a) describe faidherbe\u2019s achievements in relation to senegal. [4]  (b) why did british rule in india change after the mutiny of 1857? [6]  (c) how significant for china in the nineteenth century was the impact of western intervention?  explain your answer. [10] 4 europe was becoming increasingly unstable in the early part of the twentieth century.  (a) describe the kaiser\u2019s actions which contributed to rising european tension by 1908. [4]  (b) why were the balkans unstable in the years leading to the first world war? [6]  (c) \u2018the alliance system was the major cause of war in 1914.\u2019 how far do you agree with this  statement? explain your answer. [10]",
            "3": "3 0470/11/o/n/16 \u00a9 ucles 2016 [turn over5 the versailles settlement dealt with germany and its allies.  (a) describe the restrictions imposed on the german land forces by the treaty of versailles. [4]  (b) why was the treaty of s\u00e8vres replaced by the treaty of lausanne? [6]  (c) how satisfied were the french people with the treaty of versailles? explain your answer.  [10] 6 hitler showed his ambitions after 1933.  (a) describe the crisis over austria in 1934. [4]  (b) why was hitler able to re-militarise the rhineland in 1936? [6]  (c) \u2018appeasement was a sensible response to hitler\u2019s aggression.\u2019 how far do you agree with this  statement? explain your answer. [10] 7 the usa maintained a policy of containment.  (a) describe relations between the usa and cuba between 1959 and the end of march 1961.  [4]  (b) why was kennedy humiliated by the failure of the bay of pigs invasion of april 1961? [6]  (c) \u2018the cuban missile crisis was a success for the usa\u2019s policy of containment.\u2019 how far do you  agree with this statement? explain your answer. [10] 8 saddam hussein\u2019s actions increased tension in the gulf.  (a) describe the events of the \u2018july revolution\u2019 in iraq in 1968. [4]  (b) why did saddam hussein, after becoming president, use force on his own people? [6]  (c) \u2018the most important reason for the iran-iraq war of 1980\u201388 was iraq\u2019s desire to dominate  the persian gulf region.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "4": "4 0470/11/o/n/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 responses to the schlieffen plan surprised the germans.  (a) when war broke out, how did france respond? [4]  (b) why was the british expeditionary force sent to france? [6]  (c) \u2018the schlieffen plan failed because of the actions of the british expeditionary force.\u2019 how far  do you agree with this statement? explain your answer. [10] 10 control of the sea was thought important by both sides.  (a) what was unrestricted submarine warfare? [4]  (b) why did safety for british merchant shipping improve? [6]  (c) how far was the battle of jutland a success for britain? explain your answer. [10]",
            "5": "5 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the nazis gradually increased their strength and power.  (a) what part did hitler play in the german workers\u2019 party (dap)? [4]  (b) why was goebbels important in hitler\u2019s rise to power? [6]  (c) \u2018the enabling act was the main reason hitler was able to consolidate his power in 1933\u201334.\u2019  how far do you agree with this statement? explain your answer. [10] 12 control was important for the nazis.  (a) what part did informers play in helping the nazis to maintain control over the german  people? [4]  (b) why did the nazis seek to control all forms of the media? [6]  (c) \u2018the nazi regime was more successful in dealing with the churches than it was in dealing with  the youth of germany.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "6": "6 0470/11/o/n/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 by 1921 the bolsheviks were in control of russia.  (a) what was the petrograd soviet, set up in march 1917? [4]  (b) why was the provisional government of 1917 unsuccessful? [6]  (c) \u2018the whites lost the civil war because their leadership was not united.\u2019 how far do you agree  with this statement? explain your answer. [10] 14 stalin was able to hold on to power.  (a) what qualities did trotsky have which enabled him to be considered as lenin\u2019s successor?  [4]  (b) why did stalin bring the new economic policy (nep) to an end? [6]  (c) \u2018the purges were the most effective method of control used by stalin.\u2019 how far do you agree  with this statement? explain your answer. [10]",
            "7": "7 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 in the 1920s the us economy was prosperous.  (a) in what ways did increased ownership of cars have an impact on the us economy in the  1920s? [4]  (b) why did most black americans not benefit from the industrial boom? [6]  (c) \u2018the most important cause of the industrial boom was new technology.\u2019 how far do you agree  with this statement? explain your answer. [10] 16 the \u2018roaring twenties\u2019 was a period of change for the usa.  (a) in what ways did the us entertainment industry change in the 1920s? [4]  (b) why were many americans shocked by the lifestyle of modern american women? [6]  (c) \u2018prohibition failed because most americans did not support it.\u2019 how far do you agree with this  statement? explain your answer. [10]",
            "8": "8 0470/11/o/n/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the communists faced difficulties before 1935.  (a) describe how the kuomintang established control over china by 1928. [4]  (b) why did chiang kai-shek regard the jiangxi soviet as a threat? [6]  (c) how successful was the long march for mao? explain your answer. [10] 18 mao thought china needed to change direction.  (a) what were the outcomes of the hundred flowers campaign? [4]  (b) why did mao want the cultural revolution to sweep away old ways of doing things? [6]  (c) \u2018the greatest impact of the cultural revolution was on the youth of china.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "9": "9 0470/11/o/n/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 government policies were increasingly affecting the non-white population by 1948.  (a) by 1940, what restrictions had been placed on the rights of black people by the land acts?  [4]  (b) why was the pass system hated by black south africans? [6]  (c) \u2018the policies of the united party were the main reason for the success of the national party in  the 1948 election.\u2019 how far do you agree with this statement? explain your answer. [10] 20 pressure for reform in south africa increased from the 1970s.  (a) describe the soweto riots of 1976. [4]  (b) why did botha think reforms were necessary in the 1970s and 1980s? [6]  (c) \u2018international pressure was responsible for bringing minority rule to an end.\u2019 how far do you  agree with this statement? explain your answer. [10]",
            "10": "10 0470/11/o/n/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 between 1945 and 1949 unrest in palestine was inevitable.  (a) describe the actions of the irgun during the years 1946 and 1947. [4]  (b) why did the palestinian arabs oppose a jewish state in palestine? [6]  (c) \u2018the impact of the war of 1948\u201349 was more significant for the palestinians than for the  israelis.\u2019 how far do you agree with this statement? explain your answer. [10] 22 palestinian refugees faced many difficulties.  (a) describe conditions in palestinian refugee camps set up after the 1948\u201349 war. [4]  (b) why, by the time the british withdrew, had many palestinians fled from their homeland? [6]  (c) \u2018the palestine liberation organisation (plo) has successfully supported palestinian  interests.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "11": "11 0470/11/o/n/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/11/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w16_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (rcl (jda)) 115063/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *0538139723*history  0470/12 paper 1 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/12/o/n/16 \u00a9 ucles 2016section a: core content answer any two questions from this section. 1 bismarck\u2019s contribution to german unification was significant.  (a) describe the events which led to the appointment of bismarck as prussian minister-president  in 1862. [4]  (b) why was the treaty of prague (1866) an important step towards german unification? [6]  (c) \u2018it was bismarck\u2019s diplomatic skills that ensured germany achieved unification.\u2019 how far do  you agree with this statement? explain your answer. [10] 2 significant differences existed between the northern and southern states of the usa.  (a) describe the main features of the economy of the southern states prior to the civil war. [4]  (b) why was the application by missouri in 1820 to be admitted to the union significant? [6]  (c) \u2018reconstruction was favourable for black people in the south.\u2019 how far do you agree with this  statement? explain your answer. [10] 3 european imperialism had different effects in different places.  (a) describe how lugard believed the british should rule their colonies in tropical africa. [4]  (b) why were the results of the opium wars important? [6]  (c) \u2018the indian mutiny benefited india rather than harmed it.\u2019 how far do you agree with this  statement? explain your answer. [10] 4 actions of the great powers before 1914 contributed to rising tensions.  (a) what part did germany play in naval rivalry with the british? [4]  (b) why were events in morocco responsible for increasing tension between germany, britain  and france? [6]  (c) \u2018the actions of serbia brought war in 1914.\u2019 how far do you agree with this statement? explain  your answer. [10]",
            "3": "3 0470/12/o/n/16 \u00a9 ucles 2016 [turn over5 at the paris peace conference, the victorious allies decided the outcomes.  (a) what were the territorial terms of the treaty of saint germain? [4]  (b) why was the work of the peacemakers at the paris peace conference difficult? [6]  (c) \u2018german hatred of the treaty of versailles was justified.\u2019 how far do you agree with this  statement? explain your answer. [10] 6 the causes of the outbreak of war in 1939 were both long term and short term.  (a) what happened in relation to the sudetenland during 1938 which raised tensions in europe?  [4]  (b) why was hitler\u2019s invasion of czechoslovakia in march 1939 significant? [6]  (c) how far was the outbreak of war in 1939 hitler\u2019s fault? explain your answer. [10] 7 relations between the ussr and the usa changed after 1945.  (a) what actions had stalin taken, by the end of 1945, to extend soviet power across eastern  europe? [4]  (b) why was it difficult to reach agreement over the future of germany after world war two?  [6]  (c) \u2018the usa was responsible for starting the cold war.\u2019 how far do you agree with this statement?  explain your answer. [10] 8 on 2 august 1990, saddam hussein ordered the invasion of kuwait.  (a) what was operation desert shield? [4]  (b) why did the iraqi people suffer greatly from the first gulf war? [6]  (c) \u2018the main reason for operation desert storm (1991) was to reduce the power of saddam  hussein.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "4": "4 0470/12/o/n/16 \u00a9 ucles 2016section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was soon realised that the war would last longer than expected.  (a) describe the actions of the british and french at the battle of the marne, september 1914.  [4]  (b) why was fighting around ypres in october\u2013november 1914 important? [6]  (c) which was the more important battle: the somme or verdun? explain your answer. [10] 10 in 1918, ludendorff launched a major offensive.  (a) what events brought the usa into the war? [4]  (b) why were the german offensives of march to april 1918 successful? [6]  (c) \u2018weaknesses within the home front were the main reason the german governme nt  requested an armistice.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "5": "5 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study b: germany, 1918\u201345 11 the weimar republic faced many difficulties.  (a) describe the communist threat of 1919\u201320 to the weimar republic. [4]  (b) why was the republic able to recover and prosper after 1923? [6]  (c) \u2018the weaknesses in the weimar constitution were the main reason for the collapse of the  republic.\u2019 how far do you agree with this statement? explain your answer. [10] 12 the nazi party offered some attractive policies.  (a) describe the development of the nazi party during the rest of the 1920s following the munich  putsch. [4]  (b) why did the nazis do well in the 1930 reichstag election? [6]  (c) \u2018the main reason for the night of the long knives was that r\u00f6hm had become an  embarrassment to hitler.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "6": "6 0470/12/o/n/16 \u00a9 ucles 2016depth study c: russia, 1905\u201341 13 by 1921 the bolsheviks had consolidated their power.  (a) what was the kronstadt mutiny of 1921? [4]  (b) why was it necessary to introduce the new economic policy (nep) in 1921? [6]  (c) \u2018the bolsheviks won the civil war because of the red army.\u2019 how far do you agree with this  statement? explain your answer. [10] 14 stalin realised the ussr had to change.  (a) what was gosplan? [4]  (b) why were women important to stalin\u2019s russia? [6]  (c) how successful were stalin\u2019s economic changes? explain your answer. [10]",
            "7": "7 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study d: the usa, 1919\u201341 15 intolerance was present in the usa during the 1920s.  (a) describe the activities of the ku klux klan. [4]  (b) why was prohibition introduced? [6]  (c) \u2018the sacco and vanzetti case was the most important example of intolerance in the usa  during the 1920s.\u2019 how far do you agree with this statement? explain your answer. [10] 16 in 1929 the us economic boom ended.  (a) describe how president hoover reacted to the us economic crash. [4]  (b) why was president hoover\u2019s personal reputation damaged by events relating to the bonus  marchers? [6]  (c) \u2018uneven distribution of wealth was the main weakness of the us economy by 1929.\u2019 how far  do you agree with this statement? explain your answer. [10]",
            "8": "8 0470/12/o/n/16 \u00a9 ucles 2016depth study e: china, c.1930\u2013c.1990 17 the period 1950\u201357 in china was one of great change.  (a) what actions did the communist party take to strengthen its position and remove its enemies  during the period 1950\u201352? [4]  (b) why did the communists consider it important to improve education? [6]  (c) how successful were the agricultural policies of the communists in the 1950s? explain your  answer. [10] 18 under deng\u2019s influence china entered a period of change and growth.  (a) what happened to the \u2018gang of four\u2019 immediately following mao\u2019s death? [4]  (b) why did china follow a policy of modernisation in the 1980s? [6]  (c) \u2018china\u2019s economic development after 1976 had a greater impact socially than it did politically.\u2019  how far do you agree with this statement? explain your answer. [10]",
            "9": "9 0470/12/o/n/16 \u00a9 ucles 2016 [turn overdepth study f: south africa, c.1940\u2013c.1994 19 apartheid was established after 1950.  (a) what was the impact of the group areas act of 1950? [4]  (b) why did black resistance and violence against apartheid increase in the early 1960s? [6]  (c) \u2018south african governments dealt effectively with opposition to apartheid policies.\u2019 how far do  you agree with this statement? explain your answer. [10] 20 in the late 1980s and early 1990s apartheid, and then white minority rule, ended.  (a) what were de klerk\u2019s achievements which resulted in him being awarded the nobel peace  prize in 1993? [4]  (b) why was the interim constitution agreed in 1993\u201394 important? [6]  (c) \u2018desmond tutu was more important in the struggle against white minority rule than chief  buthelezi.\u2019 how far do you agree with this statement? explain your answer. [10]",
            "10": "10 0470/12/o/n/16 \u00a9 ucles 2016depth study g: israelis and palestinians since 1945 21 the situation in palestine had changed by 1949.  (a) what happened at deir y assin in 1948? [4]  (b) why was israel able to win the war of 1948\u201349? [6]  (c) \u2018terrorism was the main reason for unrest in palestine between 1945 and 1947.\u2019 how far do  you agree with this statement? explain your answer. [10] 22 the move towards peace in the middle east was slow.  (a) what was achieved by the 1993 oslo peace agreement? [4]  (b) why have the actions of hamas been a threat to the peace process? [6]  (c) how far have the labour and likud parties in israel agreed in their approach to the  palestinians? explain your answer. [10]",
            "11": "11 0470/12/o/n/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/12/o/n/16 \u00a9 ucles 2016permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w16_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nh) 135750/4 r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *2194688264*history  0470/13 paper 1  october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/13/o/n/16 \u00a9 ucles 2016 section a: core content answer any two questions from this section. 1 in 1848\u201349 revolutions across europe failed.  (a) describe how the hungarian revolution had ended by 1849.  [4]  (b) why were attempts to unify germany in 1848\u201349 unsuccessful?  [6]  (c) \u2018the revolutions across europe in 1848\u201349 failed because revolutionaries were not united in  their aims.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 bismarck was important to german unification.  (a) what actions were taken to improve the strength of the prussian army in the 1860s?  [4]  (b) why was there a war between prussia and france in july 1870?  [6]  (c) \u2018bismarck was successful because he was prepared to use force.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 differences existed between the northern and southern states of the usa.  (a) what were the terms of the 1850 compromise?  [4]  (b) why was the south committed to slavery?  [6]  (c) how beneficial to the south was reconstruction? explain your answer.  [10] 4 european imperialism produced varying results.  (a) what economic advantages were gained by european countries from expanding their  empires?  [4]  (b) why did the indian mutiny take place?  [6]  (c) in africa, was the nature of british imperialism different to that of other countries? explain  your answer.  [10]",
            "3": "3 0470/13/o/n/16 \u00a9 ucles 2016 [turn over 5 the treatment of germany and its allies at versailles brought fierce criticism.  (a) what features of the treaty of versailles were shared by the other peace treaties of 1919\u201320?  [4]  (b) why were the german people unhappy with the treaty of versailles?  [6]  (c) who was more satisfied with the treaty of versailles: clemenceau or lloyd george? explain  your answer.  [10] 6 hitler took advantage of opportunities.  (a) what were the consequences of the spanish civil war for peace in europe?  [4]  (b) why did hitler take germany out of the league of nations in 1933?  [6]  (c) \u2018the policy of appeasement played a greater part in the outbreak of war in 1939 than did the  nazi-soviet pact.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa\u2019s policy of containment was tested in vietnam.  (a) what was the \u2018domino effect\u2019 in relation to vietnam?  [4]  (b) why did nixon find it difficult to withdraw from vietnam?  [6]  (c) \u2018in vietnam, kennedy was more successful than johnson.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 from 1956 soviet control of eastern europe was under threat.  (a) describe the methods of control exercised by the soviet union over hungary before the 1956  uprising.  [4]  (b) why was solidarity successful?  [6]  (c) \u2018the berlin wall was more advantageous to the western allies than to the ussr.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/13/o/n/16 \u00a9 ucles 2016 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 fighting on the western front brought great loss of life.  (a) what problems occurred when tanks were first used in battle?  [4]  (b) why were aircraft important to military commanders on the western front?  [6]  (c) how far does general haig deserve to be remembered as the \u2018butcher of the somme\u2019?  explain your answer.  [10] 10 fighting took place on fronts other than the western front.  (a) what were the terms of the treaty of brest-litovsk?  [4]  (b) why did russia leave the war in 1918?  [6]  (c) \u2018the main reason for british men joining the armed forces was patriotism.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study b: germany, 1918\u201345 11 the nazis dealt with opposition to their regime.  (a) what were concentration camps?  [4]  (b) why did kristallnacht (night of broken glass) occur?  [6]  (c) \u2018by the end of the 1930s, hitler\u2019s control of germany was based on oppression.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 life in germany changed when the nazis were in control.  (a) what was the \u2018final solution\u2019?  [4]  (b) why were some women unhappy with life under the nazi regime?  [6]  (c) \u2018the standard of living in germany improved under the nazis.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/13/o/n/16 \u00a9 ucles 2016 depth study c: russia, 1905\u201341 13 the tsarist regime had collapsed by 1917.  (a) what part did religion play in the tsarist autocracy?  [4]  (b) why was there continuing discontent with tsarist rule after the 1905 revolution and up to the  outbreak of war in 1914?  [6]  (c) how important was the first world war in the downfall of tsar nicholas ii? explain your  answer.  [10] 14 once in power, stalin consolidated his position.  (a) what was the \u2018cult of stalin\u2019?  [4]  (b) why were the purges disastrous for the soviet union?  [6]  (c) \u2018it was stalin\u2019s use of his power within the communist party that ensured his success in the  leadership contest.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s, the us economy grew.  (a) what policies did republican governments follow in the 1920s to encourage industrial growth?  [4]  (b) why was the development of assembly-line production important for the growth of the  economy?  [6]  (c) \u2018the lives of all americans improved in the boom years.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the new deal, although appreciated by many, attracted opposition.  (a) describe the work of the civilian conservation corps (ccc).  [4]  (b) why was there a second new deal in 1935?  [6]  (c) \u2018republican opposition was a greater threat to the new deal than was the supreme court.\u2019   how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/13/o/n/16 \u00a9 ucles 2016 depth study e: china, c.1930\u2013c.1990 17 during the 1930s and 1940s chiang kai-shek was under threat.  (a) describe the communist base at jiangxi.  [4]  (b) why did chiang kai-shek plan the extermination campaigns of 1930\u201334?  [6]  (c) \u2018it was the war with japan that weakened the nationalist government.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries were often unstable.  (a) in what ways did china\u2019s relations with india between 1951 and 1965 affect tibet?  [4]  (b) why was there a tense relationship between china and the usa before 1970?  [6]  (c) \u2018the most important reason for china becoming a world power by 1976 was its admittance to  the united nations.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/13/o/n/16 \u00a9 ucles 2016 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1948, south africa was becoming increasingly segregated.  (a) what changes during the second world war were resented by some white people?  [4]  (b) why were national party policies appealing to afrikaner voters in 1948?  [6]  (c) how far had segregation been established by 1940? explain your answer.  [10] 20 the contribution of individuals was important to the ending of minority rule in south africa.  (a) in what ways did desmond tutu show his opposition to apartheid?  [4]  (b) why were the actions of chief buthelezi controversial?  [6]  (c) \u2018de klerk introduced changes in 1990 because he did not have any choice.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "10": "10 0470/13/o/n/16 \u00a9 ucles 2016 depth study g: israelis and palestinians since 1945 21 nasser became a hero of the arab world.  (a) describe how nasser took over the suez canal.  [4]  (b) why was israel concerned about nasser becoming president of egypt?  [6]  (c) how successful was israel during the suez crisis? explain your answer.  [10] 22 from 1948, unrest in the middle east has been almost continuous.  (a) to where, in 1948\u201349, did palestinian refugees flee?  [4]  (b) why would israel not allow palestinian refugees to return to their homes in israel?  [6]  (c) how important was the first intifada? explain your answer.  [10]",
            "11": "11 0470/13/o/n/16 \u00a9 ucles 2016 blank page",
            "12": "12 0470/13/o/n/16 \u00a9 ucles 2016 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w16_qp_21.pdf": {
            "1": "this document consists of 11 printed pages, 5 blank pages and 1 insert. dc (nf/fd) 118155/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8453996028*history  0470/21 paper 2 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/21/o/n/16 \u00a9 ucles 2016option a: 19th century topic why did the 1848\u201349 revolutions in i taly fail? study the background information and the sources carefully, and then answer all the questions. background informationthe 1848 revolutions in italy were a peculiar mixture. in sicily and naples there were popular risings  for constitutional reform. in rome pope pius ix appeared to put himself forward as leader of an italian federation, but when he rejected this idea he was swept aside by a republican revolt. popular risings in milan and venice were aimed at driving the austrians out, while charles albert of piedmont, although no friend of revolutionaries, declared war on austria in support of lombardy. by the end of 1849 the revolutions had failed. was this because of poor leadership, disunity, failure to  win over the peasants or the strength of the french and austrians? source a charles albert was afraid to use the peasantry in the war against the austrians because he feared  social revolution. he declared war on austria only after the successful insurrections of milan and venice. the war therefore became a war led by a man who feared revolution. he saw the war as a dynastic one, in which the regular armies of the two sides would fight it out. his contempt for popular militias was a mistake. the value of volunteer troops was undoubted and regular soldiers and volunteers had to be combined if the full potential of the italian revolution was to be realised. after charles albert\u2019s incompetent leadership of the army, his defeat at custoza and his hasty  abandonment of milan, the liberal monarchists were greatly discredited. the \u2018war of the kings\u2019 had only led to defeat and the democrats and republicans took over the national movement, but in circumstances that were far less favourable than in march. then the austrians had been in disarray and the chances for striking a decisive blow for italian nationalism had been very strong. but by the autumn the austrians had survived and come out on top, and the counter-revolution was making steady progress all over europe. the decree on land reform and the other social reforms carried out by mazzini in the roman republic  were the most concrete attempts by the italian radicals to build a firm alliance with the urban and rural poor. the land reforms were particularly important because the peasantry formed the vast majority of the population, and if the revolutionaries were to succeed they had to have the peasants on their side. unfortunately the measure at rome came far too late to make any great difference to the war effort against austria. time had run out for mazzini and garibaldi, and the french and austrians closed in from different directions. the key to success in 1848\u201349 was to expel the austrians and charles albert had wasted the opportunity to achieve this. from a history book published in 1971.",
            "3": "3 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource b charles albert entered the war against austria with enthusiasm for an independent and united italy.  however, his army, larger than the austrian forces, was incompetently led and ill-prepared for war. not all the blame for the eventual austrian victories can be attributed to charles albert. the austrians had been struggling in venetia. here, the peasants had shown themselves to be in favour of revolution, hoping that it would lessen the harshness of their lives. manin, the leader of the revolutionaries in venice, did abolish the hated personal tax but he failed to use the peasants to strengthen the venetian army. this was not because of fear of the peasantry but his failure to understand what was needed in military terms. the peasants were left without leadership or arms. the revolutionaries were divided. they might be agreed over expelling austria but that was as  far as agreement went. there was no acceptable leader who could coordinate policy. mazzini, pope pius ix and charles albert all had different ideas. local revolutionary leaders had no central leadership and the provisional governments they set up could be moderate, extremist, liberal, radical, republican, democratic or monarchist. the liberals, fearing social revolution, did not encourage popular support or involve the peasants.  mazzini failed to win the support of the peasants through his ideas. he failed to propose solutions to the deep poverty of many peasants. the issue that mattered to them was land ownership and he failed to understand that practical measures like land reform were needed. the military supremacy of austria was the single most important factor in the failure of the revolutions.  the roman republic stood no chance against the french and austrians, especially because of mazzini\u2019s incompetent leadership. even if the revolutionary forces had been able to unite, the austrian forces were better equipped and led and were bound to win in the end. from a history book published in 1968. source c the destinies of italy are maturing, and a happier future is opening up for those who bravely stand up  for their rights against the oppressor. we, out of love for our common race, hasten to associate ourselves with the admiration which italy  confers on you. people of lombardy and venetia, our arms, which were concentrating on your frontier when you liberated milan, are now coming to offer you help which a brother expects from a brother. we will support your just desires, confident as we are in the help of the god which has given pius ix  to italy and who has enabled italy to rely on its own strength. in order to show our feelings of italian brotherhood, we have ordered our troops as they move into lombardy to carry the cross of savoy imposed on the tricolour flag of italy. charles albert\u2019s proclamation to lombardy and venice, march 1848.",
            "4": "4 0470/21/o/n/16 \u00a9 ucles 2016source d i beg you, because of our joint faith in italian independence, not to forget what a real crisis this is, and  how the opportunity we now have to create a strong state may never recur. today the king told me that his generals are extremely annoyed with the state of opinion in lombardy. tell me my friend, what has piedmont got to gain by joining with lombardy? it may lose its primacy just to become a secondary planet in a different universe. the piedmontese nation is sacrificing its blood, its money, and almost its position of primacy to support its brothers, but it is received like a dangerous enemy! i watched the king going through one lombard village after another unhonoured, as though in a foreign land. the only talk at milan is of a republic. if after proclaiming ourselves a nation we then divide into many tiny states and republics, and if we are then swallowed up by the foreigner, we shall miss our opportunity. from a letter by count di castagneto, one of charles albert\u2019s advisers, to count  casati of milan, april 1848. source e my army was almost alone in the struggle. the lack of provisions forced us to abandon the positions we  had conquered for even the strength of the brave soldier has its limits. but the throbs of my heart were ever for italian independence. people of the kingdom show yourselves strong in a first misfortune, have confidence in your king. the cause of italian independence is not yet lost. from a declaration to his people by charles albert in july 1848, after the defeat by  the austrians at custoza.",
            "5": "5 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource f a cartoon of pope pius ix published in 1852. he is holding a mask of christ. source g if only mazzini had bothered to realise that i too knew something about fighting battles. he should have  allowed me to invade the kingdom of naples, whose defeated army was incapable of any response and whose inhabitants were waiting for our arrival with open arms! what a prospect would have opened up for a country not yet completely cast down by foreign invasion! instead of which, mazzini called all the troops back to rome and so offered them up in one tasty dish  to the tyrant of france. everyone who is familiar with rome knows it is impossible to defend. it was therefore pointless to employ all the troops in its defence. when i arrived in rome and saw how it would end in disaster, i asked to be made dictator, as i had  done on other occasions in my life when i have taken sole control of the situation and steered us through stormy seas. mazzini and his colleagues were scandalised. an extract from garibaldi\u2019s memoirs published in 1889.",
            "6": "6 0470/21/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2  study source c.  why did charles albert issue this proclamation? explain your answer using details of the source  and your knowledge. [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge. [8] 4 study source f .  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 5 study source g.  do you believe garibaldi? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the revolutions of 1848\u201349 in italy  failed because of charles albert? use the sources to explain your answer. [12]",
            "7": "7 0470/21/o/n/16 \u00a9 ucles 2016 [turn overblank page",
            "8": "8 0470/21/o/n/16 \u00a9 ucles 2016option b: 20th century topic was the italian takeover of abyssinia justified? study the background information and the sources carefully, and then answer all the questions. background informationin december 1934 skirmishes occurred between italian and abyssinian forces at wal wal in the  disputed border area between italian somaliland and abyssinia. mussolini claimed the abyssinians fired first but in september 1935 the league of nations declared neither side was to blame. in october, italy invaded abyssinia. despite protests and sanctions by the league, abyssinia had fallen to the italians by the end of 1936. to some, this was a clear example of unjustified aggression that went against everything the league  stood for but mussolini claimed the occupation was justified \u2013 he was bringing civilisation to a country where slavery, poverty and illiteracy existed. in any case, italy was suffering from economic problems and needed to produce more food. how far were the italian invasion and occupation of abyssinia justified? source a we do not know when mussolini first contemplated an occupation of abyssinia. he does not seem  to have thought of it before the wal wal incident. if the abyssinian government had allowed italian economic activities to develop, italian influence might have developed peacefully and with beneficial results for all concerned. y et even when abyssinia appointed large numbers of european advisers, only one of them was an italian. it should be remembered that the idea of occupying abyssinia was very popular in italy. the compelling  need for more land was not mere greed for colonies, but an urgent necessity. there was room for many italian families in abyssinia, without encroaching on the small area farmed by the abyssinians. the wal wal incident and other subsequent acts of violence by abyssinians had brought relations  between the two countries to a state of acute tension, which was made worse by the intervention of the british government. there can be no doubt that it was these events that brought mussolini around to the idea of an italian colony. the responsibility of british action for the events that followed is well established. had not haile selassie been encouraged by britain, he might well have come to terms with italy. the hoare-laval plan might have served as a basis for discussion, as the italians admitted. it completely  upset the league\u2019s authority by admitting italy\u2019s right even to a square mile of abyssinian territory and it wiped out the charge of italian aggression. however, britain wrongly withdrew the plan because the british government feared its supporters would desert it. the british even accused italy of using poison gas when italy had called the attention of the league to many atrocities committed by the abyssinians, such as the use of expanding bullets. on 15 june 1936 the league council voted to lift sanctions against italy. this ended one of the most deplorable episodes in the history of the league of nations; the unsuccessful attempt to starve italy, a civilised nation of 40 000 000 people, into surrender. an italian historian writing in 1956.",
            "9": "9 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource b to mussolini, abyssinia marked an attempt at a renewal of the glory of the roman empire. the defeat  at adowa some forty years before had not been forgotten and mussolini had been waiting for an excuse. possession of colonies was regarded as the symbol of power and it was thirst for status and glory that set mussolini on his course, rather than hunger for bread. however, such a colonial adventure would also be welcomed in italy as a distraction from its economic problems. the border incident at wal wal in 1934 gave italy an excuse for its \u2018colonial operation\u2019. the hoare-laval  plan was typical of the moral decay of the era by trying to back out of the inevitable conflict by bargaining. in fact, the plan simply gave mussolini the green light for his aggression. italian forces opened a full-scale campaign in october 1935 and while there was great enthusiasm among the smaller nations and britain for economic sanctions, the great powers did not dare apply oil sanctions which alone would have stopped italy. the united states\u2019 limitation of oil exports was a sham because it hit abyssinia more than italy. the policies of the great powers revealed a futile escape from world responsibilities. the leaders of the great powers were afraid of taking risks. on 10 june 1936 a member of the british government called for \u2018the withdrawal of sanctions which were the very midsummer of madness\u2019. this was a declaration of the league\u2019s defeat and an irreparable blow to the western democracies. the whole episode revealed the world\u2019s moral sickness. haile selassie was easily the most distinguished figure in the tragedy and dignified even in defeat. abyssinia\u2019s fall was a dark chapter in international affairs of the inter-war period. from a history book published in 1946. source c i felt the italian invasion was in fact no less and no more wrong than the series of unprovoked  aggressions and land grabs by which england, france, belgium, spain, portugal and germany had gobbled up the entire continent of africa, excepting abyssinia and liberia, before the first world war. i had seen how the other allies after the world war cheated italy out of her share. i found abyssinia savage, uncivilised and unknown. not one person in ten thousand could read or write; punishments involved cruel mutilations; unchecked disease was rapidly killing off the population, and the vast majority lived in filth, poverty and degradation. from a book by an american journalist, published in 1936. the journalist had  reported on the italian invasion in 1935. source d i am bored by this italian-abyssinian dispute, and really i fail to see why we should interfere. though,  of course, the league of nations will stand or fall by it. why should england fight italy over abyssinia, when most of our far-flung empire has been won by conquest? from the diary of henry channon, july 1935. channon was later a conservative mp  and a supporter of chamberlain and his policy of appeasement.",
            "10": "10 0470/21/o/n/16 \u00a9 ucles 2016source e barbarism civilisation a british cartoon published in 1935. source f a british cartoon published in february 1935.",
            "11": "11 0470/21/o/n/16 \u00a9 ucles 2016 [turn oversource g an italian cartoon showing britain (top left) criticising italy (bottom right) over  abyssinia. this cartoon was published in october 1935 in a newspaper founded by  mussolini. source h i am here today to claim justice which is due to my people, and the assistance promised to us eight  months ago, when fifty nations asserted that aggression had been committed in violation of international treaties. at the beginning, towards the end of 1935, italian aircraft hurled upon my armies bombs of tear-gas.  the barbarism inflicted on us consisted in carrying terror into the most densely populated parts of my country. the object was to scatter fear and death over a great part of the abyssinian territory. these fearful tactics succeeded. the deadly rain that fell from the aircraft made all those whom it touched shriek with pain. all those who drank the poisoned water or ate the infected food also succumbed in dreadful suffering. in tens of thousands, the victims of the italian mustard gas fell. it is in order to denounce to the civilised world the tortures inflicted upon the abyssinian people that i resolved to come to geneva. from a speech by haile selassie to the assembly of the league of nations, june 1936.",
            "12": "12 0470/21/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source d prove that the author of source c was right? explain your answer using  details of the sources and your knowledge. [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 5 study source h.  are you surprised by this speech? explain your answer using details of the source and your  knowledge. [7] 6 study all the sources.  how far do these sources provide convincing evidence that the italian takeover of abyssinia was  justified? use the sources to explain your answer. [12]",
            "13": "13 0470/21/o/n/16 \u00a9 ucles 2016blank page",
            "14": "14 0470/21/o/n/16 \u00a9 ucles 2016blank page",
            "15": "15 0470/21/o/n/16 \u00a9 ucles 2016blank page",
            "16": "16 0470/21/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w16_qp_22.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nf/fd) 118152/3 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *5905869306*history  0470/22 paper 2 october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p10] the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/22/o/n/16 \u00a9 ucles 2016option a: 19th century topic was the papacy the main hope for change in italy in the 1840s? study the background information and the sources carefully, and then answer all the questions. background informationthe 1840s saw the movement for the rebirth of italy, the risorgimento, gradually grow. however, those  involved disagreed about the future direction for italy. some wanted a federation, some a unified state. some wanted a monarchy, while others were republicans. there were also differences over who or what would lead the risorgimento. some looked to the papacy,  while others looked to the revolutionary mazzini or to charles albert, the king of piedmont. how far was the papacy the main hope for change in italy? source a within italy, the only government of importance was that of piedmont. charles albert was notoriously  reactionary and he began his reign by refusing an amnesty to political prisoners. however, as a devout catholic he was probably influenced by the reforms introduced by pope pius ix and in 1848 he granted a constitution. in 1848 and 1849 he fought wars against austria as a leader of a national independence movement. one explanation of the change is that he was always a secret revolutionary, another is that he could not make up his mind and dithered. mazzini was the first person to put forward an italian revolutionary programme but it is difficult to  assess his influence. his support of italian nationalism was important. it was known to reformist and revolutionary circles and gave new life to their movements. his actions were also important and for a time he helped govern the short-lived roman republic. however, he greatly exaggerated the number of people in y oung italy and his plots were ludicrously unpractical. the date of real significance is the election of pius ix as pope in 1846. his predecessor, gregory xvi,  had been a conservative and had crushed any signs of reform. pius at once freed many political prisoners and reformed the government of the papal states. these actions made people all over italy believe that the pope was implementing the programme laid down for him by gioberti with which he did have some sympathy. once one ruler began to reform, the rulers of other states, such as piedmont, had to follow. from a history book published in 1971.",
            "3": "3 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource b mazzini did not know italy well. he often paid little respect to practical realities and his real importance  was in his ideas rather than his actions. he spent his life organising one insurrection after another, only to find that others in the end had captured and perverted the revolution which he had done so much to make a success. at the other end of the scale was charles albert, who for most of his reign remained a king on the old pattern. religious and civil censorship continued to exist. but if there was little sign in charles albert of much affection toward liberty or italy, he soon came to resent austrian power and in 1848 he did go to war against austria. in 1846 a new pope, pius ix, was elected and like most newly elected popes he began by freeing  most of the political prisoners in papal prisons. this amnesty was accompanied by conditions and even threats; yet this innocent action had unintended results which made it a decisive fact in the building of italy. pius ix was a pope of real goodness, the kind of man about whom myths appear which acquire a life of their own. the almost hysterical enthusiasm which greeted his proclamation of amnesty touched a weak point in his character, and soon he was so eager for popularity that he allowed laymen more influence in his government and soon other reforms were slipping through. charles albert was disturbed at this liberal trend in rome, but feeling ran so high that he too had to allow some moderate reforms. from a history book published in 1968. source c i intend to prove that, mainly because of religion, italy possesses within itself all the necessary  conditions for her national and political rebirth, and that to achieve this it has no need of revolutions or foreign invasions. that the papacy is naturally at the head of italy is a truth proven by the nature of things. italy would gain much from a political confederation under the moderating authority of the papacy: it would increase the authority of the princes without damaging their independence, remove the causes of wars and revolutions at home and reduce the differences in currencies, language and systems of government that divide the various provinces. from a book by vincenzo gioberti published in 1843. gioberti, a philosopher and  politician, was sent into exile by charles albert in 1833 and did not return until  1848. source d no nation has been less frequently united in a single body than the italian. confederation is the type of  constitution most suited to italy and the only obstacle to an italian confederation is foreign rule. what would be the pope\u2019s position in a kingdom of italy? that of king? this is impossible, nobody even dreams of it. a democratic system may be possible but it is unlikely in the foreseeable future. the worthy house of savoy has upheld italian virtue for the last century and a half. in the course of that  time the land controlled by the monarchy of savoy has almost doubled. all states that have come under its control have been in favour of the monarchy of savoy and have been acquired at the expense of austria, usually by fighting for them. from a book by cesare balbo published in 1844. balbo was a member of a noble  piedmontese family and was the first prime minister of piedmont appointed under  the new constitution in 1848.",
            "4": "4 0470/22/o/n/16 \u00a9 ucles 2016source e each day the pope shows himself more lacking in any practical sense. born and brought up in a liberal  family, he has been formed under bad influences; a good priest, he has never turned his mind towards matters of government. warm of heart and weak of intellect, he has allowed himself to be taken and trapped in a net from which he no longer knows how to free himself, and if matters follow their course he will be driven out of rome. a liberal pope is not a possibility. from a letter by metternich to austrian agents in milan, december 1847.  metternich was the austrian chancellor. source f soldiers! we are blessed by the right hand of a great pope who has had to recognise that italy is  condemned by the government of austria to the cruelty of a savage army, pillage, rape, arson, murder and total devastation. the holy father has blessed your swords which, united now with those of charles albert, must move in concord to annihilate the enemies of god, the enemies of italy, and those that have insulted pius ix and assassinated our lombard brothers. such a war of civilisation against barbarism is accordingly not just a national war but also a supremely christian one. let our battle cry be: god wills it! a declaration released to the press in april 1848 by giovanni durando. durando  was in charge of the papal army sent by the pope to defend the papal states  against a possible austrian attack. he later fought in the piedmontese army. source g a cartoon published in rome in a radical newspaper, 1849. it shows the roman  republic ringing a bell in the shape of a cap of liberty. on the right are pope pius ix  and king charles albert.",
            "5": "5 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource h the destinies of italy are maturing, and a happier future is opening up for those who bravely stand up  for their rights against the oppressor. we, out of love for our common race, hasten to associate ourselves with the admiration which italy  confers on you. people of lombardy and venetia, our arms which were concentrating on your frontier when you liberated milan are now coming to offer you help which a brother expects from a brother. we will support your just desires, confident as we are in the help of the god which has given pius ix  to italy and who has enabled italy to rely on its own strength. in order to show our feelings of italian brotherhood, we have ordered our troops as they move into lombardy to carry the cross of savoy imposed on the tricolour flag of italy. charles albert\u2019s proclamation to lombardy and venice, march 1848. now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.  how far does source c prove source d wrong? explain your answer using details of the sources  and your knowledge. [8] 3 study sources e and f .  does source e make source f surprising? explain your answer using details of the sources and  your knowledge. [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [7] 5 study source h.  do you trust what charles albert says in this source? explain your answer using details of the  source and your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that up to the late 1840s the papacy was  the main hope for change in italy? use the sources to explain your answer. [12]",
            "6": "6 0470/22/o/n/16 \u00a9 ucles 2016option b: 20th century topic did the league of nations have any chance of success? study the background information and the sources carefully, and then answer all the questions. background informationduring the peace negotiations in 1919 it was agreed to set up a league of nations. its main aim was to  maintain world peace through collective security and disarmament. the league faced many problems during its lifetime including its lack of powers of enforcement, the absence of some major countries and the self-interest of leading members such as britain and france. by the end of the crisis over abyssinia in 1936 it was clear that the league was failing. was the league doomed from the start? source a the sovereign state was the only source of the league\u2019s power. there could be no authority above that  of the state, and no state could be legally bound without its consent. the league was an experiment in internationalism at a time when the counterclaims of nationalism were running powerfully in the opposite direction. to work properly, the new system of security needed to be universal and the league\u2019s orientation global.  from the start, despite the american input to its creation and its many non-european members, the league was a eurocentric institution. y et neither the british nor the french, who had little confidence in it, saw the league as providing the answer either to the stabilisation of europe or to the future security of france. from a history book published in 2005. source b for the first time in history the counsels of mankind are to be drawn together for the purpose of  defending the rights and improving the conditions of working people \u2013 men, women and children \u2013 all over the world. such a thing as that was never dreamed of before, and what you are asked to discuss is the matter of seeing that this idea is not interfered with. there is no other way to do it than by a universal league of nations, and what is proposed is a universal league of nations. but the idea of a league of nations will not be fully carried out if any one of the great influences that  brought that result about is withheld. every great fighting nation in the world is on the list of those who are to constitute the league of nations. i say every great nation, because america is going to be included among them, and the only choice, my fellow citizens, is whether we will go in now or come in later with germany; whether we will go in as founders of this covenant of freedom or go in as one of those who are admitted after they have made a mistake and repented. an extract from one of the many speeches president wilson gave across the united  states in september 1919.",
            "7": "7 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource c a british cartoon published in 1919. source d the league needs to provide the means for the common action which will have to be exercised by the  council. i need hardly point out the league lacks the means of control or police that would make its decisions effective. we all want our action to be effective; we do not want anybody to ridicule us. we desire security. i am bound to say that at the present moment we do not feel that the safeguards are adequate. france must keep its weapons in readiness. france is obliged to be military for the present, and to  continue to be so in order to avoid the resumption of war. we do not want to have lost a million and a half lives for nothing. from a speech by a french delegate to the assembly of the league, 1921.",
            "8": "8 0470/22/o/n/16 \u00a9 ucles 2016source e the one serious defect in the covenant is the element of compulsory obligation, the attempt to  promote peace by binding members to take economic or other sanctions irrespective of the merits of the dispute in question. this criticism in no way implies any lack of support of the league. it is by far the most effective and hopeful instrument for the prevention of war that the world has yet seen. but in our judgement, the compulsory sanctions are a hindrance and not a help to the league. they are certainly the most important reason why certain nations stay out of the league. the league is a conference system between independent states and the best way is to leave the  decision about their action to the individual members. from an article by a member of the british government, published in 1924. source f a british cartoon published in november 1919.",
            "9": "9 0470/22/o/n/16 \u00a9 ucles 2016 [turn oversource g a british cartoon entitled \u2018moral persuasion\u2019, published in 1920. the rabbit is  saying \u2018my offensive equipment being practically nil, it remains for me to  fascinate him with the power of my eye.\u2019",
            "10": "10 0470/22/o/n/16 \u00a9 ucles 2016now answer all the following questions. y ou may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what can you learn about the league of nations from this source? explain your answer using  details of the source. [6] 2  study source b.  why was this speech made? explain your answer using details of the source and your knowledge.  [8] 3 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 4 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge. [8] 5 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge. [8] 6 study all the sources.  how far do these sources provide convincing evidence that, from the start, the league of nations  had little chance of success? use the sources to explain your answer. [12]",
            "11": "11 0470/22/o/n/16 \u00a9 ucles 2016blank page",
            "12": "12 0470/22/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w16_qp_23.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (nf/fd) 140510/3  r \u00a9 ucles 2016  [turn overcambridge international examinations cambridge international general certificate of secondary education *0422085050*history  0470/23 paper 2  october/november 2016  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/o/n/16 \u00a9 ucles 2016 option a: 19th century topic how far was cavour in control of events in 1859\u201360? study the background information and the sources carefully, and then answer all the questions. background information the years 1859\u201360 are often seen as crucial for italian unification. however, historians have disagreed  over how far cavour was in control of events in these years. there is also disagreement over whether he had a master plan for italian unification, or whether he was more interested in adding to piedmont\u2019s power. who was in control when cavour and napoleon iii met in 1858 and agreed to provoke austria into war? how far did garibaldi\u2019s successes in sicily and naples seize the initiative and force cavour  to embrace unification? in the years 1859\u201360, how far was cavour in control of events? source a the year 1860 saw the birth of a united italy. within a few months piedmont had more than doubled  its size. few people were more surprised at this achievement than cavour, its chief architect, and few more disappointed than mazzini and garibaldi. in 1860 there had existed two conflicting centres of policy-making, one of them being at turin where cavour was prime minister, the other at palermo and  naples where garibaldi ruled as revolutionary dictator. cavour was eventually able to impose his own  solution, but he succeeded only because his radical opponents first broke free from his leadership and then forced him into actions that he had neither intended nor even foreseen. in my opinion the contribution made by garibaldi to the successes of 1860 has been underrated, but  this does not diminish cavour\u2019s greater achievements. the year 1860 was the most difficult of his life,  when the initiative had fallen into the hands of his political enemies. what he succeeded in doing was  to make the best of circumstances that were largely against him. cavour\u2019s main contribution to italian unification was as a diplomat, because he better than anyone understood how to exploit the rivalries between countries in europe, thus the alliance with france. it is in no sense discreditable to suggest that he spent much of the time feeling his way, sometimes following contradictory policies until the time  came when he could choose and make a decisive move. until 1860 cavour had been unenthusiastic about the idea of a united italy. his native language was  french, not italian, and he knew little about the rest of italy. his own preference was for an enlarged piedmont becoming the centre of a kingdom of northern italy. only in 1860 did he begin to understand that a united italian state under piedmontese and conservative direction would be practical politics. it  was the urgent need to defeat garibaldi that finally made this a necessary solution. from a book published in 1954.",
            "3": "3 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source b garibaldi alone was committed to a united italy from start to finish. napoleon iii was not, cavour was  not. garibaldi is fundamental to the unification process. it was he who forced cavour to embrace  unification. cavour knew nothing of the south and aimed only at an enlarged piedmont. he did not envisage full unification until a much later date, possibly by another generation. garibaldi\u2019s success transformed the situation. cavour was opposed to garibaldi\u2019s expedition and he saw garibaldi\u2019s success as a threat to everything he had achieved. garibaldi had to be stopped and the only way this could be done was to take over the papal states and southern italy. cavour unified italy not because  he believed in a united italy but to stop garibaldi. it was a desperate gamble to preserve an enlarged  piedmont. once he had achieved unification he became a firm supporter of it but he was not its architect. he  was not a planner, he was an opportunist and his schemes succeeded more by luck than design. for  example, the alliance with france was not of his making. unification was forced on him by garibaldi\u2019s  achievements. from a book published in 2001. source c a cartoon published in britain in june 1859. napoleon iii, on the left, is saying to  king victor emmanuel, \u2018bravo, my little fellow! you shall do all the fighting and we\u2019ll divide the  glory.\u2019",
            "4": "4 0470/23/o/n/16 \u00a9 ucles 2016 source d garibaldi is planning the wildest schemes. as he remains devoted to king victor emmanuel, he will not  help mazzini or republicanism. but he feels it is his duty to liberate all italy, stage by stage, before turning  it over to the king. he is thus putting off the day when sicily will demand annexation to piedmont, for  he wants to keep the dictatorial powers which will enable him to raise an army to conquer first naples,  then rome. the government here has no influence on him. we must therefore prevent garibaldi from  conquering naples, and we must try and annex sicily as soon as possible. were garibaldi to become  master of naples we would not be able to stop him from compromising us with france and europe. if  the bourbons have to fall, it should not be by garibaldi\u2019s actions. a letter from cavour to costantino nigra, july 1860. nigra was a piedmontese  diplomat working for cavour in paris. source e as to garibaldi\u2019s expedition to sicily, cavour said exactly these words: \u2018well and good. begin at the  south in order to come north. when it is a question of actions of that kind, however bold they may  be, you can rely on my support.\u2019 those were his precise words. he promised to help the expedition,  provided the part played by the government was completely concealed. giuseppe sirtori speaking in the italian parliament in 1863. sirtori was garibaldi\u2019 s  chief of staff and was with him during his conquest of sicily and naples. he  represented garibaldi in discussions with cavour. source f several times cavour mentioned the possibility of italian unity, and what he said to me was this:  i have always favoured a federal system. i have never recoiled  from the extreme but inevitable result of a federation, namely the   establishment of a republic. after the armistice of villafranca,  however, federalism was no longer possible. so i came to believe  that the only possibility was a unitary and monarchical state. cavour possesses a gift for intrigue and in the last few days he has recovered his lost self-confidence.  the day he throws off the mask to deal openly with the conqueror of the two sicilies, he will put himself  at the head of an all-powerful liberal party. a letter from baron talleyrand, french ambassador at turin, to the french foreign  minister, august 1860.",
            "5": "5 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source g our policy must be conservative. we do not want to uproot society and disturb civil order. how should  we have reacted to recent events at naples? should we have allowed the germs of revolution which  we had destroyed in northern italy to multiply elsewhere? no, we could not. by seizing the direction of political events in southern italy, the king and his government prevented  our wonderful italian movement from degenerating, they prevented the factions which did us so much  harm in 1848 from exploiting the emergency conditions in naples after its conquest by garibaldi. we  intervened to allow the people of southern italy to decide freely on their fate. cavour speaking to the piedmontese parliament, october 1860. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  does source d prove that sirtori was lying in source e? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did cavour make this speech? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that in the years 1859\u201360 cavour was in  control of events? use the sources to explain your answer.  [12]",
            "6": "6 0470/23/o/n/16 \u00a9 ucles 2016 option b: 20th century topic how far was the league of nations a failure? study the background information and the sources carefully, and then answer all the questions. background information the league of nations faced many difficult problems after its establishment in 1919. its critics claim  that it achieved little and point to the fact that another world war broke out in 1939. its defenders argue that although it did eventually fail to prevent another world war, it had several successes. overall, how far was the league of nations a failure? source a it became clear very quickly that the league would be just an addition to existing international relations  mechanisms and often one to be kept at arm\u2019s length; britain and france had no intention of allowing the treaty\u2019s enforcement to become a league responsibility. it is also not clear whether the \u2018new  diplomacy\u2019 achieved different results than the \u2018old\u2019 diplomacy might have done in similar circumstances. the league, however, did have its uses. handing over the government of danzig and the saar to  the league solved tricky problems. the league\u2019s beneficial role in inhibiting slavery, international prostitution and the trading of drugs, in promoting the protection of refugees, and preventing and  controlling disease, was acknowledged. it enjoyed successes in the swedish-finnish quarrel over the  aaland islands in 1920 and in the greece-bulgaria dispute of 1925, but significantly, both were in accessible parts of europe, were between minor states, and did not involve the direct interests of a great power. the league was much less effective where any of these criteria did not apply. it was in abyssinia in  1935 that the demands of the old and new diplomacies came into sharpest conflict. the circumstances  meant that the credibility of the league and the \u2018new\u2019 diplomacy became linked with the response to this problem. the lessons were painful. the league had ended in failure. it had been based on too many paradoxes: the attempt to create collective security in a world of sovereign national states and the hope of international democracy in a world dominated by great powers. after abyssinia the league  became an increasing irrelevance. from a history book published in 2010.",
            "7": "7 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source b the league appeared to many to offer the best alternative to the balance-of-power approach that had  failed so badly in 1914. but it was not the league that wilson had planned. it was not a substitute  for great-power politics, as he had intended, but rather just additional to it. it always operated within prescribed limits and its success depended on the willingness of the powerful states to use it. the league moved quickly after it was established. the first dispute successfully resolved was between  finland and sweden. it also speedily resolved the conflict between bulgaria and greece. if most of the  league\u2019s successes involved small states, the clash between britain and turkey over oil-rich mosul in  1924 suggested that the council\u2019s procedures could be used to keep the peace in matters involving a great power. the failure over the italian invasion of abyssinia was due to britain and france, rather than the league. nor was the failure of various international conferences such as the world economic conference of  london in 1933 the fault of the league of nations. the framework for international cooperation was still fragile but the activities of the league appeared with the passage of time to be a contribution to the shaping of the contemporary world. the league was a forerunner of a new world order based on international cooperation. it embodied the new ideas that characterised the twentieth century. it is hoped the ideal of world peace \u2013 the ideal of the league \u2013 will become the dominant feature of the  twenty-first century. from a history book published in 2011. source c a british cartoon published in 1920.",
            "8": "8 0470/23/o/n/16 \u00a9 ucles 2016 source d a british cartoon published in november 1925.",
            "9": "9 0470/23/o/n/16 \u00a9 ucles 2016 [turn over source e geneva statesmen abolish war. all armies \u201cinvolved in a dispute\u201dprinciples of the leaguetemporarilyveiled for repairstemporarilyveiled for repairs are appointed commissions of the league to enquire into each other, thus fighting will proceed in peace. prophecies for 1932 a british cartoon published in december 1931. source f i would like to speak about the league and the policy of collective security which we have  whole -heartedly supported with such disappointing results. the dispute between italy and abyssinia  was a perfect opportunity for the exercise of that policy. it has been tried based on sanctions and it has  failed to prevent war, failed to save the victim from the aggressor. the other day the president of the league of nations said that if we were to pursue the policy of  sanctions it was still possible to preserve the independence of abyssinia. that seems to me to be  madness. we must admit we have tried to impose upon the league a task which was beyond its  powers to fulfill. it is time to limit the functions of the league so that they match with its real powers.  but if the league is to be limited in that way it must be admitted that it could no longer be relied upon to  secure the peace of the world. from a speech by neville chamberlain, a leading member of the british  government, june 1936.",
            "10": "10 0470/23/o/n/16 \u00a9 ucles 2016 source g there exist inside the league two ideas about how best to preserve peace. there is the idea that when  a state announces a foreign policy based on aggression and invading other countries\u2019 frontiers, the  league has the duty of declaring that it will fight such a policy with every means at its disposal. there is, however, another idea that the aggressor should be treated with consideration and that  negotiations should be carried out with the assurance that no collective action will be carried out. unfortunately, this is the policy that has so far been followed and it has as its consequences three wars  and threatens to bring us a fourth. maxim litvinov speaking at the league of nations assembly, september 1938. litvinov was in charge of soviet foreign policy. source h it is common to speak of the failure of the league. is it true that all our efforts for those twenty years  have been thrown away? the work of the league is unmistakably printed on the social, economic and humanitarian life of the world. but above all that, a great advance was made in the international  organisation of peace. for the first time an organisation was constructed to abolish war. an assembly  representing some fifty peace-loving nations. for ten years the league advanced. our balance-sheet is not altogether unfavourable. in the  essential task of maintaining peace it succeeded during a number of years. it succeeded as long as  the governments of the great powers supported it and as long as, in the background, there was the  possibility that their force would be put at the service of its decisions. during a number of years the league of nations settled various grave disputes such as the aaland islands, all of them involving areas which might have become battlefields if the league had not settled them. from a speech by se\u00e1n lester, secretary-general of the league of nations. he was  speaking to the assembly during the last session of the league in 1946, when it  dissolved itself.",
            "11": "11 0470/23/o/n/16 \u00a9 ucles 2016 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.  how far does source g prove that source h is wrong? explain your answer using details of the  sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations was a failure?  use the sources to explain your answer.  [12]",
            "12": "12 0470/23/o/n/16 \u00a9 ucles 2016 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w16_qp_41.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 115061/1 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8927305546*history  0470/41 paper 4 alternative to coursework october/november 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/41/o/n/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how significant was the battle of the marne as a reason why the war was not over by the end of  1914? explain your answer. [40] 2 how important was trench warfare as a cause of the stalemate on the western front? explain  your answer. [40] depth study b: germany, 1918\u20131945 3 how significant were economic problems as a reason for the instability of the weimar republic up  to 1923? explain your answer. [40] 4 how important was the reichstag fire as a reason for hitler\u2019s ability to consolidate nazi power by  1934? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the decision to continue the war as a reason for the collapse of the provisional  government by november 1917? explain your answer. [40] 6 how important was the need to defend communism in the soviet union as a reason for the five- y ear plans? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant was the red scare as a reason for restricting immigration in the usa in the 1920s?  explain your answer. [40] 8 how important were bank failures as a cause of the great depression? explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how significant were land reforms in changing the lives of peasants in the 1950s? explain your  answer. [40] 10 how important was the development of nuclear weapons in establishing china as a world power  by the time of mao\u2019s death? explain your answer. [40]",
            "3": "3 0470/41/o/n/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how important was anti-communism as a reason for the national party victory in 1948? explain  your answer. [40] 12 how significant was the sharpeville massacre as a reason for the growth in opposition towards  apartheid? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how important was religion as a cause of conflict between jews and arabs in palestine, 1945\u201349?  explain your answer. [40] 14 how significant was israeli military force as a cause of the first intifada, 1987\u201393? explain your  answer. [40]",
            "4": "4 0470/41/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w16_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2016 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2016_1.7 \u00a9 ucles 2016 *3044365775*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how significant was the entry into the war of the british expeditionary force in 1914? explain your answer. [40]1 how important was the zimmermann telegram as a reason for us entry into the war in 1917? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant were the spartacists to the instability of germany,1918\u201323? explain your answer. [40]3 how important was control of the media in strengthening nazi rule in germany after 1934? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was rasputin as a cause of growing opposition to tsarist rule in russia? explain your answer. [40]5 how significant was the new economic policy as a reason for the introduction of stalin's five-year plans? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was immigration as a cause of intolerance in us society in the 1920s? explain your answer. [40]7 how significant was the impact of the new deal on the unemployed? explain your answer. [40] 8 depth study e: china, c.1930\u2013c.1990 how important were the actions of the kuomintang as a reason for the growth in support for the chinese communist party? explain your answer. [40]9 how significant was the role of the usa in the emergence of china as a world power? explain your answer. [40]10 11_0470_42_2016_1.7 \u00a9 ucles 20162",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important to the development of the south african economy by 1945 was gold mining? explain your answer. [40]11 how significant was the impact of government legislation on the lives of non-white south africans during the 1950s? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how significant was palestinian terrorism in promoting the palestinian cause? explain your answer. [40]13 how important was the election of likud in 1977 to relations between israel and its neighbours? explain your answer. [40]14 11_0470_42_2016_1.7 \u00a9 ucles 20163",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2016_1.7 \u00a9 ucles 20164"
        },
        "0470_w16_qp_43.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (cw) 115059/2 \u00a9 ucles 2016 [turn overcambridge international examinations cambridge international general certificate of secondary education *8649083344*history  0470/43 paper 4 alternative to coursework october/november 2016  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. y ou should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificat e.",
            "2": "2 0470/43/o/n/16 \u00a9 ucles 2016answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important were tanks in breaking the stalemate on the western front? explain your answer.  [40] 2 how significant was the blockade of german ports as a reason for germany\u2019s surrender in 1918?  explain your answer. [40] depth study b: germany, 1918\u20131945 3 how significant was the second world war as a cause of the final solution? explain your answer.  [40] 4 how important were policies towards women in bringing about the kind of society the nazis  wanted? explain your answer. [40] depth study c: russia, 1905\u20131941 5 how significant was the kronstadt rebellion as a cause of lenin\u2019s introduction of the new  economic policy in 1921? explain your answer. [40] 6 how important was propaganda in allowing stalin to control the ussr? explain your answer. [40] depth study d: the usa, 1919\u20131941 7 how significant were republican policies as a cause of the economic boom in the usa in the  1920s? explain your answer. [40] 8 how important was racism in the usa as a reason for the ku klux klan\u2019s success in the 1920s?  explain your answer. [40] depth study e: china, c.1930\u2013c.1990 9 how significant were chiang kai-shek\u2019s extermination campaigns against the jiangxi soviet in his  struggle against the communists? explain your answer. [40] 10 how important were economic factors in bringing about closer relations between china and the  usa in the early 1970s? explain your answer. [40]",
            "3": "3 0470/43/o/n/16 \u00a9 ucles 2016depth study f: south africa, c.1940\u2013c.1994 11 how significant were the bantustans in developing apartheid? explain your answer. [40] 12 how important was desmond tutu in bringing apartheid to an end? explain your answer. [40] depth study g: israelis and palestinians since 1945 13 how significant was the israeli military as a reason for israel\u2019s victory in the 1948\u201349 war? explain  your answer. [40] 14 how important was the role of president sadat as a cause of the y om kippur war in 1973? explain  your answer. [40]",
            "4": "4 0470/43/o/n/16 \u00a9 ucles 2016blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared w here possible. every reasonable  effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly  been included, the publisher will  be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced onl ine in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to do wnload at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of unive rsity of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        }
    },
    "2017": {
        "0470_m17_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (nh) 129022/3 \u00a9 ucles 2017  [turn over *5913439152*history  0470/12 paper 1  february/march 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0470/12/f/m/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 cavour was important in the move towards a united italy.  (a) describe events of 1848\u201349 which resulted in the abdication of charles albert.  [4]  (b) why was the crimean war beneficial to cavour?  [6]  (c) \u2018the main consequence for piedmont of the war of 1859 between austria and france was the  resignation of cavour.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 austria\u2019s influence over germany was declining by 1866.  (a) describe austria\u2019s attitude towards germany after the failure of the 1848\u201349 revolutions.  [4]  (b) why did the frankfurt parliament fail?  [6]  (c) how far was schleswig-holstein responsible for the dispute between austria and prussia in  1866? explain your answer.  [10] 3 in the nineteenth century european countries spread their influence around the world.  (a) what were the \u2018unequal treaties\u2019 forced on china?  [4]  (b) why was the boxer rebellion significant for china?  [6]  (c) \u2018trade was the main reason for nineteenth-century european imperialism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 many countries contributed to rising tension in europe in the early years of the twentieth century.  (a) what was the bosnian crisis of 1908?  [4]  (b) why did britain take part in a naval race with germany in the early years of the twentieth  century?  [6]  (c) \u2018the rise of serbia was the most important cause of the outbreak of war in 1914.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/f/m/17 \u00a9 ucles 2017 [turn over 5 achieving success at the paris peace negotiations was difficult.  (a) what did lloyd george want to achieve for britain from the paris peace negotiations?  [4]  (b) why did lloyd george find it difficult to achieve his aims at the paris peace negotiations?  [6]  (c) \u2018military restrictions were the main reason for german dissatisfaction with the terms of the  treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 international peace had collapsed by 1939.  (a) in what ways did hitler undermine the treaty of versailles between 1933 and 1936?  [4]  (b) why did some people argue that the policy of appeasement was a good idea?  [6]  (c) \u2018decisions taken at munich in 1938 were more important in bringing about war than hitler\u2019s  aggression against poland.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 following the end of hostilities in 1945, differences between the usa and the ussr surfaced.  (a) what was discussed at the yalta conference?  [4]  (b) why did roosevelt\u2019s death after the yalta conference affect what happened at the potsdam  conference?  [6]  (c) \u2018blame for the cold war rests with stalin rather than with truman.\u2019 how far do you agree with  this statement? explain your answer.  [10] 8 soviet control of eastern europe was tested between 1956 and 1968.  (a) what reforms did the nagy government plan for hungary?  [4]  (b) why did the soviet union oppose the changes proposed by dubcek for czechoslovakia?  [6]  (c) \u2018the main reason the berlin wall was built was to keep western influence out of east  germany.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/12/f/m/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 war was conducted on a number of fronts.  (a) what happened at the battle of jutland?  [4]  (b) why did russia suffer defeats on the eastern front?  [6]  (c) \u2018poor leadership was the main reason for the allied failure at gallipoli.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 germany launched the ludendorff offensive in march 1918.  (a) describe the initial success of the ludendorff offensive.  [4]  (b) why were the allies able to defeat the ludendorff offensive?  [6]  (c) \u2018revolution in germany was the main reason for germany signing the armistice.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 by 1934 hitler controlled germany.  (a) describe the night of the long knives.  [4]  (b) why did hitler consider r\u00f6hm a threat?  [6]  (c) \u2018the failure of the weimar government to deal with the impact of the depression was the  most important reason for hitler being appointed chancellor of germany.\u2019 how far do you  agree with this statement? explain your answer.  [10] 12 people within german society had different experiences under nazi rule.  (a) describe what children were taught in nazi schools.  [4]  (b) why were young germans encouraged to join the hitler youth?  [6]  (c) \u2018nazi policies towards women and the family were successful.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/12/f/m/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 tsarist rule in russia ended in 1917.  (a) what happened on bloody sunday, january 1905?  [4]  (b) why, between 1906 and 1914, was the tsar able to stabilise his rule over russia?  [6]  (c) \u2018the loss of the support of the army was the main reason for the abdication of the tsar in  1917.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 after 1928 stalin consolidated his dictatorship.  (a) describe the types of propaganda used by stalin.  [4]  (b) why was kirov\u2019s death in 1934 important?  [6]  (c) \u2018stalin had complete control over the soviet union.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "7": "7 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the 1920s brought a change in lifestyle for some americans.  (a) what was the sacco and vanzetti case?  [4]  (b) why did the popularity of radio increase in 1920s america?  [6]  (c) \u2018prohibition was introduced because the drinking of alcohol brought social problems.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 the new deal was welcomed by some and opposed by others.  (a) what were roosevelt\u2019s \u2018hundred days\u2019?  [4]  (b) why was roosevelt successful in dealing with the banks?  [6]  (c) \u2018the main opposition to the new deal came from the challenge to its legality.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/f/m/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 by 1949 the nationalists had been defeated.  (a) in what ways was yenan important to the communists in the 1930s?  [4]  (b) why was the long march beneficial for mao?  [6]  (c) \u2018the communists won the civil war because they used tactics which had been successful  in the fight against the japanese.\u2019 how far do you agree with this statement? explain your  answer.  [10] 18 china changed following the death of mao.  (a) what action did mao take against \u2018counter-revolutionaries\u2019?  [4]  (b) why was deng able to establish leadership over china after mao\u2019s death?  [6]  (c) how far did the economic developments of the 1980s produce social and political change in  china? explain your answer.  [10]",
            "9": "9 0470/12/f/m/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 between 1948 and 1966, apartheid was established in south africa.  (a) what were the main features of the apartheid system set up by the national party following  their election success of 1948?  [4]  (b) why was the bantu self-government act of 1959 important?  [6]  (c) how successfully had the south african government dealt with opposition to apartheid by  1966? explain your answer.  [10] 20 apartheid faced both internal and external opposition.  (a) in what ways, between 1966 and 1973, did the united nations show opposition to apartheid?  [4]  (b) why were many western countries reluctant to impose economic sanctions on south africa  during the 1960s and 1970s?  [6]  (c) how far did opposition to apartheid change between 1966 and 1980? explain your answer.  [10]",
            "10": "10 0470/12/f/m/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 the middle east suffered from continuous unrest.  (a) what were the results of the suez war of 1956 for israel?  [4]  (b) why did war break out in june 1967?  [6]  (c) \u2018between 1948 and 1979, the ussr was more successful in influencing events in the middle  east than was the usa.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 perceptions of the palestinian cause changed over time.  (a) describe the impact of the palestinian refugee crisis before 1960.  [4]  (b) why was the plo expelled from jordan in 1970?  [6]  (c) \u2018by the early 1990s, the palestinians had been successful in gaining international support.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/f/m/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/12/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_m17_qp_22.pdf": {
            "1": "this document consists of 12 printed pages and 1 insert. dc (nh/fd) 129021/2 \u00a9 ucles 2017  [turn over *9993557577*history  0470/22 paper 2  february/march 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0470/22/f/m/17 \u00a9 ucles 2017 option a: 19th century topic what was lincoln\u2019s attitude towards emancipation of slaves? study the background information and the sources carefully, and then answer all the questions. background information historians have disagreed about abraham lincoln\u2019s real attitude towards emancipation of slaves. he  is sometimes portrayed as a great hero who saw slavery as evil and was determined to bring about  emancipation. others see him as someone who was little interested in the issue of emancipation and  who had to be pushed all the way to act. when the emancipation proclamation came into operation in  january 1863 it only freed slaves in the confederacy and some argued that it was introduced simply  to help the north in the civil war. however, in 1865 lincoln forced through congress the thirteenth  amendment which abolished slavery throughout the usa. did lincoln really believe in emancipation? source a lincoln\u2019s career was a process of moral and political education and deepening antislavery conviction.  lincoln was strongly antislavery, but he was not an abolitionist or radical republican and never claimed  to be one. he made a sharp distinction between his personal wish that \u2018all men everywhere could  be free\u2019 and his official duties as legislator, congressman, and president in a legal and constitutional  system that recognised the south\u2019s right to property in slaves. even after issuing the emancipation  proclamation he continued to declare his preference for gradual abolition. while his racial views  changed during the civil war, he never became a principled egalitarian in the manner of abolitionists  such as frederick douglass. much of lincoln\u2019s career can be seen as an attempt to identify a workable mode of antislavery action  in a political and constitutional system that erected seemingly impassable barriers to effective steps  towards abolition. for most of his career, lincoln had no real idea how to rid the united states of  slavery, although he announced many times his desire to see it end. no one before the war anticipated  what lincoln would call its \u2018astounding\u2019 result, the emancipation of the slaves.  from a history book published in 2010.",
            "3": "3 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source b lincoln was far too moderate on slavery. although he believed slavery was wrong he never believed  in racial equality. all he wanted at first was to stop slavery spreading to the new territories. he did not  even propose forbidding slavery in the south. radical republicans like charles sumner were angry  with him for not taking a strong stand against slavery. his ideas about slavery never really changed  during his lifetime. during the early part of the civil war lincoln insisted that it was not about emancipation. he did not want  to create new enemies in slave states such as maryland and kentucky and feared that emancipation  would lead to the war degenerating into a \u2018remorseless struggle\u2019. his only concern was the union, but  he began to realise that freeing the slaves would weaken the south and would help him win the war  and restore the union. it was not until august 1862 that he even supported the idea of black soldiers  in the union army. he agreed to the emancipation proclamation reluctantly and under great pressure  from abolitionists. although he introduced it in july 1862, he postponed issuing it until 1863 and spent  the time trying to persuade black americans to support the idea of colonisation. when issued, it did  not liberate a single slave in states that his government controlled as it applied only to areas ruled by  the confederates. what it did, however, was weaken the confederacy. when in 1865 all slaves were  freed, it was clear that the civil war had unexpectedly led to full emancipation.  from a recent article about lincoln. source c i hate the spread of slavery. i hate it because of the monstrous injustice of slavery itself. i hate it  because it enables the enemies of free institutions to taunt us as hypocrites and causes the real friends  of freedom to doubt our sincerity. i have no prejudice against the southern people. they are just what  we would be in their situation. if slavery did not now exist amongst them, they would not introduce it.  if it did now exist amongst us, we should not instantly give it up. when it is said that the institution of  slavery exists, and that it is very difficult to get rid of it, i can understand. i surely will not blame them  for not doing what i should not know how to do myself. my first impulse would be to free all the slaves,  and send them to liberia \u2013 to their own native land. but a moment\u2019s reflection would convince me that  doing this immediately is impossible. if they were all landed there in a day, they would all perish in the  next ten days. what then? free them, and make them politically and socially our equals? my own feelings will not  admit of this; and if mine would, we well know that those of the great mass of white people will not.  from a speech given by lincoln in illinois in 1854. source d now i ask you, are you in favour of conferring upon the negro the rights and privileges of citizenship? if  you desire negro citizenship, if you desire them to come into the state and stay with white men, if you  desire to let them vote, if you desire them to serve on juries and be judge of your rights then go with  mr lincoln. i do not question mr lincoln\u2019s belief that the negro was made his equal, and hence his brother. but  for my own part i do not regard the negro as my equal. i believe that this new doctrine preached by  mr lincoln and this abolition party would dissolve the union.  from a speech by stephen douglas during the election campaign of 1858 in illinois.",
            "4": "4 0470/22/f/m/17 \u00a9 ucles 2017 source e a cartoon published in an american magazine in october 1861. lincoln is saying \u2018i\u2019m sorry to have to  drop you, but this concern won\u2019t carry us both!\u2019 source f we complain that the union cause is suffering immensely from a mistaken tolerance of rebel slavery.  had you, sir, said in your first speech as president that if the rebellion should be persisted in, no loyal  person could be rightfully held in slavery by a traitor, we believe the rebellion would have suffered a  staggering blow. had you proclaimed that rebellion would strike the chains from the slave of every  traitor, the wealthy and the cautious in the south would have been supplied with a powerful reason to  remain loyal. from an article entitled \u2018the prayer of twenty millions\u2019 published in the important newspaper, the  \u2018new  york tribune\u2019, august 1862. it was written by horace greeley, the editor of the newspaper  and a leading abolitionist.",
            "5": "5 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source g the increasing opposition to the war in the north because it was being made an abolition war, alarmed  mr lincoln, and made him apprehensive that a peace might be forced upon him which would leave  still in slavery all who had not come within our lines. what he wanted was to make his proclamation as effective as possible in the event of such a peace. he said in a regretful tone, \u2018the slaves are not coming so rapidly and so numerously to us as i had hoped.\u2019 i replied that the slaveholders knew how to keep such things from their slaves, and probably very few knew of his proclamation. \u2018well,\u2019 he said, \u2018i want you to set about devising some means of making them acquainted with it, and for bringing them  into our lines.\u2019 i was the more impressed by his consideration because he had always said that his  aim was to save the union with or without slavery. he said \u2018douglass, i hate slavery as much as you do, and i want it abolished altogether.\u2019 what he said on this day showed a deeper moral conviction against slavery than i had ever seen before in anything spoken by him. at his suggestion, i agreed to undertake the organising of a group of coloured men who would go into the rebel states and carry the  news of emancipation, and urge the slaves to come within our boundaries. from the autobiography of frederick douglass published in 1881. douglass is describing a meeting  he had with lincoln in august 1864. douglass was an ex-slave and a leading abolitionist.",
            "6": "6 0470/22/f/m/17 \u00a9 ucles 2017 source h one good turn deserves another.punch, or the london chariv ari - august 9, 1862. a cartoon published in britain in august 1862. lincoln is saying \u2018why i do declare it\u2019s my dear old  friend! of course you\u2019ll fight for us. lend us a hand old friend!\u2019",
            "7": "7 0470/22/f/m/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 4 study sources f and g.  which source do you trust more about lincoln? explain your answer using details of the sources  and your knowledge.  [8] 5 study source h.  why was this source published in august 1862? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that lincoln really believed in emancipation?  use the sources to explain your answer.  [12]",
            "8": "8 0470/22/f/m/17 \u00a9 ucles 2017 option b: 20th century topic was us involvement in korea justified? study the background information and the sources carefully, and then answer all the questions. background information towards the end of the second world war the soviet union occupied korea north of the 38th parallel  while the united states occupied the south. after the war two separate governments were set up.  both claimed to be the rightful government of the whole of korea with neither recognising the border  as permanent. on 25 june 1950 war broke out between them. the united nations condemned north  korea for invading the south and on 27 june asked member states to support south korea. on the  same day president truman ordered the us army and navy to intervene. north korea was supported  by china and the soviet union. was the us justified in getting involved in korea? source a league of nations died oflack of exercise facing wanton aggressionin memory of the a british cartoon published in june 1950. the man holding the hand of the united nations  is president  truman.",
            "9": "9 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source b i am reporting to the congress on the situation which has been created in korea, and on the actions  which this nation has taken to meet this situation. at four o\u2019clock in the morning, 25 june, north korean  armed forces invaded the south. just one day before the attack observers from the united nations  commission had completed a routine tour. they stated that the army of the south was organised  entirely for defence. they found no concentration of troops and no preparation to attack. within a few  hours after the invasion was launched the commission reported to the united nations that the attack  had come without warning and without provocation. this report makes it clear that the attack was  naked, deliberate, unprovoked aggression, without justification. this outright breach of the peace, in violation of the united nations charter, created a real danger to  the security of every nation. this attack was, in addition, a demonstration of contempt for the united  nations, since it was an attempt to settle, by military aggression, a question which the united nations  had been working to settle by peaceful means. if this challenge had not been met squarely, the  effectiveness of the united nations would have been all but ended, and the hope of mankind that the  united nations would develop into an institution of world order would have been shattered. when the  invaders took no notice of the security council resolution of 25 june, i ordered united states air and  sea forces to give the south korean government support.  president truman speaking to the us congress, 30 june 1950. source c the events now taking place in korea broke out on 25 june as the result of the actions of the south  korean authorities. this attack was planned in advance. from time to time syngman rhee had blurted  out the fact that his gang had such a plan. as long ago as october 1949, in an interview given to an  american journalist, he claimed his army could capture pyongyang in three days. in may this year  a member of the american government told the american congress that 100  000 men of the south  korean army, equipped with american weapons, could begin war at any time. these facts speak for  themselves. the united states started armed intervention in korea before the united nations\u2019 security  council met on 27 june. from a statement by andrei gromyko, soviet deputy minister of foreign affairs, 5 july 1950,  published in soviet news. syngman rhee was president of south korea. pyongyang was the  capital  city of north  korea. source d in connection with the forthcoming session of the general assembly of the united nations, we consider  it advisable to recommend to the government of north korea to send a statement to the general  assembly, on the basis of documents found in the president of south korea\u2019s archives in seoul. this  would show how syngman rhee and his gang prepared to attack the north and the illegality of the  american intervention in korea. it would also demand measures for the immediate ending of american  intervention and the withdrawal from korea of the troops of the foreign interventionists.  a telegram to north korea from the soviet ambassador to the united nations, june 1950.",
            "10": "10 0470/22/f/m/17 \u00a9 ucles 2017 source e the north koreans wanted to prod south korea with the point of a bayonet. kim il-sung said that the  first poke would touch off an internal explosion in south korea and that the power of the people would  prevail. kim told stalin he was absolutely certain of success. we were inclined to think that if the war  were fought swiftly then intervention by the usa could be avoided. the north koreans occupied seoul and we wished kim every success because this was a war of  national liberation. then the strength of the north korean army gave out and the enemy recovered.  stalin was partly to blame for the dangerous position the north koreans were now in. it\u2019s absolutely  incomprehensible to me why he did it, but just before the north koreans marched into south korea  stalin had called back all of our advisors who were helping them. when i asked about this stalin  shouted, \u2018it\u2019s too dangerous. we don\u2019t want there to be evidence for accusing us of taking part in this  business.\u2019 from nikita khrushchev\u2019s memoirs published in 1971. in 1950 khrushchev was head of the  communist party in moscow and one of stalin\u2019s advisors. source f in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots  of people thought it failed because we were not in it to support it. ok, now we started the un. it was  our idea, and in its first big test we just couldn\u2019t let it down.  from president truman\u2019s memoirs published in 1956. source g clearly the invasion of south korea was an open, undisguised challenge to america\u2019s internationally  accepted position as the protector of south korea, an area of great importance to the security  of american-occupied japan. to back away from this challenge would be highly destructive of our  strength and reputation. from dean acheson\u2019s memoirs published in 1969. acheson was a member of truman\u2019s government  and in charge of american foreign policy.",
            "11": "11 0470/22/f/m/17 \u00a9 ucles 2017 [turn over source h a postcard published in 1950 in eastern europe. the figure is general macarthur. the words on  macarthur\u2019s cloak are \u2018un flag\u2019.",
            "12": "12 0470/22/f/m/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what is the cartoonist\u2019s message? explain your answer using details of the source.  [7] 2 study sources b and c.  why do these two sources differ about events in korea? explain your answer using details of the  sources and your knowledge.  [7] 3 study sources d and e.  does source e make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study sources f and g.  do you believe truman in source f? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  why was this source published in eastern europe in 1950? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that american intervention in korea in  1950 was justified? use the sources to explain your answer.  [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_m17_qp_42.pdf": {
            "1": "this document consists of 3 printed pages, 1 blank page and 1 insert. dc (rw) 133897/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3230618360*history  0470/42 paper 4  alternative to coursework  february/march 2017  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/42/f/m/17 \u00a9 ucles 2017 answer one question from your chosen depth study. depth study a: the first world war, 1914\u201318 1 how significant was russia\u2019s mobilisation in 1914 to the failure of the schlieffen plan? explain  your answer.  [40] 2 how important was the battle of verdun to the course of the war? explain your answer.  [40] depth study b: germany, 1918\u201345 3 how important to the success of the nazi party gaining power was adolf hitler? explain your  answer.  [40] 4 how significant was religious opposition in resisting nazi rule, 1934\u201345? explain your answer.  [40] depth study c: russia, 1905\u201341 5 how significant was the use of the nkvd to stalin\u2019s system of control? explain your answer.  [40] 6 how important was communist ideology as a reason for the collectivisation of agriculture? explain  your answer.  [40] depth study d: the usa, 1919\u201341 7 how important to the economic boom in the 1920s was mass marketing? explain your answer.  [40] 8 how significant was religion as a reason for the introduction of prohibition? explain your answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how important was the influence of foreign countries to the course of the chinese civil war?  explain your answer.  [40] 10 how significant was the death of stalin in sino-soviet relations? explain your answer.  [40]",
            "3": "3 0470/42/f/m/17 \u00a9 ucles 2017 depth study f: south africa, c.1940\u2013c.1994 11 how important was the growth of afrikaner nationalism as a reason for the national party\u2019s  success in 1948? explain your answer.  [40] 12 how significant were botha\u2019s reforms of the 1980s in bringing about the end of white minority  rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how significant were militant jewish groups as a reason for britain\u2019s withdrawal from palestine by  1948? explain your answer.  [40] 14 how important to the outbreak of war in 1956 was the role of britain? explain your answer.  [40]",
            "4": "4 0470/42/f/m/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s17_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129028/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *8008907337*history  0470/11 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/11/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 italy had not  achieved unification by 1859.  (a) what was the \u2018young italy\u2019 movement?  [4]  (b) why was italy not unified in 1848\u201349?  [6]  (c) \u2018cavour was only interested in piedmontese expansion after 1849.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 germany was not unified by 1866.  (a) describe the main political problems in germany at the beginning of 1848.  [4]  (b) why was prussia humiliated at olm\u00fctz in 1850?  [6]  (c) \u2018war with austria in 1866 had not been planned by bismarck.\u2019 how far do you agree with this  statement? explain your answer.  [10] 3 in the usa, differences existed between northern and southern states.  (a) describe events at harpers ferry in 1859.  [4]  (b) why did the south fail to win the civil war?  [6]  (c) how far was reconstruction a failure? explain your answer.  [10] 4 european imperialism affected countries to different degrees.  (a) describe the impact of the opium trade on china in the 1830s.  [4]  (b) why did nineteenth-century european imperialism take place?  [6]  (c) \u2018indian resistance to british rule was unsuccessful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "3": "3 0470/11/m/j/17 \u00a9 ucles 2017 [turn over 5 by 1939 the league of nations had failed in its role of preserving world peace.  (a) describe the work of the league\u2019s international labour organisation (ilo).  [4]  (b) why did the requirement that decisions of the assembly and council had to be unanimous  cause problems for the league?  [6]  (c) how far was mussolini responsible for the destruction of the authority of the league of  nations? explain your answer.  [10] 6 in the 1930s hitler threatened world peace.  (a) what happened in the saar in 1935?  [4]  (b) why was the remilitarisation of the rhineland a risk for hitler?  [6]  (c) \u2018germany was more responsible for war in 1939 than any other country.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 by the end of 1949 europe was divided.  (a) what were stalin\u2019s main achievements at the yalta conference?  [4]  (b) why was it difficult to deal with poland after the second world war?  [6]  (c) \u2018the most important consequence of the berlin blockade was the formation of the north  atlantic treaty organisation (nato) in 1949.\u2019 how far do you agree with this statement?  explain your answer.  [10] 8 the usa reacted to the spread of communism.  (a) what was eisenhower\u2019s policy towards vietnam?  [4]  (b) why was the usa unhappy with the changes castro introduced immediately following the  cuban revolution?  [6]  (c) \u2018the american policy of containment between 1950 and 1973 was successful.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/11/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 strong allied resistance in 1914 surprised germany.  (a) on what assumptions was the schlieffen plan based?  [4]  (b) why did the germans try to capture the channel ports?  [6]  (c) \u2018belgium\u2019s reaction to the schlieffen plan was the main reason for its failure.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 the defensive nature of trenches resulted in a war of attrition.  (a) what was \u2018no man\u2019s land\u2019?  [4]  (b) why did the french fight to save verdun?  [6]  (c) \u2018the tank was the most successful innovation on the western front.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "5": "5 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 support for hitler and the nazi party increased before 1933.  (a) what methods did goebbels use between 1929 and 1932 to ensure that nazi ideas were  brought to the attention of the german people?  [4]  (b) why did the nazi party have limited success before 1929?  [6]  (c) \u2018the main reason hitler became chancellor of germany was because of the actions of papen  and hindenburg.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 control of the german people was essential for the nazis.  (a) what opposition to the nazi regime existed in its early years in power?  [4]  (b) why was the gestapo important to the nazis?  [6]  (c) \u2018the use of education was more effective than the use of mass media in controlling the  german people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/11/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 stalin, once in control, established a dictatorship.  (a) in what ways were official culture and censorship used to maintain stalin\u2019s control over the  soviet union?  [4]  (b) why were the purges an effective way for stalin to control the soviet people?  [6]  (c) \u2018it was trotsky\u2019s weaknesses that enabled stalin to achieve success in the leadership contest.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin introduced changes which impacted on the soviet people.  (a) describe russification.  [4]  (b) why was there resistance to collectivisation?  [6]  (c) \u2018the changes stalin made to agriculture were more important than the changes he made to  industry.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the prosperity brought to the usa by the economic boom was short-lived.  (a) what actions were taken by governments in the 1920s to limit the impact of foreign  competition?  [4]  (b) why was the growth of hire purchase and advertising important to the economic boom?  [6]  (c) \u2018over-production was the main problem facing the american economy in the 1920s.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 intolerance existed in 1920s america.  (a) what effects of racial intolerance did black americans face in the 1920s?  [4]  (b) why did the \u2018monkey trial\u2019 take place?  [6]  (c) \u2018prohibition was good for the usa.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "8": "8 0470/11/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 china\u2019s relations with other states have varied.  (a) describe communist china\u2019s relations with india up to 1962.  [4]  (b) why did communist china\u2019s relations with the soviet union worsen after 1956?  [6]  (c) how far had china achieved superpower status by 1976? explain your answer.  [10] 18 the cultural revolution was introduced to solve problems.  (a) what threats did liu shaoqi pose to mao?  [4]  (b) why did mao think the cultural revolution would benefit china?  [6]  (c) which was affected more by the cultural revolution: chinese society or the chinese  economy? explain your answer.  [10]",
            "9": "9 0470/11/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the impact of apartheid increased in the 1950s and 1960s.  (a) in what ways did the bantu education act of 1953 enforce apartheid?  [4]  (b) why were bantustans created?  [6]  (c) \u2018the freedom charter of 1955 was the most important response to apartheid before 1963.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 change did not benefit all south africans.  (a) describe the role of young people in events in soweto in 1976.  [4]  (b) why did international opposition to apartheid have limited effect?  [6]  (c) \u2018economic improvements in the 1980s had greater impact on white than on black south  africans.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/11/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945  21 the ending of the second world war increased tension in palestine.  (a) what was the arab league, formed in march 1945?  [4]  (b) why, by the end of the second world war, was the creation of a jewish homeland likely?  [6]  (c) how secure was the israeli state by 1949? explain your answer.  [10] 22 the palestine liberation organisation (plo) promoted the palestinian cause.  (a) describe the part played by fatah in the developing conflict between israel and its arab  neighbours between 1965 and 1967.  [4]  (b) why was the six-day war beneficial to the plo?  [6]  (c) \u2018the main result of the actions of the plo was to make the palestinian cause unpopular with  the rest of the world.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/11/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/11/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s17_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129029/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *1757727415*history  0470/12 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 both cavour and garibaldi were involved in italian unification.  (a) describe the actions of cavour in the period leading up to the outbreak of war with austria in  1859.  [4]  (b) why did cavour resign in july 1859 following the truce austria agreed at villafranca?  [6]  (c) how far did cavour and garibaldi differ in their aims and tactics? explain your answer.  [10] 2 progress towards german unification was slow.  (a) what happened in berlin during march 1848?  [4]  (b) why was the frankfurt parliament set up?  [6]  (c) \u2018the austro-prussian war of 1866 made eventual german unification certain.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 reasons for, and the impact of, european imperialism varied.  (a) what motivated european imperialism?  [4]  (b) why was the berlin conference of 1884\u201385 important?  [6]  (c) \u2018european imperialism in africa was carried out peacefully.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 by 1914 various factors had contributed to an unstable europe.  (a) what were the main threats to peace in europe at the beginning of the twentieth century?  [4]  (b) why was there a crisis over morocco in 1911?  [6]  (c) \u2018austria was more at fault than serbia in causing war in 1914.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "3": "3 0470/12/m/j/17 \u00a9 ucles 2017 [turn over 5 the strength of the league of nations was tested in the 1920s.  (a) what were the main aims of the league of nations when it was set up in 1920?  [4]  (b) why did the league not include some major powers when it was set up?  [6]  (c) \u2018the league of nations was an effective organisation for preserving peace in the 1920s.\u2019 how  far do you agree with this statement? explain your answer.  [10] 6 hitler\u2019s policies and actions became an increasing threat to peace.  (a) what was the \u2018greater germany\u2019 that hitler aimed to establish?  [4]  (b) why were hitler\u2019s foreign policy actions in 1935\u201336 successful?  [6]  (c) \u2018the policy of appeasement made sense at the time.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 the soviet union wanted to exercise control over eastern europe following the ending of the  second world war.  (a) by 1956, what made hungarians unhappy with soviet control?  [4]  (b) why were the soviets concerned about events in hungary in 1956?  [6]  (c) \u2018the berlin wall was built in 1961 to prevent mass migration.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 saddam hussein was an important ruler in the gulf region from 1979.  (a) describe how saddam hussein dealt with the kurds between 1987 and 1991.  [4]  (b) why was saddam hussein able to become president of iraq in 1979?  [6]  (c) \u2018the iran\u2013iraq war of 1980\u201388 was a success for iraq.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "4": "4 0470/12/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 effective resistance to the schlieffen plan came as a surprise to germany.  (a) describe what happened at mons in august 1914.  [4]  (b) why was the battle of the marne in september 1914 important?  [6]  (c) \u2018the most important aspect of the schlieffen plan was that france would be defeated quickly.\u2019  how far do you agree with this statement? explain your answer.  [10] 10 war ended in november 1918.  (a) what was the hindenburg line?  [4]  (b) why were events at amiens in august 1918 significant?  [6]  (c) \u2018germany signed the armistice because of the increasing impact of the british naval blockade.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 hitler was important in ensuring the growth of the nazi party.  (a) in what ways was the nazi party affected by the munich putsch?  [4]  (b) why was the reichstag fire important for hitler?  [6]  (c) \u2018the use of mass rallies was the main reason the nazis were able to increase support up to  1932.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 for many germans, life changed after the nazi takeover.  (a) describe the experiences gained from membership of the hitler youth.  [4]  (b) why was the education of young people in german schools changed by the nazis?  [6]  (c) how successful were nazi policies for german industrial workers? explain your answer.  [10]",
            "6": "6 0470/12/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the provisional government was overthrown in november 1917.  (a) what were soviets?  [4]  (b) why was the kornilov affair important?  [6]  (c) \u2018the provisional government was overthrown because it did not carry out land reform.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 policies introduced during stalin\u2019s period of leadership affected different groups.  (a) what was the impact of stalin\u2019s rule on women?  [4]  (b) why did stalin discourage differing national identities within the soviet union?  [6]  (c) how successful was stalin\u2019s policy of collectivisation? explain your answer.  [10]",
            "7": "7 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 a wide range of social attitudes existed in 1920s america.  (a) what was prohibition?  [4]  (b) why did prohibition fail?  [6]  (c) to what extent was the usa an intolerant society in the 1920s? explain your answer.  [10] 16 the impact of the wall street crash was wide-reaching.  (a) what was the wall street crash?  [4]  (b) why did the crash cause many us citizens severe financial difficulties?  [6]  (c) \u2018hoover was responsible for his own downfall.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "8": "8 0470/12/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 the years 1952\u201361 brought great changes to china.  (a) what were \u2018land co-operatives\u2019 in communist china?  [4]  (b) why did the communists start to redistribute land immediately on coming to power?  [6]  (c) \u2018between 1952 and 1961 mao transformed china.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 the cultural revolution brought chaos to communist china.  (a) in what ways was education in china affected by the cultural revolution?  [4]  (b) why did mao bring the cultural revolution to an end?  [6]  (c) \u2018mao introduced the cultural revolution to benefit himself rather than china.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 government belief in the policy of apartheid was strong before 1966.  (a) in what ways did the national party government strengthen the pass laws?  [4]  (b) why was sharpeville an important event in the struggle against apartheid?  [6]  (c) \u2018the freedom charter of 1955 was more important to the opposition to apartheid than the  rivonia trial of 1963\u201364.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the ending of white minority rule in south africa was not easy.  (a) describe the contribution of oliver tambo to the collapse of apartheid.  [4]  (b) why was chief buthelezi important?  [6]  (c) \u2018disappointment with botha\u2019s constitutional reforms was the main reason violence increased  between 1980 and the early 1990s.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "10": "10 0470/12/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 the period 1945\u201349 was a period of conflict in palestine.  (a) describe the actions of the hebrew resistance movement against the british in 1945 and  1946.  [4]  (b) why was there conflict between jews and arabs in palestine before may 1948?  [6]  (c) \u2018arab weakness was the main reason for the survival of israel in the 1948\u201349 war.\u2019 how far  do you agree with this statement? explain your answer.  [10] 22 peace between arabs and israelis has been difficult to achieve.  (a) what is hezbollah?  [4]  (b) why has the united nations failed to resolve the arab\u2013israeli conflict?  [6]  (c) \u2018following the oslo accords of 1993 and 1995, the main issue still to be resolved was the  return of palestinian refugees to their homeland.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "11": "11 0470/12/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/12/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s17_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (lk) 129030/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9640004398*history  0470/13 paper 1  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/13/m/j/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 in the nineteenth century germany moved towards unification.  (a) describe the benefits of the zollverein.  [4]  (b) why was the result of the austro-prussian war of 1866 important?  [6]  (c) \u2018france and prussia went to war in july 1870 because of the ems telegram.\u2019 how far do you  agree with this statement? explain your answer.  [10] 2 before the civil war, strong differences of opinion existed between americans.  (a) what did the supreme court decide in relation to the dred scott case?  [4]  (b) why was reconstruction difficult?  [6]  (c) \u2018the main cause of the american civil war was slavery.\u2019 how far do you agree with this  statement? explain your answer.  [10] 3 european imperialism affected different areas of the world.  (a) describe the impact of imperialism on the congo.  [4]  (b) why did european imperialism affect different african colonies in different ways?  [6]  (c) how successful was the boxer rebellion? explain your answer.  [10] 4 increasing international tensions in the early years of the twentieth century brought war closer.  (a) in the years up to 1911, what aggressive acts by germany were worrying for britain?  [4]  (b) why did the balkan wars of 1912\u201313 bring general european war closer?  [6]  (c) \u2018the austrian ultimatum delivered to serbia on 23 july 1914 was the main reason for general  european war breaking out.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/m/j/17 \u00a9 ucles 2017 [turn over 5 the league of nations worked towards achieving its aims.  (a) describe the work of the league in relation to refugees.  [4]  (b) why was collective security ineffective in practice?  [6]  (c) \u2018the league of nations achieved its peacekeeping aims in the 1920s.\u2019 how far do you agree  with this statement? explain your answer.  [10] 6 from 1938, hitler\u2019s threat to european peace increased.  (a) what benefits did uniting with austria offer hitler?  [4]  (b) why was hitler able to unite with austria?  [6]  (c) \u2018the munich agreement of 1938 ensured that war would happen.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 after the second world war, communism was a threat to the usa.  (a) what was the importance of the 38th parallel in relation to korea?  [4]  (b) why did the usa become involved in resisting the invasion of south korea?  [6]  (c) how effectively did the american policy of containment limit the spread of communism  between 1950 and 1973? explain your answer.  [10] 8 the challenge to soviet control increased from 1980.  (a) describe the economic crisis facing the polish government by 1980.  [4]  (b) why was solidarity important in poland?  [6]  (c) \u2018gorbachev was more important than solidarity in the collapse of soviet control over eastern  europe.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/13/m/j/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 both tactics and weaponry played important roles in warfare on the western front.  (a) in relation to trench warfare, describe what was meant by \u2018going over the top\u2019.  [4]  (b) why was the somme offensive launched?  [6]  (c) \u2018gas was the most effective new development used to try to break the stalemate on the  western front.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 the war effort on fronts other than the western front was important.  (a) describe the methods of recruitment used in britain.  [4]  (b) why was britain able to counter the effectiveness of the u-boat threat in 1917\u201318?  [6]  (c) \u2018the main reason for the gallipoli campaign was to help russia.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "5": "5 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced many challenges.  (a) describe the activities of the freikorps, 1919\u201320.  [4]  (b) why was germany facing economic disaster by 1923?  [6]  (c) how far do the cultural achievements of the period explain why the years 1924\u201329 are known  as the \u2018golden-age\u2019 of the weimar republic? explain your answer.  [10] 12 nazi policies affected most german citizens.  (a) what actions were taken by the nazis to encourage an increase in the birth rate?  [4]  (b) why were the nazis able to reduce unemployment?  [6]  (c) \u2018nazi youth policies were unsuccessful.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "6": "6 0470/13/m/j/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the tsarist regime collapsed in 1917.  (a) describe how stolypin attempted to deal with russia\u2019s problems.  [4]  (b) why did opposition to the rule of the tsar exist in russia at the beginning of the twentieth  century?  [6]  (c) \u2018the tsar taking personal command of the russian army was the main reason for his eventual  abdication.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 stalin used terror and fear to ensure that he was in control of the ussr.  (a) what were the main features of the labour camps (gulags)?  [4]  (b) why was the nkvd a feared organisation?  [6]  (c) \u2018the main reason that stalin introduced the purges was to remove his opponents within the  communist party.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 not all americans benefited from the economic prosperity of the 1920s.  (a) in what ways did new products help to boost the us economy?  [4]  (b) why was the expansion of the motor industry important for the economic boom?  [6]  (c) \u2018overproduction was the main reason us farmers faced serious problems in the 1920s.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 opposition to the new deal existed in the usa.  (a) what did roosevelt aim to achieve with his promise of a \u2018new deal\u2019?  [4]  (b) why was the american business community critical of the new deal?  [6]  (c) \u2018the new deal was a failure as it did not solve unemployment.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "8": "8 0470/13/m/j/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 the kmt government was undermined by constant conflicts.  (a) what were the results of the marco polo bridge incident of 1937 for china?  [4]  (b) why did the second world war increase the strength of the communist party?  [6]  (c) \u2018support from the peasants was the main reason for the communist victory in the civil war.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 communist china\u2019s relations with other nations have changed over time.  (a) describe relations between china and tibet in the 1950s.  [4]  (b) why have communist china\u2019s relations with taiwan always been hostile?  [6]  (c) \u2018the main reason for china\u2019s improving relations with the usa was the death of mao.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/13/m/j/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa\u2019s development was based on segregation.  (a) what restrictions in relation to travel for non-whites existed in south africa by 1940?  [4]  (b) why was the migrant labour system disliked by black workers?  [6]  (c) \u2018the main success of south africa\u2019s economic development by 1945 was in manufacturing.\u2019   how far do you agree with this statement? explain your answer.  [10] 20 in 1994 white minority rule came to an end.  (a) what was the outcome of the april 1994 election?  [4]  (b) why was the anc worried about the actions of chief buthelezi?  [6]  (c) how important was de klerk in the ending of white minority rule? explain your answer.  [10]",
            "10": "10 0470/13/m/j/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 tensions existed in the middle east before and after 1956.  (a) describe the events of 1954\u201356 which resulted in the suez conflict.  [4]  (b) why were the results of the suez conflict important for israel?  [6]  (c) \u2018the actions of nasser caused the six-day war of 1967.\u2019 how far do you agree with this  statement? explain your answer.  [10] 22 after 1948 the palestinians struggled against israel.  (a) what action did palestinians take between 1970 and 1976 to attract international attention?  [4]  (b) why were many palestinians in refugee camps by the 1980s?  [6]  (c) \u2018arafat was a successful leader.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "11": "11 0470/13/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/13/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s17_qp_21.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st/cgw) 129024/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7087121418*history  0470/21 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p5] option b: 20th century topic [p6\u2013p10] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how far were the 1848 revolutions brought about by the weakness of the  existing regimes?  study the background information and the sources carefully, and then answer all the questions.  background information many reasons have been suggested for the 1848 revolutions. these include long-term reasons such  as the spread of nationalism, socialism and liberalism. others have pointed to growing industrialisation which caused dreadful working and living conditions for many. the revolutions also had their triggers \u2013 bad harvests and high food prices, as well as a financial crisis leading to unemployment. however,  some historians have claimed that it was the weakness and mistakes of the regimes in power that  turned demonstrations into revolutions.  was it the weakness of governments around europe that brought about the 1848 revolutions?  source a  the severity of the trade depression served to stimulate the growing appetite for liberalism among the  middle class, especially among the lower middle class. the great power of the working class, more  apparent than real, as time proved, persuaded the established ruling classes to surrender power with  little fight in the early months of 1848. the following months showed these two politically and socially  underprivileged classes \u2013 the workers and the lower middle class \u2013 competing for power. although certain causes were more relevant in some places than others \u2013 the financial crisis was more important in france \u2013 the widespread nature of the revolutions suggests certain common explanations. the great  common factor was the town. cities had vast concentrations of poor people, far more likely to get  together than peasants in the countryside, and were also centres of political power. it was on the cities  that the great social and economic developments \u2013 population growth, industrialisation, railway building  \u2013 had their impact. it was to cities that the political exiles made their way. it was in cities that the liberal and national aspirations were voiced. and at this time the ruling classes failed to control these cities.  from a history book published in 1981. source b the simplest approach to the revolutions is to see them as a bid by the rising middle classes to take the  power from which they were excluded. however, a clear majority of the middle classes lived in small towns and were not much interested in political power. they accepted the existing social hierarchy and  were certainly not revolutionary. industrialisation in cities brought dreadful conditions for the working  classes. here, surely, is the backdrop to the revolutions. however, there were relatively few factory workers on the continent in 1848 and they did not play a significant role in the outbreak of revolution.  the revolutions followed growing interest in a variety of ideas all designed to alter the existing order.  the outpouring of ideas like liberalism and nationalism was a vital element in causing the revolutions.  intellectual ideas helped prepare the revolutions and gave them direction. lower class elements made  the revolutions.  the suddenness of the outbreaks found most governments unprepared. the weakness of most rulers  owed something to accident but something perhaps to the problems of adjusting the institution of  monarchy to a changing world. unready governments, headed by indecisive rulers doubtful about their  own future, helped the conversion of street fighting into full-scale revolution. also, the questioning about the basic social and legal order delayed the reaction of the ruling class to a revolutionary challenge. from a history book published in 1974.",
            "3": "3 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source c it appears that the situation in italy is regarded in vienna as not sufficiently urgent to justify more than  the usual security precautions. people forget, however, that we are dealing not with governments or  the weakness of princes or their ministers, but with a people that hate us and believe that the moment  has come when it can finally throw us out and can once again enter the ranks of great nations. people  forget that this nation has not yet sunk so low that it is incapable of a sudden resurgence. italy may  have declined but she also possesses great strength to rise again. never was the feeling of the striving  for national unity stronger and more universal than it is today. no statesman, no politician, can predict  when and how the crisis which we face today will end.  a letter from field marshal radetzky to the austrian government in vienna, december 1847.  radetzky was in overall charge of the austrian troops in italy. source d   a british cartoon published in 1848. the name on the boat is \u2018l\u2019ancien r\u00e9gime\u2019. source e the unfortunate weavers \u2013 there arose such an overproduction that they could not survive. heartless  manufacturers oppressed the poor workers. this is the cause of those sad events which have recently  taken place in silesia. i believe it to be hunger, not communist ideas. as long as there was a sure and  honest livelihood, none of the silesian weavers paid any attention to communist agitation. they did not  despair of their king. despair was aroused by hunger. an account, by prince felix lichnowsky, of weavers in silesia, prussia. lichnowsky was elected to  the frankfurt parliament in 1848 where he opposed radicalism. he was beaten to death by a mob  in 1848.",
            "4": "4 0470/21/m/j/17 \u00a9 ucles 2017 source f today 51 men were assembled here, from prussia, bavaria, w\u00fcrttemberg, baden, nassau and  frankfurt, to discuss the most urgent measures for the fatherland. they are resolved in their duty for  the freedom and unity of the german nation which must be attempted by cooperation of all the german peoples with their governments.  the meeting of a national assembly elected in all german lands should come together to offer its  cooperation to the fatherland. a main task of the assembly will be common defence. this will save  great sums of money, while at the same time the identity and suitable self-administration of the different  states remains in existence. from the declaration of heidelberg, 5 march 1848. this was produced by representatives of   six german states who met at heidelberg soon after the arrival of news of the revolution in paris. source g to my dear berliners it rests with you now, my citizens of my beloved capital, to prevent even greater chaos. your king and most loyal friend pleads with you to recognise your unhappy error. return to the path of peace and clear away those barricades and i give you my royal oath that every street will be cleared of troops. military occupation will be restricted to those buildings where it is necessary, and even this will only be for a short period. citizens, forget what has happened, just as in my heart i too will forget it for the sake  of the great future which will dawn for prussia, and through prussia for all germany.  from the proclamation issued by frederick william iv of prussia, 19 march 1848.  copies were printed and put up on trees in the city centre. ",
            "5": "5 0470/21/m/j/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   why did radetzky send this letter in december 1847? explain your answer using details of the  source and your knowledge.  [8] 3 study source d.   what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 4 study sources e and f.  would the weavers in source e have been pleased with source f? explain your answer using  details of the sources and your knowledge.  [7] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the 1848 revolutions were brought  about by the weakness of the existing regimes? use the sources to explain your answer.  [12]",
            "6": "6 0470/21/m/j/17 \u00a9 ucles 2017 option b: 20th century topic was the treaty of versailles welcomed? study the background information and the sources carefully, and then answer all the questions.  background information by the end of june 1919 the three main architects of the treaty of versailles, clemenceau, lloyd  george and wilson, had left paris. they all had mixed feelings about the treaty. clemenceau, under enormous pressure from the french public, had wanted germany to be punished harshly and weakened so that it could never start a war again. wilson wanted a settlement based on his \u2018fourteen points\u2019, including a league of nations that would prevent future war. lloyd george outwardly went along with  the demands in britain for germany to be treated harshly. privately, however, he was beginning to  think that germany had been punished too harshly. each now had to face the public in his own country. meanwhile, germany had expected the treaty to be based on wilson\u2019s \u2018fourteen points\u2019 and had its own strong views. how much satisfaction was there with the treaty of versailles? source a the treaty of versailles was indeed a victor\u2019s peace, designed to punish and constrain the germans  and to vindicate the allied sacrifices. this was what president wilson meant when he claimed that,  though this was a harsh treaty, it was a just one. but it was also meant to create a post-war world that the defeated as well as the victor nations could accept. the establishment of the league of nations, whatever the reservations of the victor powers, held out the promise of a more just international regime. the principle of self-determination, never clearly defined, was not universally applied. wilson hoped that some of the difficulties could be settled within the framework of the league of nations. clemenceau  managed to achieve much from his fellow peacemakers to compensate for france\u2019s wartime sacrifices  and its uniquely exposed position. the drastic cuts in germany\u2019s military power and its territorial and financial losses gave france a considerable measure of protection. much in the versailles treaty was left undecided and would depend on the manner of its enforcement. clemenceau was right when he claimed that it was \u2018not even a beginning, but the beginning of a beginning\u2019. from a history book published in 2005. source b clemenceau was under attack from powerful forces in france, who accused him of having been  outwitted by the cunning english. lloyd george knew that he was heading into a storm of criticism for his failure to obtain the huge reparation payments from the germans which he had promised the british public. but he had also come to fear that the treaty was too harsh. wilson had come to paris hoping to remake the world according to liberal and democratic principles, but he had found the task  so dominated by claims, hatreds, fears and greeds that he was forced to settle for a compromise that  satisfied no one. hopefully, his league of nations would eventually resolve some of the difficulties \u2013 but this was only a hope.  from a history book published in 1968.",
            "7": "7 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source c a german cartoon published in 1919. two of the figures are labelled \u2018greed\u2019 and \u2018revenge\u2019.",
            "8": "8 0470/21/m/j/17 \u00a9 ucles 2017 source d june 29, 1919. i am leaving paris, with conflicting emotions. there is much to approve and much to  regret. it is easy to say what should have been done, but more difficult to have found a way of doing  it. how splendid it would have been had we blazed a better trail! however, it is to be doubted whether this could have been done. it may be that wilson might have had the power and influence if he had remained in washington and kept clear of the conference. when he stepped from his lofty pedestal and wrangled with representatives of other states upon equal terms, he became an ordinary man. to those who are saying that the treaty is bad and that it will involve europe in difficulties in its  enforcement, i feel like agreeing. but i would also say that empires cannot be shattered and new states raised without disturbance. to create new boundaries is always to create new troubles. while i should have preferred a different peace, i doubt whether it could have been made. we have had to deal with a situation full of difficulties and one which could be met only by an idealistic spirit which was  too much to expect of men come together at such a time. and yet i wish we had taken the other road,  even if it were less smooth than the one we took. we would at least have gone in the right direction. from colonel house\u2019s diary. house was wilson\u2019s chief advisor during the negotiations in paris until  march 1919, when they disagreed. after returning to the us they never spoke to each other again. source e the treaty is a very severe settlement with germany, but there is not anything in it that germany did  not earn and it cannot bear. but the treaty is not merely a settlement with germany; it is a readjustment  of those injustices that underlie the structure of world society. it is a people\u2019s treaty that achieves the  liberation of men who never could have liberated themselves. not one foot of territory is demanded by the conquerors. the men who sat around that table in paris knew that the time had come when the people were going to live under governments that they chose. that is the fundamental principle of this great settlement. at the front of this great treaty is the league of nations. its membership is going to include all the great  fighting nations of the world, as well as the weak ones. and what do they unite for? they enter into a solemn promise that they will never use their power against one another for aggression.  my friends, i went to a cemetery for the burial of the american dead near paris. i wish some men in  public life who are now opposing the settlement for which these men died could visit the cemetery.   i wish that the thought that comes out of those graves could penetrate their minds. i wish that they  could feel the moral obligation that rests upon us not to go back on those boys. the liberation of the world depends on this decision. from a speech president wilson made on 25 september 1919.   this was typical of the many speeches wilson made across america at this time.",
            "9": "9 0470/21/m/j/17 \u00a9 ucles 2017 [turn over source f   a british cartoon published in july 1920. it shows the first meeting between allied leaders and  germany since the signing of the treaty of versailles. source g the french newspaper \u2018le temps\u2019 criticises recent remarks by general smuts that the germans have  changed and that the terms of the treaty should be made less harsh on germany. it says that the general is mistaken and that the germans have not changed.  \u2018le temps\u2019 lays stress on the great advantages for france of the treaty, such as the re-annexation  of alsace-lorraine. it also criticises its imperfections from a french point of view: its failure to destroy the unity of germany, the lack of guarantees needed for the continued safety of nations and the insufficiency of the measures to ensure the full reparation of war losses. from a british government report about the reaction to the treaty in french newspapers, july 1919.  general smuts was a south african politician. he had been a member of the british imperial war  cabinet and was present at the peace negotiations.  source h we have restored where restoration was just, we have organised reparations where damage and  injury have been inflicted, and we have established guarantees against the repetition of these crimes and horrors from which the world is just emerging. we have disarmed; we have punished. we have  demonstrated that you cannot trample on national rights and liberties without punishment.  lloyd george in a speech to the british parliament, 21 july 1919. ",
            "10": "10 0470/21/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in germany in 1919? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.  do you trust what lloyd george says in source h about the treaty of versailles? explain your  answer using details of the sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that people were satisfied with the treaty  of versailles? use the sources to explain your answer.   [12]",
            "11": "11 0470/21/m/j/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/21/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s17_qp_22.pdf": {
            "1": "this document consists of 12 printed pages and 1 insert. dc (st/cgw) 129026/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *4236564020*history  0470/22 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how important was popular support to the 1848\u201349 revolutions in italy?  study the background information and the sources carefully, and then answer all the questions.  background information in 1848 there were revolutions of different kinds in many parts of italy. the success of these  revolutions depended on a number of factors, including popular support, nationalist beliefs, a desire for constitutional change, republicanism, the support of states like piedmont and tuscany and a desire for a unified italy.  some historians have argued that popular support was the crucial factor. how important was popular  support if the revolutions were to be successful? source a  the great majority of italians had placed local and partial aims of liberation before the more generalised  ideal of patriotism. neapolitan liberals had used force against the revolution in sicily, some liberals from messina had taken arms against the rival city of palermo, and even some liberals from palermo had given their support to ferdinand when the revolution threatened personal property. those who volunteered to fight against austria had usually fought bravely, but volunteers had been few. social  and regional divisions had proved far stronger than any sense of national identity; thus the wealthier  tuscan liberals discovered that they were much closer to the grand duke than they were to the socialist left who had formed the spearhead of the revolution; and when starving venice appealed for help, it received from the rest of italy only one day\u2019s supply of food. without doubt the revolution had helped to establish a sense of italian identity, but sometimes it had done the opposite. cavour spoke of the defenders of rome in terms of jeering contempt. the main problem was a lack of leadership. charles albert was a weak character who suffered from  indecisiveness and double-dealing. he had made no serious preparations for an offensive war against the austrians and his policy of italy going it alone with her own unsupported forces was clearly absurd. the making of italy would have to wait upon the active interest of some other european state which  could provide the resources and determination which italians lacked. as one nationalist wrote, \u2018italy  cannot possibly free herself without outside help.\u2019 some put their faith in republican france.  from a history book published in 1971.",
            "3": "3 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source b widespread protests against austrian rule in 1848 and the impending collapse of austrian power  encouraged charles albert, the pope, the king of naples and the grand duke of tuscany to commit  troops to expel the austrians. however, the largely working class crowds which had actually defeated the austrian army soon became, according to cavour, a \u2018mortal menace\u2019. the campaign by the italian states was a fiasco. the mutual suspicions of their leaders were soon  apparent. as early as april, pius ix was condemning the war, worried by the threat it posed to social  order. in may, ferdinand of naples, confident enough to ignore liberal critics, recalled his troops for  use in internal repression. the main military effort against the austrians came from piedmont but charles albert\u2019s hesitancy allowed the austrians to recover the initiative. it also became clear that support for the nationalist cause \u2013 as opposed to anti-austrian feeling \u2013 was limited and conditional. the unwillingness of the revolutionary governments in milan and venice, dominated as they were by  property owners, to grant major agrarian reforms, alienated much of the rural population. for most  middle class republicans, the social protest reinforced their social conservatism.  from a history book published in 1988. source c the destinies of italy are maturing, and a happier future is opening up for those of us who bravely  stand up for their rights against the oppressor. we, out of love for our common race, understanding as we do what is now happening, and supported by public opinion, hasten to associate ourselves with the  unanimous admiration which italy bestows on you. people of lombardy and venetia, our arms which were concentrating on your frontier when you  liberated your glorious milan, are now coming to offer you the help which a brother expects from a brother, and a friend from a friend. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to carry the cross of savoy imposed  on the tricolour of italy. a proclamation by charles albert, king of piedmont, 23 march 1848. ",
            "4": "4 0470/22/m/j/17 \u00a9 ucles 2017 source d a drawing from the time of the uprising in milan in march 1848.  source e   a drawing from the time of daniele manin proclaiming the republic of venice in 1848.",
            "5": "5 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source f not only the people of rome but those of all italy are looking to us to choose a new form of government,  and i therefore propose that we should not leave this hall before we have reached agreement. it is  nothing less than the destinies of the entire italian nation which are at issue. to delay one minute would be a crime so long as a third of the italian nation lies in slavery. can you  not hear the groan of despair which comes from a million italian throats? now that the papal system of government is at an end, what we need in rome is a republic. garibaldi speaking to the constituent assembly of rome, 5 february 1849. source g in the opinion of radicals the task will not be completed until the entire peninsula is comprised in the  absolute unity of a single state, and the monarchical system replaced by the republic. they wish us to carry this out now. we have not yet expelled the austrians, and they wish to overturn our princes. we have not yet acquired full control over constitutional liberty, and they wish to give us republics. who does not see that to unify italy completely would mean the violation of all the rights of our princes, the  destruction of all the present governments and defiance of the whole of europe, to whom an italian  republic would give many reasons for jealousy and distrust? we have been unable to agree to support the new constituent assemblies in tuscany and the papal  states because our idea for italy is a federation. our idea preserves the autonomy of the various  states. their idea changes and even overthrows them. our idea, therefore, is incompatible with that of  rome and florence. from a speech by vincenzo gioberti to the piedmont parliament, february 1849.   gioberti was prime minister of piedmont from december 1848 to february 1849. parliament forced  him to resign soon after making this speech.  source h the idea of nationality was enough to bring about the uprising but it was not enough to bring victory.  the ordinary people, who wanted to drive out the foreigner, were prepared to accept the leadership of  charles albert. but when other italian rulers saw that the war was designed to increase his power they began to desert the cause. when the driving force and the principle of expelling the austrians failed, the ordinary people were left leaderless. they had no reason to continue to fight. whether ruled by a king, president or triumvirate, the people\u2019s slavery does not cease until the social system can be changed. from a book by carlo pisacane published in 1850. pisacane was a soldier and fought against the  austrians in lombardy. he was also involved in defending the republic of rome in 1849.",
            "6": "6 0470/22/m/j/17 \u00a9 ucles 2017 source i as an italian, i seek italian forces for an italian war, and a popular rising would not be enough for  the purpose. we have seen this already; a popular rising can only win temporary victories. to defeat  cannons and soldiers, you need cannons and soldiers of your own. you need arms, not mazzinian chatter. piedmont has got guns and cannons; therefore i am a piedmontese. piedmont is a monarchy; therefore i am not a republican.  first independence, then liberty. a national war can only be fought with national weapons. italy  possesses two strengths: italian sentiment, and the piedmontese army. each of these forces is  powerless to act on its own; but put the two together and we will soon have the armed italy that must necessarily precede a free italy. a letter from giorgio pallavicino to general pepe, november 1851. pallavicino was involved in the  1848 risings against the austrians and in setting up the national society in 1857. in 1848 pepe  disobeyed king ferdinand ii and led neapolitan volunteers against the austrians.",
            "7": "7 0470/22/m/j/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.    how far do these two sources give similar impressions of the revolutions in italy in 1848? explain  your answer using details of the sources and your knowledge.  [6] 4 study sources f and g.  does source g mean that garibaldi (source f) was wrong? explain your answer using details of  the sources and your knowledge.  [8] 5 study sources h and i.  how similar were the aims of pisacane (source h) and pallavicino (source i)? explain your  answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that popular support was important in the  1848\u201349 revolutions in italy? use the sources to explain your answer.   [12]",
            "8": "8 0470/22/m/j/17 \u00a9 ucles 2017 option b: 20th century topic was german anger at the terms of the treaty of versailles justified? study the background information and the sources carefully, and then answer all the questions.  background information the paris peace conference opened on 18 january 1919. the negotiations were dominated by prime  minister clemenceau of france, prime minister lloyd george of britain and president wilson of the usa. they each had their own ideas about what should be done and the meetings went on until may 1919 when the terms of the treaty of versailles were presented to the germans, who were shocked  and outraged by them. however, they had no choice but to accept them, and signed the treaty in june.  many in britain and france thought that the treaty was fair. however, there were others who were  worried that it was too harsh. was the treatment of germany justified? source a it is difficult to consider the events between the armistice and the signing of the treaty of versailles as  anything but a record of terrible failure. the bright hopes for a new europe and the secure establishment  of german democracy all failed to materialise. as early as november 1923 there was an attempted  coup by hitler. less than eleven years later, hitler had become chancellor and soon after, the treaty was in tatters. germany was too powerful to be suppressed for long. to think that the treaty\u2019s most  objectionable features could be enforced against the largest and most industrious nation in europe  was to defy common sense. as this gradually became apparent, many of its provisions were modified  or allowed to go unenforced. to the fury of the french, the british gradually lost interest in the matter of  reparations. the main problem with the treaty was that to the vast majority of germans it was the most vicious  document in the history of mankind. they blamed their every misfortune on the fact that there was a  polish corridor and a demilitarised rhineland. they believed they would be encircled by aggressive nations and were angry that germans had been cut off from the fatherland. if any further proof was needed regarding the diabolical character of the treaty, the germans had only to consult the work of  the brilliant british economist, john maynard keynes. from a history book published in 1968. source b the picture of a germany crushed by a vindictive peace cannot be supported. germany did lose  territory; that was an inevitable consequence of losing the war. if it had won, it should be remembered,  it would certainly have taken belgium, luxembourg, parts of the north of france and much of the  netherlands. even with its losses germany remained the largest country in europe. its strategic position was significantly better than it had been before 1914. with the re-emergence of poland there  was now a barrier in front of the russian menace. in place of austria-hungary, germany had only a  series of weaker and quarrelling states on its eastern frontier. the separation of east prussia from the  rest of germany was an irritation, but such separations were nothing new in the history of prussia. in  the west, france was gravely weakened by the war. with different leadership in the western democracies the story might have turned out differently. the  treaty of versailles was not to blame. it was never consistently enforced, or only enough to irritate  germany without limiting its power to disrupt the peace of europe. from a history book published in 2001.",
            "9": "9 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source c a cartoon published in a german magazine, 3 june 1919. the figures represent wilson, clemenceau,  germany and lloyd george. source d to my mind it is wrong to impose a permanent limitation of armaments on germany unless we are  prepared to impose a limitation upon ourselves. unless we achieve universal limitation we shall not achieve lasting peace nor the observance of the limitation of german armaments which we now seek  to impose. you may strip germany of its colonies, reduce its armaments to a mere police force and its navy to  a fifth rate power, but if it feels that it has been unjustly treated it will find ways of exacting revenge on its conquerors. injustice and arrogance displayed in the hour of triumph will never be forgotten or  forgiven. for these reasons i am strongly against transferring more germans from german rule to the  rule of some other nation than can be possibly helped. i cannot conceive of any greater cause of future war than the german people should be surrounded by smaller states each containing large masses of germans clamouring for reunion. from a confidential document written by lloyd george in march 1919.   it was leaked and received much criticism in britain. ",
            "10": "10 0470/22/m/j/17 \u00a9 ucles 2017 source e when the territorial clauses of the peace treaty go into effect, germany will lose its most important  regions for the production of wheat and potatoes. the treaty also provides for the loss of almost a third of our production of coal. an enormous part of german industry will be condemned to extinction and  we will therefore no longer be able to provide bread and work for millions of people. nothing will be  able to prevent the deaths of millions of people. it is demanded of us that we shall confess ourselves to be the only ones guilty of the war. such a  confession would be a lie. the german government\u2019s actions certainly contributed to the disaster, but we energetically deny that germany and its people, who were convinced that they were making a war of defence, were alone guilty. those who sign this treaty, will sign the death sentence of many millions  of german men, women and children. count brockdorff-rantzau\u2019s reply after the terms of the peace treaty were presented to him at  versailles in may 1919. brockdorff-rantzau was german foreign minister and led the german  delegation at versailles. source f a cartoon showing german farmland, published in a german magazine, may 1919.",
            "11": "11 0470/22/m/j/17 \u00a9 ucles 2017 [turn over source g   a british cartoon published on 23 april 1919. germany is saying \u2018monstrous, i call it.   why it\u2019s fully a quarter of what we should have made them pay, if we\u2019d won.\u2019  source h only two nations are for the time being left out of the league of nations. one of them is germany,  because we did not think that germany was ready to come in because we felt that it ought to go through a period of probation. the germans say they made a mistake and that they have abolished all  the old forms of government. but we want them to prove that their constitution is changed. then who  can, after those proofs are produced, say \u2018no\u2019 to a great people, 60 million strong, if they want to come in on equal terms with the rest of us and do justice in international affairs? i want to say that i did not find any of my colleagues in paris against doing justice to germany. but  i hear that this treaty is very hard on germany. when a country has committed a criminal act, the punishment is hard, but the punishment is not unjust. this nation permitted itself to commit a criminal act against mankind, and it is to undergo the punishment, not more than it can endure but up to the point where it can pay. it must pay for the wrong that it has done. president wilson speaking in the usa in september 1919. this was typical of the many speeches  wilson made across america at this time.",
            "12": "12 0470/22/m/j/17 \u00a9 ucles 2017 source i you will not find many members of the american delegation at paris who approve of the treaty. they  are convinced that far from being a basis for lasting peace, it will be the direct and certain cause of  further wars. they find they have assisted in the making of a peace based on the greed and ambitions  of european imperialists. the general feeling in the delegation is that they have been tricked. they  resent the way in which the peace has been framed; the secrecy, the autocratic methods of the big  four and the flouting of the will of the people. a letter from a member of the american delegation at the peace conference to his sister, 8 may 1919. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.   [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study sources f and g.  how far would the cartoonists have agreed about the treaty of versailles? explain your answer  using details of the sources and your knowledge.  [8] 5 study sources h and i.  do you believe wilson in source h? explain your answer using details of the sources and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that german anger at the treaty of  versailles was justified? use the sources to explain your answer.   [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s17_qp_23.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (st/cgw) 129027/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *3324254281*history  0470/23 paper 2  may/june 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/m/j/17 \u00a9 ucles 2017 option a: 19th century topic how radical was the february revolution? study the background information and the sources carefully, and then answer all the questions.  background information in 1847 middle class reformers began to hold banquets in paris. in february 1848 the government  banned the banquets. this resulted, on 22 february, in crowds protesting in the streets. fighting broke out between the crowds and soldiers, and on 23 february, prime minister guizot resigned. soon there were barricades all over paris and crowds gathered around the royal palace. on 24 february king louis philippe abdicated. on 26 february a provisional government called the second republic was  established. conservative forces were horrified by what had happened, but how real a threat to the  social order was the february revolution? source a a drawing from the time of the throne room in the tuileries, louis philippe\u2019s palace, 24 february 1848.",
            "3": "3 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source b a drawing from the time of protestors on 24 february 1848, rescuing a crucifix from the tuileries and  taking it to the church of saint-roch.  source c they crowded the corridors, and rushed with their cries of mortal combat into the spectators\u2019 galleries.  their clothes torn, their shirts open, their arms bare, their fists clenched, their hair wildly dishevelled and singed by cartridges, their faces maddened with the madness of revolution. everything about them  revealed them as desperadoes, who had come to make the last assault on the last refuge of royalty.  a description, by alphonse de lamartine, of the crowd invading the chamber of deputies on   24 february 1848. lamartine was a politician, writer and a member of the chamber of deputies.   he became the leader of the provisional government established on 26 february 1848. ",
            "4": "4 0470/23/m/j/17 \u00a9 ucles 2017 source d on 25 february i spent the whole afternoon walking about paris. two things in particular struck me:  the first was the popular character of the revolution that had just taken place. the second was the  absence of hatred by the lower orders who had suddenly become masters of paris. throughout this day, i did not see a single one of the former agents of the public authority: not a  soldier, not a gendarme, the national guard had disappeared. the people alone carried arms and guarded the public buildings. it was an extraordinary thing to see this immense town in the hands of  those who possessed nothing. the fright of all other classes was extreme but i did not share these  fears. i never feared the rich would be attacked or robbed. i knew the men of paris too well not to know that their finest moments in times of revolution are usually generous. for the first time in sixty years, the priests, the old aristocracy and the people met in a common sentiment\u2014a feeling of revenge, it is true, and not of affection; but a community of hatred is almost always the foundation of friendship. the  only vanquished were the middle class but even they had little to fear. they were despised rather than  hated.  from recollections, a private journal kept by alexis de tocqueville. it was published after his death in  1859, although he had never intended that it would be published.  source e the provisional government has great duties in today\u2019s circumstances. on the one hand, it must arouse  interest in the maintenance of good order among that considerable number of citizens who have been  deprived of social rights and do not yet know how their proper desires will be satisfied. the republican  government will make every reform and every improvement easy and speedy. these reforms might be put in danger by haste and impatience. quiet confidence ought to make it possible to introduce reforms in the shortest possible time. on the other hand, the provisional government should take steps to keep the good will that it has won from those citizens who did not desire so radical a change, but who loyally accept the changed situation. the provisional government should openly offer them reassurances.  from the newspaper le national, 27 february 1848. many in the provisional government were closely  associated with this newspaper.  source f the republic had no opposition to overcome. never has any government been in so strong a position  as the february government. it could set up the republic on broad, firm foundations without any danger of resistance. energetic measures and radical reforms were expected: the people wanted them, the privileged classes were resigned to them. but instead of relying on the people\u2019s support, the men in  power behaved as if astonished by their new power and seemed to have only one concern \u2013 the desire  to make themselves acceptable to the middle classes.  from a book by louis-nicolas m\u00e9nard, published in 1849. m\u00e9nard was a socialist republican who was  sentenced to imprisonment in 1849 for publishing the book. ",
            "5": "5 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source g the question of the day is purely a social one. it cannot be discussed freely when you are faced with  the mob. it is no longer a matter of theory but of brute force, which is testing its strength in the streets  of paris and which allows no opposition.  the power of the mob grows larger day by day. they strut about the streets to take part in all manner of  demonstrations which are always, of course, directed against law and order. everything must be razed to the ground, nothing must remain upright. that\u2019s what they want, these thousands upon thousands of  tyrants who reign over us.  from the journal of rodolphe apponyi. he was austrian and worked at the time for the   austro-hungarian ambassador in paris. ",
            "6": "6 0470/23/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two artists agree about events in paris on 24 february 1848? explain your  answer using details of the sources.   [8] 2 study source c.   are you surprised by this source? explain your answer using details of the source and your  knowledge.    [7] 3 study source d.  what impression does this source give of the february revolution? explain your answer using  details of the source and your knowledge.  [7] 4 study sources e and f.  how similar are these two sources as evidence about the provisional government? explain your  answer using details of the sources and your knowledge.   [8] 5 study source g.  how useful is this source as evidence about the february revolution? explain your answer using  details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the february revolution was a real  threat to the social order? use the sources to explain your answer.     [12]",
            "7": "7 0470/23/m/j/17 \u00a9 ucles 2017 [turn over blank page",
            "8": "8 0470/23/m/j/17 \u00a9 ucles 2017 option b: 20th century topic how far was germany treated unfairly in the years 1919\u20131923? study the background information and the sources carefully, and then answer all the questions.  background information in the years following the versailles settlement, germany suffered a series of crises including strikes  and attempted communist risings. there were also attempted risings by those on the opposite end of the political spectrum. soon after the end of the war the weimar government tried to deal with the country\u2019s economic problems by printing money. this led to inflation, which, after the passive resistance to the french and belgian occupation of the ruhr in 1923, turned into hyperinflation. germans blamed  all their problems on the terms of the treaty of versailles, especially reparations. but how far was  germany treated unfairly in the years 1919\u20131923? source a there may well have been aspects of the treaty that were unfair on germany, but it is difficult to  envisage any treaty concluded on the idea of german defeat that the germans would have accepted as fair. in that sense weimar\u2019s politicians were self-deluding in expecting the allies to treat them as entirely lacking in responsibility for the policies of imperial germany. it is also one of the paradoxes of the settlement, that although some of the participants assumed germany would be deprived of  resources and its neighbours strengthened, the reality was that, although its immediate circumstances  were unpromising, a recovered germany would be in a potentially stronger position than in 1914. germany now had frontiers with poland, czechoslovakia, lithuania and austria. only france remained of the pre-war great power neighbours. in general the british tended to accept germany\u2019s pleas that it could not fulfil certain terms of the  treaty, whereas the french judged that it was more a matter of will than capability. france\u2019s president  poincar\u00e9 demanded prompt payment of reparations, fixed at the sum of 132 billion gold marks; and when the germans defaulted in january 1923 french troops marched into the rhineland, proposing to dig out the ruhr\u2019s coal. when german workers went on strike and the german government printed money to support them, hyperinflation took hold. however, germany was already suffering from inflation and it now seems clear that german  governments were themselves, at least in part, responsible. as the entrepreneur hugo stinnes said, they had to spend beyond their means in order to find work for returning soldiers. otherwise \u2018bolshevism would have seized germany\u2019. however, reparations, although much less onerous than the germans claimed and with the repayments perfectly manageable, did contribute to inflation. they  undermined confidence in german stability and led to a budget deficit which governments found  themselves unwilling or unable to make up through taxation. from a history book published in 2010.",
            "9": "9 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source b the germans would have accepted a fair peace settlement based on president wilson\u2019s \u2018fourteen  points\u2019 but the treaty of versailles gave the final blow to the cause of democracy in germany. the main  injustice of versailles was the separation of polish territory from the reich. the treaty ensured that all parties in germany would want to overthrow it, reflecting as it did, germany\u2019 s military weakness.  the treaty also stated that germany was to pay compensation not merely for the war damage that it had directly caused, but also for the costs of war as a whole. the resulting assessments for reparations  were so colossal as to defy imagination, and they were far in excess of anything that past financial  experience could cope with. in 1921 the figure of 269 billion gold marks was fixed on. this figure was later in the year reduced to 132 billion, but the amount still seemed incredible. the vast size of these sums, not surprisingly, aroused the indignation of the germans, who felt that a generation yet unborn would be forced to grow up in \u2018debt slavery\u2019. the need to pay reparations restricted the flexibility of the  german economy and bred fierce resistance on the german side, for obvious psychological reasons. in january 1923, french and belgian troops occupied the ruhr in an attempt either to force germany  to pay reparations or extract goods of comparable value. it was germany\u2019s policy of passive resistance and printing money that led to massive inflation and the collapse of the currency but none of this would have been necessary were it not for the treaty of versailles. from a history book published in 1987.",
            "10": "10 0470/23/m/j/17 \u00a9 ucles 2017 source c a cartoon from a british magazine, 1921. it shows germany kneeling in the water.   lloyd george and briand (the french prime minister) are on the right. ",
            "11": "11 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source d  a cartoon published in a british newspaper in 1921. lloyd george is saying to briand, \u2018half a minute!   i wonder if removing bits of the machine really does speed up production.\u2019 source e the terms are in many respects terrible terms to impose upon a country but germany not merely  provoked, but planned the most devastating war the earth has ever seen. germany deliberately  embarked upon it to increase its power at the expense of its neighbours. i cannot think of a worse  crime.  the aim of the treaty is to force germany, in so far as it is in her power, to restore, to repair and to redress. yes, and to take every possible precaution of every kind that is in our power against the  recurrence of another such crime.  lloyd george speaking in parliament in july 1919.",
            "12": "12 0470/23/m/j/17 \u00a9 ucles 2017 source f the greatest fraud in the history of the world is now being carried out in germany, with the full support  of its population. this fraud is being carried out under the very noses of the allies. germany is full of  wealth. it is humming like a beehive. the comfort and prosperity of its people amazed me when i was there. poverty is almost non-existent. yet this is the country that is determined it will not pay its debts. it is a nation of actors. if it was not for the fact that the german has no humour, one might imagine the whole nation was carrying out a great practical joke. a letter to a british newspaper from a businessman who had just returned from germany, april 1922.  source g  a british cartoon published in 1923. bonar law was the british prime minister and poincar\u00e9 was   the french prime minister. moratorium means a period of delay or suspension.",
            "13": "13 0470/23/m/j/17 \u00a9 ucles 2017 [turn over source h the german republic was born out of terrible defeat. this cast a dark shadow on the new political  order. but at first there was a belief that the new order was necessary for the rebirth of germany. this  is why the weimar constitution met with little opposition. for everyone expected a peace settlement in accordance with wilson\u2019s fourteen points which all countries had accepted as the basis for the peace. the criminal madness of the versailles diktat was a shameless blow to hopes of political and economic recovery. that the republic did not collapse immediately is proof of the genuine vitality of its basic principles.  how far is it true that the treaty wrecked germany\u2019s democracy, that reparations ruined the german  economy and that its security was undermined? economically speaking there is no truth in these allegations. much more serious was the disillusion which prevented moderate men from supporting the republic. the peace settlement poisoned the political atmosphere for many years. hugo preuss, the politician and lawyer chiefly responsible for producing the w eimar constitution,  writing in 1923.",
            "14": "14 0470/23/m/j/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f.  does source f prove that lloyd george was lying in source e? explain your answer using details  of the sources and your knowledge.  [8] 4 study source g.  why was this source published in 1923? explain your answer using details of the source and your  knowledge.  [8] 5 study source h.  do you trust this source? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that, in the period 1919\u20131923, germany  was treated unfairly by the allies? use the sources to explain your answer.   [12]  ",
            "15": "15 0470/23/m/j/17 \u00a9 ucles 2017 blank page",
            "16": "16 0470/23/m/j/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s17_qp_41.pdf": {
            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/41 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_41_2017_1.2 \u00a9ucles2017 *1751108648*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howsignificant werechangesmadetotheschlieffenplanasacauseoftheplan\u2019sfailure?explain youranswer. [40]1 howimportant wastheeasternfronttotheoutcomeofthewar?explainyouranswer.[40] 2 depthstudyb:germany ,1918\u20131945 howsignificant wastheuseofthefreikorps tothesurvivaloftheweimarrepublic, 1919\u201323? explainyouranswer. [40]3 howimportant wastheroleofpapenasareasonforhitler\u2019sappointment aschancellor injanuary 1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant wereindustrialchangesinrussiaasacauseofthe1905revolution? explainyour answer. [40]5 howimportant wastheroleofthepetrograd sovietasareasonforthecollapseoftheprovisional government bynovember 1917?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howsignificant wastheimpactofthefirstworldwarasacauseoftheeconomic boomintheusa inthe1920s?explainyouranswer. [40]7 howimportant wasthegrowthinpopularity oftheradioinchangingussocietyinthe1920s? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howsignificant wasthechinesecivilwartothesuccessofthecommunist partyby1949?explain youranswer. [40]9 howimportant weretheestablishment ofcollectives andcommunes tothedevelopment of communism inchina?explainyouranswer. [40]10 06_0470_41_2017_1.2 \u00a9ucles20172",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wastheancyouthleagueinopposingthesouthafricangovernment? explain youranswer. [40]11 howimportant werepropaganda andcensorship asmethodsusedbynationalgovernments to controlsouthafrica?explainyouranswer. [40]12 depthstudyg:israelis andpalestinians since1945 howimportantwerethearabstatesasacauseofthepalestinian refugeecrisisafter1948?explain youranswer. [40]13 howsignificant wastheroleoftheunitednationsinattempting tosecurepeacebetweenarabs andisraelis?explainyouranswer. [40]14 06_0470_41_2017_1.2 \u00a9ucles20173",
            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_41_2017_1.2 \u00a9ucles20174"
        },
        "0470_s17_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/42 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_42_2017_1.1 \u00a9ucles2017 *0819716376*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportant wasthemachinegunindetermining thenatureoftrenchwarfare?explainyour answer. [40]1 howsignificant wastheuseoftheconvoysysteminthewaratsea?explainyouranswer.[40] 2 depthstudyb:germany ,1918\u20131945 howimportant tothenaziregimewasthepersecution ofminorities ingermansociety,1933-45? explainyouranswer. [40]3 howsignificant wasthesecondworldwartothestabilityofthenaziregime?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant wasrepression asareasonforthesurvivaloftsaristruleby1914?explainyour answer. [40]5 howimportant waslenin\u2019sdeathasareasonforstalin\u2019semergence asleaderby1928?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportant wasthefilmindustryinchangingussocietyinthe1920s?explainyouranswer. [40]7 howsignificant wasthelossofconfidence intheeconomyasareasonforthedepression inthe usainthe1930s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasmaozedonginbringingthecommunists topowerin1949?explainyouranswer. [40]9 howsignificant wasthegreatleapforwardinchanginglifeinchinaafter1949?explainyour answer. [40]10 06_0470_42_2017_1.1 \u00a9ucles20172",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wereunresolutions ineffortstocombatapartheid? explainyouranswer.[40] 11 howimportant wasgovernment repression asacauseofviolencebetweentheracesinsouth africa?explainyouranswer. [40]12 depthstudyg:israelis andpalestinians since1945 howsignificant wastheroleofbritaininthemiddleeastupto1948?explainyouranswer.[40] 13 howimportant wasarabnationalism asacauseofarab\u2013israeli conflict,1956-73? explainyour answer. [40]14 06_0470_42_2017_1.1 \u00a9ucles20173",
            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_42_2017_1.1 \u00a9ucles20174"
        },
        "0470_s17_qp_43.pdf": {
            "1": "cambridge international examinations cambridge international generalcertificate ofsecondary education 0470/43 may/june 2017 1hourhistory paper4alternative tocoursework additional materials: answerbooklet/paper readtheseinstructions first ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructions onthefrontcover oftheanswerbooklet.ifyouneedadditional answerpaperasktheinvigilator foracontinuation booklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thesyllabusisapproved foruseinengland,walesandnorthernirelandasacambridge international level1/level2certificate. thisdocument consistsof3printedpagesand1blankpage. [turnover06_0470_43_2017_1.1 \u00a9ucles2017 *0796817772*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howsignificant wasthefirstbattleofypresintheeventsof1914?explainyouranswer.[40] 1 howimportant wastheusatotheoutcomeofthewar?explainyouranswer. [40] 2 depthstudyb:germany ,1918\u20131945 howsignificant wasthefirstworldwarindetermining howtheweimarrepublicdeveloped to 1929?explainyouranswer. [40]3 howimportant wasthethreatofacommunist revolution asareasonforhitler'sappointment as chancellor injanuary1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howsignificant werepoliticaldemands asacauseofthe1905revolution? explainyouranswer. [40]5 howimportant wasthelandissueinrussiaasareasonforthedownfalloftheprovisional government? explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howsignificant wasthepolicyoflaissez-faire asacauseoftheeconomic boomofthe1920s? explainyouranswer. [40]7 howimportant wasorganised crimeasareasonforthefailureofprohibition? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howsignificant wassuperiorcommunist leadership totheoverthrow ofthenationalist government in1949?explainyouranswer. [40]9 howimportant wasthedevelopment ofcommunes inchanginglifeinchina?explainyouranswer. [40]10 06_0470_43_2017_1.1 \u00a9ucles20172",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howsignificant wasthegroupareasact(1950)increatingthesystemofapartheid? explainyour answer. [40]11 howimportant wasthepacintheopposition toapartheid? explainyouranswer. [40] 12 depthstudyg:israelis andpalestinians since1945 howsignificant wastheroleoftheunitednationsorganisation inshapingeventsinpalestine between1945and1948?explainyouranswer. [40]13 howimportant wasthecoldwartothedevelopment ofarab-israeli relationsbetween1956and 1973?explainyouranswer. [40]14 06_0470_43_2017_1.1 \u00a9ucles20173",
            "4": "blankpage permission toreproduce itemswherethird-party ownedmaterialprotected bycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearance haveunwittingly beenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity . toavoidtheissueofdisclosure ofanswer-related information tocandidates, allcopyrightacknowledgements arereproduced onlineinthecambridgeinternational examinations copyright acknowledgements booklet.thisisproduced foreachseriesofexaminations andisfreelyavailabletodownload atwww.cie.org.ukafter theliveexamination series. cambridge international examinations ispartofthecambridge assessment group.cambridge assessment isthebrandnameofuniversity ofcambridge local examinations syndicate (ucles), whichisitselfadepartment oftheuniversity ofcambridge. 06_0470_43_2017_1.1 \u00a9ucles20174"
        },
        "0470_w17_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133048/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *9102795538*history  0470/11 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/11/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 european revolutions in 1848\u201349 had many causes.  (a) what was meant by \u2018magyar nationalism\u2019 before 1848?  [4]  (b) why, by 1848, were the people of france unhappy with louis philippe?  [6]  (c) \u2018the growth of liberalism after 1830 was the most important cause of the revolutions across  europe in 1848\u201349.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 attempts at italian unification before 1859 were affected by austrian influence.  (a) what changes were introduced by the roman republic during its 100 days in power?  [4]  (b) why was an ultimatum issued to piedmont in 1859?  [6]  (c) how successful was the 1859 war with austria? explain your answer.  [10] 3 the election of lincoln increased tension in america.  (a) who was dred scott?  [4]  (b) why was the dred scott case important?  [6]  (c) \u2018the most important cause of the civil war was the election of lincoln.\u2019 how far do you agree  with this statement? explain your answer.   [10] 4 the motives for imperialism were varied.  (a) what were the main features of lord dalhousie\u2019s governor-generalship of india?  [4]  (b) why did britain react to the indian mutiny in the way that it did?  [6]  (c) how far was religion the main reason for western imperialism in the nineteenth century?   explain your answer.  [10]",
            "3": "3 0470/11/o/n/17 \u00a9 ucles 2017 [turn over 5 at the paris peace conference the victors faced a difficult task.  (a) what problems were caused by the treaty of s\u00e8vres?  [4]  (b) why did the german people think the treaty of versailles was motivated by revenge?  [6]  (c) who was more satisfied with the treaty of versailles: lloyd george or wilson? explain your  answer.  [10] 6 the league of nations was involved in various activities in the 1920s.  (a) describe the role of the league in the upper silesia dispute of 1919\u201321.  [4]  (b) why did the absence of some countries from the league weaken it?  [6]  (c) \u2018the humanitarian work of the league of nations was the most successful of its activities in  the 1920s.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 by 1949, differences existed between the former wartime allies.  (a) what issues that affected germany were addressed at the yalta and potsdam conferences?  [4]  (b) why was poland a cause of tension between the great powers in 1945?  [6]  (c) how justifiable is the view that the soviet union was responsible for the start of the cold  war? explain your answer.  [10] 8 the iraqi people were affected by the coming to power of saddam hussein.  (a) in what ways did saddam hussein\u2019s rule benefit some of the iraqi people?  [4]  (b) why did saddam hussein introduce purges?  [6]  (c) \u2018the most important reason for saddam hussein being able to come to power in iraq was  the influence of khairallah tulfah.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "4": "4 0470/11/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 by the end of 1914, the war had become one of attrition.  (a) describe what happened at the first battle of ypres.  [4]  (b) why did conditions in the trenches cause illness and disease?  [6]  (c) \u2018haig\u2019s over-estimation of the effectiveness of artillery fire was the main reason for the  high loss of life on the first day of the battle of the somme.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 events on other fronts went badly for the allies.  (a) what was the intended purpose of the gallipoli campaign?  [4]  (b) why was there more resistance than expected when the allies attacked gallipoli?  [6]  (c) \u2018the main reason why russia lost the war was the failure of the brusilov offensive.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 up to 1929, the weimar republic was never entirely stable.  (a) describe the activities of rosa luxemburg in the early months of the republic.  [4]  (b) why was the existence of the weimar republic under serious threat in 1923?  [6]  (c) \u2018for the weimar republic, the years 1924\u201329 were a period of recovery.\u2019 how far do you  agree with this statement? explain your answer.  [10] 12 women and children were important to the nazis.  (a) in what ways did the curriculum in german schools reflect nazi ideas?  [4]  (b) why did some young people not join the nazi youth groups?  [6]  (c) \u2018the most important role of women in nazi germany was to have lots of children.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/11/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 the early years of the twentieth century tested the tsar\u2019s ability to retain power.  (a) at the turn of the century, what were the most serious problems facing the tsar?  [4]  (b) why was the tsar able to remain in power during 1905 despite the revolution?   [6]  (c) \u2018the tsarist regime dealt effectively with the difficulties of ruling russia between 1906 and  1914.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 on gaining power, stalin moved to strengthen his position.  (a) what were stalin\u2019s objections to trotsky\u2019s idea of \u2018permanent revolution\u2019?  [4]  (b) why did stalin create a cult of personality?  [6]  (c) \u2018stalin\u2019s dictatorship over the soviet union was not as total as it appeared.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the development and growth of the economy in 1920s america was significant.  (a) what was the fordney-mccumber tariff?  [4]  (b) why did many american farmers find it difficult to make a living in the 1920s?  [6]  (c) \u2018electricity created the boom in 1920s america.\u2019 how far do you agree with this statement?   explain your answer.  [10] 16 in the 1920s america experienced social change.  (a) how did us governments control immigration?  [4]  (b) why was the sacco-vanzetti case controversial?  [6]  (c) \u2018the most important change for women in the 1920s was increasing employment  opportunities.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/11/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 communist rule brought changes to the lives of the chinese people.  (a) describe the reforms to education introduced by the communist government in the 1950s.    [4]  (b) why did the communist government encourage equality for women?  [6]  (c) \u2018by 1962, communist attempts at developing an industrial society had been successful.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other nations tended to improve over time.  (a) describe communist china\u2019s relations with vietnam up to c.1990.  [4]  (b) why did communist china have a hostile relationship with india between 1950 and 1965?    [6]  (c) how far did the death of stalin change relations between china and the soviet union?   explain your answer.  [10]",
            "9": "9 0470/11/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 government actions increased hatred of apartheid.  (a) what were the main features of the bantu self-government act of 1959?  [4]  (b) why did the newly-created bantustans create problems?   [6]  (c) \u2018the freedom charter had more effect on opposition to apartheid than the actions of  umkhonto we sizwe (mk).\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the situation in south africa changed between 1966 and 1980.  (a) how did (i) the terrorism act of 1967 and (ii) the internal security amendment act of 1976  assist the south african government in suppressing opposition?  [4]  (b) why was the south african government\u2019s legislation of 1971 in relation to the homelands  effective in maintaining apartheid?   [6]  (c) before 1980, how far did external opposition to apartheid affect the situation in south africa?   explain your answer.   [10]",
            "10": "10 0470/11/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 in palestine the period 1945\u201349 was one of continuing hostility.  (a) what was the role of the united nations in palestine during 1946 and 1947?  [4]  (b) why did british attempts to limit jewish immigration into palestine at the end of the second  world war result in international opposition?  [6]  (c) \u2018israel\u2019s success in the war of 1948\u201349 was because of the strength of their fighting forces.\u2019   how far do you agree with this statement? explain your answer.  [10] 22 international views of the palestinian cause changed over time.  (a) after the rejection of the 1947 partition plan where did many palestinian refugees flee to?  [4]  (b) why had the fedayeen become a problem for israel by 1955?   [6]  (c) \u2018violent action by the palestine liberation organisation was the main reason why it was  difficult for palestinians to gain international support for their cause.\u2019 how far do you agree  with this statement? explain your answer.   [10]",
            "11": "11 0470/11/o/n/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/11/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w17_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133047/2 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *2551150550*history  0470/12 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 nationalism and liberalism became increasingly important in nineteenth-century europe.  (a) what was meant by nationalism in the nineteenth century?  [4]  (b) why did liberalism pose a revolutionary threat in 1848?   [6]  (c) how far was louis philippe responsible for revolution in france in 1848? explain your answer.  [10] 2 italian attempts at unification before 1849 were unsuccessful.  (a) what contribution did mazzini make to the growth of italian nationalism?  [4]  (b) why was piedmont humiliated in its conflict with austria in 1848\u201349?  [6]  (c) \u2018a lack of unity between revolutionary groups was the main reason italy was not unified in  1848\u221249.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 life was difficult for many living in the southern states of america in the second half of the  nineteenth century.  (a) what opportunities existed for slaves to escape to the northern states of america?  [4]  (b) why was there opposition to the fugitive slave act of 1850?  [6]  (c) how successful was the economic reconstruction of the south after the civil war? explain  your answer.  [10] 4 european imperialism was not always viewed favourably.  (a) what was the impact of french imperialism on senegal?  [4]  (b) why did events of the indian mutiny cause bitterness amongst indians?   [6]  (c) how important for the west was intervention in china?  explain your answer.  [10]",
            "3": "3 0470/12/o/n/17 \u00a9 ucles 2017 [turn over 5 disagreements between the peacemakers at the paris peace conference led to compromise and  bitterness.  (a) what did wilson hope to achieve with his \u2018fourteen points\u2019?  [4]  (b) why was lloyd george unhappy with the french demands?  [6]  (c) \u2018the reduction in its military strength was the main reason for germany\u2019s bitterness with the  treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the league of nations aimed to secure world peace and co-operation.  (a) describe the work of the league of nations in the 1920s in relation to health.  [4]  (b) why was the league of nations ineffective in resolving the corfu crisis?  [6]  (c) \u2018the main reason for the league of nations failing to preserve world peace was that not  all great powers were members.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 following the ending of the second world war both the usa and the ussr held strong views  about the future.  (a) what did a strong communist eastern europe provide for the ussr?  [4]  (b) why did the development of the atomic bomb increase tension between east and west?  [6]  (c) how surprising was stalin\u2019s decision to impose a blockade on west berlin? explain your  answer.  [10] 8 after the second world war, the usa viewed the communist threat as significant.  (a) what happened to vietnam immediately following the geneva peace accords of 1954?  [4]  (b) why did khrushchev place nuclear weapons in cuba?  [6]  (c) \u2018america failed to contain communism.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "4": "4 0470/12/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914 \u221218 9 war impacted on the british civilian population.  (a) what methods were used in britain to deal with food shortages?  [4]  (b) why was the introduction of the defence of the realm act helpful to the british government?    [6]  (c) \u2018censorship was more important than propaganda to the war effort on the home front in  britain.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 ludendorff\u2019s 1918 offensive ultimately failed.  (a) describe the tactics used by ludendorff between march and may 1918.  [4]  (b) why was ludendorff\u2019s offensive of march 1918 a gamble?  [6]  (c) \u2018america\u2019s entry into the war was more important than the kiel mutiny in ending the war.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u221245 11 by the end of the 1920s the nazi party was growing in popularity.  (a) what was the sa?  [4]  (b) why were some germans attracted to the nazi party by the end of the 1920s?   [6]  (c) how far did the munich putsch of 1923 pose a threat to the weimar republic? explain your  answer.  [10] 12 the nazi party aimed to control the german people.  (a) what was the response of the churches to nazi rule?  [4]  (b) why was the \u2018night of the long knives\u2019 important for hitler?  [6]  (c) \u2018the gestapo was more important to the nazi regime than control of education.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/12/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u221241 13 tsar nicholas ii survived in 1905 but abdicated in 1917.  (a) in what ways did stolypin help the tsar?  [4]  (b) why were the events of bloody sunday a threat to the tsarist regime?  [6]  (c) \u2018discontent caused by food shortages was the main reason for the downfall of the tsar.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 stalin attempted to change the soviet union, although he found it difficult.  (a) in what ways did stalin encourage women to participate in his economic changes?  [4]  (b) why was russification introduced?  [6]  (c) \u2018russia becoming stronger militarily was the greatest impact of stalin\u2019s economic policies.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u221241 15 the 1920s brought widespread changes to american society.  (a) what developments in mass media occurred in the 1920s?  [4]  (b) why was there a revival of support for the ku klux klan in the 1920s?  [6]  (c) \u2018prohibition failed because it could not be enforced.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 americans suffered both economically and socially following the wall street crash.  (a) describe president hoover\u2019s reaction to the bonus marchers.  [4]  (b) why was the wall street crash harmful to the american economy?  [6]  (c) \u2018hoover\u2019s idea of rugged individualism was the main reason he lost the 1932 election.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2212c.1990 17 eventually the chinese communists succeeded in their struggle against the nationalists.  (a) what problems faced the chinese communists before 1934?  [4]  (b)  why did the second world war weaken the nationalist government?  [6]  (c) \u2018the result of the civil war was decided by the quality of leadership.\u2019 how far do you agree  with this statement? explain your answer.  [10]  18 china\u2019s relations with other countries tended to improve over time.  (a) describe the increased hostility between communist china and taiwan up to 1954.  [4]  (b)  why were communist china\u2019s relations with tibet hostile?  [6]  (c) \u2018trade was the main reason for china\u2019s closer relations with the usa from 1970.\u2019  how far do  you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2212c.1994 19 by 1945 government policy had ensured segregation was established.  (a) by 1945, in what ways was freedom of movement affected by the pass system?  [4]  (b)  why was the growth of manufacturing industry important for south africa\u2019s economic  development by 1945?  [6]  (c) \u2018government policies on land issues had a greater impact than employment policies on the  non-white population.\u2019  how true was this up to 1945? explain your answer.  [10] 20 despite difficulties, white minority rule in south africa was ended.  (a) describe the contribution of desmond tutu to the collapse of apartheid.  [4]  (b) why was reform legislation introduced by botha\u2019s government between 1979 and 1986 not  as successful as he had hoped?  [6]  (c) \u2018the transfer of power between 1990 and 1994 proceeded smoothly.\u2019 how far do you agree  with this statement? explain your answer.   [10]",
            "10": "10 0470/12/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 after the second world war tension increased in palestine.  (a)  in what ways did the british attempt to limit jewish immigration to palestine at the end of the  second world war?   [4]  (b) why was the haganah more reluctant than other jewish groups to use violence against the  british?  [6]  (c) \u2018the main reason for britain\u2019s decision to withdraw from palestine was the campaign of  terrorism.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 peace in the middle east remains difficult to achieve.  (a) describe the role of the united nations in the arab-israeli conflict between 1967 and 1982.    [4]  (b) why did the camp david accords not bring peace to the middle east?  [6]  (c) \u2018since 1993, the palestinians have been more responsible than the israelis for the failure of  the peace process.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/o/n/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/12/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w17_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (kn) 133044/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education *7974025751*history  0470/13 paper 1  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/13/o/n/17 \u00a9 ucles 2017 section a: core content answer any two questions from this section. 1 different influences affected italy\u2019s early progress towards unification.  (a) what influence did austria have over italy by the beginning of 1848?  [4]  (b) why were italian nationalists shocked by the issuing of the allocution in april 1848?  [6]  (c) \u2018charles albert was more important than cavour in putting piedmont at the head of the italian  movement by 1858.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 bismarck was heavily involved in german unification.  (a) what diplomatic preparations did bismarck make in 1865\u201366 for war with austria?  [4]  (b) why was the treaty of prague (1866) a success for bismarck?  [6]  (c) \u2018the hohenzollern candidature was the main reason for the franco-prussian war of 1870.\u2019   how far do you agree with this statement? explain your answer.   [10] 3 for many in the south the american civil war changed little.  (a) describe conditions under which slaves worked.   [4]  (b) why were some states in favour of slavery?   [6]  (c) \u2018black americans benefited from reconstruction.\u2019 how far do you agree with this statement?   explain your answer.   [10] 4 the reasons behind european imperialism were varied.  (a) what do you understand by the phrase \u2018the white man\u2019s burden\u2019?  [4]  (b) why was the opportunity for trade a strong reason for imperialism?  [6]  (c) \u2018the presence of the british in india in the nineteenth century had little impact on the lives of  indians.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/o/n/17 \u00a9 ucles 2017 [turn over 5 the league of nations faced many difficulties.  (a) describe events in vilna in 1920.   [4]  (b) why did the league of nations not impose sanctions against japan following the mukden  incident?  [6]  (c) \u2018the league did all within its power to deal with the abyssinian crisis.\u2019 how far do you agree  with this statement? explain your answer.   [10] 6 from 1933 international peace was under threat.  (a) what did hitler hope his foreign policy would achieve?   [4]  (b) why did britain not act to stop hitler breaking the treaty of versailles?   [6]  (c) \u2018the munich conference was a turning point for hitler\u2019s foreign policy.\u2019 how far do you agree  with this statement? explain your answer.  [10] 7 rising tensions between east and west turned into the cold war.  (a) what issues were discussed with regard to (i) japan and (ii) reparations at the yalta and  potsdam conferences?  [4]  (b) why was tension beginning to show between the usa and the ussr by 1945?  [6]  (c) \u2018the usa\u2019s possession of the atom bomb was the main reason for the cold war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 the shah of iran became increasingly unpopular.  (a) describe the role of the savak (secret police) in iran.  [4]  (b) why was there dissatisfaction with the modernisation plan introduced by the shah after 1963?  [6]  (c) how important was western involvement to the outcome of the iran-iraq war of 1980\u201388?   explain your answer.  [10]",
            "4": "4 0470/13/o/n/17 \u00a9 ucles 2017 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 despite the predictions, war was not over by the end of 1914.  (a) how was the schlieffen plan intended to work?  [4]  (b) why was the first battle of ypres important?  [6]  (c) how far was russia responsible for the failure of the schlieffen plan? explain your answer.  [10] 10 by late 1918 the defeat of germany was inevitable.    (a) describe the naval mutinies at kiel and wilhelmshaven.  [4]  (b) why was the british naval blockade important in ending the war?  [6]  (c) \u2018the ludendorff offensive of 1918 failed because of the superior allied military strength.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study b: germany, 1918\u201345 11 the german people suffered mixed fortunes between 1923 and 1929.  (a) what was the impact of hyperinflation in 1923 on the german people?  [4]  (b) why did germans resent the french occupation of the ruhr in 1923?  [6]  (c) how important was the dawes plan of 1924 to the recovery of the weimar republic? explain  your answer.  [10] 12 from 1923 the nazis began to build support slowly.  (a) from which parts of german society did the nazis gain their support in the 1920s?   [4]  (b) why were nazi party policies unpopular with some germans before 1929?   [6]  (c) \u2018hitler\u2019s racial views were the main reason for the success of the nazis between 1929 and  1932.\u2019 how far do you agree with this statement? explain your answer.    [10]",
            "6": "6 0470/13/o/n/17 \u00a9 ucles 2017 depth study c: russia, 1905\u201341 13 between 1917 and 1921 russia lacked peace and stability.  (a) what were the results of the july days for the bolsheviks?  [4]  (b) why was the provisional government weakened by the kornilov affair?   [6]  (c) \u2018the whites were responsible for their own failure in the civil war.\u2019 how far do you agree with  this statement? explain your answer.   [10] 14 following stalin\u2019s success in the leadership contest, he consolidated his position.  (a) what were the show trials carried out by stalin?   [4]  (b) why was the nkvd feared by russians?   [6]  (c) \u2018it was a surprise that stalin defeated trotsky in the russian leadership contest.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study d: the usa, 1919\u201341 15 the economic boom of the 1920s affected americans in different ways.  (a) describe how the assembly line method of production operated.  [4]  (b) why did agriculture suffer from over-production in the 1920s?  [6]  (c) \u2018hire purchase was the most important factor in causing the american economic boom.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 the new deal attempted to solve the problems caused by the depression.  (a) what benefits did the tennessee valley authority (tva) bring to the region?  [4]  (b) why was there conflict between president roosevelt and the supreme court?  [6]  (c) how far did the new deal achieve its aims? explain your answer.  [10]",
            "8": "8 0470/13/o/n/17 \u00a9 ucles 2017 depth study e: china, c.1930\u2013c.1990 17 between 1949 and 1961 the lives of chinese people were affected by changes made by mao.  (a) describe the impact of communist rule on women.  [4]  (b) why was the first five-year plan a success?  [6]  (c) \u2018attempts by mao to improve agriculture in china were unsuccessful.\u2019 how far do you agree  with this statement? explain your answer.   [10] 18 the death of mao brought change to the lives of many chinese people.  (a) describe the treatment of \u2018enemies of the state\u2019 during the cultural revolution.  [4]  (b) why did mao introduce a \u2018cult of personality\u2019?  [6]  (c) how far did the death of mao lead to improvements to the lives of chinese people? explain  your answer.   [10]",
            "9": "9 0470/13/o/n/17 \u00a9 ucles 2017 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1948 segregation had been established in south africa.  (a) in what ways did government policy discriminate against black people before 1948?  [4]  (b) why did the second world war lead to a loss of popularity for the united party?  [6]  (c) \u2018south africa\u2019s economic development was a success before 1945.\u2019 how far do you agree  with this statement? explain your answer.  [10] 20 government action increased opposition to apartheid.  (a) what was apartheid?  [4]  (b)  why were black people unhappy with the bantu education act introduced in 1953?  [6]  (c) how successful was the anc between 1948 and 1961? explain your answer.  [10]",
            "10": "10 0470/13/o/n/17 \u00a9 ucles 2017 depth study g: israelis and palestinians since 1945 21 after 1967 israel continued to face hostility from its neighbours.  (a) what benefits did winning the six-day war of 1967 bring for israel?  [4]  (b) why did the yom kippur war occur in 1973?  [6]  (c) how far had the problems between israel and its neighbours been solved by the 1990s?   explain your answer.  [10] 22 the palestine liberation organisation (plo) was not always successful in promoting the  palestinian cause.  (a) describe the palestinian refugee problem up to 1949.  [4]  (b) why were arab states reluctant to support the plo?  [6]  (c) how successful had palestinians been in winning support from the international community  by the early 1990s? explain your answer.  [10]",
            "11": "11 0470/13/o/n/17 \u00a9 ucles 2017 blank page",
            "12": "12 0470/13/o/n/17 \u00a9 ucles 2017 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w17_qp_21.pdf": {
            "1": "*8958493856* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 135334/4 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p8] option b: 20th century topic  [p10\u2013p15] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/o/n/17 \u00a9 ucles 2017 option a: 19th century topic why did britain and germany end up fighting each other in 1914? study the background information and the sources carefully, and then answer all the questions.  background information some historians agree that neither britain nor germany wanted to be at war with the other. however, in  august 1914 they were. how did this happen? it has been argued that britain did not make it clear that if germany attacked france, britain would come to france\u2019s aid. others have argued that germany was determined to dominate europe at any cost.  was it germany or britain that was to blame for war breaking out between them?  source a the british were entirely unmoved by serbia\u2019s impending fate, and acted only in response to the  german violation of belgian neutrality and the threat to france. more than a few people blame sir  edward grey for britain\u2019s involvement. but, granted germany\u2019s determination to dominate europe and the likely consequences for britain, would grey have acted responsibly if he had taken no steps to avert such an outcome? today, as in 1914, any judgement about the necessity for british entry must be influenced by an  assessment of the character of kaiser william ii\u2019s empire. dominance was its purpose, achieved by peaceful means if possible, but by war if necessary. moreover, throughout the july crisis the germans, like the austrians, consistently lied about their intentions and actions. by contrast, whatever the shortcomings of british conduct, the british government told the truth as it saw it, to both its allies and its prospective enemies.  the british government is often accused of having a foreign policy that was impossible for others to  read between 1906 and 1914 and during the july crisis. while britain made itself a party to the triple entente, uncertainty persisted about whether it would join a european war. its only sensible course in the decade preceding the war, and indeed in july 1914, was to offer its allies goodwill and provisional  support, the scope and nature of which depended on events and exact circumstances. the failure of  this policy is self-evident; britain\u2019s tentative approach to european commitments, and especially to the entente, ended up involving it in history\u2019s greatest conflict. it nonetheless seems hard to conceive of any alternative policy which would have commanded political support in britain, and persuaded germany that the risk of war was unacceptable. from a history book published in 2013.",
            "3": "3 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source b important as the german violation of belgium was, it did not cause the first world war. it may not even  have brought britain into it until the german attack on li\u00e8ge. by failing to develop a clear policy, sir  edward grey missed his chance to scare berlin into thinking that britain might intervene until it was too late for the germans to pull austria back from the brink. grey\u2019s misleading positive signals, including his bizarre neutrality pledges of 1 august, left the germans guessing until he finally sent berlin an ultimatum on 4 august. by pretending to be neutral, and yet clearly taking the franco-russian side, by failing to notice russia\u2019s secret early mobilisation and yet denouncing austria and germany for  \u2018marching towards war\u2019, grey encouraged russian and then french recklessness. britain\u2019s role in  unleashing the war was one born of blindness and blundering, not malice. we can say something similar about germany\u2019s role, although with allowance for the much greater sin of invading belgium. germany\u2019s sin was not one of intending a world war - british hostility was the last thing anyone in berlin wanted - but of mishandling the diplomacy. the prevailing opinion in london was that germany had  started the war. this argument is not supported by the evidence. france and russia were far more  eager to fight than was germany. nor was the assault on li\u00e8ge the cause of this error. far from \u2018willing the war\u2019, the germans went into it kicking and screaming as the austrian noose tightened round their necks.  from a history book published in 2013. source c european crisis.  i hope that the conversations between austria and russia may lead to a satisfactory result. the  stumbling block has been austrian mistrust of serbian assurances, and russian mistrust of austrian intentions. it has occurred to me whether it would be possible for those countries not involved in the dispute to offer to austria that they would undertake to see that it obtained its demands on serbia provided it did not threaten serbian sovereignty.  i said to the german ambassador that if germany could get a reasonable proposal put forward that  made it clear that germany and austria were striving to preserve european peace, i would support it. russia and france would be unreasonable if they rejected this proposal, and then britain would have nothing more to do with the consequences. but if germany did not make a reasonable proposal, and  france became involved, we would be drawn in. a telegram from sir edward grey, british foreign secretary, to the british   ambassador in berlin, 31 july 1914. source d for i no longer have any doubt that england, russia and france have agreed among themselves\u2014 knowing that our treaty obligations compel us to support austria-hungary\u2014to use the austro-serb conflict as a pretext for waging a war of annihilation against us. our dilemma over keeping faith with  the honourable emperor of russia has been exploited to create a situation which gives england the  excuse it has been seeking to annihilate us with a false appearance of justice on the pretext that it is helping france and maintaining the well-known balance of power in europe. in other words england is playing off all european states for her own benefit against us. marginal comments by william ii on a telegram to him from the german   ambassador to russia, 31 july 1914. the telegram stated that the russian   government had said it could not reverse the mobilisation of its army. ",
            "4": "4 0470/21/o/n/17 \u00a9 ucles 2017 source e sea of marmaraconstantinople salonikadenmarknorwaysweden petrograd hungarygermany romania bul servia greecegariarussia austria italyfrancebelgium a british cartoon, july 1914.",
            "5": "5 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source f a british postcard, 1914. ",
            "6": "6 0470/21/o/n/17 \u00a9 ucles 2017 source g a british cartoon, 9 september 1914.",
            "7": "7 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source h on my arrival in london i had the conviction that under no circumstances had we to fear a british attack,  but that under any circumstances england would protect the french. looking back after two years, i  come to the conclusion that there was no place for me in a system that only tolerated representatives who reported what their superiors wished to read. in spite of former mistakes, all might still have been put right in july 1914. we should have sent a representative to convince the russians that we did not wish to strangle serbia. sazonov said to us, \u2018drop austria and we will drop the french.\u2019 we wanted neither wars nor alliances; we wanted only treaties that would safeguard us and others.  as soon as i got back to berlin i saw that i was to be blamed for the catastrophe for which our  government was responsible by ignoring my advice and warnings. a report was circulated that i had allowed myself to be deceived by sir edward grey. we encouraged austria to attack serbia. we rejected the british proposals of mediation. in view of these undeniable facts it is no wonder that  the whole civilised world outside germany places the entire responsibility for the world war upon our  shoulders.  from a pamphlet written by prince lichnowsky in 1916. lichnowsky was german   ambassador to britain, 1912\u201314. sazonov was in charge of russian foreign   policy. the pamphlet circulated in germany and was then published in the usa in   1917, leading to lichnowsky\u2019s expulsion from the prussian house of lords.",
            "8": "8 0470/21/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources e and f.  are the opinions of the artists of these two sources the same? explain your answer using details  of the sources and your knowledge.  [7]  4 study source g.  why was this cartoon published in september 1914? explain your answer using details of the  source and your knowledge.  [8] 5 study source h.  do you trust this source? explain your answer using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was to blame for britain and  germany being at war with each other? use the sources to explain your answer.  [12]",
            "9": "9 0470/21/o/n/17 \u00a9 ucles 2017 [turn over blank page",
            "10": "10 0470/21/o/n/17 \u00a9 ucles 2017 option b: 20th century topic why did the soviet union intervene in hungary in 1956? study the background information and the sources carefully, and then answer all the questions.  background information 1956 was an eventful year. in february khrushchev announced his policy of de-stalinisation, in june  riots began in poland and on 29 october fighting started along the suez canal. news of the riots in poland spread to hungary where, on 23 october, people took to the streets demanding that imre nagy replace the unpopular ern\u0151 ger\u0151. khrushchev agreed but riots continued. on 30 october the soviets decided to withdraw their troops. nagy began to plan sharing power with non-communist groups and  on 1 november announced that hungary would leave the warsaw pact. on 1 november the soviets  decided to invade hungary. why did the soviets decide to use force in november 1956? was it simply to regain control over  hungary, were they worried about unrest spreading to the rest of eastern europe, or did they act because of events in suez? source a a photograph taken in budapest, october 1956.",
            "11": "11 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source b  the course of the events has shown that the working people of hungary correctly raise the question of  the necessity of eliminating serious shortcomings in the field of economic building, the further raising  of the living standards of the population, and the struggle against bureaucratic excesses in the state apparatus. however, this just and progressive movement of the working people was soon joined by forces of  reaction and counter-revolution, which are trying to take advantage of the discontent of part of the  working people to undermine the foundations of the people\u2019s democratic order in hungary and to  restore the old landlord and capitalist order. the soviet government and all the soviet people deeply regret that the development of events in  hungary has led to bloodshed. originally, on the request of the hungarian people\u2019s government,  the soviet government consented to the entry into budapest of the soviet army units to assist the  hungarian people\u2019s army and the hungarian authorities to establish order in the city. believing that the further presence of soviet army units in hungary can serve as a cause for even greater deterioration of the situation, the soviet government has now given instructions to its military command to withdraw the soviet army units from budapest. a public statement by the soviet government, 30 october 1956. source c the army should not be withdrawn from hungary, and we must start an initiative to bring order to that  country. our party would not understand it if we gave hungary, as well as egypt, to the imperialists. if we leave hungary it will encourage the american, english and french imperialists. they will see this as weakness on our part and go onto the offensive. we have no other choice. we want to meet the hungarians halfway but now there is no government. now we should set up a provisional revolutionary government, headed by kadar. khrushchev speaking at a meeting of soviet leaders, 31 october 1956.",
            "12": "12 0470/21/o/n/17 \u00a9 ucles 2017 source d   a british cartoon published on 31 october 1956. the figure with the whip is khrushchev. ",
            "13": "13 0470/21/o/n/17 \u00a9 ucles 2017 [turn over source e the soviet union has always proceeded from the principle of the peaceful co-existence of countries  with different social systems and with the great aim of preserving world peace. however, the enemies  of socialism proceed with their actions to undermine the friendly relations between the peoples of the soviet union and the peoples of other countries and to frustrate the noble aims of peaceful co-existence on the basis of complete sovereignty and equality. this is confirmed by the actions of the counter-revolutionary forces in hungary aimed at overthrowing the system of people\u2019s democracy and restoring fascism in the country. the patriots of people\u2019s hungary, together with the units of the soviet  army called in to assist the revolutionary workers\u2019 and peasants\u2019 government, firmly barred the road to  reaction and fascism in hungary. a broadcast by marshal zhukov, the soviet minister of defence. it was broadcast by   the official soviet radio station, 7 november 1956. source f people in hungary were absolutely against the stalinist elements still in power; they asked for their  removal and a turn to the road of democratisation. when the hungarian delegation headed by ger\u0151  returned to their country, ger\u0151 found himself in a difficult position. he called those hundreds of  thousands of demonstrators, who at that time were still demonstrating, a gang, and insulted almost the whole nation. imagine how blind he was, what kind of a leader he was! at such a critical moment, when everything boils and when the whole nation is discontented, he dares to call that nation a gang, among whom a great number, and perhaps a majority, were communists and young people. this was enough  to blow up the powder keg. conflicts took place. ger\u0151 called in the soviet army. it was a fatal mistake to call soviet troops at the time when  demonstrations were still going on. to call upon troops of another country to give lessons to the people of one\u2019s own country is a great mistake. this made the people even more furious and this is how a spontaneous uprising came about. from a speech by president tito of yugoslavia, 16 november 1956. ",
            "14": "14 0470/21/o/n/17 \u00a9 ucles 2017 source g a cartoon published in holland in november 1956. the soviet soldier is saying \u2018this   is a purely hungarian matter.\u2019",
            "15": "15 0470/21/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the hungarian uprising? explain your answer using  details of the source.  [6] 2  study sources b and c.     does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8]  4 study sources e and f.  does source f prove that marshal zhukov was lying in source e? explain your answer using  details of the sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet decision to use force in  hungary was influenced only by factors within hungary? use the sources to explain your answer.  [12]",
            "16": "16 0470/21/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w17_qp_22.pdf": {
            "1": "*7017000717* this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (lk/sw) 135329/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p7] option b: 20th century topic  [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/o/n/17 \u00a9 ucles 2017 option a: 19th century topic why did the assassination of franz ferdinand lead to the first world war? study the background information and the sources carefully, and then answer all the questions.  background information on 28 june 1914 franz ferdinand, heir to the austro-hungarian throne, was assassinated by serb  terrorists. austria blamed the serbian government and by early august most of europe was at war. historians have always disagreed about which country was most to blame.  the chronology of events is clear: on 23 july austria sent an ultimatum to serbia and, on 28 july,  declared war on serbia. by 30 july russia had mobilised its armed forces. on 1 august germany  declared war on russia and, on 3 august, on france. but who was responsible for the assassination leading to a major war? some historians blame russia for beginning to mobilise its army even before serbia had replied to the austrian ultimatum. was russia to blame?  source a the leaders of russia shared with the kaiser\u2019s court a belief that the two empires were fated to  participate in a historic struggle between germanism and slavdom. the two nations\u2019 most conspicuous point of friction and threatened collision was turkey. they circled the ailing ottoman empire as  predators, each bent upon securing choice portions of its carcass. control of the straits, the entrance  to the black sea through which 37 per cent of russian exports passed, was an especially critical issue. russians were proud of their role in helping to free much of the balkans from ottoman rule, and  were determined not to see this replaced by austrian or german control. the semi-official russian newspaper novoye vremya wrote in june 1908 that it was impossible \u2018without ceasing to be russian\u2019  to allow germanic cultural domination of southern and eastern europe. in 1913 a british government minister wrote that \u2018serbia is, practically speaking, a russian province.\u2019 this was an exaggeration, because serb leaders were intensely self-willed, but russia made plain that the country was under its protection. russian security guarantees to serbia proved as fatal to european peace as was german support for austria - with the important difference that the former were defensive, the latter aggressive.  but at the very least, russia was irresponsible in failing to insist upon a halt to serbian subversion in  the habsburg empire as the price for its military backing.  from a history book published in 2013.",
            "3": "3 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source b for all the hype about pan-slavic solidarity created by nationalistic russian newspapers, sazonov  was willing to throw fellow balkan \u2018slavs\u2019 overboard if russia\u2019s national interests were threatened.  serbia was of purely symbolic interest to russian foreign policy. of course, russia had no wish to see \u2018heroic little serbia\u2019 carved up by hostile neighbours such as austria-hungary, but neither did it wish to see serbia strengthened. denying serbia access to the adriatic became one of russia\u2019s main foreign policy goals following the second balkan war, to the extent that it plotted to restore albania to ottoman control so as to weaken serbia.  to assume that russia really went to war on behalf of serbia in 1914 is naive. great powers do not  usually mobilise armies of millions to protect the territorial integrity of minor client states. an extensive survey of russia\u2019s diplomatic correspondence in the months before the sarajevo incident does not reveal undue concern with any sort of serbian problem, nor indeed is concern voiced in the months  after july. what it does reveal is a widespread obsession, bordering on panic, with the straits question.  it was universally assumed that turkey would not last for long. the question was, which power would swallow which pieces of the carcass as the ottoman sick man was carved up? and for russia, the question was starker still: who would now control constantinople and the straits? had germany\u2019s leaders known how worried the russians were about the turkish dreadnoughts that  were about to close off the \u2018straits window\u2019 for ever, they would not have been so paranoid about the  \u2018growth of russian power\u2019 in july 1914. russia in 1914 was a country with much to lose but for which the risks of inaction seemed, by june or july of that year, to be at least as great, and possibly greater, than those of action. it was a country, in other words, whose rulers would not shrink from going to war to improve her precarious position in a hostile international environment.  from a history book published in 2011. sazonov was in charge of russian foreign policy. source c the crime of sarajevo is not the deed of a single individual, but the result of a well-arranged plot whose  threads reach to belgrade. so long as the source of criminal agitation in belgrade lives unpunished, the peace policy of all european monarchs is threatened. the danger will only pass when serbia is eliminated as a political power-factor in the balkans. a letter from emperor franz joseph of austria to kaiser william ii of germany, 5 july 1914.",
            "4": "4 0470/22/o/n/17 \u00a9 ucles 2017 source d news reached us from vienna that the austrian government claimed the sarajevo murders were the  outcome of a political plot whose roots could be traced to belgrade. the inquiry held at sarajevo  gave no support to this idea but the austrian government continued to denounce serbia. the russian government heard with anxiety the bad news from vienna; we daily expected the austrian government to make some openly hostile move against serbia. on 23 july austria delivered an ultimatum to serbia in terms which aroused the astonishment and  indignation of all europe. its appearance marked the beginning of a new era in the history of europe  and the whole world. the demands were such that had never been made by a european power, and their acceptance in full by serbia would have been the equivalent of her giving up her national independence. from sazonov\u2019s memoirs, which he wrote in the 1920s while living in france.  source e i appeal to you to help me. an ignoble war has been declared on a weak country. the indignation  in russia and shared by me is enormous. i foresee that very soon i shall be forced to take extreme  measures which will lead to war. to try and avoid such a calamity as a european war, i beg you in the name of our old friendship to do whatever you can to stop your ally austria from going too far. nicky a telegram from tsar nicholas ii to kaiser william ii, 29 july 1914.  source f on your appeal to my friendship i began to mediate between your government and the austrian  government. while this was proceeding your troops were mobilised against austria, my ally.  i now receive news of serious preparations for war on my eastern frontier. responsibility for the safety  of my empire forces preventative measures of defence upon me. the responsibility for the disaster  which is now threatening the whole world will not be placed on me. in this moment it still lies in your  power to avert it. nobody is threatening the honour or power of russia. the peace of europe may still be maintained by you, if russia will agree to stop the military measures which threaten germany and austria. willy a telegram from kaiser william ii to tsar nicholas ii, 31 july 1914.",
            "5": "5 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source g a postcard published in austria in 1914 soon after the assassination of franz   ferdinand. the words in the bottom right say \u2018serbia must die!\u2019",
            "6": "6 0470/22/o/n/17 \u00a9 ucles 2017 source h a cartoon published in britain, 29 july 1914.",
            "7": "7 0470/22/o/n/17 \u00a9 ucles 2017 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source d prove source c to be wrong? explain your answer using  details of the sources  and your knowledge.  [8] 3 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8]  4 study source g.  why was this postcard published in austria at this time? explain your answer using details of the  source and your knowledge.  [7] 5 study source h.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that russia was to blame for the outbreak  of the first world war? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/o/n/17 \u00a9 ucles 2017 option b: 20th century topic was the soviet union justified in intervening in hungary in 1956? study the background information and the sources carefully, and then answer all the questions.  background information on 23 october 1956 demonstrations against soviet occupation and the government of ern\u0151 ger\u0151  began in budapest. russian troops were sent into the city to stop the protests. at the same time the soviets decided to grant concessions. imre nagy was appointed prime minister and on 28 october russian troops pulled out of budapest.  when nagy\u2019s government started to introduce reforms and announced that hungary would leave the  warsaw pact, russian tanks and troops moved back into budapest. despite fierce fighting by the hungarians, the uprising was soon defeated.  was the soviet union justified in intervening? ",
            "9": "9 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source a the cover of an american magazine, january 1957.",
            "10": "10 0470/22/o/n/17 \u00a9 ucles 2017 source b late in the evening of 23 october underground reactionary organisations attempted to start a counter- revolutionary revolt against the people\u2019s regime in budapest. this enemy adventure had obviously  been in preparation for some time. the forces of foreign reaction have been systematically inciting anti-democratic elements for action against the lawful authority. enemy elements made use of the student demonstration that took place on 23 october to bring out into  the streets groups previously prepared by them, to form the nucleus of the revolt. they sent agitators  into action who created confusion and tried to provoke mass disorder. a number of government buildings  were attacked. the fascist thugs began to loot shops, break windows in houses and institutions, and tried to destroy the equipment of industrial buildings. groups of rebels who succeeded in getting hold of arms caused bloodshed in a number of places. the forces of revolutionary order began to repel the rebels. on orders of the premier, imre nagy,  martial law was declared in the city. the hungarian government asked the ussr government for help. in accordance with this request, soviet military units, which are in hungary under the terms of the warsaw treaty, helped troops of the hungarian republic to restore order in budapest. in many industrial enterprises workers offered armed resistance to the bandits who tried to damage and destroy equipment. a statement issued by tass, the soviet news agency, 24 october 1956. source c this fight is the fight for freedom by the hungarian people against the russian intervention, and it is  possible that i shall only be able to stay at my post for one or two hours. the whole world will see how the russian armed forces, contrary to all treaties and conventions, are crushing the resistance of the hungarian people. they will also see how they are kidnapping the prime minister of a country which is a member of the united nations, taking him from the capital, and therefore it cannot be doubted at all  that this is the most brutal form of intervention. i should like in these last moments to ask the leaders  of the revolution, if they can, to leave the country and turn to all the peoples of the world for help and explain that today it is hungary and tomorrow, or the day after tomorrow, it will be the turn of other countries because the imperialism of moscow does not know borders, and is only trying to play for time. the last message issued by nagy, 4 november 1956. source d the soviet union has always proceeded from the principle of the peaceful co-existence of countries  with different social systems and with the great aim of preserving world peace. however, the enemies of socialism plotted to undermine the friendly relations between the peoples of the soviet union and the peoples of other countries, to frustrate the noble aims of peaceful co-existence on the basis of complete sovereignty and equality. this is confirmed by the actions of the counter-revolutionary forces  in hungary aimed at overthrowing the system of people\u2019s democracy and restoring fascism in the  country. the patriots of people\u2019s hungary, together with the units of the soviet army called in to assist the revolutionary workers\u2019 and peasants\u2019 government, firmly barred the road to reaction and fascism in hungary. a broadcast by marshal zhukov, the soviet minister of defence. it was broadcast by   the official soviet radio station, 7 november 1956.",
            "11": "11 0470/22/o/n/17 \u00a9 ucles 2017 [turn over source e a cartoon published in november 1956. the figures on the left are soviet leaders,   including khrushchev, who is kneeling.",
            "12": "12 0470/22/o/n/17 \u00a9 ucles 2017 source f the hungarian economy had made successful progress on the socialist road of development. it was  this development that was thwarted by the attack of the counter-revolutionary forces. at the moment,  after having repressed the counter-revolution, the socialist economy of the hungarian people\u2019s republic has started developing again and is showing clear signs of strength.  the participants of the meeting unanimously concluded that as a result of the efforts of the hungarian  workers, and with the support of the soviet army, the attempts to eliminate the socialist achievements  of the hungarian people and their people\u2019s democratic system were successfully prevented. the  danger of establishing a fascist dictatorship in hungary was eliminated. a statement issued by a meeting of the governments and communist parties   of bulgaria, czechoslovakia, hungary, romania and the soviet union,   6 january 1957.",
            "13": "13 0470/22/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the events in hungary in october and november 1956?  explain your answer using details of the source and your knowledge.  [7] 2  study source b.   why did the soviet union issue this statement at this time? explain your answer using details of  the source and your knowledge.  [8] 3 study sources c and d.  does source d prove that source c cannot be trusted? explain your answer using details of the  sources and your knowledge.  [8]  4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that soviet armed intervention in hungary  was justified? use the sources to explain your answer.  [12]",
            "14": "14 0470/22/o/n/17 \u00a9 ucles 2017 blank page",
            "15": "15 0470/22/o/n/17 \u00a9 ucles 2017 blank page",
            "16": "16 0470/22/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w17_qp_23.pdf": {
            "1": "*4439862038* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (lk/sw) 135321/3 \u00a9 ucles 2017  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  october/november 2017  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p8] option b: 20th century topic  [p10\u2013p15] the number of marks is given in brackets [  ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/o/n/17 \u00a9 ucles 2017 option a: 19th century topic was there a real chance of war breaking out over morocco? study the background information and the sources carefully, and then answer all the questions.  background information by 1900 morocco was one of the few african countries not under the control of a european power.  th\u00e9ophile delcass\u00e9, the french foreign minister, was keen for it to be under french control. in 1904, as part of the entente cordiale, britain recognised the french position in morocco as long as france gave up its interest in egypt. however, germany, worried about the expansion of french power in the mediterranean and north africa, began to encourage the sultan of morocco to stand up to the  french. in march 1905, as part of this effort, the kaiser visited tangiers, a major city in morocco.  this visit greatly upset the french and the first moroccan crisis had begun. it ended at the algeciras conference that took place from january to april 1906.  was it ever likely that the crisis would develop into war?  source a emperor william ii landed at tangiers during a cruise in march 1905 and triggered the first moroccan  crisis. the crisis was much more than a contest for influence in a failing state; it was a contest between  two different visions of the international system - a german-led continental league and a global entente  between britain, france, and russia. germany sought not only to snap the newly formed anglo-french entente, but more significantly attempted to forge an alliance with russia and to make france dependent on germany.  in 1905, germany sought to demonstrate to france that russia was not a reliable ally, and that the  anglo-french entente was of limited significance in continental power politics. morocco was to be  the test case, where germany refused to accept french pre-eminence. \u2018whilst in the act of ravishing morocco,\u2019 noted the grand vizier of morocco, \u2018france has received a tremendous kick in the behind from the emperor william.\u2019 confident of british support, delcass\u00e9 refused to negotiate with germany. the weakness of the french army and the doubts of the french prime minister that britain could offer  effective military support in a franco-german war conspired against delcass\u00e9. on 6 june he resigned,  paving the way for a conference, which would meet in algeciras in 1906 to resolve the moroccan crisis. the resignation of the french foreign minister was a stunning triumph for german diplomacy. it signalled germany\u2019s complete dominance of continental politics. privately, grey was deeply concerned at the prospect of war, but germany was not prepared to go to war over morocco.  from a history book published in 2010. grey was in charge of british foreign policy.",
            "3": "3 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source b  the kaiser\u2019s visit to tangiers represented a german challenge to france\u2019s ambitions in morocco.  germany wanted an open door policy in morocco. the kaiser\u2019s visit was about much more than the  fate of morocco though: germany was trying to regain the position it had enjoyed under bismarck as the power at the centre of europe\u2019s international affairs. germany saw a chance as well to destroy the entente cordiale between britain and france and perhaps even the alliance between france and russia. the british did not behave as germany had hoped. the strong anti-german faction in the british  government had no doubt that the sudden german interest in morocco was an attempt by germany to destroy the entente and urged that britain must stand firm. \u2018this seems,\u2019 admiral fisher told lansdowne, the foreign secretary, \u2018a golden opportunity for fighting the germans in alliance with the french.\u2019  when delcass\u00e9 was dismissed from the french government there was consternation and shock in  london. lansdowne wondered whether the entente cordiale would survive; the french, he said, appeared to be on the run. in their triumph over the french, the germans then overplayed their hand and insisted on an international conference. what is frightening in retrospect is how readily the countries involved in the crisis anticipated war. grey, for example, told his friend haldane that he was  getting many reports that germany intended to attack france in the spring of 1906, while the german  chancellor was expecting britain and france to attack. from a history book published in 2013. source c after overcoming the difficult technical task of landing in tangiers, there was a ride through the gaily  decorated streets amid the indescribable joy of the natives and the european population; it was a magnificent oriental pageant in fine weather. in the embassy there was a reception of germans, the  diplomatic corps, and the sultan\u2019s envoy. the kaiser said that his visit meant that he wanted free trade for germany and complete equality of  rights with other countries. his majesty said that he would like to negotiate directly with the sultan, the free ruler of an independent country, as an equal; that his majesty would be able to make his just  claims valid, and that he expected that these claims would also be recognised by france. on the whole, the brief visit of his majesty came off splendidly without any unfortunate event, and  apparently made a great impression upon moroccans. his majesty was highly satisfied with the visit, especially with the confidential message of the sultan that he would initiate no reforms without a previous understanding with the german government. according to the custom of the country, our  ships were richly loaded with gifts consisting of natural products of the land. an account by a german diplomat of the kaiser\u2019s visit to morocco in 1905. the   diplomat was reporting to the german government.",
            "4": "4 0470/23/o/n/17 \u00a9 ucles 2017 source d a british cartoon published in 1905. the caption to this cartoon read \u2018the morocco   crisis: let men see - whom shall i call on next?\u2019",
            "5": "5 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source e cambon, the french ambassador, spoke of the importance of arriving at an agreement as to the action  which would be taken by france and great britain if the discussions ended in a rupture between  france and germany. cambon said he did not believe that the german emperor desired war, but that his majesty was pursuing a very dangerous policy. he had succeeded in inciting public opinion and military opinion in germany, and there was a risk that matters might be brought to a point in which a peaceful outcome would be difficult.  i could only state that if france were to be attacked by germany, public opinion in england would be  strongly in favour of france. i said that, as far as a definite promise went, i was not in a position to pledge the country to any more than neutrality. cambon said that a promise of neutrality did not satisfy him.  a letter from sir edward grey to the british ambassador in france, january 1906. source f it was certain that if germany forced a quarrel on france over morocco, the pro-french feeling in  britain would be very strong, so strong probably as to justify a british government in intervening on  the side of france or even to insist on its doing so. my own opinion was that if germany forced war on france we ought to go to the help of france. we would be isolated and discredited if we stood aside. from sir edward grey\u2019s memoirs, published in 1925. ",
            "6": "6 0470/23/o/n/17 \u00a9 ucles 2017 source g united states spain france germanyjohn bull pulverpulverpulverpulver pulver pulvermoroccanconference a german cartoon published in february 1906. the caption to the cartoon read   \u2018at the moroccan conference: enthusiasm for smoking the peace pipe does not   exclude the danger of a general explosion.\u2019 pulver means gunpowder. ",
            "7": "7 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source h a british cartoon entitled \u2018shots of joy\u2019, published in april 1906. the caption to the   cartoon read \u2018the algeciras conference has practically been concluded to the    mutual satisfaction of the two rival powers whose differences at one time   threatened to end in something worse than a diplomatic duel.\u2019",
            "8": "8 0470/23/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   how useful is this source as evidence about the kaiser\u2019s visit? explain your answer using details  of the source and your knowledge.  [7] 3 study source d.  what is the message of this source? explain your answer using details of the source and your  knowledge.  [8]  4 study sources e and f.  does source f make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study sources g and h.  how similar were the views of the two cartoonists? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the moroccan crisis made war likely?  use the sources to explain your answer.  [12]",
            "9": "9 0470/23/o/n/17 \u00a9 ucles 2017 [turn over blank page",
            "10": "10 0470/23/o/n/17 \u00a9 ucles 2017 option b: 20th century topic was soviet intervention in hungary justified? study the background information and the sources carefully, and then answer all the questions.  background information on 23 and 24 october 1956 there were armed clashes between protestors and the authorities  throughout hungary. on 24 october the protestors achieved one of their demands when imre nagy was appointed as prime minister. on the same day, however, russian troops were deployed in budapest to stop the protests. despite this, the protests continued and the soviets appeared to compromise on 28 october by agreeing to pull russian troops out of budapest.  nagy\u2019s government started to introduce reforms and announced that hungary would leave the warsaw  pact. perhaps thinking that the world was distracted by the growing crisis over the suez canal, russia moved tanks and troops back into budapest. despite fierce resistance by the hungarians, the uprising was soon defeated.  was the soviet union justified in intervening?  source a a dutch cartoon published in november 1956. the caption read \u2018peace and order are restored\u2019.",
            "11": "11 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source b to the foreign ministry and party central committee: the counter-revolutionary rebellion in the hungarian capital became increasingly serious last night; the  wild rattle of gunfire did not cease the whole night. insofar as the situation can be judged, it is possible that certain sections of the hungarian people\u2019s army can no longer be trusted. since yesterday night the soviet army and the hungarian state security units have been putting down the rebellion. counter-revolutionary forces have fully exploited the crowds\u2019 extremely narrow-minded national  sentiments, and are at present actively inciting bourgeois restoration. the central paper of the hungarian trade unions reported in its special edition that nagy yesterday expressed his full acceptance of the reactionary political demands submitted. a new government led by nagy is being formed today at noon. in effect, it is possible that loyal communists will be removed from the government. the hungarian authorities have not made any form of contact with our embassy, and have not provided  any kind of information. under the circumstances of the whole-day curfew, and in the midst of weapon fire and falling bombs, it is not possible to maintain contact between embassies. this is why we rely primarily on hungarian radio, and on accounts from our students, for information. a telegram from the chinese embassy in hungary to the chinese government,   26 october 1956. source c look at the hell that r\u00e1kosi made of hungary and you will see an indictment, not of communism, but  of stalinism. hypocrisy without limit; slogans devoid of life or meaning; national pride outraged; poverty for all but a tiny handful of leaders who lived in luxury, special schools for their children, special well-stocked shops for their wives. and to protect the power and privileges of this communist aristocracy, the secret police - and behind them the ultimate sanction, the tanks of the soviet army. here in one small, tormented country was stalinism, complete in every detail: the abandonment of  humanism, the attachment of primary importance not to living, breathing, suffering, hoping human beings but to machines, targets, statistics, tractors, steel mills, plan fulfilment figures and, of course, tanks. the hungarian stalinists made a mistake in invoking a non-existent clause of the warsaw treaty and  calling in soviet troops. this first soviet intervention gave the people\u2019s movement exactly the impetus needed to make it united, violent and nation-wide. it seems probable that soviet troops were already in action three or four hours before the appeal. nagy became prime minister precisely twenty-four hours too late. with nagy in office it would still have been possible to avert the ultimate tragedy if the people\u2019s two  demands had been met immediately - if the soviet troops had withdrawn without delay, and if the security police had been disbanded. but nagy was not a free agent during the first few days of his premiership. it was known in budapest that his first broadcast was made - metaphorically, if not literally  - with a tommy gun in his back. from a book published in 1956. it was written by a journalist working in hungary   at the time for a british communist newspaper.",
            "12": "12 0470/23/o/n/17 \u00a9 ucles 2017 source d a cartoon published in britain, 28 november 1956. khrushchev is shown with   hungary on the floor. the figures seated at the desks represent, from the left, president   nasser of egypt and the governments of israel, britain and france. the woman   represents the united nations. ",
            "13": "13 0470/23/o/n/17 \u00a9 ucles 2017 [turn over source e dear comrades, beloved friends, working people of hungary! of course we want a socialist  democracy and not a bourgeois democracy. in accord with our party and our convictions, our working  class and people are jealously guarding the achievements of our people\u2019s democracy, and they will not permit anyone to touch them. today the chief aim of the enemies of our people is to shake the faith of the working class in its party, in the hungarian workers\u2019 party. they are endeavouring to loosen the close friendly relations between our nation and other countries building socialism. they are trying to loosen the ties between our party and the glorious communist party of the soviet union. they slander the soviet union. they assert that we trade with the soviet union on an unequal footing,  that our relations with the soviet union are not based on equality, and allege that our independence has to be defended, not against the imperialists, but against the soviet union. all this is a lie which does not contain a grain of truth. the truth is that the soviet union liberated our people from the yoke  of fascism and german imperialism. from a speech on 24 october 1956 by ern\u0151 ger\u0151, head of the hungarian   communist party until 25 october 1956.  source f hungarian workers, soldiers, peasants and intellectuals. the national government, in full agreement  with the hungarian workers\u2019 party, has decided to take a step vital for the future of the whole nation. in the interest of further democratisation of the country\u2019s life, the government abolishes the one-party  system and places the country\u2019s government on the basis of democratic cooperation between coalition  parties. we wish to inform the people of hungary that we are going to request the government of the soviet  union to withdraw soviet troops completely from the entire territory of the hungarian republic. on behalf of the national government i wish to declare that it recognises all democratic local authorities  which were formed by the revolution; we will rely on them and we ask for their full support. hungarian brothers, patriotic citizens of hungary! safeguard the achievements of the revolution! we have to re-establish order first of all! no blood should be shed in our country! prevent all further disturbances! assure the safety of life and property with all your might! hungarian brothers, workers and peasants:  rally behind the government in this fateful hour! long live free, democratic and independent hungary. from a radio broadcast by imre nagy, 30 october 1956. ",
            "14": "14 0470/23/o/n/17 \u00a9 ucles 2017 source g a cartoon published in an indian newspaper, november 1956. khrushchev is saying   to a colleague , \u2018let\u2019s go wash our hands in the canal.\u2019  source h in 1956 a bloody struggle broke out in budapest. imre nagy used lies and threats to trick the people  into mutiny and civil war. he shoved prominent citizens in front of microphones and forced them to support his leadership. communist party members were being hunted down in the streets. people  were being murdered, strung up from lamp posts. imre nagy issued a demand that we pull all soviet troops out of hungary. according to our obligations  under the warsaw treaty, we could only pull out troops if asked to by a legal government. we certainly had no intention of doing what the leader of a putsch told us to do. nagy no longer spoke for the hungarian communist party. we quickly saw that the uprising and the nagy government were without support from the workers and the peasants. we discussed the mutiny with other socialist countries  and came to the conclusion that it would be inexcusable for us to stay neutral and not help the working  class of hungary in its struggle against counter-revolution.  from khrushchev\u2019s memoirs, published in 1971. ",
            "15": "15 0470/23/o/n/17 \u00a9 ucles 2017 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of events in hungary in november 1956? explain your  answer using details of the source.  [7] 2  study sources b and c.  does source b make source c unreliable? explain your answer using details of the sources and  your knowledge.  [7] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8]  4 study sources e and f.   does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union\u2019s armed intervention  in hungary was justified? use the sources to  explain your answer.  [12]",
            "16": "16 0470/23/o/n/17 \u00a9 ucles 2017 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w17_qp_41.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 history october/november 2017 paper 4 alternative to coursework 1 hour additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_41_2017_1.10 \u00a9 ucles 2017 *5007072594*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the \u2018race to the sea\u2019 in the development of the trench system on the western front? explain your answer.1 [40] how significant were domestic problems in germany as a reason for the armistice in 1918? explain your answer.2 [40] depth study b: germany, 1918\u20131945 how significant was the invasion of the ruhr as a cause of instability in weimar germany to 1923? explain your answer.3 [40] how important was the fear of communism as a reason for nazi success by 1933? explain your answer.4 [40] depth study c: russia, 1905\u20131941 how significant were the events of bloody sunday as a cause of the weakness of the tsarist regime before 1914? explain your answer.5 [40] how important were the actions of nicholas ii as a cause of the march revolution of 1917? explain your answer.6 [40] depth study d: the usa, 1919\u20131941 how significant were mass-produced goods in changing the lives of women in the 1920s? explain your answer.7 [40] how important was the second new deal in dealing with the effects of the depression? explain your answer.8 [40] depth study e: china, c.1930\u2013c.1990 how significant was the second world war as a reason for the downfall of the nationalist government? explain your answer.9 [40] how important was the death of mao to communism in china? explain your answer.10 [40] 11_0470_41_2017_1.10 \u00a9 ucles 20172",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important were the weaknesses of the united party in the result of the 1948 election? explain your answer.11 [40] how significant were the soweto riots in increasing opposition to white minority rule? explain your answer.12 [40] depth study g: israelis and palestinians since 1945 how important were the experiences of jews during the second world war as a reason for the israeli victory in 1949? explain your answer.13 [40] how significant was the suez canal as a cause of war between israel and egypt? explain your answer.14 [40] 11_0470_41_2017_1.10 \u00a9 ucles 20173",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_41_2017_1.10 \u00a9 ucles 20174"
        },
        "0470_w17_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2017 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2017_1.8 \u00a9 ucles 2017 *2582500214*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was poor intelligence as a reason for the huge losses in the battle of the somme? explain your answer. [40]1 how significant was the treaty of brest-litovsk to the outcome of the first world war? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant were violence and intimidation in allowing hitler to control germany by 1934? explain your answer. [40]3 how important were policies towards the workers to the popularity of the nazi regime by 1939? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how significant were the social and economic effects of the war in allowing the bolsheviks to increase their popularity? explain your answer. [40]5 how important was national security as a reason for stalin\u2019s economic policies? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was confidence in the economy as a cause of prosperity in the 1920s? explain your answer. [40]7 how significant was political opposition in weakening the impact of the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were improvements in women\u2019s lives in the social changes brought about by the chinese communist party? explain your answer. [40]9 how significant to china\u2019s international relations was the spreading of communist ideas? explain your answer. [40]10 11_0470_42_2017_1.8 \u00a9 ucles 20172",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how significant was segregation in education as a feature of apartheid? explain your answer. [40]11 how important was the policy of \u2018total strategy\u2019 as a reason for the growing opposition in the 1980s to white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important were the conditions in the palestinian refugee camps as a reason for the development of palestinian nationalism? explain your answer. [40]13 how significant was hamas as a cause of the breakdown of the peace process between israelis and palestinians? explain your answer. [40]14 11_0470_42_2017_1.8 \u00a9 ucles 20173",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2017_1.8 \u00a9 ucles 20174"
        },
        "0470_w17_qp_43.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 october/november 2017 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_43_2017_1.8 \u00a9 ucles 2017 *3371690061*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important to the outcome of the war was the war at sea? explain your answer. [40] 1 how significant was the kiel mutiny as a reason for german surrender in 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how significant was hindenburg in the appointment of hitler as chancellor? explain your answer. [40]3 how important was indoctrination at school in promoting nazi ideas in germany? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were stolypin\u2019s reforms as a reason for the survival of the tsarist regime to 1914? explain your answer. [40]5 how significant were the failures of the provisional government as a cause of the bolshevik seizure of power in november 1917? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how significant was segregation in the south as an aspect of intolerance in the usa in the 1920s? explain your answer. [40]7 how important were the republican government\u2019s actions after the wall street crash as a reason for roosevelt\u2019s victory in 1932? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was industrialisation to the consolidation of communist rule in the 1950s? explain your answer. [40]9 how significant was the persecution of political opponents in establishing mao\u2019s dictatorship in china? explain your answer. [40]10 11_0470_43_2017_1.8 \u00a9 ucles 20172",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was economic prosperity as a reason for white south africans continuing to support the national party? explain your answer. [40]11 how significant were international boycotts and protests in helping to end apartheid? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was israeli determination as a reason for victory in the 1948-49 war? explain your answer. [40]13 how significant was the oil embargo of 1973 in changing the nature of the arab\u2013israeli conflict? explain your answer. [40]14 11_0470_43_2017_1.8 \u00a9 ucles 20173",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_43_2017_1.8 \u00a9 ucles 20174"
        }
    },
    "2018": {
        "0470_m18_qp_12.pdf": {
            "1": "*6082910435* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143081/3 \u00a9 ucles 2018  [turn overhistory  0470/12 paper 1  february/march 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0470/12/f/m/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 progress towards the unification of italy before 1858 was slow.  (a) describe events leading to the plombi\u00e8res meeting of 1858.  [4]  (b) why was the plombi\u00e8res agreement important?  [6]  (c) \u2018garibaldi deserves to be seen as the creator of the kingdom of italy.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 after 1850 germany made steady progress towards unification.  (a) what actions were taken between 1859 and 1862 to increase the strength of the prussian  army?  [4]  (b) why did frederick william iv accept the treaty of olm\u00fctz?  [6]  (c) \u2018the most important outcome of the treaty of prague (1866) was that schleswig-holstein  became prussian.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 slavery was a controversial issue for american people after 1820.  (a) what issues arose when missouri applied to be admitted to the union?  [4]  (b) why was the publication of the novel \u2018uncle tom\u2019s cabin\u2019 significant?  [6]  (c) how successful was john brown in aiding the abolitionist cause? explain your answer.  [10] 4 tension between the great powers in europe increased between 1890 and 1914.  (a) what was the impact of the introduction of the german \u2018weltpolitik\u2019 policy in 1890?  [4]  (b) why was italy a member of the triple alliance?  [6]  (c) \u2018instability in the balkans was to blame for the first world war.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "3": "3 0470/12/f/m/18 \u00a9 ucles 2018 [turn over 5 the treaty of versailles was a result of compromises.  (a) in what ways did the treaty of versailles restrict germany\u2019s ability to fight a war in the future?  [4]  (b) why was lloyd george unhappy with wilson\u2019s fourteen points?  [6]  (c) \u2018the german reaction to the treaty of versailles was not justified.\u2019 how far do you agree with  this statement? explain your answer.  [10] 6 the league of nations was set up to keep the peace.  (a) what was the role of the permanent court of justice?  [4]  (b) why did the league not include all countries in its membership?  [6]  (c) \u2018the league of nations failed in its peacekeeping role.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 the usa had varying degrees of success with its policy of containment.  (a) what happened at the united nations security council meetings in june and july 1950?  [4]  (b) why was the usa concerned about north korea\u2019s invasion of south korea?  [6]  (c) how far was the us policy of containment between 1950 and 1975 a failure? explain your  answer.  [10] 8 saddam hussein established a totalitarian regime in iraq.  (a) describe events leading to saddam hussein becoming president of iraq.  [4]  (b) why did saddam hussein repress the iraqi people?  [6]  (c) \u2018the main reason for the first gulf war was saddam\u2019s need to restore his reputation with his  own people following the iran\u2013iraq war.\u2019 how far do you agree with this statement? explain  your answer.  [10]  ",
            "4": "4 0470/12/f/m/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the british expeditionary force played an important part in the early months of the war.  (a) what happened to the british expeditionary force during the first month of the war (august  1914)?  [4]  (b) why were the allied forces able to remove the immediate threat to paris by 19 september  1914?  [6]  (c) which was more responsible for extending the war beyond the end of 1914: the first battle of  ypres or belgian resistance to the schlieffen plan? explain your answer.  [10] 10 the western front was a significant theatre of war.  (a) what was the \u2018western front\u2019?  [4]  (b) why was trench warfare made more difficult by the weather?  [6]  (c) \u2018the most important achievement of the battle of the somme for the allies was that it saved  the french army from destruction.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "5": "5 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 the weimar republic had to deal with many issues.  (a) what were the roles of (i) the chancellor and (ii) the president under the weimar constitution?  [4]  (b) why was ebert able to defeat left and right-wing threats to the weimar republic in 1919\u201320?  [6]  (c) \u2018after 1923 the weimar republic was a disaster for germany.\u2019 how far do you agree with this  statement? explain your answer.  [10] 12 people living in nazi germany had different experiences.  (a) in what ways was agriculture affected by nazi rule?  [4]  (b) why were the nazis a male-dominated organisation?  [6]  (c) are you surprised that not all young people in germany supported the nazi regime? explain  your answer.  [10]",
            "6": "6 0470/12/f/m/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the provisional government was in power for eight months.  (a) describe kerensky\u2019s reaction to the kornilov putsch.  [4]  (b) why was the petrograd soviet a threat to the provisional government?  [6]  (c) \u2018the provisional government was overthrown because it failed to pass reforms.\u2019 how far do  you agree with this statement? explain your answer.  [10] 14 once in power stalin was determined to modernise the soviet union.  (a) what part did gosplan play in soviet modernisation?  [4]  (b) why was stalin determined to modernise the economy of the soviet union quickly?  [6]  (c) \u2018in modernising the soviet economy, stalin\u2019s plans for industry were more successful than his  plans for agriculture.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s american citizens enjoyed greater prosperity.  (a) in what ways did the economic boom impact on the american people?  [4]  (b) why was the first war world beneficial to the developing american economy of the 1920s?  [6]  (c) \u2018the boom made the us economy stronger and more secure.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the wall street crash affected most people living in america.  (a) in what ways was hoover\u2019s credibility damaged by the bonus marchers?  [4]  (b) why did the wall street stock market crash have serious consequences for the american  economy?  [6]  (c) \u2018hoover did not deserve to be regarded as the \u201cdo-nothing\u201d president.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "8": "8 0470/12/f/m/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 mao changed china\u2019s industry and agriculture before 1961.  (a) what benefits did changes in agriculture bring to the peasants before 1957?  [4]  (b) why did mao want to change chinese industry?  [6]  (c) \u2018mao was successful in developing china\u2019s industry between 1953 and 1961.\u2019 how far do you  agree with this statement? explain your answer.  [10] 18 communist china\u2019s relations with world powers were not always harmonious.  (a) what were the outcomes of mao\u2019s visit to the ussr in 1950?  [4]  (b) why did stalin\u2019s death lead to a worsening in relations between china and the ussr?  [6]  (c) was mao successful in establishing communist china as a superpower? explain your  answer.  [10]",
            "9": "9 0470/12/f/m/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 the foundations for apartheid were already in place.  (a) what was the impact of the migrant labour system?  [4]  (b) why had the native urban areas act (1923) increased segregation by 1940?  [6]  (c) \u2018the main reason the national party won the 1948 election was that voters thought it would  deal more effectively with the race issue.\u2019 how far do you agree with this statement? explain  your answer.  [10] 20 dismantling the apartheid system took some time.  (a) in what ways was apartheid weakening by the early 1980s?  [4]  (b) why were the pass laws reformed in the mid-1980s?  [6]  (c) \u2018actions by government security forces were the greatest problem faced by those working  towards ending apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/12/f/m/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 after 1945 tension was high in palestine.  (a) describe the actions of haganah in relation to british plans for palestine.  [4]  (b) why did the usa support the united nations\u2019 proposal for palestine?  [6]  (c) \u2018israel won the war of 1948\u201349 because of its greater military leadership and strength.\u2019 how  far do you agree with this statement? explain your answer.  [10] 22 threats to any lasting peace in the middle east still exist.  (a) describe the activities of hamas between 1996 and 2006.  [4]  (b) why have differences between the israeli likud and labor parties affected the peace  process?  [6]  (c) \u2018hezbollah is responsible for the failure to secure peace in palestine.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "11": "11 0470/12/f/m/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/12/f/m/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_m18_qp_22.pdf": {
            "1": "*3934952801* this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (kn/sw) 145864/2 \u00a9 ucles 2018  [turn overhistory  0470/22 paper 2  february/march 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p7] option b: 20th century topic [p8\u2013p13] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge international examinations cambridge international general certificate of secondary education",
            "2": "2 0470/22/f/m/18 \u00a9 ucles 2018 option a: 19th century topic did the 1848 revolutions in germany achieve anything? study the background information and the sources carefully, and then answer all the questions.  background information in 1847\u201348 there were uprisings in a number of german states including prussia, austria and  bavaria. across germany princes promised to grant constitutions. in march 1848 politicians from all over germany met at frankfurt and arranged elections to a national assembly. by march 1849 this assembly, known as the frankfurt parliament, had drawn up a constitution for germany. in april it offered the position of constitutional monarch of germany to frederick william iv of prussia. he  disdainfully rejected it on the grounds that the parliament had no right to offer it to him. by this time  both the austrian and prussian monarchies had recovered and crushed the revolutions. in the summer of 1849 what was left of the frankfurt parliament was dispersed by troops. some historians believe the revolutions achieved nothing. in fact, some argue that the progress of  german liberalism was set back by decades. others argue that the established order had been given  a sharp shock and that the ideas supported by the revolutionaries lived on. some argue that the way  forward had been established \u2013 a united germany under prussian, rather than austrian, leadership. source a  the outstanding achievement of the german people in the nineteenth century was the creation of the  nation-state, and 1848 was a milestone on the road. it is the story of a courageous experiment with high ideals. in march 1848 the pent-up dissatisfaction of berlin broke into open revolt. the march days buried the doctrine of the divine right of kings and encouraged reformers all over germany to act. frederick william iv capitulated at the first challenge. the supreme achievement of the year of  revolution was the frankfurt parliament. its members agreed to summon a national assembly elected  by universal suffrage. a new spirit was revealed when germany witnessed a major political initiative by private citizens without seeking permission from their hohenzollern masters. however, the triumph of reaction in austria and prussia sealed the fate of the frankfurt parliament. it  was now little more than a debating society, for at any moment it might be dissolved. neither prussia  nor austria felt the slightest obligation to preserve its life. frederick william\u2019s refusal of the offer of the imperial crown was the final end of the frankfurt parliament. its members melted away, with only the radicals remaining. the revolution never had a chance because the real power was on the other side.  german liberalism received a blow from the failure of the german revolution from which it never  recovered. however, the desire for a nation-state survived in the hearts and minds of millions. from a history book published in 1948.",
            "3": "3 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source b 1848 was the decisive year of german history. it anticipated germany\u2019s future. the failure of the  revolution discredited liberal ideas. after it, nothing remained but the idea of force, and this stood at  the helm of german history from then on. the refusal of frankfurt to go with the masses, the failure to offer a programme of social reform, was a decisive moment in the failure of the german liberals. if they had allied with the masses they might have succeeded. there was another, and even more important, cause of failure. the frankfurt parliament had come into being when the armed power of austria and prussia collapsed. its prestige declined as austrian and prussian armed power revived. germany had  to hitch itself to one of them and so the frankfurt parliament excluded austria from germany and  offered the imperial crown to frederick william iv of prussia. thus even at the moment of its failure, the frankfurt parliament predicted the future of germany: prussia would dominate germany. with frederick william\u2019s refusal of the crown, the frankfurt assembly was over. the moderate men went home. only the radical minority was left. when they tried to put into effect a revolutionary programme  they were chased by the prussian army out of existence. the german revolution had been defeated,  and liberal germany was never to be renewed. from a history book published in 1946. source c a cartoon published in germany, march 1848. king frederick william iv is saying to the  revolutionaries, \u2018you up ahead! hurry to me because i want to lead the movement.\u2019",
            "4": "4 0470/22/f/m/18 \u00a9 ucles 2018 source d we cannot conceal the fact that the whole german question is a simple alternative between prussia  and austria. in these states german life has its positive and negative extremes: in the former, all the  interests are national and reformative, in the latter, all are dynastic and destructive. the german question is not a constitutional question, but a question of power; and the prussian monarchy is now wholly german, while that of austria cannot be. we need a powerful ruling house. austria\u2019s power meant lack of power for us, whereas prussia desires german unity in order to supply the deficiencies of her own power. already prussia is germany in its early stages. it will merge with germany. from a speech in the frankfurt parliament by johann gustav droysen,  a leading member of the parliament. he was one of the first to withdraw from  the parliament after frederick william rejected the german crown.  source e about the crown which the parliament has for sale. every german nobleman is a hundred times too  good to accept such a crown moulded out of the dirt and dregs of revolution, disloyalty and treason. if accepted, it demands from me enormous sacrifices and burdens me with heavy duties. the german  national assembly has counted on me in all things, which were calculated to establish the unity, power  and glory of germany. i feel honoured by their confidence but i should not justify that confidence if i, violating sacred rights, were without the voluntary agreement of the crowned princes and free states of our fatherland, to make a decision which must be of decisive importance to them and to the states which they rule. frederick william\u2019s response in april 1849 to the offer of the german crown, made to him  by a deputation from the frankfurt parliament.  source f the royal government views with great satisfaction the confirmation from austria that, like us, it  considers the german federation as continuing to exist and wishes to come to some understanding with the national assembly. this understanding must not stand in the way of german efforts to present to the world a united political body nor of a merging of commercial interests. prussia is not striving to  extend its power and has no desire to share in the running of the federal authority except in so far as is  appropriate to the importance of its power. prussia supports the independence of the individual states and is of the opinion that the creation of a new german imperial house is not necessary for achieving a real unification of germany. a statement from the prussian government to prussian diplomats in the other  german states, january 1849. ",
            "5": "5 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source g a german cartoon, 1848. it shows germany in 1848.",
            "6": "6 0470/22/f/m/18 \u00a9 ucles 2018 source h a drawing, from the time, of the w\u00fcrttemberg army and the last members of the  frankfurt parliament in stuttgart in june 1849.",
            "7": "7 0470/22/f/m/18 \u00a9 ucles 2018 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  why did the prussian government issue this statement in january 1849? explain your answer  using details of the source and your knowledge.  [8] 5 study sources g and h.   how similar are these two sources as evidence about events in germany in 1848\u201349? explain  your answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the 1848 revolutions in germany  achieved nothing? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/f/m/18 \u00a9 ucles 2018 option b: 20th century topic were people aware of what hitler was trying to achieve in spain? study the background information and the sources carefully, and then answer all the questions.  background information in 1936 the spanish civil war began between the republican government and the nationalists  consisting of fascists, monarchists and conservatives. the usa announced it would remain neutral. at first france sent arms to the republicans, but under pressure from britain called for european countries not to intervene. a non-intervention committee was set up and 27 countries signed the   non-intervention agreement in august 1936 including germany, britain, france, italy and the soviet  union. despite this, italy, germany and the soviet union did intervene \u2013 as early as july 1936 hitler was  sending planes. he was keen for spain to become fascist as this would help encircle france and strengthen the german position in europe. to hide germany\u2019s involvement, he sent troops, planes, tanks and munitions through portugal. he also claimed that any germans fighting in spain were  volunteers and nothing to do with the german government. were people aware of the possible dangerous consequences of germany\u2019s involvement in spain? source a our foreign policy has been inspired by two simple principles: the determination to place france\u2019s  interests above all others, and the conviction that france has no greater aim than that of peace. i shall not accuse anyone of trying to push us directly or indirectly toward war. everyone in france wants peace. everyone understands that war cannot be contained within national borders, and that a people  can only protect itself from it by helping to protect all others from it. as far as we are concerned, there is only one legal government in spain, or, to put it better, only one  government. i recognise that france\u2019s direct interest includes and calls for the presence of a friendly government on spanish soil, and one that is free of certain other european influences. i have no  hesitation in agreeing that the establishment in spain of a military dictatorship too closely bound by  links of support to germany and italy would represent not only an attack on the cause of international democracy, but a source of anxiety for french security and a threat to peace. i deplore that such an obvious truth was not understood from the start by all of french and international public opinion. i do not deny the personal friendship tying me to the spanish socialists and republicans despite the bitter disappointment they feel about me. all of us were hoping that the non-intervention pact would be signed more promptly; that we were  counting on the other governments keeping their commitments. the policy of non-interference has not produced all we expected of it. but is that a reason to condemn it?  if we must prevent the rebellion on spanish soil from succeeding, it is not enough to denounce the  non-intervention agreement or to re-establish the arms trade between france and spain. this would not be adequate. to assure the success of republican legality in spain we would have to take a much greater step.  from a speech in the french house of representatives by l\u00e9on blum,  prime minister of france, december 1936.",
            "9": "9 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source b our policy has been consistently directed to one aim \u2013 to maintain the peace of europe by confining  the war to spain. although it is true that intervention has been going on and is going on, in spite of the  non-intervention agreement, it is also true that we have succeeded in achieving the aim of our policy, and we shall continue that aim and policy as long as we feel there is reasonable hope of avoiding a spread of the conflict. i do not believe that it is fantastic to think that we can continue this policy successfully, even to the  end. the situation is serious, but it is not hopeless. although it may be true that various countries or  various governments desire to see one side or the other side in spain winning, there is not a country or a government that wants to see a european war. let us keep cool heads. neither say nor do anything to cause a disaster which everybody really wishes to avoid. when i think of the experience of german officers and the loss of life on the deutschland , and the  natural feelings of indignation and resentment that must have been aroused by such incidents, i must  say that i think the german government, in wisely withdrawing their ships and then declaring the incident closed, has shown a degree of restraint which we ought to be able to recognise. i make an earnest appeal to those who hold responsible positions both in this country and abroad to  weigh their words very carefully before they utter them on this matter, bearing in mind the consequences  that may flow from some thoughtless phrase. by exercising caution and patience we may yet be able to save the peace of europe. from a speech in the house of commons by british prime minister neville chamberlain,  february 1938. the deutschland was a german battleship that was attacked off the spanish coast  in 1936 by republican planes. germany claimed it had been on a non-intervention patrol. source c if the spanish government succeeds in suppressing the rebellion it will not only keep one more country  in the camp of peace but will influence the whole situation in europe by inspiring new confidence in the strength of democracy and in the possibility of the peaceful settlement of international questions. in this event the danger of war would be lessened.  violations of the non-intervention agreement by certain governments have made it an empty, torn scrap  of paper. if success goes to the rebel generals, supported in contravention of the non-intervention agreement by fascist powers, then the whole outlook in europe will be blackened. it would be such an encouragement to all the forces of aggression, hatred and destruction in europe that war would engulf our part of the world in the very near future.  the soviet ambassador to britain speaking at a meeting of the  non-intervention committee, october 1936.",
            "10": "10 0470/22/f/m/18 \u00a9 ucles 2018 source d a british cartoon published in january 1937. on the left are hitler, mussolini, stalin,  blum and eden (a leading member of the british government) playing cards.  \u2018trustful tony\u2019 (eden) is saying, \u2018just to discourage cheating, i\u2019ll wear a strait-jacket  and let you chaps play my cards.\u2019 in the top left is the rock of gibraltar. source e it is clear that the german government does not want any more trouble in connection with the spanish  civil war. it seems to believe that further support of the rebels will injure franco-german and, above  all, anglo-german relations. much as germany desires a rebel victory and concerned as it is over what it believes to be the spread of so-called \u2018bolshevism\u2019 in europe, it prefers, for the moment at least, not to take any risks where no vital interests of its own are involved. interference with the internal affairs of other countries is a conscious instrument of german foreign  policy, and is for that very reason used only when it is safe to do so, or, if any risks are taken, only  when the end in view is regarded as being of vital interest to germany. it is therefore unlikely that  germany will put any further obstacles in the way of an agreement for non-intervention. it is therefore possible that the international crisis produced by the spanish civil war is coming to an  end. from an english newspaper, august 1936.",
            "11": "11 0470/22/f/m/18 \u00a9 ucles 2018 [turn over source f one has to repeat it and repeat it again. it is a lie that the fight is going on between communism and  fascism. the spanish government is not attacking private property or the church. the government is  doing just the same as president roosevelt strives to do: free the country from the power of economic royalists. the spanish government has an international right to defend itself against a clique of rebels who called german nazis and italian fascists to fight the war against spanish people for them. to say it frankly, the democracies have let spain down.  i have talked to prisoners \u2013 nazi and italian pilots who have killed dozens of children, dozens of women.  they all pretended to have come voluntarily to franco\u2019s aid, even officers of the regular german army \u2013 presumably as deserters! one prisoner, a lieutenant in the german army, said to me, \u2018we in the german army consider the war in spain to be a preparation for a preventative war against france.\u2019 may this be a warning to all concerned! i ask you in america, witnesses of a war which is fought not only for spain, but for all democracy: have  we the right to be deaf and blind? have we not the responsibility to help them? an american journalist broadcasting from madrid to the usa, october 1938. source g an american cartoon published in 1938.",
            "12": "12 0470/22/f/m/18 \u00a9 ucles 2018 source h an australian cartoon published in june 1938. the man represents britain.",
            "13": "13 0470/22/f/m/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far did blum and chamberlain agree? explain your answer using details of the sources.  [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source e prove source f to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 5 study sources g and h.   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that people understood the danger posed  by hitler\u2019s intervention in spain? use the sources to explain your answer.  [12]",
            "14": "14 0470/22/f/m/18 \u00a9 ucles 2018 blank page",
            "15": "15 0470/22/f/m/18 \u00a9 ucles 2018 blank page",
            "16": "16 0470/22/f/m/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_m18_qp_42.pdf": {
            "1": "*6177109551* this document consists of 3 printed pages, 1 blank page and 1 insert. dc (nf) 150769/1 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/42 paper 4  alternative to coursework  february/march 2018  1 hour no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/42/f/m/18 \u00a9 ucles 2018 answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 1 how important was belgian resistance in 1914 to the outcome of the war? explain your answer.  [40] 2 how significant were the allies\u2019 improved military tactics as a cause of german defeat in 1918?  explain your answer.  [40] depth study b: germany, 1918\u20131945 3 how important was president ebert in ensuring the weimar republic had not collapsed by the  time of his death in 1925? explain your answer.  [40] 4 how significant was the role of the sa in bringing hitler to power in january 1933? explain your  answer.  [40] depth study c: russia, 1905\u20131941 5 how important was the russo-japanese war as a cause of the 1905 revolution? explain your  answer.  [40] 6 how significant was lenin to bolshevik success in november 1917? explain your answer.  [40] depth study d: the usa, 1919\u20131941 7 how important was the introduction of prohibition as a factor in changing us society in the 1920s?  explain your answer.  [40] 8 how significant was his election campaign as a reason for roosevelt becoming president in 1933?  explain your answer.  [40] depth study e: china, c.1930\u2013c.1990 9 how important was the support of the peasantry in communist victory in the chinese civil war?  explain your answer.  [40] 10 how significant was the cultural revolution in maintaining mao\u2019s position in the communist party?  explain your answer.  [40]",
            "3": "3 0470/42/f/m/18 \u00a9 ucles 2018 depth study f: south africa, c.1940\u2013c.1994 11 how important were peaceful protests in the development of opposition to apartheid? explain your  answer.  [40] 12 how significant was increased violence during the 1980s in bringing about the end of white  minority rule? explain your answer.  [40] depth study g: israelis and palestinians since 1945 13 how important were the actions of jewish paramilitary groups, 1945\u201349, in bringing about the  creation of the state of israel? explain your answer.  [40] 14 how significant were the israeli armed forces in bringing about israel\u2019s victories in the wars of  1956, 1967 and 1973? explain your answer.  [40]",
            "4": "4 0470/42/f/m/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_s18_qp_11.pdf": {
            "1": "*8184505280* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143080/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/11 paper 1  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/11/m/j/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 europe was hit by revolution in 1848.  (a) what difficulties faced the hungarian government before the revolution of 1848?  [4]  (b) why was the election of a new pope in 1846 seen by many liberals as a positive step towards  italian independence?  [6]  (c) \u2018the 1848 revolution in france was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 individuals played an important role in italy\u2019s move towards unification.  (a) describe what happened when charles albert delayed his decision to invade lombardy.  [4]  (b) why was cavour\u2019s relationship with napoleon iii important in advancing the progress of  italian unification?  [6]  (c) \u2018mazzini was more important than garibaldi in moving italy towards unification.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 lincoln\u2019s election as president led to the civil war.  (a) describe the contribution of john brown to the abolitionist cause.  [4]  (b) why was the south alarmed by lincoln\u2019s election as president?  [6]  (c) \u2018the civil war was fought to end slavery.\u2019 how far do you agree with this statement? explain  your answer.  [10] 4 in the early years of the twentieth century tension was increasing between the great powers.  (a) in what ways was germany a great world power in the years before 1914?  [4]  (b) why was the role of russia important in increasing tension between the great powers before  1914?  [6]  (c) \u2018great power rivalry over morocco, rather than over the balkans, posed the greater threat to  peace.\u2019 how far do you agree with this statement? explain your answer.  [10]  ",
            "3": "3 0470/11/m/j/18 \u00a9 ucles 2018 [turn over 5 decisions taken at the paris peace conference were intended to secure a lasting peace.  (a) in what ways was austria punished by the peace settlements of 1919\u201320?  [4]  (b) why did wilson want a \u2018league of nations\u2019?  [6]  (c) \u2018the peace settlement of 1919\u201320 was a failure.\u2019 how far do you agree with this statement?  explain your answer.  [10] 6 hitler had a major impact on international relations in the 1930s.  (a) what was meant by the \u2018lebensraum\u2019 proposed by hitler in his foreign policy?  [4]  (b) why was hitler able to ignore the league of nations?  [6]  (c) \u2018hitler\u2019s aggression was more responsible for war in 1939 than was the british policy of  appeasement.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 soviet influence in eastern europe was being challenged from 1956.  (a) describe the reaction of the soviet union to events in hungary in 1956.  [4]  (b) why did the building of the berlin wall worsen relations between the soviet union and the  west?  [6]  (c) how far was solidarity responsible for the decline of soviet influence in eastern europe?  explain your answer.  [10] 8 saddam hussein established a dictatorship after coming to power in 1979.  (a) describe saddam hussein\u2019s career in iraqi politics up to july 1968.  [4]  (b) why did it take saddam hussein eleven years to remove bakr from the presidency of iraq?  [6]  (c) \u2018the main reason saddam hussein was able to consolidate his dictatorship was the  development of his personality cult.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "4": "4 0470/11/m/j/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the activities of the british navy were important to the eventual defeat of germany.  (a) what benefits did britain gain from its naval blockade of germany?  [4]  (b) why was the battle of jutland important?  [6]  (c) \u2018the convoy system was more effective than other methods of tackling the u-boat threat.\u2019  how far do you agree with this statement? explain your answer.  [10] 10 the ludendorff offensive was a major gamble.  (a) what made america enter the war?  [4]  (b) why were the germans so keen to launch an offensive on the western front in early 1918?  [6]  (c) \u2018the main reason for the abdication of the kaiser was the kiel mutiny.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "5": "5 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 after 1923, germany showed signs of recovering from its earlier problems.  (a) what did the spartacists want to achieve?  [4]  (b) why was proportional representation a weakness of the weimar constitution?  [6]  (c) \u2018the greatest achievements of the weimar republic were cultural.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 hitler aimed to control every aspect of life in germany.  (a) in what ways did the police and the courts contribute to nazi control of the german people?  [4]  (b) why did the nazis organise mass rallies?  [6]  (c) how total was hitler\u2019s control over germany? explain your answer.  [10]",
            "6": "6 0470/11/m/j/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 within the space of twelve years, the tsar faced two revolutions.  (a) in addition to bloody sunday, what other protests against tsarist rule took place in 1905?  [4]  (b) why was stolypin important to the tsarist regime?  [6]  (c) how important was the loss of the support of the armed forces in the collapse of tsarist rule in  1917? explain your answer.  [10] 14 civil war followed soon after the 1917 revolution.  (a) what criticisms of the provisional government were made by its opponents?  [4]  (b) why did lenin go into hiding in july 1917?  [6]  (c) \u2018the civil war was lost by the whites rather than won by the bolsheviks.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 the wall street crash destroyed confidence in the economy.  (a) what were the consequences of the wall street crash for individual investors?  [4]  (b) why was roosevelt able to gain support during the presidential election campaign of 1932?  [6]  (c) \u2018limited export markets were the main weakness of the american economy prior to the wall  street crash.\u2019 how far do you agree with this statement? explain your answer.  [10]  16 not all americans benefited from the new deal.  (a) in what ways did farmers benefit from the work of the tennessee valley authority?  [4]  (b) why was roosevelt unable to deal effectively with the supreme court\u2019s opposition to the  new deal?  [6]  (c) \u2018the greatest failing of the new deal was that it did not end racial discrimination in american  society.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/11/m/j/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 the chinese communists faced opposition from chiang kai-shek.  (a) what actions did chiang kai-shek take between 1928 and 1931 against the communists?  [4]  (b) why did the communists decide to leave jiangxi?  [6]  (c) \u2018the long march was a failure for both communists and nationalists.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries were often unstable.  (a) describe communist china\u2019s relations with the ussr between 1953 and 1964.  [4]  (b) why did tension exist between communist china and taiwan?  [6]  (c) \u2018after 1976, its economic growth was the most important factor shaping china\u2019s international  relations.\u2019 how far do you agree with this statement? explain your answer.  [10] ",
            "9": "9 0470/11/m/j/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1966 internal opposition to apartheid had been crushed.  (a) what were the main terms of the population registration act of 1950?  [4]  (b) why did most afrikaners support apartheid?  [6]  (c) \u2018the rivonia trial was the most successful government action to crush internal resistance  to the apartheid state before 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 from 1976 onwards resistance to the apartheid state was growing.  (a) what did the black consciousness movement aim to achieve?  [4]  (b) why was oliver tambo important to the african national congress (anc)?  [6]  (c) \u2018the actions of the anc were the main cause of the upsurge in violence between 1980 and  the early 1990s.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/11/m/j/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 tension between countries in the middle east existed before 1973.  (a) what were the results of the suez war of 1956?  [4]  (b) why did the activities of the palestine liberation organisation raise tension between 1967  and 1976?  [6]  (c) how important was superpower involvement in conflict in the middle east? explain your  answer.  [10] 22 the united nations (un) has been unable to secure peace in the middle east.  (a) describe the un role in the 1956 suez war.  [4]  (b) why was the un unable to prevent war in 1967?  [6]  (c) \u2018since 1967 the un has failed as a negotiator for peace in the middle east.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "11": "11 0470/11/m/j/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/11/m/j/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s18_qp_12.pdf": {
            "1": "*1455643097* this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ce) 143079/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/12 paper 1  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/m/j/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 attempts at italian unity were at first unsuccessful.  (a) what steps towards italian unification did cavour take before 1859?  [4]  (b) why did piedmont take a leading role in italy after 1849?  [6]  (c) how united was italy in the years 1861 to 1870? explain your answer.  [10] 2 the civil war was fought between two separate regions of the united states.  (a) what did southerners fear would happen following the election of lincoln?  [4]  (b) why did the north hold a different view of slavery from the south?  [6]  (c) how successfully were the confederate states brought back into the union after the war  ended? explain your answer.  [10] 3 the motives for, and impact of, imperialism varied.  (a) describe how people in the congo were treated under belgian rule.  [4]  (b) why did technological advances assist imperialism?  [6]  (c) how beneficial to africa was british imperialism? explain your answer.  [10] 4 germany contributed to rising european tension before 1914.  (a) what were the benefits to those who signed the triple alliance?  [4]  (b) why did the kaiser become involved in morocco?  [6]  (c) \u2018the existence of the schlieffen plan was the main reason war broke out in 1914.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/m/j/18 \u00a9 ucles 2018 [turn over 5 people\u2019s hopes of the peace settlement of 1919\u201320 were generally not fulfilled.  (a) what were plebiscites in the peace settlement of 1919\u201320?  [4]  (b) why was lloyd george generally satisfied with the peace treaties?  [6]  (c) \u2018the fact that it was a \u201cdiktat\u201d was the main reason for german bitterness over the treaty of  versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler took advantage of opportunities provided by others.  (a) what were the terms of the anglo-german naval agreement signed in 1935?  [4]  (b) why did some countries in the 1930s remain dissatisfied by the peace treaties of 1919\u201323?  [6]  (c) \u2018chamberlain was wrong to sign the munich agreement of 1938.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 differences between the ussr and the usa resulted in the cold war.  (a) what decisions about germany were made at the yalta conference of 1945?  [4]  (b) why was the wartime unity of the allies beginning to break down by the time of the yalta  conference?  [6]  (c) \u2018the main reason for the formation of nato was the berlin crisis of 1948\u201349.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 the usa felt threatened by the spread of communism.  (a) what was the \u2018quarantine\u2019 of cuba imposed by the usa in october 1962?  [4]  (b) why was america\u2019s policy of containment a failure in vietnam?  [6]  (c) for the usa, which was the more successful approach to containment: working with the  united nations in korea or working on its own over cuba? explain your answer.  [10]",
            "4": "4 0470/12/m/j/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 new technology was used on the western front.  (a) what impact did the machine gun have on the nature of fighting on the western front?  [4]  (b) why did poison gas account for relatively few deaths on the western front?  [6]  (c) \u2018tanks had little effect on fighting on the western front.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 naval supremacy was an important aspect of the first world war.  (a) what impact did the use of submarines by germany have on the naval war?  [4]  (b) why was control of the sea important?  [6]  (c) how far was the battle of jutland a victory for germany? explain your answer.  [10]",
            "5": "5 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 germany faced difficulties at the end of the first world war.  (a) what impact did the spartacists have on the german republic?  [4]  (b) why were the freikorps important in the early years of the weimar republic?  [6]  (c) \u2018the main achievement of weimar germany after 1923 was economic recovery.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 different forms of control were used by the nazis.  (a) in what ways were the berlin olympics a success for goebbels?  [4]  (b) why did the nazis want to control the hearts and minds of young people?  [6]  (c) \u2018the use by the nazis of mass media and culture was more effective than the secret police  in controlling the german people.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "6": "6 0470/12/m/j/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the tsarist regime lost the support of the russian people.  (a) what was the impact of the russo-japanese war of 1904\u201305 on the people of russia?  [4]  (b) why did the dumas fail to turn russia into a parliamentary democracy?  [6]  (c) how important was the tsarina\u2019s friendship with rasputin in the collapse of the tsarist  regime? explain your answer.  [10] 14 stalin took action to remain in power.  (a) what was the new economic policy?  [4]  (b) why was stalin the most plausible candidate to become leader following the death of lenin?  [6]  (c) \u2018the most successful method used by stalin to control the soviet people was art and culture.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 some sections of the us economy benefited more from the 1920s boom than others.  (a) what impact did trade tariffs have on the us economy in the 1920s?  [4]  (b) why was the growth of mail order and nationwide advertising important to the economic  boom?  [6]  (c) \u2018overproduction rather than competition from canada was to blame for the difficulties faced  by farmers in the 1920s.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 there were both positive and negative reactions to the new deal.  (a) what did the social security act of 1935 provide?  [4]  (b) why did roosevelt\u2019s \u2018hundred days\u2019 have the effect of restoring confidence?  [6]  (c) \u2018criticism of the new deal by the supreme court was more serious than criticism from other  groups and individuals.\u2019 how far do you agree with this statement? explain your answer.  [10] ",
            "8": "8 0470/12/m/j/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 in the years before 1949 support for the communists was increasing.  (a) what benefits did the communists gain from the years of the yenan soviet?  [4]  (b) why did the nationalist government lose the support of the peasants during the second  world war?  [6]  (c) \u2018the communists won the civil war because of superior leadership.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 communist rule of china was repressive.  (a) what was the impact of the cultural revolution on chinese art and culture?  [4]  (b) why was the hundred flowers campaign important to mao?  [6]  (c) \u2018the main reason for the cultural revolution was to give mao an opportunity to re-establish  his influence.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/m/j/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was segregation in south africa before 1948.  (a) what was the broederbond?  [4]  (b) why did the united party lose the 1948 election despite gaining more votes than the national  party?  [6]  (c) how segregated was south africa prior to 1948? explain your answer.  [10] 20 in the period 1966 to 1980 the government policy of apartheid became more established.  (a) what was the bantu homelands constitution act of 1971?  [4]  (b) why did criticism from the international community have limited effect on the policy of  apartheid?  [6]  (c) \u2018the most important internal challenge to the apartheid state between 1966 and 1980 was the  soweto uprising.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/12/m/j/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 tension in the middle east remained despite attempts to bring peace.  (a) what part did the israeli air force play in the six-day war?  [4]  (b) why were the usa and the ussr worried by the yom kippur war?  [6]  (c) \u2018the camp david meeting in 1978 was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 the palestine liberation organisation (plo) played a significant role.  (a) describe the palestinian refugee crisis at the end of the six-day war.  [4]  (b) why was the expulsion of the plo from jordan a problem for lebanon?  [6]  (c) how far was the plo successful in promoting the palestinian cause before 1993? explain  your answer.  [10]",
            "11": "11 0470/12/m/j/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/12/m/j/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_s18_qp_21.pdf": {
            "1": "*0263983552* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (ce/sw) 145867/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic [p2\u2013p6] option b: 20th century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/m/j/18 \u00a9 ucles 2018 option a: 19th century topic who was responsible for the franco-prussian war? study the background information and the sources carefully, and then answer all the questions. background information on 16 july 1870 the french parliament voted to declare war on prussia and fighting began three  days later. for many, war between france and prussia had seemed likely for some time. france was annoyed that it had not gained any territory after the austro-prussian war. it especially wanted the left bank of the rhine to balance the new, strong, prussian-led germany. there was further friction in 1867 over luxembourg and then relations got much worse over the hohenzollern candidature. meanwhile,  bismarck was coming to believe that he needed a war with france to enable him to win over the  southern german states for a united germany. who was more to blame for the war, france or prussia? source a in order to trace the historical roots of the misfortune which has come upon the peaceful peoples of  europe, you must go back in time. the french emperor had a secret understanding with prussia right up to the battle of k\u00f6niggr\u00e4tz in 1866. he was cheated of his reward for acquiescing in the aggressive  policy of prussia because austria was defeated so quickly and so completely. prussia had not needed  the actual help of france, and so paid nothing for it. on the contrary, prussia turned its victory to advantage by taking territory and preparing to advance with an aggressiveness no one would have thought possible. what followed the war of 1866 was a treacherous period. france organised her army and equipped  herself while prussia strengthened herself by treaties with the south-german states which forced them  to organise their armies so they could fight in alliance with prussia. both powers put themselves in a position where each was always ready to spring to arms against the other. this was especially true of prussia because although she had benefited from her policy of 1866 against austria, she had not done so with france. her quarrel with france had only been interrupted and not settled. it was clear  to prussia that the debts france owed her must be paid at last, or else wiped out by french blood.  knowing this, prussia drove up the level of military taxation to dizzy heights. from a book published in prussia in 1870. source b unhappily, i believe in a war with france before long \u2013 her vanity, hurt by our victories, will drive her in  that direction. yet, since i do not know of any french or german interests requiring a resort to arms, i do not see it as certain. only a country\u2019s honour justifies embarking on war. you may rest assured that  i shall never advise his majesty to wage war unless the most vital interests of germany require it. bismarck writing to a leading conservative politician, march 1867.",
            "3": "3 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source c there is nothing in our attitude to annoy or alarm france. there is nothing to prevent the maintenance  of peace for ten or fifteen years, by which time the french will have become accustomed to german  unity and will have stopped caring about it. i told our generals this spring, when they tried to prove to me that we must beat the french if we went to  war then, \u2018i will still do all i can to prevent war; for you must remember a war between such neighbours and old enemies is only the first of at least six. if we won all six, what should we have succeeded in  doing? why, in ruining france and most likely ourselves into the bargain. france buys from us, and  sells us a great many things we want. is it in our interest to ruin france completely?\u2019 i strove for peace then, and i will do so as long as i can. only remember, german feelings must be respected. i cannot answer for the people \u2013 not even for the king! bismarck in an interview with a british journalist, september 1867. source d a prussian cartoon published in 1867. napoleon iii of france is on the left, germany in the middle  and bismarck on the right. the title of the cartoon is \u2018german pasture\u2019. germany is pointing to  luxembourg and is saying to bismarck, \u2018a good shepherd lets no sheep get lost.\u2019 the word \u2018unity\u2019  appears on the stocking that bismarck is knitting. the animals represent the german states.",
            "4": "4 0470/21/m/j/18 \u00a9 ucles 2018 source e the duke asserted that what mattered was that a seed of lasting ill-will between the two countries  should not be allowed to remain. he began from the idea that prussia had not observed a friendly  course in its behaviour towards france as was recognised by all the great powers. he wished for no war with prussia but for friendly and good relations, and he knew that i aimed at the same goal. we must, therefore, consider together whether there was some way of exercising a calming influence and he suggested whether a letter from king william to the french emperor was not the right way out. he appealed to the chivalrous heart of your majesty. an account by the prussian ambassador in paris of a conversation with the duc de gramont, the  french minister of foreign affairs, 12 july 1870. it was sent to the prussian government for the  attention of king william.  source f paris had a fever fit last night and the language of most of the newspapers is not calculated to calm  the excitement. \u2018the drum beats, the trumpet sounds, it is war,\u2019 exclaims one journal. \u2018our troops are on the march, war is declared and might alone becomes right,\u2019 another exultingly cries, as if certain  that might will prove to be on the side of france. the whole city was in commotion last night, bands  of young men and workmen patrolled the streets singing patriotic songs. a few supporters of peace tried to set up counter-cries and were silenced by the warlike multitude. \u2018to berlin!\u2019 and \u2018down with bismarck!\u2019 were favourite rallying cries of the mob. from an english newspaper, 15 july 1870.",
            "5": "5 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source g a cartoon published in france in august 1870 showing the war dead. the title of the cartoon is \u2018news\u2019.  the caption under the cartoon said, \u2018bismarck\u2019s nightmare.\u2019 the grim reaper is saying, \u2018thank you!...\u2019",
            "6": "6 0470/21/m/j/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the events leading up to the franco-prussian war?  explain your answer using details of the source.  [6] 2 study sources b and c.  does source c prove that bismarck was lying in source b? explain your answer using details of  the sources and your knowledge.  [8] 3 study source d.  why was this cartoon published in 1867? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  how far does source e make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that prussia was responsible for the  franco-prussian war? use the sources to explain your answer.  [12]",
            "7": "7 0470/21/m/j/18 \u00a9 ucles 2018 [turn over blank page",
            "8": "8 0470/21/m/j/18 \u00a9 ucles 2018 option b: 20th century topic did the league of nations lack support from the beginning? study the background information and the sources carefully, and then answer all the questions.  background information some historians claim that the league never had a chance of succeeding because from the start it did  not have enough support. however, the dreadful experience of the first world war did lead to several ideas for a league of nations that would protect peace in the future. perhaps the leading supporter of such an organisation was president wilson, who suggested it in a speech in january 1918.  the league of nations came into existence on 10 january 1920 after lengthy negotiations at the paris  peace conference. there was much opposition to the league in the usa. in other countries there was much debate over whether the league could perform a useful role. was the league doomed to fail from the start because there was so little support for it? source a the creation of an association of the nations of the world was the summit of wilson\u2019s ambition. many  americans shared his enthusiasm. when wilson spoke at a meeting of the league to enforce peace  its influence soared in the struggle to shape a postwar international organisation. yet its high profile  hid a great deal of disagreement among americans about the nature of a league, especially over the degree to which a league should have judicial, as opposed to economic or military, means to prevent war. nor was popular support for a league found only in the united states. in great britain there had been a pro-league movement for some time and when wilson made his fourteen points speech in january 1918 it transformed the league idea into britain\u2019s chief aim. there is little evidence that the  league held any particular attraction for lloyd george. in fact, to him wilson\u2019s enthusiasm seemed  almost ludicrous. however, public opinion in britain was strongly on the side of a league. a league of nations was a much less pressing topic in france. french conservatives paid it little  attention, preferring instead to focus on the requirements of traditional balance-of-power diplomacy.  french liberals supported the idea of a league, while the powerful socialists remained fearful that a  league would hide the ambitions of international capitalism. clemenceau saw the league as a potential threat to france\u2019s safety. its very existence might lull the world into a sense of false security and prevent the negotiation of a new web of international alliances similar to the triple entente which had saved france in 1914. from a recent history book.",
            "9": "9 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source b in paris, wilson insisted on chairing the league commission because for him the league of nations  was the centrepiece of the peace settlements. the picture sometimes painted of wilson sailing across  the atlantic bearing the gift of the league of nations is false. many europeans had long wanted a better way of managing international relations.  lloyd george went along with wilson\u2019s insistence that the league should be the first task of the peace  conference, not merely out of cynical desire to keep the americans happy. he was after all a liberal,  the leader of a party with a strong opposition to war. as a skilled politician, he also knew the british  public and knew that it would be a disaster to come back from the peace conference without a league of nations. but the league never caught his imagination. in france, there was deep pessimism about international cooperation to end war. on the other hand there was a willingness, especially among liberals, to give the league a try. clemenceau had mixed feelings and was not, as is sometimes said,  hostile. but he was determined that it would not be said that france had blocked the league.  in the usa public opinion provided general support for the league but no clear guidance as to its  shape. should it use force or moral persuasion? by april 1919 wilson was feeling pleased, but he dangerously assumed that he had the support to get the league through congress. from a history book published in 2001. source c those who thought that the league was only a project of international friendliness will change their  minds when they read the covenant published today. peace and its preservation have been brought down from the clouds; what is more, peace in this covenant is for the first time equipped with powers of its own. it is the cause of pride to recognise in the covenant so much work of englishmen. from the times newspaper, published in england in february 1919. source d the commission, on the initiative of president wilson, wisely decided not to worry about what might  happen in the future and confined itself to making the present safe. the mystic society of nations has  become a league of the five great powers which beat germany and which mean to consolidate both victory and peace. a close alliance will result between the usa, england, france, italy and japan. the future is open to a better settlement, but that naturally is as yet vague. from le figaro newspaper, published in france in february 1919.",
            "10": "10 0470/21/m/j/18 \u00a9 ucles 2018 source e a british cartoon published in 1919. one of the figures by the aeroplane represents the usa. source f let me recall the words with which you entered the war. they were, \u2018the new world order must make  provision for common action against aggressors. if the moral force will not suffice, the physical force  of the world shall.\u2019 and now today you are asking my countrymen and all the devastated lands of our  allies to be content with the shield of a covenant without using arms and merely equipped with noble  words which you hurled against the german invaders \u2013 but to stop them you needed force, and it was,  at last, forthcoming. i beg you to look at the situation again. without some military backing in some  force, and always ready to act, our league and our covenant will be filed away, not as a solemn treaty,  but simply as a rather showy piece of literature. l\u00e9on bourgeois speaking to president wilson during the peace talks in paris, february 1919.  bourgeois was a french representative at the peace talks. he later became president of the  council  of the league of nations.",
            "11": "11 0470/21/m/j/18 \u00a9 ucles 2018 [turn over source g the league of nations has its roots in a popular support far deeper and firmer than shifting governments.  to the peasant in france, with the horror of the war seared in his memory, it represents the symbol of  a new hope. to the worker, the league\u2019s labour office is the promise of a better fortune. the league  stands for disarmament, for peace, for international justice, for the protection of backward peoples, for  a better standard of living, for the relief of suffering, for the fight against disease, and for all the other  forward-looking policies bound up in the longings of mankind for a better world \u2013 policies which the  people everywhere in europe, as distinguished from their governments and leaders, are unwaveringly  supporting. the people understand the league; at least they know what it aims to accomplish. raymond fosdick, an american politician and supporter of wilson, writing in an  american  magazine,  1920. source h an american cartoon, 1920.",
            "12": "12 0470/21/m/j/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d prove that source c was wrong? explain your answer using details of the sources  and your knowledge.  [8] 3 study source e.  why was this cartoon published in 1919? explain your answer using details of the source and  your knowledge.  [8] 4 study source f.  why was bourgeois speaking to wilson like this? explain your answer using details of the source  and your knowledge.  [7] 5 study sources g and h.  does source g make source h surprising? explain your answer using details of the sources and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations had little  support from the beginning? use the sources to explain your answer.  [12]"
        },
        "0470_s18_qp_22.pdf": {
            "1": "*4222070898* this document consists of 12 printed pages and 1 insert. dc (ce/sw) 145866/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p5] option b: 20th century topic  [p6\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/m/j/18 \u00a9 ucles 2018 option a: 19th century topic was bismarck responsible for the war with austria? study the background information and the sources carefully, and then answer all the questions. background information the question of who should lead germany had become important by the middle of the nineteenth  century. traditionally austria was the leader but prussia was fast growing in power. the rivalry between austria and prussia increased, particularly when william i came to the prussian throne in 1861 and bismarck became his chief minister in 1862. some historians have argued that bismarck planned the unification of germany from the beginning.  they claimed he engineered the war with denmark in 1864, the austro-prussian war in june 1866 and the later war with france, to bring about a united germany dominated by prussia. did he manipulate austria and other european countries to bring about the austro-prussian war and thus destroy austrian influence in germany? how far was bismarck responsible for the austro-prussian war? source a bismarck became aware of austria\u2019s hostility to prussia and he formed the conclusion that a struggle  between austria and prussia was inevitable. for that struggle he steadily prepared. in 1863 austria still seemed the stronger and those wanting a united germany looked to it for leadership.  in that year the position of the danish duchies was raised by the death of the king of denmark. this was the foreign crisis that bismarck had been waiting for. the enormous skill with which he used this  problem for his purpose of resolving the rivalry between prussia and austria laid the foundation for his  later success against austria. austria played into bismarck\u2019s hands by joining germany in rejecting the diet\u2019s attempts to make  frederick of augustenburg duke of the duchies. bismarck persuaded austria that to give the diet a  free hand was to open the floodgates of german democracy. fighting in the duchies ended in victory  for austria and germany but bismarck\u2019s most difficult step was yet to come. how was he to evict austria and obtain the duchies for prussia? in april 1866 italy agreed to declare war on austria if war broke out between prussia and austria within  three months. bismarck now had three months in which to provoke war. bismarck complained that  austria was encouraging the claims of the augustenburgs in holstein and despatched prussian troops.  when the german diet agreed to mobilise against prussia, bismarck declared war on members of the bund including austria. in the peace that followed austrian defeat, austria ceased to form part of germany. the unification of germany had begun. all bismarck needed to complete it was a successful war with france. from a history book published in 1915.",
            "3": "3 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source b bismarck\u2019s real aim was to preserve prussia as a great power and therefore above all to reorder  prussia\u2019s relations with austria and with germany. bismarck always liked to show that he had intended  to do whatever he actually did. in later life he claimed that he had always intended to fight austria and unify germany. in reality, bismarck\u2019s greatness lay not in controlling events but in going with events so as to seem to control them. he had no defined plan when he became minister-president in 1862. he followed two contradictory aims: the policy he liked of winning austria back to the conservative alliance, and the policy which he disliked of seizing the leadership of germany and bringing austria to  her senses by defeat. by 1863 everybody in germany, including those who hoped for a united germany, but excepting the  prussian officer corps, looked to austria for leadership. the issue that was to change this was that of schleswig and holstein. austria acted foolishly by helping conquer the duchies for prussia. however,  afterwards bismarck offered an alliance to austria. his offer that austria should give up its rights in  the duchies in exchange for prussian help in the reconquest of lombardy was sincere. there were times in the crisis of 1865\u20131866 when it looked as if austria was happy to provoke a war with prussia. austria\u2019s request to the german diet to intervene in the conflict broke the treaty of gastein (which said that all matters to do with the duchies should be dealt with by austria and prussia only) and led to the outbreak of war. although nearly all germany was on the austrian side, the war lasted just three  weeks and the result was that austria withdrew from german affairs. germany had been conquered  not united. from a history book published in 1935. source c germany is clearly too small for both prussia and austria. as long as an honourable arrangement  concerning the influence of each in germany cannot be concluded and carried out, we will both plough the same disputed acre, and austria will remain the only state to whom we can permanently lose,  or from whom we can permanently gain. in the not too distant future, we shall have to fight for our  existence against austria. it is not within our power to avoid that, since the course of events in germany has no other solution. a letter from bismarck to a leading military adviser of the prussian king, 1856. at the time bismarck  was the prussian representative at the german diet. source d a true german policy is only possible when austria and prussia are united and take the lead. we  consider combination, such as the joint action in waging war which is our immediate political purpose,  as the foundation of an enduring unity. if prussia and austria are not united, politically germany does not exist. if we hesitate, the collapse of germany will be brought about by a few unarmed small states whose whole significance consists in the misdirected courage of their parliaments and newspapers. a letter from bismarck to the prussian ambassador in austria, august 1864.",
            "4": "4 0470/22/m/j/18 \u00a9 ucles 2018 source e bismarck: the attitude of the austrian government has an increasing tendency to let the small states  look upon austria as a protection against prussia. the more influence this has on austria\u2019s policy, the  nearer we are brought to the old problems in which austria and prussia were involved for more than ten years, to the injury of both. we shall only succeed if we keep to a common policy. rechberg: a sincere and loyal recognition of austria\u2019s oneness with germany is one of those essential  conditions without which austria cannot feel at home in the prussian alliance. austria must persist in its  claim to join the zollverein because austria is a german power, and cannot allow a german institution  to be closed to her. an exchange of letters between bismarck and count von rechberg on 8 and 17 september 1865.  rechberg was the austrian foreign minister. source f an austrian cartoon published in may 1866. the words at the top say \u2018what would these two give for  having eyes in their backs?\u2019 the boat on the right represents prussia carrying schleswig-holstein.  the other boat represents italy carrying venice. \u2018valka\u2019 means \u2018war\u2019. the stone in the bottom right  represents \u2018the united forces of austrian nations\u2019.",
            "5": "5 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source g to my people! at this instant prussia\u2019s army is advancing to a decisive conflict. the country is in danger. austria  and a great part of germany are armed against us. some years ago i extended to the emperor of  austria the hand of friendship. this i hoped would bring that co-operation which should lead to the  domestic welfare of germany and the increase of its prestige among nations. but this hope has been  disappointed. austria will not forget that its princes once ruled over germany. in the more youthful but  powerfully developing prussia she refuses to see a natural ally, but sees only a hostile rival. prussia  \u2013 so austria reasons \u2013 must be opposed on every occasion. prussia shall be weakened, destroyed,  dishonoured. with prussia no treaties are to be observed; the confederated princes have been roused  against prussia. but who can rob us of a single foot of prussian soil if king and people are united? a public proclamation issued by william i on 18 june 1866. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  how useful is this exchange of letters to historians studying the austro-prussian war? explain  your answer using details of the source and your knowledge.  [6] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  why did king william issue this proclamation in june 1866? explain your answer using details of  the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck was responsible for the  austro-prussian war? use the sources to explain your answer.  [12]",
            "6": "6 0470/22/m/j/18 \u00a9 ucles 2018 option b: 20th century topic why did the league fail over manchuria? study the background information and the sources carefully, and then answer all the questions. background information manchuria was a lawless part of china where japan had certain rights and interests. it was permitted,  for example, to guard its railway which ran into manchuria. by 1931 japan was suffering badly from the depression and manchuria seemed to promise a source of food and raw materials, and land for the surplus japanese population. in september 1931, following an incident along the railway line, japan invaded a small part of  manchuria. china appealed to the league of nations but it was slow to act and by march 1932 japan had taken over the whole of manchuria and named it manchukuo. the league\u2019s lytton report, published in october 1932, stated that the japanese invasion was not justified. however, it was too late. japan rejected the report, left the league and kept manchuria.  who was mainly responsible for the failure of the league over manchuria? was it the great powers  such as britain, france, the usa and the ussr? was it japan? or was the league itself to blame? source a the league of nations was intensely eurocentric in its concerns, and for most of its predominantly  european membership manchuria was very far away indeed. of the three major outside powers involved in the china-japan dispute, only britain was a member of the league and the united states and soviet union both viewed the geneva system with suspicion. the dutch and the french were sympathetic towards the japanese. the dutch found a stable japan a far more attractive prospect  than a nationalist and revolutionary china. the french, too, kept a low profile in geneva. they saw  japan as a source of stability in the region. because none of the permanent members of the council favoured intervention in what was a remote  dispute which the league was ill-prepared to handle, the great-power delegates used their influence  to restrict the scope of the league\u2019s involvement and to avoid the application of sanctions. it would be  the smaller nations at geneva which would make the defence of china a test of the league\u2019s prestige and authority. it was britain, the united states, and the soviet union, and not the league, that would determine the  international response to the japanese assault on manchuria. though they did not work together, their  policies were basically the same. none of them thought it to be in its national interest to challenge  japan. the british government even believed that japan had a strong case in manchuria. from a history book published in 2007.",
            "7": "7 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source b it is sometimes said that what happened in manchuria was thousands of miles away so europe did  not concern itself overmuch. this is not supported by records from the time. at geneva there was  immediate recognition that this was a test of the league\u2019s authority. when trouble erupted at mukden there was a sense of shock due to the fact that in the previous  decade japan had been a conscientious and often valuable member of the league. at first there was no assumption in the league of japanese guilt. the council was ready to give japan time to sort  things out and for the japanese to deal directly with the chinese. the americans dragged their feet and  made no secret of their view that the council should stand aside while the two powers in dispute tried to come to an agreement between themselves. britain\u2019s line was one of conciliation and an avoidance of threats. it regarded japan as a longstanding friend who was supporting capitalism in the far east and believed that japan had real grievances against china. the french were also anxious to avoid  sanctions against japan. the statesmen at geneva knew that the league was on trial, and that, after manchuria, the world\u2019s  expectations of the league, and particularly those of the smaller powers, had been dangerously reduced. what mattered for the future of the league was that japan had committed blatant aggression and the league had failed to do anything. from a history book published in 1973. source c the league of nations should be upheld. the cabinet recognised, however, that the sanctions  provided for in article 16 of the league\u2019s covenant were not suitable and could not in practice be applied in the present case. in the interests of the league itself, therefore, every effort must be made to avoid the chinese appeal being shifted from a summoning of the council to a request for sanctions or military action. if necessary, it must be impressed on the chinese delegate that he must assist the  league and not throw the responsibility on the other members of the council. the official minutes of a meeting of the british government, november 1931.",
            "8": "8 0470/22/m/j/18 \u00a9 ucles 2018 source d an american cartoon published in 1931. the nine-power treaty of 1922 recognised   the territorial integrity of china.",
            "9": "9 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source e a british cartoon published in january 1933. the figures dressed in suits represent france,   the usa, britain, italy and germany.",
            "10": "10 0470/22/m/j/18 \u00a9 ucles 2018 source f leagueof  nations a british cartoon published in december 1932.",
            "11": "11 0470/22/m/j/18 \u00a9 ucles 2018 [turn over source g the japanese government believes that the national policy of japan is identical with the mission of  the league of nations, which is to achieve international peace and security. it has always been with  pleasure that this country has for thirteen years been an enthusiastic member of its council. the league should have acquired a complete grasp of the actual conditions in china. it is not an  organised state and its internal conditions and external relations are extremely confused and complex. however, the majority of the members of the league have failed to grasp these realities. the lytton  report contained gross errors in asserting that the action of japan did not fall into the just limits of self- defence. by refusing to acknowledge the actual circumstances that led to the formation of manchukuo, the league cuts away the ground for stabilising the situation in manchuria and china. the japanese government hereby gives notice of the intentions of japan to withdraw from the league of nations. a telegram from the japanese government to the secretary general   of the league of nations, march 1933.",
            "12": "12 0470/22/m/j/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did the japanese government send this telegram in march 1933? explain your answer using  details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the great powers (other than japan)  were mainly responsible for the failure of the league over manchuria? use the sources to explain  your answer.  [12]"
        },
        "0470_s18_qp_23.pdf": {
            "1": "*0186589969* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (ce/sw) 145865/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  may/june 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/m/j/18 \u00a9 ucles 2018 option a: 19th century topic were bismarck and his achievements appreciated at the time? study the background information and the sources carefully, and then answer all the questions. background information despite being largely responsible for prussian military victories over denmark, austria and france and  the unification of germany, bismarck was not always popular inside and outside prussia. his methods of \u2018iron and blood\u2019 were not admired by everybody; liberals were suspicious of him, while others saw him as intimidating and unscrupulous. yet, one historian has judged his achievements between 1862 and 1871 as \u2018the greatest diplomatic and political achievement by any leader in the last two centuries\u2019. how far were bismarck and his work appreciated at the time? source a so far the differences between austria and prussia have been limited to the governments. they have  now spread to the field of public opinion. i am clear that count bismarck thinks that the time has come to mount a great prussian action abroad. he believes that the circumstances are favourable for this. such action has been from the beginning the aim of his political career. it would satisfy his ungoverned and unscrupulous, but daring, thirst for achievement.  after such a policy the government would more easily master the internal strife in prussia. it is  inconceivable that king william could bring about the legal acceptance of the principles represented by his government without a coup d\u2019\u00e9tat. his majesty has refused his consent to a coup d\u2019\u00e9tat, which bismarck may well have recommended. the only way of bringing about sudden change internally must thus be sought in the field of foreign policy. it is such a view that guides bismarckian policy. how far bismarck will succeed in winning over his majesty for his extreme policy is precisely the  question on which the whole future depends. a forcible solution goes against the nature of the king. yet his majesty is easily accessible to bismarck\u2019s influence, especially his references to supposed injuries to prussian honour. a report from an austrian diplomat in prussia to the new austrian foreign minister,   count mensdorff, february 1866. source b the king wants no war, but only not in the next few months, now bismarck has twisted things so that  the king has become more irritable and finally bismarck will have ridden him so far that he will not be able to do anything but commit us to war, which will stir up europe. bismarck\u2019s talent to manipulate things for the king is great and worthy of admiration. as an expression of his bottomless frivolity and  piratical policies some sort of reich reform idea will be dumped on the carpet probably with proposals  for a reich parliament. with such a man everything is possible. a letter from crown prince frederick to general von schweinitz, april 1866.   frederick was king william\u2019s son.",
            "3": "3 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source c for years i have wished for a german cavour or garibaldi. and overnight he has appeared in the person  of the much-abused bismarck. i bow before the genius of bismarck, who has achieved a masterpiece  of political planning and action. how marvellously the man spun all the threads of the great web. how precisely he knew how to use his king, napoleon, his army, the government, austria and its forces. i leave it to my stubborn colleagues from swabia and bavaria to abuse him. for years they have yelled for german unity, and when someone achieves the impossible by transferring german unity from a book of student songs into reality, they shout \u2018crucify him\u2019. a letter by a german liberal to a fellow liberal, 19 august 1866. source d a british cartoon published in 1870. the cartoon\u2019s caption was \u2018here is bismarck with his big broom,  scolding and sweeping up all the stubborn germans. let\u2019s go! go or die! faster than that, or the  french will eat your sauerkraut!\u2019 sauerkraut was a favourite german meal.",
            "4": "4 0470/23/m/j/18 \u00a9 ucles 2018 source e an austrian cartoon, entitled \u2018germany\u2019s future\u2019, published in 1870. the caption was \u2018will it fit under  one hat? i believe it is more likely to come under a prussian spiked helmet.\u2019 source f we suddenly find ourselves in the middle of a very serious situation. this is bismarck\u2019s fault. he has  treated this matter lightly like so many others. first, i cannot mix myself in it at all. i hold firm to my  original and correct view. i have never directly or officially dealt with anyone about it, nor have i bound myself to anything. i can refer the french government only to the hohenzollern princes and shall exercise no influence over them. the world will readily believe that i have no wish to wage yet another great war and that i have not brought about this serious development. if, however, war is forced upon me, i shall wage it with firm confidence in my distinguished army. william i in conversation with a diplomat at the prussian embassy in paris, 8 july 1870.",
            "5": "5 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source g with today\u2019s opening of the first german reichstag after the re-establishment of a german empire,  the first public activity of the empire begins. the brilliant position now occupied by prussia has been  achieved through an unexpectedly rapid sequence of events during the past six years. the work to which i called you ten years ago falls within this time. how you have justified the confidence with which i then summoned you, lies open to the world. it is to your advice, caution, your unending activity that prussia and germany owe this world-historical occurrence. although the reward for such deeds is felt within you i am nevertheless urged and bound to express  to you publicly and permanently the thanks of the fatherland and mine. i elevate you therefore, to the rank of a prussian prince. a letter from william i to bismarck, march 1871.",
            "6": "6 0470/23/m/j/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of bismarck? explain your answer using details of the  source and your knowledge.  [7] 2 study source b.  why did the crown prince send this letter in april 1866? explain your answer using details of the  source and your knowledge.  [8] 3 study sources c and d.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study sources f and g.  how far does source g make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck and his achievements were  admired? use the sources to explain your answer.  [12]",
            "7": "7 0470/23/m/j/18 \u00a9 ucles 2018 [turn over blank page",
            "8": "8 0470/23/m/j/18 \u00a9 ucles 2018 option b: 20th century topic was the league of nations seen in a positive  way from the start? study the background information and the sources carefully, and then answer all the questions. background information the dreadful experience of the first world war led to several ideas for a league of nations that would  protect peace in the future. perhaps the leading supporter of such an organisation was president wilson, who suggested it in a speech in january 1918. the league of nations came into existence on 10 january 1920 after lengthy negotiations at the paris  peace conference. there was much opposition to the league in the usa but in other places hopes were higher. as the league attempted to deal with the first international disputes after the first world war, people began to reach conclusions about the league. was the league seen in a positive way in its early years? source a a british cartoon published in 1919.",
            "9": "9 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source b the independence of the united states is precious not just to ourselves but to the world. is there any  country today which can compare with it in peace and in freedom? in agreeing to a league and taking  on these obligations in a desire for the good of mankind we would be dealing with nations every one  of which has its own individual interest to serve. i am thinking of what is best for the world, for if the  united states fails, the best hopes of mankind fail with it. i have only ever had one allegiance. i have only loved one flag and i cannot share that devotion with  the mongrel banner invented for a league. internationalism, illustrated by the communists, is to me  repulsive. the united states is the world\u2019s best hope, but if you chain it in the interests and quarrels of other  nations, if you tangle it in the intrigues of europe, you will destroy its power for good and endanger its  very existence. leave the united states to march freely through the centuries to come as in the years  that have gone. strong, generous, and confident, the united states has nobly served mankind. we are told that we shall \u2018break the heart of the world\u2019 if we do not take this league just as it stands.    i feel that the hearts of the vast majority of mankind would beat on strongly and steadily if the league  were to perish altogether. ideals have been thrust upon us as an argument for the league. are ideals  confined to this deformed experiment, tainted, as it is, with political deals? from a speech given by henry cabot lodge in washington d.c. on 12 august 1919. lodge was a  republican member of the us senate. source c as i have crossed our country  i have seen that men have been busy creating an absolutely false  impression of the league of nations. in order to check the falsehoods that have clustered around this  great subject, i want to tell you a few very simple things about the league. unless we get the united purpose and power of the great governments of the world behind this  settlement, it will fall down like a house of cards. there is only one power to put behind the liberation of  mankind, and that is the power of mankind. it is the power of the united moral forces of the world, and  in the covenant of the league of nations the moral forces of the world are mobilised. they enter into a solemn promise to one another that they will never use their power against one  another for aggression and if they do that, war will be in the far background. what of our pledges to the men that lie dead in france? we said that they went over there to see to  it that there never was such a war again. again and again, my fellow citizens, mothers who lost their  sons in france have come to me and, taking my hand, have shed tears and said, \u2018god bless you,  mr. president!\u2019 why, my fellow citizens, should they ask god to bless me? they believe that wrapped  up with the liberty of the world is the protection of that liberty by the joint powers of all civilised people. there seem to me to stand between us and the rejection of the league, the ranks of those soldiers, not  only those who came home, but those who are ghosts on the fields of france. one of president wilson\u2019s last speeches in the usa, september 1919.",
            "10": "10 0470/23/m/j/18 \u00a9 ucles 2018 source d the great weapon we rely on is public opinion, and if we are wrong about that then the whole thing is  wrong. when questions come before the council, they will be discussed, and when it appears clear  that one side is right and the other is wrong, you will get the whole weight of public opinion behind the one side and you will find that the nation that is in the wrong will not persist in the course which has been publicly and overwhelmingly condemned. lord robert cecil speaking to the british house of commons, july 1919. cecil was a member of  lloyd george\u2019s government. source e lord riddell: america has been guilty of a great betrayal. in paris it started the talk of universal peace  and a league of nations. now it is the only great nation which has not joined the league. lloyd george: the league of nations is, i regret to say, deceptive and dangerous. they cannot even  protect a little nation like armenia. they do nothing but pass useless resolutions. a conversation between lord riddell, a newspaper owner, and british prime minister lloyd george,  december 1920, as reported in riddell\u2019s diary. source f a british cartoon published in june 1920 about attitudes in the us towards the league. the words on  the plank read (left to right) \u2018irreconcilables. compromise. mild-reser vationists\u2019.",
            "11": "11 0470/23/m/j/18 \u00a9 ucles 2018 [turn over source g a british cartoon published in a newspaper, june 1920. source h president wilson proposed to solve a mass of european problems. to set his machine to work wilson  needed a motor, and this motor he claimed to have found in a \u2018league of nations\u2019; which was nothing more than a parliament of all nations to which all disagreements, all diplomatic intrigues, were to come and multiply, intensify, and perhaps even be made less severe.  there was no need for a super-parliament whose only occupation when action was needed would be  super-talking. it must be said that the reality has entirely fulfilled my expectations and the members of the league can do nothing but discuss, when they ought to decide and impose their decision. whether  we wish it or not, it is not this international parliament, with no real power, that will determine the peace  of the future. from clemenceau\u2019s memoirs, written just before he died in 1929. they were published in 1930.",
            "12": "12 0470/23/m/j/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 2 study sources b and c.  does source c make source b surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.  does source d prove that riddell and lloyd george (source e) were wrong about the league of  nations? explain your answer using details of the sources and your knowledge.  [7] 4 study sources f and g.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 5 study source h.  why did clemenceau write this at that time? explain your answer using details of the source and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league of nations was seen  positively from the start? use the sources to explain your answer.  [12]"
        },
        "0470_s18_qp_41.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_41_2018_1.14 \u00a9 ucles 2018 *5790541310*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was russia\u2019s mobilisation in the early stages of the war? explain your answer. [40] 1 how significant was war weariness in causing the german revolution in october 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were cultural developments in the lives of ordinary germans in the weimar republic? explain your answer. [40]3 how significant were public works schemes in improving the lives of german workers, 1933\u20131939? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were the grievances of the peasantry in causing political disturbances in russia up to march 1917? explain your answer. [40]5 how significant were economic factors in the introduction of the five-year plans? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were tariffs as a reason for economic problems in the usa by 1929? explain your answer. [40]7 how significant was the need to help industry as an aspect of the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important in causing communist china\u2019s economic development were its international relations? explain your answer. [40]9 how significant was the support of the peasants to establishing communist rule in china? explain your answer. [40]10 06_0470_41_2018_1.14 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was racial segregation in shaping the economic development of south africa before 1948? explain your answer. [40]11 how significant were economic factors in the introduction of apartheid? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was the palestine liberation organisation (plo) in gaining international support for the palestinian cause to 1996? explain your answer. [40]13 how significant was the usa in improving relations between israel and its neighbours? explain your answer. [40]14 06_0470_41_2018_1.14 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_41_2018_1.14 \u00a9 ucles 20184"
        },
        "0470_s18_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_42_2018_1.13 \u00a9 ucles 2018 *8460075611*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the use of artillery in the development of stalemate on the western front? explain your answer. [40]1 how significant was the impact of the german u-boat campaign on civilian life in britain? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were weaknesses in the weimar constitution in causing germany\u2019s problems, 1919\u20131933? explain your answer. [40]3 how significant was mein kampf (published 1925\u20131926) in helping hitler win support during the 1920s? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important were the july days in the downfall of the provisional government? explain your answer. [40]5 how significant were the five-year plans in maintaining stalin\u2019s dictatorship? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were new industries in causing growth in the us economy in the 1920s? explain your answer. [40]7 how significant was racial intolerance in changing the nature of us society in the 1920s? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was the long march in increasing communist support in the period to 1945? explain your answer. [40]9 how significant was communist china\u2019s relationship with the soviet union in its economic development during the 1950s? explain your answer. [40]10 06_0470_42_2018_1.13 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was government legislation in white minority control of south africa between 1966 and 1980? explain your answer. [40]11 how significant were political reforms in ending the apartheid regime? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was external support for israel in determining the outcome of the 1948\u20131949 war? explain your answer. [40]13 how significant was the refugee crisis in causing the hostility between israel and its neighbours? explain your answer. [40]14 06_0470_42_2018_1.13 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_42_2018_1.13 \u00a9 ucles 20184"
        },
        "0470_s18_qp_43.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 may/june 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 06_0470_43_2018_1.15 \u00a9 ucles 2018 *1776721532*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the failure of the schlieffen plan as a reason for the start of trench warfare in 1914? explain your answer. [40]1 how significant were food shortages in the impact of the war on the british home front? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was proportional representation as a reason for the weakness of the weimar republic? explain your answer. [40]3 how significant were schools in bringing about the type of society the nazis wanted? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the new economic policy (nep) in consolidating bolshevik control of russia after 1917? explain your answer. [40]5 how significant were stalin\u2019s ideas about communism in the soviet union as a reason for his emergence as leader? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important were the social consequences of the wall street crash in us political developments up to 1933? explain your answer. [40]7 how significant was the second new deal in improving life for american people up to 1941? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was industrial reform in achieving mao\u2019s goals after 1949? explain your answer. [40]9 how significant were the red guards in mao establishing his dominance over communist china? explain your answer. [40]10 06_0470_43_2018_1.15 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was black migration to towns as a reason for the national party\u2019s victory in 1948? explain your answer. [40]11 how significant was the rivonia trial, 1963\u20131964, in suppressing opposition to apartheid? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the role of egypt in causing the wars with israel, 1956\u20131973? explain your answer. [40]13 how significant have palestinian groups been in limiting progress towards peace in the middle east? explain your answer. [40]14 06_0470_43_2018_1.15 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 06_0470_43_2018_1.15 \u00a9 ucles 20184"
        },
        "0470_w18_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 173946/3 r \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *5377645544*history  0470/11 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/11/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 the 1848\u201349 revolutions were widespread.  (a) describe what happened in vienna during march 1848.  [4]  (b) why were many countries across europe facing revolutionary threats in 1848?  [6]  (c) \u2018the revolutionaries of 1848\u201349 had different aims from each other.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 movement towards italian unification gathered pace after 1858.  (a) describe the part played by austria in the abdication of charles albert in 1849.  [4]  (b) why did the friendship between france and piedmont develop from 1856?  [6]  (c) \u2018cavour\u2019s contribution to the unification of italy was more important than the contribution of  any other person.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 bismarck worked hard to achieve what he wanted for germany.  (a) what was the schleswig-holstein question?  [4]  (b) why did bismarck\u2019s attitude towards schleswig-holstein alarm many prussians?  [6]  (c) \u2018the ems telegram was the most important reason for war in 1870.\u2019 how far do you agree  with this statement? explain your answer.  [10] 4 increasing tension between the great powers threatened european peace in the early years of  the twentieth century.  (a) describe events in sarajevo on 28 june 1914.  [4]  (b) why did germany declare war on russia on 1 august 1914?  [6]  (c) \u2018it was the anglo-german naval race rather than the alliance system that was responsible for  raising international tension before 1914.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "3": "3 0470/11/o/n/18 \u00a9 ucles 2018 [turn over 5 reaching a settlement at the paris peace conference was difficult.  (a) what were the terms of the treaty of neuilly?  [4]  (b) why did lloyd george not want a harsh treaty to be imposed on germany?  [6]  (c) how far do you agree with the view that the peace settlements of 1919\u201320 left the important  issues facing europe unresolved? explain your answer.  [10] 6 the organisation of the league of nations made it weak.  (a) what made it difficult for the league of nations to act quickly?  [4]  (b) why did the league fail to deal with japanese aggression following the invasion of manchuria?  [6]  (c) \u2018it was the great depression that brought about the failure of the league.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 the lack of trust between the ussr and the usa increased from 1947.  (a) what was nato as set up in 1949?  [4]  (b) why was the warsaw pact formed?  [6]  (c) \u2018stalin was right to view the marshall plan with suspicion.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 the gulf region was volatile in the 1970s and 1980s.  (a) what actions were taken by the shah of iran against the mullahs to suppress opposition?  [4]  (b) why did the people of iran want the shah to abdicate in 1979?  [6]  (c) \u2018saddam hussein was able to hold on to power because he improved the lives of the people  of iraq.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/11/o/n/18 \u00a9 ucles 2018 section b: depth studies answer one question from this section. depth study a: the first world war, 1914\u201318 9 the prediction that war would be over by the end of 1914 was inaccurate.  (a) describe the part played by the british expeditionary force in the first three months of the  first world war.  [4]  (b) why was the reaction of belgium important in the failure of the schlieffen plan?  [6]  (c) \u2018the race to the sea was the main reason for the introduction of trenches on the western  front.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 by 1918 germany was struggling to stay in the war.  (a) what happened at kiel and wilhelmshaven in october 1918?  [4]  (b) why did the policies of germany push the usa closer to the entente powers?  [6]  (c) \u2018the superiority of allied resources was the main reason for the failure of the german  offensive of march 1918.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 hitler dominated germany by 1934.  (a) describe events following the november 1932 election which resulted in hitler becoming  chancellor.  [4]  (b) why was the munich putsch not a total failure for hitler and the nazis?  [6]  (c) \u2018control over the reichstag was the most important reason hitler was able to establish a  dictatorship.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis claimed they had changed germany for the better.  (a) in what ways did large businesses benefit from nazi rule?  [4]  (b) why were the lives of most germans changed by the war?  [6]  (c) \u2018the nazis were popular with germany\u2019s industrial workers.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/11/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the provisional government was replaced by the bolsheviks.  (a) describe kornilov\u2019s attempt to impose order in petrograd in september 1917.  [4]  (b) why was the decision to continue the war a disaster for the provisional government?  [6]  (c) \u2018lenin, and not trotsky, was the key to the bolshevik success in november 1917.\u2019 how far do  you agree with this statement? explain your answer.  [10] 14 stalin thought soviet industry needed modernising.  (a) what were \u2018stakhanovites\u2019?  [4]  (b) why did stalin\u2019s first five-year plan have ambitious targets?  [6]  (c) \u2018stalin\u2019s first five-year plan was successful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "7": "7 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 american society in the 1920s came under different influences.  (a) what developments were there in popular music during the 1920s?  [4]  (b) why did the cinema become increasingly influential in american life during the 1920s?  [6]  (c) \u2018prohibition was repealed because of the depression.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the wall street crash affected americans in different ways.  (a) in what ways did the wall street crash affect the american economy?  [4]  (b) why were speculators blamed for the wall street crash?  [6]  (c) \u2018hoover did much to help the american people during the depression.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "8": "8 0470/11/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 on coming to power the chinese communists introduced important changes.  (a) what actions were the peasants encouraged to take in relation to land ownership?  [4]  (b) why was agricultural reform a priority for the communists?  [6]  (c) how far did the chinese people benefit from the introduction of communes? explain your  answer.  [10] 18 following the death of mao, deng xiaoping eventually came to power.  (a) describe what happened to the beijing democracy wall between november 1978 and  december 1979.  [4]  (b) why did deng xiaoping emerge as a powerful figure after the cultural revolution?  [6]  (c) \u2018an open-door policy was the most important aspect of deng xiaoping\u2019s aims for china.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/11/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the foundations for apartheid existed by 1948.  (a) in what ways, by 1940, did the non-white population of south africa suffer discrimination?  [4]  (b) why was it difficult for non-whites to move around the country by 1940?  [6]  (c) \u2018the most important reason the nationalists came to power in 1948 was because they  supported the sauer report.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 by the 1980s the structure of apartheid was beginning to crumble.  (a) what was umkhonto we sizwe?  [4]  (b) why was de klerk awarded the nobel prize for peace?   [6]  (c) \u2018the declaration of a state of emergency in 1985 was the main cause of an upsurge in  violence.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/11/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 there has been long-term tension between states in the middle east.  (a) describe the territorial gains made by israel in the six-day war of 1967.  [4]  (b) why was the usa more determined to find a peace settlement in the middle east from 1973?  [6]  (c) \u2018problems which existed between israel and its arab neighbours had not been solved by  1995.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 promoting the palestinian cause was not always effective.  (a) what were the main features of the palestinian refugee problem up to 1949?  [4]  (b) why had many palestinians become refugees by 1967?  [6]  (c) \u2018arafat and the palestine liberation organisation were a hindrance in the search for a solution  to the arab-israeli dispute.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/11/o/n/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/11/o/n/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w18_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 146932/2 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *5359681326*history  0470/12 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 europe was affected by revolutions in 1848\u201349.  (a) describe revolutionary events in berlin in march 1848.  [4]  (b) why did the events of 1848\u201349 leave austria, and not prussia, as the dominant force in  germany?  [6]  (c) \u2018the aims of the 1848\u201349 revolutionaries across europe were more similar than they were  different.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 the contribution of individuals was an important aspect of the movement towards italian unification.  (a) what was the newspaper ii risorgimento?  [4]  (b) why was victor emmanuel ii eager to participate in the crimean war?  [6]  (c) \u2018garibaldi played a more important role than cavour in the establishment of the kingdom of  italy in 1861.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 disagreements between the north and the south of the usa increased between 1850 and 1854.  (a) what economic and social differences existed between the north and the south by 1850?  [4]  (b) why were many northerners opposed to slavery before the civil war?  [6]  (c) \u2018the 1850 compromise was the most important cause of increased north-south  disagreements between 1850 and 1854.\u2019 how far do you agree with this statement? explain  your answer.  [10] 4 relations between the great powers made war inevitable.  (a) what was \u2018the black hand\u2019?  [4]  (b) why did austria-hungary issue an ultimatum to serbia on 23 july 1914?  [6]  (c) \u2018colonial rivalry, rather than the alliance system, was the main reason for increased tension  between the great powers before 1914.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "3": "3 0470/12/o/n/18 \u00a9 ucles 2018 [turn over 5 the peacemakers at versailles achieved the best they could at the time.  (a) what did the treaty of versailles decide about (i) the saar and (ii) danzig?  [4]  (b) why did the allies exclude germany from the peace negotiations?  [6]  (c) \u2018of the defeated countries, austria suffered the most from the paris peace settlement.\u2019 how  far do you agree with this statement? explain your answer.  [10] 6 the league of nations worked better when dealing with less important international issues.  (a) what were the weaknesses of (i) the assembly and (ii) the council in carrying out the work of  the league of nations?  [4]  (b) why was the absence of the usa significant for the league in the 1930s?  [6]  (c) \u2018the league of nations was successful in achieving its aims in the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 7 after 1945 the wartime alliances of the victors broke down, resulting in a cold war.  (a) what decisions about poland were made at the yalta conference?  [4]  (b) why did the death of roosevelt make a difference to the potsdam conference?  [6]  (c) \u2018the actions of stalin between 1946 and 1949 were responsible for starting the cold war.\u2019  how far do you agree with this statement? explain your answer.  [10] 8 the ussr\u2019s control over eastern europe collapsed quickly.  (a) what was the berlin wall?  [4]  (b) why was solidarity important in the decline of soviet power in eastern europe?  [6]  (c) \u2018gorbachev\u2019s reduction of soviet defence spending was the main reason for the collapse of  soviet control over eastern europe.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "4": "4 0470/12/o/n/18 \u00a9 ucles 2018 section b: depth studies answer one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front, fighting reached a stalemate.  (a) describe the use of poison gas in trench warfare.  [4]  (b) why were many german soldiers able to survive the artillery bombardment prior to the battle  of the somme?  [6]  (c) \u2018the battle of verdun demonstrated that, on the western front, defenders would always  prevail over attackers.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 campaigns at sea and the gallipoli campaign were important theatres of war.  (a) describe the allied landings at gallipoli, april 1915.  [4]  (b) why can poor decision making be blamed for the failure at gallipoli?  [6]  (c) \u2018britain won the war at sea.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced difficulties throughout its existence.  (a) what actions had stresemann taken by the end of 1923 to save the weimar republic from  collapsing?  [4]  (b) why, following the american stock market crash, did the weimar republic face an economic  crisis?  [6]  (c) \u2018up to 1923 the weimar republic was more threatened by left-wing opponents than by right- wing opponents.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis wanted total control of germany.  (a) what actions did the nazis take against religious opponents?  [4]  (b) why were the nuremberg rallies important for nazi control?  [6]  (c) to what extent was nazi germany a totalitarian state? explain your answer.  [10]",
            "6": "6 0470/12/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 the bolsheviks had some successes.  (a) in what ways did the petrograd soviet undermine the provisional government?  [4]  (b) why was the kornilov affair a problem for kerensky?  [6]  (c) \u2018the new economic policy was more successful than war communism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 stalin wanted control of the russian people.  (a) in what ways were the \u2018show trials\u2019 useful for stalin?  [4]  (b) why did stalin maintain control over art and culture in the soviet union?  [6]  (c) \u2018trotsky\u2019s mistakes, rather than stalin\u2019s strengths, were the main reason for stalin\u2019s victory in  the leadership contest.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 the american economic boom of the 1920s did not benefit all americans.  (a) what new consumer goods became widely available to americans during the boom years?  [4]  (b) why were mass-production techniques crucial to the economic boom?  [6]  (c) \u2018during the 1920s workers in the traditional (older) industries suffered more than those in  agriculture.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the new deal had many successes.  (a) in what ways did roosevelt help american industry during the first hundred days of his  presidency?  [4]  (b) why did the tennessee valley authority become a showcase for the new deal?  [6]  (c) \u2018the new deal restored the faith of the american people in their government.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 despite the actions of chiang kai-shek, the chinese communists came to power.  (a) what did chiang kai-shek do to counter the threat posed by the communists before 1934?  [4]  (b) why did mao claim the long march was important?  [6]  (c) \u2018the nationalists were responsible for their own defeat in the civil war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 18 mao recognised the need to introduce change.  (a) what problems did the communist government face when it came to power in 1949?  [4]  (b) why did the communists encourage the peasants to change to co-operative farming?  [6]  (c) how successful were mao\u2019s economic policies in the first fifteen years of communist rule?  explain your answer.  [10]",
            "9": "9 0470/12/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid had an impact on all the peoples of south africa.  (a) describe education for non-whites under national party rule.  [4]  (b) why did the defiance campaign of 1952 occur?  [6]  (c) \u2018the impact of apartheid by 1964 was greater for whites than for non-whites.\u2019 how far do you  agree with this statement? explain your answer.  [10] 20 opposition to apartheid increased.  (a) what was the importance of steve biko to the anti-apartheid movement?  [4]  (b) why did the south african government pass the bantu homelands constitution act of 1971?  [6]  (c) \u2018international sanctions provided the most effective opposition to apartheid before 1980.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/12/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 nasser was important to events in the middle east between 1954 and 1967.  (a) what was the outcome of the suez crisis of 1956 for arab nations?  [4]  (b) why did israel go to war with egypt in 1956?  [6]  (c) how far were the decisions taken by nasser responsible for the outbreak of the six-day war  in 1967? explain your answer.  [10] 22 the arab-israeli issue has so far proved impossible to resolve.  (a) describe the part played by the united nations in the arab-israeli conflict between 1956 and  1967.  [4]  (b) why has the united nations been unable to find a peaceful solution in the middle east?  [6]  (c) how far have the israeli labor party and likud disagreed about how to achieve peace in the  middle east? explain your answer.  [10]",
            "11": "11 0470/12/o/n/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/12/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w18_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (scd (ac)) 146931/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education *2717998481*history  0470/13 paper 1  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/13/o/n/18 \u00a9 ucles 2018 section a: core content answer any two questions from this section. 1 individuals and countries tried to prevent italian unification.  (a) describe garibaldi\u2019s landing in sicily in 1860.  [4]  (b) why was cavour concerned about the activities of garibaldi in 1860?  [6]  (c) how great a threat was austria to italian unification? explain your answer.  [10] 2 bismarck was able to take opportunities that arose after he came to power.  (a) what was the north german confederation?  [4]  (b) why did the german revolutions of 1848\u201349 fail?  [6]  (c) was bismarck successful because he was prepared to use force or because he was cunning  and devious? explain your answer.  [10] 3 the impact of reconstruction was wide ranging.  (a) what did lincoln want to achieve with regard to reconstruction?  [4]  (b) why was the presidential election of 1860 a concern for the south?  [6]  (c) \u2018economic improvement was the most important impact of reconstruction in the south.\u2019 how  far do you agree with this statement? explain your answer.  [10] 4 the assassination of archduke franz ferdinand brought europe to the brink of war.  (a) describe the role of princip in the assassination of archduke franz ferdinand.  [4]  (b) why, within 30 days of the assassination of archduke franz ferdinand, had war begun in  europe?  [6]  (c) \u2018quarrels over morocco (1905\u20136 and 1911) were more important in increasing great power  tension before 1914 than were the balkan wars (1912\u201313).\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "3": "3 0470/13/o/n/18 \u00a9 ucles 2018 [turn over 5 the peace settlements drawn up at versailles were not universally accepted.  (a) under the terms of the treaties, what happened to land lost by the austro-hungarian empire?  [4]  (b) why could germany\u2019s reaction to the treaty of versailles be seen as unreasonable?  [6]  (c) \u2018the greek occupation of smyrna was the main reason for turkish outrage at the terms of the  treaty of s\u00e8vres.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the effectiveness of the league of nations was challenged by events in the 1930s.  (a) describe the actions taken by haile selassie in an attempt to save his country from italian  conquest.  [4]  (b) why were the league\u2019s sanctions against italy for invading abyssinia ineffective?  [6]  (c) \u2018it was the world depression, and not increasing militarism, that made the work of the league  in the 1930s more difficult.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 after the second world war the usa followed a policy of containment.  (a) what was the attitude of the usa towards the communist invasion of south korea?  [4]  (b) why did kennedy decide to impose a blockade of cuba?  [6]  (c) \u2018neither side emerged from the cuban missile crisis the winner.\u2019 how far do you agree with  this statement? explain your answer.  [10] 8 people living in the gulf region were affected by the political tension that existed in the area.  (a) describe the storming of the us embassy in iran in november 1979.  [4]  (b) why was ayatollah khomeini popular with the iranian people?  [6]  (c) \u2018the main reason saddam hussein was able to come to power in iraq was his use of terror.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/13/o/n/18 \u00a9 ucles 2018 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 on the western front the war became one of attrition.  (a) what were the limitations of aircraft when they were introduced on the western front?  [4]  (b) why was artillery fire important in relation to trench warfare?  [6]  (c) \u2018mud was the worst aspect of trench warfare.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 the war impacted on the civilian population in britain.  (a) what were conscientious objectors?  [4]  (b) why was much of the propaganda used by the government during the war targeted on  women?  [6]  (c) \u2018the formation of \u201cpals battalions\u201d was the main reason britain was able to recruit volunteers  for the army.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study b: germany, 1918\u201345 11 hitler\u2019s domination of germany was complete by 1934.  (a) what were the benefits of the enabling act for hitler?  [4]  (b) why, in 1932, did hindenburg not appoint hitler to the position of chancellor?  [6]  (c) \u2018hitler\u2019s fear that the army would launch a coup against him was the main reason for the night  of the long knives.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 life in germany changed under the nazis.  (a) in what ways did the nazis discriminate against jews within german society?  [4]  (b) why was the use of the radio a successful method of controlling the german people?  [6]  (c) \u2018economic improvements were more successful than the use of terror in enabling the nazis to  control the german people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/13/o/n/18 \u00a9 ucles 2018 depth study c: russia, 1905\u201341 13 tsar nicholas ii failed to retain the support of the russian people.  (a) by 1905 what difficulties faced tsar nicholas ii in ruling the russian people?  [4]  (b) why was russia\u2019s agriculture under tsar nicholas ii in need of reform?  [6]  (c) \u2018political repression was the main reason for the revolution of march 1917.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 collectivisation was an important aspect of stalin\u2019s plans for the ussr.  (a) describe the main features of collectivisation.  [4]  (b) why did stalin need to reorganise farming in the ussr?  [6]  (c) \u2018collectivisation increased the well-being of the russian people.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "7": "7 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s, existing ideas and values were challenged in the usa.  (a) in what ways did the car industry contribute to the \u2018roaring twenties\u2019?  [4]  (b) why did new forms of entertainment become increasingly popular in the 1920s?  [6]  (c) \u2018us society was becoming more tolerant in the 1920s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 weaknesses in the american economy from the late 1920s had various causes and disastrous  effects.  (a) what happened to the bonus marchers in 1932?  [4]  (b) why were agricultural areas affected badly by the depression?  [6]  (c) \u2018it was the banks that caused the wall street crash.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "8": "8 0470/13/o/n/18 \u00a9 ucles 2018 depth study e: china, c.1930\u2013c.1990 17 china\u2019s relations with other states were variable.  (a) in what ways was hong kong affected by the development of china as a communist state?  [4]  (b) why was the death of stalin a turning point in china-ussr relations?  [6]  (c) \u2018by the time of mao\u2019s death china was an important power, but not yet a superpower.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 life for the people of communist china has frequently changed.  (a) describe the policy introduced from 1979 in an effort to control population growth.  [4]  (b) why did the economic growth of the 1980s create new social and political problems for  china?  [6]  (c) \u2018the greatest impact of the cultural revolution was on traditional chinese art and culture.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/13/o/n/18 \u00a9 ucles 2018 [turn over depth study f: south africa, c.1940\u2013c.1994 19 with the election of the national party in 1948 came the introduction of the policy of apartheid.  (a) what was the reservation of separate amenities act of 1953?  [4]  (b) why was the introduction of bantustans important to verwoerd\u2019s plan for an all-white south  africa?  [6]  (c) \u2018the impact of apartheid was greater on employment than on education.\u2019 how far do you  agree with this statement? explain your answer.  [10] 20 strict enforcement of apartheid policies was met by increasing opposition after 1966.  (a) describe government censorship of the mass media during the 1970s.  [4]  (b) why were the actions of young people at soweto in 1976 important?  [6]  (c) how far did external opposition to apartheid change? explain your answer.  [10]",
            "10": "10 0470/13/o/n/18 \u00a9 ucles 2018 depth study g: israelis and palestinians since 1945 21 britain found palestine difficult to deal with.  (a) what problems faced britain in palestine when the second world war ended?  [4]  (b) why, by 1946, was haganah in a strong position to achieve its aims?  [6]  (c) \u2018the main reason britain withdrew from palestine was because of the influence of the  american government.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 attempts at achieving peace in the middle east remained unfulfilled.  (a) what were the main points of arafat\u2019s speech at the united nations in 1974?  [4]  (b) why was the 1978 camp david framework for peace a major breakthrough?  [6]  (c) \u2018an increase in the support for hamas proved to be the greatest obstacle to peace in the  middle east.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/13/o/n/18 \u00a9 ucles 2018 blank page",
            "12": "12 0470/13/o/n/18 \u00a9 ucles 2018 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w18_qp_21.pdf": {
            "1": "*8646362227* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/fc) 147944/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/21 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/o/n/18 \u00a9 ucles 2018 option a: 19th century topic how justified was the foreign response to the boxer rising?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901 and involved attacks on foreigners, especially christian  missionaries. the boxers were reacting to increasing european and american interference in china. this came in several forms including foreign missionaries trying to convert the chinese to christianity and attempts by countries like britain, france, germany, japan and russia to partition the country between them. foreign countries claimed that china was backward and its people were barbarians.  they also claimed that closer contact with foreigners would benefit china. for them, the actions of the  boxers seemed to confirm this and justify their interference in china. when attacks on foreigners began, the position of the empress was unclear, although imperial troops  did later fight alongside the boxers. the chinese government\u2019s failure to stop the boxers, and the siege of foreigners in the legation quarter of beijing, led to further foreign intervention with an international  force arriving in august 1900. it defeated the boxers and set about exacting revenge. was this foreign  intervention justified? source a the boxers were a peasant secret society of the traditional superstitious type. in 1898, in shandong  province, this society became a focus of resentment against the germans, who were turning the province into their colony in a brutal manner \u2013 not only exploiting it economically but also burning villages to punish them for \u2018unfriendliness\u2019. also people throughout china were becoming more and more enraged by the missionaries, who were behaving quite openly as advance agents for their  governments who were picking off parts of china. these abuses at a time when china was being openly  surveyed for inter-imperialist partition made the peasant rebels anti-foreign and anti-missionary. it is a cruel imperialist libel to call the movement \u2018reactionary\u2019. on the contrary, it was a heroic, spontaneous effort of the common people of china to defend its national existence against the robbers who wanted to cut it up.  the tragedy of the boxers was that they lacked clear policies and lacked understanding of the  relationship of forces either at home or internationally. this made them an easy prey to deception and doomed them to defeat. the feudal rulers at beijing, seeing the movement was spreading like lightning, pretended to put themselves at its head. but even as fighting was going on they begged the foreign governments not to be taken in by appearances and make the mistake of suspecting the  dynasty of \u2018favouring the common folk\u2019. the dynasty was waiting to turn its troops against the patriotic  \u2018rebels\u2019 and in almost every area of china royal officials took no part in the rebellion. taking advantage of the situation, the foreigners mobilised a strong force and stormed into beijing delivering slaughter and looting. the boxer rising had been betrayed and smashed. from a book about the history of china entitled \u2018from opium war to liberation\u2019,   published in china in 1956.",
            "3": "3 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source b the foreigners had a lot to put up with. they came to trade, which was natural and legitimate. when the  chinese refused to let them trade for reasons that were self-centred and obsolete, and expressed in  an offensive manner, the foreigners could hardly be expected to sympathise. in china, female children were often killed at birth or offered for sale. the missionaries opened orphanages for these children but this led to stories that they were mutilating the bodies while practising magic. in nine cases out of ten the boxer was a chinese peasant in fancy dress. the superstitious nonsense with which the boxers surrounded themselves appealed strongly to the peasantry and brightened their drab lives. their first  riots had their origins in their hatred of foreigners and their conflicts with christians.  it was the empress\u2019s decision that the boxers were encouraged instead of being suppressed, and it  was her decision that the foreign envoys should be massacred. it is difficult to understand why she took an opportunity in the boxer rising. it is true that she could draw on no other help in her unequal  struggle with the foreign powers but it was her decision to rely on a rabble of uncontrollable fanatics  who were bound to unite the squabbling foreign powers. she had always been superstitious, and now the boxers\u2019 magic powers established some sort of hold on her mind. she was playing her last card. she would call in the dark forces of the spirit world. the purpose of the siege of the legation quarter, to which the empress devoted her energies for two months, was to wipe out the entire foreign community in beijing and was pursued with diligence in the face of protests from the foreign powers and her own  officials.  from a history book published in britain in 1959. source c a cartoon about the boxer rebellion published in a french magazine, july 1899.   \u2018barbarie\u2019 means \u2018barbarism\u2019.",
            "4": "4 0470/21/o/n/18 \u00a9 ucles 2018 source d the german empire has the obligation to assist its citizens if they are being attacked in foreign lands.  what makes this possible is our army. you are to revenge the injustice that has been done. the chinese  have overturned the law of nations; they have mocked the sacredness of the ambassador. show the  old prussian virtue. present yourselves as christians in the cheerful endurance of suffering. give the  whole world an example of manliness and discipline. you know that you are to fight a well-armed and  cruel enemy. when you encounter the enemy, he will be defeated! prisoners will not be taken! may the  name \u2018german\u2019 be proclaimed by you in such a way that no chinese will ever dare to look cross-eyed  at a german. open the way to civilisation! kaiser william ii speaking to german troops before they left for china, 27 july 1900.  source e the europeans fought with calm courage to the end against overwhelming hordes of fanatical  barbarians thirsting for their blood. while their ammunition lasted they defied chinese rifle fire and beat  back wave after wave of their assailants. when their last cartridge had gone their hour had come. they  met it like men. standing to their battered defences they stopped the onrush of the chinese until, borne  down by sheer weight of numbers, they died at their posts. they have died as we would want them to  die, fighting to the last for the helpless women and children who were to be butchered over their dead  bodies. of the ladies, it is enough to say that in this awful hour they showed themselves worthy of their  husbands. their agony was long and cruel, but they have borne it nobly. all that remains for us is to  mourn them and to avenge them.  from an article in an english newspaper, 17 july 1900. this article claimed to describe a massacre  of british diplomats and their families in beijing. a few days later it was shown to be completely false.  a memorial service in london for the victims planned for 23 july had to be cancelled.  source f   a cartoon published in a french magazine, july 1900.   its title is \u2018the expedition of the european powers against the boxers\u2019. ",
            "5": "5 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source g   an illustration published in an american magazine in 1900.",
            "6": "6 0470/21/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study source d.    are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 4 study source e.  why was this source published in england in july 1900? explain your answer using details of the  source and your knowledge.  [8] 5 study sources f and g.  would the artists of these two sources have agreed about events in china in 1900? explain your  answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the foreign response to the boxer  rising was justified? use the sources to explain your answer.   [12]",
            "7": "7 0470/21/o/n/18 \u00a9 ucles 2018 [turn over blank page",
            "8": "8 0470/21/o/n/18 \u00a9 ucles 2018 option b: 20th century topic how far did italy benefit from its relationship with germany? study the background information and the sources carefully, and then answer all the questions.  background information to many at the time, and to many since, it seemed inevitable that because of their ideological similarities,  nazi germany and mussolini\u2019s italy would be allies. however, their relationship was not quite this straightforward. despite early differences over austria, in october 1936 germany and italy signed a treaty forming the rome-berlin axis. this did not stop other countries such as britain, france and the ussr trying to win the friendship of one or the other of them. some suspected that the interests of  germany and italy were not always the same. however, in may 1939 they signed the pact of steel, a  political and military alliance which stated that if one country was at war, the other would come to its support.  did italy benefit from its relationship with germany?  source a by the end of 1937 mussolini had rarely been so happy. alongside germany and japan, he felt at  the centre of the \u2018most formidable military combination that has ever existed\u2019. to introduce a further  element of \u2018prussianisation\u2019 his soldiers were ordered to adopt the german goose step march.  mussolini privately accepted that the nazification of austria was inescapable, though he mistakenly assumed that hitler would warn him in time to prepare the italian public for his change of policy.  in march 1938, hitler marched into austria after notifying rome only at the very last moment. italy thus  lost the immense advantage of having only a weak buffer state on her northern frontier. having often  promised that he would fight to defend austrian independence, now in march mussolini protested he  had never said anything so foolish. hitler had been careful not to tell mussolini of his plans to extend germany\u2019s living space and calculated that, as italy had its hands full in spain, he could meanwhile take austria and czechoslovakia, possibly without offering his partner anything in return. he had gradually been displacing italy in the commerce of south-eastern europe. mussolini was seriously worried and  occasionally he spoke of changing sides in europe. he still hoped to ride several horses at once but  such behaviour was irresponsible, unrealistic and hardly that of a potential ally.  from a history book published in 1981.",
            "9": "9 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source b    a british cartoon published in may 1935. the figures on the right are goebbels, hitler and g\u00f6ring.  source c germany is swayed towards italy not so much because of its defiance of the league of nations but  because of its success. while sanctions were still in operation there was little sign of any rapprochement between the two dictators. it was only when sanctions were lifted that germany, which only respects  force, found something in italy worth cultivating. any appearance now of over-keenness by us to  improve relations with italy will only increase its charms in the eyes of hitler. it is doubtful how far any gesture of friendliness by us would make italy change its policy of re-constituting the roman empire, no matter how fantastic and unreal this may be. however, unless we reply to mussolini\u2019s advances, he will return to increasing collaboration and  understanding with germany, which will work to our eventual danger. a generous response might help produce a detente. if our rearmament continues it will be worthwhile for italy to maintain relations of friendship with britain.  written by sir anthony eden for his colleagues in the british government, november 1936.   eden was in charge of british foreign policy. ",
            "10": "10 0470/21/o/n/18 \u00a9 ucles 2018 source d   a british cartoon published in june 1934. an oracle is a person who gives wise advice.",
            "11": "11 0470/21/o/n/18 \u00a9 ucles 2018 [turn over source e a british cartoon published in february 1938. source f the meeting in berlin resulted in an agreement between our two countries over certain problems  which have been particularly difficult. this agreement makes this berlin-rome relationship into an axis around which can revolve all those european states with a wish for collaboration and peace. with this agreement there disappears any element of dispute between berlin and rome. from a speech by mussolini in milan, november 1936. source g if germany attacks poland and the conflict is localised, italy will give germany every form of political  and economic aid which may be required. if germany attacks poland and the allies of the latter counter- attack germany, i must emphasise to you that i cannot join any warlike operations, given the actual conditions of italian military preparations which have been repeatedly pointed out to you. from a letter from mussolini to hitler, august 1939.",
            "12": "12 0470/21/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does source a give of the relationship between hitler and mussolini? explain  your answer using details of the source.  [6] 2 study source b.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study source c.  how far are you surprised by this source? explain your answer using details of the source and  your knowledge.  [8] 4 study sources d and e.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources f and g.  does source g prove that mussolini was lying in source f? explain your answer using details of  the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that italy benefited from its relationship  with germany? use the sources to explain your answer.    [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge."
        },
        "0470_w18_qp_22.pdf": {
            "1": "*9470348142* this document consists of 11 printed pages, 1 blank page and 1 insert. dc (st/fc) 147943/4 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/22 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p6] option b: 20th century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/o/n/18 \u00a9 ucles 2018 option a: 19th century topic were the boxers barbarians or patriotic heroes?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901. the boxers were reacting to increasing european  and american interference in china. they attacked foreigners, missionaries, chinese converts to christianity, christian churches and symbols of western modernisation like railways. at first the boxers also criticised the royal family, but later the empress threw her support behind them. by june 1900 foreigners and chinese christians were under siege in the diplomatic quarter of beijing. an  international force, including troops from japan, britain, germany, france and the usa, marched on  beijing and rescued them. the international army then defeated the royal army and the boxers.  were the boxers barbarians trying to hold back progress or heroic nationalists standing up for the  independence of their country? source a the year 1899 saw the outbreak of the anti-imperialist patriotic movement of the boxers. it was caused  by intensified foreign aggression and was part of a successful struggle against the imperialist partition  of china. it was also the culmination of decades of popular upheavals against the aggressive behaviour  of missionaries and churches. the movement began in shandong, where the boxers destroyed churches and drove away missionaries. its struggle against aggression won the support of the whole country and people joined up with great enthusiasm. anti-imperialistic upheavals swept the country. in june 1900, in beijing, the foreign officials and troops in the diplomatic quarter provoked the boxers and shot chinese inhabitants on sight. this roused the anger of the chinese civilians. they laid siege  and broke through the enemy lines, killing and wounding enormous numbers of enemy troops. they  set fire to churches in beijing, attacked the foreign aggressors and held continuous demonstrations in the streets. the momentous boxers failed because of the force of the imperialist powers and their servant, the  royal court. nevertheless, their struggle frustrated the foreign powers in their attempt to partition china  and demonstrated the potential strength of the chinese people. from a history of china, published in china in 1982. ",
            "3": "3 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source b the boxers were hostile to modern civilisation and they blindly rejected foreigners and their civilisations  through extremely ignorant ways. the boxers cut down telegraph lines, they destroyed schools, they demolished railway tracks, they murdered foreigners and all chinese who had a connection with  foreign culture. the boxers killed the innocent and committed barbaric crimes in burning and looting.  they were bandits and hooligans. in beijing, during june and july 1900, 231 foreigners were killed of  whom 53 were children. as for the chinese christians who were killed, there is no known number. the  boxers were the inheritors of the most backward and barbaric elements of traditional culture.  at first, the disagreements between the boxers, and the preachers and converts, drew some  sympathy. but what the boxers did later went well beyond what was justified and the general opinion of the chinese people was that they were bandits. for many years, the popular view that the boxers  prevented the partitioning of china has been used to defend the boxers. this has been shown to be  wrong. partitioning did not end: the russians entered northeastern china; the english invaded tibet; the germans sent their gunboats into the dongting lake.  from an article published in china in 2006.  source c from a french newspaper, august 1900. it shows boxer rebels in a christian church.",
            "4": "4 0470/22/o/n/18 \u00a9 ucles 2018 source d the catholics have conspired with foreigners, have caused china trouble, wasted our national  revenue, broken up our monasteries, destroyed buddhist images and deceived our emperors, officials  and ministers. these acts of evil should be bitterly resented. they have affected people\u2019s trees and plants so as to make them suffer from locusts and drought. all the spirits have descended from heaven to set up an altar in order to teach our young men their  magic boxing so they can extinguish the foreigners. when we exert our energy for the nation to bring  peace to the land, this is the sign that prosperity is coming. we are afraid that some ignorant people  may rely on the foreigners\u2019 power and cling to the strong in order to oppress the weak. they should be reported to the headman of the village. our people should take the right principles of kindness and politeness to make the countryside peaceful and harmonious. a notice displayed in a village near beijing in 1900. notices like this were displayed in many villages. source e some of your ministers rightly warned you that the boxers were not patriotic, that they cannot be  relied upon to resist our enemies and that we should not carelessly challenge all foreign countries  without reason. when the boxers began they merely summoned the masses to mob violence. the boxer bandits drifted into folly. how did they dare insult officials and burn houses, plunder and kill the people? when some officials at the royal court praised them as patriotic, the power of the boxer bandits increased. when we trace the origin of these rascals, these breeders of mischief, we find  reactionary and stupid officials are to blame.  from a statement by two ministers in the imperial government just before they were executed in july  1900. they were accused of being pro-foreign traitors. source f i thought what a happy thing it will be for russians when they bring home the thirty thousand russian  troops now in manchuria, to live in peaceful pursuits. i thought this was what germany should do also without delay, and that france and all the other nations in china should follow suit.  why should not china be free from the foreigners, who are only making trouble on her soil? if they  would only all go home, what a pleasant place china would be for the chinese! we do not allow chinamen to come here, and i say in all seriousness that it would be a graceful thing to let china decide who shall go there.  china never wanted foreigners any more than foreigners wanted chinamen, and on this question i  am with the boxers every time. the boxer is a patriot. he loves his country better than he does the countries of other people. i wish him success. the boxer believes in driving us out of his country. i am a boxer too, for i believe in driving him out of our country.  from a speech in new york by the american author mark twain on 23 november 1900.",
            "5": "5 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source g   a european drawing from the time showing what happened to some christians   during the boxer rebellion. source h recently bandits have become more common. most critics point to revolutionary societies as the cause.  but societies are of different kinds. when worthless bandits create disturbances, the law can show them no leniency. on the other hand, there are the boxers, peaceful and law-abiding people practising  their skills for the preservation of themselves and their families, or combining village communities for  the mutual protection of the rural population. this is in agreement with the public-spirited principle of \u2018keeping watch and giving mutual help\u2019. some local authorities do not observe this distinction, but regard all as revolutionary societies. this  means not that all the people are disorderly, but that these local officials are wrong. an edict issued by the imperial court to local officials who had been trying to suppress the boxers,  january 1900. an american missionary called it a charter for the boxers.",
            "6": "6 0470/22/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this source published in a french newspaper in august 1900? explain your answer  using details of the source and your knowledge.  [8] 3 study sources d and e.   does source d prove that source e cannot be trusted? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 5 study sources g and h.  does source g show that the imperial court (source h) misunderstood what the boxers were  really like? explain your answer using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the boxers were no more than  barbarians? use the sources to explain your answer.   [12]",
            "7": "7 0470/22/o/n/18 \u00a9 ucles 2018 [turn over blank page",
            "8": "8 0470/22/o/n/18 \u00a9 ucles 2018 option b: 20th century topic was the second world war avoidable? study the background information and the sources carefully, and then answer all the questions.  background information historians disagree about hitler\u2019s foreign policy \u2013 did he have it all planned from the beginning or did  he take advantage of opportunities that events offered him? this debate has a bearing on another question \u2013 was the second world war inevitable or could it have been avoided? as hitler remilitarised the rhineland, and took austria and czechoslovakia, could countries like britain and france have stopped him by standing up to him more? would he have changed his policies? did he plan war or did  he hope to get what he wanted without a war?  could the second world war have been avoided? source a in november 1937 the hossbach conference showed how hitler\u2019s policy was changing from one  centred on diplomatic initiatives to one where military force was to play a much greater part. the czech crisis brought europe very close to war. hitler wrote at this time, \u2018it is my unalterable decision to smash czechoslovakia by military action.\u2019 the effects of the munich agreement had profound implications  for european diplomacy and the balance of power, since with hindsight it is clear that hitler was now  prepared to pursue a policy of war, although he wanted to fight any conflict on his terms. his ultimate objective was still the creation of lebensraum at the expense of the ussr, but hopefully this could be achieved by britain\u2019s appeasement policy developing into a more general acceptance of germany\u2019s dominant position in central and eastern europe. in march 1939 germany had secured the self-dissolution of the czech state. some historians have pointed to the various military orders hitler gave  at this time for the establishment of long-range bomber squadrons and the construction of a large navy  as evidence that he was willing to take on britain. this may well have been his long-term intention, but in the short term hitler most definitely did not want a war with britain and france. how could he avoid such a conflict while pursuing his claims against poland? it was the hope of neutralising britain and france which drove hitler into the arms of stalin. after the nazi-soviet non-aggression pact was  signed, hitler was confident that western military involvement would not follow a german invasion of  poland. but by 3 september germany was at war with britain and france. how did germany find itself in this position? the cause was hitler\u2019s desire for continental hegemony and lebensraum which could only be achieved (as he well knew) by military force.  from a history book published in 1992.",
            "9": "9 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source b at the time, no one attached any importance to the hossbach conference. it did not produce a master  plan for future german policy. the only account of the meeting was written days later and was filed  and forgotten. the main thrust of hitler\u2019s foreign policy was eastwards. he wanted a german empire in eastern europe but no more. he hoped to achieve this without war. germany posed no threat to britain. chamberlain caused german hostility towards britain by unnecessarily intervening in the sudeten crisis of may and september 1938.  hitler may have directed his generals to prepare for war but this was only to make germany stronger,  not to fight a war. hitler believed that germany was most likely to make gains in eastern europe if it was strong. he also believed that communism might break down without a war, allowing him to get what he wanted with no effort at all. however, he had no firm plans and was willing to improvise and take what was offered to him by circumstances. he wanted no more than to make germany a great  power, an aim which all countries have. hitler\u2019s speech in august 1939 tells us the importance of the  pact with the soviet union, \u2018now the probability is great that the west will not intervene.\u2019 his promise to britain in august that germany\u2019s frontier in the west was final and that he would not threaten the british empire, shows he had no ambitions directed against britain and france. by the end of august the breach between poland and its allies britain and france was widening and could soon be wide open. however, it also gave hitler a chance and he gambled on it by ordering the attack on poland.  this decision, based as it was on hitler supposing that britain and france would not go to war, was a  mistake, a miscalculation.  from a history book published in 1960. source c a british cartoon published in july 1938.",
            "10": "10 0470/22/o/n/18 \u00a9 ucles 2018 source d the settlement of the czechoslovak problem which has now been achieved is, in my view, only the  beginning of a larger settlement in which europe may find peace. this morning i had another talk with  herr hitler, and here is a paper which bears his name upon it as well as mine. i would like to read this to you. we regard the agreement signed last night as symbolic of the desire of our two people never to go  to war again. we are resolved that consulting each other shall be the method used to deal with any  other questions that may concern our two countries, and we are determined to continue our efforts to  remove possible sources of difference and thus contribute to assure the peace of europe. from a speech by neville chamberlain, the british prime minister, 30 september 1938. chamberlain  made this speech as soon as he arrived back in britain after making the agreement over the  sudetenland with hitler in munich. source e the most the prime minister has been able to gain for czechoslovakia has been that the german  dictator, instead of snatching his winnings from the table, has been content to have them served to  him bit by bit. what is left of the czechoslovak state cannot be maintained as an independent country. you will find that in a period of time, which may be measured only by months, czechoslovakia will be engulfed in the nazi regime. but we cannot consider the abandonment of czechoslovakia in the light only of what happened only last month. it is the terrible consequence of what we have done and  of what we have left undone in the last five years. we have been reduced from a position where the  word \u2018war\u2019 would only have been used by someone in a lunatic asylum. we have been reduced from a position of safety and power to where we stand now. the people of this country should know that we have sustained a defeat, the consequences of which  will travel far with us along our road; they should know that we have passed an awful milestone in our  history, when the peace of europe has been overturned. do not suppose that this is the end. this is  only the beginning of the reckoning. this is only the first sip, the first foretaste of a bitter cup which will be given to us year by year unless by a supreme recovery of moral health and martial vigour, we arise again and take our stand for freedom. from a speech by winston churchill in the house of commons, 5 october 1938. ",
            "11": "11 0470/22/o/n/18 \u00a9 ucles 2018 [turn over source f  a british cartoon published on 25 september 1938.  source g the first duty of a diplomat is to faithfully represent the views of his own government. i went to berlin  determined, and in spite of my own doubts, to work for an honourable peace. for two years i hoped that the nazi revolution would run its course and return to a normal civilised international life. many may regard my persistence as convicting me of lack of understanding of the nazi mentality. that may  be true but it was right to make the attempt and nothing was lost by making it. on the contrary, we  should never have entered this war as a united empire and nation if the attempt had not been made. no miracle occurred. it is possible to say now that for a year and a half i was obsessed with the idea that we were moving remorselessly towards war. hitler never intended the ultimate end to be anything but war. there had only ever been for hitler two solutions: the use of force, or the achievement of his  aims by the display of force. sir nevile henderson from his book \u2018failure of a mission\u2019 which was published in 1940. henderson  was the british ambassador to germany from 1937 to 1939 and took part in the munich negotiations.  he was a supporter of chamberlain\u2019s policy of appeasement and of the munich agreement. ",
            "12": "12 0470/22/o/n/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in july 1938? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  do you believe henderson? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that war was avoidable? use the sources  to explain your answer.    [12]"
        },
        "0470_w18_qp_23.pdf": {
            "1": "*9392576130* this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (st/fc) 147942/3 \u00a9 ucles 2018  [turn overcambridge international examinations cambridge international general certificate of secondary education history  0470/23 paper 2  october/november 2018  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: 19th century topic  [p2\u2013p9] option b: 20th century topic  [p10\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/o/n/18 \u00a9 ucles 2018 option a: 19th century topic was foreign intervention in china justified?  study the background information and the sources carefully, and then answer all the questions.  background information the boxer rebellion lasted from 1899 to 1901 and involved attacks on foreigners, especially christian  missionaries. the boxers were reacting to increasing european and american interference in china. this came in several forms including foreign missionaries trying to convert the chinese to christianity and attempts by countries like britain, france, germany, japan and russia to partition the country between them. foreign countries claimed that china was backward and its people were barbarians.  they claimed that closer contact with them would benefit china. for them, the actions of the boxers  seemed to confirm this and justify their interference in china. when attacks on foreigners began, the position of the empress was unclear \u2013 the boxers were  highly critical of her. however, they shared a suspicion of foreigners with her and formed an uneasy alliance. indeed, imperial troops fought alongside the boxers. the chinese government\u2019s failure to  stop the boxers, and the siege of foreigners in the legation quarter of beijing, led to further foreign  intervention, with an international force arriving in august 1900. it defeated the boxers and set about exacting revenge.  was foreign intervention in china justified or were foreign countries just trying to benefit themselves?",
            "3": "3 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source a  a cartoon published in a french magazine, 1898. the caption reads \u2018china \u2013 the cake of kings and of  emperors\u2019. the countries around the table are, from left to right, britain, germany, russia, france and  japan.",
            "4": "4 0470/23/o/n/18 \u00a9 ucles 2018 source b we are not a christian nation. we show ourselves anything but christian in the far east. in america,  we think of the boxer uprising as a movement of the \u2018heathen\u2019 against the christian missionaries. in  spite of the fact that christian missionaries were tortured and killed, the boxer uprising was nothing of the sort. it was a patriotic movement to expel what the chinese call \u2018foreign devils\u2019 \u2013 the so-called christian nations are little less. suppose the great nations of europe put their fleets together, came over here and took possession of our great city ports, drove our people into the hinterland, built great warehouses and factories, brought in a body of corrupt agents, and calmly notified our people that they  would manage the commerce of the country. would we not have a boxer movement to drive those  foreign european christian devils out of our country? the cases are the same. from a speech in the usa by dr george f pentecost, 1912. pentecost was a christian leader in the  usa and had travelled in china.  source c attention: all people in markets and villages of all provinces in china. owing to the fact that catholics  and protestants have mocked our gods, have deceived our emperors, and oppressed the chinese  people, both our gods and our people are angry with them, yet we have to keep silent. this forces us  to practise the magic boxing to protect our country, expel the foreign bandits and kill christian converts. if there are christian converts in your village, you ought to get rid of them. their churches should be burned down. everyone who conceals christian converts will be burned to death. we especially do not want to punish anyone by death without warning him first. do not disobey this special notice! spread  this message far and wide. if you gain no supporters for us, you will be decapitated. a boxer notice circulated around china in 1900. source d recently bandits have become more common. most critics point to revolutionary societies as the cause.  but societies are of different kinds. when worthless bandits create disturbances, the law can show them no leniency. on the other hand, there are the boxers, peaceful and law-abiding people practising their skills for the preservation of themselves and their families, or combining village communities for  the mutual protection of the rural population. this is in agreement with the public-spirited principle of  \u2018keeping watch and giving mutual help\u2019. some local authorities do not observe this distinction, but regard all as revolutionary societies. this  means not that all the people are disorderly, but that these local officials are wrong. an edict issued by the imperial court to local officials who had been trying to suppress the boxers,  january 1900. an american missionary called it a charter for the boxers.",
            "5": "5 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source e this afternoon i had an interview with members of the chinese government. i pointed out that there  was not the slightest indication that the chinese government intended to deal severely with the boxer  disturbances, and that the result of this attitude was that human life was threatened within a few miles  of the capital. i said that this failure to suppress the boxers was leading straight to foreign intervention,  however much friendly powers might regret such a course.  they admitted that the government was reluctant to deal harshly with the movement, which, owing  to its anti-foreign character, was popular. they gave me to understand, without saying so directly,  that they had failed to persuade the empress to accept their views. it was clear that they wished me  to understand that the situation was most serious and that owing to the influence of the empress\u2019s  ignorant advisers, they were powerless to remedy it. a telegram from the british representative at the chinese court to the british prime minister,  june  1900.",
            "6": "6 0470/23/o/n/18 \u00a9 ucles 2018 source f a cartoon published in an american magazine, august 1900. the caption reads \u2018the first duty. civilisation speaking to china: \u201cthat dragon must be killed before  our relationship can be improved. if you don\u2019t do it, i shall have to.\u201d  \u2019",
            "7": "7 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source g a german cartoon, january 1901. the figure with the whip represents the spirit of war. ",
            "8": "8 0470/23/o/n/18 \u00a9 ucles 2018 source h the japanese are looting and burning without mercy. hundreds of women and girls have committed  suicide to escape a worse fate at the hands of russian and japanese brutes. the behaviour of  the russians is dreadful but they are not as cowardly and brutal as the french, who have incurred everyone\u2019s contempt. they are always the first to grab, to loot, to stick their filthy flag over everything. their cruelties are dreadful. major luke told me that two of his marines fainted at the sight of some of the devilish things done by the french.  none of this will be published in the newspapers because the journalists have the strictest orders not  to send any reports home that could disturb the \u2018friendly relations\u2019  between the allied nations. from a letter a british officer in beijing sent to his wife, september 1900.",
            "9": "9 0470/23/o/n/18 \u00a9 ucles 2018 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the countries around the table? explain your answer  using details of the source.  [6] 2 study sources b and c.   how far does source c support source b? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.   how surprising does source d make source e? explain your answer using details of the sources  and your knowledge.  [8] 4 study sources f and g.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  how far do you believe what the british officer wrote? explain your answer using details of the  source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that foreign intervention in china was  justified? use the sources to explain your answer.   [12]",
            "10": "10 0470/23/o/n/18 \u00a9 ucles 2018 option b: 20th century topic did hitler keep the extent of german intervention   in the spanish civil war  hidden? study the background information and the sources carefully, and then answer all the questions.  background information in 1936 the spanish civil war began between the republican government and the nationalists  consisting of fascists, monarchists and conservatives. britain and france called for european  countries not to intervene. a non-intervention committee was set up and 27 countries signed the non- intervention agreement, including germany, britain, france, italy and the soviet union. despite this, italy, germany and the soviet union did intervene \u2013 as early as july 1936 hitler was  sending planes. he was keen for spain to become fascist as this would help encircle france and  strengthen the german position in europe. to hide its involvement, germany sent troops, planes, tanks  and munitions through portugal. it also claimed that any germans fighting in spain were volunteers  and nothing to do with the german government. was hitler successful in hiding the major german involvement in spain? source a meetings of the non-intervention committee began in london on 9 september 1936 after numerous  delays. the committee consisted of the ambassadors of the nations that had signed the agreement,  which included every european country except switzerland. the ambassador of spain referred  to \u2018discussions at which denunciations and counter-denunciations took place\u2019. at a later meeting in  october, the british foreign secretary claimed that \u2018the russians were openly sending supplies to  spain and the evidence we had at this time was more specific against them than against the dictators  in rome and berlin\u2019. yet in september he recorded that spain\u2019s foreign minister had \u2018left me with  documents and photographs to prove the extent to which hitler and mussolini were violating the  agreement\u2019. it was perhaps not surprising that a blind eye had been turned on the streams of german  and italian planes over gibraltar, which had carried the army of africa to support the nationalists.  from a history book published in 1982. source b our policy has been one of non-intervention. it has been the custom of the opposition to jeer at the  non-success, as they say, of the non-intervention committee. we do not pretend that there has  been no intervention. i say that the committee has restricted intervention; that if there had been no  non-intervention committee, intervention would have undoubtedly taken place on a far larger scale. in the second place, it has prevented war spreading to all europe. the fact that the war has been  confined to spanish territory and to the spanish people is a remarkable tribute to the success of the  british policy of non-intervention. we have made every attempt to persuade others who signed the  agreement to follow our example. some have assumed that the success of general franco will mean  handing over spain to what they call the fascist powers, germany and italy. they have assumed that  this has been the intention of those two countries. the government has never taken that view. from a speech in the house of commons by the british prime minister , neville chamberlain,  march  1938.",
            "11": "11 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source c the sponsors of neutrality are trying to make the world believe that they are trying to prevent a new  world slaughter. one might, by a considerable stretch of imagination, grant them the benefit of the doubt  had their embargo on arms included both sides in this frightful civil war. but it is their one -sidedness  which makes one question the honesty of those proclaiming neutrality.  moreover, the political leaders of europe know only too well that it is not out of love that hitler and  mussolini have been supplying franco with war material and money. the men at the helm of the  european governments must realise, as the rest of the thinking world already has, that there is a pact  between the spanish fascists and their italian and german friends in the unholy alliance of fascism.  it is an open secret that the imperial ambitions of hitler and mussolini are not easily satisfied. if they  show limitless generosity to their spanish friends, it must be because of strategic advantages agreed  to by franco. it hardly requires much vision to predict that this arrangement would put all of europe in  the palm of hitler and mussolini. a letter by emma goldman, published in an english newspaper, october 1936. goldman was an  anarchist and organised a propaganda office in britain for anarchist groups fighting on the republican  side in spain. source d a cartoon published by the spanish republican government in 1938. the figure in the centre  represents britain. ",
            "12": "12 0470/23/o/n/18 \u00a9 ucles 2018 source e my stay in seville was very instructive. i was tracking down german airmen; that is to say, the secret  entry into spain of planes and pilots, which at that time was in full swing, but was not so generally  known as it is today. it was the time when european diplomacy was just celebrating its honeymoon with the non-intervention pact. hitler was denying having sent aircraft to spain and franco was denying having received them, while there before my very eyes fat, blond german pilots were consuming vast quantities of spanish fish and, monocles clamped to their eyes, reading the \u2018v\u00f6lkischer beobachter\u2019. their uniforms were the white overalls worn by spanish airmen. there were four of these gentlemen in the hotel cristina at about lunchtime in august 1936. the  cristina is the hotel which i had been told was full of german officers and that it was not advisable to go there because every foreigner would be seen as a spy. from a book published in 1937 by a member of the german communist party. he was visiting seville,  where franco\u2019s headquarters were based. he was pretending to be a journalist and franco supporter.  the \u2018v\u00f6lkischer beobachter\u2019 was the official newspaper of the nazi party. source fin january 1938 we stood at hamburg docks ready for embarkation. our smart uniforms had given  way to ill-fitting civilian clothes. our destination was spain, and our disguise was as a football club. we were about 150 trained soldiers to take part in \u2018assignation rugen\u2019. this was a code name for the task force in spain. motor launches manned by sailors dressed up as civilian boatmen took us out to  our ship. a couple of miles downstream a small ship was waiting for us, tucked away in a far-off berth.  it must be emphasised that, contrary to the general belief, we were not forced into this enterprise. but our participation was nothing to do with political ideology. the very name of spain conveyed glamour and adventure and we saw ourselves as colourful romantic mercenaries. when we got to spain, we disembarked at vigo in the dark and the window blinds on our train were kept down. when we arrived at burgos, we changed into uniforms with spanish badges. from a book published in 1939 by a member of the german condor legion. ",
            "13": "13 0470/23/o/n/18 \u00a9 ucles 2018 [turn over source g   a british cartoon published in february 1939. the figures on the left represent the british and french  governments. the figures on the right are mussolini, franco and hitler. \u2018the question of recognition\u2019  refers to the issue of whether franco\u2019s government should be officially recognised. ",
            "14": "14 0470/23/o/n/18 \u00a9 ucles 2018 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the non-intervention committee? explain your answer  using details of the source.  [6] 2 study sources b and c.  does source c prove that chamberlain (source b) was wrong? explain your answer using details  of the sources and your knowledge.  [8] 3 study source d.  why was this cartoon published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source f make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that hitler was successful in hiding the  extent of german involvement in spain? use the sources to explain your answer.    [12]",
            "15": "15 0470/23/o/n/18 \u00a9 ucles 2018 blank page",
            "16": "16 0470/23/o/n/18 \u00a9 ucles 2018 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge international  examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.org.uk after  the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge local  examinations syndicate (ucles), which is itself a department of the university of cambridge.blank page"
        },
        "0470_w18_qp_41.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/41 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_41_2018_1.16 \u00a9 ucles 2018 *7260676194*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was military defeat in causing russia to leave the war in 1918? explain your answer. [40]1 how significant was the collapse of the home front in bringing about germany\u2019s decision in 1918 to ask for an armistice? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important were hitler\u2019s election promises as a reason for the growth in support for the nazi party by 1933? explain your answer. [40]3 how significant were nazi policies towards the churches in the development of a totalitarian state after 1933? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the october manifesto in weakening tsarist rule? explain your answer. [40] 5 how significant was the removal of political rivals in allowing stalin to create a totalitarian state? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was the availability of new consumer goods in changing people\u2019s lives in the usa in the 1920s? explain your answer. [40]7 how significant were the temperance movements in causing the introduction of prohibition? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were the actions of the nationalist government as a reason for mao\u2019s victory in 1949? explain your answer. [40]9 how significant was spreading maoist ideology in shaping china\u2019s foreign policy after 1949? explain your answer. [40]10 11_0470_41_2018_1.16 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was agriculture to the development of the economy in south africa before 1948? explain your answer. [40]11 how significant was civil unrest in bringing about the end of white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the role of britain as a cause of conflict in palestine before 1948? explain your answer. [40]13 how significant was israel in causing the suez war, 1956? explain your answer. [40] 14 11_0470_41_2018_1.16 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_41_2018_1.16 \u00a9 ucles 20184"
        },
        "0470_w18_qp_42.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/42 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. the syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_42_2018_1.15 \u00a9 ucles 2018 *3075211172*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was military leadership as a reason for high casualties on the western front? explain your answer. [40]1 how significant were the actions of ludendorff in bringing about the german surrender in 1918? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was the work of goebbels in enabling the nazis to control germany after 1933? explain your answer. [40]3 how significant was the second world war in creating opposition within germany to the nazis? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the role of the tsarina in bringing about the downfall of the tsarist government? explain your answer. [40]5 how significant was the need to increase food production as a reason for stalin\u2019s modernisation of russia? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was the lack of an overseas market as a reason why farmers did not share in the economic boom? explain your answer. [40]7 how significant was the supreme court in the opposition to the new deal? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important were health and education reforms in changing peasants\u2019 lives in the first decade of communist rule, 1949\u20131958? explain your answer. [40]9 how significant was the persecution of intellectuals to the establishment of a communist dictatorship in china? explain your answer. [40]10 11_0470_42_2018_1.15 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was the growth in black consciousness to the success of the anti-apartheid movement in south africa? explain your answer. [40]11 how significant were individual leaders in the collapse of white minority rule? explain your answer. [40]12 depth study g: israelis and palestinians since 1945 how important was the usa to israeli successes against its arab neighbours,1956\u20131973? explain your answer. [40]13 how significant has the palestine liberation organisation (plo) been in improving the fortunes of the palestinian people? explain your answer. [40]14 11_0470_42_2018_1.15 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_42_2018_1.15 \u00a9 ucles 20184"
        },
        "0470_w18_qp_43.pdf": {
            "1": "cambridge international examinations cambridge international general certificate of secondary education 0470/43 october/november 2018 1 hourhistory paper 4 alternative to coursework additional materials: answer booklet/paper read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer one question from your chosen depth study. the number of marks is given in brackets [ ] at the end of each question or part question. this syllabus is approved for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate. this document consists of 3printed pages and 1blank page. [turn over 11_0470_43_2018_1.13 \u00a9 ucles 2018 *5638847291*",
            "2": "answer one question from your chosen depth study. depth study a: the first world war, 1914\u20131918 how important was the use of poisonous gas in changing the nature of warfare on the western front? explain your answer. [40]1 how significant was britain\u2019s control of the seas in bringing about germany\u2019s defeat? explain your answer. [40]2 depth study b: germany, 1918\u20131945 how important was the role of the president in the government of the weimar republic to 1933? explain your answer. [40]3 how significant was the use of concentration camps in hitler\u2019s control of germany after 1933? explain your answer. [40]4 depth study c: russia, 1905\u20131941 how important was the cheka in the bolsheviks\u2019 consolidation of power to 1921? explain your answer. [40]5 how significant were splits amongst the leadership of the communist party in allowing stalin to gain control of russia? explain your answer. [40]6 depth study d: the usa, 1919\u20131941 how important was religion in causing intolerance in the usa in the 1920s? explain your answer. [40]7 how significant was the gap between the rich and the poor in the usa in causing the wall street crash? explain your answer. [40]8 depth study e: china, c.1930\u2013c.1990 how important was chiang kai-shek to the failure of the nationalist government? explain your answer. [40]9 how significant were communist reforms in improving life in the countryside by 1960? explain your answer. [40]10 11_0470_43_2018_1.13 \u00a9 ucles 20182",
            "3": "depth study f: south africa, c.1940\u2013c.1994 how important was the colour bar in employment in the lives of the non-white population in south africa after 1948? explain your answer. [40]11 how significant was verwoerd in the development of apartheid? explain your answer. [40] 12 depth study g: israelis and palestinians since 1945 how important was jewish immigration in causing unrest in palestine up to 1948? explain your answer. [40]13 how significant was the six\u2013day war in shaping arab\u2013israeli relations to 1996? explain your answer. [40]14 11_0470_43_2018_1.13 \u00a9 ucles 20183",
            "4": "blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the pub lisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridg e international examinations copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cie.o rg.uk after the live examination series. cambridge international examinations is part of the cambridge assessment group. cambridge assessment is the brand name of university of cambridge l ocal examinations syndicate (ucles), which is itself a department of the university of cambridge. 11_0470_43_2018_1.13 \u00a9 ucles 20184"
        }
    },
    "2019": {
        "0470_m19_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 164381/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *6780504386*history  0470/12 paper 1  february/march 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/f/m/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of upheaval in europe.  (a) describe the actions of pope pius ix in 1848\u201350.  [4]  (b) why did louis philippe abdicate in february 1848?  [6]  (c) how different were the european revolutions of 1848\u20139? explain your answer.   [10] 2 german unification was the product of many different events.  (a) describe the weaknesses of the frankfurt parliament.  [4]  (b) why was the zollverein important in the relationship between austria and prussia?   [6]  (c) which was more important in the achievement of german unification, force or diplomacy?  explain your answer.   [10] 3 many factors influenced the events before and during the american civil war.    (a) describe the activities of abolitionists in the 1850s.  [4]  (b) why did the secession of southern states lead to civil war?  [6]  (c) \u2018military leadership was the most important factor in deciding the outcome of the civil war.\u2019  how far do you agree with this statement? explain your answer.   [10] 4 european imperialism caused problems for both the europeans and the people they encountered.  (a) describe the events of the boxer rising of 1899\u20131901.  [4]  (b) why was the indian mutiny important for british rule in india?  [6]  (c) \u2018the british approach of indirect rule was more effective than the french approach of  assimilation and direct rule.\u2019 how far do you agree with this statement? explain your answer.    [10]",
            "3": "3 0470/12/f/m/19 \u00a9 ucles 2019 [turn over 5 negotiations at the paris peace conference caused problems for everyone.   (a) what were the terms of the treaty of saint germain?  [4]  (b) why were the people of germany outraged by the terms of the treaty of versailles?  [6]  (c) \u2018clemenceau, lloyd george and wilson went into the peace negotiations in paris with similar  aims.\u2019 how far do you agree with this statement? explain your answer.   [10] 6 many different factors led to the outbreak of war in 1939.  (a) describe what happened in the rhineland in 1936.   [4]  (b) why was the nazi-soviet pact important to hitler?  [6]  (c) how far were britain and france responsible for the outbreak of war in 1939? explain your  answer.   [10] 7 the usa and the ussr fell out very quickly after the second world war.  (a) what was the warsaw pact?  [4]  (b) why was germany a source of dispute after the second world war?  [6]  (c) \u2018the marshall plan was designed to ensure the domination of the usa over europe.\u2019 how far  do you agree with this statement? explain your answer.   [10] 8 the usa\u2019s policy of containment faced many challenges.  (a) describe how president kennedy reacted to the discovery in october 1962 of soviet missile  bases in cuba.  [4]  (b) why were developments in vietnam in the 1950s important to the usa?  [6]  (c) who won the korean war? explain your answer.   [10]",
            "4": "4 0470/12/f/m/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 conflict at sea played an important part in the first world war.   (a) describe the british naval blockade of germany.  [4]  (b) why was the threat from german u-boats important?  [6]  (c) \u2018the decision to launch the gallipoli campaign made little sense.\u2019 how far do you agree with  this statement? explain your answer.   [10] 10 by 1918 events were turning against germany.  (a) describe the part played by the usa after its entry into the war.   [4]  (b) why did ludendorff think it was a good idea to launch an offensive in march 1918?  [6]  (c) which was more important in persuading germany to sign an armistice, the failure of the  ludendorff offensive or the situation within germany? explain your answer.   [10]",
            "5": "5 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 for a time the weimar republic survived threats to its existence.  (a) describe how germany reacted to the french occupation of the ruhr.  [4]  (b) why did the freikorps attempt to take control of germany in 1920?  [6]  (c) how important was stresemann to the survival of the weimar republic? explain your answer.    [10] 12 the nazi regime used different methods to ensure it stayed in power.   (a) describe the work of the gestapo.  [4]  (b) why did the nazis carry out kristallnacht (the night of broken glass)?  [6]  (c) how effective was nazi propaganda in winning the support of the german people? explain  your answer.   [10]",
            "6": "6 0470/12/f/m/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 lenin faced many challenges when trying to ensure that the bolsheviks consolidated their power.  (a) who were the \u2018whites\u2019?  [4]  (b) why did lenin bring war communism to an end?  [6]  (c) how far was the new economic policy a failure? explain your answer.   [10] 14 from 1929 stalin dominated the ussr.   (a) describe how stalin used propaganda to control people\u2019s ideas in the soviet union.  [4]  (b) why did stalin end the great purge in 1938?  [6]  (c) how far did the russian people benefit from stalin\u2019s rule up to 1941? explain your answer.     [10]",
            "7": "7 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 the changes in 1920s america affected different groups in different ways.   (a) what were the \u2018jim crow\u2019 laws?  [4]  (b) why did gangsterism increase in america in the 1920s?  [6]  (c) \u2018the lives of american women changed little during the 1920s.\u2019 how far do you agree with this  statement? explain your answer.   [10] 16 the depression posed difficult problems for america.  (a) describe what president hoover did to deal with the depression.  [4]  (b) why did farmers suffer badly during the 1930s?  [6]  (c) \u2018underlying long-term weaknesses in the american economy were the real cause of the  depression.\u2019 how far do you agree with this statement? explain your answer.   [10]",
            "8": "8 0470/12/f/m/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 the nationalists and the communists fought over the control of china.  (a) describe chiang kai-shek\u2019s reaction to the japanese occupation of much of china.  [4]  (b) why did chiang kai-shek\u2019s fifth extermination campaign of 1933\u20134 have some success?  [6]  (c) \u2018what happened while the communists were based at yenan was more important for them  than the long march.\u2019 how far do you agree with this statement? explain your answer.   [10] 18 after coming to power deng xiaoping introduced many reforms.   (a) describe the ways in which deng xiaoping opened china up to the world.   [4]  (b) why did the gang of four lose power in 1976?  [6]  (c) \u2018the chinese people lived better lives under deng xiaoping than under mao zedong.\u2019 how  far do you agree with this statement? explain your answer.   [10]",
            "9": "9 0470/12/f/m/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 as apartheid took root, opposition to it grew.  (a) what was the rivonia trial of 1963\u20134?  [4]  (b) why was the bantu self-government act of 1959 important to the south african government?  [6]  (c) how effective was the african national congress (anc) in the period 1948 to 1966? explain  your answer.   [10] 20 the period from 1966 to 1980 was a pivotal one for south africa.     (a) describe the impact the black consciousness movement had on black south africans in the  1970s.  [4]  (b) why were many countries reluctant to impose economic sanctions on south africa in the  period from 1966 to 1980?  [6]    (c) \u2018between 1966 and 1980 south africans benefited from a booming economy.\u2019 how far do you  agree with this statement? explain your answer.   [10]",
            "10": "10 0470/12/f/m/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 after a series of wars egypt and israel reached an agreement in 1978.  (a) describe the results of the six-day war of 1967.   [4]  (b) why was the camp david agreement of 1978 important?   [6]  (c) \u2018the yom kippur war of 1973 achieved little for the arabs.\u2019 how far do you agree with this  statement? explain your answer.   [10] 22 the issue of the palestinian refugees had many different consequences.  (a)  describe the actions of black september.  [4]  (b) why did the palestine liberation organisation (plo) become weaker in the period 1970 to  1984?   [6]  (c) \u2018the united nations has done more than arab countries to help the palestinian refugees.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/f/m/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/12/f/m/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_m19_qp_22.pdf": {
            "1": "this document consists of 14 printed pages, 2 blank pages and 1 insert. dc (nh/sw) 164785/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *8119555714*history  0470/22 paper 2  february/march 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic [p2\u2013p7] option b: twentieth century topic [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/f/m/19 \u00a9 ucles 2019 option a: nineteenth century topic who was to blame for the first world war? study the background information and the sources carefully, and then answer all the questions.  background information the assassination of archduke franz ferdinand did not cause the first world war by itself. the  situation in europe was already heading towards war with two armed alliances, the triple alliance and the triple entente, ready to fight. at the same time, britain and germany were in an arms race with each other.  in the months leading up to the outbreak of war, each of the major powers tried desperately to ensure  that they did not appear to be the aggressor. after war had broken out, each one blamed the others. who was responsible for the first world war? source a some of the best people in the world have written about this war, and yet no one stands out as being  impartial. the first few sentences always show which side the sympathies of the writer are on. the germans all believe that they have been attacked. on the other hand, the allies consider germany as  the aggressor: sir edward grey believes that they desire \u2018universal domination\u2019. instead of blaming other men we should try to realise war could have been avoided if european  statesmen had acted with goodwill. austria and russia have no real reason to quarrel. germany should long ago have restored the french parts of alsace-lorraine to france. england could have helped germany build a great colony in central africa. for surely a german experiment in colonisation  would be worth studying. such arrangements as these would benefit everyone and be a thousand  times more profitable than fighting. it is surely impossible to shut one\u2019s eyes to the fact that it is the english and the germans and their  striving for first place which brought about the war. and germany, in fighting england and france, is  only helping to make russia master of europe. in this conflict france has shown itself less eager for  war than any of the other countries. and russia? whichever side wins, russia is sure to profit. from a book published in 1915.",
            "3": "3 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source b i see politicians and militarists of england and germany jumping at the chance to smash one another  and establish themselves as the dominant power in the world. british propaganda about war with  germany has never ceased. from the moment when the kaiser began to copy our policy by building a big fleet, the anti-german agitation has become openly aggressive with the feeling that a war was bound to come. our government manoeuvred to surround germany and austria with an anglo-franco-russian combination. let us have no more nonsense about the prussian wolf and the british lamb. since 1870 france has enlarged her territory, while germany is still pleading in vain for a place in the  sun. it is the terror of russia that has driven germany into her present onslaught on france. the one way of avoiding war was to convince germany that england was willing to fight, but sir edward grey did not understand this and persuaded germany that he had not the slightest intention of fighting. germany, confident that with austria\u2019s help she could break france with one hand and russia with the  other if england stayed out, let austria throw the spark into the gunpowder. the monstrous system of alliances produced the present war. no nation wanted to fight. england had  nothing to gain, germany had everything to lose, while france would not have risked war for alsace-lorraine. yet russia, who had a great deal to gain by victory, had a quarrel with austria over serbia and has been able to set all three western friends against each other, shedding \u2018rivers of blood\u2019 from  each others\u2019 throats. when it comes to sacrificing germany to russia, we are sharpening a knife for  our own throat.  from a book published in 1914.",
            "4": "4 0470/22/f/m/19 \u00a9 ucles 2019 source c an american cartoon, 31 july 1914. in the cartoon, a magazine is where armaments  and ammunition  are stored.  source d if russian mobilisation cannot be reversed \u2013 which is not true \u2013 why did the tsar ask for my mediation  three days ago without saying a word about issuing the mobilisation order? that shows he considers  the order to be over-hasty, and he took this step afterwards to ease his uneasy conscience but he did  not feel strong enough to stop mobilising. frivolity and weakness are going to plunge the world into  the most frightful war of which the ultimate aim is the overthrow of germany. for i no longer have any  doubt that england, russia and france have agreed among themselves to use the austro-serb conflict  as an excuse for waging a war of annihilation against us. from a note written by the kaiser on 30 july 1914 after reading a report from his ambassador in  russia which said that the russian mobilisation could not be reversed. ",
            "5": "5 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source e last week i stated that we were working to preserve the peace of europe, but it is clear that the peace  of europe cannot be preserved. russia and germany have declared war upon each other. france is  involved in it because of its obligation of honour under a definite alliance with russia. it is only fair to  say to parliament that that obligation of honour cannot apply in the same way to us. we are not parties  to the franco-russian alliance. we feel strongly that france was entitled to know whether or not in the event of attack upon its  unprotected northern and western coast it could depend upon british support. yesterday afternoon i  gave to the french ambassador the following statement: \u2018i am authorised to give an assurance that  if the german fleet comes into the channel or through the north sea to undertake hostile operations  against the french coasts or shipping, the british fleet will give all the protection in its power .\u2019 if there has been an ultimatum to belgium, asking her to compromise or violate her neutrality, her  independence is gone. if, in a crisis like this, we said, \u2018we will have nothing whatever to do with this  matter,\u2019 we should, i believe, sacrifice our respect and good name and reputation before the world. we have disclosed the issue and the information which we have, and made clear, i trust, that we are  prepared to face that situation, and that should it develop, as probably it may develop, we will face it. from a speech by sir edward grey to the british parliament, 3 august 1914. grey was the  member  of the british government in charge of foreign policy. ",
            "6": "6 0470/22/f/m/19 \u00a9 ucles 2019 source f a cartoon published in britain in 1915. the kaiser is saying \u2018to the day\u2026\u2019, but the  figure  of death  adds the words \u2018\u2026of reckoning!\u2019",
            "7": "7 0470/22/f/m/19 \u00a9 ucles 2019 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published on 31 july 1914? explain your answer using details of the source  and your knowledge.  [8] 3 study source d.  how far do you believe what the kaiser wrote? explain your answer using details of the source  and your knowledge.  [8] 4 study source e.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source f.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was responsible for causing  the first world war? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/f/m/19 \u00a9 ucles 2019 option b: twentieth century topic were italian actions in abyssinia justified? study the background information and the sources carefully, and then answer all the questions. background information abyssinia had long and close ties with italy and so when mussolini was looking for ways to help the  italian economy and boost his own popularity, his focus became fixed on abyssinia.  tensions between abyssinia and the italians in neighbouring somaliland had been growing during  1934 and came to a head in the wal wal incident in december 1934 when both abyssinian and italian  soldiers were killed. in october 1935 italian troops invaded abyssinia. despite economic sanctions  imposed by the league of nations, abyssinia was fully under italian control by may 1936.  were italian actions in abyssinia justified? source a the abyssinian empire was the one place in africa where other european countries had no special  concern and where italy\u2019s predominant interest was widely recognised. in the 1920s mussolini\u2019s main objective had been peaceful economic gains, although from the beginning there had been talk of war  to obtain political control. abyssinia was looked upon by rome as an italian reserve, so much so that  throughout the 1920s it was providing most of the soldiers for the italian army fighting in libya. a treaty of friendship between the two countries was signed in 1928 and mussolini was genuinely offended when haile selassie sought friends elsewhere. one view held in the italian government was that africa should be the main concern of italian foreign  policy. possibly abyssinia should be annexed outright, giving italy the prestige of a military victory. one  reason the italians favoured a friendship with germany was to put pressure on the french and win french approval of what italy called their \u2018mission to civilise the black continent\u2019. in the early 1930s the italian government discussed plans for the conquest of abyssinia but it was a distant possibility. a determining factor in italy\u2019s decision to act may have been hitler\u2019s coming to power, because this on  the one hand created the tension in europe which would give mussolini greater freedom to act, and on  the other suggested that italy had better conquer abyssinia before the germans were strong enough to attack austria. a war plan was devised in the summer of 1934. laval, the french foreign minister, had already privately hinted that mussolini might one day move  into abyssinia. in january 1935 when he met mussolini, they agreed a treaty and laval made a vague  commitment to leave italy some kind of free hand in africa. in all probability he did not explicitly agree  to an italian invasion, but perhaps there was a tacit understanding, and some historians think laval may have given his clear approval. after this meeting mussolini certainly acted as though he had the backing of france and could safely begin an aggressive war. the french and british governments recognised that hitler was the main danger and were prepared to pay for italy\u2019 s help against him. from a history book published in 1976.",
            "9": "9 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source b the french government was keen for a better understanding with italy. in january 1935 the french  foreign minister met with mussolini and a treaty was agreed. at the meeting france gave italy a free  hand in abyssinia. at a later date, the british declared that the french had assured them that they had  spoken of \u2018a free hand\u2019 only in economic matters. however, it is likely that mussolini believed he had  secured a satisfactory agreement. in the spring of 1935 it was suggested by some in the british government that italy might be given a  position in abyssinia similar to that of britain in egypt. mussolini replied that this idea was by no means  without merit. in june the british government suggested abyssinia give the ogaden province to italy,  while britain would give abyssinia access to the sea. mussolini rejected the plan which would have  given abyssinia more opportunities to trade in arms and slaves. mussolini does not seem to have thought of drastic actions in abyssinia before the wal wal incident.  this convinced him that no satisfactory agreement could be reached with abyssinia. the wal wal  incident and other subsequent acts of violence by abyssinians had brought relations between the  two countries to a state of acute tension, which was made worse by the intervention of the british  government. there can be no doubt that it was these events that brought mussolini around to the idea  of an italian colony. the responsibility of british action for the events that followed is well established.  had not haile selassie been encouraged by britain, he might well have come to terms with italy.  from a history book published in 1956.  source c hoare told me that the italian demands remain unacceptable to abyssinia, as they do to the league  and britain. i briefed hoare on our position. we have no quarrels with italy. we have no interests in  africa. if we are taking a stand against italy, it is only as a loyal member of the league, and because  we want to teach a lesson to serve as a warning for any future aggressors. italy is not a very serious  aggressor, but there are more dangerous candidates in the world. hoare assured me that the british  position is exactly the same. britain has no interest of its own in the conflict. it is guided purely by  loyalty to the league. hoare, like me, does not regard italy as a terrifying aggressor. from the diary of ivan maisky, the soviet ambassador to britain, november 1935. hoare was in  charge of british foreign policy until december 1935, when he resigned. ",
            "10": "10 0470/22/f/m/19 \u00a9 ucles 2019 source d at a committee of the league italy\u2019s use of gas was discussed. france\u2019s only contribution was to ask  whether there was any enquiry into the abyssinians\u2019 use of dum-dum bullets and into the atrocities  committed by them. i had to remind the french that the 1925 gas protocol, which had been signed by  both abyssinia and italy, was absolute. there was no provision that the use of gas might be permitted  on account of the methods of warfare adopted by the other side. during an adjournment, a private anglo-french meeting was held. it showed no agreement was  possible. i said that the league had lost greatly in prestige in many countries. a despairing message  had been received from the abyssinian government. i wanted to know if the committee was to do no  more than to suggest that its chairman should see the italian representative and thus give the italian  government further opportunity for delay. i said that the threat of poison gas was not to africa only.  dictator states might well use gas in europe. from the memoirs of anthony eden, entitled \u2018facing the dictators\u2019, published in 1962.  eden  was a leading member of the british government throughout the abyssinian crisis  and became  foreign secretary when hoare resigned in december 1935. in this extract  he describes  a meeting in april 1936.",
            "11": "11 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source e a cartoon published in an english newspaper, 1936.",
            "12": "12 0470/22/f/m/19 \u00a9 ucles 2019 source f a cartoon published in an english newspaper, 3 april 1936.",
            "13": "13 0470/22/f/m/19 \u00a9 ucles 2019 [turn over source g a postcard published in italy in 1936 showing italian and abyssinian children in abyssinia.  source h abyssinia is still a barbarous country. it is violently governed and its government is not strong enough  to cope with its own lawless elements. it is entertaining to find a country where the noblemen feast on raw beef, but less amusing when they enslave the villagers of neighbouring countries. the emperor made himself master of a vast population differing absolutely from himself in race, religion and history.  it was taken bloodily and he holds the country by force of arms. the italians have as much right to  govern. in the matter of practical politics it is certain that their government would be for the benefit of abyssinia and the rest of africa. from an english newspaper, july 1935. ",
            "14": "14 0470/22/f/m/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source c make source d surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  what is the message of this cartoon? explain your answer using details of the source and your  knowledge.  [8] 4 study sources f and g.  how different are the impressions given by these two sources? explain your answer using details  of the sources and your knowledge.  [8] 5 study source h.  how useful is this source as evidence about the abyssinian crisis? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that italian actions in abyssinia were  justified? use the sources to explain your answer.  [12]",
            "15": "15 0470/22/f/m/19 \u00a9 ucles 2019 blank page",
            "16": "16 0470/22/f/m/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_m19_qp_42.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 february/march2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover03_0470_42_2019_1.8 \u00a9ucles2019 *2905034462*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasmoltkeincausingthefailureoftheschlieffenplan?explainyouranswer. [40] 1 howsignificantwasthegallipolicampaigntothecourseofthewar?explainyouranswer. [40] 2 depthstudyb:germany,1918\u20131945 howimportantwasthegestapoinenablingthenazistomaintaincontrolingermanyafter1933? explainyouranswer. [40]3 howsignificantwasthehitleryouthinpromotingnaziideasingermany?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwastrotskyinbringingaboutbolshevikvictoryintherussiancivilwar?explain youranswer. [40]5 howsignificantwerepoliciestowardsethnicminoritiesasanaspectofstalin\u2019srussia?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwerenewconsumergoodsintheeconomyofthe1920s?explainyouranswer. [40]7 howsignificantwereradicalopponentsintheoppositiontothenewdeal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheyenansovietasareasonforthegrowthofthecommunistpartybefore 1949?explainyouranswer. [40]9 howsignificantwererelationswithforeigncountriestothemodernisationofchina?explainyour answer. [40]10 03_0470_42_2019_1.8 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasmanufacturingtotheeconomicdevelopmentofsouthafricaby1948?explain youranswer. [40]11 howsignificantwasapartheidinchanginglifeforafrikanersafter1948?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaszionisminthedevelopmentofpalestineby1949?explainyouranswer. [40] 13 howsignificantwereconditionsinthepalestinianrefugeecampsasacauseofconflictbetween israelanditsneighbours?explainyouranswer. [40]14 03_0470_42_2019_1.8 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2019_1.8 \u00a9ucles20194"
        },
        "0470_s19_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168976/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1686732346*history  0470/11 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/11/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 it took a long time for italian unification to be achieved.  (a) describe what happened in rome in 1848\u20139.  [4]  (b) why was garibaldi important to italian unification?  [6]  (c) \u2018factors external to italy rather than internal factors explain why italian unification took so  long.\u2019 how far do you agree with this statement? explain your answer.   [10] 2 german unification was brought about by a combination of factors.  (a) describe the hopes of german liberals and nationalists in 1848.  [4]  (b) why was the crisis over schleswig-holstein in 1863\u20134 important for bismarck?  [6]  (c) \u2018the austro-prussian war was more important than the franco-prussian war in the  achievement of german unification.\u2019 how far do you agree with this statement? explain your  answer.  [10] 3 slavery was one of the most important causes of the american civil war.  (a) what was the kansas-nebraska act of 1854?  [4]  (b) why did slavery exist in the southern states?  [6]  (c) \u2018reconstruction failed to bring improvements to the lives of former slaves.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 in the early part of the twentieth century europe drifted towards war.  (a)  what was the alliance system?  [4]  (b)  why was there a crisis over bosnia and herzegovina in 1908\u20139?  [6]  (c) \u2018austria and russia were equally to blame for the outbreak of the first world war.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/11/m/j/19 \u00a9 ucles 2019 [turn over 5 the paris peacemakers had a difficult task.  (a) what were the terms of the treaty of s\u00e8vres?  [4]  (b) why did the treaty of versailles cause difficulties for germany up to 1923?  [6]  (c) \u2018the paris peacemakers did as well as could be expected in the circumstances of 1919\u201320.\u2019  how far do you agree with this statement? explain your answer.   [10] 6 the league of nations struggled to maintain peace.  (a) describe one failure of the league of nations in the 1920s.  [4]  (b) why did hostilities between japan and china break out in 1931?  [6]  (c) how far was the response of the league of nations to the italian invasion of abyssinia  justified? explain your answer.  [10] 7 many issues divided the wartime allies after the end of the second world war.  (a) what was the berlin airlift?  [4]  (b) why was it harder for the allies to reach agreement at potsdam than it had been at yalta?   [6]  (c) who was more to blame for the cold war, the usa or the ussr? explain your answer.  [10] 8 both iran and iraq saw much violence in the period 1970 to 1991.  (a) what was operation desert storm?  [4]  (b) why were iran and iraq at war by 1980?  [6]  (c) was the shah a reforming or a repressive ruler of iran? explain your answer.  [10]",
            "4": "4 0470/11/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 much of the fighting in the first world war was done in the trenches.  (a) what happened at the battle of verdun?  [4]  (b)  why was the fighting on the western front based around trench warfare?  [6]  (c) \u2018the use of gas had more of an impact than the tank on the course of the war.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe what happened in the gallipoli campaign.   [4]  (b) why was the home front important to britain\u2019s war effort?  [6]  (c) \u2018defeats on the battlefield were the main reason why russia left the war.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced problems from the very beginning.  (a) describe what happened in the kapp putsch.   [4]  (b) why was the french occupation of the ruhr in 1923 important for germany?  [6]  (c) \u2018the weimar republic had few achievements.\u2019 how far do you agree with this statement?  explain your answer.  [10] 12 the coming of war in 1939 changed many things in nazi germany.  (a) describe how women contributed to the german war effort.  [4]  (b) why did the nazis introduce a war economy?  [6]  (c) \u2018the existence of the hitler youth ensured that the nazis were successful in winning the  support of young people.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/11/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the bolsheviks seized power in 1917 and then managed to consolidate their position.  (a)  what reforms did the provisional government introduce in 1917?  [4]  (b) why was trotsky important to the bolshevik victory in the civil war?  [6]  (c) \u2018it was the mistakes of the provisional government that enabled the bolsheviks to seize  power in 1917.\u2019 how far do you agree with this statement? explain your answer.  [10] 14 after he came to power stalin decided to introduce collectivisation into the soviet union.  (a) what was collectivisation?  [4]  (b) why did stalin move against the kulaks?  [6]  (c) \u2018stalin\u2019s policy of collectivisation was a disaster.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "7": "7 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 in the 1920s the american economy boomed.  (a) describe the new industries that developed in the usa in the 1920s.  [4]  (b) why did the boom fail to benefit all americans?   [6]  (c) \u2018government policies were the main reason why the american economy boomed during the  1920s.\u2019 how far do you agree with this statement? explain your answer.   [10] 16 there were many different reactions in the usa to the new deal.  (a) describe how the agricultural adjustment administration (aaa) benefited farmers.  [4]  (b) why did roosevelt introduce the second new deal?  [6]  (c) \u2018it is surprising that there was opposition to the new deal.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "8": "8 0470/11/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 many aspects of life in china were changed in the 1950s.  (a) describe how communes were meant to contribute to china\u2019s industrial production.   [4]  (b) why did mao think that social reforms were needed in china in the 1950s?  [6]  (c) \u2018mao\u2019s agricultural policies were successful.\u2019 how far do you agree with this statement?  explain your answer.   [10] 18 the nature of communist rule in china has changed over time.  (a) what were deng xiaoping\u2019s four modernisations?  [4]  (b) why did mao introduce the hundred flowers campaign?  [6]  (c)  \u2018the cultural revolution was a mistake.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "9": "9 0470/11/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by 1940 black south africans still did not share in the growing prosperity of south africa.  (a) describe how gold mining contributed to the south african economy before 1945.   [4]  (b)  why did black south africans have fewer rights than white south africans by 1940?  [6]  (c) how far was the victory of the national party in the 1948 election a surprise? explain your  answer.   [10] 20 it was clear by the late 1980s that both apartheid and minority rule were doomed.  (a) describe the part played by chief buthelezi in the 1994 general election.  [4]  (b) why did p w botha\u2019s reforms of 1979 to 1989 fail to satisfy black south africans?  [6]  (c) \u2018by 1990 de klerk had no choice but to end minority rule.\u2019 how far do you agree with this  statement? explain your answer.   [10]",
            "10": "10 0470/11/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 the years 1944\u201348 were ones of violence for palestine.  (a) what was the uno partition plan?  [4]  (b)  why did the irgun and the stern gang conduct a campaign of violence in palestine in  1944\u201348?  [6]  (c) \u2018israel won the war of 1948\u20139 because the arab nations were divided.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22  the issue of palestinian refugees has been a major aspect of the arab-israeli conflict.   (a) describe the actions of palestinian terrorists in the 1970s.  [4]  (b) why were there so many palestinian refugees by 1970?  [6]  (c) \u2018the arab states gave little support to the palestinian cause.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "11": "11 0470/11/m/j/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/11/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s19_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168975/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0443942500*history  0470/12 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/12/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of upheaval in europe.  (a) describe the events leading to the abdication of louis philippe.  [4]  (b) why did frederick william iv\u2019s refusal of the imperial german crown matter?  [6]  (c) which was more important in the 1848 revolutions, liberalism or nationalism? explain your  answer.  [10] 2 both austria and prussia wanted to lead germany.  (a) what was the north german confederation?  [4]  (b) why was austrian influence in germany restored by 1850?  [6]  (c) \u2018the most important reason for the achievement of german unification was bismarck\u2019s  opportunism.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the united states was a divided nation for much of the period 1820\u201377.  (a) what happened when missouri applied to join the union?  [4]  (b) why was the \u2018underground railroad\u2019 important?  [6]  (c) how far were the divisions between north and south healed by 1877? explain your answer.  [10] 4 tensions between the major powers of europe increased in the early twentieth century.  (a) describe the arms race before the first world war.  [4]  (b) why were britain and france concerned about germany\u2019s involvement in morocco?  [6]  (c) \u2018it was the alliance system that turned the crisis of july 1914 into a european war.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/m/j/19 \u00a9 ucles 2019 [turn over 5 during the 1920s and 1930s the league of nations had many problems to solve.  (a) describe the work of the league of nations\u2019 slavery commission.  [4]  (b) why did italy invade abyssinia in 1935?  [6]  (c) how far were britain and france responsible for the failure of the league of nations? explain  your answer.  [10] 6 between 1936 and 1939 europe edged closer to war.  (a) describe how hitler\u2019s policies between 1935 and 1938 broke the terms of the treaty of  versailles.  [4]  (b) why did germany become involved in the spanish civil war?  [6]  (c) \u2018the nazi-soviet pact was responsible for war breaking out in europe in 1939.\u2019 how far do  you agree with this statement? explain your answer.  [10] 7 there were several threats to soviet power in eastern europe in the period 1956 to 1989.  (a) describe the achievements of lech walesa in poland.  [4]  (b) why did gorbachev decide not to intervene when countries in eastern europe moved towards  democracy in 1989?  [6]  (c) \u2018the soviet union dealt well with threats to communist control of eastern europe in the period  1956 to 1968.\u2019 how far do you agree with this statement? explain your answer.  [10] 8 events in the gulf area were important to the west.  (a) describe the rule of the shah of iran.  [4]  (b) why did the west get involved in the iran-iraq war?  [6]  (c) which was the more responsible for the outbreak of war in january 1991, iraq or the usa?  explain your answer.  [10]",
            "4": "4 0470/12/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in 1914 proved to be crucial for the later development of the war.  (a) describe how the belgians reacted to the german invasion.  [4]  (b) why was the failure of the schlieffen plan important?  [6]  (c) \u2018the british expeditionary force failed in 1914.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 there were several reasons why the war came to an end in 1918.  (a) what was the ludendorff offensive?  [4]  (b) why was there a revolution in germany in 1918?  [6]  (c) how important to the outcome of the war was american intervention? explain your answer.  [10]",
            "5": "5 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 by 1933 the nazis were in control of germany.  (a) describe how the sa contributed to the nazi party.  [4]  (b) why was the munich putsch important for hitler?  [6]  (c) \u2018the main reason hitler became chancellor in 1933 was the deal between von papen and  president hindenburg.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazi regime worked hard on eliminating opposition within germany.  (a) describe how the nazi regime used informers.  [4]  (b) why did the nazi regime make extensive changes to the school curriculum?  [6]  (c) how much opposition was there within germany to the nazi regime? explain your answer.  [10]",
            "6": "6 0470/12/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the tsar faced much opposition in the period 1905 to 1916.  (a) describe rasputin\u2019s role in the tsarist regime.  [4]  (b) why did opposition to the tsar continue in the period 1906 to 1914?  [6]  (c) \u2018social and economic distress was the main cause of the 1905 revolution.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 in the 1930s stalin focused on industrialising russia.  (a) what methods were used to encourage industrial workers to work hard during the 1930s?  [4]  (b) why did the first five-year plan focus on developing heavy industries like coal and steel?  [6]  (c) how far were stalin\u2019s industrialisation policies a success? explain your answer.  [10]",
            "7": "7 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 intolerance and corruption were common in 1920s america.  (a) what were the beliefs of the ku klux klan?  [4]  (b) why was america gripped by a \u2018red scare\u2019 after the first world war?  [6]  (c) is it surprising that prohibition failed? explain your answer.   [10] 16 the depression quickly followed the wall street crash.  (a) what was the dust bowl?  [4]  (b) why was hoover accused of not doing enough to deal with the consequences of the  depression?  [6]  (c) how far did the wall street crash cause the depression? explain your answer.  [10]",
            "8": "8 0470/12/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 most aspects of chinese life changed in the 1950s.  (a) describe the communist reforms of education and health in the 1950s.  [4]  (b) why did mao think it was necessary to introduce cooperative farms from 1953?  [6]  (c) \u2018mao\u2019s attempts at industrial development in china were successful in the period 1953 to  1960.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other countries have often been difficult.  (a) what were the terms of the 1984 agreement over hong kong between britain and china?  [4]  (b) why did relations between china and india deteriorate in the period 1954 to 1971?  [6]  (c) \u2018mao zedong and deng xiaoping had different ideas about china\u2019s relationship with the rest  of the world.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 when the apartheid system was established after 1948 it was both supported and opposed with  great passion.  (a) describe how the group areas act of 1950 affected the lives of black south africans.  [4]  (b) why did nearly all afrikaners support apartheid?  [6]  (c) \u2018sharpeville was the most important factor in the development of opposition to apartheid in  the period between 1948 and 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 by the late 1980s south africa was facing a major crisis.  (a) describe the part played in the struggle against apartheid by the organisation of african  unity.  [4]  (b) why was the release of mandela from prison in 1990 such an important event?  [6]  (c) which was more responsible for the ending of minority rule, international pressure or the  chaotic situation inside south africa by 1989? explain your answer.   [10]",
            "10": "10 0470/12/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 between 1956 and 1973 there were three major wars between israel and its arab neighbours.  (a) describe the events of the suez war of 1956.  [4]  (b) why did egypt and syria launch an attack on israel on 6 october 1973?  [6]  (c) who was to blame for the six day war of 1967? explain your answer.  [10] 22 attempts at reaching a settlement for the middle east have achieved little.  (a) what were the oslo accords of 1993 and 1995?  [4]  (b) why have divisions within israel affected the peace process?   [6]  (c) \u2018the un has done little to help bring peace to the middle east.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "11": "11 0470/12/m/j/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/12/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s19_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (st) 168974/1 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7221297831*history  0470/13 paper 1  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any  one question. the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/13/m/j/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 italian unification was achieved slowly.  (a) describe the events in milan in 1848.  [4]  (b) why did napoleon iii become involved in italy?  [6]  (c) \u2018italian unification took so long because there was little enthusiasm for it in italy.\u2019 how far do  you agree with this statement? explain your answer.  [10] 2 the achievement of german unification was a complicated process.  (a) describe the crisis in 1870 over the spanish succession.  [4]  (b) why did the 1848 revolution in prussia fail?  [6]  (c) \u2018german unification came about because of german nationalism.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 many factors influenced the events during and after the american civil war.  (a) what were the aims of the ku klux klan in the 1860s?  [4]  (b) why did the north want reconstruction in the south?  [6]  (c) \u2018the main reason lincoln fought the civil war was to save the union.\u2019 how far do you agree  with this statement? explain your answer.  [10] 4 from 1900 europe moved towards war.  (a) describe colonial rivalry over africa between the great powers in the late nineteenth century.  [4]  (b) why did the balkan wars of 1912 and 1913 have an important impact on relations between  the great powers?  [6]  (c) \u2018germany was mainly responsible for the outbreak of war in europe in august 1914.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/m/j/19 \u00a9 ucles 2019 [turn over 5 not everyone was happy with the results of the paris peace conference.  (a) describe how the german armed forces were affected by the terms of the treaty of versailles.  [4]  (b) why did the turks strongly object to the terms of the treaty of s\u00e8vres?  [6]  (c) \u2018president wilson was bitterly disappointed by the outcome of the peace negotiations at  versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 the league of nations had both successes and failures.  (a) describe the dispute over corfu in 1923.  [4]  (b) why was the league of nations able to have some successes in the 1920s?  [6]  (c) how far was the response of the league of nations to the japanese invasion of manchuria  justified? explain your answer.  [10] 7 soviet control over eastern europe weakened between 1956 and 1989.  (a) describe how the authorities in poland tried to deal with solidarity in the period 1980 to 1989.  [4]  (b) why was gorbachev important to eastern europe in 1989?  [6]  (c) how similar were events in hungary in 1956 and in czechoslovakia in 1968? explain your  answer.  [10] 8 politics, religion and economics were all important factors in the gulf region.  (a) describe the damage done to iran and iraq by the war of 1980\u201388.  [4]  (b) why were relations between kuwait and iraq poor by july 1990?  [6]  (c) \u2018economic factors were the main cause of the iranian revolution of 1979.\u2019 how far do you  agree with this statement? explain your answer.   [10]",
            "4": "4 0470/13/m/j/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in 1916 proved to be crucial for the later development of the war.  (a) what were aircraft used for during the first world war?  [4]  (b) why was the battle of verdun important?  [6]  (c) \u2018neither side won the battle of the somme.\u2019 how far do you agree with this statement? explain  your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe what happened during the brusilov offensive.  [4]  (b) why were many women\u2019s lives greatly affected by the war?  [6]  (c) which was more important for britain, the battle of jutland or defeating the u-boat threat?  explain your answer.  [10]",
            "5": "5 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 by 1933 the nazis were in control of germany.  (a) describe how goebbels contributed to the rise of the nazi party.  [4]  (b) why was hitler able to become chancellor in january 1933?  [6]  (c) \u2018the munich putsch was no more than a minor setback for hitler.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 the nazi regime used both terror and persuasion to stay in power.  (a) what was \u2018strength through joy\u2019?  [4]  (b) why did the nazis persecute gypsies and the mentally ill?  [6]  (c) which was more important in keeping the nazis in power, terror or persuasion? explain your  answer.  [10]",
            "6": "6 0470/13/m/j/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 between 1900 and 1917 russia was not governed very successfully.  (a) what were the main features of the russian system of government at the beginning of the  twentieth century?  [4]  (b) why was stolypin important in the period 1906 to 1911?  [6]  (c) how important was the role of the tsarina in causing the march revolution of 1917? explain  your answer.  [10] 14 stalin was determined to win, and to keep, power.  (a) describe how the lives of young people were affected by stalin\u2019s policies in the 1930s.  [4]  (b) why were the purges important to stalin?  [6]  (c) \u2018stalin\u2019s plotting and scheming explain why he had emerged as leader of the soviet union by  1929.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 1920s america was a mixture of change and continuity.  (a) describe the impact that radio had on the lives of americans.  [4]  (b) why did the lifestyle of some american women change during the 1920s?  [6]  (c) which was more important in 1920s america, religious or racial intolerance? explain your  answer.  [10] 16 the most important development in 1930s america was the new deal.  (a) describe how jobs were created by the \u2018alphabet agencies\u2019.  [4]  (b) why, in 1937, did roosevelt put forward proposals to reform the supreme court?  [6]  (c) \u2018roosevelt\u2019s massive win in the 1936 presidential election shows that the new deal was  popular.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/13/m/j/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 japanese involvement complicated the situation in china.  (a) what was the xian incident in 1936?  [4]  (b) why did the second world war strengthen support for the communists?  [6]  (c) \u2018the long march solved the communists\u2019 problems.\u2019 how far do you agree with this  statement? explain your answer.  [10] 18 mao\u2019s death in 1976 created an opportunity for change in china.  (a) what happened in the power struggle after mao\u2019s death?  [4]  (b) why was the cultural revolution important to mao?  [6]  (c) \u2018deng xiaoping\u2019s reforms only changed china on the surface.\u2019 how far do you agree with this  statement? explain your answer.   [10]",
            "9": "9 0470/13/m/j/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was racial segregation in south africa before 1948.  (a) describe how the migrant labour system worked before 1948.  [4]  (b) why was there some relaxation in the attitude of the south african government towards racial  segregation during the second world war?  [6]  (c) \u2018gold mining was mainly responsible for south africa\u2019s economic development up to 1945.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 there were changes both in government policy and in opposition methods in the period 1966 to  1980.  (a) describe the security measures introduced by the south african government in the period  1966 to 1976.  [4]  (b) why did the government begin to grant independence to homelands from 1976?  [6]  (c) \u2018the impact of steve biko was the most important factor in the opposition to apartheid in the  period 1966 to 1980.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/13/m/j/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 relations between israel and its neighbours were complicated by the involvement of the  superpowers and the issue of oil.  (a) describe the part played by the soviet union in the politics of the middle east during the  period 1954 to 1976.   [4]  (b) why did arab states introduce an oil embargo in 1973?   [6]  (c) how far were the camp david accords of 1978 a success? explain your answer.   [10] 22 for many years the main representative of the palestinians was the palestine liberation  organisation (plo).  (a) what was the intifada of 1987\u20131993?  [4]  (b) why was yasser arafat important to the palestinian cause?  [6]  (c) did the plo help or harm the palestinian cause between 1964 and 1993? explain your  answer.   [10]",
            "11": "11 0470/13/m/j/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/13/m/j/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s19_qp_21.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (jp/tp) 167394/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0802089459*history  0470/21 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic [p2\u2013p6] option b: twentieth century topic [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic did the events of 1857 in india amount to a national war of independence? study the background information and the sources carefully, and then answer all the questions.  background information there has been much controversy over the events that started in india with a mutiny of sepoys on  10 may 1857. at the time, and since, these events have been represented in different ways. many  british accounts at the time presented the events as backward, unorganised and irrational attempts to preserve india from \u2018progress\u2019 caused by unfounded fears about some cartridges greased with pig and cow fat and by other immediate grievances about sepoys\u2019 conditions of employment in the army. on the other hand, some accounts, often indian, presented the events in a way that would demonstrate poor  government by the east india company. the events were portrayed as organised and as representing  a national war for independence. did the events of 1857 amount to a war of independence? source a the mutiny began with rumours that the new cartridges about to be issued were lubricated with animal  fat. to many sepoys, this seemed to prove that the british did have a plan to christianise india \u2013 which many of them did. the fact that the cartridges had nothing to do with that plan was beside the point.  the indian mutiny was therefore much more than its name implies. it was a full-blown war. and its  causes were more profound than grease-coated cartridges. \u2018the first war of independence\u2019 is what the indian schoolbooks and monuments call it. yet indians fought on both sides and independence was not the issue. it had its humdrum causes: the frustration of indian soldiers at their lack of promotion, for example. of far greater significance was an indian conservative reaction against a succession of british interferences with indian culture, which seemed to - and in many ways actually did \u2013 add up to a  plot to christianise india. first and foremost, as the scant indian testimony which has survived makes  clear, this was indeed \u2018a war in the cause of religion\u2019. the siege of lucknow was caused by the british annexation of the province of oudh. this annexation  can be seen as one of the political causes of the mutiny. delhi was the historic capital of the mughal  empire and surely the crucial battleground of the mutineers if they genuinely dreamt of ousting the  british from india. and indeed many of the muslim mutineers did look for leadership to the bahadur shah zafar, last of the mughals. there still survives a five-point proclamation issued in his name appealing to a broad range of indian social groups. it is the nearest thing produced during the mutiny to a manifesto for national independence. yet the memorial to the soldiers killed fighting on the british side, which still stands on a hill overlooking delhi, shows how little this appeal was heeded. the inscription shows that  82% of the casualties among ranks below officers were classified as \u2018native\u2019. from a history book published in 2004.",
            "3": "3 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source b many reasons contributed to the outbreak. one theory suggests that after the annexation of oudh  by the east india company in 1856, many sepoys were deprived of benefits they had enjoyed.  another theory attributes the discontent among sepoys to the presence of missionaries. local sepoys were convinced that the company was masterminding mass conversions of hindus and muslims to christianity. a third reasoning indicates that the changes to the terms of professional service of the sepoys and lack of promotion may have created significant resentment. as the jurisdiction of the east india company expanded, the soldiers were expected to serve in less familiar regions such as burma.  another financial grievance was the recent removal of pensions for sepoys. while it only applied to  new recruits, it was suspected that it would also apply to those already in service. this build up of resentment over time resulted in the eventual outbreak on may 10, 1857 at meerut.  they rebelled against the british establishment. the fire spread rapidly and soon several mutinies  and civilian rebellions erupted. in some regions, such as oudh, the rebellion took on the attributes of  a patriotic revolt against the european presence. rebel leaders became national heroes. while the rebellion of 1857 was primarily a mutiny against the practices of the east india company, it sparked nationalist sentiments in the hearts of indians across the sub-continent. it was a patriotic awakening, even if at the deepest sub-conscious levels for most people. hence, later on, it came to be regarded as india\u2019s first war of independence. from a recent article on a website about indian history. source c the emperor, hearing the noise, told his attendants to call the native officers forward so that they might  explain what was happening. the officers explained that they had been required to bite cartridges greased with pork and beef fat which would deprive them of their religion. they had killed the europeans at meerut, and had come to claim his protection. the emperor replied, \u2018i did not call for you; you have acted very wickedly.\u2019 on hearing this, about one or two hundred of the soldiers climbed the steps and  came into the hall, saying, \u2018unless you join us we are all dead men and we must in that case just do  what we can for ourselves.\u2019 an account of events in delhi on 11 may 1857 by one of the emperor\u2019s officials. he is describing what  happened when soldiers massed in the courtyard of the emperor\u2019s palace.  source d hindus and mahomedans of india! of all the gifts of god, the most gracious is that of self-rule. will the  oppressive demon who has robbed you of it by deceit be able to keep it away from us for ever? no,  no. are you going to remain idle even now? god has inspired in the hearts of hindus and mahomedans  the desire to turn the english out of the country. in this our army, the differences of small and great shall be forgotten. a proclamation issued by bahadur shah zafar, the mughal emperor of india, at the end of may 1857 . ",
            "4": "4 0470/21/m/j/19 \u00a9 ucles 2019 source e during the extraordinary trouble from which we are now emerging, nothing has cheered our minds as  much as the fact that the disaffection of the native troops has originated in their dread of the growing  power of christianity. most strangely, they have mistakenly believed that the government was trying to entrap them into the sacrifice of their caste, yet we believe they are right in fearing that their idols and superstitions are decaying and will be speedily overthrown, though not by might nor by power. from an article in the \u2018missionary herald\u2019, august 1857. source f nothing occurred to suggest the approach of such terrible upheavals, on the contrary mr bradbury was  welcomed with the utmost courtesy and respect by the natives, and his message was listened to with  general attention and evident interest, which may serve to show that christian teaching has in no way helped to bring about the catastrophe. the main insurgents such as sepoys and muslims were from that class of the native community that has least contact with the missionaries.  from an article published in the \u2018missionary magazine\u2019, november 1857. the article describes a tour  of india by james bradbury, a clergyman and missionary. source g an illustration entitled \u2018mutinous sepoys dividing spoils\u2019 from \u2018the history of the indian mutiny\u2019,  published in britain in 1860. \u2018spoils\u2019 means the items stolen during the fighting.",
            "5": "5 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source h of all the surprising incidents connected with the revolution of 1857, the most striking was the  secrecy with which the vast movement was organised. the clever english administrators had so little  information about the movement that even after widespread revolutionary upheaval they still persisted in the belief that it was due to the greased cartridges! it was the holy passion of love for their country that inspired the heroes of 1857. we cannot admire enough the skills of leaders like nana sahib, who secretly perfected the organisation of the movement under the noses of english officials. they taught the necessity of united action to hindus and mahomedans and infused the revolutionary spirit among  all classes. if the revolution had been due only to the cartridges, why did the emperor of delhi and the  queen of jhansi join it? from \u2018the indian war of independence\u2019 by v d savarkar, published in 1909. he was a pro- independence revolutionary imprisoned by the british between 1910 and 1921. his book was banned  in india by the british.",
            "6": "6 0470/21/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  after reading source c, are you surprised by source d? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source e prove source f to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 4 study source g.  why was this illustration used in this book? explain your answer using details of the source and  your knowledge.  [8] 5 study source h.   how useful is this source as evidence about the events of 1857? explain your answer using details  of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the events of 1857 amounted to a  national war of independence? use the sources to explain your answer.  [12]",
            "7": "7 0470/21/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0470/21/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic who was the aggressor in korea in 1950? study the background information and the sources carefully, and then answer all the questions.  background information in 1945, towards the end of the second world war, the soviet union took control of the northern half of  korea and the usa took control of the south. in 1948 the democratic people\u2019s republic of korea was  established in the north by the soviets, while in the south the republic of korea was set up with the help of the united nations. both governments claimed to be the legitimate government of the whole of korea. between 1948 and 1950 there were several clashes between the two sides and in june 1950 serious  fighting broke out. the usa suspected the soviet union and china of being behind the actions of north korea and claimed that communist expansion threatened south-east asia and beyond and asked the united nations to act. on the other hand, the soviets and chinese claimed that the forces backing south korea represented not the united nations, but the usa.   who was responsible for conflict over korea? source a upset by the fast and astonishing growth of the power of north korea, the american invaders hastened  the preparation of an aggressive war in order to destroy it in its infancy. the american imperialists furiously carried out the war project in 1950. the american invaders who had been preparing the war for a long time, alongside their puppets, finally began the war on 25 june. they unexpectedly attacked us, and the war clouds hung over the once peaceful country, accompanied by the echoing roar of cannons. having passed the 38th parallel, the enemies crawled deeper and deeper into the north. the invading  forces of the enemies had to be eliminated and our country and people had to be saved from their threatened fate. from a school textbook published in 2001. source b when the overthrow of the south korean government through social confusion became too difficult, the  north korean communists switched to a stick-and-carrot strategy: seeming to offer peaceful negotiations,  they were instead analysing the right moment of attack and preparing themselves for it. kim il-sung secretly visited the soviet union and was promised the alliance of the soviets and china  in case of war. finally, at dawn on 25 june 1950, the north began their southward aggression along  the 38th parallel. taken by surprise at these unexpected attacks, the army of south korea fought  courageously to defend the liberty of the country. a united nations\u2019 statement denounced the north korean military action as illegal and as a threat to peace, and a decision was made to help the south.  from a school textbook published in 2001.",
            "9": "9 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source c dear brothers and sisters! great danger threatens our motherland and its people. what is needed to liquidate this menace?  in this war we wage against the syngman rhee clique, the korean people must defend the korean people\u2019s republic, they must liquidate the unpatriotic fascist puppet regime of syngman rhee, they must liberate the southern part of our motherland. we must complete the unification of the motherland and create a single, independent, democratic state. the war which we are forced to wage is a just war  for the unification of the motherland and for freedom and democracy. from a radio broadcast by kim il-sung, the prime minister of north korea, to the nation, 26 june  1950. syngman rhee was president of south korea.  source d kim il-sung informed me that the armaments he had requested during his stay in moscow had arrived.  he said that he had inspected his army and believed it would be ready to fight by the end of june. the head of the north korean army has planned the offensive and kim il-sung has approved these plans.  he said he would like to begin military actions against the south at the end of june.  my opinion is the following: since kim il-sung is in the mood to launch the campaign at the end of june,  we should agree with this deadline.  a telegram from the soviet ambassador in north korea to the soviet government, 30 may 1950. ",
            "10": "10 0470/21/m/j/19 \u00a9 ucles 2019 source e a leaflet distributed in korea during the war. ",
            "11": "11 0470/21/m/j/19 \u00a9 ucles 2019 [turn over source f a cartoon entitled \u2018phoney peace parade\u2019 published in britain, 4 july 1950. britain had asked the  soviets to help bring about a peaceful settlement and they promptly mounted a \u2018peace\u2019  campaign.  source g in the past it has always been our view that the north korean forces would have little difficulty in  dealing effectively with the forces of south korea. this was naturally (since they trained south korean forces) not the american view. recently, however, they have been coming round to our way of thinking.  there can be no doubt that the ultimate aim of the north is to overrun the south; and i think in the long  term there is no doubt that they will do so. their method of achieving this will be to prepare the south from within. an invasion is unlikely. however, if it did take place, i think it is unlikely that the americans would become involved. the possession of south korea is not essential for allied strategic plans. an assessment of the situation produced by military experts for the british government, december  1949.",
            "12": "12 0470/21/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  which one of these textbooks was used in schools in south korea and which one was used in  north korean schools? explain your answer using details of the sources.  [7] 2 study sources c and d.   does source c prove that the soviet ambassador (source d) was wrong? explain your answer  using details of the sources and your knowledge.  [8] 3 study source e.  why was source e distributed in korea? explain your answer using details of the source and your  knowledge.  [8] 4 study source f.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that south korea and the usa were to  blame for the korean war? use the sources to explain your answer.  [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_s19_qp_22.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (jp/tp) 167393/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *0336863840*history  0470/22 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic whose fault was the second opium war of 1856\u201360? study the background information and the sources carefully, and then answer all the questions.  background information there are different views about whether britain or china was responsible for the second opium war  which began in 1856. there are different versions about what happened and who was in the right when  chinese officials boarded a british-registered ship, the arrow, in canton harbour.   some historians claim that britain used the incident as an excuse to attack china because it wanted  to increase its power there. others claim that the chinese had no right to board the arrow, had failed  to implement earlier treaties and were uncooperative in the negotiations that followed the incident.  the arrow incident and the war that followed caused much controversy in britain, with the government being defeated in parliament over it in march 1857. this led to a general election in april, which was called \u2018the chinese election\u2019, with palmerston\u2019s government fighting for its life.  who was to blame for the second opium war?  source a the second opium war was a continuation of the first. with imperialism hitting its high point in the  1850s, western countries wanted more of a say in china. the treaties that china signed with france  and the united states in the 1840s allowed for negotiations after twelve years. the british also wanted this privilege and wanted to renegotiate the treaty of nanking. the british used their \u2018most favoured nation status\u2019 to demand all of china be open to merchants, legalisation of the opium trade, ambassadors to be allowed to reside in peking, and the english version of treaties to take precedence over the chinese version. the chinese refused all the demands. tensions came to a head on 8 october 1856 when chinese officials boarded the arrow, which they  suspected of being involved in piracy and smuggling. the officials arrested twelve chinese subjects from the ship. the arrow was a chinese-owned ship registered in hong kong but the british claimed it had recently been registered to them. the british demanded the release of the pirates as if they were  fine, upstanding british citizens. they claimed that as the arrow was british-registered it was protected  under the treaty of nanking. the british argument was a weak one and they then resorted to claiming that the arrow had been flying  the british flag, which the chinese soldiers had taken down and insulted. yeh ming-ch\u2019en, the chinese government\u2019s commissioner at canton, insisted that the arrow was not flying the british flag. actually,  the arrow\u2019s registration had expired a few days earlier so it had no right to fly the british flag at the time  and her crew\u2019s arrest by the chinese authorities was lawful. negotiations broke down but not before all the sailors had been returned with a letter promising great care would be taken that british ships were not boarded improperly. this did not stop the british attacking canton. from a recent history book.",
            "3": "3 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source b the 1850s saw the rapid growth of imperialism. the western powers wanted to expand their overseas  markets and establish new ports of call. the outbreak of fresh hostilities under such circumstances  was almost inevitable because chinese officials were extremely reluctant to enact the terms of the treaties of 1842\u201344. the hopes of foreign merchants that the end of the first opium war would make life easier for them were soon disappointed. the chinese showed themselves no more prepared to regard foreigners as equals than they had ever been.  since the french and americans had extracted concessions about renegotiation after twelve years,  great britain insisted upon exercising its \u2018most-favoured nation status\u2019. the british demanded that china open all her ports to foreign trade, legalise the importation of opium from british possessions in india and burma and permit the establishment of a british embassy in peking. for two years chinese court officials stalled, trying to buy time.  events ran out of their control when, on 8 october 1856, officials boarded the chinese-owned, but  hong kong-based, merchant ship arrow. the arrow was owned by a chinese settler in hong kong and had been registered under a colonial ordinance which authorised the use of the british flag on chinese-owned vessels, so as to give them immunity from attack. the arrow was rumoured to be involved in smuggling and piracy and the british flag which it had been flying was hauled down and  twelve chinese subjects were arrested. the british trade officials naturally argued that as a foreign vessel that was british-registered, the  arrow\u2019s activities did not fall under chinese legal jurisdiction and the sailors should be released. the british consul, harry parkes, added that if the men were returned he would be prepared to join with  chinese officials in investigating any crime of which they might be accused. the imperial commissioner  replied that the prisoners had been seized in connection with a case of piracy and only released nine of them. in return, the british had no alternative but to shell the city. from a recent history book.",
            "4": "4 0470/22/m/j/19 \u00a9 ucles 2019 source c an illustration of events on the arrow published in a british magazine in october 1856. source d it appears, on examination, that the arrow had no right to hoist the british flag, the licence to do so  expired on 27 september, from which period she has not been entitled to british protection. a letter from sir john bowring, governor of hong kong, to harry parkes, british consul in canton,  10 october 1856. source e there is no doubt that the arrow lawfully bore the british flag, under a register granted by me. a letter from sir john bowring to yeh ming-ch\u2019en, 14 october 1856. source f yeh is one of the most savage barbarians that ever disgraced a nation, guilty of every crime that could  degrade and debase human nature. he is an insolent barbarian who violated the british flag, broke  the terms of treaties, offered rewards for the heads of british subjects and planned their destruction by  murder, assassination and poison. the british prime minister, lord palmerston, speaking at a public meeting during the election  campaign in 1857.",
            "5": "5 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source g a cartoon published in december 1860 in a british magazine. it was also published in china soon  afterwards. ",
            "6": "6 0470/22/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [8] 2 study source c.   why was this illustration published in a british magazine in october 1856? explain your answer  using details of the source and your knowledge.  [7] 3 study sources d and e.  does source d make what bowring said in source e surprising? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  do you trust palmerston in source f? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   how useful is this source as evidence about the second opium war? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the second  opium war? use the sources to explain your answer.  [12]",
            "7": "7 0470/22/m/j/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0470/22/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic was supporting the united nations the reason why the usa intervened in  korea? study the background information and the sources carefully, and then answer all the questions.  background information the korean war started on 25 june 1950. this was the first big test of the united nations. on the same  day, the united nations\u2019 security council condemned the north korean invasion of south korea. on 27 june, the security council issued a resolution requesting member states to provide military assistance to south korea. at the same time, president truman ordered american forces to help the south. many countries contributed to the military effort but it was dominated by the americans. although it was  officially a united nations\u2019 intervention, the usa took charge.  how far did the usa intervene in korea to support the united nations? source a the events now taking place in korea broke out on 25 june as the result of a provocative attack by  the troops of the south korean authorities on the frontier areas of the korean people\u2019s democratic republic. this attack was the outcome of a premeditated plan. on 31 october 1949, the defence minister of the south korean government told newspaper correspondents that the south korean  troops were strong enough to take pyongyang within a few days. it is not difficult to understand that  south korea could only make such statements because they felt that they had american support. one month before, a member of the american government told congress that 100 000 officers and men of the south korean army, equipped with american weapons, could begin war at any time. the united states\u2019 government tries to justify armed intervention against north korea by alleging  that it was undertaken on the authorisation of the security council. the falsity of such an allegation  strikes the eye. what really happened? it is known that the united states\u2019 government had started armed intervention in korea before the security council was summoned to meet on 27 june. the security council merely rubber-stamped and back-dated the resolution proposed by the united states\u2019 government, approving their aggressive actions. the illegal resolution of 27 june, adopted by the  security council under pressure from the united states\u2019 government, shows that the security council  is acting as a tool utilised by the united states for unleashing war.  from a statement by andrei gromyko, soviet deputy minister of foreign affairs, 4 july 1950,  published in a soviet newspaper. pyongyang is the capital city of north korea. ",
            "9": "9 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source b i want to talk to you tonight about the situation in korea, and about what it means to the security of  the united states and to our hopes for peace in the world. on sunday 25 june, communist forces  attacked south korea. this attack has made it clear that the international communist movement is willing to use armed invasion to conquer independent nations. the attack upon south korea was a violation of the charter of the united nations. by their actions in korea, communist leaders have demonstrated their contempt for the basic moral principles on which the united nations is founded. this is a direct challenge to the efforts of the free nations to build the kind of world in which men can  live in freedom and peace. the size and speed of the attack make it perfectly plain that it had been  plotted long in advance. secretary of state acheson called me and informed me that, with my approval, he would ask for an  immediate meeting of the united nations\u2019 security council on 27 june. one of the main reasons the  security council was set up was to stop outbreaks of aggression like this before they develop into  general conflicts. the council passed a resolution which called for the invaders of south korea to stop fighting, and to withdraw. the council called on all members of the united nations to help carry out this resolution. the communist invaders carried on with their attack. the security council then met again. it recommended that members of the united nations help south  korea repel the attack and help restore peace and security in that area. fifty-two of the fifty-nine  countries which are members of the united nations have given their support to the action. these actions by the united nations have now made it clear that lawless aggression will be met with force. for our part, we shall continue to support the united nations\u2019 action to restore peace in the world. from a radio broadcast to the american people by president truman, 19 july 1950. ",
            "10": "10 0470/22/m/j/19 \u00a9 ucles 2019 source c a pamphlet distributed in korea during the war.",
            "11": "11 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source d a cartoon published in britain, 30 june 1950. the man holding the hand of the united nations is  president truman.",
            "12": "12 0470/22/m/j/19 \u00a9 ucles 2019 source e  a cartoon published in britain, 19 november 1950. the man holding the hand of the united nations is  general macarthur.",
            "13": "13 0470/22/m/j/19 \u00a9 ucles 2019 [turn over source f every decision i made in connection with the korean conflict had one aim in mind: to prevent a third  world war. in my generation, this was not the first occasion when the strong had attacked the weak.  i remembered how each time that the democracies failed to act it had encouraged the aggressors to keep going ahead. communism was acting in korea just as hitler, mussolini, and the japanese had acted years earlier. if we let korea down, the soviets would keep right on going and swallow up one piece of asia after another. if we were to let asia go, the near east would collapse and there would be no telling what would happen in europe. i felt certain that if south korea was allowed to fall communist,  extreme leaders would be encouraged to invade nations closer to our shores. from president truman\u2019s memoirs, published in 1956. source g in the final analysis i did this for the united nations. i believed in the league of nations. it failed. lots  of people thought it failed because we were not in it to support it. ok, now we started the un. it was our idea, and in its first big test we couldn\u2019t let it down.  from president truman\u2019s memoirs, published in 1956. he was writing about us actions in korea. source h the americans appear to be trying to achieve two separate and probably irreconcilable objectives.  first, the american delegation here is much concerned to correct the impression that the american people are fighting a lone battle. they think it is very desirable therefore to make out that the usa is only one of a band of brothers who are all participating in the struggle under the banner of the united nations. on the other hand, some parts of the american government are much concerned with the reactions in the us congress to any suggestion that american troops are being forced into battle at the  behest of the security council, and that they will not be under american command. a report from the british ambassador at the un to the british government, 30 june 1950.",
            "14": "14 0470/22/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this pamphlet distributed in korea at this time? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how similar are the messages of the two cartoonists? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.  does source f show that truman was lying in source g? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the united states intervened in korea  because it wanted to uphold the authority of the united nations? use the sources to explain your  answer.  [12]",
            "15": "15 0470/22/m/j/19 \u00a9 ucles 2019 blank page",
            "16": "16 0470/22/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_s19_qp_23.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (jp/tp) 167271/4 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1648312452*history  0470/23 paper 2  may/june 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and then answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p5] option b: twentieth century topic  [p6\u2013p11] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/m/j/19 \u00a9 ucles 2019 option a: nineteenth century topic who was to blame for the violence between britain and  china, 1856\u201360? study the background information and the sources carefully, and then answer all the questions.  background information many western powers wanted to trade with china. in the treaty of nanking of 1842 britain gained  some concessions but the treaty failed to satisfy british goals of improved trade and diplomatic relations. in an effort to expand their privileges in china, britain demanded that the treaty of nanking be renegotiated. the british demands included opening all of china to british merchant companies and legalising the opium trade. in october 1856 the chinese authorities of canton seized the ship the arrow and its crew on suspicion  of piracy. the british demanded the return of the crew \u2013 they claimed the ship had a british registration and that the chinese were acting illegally. the chinese argued that the arrow had no right to fly the british flag. they returned the crew but refused to apologise. on 23 october the british shelled four chinese forts and then bombarded the city. the second opium war had started. there was much  criticism of these actions in britain and on 3 march 1857 palmerston\u2019s government was defeated in  parliament and forced to call a general election.  who was responsible for the violence between britain and china? source a in the middle of october 1856, a report came to sir john bowring, the governor of hong kong, from  harry parkes, british consul in canton, that expressed his anger against the imperial commissioner yeh ming-ch\u2019en, who was a fat, ugly, ill-tempered man with a hatred of foreigners. bowring had often  deplored yeh\u2019s tyrannical behaviour in the past. it appeared that the police at canton had boarded a  sailing vessel, the arrow, and pulled down the british flag and arrested the entire crew. the ship was owned by a chinese, but had been registered in hong kong and had a british captain, so the action of the police was undoubtedly illegal. bowring learned that parkes had moved promptly, strongly protesting to the authorities who blandly  replied that they had acted under the suspicion that one of the crew members was the father of a pirate. later parkes had written to yeh requesting the release of the men. in response yeh offered to return nine of the men. when bowring read these documents he realised that the opportunity for which he had been waiting might well have come at last. here now might be his chance to call up the navy to force an entry into canton, and to establish by force the right of foreign residence there. five days  later yeh was given an ultimatum. he replied by returning all the members of the crew but his failure  to apologise was deemed sufficient grounds to bring the british navy in. on 23 october canton\u2019s forts were bombarded. from a history book published in 1971.",
            "3": "3 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source b we note that you english barbarians have formed the habits of wolves, plundering and seizing things  by force. except for your fierce gunfire and your powerful rockets, what other abilities have you got? if  we do not completely exterminate you pigs and dogs, we will not be manly chinese. we are definitely going to kill you, cut your heads off and burn you to death! since you beasts do not understand written characters, we use rough, vulgar words to instruct you in simple terms. from a leaflet distributed in canton in 1856. source c the affair over the arrow was trivial; it was no case for deep-seated animosity; yet you have suddenly  taken up arms, and for several days you have been firing shells until you have burned dwellings and  destroyed people in untold numbers. what offence has been committed by the people of canton that such a disaster should fall on them? a declaration to the british attackers by the people of canton, 1857. source d i ask, what are the grounds for this devastation and warfare which are now being carried out? our  representative in china alleges that a violation of our treaty rights has taken place in regard to this  vessel, the arrow. one of the highest legal authorities in the land has declared that the chinese  governor is right and that this vessel is not in any respect a british vessel. there are also questions as to whether, when the arrow was boarded, it had her flag flying and whether her english captain was on board. parkes says in a letter that he has proof that the captain was on board and that the british flag was flying. now, it appears that afterwards the captain, in his own statement, states that he was not on board. commissioner yeh wrote to sir john bowring in a mild and conciliatory tone saying that he returned  all the crew of the arrow but consul parkes made more demands. yeh\u2019s letter proves that under such harrowing circumstances, above all things, he had a desire to conciliate and smooth down the differences which existed. from a speech by richard cobden during the debate in the british parliament on 26 february 1857.  cobden was a member of the opposition and was responsible for calling the debate.  source e the twelve men seized were all taken back several times but consul parkes declined to receive them  or to read the letter i sent with them. had he been ready to talk, the affair might have been settled in a single interview. the consul then made new demands and on 23, 24 and 25 october the city was attacked. how could a foreign nation do anything so irregular as to sell its flag to china? you have not made a  chinese vessel a british vessel, you have only sold your flag to a chinese vessel. this appears to your excellency in accordance with the law; all i can say is that i am not aware of any such law. the fact is that a chinese vessel has fraudulently assumed a british flag, so why should consul parkes have put himself forward as its defender? simply because he wanted an excuse for making trouble. a letter from yeh to bowring, 12 november 1856. ",
            "4": "4 0470/23/m/j/19 \u00a9 ucles 2019 source f yeh is one of the most savage barbarians that ever disgraced a nation, guilty of every crime that could  degrade and debase human nature. he is an insolent barbarian who violated the british flag, broke  the terms of treaties, offered rewards for the heads of british subjects and planned their destruction by murder, assassination and poison. the british prime minister, lord palmerston, speaking at a public meeting during the election  campaign in 1857. source g a cartoon published in december 1860 in a british magazine. ",
            "5": "5 0470/23/m/j/19 \u00a9 ucles 2019 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions does this source give of the british and the chinese? explain your answer  using details of the source.  [8] 2 study sources b and c.   does source b mean that the people of canton are lying in source c? explain your answer using  details of the sources and your knowledge.  [8] 3 study source d.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  does source e prove that palmerston was lying in source f? explain your answer using details of  the sources and your knowledge.  [7] 5 study source g.   why was this source published in britain in 1860? explain your answer using details of the source  and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that china was to blame for the violence  between china and britain? use the sources to explain your answer.  [12]",
            "6": "6 0470/23/m/j/19 \u00a9 ucles 2019 option b: twentieth century topic who was to blame for the korean war? study the background information and the sources carefully, and then answer all the questions.  background information the korean war started on 25 june 1950 and lasted until 1953. who was to blame for this war is a  complicated question. both south and north korea were blamed for making the initial attack across  the border. however, the soviet union and china have been blamed for arming, encouraging and supporting the north. some have blamed the united states for turning a local affair into an international crisis, while others have blamed it for leaving south korea weak and giving north korea and the soviet union the impression that it would not defend the south. another point of view is that all the major  powers were to blame for using korea to settle their own disputes. who was to blame for the korean war? source a covering the period from 15 december 1949 to 4 september 1950. the invasion of the territory of south korea by the armed forces of the north korean authorities, which  began on 25 june 1950, was an act of aggression initiated without warning and without provocation, in  execution of a carefully prepared plan. this plan of aggression, it is now clear, was an essential part of  the policy of the north korean authorities, the object of which was to secure control over the whole of korea. this would be achieved by overthrowing south korea, either by undermining it from within or, should that prove ineffective, by resorting to direct aggression. as the methods used for undermining it from within proved unsuccessful, the north korean authorities launched an invasion of the south. the origin of the conflict is to be found in the artificial division of korea and in the failure, in 1945, of the  occupying powers to reach agreement on the method to be used for giving independence to korea. this failure was not due to anything inherent in the attitude of the people of korea themselves, but was a reflection of those wider and more fundamental differences of outlook and policy which have become so marked a feature of the international scene. from the report of the united nations\u2019 commission on korea, 1950.",
            "7": "7 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source b on sunday 25 june, communist forces attacked south korea. this attack has made it clear that the  international communist movement is willing to use armed invasion to conquer free nations. we have  made it clear that lawless aggression will be met with force. the free nations have learned the fateful lesson of the 1930s that aggression must be met firmly. appeasement leads only to further aggression and war. the principal effort to help the united nations restore peace has been made by the united states.  we have sent land, sea, and air forces to assist in these operations because we know that our own  national security and the peace of the world are at stake. under the united nations a unified command has been established under general douglas macarthur. only a few countries have failed to support the efforts of the united nations to stop the fighting. the  most important of these is the soviet union. we requested the soviet government, two days after  the fighting started, to use its influence with the north koreans to have them withdraw. the soviet government refused. the soviet government says it wants peace, but its attitude towards this act of aggression is in direct contradiction to its statements. we know that it will take a hard, tough fight to drive the communists back. the invaders have been provided with enough equipment and supplies for a long campaign. they overwhelmed the lightly armed defence forces of south korea in the first few  days. from a radio broadcast to the american people by president truman, 19 july 1950. source c the biggest fact about the korean war is that it could have been avoided. we are fighting this war  because the us government failed to stop and turn back communist ambition before it savagely attacked us. it failed to read the totalitarian mind. i know something of this totalitarian mind. through world war ii, i carried a heavy burden of decision in the struggle against the tyranny threatening us.  that war taught us not to appease dictators. the record of failure dates back to 1947 when it was  reported to president truman that the withdrawal of american forces from korea would result in the occupation of south korea by soviet troops or korean troops trained by the soviets. this warning was ignored by the us government. by june 1949 the decision to completely withdraw american troops had been made. then in january 1950, the government announced the \u2018defence perimeter\u2019, advising  our enemies that no nations outside this perimeter were guaranteed protection against military attack.  these nations included korea. the first task of a new government will be to review every course of action open to us to bring the war to an end. dwight d. eisenhower speaking in october 1952 during the presidential election campaign of that  year. eisenhower was a candidate in the election. ",
            "8": "8 0470/23/m/j/19 \u00a9 ucles 2019 source d   a leaflet distributed in korea during the war. it shows un troops being squeezed out of a toothpaste  tube and into a cannon where they are fired northward.  ",
            "9": "9 0470/23/m/j/19 \u00a9 ucles 2019 [turn over source e   a leaflet distributed in korea during the war. the figures at the top represent mao zedong, stalin and  kim il-sung. kim il-sung was the prime minister of north korea.",
            "10": "10 0470/23/m/j/19 \u00a9 ucles 2019 source f a cartoon published in britain, 28 june 1950. stalin is saying, \u2018honest, mister, there\u2019s nobody here  but us koreans.\u2019 the writing on the piece of paper on the left reads, \u2018next step to shove america out  of pacific\u2019.  source g it has not been proved that, in carrying out this aggression on south korea, the north koreans have  been acting on instructions from moscow; and it was suggested that there might be advantage in  seeking to isolate this incident and to deal with it as an act of aggression committed by the north  koreans on their own initiative. this would have enabled the soviet union to withdraw any support which they might have been giving north korea without loss of prestige. the announcement which the us government was proposing to make, by linking this up with communist threats in other parts of asia, would present a major challenge to the soviet union, and its reference to formosa might even  provoke china to attack hong kong. a record of a discussion between leading members of the british government, 27 june 1950.  source h top secret kim il-sung informed me that the armaments he had requested during his stay in moscow had arrived.  he said that he had inspected his army and believed it would be ready to fight by the end of june. the head of the north korean army has planned the offensive and kim il-sung has approved these plans. he said he would like to begin military actions against the south at the end of june.  my opinion is the following: since kim il-sung is in the mood to launch the campaign at the end of june,  we should agree with this deadline.  a telegram from the soviet ambassador in north korea to the soviet government, 30 may 1950. this  telegram was sent in code.  ",
            "11": "11 0470/23/m/j/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why did the united nations publish this report in 1950? explain your answer using details of the  source and your knowledge.  [7] 2 study sources b and c.   does source c make source b surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study sources d and e.  how similar are these two sources? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source g support the cartoonist in source f? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.   how useful is this source to a historian studying the korean war? explain your answer using  details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was to blame for the  korean war? use the sources to explain your answer.  [12]",
            "12": "12 0470/23/m/j/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_s19_qp_41.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/41 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_41_2019_1.10 \u00a9ucles2019 *1781373603*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthebattleofthemarneasareasonforthedevelopmentoftrenchwarfarein 1914?explainyouranswer. [40]1 howsignificantwerebritishnavaloperationsasareasonforalliedvictoryin1918?explainyour answer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwashyperinflationasacauseofinstabilityinweimargermany,1919-29?explain youranswer. [40]3 howsignificantwasthetreatyofversaillesasareasonfortheincreasingpopularityofthenazis after1929?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwaswarasareasonforthecollapseofthetsaristregimein1917?explainyour answer. [40]5 howsignificantwascommunistideologyasareasonforstalinabandoningtheneweconomic policy(nep)?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantforamericanwomenwerechangestotheuseconomyduringthe1920s?explain youranswer. [40]7 how significant was government spending in ending the depression in the usa? explain your answer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerethemilitarytacticsofthechinesecommunistpartyasareasonforitsvictory overthekuomintangby1949?explainyouranswer. [40]9 howsignificantwasdengxiaopinginchanginglifeinchina?explainyouranswer. [40] 10 06_0470_41_2019_1.10 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasolivertambointheresistancetoapartheid?explainyouranswer. [40] 11 howsignificantwereinternationaldevelopmentsasareasonforthecollapseofwhiteminorityrule? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantweretheactionsofthesuperpowersinthedevelopmentofthearab-israeliconflict, 1948-73?explainyouranswer. [40]13 howsignificanthavepoliticaldivisionswithinisraelbeeninthepeaceprocessbetweenisraelis andpalestinians?explainyouranswer. [40]14 06_0470_41_2019_1.10 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2019_1.10 \u00a9ucles20194"
        },
        "0470_s19_qp_42.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_42_2019_1.9 \u00a9ucles2019 *9202024519*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthebritishexpeditionaryforce(bef)inhaltingthegermanadvancein1914? explainyouranswer. [40]1 howsignificantwerethesuperiorresourcesofthealliesinbringingaboutthegermansurrender in1918?explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwasthedawesplanintherecoveryofgermany,1923-29?explainyouranswer. [40]3 howsignificantwasthemunichputschasareasonforthelackofnazielectoralsuccessby1928? explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwastrotskyinstalin\u2019semergenceasleaderby1928?explainyouranswer. [40] 5 howsignificantwasindustrialisationtothedevelopmentofthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwererepublicanpresidentsincreatingprosperityinthe1920s?explainyouranswer. [40]7 howsignificantweresocialreformsasanaspectofthenewdeal?explainyouranswer. [40] 8 depthstudye:china,c.1930\u2013c.1990 how important to the economic progress of china was the first five-year plan? explain your answer. [40]9 howsignificantforchina\u2019sinternationalrelationswasthesino-sovietdispute?explainyouranswer. [40]10 06_0470_42_2019_1.9 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwererestrictionsonmovementasafeatureoftheapartheidsystemafter1948? explainyouranswer. [40]11 howsignificantwereinternationalsanctionsintheoppositiontoapartheidafter1960?explainyour answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspresidentnasserinshapingeventsinthemiddleeast?explainyouranswer. [40]13 howsignificanthavegazaandthewestbankbeenasfactorsinthearab-israeliconflict?explain youranswer. [40]14 06_0470_42_2019_1.9 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2019_1.9 \u00a9ucles20194"
        },
        "0470_s19_qp_43.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/43 may/june2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[ ]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover06_0470_43_2019_1.8 \u00a9ucles2019 *5421893155*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwastheintroductionoftankstothefightingonthewesternfront?explainyour answer. [40]1 howsignificantwererussia\u2019smilitarycampaignstotheoutcomeofthewar?explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwaspoliticalextremismincausinggermany\u2019sweakness,1919-23?explainyour answer. [40]3 howsignificantwerepoliciestowardsbusinessmenandindustrialistsinwinningsupportforthe naziregime,1933-39?explainyouranswer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwasbloodysundayasacauseofthe1905revolution?explainyouranswer. [40] 5 howsignificantweretheactionsofkerenskyinthedownfalloftheprovisionalgovernment?explain youranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasmassentertainmenttothelivesofamericansinthe1920s?explainyouranswer. [40]7 howsignificantwerepresidenthoover\u2019sattemptstodealwiththeeffectsofthedepression?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasimprovingthelivesofthepeasantstotheconsolidationofcommunistruleby 1960?explainyouranswer. [40]9 howsignificantanissuewastaiwanincommunistchina\u2019sforeignrelationsafter1949?explain youranswer. [40]10 06_0470_43_2019_1.8 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthemaintenanceofwhitesupremacytothedevelopmentofsouthafricabefore 1948?explainyouranswer. [40]11 howsignificantwasnelsonmandelainbringingaboutanendtowhiteminorityrule?explainyour answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthebritishwithdrawalfrompalestineasacauseofthewarof1948-49?explain youranswer. [40]13 howsignificantweretheactionsofisraelinthepalestinianrefugeeissueafter1948?explainyour answer. [40]14 06_0470_43_2019_1.8 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2019_1.8 \u00a9ucles20194"
        },
        "0470_w19_qp_11.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165032/2 \u00a9 ucles 2019  [turn over *5689334351* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/11 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/11/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of political upheaval across europe.  (a) what were the aims of the frankfurt parliament?  [4]  (b) why was there support for revolutionary ideas in hungary in 1848?  [6]  (c) \u2018the 1848 revolution brought little change to france.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 tension grew between north and south for many years before the civil war.  (a) what was secession?  [4]  (b) why did the fugitive slave laws cause tension between north and south?  [6]  (c) \u2018the north won the civil war because of skilful military leadership.\u2019 how far do you agree with  this statement? explain your answer.  [10] 3 european powers expanded their empires in the nineteenth century.  (a) what was the \u2018scramble for africa\u2019?  [4]  (b) why did the boxer rising take place?  [6]  (c) how different was belgian imperialism from that of other european countries? explain your  answer.  [10] 4 there were many causes of tension in europe before the first world war.  (a) describe the july crisis of 1914.  [4]  (b) why were \u2018dreadnoughts\u2019 important to relations between germany and britain?  [6]  (c) how far were the moroccan crises a threat to peace in europe? explain your answer.  [10]",
            "3": "3 0470/11/o/n/19 \u00a9 ucles 2019 [turn over 5 the league of nations had strengths and weaknesses.  (a) describe the dispute over the aaland islands.  [4]  (b) why was the work of the agencies of the league of nations important?  [6]  (c) which was more important in causing the weakness of the league: its structure or the great  depression? explain your answer.  [10] 6 many tensions contributed towards the collapse of peace in 1939.  (a) describe relations between italy and germany in the 1930s.  [4]  (b) why was there an increase in militarism in japan in the 1930s?  [6]  (c) how far was hitler\u2019s determination to defeat communism to blame for the second world war  in europe? explain your answer.  [10] 7 the first major conflict of the cold war took place in korea.  (a) what was macarthur\u2019s role in the korean war?  [4]  (b) why was chinese support for north korea important?  [6]  (c) how far was the outcome of the korean war a success for the usa? explain your answer.  [10] 8 the soviet union tried to maintain firm control over eastern europe.  (a) describe imre nagy\u2019s role in the hungarian uprising.  [4]  (b) why were gorbachev\u2019s reforms important for eastern europe?  [6]  (c) how secure was soviet control of eastern europe from 1960 to 1980? explain your answer.  [10]",
            "4": "4 0470/11/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war was fought on many fronts.  (a) describe developments on the eastern front during 1916.  [4]  (b) why was the convoy system introduced?  [6]  (c) \u2018the defence of the realm act was the most important action taken by the british government  on the home front.\u2019 how far do you agree? explain your answer.  [10] 10 after august 1918 germany was in retreat.  (a) describe the conditions facing german civilians in 1918.  [4]  (b) why did the kaiser abdicate?  [6]  (c) \u2018the battle of amiens was more important than the ludendorff offensive in bringing the war  to an end.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 the weimar republic faced many problems.  (a) what were the \u2018november criminals\u2019?  [4]  (b) why was there left-wing opposition to the german republic?  [6]  (c) \u2018the weimar constitution doomed the republic to failure.\u2019 how far do you agree with this  statement? explain your answer.  [10] 12 the economy changed a great deal under the nazis.  (a) describe the four-year plan.  [4]  (b) why were some people unhappy with the changes the nazis made to the economy in the  1930s?  [6]  (c) \u2018the second world war brought little change to the nazi economy.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "6": "6 0470/11/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 many problems faced the tsar in the early twentieth century.  (a) describe the state of the russian economy by 1914.  [4]  (b) why did the october manifesto have only a limited impact on the way russia was ruled?  [6]  (c) how far was tsar nicholas ii responsible for his own downfall? explain your answer.  [10] 14 stalin used many methods to achieve and consolidate his power.  (a) describe the role of the nkvd.  [4]  (b) why did trotsky fail to become leader of the ussr?  [6]  (c) \u2018the show trials were the most effective method of control used by stalin.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 society changed in the usa in the 1920s.  (a) describe us government policy on immigration in the 1920s.  [4]  (b) why did prohibition lead to an increase in crime?  [6]  (c) \u2018women\u2019s lives improved in the usa in the 1920s.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 roosevelt used a range of policies to tackle the depression.  (a) describe roosevelt\u2019s \u2018fireside chats\u2019.  [4]  (b) why was the emergency banking act important?  [6]  (c) how far did the new deal cope with the problem of unemployment? explain your answer.  [10]",
            "8": "8 0470/11/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 the nationalists failed to secure their position in china.  (a) what were the main aims of the chinese communists in the inter-war period?  [4]  (b) why was the marco polo bridge incident important?  [6]  (c) \u2018the nationalists lost the civil war because they were unpopular.\u2019 how far do you agree with  this statement? explain your answer.  [10] 18 china\u2019s relations with the rest of the world have been uneasy at times.  (a) describe mao\u2019s relationship with khrushchev.  [4]  (b) why was the sino-british joint declaration of 1984 important?  [6]  (c) how far was taiwan the main reason for tension between china and the usa up to 1970?  explain your answer.  [10]",
            "9": "9 0470/11/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there were many attempts to oppose apartheid.  (a) what was the defiance campaign of 1952?  [4]  (b) why did some white south africans oppose apartheid?  [6]  (c) how far did the african national congress (anc) grow stronger in the 1960s? explain your  answer.  [10] 20 there was opposition to apartheid within and outside south africa.  (a) describe the activities of the international anti-apartheid movement.  [4]  (b) why did many black workers go on strike in the 1970s?  [6]  (c) \u2018international sanctions were more important than internal opposition in ending apartheid.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/11/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 relations between israel and the arab states were generally hostile.  (a) what was the role of the united nations in the suez crisis?  [4]  (b) why did oil become important in the arab-israeli conflict?  [6]  (c) \u2018the yom kippur war was not a victory for israel.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 bringing about peace between israel and the palestinians has been difficult.  (a) describe the establishment of the palestinian authority.  [4]  (b) why has jerusalem been a major problem for the peace process?  [6]  (c) \u2018divisions between israeli politicians are the main reason for the failure to reach a  comprehensive peace agreement between israel and the palestinians.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "11": "11 0470/11/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/11/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_w19_qp_12.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165031/2 \u00a9 ucles 2019  [turn over *4068423657* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/12 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/12/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) what was the role of the national workshops in france in 1848?  [4]  (b) why was there support for revolutionary ideas in prussia by 1848?  [6]  (c) \u2018the 1848 revolution was unsuccessful in hungary.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 many events contributed to the unification of germany.  (a) what was agreed by the treaty of frankfurt in 1871?  [4]  (b) why was the schleswig-holstein issue important for german unification?  [6]  (c) \u2018bismarck caused the franco-prussian war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 european imperialism caused tension in many parts of the world.  (a) what were the opium wars?  [4]  (b) why did the french use a policy of assimilation in their colonies?  [6]  (c) how far was european imperialism in africa motivated by a desire for prestige? explain your  answer.  [10] 4 tension had been building in europe for many years before 1914.  (a) describe the role of russia in the outbreak of the first world war.  [4]  (b) why was archduke franz ferdinand assassinated?  [6]  (c) \u2018the main threat to peace in europe in the years before 1914 was the naval race.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/o/n/19 \u00a9 ucles 2019 [turn over 5 the paris peace settlement was unsatisfactory for many of those involved.  (a) describe how hungary was treated in the peace settlement.  [4]  (b) why did the treaty of versailles cause economic problems in germany up to 1923?  [6]  (c) \u2018none of the big three achieved their aims in the paris peace talks.\u2019 how far do you agree  with this statement? explain your answer.  [10] 6 the league of nations failed to deal with aggression in the 1930s.  (a) describe the league\u2019s response to the invasion of manchuria.  [4]  (b) why did the league of nations fail to prevent italy\u2019s occupation of abyssinia?  [6]  (c) \u2018the main reason the disarmament conference failed was the withdrawal of germany.\u2019 how  far do you agree with this statement? explain your answer.  [10] 7 the us experienced difficulties in the vietnam war.  (a) what was \u2018operation rolling thunder\u2019?  [4]  (b) why were the vietcong able to withstand attacks by us forces?  [6]  (c) \u2018the main reason why the us public turned against the vietnam war was television coverage.\u2019  how far do you agree with this statement? explain your answer.  [10] 8 the soviet union struggled to maintain control over eastern europe.  (a) describe gorbachev\u2019s role in the collapse of soviet control over eastern europe.  [4]  (b) why was the brezhnev doctrine introduced?  [6]  (c) how secure was soviet control of eastern europe from 1948 to 1961? explain your answer.  [10]",
            "4": "4 0470/12/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 contrary to public expectation, the war was not over by christmas.  (a) describe britain\u2019s reaction to the outbreak of war.  [4]  (b) why was the schlieffen plan important to germany?  [6]  (c) \u2018the german retreat at the battle of the marne was the most important reason for the  development of stalemate on the western front.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 the first world war was fought on many fronts.  (a) describe the shortages facing british civilians during the war.  [4]  (b) why was conscription introduced?  [6]  (c) \u2018germany was successful in the war at sea.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "5": "5 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 there were many challenges for the weimar republic.  (a) describe the problems facing german civilians at the end of the first world war.  [4]  (b) why was there right-wing opposition to the german republic?  [6]  (c) how far was stresemann\u2019s leadership the most important reason for the survival of the  weimar republic in the 1920s? explain your answer.  [10] 12 the nazis changed society.  (a) what was the impact of the nuremberg laws (1935) on the jews?  [4]  (b) why was the new plan for the economy introduced by schacht in 1934?  [6]  (c) \u2018there was little opposition within germany to the nazi regime.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "6": "6 0470/12/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 1917 saw major changes in russia.  (a) describe the role of kerensky in 1917.  [4]  (b) why were bolshevik promises of \u2018bread, peace and land\u2019 important during 1917?  [6]  (c) \u2018trotsky was more important than lenin in the success of the bolsheviks in october 1917.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 the soviet economy changed radically under stalin.  (a) describe the features of a kolkhoz.  [4]  (b) why did stalin launch the second five-year plan?  [6]  (c) \u2018the russian people supported stalin\u2019s policies for modernising the soviet economy.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 the us economy grew in the 1920s.  (a) describe the state of the us economy in 1919.  [4]  (b) why did the car industry grow rapidly in the 1920s?  [6]  (c) \u2018it is surprising that so many people in 1920s america lived below the poverty line.\u2019 how far  do you agree with this statement? explain your answer.  [10] 16 the new deal divided opinion in the usa.  (a) describe huey long\u2019s opposition to the new deal.  [4]  (b) why did the republicans oppose the new deal?  [6]  (c) \u2018the second new deal created a fairer society.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "8": "8 0470/12/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 there was a struggle between the communists and nationalists to gain control of china.  (a) describe chiang kai-shek\u2019s ideas for modernising china.  [4]  (b) why was the xian incident important?  [6]  (c) \u2018the communists won the civil war because of the strength of the people\u2019s liberation army.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china underwent great changes after mao\u2019s death.  (a) what was the gang of four?  [4]  (b) why was there protest in china in the late 1980s?  [6]  (c) \u2018deng xiaoping became leader of china because he had the support of the military.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the wealth of south africa was not equally shared.  (a) describe the changes brought by the second world war to the lives of black workers.  [4]  (b) why did the mining industry increase segregation?  [6]  (c) \u2018the national party secured the support of white south africans because of its economic  policies.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 there was growing unease over apartheid.  (a) what were the townships?  [4]  (b) why did international sanctions fail in the 1970s?  [6]  (c) how serious a threat to apartheid were the soweto risings of 1976? explain your answer.  [10]",
            "10": "10 0470/12/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 the late 1940s were characterised by violence.  (a) describe the impact of the second world war on palestine.  [4]  (b) why did the british withdraw from palestine in 1948?  [6]  (c) \u2018the war of 1948 \u201349 created more problems for israel than it solved.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22 the palestinians have faced many problems.  (a) describe relations between jordan and the palestine liberation organisation (plo) up to  1970.  [4]  (b) why did the scale of the palestinian refugee problem continue to grow in the 1950s and  1960s?  [6]  (c) how successful was yasser arafat in bringing about international support for the palestinians?  explain your answer.  [10]",
            "11": "11 0470/12/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/12/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_w19_qp_13.pdf": {
            "1": "this document consists of 10 printed pages, 2 blank pages and 1 insert. dc (ks) 165030/2 \u00a9 ucles 2019  [turn over *3693378585* this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.cambridge assessment international education cambridge international general certificate of secondary education history  0470/13 paper 1  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. answer three  questions. section a (core content) answer any two questions. section b (depth studies) answer any one question. the number of marks is given in brackets [  ] at the end of each question or part question.",
            "2": "2 0470/13/o/n/19 \u00a9 ucles 2019 section a: core content answer any two questions from this section. 1 1848 saw many uprisings in europe.  (a) what were the april laws (march laws) in hungary in 1848?  [4]  (b) why was there support for revolutionary ideas in france in 1848?  [6]  (c) \u2018the 1848 revolutions brought little change to germany.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 events across europe contributed to german unification.  (a) what was agreed by the treaty of prague, 1866?  [4]  (b) why was the spanish succession crisis important for german unification?  [6]  (c) \u2018bismarck caused the war with austria in 1866.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 the civil war brought change to the south.  (a) what was the freedmen\u2019s bureau?  [4]  (b) why was the us constitution changed in the 1860s?  [6]  (c) \u2018the south lost the civil war because its economy was weak.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the spread of imperialism caused tension.  (a) describe the french policy of assimilation.  [4]  (b) why did the opium wars take place?  [6]  (c) \u2018the indian mutiny broke out because of the introduction of the greased cartridges.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/o/n/19 \u00a9 ucles 2019 [turn over 5 many people were unhappy with the outcome of the paris peace settlement.  (a) what territories in europe did germany lose in the treaty of versailles?  [4]  (b) why did the treaty of s\u00e8vres cause political problems in turkey?  [6]  (c) \u2018the treaty of versailles was unjust.\u2019 how far do you agree with this statement? explain your  answer.  [10] 6 many factors contributed to the collapse of peace in 1939.  (a) describe hitler\u2019s policy towards czechoslovakia in 1938\u201339.  [4]  (b) why was there an increase in militarism in italy under mussolini?  [6]  (c) how far was hitler\u2019s determination to overturn the treaty of versailles to blame for war in  1939? explain your answer.  [10] 7 after 1945 tension between the wartime allies increased for many reasons.  (a) what changed in the us-soviet relationship between the yalta and potsdam conferences?  [4]  (b) why was germany split in two in 1949?  [6]  (c) how far was the cold war caused by the ussr\u2019s need for security? explain your answer.  [10] 8 the usa and ussr had different interests in cuba.  (a) describe how kennedy dealt with the cuban missile crisis.  [4]  (b) why did the usa want to overthrow castro?  [6]  (c) how successful was the outcome of the cuban missile crisis for khrushchev? explain your  answer.  [10]",
            "4": "4 0470/13/o/n/19 \u00a9 ucles 2019 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was very difficult to break the stalemate on the western front.  (a) what was an artillery bombardment?  [4]  (b) why was attacking across \u2018no man\u2019s land\u2019 so difficult?  [6]  (c) \u2018the battle of the somme served no useful purpose.\u2019 how far do you agree with this  statement? explain your answer.  [10] 10 the war had a massive impact on civilians.  (a) what were the \u2018pals battalions\u2019?  [4]  (b) why was the defence of the realm act passed?  [6]  (c) \u2018german civilians suffered more than british civilians during the war.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "5": "5 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study b: germany, 1918\u201345 11 hitler gained power for many reasons.  (a) describe hitler\u2019s actions against the communists in 1933.  [4]  (b) why did hitler turn against the sa in 1934?  [6]  (c) \u2018the depression was the most important reason why hitler was able to come to power in  1933.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the second world war had a great impact on the lives of those in germany.  (a) how did war change life for women in nazi germany?  [4]  (b) why did the war lead to the final solution?  [6]  (c) how successful was germany\u2019s conversion to a war economy? explain your answer.  [10]",
            "6": "6 0470/13/o/n/19 \u00a9 ucles 2019 depth study c: russia, 1905\u201341 13 the bolsheviks faced difficulties in establishing control over russia.  (a) what was trotsky\u2019s role in the october revolution?  [4]  (b) why did war communism cause opposition?  [6]  (c) \u2018poor leadership was the main reason for the failure of the white armies in the civil war.\u2019 how  far do you agree with this statement? explain your answer.  [10] 14 stalin\u2019s policies brought changes to the ussr.  (a) what changed for ethnic minorities under stalin\u2019s rule?  [4]  (b) why did many women benefit from stalin\u2019s policies?  [6]  (c) \u2018stalin achieved his economic aims.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "7": "7 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study d: the usa, 1919\u201341 15 there was growth in the us economy in the 1920s.  (a) describe the methods used to encourage americans to buy more in the 1920s.  [4]  (b) why did government tariffs contribute to the boom?  [6]  (c) \u2018all sectors of the us economy were included in the prosperity of the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the wall street crash had important consequences.  (a) describe the actions of speculators on the stock market prior to the crash.  [4]  (b) why did the wall street crash lead to unemployment?  [6]  (c) \u2018hoover was more important for the outcome of the 1932 election than roosevelt.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/13/o/n/19 \u00a9 ucles 2019 depth study e: china, c.1930\u2013c.1990 17 mao\u2019s policies brought change to china.  (a) what were the \u2018backyard furnaces\u2019?  [4]  (b) why was there a famine in china by the end of the 1950s?  [6]  (c) how far had mao\u2019s policies improved the position of women in china by the mid-1960s?  explain your answer.  [10] 18 relations between china and other powers were often tense.  (a) describe mao\u2019s relationship with stalin.  [4]  (b) why were relations with tibet important to communist china?  [6]  (c) how far was mao to blame for the deterioration in relations with the ussr after 1956? explain  your answer.  [10]",
            "9": "9 0470/13/o/n/19 \u00a9 ucles 2019 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was strengthened during the 1950s and 1960s.  (a) what was the freedom charter?  [4]  (b) why was the bantu education act important?  [6]  (c) how far did verwoerd\u2019s homelands policy succeed? explain your answer.  [10] 20 the 1990s saw big changes in south africa.   (a) what changes did de klerk make to national party policy?  [4]  (b) why did the african national congress (anc) win the 1994 election?  [6]  (c) \u2018south africa was close to civil war in the early 1990s.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "10": "10 0470/13/o/n/19 \u00a9 ucles 2019 depth study g: israelis and palestinians since 1945 21 there was much violence in the later 1940s.  (a) describe the objections of the arabs to the uno partition plan.  [4]  (b) why did jewish nationalists resort to violence against the british from 1946 to 1948?  [6]  (c) \u2018the israelis won the 1948\u201349 war because of international support.\u2019 how far do you agree  with this statement? explain your answer.  [10] 22 achieving peace between israelis and palestinians has been difficult.  (a) describe the aims of hamas.  [4]  (b) why was lebanon important in the arab-israeli conflict?  [6]  (c) \u2018rivalry between palestinian groups has been the main reason for the failure to secure peace  with israel.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/13/o/n/19 \u00a9 ucles 2019 blank page",
            "12": "12 0470/13/o/n/19 \u00a9 ucles 2019 blank page permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_w19_qp_21.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (kn/tp) 168105/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *9392413068*history  0470/21 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/21/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic how important was giuseppe mazzini to italian unification? study the background information and the sources carefully, and then answer all the questions.  background information giuseppe mazzini is a controversial figure in the story of the risorgimento. in 1831 he founded the  young italy movement through which he aimed to unify the whole of italy into a republic. he planned to achieve this through his writings and through revolution and he spent most of his life either being involved in failed uprisings or being exiled from italy. he was often more highly regarded outside italy than he was in his own country. some, like cavour, regarded him as a dangerous revolutionary who did italy harm. after the kingdom  of italy was created in 1861, mazzini refused to swear allegiance to the new kingdom and continued to be involved in rebellions. he described the new italy as \u2018a corpse rotten with materialism and egoism\u2019. others saw him as an unrealistic dreamer. however, it has been argued that he was an inspirational figure who created italian national consciousness. the final step in the creation of a united italy was  made in 1870, with the annexation of rome. by this time mazzini was no longer regarded as a threat  and attitudes towards him in italy began to change.  how important was mazzini to italian unification? source a giuseppe mazzini was born in genoa on 22 june 1805. after university he joined the carbonari but  by 1830 he was disillusioned with them. he saw little future for a secret society whose members did not even know what they were working for. in the first few months of 1831 mazzini was occupied with  one of the greatest achievements of his life, and one which had a great effect on the progress of the  risorgimento. this was the establishment of young italy. though its plans for action ended in failure, its significance was that it helped to build up a national consciousness in italy and to give the idea of national unity pride of place over any federal solution. in this way mazzini provided the psychological and spiritual foundation on which cavour, garibaldi and victor emmanuel ii were to build the new italy.  his goal for italy was clear. he wanted to see an independent unitary republic, with full democratic  rights for every citizen and complete freedom from foreign domination and the power of the pope. to this national plan he added the hope of a closer association of nations. when he later ruled the republic of rome for a short time in 1849, he took steps towards establishing  reforms affecting the whole life of the papal states. he abolished the death penalty, he removed taxes  which oppressed the lower class and he introduced universal suffrage and freedom of the press. as far  as possible, he suppressed acts of anti-clerical violence. though republican in name, this was a liberal government in the grand manner, and won approval of english liberals.  from a recent account about mazzini.",
            "3": "3 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source b born in genoa in 1805, mazzini went on to earn his degree in law at the university there and began his  life as a revolutionary. he started to become affiliated with the carbonari group, which used force in  certain areas to spark a revolution. however, he was soon forced to flee to france. while there, mazzini founded his most important contribution to italian unification \u2013 young italy. mazzini actually conducted this group from abroad in france. young italy was a specific group consisting of liberal intellectuals working for a strong central government after italian unification. this group amassed around fifty to sixty thousand members, and lasted roughly two decades. mazzini called for the removal of austrian  influence in italy, an end to the pope\u2019s temporal power over the papal states, and the creation of a  republican national government. mazzini was not successful because on the one hand he was too intellectual, but on the other his  thinking was terribly vague. his writings appealed to a few revolutionaries but not to the peasants. he  failed to realise how important it was to win mass popular support. his ideas inspired some hopeless  attempts at revolution and if it was not for his part in the roman republic, his reputation would be only as an unrealistic and romantic hothead. while briefly in charge of the republic, he ruled in a tolerant and enlightened way. however, when the republic was attacked by the french, it was garibaldi who organised and led the defence.  from a recent account about mazzini. source c an open letter to charles albert if i believed you to be an ordinary king, with a narrow tyrannical outlook, i would not address you in the language of free men. but you, sire, are not such a king. you have strength of mind and high principles. there is a crown more brilliant and sublime than that of piedmont, a crown that awaits the man who dares to think of it, who dedicates his life to winning it. place yourself at the head of the nation, write on  your flag \u2018union, liberty, independence\u2019. free italy from the barbarian. your safety lies on the sword\u2019s  point. draw it and use it. you can become either the greatest of men or the last of italian tyrants. if you do not take up the cause of freedom, others will do it without you and against you.  this was published and privately circulated amongst revolutionaries in italy in 1831. although it was  written by mazzini, the author was simply described as \u2018an italian\u2019.  source d those who in later days have quoted my letter to charles albert as either a justification of their own  desertion of the republican banner, or in order to accuse me of too great a readiness to abandon my  convictions, attack me on a false ground. by publicly declaring to him that his own heart should have taught him his duty towards italy, my object was to prove to my countrymen his absolute lack of those qualities which could have made the performance of that duty possible. written and published by mazzini, 1861. ",
            "4": "4 0470/21/o/n/19 \u00a9 ucles 2019 source e if mazzini had bothered to realise that i too knew something about fighting battles and had allowed me  to invade the kingdom of naples whose inhabitants were waiting for our arrival with open arms \u2013 how  the circumstances would have changed! what a prospect would have opened up for a country not yet  completely cast down by foreign invasion! instead of which, mazzini called all the troops back to rome and so offered them up in one appetising  dish to the tyrant of france. everyone knew rome was impossible to defend. the correct strategy would  have been to deploy most of the forces in the numerous defensible sites throughout the republican  state and allow me to continue my victorious march southwards into bourbon territory. from garibaldi\u2019s memoirs, published in 1860. he is describing events in rome in 1849. source f we still believe in liberty and italian unification and we do not believe in any initiatives coming from  piedmont. but nor do we have the slightest confidence in the schemes you have pushed from 1852  until the uprising of last june.  you believe what you are told far too easily. you think the people are behind you, whereas unfortunately  they are not waiting to start a revolution. these are your mistakes, the fatal delusions which have led  you from error to error, and so have caused you to lose the support of most of our republicans. many  of your old supporters have become so discouraged that they have turned to other parties and policies;  and some have become bitter critics of you. as for ourselves, we still share your political views and  retain our former affection for you, but in future we shall act to stop what we think is wrong. we may  even have to speak out in public and follow a different policy of our own.  your mistakes, and they are serious, are these:   to impose action without preparation and with too few people;  to think that a simple uprising can be converted quickly into an extensive revolution;  to think that action is more important than success. we do not ask you to remain idle and waste the brave and generous strength which you contribute to  the cause; only that you will for the moment stop agitating for action, until we have plans and money  and men; until we can confront the enemy with a large force of all those who believe in italy.  a letter from three of mazzini\u2019s former supporters to mazzini, january 1858.",
            "5": "5 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source g it was mazzini who gave us the idea and hope that italy could defeat the seven or eight tyrants who  ruled it and become a single, strong nation. is there anyone with an italian heart who would not embrace  such a man and want to welcome him home and offer him every kind of hospitality? mazzini is old and infirm and does not complain of the filthy slanders put upon him by vile and mercenary  newspapers. will you refuse such a man the permission to return to his native land? will you refuse to let him visit his mother\u2019s grave? will you let him die overseas in a foreign country? a speech by a member of parliament during a debate in the italian parliament in march 1866.  the debate ended with parliament voting to cancel mazzini\u2019s election to it because its members did  not want his brand of republicanism represented there.  source h a postage stamp with an image of mazzini, issued in italy in 1971. in 1946 italians voted  for italy to become a republic. ",
            "6": "6 0470/21/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  why did mazzini publish source d in 1861? explain your answer using details of the sources and  your knowledge.  [8] 3 study source e.  do you trust garibaldi\u2019s account? explain your answer using details of the source and your  knowledge.  [8] 4 study sources f and g.   does source g make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source h.   how useful is source h as evidence about mazzini? explain your answer using details of the  source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that mazzini helped italian unification?  use the sources to explain your answer.  [12]",
            "7": "7 0470/21/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0470/21/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic who was to blame for the crisis over kuwait in 1990?  study the background information and the sources carefully, and then answer all the questions.  background information  the crisis over kuwait that developed during 1989\u201390 had many causes. iraqis had long felt that  kuwait was really part of their country. relations between the two countries grew worse because of the huge amount of money iraq borrowed from kuwait to fight the war against iran. iraq felt that the war had helped protect kuwait from iran and asked kuwait to cancel the debt as iraq was in great economic difficulties. kuwait refused. relations grew worse when kuwait refused to reduce its production of oil,  thus keeping the price low. iraq needed the price to go up. iraq also claimed that kuwait was slant- drilling across the border into its rumaila oilfield.  it has been claimed that us policy towards iraq during this period was unclear. on the one hand, iraq  suspected the united states and kuwait of plotting together to keep iraq weak. on the other hand, the united states appeared to give the impression that it was not particularly worried by the iraq- kuwait dispute. on 2 august 1990 the crisis deepened when iraq invaded kuwait. this eventually led  to operation desert storm and the gulf war.  who was to blame for the crisis over kuwait? source a iraq emerged from the war with iran with the port of basra blocked. this put pressure on iraq to turn  to its other possible outlet to the sea that was blocked by kuwaiti control of the islands of warba and bubiyan. in september 1990 the iraq press office issued a statement, \u2018the political background to the  current events\u2019, in which it quoted from the iraq government in 1938, \u2018iraq would like to rent a piece of  land from kuwait for establishing a deep harbour.\u2019 iraqi foreign minister, tariq aziz, made it quite clear that iraq\u2019s motives for taking over kuwait were  economic, commercial and strategic. in a letter sent to all foreign ministers on 4 september, he  denounced britain for having created and sustained since 1899 an \u2018artificial entity called kuwait\u2019 which  cut off iraq from \u2018its natural access to the waters of the arabian gulf\u2019, and went on to say that all iraqi governments had insisted that iraq must have kuwait to guarantee its commercial and economic interests and its national security. king hussein of jordan made the same point, in a broadcast on american tv on 22 september  1990, when he said that iraq had been seeking \u2018an agreement with kuwait that would secure it an  independent access to the sea which it considers of vital national interest\u2019. iraq emerged from the war with iran with a huge debt and wanted opec to push up the price of oil  but kuwait disagreed. it had invested in capitalist industry and finance in the west so much that a  large part of kuwait\u2019s income came from these investments. the kuwaiti rulers had become western  capitalists with the same interest in not having too high a price for oil. iraq regarded this refusal to raise the price of oil as a plot to prevent it recovering from the war. combined with their long-standing claim to kuwait as a means of obtaining a vitally-needed secure trade route to the sea, this decided iraq to take military action.  from a recent article about the causes of the gulf war.",
            "9": "9 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source b iraq\u2019s miscalculation was on a grand scale, involving errors of strategy and timing. few in the arab  world denied that iraq had valid grievances; what it lacked was the patience to solve them by the  traditional arab approach of discussion. iraq had good reasons to see itself as a regional superpower. yet geography and economics conspired to frustrate iraq\u2019s aims. the geographical shackles stemmed from the way britain and france carved up the ottoman empire after the first world war. britain repaid debts to the kuwaiti ruling family by turning their city-port into a separate state. this meant iraq could not reach the sea and had no deep-water port. its short coastline could not be developed  because two kuwaiti islands, bubiyan and warba, straddled the approaches. iraq tried to overcome  being landlocked by building pipelines through neighbouring countries but these were often closed. iraq had done everything it could to prevent being landlocked.  iraq\u2019s economic problems stemmed from the falling price of oil. kuwait ignored demands for a  production cut, refused to lease the strategic islands, and delayed over requests that iraq\u2019s war debts  should be forgiven. its obstructive attitude led iraq to suspect that kuwait had secretly obtained security guarantees from the united states. the motive of the united states, iraq thought, was to prevent it from becoming too powerful.  the belief that kuwait was part of iraq was deeply embedded in the iraqi consciousness, and was a  cause iraqis would defend with their lives, but saddam hussein miscalculated the impact on world  opinion of the seizure of the whole of kuwait, rather than just the parts he needed. he overestimated the arab resolve to keep american forces out of the gulf, overestimated the ussr\u2019s willingness to help, and underestimated american resolve.  from a book published in 1992 . source c they will never forgive us our victory \u2013 our technological achievements. what we face now is a loss of  $14 billion a year in oil prices. this is a conspiracy to make us live in famine. this is an american policy  and there are arabs who are mobilised in the service of that policy. we have to stand up to those who have come with a poisoned dagger and thrust it into our backs. oh god almighty, be witness that we have warned them.  from a speech by saddam hussein at a public meeting, 17 july 1989. source d top secret we went on a visit to the headquarters of the cia [the us central intelligence agency] in november  1989, a visit which the americans wanted to be top secret so that it would not raise the sensitivities of our brothers in the gulf, and also the iranians and iraqis. we agreed with the cia that we should exchange information about iran and iraq, especially in the fields of armaments and political and social  conditions. we agreed on the necessity to exploit the deteriorating economic situation in iraq so that  we can press its government to accept the designation of our frontiers. the cia gave us its ideas about how we can conduct the suitable means of pressure. a report by two kuwaiti officials who secretly visited a unit of the cia working with the kuwait  government to prevent any threat to the kuwaiti royal family. this report was written for the kuwaiti  government and was found in their files by the iraqis when they invaded kuwait. ",
            "10": "10 0470/21/o/n/19 \u00a9 ucles 2019 source e i have a direct instruction from the president to seek better relations with iraq. he also wants an iraqi  contribution to peace and prosperity in the middle east. he is not going to declare an economic war  against iraq. i have lived here for years. i admire your extraordinary efforts to rebuild your country. i  know you need funds. we understand that and our opinion is that you should have the opportunity to  rebuild your country. but we have no opinion on arab-arab conflicts, like your border disagreement  with kuwait. i was in the american embassy in kuwait during the late 1960s. the instruction we had  was that we should express no opinion on this issue and that the issue is not associated with america.  from an iraqi transcript of what april glaspie, the us ambassador to iraq, said in a meeting with  saddam hussein, on 25 july 1990. this transcript was sent to a us newspaper which published it on  23 september 1990. when she was questioned about this meeting by a committee of the   us senate in 1991 she said this version omitted her saying, \u2018but we insist that you settle your  disputes with kuwait non-violently\u2019. source f at my direction elements of our forces are arriving today to take up defensive positions in saudi arabia.  i took this action to assist the saudi arabian government in the defence of its homeland. in the early  morning hours of 2 august, iraqi armed forces, without provocation or warning, invaded a peaceful  kuwait. iraq\u2019s tanks stormed in, blitzkrieg fashion, through kuwait. with more than 100  000 troops,  along with tanks, artillery, and surface-to-surface missiles, iraq now occupies kuwait. this aggression  came just hours after saddam hussein assured numerous countries in the area that there would be no  invasion. there is no justification for this outrageous and brutal act of aggression.  this past monday, the united nations approved sanctions. we will do our part to see that these sanctions  are effective. but we must recognise that iraq may not stop using force to advance its ambitions. iraq  has massed an enormous war machine on the saudi border capable of starting hostilities with little  preparation. let me be clear: the independence of saudi arabia is of vital interest to the united states. from a speech by us president bush, 8 august 1990.",
            "11": "11 0470/21/o/n/19 \u00a9 ucles 2019 [turn over source g a cartoon published in australia, 3 august 1990. source h  a cartoon published in the united states in early 1991. the figure on the television screen  is president bush.",
            "12": "12 0470/21/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source d prove saddam\u2019s claims in source c? explain your answer using details of  the sources and your knowledge.  [8] 3 study source e.   how useful is this source to a historian studying the crisis over kuwait? explain your answer using  details of the source and your knowledge.  [8] 4 study source f.  why did president bush make this speech on 8 august 1990? explain your answer using details  of the source and your knowledge.  [8] 5 study sources g and h.  how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that iraq was to blame for the crisis over  kuwait? use the sources to explain your answer.  [12] permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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."
        },
        "0470_w19_qp_22.pdf": {
            "1": "this document consists of 13 printed pages, 3 blank pages and 1 insert. dc (leg/cgw) 167758/2 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *7266263888*history  0470/22 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p8] option b: twentieth century topic  [p10\u2013p14] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/22/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic did nationalists unify italy or was it taken over by piedmont? study the background information and the sources carefully, and then answer all the questions.  background information two different stories can be told about italian unification: the growing power and territorial expansion  of piedmont, with piedmont coercing italians into a single state, which accidentally led to unification; or the activities of nationalist revolutionary garibaldi and his volunteers who were fighting for unification from the beginning.  under the leadership of cavour and king victor emmanuel ii, piedmont emerged as the strongest state  in italy. in 1859, after allying with the french against austria, piedmont gained lombardy, and in 1860 the central duchies followed. meanwhile, in the south, garibaldi and his volunteer army, with their fervent desire to unify italy, had defeated the kingdom of naples in sicily and on the mainland, and were next heading for the papal states. cavour, worried that garibaldi was a dangerous revolutionary who was beyond piedmont\u2019s control, quickly sent an army to meet garibaldi before he reached rome.  in october 1860 garibaldi handed over control of the south of italy to king victor emmanuel ii and in  november they entered naples together. in 1861 victor emmanuel was declared king of italy. which was more important in bringing about italian unification, piedmont\u2019s desire for more territory and  power or the activities of italian nationalists like garibaldi? source a cavour set out to modernise piedmont and make her the leader of italy. up to 1858 he had not made  any progress in freeing italy from austrian control or enlarging piedmont. then remarkably, between  1858 and 1860, he was able to achieve everything he set out to do. the truth is, that these were not  actually cavour\u2019s achievements at all, but rather the unexpected result of napoleon\u2019s plans coupled with a great deal of luck. it is likely that events could have stopped there. neither piedmont nor france was interested in a unified italy. a united italy would damage french interests; napoleon wanted a french satellite state as a neighbour, not a strong united state. and cavour was not really interested in  the italian cause. uppermost in his mind were hatred of austria, personal ambition and piedmontese  expansion. he knew nothing of the south.  garibaldi, on the other hand, felt that unity could be achieved right now and it was he who took the  initiative. he conquered naples, not for himself, but for victor emmanuel and italy. when people of the south came to vote in plebiscites for unity, the vote was largely a vote for garibaldi. he was  fundamental to the unification process. it was he who forced cavour to embrace unification. cavour  aimed at only an enlarged piedmont but garibaldi\u2019s success transformed the situation. cavour did not see garibaldi\u2019s work as part of a great process of unification but as a threat to everything he had achieved. garibaldi, and in particular republicanism, had to be stopped and the only way this could be done was by conquering part of the papal states and taking over the southern kingdom. cavour  unified italy to stop garibaldi. it was a desperate gamble to preserve an enlarged piedmont.  from a history book published in 2013.",
            "3": "3 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source b cavour is remembered as probably the most significant figure in the italian risorgimento. his reputation  rests on a string of political and diplomatic successes between 1858 and 1860. his aims were the  liberty and unity of italy, and the introduction of constitutional, political and social reforms. owing to his independent thinking and high ideals, cavour became very popular among the italians and proved himself an able diplomat, a great politician and a maker of italy. the question still in debate is how much credit cavour can claim for the success of garibaldi\u2019s expedition of 1860, which was essential to the achievement of italian unity. he supported the expedition from the first and the assistance he gave  garibaldi was absolutely indispensable to the success of the enterprise.  he is undoubtedly the greatest figure of the risorgimento, and although other men and other forces  cooperated in the movement, it was cavour who organised it and skilfully conducted the negotiations which overcame all obstacles. his views broadened progressively; at each stage he discovered a new  horizon, and he followed his path without ever seeking anything except what was possible. although  he disapproved of republicanism, he was a constitutionalist, for he felt that italian unity could not last if unsupported by popular feeling. some of his acts, especially his policy towards the neapolitan kingdom, have been criticised as politically immoral; but few revolutions \u2013 and cavour, after all, was a revolutionary \u2013 can be conducted without attacking established rights. he changed his views but in the difficult diplomatic situations which he had to face, what was impossible or dangerous one day became  possible and desirable the next. this was particularly the case with the question of naples. cavour\u2019s  one absorbing passion was the liberation and unity of italy, and to this he devoted his whole life and talent. from a history book published in 1909.",
            "4": "4 0470/22/o/n/19 \u00a9 ucles 2019 source c a british cartoon published in june 1860. the figure in the bottom right represents   king ferdinand ii of naples. he was nicknamed \u2018bomba\u2019 because of his bombardment of   messina during the unrest of 1848.",
            "5": "5 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source d to make italy, as things now stand, victor emmanuel and garibaldi must not be set against each other.  if tomorrow i were to fight against garibaldi, european public opinion would be against me and rightly  so. garibaldi has done the greatest service that a man can do; he has given the italians self-confidence;  he has proved to europe that italians can fight and die in battle to reconquer a fatherland. it would be highly desirable if a revolution in naples came about without him, but if in spite of all our efforts he  should liberate southern italy as he liberated sicily, we would have no choice but to wholeheartedly go  along with him. a letter from cavour to costantino nigra, 9 august 1860. nigra was cavour\u2019s representative in paris. source e by firmly seizing the direction of political events in southern italy, the king and his government  prevented our wonderful italian movement from degenerating; they prevented the factions which did so much harm in 1848 from exploiting the emergency conditions in naples after its conquest by garibaldi.  we intervened not to impose a pre-conceived political system on southern italy, but to allow the people  there to freely decide their future.  from a speech by cavour to the piedmontese parliament, 16 october 1860.",
            "6": "6 0470/22/o/n/19 \u00a9 ucles 2019 source f a cartoon published in britain in 1860. in the nineteenth century \u2018powder\u2019 could also mean gunpowder.",
            "7": "7 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source g a cartoon from 1861 showing cavour and garibaldi making \u2018the boot\u2019 of italy. source h piedmont has a thirst for power, a desire to destroy and rule. the unity boasted by piedmont is a lie.  piedmont proclaims \u2018away with the austrian!\u2019, yet it enables another foreigner, the french, to penetrate into the heart of italian lands. piedmont cries \u2018italy!\u2019, and makes war on italians; because it does not want to make italy \u2013 it wants to eat italy. our homeland, naples, is not hostile to italy but fights against  those who say \u2018unite italy\u2019 in order to rob it. naples wants to unite italy so that it can advance in  civilisation, not retreat into barbarity. from a book by a historian, published in naples in 1862. ",
            "8": "8 0470/22/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in june 1860? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.   how similar are the opinions of these two cartoonists about the unification of italy? explain your  answer using details of the sources and your knowledge.  [8] 5 study source h.   how useful is this source to a historian studying the process of italian unification? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that italian unification was brought about  by piedmont? use the sources to explain your answer.  [12]",
            "9": "9 0470/22/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "10": "10 0470/22/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic how important was khomeini to the iranian revolution?  study the background information and the sources carefully, and then answer all the questions.  background information  in 1979 the shah of iran was overthrown by revolution. demonstrations and strikes had begun in 1977  and increased to such an extent that in january 1979, with the country paralysed, the shah fled. his government was swept away by force in february. in march the iranian people voted for an islamic republic, and in november, for an islamic constitution. ayatollah khomeini became supreme leader. the shah had attempted a \u2018white revolution\u2019 \u2013 westernising iran, giving women the vote and  introducing land reform to weaken the influence of the landowners and win the support of peasants and the working class. these reforms were opposed by clergy and caused social tensions. there were many different types of opposition groups in iran, including non-religious groups like the liberals and communists. they claimed the shah\u2019s government infringed civil rights, ruled oppressively and was corrupt. religious opposition to the shah was led by khomeini, who had been in exile since 1964.  khomeini wanted to establish an islamic society and rid iran of all the western influences he claimed  the shah had introduced.  how important was khomeini?  source a the shah\u2019s government failed in a variety of ways \u2013 there was short-term economic difficulty, but more  importantly, a failure to recognise the political aspirations of the people. for a popular revolution to happen people have to see the government as the problem. the growth of the revolutionary movement  was helped by the regime\u2019s repressive rule. initially, revolution was unthinkable. as more groups  joined in, their different grievances flowed into a broad oppositional stream and the sense of shared commitment increased. repeatedly, when government had got into trouble, iranians had turned to the shi\u2019a clergy for leadership. the clergy, faced with the challenges of social and economic change, had always been uncertain about how to respond; now siding with the liberals, now with the monarchy.  but khomeini now provided clear principles for the leadership of the clergy. allied to that was popular  enthusiasm for islam, in opposition to westernisation and foreign interference. that was one part of what happened. the other was the demand from a broad swathe of the iranian people for a free society and democratic government. the form the revolution took was determined by the leadership of khomeini, and the demand for free institutions. in january and february 1979, it seemed possible that the two could be kept out of conflict with each other. from a book published in 2013.",
            "11": "11 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source b it was the working class that brought the shah\u2019s regime down. the iranian revolution represented  intervention of the masses in their millions in determining the fate of the social order. it was an excellent  example of how a mass movement can overthrow a vicious bourgeois dictatorship. furthermore, the revolutionary upsurge resulted in numerous forms of self-organisation of the masses: the workers\u2019, peasants\u2019 and soldiers\u2019 neighbourhood committees; the women\u2019s movement in defence of equal rights; the movement of the oppressed nationalities; the struggles of the unemployed for jobs; and the student movement. the revolution was a revolt against the injustices of the shah\u2019s regime and the economic crisis it  had brought about. the central demands of the masses were about democratic rights. the february insurrection brought about many democratic rights but these gains were brutally suppressed. the only \u2018right\u2019 recognised by the clerical rulers was the complete submission of everything to the arbitrary rule  of the mullahs. khomeini\u2019s regime was in the service of private property and class rule, based on  exploitation of the majority by a handful of reactionary profiteers.  the establishment of this regime was a decisive victory for the counter-revolution. this bourgeois  counter-revolution succeeded in defeating the revolution by \u2018joining\u2019 it. this was possible by supporting a faction within the opposition to the shah that could ensure a degree of control over the masses. this  was one of the most important factors in placing khomeini at the head of the mass movement. the  shi\u2019a clergy was well suited for this task because it has always been an important institution of the state, well trained in defending class society and private property. the shi\u2019a hierarchy has always been the main ideological prop of the state.  an account written by people involved in the revolution, from a marxist website.",
            "12": "12 0470/22/o/n/19 \u00a9 ucles 2019 source c a cartoon published in iran, 1979. the caption said, \u2018the shah had a lot of sympathy for the poor.\u2019 source d a cartoon published in iran, 1979. the caption of the cartoon said, \u2018economic prosperity\u2019. the figure  on the right represents the shah.",
            "13": "13 0470/22/o/n/19 \u00a9 ucles 2019 [turn over source e i have heard the message of the revolution of you, the iranian people. i am the guardian of the  constitutional monarchy which is the divine duty entrusted to the shah by the people. after all the  sacrifices that you have made, i pledge that in future the iranian government will be founded on social justice and the people\u2019s will and know nothing of despotism, tyranny and corruption. you should know that in the revolution of the iranian people against colonialism, tyranny and corruption, i am beside you; and in the defence of national unity and islamic religious observances, in the establishment of basic freedoms and the realisation of the wishes and ideals of the iranian people, i will be by your side. from a radio broadcast by the shah, november 1978. source f in this book i will explain the complete untold story of the so-called iranian revolution which was in fact  a reaction back to the dark ages. today the dark forces under the pretence of the holy authority, yet truly under the authority of an irresponsible bunch, are trying to destroy everything which was built by the people of iran. my plans for iran were glorious. my vision was to build a modernised, progressive, hi-tech, well-educated and economically prosperous iran; to revive iran and re-establish her as a major  contributor for the global civilisation. my mistake was rushing this progress; maybe this downfall would  not have occurred if i had not rushed. the fall of the imperial iran can bring catastrophic results for iran. to understand the upheaval in iran one must understand the politics of oil. as soon as i began to insist on a fair share of the oil wealth for iran, a systematic campaign of condemnation of me by the west was begun. it was at this time they began to call me a \u2018despot\u2019, an \u2018oppressor\u2019, a \u2018tyrant\u2019.  from a memoir by the shah entitled \u2018answer to history\u2019, published in 1980. source g  you who suppose that something other than islam overthrew the shah\u2019s regime, you who believe non- islamic elements played a role, study the matter carefully. look at the tombstones of those who gave their lives to the movement. all the tombstones belong to muslims: peasants, workers, tradesmen, committed religious scholars. those who imagine that some force other than islam could shatter the great barrier of tyranny are mistaken. as for those who oppose us because of their opposition to islam,  we must cure them by means of guidance, if it is possible; otherwise, we will destroy these agents of  foreign powers with the same fist that destroyed the shah\u2019s regime. people infatuated with the west, empty people! come to your senses; do not try to westernise  everything! look at the west, and see who the people are that present themselves as champions of human rights. is it human rights they really care about, or the rights of the superpowers? how  much you talk about the west, claiming that we must measure islam in accordance with western  criteria! what an error! it was the mosques that created this revolution, the mosques that brought this movement into being.  from a speech by khomeini in late 1979.",
            "14": "14 0470/22/o/n/19 \u00a9 ucles 2019 source h the old interests and the imperialists sought to find a spiritual leader, without beliefs and devoted to the  causes of imperialism and ambition. khomeini has lived in india and there had relations with english  imperialism. a man without standing among the eminent clergy, he seized the opportunity to enter  events and make a name for himself. opposed to the white revolution, he was determined to install  imperialism, and unleashed his agents against the land reform and women\u2019s rights and showed that  there are people ready to put themselves at the disposal of conspirators and foreign national interests.  millions of iranian muslims will ponder how iran\u2019s enemies choose their accomplices dressed in the  sacred and honourable cloth of the clergyman.  from an article published in an iranian newspaper, 7 january 1979. the article was written by the  iranian government and secretly handed to the newspaper for publication. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.   how similar are the messages of these two cartoons? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source g.  why did khomeini make this speech late in 1979? explain your answer using details of the source  and your knowledge.  [8] 5 study source h.  do you believe this source? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that khomeini was important to the iranian  revolution? use the sources to explain your answer.  [12]",
            "15": "15 0470/22/o/n/19 \u00a9 ucles 2019 blank page",
            "16": "16 0470/22/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w19_qp_23.pdf": {
            "1": "this document consists of 11 printed pages, 1 blank page and 1 insert. dc (leg/cgw) 167757/3 \u00a9 ucles 2019  [turn overcambridge assessment international education cambridge international general certificate of secondary education *1481289153*history  0470/23 paper 2  october/november 2019  2 hours no additional materials are required. read these instructions first an answer booklet is provided inside this question paper. you should follow the instructions on the front cover  of the answer booklet. if you need additional answer paper ask the invigilator for a continuation booklet. this paper has two options. choose one option, and answer all of the questions on that topic. option a: nineteenth century topic  [p2\u2013p6] option b: twentieth century topic  [p8\u2013p12] the number of marks is given in brackets [  ] at the end of each question or part question. this syllabus is regulated for use in england, wales and northern ireland as a cambridge international level 1/level 2 certificate.",
            "2": "2 0470/23/o/n/19 \u00a9 ucles 2019 option a: nineteenth century topic how far did piedmont take the lead in events in italy, 1859\u201360?  study the background information and the sources carefully, and then answer all the questions.  background information in march 1861 the kingdom of italy was proclaimed, with victor emmanuel ii as king. this achievement  depended largely on the events of the years 1859\u201360.  many historians believe that until 1859 piedmont, its king victor emmanuel ii and its prime minister  cavour, were only interested in extending piedmont\u2019s power and territory and expelling austria from  italy. they claim that, until garibaldi\u2019s conquest of the kingdom of the two sicilies, cavour had given  little thought to a unified italy. even the war with austria in 1859 was led by napoleon iii of france. they also argue that it was garibaldi\u2019s successful expeditions to sicily, and then naples, and his handing over of these to king victor emmanuel, that made unification possible.  but was the role of piedmont in 1859\u201360 really so insignificant?  source a the biography of cavour is the biography of piedmont, the leading state of the italian nation. it became  evident that its internal reforms were a means to an end, and that this end was the consolidation  of italian liberty. cavour saw his opportunity and turned the crimean war to italy\u2019s advantage. the alliance between piedmont and france was cavour\u2019s handiwork. after resigning over the villafranca agreement, the italian people called him back to lead italy. garibaldi has lived to see that cavour and himself were following the same object by different routes. from cavour\u2019s obituary published in an english newspaper on 7 june 1861,   the day after cavour died.  source b garibaldi\u2019s overthrow of bourbon government in naples forced cavour to go outside his original  intention of expelling austria from northern italy. instead, cavour was forced to mastermind the unification of northern italy with the southern kingdom of the two sicilies, a part of italy in which he had no interest. his \u2018nationalist\u2019 policies in 1859 and 1860 reflect his political ambitions for piedmont, not italy; they demonstrate the role of diplomacy and dynasty in the unification and were a cynical exercise  in limiting the damage caused by garibaldi. cavour\u2019s actions in 1859\u20131860 were cynical and elitist. as  historians, we can recognise the accidental character of unification in 1860, but must still acknowledge the unstoppable appeal of nationalism as a large-scale movement. to most educated contemporaries, national unification seemed the most viable and attractive solution to italy\u2019 s political crisis at this time. from a history book published in 2009.",
            "3": "3 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source c king victor emmanuel and cavour are determined to drag france into war with austria. the great  design which piedmont places above all other considerations is her own territorial expansion and the  creation of a strong monarchy in the north of italy. to this everything is made subservient. in pursuit of this favourite scheme cavour has damaged his prestige among thinking people in england and elsewhere. he has declined in the estimation of the french public to the character of a vulgar aggressor. only in the french army is there any support for war. an account by a journalist in paris published in an english newspaper , march 1859. source d a british cartoon published on 11 june 1859. napoleon iii is saying to victor emmanuel, \u2018bravo, my  little fellow! you shall do all the fighting, and we\u2019ll divide the glory!\u2019 ",
            "4": "4 0470/23/o/n/19 \u00a9 ucles 2019 source e a cartoon published in britain on 6 october 1860. victor emmanuel is saying, \u2018i wonder when he will  open the door.\u2019 source f a cartoon published in britain on 2 march 1861. the creature in the bottom left represents leopold ii,  grand duke of tuscany. the figure on the right represents king victor emmanuel.",
            "5": "5 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source g piedmont has a thirst for power, a desire to destroy and rule. the unity boasted by piedmont is a lie.  piedmont proclaims \u2018away with the austrian!\u2019, yet it enables another foreigner, the french, to penetrate  into the heart of italian lands. piedmont cries \u2018italy!\u2019, and makes war on italians; because it does not want to make italy \u2013 it wants to eat italy. our homeland, naples, is not hostile to italy but fights against those who say, \u2018unite italy\u2019 in order to rob it. naples wants to unite italy so that it can advance in civilisation, not retreat into barbarity. from a book by giacinto de\u2019 sivo published in 1862. giacinto de\u2019 sivo was the leading pro-bourbon  historian after the fall of the kingdom of naples.  source h  whenever any internal division was likely to injure my country\u2019s great cause, i have submitted, and  shall always submit. however, as an ordinary man, i leave it to the conscience of the representatives of italy to decide whether i can hold out my hand to cavour, who has made me a stranger in italy. italy is not divided, it is whole because garibaldi and his friends will always be on the side of those that  champion italy\u2019s cause and will fight its enemies on every occasion. with regard to my volunteer army,  i must remind you of its glorious deeds; the marvels it accomplished were obscured only when the cold, hostile hand of government made its evil influence felt: when my hopes for unity were confronted by the horrors of a civil war provoked by the government. garibaldi speaking in the italian parliament in april 1861.",
            "6": "6 0470/23/o/n/19 \u00a9 ucles 2019 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources give similar impressions of cavour? explain your answer using  details of the sources.  [6] 2 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [8] 4 study source g.  how far do you believe source g? explain your answer using details of the source and your  knowledge.  [8] 5 study source h.   why did garibaldi make this speech in april 1861? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that piedmont led the events in 1859\u201360  that ended in unification? use the sources to explain your answer.  [12]",
            "7": "7 0470/23/o/n/19 \u00a9 ucles 2019 [turn over blank page",
            "8": "8 0470/23/o/n/19 \u00a9 ucles 2019 option b: twentieth century topic did the iranian people and khomeini have the same aims?  study the background information and the sources carefully, and then answer all the questions.  background information  in 1979 the regime of the shah in iran was overthrown by revolution. demonstrations and strikes had  begun in 1977 and, in january 1979, with the country paralysed, the shah fled. he left shapour bakhtiar as prime minister. bakhtiar was a moderate liberal and had opposed the shah. his appointment was meant as a concession to the opposition and during his thirty-six days in power he passed many liberal measures. however, his government was rejected by ayatollah khomeini and the masses and he lost  power in february. in march the iranian people voted for an islamic republic, and in november for an  islamic constitution. khomeini became supreme leader. before the revolution there were many different types of opposition groups in iran, including those  who wanted an end to the shah\u2019s rule and the introduction of democracy. there was also the exiled cleric khomeini who wanted to depose the shah. he criticised the shah for destroying freedom but  also wanted to establish a strict islamic society and rid iran of all the western influences he claimed the  shah had introduced.  was khomeini in agreement with the iranian people or did they have different aims? source a in 1978 iranian streets were flooded with thousands of citizens in a fight for change, ending up in a  bloody uprising against the shah. when the iranian monarchy was abolished, it marked a massive turning point for the people of iran. many saw the shah as a power-hungry king who had ruined the  economy, silenced any opposition and had let corruption run rampant. khomeini, the primary leader of the movement to overthrow the shah, had fundamentalist islamic views  and preached about the ills of the shah\u2019s regime. he criticised the regime for crippling free speech, for westernisation of the country and the resulting moral corruption of iran. his supporters viewed  his stance as a way to reclaim their country from the greedy shah and the west. these messages  were incredibly effective in mobilising the people. many iranians were wedded to their shi\u2019a traditions and had a negative view of the shah\u2019s reforms. the universal desire for change made people of all backgrounds unify and join in the revolution. the revolution did not conform to western revolutions. this became a puzzle to some in the west, resulting in their disappointment and the idea that the revolution was \u2018deviant\u2019 because it established an islamic republic. however, khomeini\u2019s words were received as  divine inspiration by the great majority of iranians. it is possible to make sense of the iranian revolution  \u2013 the whole society, rich and poor, revolted against the state. however, for westerners it would make no sense for the rich and educated groups to rally behind khomeini and his call for islamic government.  a recent account of the iranian revolution.",
            "9": "9 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source b  the shah relied on the brutality of his security forces. tensions between the regime and society  reached an irretrievable breach when the shah in 1975 turned the country into a one-party state. any  remaining political parties were dissolved, all citizens were required to join the new resurgence party and to vote for it, and those who refused were denounced as traitors. with khomeini\u2019s return, the iranian people looked forward to a new era with freedom of expression and  with the nation\u2019s oil wealth being used for the benefit of the entire nation. khomeini, writing from exile,  had promised to set the people free from despotism. but the ayatollah was hard at work on a very  different political agenda. his ambition was to establish an islamic state in which supreme authority was vested in the country\u2019s religious leaders and the country was governed on the basis of islamic law. now that he was safely back in tehran, khomeini was determined to implement the agenda he had championed for more than twenty years. it was of no concern to him that his programme bore little  relation to the wishes of the majority of the people who wanted a constitutional democracy. when he  became the supreme leader he had absolute power. when demonstrations were organised they were violently attacked by his revolutionary guards. a dictatorial regime was established. from a history book published in 2010. source c i must tell you that the shah, that evil traitor, has gone. he fled and plundered everything. he  destroyed our country and filled our cemeteries. he ruined our country\u2019s economy. even the projects  he carried out in the name of progress pushed the country towards decadence. he suppressed our  culture, annihilated people and destroyed all our manpower resources. we are saying this man and his government are illegal. if they were to continue to stay in power, we would treat them as criminals. i shall appoint my own government. i shall decide the government with the backing of this nation, because this nation accepts me. from a speech to the iranian people by khomeini, february 1979.  source d we have one country and it shall have one government and one army. iran shall never have two  governments under any circumstances. unfortunately, some people have become accustomed to dictatorship. they accepted the shah\u2019s dictatorship and maybe another future dictatorship would be to their satisfaction too. however, i am in favour of freedom and liberty in this country and nothing else. how amazing! we want to give these people freedom and democracy, and they do not want it. what can we do? from a speech by shapour bakhtiar, february 1979.",
            "10": "10 0470/23/o/n/19 \u00a9 ucles 2019 source e the shah sacrificed the interests of the iranian nation to our enemies and made the country completely  dependent on outsiders. imam khomeini led an uprising by hoisting the flag of islam. the islamic  revolution is different from other revolutions. it is neither just a cultural, moral, economic or political revolution, but rather a revolution on all fronts. it is like islam. besides its moral, ethical, and divine aspects, islam also considers the different aspects of people\u2019s lives and offers economic, political, and social perspectives as well. similarly, the islamic revolution enjoyed several aspects which are in line with the needs of humanity. imam khomeini insisted on the fact that the revolution is divine and that it belongs to the people. this  means that no individual or class can claim to own this revolution. it was caused by his determination and personality, but imam khomeini considers his own role as very little. protecting the revolution is a duty that lies on everybody\u2019s shoulders. the people must consider themselves as the guardians of the  revolution. there have always been some individuals who have tried to separate the aspects related  to religion and social justice.  from a speech by a leading iranian cleric in june 2008 on the nineteenth   anniversary of khomeini\u2019s death. source f a cartoon published in the usa in mid-1979.",
            "11": "11 0470/23/o/n/19 \u00a9 ucles 2019 [turn over source g the masses supported the fedayee organisation. at the beginning of the revolution, when mullahs  wanted to motivate people, they talked about fedayee guerrillas, but after the movement was  victorious the situation changed, so now it is sinful to mention the name fedayee. they are so afraid of revolutionaries. they tremble because they want to preserve their class and status.  when can we say the revolution is over? to answer this we should see if the wills of the people  who participated in the revolution have been satisfied. it was the strikes by workers that crippled  the bourgeoisie. but instead of appreciating the workers, the new government invited all the owners  of industry back and called the workers \u2018troublemakers\u2019. we have three million unemployed, and government puppets who are getting salaries in the tens of thousands of rials, just as in the shah\u2019s era. and when people questioned this they were branded counter-revolutionaries and punished. the government rebuilt the reactionary army of the shah\u2019s regime to suppress the people under the name  of the islamic republic.  from a speech by ashraf dehghani, february 1980. she was a leader of the banned organization of  iranian people\u2019s fedai guerrillas, a communist organisation. ",
            "12": "12 0470/23/o/n/19 \u00a9 ucles 2019 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far would bakhtiar (source d) have agreed with source c? explain your answer using details  of the sources and your knowledge.  [8] 3 study source e.  how useful is this source as evidence about the iranian revolution? explain your answer using  details of the source and your knowledge.  [8] 4 study source f.   what is the message of this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that khomeini had the same aims as the  iranian people? use the sources to explain your answer.  [12]"
        },
        "0470_w19_qp_41.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/41 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_41_2019_1.11 \u00a9ucles2019 *4806615276*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantweretrenchesindeterminingthenatureofwaronthewesternfront?explainyour answer. [40]1 howsignificantweretheactionsofgermanleadersasareasonforthearmisticein1918?explain youranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantweretheterritorialtermsofthetreatyofversaillesasacauseofproblemsinearly weimargermany?explainyouranswer. [40]3 howsignificantwerethesaandssinsecuringnazipowerby1934?explainyouranswer. [40] 4 depthstudyc:russia,1905\u20131941 howimportantwereeconomicproblemsincausingdisturbancesinrussiaupto1917?explain youranswer. [40]5 howsignificantwasdefenceasareasonforstalin\u2019seconomicpolicies,1928-41?explainyour answer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasthemotorindustryasacauseoftheeconomicboominthe1920s?explain youranswer. [40]7 howsignificantwasthelossofforeignmarketsasacauseofthedepressionintheusa?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the failure of the nationalists to appeal to the peasants in bringing about communistvictoryin1949?explainyouranswer. [40]9 howsignificantwastheculturalrevolutiontothedevelopmentofcommunistruleinchina?explain youranswer. [40]10 11_0470_41_2019_1.11 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepasslawsinmaintainingsegregationinsouthafricabefore1948?explain youranswer. [40]11 howsignificantwerethesecurityforcesinallowingnationalistgovernmentstomaintainthesystem ofapartheid?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasisraeliaggressionasacauseofconflict,1956-73?explainyouranswer. [40] 13 howsignificantwasfatahindeterminingthenatureofpalestinian-israelirelationsto2005?explain youranswer. [40]14 11_0470_41_2019_1.11 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2019_1.11 \u00a9ucles20194"
        },
        "0470_w19_qp_42.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/42 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_42_2019_1.11 \u00a9ucles2019 *3608165081*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthefirstbattleofypresasacauseoftrenchwarfare?explainyouranswer. [40]1 howsignificantwasdecliningsupportforthewarasareasonforgermany\u2019ssurrenderin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwasthe25-pointprogrammeinthedevelopmentofthenazipartyto1934?explain youranswer. [40]3 howsignificantwashimmlerinestablishingthenazidictatorship?explainyouranswer. [40] 4 depthstudyc:russia,1905\u20131941 how important was the kornilov affair as a reason for bolshevik success in november 1917? explainyouranswer. [40]5 howsignificantwascontrolofthemediainmaintainingstalin\u2019sdictatorship?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantweretheproblemsofolderindustriesintheuseconomyofthe1920s?explain youranswer. [40]7 howsignificantwasthefearofcommunismasafactorshapingthenatureofussocietyinthe 1920s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheredistributionoflandinchanginglifeinchinainthe1950sand1960s? explainyouranswer. [40]9 howsignificantwasrepressioninmaintainingcommunistruleinchina?explainyouranswer. [40]10 11_0470_42_2019_1.11 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwastheancintheoppositiontoapartheid?explainyouranswer. [40] 11 howsignificantweretheactionsofvorstertothemaintenanceofwhiteminorityrulefrom1961? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthepartitionplanasacauseofthe1948-49war?explainyouranswer. [40] 13 howsignificantaroledidtheunitednationsplayinthearab-israeliconflictafter1973?explain youranswer. [40]14 11_0470_42_2019_1.11 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_42_2019_1.11 \u00a9ucles20194"
        },
        "0470_w19_qp_43.pdf": {
            "1": "cambridgeassessmentinternationaleducation cambridgeinternationalgeneralcertificateofsecondaryeducation 0470/43 october/november2019 1hourhistory paper4alternativetocoursework additionalmaterials: answerbooklet/paper readtheseinstructionsfirst ananswerbookletisprovidedinsidethisquestionpaper.youshouldfollowtheinstructionsonthefrontcover oftheanswerbooklet.ifyouneedadditionalanswerpaperasktheinvigilatorforacontinuationbooklet. answeronequestionfromyourchosendepthstudy. thenumberofmarksisgiveninbrackets[]attheendofeachquestionorpartquestion. thissyllabusisregulatedforuseinengland,walesandnorthernirelandasacambridgeinternationallevel1/level2certificate. thisdocumentconsistsof 3printedpagesand 1blankpage. [turnover11_0470_43_2019_1.10 \u00a9ucles2019 *1543893432*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u20131918 howimportantwasthe\u2018racetothesea\u2019asareasonwhythewardidnotcometoarapidend? explainyouranswer. [40]1 howsignificantwerethetacticsofthealliesasareasonforgermany\u2019sdefeatin1918?explain youranswer. [40]2 depthstudyb:germany,1918\u20131945 howimportantwereyoungpeopleintheoppositiontonazirule,1933-45?explainyouranswer. [40]3 howsignificantwerepoliciestowardsfarmersinwinningsupportforthenaziregime?explainyour answer. [40]4 depthstudyc:russia,1905\u20131941 howimportantwerethedumastothesurvivalofthetsaristregimeuptomarch1917?explain youranswer. [40]5 howsignificantwastheneweconomicpolicy(nep)inallowingstalintogaincontroloftheussr by1928?explainyouranswer. [40]6 depthstudyd:theusa,1919\u20131941 howimportantwasthekukluxklanasacauseofintoleranceinussocietyinthe1920s?explain youranswer. [40]7 howsignificantwasoverconfidenceasacauseofthewallstreetcrashin1929?explainyour answer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthesecondworldwarincausingtheunpopularityofthekuomintang(kmt)? explainyouranswer. [40]9 how significant was the soviet union to the economic development of china in the 1950s and 1960s?explainyouranswer. [40]10 11_0470_43_2019_1.10 \u00a9ucles20192",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthedesiretomaintainwhitesupremacyincausingtheelectionvictoryofthe nationalpartyin1948?explainyouranswer. [40]11 howsignificantwereeconomicfactorsasacauseoftheincreasingoppositiontowhiteminority ruleafter1976?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwastheusainshapingeventsinpalestineupto1948?explainyouranswer.[40]13 howsignificanthasthewillingnessoftheisraelistouseviolencebeenincausingthefailureofthe peaceprocess?explainyouranswer. [40]14 11_0470_43_2019_1.10 \u00a9ucles20193",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2019_1.10 \u00a9ucles20194"
        }
    },
    "2020": {
        "0470_m20_qp_12.pdf": {
            "1": "cambridge igcse\u2122*1028380874*history  0470/12 paper 1  february/march  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 184565/3 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated.",
            "2": "2 0470/12/f/m/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 after early setbacks, italian unification was eventually achieved.    (a) describe austria\u2019s role in crushing the 1848\u201349 revolutions in italy.  [4]    (b) why was mazzini important to the cause of italian unification?  [6]    (c) which was more important in achieving italian unification, cavour\u2019s diplomacy or garibaldi\u2019s  actions? explain your answer.  [10] 2 france, prussia and austria all played important roles on the road to german unification.    (a) describe the crisis over luxembourg in 1867.  [4]  (b) why did william i appoint bismarck as minister-president in 1862?  [6]    (c) which was more responsible for prussia\u2019s emergence as the dominant german power by  1866, prussian strength or austrian weakness? explain your answer.  [10] 3 black americans suffered in the usa during the nineteenth century.    (a) what did the supreme court decide in the dred scott case of 1857?  [4]    (b) why was the fugitive slave act of 1850 controversial?  [6]    (c) which achieved more for black americans, the civil war or reconstruction? explain your  answer.  [10] 4 international agreements could increase tensions between european powers.    (a) what were the terms of the triple alliance?  [4]    (b) why did austria send serbia an ultimatum on 23 july 1914?  [6]    (c) \u2018britain went to war in 1914 to honour its promise to protect belgium.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "3": "3 0470/12/f/m/20 \u00a9 ucles 2020 [turn over 5 few nations were entirely happy with the final terms of the paris peace settlement.     (a) describe how turkey was treated in the treaty of s\u00e8vres.  [4]    (b) why did the treaty of versailles have a damaging political impact on germany up to 1923?   [6]  (c) who was happier with the terms of the treaty of versailles, clemenceau or wilson? explain  your answer.  [10] 6 the record of the league of nations was mixed.    (a) describe how the league of nations dealt with upper silesia.  [4]    (b) why was haile selassie unhappy with the way the league dealt with the italian invasion of  abyssinia?  [6]    (c) \u2018the humanitarian work of the league\u2019s agencies was more important than its failure over  the japanese invasion of manchuria.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 after the second world war there was friction between the usa and the ussr.    (a) describe how communists took over czechoslovakia between 1945 and 1948.  [4]    (b) why did many western european countries welcome the marshall plan?   [6]    (c) \u2018stalin\u2019s foreign policy towards europe between 1945 and 1949 was defensive.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 relations between iran and iraq were poor.    (a) describe the shah\u2019s programme to modernise iran.     [4]    (b) why did several western powers support iraq in the iran\u2013iraq war?  [6]    (c) was saddam hussein right when he declared a victory for iraq in the iran\u2013iraq war? explain  your answer.  [10]",
            "4": "4 0470/12/f/m/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 a stalemate quickly developed on the western front.     (a) describe the psychological problems experienced by soldiers in the trenches.  [4]    (b) explain why germany developed the schlieffen plan.    [6]    (c) how far does belgium\u2019s reaction to german aggression explain why a stalemate developed  on the western front? explain your answer.  [10] 10 the battles of verdun and the somme were key battles in the first world war.    (a) describe haig\u2019s tactics in the battle of the somme.  [4]    (b) why did both sides use gas on the western front?  [6]    (c) \u2018the battle of verdun achieved more for the allies than the battle of the somme.\u2019 how far do  you agree with this statement? explain your answer.   [10]",
            "5": "5 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the nazis used both legal and illegal methods.    (a) describe the events of the munich putsch.   [4]    (b) why did the nazis do well in elections in the years 1930 to 1932?  [6]    (c) which was more important in hitler consolidating his power, the enabling act or the night of  the long knives? explain your answer.  [10] 12 the nazis treated different groups in germany very differently.    (a) describe the activities of the edelweiss pirates.  [4]    (b) why did the nazis introduce the final solution?  [6]    (c) which was more effective in winning over german youth, the hitler youth or changes to what  was taught in schools? explain your answer.  [10]",
            "6": "6 0470/12/f/m/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsarist regime faced many difficulties between 1905 and 1914.  (a) describe the structure of russian society in the countryside in the early twentieth century.  [4]    (b) why did revolution break out in russia in 1905?  [6]    (c) how well did the tsarist regime govern russia between 1906 and 1914? explain your answer.   [10] 14 stalin\u2019s reforms affected all parts of soviet society.     (a) describe how the soviet authorities enforced collectivisation.  [4]    (b) why were stalin\u2019s reforms important for soviet women?  [6]    (c) \u2018by 1941 stalin had modernised the soviet union.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "7": "7 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 during the 1920s america experienced a \u2018boom\u2019.     (a) describe the new methods used by the car industry to build and sell cars.  [4]    (b) why did most farmers not benefit from the economic \u2018boom\u2019?  [6]    (c) \u2018the 1920s saw american industry doing well.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 roosevelt introduced two new deals.    (a) describe how farmers were helped by the first new deal.  [4]    (b) when he became president, why did roosevelt first focus on the banking crisis?  [6]    (c) \u2018the second new deal was more important than the first.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "8": "8 0470/12/f/m/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the 1950s were a time of rapid change for china.  (a) describe the work of the \u2018people\u2019s courts\u2019.   [4]  (b) why did mao introduce the first five year plan?  [6]    (c) \u2018by the early 1960s mao had achieved all his aims.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 the lives of chinese people changed under mao\u2019s rule.    (a) describe the experiences of minority groups under mao.  [4]    (b) why did mao bring the hundred flowers campaign to an end?  [6]    (c) \u2018it is surprising that mao started the cultural revolution.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "9": "9 0470/12/f/m/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 by the 1940s, there had been many changes in south africa.  (a) describe the consequences of the natives land act of 1913 for black south africans.  [4]    (b) why did the south african economy develop rapidly by 1940?  [6]    (c) \u2018changes in south africa brought about by the second world war explain the victory of the  national party in the 1948 election.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 after a long struggle majority rule was finally achieved in south africa.     (a) what did desmond tutu contribute to the ending of apartheid?   [4]    (b) why did p w botha\u2019s reforms fail to stop opposition?  [6]    (c) \u2018the transfer of power between 1989 and 1994 went well.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "10": "10 0470/12/f/m/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 at the end of the second world war britain had a mandate in palestine.  (a) what did the united nations\u2019 partition plan propose for the palestinians?  [4]    (b) why did war break out between the arabs and the israelis in 1948?  [6]    (c) how surprising was the british decision to withdraw from palestine? explain your answer.  [10] 22 the period from 1948 to 1973 was dominated by war.    (a) what were the results of the yom kippur war of 1973?   [4]  (b) why was the involvement of the soviet union in arab\u2013israeli affairs important in the period  1948 to 1973?  [6]    (c) which was more important for israel, the suez war of 1956 or the six-day war of 1967?  explain your answer.  [10]",
            "11": "11 0470/12/f/m/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/12/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_m20_qp_22.pdf": {
            "1": "cambridge igcse\u2122this document has 16 pages. blank pages are indicated. *5363886264* dc (cj/sg) 184566/2 \u00a9 ucles 2020  [turn overhistory  0470/22 paper 2  february/march  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/22/f/m/20 \u00a9 ucles 2020 option a: nineteenth century topic how did the british behave during and immediately after   the indian mutiny of 1857\u201358? study the background information and the sources carefully, and then answer all the questions.  background information the indian mutiny of 1857\u201358 was the result of resentment that had been building during british rule. it  started with a mutiny of sepoys in meerut, but soon turned into a much wider rising against british rule with cities such as delhi, cawnpore and lucknow either falling to the rebels or being put under heavy siege. in some places, such as cawnpore, british women and children were killed. the army of the british east india company had to deal with the troubles, and accounts published in  britain showed it doing this with great heroism. after the rising was put down there were demands from britain that the rebels be dealt with severely. did the british behave well in their response to the indian mutiny?  source a an illustration entitled \u2018miss wheeler defending herself against the sepoys at cawnpore\u2019. it was  published in 1858 in a british book entitled \u2018the history of the indian mutiny\u2019.",
            "3": "3 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source b a merry scene it must have been for a true, liberty-loving briton to see his grenadiers helping  themselves freely to the jewels, valuable arms and clothes, of his majesty of oude. every advance  was accompanied with plunder and devastation. the qaisar bagh palace had fallen on 14 march and within half an hour, discipline was at an end, and the officers had lost all command over their men. on 17 march general campbell was obliged to establish patrols to prevent plundering. the troops were completely out of control. in the city, while the vanguard were fighting against the natives\u2019 fire from the houses, the rearguard plundered and destroyed to their hearts\u2019 content. matters were still so bad that  the most strict orders were issued for the suppression of plunder and outrage.  this is indeed a dreadful state of things in a civilised army in the nineteenth century. if any other troops  in the world had committed one-tenth of these excesses, the indignant british press would brand them with infamy! but these are the deeds of the british army, and therefore we are told that such things are  the normal consequences of war.  a report from an american newspaper, 25 may 1858. source c an illustration from 1858. it was later republished in \u2018heroes of britain in peace and war\u2019, 1880.  the words under this illustration read \u2018some victoria cross exploits of the indian mutiny. 1. private  dempsey rescuing ensign erskine. 2. mr mangles dressing taylor\u2019s wound. 3. mr mcdonell releasing  the boat in the arrah expedition. 4. lieutenant hills and the mounted troopers. 5. young havelock  leading his men to the capture of a gun.\u2019 the victoria cross is the highest british award for bravery for  members of the armed forces.",
            "4": "4 0470/22/f/m/20 \u00a9 ucles 2020 source d an illustration showing british troops looting the qaisar bagh palace in lucknow after the recapture  of the city in 1858. it was published in britain in 1860. the soldier kneeling is saying, \u2018is this string of  pearls worth anything, gentlemen?\u2019 source e the most hostile of our foreign critics are in awe of our administration of india. when we ask, who are  the men who have kept intact, and handed down to us these vast privileges, who are they who have  preserved for us the splendid burden which we accept and bear with honour today? the answer is that  the last of these heroes are among us still, white-haired and too often infirm, but the very men who  saved india from itself in 1857 when the tide of rebellion threatened to wipe away the trace of our rule.  to these survivors, this little book is dedicated.  from a book entitled \u2018in commemoration of the 50th anniversary of the indian mutiny\u2019, published in  britain in 1907. source f a very large proportion of the english community has a violent hatred of every indian of every class.  there is a cruelty, even from those who ought to set a better example, which is impossible to see  without feeling shame for one\u2019s fellow countrymen. not one man in ten seems to think that the hanging  and shooting of 50  000 mutineers is wrong. a letter from lord canning to queen victoria, 25 september 1858. canning was   british governor-general of india.",
            "5": "5 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source g we shall respect the rights, dignity and honour of native princes and we desire that they, as well  as our subjects, should enjoy that prosperity which can only be secured by internal peace and good  government. we reject the desire to impose  christianity on any of our subjects and we strictly charge  all those in authority under us that they abstain from all interference with the religious belief of any of  our subjects. we deeply regret the misery which has been brought upon india by the acts of ambitious men, who  have deceived their countrymen and led them into open rebellion. we desire to show our mercy by  pardoning the offences of those who have been misled, but who desire to return to the path of duty.  our mercy will be extended to all offenders, except those who have been convicted of having taken  part in the murder of british subjects. from queen victoria\u2019s proclamation to the princes and people of india, november 1858.",
            "6": "6 0470/22/f/m/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give about the indian mutiny? explain your answer using  details of the source.  [8] 2 study source b.  why was this source published in 1858? explain your answer using details of the source and your  knowledge.  [7] 3 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source e.  how useful is this source as evidence about british rule in india? explain your answer using details  of the source and your knowledge.  [7] 5 study sources f and g.  how far does source g prove that victoria agreed with canning (source f)? explain your answer  using details of the sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the british behaved well in their  response to the indian mutiny? use the sources to explain your answer.  [12]",
            "7": "7 0470/22/f/m/20 \u00a9 ucles 2020 [turn over blank page",
            "8": "8 0470/22/f/m/20 \u00a9 ucles 2020 option b: twentieth century topic was the cuban missile crisis simply a trial of strength between   kennedy and khrushchev? study the background information and the sources carefully, and then answer all the questions.  background information accounts and representations of the cuban missile crisis have often presented it as a personal trial  of strength between kennedy and khrushchev. many historians criticise this way of representing the crisis. they argue that the broader context of the cold war and the national interests of the usa and the ussr were crucial factors. how far was the cuban missile crisis simply about personal rivalry between kennedy and khrushchev? source a i\u2019ve got two problems. first, to figure out why khrushchev acted in such a hostile way. and second, to  figure out what we can do about it. i think the first part is pretty easy to explain. i think he did it because of the bay of pigs. he thought that anyone who was so young and inexperienced as to get into that mess could be beaten; and anyone who got into it and didn\u2019t see it through had no guts. if he thinks i\u2019m inexperienced and have no guts, until we remove those ideas we won\u2019t get anywhere with him. kennedy speaking to an american reporter in 1961 shortly after his disastrous vienna summit  meeting with khrushchev.  source b then the exchange of notes began. i dictated the messages and conducted the exchange from our  side. president kennedy issued an ultimatum, demanding that we remove our missiles and bombers from cuba. i remember the exchange with the president especially well because i started it and was at the centre of the action at our end of the correspondence. i take complete responsibility for the fact that  the president and i entered into direct contact at the most crucial and dangerous stage of the crisis. dobrynin\u2019s report of a meeting with robert kennedy went something like this, \u2018the president is  appealing directly to chairman khrushchev. if the situation continues much longer, the president fears that the military will overthrow him.\u2019 we knew that kennedy was a young president. for some time i had felt there was a danger that he would lose control of his military, and now he was admitting this to  us himself. \u2018comrades,\u2019 i said, \u2018we have to look for a dignified way out of this conflict.\u2019 we sent a note  saying we agreed to remove the missiles on condition the president gave us his assurance that cuba would not be invaded. from khrushchev\u2019s memoirs, published in 1970. dobrynin was soviet ambassador   to the united states.",
            "9": "9 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source c a cartoon published in an american newspaper in october 1962. kennedy is saying to khrushchev,  \u2018i\u2019d reconsider if i were you!\u2019",
            "10": "10 0470/22/f/m/20 \u00a9 ucles 2020 source d an advertisement, in an american newspaper, for a book published in october 2012.",
            "11": "11 0470/22/f/m/20 \u00a9 ucles 2020 [turn over source e a cartoon published in a british newspaper, 29 october 1962. the caption reads,   \u2018ok, mr president, let\u2019s talk.\u2019 source f good evening my fellow citizens.within the past week, unmistakable evidence has established that a series of offensive missile sites  is now in preparation on cuba. their purpose can be none other than to provide a nuclear strike  capability against the western hemisphere.  the characteristics of these new missile sites indicate two types of installations. several of them  include medium range ballistic missiles capable of striking washington dc, mexico city or any other  city in the south-eastern part of the united states. additional sites appear to be designed for intermediate range ballistic missiles \u2013 capable of travelling  twice as far. this transformation of cuba into an important strategic base is an explicit threat to the  peace and security of all the americas.  from a speech by president kennedy to the american people, 22 october 1962. ",
            "12": "12 0470/22/f/m/20 \u00a9 ucles 2020 source g the accounts of the crisis did not make clear that it was a power confrontation, that the power of the  usa was incomparably superior to that of the ussr, and that the leaders of both nations knew this to  be a fact. the united states, it is worth repeating, could have erased every important soviet military installation and population centre in two or three hours, while the strike capability of the ussr was negligible. although kennedy held the trump cards, he granted the communist empire a privileged sanctuary in the caribbean by means of the \u2018no invasion\u2019 pledge. from a book entitled \u2018dagger in the heart: american failures in cuba\u2019, by mario lazo, published in  1968. lazo was a cuban supporter of the batista regime. after the cuban revolution he fled to the  united states. ",
            "13": "13 0470/22/f/m/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how far do you agree that this source is useful as evidence about the cuban missile crisis?  explain your answer using details of the source and your knowledge.  [7] 2 study source b.  what impressions does this source give of khrushchev? explain your answer using details of the  source.  [7] 3 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 4 study sources d and e.  how far do these two sources agree about the cuban missile crisis? explain your answer using  details of the sources and your knowledge.  [8] 5 study sources f and g.  how far does source g make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the cuban missile crisis was simply  about personal rivalry between kennedy and khrushchev? use the sources to explain your  answer.  [12]",
            "14": "14 0470/22/f/m/20 \u00a9 ucles 2020 blank page",
            "15": "15 0470/22/f/m/20 \u00a9 ucles 2020 blank page",
            "16": "16 0470/22/f/m/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_m20_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 february/march2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover03_0470_42_2020_1.8 \u00a9ucles2020 *2191898562*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbelgianresistanceinhaltingthegermanadvancein1914?explainyouranswer. [40]1 howsignificantwastheuseoftanksinthebattleofthesomme?explainyouranswer. [40] 2 depthstudyb:germany,1918\u201345 howimportantwastheuseofinformersinallowinghitlertocontrolthegermanpeopleafter1933? explainyouranswer. [40]3 howsignificantwastherecoveryofthegermaneconomyinstrengtheningnazirule,1934\u201339? explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwastherusso-japanesewarasacauseofinstabilityinrussiaupto1914?explain youranswer. [40]5 howsignificantwastrotskyinthebolshevikseizureofpowerinnovember1917?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasimmigrationinthe1920sasareasonforthegrowthofthekukluxklan?explain youranswer. [40]7 howsignificantwerethealphabetagenciesindealingwitheconomicproblemsduringthenew deal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthedevelopmentofcommunesinmao\u2019seconomicpoliciesinthe1950s?explain youranswer. [40]9 howsignificantwastheindoctrinationofyoungpeopleinthecommunistdictatorshipinchinaafter 1949?explainyouranswer. [40]10 03_0470_42_2020_1.8 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasyouthoppositionintheresistancetoapartheidafter1948?explainyouranswer. [40]11 howsignificantwerereformstothepasslawsasareasonforthecollapseofwhiteminorityrule insouthafrica?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesovietunioninshapingeventsinthemiddleeastafter1948?explainyour answer. [40]13 howsignificantwaspresidentcarterindealingwiththeproblemsbetweenisraelanditsneighbours after1973?explainyouranswer. [40]14 03_0470_42_2020_1.8 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2020_1.8 \u00a9ucles20204"
        },
        "0470_s20_qp_11.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (jc) 184564/3 \u00a9 ucles 2020  [turn over *2541640416*history  0470/11 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/11/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 individuals played an important part in the story of italian unification.  (a) describe what garibaldi did in 1860 to help italian unification.  [4]  (b) why were there uprisings in italy in 1848\u201349?  [6]  (c) \u2018mazzini contributed little to italian unification.\u2019 how far do you agree with this statement?  explain your answer.  [10] 2 german unification was brought about by a combination of factors.  (a) describe the events leading to the war in 1864 over schleswig-holstein.  [4]  (b) why was the war with austria in 1866 important for bismarck?  [6]  (c) did the 1848 revolutions help or hinder the cause of german unification? explain your answer.  [10] 3 slavery was a divisive issue.  (a) describe the terms of the fugitive slave act of 1850.  [4]  (b) why was the freedmen\u2019s bureau important?  [6]  (c) \u2018the main reason why civil war broke out in 1861 was northern abolitionism.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 european imperialism followed many different models and led to varying reactions.  (a) describe the rule of leopold ii in the congo.  [4]  (b) why did britain use a policy of indirect rule in nigeria?  [6]  (c) how far was the indian mutiny a nationalist uprising? explain your answer.  [10]",
            "3": "3 0470/11/m/j/20 \u00a9 ucles 2020 [turn over 5 nobody gained all they wanted from the paris peace treaties.  (a) describe wilson\u2019s purpose in putting forward his fourteen points.  [4]  (b) why did lloyd george favour a moderate peace settlement with germany?  [6]  (c) which was punished more harshly in the peace treaties, austria or germany? explain your  answer.  [10] 6 little stood in the way of hitler\u2019s aggressive foreign policy.  (a) describe the takeover of czechoslovakia in 1938\u201339.  [4]  (b) why did britain react differently to germany\u2019s aggression towards czechoslovakia and  towards poland?  [6]  (c) \u2018the nazi\u2013soviet pact was the reason why hitler invaded poland.\u2019 how far do you agree with  this statement? explain your answer.  [10] 7 in 1950 korea became a dangerous flashpoint.  (a) describe the north korean attack on south korea in june\u2013september 1950.  [4]  (b) why was macarthur dismissed in april 1951?  [6]    (c) how far was the korean war a success for the united nations? explain your answer.  [10] 8 the soviet union struggled to keep control over eastern europe.  (a) describe dubcek\u2019s actions in czechoslovakia in 1968.  [4]  (b) why did hungarians rise up against soviet control in 1956?  [6]  (c) \u2018gorbachev\u2019s unwillingness to use military force brought about the collapse of soviet control  in eastern europe.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/11/m/j/20 \u00a9 ucles 2020 section b: depth study answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the early months of the first world war set the pattern for much of the rest of the war.   (a) describe the \u2018race to the sea\u2019 in 1914.  [4]  (b) why was belgium\u2019s fierce resistance to the german invasion in 1914 important?  [6]  (c) \u2018the most important battle in 1914 was the battle of the marne.\u2019 how far do you agree with  this statement? explain your answer.  [10] 10 german defeat in the war became certain in 1918.  (a) what was the armistice of 1918?  [4]  (b) why were there mutinies, demonstrations and riots in germany in 1918?  [6]  (c) \u2018the american entry into the war was the key turning point of the war.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "5": "5 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 after facing many difficulties hitler finally became chancellor of germany.  (a) describe the part played by president hindenburg in hitler becoming chancellor in 1933.  [4]  (b) why was the enabling act important to hitler?  [6]  (c) how far had hitler and the nazis recovered from the failure of the munich putsch by 1929?  explain your answer.  [10] 12 the nazis aimed for complete control of germany.  (a) describe how goebbels used the 1936 olympic games.  [4]  (b) why did the nazis put a lot of effort into controlling the media and culture of germany?  [6]  (c) \u2018the nazis were never in complete control of germany.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/11/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 errors by the tsarist regime helped bring about the events of 1917.  (a) describe what happened in russia in march 1917.  [4]  (b) why was rasputin able to become a powerful figure in the tsarist regime?  [6]  (c) \u2018the reaction of the tsarist regime to the 1905 revolution was repression.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 after coming to power stalin ruled the soviet union ruthlessly.   (a) what were the aims of the stakhanovite movement?  [4]  (b) why did the purges damage the soviet union?  [6]  (c) \u2018trotsky\u2019s personality, rather than stalin\u2019s abilities, decided the leadership contest after  lenin\u2019s death.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the 1920s was a decade of rapid change for the usa.  (a) describe changes to the work of women in the 1920s.  [4]  (b) why did the ku klux klan attract support during the 1920s?  [6]  (c) how successful was prohibition? explain your answer.  [10] 16 the early 1930s were difficult years for the usa.  (a) what was \u2018black thursday\u2019, 24 october 1929?  [4]  (b) why did hoover lose the 1932 presidential election?  [6]  (c) \u2018a reduction in demand for american goods caused the depression.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "8": "8 0470/11/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the fortunes of the chinese communist party changed significantly.  (a) describe the tactics used by the communists in the civil war.  [4]  (b) why did the shanghai massacre of 1927 take place?  [6]  (c) \u2018the most important reason for the growth in communist support after 1934 was the  establishment of the yenan soviet.\u2019 how far do you agree with this statement? explain your  answer.  [10] 18 china has had mixed relations with the rest of the world.   (a) what did britain and china agree about the future of hong kong in december 1984?  [4]  (b) why were relations between communist china and vietnam generally poor in the period to  1990?  [6]  (c) \u2018relations between china and russia were good during the period 1950 to 1976.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/11/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there was much opposition to apartheid.  (a) describe the consequences of the bantu education act of 1953 for black south africans.  [4]  (b) why was the state of emergency that was declared after the sharpeville massacre important  for opposition groups?  [6]  (c) \u2018the defiance campaign of 1952 was the most important example of opposition to apartheid  before 1966.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 in the period 1966 to 1980 both enforcement of, and opposition to, apartheid increased.  (a) describe the security measures introduced by the south african government in 1966\u201367.  [4]  (b) why were the bantustans (homelands) important?  [6]  (c) how far did the nature of the opposition to apartheid change in the period 1966 to 1980?  explain your answer.  [10]",
            "10": "10 0470/11/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 tensions led to war in the period 1956 to 1973.  (a) what were the immediate results of the six-day war?  [4]  (b) why did the organisation of petroleum exporting countries (opec) introduce an embargo  on oil supplies in 1973?  [6]  (c) \u2018israel survived in the period 1956 to 1973 because arab states often failed to act together.\u2019  how far do you agree with this statement? explain your answer.  [10] 22 peace between israel and the palestinians has been hard to achieve.  (a) what were the consequences of the first intifada?  [4]  (b) why have divisions between palestinian groups been important in hindering attempts to  reach a negotiated peace?  [6]  (c) which has done more in attempting to bring about peace in the middle east, the united  nations or the usa? explain your answer.  [10]",
            "11": "11 0470/11/m/j/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/11/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s20_qp_12.pdf": {
            "1": "cambridge igcse\u2122dc (jc) 184563/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *1447439357*history  0470/12 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/12/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 italian unification was the result of different factors.  (a) describe how piedmont was reformed during the 1850s.  [4]  (b) why were garibaldi\u2019s actions in 1860 important to italian unification?  [6]  (c) did napoleon iii help or hinder the cause of italian unification? explain your answer.  [10] 2 after setbacks in 1848, german unification was eventually achieved.  (a) what were the aims of the revolutionaries in berlin in march 1848?  [4]  (b) why was the frankfurt parliament important?  [6]  (c) \u2018the main reason why bismarck was able to achieve german unification was his use of  diplomacy.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the usa was divided before, during, and after the civil war.  (a) describe the actions of \u2018carpetbaggers\u2019 after the civil war.  [4]  (b) why was there so much violence in kansas in the years 1854 to 1861?  [6]  (c) how far was lincoln responsible for the north\u2019s victory in the civil war? explain your answer.  [10] 4 european imperialism was often met with resistance.  (a) describe how britain\u2019s system of indirect rule worked in nigeria.  [4]  (b) why did leopold ii want to acquire the congo?  [6]  (c) \u2018the main reason for the first opium war was the growth of opium addiction in china.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/m/j/20 \u00a9 ucles 2020 [turn over 5 the politicians had a difficult task negotiating the paris peace treaties.  (a) what territory did germany lose in the treaty of versailles?  [4]  (b) why did the treaty of s\u00e8vres have to be renegotiated?  [6]  (c) how satisfied were the french with the treaty of versailles? explain your answer.  [10] 6 a number of factors helped hitler achieve his foreign policy objectives.  (a) what was the nazi-soviet pact?  [4]  (b) why was mussolini\u2019s support over anschluss important to hitler?  [6]  (c) \u2018the munich agreement made war more, not less, likely.\u2019 how far do you agree with this  statement? explain your answer.  [10] 7 cuba presented problems for the usa.  (a) describe what happened in the bay of pigs incident.  [4]  (b) why was the existence of soviet missiles in cuba a problem for the usa?  [6]  (c) \u2018kennedy handled the cuban missile crisis more effectively than khrushchev.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 both iran and iraq faced many problems.  (a) describe saddam hussein\u2019s modernisation programme in iraq.  [4]  (b) why did ayatollah khomeini become the \u2018supreme leader\u2019 of iran in 1979?  [6]  (c) \u2018iraq\u2019s economic problems explain why it invaded kuwait in 1990.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "4": "4 0470/12/m/j/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 hundreds of thousands of men died in trench warfare.   (a) describe what life was like for soldiers in the trenches.  [4]  (b) why did the german failure to break through at verdun in 1916 matter?  [6]  (c) how well did haig lead the british army in the battle of the somme? explain your answer.  [10] 10 the first world war was not only fought on the western front.   (a) describe how the british government restricted the freedom of civilians during the war.  [4]  (b) why was the eastern front important in the first world war?  [6]  (c) \u2018the most important aspect of the war at sea was the british blockade of german ports.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the weimar republic struggled to overcome early weaknesses.  (a) describe revolutionary events in germany in 1918\u201319.  [4]  (b) why did events in the ruhr in 1923 have important consequences for germany?  [6]  (c) \u2018the weimar republic never recovered from its early weaknesses.\u2019 how far do you agree  with this statement? explain your answer.  [10] 12 the nazis had to deal with many different issues during their time in power.   (a) describe the activities of the \u2018swing\u2019 movement.  [4]  (b) why did the nazis change their economic policies during the war years?  [6]  (c) \u2018nazi policies towards women were unsuccessful.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "6": "6 0470/12/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 events moved quickly in the period 1917 to 1921.    (a) describe the actions of the bolsheviks in petrograd during 7\u20138 november 1917.  [4]    (b) why were there disagreements between the provisional government and the petrograd  soviet?  [6]    (c) \u2018the introduction of the new economic policy by lenin was surprising.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 stalin was determined to have no rivals.     (a) describe what happened at stalin\u2019s \u2018show trials\u2019.  [4]    (b) why did it surprise many people when stalin emerged as the new leader of the soviet union?  [6]    (c) \u2018the main reason that stalin was able to control the soviet union was his use of the cult of  personality.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 life in the usa in the 1920s had some attractive, but other unpleasant, features.     (a) describe the attractions of the cinema for americans in the 1920s.  [4]    (b) why were there changes to the roles of women in the 1920s?  [6]    (c) \u2018immigrants suffered most from the intolerance of us society in the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the new deal was successful in some ways, but not in others.     (a) what was the works progress administration (wpa)?  [4]    (b) why was the supreme court important to the new deal?  [6]    (c) \u2018the successes of the new deal were more important than its failures.\u2019 how far do you agree  with this statement? explain your answer.  [10]",
            "8": "8 0470/12/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 in the late 1930s and 1940s the communists grew stronger.  (a) describe the threat to the communists from chiang kai-shek in the period 1927\u201334.  [4]  (b) why were the years spent at yenan important for the communists?  [6]    (c) \u2018the weakness of the nationalists, and not the strength of the communists, was the most  important factor in the outcome of the civil war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 china began to change in the 1970s.     (a) describe the power struggle between hua guofeng and deng xiaoping after mao\u2019s death.  [4]    (b) why did the cultural revolution come to an end?  [6]    (c) \u2018china in 1990 was very different from china under mao.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "9": "9 0470/12/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 south africa was moving towards apartheid.  (a) describe the consequences of the native urban areas act of 1923 for black south africans.  [4]    (b) why did the 1948 election have important consequences for south africa?  [6]  (c) \u2018economic development by 1945 benefited the people of south africa.\u2019 how far do you agree  with this statement? explain your answer.  [10] 20 in the period 1966 to 1980 pressure on the south african government increased.  (a) describe the actions taken by the united nations against south africa in the period 1966 to  1973.  [4]  (b) why was steve biko important?  [6]  (c) how far did south africans benefit from improvements in the economy in the period 1966 to  1980? explain your answer.  [10]",
            "10": "10 0470/12/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 after the second world war disputes over palestine were bound to cause problems.  (a) what was the arab league?  [4]  (b) why did jews want britain to leave palestine?  [6]  (c) \u2018israel won the war of 1948\u201349 because of support from europe and the usa.\u2019 how far do  you agree with this statement? explain your answer.  [10] 22 attempts to find a solution to the palestinian issue have failed.  (a) describe how the united nations has helped palestinian refugees.  [4]  (b) why did the events of 1947\u201348 create a refugee crisis?  [6]  (c) did yasser arafat help or hinder the palestinian cause? explain your answer.  [10]",
            "11": "11 0470/12/m/j/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/12/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s20_qp_13.pdf": {
            "1": "cambridge igcse\u2122dc (jc) 184562/2 \u00a9 ucles 2020  [turn overthis document has 12 pages. blank pages are indicated. *2015224768*history  0470/13 paper 1  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/13/m/j/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 italian unification was not completed until 1871.  (a) describe the events that led to rome becoming the capital of italy in 1871.  [4]  (b) why did garibaldi and \u2018the thousand\u2019 sail to sicily in 1860?  [6]  (c) \u2018the power of piedmont was the decisive factor in the achievement of italian unification.\u2019 how  far do you agree with this statement? explain your answer.  [10] 2 prussia was at the centre of the process of german unification.  (a) describe frederick william iv\u2019s actions during the 1848\u201349 revolutions.  [4]  (b) why was the formation of the north german confederation important to bismarck?  [6]  (c) how far were prussia\u2019s wars in the period 1864 to 1871 deliberately brought about by  bismarck? explain your answer.  [10] 3 the second half of the nineteenth century was a tumultuous period for the usa.  (a) describe what happened at fort sumter in 1861.  [4]  (b) why was the south unwilling to give up slavery?  [6]  (c) \u2018the north was to blame for the failure of reconstruction.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 european imperialism raised many important issues.  (a) what changes to the government of india were introduced by britain after the 1857 mutiny?  [4]  (b) why did britain think it necessary to go to war with china in the opium wars?  [6]  (c) how far was european imperialism driven by economic motives? explain your answer.  [10]",
            "3": "3 0470/13/m/j/20 \u00a9 ucles 2020 [turn over 5 the league had some successes and some failures.  (a) describe how the league of nations dealt with the greek-bulgarian crisis of 1925.  [4]  (b) why was the league of nations unable to resolve all the international disputes of the 1920s?  [6]  (c) \u2018the crisis over manchuria had a more damaging impact on the league than the crisis over  abyssinia.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 as time passed, hitler\u2019s intentions became clearer.   (a) what was agreed at munich in 1938?  [4]  (b) why was german and italian involvement in the spanish civil war important?  [6]  (c) \u2018the only thing wrong with the policy of appeasement was that britain and france persisted  with it for too long.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa eventually regretted its involvement in vietnam.   (a) describe kennedy\u2019s actions in relation to vietnam.  [4]  (b) why did johnson escalate the war in vietnam?  [6]  (c) \u2018when nixon became president in 1969, he needed to seek a peace settlement with north  vietnam.\u2019 how far do you agree with this statement? explain your answer.  [10] 8 politics, religion and economics were all important in the soviet control of eastern europe.  (a) what was solidarity?  [4]  (b) why did gorbachev change the policy of the soviet union towards eastern europe?  [6]  (c) \u2018events in hungary in 1956 were a serious threat to soviet control over eastern europe.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/13/m/j/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the germans depended on the schlieffen plan for a quick victory.  (a) describe what happened when the germans entered belgium in 1914.  [4]  (b) why did the battle of the marne matter?  [6]  (c) which was more important in causing the failure of the schlieffen plan, the changes to the  plan or the actions of the british expeditionary force? explain your answer.  [10] 10 there were crucial developments in the war during 1917\u201318.  (a) what were ludendorff\u2019s aims in his march 1918 offensive?  [4]  (b) why did the americans decide to enter the war?  [6]  (c) \u2018germany\u2019s defeat was brought about by internal weaknesses.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "5": "5 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 great efforts were made to overcome the early difficulties of the weimar republic.  (a) describe the cultural achievements of the weimar period.  [4]  (b) why did the kapp putsch take place in 1920?  [6]  (c) how far did stresemann deal with the problems facing the weimar republic? explain your  answer.  [10] 12 nazi policies were not always popular in germany.   (a) describe nazi measures to reduce unemployment.  [4]  (b) why did life in germany change during the war years?  [6]  (c) how consistent were nazi attitudes towards women in the period 1934\u201345? explain your  answer.  [10]",
            "6": "6 0470/13/m/j/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the bolsheviks faced much opposition.  (a) describe kornilov\u2019s actions in september 1917.  [4]    (b) why was trotsky important in the november revolution of 1917?  [6]  (c) \u2018it was surprising that the bolsheviks won the civil war.\u2019 how far do you agree with this  statement? explain your answer.  [10] 14 stalin attempted to change the soviet union in many ways.  (a) describe the impact of \u2018russification\u2019 on ethnic minorities in the soviet union.  [4]  (b) why did stalin think it was necessary to reform soviet industry?  [6]  (c) was the introduction of collectivisation an error? explain your answer.  [10]",
            "7": "7 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 many people benefited from the economic boom of the 1920s.  (a) describe changes in the way people shopped in the 1920s.  [4]  (b) why was there a depression in american agriculture in the 1920s?  [6]  (c) \u2018mass production was more important than the policies of republican governments in creating  the economic boom of the 1920s.\u2019 how far do you agree with this statement? explain your  answer.  [10] 16 the late 1920s and the early 1930s were difficult for the usa.   (a) what was the bonus army?  [4]  (b) why did the wall street crash have an important impact on the american economy?  [6]  (c) \u2018hoover did little to deal with the depression.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "8": "8 0470/13/m/j/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 china was transformed in the 1950s.  (a) what were the aims of the first five-year plan?  [4]    (b) why did mao introduce educational reforms?  [6]    (c) \u2018the introduction of communes was a success.\u2019 how far do you agree with this statement?  explain your answer.  [10] 18 china has improved its relations with the rest of the world.   (a) describe the improvement in relations between china and the usa in the early 1970s.  [4]  (b) why were relations with india important to china in the period 1950 to 1970?  [6]  (c) \u2018china\u2019s relations with other countries improved after 1976.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "9": "9 0470/13/m/j/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 during the 1950s and 1960s the black population of south africa was put under enormous  pressure.  (a) describe the consequences of the bantu self-government act of 1959 for black south  africans.  [4]  (b) why was the rivonia trial of 1963\u201364 important?  [6]  (c) \u2018the group areas act of 1950 was more important for black south africans than the bantu  education act of 1953.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 minority rule was finally ended in 1994.  (a) describe the part played by chief buthelezi in developments in south africa.  [4]  (b) why was there an upsurge in violence in the 1980s?  [6]  (c) \u2018the end of minority rule was brought about by factors other than individual leaders.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/13/m/j/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 both arabs and jews had claims on palestine.  (a) what happened at the king david hotel in july 1946?  [4]  (b) why was the end of the second world war important for palestine?  [6]  (c) who disliked the united nations\u2019 partition plan more, the arabs or the jews? explain your  answer.  [10] 22 many problems have stood in the way of peace in the middle east.  (a) what were the camp david accords of 1978?  [4]  (b) why did the first intifada break out in 1987?  [6]  (c) which has been more important in the failure to achieve peace in the middle east, the rise of  hamas or divisions within israel? explain your answer.  [10]",
            "11": "11 0470/13/m/j/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/13/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s20_qp_21.pdf": {
            "1": "cambridge igcse\u2122history  0470/21 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *6363996584* this document has 16 pages. blank pages are indicated. dc (cj/cb) 184718/3 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/21/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic why did britain go to war in 1914? study the background information and the sources carefully, and then answer all the questions.  background information on 4 august 1914 german troops began an invasion of belgium. on the same day britain declared war  on germany. some historians have argued that this was a surprise because for many years britain had  taken more interest in its huge empire than in events in europe. they have pointed out that, although it belonged to the triple entente, this did not commit britain to going to war. the only commitment it had was a promise to defend belgium in a treaty nearly a hundred years old (the \u2018scrap of paper\u2019 as the germans described it). other historians claim that britain did have important interests in europe. it  was vital to keep a \u2018balance of power\u2019 and britain was beginning to feel threatened by an increasingly  powerful germany. did britain really go to war for a \u2018scrap of paper\u2019? source a the british government is often accused of having a foreign policy that was impossible for others to  interpret. while britain belonged to the triple entente, uncertainty persisted in all the capitals of europe about whether it would join a european war. the failure of this policy is self-evident; britain\u2019s hesitant  approach to european commitments, and especially to the entente, eventually involved it in history\u2019s  greatest conflict. it nonetheless is hard to see any alternative policy which would have commanded political support in britain, and persuaded germany that the risk of war was unacceptable. the british had little power to control events. though the germans preferred not to fight britain, the british were seen in berlin as marginal in a clash of continental forces.  some argue that britain should have declared in advance of the 1914 crisis its determination to  participate in any russian-french clash with germany. however, this ignores the nature of democracies. no government could have commanded the support of parliament for an open-ended commitment to join a european conflict. if, in july, the government had offered france and russia unconditional support, it would have been guilty of recklessness. the british government was uneasy about russia  and had no desire to promote french aggressiveness. thus its only rational course was to offer its  allies goodwill and provisional support, the scope and nature of which had to depend on events. only the german ultimatum to belgium enabled the war party in the british government to have its way. those who claim a general conflict was avoidable even after austria declared war on serbia, imply  that austria and germany should have been allowed to have their way at gunpoint in the balkans, in  belgium and across europe. it is sometimes said that belgium was merely an excuse since grey and  several of his colleagues had decided on war even before the issue of belgium emerged. however, it does not seem foolish that the british government and people responded to the violation of belgian neutrality, whereas they resisted going to war to support serbia. from a history book published in 2013.",
            "3": "3 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source b britain had followed a hesitant diplomatic policy. it assumed it was still the dominant world power  and only it could keep the balance of power. britain wanted to remain the controller of europe, using  the entente system to constrain the germans, but also to keep the french and russians in check. however, the policy of the british government over the serbian crisis was clear \u2013 to work with the german government without moving away from france and russia. a blunt statement to germany on 26 july that britain would intervene on the side of france would have deterred germany from pushing austria into war. germany counted on britain\u2019s neutrality and britain encouraged this. when germany invaded belgium the british government realised it had misjudged the situation. britain,  above all, feared isolation and did not want to face a triumphant germany alone. it is clear that britain only acted when it had no choice. the reason for going to war is also clear. if britain did not stand by france and stand up for belgium against german aggression, it would be isolated. britain entered the  war because it feared a german victory would threaten its safety. this realisation came late. after only  putting one foot into europe for years the british government reluctantly decided that war was necessary, but it had to find a reason for its change of policy. treaty obligations to belgium provided a convenient excuse. britain did not go to war to keep its promise to belgium but for the sake of a british vital interest. from a recent history book. source c germany is deliberately preparing to destroy the british empire. all europe is to be germanised. we  are all to be drilled and schooled and uniformed and taxed by prussian officials and the emperor  william ii is to rule us with a rod of iron. britain alone stands in the way of germany achieving world power and domination. from a british newspaper published in 1909. source d   a postcard published in britain in early 1914.",
            "4": "4 0470/21/m/j/20 \u00a9 ucles 2020 source e a cartoon published in britain, 12 august 1914.",
            "5": "5 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source f a cartoon published in a british magazine, october 1914.",
            "6": "6 0470/21/m/j/20 \u00a9 ucles 2020 source g russian weakness will plunge the world into a terrible war, which aims at the destruction of germany.  the famous \u2018encirclement\u2019 has become an accomplished fact. the net has suddenly been pulled  together over our head and england reaps the most brilliant success of her anti-german world policy, against which we are powerless. while england twists the noose of our political and economic destruction, we wriggle isolated in the net. written by the kaiser in the margins of a telegram from the german ambassador in russia. the  telegram reported that the tsar had claimed that the russian mobilisation decree could not be  stopped. the telegram was dated 30 july 1914. source h i enquired whether the german government would refrain from violating belgian neutrality. herr von  jagow at once replied that he was sorry to say that the answer must be \u2018no\u2019 because german troops had crossed the frontier that morning. during the afternoon i informed him that unless the german government gave an assurance that they would stop their advance, the british government would have to take all steps in their power to uphold the neutrality of belgium. i then went to see bethmann-hollweg, who was very agitated. he said that the step taken by the british  government was terrible. just for a word, \u2018neutrality\u2019, just for \u2018a scrap of paper\u2019, great britain was going to make war on a brother nation who desired nothing more than to be friends. from a report by sir edward goschen, the british ambassador to germany, to the british government,  4 august 1914. von jagow was the german foreign minister and bethmann-hollweg was the head of  the german government.",
            "7": "7 0470/21/m/j/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence about why britain went to war in 1914? explain your answer  using details of the source and your knowledge.  [8] 3 study source d.  why was this postcard published in britain at this time? explain your answer using details of the  source and your knowledge.  [7] 4 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge.   [8] 6 study all the sources.  how far do these sources provide convincing evidence that the reason why britain went to war in  1914 was to protect belgium? use the sources to explain your answer.  [12]",
            "8": "8 0470/21/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic did stalin take control of eastern europe as a response to the actions  of the west?  study the background information and the sources carefully, and then answer all the questions.  background information at the yalta conference in february 1945 stalin agreed to free elections in eastern european countries.  however, by the time of the communist coup in czechoslovakia in february 1948, the soviet union  controlled all of eastern europe apart from yugoslavia and greece. stalin was helped by the fact that  soviet armies were already in most of eastern europe and the local resistance to nazi occupation had  often been led by communist groups. this enabled the communists to intimidate their opponents and  to influence election results.  did stalin plan for the ussr to control eastern europe from the beginning or did this policy gradually  develop as a reaction to the threats and policies of the west? source a more aware than anyone else of their own weaknesses in the event of a conflict with the united  states, the russians pursued a conservative and cautious line. they showed neither more nor less  respect for democracy in eastern europe than the americans and british showed in italy, greece or  belgium. neither the americans, british, nor russians were willing to allow democracy to run its course  anywhere in europe at the cost of damaging their vital strategic and economic interests. we now know  that the russians lost control of the revolutionary forces in yugoslavia and greece, and that they had  no intention of sovietising eastern europe in 1945 if they could find alternatives. in eastern europe american leaders saw evidence of what they interpreted to be the dangers of soviet  expansion. it was imperative for the united states that it prevent any great power from dominating  eastern europe or any other region of the world. the united states considered all political blocs that  it did not control as directly undermining its objective for achieving world capitalism. for this reason  america set itself against an eastern european reality which it could not fully shape.  from a history book published in 1969.",
            "9": "9 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source b even before the nazi invasion of the ussr in 1941, soviet authorities began to prepare the ground for  imposing their own system on eastern europe. this view is controversial. in the standard account the  region\u2019s post-war history is usually divided into phases.  the onset of stalinism in eastern europe is sometimes blamed on western cold war warriors, whose  aggressive language allegedly \u2018forced\u2019 stalin to tighten his grip on the region. it was argued that the cold war was caused not by communist expansion but by the american drive for open international  markets. more recently, it has been argued that the division of germany was caused not by the soviet  pursuit of totalitarian policies in eastern germany but by the western powers\u2019 failure to take advantage of stalin\u2019s peaceful overtures. any close examination of what was happening across the region between 1944 and 1947 reveals  the deep flaws of these arguments. the soviet union imported key elements of the soviet system  into every nation occupied by the red army, from the very beginning. first, the soviets immediately created a secret police. secondly, soviet authorities placed trusted communists in charge of the most powerful form of mass media: the radio. thirdly, everywhere the red army went, soviet and local communists harassed, persecuted and eventually banned independent political parties. the harsher policies imposed upon the eastern bloc in 1947 and 1948 were not merely a reaction to the cold war.  from a history book published in 2013.  source c the area that came to symbolise the onset of the cold war was east-central europe. while churchill\u2019s  iron curtain provided a straightforward explanation of soviet policies, they were in fact driven by a complex set of motives. ideology, security, and historical memory all played a role. it would also be wrong to assume that the soviet leadership was not affected by western rhetoric and policy. soviet control in eastern europe did not take place overnight. much depended on local conditions. in albania  the local communists established their rule in 1944\u201345 as patriots who had fought against the  germans. in poland, the communists\u2019 takeover was prompted by much greater soviet involvement. the soviets recognised the polish workers\u2019 party as the provisional government in late 1944, although representatives of other parties were included. in the next two years, helped by soviet support, the communists gradually marginalised other political parties. in hungary, stalin held back and it was only  in 1947 that the communists moved to establish complete control. for quite some time czechoslovakia appeared likely to remain a liberal democracy but in 1947, under  soviet pressure, the czech government rejected the marshall plan, making the czech communists unpopular. in response, while the red army amassed troops on the czech borders, the communist party staged a coup d\u2019\u00e9tat. this was the last addition to the soviet bloc.  from a recent history book.",
            "10": "10 0470/21/m/j/20 \u00a9 ucles 2020 source d a cartoon published in a british magazine, 17 march 1948.",
            "11": "11 0470/21/m/j/20 \u00a9 ucles 2020 [turn over source e a cartoon published in the soviet union in 1947. it shows american aid during the greek civil war. source f there is most certainly a long-term element in what the russians are doing in the balkans. security is  the most important factor. nothing will deflect the ussr from strengthening its security system in this region as a first line of defence. it would be unthinkable that czechoslovakia and yugoslavia should look to the west for their security rather than to mother russia.  the self-confidence of the soviet union, combined with a love of power for its own sake, might cause  this policy to assume dangerous forms. so far as the balkans are concerned, we can take heart from the correct attitude which the soviet government has adopted towards greece.  we must at all times make allowances for the bolshevik mentality, which, if it has repudiated the idea of  world revolution, is still infested with suspicion of the bourgeois world. on the other hand, as a realist, stalin has no wish to overreach the limits within which he can exercise autocratic power. he also has a wish to raise the reputation of the ussr in the eyes of the world. it follows that where the allies have just cause for complaint, a restraining influence can be brought to bear by appeals to stalin. a report by a british official in moscow to the british government, 12 march 1945.",
            "12": "12 0470/21/m/j/20 \u00a9 ucles 2020 source g mr churchill now stands as a firebrand of war. and he is not alone. he has friends not only in britain  but also in the united states. he reminds me of hitler. hitler began to set war loose by announcing his  racial theory, declaring that only german speakers represent a full valuable nation. mr churchill begins to set war loose by maintaining that only nations speaking the english language are fully valuable nations and should rule over the remaining nations of the world.  as a result of the german invasion, the soviet union has lost about 7 million people. the soviet union  cannot forget the sacrifices. what can be surprising in the fact that the soviet union, to protect its  security, tries to ensure that the countries in eastern europe have governments loyal to the soviet union? how can one describe these peaceful aspirations as \u2018expansionist tendencies\u2019?  from an interview stalin gave to pravda, 16 march 1946. pravda was the official newspaper of the  soviet communist party. source h a cartoon published in a british newspaper, 2 march 1948. from the top-left the switches read  \u2018france, italy, czecho , romania , hungary , poland , yugo, greece\u2019; (bottom row) \u2018etc, persia [iran],  turkey, finland , bulgaria , albania , etc, etc\u2019. the places underlined have their switches down. the  picture on the desk says \u2018marshall\u2019 at the top.",
            "13": "13 0470/21/m/j/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.     what impressions does this source give of american policy towards eastern europe? explain your  answer using details of the source.  [6] 2  study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [8] 3 study sources d and e.   how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source f make source g surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source h.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that stalin took control of eastern europe  because of the attitudes and actions of the west? use the sources to explain your answer.  [12]",
            "14": "14 0470/21/m/j/20 \u00a9 ucles 2020 blank page",
            "15": "15 0470/21/m/j/20 \u00a9 ucles 2020 blank page",
            "16": "16 0470/21/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s20_qp_22.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/22 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1709760708* dc (cj/cb) 184717/3 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/22/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic how far were the austrians responsible for the europe-wide   conflict in 1914? study the background information and the sources carefully, and then answer all the questions.  background information following the assassination of archduke ferdinand of austria at the end of june 1914, austria sent  serbia a list of demands knowing that it could not agree to all of them. on 28 july austria declared war on serbia. some historians have claimed that austria was determined to fight serbia and went to war recklessly. they knew that it risked a wider war breaking out because russia was likely to support serbia. austria had also requested the support of germany, thus extending the range of a possible  european war. the dangers were clear to everyone. on the other hand, it can be argued that austria  wanted only a local war and certainly had no intention of causing, or being involved in, a wider and larger conflict. germany, the argument continues, was manipulating austria for its own purposes, and was responsible for turning a local war into a europe-wide conflict. how far was austria responsible for the outbreak of a europe-wide conflict? source a austria declared war on serbia to avenge the sarajevo murders and to put an end to the perceived  greater serbian threat. they were convinced that diplomatic and military intimidation had not worked.  three times since 1912, vienna had come to the brink of war; this time, assured of strong german support, the austrian leadership took the plunge. germany had its own reasons for supporting prompt action by vienna. it was dependent upon the  habsburgs to make the schlieffen plan work, while austria was dependent on the germans for  protection against russia. this interdependence linked the two countries together. in plunging into war,  the austrian government ensured that it lost its own independence. the austrian government risked a general war to fight a local war. battered during the balkan wars by  serbian expansion, russian activism and now by the loss of franz ferdinand, the habsburg leaders  desperately desired to shape their future, rather than let events destroy them. the fear of domestic  disintegration made war an acceptable policy option. the habsburg decision, backed by the germans, gave the july crisis a momentum that made peace an early casualty. desperation, blind faith, hope, ambition and exhaustion overcame prudence, experience and caution. the habsburg monarchy opted for a drastic military solution. the sarajevo assassinations stimulated it to defend control of its balkan provinces. this required war with serbia. that war did not remain local, becoming almost instantly a  general war. the results were devastating. from a history book published in 1991.",
            "3": "3 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source b vienna claimed that it was going to war against serbia to seek justice for the sarajevo killings. however,  the austrians were really fighting to prevent their empire from disintegrating. they thought that serbia  would threaten to take over the leadership of the southern slavs within the habsburg empire. so they were fighting for their empire\u2019s existence. however, it is likely that they would not have fought serbia without germany\u2019s blank cheque. austria planned the war believing that germany would keep russia out of the war. instead, germany  was deliberately pulling russia into war. germany declared war on russia on 1 august. it had told  austria to send most of its army to the russian front and leave only a small force to defend against possible serbian attack. austria continued the operations against serbia but was defeated. its private war with serbia over, it then had to join the wider conflict. in other words, austria had to join germany\u2019s war. from germany\u2019s point of view, the only purpose of the serbian conflict was that it bound austria to  remain faithful to germany in germany\u2019s war against russia and france. austria did not want to fight  russia and refused to declare war until 6 august when it was pressured into it.  from a recent history book. source c the austrian ultimatum to serbia on 23 july brought europe to the edge of disaster, creating a situation  which could have no outcome but a european war. there is no other example in history of a voluntary action undertaken with such carelessness. relying on the support of a powerful ally, the austrian  government plunged into this attempt to improve its precarious internal situation and restore its prestige  abroad. it did not consider the consequences or even the number of its potential enemies. germany might have stopped the insane decision with one word. instead, it openly encouraged austria\u2019s policy. this was more than enough to frustrate all the efforts of russia and the other powers of the triple entente to avoid war. from the memoirs of sergei sazonov, published in 1928. sazonov was the russian minister for  foreign affairs. source d more and more hatred has been heaped upon me and my country with an increasingly unconcealed  desire to use violence to tear apart our austro-hungarian territories. criminal forces have reached over the border to lead the young astray and incite them to acts of sheer foolishness and high treason. these secret conspiracies, implemented and driven by serbia, have formed a clearly visible trail of blood established by a number of assassination attempts. these unbearable forces must be stopped  and an end must be put to serbia\u2019s incessant provocation. my government has in vain made one last  attempt to achieve this goal by peaceful means and to issue fair warning to serbia in order to persuade it to change its course. serbia has rejected the moderate and fair demands of my government. so i must proceed by force of arms to make the pledges essential in ensuring the internal peace and the lasting external peace of my country. from a declaration to his people by emperor franz joseph of austria-hungary, 28 july 1914.",
            "4": "4 0470/22/m/j/20 \u00a9 ucles 2020 source e an austrian cartoon published shortly after the assassination of archduke ferdinand. the words say  \u2018serbia must die!\u2019 \u2018osterr\u2019 means austria. source f russia a cartoon published in britain, 1 august 1914.",
            "5": "5 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source g if it ever came to war between austria and russia, austria could rest assured of germany\u2019s loyalty  and support. russia is far from being prepared for war at present, and will think twice before taking up  arms. if the austrians were really convinced of the necessity of military action against serbia, he would regret their letting the present favourable moment pass. a report by the austrian ambassador to germany of what kaiser wilhelm said to him at their meeting  on 6 july 1914. source h travelled out with the chancellor yesterday. in the evening, on the veranda, a long discussion. i was  shocked, because i did not know the situation to be so bad. russia\u2019s power is growing fast. austria is  becoming weaker. the situation is unstoppable.  the chancellor speaks of difficult decisions. our old dilemma with every austrian action in the balkans.  they say that we are always urging them to take action but then we just abandon them. then they go to the western powers, and we lose our last mediocre ally. this time it is worse than 1912. a campaign  against the serbs can lead to world war. the chancellor expects a war, and it will result in an upheaval  of everything. the future belongs to russia, it grows and grows, and it weighs heavier and heavier on us. from the diary of kurt riezler, 7 july 1914. riezler was the chief advisor of the german chancellor,  bethmann hollweg.",
            "6": "6 0470/22/m/j/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source as evidence of developments in europe at the end of july 1914? explain  your answer using details of the source and your knowledge.  [7] 3 study source d.  why did emperor franz joseph make this declaration at that time? explain your answer using  details of the source and your knowledge.  [8] 4 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study sources g and h.  how far does source g make source h surprising? explain your answer using details of the  sources and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that austria was to blame for the outbreak  of europe-wide hostilities in august 1914? use the sources to explain your answer.  [12]",
            "7": "7 0470/22/m/j/20 \u00a9 ucles 2020 [turn over blank page",
            "8": "8 0470/22/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic how far was the tension between the usa and the ussr after the second  world war caused by ideological differences? study the background information and the sources carefully, and then answer all the questions.  background information clearly, there were fundamental ideological differences between the usa and the ussr. the usa  was a liberal democracy and capitalist. the ussr was communist. both countries believed that the opposing beliefs and ideas threatened their very existence. however, it can be argued that the tension between the usa and the ussr was simply about power \u2013 each wanted more influence, power and territory and wanted to be the dominant force in the world. how far was the tension between the usa and the ussr about ideology? source a starting in the 1970s, the study of the cold war began to move beyond the simple application of blame  and responsibility. scholars started to view the conflict as a result of a complex interaction between all the parties involved. historians explained it as a process in which the imbalance of military and economic power, and numerous other factors, contributed to the east\u2013west tension.  in the 1990s there was a shift in the emphasis of the study of the cold war: if scholars had previously  relied heavily on massive amounts of american evidence, they now rushed to use the newly-available former soviet materials. these revealed the general point that ideology and perceptions mattered inside the soviet bloc. while ideology had been viewed by many as simply a convenient mask of \u2018real interests\u2019, it was, in fact, a \u2018fundamental interest\u2019. this made the cold war a unique confrontation: ideas, values, and belief systems were at the heart of the struggle. this is not to say that political, economic, or military assessments of the cold war are irrelevant. quite  the contrary. without taking into account the interests of the soviet union in eastern europe or the real economic power of the united states and its nuclear weapons, it is impossible to understand the cold war. at the same time, if one ignores the existence of a deep-seated ideological conflict, one can  hardly understand why, for example, the soviet determination to protect its political interests in eastern  europe would have mattered as much as it did to the united states. from a history book published in 2003.",
            "9": "9 0470/22/m/j/20 \u00a9 ucles 2020 [turn over source b the prime cause of the conflict opening up between the russians and the americans was the ideology  of the soviet leaders, and their inability to make permanent arrangements with the leaders of capitalist  states. this was stated by litvinov in june 1946. when asked what would happen if the west were to concede to russia all its aims in foreign policy, he replied, \u2018it would lead to the west being faced, in a more or less short time, with the next series of demands.\u2019 the second cause was the soviet desire for security against another german invasion, which could be obtained only by lack of independence of its neighbours. this security would prevent poland being used as \u2018a corridor\u2019 for another german attack; it  ensured that the same country could be used as a russian corridor to the west.  did the policies of the united states play any part? it seems unlikely that these policies did any more  than confirm stalin in his suspicions. when american statesmen realised that the russians could not accept their vision of an open world, they moved towards supposing that the russians were bent on  immediate world conquest. stalin\u2019s probing could easily seem like the first steps of a revolutionary  drive to the military conquest of the world; and it might have become that, had it not been resisted. from a history book published in britain in 1986. source c a cartoon published in the soviet union in 1947. a member of the american public is asking general  eisenhower why there was so much american military activity in the area. eisenhower replies, \u2018can\u2019t  you see the enormous concentration of enemy forces right here?\u2019",
            "10": "10 0470/22/m/j/20 \u00a9 ucles 2020 source d the ussr sees itself living in a threatening \u2018capitalist encirclement\u2019 with which there can be no  peaceful coexistence. from this it has concluded that everything must be done to advance the relative  strength of the ussr. its effort, and those of russia\u2019s friends abroad, must be directed at deepening the differences between capitalistic powers. marxism justifies the ussr\u2019s fear of the outside world and the dictatorship with which it rules. this  is why soviet purposes are nearly always expressed in marxist terms and is why no one should  underestimate the importance of marxist ideas in soviet affairs. it believes that there can be no agreement with the usa if soviet power is to be secure. measured  against the western world, the soviets are still by far the weaker force. their success will depend on the degree of firmness the western world can muster. we must put forward to other nations a positive  picture of the sort of world we would like to see.  a telegram from george kennan to the american government, 22 february 1946. this is often known  as \u2018the long telegram\u2019. kennan was an official in the us embassy in moscow. source e the foreign policy of the united states, which reflects the imperialist tendencies of american capitalism,  is characterised by a striving for world domination. the real meaning of the many statements by president truman is that the united states has the right to lead the world. all the forces of american  diplomacy, the army, navy and air force, industry and science, are being used to support this policy.  broad plans for expansion have been developed to be implemented through a system of military bases, an arms race and the creation of newer and newer types of weapons. a telegram from nikolai novikov to the soviet government, 27 september 1946. novikov was soviet  ambassador to the usa. source f europe\u2019s requirements for the next three or four years of foreign food and other essential products \u2013  mainly from america \u2013 are so much greater than its ability to pay that it must have additional help, or  face economic, social and political deterioration. the united states should do whatever it can to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. our policy is not directed against any country or doctrine but against hunger, poverty, desperation and chaos. its purpose should be the revival of a working economy in the world so as to allow the emergence of political and social conditions in which free institutions can exist. from a speech by george marshall, june 1947. marshall was a leading member of the us  government.",
            "11": "11 0470/22/m/j/20 \u00a9 ucles 2020 source g a cartoon published in the soviet union in 1949. the word on the ladder is \u2018nato\u2019. [turn over",
            "12": "12 0470/22/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in the soviet union at this time? explain your answer using details  of the source and your knowledge.  [8] 3 study source d.  how useful is this source as evidence about the causes of the cold war? explain your answer  using details of the source and your knowledge.  [7] 4 study sources e and f.  how far does source e make source f surprising? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the tension between the usa and the  ussr was caused by ideological differences? use the sources to explain your answer.  [12]"
        },
        "0470_s20_qp_23.pdf": {
            "1": "cambridge igcse\u2122history  0470/23 paper 2  may/june  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *7010584701* this document has 12 pages. blank pages are indicated. dc (cj/cb) 184716/3 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/23/m/j/20 \u00a9 ucles 2020 option a: nineteenth century topic who was responsible for the crisis over serbia developing into   a european war? study the background information and the sources carefully, and then answer all the questions.  background informationon 28 june 1914 franz ferdinand, heir to the austro-hungarian throne, was assassinated by serb  terrorists. on 23 july austria sent an ultimatum to serbia knowing that it could not agree to all the demands. on 28 july austria declared war on serbia. by this time both russia (supporting serbia) and germany (supporting austria) were deeply involved in the crisis. both have been blamed for using the situation to their own advantage and for turning the crisis into a european war. who was more to blame for turning the crisis into a european war, germany or russia? source a the famous exchange of \u2018willy-nicky\u2019 telegrams between the kaiser and the tsar between 29 july and  1 august was part of a manoeuvre by germany to brand russia as the aggressor to smooth the way for german general mobilisation. whereas berlin and vienna had initially hoped for a local success over serbia before the powers could  react, sazonov\u2019s own strategy was more ambitious: it envisioned a european war, in which he must line up the most favourable coalition possible. from a history book published in 2011. sazonov was the minister in charge of russia\u2019s foreign policy. content removed due to copyright restrictions.",
            "3": "3 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source b after sarajevo, germany planned a great war, and because of the mood in france and russia,  there was little hope of preventing a catastrophe after the austrian ultimatum was sent to serbia. by  24 july russia was beginning to implement some significant military measures and was being strongly  encouraged to do this by the french ambassador to russia. at the same time russia was reassuring  britain that no mobilisation was planned. by 26 july the situation was already very dangerous. if  bethmann hollweg had possessed any political judgement, he would have waited to test the reactions  of europe to the austrian ultimatum. instead he plunged into the desperate course of encouraging  austria to make a premature declaration of war on serbia. at the same time the french drove russia  along the fatal path to mobilisation. by 27 july bethmann had realised the inevitability of war with  france and russia and was gambling on british neutrality. the main purpose of his diplomacy at this  stage was to saddle russia with the responsibility for aggression to affect british opinion to stay neutral.  with the austrian declaration of war on 28 july, the crisis entered its final phase and the potential  application of the schlieffen plan dominated the situation. this plan, with its violations of neutrality, had  been part of german thinking since 1904. its existence accelerated the whole tempo of events. from a recent history book. bethmann hollweg was the german chancellor, head of the german  government. source c i wanted to keep peace. the tsar saw me just as a technician who must build the instrument of war, and  the tsar was the one who would decide on the time for using it. i am totally convinced that the decision  on war was made during president poincar\u00e9\u2019s visit of 24\u201328 july. he and sazonov and nikolaevich  had made a conspiracy to make war. during and after poincar\u00e9\u2019s visit, i was deliberately cut off from  the tsar until 2 august, by which time the war machine had already been set into action. i had no way  of keeping an eye on what occurred. from the memoirs of vladimir sukhomlinov published in 1924. sukhomlinov was the member of the  russian government responsible for the armed forces. poincar\u00e9 was president of france. nikolaevich  was put in charge of the russian armed forces in july 1914.",
            "4": "4 0470/23/m/j/20 \u00a9 ucles 2020 source d a cartoon published in a british magazine, 29 july 1914. austria (at the ultimatum stage) is saying  \u2018i don\u2019t quite like his attitude. somebody must be backing him.\u2019 the two birds represent austria and  serbia (from left to right), and the bear represents russia.",
            "5": "5 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source e an american cartoon published on 3 august 1914. source f the austrian-serbian affair is a purely private quarrel, which would in no way threaten the peace  of europe, if russia had not interfered with it. austria has declared it does not intend any territorial acquisitions at serbia\u2019s expense. it has only mobilised a portion of its armed forces \u2013 just enough to punish serbia. russia announces it intends to mobilise when austria advances as it cannot permit the  destruction of serbia, though austria has explained it intends nothing of the sort. if germany is not to  be false to its word, it must mobilise. russia will be able to say: i am being attacked by germany. it will then assure itself of the support of france and the french-russian alliance will become active, and the mutual butchery of the civilised nations of europe will begin. it cannot be denied that the affair  has been cunningly contrived by russia. germany did not want to bring about this war but it would be  setting itself against all the feelings of the nation if it did not assist its ally. from a memorandum from helmuth von moltke to bethmann hollweg, 29 july 1914. moltke was in  charge of the german armed forces.",
            "6": "6 0470/23/m/j/20 \u00a9 ucles 2020 source g the germans were interested in bringing the whole of eastern europe under their influence. they  knew they could not wait because russia\u2019s military development would soon make the achieving of the  german plan impossible. germany, responsible for encouraging austria, rushed into war with a belief in its invincible strength. germany did not seek an excuse for declaring war in 1914. the excuse had already been found by austria, and germany decided to seize the opportunity of crushing the power of its eastern and western neighbours once and for all.  in order to fulfil this plan it was necessary first to destroy serbia, and then to drive russian influence  out of the balkans. the present moment seemed right. germany did not believe russia was capable of carrying on a war and no one in germany thought britain would side with the entente. germany decided to encourage austria to take action against serbia. if russia should decide to protect serbia, it would be easier for germany to undertake a war against it. from the memoirs of sergei sazonov published in 1928. source h in this difficult struggle it is of the greatest importance that austria throws her main force against russia  and that it does not weaken it by a simultaneous offensive against serbia. in this gigantic contest, in which we stand shoulder to shoulder, serbia plays a quite secondary role that will require only the absolutely necessary defensive measures against it. success in this war and thus the maintenance of our monarchies can only be hoped for if we both meet the new powerful enemy with all our force. a telegram from kaiser wilhelm to austrian emperor franz joseph, 31 july 1914.",
            "7": "7 0470/23/m/j/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  do you trust source c? explain your answer using details of the source and your knowledge.  [8] 3 study sources d and e.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study sources f and g.  how far does source f prove that sazonov is lying in source g? explain your answer using  details of the sources and your knowledge.  [8] 5 study source h.  how useful is this source to a historian studying the events in europe at the end of july 1914?  explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that germany was responsible for turning  the crisis over serbia into a european war? use the sources to explain your answer.  [12]",
            "8": "8 0470/23/m/j/20 \u00a9 ucles 2020 option b: twentieth century topic were soviet suspicions about the marshall plan justified? study the background information and the sources carefully, and then answer all the questions.  background information after the end of the second world war soviet influence was extended in eastern europe and  the balkans. suspecting a deep-laid soviet plot to take over countries in these areas and then to  make a move on the rest of europe, the usa developed policies to defend against communism. a particular worry was that if europe did not recover economically, it would turn to communism. to help economic recovery, the usa announced the marshall plan in june 1947. this involved giving money to participating countries to help them rebuild. this money was offered to western and eastern europe. the soviet union regarded the marshall plan with great suspicion and prevented eastern european  countries from taking american aid. the ussr saw the marshall plan as economic imperialism and as an attempt by the usa to gain control over europe. were the soviets right to be suspicious? source a in the spring of 1947 the americans were aware of the need to avoid any conduct that would put the  responsibility for starting the cold war on them. there was every reason for the americans to tempt the russians to participate in a programme of reconstruction for all europe. the marshall plan posed  no problem for the europeans, though it could have done, had it been a challenge to moscow. the  crucial question was whether the russians would come in or stay out. the door was being held open for them. if they and their satellites stayed out then europe would be split and the cold war would be under way.  however, moscow feared being encircled by capitalistic-imperialistic nations. this would force moscow  to tighten its grip on eastern europe. moscow now made a miscalculation. thinking the west was  about to fall into chaos, it underestimated the west\u2019s basic strength. stalin responded with ruthless aggressiveness and acted like a barbarian chief who uses his boots on the bodies of his opponents. nothing in the marshall plan could have been interpreted as threatening to moscow. the west europeans were simply seeking their own salvation but their decision to do so identified them as  members of the camp opposed to moscow, and therefore as proper objects of its hostility.   from a history book published in 1967.",
            "9": "9 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source b the all-important question was how to handle the russians. outwardly, the soviet bloc was invited to  join the plan. in reality the americans made russian acceptance unlikely by demanding that economic  records of each nation be open for scrutiny. they also suggested that the soviet economy, devastated by drought and famine, participate in the plan by shipping soviet goods to europe. no one in the american government wanted the soviets included. truman believed that communists had to be fought, not fed. the russians gave the plan serious consideration. however, when western countries rejected soviet  demands for new controls over germany, molotov announced the plan would revive germany, allow americans to control europe and divide europe into two groups. a revived europe offered many advantages to the usa. it would remove the appeal of communism, maintain the demand for american exports, and free europeans from economic problems so they could help the usa militarily. the marshall  plan served as an all-purpose weapon for truman\u2019s foreign policy. truman proved to be correct in  saying that the truman doctrine and the marshall plan \u2018are two halves of the same walnut\u2019. rebuilding europe through the plan would tie it closer to american economic power and restore western germany. the plan was also aimed at breaking up soviet control of eastern europe. stalin reacted sharply and, in early 1948, communists assumed full control of czechoslovakia. the cold war was well under way. from a history book published in 1967.  source c a cartoon published in france, 4 october 1947. the caption at the bottom means \u2018the american  wall\u2019. the figures on the left represent truman and marshall.",
            "10": "10 0470/23/m/j/20 \u00a9 ucles 2020 source d europe\u2019s requirements for the next few years of foreign food and other essential products are so much  greater than its ability to pay that it must have substantial help or face social and political deterioration of a very grave character. apart from the possibilities of disturbances arising as a result of the desperation  of the people concerned, the consequences to the economy of the united states should be clear to  all. the united states should do whatever it can to assist the return of normal economic health in the  world, without which there can be no political stability. our policy is directed not against any country  or doctrine but against hunger, poverty, desperation and chaos. its purpose should be to permit the emergence of political and social conditions in which free institutions can exist. from george marshall\u2019s speech announcing the marshall plan, june 1947. source e it is becoming more and more clear that the implementation of the marshall plan will mean placing  european countries under the economic and political control of the united states and direct interference  by the united states in the internal affairs of those countries. this plan is an attempt to split europe  into two camps and to complete the formation of a bloc of several european countries hostile to the interests of the democratic countries of eastern europe and most particularly to the soviet union. an important feature of this plan is to use western germany as one of the most important economic  bases for american expansion in europe, in disregard of the national interests of the countries which  suffered from german aggression. from a speech by andrey vyshinsky to the united nations, september 1947. vyshinsky was the  soviet deputy foreign minister. source f a cartoon, entitled \u2018american motor of the latest type\u2019, published in the soviet union, 1947. the  figures to the left represent european nations. the bag on the left is full of money.",
            "11": "11 0470/23/m/j/20 \u00a9 ucles 2020 [turn over source g a cartoon published in an american newspaper, april 1949.",
            "12": "12 0470/23/m/j/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.   why was this cartoon published in france in october 1947? explain your answer using details of  the source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  how useful is this cartoon as evidence about the marshall plan? explain your answer using details  of the source and your knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was justified in being  suspicious about the marshall plan? use the sources to explain your answer.  [12]"
        },
        "0470_s20_qp_41.pdf": {
            "1": "cambridgeigcse\u2122 0470/41 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_41_2020_1.10 \u00a9ucles2020 *5765165474*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwereconditionsinthetrenchesasareasonforthehighnumberofcasualties inthefirstworldwar?explainyouranswer. [40]1 howsignificantwasunrealisticstrategyasareasonforthefailureofthegallipolicampaign? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasnazielectoralsuccessasareasonforhitler\u2019sappointmentaschancellor injanuary1933?explainyouranswer. [40]3 howsignificantwasanti-semitismingermansocietyunderthenazis?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthedemandforpoliticalreformasareasonforthemarch1917revolution? explainyouranswer. [40]5 howsignificantwascollectivisationinchanginglifeinthesovietunionunderstalin?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwerenewformsofmediaasanaspectoftheroaringtwenties?explainyour answer. [40]7 howsignificantwastheroleofthebanksincausingthewallstreetcrashin1929?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerereformsaimedatwomeninimprovingthelivesofthepeasantsafter1949? explainyouranswer. [40]9 howsignificantwasthesino-sovietsplittochina?explainyouranswer. [40] 10 06_0470_41_2020_1.10 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwastheimpactofthesecondworldwaronsouthafricanpoliticsupto1948? explainyouranswer. [40]11 howsignificantwastheeconomyinchangingthenatureofresistancetoapartheidafter1966? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasforeigninfluenceindeterminingtheoutcomeofthe1948\u201349war?explain youranswer. [40]13 howsignificantwasoilinchangingthenatureofthearab\u2013israeliconflict,1956\u201379?explain youranswer. [40]14 06_0470_41_2020_1.10 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2020_1.10 \u00a9ucles20204"
        },
        "0470_s20_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_42_2020_1.8 \u00a9ucles2020 *9767447821*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantweretheactionsofbritainandfranceasareasonforthefailureoftheschlieffen plan?explainyouranswer. [40]1 howsignificantwasrussia\u2019sdefeatin1917tothecourseofthewaronthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthepublicationofmeinkampftothedevelopmentofthenazipartyby1933? explainyouranswer. [40]3 howsignificantwastheroleofthefamilyingermansocietyunderthenazis?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwerethepersonalweaknessesoftsarnicholasiiasacauseofrevolutionin1917? explainyouranswer. [40]5 howsignificantweretheactionsoflenininestablishingbolshevikrulebetween1917and1921? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgovernmentpolicyincreatingtheprosperityofthe1920sintheusa?explain youranswer. [40]7 howsignificantwasthefearofforeignersasacauseofintoleranceinussocietyinthe1920s? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheunpopularityofthekuomintangasthereasonforitsdefeatinthechinese civilwar?explainyouranswer. [40]9 howsignificantwasindustrialisationinchanginglifeinchinainthe1950sand1960s?explainyour answer. [40]10 06_0470_42_2020_1.8 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethechangestothepasslawsafter1948tothelivesofthenon-whitepopulation insouthafrica?explainyouranswer. [40]11 howsignificantwerethesowetoriotsofjune1976inweakeningthesystemofapartheid?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesecondworldwartodevelopmentsinpalestineupto1949?explainyour answer. [40]13 howsignificantwaspresidentsadattotheimprovementofrelationsbetweenegyptandisrael after1973?explainyouranswer. [40]14 06_0470_42_2020_1.8 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2020_1.8 \u00a9ucles20204"
        },
        "0470_s20_qp_43.pdf": {
            "1": "cambridgeigcse\u2122 0470/43 may/june2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover06_0470_43_2020_1.8 \u00a9ucles2020 *8945147217*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbarbedwireasareasonforaprolongedwaronthewesternfront?explain youranswer. [40]1 how significant were military defeats as a reason for german surrender in 1918? explain your answer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthewarguiltclauseinunderminingearlyweimargovernments?explainyour answer. [40]3 how significant was gaining the support of the armed forces in hitler\u2019s consolidation of power between1933and1934?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthearmyinmaintainingtsaristruleupto1914?explainyouranswer. [40] 5 howsignificantweretheweaknessesofthewhitesasareasonforthebolshevikvictoryinthe russiancivilwar?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgangsterismasareasonfortherepealofprohibition?explainyouranswer. [40]7 howsignificantwastheneedtoreduceunemploymentasanaspectofthefirstnewdeal?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantanaspectofmao\u2019sreformswastheredistributionofland?explainyouranswer. [40]9 howsignificantwasthehundredflowerscampaignintheremovalofoppositioninchina?explain youranswer. [40]10 06_0470_43_2020_1.8 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthedenialofpoliticalrightstonon-whitesouthafricansinthedevelopmentof apartheid?explainyouranswer. [40]11 howsignificantwasthecontrolofthemediainsuppressingoppositiontoapartheidbetween1966 and1980?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwastheroleplayedbybritainandfranceasareasonforisrael\u2019smilitarysuccesses between1956and1973?explainyouranswer. [40]13 howsignificantwasyasserarafatinthechangingrelationshipbetweenisraelisandpalestinians duringthe1990s?explainyouranswer. [40]14 06_0470_43_2020_1.8 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2020_1.8 \u00a9ucles20204"
        },
        "0470_w20_qp_11.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/11 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *5957225793* dc (cj) 188999/2 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/11/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 there were many forces at work in the unification of italy.  (a) what were the aims of the young italy movement?  [4]  (b) why did piedmont\u2019s power grow during the 1850s?  [6]  (c) \u2018the pope was the biggest obstacle to italian unification in 1848\u201349.\u2019 how far do you agree  with this statement? explain your answer.  [10] 2 war played a part in german unification.  (a) what did germany gain from the franco-prussian war?  [4]  (b) why was the ems telegram important?  [6]  (c) \u2018bismarck achieved more by force than by diplomacy.\u2019 how far do you agree with this statement?  explain your answer.  [10] 3 the late nineteenth century saw a surge in european imperialism.  (a) what was agreed at the berlin conference, 1884\u201385?  [4]  (b) why did the british policy of indirect rule work well in nigeria?  [6]  (c) \u2018european imperialism in africa was mainly motivated by economic concerns.\u2019 how far do you  agree with this statement? explain your answer.  [10] 4 many countries contributed to the increase of tension in europe before 1914.  (a) what happened in the morocco crisis of 1905\u201306?  [4]  (b) why was the entente cordiale agreed?  [6]  (c) how far do you agree that austria was to blame for the outbreak of war in 1914? explain your  answer.  [10]",
            "3": "3 0470/11/o/n/20 \u00a9 ucles 2020 [turn over 5 the versailles settlement had a range of consequences.  (a) describe the use of plebiscites in the peace settlement, 1919\u20131923.  [4]  (b) why were the french dissatisfied with the peace settlement?  [6]  (c) \u2018political turmoil was the most serious consequence of the treaty of versailles for germany  up to 1923.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 many factors contributed to the outbreak of war in 1939.  (a) what was the anti-comintern pact?  [4]  (b) why did british-french guarantees to poland fail to prevent war in 1939?  [6]  (c) \u2018britain and france had no choice but to allow hitler\u2019s remilitarisation of the rhineland.\u2019 how  far do you agree with this statement? explain your answer.  [10] 7 relations grew increasingly tense between the great powers after 1945.  (a) what was marshall aid?  [4]  (b) why did stalin want control over the governments of the states in eastern europe?  [6]  (c)  \u2018truman was the main cause of tension at potsdam.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 tension between iran and iraq culminated in war in 1980.  (a) describe the territorial disputes between iran and iraq.  [4]  (b) why did the islamic revolution cause saddam hussein to attack iran?  [6]  (c) how far do you agree that neither side gained from the iran-iraq war? explain your answer.  [10]",
            "4": "4 0470/11/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than expected.  (a) what happened at li\u00e8ge in august 1914?  [4]  (b) why did the germans lose the first battle of the marne?  [6]  (c)  \u2018the war did not end by christmas 1914 because of the race to the sea.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 1918 brought defeat for germany.  (a) describe the contribution of us forces to the allied war effort.  [4]  (b) why did germany agree to surrender?  [6]  (c) how far do you agree that revolution broke out in germany in october 1918 because the  german people were starving? explain your answer.  [10]",
            "5": "5 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 the nazis used different tactics to gain support.  (a) describe the development of the nazi party from 1924 to 1929.  [4]  (b) why did the munich putsch fail?  [6]  (c) how far do you agree that the main reason the nazis gained support in the early 1930s was  that they promised to create jobs? explain your answer.  [10] 12 the nazis controlled german society.  (a) describe nazi influence on german culture and the arts.  [4]  (b) why did the nazis want to control the churches?  [6]  (c) \u2018the reasons why the nazis persecuted groups in german society were racial.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/11/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the bolsheviks faced challenges in the aftermath of the revolution.  (a) what was the constituent assembly?  [4]  (b) why was the treaty of brest-litovsk bad for russia?  [6]  (c) \u2018the red army won the civil war because of war communism.\u2019 how far do you agree with  this statement? explain your answer.  [10] 14 stalin\u2019s rule had a strong impact on different groups.  (a) what was the young pioneer movement?  [4]  (b) why did life get worse for the national minorities under stalin\u2019s rule?  [6]  (c) \u2018destroying the kulaks was the main purpose of stalin\u2019s agricultural policy.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the benefits of the 1920s\u2019 boom were not evenly distributed.  (a) describe the problems facing american farmers in the 1920s.  [4]  (b) why did republican policies produce economic growth?  [6]  (c) \u2018american manufacturing industries prospered during the boom of the 1920s.\u2019 how far do you  agree with this statement? explain your answer.  [10] 16 the american economy faced great difficulties in 1929.  (a) describe the weaknesses in the us economy in the 1920s.  [4]  (b) why was there a stock market boom in the 1920s?  [6]  (c) \u2018the main impact of the wall street crash was the collapse of the banks.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "8": "8 0470/11/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 mao made great changes to china\u2019s economy and society.  (a) describe the aims of mao\u2019s five-year plans.  [4]  (b) why did the great leap forward fail?  [6]  (c) \u2018reforming education was the most important social change introduced by mao.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 mao created a lasting impact on china.  (a) what was mao\u2019s impact on art and culture in china?  [4]  (b) why was there a power struggle after mao\u2019s death?  [6]  (c)  how far do you agree that chinese society became more free after mao\u2019s death? explain  your answer.  [10]",
            "9": "9 0470/11/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the second world war brought change to south africa.  (a) describe developments in manufacturing by 1945.  [4]  (b) why was there a wide gap in living standards between white and non-white south africans by  1945?  [6]  (c) how far did the second world war produce opportunities for non-white south africans?  explain your answer.  [10] 20 by the 1980s it was clear that apartheid was under pressure.  (a) describe botha\u2019s constitutional reforms.  [4]  (b) why did trade union reform lead to an increase in opposition to the government?  [6]  (c) how far do you agree that de klerk abandoned white minority rule because south africa was  facing serious economic problems? explain your answer.  [10]",
            "10": "10 0470/11/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 the formation of israel created great tension.  (a) describe the reaction of the jews in palestine to the 1947 un partition plan.  [4]  (b) why did the arabs believe a palestinian homeland would be created at the end of the second  world war?  [6]  (c) \u2018the arabs lost the 1948\u201349 war because of a lack of international support.\u2019 how far do you  agree with this statement? explain your answer.  [10] 22 the palestine liberation organisation (plo) has achieved mixed results.  (a) describe the formation of the plo.  [4]  (b) why were some arab states reluctant to support the plo?  [6]  (c) \u2018the actions of israel were more significant than the work of the plo in winning international  support for the palestinians.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/11/o/n/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/11/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w20_qp_12.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. *3551898625*history  0470/12 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 188996/1 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/12/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) describe events in sicily in january 1848.  [4]  (b) why did violence erupt in paris in june 1848?  [6]  (c) how far do you agree that the 1848 revolutions were a failure? explain your answer.  [10] 2 the path to italian unification was not smooth.  (a) describe the role of pope pius ix in the 1848\u201349 revolutions.  [4]  (b) why was italy not unified by 1861?  [6]  (c) \u2018france played a more important role than austria in events leading to the unification of italy.\u2019  how far do you agree with this statement? explain your answer.  [10] 3 britain expanded its empire in the nineteenth century.  (a) describe lugard\u2019s ideas about how britain should govern its african colonies.  [4]  (b) why was britain interested in china?  [6]  (c) \u2018natural disasters were the main reason for the boxer rising.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the years before 1914 were characterised by tension in europe.  (a) describe germany\u2019s war preparations by 1914.  [4]  (b) why did the alliance system fail to prevent war?  [6]  (c) how far do you agree that morocco was the most important cause of tension before 1914?  explain your answer.  [10]",
            "3": "3 0470/12/o/n/20 \u00a9 ucles 2020 [turn over 5 the versailles settlement had different consequences for different countries.  (a) what was the purpose of the \u2018war guilt\u2019 clause?  [4]  (b) why were plebiscites included in the peace settlement?  [6]  (c) how far do you agree that clemenceau achieved his aims at versailles? explain your answer.  [10] 6 hitler\u2019s foreign policy involved germany in developments in europe.  (a) describe germany\u2019s involvement in the spanish civil war.  [4]  (b) why was taking control of czechoslovakia important to hitler?  [6]  (c) how surprising was it that britain and france pursued a policy of appeasement? explain your  answer.  [10] 7 the usa and ussr contributed to increased tensions in europe after 1945.  (a) describe the communist takeover of czechoslovakia in 1948.   [4]  (b) why was the berlin blockade lifted in may 1949?  [6]  (c) how far do you agree that truman was to blame for the cold war? explain your answer.  [10] 8 iraq\u2019s involvement in war had many consequences.  (a) what was the impact of the iran-iraq war on iraqi civilians?  [4]  (b) why did saddam hussein\u2019s regime survive the first gulf war?  [6]  (c) \u2018oil was the most important cause of the dispute between iraq and kuwait.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "4": "4 0470/12/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the stalemate on the western front was hard to break.  (a) describe events on the western front on 1 july 1916.  [4]  (b) why were conditions in the trenches unhealthy for soldiers?  [6]  (c) how far do you agree that new technology was used effectively in the first world war?  explain your answer.  [10] 10 germany\u2019s fortunes changed in 1918.  (a) describe the situation facing german forces at the start of 1918.  [4]  (b) why were the mutinies at kiel and wilhelmshaven important?  [6]  (c) \u2018the british naval blockade was the main reason for the defeat of germany.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 many factors contributed to hitler\u2019s rise to power.  (a) what was the 25 point programme?  [4]  (b) why was goebbels important to hitler?  [6]  (c) \u2018electoral success was the most important factor in hitler becoming chancellor.\u2019 how far do  you agree with this statement? explain your answer.  [10] 12 the nazi regime aimed to change society and the economy.  (a) what were the nazis\u2019 views on the role of women in society?  [4]  (b) why did the nazis aim to achieve autarky?  [6]  (c) \u2018the policy of total war had a greater impact on german civilians than any other aspect of  the second world war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/12/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsar ruled by autocratic means.  (a) what was life like for russian peasants by 1905?  [4]  (b) why was the october manifesto introduced?  [6]  (c) how far would you agree that the tsar was firmly in control of russia at the start of 1914?  explain your answer.  [10] 14 stalin was determined to gain and keep control over the ussr.  (a) what did lenin say about stalin and trotsky in his political testament?  [4]  (b) why was lenin\u2019s funeral important in the power struggle?  [6]  (c) \u2018stalin\u2019s personality cult was his most effective means of control.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "7": "7 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 the 1920s brought changes in american society.  (a) what was a \u2018flapper\u2019?  [4]  (b) why did the 1920s become known as the jazz age?  [6]  (c) \u2018prohibition failed because it encouraged violence.\u2019 how far do you agree with this statement?  explain your answer.  [10] 16 the wall street crash had political and social consequences.  (a) what was the bonus march?  [4]  (b) why did \u2018buying on the margin\u2019 contribute to the wall street crash?  [6]  (c) how surprised are you that hoover was known as the \u2018do nothing\u2019 president? explain your  answer.  [10]",
            "8": "8 0470/12/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 mao changed the economy and society in china.  (a) describe communist treatment of the landlords.  [4]  (b) why did mao embark on the great leap forward?  [6]  (c) how far do you agree that mao\u2019s attempts at social reform were a success? explain your  answer.  [10] 18 china\u2019s relationships with other countries have fluctuated over the years.  (a) what did china gain from its relationship with the ussr in the 1950s?  [4]  (b) why was there tension between china and india in the 1960s?  [6]  (c) how far do you agree that trade was the main reason for china\u2019s improved foreign relations  in the 1980s? explain your answer.  [10]",
            "9": "9 0470/12/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 in the 1950s and 1960s the apartheid system was strengthened.  (a) in what ways did afrikaners benefit from apartheid?  [4]  (b) why was the pan africanist congress (pac) formed?  [6]  (c) \u2018the bantu education act (1953) did more to reinforce apartheid than any other legislation.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 the 1990s brought the end of apartheid in south africa.  (a) describe mandela\u2019s aims for south africa on becoming president.  [4]  (b) why did botha\u2019s constitutional reforms fail to improve relations between non-whites and the  government?  [6]  (c) how far did de klerk\u2019s policies to end apartheid have the backing of white south africans?  explain your answer.  [10]",
            "10": "10 0470/12/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 external involvement in the middle east has had important consequences.  (a) describe moshe dayan\u2019s role in the six-day war.  [4]  (b) why did the soviet union become involved in the middle east?  [6]  (c) how far do you agree that egypt gained the most from the suez crisis of 1956? explain your  answer.  [10] 22 the united nations (un) faced many challenges in its role in the middle east.  (a) describe the role of the un in lebanon.  [4]  (b) why did some groups working for palestinian liberation become more militant from the  1980s?  [6]  (c) how far do you agree that the un achieved little in its involvement in the middle east? explain  your answer.  [10]",
            "11": "11 0470/12/o/n/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/12/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w20_qp_13.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated.history  0470/13 paper 1  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *3193158790* dc (cj) 188998/1 \u00a9 ucles 2020  [turn over",
            "2": "2 0470/13/o/n/20 \u00a9 ucles 2020 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) what did hungarian revolutionaries hope to achieve in 1848?  [4]  (b) why was the second republic formed in france in 1848?  [6]  (c) \u2018the 1848 revolutions failed because of a lack of popular support.\u2019 how far do you agree with  this statement? explain your answer.  [10] 2 many individuals were influential in the unification of italy.  (a) describe mazzini\u2019s work to unify italy.  [4]  (b) why was the allocution of pope pius ix important?  [6]  (c) \u2018napoleon iii contributed more to italian unification than any other individual.\u2019 how far do you  agree with this statement? explain your answer.  [10] 3 european imperialism met with resistance in some parts of the world.  (a) what changes did the indian mutiny bring to british rule in india?  [4]  (b) why did british intervention in china provoke resistance?  [6]  (c) \u2018french colonial rule brought little benefit to africans in the nineteenth century.\u2019 how far do  you agree with this statement? explain your answer.  [10] 4 relations between european states grew more strained in the early years of the twentieth century.  (a) what was the \u2018naval race\u2019?  [4]  (b) why did the kaiser\u2019s foreign policy increase tension in europe?  [6]  (c) how far do you agree that the alliance system caused the first world war? explain your  answer.  [10]",
            "3": "3 0470/13/o/n/20 \u00a9 ucles 2020 [turn over 5 some countries gained more than others from the versailles settlement.  (a) what were the \u2018successor states\u2019?  [4]  (b) why did the treaty of versailles make france more secure?  [6]  (c) \u2018hungary was treated more harshly than any other nation in the peace settlement.\u2019 how far do  you agree with this statement? explain your answer.  [10] 6 the league of nations found it difficult to achieve its aims.  (a) describe the league\u2019s attempts to bring about disarmament.  [4]  (b) why were the greeks dissatisfied with the outcome of the corfu crisis?  [6]  (c) \u2018the need to reach unanimous decisions was the main factor preventing effective action by  the league.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the soviet union met with resistance in eastern europe after 1945.  (a) describe events in berlin and east germany in 1989.  [4]  (b) why did the polish government allow the creation of solidarity in 1980?  [6]  (c) how far were the hungarian uprising (1956) and the prague spring (1968) caused by  economic factors? explain your answer.  [10] 8 there were significant changes within iran in the 1970s.  (a) describe events in tehran in 1978\u201379.  [4]  (b) why was ayatollah khomeini opposed to saddam hussein?  [6]  (c) how far do you agree that inequality was the main reason for the revolution in iran? explain  your answer.  [10]",
            "4": "4 0470/13/o/n/20 \u00a9 ucles 2020 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 fighting on the western front caused great loss of life.  (a) in what ways did conditions in the trenches affect the health of the soldiers?  [4]  (b) why were so many allied troops killed on the first day of the battle of the somme?  [6]  (c) \u2018in the fighting on the western front, aircraft were used more effectively than tanks.\u2019 how far  do you agree with this statement? explain your answer.  [10] 10 the war was fought on several fronts.  (a) what was agreed in the treaty of brest-litovsk?  [4]  (b) why did britain suffer food shortages in the first world war?  [6]  (c) \u2018a lack of planning was the main reason for the failure of the gallipoli campaign.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study b: germany, 1918\u201345 11 there was tension and instability in germany in the years following the war.  (a) what was ebert\u2019s role in germany, 1918\u20131919?  [4]  (b)  why did germans dislike the \u2018war guilt\u2019 clause?  [6]  (c) how far do you agree that the weimar republic achieved stability in germany between 1924  and 1929? explain your answer.  [10] 12 german society changed a great deal under the nazis.  (a) what legal restrictions did the nazis place on the jews up to 1939?  [4]  (b) why did the nazis want to control culture and the arts?  [6]  (c) \u2018the use of informers was a more effective way than terror for the nazis to control people.\u2019  how far do you agree with this statement? explain your answer.   [10]",
            "6": "6 0470/13/o/n/20 \u00a9 ucles 2020 depth study c: russia, 1905\u201341 13 the tsarist regime was not popular with all russians at the start of the twentieth century.  (a)  what was the policy of russification?  [4]  (b)  why was defeat in the war against japan important for russia in 1905?  [6]  (c)  how secure was the tsarist regime at the start of 1914? explain your answer.  [10] 14 stalin was ruthless in enforcing his control.  (a) what happened to the national minorities under stalin?  [4]  (b) why was there a new constitution in 1936?  [6]  (c)  \u2018the main target of the purges was opposition within the communist party.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study d: the united states, 1919\u201341 15 some aspects of american society changed a great deal in the 1920s.  (a) describe developments in popular entertainment in the 1920s.  [4]  (b) why was prohibition repealed?  [6]  (c) how far do you agree that american society was intolerant in the 1920s? explain your answer.  [10] 16 many americans benefited from new deal policies.  (a) describe the ways in which the first new deal helped the unemployed.  [4]  (b) why was the wagner act introduced in 1935?  [6]  (c) \u2018the new deal solved the problems facing american farmers.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "8": "8 0470/13/o/n/20 \u00a9 ucles 2020 depth study e: china, c.1930\u2013c.1990 17 the struggle for power between the communists and the nationalists continued up to 1949.  (a) what was the marco polo bridge incident?  [4]  (b) why did many peasants support the communists?  [6]  (c) \u2018the nationalists were defeated because of the mistakes they made during the second world  war.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s policies were not always popular.  (a) what happened during the hundred flowers campaign?  [4]  (b) why did mao face opposition in the early 1960s?  [6]  (c)  how far did life change for the chinese people after mao\u2019s death? explain your answer.  [10]",
            "9": "9 0470/13/o/n/20 \u00a9 ucles 2020 [turn over depth study f: south africa, c.1940\u2013c.1994 19 segregation became increasingly entrenched in the period up to 1948.  (a) in what ways did the government restrict the movement of non-white south africans?  [4]  (b) why was the sauer report important?  [6]  (c) \u2018before 1949, the main challenge facing non-white south africans was a lack of employment  opportunities.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 there were some changes in south africa in the 1970s.  (a) describe developments in the south african economy in the 1970s.  [4]  (b) why did the organisation for african unity (oau) become involved in the struggle against  apartheid?  [6]  (c) how far do you agree that trade union action was the most important internal challenge to  apartheid? explain your answer.  [10]",
            "10": "10 0470/13/o/n/20 \u00a9 ucles 2020 depth study g: israelis and palestinians since 1945 21 external involvement in the middle east has had a significant impact.  (a) in what ways did the usa support israel in the 1950s?  [4]  (b) why did opec\u2019s importance in the arab-israeli conflicts come to an end?  [6]  (c) \u2018superpower involvement increased the likelihood of war rather than peace in the middle  east.\u2019 how far do you agree with this statement? explain your answer.  [10] 22 the palestinian people have faced many challenges.  (a) describe the work of unrwa (united nations relief and works agency) in the middle east.  [4]  (b) why did the refugee crisis become worse after the six-day war?  [6]  (c) how far would you agree that the palestine liberation organisation (plo) had been  successful in winning international support by the early 1990s? explain your answer.  [10]",
            "11": "11 0470/13/o/n/20 \u00a9 ucles 2020 blank page",
            "12": "12 0470/13/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w20_qp_21.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (st/ct) 190769/3 \u00a9 ucles 2020  [turn overhistory  0470/21 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2577391963*",
            "2": "2 0470/21/ o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic was john brown a hero or a villain? study the background information and the sources carefully, and then answer all the questions. background information john brown learned his abolitionist views from his father. in 1855 he went to kansas to oppose  pro-slavery forces and in 1856 led an attack on the pro-slavery settlement at pottawatomie creek where five men were hacked to death. in 1859 brown turned his attention to virginia, a slave-owning state. he rented a farmhouse and started  to gather rifles, gunpowder and swords. on 16 october he led a group of armed men in an attack on  the federal arsenal at harpers ferry. he planned to use the twenty thousand weapons in the arsenal to equip slaves who, he hoped, would rise up in rebellion against slavery. brown managed to gain control of the armoury but on 18 october ninety us marines arrived and brown and his men were soon either captured or killed. brown was charged with treason against the state of virginia, tried and hanged. reactions to brown\u2019s actions and execution have often been extreme, both at the time and since. he  has been represented as both a hero and a villain. source a john brown, a mad visionary, hit on a deadly plan. the slaves, he thought, might be persuaded to  rebel against their masters if northern sympathisers would provide them with weapons. he therefore proposed to descend on a suitable spot in the south, launch a revolt and, as the slaves flocked to join him, organise them into an army. it was a ridiculous fantasy, well illustrating brown\u2019s insanity, the abolitionists\u2019 ignorance of the south and their growing tolerance of bloodshed and treason. brown  easily raised money in the north and he and eighteen followers descended on the federal arsenal at  harpers ferry. he was dealt with without difficulty by the us army. brown\u2019s handful of men was soon forced to surrender, and brown himself was taken to richmond, tried and hanged. brown thrilled new england. abolitionist clergy welcomed the slave rebellion which, they thought,  brown\u2019s actions would stimulate. their ravings drowned the numerous northern voices which  condemned brown as a criminal. the impressions made on the south were deep. here at last was the nightmare come true: the abolitionist appeal to the slaves to rebel. john brown\u2019s raid thus marks the point of no return: it began the uncoiling of a terrible chain of events leading to rebellion and war. from a history book published in 1985.",
            "3": "3 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source b john brown left a permanent mark on american history. his raid at harpers ferry resulted in both  reverence and revulsion. it was a turning point in american history, away from compromise and towards  war. when brown and his small army of twenty-one men took over the federal arsenal and rifle factory, it was the fulfilment of a pledge to god to increase hostility toward slavery. brown was a religious man who with every drop of his honest blood hated slavery and dedicated himself to eradicating it by any means necessary. to his mind his duty was clear and he never faltered. expecting slaves to join them, brown and his men waited in the armoury while the townspeople  surrounded the building. gunfire was exchanged and eight of brown\u2019s men were killed or captured. brown was wounded in the attack and taken to jail at charlestown. the bravest man and most self-sacrificing soul in american history was hanged at charlestown in december 1859. he set an example of moral courage, and of single-hearted devotion to an ideal, for all men and for all ages. from a recent account of the raid at harpers ferry. source c did john brown draw his sword against slavery and thereby lose his life in vain? to this i answer ten  thousand times, no! no man fails who so grandly gives himself to a righteous cause. no man could possibly fail who, when on his way to be executed, could so forget himself as to stop and kiss a little child, one of the hated race for whom he was to die. did john brown fail? john brown began the war that ended slavery. if we look over places for which  this honour is claimed, we shall find not carolina, but virginia, not fort sumter, but harpers ferry, and the arsenal began the war that ended american slavery and made this free republic. until this blow was struck, the prospect for freedom was dim, shadowy and uncertain. from a speech in harpers ferry by frederick douglass, 30 may 1881.  douglass was an ex-slave and leading abolitionist. source d brown and his bandits made a desperate onslaught on the persons and property of the people of  virginia. it is a matter of great regret that the cowardly villains who sent them on their desperate venture cannot grace the same gallows from which they will swing. we feel angry at the tone of the northern newspapers. are treason, murder and robbery less hateful, would insurrection and house burning have been less dreadful, because, according to the new york times, brown was courageous and convinced of the rightfulness of his acts? this would mean that because brown glories in what he has done,  his life should be spared. is not the new york times ashamed of itself for pandering to the depraved  sympathy of the city in which it is located? brown denies that he planned a slave insurrection. what then were the swords for? did he not intend  the swords and other weapons to be used by the slaves in resistance to the masters? we have come  to the conclusion that if the south is to maintain her rights, her property, and the lives of her citizens,  she must rely upon herself, and not look north for aid or sympathy. from a newspaper, published in richmond, virginia, november 1859.",
            "4": "4 0470/21/ o/n/20 \u00a9 ucles 2020 source e an illustration called \u2018the last moments of john brown\u2019, published in philadelphia in 1885.  it shows brown leaving jail on his way to his execution. the artist has shown brown kissing a black  child as described at the time in a northern newspaper. however, most accounts say that only  soldiers were present when brown left the jail.",
            "5": "5 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source f a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas during the  1850s. the book in his hand is the bible. a prelude is an event that is an introduction to something  more important. source g i deny everything except what i have always admitted, the plan to free the slaves. i intended to act  as i did last winter when i went into missouri, took slaves without the firing of a gun and took them  to canada. i never did intend murder or treason, or the destruction of property or to excite slaves to  rebellion or to make insurrection. had i acted on behalf of the rich and powerful, every man in this court would have deemed it an  act worthy of reward rather than punishment. the bible teaches me to \u2018remember them that are in  bonds.\u2019 i endeavoured to act up to that instruction and on behalf of god\u2019s despised poor. if it is deemed  necessary that i should lose my life for justice and mingle my blood with the blood of millions in this slave country whose rights are disregarded by the wicked, cruel and unjust laws, i submit. john brown\u2019s speech to the court after he had been told his sentence, 2 november 1859.",
            "6": "6 0470/21/ o/n/20 \u00a9 ucles 2020 source h john brown dies to-day! as republicans, maintaining as we do, that no one in the north has a right to  interfere with slavery, we cannot say that he suffers unlawfully. the man\u2019s heroism which is as great as  a martyr and his constancy to his convictions have led to sympathy on his behalf throughout the north, but nowhere is the opinion supported that he should not be answerable for his act. as long as we are part of the union we cannot join the opposition to the punishment which the infatuated old man will suffer. when the right of a sovereign state to inflict a punishment for breaking its laws is questioned, disunion is being advocated. for that we are not prepared. to our more radical readers these views will be unacceptable. when the fanatical action of the south  dissolves the ties that hold north and south together, then we may have reason to support any means, including force, to emancipate every human being on american soil. until then, we have a firm belief that the execution of brown will hasten the downfall of the accursed system against which he waged  war. from a republican newspaper published in chicago, illinois, 2 december 1859.",
            "7": "7 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  does source d prove that douglass (source c) was wrong? explain your answer using details of  the sources and your knowledge.  [8] 3 study sources e and f.  how similar are these two illustrations? explain your answer using details of the sources and your  knowledge.  [8] 4 study source g.  how useful would this source be to a historian studying john brown and the raid on harpers  ferry? explain your answer using details of the source and your knowledge.  [7] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that john brown was a hero? use the  sources to explain your answer.   [12]",
            "8": "8 0470/21/ o/n/20 \u00a9 ucles 2020 option b: twentieth century topic how far was khrushchev successful in the cuban missile crisis? study the background information and the sources carefully, and then answer all the questions. background information on 14 october 1962 an american u-2 reconnaissance plane obtained photographic evidence of soviet  missile sites in cuba. this led to the cuban missile crisis. the crisis was resolved at the end of october when khrushchev agreed to remove the missiles and kennedy agreed not to invade cuba. kennedy also secretly agreed to remove american missiles from turkey. did khrushchev achieve what he wanted by placing missiles in cuba? any answer to this question  needs to take into account his motives in putting the missiles there in the first place. was he merely trying to protect cuba from the usa, or was he planning to attack the usa? was it an attempt to strengthen the soviet union\u2019s overall military position in relation to the west? some have suggested the soviet union was trying to defend its position as world leader of communism against its rival china. by the end of the crisis it appeared to many people that khrushchev had backed down and been  humiliated. but was this really the case? source a khrushchev was able to claim a victory over the missile crisis. he argued that kennedy had now  promised not to invade cuba, so the continued existence of a socialist cuba in the soviet sphere of influence was guaranteed. this is clearly significant, especially if you accept the view that this was the main reason that khrushchev put missiles on cuba in the first place. khrushchev must also be given credit for being prepared to back down in the face of nuclear war, especially when so many  saw his handling of the crisis as a humiliation for the soviet union. however, the soviet military were  particularly angry. they had to accept a hasty withdrawal from cuba, as well as the ultimate humiliation of having us officials count the missiles as they were removed. castro was also furious with khrushchev. he was not consulted on the final deal about the missiles or  the withdrawal of soviet bomber planes and troops which had been sent to help the cuban army. in the  following months khrushchev had to rebuild his relations with castro and prevent a chinese-cuban alliance developing. from a history book published in 2008.",
            "9": "9 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source b khrushchev backed down because he had information that us bombing of cuba could begin in three  to four days. on 28 october, as us officials prepared to strike on 30 october, khrushchev accepted kennedy\u2019s offer. khrushchev made the decision to withdraw the missiles without consulting castro. he knew that if he did, the cuban leader would not agree. a furious castro therefore refused to allow  un inspectors into his country to observe the missiles\u2019 dismantling, and then at first refused to return  soviet long-range bombers. contrary to what was believed, kennedy did not give absolute assurances that the united states would  not invade cuba. in a letter to khrushchev his no-invasion pledge depended on cuba committing no aggressive acts against any nations in the west. this was a huge loophole. these events angered the chinese and widened the chinese-russian split to the edge of a complete  breakdown. the chinese called khrushchev foolish for putting the missiles into cuba and cowardly for removing them. the crisis had not enhanced the soviet leader\u2019s personal power within the communist bloc. his decline opened new opportunities for the soviet satellites in eastern europe to regain more  autonomy. from a history book published in 1997. source c a cartoon published in an american newspaper, 29 october 1962. the figure on the right represents  khrushchev.",
            "10": "10 0470/21/ o/n/20 \u00a9 ucles 2020 source d memorandum for the president the speech should point out that our success in cuba does not prove that force can solve everything.  significant steps have been taken to lift the threat of war. this has been made possible by the unity of the american people and by the belated recognition by khrushchev that his adventure was a dangerous miscalculation which was bringing the world close to war. the events of the last weeks have fully exposed castro, and we are confident that the forces of change will take care of his regime  more effectively than invasion could. if we had not acted, we would have allowed a drastic revision of the world balance of power. our use  of force was effective because the communists knew that they were in the wrong and could not justify their actions to the world. from a report written by arthur schlesinger, 29 october 1962. he is advising kennedy on a speech  he was due to make to the american people. schlesinger was a senior adviser to the president. source e the united states\u2019 reactionary forces have been doing everything to overthrow cuba\u2019s revolutionary  government and restore their domination there. revolutionary cuba was compelled to take all measures to strengthen her defence and agreement was reached to station soviet missiles in cuba. our only aim was to defend cuba. all talk that cuba was being converted into a base for an attack on  the usa was a vicious lie. the president of the united states declared that if we agreed to remove these weapons, the united  states would not invade cuba. we had shipped weapons to cuba precisely to prevent such aggression against cuba. which side won? one may say that it was sanity and the cause of peace that won. the soviet union has not only exposed the us imperialist intrigues against cuba but when cuba was  threatened we sent weapons and people ready to fight shoulder to shoulder with the cuban people. from a speech by khrushchev to the supreme soviet (the parliament of the ussr),   12 december 1962.",
            "11": "11 0470/21/ o/n/20 \u00a9 ucles 2020 [turn over source f a cartoon published in an american newspaper, 30 october 1962. source g the main point about the crisis is that it has guaranteed the existence of a socialist cuba. if cuba had  not undergone this ordeal it is very likely that the americans would have organised an invasion. now  that the climax of the tension has passed and we have exchanged commitments with the american  government, it will be very difficult for them to interfere. if the united states should invade now, the soviet union will have the right to attack. we have secured the existence of a socialist cuba for at least another two years while kennedy is president, and he may be in office for another six years. to make it through six years in this day and age is no small thing. and six years from now the balance of power in the world will have probably shifted \u2013 and shifted in our favour, in favour of socialism! a letter from khrushchev to castro, sent immediately after the crisis.",
            "12": "12 0470/21/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published on 29 october 1962? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  how far does this source prove that khrushchev\u2019s motive in the missile crisis was to protect  cuba? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the cuban missile crisis was a  success for khrushchev? use the sources to explain your answer.   [12]"
        },
        "0470_w20_qp_22.pdf": {
            "1": "this document has 16 pages. blank pages are indicated. dc (tc/cgw) 189976/3 \u00a9 ucles 2020  [turn over *2842753787*cambridge igcse\u2122 history  0470/22 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/22/o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic was john brown a real threat to the south? study the background information and the sources carefully, and then answer all the questions.  background information on 16 october 1859 john brown led a group of armed men in an attack on the federal arsenal at  harpers ferry. he planned to use the twenty thousand weapons in the arsenal to equip slaves, who,  he hoped, would rise up in rebellion against slavery. brown managed to gain control of the armoury but on 18 october ninety us marines arrived and brown and his men were soon either captured or killed. brown was charged with treason against the state of virginia, tried and hanged.  the raid at harpers ferry caused near hysteria amongst some in the south. they claimed that brown\u2019s  actions were part of a large, well-organised and well-financed insurrection against slave-owning states and the institution of slavery. they feared that slaves were about to rise up against their masters. others, especially in the north, regarded brown as a well-intentioned madman who had little support and had acted alone. was brown a real threat? source a a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas during the  1850s. the book in his hand is the bible. a prelude is an event that is an introduction to something  more important. ",
            "3": "3 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source b it would be difficult to find anything more absurd than john brown assuming the character of  commander-in-chief of a provisional government and expecting, at the head of an army of seventeen  white men and three negroes, to start a great revolution, and by the bold strike of seizing the arsenal at harpers ferry, to bring about the abolition of slavery. however, in spite of his delusions and the absurdity of his enterprises, he deserves our respect for his display of the noblest qualities of human nature. john brown seems to have infected the people of virginia with delusion. despite brown and his  cooperators being killed or in prison, virginia remains strongly impressed with the idea of a grand army of slave liberators dispersed along her borders, while still another grand army of desperate abolitionists is expected from the north to storm the jail at charlestown, to liberate brown and place him at their head. the burning of two or three barns has been accepted as proof of the approach of this liberating  army. from a new york newspaper, 19 november 1859. source c on friday last, one of the most evil schemes was brought to light. a large body of whites and blacks  took possession of the us arsenal at harpers ferry, murdering and imprisoning the citizens at will. it turned out to be an abolition movement, led by the notorious john brown, who told his fanatical followers that the negroes would join them by their thousands, and that maryland and virginia would  become free states. the rebellion has been put down and the ringleaders shot. the party originally  consisted of 32 persons of whom fifteen are killed. the originator of this insurrection was captain john brown, whose connection with the scenes of  violence in the warfare of kansas made his name notorious to the whole country. in the coat of one of the men killed was found a captain\u2019s commission signed by \u2018john brown, commander-in-chief  of the army of the provisional government of the united states\u2019. this insurrection is the result of the  preachings of the vile families in the north. it is the first step toward carrying out seward\u2019s idea of the \u2018irrepressible conflict which is sooner or later to ensue between the slave and free states\u2019. this damnable plot should awaken the conservative people of the north to the inevitable results of listening to the vile shrieks of the fanatics of the free states. we rejoice that the bloody scheme has been foiled.  may all such movements be crushed just as quickly. from a northern newspaper, 22 october 1859.",
            "4": "4 0470/22/o/n/20 \u00a9 ucles 2020 source d a print published in new york, 1863. it shows brown leaving jail on his way to his execution.   the artist has shown brown about to kiss a black child as described at the time in a northern  newspaper. however, most accounts say that only soldiers were present when brown left the jail.  behind brown is the flag of the state of virginia. the words on the flag say \u2018thus always to tyrants\u2019.   in the bottom left, is a statue of justice with its arms and scales broken.",
            "5": "5 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source e a cartoon published in \u2018harper\u2019s weekly\u2019 magazine, 26 november 1859, soon after the raid at harpers  ferry. the magazine was published in new york. it supported the union and took a moderate position  on slavery. john brown is saying, \u2018here! take this, and follow me. my name\u2019s brown.\u2019 the slave  replies, \u2018please god! mr brown, that is impossible. we haven\u2019t finished planting yet at our house.\u2019",
            "6": "6 0470/22/o/n/20 \u00a9 ucles 2020 source f an illustration published in november 1859 soon after the raid at harpers ferry. it is entitled   \u2018a southern planter arming his slaves to resist invasion\u2019. the artist was a native virginian who  supported slavery. source g why will the newspapers persist in calling the events at harpers ferry an \u2018insurrection\u2019 among negroes?  there was no insurrection, and it is a libel upon the slaves in calling it as such. they had nothing whatever to do with it. the original insurgents consisted of fifteen white men and half a dozen free negroes from the north. most slaves refused to take up arms against their masters \u2013 the only friends they knew. a few were forced into it by threats of death, and even then only a few joined the blood-thirsty, demented fanatics of the north in their treasonable work. we think the slaves in the harpers  ferry region deserve credit for the manner in which they behaved.  of course, as long as we in the south continue to call the affair an insurrection, we will be playing  into the hands of the north. they wanted it to be seen in that light as it makes it appear that slaves are dissatisfied with their way of life and want to change it. they then have an excuse for invading  southern territory. slaves, however, honour and obey their masters. from a southern newspaper, 26 october 1859.",
            "7": "7 0470/22/o/n/20 \u00a9 ucles 2020 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study source a.  what impressions of john brown does this source give? explain your answer using details of the  source.  [7] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources and your  knowledge.  [8] 3 study source d.  why was this print published at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources e and f.  does source e make source f surprising? explain your answer using details of the sources and  your knowledge.  [8] 5 study source g.  how useful is this source to a historian studying the raid at harpers ferry? explain your answer  using details of the source and your knowledge.   [7] 6 study all the sources.  how far do these sources provide convincing evidence that john brown was a real threat to the  south? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/o/n/20 \u00a9 ucles 2020 option b: twentieth century topic was the usa right to become involved in vietnam? study the background information and the sources carefully, and then answer all the questions.  background information the increasing involvement of the usa in vietnam was gradual. in 1950 president truman sent money,  weapons and a few military officers to help the french. after the division of vietnam in 1954 into  communist north vietnam and capitalist south vietnam, president eisenhower supported president  diem\u2019s regime in south vietnam with over a billion dollars. president kennedy greatly increased  american military involvement, but it was president johnson who in 1965 sent the first american  ground troops. by july 1965 johnson had increased us involvement to 125  000 troops and expanded  the air war against north vietnam. during this period many people criticised america\u2019s increasing involvement. some argued that the  usa would never be able to win a war across the other side of the world and that its vital interests were  not involved. others argued that it was vitally important for america to stop the spread of communism  and that it could succeed if no restrictions were placed on the military commanders. was the usa right to become involved in vietnam? source a we fight this war because we must fight if we are to live in a world where every country can shape  its own future. and only in such a world will a future be safe. we are in vietnam because we have a  promise to keep. since 1954 every american president has offered support to the people of vietnam.  we have helped to build and we have helped to defend. over many years we have made a national  pledge to help south vietnam defend its independence. to dishonour that pledge, to abandon this  small and brave nation to its enemies, and to the terror that must follow, would be an unforgivable  wrong. from a speech by president johnson to the american people, april 1965.",
            "9": "9 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source b a cartoon published in the united states in may 1964.",
            "10": "10 0470/22/o/n/20 \u00a9 ucles 2020 source c a cartoon published in an american newspaper in 1965. source d by the time the united states finally left south vietnam in 1973, we had lost over 58  000 men and  women, our economy had been damaged by years of heavy war spending, and the political unity of our  society had been shattered. were such high costs justified? many conclude that without us intervention  in vietnam, communism would have spread farther through south and east asia. i seriously question  such judgements. i question whether either soviet or chinese behaviour and influence in the 1970s  and 1980s would have been different had we not entered the war or had we withdrawn from vietnam  in the early or mid-1960s.  by then it should have been clear that the two conditions underlying president kennedy\u2019s decision to  send military advisers were not being met, and could not be met: political stability did not exist; and  the south vietnamese were incapable of defending themselves. i do not believe that us withdrawal in  1963 would have led west europeans to question our support for nato. on the contrary, it is possible  we would have improved our credibility by withdrawing from vietnam and saving our strength for more  defensible stands elsewhere.  from \u2018in retrospect, the tragedy and lessons of vietnam\u2019 by robert s mcnamara, published in  1995. mcnamara was secretary of defence in the governments of kennedy and johnson from 1961  to 1968 when he resigned over vietnam. ",
            "11": "11 0470/22/o/n/20 \u00a9 ucles 2020 [turn over source e a cartoon published in an american newspaper, may 1970. the soldier on the right is saying   \u2018y ou see, the reason we are in vietnam is to protect us boys in vietnam.\u2019content removed due to copyright restrictions.",
            "12": "12 0470/22/o/n/20 \u00a9 ucles 2020 source f despite the long years of support and vast expenditure of lives and funds, the united states in the  end abandoned south vietnam.  many of the errors could be traced to the conduct of  the war from washington. from \u2018a soldier reports\u2019, general westmoreland\u2019s account of his military career, published in 1976.  westmoreland commanded us forces in vietnam from 1964 to 1968. he was replaced in vietnam  because of the tet offensive. source g us involvement in vietnam was a logical development of the policy of containment that americans had  accepted for more than two decades. the us intervention in vietnam was misguided. it can be argued that the containment policy worked in europe, but it was misapplied in vietnam. obsessed with their determination to stop the advance of communism, abysmally ignorant of the vietnamese people and their history, americans misread the nature of the struggle in vietnam. defeat came hard, and it has been fashionable for many americans to argue that victory could have  been achieved if the war had been fought differently. such views are comforting and agree with \u2018the illusion of american omnipotence\u2019. but the lesson of the vietnam war is that power, no matter how great, has its limits. i do not believe that the war could have been won in any meaningful sense or at a moral or financial price americans would \u2013 or should \u2013 have been willing to pay. from a book about the vietnam war published in 2002.  content removed due to copyright restrictions.",
            "13": "13 0470/22/ o/n/20 \u00a9 ucles 2020 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  how far are you surprised by source a? explain your answer using details of the source and your  knowledge.  [8] 2 study sources b and c.  how far do these two cartoonists agree? explain your answer using details of the sources and  your knowledge.  [7] 3 study source d.  how useful is this source as evidence about american involvement in vietnam? explain your  answer using details of the source and your knowledge.  [7] 4 study source e.  why was this cartoon published in may 1970? explain your answer using details of the source and  your knowledge.  [8] 5 study sources f and g.   does source f prove source g to be wrong? explain your answer using details of the sources  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the usa was right to get involved in  vietnam? use the sources to explain your answer.   [12]",
            "14": "14 0470/22/o/n/20 \u00a9 ucles 2020 blank page",
            "15": "15 0470/22/ o/n/20 \u00a9 ucles 2020 blank page",
            "16": "16 0470/22/o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w20_qp_23.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. blank pages are indicated. dc (tc/cgw) 190811/4 \u00a9 ucles 2020  [turn over *6010253699*history  0470/23 paper 2  october/november  2020  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/23/ o/n/20 \u00a9 ucles 2020 option a: nineteenth century topic who was to blame for the violence in kansas in the 1850s? study the background information and the sources carefully, and then answer all the questions.  background information the crisis in kansas known as \u2018bleeding kansas\u2019 is regarded by some historians as the beginning  of the civil war. the passing of the kansas-nebraska act in 1854 created the possibility of kansas  becoming a slave territory. this set off a race for kansas between pro-slavery and anti-slavery groups  which soon turned into violence.  northern organisations such as the emigrant aid society encouraged people from the north to settle  in kansas. southerners saw this as a plot to \u2018steal\u2019 kansas and \u2018border ruffians\u2019 came over the border  from missouri in armed groups to support slavery. the aim of both sides was to win elections and have  politicians elected who supported their position on slavery. a pro-slavery legislature was elected and in  july 1855 began passing pro-slavery laws, one of which made it a crime to state that people in kansas  did not have the right to own slaves. the free soilers then held their own elections and set up their  own government in topeka. president pierce supported the pro-slavery government and condemned  the topeka government. soon violence was being committed by both sides. who was to blame for  \u2018bleeding kansas\u2019, the pro-slavers or the anti-slavers? source a the day of our enslavement !! worse than the most extreme despotism on earth ! now we do assert and we declare, despite the wicked legislature of kansas, that persons have not the right to hold slaves in this territory and we will emblazon it upon our banner in letters so large and language so plain that the infatuated invaders who elected the kansas legislature, as well as that corrupt and ignorant legislature may understand it the constitution of the united states  guarantees to every citizen the liberty of speech and freedom of the press  an insolent gag law !! a page from a kansas newspaper, published in lawrence, 15 september 1855.   the legislature it mentions is the pro-slavery legislature elected in 1855.",
            "3": "3 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source b by the start of 1856 there were two rival governments in kansas; the official pro-slavery government  and the free state government. northern groups sent weapons to help the free-staters. the southern  response was for well-armed missourians to move into kansas. in may 1856 a pro-slavery posse, trying to arrest an armed band of free-staters who had been terrorising pro-slavery settlers, \u2018sacked\u2019 lawrence (a free state town). this event was blown up out of all proportion by northern journalists who invented facts. according to them dozens of free-staters were killed. in reality there were no casualties. nevertheless the pro-slavers did demolish a hotel, two newspaper offices and a few houses and shops. the lawrence raid sparked off more serious violence. the man responsible for this was john brown.  at pottawatomie creek, brown and his sons dragged five young pro-slavery settlers from their cabins and murdered them in cold blood. brown shot some of his victims: others were hacked to pieces with a sword. northern newspapers, suppressing the facts, claimed that brown had acted in self-defence. as  a result of his terrible crime, he became a northern hero. these events led to worsening tension. the  northern press again exaggerated the situation, describing it as civil war. events in kansas \u2013 and the distorted reporting of them \u2013 led to \u2018bleeding kansas\u2019 becoming a rallying cry for northerners. from a history book published in 2002. source c kansas became the battleground of southern extremists and anti-slavery activists. indeed, it could  be said that the civil war started here. when elections came missourians crossed the border and  swamped the polls. the new government expelled any anti-slavers from the legislature and adopted  a slave-code. the anti-slavers drafted a new constitution which banned slaves and elected another government. a congressional committee reported the first elections to be fraudulent, and that the free state government represented the will of the majority. then the fighting began. northern clergymen sent guns. the south moved in guns as well.  in may 1856 a mob of slavers sacked lawrence, blew up the hotel, burned the governor\u2019s house and  tossed the presses of the local newspapers into the river. two days later john brown, his four sons, and some others headed for pottawatomie creek where the doyle family, notorious slave catchers, lived. brown told his men that they were to be taken prisoner, but they attacked the family with swords and killed them. brown did not take part in the actual killings. doyle\u2019s wife and his youngest sons were  left unharmed. by the end of the year over 200 people had been murdered in \u2018bleeding kansas\u2019. from a recent account of \u2018bleeding kansas\u2019.",
            "4": "4 0470/23/ o/n/20 \u00a9 ucles 2020 source d a cartoon published in \u2018harper\u2019s weekly\u2019, a northern magazine, 1856. the two white men on the  left are stephen a douglas and president franklin pierce. the figures on the right are presidential  nominee james buchanan and democratic senator lewis cass. the words in the speech bubble are  \u2018murder!!! help \u2013 neighbours help, o my poor wife and children.\u2019 source e a mural entitled \u2018tragic prelude\u2019, from the late 1930s. it shows john brown in kansas   during the 1850s. the book in his hand is the bible. a prelude is an event that is an   introduction to something more important.",
            "5": "5 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source f the front page of a book published in the north, 1856. the full title of the book was \u2018the reign of  terror in kanzas (kansas): as encouraged by president pierce and carried out by the southern slave  power\u2019.",
            "6": "6 0470/23/ o/n/20 \u00a9 ucles 2020 source g brown said he wanted me to guide him and his men into the neighbourhood where i lived, and show  them where all the pro-slavery men resided; that he proposed to sweep the creek of all the pro-slavery  men living on it. i refused to do it. he insisted upon it. i then wanted to go home, but he refused to let  me do so. some time after dark we were ordered to march.  the old man doyle and his sons were ordered to come out. they did not immediately obey and henry  thompson threw into the house some balls of hay in which gunpowder had been mixed, setting fire to  them as he threw them in. the old man and his sons came out. john brown drew his revolver and shot  old man doyle in the forehead. brown\u2019s two sons immediately fell upon the younger doyles with their  short two-edged swords. one of the young doyles was quickly killed; the other was pursued a short  distance and cut down also. i thought this was terrible but after time i became satisfied that it resulted  in good to the free state cause, and was especially beneficial to free state settlers on pottawatomie  creek. an account of events at pottawatomie creek on 24 may 1856 by james townsley who was  interviewed by a journalist in 1879 when he made this statement. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why was this source published in september 1855? explain your answer using details of the  source and your knowledge.  [8] 2 study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [7] 3 study source d.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  how similar are these two sources? explain your answer using details of the sources and your  knowledge.  [8] 5 study source g.  do you trust this source? explain your answer using details of the source and your knowledge.  [7] 6 study  all the sources.  how far do these sources provide convincing evidence that the anti-slavery groups were  responsible for the violence in kansas? use the sources to explain your answer.   [12]",
            "7": "7 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over blank page",
            "8": "8 0470/23/ o/n/20 \u00a9 ucles 2020 option b: twentieth century topic why did khrushchev put missiles into cuba? study the background information and the sources carefully, and then answer all the questions.  background information historians have long disagreed over the puzzle of why khrushchev put missiles into cuba in 1962. at  the time, americans saw his actions as a direct threat to the usa. khrushchev claimed both that he was  simply trying to protect cuba from an american invasion and that he wanted to balance the american missiles surrounding the ussr. the conflicting evidence about why the soviets placed missiles in cuba has led to historians discussing a wide variety of possible soviet motives. what were khrushchev\u2019s real motives? source a historians have stated that the priorities in the minds of the soviet leaders throughout 1962 were  to prevent china from acquiring nuclear weapons, to prevent west germany from acquiring such  weapons, and to sign a german peace treaty which would continue the division of germany. that the operation was undertaken simply to protect cuba is a fantasy. as the chinese pointed out, before the soviet union put weapons into cuba there was no crisis of the usa using nuclear weapons in the caribbean sea and of a nuclear war breaking out. installing missiles in cuba was seen as a way of solving the most difficult issue of soviet foreign  policy. in the west, the china-soviet dispute was overshadowed by the german problem. the berlin crisis continued with incidents and harassment. the soviets never let the issue disappear from the front pages for long. but had the russians been solely interested in berlin, it is clear they could have continued such nerve-wracking tactics indefinitely. the soviets\u2019 other concern was to prevail over  china\u2019s determination to become a nuclear power. the missiles would be something to negotiate with.  the soviets would insist the usa met soviet demands over germany, and that a nuclear-power free zone would be established in the pacific. they would extract a pledge from china not to manufacture atomic weapons. the russians hoped that by their dramatic coup in cuba they would create an atmosphere in which the chinese would have to reconsider. part of the price the americans would pay  for the removal of the soviet missiles could well be the withdrawal of american protection for formosa.  this would be an almost irresistible incentive for the chinese to postpone their atomic ambitions.  from a history book published in 1968.",
            "9": "9 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source b the soviets thought that a general improvement in the soviet military position would affect the entire  political context, strengthening their hand for dealing with the whole range of problems facing them.  but even though general rather than specific security goals were the principal motive, the decision over the missiles did offer prospects for specific gains. the soviet leverage on berlin would be improved. nato would be shaken. in latin america, other potential \u2018castros\u2019 would be encouraged. it would also cut the ground from under the chinese communists and convince communists everywhere that soviet leadership was strong. castro clamoured more and more for military protection, magnifying the threat of an american invasion.  installing missiles in cuba would meet castro\u2019s demands, and take advantage of what had become, since castro\u2019s self-proclaimed membership of the communist bloc, the first opportunity to project soviet power into the west. it would also provide a convenient solution to several of their other problems. the  soviet government seems to have decided on putting missiles in cuba as a generalised, strategic  response to a whole set of problems, military, economic and political. from a book by roger hilsman, 1967. hilsman was director of the bureau of intelligence and  research in the american government at the time of the cuban missile crisis.  source c khrushchev and his defence minister, rodion malinovsky, were at khrushchev\u2019s estate on the black  sea. they went for a walk and malinovsky pointed in the direction of turkey and said, \u2018that\u2019s where  the american rockets are pointing at us. they need only 10 minutes to reach our cities, but our rockets  need 25 minutes to reach america.\u2019 khrushchev thought for a while and then said, \u2018why don\u2019t we install rockets in cuba and point them at the americans? then we will need only 10 minutes, too.\u2019  an account by major-general boris surikov, a soviet missiles expert, of a conversation between  khrushchev and his defence minister which took place before the missile crisis. source d we were sure the americans would never reconcile themselves to the existence of castro\u2019s cuba.  one thought kept hammering away at my brain: what would happen if we lose cuba? i knew it would  gravely diminish our stature throughout the world, but especially in latin america. if cuba fell, other latin american countries would reject us. what exactly could we do? the logical answer was missiles. the united states had already surrounded the soviet union with its own missiles. it was during my visit to bulgaria that i had the idea of installing missiles with nuclear warheads in cuba.  i want to make one thing absolutely clear; when we put our missiles in cuba, we had no desire to  start a war. on the contrary, our main aim was only to deter america from starting a war. in addition to protecting cuba, our missiles would have equalised what the west likes to call the \u2018balance of power\u2019. the americans had surrounded our country with military bases and threatened us with nuclear weapons, and now they would learn just what it feels like to have enemy missiles pointing at you. it  was high time america learned what it feels like to have her own land threatened. from khrushchev\u2019s memoirs published in 1970.",
            "10": "10 0470/23/ o/n/20 \u00a9 ucles 2020 source e a cartoon published in a british newspaper, 24 october 1962. source f a cartoon published in a soviet newspaper, 14 october 1962. the caption reads \u2018cuba is not alone.\u2019",
            "11": "11 0470/23/ o/n/20 \u00a9 ucles 2020 [turn over source g a canadian cartoon published in october 1962. source h good evening my fellow citizens.within the past week, unmistakable evidence has established that a series of offensive missile sites  is now in preparation on cuba. their purpose can be none other than to provide a nuclear strike  capability against the western hemisphere. each of the missiles is capable of striking washington dc,  cape canaveral, mexico city and any other city in the south-eastern part of the united states. this urgent transformation of cuba into an important strategic base is an explicit threat to the peace and security of all the americas.  only last thursday, the soviet foreign minister told me that soviet assistance to cuba was \u2018pursued  only for the purpose of contributing to the defence capabilities of cuba\u2019, and that \u2018training by soviet specialists of cuban nationals in handling defensive armaments was by no means offensive\u2019. that statement was false. it shall be the policy of this nation to regard any nuclear missile launched from cuba against any nation  in the western hemisphere as an attack by the soviet union on the united states, requiring a full  retaliatory response upon the soviet union. from a speech by president kennedy to the american people, 22 october 1962. ",
            "12": "12 0470/23/ o/n/20 \u00a9 ucles 2020 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c prove that khrushchev was not telling the truth in source d? explain your  answer using details of the sources and your knowledge.  [8] 3 study source e.  are you surprised that this cartoon was published in britain at this time? explain your answer  using details of the source and your knowledge.  [8] 4 study sources f and g.  would these two cartoonists have agreed with each other? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.   how useful is this source as evidence about khrushchev\u2019s motives for placing missiles in cuba?  explain your answer using details of the source and your knowledge.  [7] 6 study  all the sources.  how far do these sources provide convincing evidence that khrushchev placed missiles in cuba  as a balance to american missiles surrounding the soviet union? use the sources to explain your  answer.  [12]"
        },
        "0470_w20_qp_41.pdf": {
            "1": "cambridgeigcse\u2122 0470/41 october/november2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover11_0470_41_2020_1.9 \u00a9ucles2020 *5084274139*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwastheuseofgasweaponsinwarfareonthewesternfront?explainyour answer. [40]1 howsignificantwasthewaratseaindeterminingthenatureofthebritishhomefront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwereeconomicproblemsasacauseofdisorderingermanybetween1918 and1923?explainyouranswer. [40]3 howsignificantwasarmyoppositioninresistingnazirule?explainyouranswer. [40] 4 depthstudyc:russia,1905\u201341 how important was political reform to the survival of the tsarist regime between 1905 and 1914?explainyouranswer. [40]5 howsignificantwasstrongleadershipasareasonwhythebolshevikswereabletoseizepower innovember1917?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwastheentertainmentindustryinchangingthelivesofwomeninthe1920s? explainyouranswer. [40]7 how significant was the work of the tennessee valley authority (tva) in dealing with the depressionofthe1930s?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the withdrawal of american support in bringing about the defeat of the nationalistsin1949?explainyouranswer. [40]9 howsignificantwasideologyasareasonwhymaolaunchedtheculturalrevolution?explain youranswer. [40]10 11_0470_41_2020_1.9 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthemigrantlaboursysteminshapingthelivesofthenon-whitepopulation insouthafricabefore1948?explainyouranswer. [40]11 how significant were women to the development of opposition against apartheid by 1966? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthejewishcampaignofterrorasareasonforthebritishwithdrawalfrom palestine?explainyouranswer. [40]13 howsignificantwastheusatotheoutcomeofthearab\u2013israeliconflictsbetween1956and 1973?explainyouranswer. [40]14 11_0470_41_2020_1.9 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2020_1.9 \u00a9ucles20204"
        },
        "0470_w20_qp_43.pdf": {
            "1": "cambridgeigcse\u2122 0470/43 october/november2020 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.blankpagesareindicated. [turnover11_0470_43_2020_1.8 \u00a9ucles2020 *4031513744*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantweretheactionsofhaigtothecourseofthewar?explainyouranswer. [40] 1 howsignificantweredomesticproblemsasacauseofthegermanrevolutioninoctober1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerestresemann\u2019sforeignpolicyachievementsinstabilisingweimargermanyby 1929?explainyouranswer. [40]3 howsignificantwashindenburginhitler\u2019stakeoverofgermanybetween1933and1934?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantweremilitarydefeatsinweakeningthetsar\u2019scontrolinrussiabymarch1917? explainyouranswer. [40]5 howsignificantwerethefive-yearplansinhelpingstalinincreasehiscontrolofthesovietunion? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthesupportofpoliticiansandindustrialistsasareasonfortheintroductionof prohibitionintheusa?explainyouranswer. [40]7 howsignificantwastherepublicanpartyintheoppositiontothenewdeal?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwascontrolofthemediainmaintainingmao\u2019sdictatorship?explainyouranswer. [40]9 howsignificantwasthedeathofmaoinbringingchangetothechineseeconomy?explainyour answer. [40]10 11_0470_43_2020_1.8 \u00a9ucles20202",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasgovernmentrepressioninmaintainingwhiteminoritycontrolinsouthafrica after1948?explainyouranswer. [40]11 howsignificantwasunrestinthetownshipsinbringingaboutanendtowhiteminorityruleinsouth africa?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthesix-daywarasacauseoftheyomkippurwar?explainyouranswer. [40]13 howsignificantwashezbollahasareasonforthebreakdownofrelationsbetweenisraelisand palestinians?explainyouranswer. [40]14 11_0470_43_2020_1.8 \u00a9ucles20203",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2020_1.8 \u00a9ucles20204"
        }
    },
    "2021": {
        "0470_m21_qp_12.pdf": {
            "1": "*7759728580* dc (nf) 200117/2 \u00a9 ucles 2021  [turn overthis document has 12 pages. any blank pages are indicated.history  0470/12 paper 1  february/march  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0470/12/ f/m/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 1848\u201349 was a period of turmoil in europe.  (a) what were the march laws passed in hungary in 1848?  [4]  (b) why were the reform banquets in 1847\u201348 important in france?  [6]  (c) how far was the revolution of february 1848 in france a failure? explain your answer.  [10] 2 there were many decades of struggle before italy was unified.  (a) describe how the unification of italy was completed in 1870\u201371.  [4]  (b) why was austria able to maintain its position in italy in 1848\u201349?  [6]  (c) \u2018garibaldi was the crucial factor in the creation of the kingdom of italy in 1861.\u2019 how far do  you agree with this statement? explain your answer.  [10] 3 the issue of slavery was of great importance in the usa.  (a) describe the work of the freedmen\u2019s bureau.  [4]  (b) why was there support for slavery in the south?   [6]  (c) how important was leadership in the north\u2019s victory in the civil war? explain your answer.  [10] 4 europeans intervened in many parts of the world.  (a) describe direct rule by france in senegal.  [4]  (b) why did the chinese not welcome european intervention in their country?  [6]  (c) how important were greased cartridges in causing the indian mutiny? explain your answer.  [10]",
            "3": "3 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over 5 few people were happy with the outcome of the paris peace conference.  (a) describe the benefits lloyd george wanted britain to gain from the paris peace conference.  [4]  (b) why did clemenceau not get everything he wanted at the paris peace conference?  [6]  (c) \u2018the main reason why germany hated the treaty of versailles was the reduction made to its  armed forces.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler was able to carry out much of his foreign policy unopposed.  (a) what part did germany\u2019s armed forces play in the spanish civil war?  [4]  (b) why did britain and france do little when germany remilitarised the rhineland?  [6]  (c) are you surprised that chamberlain signed the munich agreement of september 1938?  explain your answer.  [10] 7 the usa resisted communism in various parts of the world.  (a) describe how the fighting in korea came to an end in 1953.  [4]  (b) why was the cuban missile crisis resolved peacefully?  [6]  (c) was it events in vietnam or events in the usa that forced america to withdraw from vietnam?  explain your answer.  [10] 8 there were many threats to soviet control over eastern europe.  (a) describe the activities of \u2018solidarity\u2019 in poland during the 1980s.  [4]  (b) why did gorbachev do little to defend soviet control over eastern europe?  [6]  (c) which was the more serious problem for the ussr: the events in hungary in 1956 or the  events in czechoslovakia in 1968? explain your answer.  [10]",
            "4": "4 0470/12/ f/m/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the war at sea was an important aspect of the first world war.  (a) describe how the convoy system worked.  [4]  (b) why was the german u-boat campaign important?  [6]  (c) \u2018the battle of jutland achieved little for either side.\u2019 how far do you agree with this statement?  explain your answer.  [10] 10 despite victory over russia, germany asked for an armistice in november 1918.  (a) describe the terms of the armistice of 1918.  [4]  (b) why did russia sign the treaty of brest-litovsk in march 1918?  [6]  (c) \u2018germany lost the war because of problems on its home front.\u2019 how far do you agree with  this statement? explain your answer.  [10]",
            "5": "5 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 the weimar republic had a difficult start.  (a) what were the aims of kapp and the freikorps in the putsch of 1920?  [4]  (b) why did germany experience hyperinflation in the early 1920s?  [6]  (c) \u2018stresemann was unsuccessful in bringing about the recovery of the weimar republic.\u2019 how  far do you agree with this statement? explain your answer.  [10] 12 many groups suffered under nazi rule.  (a) describe nazi persecution of any two minority groups in germany.  [4]  (b) why did some young people oppose the nazi regime?  [6]  (c) \u2018the nazis had consistent policies towards women.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "6": "6 0470/12/ f/m/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks faced problems after they had taken power.  (a) describe how the bolsheviks took power on 6\u20138 november 1917.  [4]  (b) why was the new economic policy important to lenin?  [6]  (c) are you surprised that the whites lost the civil war? explain your answer.  [10] 14 stalin demonstrated his ruthlessness in gaining and keeping power.  (a) describe how stalin used his control over art and culture.  [4]  (b) why was the \u2018great terror\u2019 of 1936\u201338 important to stalin?  [6]  (c) are you surprised that stalin, not trotsky, emerged as leader by 1928? explain your answer.  [10]",
            "7": "7 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 different groups in 1920s america had very different experiences.  (a) describe the changes in the way americans spent their leisure time in the 1920s.  [4]  (b) why was there support for the introduction of prohibition?  [6]  (c) \u2018black americans were the main victims of intolerance in the 1920s.\u2019 how far do you agree  with this statement? explain your answer.  [10] 16 the wall street crash had important consequences.  (a) describe what it was like to live in a \u2018hooverville\u2019.  [4]  (b) why was the wall street crash important for the usa?  [6]  (c) \u2018hoover\u2019s failings influenced the result of the 1932 presidential election more than roosevelt\u2019s  strengths.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/ f/m/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the nationalists and the communists struggled for control of china.  (a) what was the jiangxi soviet?  [4]  (b) why was the nationalist government reluctant to deal with the japanese invasion of china?  [6]  (c) \u2018once the long march was completed, the communists\u2019 problems were over.\u2019 how far do you  agree with this statement? explain your answer.  [10] 18 mao dominated china\u2019s foreign policy for many years.  (a) what were the main changes in foreign policy introduced by deng xiaoping?  [4]  (b) why was hong kong important to china even though it was under british control?  [6]  (c) \u2018mao\u2019s foreign policy was a success.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "9": "9 0470/12/ f/m/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa saw many changes after the second world war.  (a) what was the population registration act of 1950?  [4]  (b) why did the south african government establish an apartheid state in the 1950s?  [6]  (c) \u2018repression by south african governments ensured that there was little opposition to  apartheid between 1950 and 1966.\u2019 how far do you agree with this statement? explain your  answer.  [10] 20 the struggle over apartheid continued into the 1970s.  (a) what were the aims of the black consciousness movement?  [4]  (b) why did the south african government want black south africans to live in bantustans  (homelands)?  [6]  (c) \u2018during the period 1966 to 1980 opposition to the apartheid state from outside south africa  was more effective than opposition from within the country.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "10": "10 0470/12/ f/m/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 the issue of palestinian refugees has been difficult to solve.  (a) describe the events that led to some palestinians becoming refugees in 1948.  [4]  (b) why have some arab states been reluctant to help the palestinian refugees?  [6]  (c) \u2018palestinian refugees have been helped more by the united nations than by the palestine  liberation organisation (plo).\u2019 how far do you agree with this statement? explain your  answer.  [10] 22 finding a peace settlement between the palestinians and the israelis has proved to be difficult.  (a) what is the palestinian authority?  [4]  (b) why was the second intifada important?  [6]  (c) \u2018divisions between palestinians have done more than divisions within israel to hinder the  peace process.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/ f/m/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/12/ f/m/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_m21_qp_22.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (mb) 200127/2 \u00a9 ucles 2021 [turn over *0796294048*history 0470/22 paper 2 february/march 2021 2 hours you must answer on the enclosed answer booklet. you will need: answer booklet (enclosed) instructions \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper, ask the invigilator for a continuation booklet. information \u25cf the total mark for this paper is 50. \u25cf the number of marks for each question or part question is shown in brackets [ ].",
            "2": "2 0470/22/f/m/21 \u00a9 ucles 2021 option a: nineteenth century topic how far was prussia\u2019s dominant position in germany by 1867 achieved  through the use of force? study the background information and the sources carefully, and then answer all the questions.  background informationwhen bismarck became chief minister of prussia in 1862 one of his aims was to make prussia the  leading state in germany. two obstacles stood in his way. first, the austrian empire had a population almost twice the size of prussia, and a larger army. second, most german states did not want to be dominated by prussia.  by 1867 bismarck had achieved his aim, but had he always intended to do this purely by force? source a when bismarck took over control of prussian foreign policy there was no dramatic change of direction.  he war of 1866 may appear with hindsight to have been the inevitable and planned result of  bismarck\u2019s policies, but not all the factors which led to the outbreak of hostilities were within bismarck\u2019s  control. from a history book published in 2000. source b when bismarck came to power his thoughts were primarily concerned with problems of foreign policy,  where his opponent, austria, was rather active. hostility between prussia and austria was, in fact, unavoidable. relations between prussia and austria were already strained and became worse after bismarck\u2019s appointment. he rejected austrian proposals to reform the german confederation which would have strengthened the influence of austria and told the austrian government that relations between the two countries were so bad that they would end in war. the only way to avoid a war, he said, was for austria to surrender its position in germany and focus eastwards.  was it bismarck\u2019s intention from the time of the peace with denmark in 1864 to make war against  austria? he certainly never had any concerns about a war of this kind. he might have been willing to do without the war if he could have achieved his aims by diplomatic means and was probably not determined on war from the beginning. however, he was engaged on a policy against austria which made war unavoidable and two important aspects of his actions should be noted: first, in 1865 he rejected every opportunity by which war might be avoided; second, he worked with patience to remove  content removed due to copyright restrictions.",
            "3": "3 0470/22/f/m/21 \u00a9 ucles 2021 [turn over the obstacles to war. the mistake of the austrian government was that it did not see in time that war  was inevitable, and that military preparations were necessary. but they cannot be blamed for having failed to avoid a war that was in no way avoidable. from a history book published in 1918. source c i shall soon have to lead the prussian government. my first task will be to organise the prussian army.  as soon as it is in a condition to command respect, then i shall take the first opportunity to declare war on austria, dissolve the german confederation, bring the middle and the smaller states under prussian control and give germany a national union under the leadership of prussia. bismarck\u2019s conversation with a british politician in london in 1862, as reported by   count eckstadt, saxony\u2019s ambassador in london.   source d we both owe it to public opinion to carry out our policy completely, to assert our power and influence in  germany, and not to yield to any direct attacks from the lesser states. the idea of austria and prussia together, that they should co-operate in the action against schleswig-holstein, must be accepted by the confederation. the lesser states must learn that if they attempt to subject the european policy of austria and prussia to the control of the majority of the confederation, they will make the continuance  of friendly relations with the confederation impossible for these two powers. a letter from bismarck to the austrian government, 1863. source e in a meeting with the king and the army chiefs i declared it to be my belief that peace must be concluded  on the austrian terms. i was alone in my opinion. i set to work to commit to paper the reasons which i thought spoke for the conclusion of peace and begged the king, in the event of his not accepting my advice, to accept my resignation if the war was continued. we had to avoid wounding austria too severely. we had to avoid leaving behind in austria any  unnecessary bitterness or desire for revenge. we ought to keep the possibility of becoming friends again. if austria were severely injured, it would become the ally of france and of every other opponent of ours.  a description of events in 1866, from bismarck\u2019s memoirs which were published in 1898. source f the only justification the prussian government gives for the seizure of our kingdom, is that which it  claims to find in the right of conquest. but there has never been a war between us and the king of prussia. we protest in the presence of the world against our incorporation into prussia. we pray for the support of all powers who have recognised our independence. the justification given  by prussia would menace the existence of all monarchies. let all those who may be interested be  warned.  a declaration by the king of hanover, 23 september 1866. ",
            "4": "4 0470/22/f/m/21 \u00a9 ucles 2021 source g a french cartoon of king william i and the princes of northern germany, 1867.",
            "5": "5 0470/22/f/m/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.does source c mean that bismarck was lying in source d? explain your answer using details of  the sources and your knowledge. [8] 3 study source e. do you find source e surprising? explain your answer using details of the source and your  knowledge. [7] 4 study source f. why did the king of hanover issue this declaration at that time? explain your answer using details  of the source and your knowledge. [8] 5 study source g. what is the message of the cartoonist? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources. how far do these sources provide convincing evidence that bismarck always intended to achieve  prussian dominance over germany purely by force? use the sources to explain your answer. [12]",
            "6": "6 0470/22/f/m/21 \u00a9 ucles 2021 option b: twentieth century topic how far was the soviet union responsible for the worsening of relations  with the usa after the second world war? study the background information and the sources carefully, and then answer all the questions. background informationdespite being allies against nazi germany, relations between the usa and the ussr began to  deteriorate before the second world war ended. the differences in ideology between the two countries probably made this inevitable. the americans were also concerned by increasing soviet control over eastern europe, while the soviets feared the us atom bomb. disagreements over germany, churchill\u2019s claim about an \u2018iron curtain\u2019 descending across europe and the truman doctrine of 1947 deepened the divisions between the two sides. was the usa or the ussr responsible for these worsening relations? source a the united states and the soviet union stepped into the vacuum left in europe by the decline of  the european great powers.   the iron curtain that divided europe gave the soviet union security and  condemned eastern europe to decades of soviet domination.  from a history book published in 2015 . source b even if america had accepted the principle of spheres of interest, the contest could only have been  delayed rather than indefinitely postponed. the soviet union wanted more than security. it was ideologically committed to renew the struggle against \u2018western imperialism\u2019. within a year of the end of the war the soviet union accused its former allies of fascist and imperialist aggression. on the other hand, many people in the west felt that the police states established in eastern europe did not represent the liberated europe they had fought for. for stalin, the cold war had begun the moment the second world war ended. however, it took truman longer to realise what was happening. on 12 march 1947, president truman issued his own declaration of cold war. presenting the truman  doctrine to congress, he used the american fear of communism to convince americans they must embark upon a cold war foreign policy. three months later the united states announced the marshall plan. the soviets rejected it, thus demonstrating the division of europe. it became what the americans  content removed due to copyright restrictions.",
            "7": "7 0470/22/f/m/21 \u00a9 ucles 2021 [turn over had wanted it to be, a revival of the economies of western europe under american guidance and a move  in the policy of containment. despite the cold war being forced on the west, it produced european unity and lasting american involvement in european affairs \u2013 developments highly undesirable from  the soviet point of view. from a recent history book. source c basic features of the soviet view of the world: the ussr still lives in antagonistic \u2018capitalist encirclement\u2019 with which in the long run there can be  no permanent peaceful coexistence. as stated by stalin in 1927 to a delegation of american workers,   \u2018in the course of further development of international revolution there will emerge two centres of world significance: a socialist centre, drawing to itself the countries which tend toward socialism, and a capitalist centre. battle between these two centres for command of the world economy will decide the fate of capitalism and communism in the entire world.\u2019 what deductions do they lead to about soviet policy? everything must be done to advance the relative strength of ussr as a factor in international society.  no opportunity must be missed to reduce the strength and influence of capitalist powers. soviet efforts, and those of russia\u2019s friends abroad, must be directed toward deepening and exploiting differences and conflicts between capitalist powers. if these eventually deepen into an \u2018imperialist\u2019 war, this war  must be turned into revolutionary upheavals within the various capitalist countries. where individual  governments stand in the path of soviet purposes, pressure will be brought for their removal.  from george kennan\u2019s \u2018long telegram\u2019, 22 february 1946. kennan was an american diplomat  based in moscow. he wrote this analysis of soviet foreign policy for the american government. source d us foreign policy has been characterised in the post-war period by a desire for world domination.  this is the real meaning of repeated statements by president truman that the us has a right to world  leadership. all the forces of american diplomacy, the army, navy, and air force, industry, and science  have been placed at the service of this policy.  the enormous relative importance of the ussr in european affairs, the independence of its foreign  policy, and the economic and political aid which it gives neighbouring countries, is leading to a growth in the influence of the soviet union in these countries and a continuing strengthening in them  of democratic trends. such a situation in eastern europe cannot fail to be viewed by the american  imperialists as an obstacle in the path of an expansionist american foreign policy. it ought to be fully realised that american preparations for a future war are being conducted with the  idea of war against the soviet union, which in the eyes of american imperialists is the chief obstacle in  the american path to world domination. a telegram to the soviet leadership from the soviet ambassador in the usa,   27 september 1946.",
            "8": "8 0470/22/f/m/21 \u00a9 ucles 2021 source e a cartoon published in the soviet union in 1946. the words on the flags held by churchill read,   \u2018an iron curtain is over europe\u2019 and \u2018anglo-saxons must rule the world\u2019. the figures behind churchill  are hitler and goebbels. source f whatever excuses are used to justify american claims to domination in greece, they cannot be  justified by a defence of the freedom and independence of the greek people. american arguments for  giving assistance to turkey are based upon a threat to the integrity of turkish territory, though nothing  threatens turkish integrity. it is all a smokescreen for an american plan of expansion. justifications that the usa is called upon to \u2018save\u2019 greece and turkey from expansion by the so-called \u2018totalitarian\u2019 states are not new. hitler also referred to the communists when he wanted to open the road to conquests. the leading article in the soviet newspaper \u2018izvestia\u2019, 17 march 1947.",
            "9": "9 0470/22/f/m/21 \u00a9 ucles 2021 [turn over source g a cartoon published in the usa, 1947. the figures on the left represent the usa, britain and france.",
            "10": "10 0470/22/f/m/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.how far do these two sources agree? explain your answer using details of the sources. [7] 2 study sources c and d.how far does source c prove that source d was wrong? explain your answer using details of the  sources and your knowledge. [8] 3 study source e. do you find this source surprising? explain your answer using details of the source and your  knowledge. [7] 4 study source f. why was this source published in march 1947? explain your answer using details of the source  and your knowledge. [8] 5 study source g. what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge. [8] 6 study all the sources. how far do these sources provide convincing evidence that the soviet union was responsible for  the worsening of relations with the west? use the sources to explain your answer. [12]",
            "11": "11 0470/22/ f/m/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/22/f/m/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_m21_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 february/march2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover03_0470_42_2021_1.6 \u00a9ucles2021 *2058681171*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebattleofjutland(1916)inthewaratsea?explainyouranswer. [40] 1 howsignificantwasthehindenburglinetothecourseofthewaronthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerethemilitaryrestrictionsinthetreatyofversaillesasacauseofinstabilityin germany,1919\u201323?explainyouranswer. [40]3 howsignificantwastheenablingact(1933)inallowinghitlertoestablishadictatorshipingermany by1934?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasstolypininbringingaboutstabilityinrussiaafterthe1905revolution?explain youranswer. [40]5 howsignificantwasthekronstadtrisinginensuringthecontinuanceofbolshevikruleafter1921? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthescopes\u2018monkeytrial\u2019asanaspectofintoleranceintheusainthe1920s? explainyouranswer. [40]7 howsignificantwashueylonginoppositiontothenewdealafter1933?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheshanghaimassacre(1927)tothedevelopmentofthechinesecommunist party?explainyouranswer. [40]9 howsignificantwaspropagandainshapingthelivesofthechinesepeopleafter1949?explain youranswer. [40]10 03_0470_42_2021_1.6 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwererestrictionsonpoliticalrightsasanaspectofracialdiscriminationbefore1948? explainyouranswer. [40]11 howsignificantwassupportfromafrikanerstothemaintenanceofapartheidafter1948?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwerejewishresistancemovementsinpalestinetothecreationofisraelin1948? explainyouranswer. [40]13 how significant was the creation of the palestinian authority (1994) in the arab\u2013israeli peace process?explainyouranswer. [40]14 03_0470_42_2021_1.6 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 03_0470_42_2021_1.6 \u00a9ucles20214"
        },
        "0470_s21_qp_11.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0897488180* dc (mb) 200095/4 \u00a9 ucles 2021  [turn overhistory  0470/11 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/11/m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 ideas and individuals were important in the events of 1848\u201349.    (a) describe the revolutionary events in prussia from march to may 1848.  [4]    (b) why were charles albert\u2019s actions in 1848\u201349 important for italy?  [6]    (c) \u2018liberalism was more important than nationalism in causing the 1848 revolutions.\u2019 how far  do you agree with this statement? explain your answer.  [10] 2 a range of factors contributed to german unification.  (a) describe the main events of the austro-prussian war of 1866.  [4]  (b) why was the war with france important to bismarck\u2019s plans?  [6]  (c) \u2018the frankfurt parliament of 1848\u201349 never had a chance of succeeding.\u2019 how far do you  agree with this statement? explain your answer.  [10] 3 european imperialism took many different forms.  (a) describe how faidherbe governed senegal.  [4]  (b) why did britain deal harshly with the indian mutiny?  [6]  (c) was european imperialism driven mainly by economic or by strategic motives? explain your  answer.  [10] 4 the first world war was caused by both immediate and longer-term factors.    (a) describe german interventions in morocco.  [4]    (b) why was the austrian ultimatum to serbia in july 1914 important?  [6]    (c) \u2018the alliance system was more important than the arms race in bringing about the first world  war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/11/m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations was more effective in the 1920s than in the 1930s.  (a) describe the work of the league of nations in the areas of health and refugees.  [4]  (b) why did the league of nations have some success in dealing with international disputes in  the 1920s?  [6]  (c) \u2018britain and france were justified in not supporting strong action by the league against italy  over its actions in abyssinia.\u2019 how far do you agree with this statement? explain your answer.  [10] 6 hitler\u2019s foreign policy dominated europe in the 1930s.  (a) describe the main aims of hitler\u2019s foreign policy.  [4]  (b) why was the remilitarisation of the rhineland important to hitler?  [6]  (c) how surprising was the signing of the nazi-soviet pact? explain your answer.  [10] 7 the usa was involved in both cuba and vietnam.  (a) describe what happened during the tet offensive.  [4]  (b) why was the bay of pigs incident important?  [6]  (c) \u2018us involvement in vietnam was an error from the beginning.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 events in the gulf region were important to the west.  (a) describe saddam hussein\u2019s rule in iraq.  [4]  (b) why was the iranian revolution of 1979 important to the west?  [6]  (c) are you surprised that saddam hussein was willing to fight the first gulf war? explain your  answer.  [10]",
            "4": "4 0470/11/m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 most of the fighting on the western front was trench warfare.  (a) describe \u2018no man\u2019s land\u2019.  [4]  (b) why was the battle of the somme important?  [6]  (c) \u2018the use of tanks and aircraft had little impact on the course of the war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 the entente powers had mixed fortunes on the other fronts in the first world war.  (a) describe the events leading to russia\u2019s withdrawal from the first world war.  [4]  (b) why did the gallipoli campaign end in disaster for the entente powers?  [6]  (c) \u2018defeating the german u-boat campaign was more important for britain than the battle of  jutland.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 after a difficult beginning the weimar republic did recover to some extent.  (a) describe the german reaction to the occupation of the ruhr by belgian and french troops.  [4]  (b) why had the weimar republic made some recovery by 1928?  [6]  (c) who posed the greater threat to the weimar republic, the spartacists or the freikorps?  explain your answer.  [10] 12 the nazi regime made many changes in germany.  (a) describe the roles of women in nazi germany during the war years of 1939\u201345.  [4]  (b) why did hitler introduce the four-year plan in 1936?  [6]  (c) \u2018nazi policies towards young people were successful.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/11/m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks seized power in 1917 but then faced a civil war.  (a) what were the main features of war communism?  [4]  (b) why did the attempted uprising by kornilov fail?  [6]  (c) \u2018trotsky was the most important factor in the bolshevik seizure of power in november 1917.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin\u2019s policies affected everybody in the soviet union.  (a) describe how women\u2019s lives were changed under stalin.  [4]  (b) why was the campaign against the kulaks important to stalin?  [6]  (c) \u2018stalin\u2019s industrial policies did more harm than good.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "7": "7 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s was a period of rapid change for the usa.  (a) describe republican economic policies during the 1920s.  [4]  (b) why did the prices us farmers received for their produce drop during the 1920s?  [6]  (c) \u2018american industry boomed in the 1920s.\u2019 how far do you agree with this statement? explain  your answer.  [10] 16 the new deal split opinion in the usa.  (a) describe how the emergency banking act helped the situation in 1933.  [4]  (b) why was the agricultural adjustment act (aaa) an important part of the new deal?  [6]  (c) \u2018the main critics of the new deal were republicans.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "8": "8 0470/11/m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 mao changed china beyond all recognition during the 1950s and 1960s.  (a) describe mao\u2019s health reforms.  [4]  (b) why did mao reform the lives of women in china?  [6]  (c) \u2018mao\u2019s agricultural policies were more successful than his industrial policies during the 1950s  and 1960s.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s rule produced much change in china.  (a) describe the power struggle after mao\u2019s death.  [4]  (b) why did the cultural revolution have an enormous impact on china?  [6]  (c) are you surprised that mao launched the hundred flowers campaign? explain your answer.  [10]",
            "9": "9 0470/11/m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 south africa was a divided society long before the 1950s.  (a) describe the aims and activities of the broederbond.  [4]  (b) why did the second world war have important consequences for south africa?  [6]  (c) how far was south africa an \u2018apartheid state\u2019 before the second world war? explain your  answer.  [10] 20 white minority rule was finally ended in south africa in the 1990s.  (a) what happened in the 1994 election?  [4]  (b) why was the interim constitution introduced in 1993?  [6]  (c) was it surprising that de klerk helped to end white minority rule? explain your answer.  [10]",
            "10": "10 0470/11/m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 violence broke out over palestine after the end of the second world war.  (a) describe the activities of lehi (the stern gang).  [4]  (b) why did the arab countries lose the war of 1948\u201349?  [6]  (c) was it surprising that the arabs rejected the united nations partition plan for palestine?  explain your answer.  [10] 22 the international community has failed to deal with the issue of palestinian refugees.  (a) describe the development of the palestine liberation organisation (plo) up to 1971.  [4]  (b) why did the issue of palestinian refugees remain important after 1948?  [6]  (c) did the palestine liberation organisation (plo) help or hinder the palestinians? explain your  answer.  [10]",
            "11": "11 0470/11/m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/11/m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s21_qp_12.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *0179049545* dc (mb) 200094/3 \u00a9 ucles 2021  [turn overhistory  0470/12 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/12/ m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 in 1848 there was unrest across much of europe.  (a) describe how frederick william iv reacted to unrest in berlin in 1848.  [4]  (b) why were there challenges to the existing regimes in italy in 1848?  [6]  (c) how important were the revolutions of 1848? explain your answer.  [10] 2 the usa faced problems both before and after the civil war.  (a) describe what happened at harpers ferry in 1859.  [4]  (b) why was reconstruction not successful?  [6]  (c) how important was slavery as a cause of the civil war? explain your answer.  [10] 3 in the nineteenth century european countries were active in africa, china and india.  (a) what were the beliefs of the boxers?  [4]  (b) why was the congo important to leopold ii?  [6]  (c) \u2018the indian mutiny achieved little.\u2019 how far do you agree with this statement? explain your  answer.  [10] 4 tensions in europe grew worse in the years before 1914.  (a) describe german colonial policy in the period 1890 to 1914.  [4]  (b) why were events in the balkans in 1912\u201313 important?  [6]  (c) \u2018germany was reluctant to go to war in 1914.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "3": "3 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations failed to live up to expectations.   (a) describe how the assembly and the council of the league were meant to work.  [4]  (b) why was the league\u2019s failure over corfu important?  [6]  (c) \u2018the league\u2019s lack of an army explains its failure in the 1930s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 6 germany grew in strength during the 1930s.  (a) describe what happened in the saar in 1935.  [4]  (b) why was anschluss important to hitler?  [6]  (c) are you surprised that britain and france declared war on germany in september 1939?  explain your answer.  [10] 7 the usa had an interventionist foreign policy in the 1950s and 1960s.  (a) describe the tactics used by the vietcong.  [4]  (b) why was the tet offensive important for the usa?  [6]  (c) which was more important for the usa, its involvement in korea or the cuban missile crisis?  explain your answer.  [10] 8 after decades of problems in parts of eastern europe, soviet control finally collapsed.  (a) describe how the soviet union responded to the uprising in hungary in 1956.  [4]  (b) why was it important for the soviet union to stop dub\u010dek\u2019s reform programme in  czechoslovakia?  [6]  (c) are you surprised that gorbachev made little effort to defend soviet power in eastern europe?  explain your answer.  [10]",
            "4": "4 0470/12/ m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 there were important developments in the first year of the war.  (a) describe events in belgium in 1914.  [4]  (b) why did trench warfare present both sides with difficulties?  [6]  (c) \u2018the battle of mons was more important than the first battle of the marne.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 events in 1917\u201318 determined the outcome of the war.   (a) describe the events that led to the usa entering the war.  [4]  (b) why did mutiny break out at kiel and wilhelmshaven in 1918?  [6]  (c) are you surprised that the germans launched the ludendorff offensive in 1918? explain your  answer.  [10]",
            "5": "5 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 hitler\u2019s rise to power was caused by several factors.  (a) describe how hitler took advantage of the reichstag fire.  [4]  (b) why was the depression important to the nazis?  [6]  (c) \u2018the munich putsch was a disaster for the nazis.\u2019 how far do you agree with this statement?  explain your answer.  [10] 12 the nazis did as much as they could to try and ensure they faced little opposition.  (a) describe how the nazis used the mass media.  [4]  (b) why was kristallnacht important?  [6]  (c) \u2018there was no effective opposition to the nazi regime.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "6": "6 0470/12/ m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 nicholas ii survived as tsar in 1905, but not in 1917.  (a) what problems faced the tsar\u2019s government at the beginning of the twentieth century?  [4]  (b) why did the tsar abdicate in march 1917?  [6]  (c) \u2018the tsar survived the 1905 revolution because of his repressive policies.\u2019 how far do you  agree with this statement? explain your answer.  [10] 14 stalin was determined to modernise russia.  (a) describe the experiences of ethnic minorities under stalin.  [4]  (b) why was developing heavy industry important for stalin\u2019s plans?  [6]  (c) \u2018the kulaks suffered the most from stalin\u2019s economic policies.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "7": "7 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 not everyone prospered in the usa during the 1920s.  (a) describe the experiences of american farmers during the 1920s.  [4]  (b) why did traditional industries struggle in the 1920s?  [6]  (c) \u2018republican governments were responsible for the boom in america in the 1920s.\u2019 how far do  you agree with this statement? explain your answer.  [10] 16 the usa went through some very difficult times in the 1920s and 1930s.  (a) describe the campaign run by roosevelt in the 1932 presidential election.  [4]  (b) why did many people blame hoover for the hardship caused by the depression?  [6]  (c) \u2018it was long-term weaknesses in the american economy that led to the wall street crash.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/ m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the 1950s and 1960s were periods of great change for china.  (a) describe how the communists tried to destroy the traditional culture of china.  [4]  (b) why were communes introduced by the communists?  [6]  (c) \u2018mao\u2019s social reforms were more important to the people of china than his industrial reforms.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s external relations were unpredictable.  (a) describe relations between china and india during the period 1950 to 1970.  [4]  (b) why did china not recognise taiwan as an independent state?  [6]  (c) \u2018china\u2019s relations with the usa were better than those with the ussr during the period 1950  to 1976.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/12/ m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 both the enforcement of apartheid and resistance to it increased in the years up to 1966.  (a) what happened in the 1948 election?  [4]  (b) why was the bantu education act of 1953 passed?  [6]  (c) \u2018the african national congress (anc) was effective as a resistance organisation up to 1966.\u2019  how far do you agree with this statement? explain your answer.  [10] 20 it took a long time for south african politicians of different parties to work together.  (a) describe the activities of the inkatha freedom party in the early 1990s.  [4]  (b) why were the policies of p w botha not successful?  [6]  (c) \u2018after his release from prison mandela was successful in getting white south africans to work  with him.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/12/ m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 wars and their consequences dominated the middle east.  (a) what happened in the suez crisis of 1956?  [4]  (b) why were the consequences of the war of 1967 important?  [6]  (c) who gained most from the yom kippur war of 1973? explain your answer.  [10] 22 attempts to find a permanent peace in the middle east have always failed.  (a) describe likud\u2019s attitude towards the creation of a palestinian state.  [4]  (b) why did hamas grow in importance after 1987?  [6]  (c) \u2018the camp david meetings of 1978 achieved more than the oslo accords of 1993 and 1995.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/ m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/12/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s21_qp_13.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *1861128151* dc (mb) 216022/7 r \u00a9 ucles 2021  [turn overhistory  0470/13 paper 1  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/13/ m/j/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 europe witnessed several struggles for power in 1848\u201349.  (a) describe the part played by garibaldi in italy in the years 1848\u201349.  [4]  (b) why was there much support for liberalism in europe in 1848?  [6]  (c) who were the stronger in france in 1848, conservatives or radicals? explain your answer.  [10] 2 german unification was finally achieved in 1871.  (a) what was the zollverein?  [4]  (b) why was the frankfurt parliament set up in 1848?  [6]  (c) how far was german unification brought about by the policies of bismarck? explain your  answer.  [10] 3 there was much hatred and fear in the usa in the period 1850 to 1877.  (a) describe the events between 1854 and 1861 known as \u2018bleeding kansas\u2019.  [4]  (b) why was the ku klux klan founded soon after the civil war ended?  [6]  (c) how far was lincoln to blame for the fact that he was hated and feared in the south? explain  your answer.  [10] 4 little more than a month after the assassination of franz ferdinand, most of europe was at war.  (a) what was the austrian ultimatum to serbia in july 1914?  [4]  (b) why did britain go to war in august 1914?  [6]  (c) who was more to blame for the outbreak of war in 1914, germany or russia? explain your  answer.  [10]",
            "3": "3 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over 5 the league of nations often struggled to carry out its peacekeeping duties effectively.  (a) describe how the league dealt with the dispute over the aaland (aland) islands.  [4]  (b) why were some major powers not members of the league?  [6]  (c) \u2018britain was responsible for the failure of the league in the 1930s.\u2019 how far do you agree with  this statement? explain your answer.  [10] 6 hitler\u2019s foreign policy involved taking risks.  (a) describe the reactions of britain and france to the remilitarisation of the rhineland in 1936.  [4]  (b) why were the failures of the league of nations in the 1930s important to hitler?  [6]  (c) are you surprised that germany invaded poland in september 1939? explain your answer.  [10] 7 the usa and the ussr both wanted to influence developments in europe after the second  world war.  (a) what was the purpose of the north atlantic treaty organization (nato)?  [4]  (b) why did the ussr and the west disagree about what to do with germany after the end of the  second world war?  [6]  (c) \u2018the usa offered the marshall plan to european countries to help its own economy.\u2019 how far  do you agree with this statement? explain your answer.  [10] 8 iran and iraq were rivals in the gulf region.  (a) describe saddam hussein\u2019s rise to power in the 1970s.  [4]  (b) why was the iran-iraq war important to the west?  [6]  (c) how surprising was the establishment of an islamic republic in iran by april 1979? explain  your answer.  [10]",
            "4": "4 0470/13/ m/j/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 for most of the first world war there was little movement.  (a) describe conditions in the trenches.  [4]  (b) why were tanks important in the first world war?  [6]  (c) \u2018the battle of verdun was more important than the battle of the somme.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 there were several important fronts in the first world war.  (a) describe what happened at the battle of jutland.  [4]  (b) why were the home fronts in britain and germany important in the first world war?  [6]  (c) how important was the failure of the gallipoli campaign in the first world war? explain your  answer.  [10]",
            "5": "5 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 after a long struggle to get into power, hitler was quick to consolidate his position.  (a) describe the events of 1932\u201333 that led to hitler becoming chancellor.  [4]  (b) why did the nazis fail to win much support between 1924 and 1929?  [6]  (c) \u2018the reichstag fire was more important to hitler than the night of the long knives.\u2019 how far  do you agree with this statement? explain your answer.  [10] 12 many, but not all, germans supported the nazis.   (a) describe what happened at the nuremberg rallies.  [4]  (b) why did some young people rebel against the hitler youth?  [6]  (c) \u2018the nazis managed to stay in power because they had popular support.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "6": "6 0470/13/ m/j/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 tsar nicholas ii faced many problems.  (a) what were the consequences for russia of the russo-japanese war?  [4]  (b) why was bloody sunday important?  [6]  (c) are you surprised that the tsar managed to remain in power until 1917? explain your answer.  [10] 14 stalin attempted to change the soviet union in many ways.  (a) describe the impact of stalin\u2019s rule on ethnic minorities in the soviet union.  [4]  (b) why did stalin think it was necessary to reform soviet industry?  [6]  (c) \u2018collectivisation did more harm than good.\u2019 how far do you agree with this statement? explain  your answer.  [10]",
            "7": "7 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 many people benefited from the economic boom of the 1920s.  (a) what new products did advertising promote during the 1920s?  [4]  (b) why did prohibition fail?  [6]  (c) \u2018the lives led by rural and urban americans in the 1920s were more similar than they were  different.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the new deal promised much to the american people.  (a) what were the supreme court\u2019s objections to the new deal?  [4]  (b) why did the promises roosevelt made in the 1932 presidential election appeal to the  american people?  [6]  (c) \u2018the fact that roosevelt introduced the second new deal in 1935\u201336 shows that the first  new deal had failed.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/13/ m/j/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the struggle between the nationalists and the communists went on for a long time.  (a) what happened during the shanghai massacre of 1927?  [4]  (b) why did chiang kai-shek think that the five extermination campaigns were necessary?  [6]  (c) \u2018leadership was the main factor that determined the outcome of the civil war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 china experienced many changes.  (a) what was the policy adopted by china from 1979 in relation to population growth?  [4]  (b) why was china able to achieve economic growth from the late 1970s?  [6]  (c) \u2018economic development in china in the period 1980 to 1990 produced much change.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/13/ m/j/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 support for segregationist policies gradually increased amongst white south africans.  (a) what was the migrant labour system?  [4]  (b) why was the natives land act of 1913 unpopular with black south africans?  [6]  (c) how far was the victory of the national party in the 1948 election caused by the failings of the  united party? explain your answer.  [10] 20 opposition to apartheid grew in the 1960s and 1970s.  (a) describe what it was like living in a bantustan (homeland).  [4]  (b) why was there opposition to apartheid from outside south africa?  [6]  (c) \u2018the soweto uprising in 1976 was a turning point in the opposition to the apartheid state.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/13/ m/j/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 wars have done little to improve the situation in the middle east.  (a) describe the role of britain in the suez crisis of 1956.  [4]  (b) why were the consequences of the yom kippur war of 1973 important?  [6]  (c) \u2018the six-day war of 1967 solved israel\u2019s problems.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 there have been many obstacles to peace in the middle east.  (a) what is the gaza strip?  [4]  (b) why has hezbollah been a problem for israel?  [6]  (c) \u2018jewish settlements have been a more important obstacle to peace than demands for a  palestinian state.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/13/ m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/13/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s21_qp_21.pdf": {
            "1": "this document has 16 pages. any blank pages are indicated. cambridge igcse\u2122 dc (pq/ct) 200449/3 \u00a9 ucles 2021  [turn overhistory  0470/21 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *1604953403*",
            "2": "2 0470/21/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic was italian unification a triumph? study the background information and the sources carefully, and then answer all the questions.  background informationthe kingdom of italy came into existence in march 1861, although most historians take the view  that unification was not complete until venetia and rome were added to the new kingdom. this was  achieved in 1866 and in 1870 respectively. however, opinion about the new italy was sharply divided. most middle-class liberals thought the new kingdom was a great achievement, while radicals such as those who had supported garibaldi and mazzini were not so happy. they had hoped for a republic, not a monarchy. they were also unhappy that the piedmont constitution and legal system were simply  imposed on the rest of italy. there were also enormous differences between piedmont and southern  italy. rural discontent and the activities of bandits soon led to a breakdown in law and order in the south. many in the north regarded neapolitans as barbarians and the piedmontese army brutally suppressed the disorder. was italian unification really a triumph? source a the creation of the kingdom of italy was a disappointment in many ways. the failure immediately to  include venetia and rome within the new state seemed a sign of national weakness. venetia was won  from the austrians in 1866 only after a humiliating defeat by the austrians had served to emphasise italy\u2019s lack of independence and military power. other italian regions remained part of the austrian empire until after the first world war. rome was a powerful symbol of italian unity and strength, and its absence from italy was felt very strongly. rome only became part of the italian kingdom in 1870, when defeat in the franco-prussian war obliged napoleon iii to withdraw from rome. pope pius ix  henceforth withdrew as a self-proclaimed \u2018prisoner\u2019 into the vatican, and threatened catholics with  excommunication if they participated in italian politics.   italy experienced other difficulties. the explosion of rural banditry in the south, and urban riots in  turin and milan, created public-order crises throughout the 1860s. during the war against austria in  1866, anti-government rebels occupied palermo, while in the 1870s central and southern italy became  strongholds of anarchist activity. these problems should be seen against the background of a financial crisis and slow economic growth.  political life in italy was also a cause of dissatisfaction. the unified state failed to embody a national unity, to establish political consensus or to join the wealthy, urban north to an impoverished, rural  south. mazzinians and radicals argued that italy\u2019s \u2018resurrection\u2019 had been betrayed. from a history book published in 2009.",
            "3": "3 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source b although many people were unhappy about the outcome, the forging of national unity had been a great  achievement. the risorgimento had been a series of civil wars as much as of national wars against  austria but before long the result was to alter everyone\u2019s lives in a positive way. the skill and ambitions of a few brave men, and a sudden wave of enthusiasm which equated unity with everything that was noble and profitable, combined to turn mazzini\u2019s dream into practical politics. mazzini himself was utterly disillusioned and forced out into the bitterness of exile.  the south, with its lack of industry, suffered most from early economic difficulties. sometimes mutual  incomprehension between north and south was total. cavour\u2019s representative in naples claimed there were less than a hundred believers in italian unity out of seven million inhabitants. there was general agreement that the main political problem to be solved was the absence from the new italy of venice and rome. venice became part of italy in 1866 as a result of the third italian war of independence  and a plebiscite that showed 99.99 per cent of venetians wanted annexation by italy. without rome,  italy was not complete, and in 1870 the defeat of france by prussia allowed the italian army to march into the holy city. what metternich had called a \u2018geographical expression\u2019 had come to life. with the acquisition of rome, the risorgimento seemed to be complete. from a history book published in 1971.",
            "4": "4 0470/21/ m/j/21 \u00a9 ucles 2021 source c an italian drawing from 1910 of garibaldi announcing from a balcony in naples the annexation   of the kingdom of the two sicilies to italy in september 1860.",
            "5": "5 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source d civilised peoples of the world, you who have listened to hypocritical regrets about an enslaved italy and  who now expected to see it saved and happy, be aware of your deception. it is sad that this destruction  of our beautiful country should be called a \u2018risorgimento\u2019; that this misery should be called \u2018liberty\u2019; that this servitude to piedmont should be called \u2018independence\u2019. this boasted unity, achieved in such a manner, is a lie. of course, it proclaims \u2018away with the foreigner\u2019, yet it enables another foreigner to penetrate into the heart of our lands. piedmont does not want to make italy, it wants to eat italy. they say we are the enemies of italy, as if our homeland of naples was not the ideal italy. from a book published in 1862 by a neapolitan historian. source e that strange hatred that makes people criticise the monarchy and its supporters must be ended. there  must be no more angry protests about the monarchy and cavour and their liberation of the southern provinces. have we not carried out our honest duty by recognising the eternal glory of garibaldi and his heroic comrades and by noting that even the mazzinians played some part in the liberating expeditions of sicily?  so you cannot forbid us giving the thanks demanded by the achievements of our national risorgimento  to cavour who raised us all out of slavery. to achieve this supreme end he preserved the authority of the king. if he had given way to the plots of garibaldi, the house of savoy would have been forced down that slippery path which leads to disaster. from a biography of cavour published in 1863 by a piedmontese liberal. source f this is only the ghost of italy, it is an illusion, a lie. our natural frontiers with france and austria are in  the hands of foreigners. it is a corpse without a truly living soul inside it. italy has been put together piece by piece, and the battles for this cause have been won on our behalf by foreigners who were fighting for their own interests and who should have been hated as our common enemies. southern italy was won by volunteers and a real movement of the people, but then it gave in to a government  which still refuses to give italy a new national constitution. we can therefore have no real national  existence of our own. written by mazzini in 1871 after he was not allowed to take the seat in the italian parliament   to which he had been elected.",
            "6": "6 0470/21/ m/j/21 \u00a9 ucles 2021 source g a cartoon published in a liberal northern magazine in 1861. it shows the spirit of italy leading bandits  from the south out of the kingdom of italy. the figures escaping on horseback are francis ii,   king of the two sicilies, and pope pius ix. the spirit of italy is saying to the bandits,   \u2018away from here, wretches! your masters trot along on one side and you on the other side,   both you and they no longer have the right to call yourselves sons of italy!\u2019",
            "7": "7 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study source c.  this source was not drawn until 1910. does this mean it cannot provide any useful evidence  about italian unification? explain your answer using details of the source and your knowledge.  [7] 3 study sources d and e.  how far does source d prove that source e was wrong? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.   what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that italian unification was a triumph? use  the sources to explain your answer.  [12]",
            "8": "8 0470/21/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic could the treaty of versailles have been justified at the time? study the background information and the sources carefully, and then answer all the questions.  background information the treaty of versailles signed in paris on 28 june 1919 and the reparations fixed in april 1921 have  been the source of much debate. events that happened later in the 1920s and 1930s have often been  used to criticise the treaty of versailles and the size of the reparations. it has been argued that, given the circumstances of 1918\u201319, the treaty and the size of the reparations made a lot of sense at the time. this has been challenged by some historians who explain that the treaty was being criticised as early as 1919\u201321.  could the treaty of versailles have been justified at the time? source a german objections to the treaty reinforced growing feelings, particularly amongst the british, that it was  too harsh. there was a last minute attempt by the british delegation for modifications. the demand for a plebiscite in upper silesia was accepted but the treaty which the germans signed was only a slight modification of the original version.  attempts to carry out the military and reparations sections of the treaty aroused storms of protest in  germany. yet the treaty of versailles was not excessively harsh on germany, either territorially or economically. it deprived it of only about 13% of its territory, only about 13% of its economic productivity, and only about 10% of its population. however, the german people were expecting victory and not defeat. it was the acknowledgement of defeat, as much as the treaty terms, which they found so hard to accept. by the time the reparations commission started its work, it had become clear that germany would  not pay the sums originally demanded by the french. even the sum of \u00a36600 million established in 1921 was reduced again and again to ease germany\u2019s burden. it should also be remembered that the treaty made germany potentially more powerful than it had ever been before or since. the creation of  an independent poland meant there was now a buffer between russia and germany that removed the  need for germany to fight on two fronts.  the peace treaties cannot be blamed for the failure of a lasting peace in europe. those who negotiated  the terms did their best to construct a durable settlement. the significant defect was to be found with those that applied the settlement in later years.  from a history book published in 1984.",
            "9": "9 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source b it can be argued that everything that went wrong in the 1920s and 1930s was due to the actions of the  statesmen of those decades and not the fault of the treaty of versailles. however, the peacemakers  had solved few of the problems that faced them, especially the problem of the german question which would trouble europe for years afterwards. the treaty would provide plenty of ammunition for germans like hitler.  many aspects of the treaty were simply vindictive. the treaty contrasted strongly with the fourteen  points. there was the contrast between the idea of open diplomacy and the refusal to negotiate, the  contrast between self-determination and the ban on anschluss and the contrast between the call for disarmament and the refusal of the allies to disarm while german armed forces were crippled. when the draft peace terms were presented to the germans on 7 may 1919, they demanded a number of concessions but the only one that was granted was to allow a plebiscite in upper silesia.  the new german republic faced tremendous difficulties as a result of the treaty of versailles. germany  lost land to france, belgium, denmark and poland - a serious blow to german pride and its economy. the cutting off of east prussia was a further punishment, while reparations proved to be an enormous burden creating economic and political difficulties. by 1923, a serious lack of money led to germany stopping paying reparations and printing extra money which led to hyperinflation with germany close to  collapse. however, the deepest flaw of versailles was that it was too harsh for much of british opinion.  this raised the likelihood that it would have to be revised at some time in the future.  from a recent history book.",
            "10": "10 0470/21/ m/j/21 \u00a9 ucles 2021 source c a cartoon entitled \u2018consolation\u2019 published in a german magazine, 24 june 1919.   the mother is saying to her child, \u2018when we have paid 100,000,000,000 marks,   then i shall be able to give you something to eat.\u2019 source d i want to say that i did not find any of my colleagues in paris reluctant to do justice to germany. but  i hear that this treaty is very hard on germany. when a country has committed a criminal act, the  punishment is hard, but the punishment is not unjust. germany permitted itself, through an unscrupulous  government, to commit a criminal act against mankind, and it is to undergo the punishment, not more than it can endure but up to the point where it can pay it.  but the terms of this treaty will not be fully carried out if any one of the great influences that brought  that result about is withheld from its implementation. every great fighting nation in the world is on the  list of those who are to constitute the league of nations. i say every great nation, because america is  going to be included among them, and the only choice, my fellow citizens, is whether we will go in now or come in later with germany. from a speech by president wilson during a tour across the usa, 8 september 1919.",
            "11": "11 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source e a cartoon about reparations published in a british newspaper, january 1921.   lloyd george is saying to briand, \u2018perhaps it would go better if we let it touch earth.\u2019",
            "12": "12 0470/21/ m/j/21 \u00a9 ucles 2021 source f a cartoon published in an american newspaper, 1921. germany is saying, \u2018let\u2019s see you collect it.\u2019",
            "13": "13 0470/21/ m/j/21 \u00a9 ucles 2021 [turn over source g i think clemenceau\u2019s view of things would be more uncompromising than it was in 1919. he would say  that germany had behaved exactly as he had anticipated; that it had pretended to be crippled in 1919  in order to deceive the allies. as for the contents of the treaty of versailles, he would blame himself for giving in to wilson and myself on the question of the rhineland. but he would also be very critical of the feebleness, amounting to treachery, displayed by his successors over german re-armament and the annexation of austria. he would say that they had dishonoured his promises over disarmament and had therefore given germany a moral justification for breaking the treaty. had the terms of the peace treaties been faithfully and honestly fulfilled, the dark military and economic  menace hanging over us now would have been avoided. the league of nations would have been an effective instrument for restraining national greed. huge armaments would have been gradually reduced. where there has been failure it has been due to two causes. the first is the way in which  the victorious nations have broken promises they gave when the treaties were signed. for example,  they have failed to come to the aid of weak countries threatened by aggression. second, the refusal of the united states to join the league of nations, or take any responsibility for maintaining the treaty, seriously crippled the influence and authority of the league. lloyd george writing in his book \u2018the truth about the peace treaties\u2019, which was published in 1938.  lloyd george was writing about what clemenceau would have thought of the treaty of versailles   if he had still been alive.",
            "14": "14 0470/21/ m/j/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.   how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study source c.  how useful is this source as evidence about the treaty of versailles? explain your answer using  details of the source and your knowledge.  [8] 3 study source d.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 4 study sources e and f.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 5 study source g.   why did lloyd george write this book at this time? explain your answer using details of the source  and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the treaty of versailles could have  been justified in the period from 1919 to 1921? use the sources to explain your answer.  [12]",
            "15": "15 0470/21/ m/j/21 \u00a9 ucles 2021 blank page",
            "16": "16 0470/21/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s21_qp_22.pdf": {
            "1": "cambridge igcse\u2122this document has 12 pages. *6807791344* dc (leg/cgw) 200215/3 \u00a9 ucles 2021  [turn overhistory  0470/22 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/22/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic was austria the most important obstacle to italian unification? study the background information and the sources carefully, and then answer all the questions.  background informationthere were many obstacles to italian unification. austria, which directly governed parts of italy, and  had influence over the rest, was ready to fight to retain its position in the country. however, there were  other important obstacles. few people in italy felt \u2018italian\u2019. their loyalties were more local. italians in the north and south had little in common and actually felt contempt for each other. there were many differences even among the small number who wanted unification. for example, some were republicans, while others wanted a constitutional monarchy. some wanted complete unification while  others would have been happy with a federation. the papacy was another obstacle. and then there  were foreign powers, such as france under napoleon iii, which were always ready to meddle in italian affairs, not always to the advantage of the cause of unification. so, how important was austria as an obstacle to italian unification?  source a foreign rule, perhaps because it was remote and relatively free from involvement in local rivalries,  found a positive welcome among many people in italy. the main obstruction in the way of the patriotic  movement was not foreign government but the slowness of the great bulk of italians to accept or even  understand the idea of italy. the individual regions of the peninsula kept their own distinct character and no one region could aim for a leading position without the others reacting against it. also, the papal states stretched from one side of the peninsula to the other, an apparent obstacle to any political union of north and south italy. because local forces were so weak, foreign help was needed to bring italians together. only when  one or more european powers developed a serious interest in creating a strong italy would a political risorgimento become possible in practice. however, the settlement of 1815 left austria so much in command all over italy that none of the local rulers had any influence over it. most of them felt that without austrian support they might well lose their thrones. only when france was stronger would the  nationalists of italy have a possible ally against austria.  from a history book published in 1968.",
            "3": "3 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source b mazzini was one of the first major figures to take up the idea of national unity but his ideas only made  progress with a small group of well-educated revolutionaries. for a time pope pius ix appeared as a  possible leader of a federation of italian states but the papacy presented italian patriots with a huge problem. because of its universal character it could appeal for foreign support against any threat. the papacy blocked the development of any national concept and encouraged italian principalities in their rivalries and enmities. regional traditions and loyalties were an enormous obstacle to common action. only 2.5% of people in italy actually spoke italian. the vast majority were peasants who were  largely illiterate and had no understanding of political ideas. local loyalties were more important to  most italians than ideas of national unity. it was true to say there were no italians; only neapolitans, piedmontese, tuscans and the rest. however, austria remained as the most important barrier to unification. it was in austria\u2019s interest to  keep control of much of italy and to keep it as a group of separate states, as it provided a large  proportion of its taxes. austrian troops put down rebellions in italy in 1821, 1831\u20132 and 1848\u20139. there was no coordination between the revolts but they did all show dislike of austrian rule. the role of foreign powers in a future unification was constantly discussed by revolutionaries and nationalists. however, for many there was a major problem in substituting one foreign master for another by appealing for french aid to help get rid of the hated austrians. from a recent history book. source c we, out of love for our common race and supported by public opinion, hasten to associate ourselves  with the admiration italy feels for you. peoples of lombardy and venetia, our forces, which were concentrating on your frontier when you liberated your glorious milan from the austrians, are now coming to offer you the help which a brother expects from a brother. in order to show more openly our feelings of italian brotherhood, we have ordered our troops as they move into lombardy and venice to  carry the cross of savoy imposed on the tricolour flag of italy.  a proclamation issued by charles albert to the people of lombardy and venice, march 1848.",
            "4": "4 0470/22/ m/j/21 \u00a9 ucles 2021 source d charles albert had not been impatiently waiting to attack austria. his army was entirely unprepared.  it had no plans, and most of its strength was posted on the french frontier as a defence against the  menace of republicanism. four days were wasted at turin deciding whether or not to fight. then, with greatly superior forces, a slow advance took place which did nothing to trouble radetzky. garibaldi\u2019s offer of help was turned down by charles albert on the grounds that to accept support from mere volunteers would be dishonourable to the army. the situation was made worse by political differences. instead of trying to get support from the  popular elements who had chiefly manned the barricades in milan, charles albert preferred the small aristocratic element of lombardy. instead of concentrating on the war he held a plebiscite to achieve a political union of lombardy and venice with piedmont. this aroused suspicions of piedmontese expansion in naples, tuscany and rome where many wanted a new union of italy. republicans and  nationalists broke away from what looked like a royalist anti-revolutionary war. from a book by gabrio casati published in 1885. during the uprising in milan, casati was one of  the aristocrats who took control to prevent the republicans gaining power. he was ready to accept  truce proposals from radetzky while at the same time asking charles albert to intervene to expel the  austrians from lombardy and to stop the radicals proclaiming a republican democracy. source e i do not respect the italians. i knew that they would promise money to you and me, but would not give  any; that they would promise to act but would do nothing. can\u2019t you see that they are prepared to be  defeated one by one? can\u2019t you see that if they were real men they would have acted en masse, at least in the papal states, when muratori was at the gates of bologna with his armed band? i have no respect for my compatriots. a letter from giuseppe mazzini to nicola fabrizi, november 1848. fabrizi was a member of the young  italy movement and was involved in expeditions with both garibaldi and mazzini.",
            "5": "5 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source f an illustration published in a british magazine, september 1856. it is entitled  \u2018liberty files the austrian bars of italy.\u2019 \u2018files\u2019 means cuts away.",
            "6": "6 0470/22/ m/j/21 \u00a9 ucles 2021 source g a cartoon published in a british magazine in july 1859. the figures represent (left to right) austria,  italy and napoleon iii. italy is wearing the papal crown. ",
            "7": "7 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source h the pope explained to me that the childishness of the italian people made self-government impossible  and that the present movement in italy could never succeed. he said that italy must be ruled by strong  armies and a firm hand. i replied that when his holiness had followed a national policy at the beginning of his reign the people  of italy had been at his feet and he had been a national idol. but since then he has allowed foreign  bayonets to stand between himself and his people. they have turned to the only italian power left \u2013 piedmont \u2013 which offered italy independence, freedom and unity. \u2018but unity is impossible,\u2019 the pope  replied. i said that if he extends his hand to piedmont then the people will bless the name of pius ix and the  great work will be accomplished. \u2018no it will not,\u2019 the pope exclaimed.  the official british representative in rome writing to the british government, january 1861. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2  study sources c and d.  how far does source d prove that charles albert was lying in source c? explain your answer  using details of the sources and your knowledge.  [8] 3 study source e.  why did mazzini write this letter at this time? explain your answer using details of the source and  your knowledge.  [8] 4 study sources f and g.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.   are you surprised by this source? explain your answer using details of the source and your  knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that austria was the most important  obstacle to italian unification? use the sources to explain your answer.  [12]",
            "8": "8 0470/22/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic was germany treated unfairly in the treaty of versailles? study the background information and the sources carefully, and then answer all the questions.  background information the treaty of versailles was signed in the hall of mirrors in the palace of versailles on 28 june 1919.  some observers at the time thought the treaty was too harsh on germany. they argued that this would  cause problems in the future. however, many recent historians have argued that the treaty was not responsible for the rise of hitler or the second world war. they argue that the peacemakers treated germany fairly and did the best they could in very difficult circumstances. was germany treated harshly by the treaty of versailles? source a it was not a wilson peace nor a clemenceau peace. although it was highly distasteful to germany,  it was by no means fatal. there was enough of wilson to provoke contempt, enough of clemenceau  to inspire hatred. these two elements were contradictory and cancelled each other out. either of the basic elements, applied alone, might have produced a lasting settlement. this was not how it seemed to the liberals in the british delegation. to them it was \u2018this reactionary  peace\u2019. whatever its faults, it was not that. germany had lost territory, but it was not partitioned.  indeed, with the splintering of the austrian and russian empires, it remained not only the dominant european power but potentially stronger than before. for all the french hopes of breaking germany up, german sovereignty was not greatly harmed. the payment of reparations would depend on german cooperation because they could only be enforced by an army of occupation in the heart of germany. however, military occupation of germany was confined to the rhine valley.  most of this was hidden from the british liberals. for keynes the treaty was \u2018outrageous and  impossible\u2019. as much as any of the actual terms of the treaty, it was the appearance, the atmosphere and the circumstances of versailles that left such a bad taste \u2013 the awful gloating in the hall of mirrors and the solemn tone. the treaty itself made little difference to the power of germany. it was potentially  stronger than in 1914. the trophies like the war guilt clause were essentially symbolic. yet a british  liberal wrote, \u2018we are all so disgusted with the peace.\u2019 here was the deepest flaw of versailles. it was too harsh for much of british opinion. from a history book published in 1985.",
            "9": "9 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source b german objections to the treaty reinforced growing feelings, particularly amongst the british, that it was  too harsh. there was a last-minute attempt by the british delegation for modifications. the demand for  a plebiscite in upper silesia was accepted but the treaty which the germans signed was only a slight modification of the original version.  attempts to carry out the military and reparations sections of the treaty aroused storms of protest in  germany. yet the treaty of versailles was not excessively harsh on germany, either territorially or  economically. it deprived it of only about 13% of its territory, only about 13% of its economic productivity,  and only about 10% of its population. however, the german people were expecting victory and not defeat. it was the acknowledgement of defeat, as much as the treaty terms, which they found so hard to accept. by the time the reparations commission started its work, it had become clear that germany would  not pay the sums originally demanded by the french. even the sum of \u00a36600 million established in 1921 was reduced again and again to ease germany\u2019s burden. it should also be remembered that the treaty made germany potentially more powerful than it had ever been before or since. the creation of an independent poland meant there was now a buffer between russia and germany that removed the need for germany to fight on two fronts.  the peace treaties cannot be blamed for the failure of a lasting peace in europe. those who negotiated  the terms did their best to construct a durable settlement. the significant defect was to be found with those that applied the settlement in later years.  from a history book published in 1984. source c a cartoon published in a british magazine, june 1919. the words on the plank say \u2018peace discussions\u2019.",
            "10": "10 0470/22/ m/j/21 \u00a9 ucles 2021 source d treaty better than germany deserves war makers must be made to suffer germany is beginning to suffer the consequences of her actions in the first world  war, and it is making a terrible fuss about it. that was expected, but it will not help  germany much. if germany had the punishment it deserves, there would be no germany left to bear any burden at all. it would be wiped off the map. stern justice would demand for germany a punishment ten times harder than it will have to bear. the feeling in the country is not that germany is being too harshly dealt with, but that  it is being let off too lightly. from a british newspaper, may 1919. source e vengeance! german nation! today in the hall of mirrors at versailles, a disgraceful treaty is being signed. never  forget it! on that spot where, in the glorious year of 1871, the german empire in all its glory began, today german honour is dragged to the grave. never forget it! the german people with unceasing effort will push forward to reconquer that place among nations to which they are entitled. then there will be vengeance for the shame  of 1919. from the front page of a german newspaper, 28 june 1919. source f we have organised reparations where damage and injury have been inflicted, and we have established  guarantees and securities against the repetition of those crimes and horrors from which the world is just emerging. we have disarmed; we have punished. we have demonstrated that you cannot trample on national rights and liberties. this is the task we set ourselves, and i claim that this treaty will be a  lighthouse, warning nations against the perils on which the german empire shattered itself. lloyd george, the british prime minister, speaking in parliament, july 1919.",
            "11": "11 0470/22/ m/j/21 \u00a9 ucles 2021 [turn over source g a cartoon entitled \u2018their turn next\u2019, published in a british newspaper, may 1919. ",
            "12": "12 0470/22/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 3 study sources d and e.  does source d make source e surprising? explain your answer using details of the sources and  your knowledge.  [8] 4 study source f.  why did lloyd george make this speech at this time? explain your answer using details of the  source and your knowledge.  [8] 5 study source g.  how useful would this cartoon be to a historian studying the peace treaties? explain your answer  using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was treated unfairly in the  treaty of versailles? use the sources to explain your answer.  [12]"
        },
        "0470_s21_qp_23.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (mb/cgw) 200214/3 \u00a9 ucles 2021  [turn over *3383742824*history  0470/23 paper 2  may/june  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed)   instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/23/ m/j/21 \u00a9 ucles 2021 option a: nineteenth century topic how far did austria and france hinder the process of italian unification?  study the background information and the sources carefully, and then answer all the questions.  background information many factors had an impact on the process of italian unification. many of these were internal to  italy and included the well-known exploits of men like mazzini and garibaldi who helped drive the  risorgimento. the diplomacy and politics of cavour were also important. however, some historians have emphasised the important impact of the policies and actions of other european countries such as austria and france. how far did the actions of austria and france hinder italian unification? source a in my opinion this wealthy land can only be punished most severely by the removal of those means  which have led it to such disobedience. for what is exile to the rich when they can take their money  with them and continue to cause trouble? to humble the disloyal rich and protect the loyal citizen should be the principle on which from now on the government of lombardy-venice should be based. the aim of my letter is to beg your excellency to not give the ringleaders any mercy and to let justice run its course completely. a letter from field marshal radetzky to the foreign minister of the austrian empire, 1849. radetzky  was in charge of the austrian army in northern italy.  source b napoleon iii said \u2018he would like to do something for italy\u2019. by the 1850s he was alleged to have long  been in sympathy with the italian cause, but had actually done little to help. in fact quite the opposite, because in 1849 he had sent the french army to crush the roman republic which they did, remaining afterwards to garrison the city and protect the pope. at the secret meeting with cavour at plombi\u00e8res in  july 1858 napoleon\u2019s aim seems to have been not to unite italy but to keep it divided into a federation  of comparatively powerless separate states. as the war of 1859 began napoleon proclaimed that his aims were not conquest but \u2018to restore italy to the italians\u2019. but after two bloody battles, he returned to france. austria surrendered lombardy to piedmont but kept venetia. victor emmanuel ii and cavour felt napoleon had betrayed them by going home before he had done what he had promised, which was to free italy. napoleon made some amends in 1866 when he came into possession of venetia  and handed it over to the kingdom of italy. italians were also angry that he refused to withdraw the  occupying french troops from rome until forced to do so by france\u2019s war with prussia in 1870. from a history book published in 2001.",
            "3": "3 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source c in 1858 neither napoleon iii nor cavour wanted or expected italian unification. the achievement of an  italian kingdom was something which, though it happened partly because of napoleon iii and cavour,  happened to a considerable degree in spite of both of them. it is certain that napoleon\u2019s phrase about \u2018doing something for italy\u2019 was not intended to involve anything more than the expulsion of the austrians from the northern part of italy, and that it did not at all involve italy\u2019s unification.  it is incorrect to think of napoleon as venturing into italy because he was blinded by a romantic  attachment to the cause of italian nationalism. he took the action he did because he thought it would  help to extend french influence in italy. at plombi\u00e8res he planned to expel austrian influence from the north and centre of italy and to create a kingdom of italy large enough to be a useful french client state. the two sicilies could perhaps be persuaded to become another french client state. the pope would be persuaded to accept the whole process by being made president of an italian federation to  which the new italian states would belong.  however, to minimise the help napoleon gave to italy is to ignore the facts. the work of cavour in the  north and the centre up to april 1860 depended completely on napoleon.  from a history book published in 1956. source d the aim of statesmen must be to avoid, as much as possible, all the causes of dispute that still exist  in europe. the country which is the greatest threat to european peace is italy, because its political  structure does not please anybody. to alter its structure either a revolution or a war is needed. these are extreme solutions and who would be powerful enough to impose his will on so many divided countries and to unite so many states and give them a common purpose? nonetheless i believe that one might try something that might satisfy nearly everybody. an italian  confederation might be set up with the pope as its figurehead, without any change to territorial  boundaries. austria, by reason of its lombard territories, would be a member. some notes written by napoleon iii for himself and his foreign minister, 1856.  source e as soon as i entered the emperor\u2019s study he began by saying that he had decided to support piedmont  with all his power in a war against austria. he agreed that it was necessary to drive the austrians out of italy. but how was italy to be organised after that? after a long discussion we agreed the following  principles. there would be a kingdom of upper italy under the house of savoy. the rest of the papal  states, together with tuscany, would form a kingdom of central italy. the neapolitan frontier would be left unchanged. these italian states would form a confederation, the presidency of which would be given to the pope. this arrangement seems to me fully acceptable. your majesty would be sovereign of the richest and most powerful half of italy, and so would dominate the whole of italy. from a report by cavour to victor emmanuel about his meeting at plombi\u00e8res with napoleon iii,   july 1858.",
            "4": "4 0470/23/ m/j/21 \u00a9 ucles 2021 source f do not forget the gratitude we owe to napoleon iii and the french army, so many of whose brave  soldiers have been killed for the cause of italy. written by garibaldi after the peace of villafranca in august 1859. source g a cartoon published in a british magazine in july 1859. the figures represent (left to right)   austria, italy and napoleon iii. italy is wearing the papal crown. ",
            "5": "5 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  why did radetzky send this letter in 1849? explain your answer using details of the source and  your knowledge.  [7] 2  study sources b and c.  how far do these two sources agree? explain your answer using details of the sources.  [7] 3 study sources d and e.  why do these two accounts of napoleon\u2019s plans for italy differ? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 5 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that austria and france hindered the  process of italian unification? use the sources to explain your answer.  [12]",
            "6": "6 0470/23/ m/j/21 \u00a9 ucles 2021 option b: twentieth century topic did france get what it wanted at the paris peace conference? study the background information and the sources carefully, and then answer all the questions.  background information during the first world war france suffered great damage to its industry, land and people. understandably,  at the paris peace conference, the french wanted to punish germany for the damage it had inflicted  on france, and to weaken germany to ensure that it could not threaten france again. france tried to achieve these aims by demanding the following: disarming germany, imposing a high level of reparations, the rhineland to become an independent state and alsace-lorraine and the saar basin to be transferred to france.  how far did france succeed in getting germany harshly punished? source a it was a popular idea that clemenceau was personally responsible for the damage the treaty did to  the ideals of wilson. it was believed that he had influenced the french press and parliament to support his extreme demands. this is wrong. in paris during 1919 it would have been difficult to find another french politician as moderate, and open to negotiation and compromise, as clemenceau. what was not understood at first was the degree to which the dominant french political forces combined to press  their fears and hatreds upon him.  by january 1920, clemenceau was out of power. the main reason why clemenceau was thought to  have betrayed france was by his alleged softness at the time of the treaty negotiations. clemenceau devoted the last nine years of his life to defending himself against these charges. he wrote a rambling book, which is nothing more than an attempt to prove that he had done all that he could to bring about  a peace favourable to france. it was not well received. he had dreamt of being elected as president of  france after the war. but after the events of the peace conference his election was unthinkable. from a history book published in 1969.",
            "7": "7 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source b a british cartoon entitled \u2018the reckoning\u2019, published in april 1919. germany is saying,   \u2018monstrous, i call it. why, it\u2019s fully a quarter of what we should have made them pay,   if we\u2019d won.\u2019 \u2018indemnity demands\u2019 refers to the reparations.",
            "8": "8 0470/23/ m/j/21 \u00a9 ucles 2021 source c we came to versailles hoping for the peace of justice which had been promised. we were shocked  when we read the demands, the victorious violence of our enemies. the more deeply we penetrate  into the spirit of this treaty, the more convinced we become of the impossibility of carrying it out. the demands of this treaty are more than the german people can bear. germany must declare itself ready to bear all the war expenses of its enemies, which would exceed many times over the total amount of german assets. meanwhile its enemies also demand reparations for damage suffered by their civil population.  the reconstruction of our economic life is made impossible. we must renounce the realisation of all  our aims in the spheres of politics, economics and ideas. the german people are excluded from the league of nations, to which is entrusted all work of common interest to the world. thus must a whole people sign its own death sentence. count von brockdorff-rantzau\u2019s response when shown the proposed terms of the treaty of versailles,  may 1919. he was the leader of the german delegation at the paris peace conference.  source d the allied powers have given the most careful consideration to the observations of the german  delegation. the protest of the german delegation shows that they fail to understand the position in which germany stands today. they seem to think that germany has only to make sacrifices in order to attain peace, as if this were simply the end of some mere struggle for territory and power. in the view of  the allied powers this war was the greatest crime against humanity ever committed. justice, therefore, is the only possible basis for the settlement of this terrible war. that is why the  allied powers have insisted that germany must undertake to make reparation. reparation for wrongs inflicted is the essence of justice. that, too, is why germany must submit to special punishments. the allies therefore believe that the peace is fundamentally a peace of justice. the german delegation appears to have seriously misinterpreted the economic and financial  conditions. there is no intention on the part of the allies to strangle germany or to prevent it from taking its proper place in international trade and commerce. provided that germany keeps to the terms of the treaty and abandons its aggressive traditions, it shall have fair treatment in the purchase of raw  materials and the sale of goods. clemenceau\u2019s letter replying to the objections of the german delegation, may 1919. clemenceau was  replying on behalf of all the peacemakers.",
            "9": "9 0470/23/ m/j/21 \u00a9 ucles 2021 [turn over source e terms of treaty better than germany deserves war makers must be made to suffer germany is beginning to suffer the consequences   of her actions in the first world war, and it is making  a terrible fuss about it. that was expected, but it will not help germany much. if germany had the  punishment it deserves, there would be no germany left to bear any burden at all. it would be wiped off  the map. stern justice would demand for germany a punishment ten times harder than it will have to  bear.  the feeling in the country is not that germany is being too harshly dealt with, but that it is being let off  too lightly.  from a british newspaper, may 1919. source f a cartoon published in a norwegian magazine in august 1919. norway was neutral in the first world  war. clemenceau is introducing the german delegates to the terms of the treaty of versailles and is  saying to them, \u2018take your seats, gentlemen!\u2019",
            "10": "10 0470/23/ m/j/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of clemenceau? explain your answer using details of the  source.  [6] 2 study source b.  why was this source published at this time? explain your answer using details of the source and  your knowledge.  [8] 3 study sources c and d.  how far does source c make source d surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source e.  how useful is this source to a historian studying the treaty of versailles? explain your answer  using details of the source and your knowledge.  [8] 5 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that germany was punished as much as  the french wanted? use the sources to explain your answer.  [12]",
            "11": "11 0470/23/ m/j/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/23/ m/j/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_s21_qp_41.pdf": {
            "1": "cambridgeigcse\u2122 0470/41 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_41_2021_1.8 \u00a9ucles2021 *7968167723*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthefailureoftheschlieffenplanasareasonwhythewarwasnotoverbythe endof1914?explainyouranswer. [40]1 howsignificantwastheimpactofgermansubmarinewarfareonbritain\u2019sabilitytocontinuewaging war?explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwerethesocialandeconomiceffectsofthefirstworldwarinshapingthelivesof thegermanpeople,1919\u201323?explainyouranswer. [40]3 howsignificantwasjosephgoebbelsinwinningsupportforthenazis,1930\u201333?explainyour answer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasleninincausingthedownfalloftheprovisionalgovernment?explainyour answer. [40]5 howsignificantwerethefive-yearplansinchanginglifeinthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasassembly-lineproductionasareasonforincreasingprosperityintheusain the1920s?explainyouranswer. [40]7 howsignificantwashomelessnessintheimpactofthedepressionafter1929?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwaslandreformasanaspectofcommunistruleinthe1950sand1960s?explain youranswer. [40]9 howsignificantwaspoliticalreforminchangesmadeinchinaafter1976?explainyouranswer. [40]10 06_0470_41_2021_1.8 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthebantuself-governmentactinchanginglifeforblacksouthafricansafter 1948?explainyouranswer. [40]11 howsignificantwerethegovernment\u2019ssecuritymeasuresinmaintainingwhiteminorityrulebetween 1966and1980?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthearableagueasacauseofincreasedtensioninpalestineby1948?explain youranswer. [40]13 howsignificantwastherefugeecrisisingaininginternationalattentionforthepalestiniancause after1948?explainyouranswer. [40]14 06_0470_41_2021_1.8 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_41_2021_1.8 \u00a9ucles20214"
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        "0470_s21_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_42_2021_1.7 \u00a9ucles2021 *3440327366*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportanttothefailureoftheschlieffenplanwasrussia\u2019smobilisationin1914?explainyour answer. [40]1 howsignificantwastheimpactofconscriptioninshapingcivilianlifeonthebritishhomefront? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwastheweimarconstitutionincreatinginstabilityingermany,1919\u201333?explain youranswer. [40]3 howsignificantwerethechurchesintheoppositiontonaziruleafter1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important was agriculture as a cause of russia\u2019s problems by march 1917? explain your answer. [40]5 howsignificantwaswarcommunismintheconsolidationofbolshevikruleto1924?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwastheavailabilityofelectricityasareasonforeconomicgrowthintheusainthe 1920s?explainyouranswer. [40]7 howsignificantwasprohibitioninchangingthelivesoftheamericanpeople,1919\u201333?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwastheyenansovietinincreasingsupportforthechinesecommunistpartyby 1949?explainyouranswer. [40]9 howsignificantwereimprovedrelationswiththeusainestablishingchinaasasuperpowerby thetimeofmao\u2019sdeath?explainyouranswer. [40]10 06_0470_42_2021_1.7 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethelandactsinshapingthelivesofthenon-whitepopulationinsouthafrica before1948?explainyouranswer. [40]11 how significant was anti-communism as a motive for the government\u2019s repression of political opponentsinsouthafricato1966?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was the yom kippur war (1973) in shaping arab\u2013israeli relations up to 1996? explainyouranswer. [40]13 howsignificanthasthepeacekeepinganddiplomacyoftheunitednationsbeeninattemptsto resolvethearab\u2013israeliconflict?explainyouranswer. [40]14 06_0470_42_2021_1.7 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_42_2021_1.7 \u00a9ucles20214"
        },
        "0470_s21_qp_43.pdf": {
            "1": "cambridgeigcse\u2122 0470/43 may/june2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_43_2021_1.8 \u00a9ucles2021 *5130284152*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwerenewweaponsasacauseoftrenchwarfareonthewesternfront?explain youranswer. [40]1 how significant was germany\u2019s two-front war as a reason for its defeat in 1918? explain your answer. [40]2 depthstudyb:germany,1918\u201345 howimportantwereleft-winguprisingsingermany\u2019sproblems,1919\u201323?explainyouranswer. [40]3 howsignificantwasthepersecutionofminoritiesasanaspectofnazipolicy,1933\u201345?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasrussia\u2019sautocraticpoliticalsystemasareasonfortheregime\u2019scollapseby march1917?explainyouranswer. [40]5 howsignificantwerestalin\u2019spurgesinthecreationofatotalitarianstateinthesovietunionafter 1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthemovieindustryinchangingthelivesoftheamericanpeopleinthe1920s? explainyouranswer. [40]7 howsignificantwasfinancialspeculationasacauseofthewallstreetcrashin1929?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwerehealthreformsinchangingthelivesofchinesepeasantsby1960?explain youranswer. [40]9 howsignificantwereeconomicreformsinchangingthelivesofthechinesepeopleintheperiod 1976\u2013c.1990?explainyouranswer. [40]10 06_0470_43_2021_1.8 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepoliciesoftheunitedpartyasareasonforthesuccessofthenational partyin1948?explainyouranswer. [40]11 howsignificantwastherivoniatrial(1963\u201364)inpreventingorganisedoppositiontoapartheid? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was british policy as a cause of tension in palestine up to 1948? explain your answer. [40]13 howsignificantweretheosloaccordsindealingwiththecausesoftensionbetweenisraelisand palestinians?explainyouranswer. [40]14 06_0470_43_2021_1.8 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 06_0470_43_2021_1.8 \u00a9ucles20214"
        },
        "0470_w21_qp_11.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *5933383423* dc (mb) 202584/2 \u00a9 ucles 2021  [turn overhistory  0470/11 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/11/o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 1848 was a year of great upheaval in europe.  (a) describe kossuth\u2019s role in the revolution in hungary in 1848\u201349.  [4]  (b) why did the frankfurt parliament fail?  [6]  (c) \u2018liberal ideas were the main cause of the 1848 revolutions.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 the path to italian unification was not smooth.  (a) what happened at plombi\u00e8res in 1858?  [4]  (b) why did mazzini fail to unify italy?  [6]  (c) is it surprising that it took until 1870\u201371 to unify italy? explain your answer.  [10] 3 tension increased between north and south before the american civil war.  (a) what was the dred scott case?  [4]  (b) why did lincoln win the 1860 election?  [6]  (c) \u2018the civil war was fought over the issue of slavery.\u2019 how far do you agree with this statement?  explain your answer.  [10] 4 the growth of european empires was not trouble free.   (a) what was the indian mutiny?  [4]  (b) why was the opium trade damaging to china?  [6]  (c) \u2018european powers ruled harshly over their african colonies.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "3": "3 0470/11/o/n/21 \u00a9 ucles 2021 [turn over 5 the versailles settlement had mixed consequences.  (a) what were clemenceau\u2019s aims at versailles?  [4]  (b) why was wilson\u2019s belief in self-determination important?  [6]  (c) \u2018loss of territory was the most serious consequence of the versailles settlement for germany.\u2019  how far do you agree with this statement? explain your answer.  [10] 6 the 1930s saw an increase in aggression from some states.  (a) what did hitler do to break the terms of the treaty of versailles?  [4]  (b) why did britain adopt a policy of appeasement?  [6]  (c) \u2018the increase in aggression from some states in the 1930s was caused by economic factors.\u2019  how far do you agree with this statement? explain your answer.  [10] 7 us involvement in the cold war was not always popular.  (a) what was the gulf of tonkin incident?  [4]  (b) why did us public opinion turn against the vietnam war?  [6]  (c)  how far do you agree that the us failed to contain the spread of communism? explain your  answer.  [10] 8 the ussr faced challenges to its control over eastern europe.  (a) describe events in hungary in 1956.  [4]  (b) why was czechoslovakia invaded in 1968?  [6]  (c) how far do you agree that gorbachev was to blame for the collapse of soviet power in  eastern europe? explain your answer.  [10]",
            "4": "4 0470/11/o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 it was difficult to advance on the western front.  (a) describe the use of tanks on the western front.  [4]  (b) why was the battle of verdun important for the allies?  [6]  (c) who achieved more from the battle of the somme, the allies or the germans? explain your  answer.  [10] 10 the first world war was fought on many fronts.  (a) describe german use of u-boats in the first world war.  [4]  (b) why did germany experience food shortages?  [6]  (c) \u2018poor leadership was more important than food shortages in russia\u2019s decision to leave the  war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 many factors contributed to the nazi takeover of germany.  (a) what happened on the night of the long knives?  [4]  (b) why did the nazi party have little success before 1930?  [6]  (c) \u2018the reichstag fire was the most important event in hitler\u2019s consolidation of power during  1933.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis attempted to control german society in many ways.  (a) describe actions taken by the nazis against jewish businesses in 1933.  [4]  (b) why were mass rallies important to the nazis?  [6]  (c) how far do you agree that the nazis had control over german society? explain your answer.  [10]",
            "6": "6 0470/11/o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the tsar faced many challenges.  (a) describe the work of stolypin.  [4]  (b) why was there discontent with the russian government by 1905?  [6]  (c) how surprising is it that the tsar fell from power in 1917? explain your answer.  [10] 14 life in the soviet union changed under stalin\u2019s rule.  (a) how did life in the countryside change under stalin?  [4]  (b) why was industry brought under government control?  [6]  (c) how far do you agree that women benefited from stalin\u2019s rule? explain your answer.  [10]",
            "7": "7 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s brought changes to life in the usa.  (a) what was the sacco and vanzetti case?  [4]  (b) why were the 1920s known as the \u2018roaring twenties\u2019?  [6]  (c) how far do you agree that prohibition failed because it was unpopular? explain your answer.  [10] 16 there were mixed reactions to the new deal.  (a) what did roosevelt mean by a \u2018new deal\u2019?  [4]  (b) why was the agricultural adjustment act (aaa) introduced?  [6]  (c) \u2018the most serious opposition to the new deal came from business leaders.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "8": "8 0470/11/o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 many changes occurred in china in the 1950s.  (a) describe the changes made to education in china in the 1950s.  [4]  (b) why were the \u2018barefoot doctors\u2019 important?  [6]  (c) \u2018the main reason for the introduction of communes in 1958 was to improve agricultural  production.\u2019 how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relationship with foreign powers changed over time.  (a) describe china\u2019s relationship with india up to 1965.  [4]  (b) why did china\u2019s relationship with vietnam change in the 1970s?  [6]  (c) \u2018differences over ideology caused the change in relations between china and the ussr.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/11/o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was established during the 1950s and 1960s.  (a) what was the group areas act of 1950?  [4]  (b) why was the bantu self-government act introduced?  [6]  (c) \u2018the sharpeville massacre was more important than the defiance campaign in the resistance  to apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10] 20 the south african government introduced radical measures to maintain apartheid.   (a) what happened in soweto in 1976?  [4]  (b) why did the introduction of the homelands policy make life worse for black south africans?  [6]  (c) \u2018increased security measures were more important than government censorship in  maintaining apartheid.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/11/o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 after 1945 there was a struggle over the future of palestine.  (a) what were the aims of the zionists after 1945?  [4]  (b) why did israel win the 1948\u201349 war?  [6]  (c) \u2018us pressure was the main reason for the change in british policy towards palestine.\u2019 how far  do you agree with this statement? explain your answer.  [10] 22 bringing peace to the middle east has proved challenging.  (a) describe the differences in views between labor and likud towards the peace process.  [4]  (b) why did the palestinian conflict become more intense after 1988?  [6]  (c) how successful has the un been in its efforts to deal with the palestinian issue? explain your  answer.  [10]",
            "11": "11 0470/11/o/n/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/11/o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w21_qp_12.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (dh) 202583/5 \u00a9 ucles 2021  [turn over *4979230293*history  0470/12 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/12/ o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 individuals were important in the outcomes of the 1848 revolutions.  (a) describe frederick william iv\u2019s response to the 1848 revolution in prussia.  [4]  (b) why did pope pius ix turn against the 1848 revolutions in italy?  [6]  (c) how far did the 1848 revolution in france fail? explain your answer.  [10] 2 the civil war brought changes to the united states.  (a) what were \u2018scalawags\u2019 and \u2018carpetbaggers\u2019?  [4]  (b) why were johnson\u2019s plans for reconstruction opposed by congress?  [6]  (c) how far do you agree that the position of black americans improved as a result of  reconstruction? explain your answer.  [10] 3 imperialism had mixed results for the colonised peoples.  (a) describe the impact of faidherbe\u2019s rule over senegal.  [4]  (b) why did leopold ii\u2019s control over the congo cause hatred among the local population?  [6]  (c) \u2018the changes to british rule resulting from the indian mutiny were beneficial to indians.\u2019 how  far do you agree with this statement? explain your answer.  [10] 4 relationships between european powers were important in the build-up to the first world war.  (a) what was the triple alliance?  [4]  (b) why did the balkan wars (1912\u201313) lead to tension between russia and austria?  [6]  (c) \u2018colonial rivalry was a greater cause of tension between germany and britain than the naval  race.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over 5 agreeing a peace settlement at the end of the first world war was challenging.  (a) describe how austria was treated in the peace settlement.  [4]  (b) why was danzig important in the negotiations for a peace settlement?  [6]  (c) who had the harder task in achieving their aims for the peace settlement, lloyd george or  wilson? explain your answer.  [10] 6 hitler\u2019s foreign policy involved germany in the affairs of many countries.  (a) what was the anglo-german naval agreement of 1935?  [4]  (b) why did hitler want to achieve anschluss?  [6]  (c) \u2018german involvement in the spanish civil war was more important for hitler than the takeover  of czechoslovakia.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 the usa and ussr had different aims in europe after 1945.  (a) describe the berlin blockade.  [4]  (b) why did stalin want control over the government of poland?  [6]  (c) \u2018marshall aid did more to strengthen the americans than benefit the europeans.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 tension between iran and iraq led to war in 1980.  (a) describe western involvement in the iran\u2013iraq war.  [4]  (b) why was the shatt al-arab waterway a cause of tension between iran and iraq?  [6]  (c) \u2018damage to the economies of iran and iraq was the most important consequence of the  iran\u2013iraq war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/12/ o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 there was great loss of life on the western front.  (a) describe the use of machine guns in trench warfare.  [4]  (b) why were tanks ineffective on the western front before 1918?  [6]  (c) how far do you agree that haig deserved his reputation as \u2018butcher of the somme\u2019? explain  your answer.  [10] 10 the war had many impacts on civilians.  (a) describe the methods used by the british government to recruit soldiers.  [4]  (b) why did britain introduce food rationing?  [6]  (c) \u2018food shortages were a more important factor than military failings in russia\u2019s decision to  leave the war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 germany faced challenges in the years following the first world war.  (a) describe the spartacist uprising.  [4]  (b) why was there a crisis in the ruhr in 1923?  [6]  (c) how far did stresemann restore germany\u2019s strength between 1924 and 1929? explain your  answer.  [10] 12 the nazis controlled many aspects of life in germany.  (a) describe how the nazis used the radio.  [4]  (b) why was the gestapo feared by germans?  [6]  (c) how far did hitler\u2019s policies towards the jews between 1933 and 1938 have popular support?  explain your answer.  [10]",
            "6": "6 0470/12/ o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 1917 brought great changes to russia.  (a) describe the activities of the petrograd soviet in 1917.  [4]  (b) why was there a mutiny at kronstadt in 1921?  [6]  (c) \u2018white weakness rather than bolshevik strength determined the outcome of the civil war.\u2019  how far do you agree with this statement? explain your answer.  [10] 14 stalin was determined to consolidate and maintain power.  (a) what was stalin\u2019s \u2018cult of personality\u2019?  [4]  (b) why was trotsky a leading candidate to succeed lenin?  [6]  (c) how far do you agree that stalin carried out the purges to remove trotsky\u2019s supporters?  explain your answer.  [10]",
            "7": "7 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 the 1920s saw a boom in the us economy.  (a) describe how mass production worked.  [4]  (b) why was the development of advertising important to the boom?  [6]  (c) \u2018americans benefited from the boom.\u2019 how far do you agree with this statement? explain your  answer.  [10] 16 the wall street crash had a great impact on the usa.  (a) what was a hooverville?  [4]  (b) why did many people face unemployment after the wall street crash?  [6]  (c) how surprising was the wall street crash? explain your answer.  [10]",
            "8": "8 0470/12/ o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 the nationalists failed to secure their hold over china.  (a) describe chiang kai-shek\u2019s treatment of the communists in the early 1930s.  [4]  (b) why did support for the communists increase during the second world war?  [6]  (c) \u2018the weaknesses of the nationalists determined the outcome of the civil war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 18 china\u2019s relationships with other powers changed over time.  (a) describe china\u2019s relationship with vietnam in the 1970s.  [4]  (b) why were there changes in the relationship between india and china in the 1960s?  [6]  (c) \u2018the main reason for the improvement in china\u2019s relations with the usa after 1970 was the  establishment of trade between the two of them.\u2019 how far do you agree with this statement?  explain your answer.  [10]",
            "9": "9 0470/12/ o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 segregation became established in the period up to 1948.  (a) what was the sauer commission?  [4]  (b) why did south african gold mining flourish in the period up to 1945?  [6]  (c) \u2018the natives land act had a more serious impact on non-white south africans than the  native urban areas act in the period to 1948.\u2019 how far do you agree with this statement?  explain your answer.  [10] 20 by the 1980s it was clear that apartheid was under pressure.  (a) describe botha\u2019s reform of the pass laws.  [4]  (b) why was oliver tambo important in the struggle against apartheid?  [6]  (c) how far do you agree that internal unrest was more important than economic problems in  encouraging de klerk to end white minority rule? explain your answer.  [10]",
            "10": "10 0470/12/ o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 the late 1940s was a period of escalating violence.  (a) what was the palestine mandate?  [4]  (b) why did the un draw up a partition plan?  [6]  (c) how surprising was it that israel won the 1948\u201349 war? explain your answer.  [10] 22 the palestinians have faced many challenges.  (a) describe the activities of fatah in the 1960s.  [4]  (b) why did jordan withdraw support for the palestine liberation organization (plo) in the  1970s?  [6]  (c) \u2018the palestinians were successful in winning international support by the 1990s.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/ o/n/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/12/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w21_qp_13.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 *4614949276*history  0470/13 paper 1  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (cj) 202582/3 \u00a9 ucles 2021  [turn over",
            "2": "2 0470/13/ o/n/21 \u00a9 ucles 2021 section a: core content answer any two questions from this section. 1 revolutions broke out in many european states in 1848.  (a) what were the demands of the revolutionaries in prussia in 1848?  [4]  (b) why did the 1848 revolutions bring little change to germany?  [6]  (c) \u2018nationalism was more important than economic grievances in the outbreak of the 1848  revolutions.\u2019 how far do you agree with this statement? explain your answer.  [10] 2 tensions ran high in the united states before the civil war.  (a) what was the \u2018underground railroad\u2019?  [4]  (b) why was the missouri compromise important?  [6]  (c) \u2018economic factors were more important than military leadership in the north\u2019s victory in the  civil war.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 the spread of imperialism had mixed causes and results.  (a) what happened at lucknow in 1857?  [4]  (b) why did european powers \u2018scramble for africa\u2019?  [6]  (c) \u2018european rule had a negative impact on africans.\u2019 how far do you agree with this statement?  explain your answer.  [10] 4 relationships between european powers were important in the build-up to the first world war.  (a) what was the entente cordiale?  [4]  (b) why was there tension in the balkans?  [6]  (c) \u2018austria was more responsible than germany for the outbreak of the first world war.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over 5 agreeing a peace settlement at the end of the first world war was challenging.  (a) describe how bulgaria was treated in the peace settlement.  [4]  (b) why did negotiations at versailles present difficulties for lloyd george?  [6]  (c) which was punished more harshly, germany or turkey? explain your answer.  [10] 6 hitler\u2019s actions increased international tensions in the 1930s.  (a) describe hitler\u2019s takeover of austria in 1938.  [4]  (b) why did hitler remilitarise the rhineland in 1936?  [6]  (c) \u2018appeasement was a sensible policy.\u2019 how far do you agree with this statement? explain your  answer.  [10] 7 hostility between the usa and ussr increased after the end of the second world war.  (a) what was agreed at the yalta conference?  [4]  (b) why did the ussr oppose marshall aid?  [6]  (c) \u2018disagreements over the future of germany were the main cause of the cold war.\u2019 how far do  you agree with this statement? explain your answer.  [10] 8 saddam hussein controlled iraq in many ways.   (a) describe the july revolution of 1958 in iraq.  [4]  (b) why was it important to saddam hussein to establish a personality cult?  [6]  (c) \u2018terror was more important than economic development in maintaining saddam hussein\u2019s  rule in iraq.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "4": "4 0470/13/ o/n/21 \u00a9 ucles 2021 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 the first world war lasted longer than many expected.  (a) what was the british expeditionary force?  [4]  (b) why were the germans confident the schlieffen plan would succeed?  [6]  (c)  \u2018the development of trench warfare was the main reason the war was not over by christmas  1914.\u2019 how far do you agree with this statement? explain your answer.  [10] 10 germany faced difficulties in 1918.  (a) what was the zimmermann telegram?  [4]  (b) why did the ludendorff offensive fail?  [6]  (c) \u2018fear of invasion, rather than widespread discontent, caused germany to agree to the  armistice.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study b: germany, 1918\u201345 11 germany faced difficulties in the years following the war.  (a) what was the ruhr crisis  of 1923?  [4]  (b) why did the spartacist uprising fail?  [6]  (c) how far was the period 1924 to 1929 a \u2018golden age\u2019 for germany? explain your answer.  [10] 12 the nazis controlled life in germany in many ways.  (a) describe goebbels\u2019 role in nazi germany.  [4]  (b) why did the nazis organise a boycott of jewish businesses in april 1933?  [6]  (c) \u2018economic policies were more important than the gestapo in limiting opposition to the nazis.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "6": "6 0470/13/ o/n/21 \u00a9 ucles 2021 depth study c: russia, 1905\u201341 13 the bolsheviks faced challenges after the revolution.  (a) describe lenin\u2019s actions on his return to russia in april 1917.  [4]  (b) why was trotsky important to the outcome of the civil war?  [6]  (c) \u2018war communism was a failure.\u2019 how far do you agree with this statement? explain your  answer.  [10] 14 stalin was determined to achieve and maintain power.  (a) describe the different political ideas of stalin and trotsky.  [4]  (b) why did stalin survive lenin\u2019s criticism in his political testament?  [6]  (c) \u2018stalin was more loved than feared in the ussr up to 1941.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "7": "7 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study d: the united states, 1919\u201341 15 american society changed in the 1920s.  (a) describe the activities of gangsters in the 1920s.  [4]  (b) why was the sacco and vanzetti case important?  [6]  (c) \u2018the 1920s brought increased freedom for american women.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the american economy was in difficulty by 1929.  (a) what happened on wall street in october 1929?  [4]  (b) why did overproduction contribute to the problems facing the american economy?  [6]  (c) how far do you agree that the most serious consequence of the depression was the rise in  unemployment? explain your answer.  [10]",
            "8": "8 0470/13/ o/n/21 \u00a9 ucles 2021 depth study e: china, c.1930\u2013c.1990 17 china changed a great deal in the 1950s.  (a) what was the \u2018speak bitterness\u2019 campaign?  [4]  (b) why did industry develop rapidly in china in the 1950s?  [6]  (c) \u2018the most important impact of mao\u2019s social reforms was the increase in literacy in china.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 mao\u2019s rule brought continuous change to china.  (a) what was the impact of the cultural revolution on education in china?  [4]  (b) why did mao launch the cultural revolution?  [6]  (c) how similar were the ways in which mao and deng ruled over china? explain your answer.  [10]",
            "9": "9 0470/13/ o/n/21 \u00a9 ucles 2021 [turn over depth study f: south africa, c.1940\u2013c.1994 19 there were many attempts to oppose apartheid.  (a) what happened at sharpeville in 1960?  [4]  (b) why was the public safety act introduced in 1953?  [6]  (c) how far do you agree that resistance to apartheid had little impact before 1966? explain your  answer.  [10] 20 apartheid was opposed within and outside south africa.  (a) describe the terms of the bantu homelands constitution act of 1971.  [4]  (b) why were economic sanctions not effective in the 1970s?  [6]  (c) how far do you agree that the soweto uprising was the main reason for increased opposition  to apartheid up to 1980? explain your answer.  [10]",
            "10": "10 0470/13/ o/n/21 \u00a9 ucles 2021 depth study g: israelis and palestinians since 1945 21 relations between israel and the arab states were often hostile.   (a) what happened in the yom kippur war in 1973?  [4]  (b) why was there a crisis over suez in 1956?  [6]  (c) \u2018problems between israel and its neighbours had been solved by the early 1990s.\u2019 how far do  you agree with this statement? explain your answer.  [10] 22 efforts to secure peace in the middle east have faced many difficulties.  (a) what is hamas?  [4]  (b) why have divisions between israeli politicians hindered the peace process?  [6]  (c) \u2018the united states has been the most important factor in promoting peace in the middle  east.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/13/ o/n/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/13/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w21_qp_21.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 201391/3 \u00a9 ucles 2021  [turn overhistory  0470/21 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *9423136020*",
            "2": "2 0470/21/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic how important was king william i of prussia? study the background information and the sources carefully, and then answer all the questions. background information in 1849 the future william i had written, \u2018it is clear from our whole history that prussia is destined to  be at the head of germany, but the question is \u2013 when and how?\u2019 william became king of prussia in 1861, and in 1871 he fulfilled his prophecy by becoming emperor of a united germany. how far was this due to bismarck, his minister-president, and how far did william have any importance in this period? the usual story told by historians is that bismarck decided policy and william simply agreed.  his contemporaries describe him as polite, gentlemanly and considerate but having little influence over  policy. was it as simple as that? did william have much significance? source a bismarck gained and held power by the brilliance of his personality, but he always depended on the  goodwill of his king. if william i had decided to dismiss bismarck after the \u2018blood and iron\u2019 speech, which most educated people in germany condemned, bismarck would have disappeared from history.  during his years in power bismarck forced the king again and again by temper tantrums and threats to  do things william disliked. bismarck\u2019s career rested on his personal relations with the king. the desperate struggle to control an  emotional old man who actually held power wore bismarck\u2019s nerves to shreds and his rages arose from this powerlessness. the king would not always give in to bismarck\u2019s demands. he felt, as a  decent man, real loyalty to his ministers and could not allow them to be brutally discarded by bismarck.  the king\u2019s kindness for others enraged bismarck. if the king wrote or spoke sharply to him, bismarck collapsed into bed and was sometimes ill for weeks. william could not have shown bismarck more love and attention, yet bismarck had the nerve to complain of the horrible conduct of his king. from a history book published in 2011. source b it was not an easy task to persuade the king to stay away from frankfurt. i thought i had persuaded my  master, but he did not find it easy to resist. he thought over and over again, \u2018thirty reigning princes!\u2019  besides, he loved and honoured the king of saxony who had invited him. not until midnight did i succeed in obtaining the king\u2019s refusal to the invitation. when i left my master, both he and i were ill and exhausted by the nervous tension of the situation. on the return journey to berlin, the king passed so near to frankfurt that his decision not to take part became known to everyone. the majority of the  princes felt uncomfortable when they thought of austria\u2019s scheme of reform, which, if prussia stayed  away, left them standing alone with austria in a position where they got no protection from the rivalry of the two great powers. from bismarck\u2019s memoirs written in his retirement in the 1890s. in 1863 austria had called a  conference of german princes in frankfurt, with the aim of reforming the german confederation in a  way that would increase austria\u2019s power in germany.",
            "3": "3 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source c i declared it to be my belief that peace must be concluded on the austrian terms but remained alone  in my opinion; the king supported the military majority. my nerves could not stand the strain and i got  up, walked into my bedchamber and was overcome with tears. i set out the next day to explain to the king and said we had to avoid wounding austria too severely to avoid leaving any desire for revenge. to this the king raised no objection but said the actual peace terms were inadequate and that austria could not be allowed to escape unpunished. under the impression that my opinion was rejected, i left the room. i then met the crown prince who said to me, \u2018if you are persuaded that peace must now be  concluded, i am ready to defend your opinion with my father.\u2019 he returned after half an hour with the  words, \u2018my father has consented.\u2019 the main memory i have is of the violent agitation into which i had been obliged to put my master in order to obtain what i considered essential to the interests of the country. bismarck\u2019s account of meetings with king william, his chief ministers and senior  generals in july 1866 about whether to make peace with austria.  william wanted to march on vienna. source d bismarck gave hints that the war must decisively achieve the rounding off of prussian territory. that  caused the crown prince to ask the question whether there was an intention to annex territory. the king answered angrily that there is no question of war yet and still less of deposing german princes. he wants peace. bismarck was by far the clearest and sharpest. i became convinced that he had  brought about the whole situation in order to encourage the king to be more warlike. as we came out  the crown prince said, \u2018the king will not; bismarck will.\u2019 an account by a senior army officer, who served under the crown prince, of the  grand war council in may 1866. the king, bismarck, senior politicians and army  officers were present.",
            "4": "4 0470/21/ o/n/21 \u00a9 ucles 2021 source e a french cartoon published in early 1867. it is entitled \u2018the giant german ogre\u2019.  it shows william and some small figures which represent the princes of north germany.",
            "5": "5 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source f a cartoon published in an american magazine, 7 january 1871. bismarck is in the background.  william\u2019s prussian crown lies in the waste bin.",
            "6": "6 0470/21/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does source a give of the relationship between william and bismarck? explain  your answer using details of the source.  [7] 2 study sources b and c.  does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  how useful is this source as evidence about the prussian decision to go to war with austria?  explain your answer using details of the source and your knowledge.  [7] 4 study source e.  why was this cartoon published in france at that time? explain your answer using details of the  source and your knowledge.  [8] 5 study source f.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that bismarck dominated william? use the  sources to explain your answer.  [12]",
            "7": "7 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
            "8": "8 0470/21/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic how important was the usa\u2019s decision not to join the league of nations? study the background information and the sources carefully, and then answer all the questions. background information in november 1919 the us senate voted to reject the treaty of versailles and this was confirmed by  another vote in march 1920. an important part of the treaty was the creation of the league of nations. the usa\u2019s rejection of the treaty meant that it would not be joining the league of nations. when the league of nations was established in 1919 many people had high hopes of it but by the late  1930s it was clear that it was a failure. many reasons have been suggested to explain this including  the lack of an army, the self-interest of powers such as britain and france, and slow decision-making. however, some historians have argued that the failure of the usa to join the league was a fatal blow. how far was the refusal of the usa to join the league responsible for its failure? source a on 19 november 1919, the us senate rejected the treaty of versailles, thus destroying any chance  of american membership of the league. britain faced the alarming prospect of league membership  without the economic power and naval strength of the united states. these events cast a long shadow  over the future of the league, especially with the increasingly bitter arguments between britain and france. as early as the 1920s the corfu crisis had clearly demonstrated that while the threat of sanctions  might be effective against small powers, it was unlikely to work effectively against great powers.  furthermore, unless the great powers, and especially britain and france, were willing to work closely  together to resolve disputes and to take joint economic and, if necessary, military action, the league could not exercise its authority in an effective way. however, in the late 1920s, public opinion across europe thought that the league was becoming  strong enough to prevent future conflicts. both britain and france publicly accepted the importance  of their league obligations. but in private, ministers and their officials were uncomfortably aware of the limitations of the league, and of how little it could actually achieve in terms of economic or military action against a major power, particularly in the absence of clear french-british agreement about how it should operate. the onset of the depression only served to further weaken the league\u2019s capacity for effective action. from a history book published in 1984.",
            "9": "9 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source b the league was very popular with war-wearied public opinion \u2013 surely quarrels between states  could be settled by reasonable men sitting around a table in geneva. but the league had important  weaknesses: russia and germany were not members, the league had no way of imposing its decisions and it was heavily dependent on britain and france acting together. most crucially of all, in november 1919, the united states, the most powerful country in the world, refused to join. this final weakness mattered most when major powers such as japan and italy needed to be dealt with in the 1930s. despite these problems and incidents such as mussolini\u2019s flouting of the league\u2019s authority over corfu,  the league could have worked. by the late 1920s, the actions of the league, the revival of prosperity and the settling of french-german differences seemed to suggest that peace had come to stay. but it was not long before the absence of the usa really mattered. in the 1930s devastating financial and  industrial collapse led to nationalist regimes winning power and harmony being destroyed. it was not  surprising that the league, without the support of the usa, could not cope with the dangerous and complex situation that developed. from a recent history book. source c a cartoon published in a british magazine, december 1919. the keystone is the stone that locks the  structure together.",
            "10": "10 0470/21/ o/n/21 \u00a9 ucles 2021 source d it was almost impossible to follow the proceedings of the league at geneva without becoming cynical  about it. the delegates acted in what they believed to be the interests of their own countries without  the smallest regard for the general interests of the world. the journalists in geneva were nearly all opposed to the weak behaviour of the league and the british and french governments. this was particularly true of the americans. the british government was one of the most shortsighted. what foolishness its persistent opposition to any form of collective security is now seen to have been. from 1930 french policy was dictated from london, and after 1936 the subservience of france to england  was complete. this meant france allowed itself to be dragged into policies opposed to the general  interest of europe with disastrous consequences. the soviet delegation was one of the most faithful to the principles of the league. from a book entitled \u2018the geneva racket, 1920\u20131939\u2019, published in 1941 by a british socialist and  anti-fascist journalist. he lived in geneva and reported on the league in the 1920s and 1930s. source e the development of the league of nations is a central principle of our foreign policy. with america  out of the league, sanctions are a mistake. the very people who have made us disarm, and quite  right too, are now urging us forward to take action. but where will action lead us to? if you enforce an economic boycott you\u2019ll have war declared by japan and japan will seize singapore and hong kong, and we cannot stop this. you\u2019ll get nothing out of america but big words. we cannot be going along one road, outside the league, with america, and also claim loyalty to the league. stanley baldwin, speaking to a friend in february 1932, as recorded in the friend\u2019s diary. baldwin was a member of the british government at this time. source f a cartoon published in britain, january 1933. it is entitled \u2018the doormat\u2019. the text on the left reads  \u2018honour of nations\u2019. the text on the box on the right reads \u2018face-saving outfit\u2019 . the figure on the right  is a member of the british government.",
            "11": "11 0470/21/ o/n/21 \u00a9 ucles 2021 [turn over source g a cartoon published in 1932. the two figures fighting represent japan and china. source h america\u2019s commitment to the preservation of world peace was not just a matter of ethical attitudes; it  reflected concern about the negative effects of war on america\u2019s world trade. despite its refusal to join the league of nations, there were strong economic reasons why the usa could not turn its back on the wider world. when italy attacked abyssinia in 1935, roosevelt, in advance of the league of nations, promptly  declared a state of war to exist between italy and abyssinia and imposed an arms embargo which he knew would affect italy more than abyssinia. although he dared not align the usa openly with the league of nations in applying sanctions, he urged businessmen not to trade with either side. when  italian purchases of raw materials from the usa rose sharply he threatened to publish the names of  us exporters. this moral embargo was effective and trade fell back. it was britain and france who let the league down by their surrender to mussolini\u2019s demands. from a history book published in 1985.",
            "12": "12 0470/21/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in december 1919? explain your answer using details of the  source and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study sources f and g.  how far do these two cartoons agree? explain your answer using details of the sources and your  knowledge.  [8] 5 study source h.  what impressions does this source give of the usa\u2019s attitude towards international affairs? explain  your answer using details of the source.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the league failed because the usa  was not a member? use the sources to explain your answer.  [12]"
        },
        "0470_w21_qp_22.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. dc (jp/sg) 201639/4 \u00a9 ucles 2021  [turn over *5827486609*cambridge igcse\u2122 history  0470/22 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/22/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic was france or prussia more to blame for the outbreak of war in 1870? study the background information and the sources carefully, and then answer all the questions.  background informationsome historians have for some time argued that bismarck believed a war against france was a vital  step in bringing about the unification of germany. they claim that he required it to be a defensive war  and that he needed some time to bring this about.  bismarck\u2019s memoirs, written in the 1890s during his retirement, suggest that he had long planned  german unification and that he brought about the war with france to help this process. however, there  are also good reasons for suggesting that napoleon iii was responsible for the war. he was under a  great deal of pressure in france to put prussia in its place and to achieve a glorious victory for his country. who was more to blame for the war, bismarck or napoleon? source a the founding of the north german confederation appeared to be the last great achievement of the  policy of \u2018blood and iron\u2019. after 1866 admiration for the achievements of prussia began to cool. the  loudest criticism of bismarck was in the south of germany. many there regarded the outcome of the  prussian victory over austria as a threat to their political independence. only some unexpected crisis threatening germany could revive the feeling of nationalism which had been declining. the incompetence of the french made possible what prussia could not achieve. the dispute over  the throne of spain led to an armed conflict which most germans considered a just war in defence  of the fatherland. although bismarck deliberately invited hostilities, the french were mainly at  fault. the government of napoleon iii, discredited by a series of failures, was desperate for some brilliant diplomatic or military success. the result was that a disagreement developed into a crisis for which there seemed no peaceful solution. while each side sought war for reasons of its own, berlin manoeuvred france into the position of the aggressor but french blundering revived the feeling of  nationalism in germany. even people in south germany thought that william i had been provoked by  french arrogance. german honour was at stake. the military victory over france allowed bismarck to complete the political unification of germany that had proved to be impossible by diplomatic methods.  from a book published in 1973.",
            "3": "3 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source b the evidence that bismarck after 1866 regarded a war with france as inevitable and desirable is  overwhelming. the political task was to isolate france and then crush it. without war, unification  was only possible by pulling the north confederation to pieces and reconstructing it to suit the anti- prussian feeling of the south. only war would smash the obstacles to a prussian solution for germany. so long as france was there, the south would be reinforced in its stubborn reluctance to enter the confederation.  by the spring of 1870 bismarck had isolated france. this, however, was not enough. france must also  be lured into declaring war. the war could then be proclaimed a defensive one for german honour  so that the south would be brought in, fired with enthusiasm for \u2018germany in danger\u2019. bismarck was determined the dispute over the spanish throne would end in war. he was determined to force the unification of germany and win for himself the glory. without bismarck, war between france and germany would have not taken place. napoleon iii wanted peace, but with a weak will; bismarck  wanted war, with a strong will. the mistakes of napoleon iii were not the decisive cause of the war.  the only man who has the glory or the shame (whichever the future may judge it to be) of causing the war was bismarck and his iron will. anyone who thinks bismarck planned the hohenzollern candidacy without a suspicion that war would be inevitable would be crazy. bismarck devised the plot because it was the only way of causing the war which he had to have to achieve the unity of germany. from a book published in 1918. source c a cartoon published in france in 1866. the figure in the centre represents bismarck. the caption which was below the cartoon read \u2018it is one thing to know how to use a needle. but it is a skill that should not  be abused.\u2019 the \u2018needle\u2019 is a reference to the mass-produced needle gun used by the prussian army.",
            "4": "4 0470/22/ o/n/21 \u00a9 ucles 2021 source d germany is made! but this germany in process of formation, of unification upon our frontier \u2013 is it a  threat to us? do we have the right to interfere in this formation of a great people upon our frontier?  should, or can, france prevent germany from being united? to this question, we reply without hesitation, \u2018no\u2019. france should not. france must not be false to its democratic and liberal ideals. from a pamphlet published in paris in 1867. napoleon iii was responsible for the pamphlet being published. source e the unification of germany under prussia is still in progress. the zollverein parliament is a step  further to the absorption of southern germany. where is this to end? what limit is to be placed on the germany of the future \u2013 or, rather, to prussia? the entry of the southern states is inevitable. can  france \u2013 can europe \u2013 look quietly on and watch this process without some guarantee as to the limits  of what germany shall be? you british withdraw yourselves from europe, but this is a great misfortune  for europe. it may be said that germany is not an aggressive power, but who can say? it may some day reclaim  alsace and lorraine. if southern germany is to follow, germany will have an additional eight million  people. i say, let it be so. but what concessions will germany be prepared to make in return for this  enlargement? let the limits of germany be fixed. if in a war with prussia we should be victorious, we can make peace by compensating ourselves. we shall not use our blood and wealth for nothing. an account by the british ambassador in berlin of what prince napoleon told him in a conversation in  1868. prince napoleon was a close advisor of his cousin, napoleon iii. source fi was convinced that a united germany was only a question of time, that the north german  confederation was only the first step in its formation. i did not doubt that a franco-german war must  take place before the construction of a united germany could be achieved. i was preoccupied with  the idea of delaying the outbreak of this war until our fighting strength should be increased. i at no time regarded a war with france as a simple matter and my efforts to postpone the outbreak of war  until our military training could be fully developed in all parts of the confederation were therefore quite  reasonable. i took it for granted that we could count on russian support against any coalition france might form. from england we could not rely on any active support and the events of 1870 have shown  i was correct.  from bismarck\u2019s memoirs, written in the 1890s during his retirement.  source g after dinner as we sat around smoking cigars, field marshal roon arrived. later count moltke arrived.  bismarck welcomed them warmly and said, \u2018the last time we three sat together was on 13 july  1870. what a stroke of luck it was that the french went so far! how hard it would have been to find  another equally favourable opportunity! we never altered the telegram, but shortened it in such a way as to show the french arrogance. we had surrendered everything with respect to the hohenzollern  candidacy and had the french not insisted that we promise never to do so again we might have given  up even more. i asked you both, \u201care we ready?\u201d you both said, \u201cwe are ready\u201d.\u2019 an account of a meeting in 1877 between bismarck, roon and moltke by lucius von ballhausen who  was present. ballhausen was a member of the reichstag, and a close friend of bismarck\u2019s. in 1870  roon had been minister of war and moltke had been head of the army.",
            "5": "5 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this source published in france in 1866? explain your answer using details of the source  and your knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  how reliable is this source? explain your answer using details of the source and your knowledge.    [8] 5 study source g.  how useful is this source as evidence about events before the outbreak of war? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that france was more responsible than  prussia for war breaking out in 1870? use the sources to explain your answer.  [12]",
            "6": "6 0470/22/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic who was mainly to blame for the league\u2019s failure over abyssinia? study the background information and the sources carefully, and then answer all the questions.  background information as the two leading members of the league of nations, britain and france are often blamed for the  league\u2019s failure to deal with the italian invasion of abyssinia. it has been argued that both were more  interested in having italy as an ally against the greater threat from germany.  was britain or france more to blame for the failure of the league to act against italy? source a france\u2019s policy was in line with french national interests. hitler\u2019s germany was the potential enemy.  therefore italy must be made an ally. in 1940 baldwin claimed that laval had been bought by mussolini, but laval would have followed the same policy without being bribed. in the face of the german danger,  a british alliance would be of more value to france than an italian one. but could it be obtained?  it seemed strange to the french that the british should suddenly take seriously their obligations to the league over abyssinia while not taking seriously their obligations to the league in relation to the german menace to france. it seemed clear in france, and indeed was the case, that britain still hoped for a settlement with germany and was not ready to fulfil its obligations under the covenant.  the disastrous hoare-laval pact of december 1935 was a result of hoare being concerned about the  german menace, anxious to retain italian friendship and reluctant to take collective action. the british government justified its limited actions in defence of abyssinia by claiming that it was  expected to take the lead and that it was the only country to take effective action. however, britain was the leading european power so of course it was expected to take the lead. many league members did  enforce sanctions at a high economic price to themselves. one suspects that this criticism of \u2018others\u2019  was a way of saying that france would not play its part. however, chamberlain said at the time, \u2018we had from france the most loyal assurances that they would come to our aid if we were attacked by italy.\u2019 in reality britain did not think the league could enforce international law and order. it thought of national safety as being dependent on alliances and the balance of power. the result was failure for  the league.  from a history book published in 1974.",
            "7": "7 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source b british and french policies were a futile escape from world responsibilities. they agreed about nothing.  britain saw the league as a way of revising the harsh terms of the peace treaties of 1919 while france  wanted to use it to enforce the treaties. when the assembly met in september 1935, the british foreign secretary, hoare, strongly supported collective action against italy. it seemed that britain was prepared to uphold the league\u2019s authority even at the cost of war. in spite of its attempts to weaken the league\u2019s authority behind the scenes, france used the same language. however, privately it was pressing britain to not support any sanctions which could make war inevitable. france was reluctant to apply oil  sanctions, although these would have been fatal for italy. three days after the italian invasion, the council of the league formally declared italy to have broken  the covenant. unfortunately, french policy weakened the strength of the british stand. laval strove to prevent the league deciding whether to cut off italy\u2019s oil. by the beginning of december he had used  hoare\u2019s fears of a military clash with italy to obtain agreement over the hoare-laval pact which made  nonsense of the league\u2019s stand. as the two great powers, britain and france had to take the lead. but they also saw italy as a potential  ally against germany. neither wanted to alienate mussolini, although this was more of a worry for france. britain was more concerned about germany. despite these complications, it is difficult to  envisage any outcome worse than that which actually resulted. the league was fatally damaged.  from a recent history book. source c a cartoon published in britain in february 1935. the figures on the left represent britain and france.",
            "8": "8 0470/22/ o/n/21 \u00a9 ucles 2021 source d sir samuel hoare has told us of the determination of britain to keep to the system of collective security.  france receives these words with great satisfaction. i rejoice with all my country, for my country fully  understands the need for close collaboration with britain for the defence of the peace of europe. the solidarity in all circumstances which is implied by such a declaration constitutes a great date in the history of the league. france is loyal to the covenant. the covenant is our international law. our obligations are inscribed in the covenant. france will not evade them. laval speaking to the assembly of the league, september 1935. source e on 10 september i had conversations with sir samuel hoare and mr eden. we discussed, in that spirit  of close co-operation that is always the case with british and french statesmen, the grave situation of the italian\u2013abyssinian war. we found ourselves in instant agreement about ruling out military sanctions, not adopting a naval blockade and never considering the closure of the suez canal. we agreed to rule out anything that might lead to war. we also agreed that other measures such as an embargo on arms should first be submitted to a committee which had not yet been set up, and then that other measures  such as refusal to buy from or sell to italy might be adopted. laval speaking to the french parliament, 28 december 1935. he is reporting about an agreement he  made with britain on 10 september 1935 that had been kept secret until this speech. hoare was in  charge of british foreign policy but had to resign on 18 december 1935 and was succeeded by eden. source f a cartoon published in britain in august 1935. the british prime minister baldwin is speaking to laval,  the french prime minister.",
            "9": "9 0470/22/ o/n/21 \u00a9 ucles 2021 [turn over source g the talks with laval had taken place in an atmosphere of threatened war in which all the member  states appeared to be opposed to military action. it was a moment when anglo-french co-operation  was essential if there was to be no breach at geneva. our proposals were the only basis upon which it was even remotely likely that we could start a peace discussion with italy. they were certainly the minimum upon which the french were prepared to proceed. i felt dangers of the continuance of war were so serious it was worth making an attempt. we alone have taken military precautions. there is a british fleet in the mediterranean; there are british  reinforcements in egypt and malta. not a ship, not a man has been moved by any other member state. if every member state will by action prove that it is determined to take its full part in resistance to an aggressive action, then it will be possible to have peace. remember, the aggressor has his forces mobilised and is ready to strike. that makes it necessary that all member states make themselves  ready now. i say this because i believe that unless these facts are faced, either the league will break  up, or a most unsatisfactory peace will result from the conflict that is now taking place. from hoare\u2019s resignation speech to the british parliament on 19 december 1935.",
            "10": "10 0470/22/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source e mean that laval was lying in source d? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  why was this cartoon published at that time? explain your answer using details of the source and  your knowledge.  [8] 5 study source g.   do you believe hoare? explain your answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that britain and france were equally  to blame for the league doing little about the italian invasion of abyssinia? use the sources to  explain your answer.  [12]",
            "11": "11 0470/22/ o/n/21 \u00a9 ucles 2021 blank page",
            "12": "12 0470/22/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.blank page"
        },
        "0470_w21_qp_23.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated. cambridge igcse\u2122 dc (ms/ct) 201390/2 \u00a9 ucles 2021  [turn overhistory  0470/23 paper 2  october/november  2021  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8692692148*",
            "2": "2 0470/23/ o/n/21 \u00a9 ucles 2021 option a: nineteenth century topic was bismarck or napoleon iii more to blame for the war in 1870? study the background information and the sources carefully, and then answer all the questions.  background information on 19 july 1870 france declared war on prussia. both bismarck and napoleon iii had reasons to go  to war. a war with france could persuade the southern german states to support the north german  confederation in defending german honour. this could be the final step towards a unified germany. meanwhile, napoleon was unpopular in france and was under pressure to revive france\u2019s glorious past. according to bismarck\u2019s memoirs, written in the 1890s during his retirement, he had long planned german unification and he brought about the war with france to help this process. was france or prussia more to blame for the war? source a bismarck had no clear aim after the victories of 1866. he was content to leave the south german  states in their independent existence. there was no danger of a threat from austria and so the german problem had been settled. france and prussia had no reason for conflict. bismarck wrote in 1866, \u2018i have always regarded an alliance with france as the natural expression of the shared interests of our two countries.\u2019 napoleon iii thought exactly the same. bismarck rightly thought that napoleon was a  man of peace but he failed to understand that napoleon did not control the french and that he was  constantly urged by the french to go to war and restore france\u2019s prestige. there is not a scrap of evidence that bismarck worked deliberately for a war with france. on the  contrary, he made repeated gestures of friendship towards napoleon. he certainly did not foresee the crisis that blew up in july 1870 over the spanish throne. the edited \u2018ems telegram\u2019 was not the cause  of war. france was already preparing for war. once the war became inevitable bismarck wanted to  present himself as the creator of germany, not as a man mastered by events. therefore, against all his previous statements, the war with france had to appear long-planned by the master statesman. in truth, the french had blundered into a war which was not unwelcome to them; and bismarck, though taken by surprise, turned their blunder to his advantage. from a book published in 1955.",
            "3": "3 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source b after 1866 bismarck intended to unify germany and rearrange europe on a new system, the main  feature of which would be a powerful germany controlled by prussia. it is certain that he regarded  union between south and north as the culmination of his efforts. however, bismarck never took risks and he knew there was much anti-prussian feeling in the south. everything therefore pointed to delay. bismarck\u2019s strategy over the next three years was masterly. his handling of the affair over luxembourg was an insult to napoleon and the french were angered by such a humiliation. there were many in france who wanted a glorious war with the germans. france was being steadily enclosed by prussia  in a way that only war could break \u2013 but bismarck was not yet ready. by 1870 the armed forces of  the confederation were reorganised and mobilisation could be completed within three weeks. france swarmed with german spies. the war with france was being remorselessly prepared. the edited version of the ems telegram in july 1870 was brutal and provocative. a french misjudgement had enabled bismarck to represent france as insulted. france had to either accept the insult or force a war  to defend french honour. on 15 july king william ordered a general mobilisation of the army. on 19  july france declared war. bismarck had won.  from a book published in 1918. source c    a cartoon published in an american magazine, august 1870.  death is saying, \u2018who goes there?\u2019 and napoleon iii replies, \u2018a friend\u2019. around napoleon are the  words \u2018war\u2019, \u2018fire\u2019, \u2018ruin\u2019, \u2018famine\u2019, \u2018desolation\u2019, \u2018death\u2019, \u2018blood\u2019.",
            "4": "4 0470/23/ o/n/21 \u00a9 ucles 2021 source d i shall never consent to a war that is avoidable, much less seek it. but this war with france will surely  come. it will be forced upon us by the french emperor. his security depends on his personal prestige.  he has lost much of this because he has permitted prussia to become so great without obtaining some \u2018compensation\u2019. it was well known that he wanted compensation but was manoeuvred out of it by me. such a loss of prestige is dangerous to his position as emperor. he will, as soon as his army is in good fighting condition, make an effort to recover that prestige by using some excuse to pick a quarrel with us. bismarck speaking to an american politician in 1867. this conversation was remembered by the  politician in his memoirs, published in 1908. source e the first cause of the war of 1870 is to be found in the year 1866 when napoleon allowed prussia to  become a great power and a threat to us. napoleon became the tool of prussia in the hope of a reward. he should have supported others, like russia, who were trying to stop the conquests of prussia. he certainly should not have encouraged prussia but that is what he did and he demanded a reward for  that encouragement. prussia showed no gratitude to napoleon and broke the promise it had made in  the treaty of prague to slow its expansion. it also made treaties of alliance, thus contributing to the military unity of germany which was the only form of unity dangerous to us. i devoted my efforts in international matters to friendly cooperation between france and germany  and would have achieved it if i had had more influence. but there was one man who wanted war \u2013  bismarck, who made truth an instrument of falsehood and who thought that anything that contributed to his success was legitimate. from emile ollivier\u2019s book \u2018the franco-prussian war and its hidden causes\u2019, 1912.  ollivier was prime minister of napoleon\u2019s government, 1869\u201370. he was forced to resign because of  the defeat by prussia.",
            "5": "5 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source f a cartoon published in france in 1867. the french soldier is saying to the german soldier, \u2018now you  are big enough. you must not get any bigger. i\u2019m telling you this for your own health.\u2019 source g i was convinced that a united germany was only a question of time, that the north german  confederation was only the first step in its formation. i did not doubt that a franco-german war must take place before the construction of a united germany could be achieved. i was preoccupied with  the idea of delaying the outbreak of this war until our fighting strength should be increased. i at no  time regarded a war with france as a simple matter and my efforts to postpone the outbreak of war until our military training could be fully developed in all parts of the confederation were therefore quite reasonable. i took it for granted that we could count on russian support against any coalition france might form. from england we could not rely on any active support and the events of 1870 have shown  i was correct. from bismarck\u2019s memoirs written in the 1890s during his retirement.",
            "6": "6 0470/23/ o/n/21 \u00a9 ucles 2021 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d make source e surprising? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  why was this source published in france in 1867? explain your answer using details of the source  and your knowledge.  [8] 5 study source g.  how useful is this source as evidence about the franco-prussian war of 1870? explain your  answer using details of the source and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that france was to blame for the war with  prussia in 1870? use the sources to explain your answer.  [12]",
            "7": "7 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over blank page",
            "8": "8 0470/23/ o/n/21 \u00a9 ucles 2021 option b: twentieth century topic was the league justified in doing little about the japanese  invasion of manchuria? study the background information and the sources carefully, and then answer all the questions. background information the issue of the japanese invasion of manchuria was not a straightforward one for the league. eastern  parts of manchuria were already under the control of japan and the japanese army had the right to guard a zone around the south manchurian railway. it was in this zone that a bomb exploded on 18 september 1931. however, the explosion was probably staged by the japanese army to provoke a crisis from which they could benefit. the japanese army quickly ventured beyond the zone to  \u2018guarantee order\u2019 and eventually conquered all of manchuria. as a member of the league, the chinese  immediately appealed to the league. in 1932 japan set up a puppet state called manchukuo. japanese settlers, many of them farmers,  flocked there. the japanese transformed the economy and it even became a holiday destination for japanese tourists. in japanese eyes this further justified their taking over the area. did the league have good reasons for doing little about the japanese invasion of manchuria? source a the outbreak of hostilities in manchuria caused much confusion at geneva. little reliable information  was available given the slowness of communications. as there was a general reluctance to act, much emphasis was placed on china\u2019s lack of control in manchuria, on japan\u2019s treaty right to station troops there and on the argument that events in manchuria did not constitute the invasion of one sovereign state by another. armed with hindsight, history has condemned japan for the conquest. at the time, however, there  was substantial sympathy for japan as the representative of the civilised west in the barbarous east. the chinese economy was indeed chaotic and the political situation turbulent, so much so that some doubted whether china constituted a sovereign state. what could the league do? it could not condemn or expel japan, as japan would veto such attempts.  even the act of sending a commission of inquiry might inflame japanese nationalism. world opinion was divided and, anyway, japan was indifferent to it. realists recognised that only military force could stop japan, but who could supply it? for most countries the league\u2019s idea of collective security rested on the assumption that somebody else would supply the security. the only league members with the  remotest prospect of action were britain and france, but in reality neither could act. after years of  shrinking armies and naval disarmament, neither had the military power to embark on such a course of action. in america the prevailing mood was overwhelmingly isolationist and hostile to the league. in the circumstances it is not surprising that nothing was done. from a history book published in 1976.",
            "9": "9 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source b within days china brought the issue to the attention of the council of the league. it was a complicated  situation because japanese troops had a right to be in manchuria, although not as extensively as  they were. britain was not keen on sending troops, regarding japan as a longstanding friend who was supporting capitalism in the far east, and beyond the league, the usa did not support measures against japan. however, a large area of chinese territory had been put under japanese occupation illegally, and small states were particularly angry. as a finnish delegate told the assembly, the league had to prove what it was made of. was it just \u2018a debating body\u2019? the league had been approached for help by a member state that was the victim of aggression, but  it did little. it should have done more. the scale of aggression was greater than in previous crises the league had faced and the consequences were more significant. this was the first major crisis of the league. the covenant was under attack, and the league had failed. japan\u2019s action was generally  seen as a threat to the international community as a whole. historians have called it a turning point  in the history of the league. determined leadership had been lacking and this was noted around the world. small states had their confidence in the league shaken, and dictators were encouraged. from a recent history book. source c an american cartoon published in 1931. the nine-power treaty of 1922 recognised  the territorial integrity of china.",
            "10": "10 0470/23/ o/n/21 \u00a9 ucles 2021 source d japan has created a flourishing oasis in a desert of chinese misrule. the japanese army, after its  initial well-prepared invasion, has become a well-equipped police force in a disordered part of china  where the chinese government has little authority. from the times newspaper, published in britain, 21 september 1931. source e the fundamental issue at stake is really of vital importance to future international relations. are threats  and force going to rule relations between sovereign states, or arbitration and judicial settlement? that is the fundamental question. the answer will be of immense importance to the future stability of the  world. that consideration must be regarded as more important than the merits of the dispute itself.  from the times newspaper, published in britain, 16 october 1931.",
            "11": "11 0470/23/ o/n/21 \u00a9 ucles 2021 [turn over source f a poster published by the japanese government in 1936 to celebrate the fifth anniversary of the  mukden incident. it shows japanese settlers in manchukuo. source g the japanese aggression in manchuria violated the covenant of the league. the authority of the  league in dealing with major powers was tested. it failed utterly in dealing with this gross breach of the covenant. the council attempted to apply peaceful methods but when these failed it did not use  force. the commercial and political interests of the major powers in the council, together with the likely  military consequences, led them to withhold from the league the power necessary to force effective action. the smaller powers in the assembly wanted to apply economic sanctions through a world-wide boycott of japan but they discovered that the major european powers would not follow. this failure could not be blamed on lack of american cooperation because it consistently supported the league  throughout. from a book by us ex-president hoover, published in 1942.",
            "12": "12 0470/23/ o/n/21 \u00a9 ucles 2021 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. 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.now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  what is the message of the cartoonist? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d mean that source e cannot be trusted? explain your answer using details  of the sources and your knowledge.  [8] 4 study source f.  how useful is this source as evidence about the japanese in manchukuo? explain your answer  using details of the source and your knowledge.  [7] 5 study source g.  do you find this source surprising? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the league was justified in doing little  about the japanese invasion of manchuria? use the sources to explain your answer.  [12]"
        },
        "0470_w21_qp_41.pdf": {
            "1": "cambridgeigcse\u2122 0470/41 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_41_2021_1.6 \u00a9ucles2021 *1947640068*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasbritishandfrenchresistanceasafactorinthefailureoftheschlieffenplan? explainyouranswer. [40]1 howsignificantwasthemachinegunasacauseofthestalemateonthewesternfront?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 how important was the occupation of the ruhr amongst the social and economic problems in weimargermany,1919\u201324?explainyouranswer. [40]3 howsignificantwasthesecondworldwarindeterminingnazipoliciestowardsthejews?explain youranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthe1905revolutioninweakeningthetsaristsystemofgovernmentto1914? explainyouranswer. [40]5 howsignificantwerepoliciestowardswomenamongstthesocialchangesinstalin\u2019srussiaafter 1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthelossofforeignmarketsasareasonwhyusagriculturedidnotprosperin the1920s?explainyouranswer. [40]7 howsignificantwastheredscareasanaspectofintoleranceinussocietyinthe1920s?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasthesecondworldwarintherivalrybetweenthenationalistgovernmentand thechinesecommunistparty?explainyouranswer. [40]9 howsignificantwasthegreatleapforwardinmao'smodernisationofchina?explainyouranswer. [40]10 11_0470_41_2021_1.6 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwaseconomicgrowthinshapingthelivesofsouthafricansbefore1948?explain youranswer. [40]11 howsignificantintheresistancetoapartheidwasthesouthafricanstudents'organisation(saso)? explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspresidentnasserasacauseofthesuezwarin1956?explainyouranswer. [40]13 how significant were palestinian militants as a factor shaping the palestinian peace process? explainyouranswer. [40]14 11_0470_41_2021_1.6 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_41_2021_1.6 \u00a9ucles20214"
        },
        "0470_w21_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_42_2021_1.8 \u00a9ucles2021 *4372305116*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasartilleryasareasonforthehighcasualtiesonthewesternfront?explainyour answer. [40]1 howsignificantwasthekielmutinyasareasonfortheoutbreakofrevolutioningermanyin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwashitlertotheelectoralsuccessofthenazisby1932?explainyouranswer. [40]3 howsignificantwasrearmamentinthenazis\u2019ruleovergermany,1933\u201339?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important were social and economic problems in russia in the collapse of tsarist rule by march1917?explainyouranswer. [40]5 howsignificantwascollectivisationinstalin\u2019sruleoverthesovietunionafter1928?explainyour answer. [40]6 depthstudyd:theunitedstates,1919\u201341 how important were new methods of production in causing the economic boom in the 1920s? explainyouranswer. [40]7 howsignificantwasroosevelt\u2019selectioncampaignasareasonforhisvictoryinthepresidential electionof1932?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantweremilitarytacticsindeterminingtheoutcomeofthecivilwarinchina?explain youranswer. [40]9 how significant for china\u2019s economic development were changes in agriculture in the 1950s? explainyouranswer. [40]10 11_0470_42_2021_1.8 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportanttothedevelopmentofapartheidwasgovernmentrepressionafter1948?explain youranswer. [40]11 howsignificantwaspresidentdeklerkinthetransitiontomajorityrule?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwerethesuperiorresourcesofthejewisharmedforcesasareasonforisrael\u2019s victoryinthe1948\u201349war?explainyouranswer. [40]13 howsignificantwasbegininthedevelopmentofrelationsbetweenisraelanditsneighboursby 1996?explainyouranswer. [40]14 11_0470_42_2021_1.8 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_42_2021_1.8 \u00a9ucles20214"
        },
        "0470_w21_qp_43.pdf": {
            "1": "cambridgeigcse\u2122 0470/43 october/november2021 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover11_0470_43_2021_1.7 \u00a9ucles2021 *8472845855*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasdiseaseinthelivesofsoldiersfightinginthetrenches?explainyouranswer. [40]1 howsignificantwasthepartplayedbytheunitedstatesasareasonforalliedvictoryin1918? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasstresemanninthedevelopmentoftheweimarrepublicto1929?explainyour answer. [40]3 howsignificantwerepoliciestowardsyoungpeopleinbringingaboutthenazificationofgermany after1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthepetrogradsovietinweakeningtheprovisionalgovernmentbetweenmarch andnovember1917?explainyouranswer. [40]5 howsignificantwasthedesiretoincreaseproductionasareasonforlenin\u2019sintroductionofthe neweconomicpolicy(nep)in1921?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwereproblemsinagricultureinshapingthelivesofblackamericansinthe1920s? explainyouranswer. [40]7 howsignificantwasroosevelt\u2019sreformofthebankingsystemindealingwiththeproblemscaused bythegreatdepression?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasimprovingthelivesofthepeasantsinmaintainingcommunistruleinchina after1949?explainyouranswer. [40]9 howsignificantwasthesovietuniontothedevelopmentofthechineseeconomyafter1949? explainyouranswer. [40]10 11_0470_43_2021_1.7 \u00a9ucles20212",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwerethepasslawstothedevelopmentofoppositionagainstapartheidby1966? explainyouranswer. [40]11 howsignificantwerepoliticalreformsafter1978inendingwhiteminorityrule?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasthepalestineliberationorganisation(plo)intheincreasingtensionbetween israelandarabstatesafter1964?explainyouranswer. [40]13 howsignificanthasbeentheroleplayedbytheunitednationsinthearab-israeliconflict?explain youranswer. [40]14 11_0470_43_2021_1.7 \u00a9ucles20213",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridge assessment international education is part of the cambridge assessment group. cambridge assessment is the brand name of the university of cambridgelocalexaminationssyndicate(ucles),whichitselfisadepartmentoftheuniversityofcambridge. 11_0470_43_2021_1.7 \u00a9ucles20214"
        }
    },
    "2022": {
        "0470_m22_qp_12.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/12 paper 1  february/march  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (lk) 304753/2 \u00a9 ucles 2022 *6733739145*",
            "2": "2 0470/12/ f/m/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 the authorities were eventually able to deal with the 1848 revolutions.  (a) what happened during the uprising in vienna in october 1848?  [4]  (b) why did the \u2018june days\u2019 take place?  [6]  (c) \u2018the european revolutions of 1848\u201349 achieved very little.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 during the 1860s bismarck was the key figure in prussia.  (a) describe how bismarck became minister-president in 1862.  [4]  (b) why was the issue of the spanish succession important?  [6]  (c) \u2018bismarck planned the war with austria.\u2019 how far do you agree with this statement? explain  your answer.  [10] 3 tensions between north and south continued for decades in the usa.  (a) describe the activities of the ku klux klan.  [4]  (b) why were carpetbaggers unpopular in the south during the reconstruction period?  [6]  (c) \u2018the kansas-nebraska act of 1854 was the most important cause of the civil war.\u2019 how far  do you agree with this statement? explain your answer.  [10] 4 a variety of different factors helped lead to the first world war.  (a) what were dreadnoughts?  [4]  (b) why was the bosnian crisis of 1908\u201309 important?  [6]  (c) which of the two moroccan crises was more of a danger to international peace? explain your  answer.  [10]",
            "3": "3 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over 5 the league of nations faced many challenges.  (a) what was the hoare-laval pact of 1935?  [4]  (b) why was the depression important for the league of nations?  [6]  (c) \u2018the response of the league of nations to japanese actions in manchuria was surprising.\u2019  how far do you agree with this statement? explain your answer.  [10] 6 a number of factors in the 1930s made war increasingly likely.  (a) describe the increasing militarism of japan in the 1930s.  [4]    (b) why was the treaty of versailles important for hitler\u2019s foreign policy?  [6]    (c) is it surprising that britain and france went to war over poland, but not over czechoslovakia?  explain your answer.  [10] 7 during the cold war problems for the soviets broke out across much of eastern europe.  (a) describe the events that led to the revolt in hungary in 1956.  [4]  (b) why did many germans dislike the berlin wall?  [6]  (c) \u2018the authorities in poland dealt effectively with solidarity.\u2019 how far do you agree with this  statement? explain your answer.  [10] 8 from 1979 to 1991 much attention was focused on iran and iraq.  (a) describe the rule of ayatollah khomeini in iran.  [4]  (b) why did the usa react in the way that it did to iraq\u2019s invasion of kuwait?  [6]  (c) \u2018iran and iraq suffered equally from the iran-iraq war.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "4": "4 0470/12/ f/m/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 in the first few months, the first world war was a war of movement.  (a) describe the actions of the british expeditionary force (bef) in the first month of the war.  [4]  (b) why were the changes made to the schlieffen plan important?  [6]  (c) \u2018the first battle of ypres was the most important battle on the western front in 1914.\u2019 how far  do you agree with this statement? explain your answer.  [10] 10 much of the fighting on the western front was conducted in trenches.  (a) what was \u2018trench foot\u2019?  [4]  (b) why was the battle of verdun important to the allies?  [6]  (c) \u2018new types of weapons had little impact in the trench warfare of the western front.\u2019 how far  do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 there were many factors that helped the nazis rise to power.  (a) describe the role of goebbels in the nazi party during the 1920s.  [4]  (b) why did the economy of the weimar republic collapse so quickly after 1929?  [6]  (c) \u2018the enabling act was the most important reason why hitler was able to consolidate his  power by 1934.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazi government tried to control every part of german society.  (a) describe nazi policies towards the churches in germany.  [4]  (b) why did the nazi master race theory lead to the persecution of certain groups in german  society?  [6]  (c) how successful was the nazi government in controlling the german people? explain your  answer.  [10]",
            "6": "6 0470/12/ f/m/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 tsar nicholas ii was not a popular ruler.  (a) what were the features of the tsar\u2019s russification policy?  [4]  (b) why was the 1905 revolution important?  [6]  (c) \u2018by 1916 the main reason for the tsar\u2019s unpopularity was rasputin.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 when he came to power stalin was determined to make important changes.  (a) describe what replaced the new economic policy (nep) in the late 1920s.  [4]  (b) why did stalin\u2019s policies bring about changes in the lives of soviet women?  [6]  (c) \u2018stalin changed soviet agriculture for political rather than economic reasons.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "7": "7 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 some people did well in the 1920s, others did not.  (a) what were sharecroppers?  [4]  (b) why were many american farmers in the 1920s producing more than they could sell?  [6]  (c) how far was the car industry responsible for america\u2019s economic boom of the 1920s? explain  your answer.  [10] 16 the new deal was not a complete success.  (a) who was huey long?  [4]  (b) why was unemployment still high at the end of the 1930s?  [6]  (c) \u2018the first and second new deals were very different.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "8": "8 0470/12/ f/m/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 there were reforms in china in the 1950s.  (a) what were collective farms?  [4]  (b) why did mao introduce social reforms in the 1950s?  [6]  (c) how far were the difficulties of the great leap forward due to the introduction of backyard  furnaces? explain your answer.  [10] 18 china experienced much change over the years.  (a) describe what happened to the education system in china during the cultural revolution.  [4]  (b) why did people in china feel the way they did about the gang of four?  [6]  (c) how different was china under deng compared with china under mao? explain your answer.  [10]",
            "9": "9 0470/12/ f/m/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 before 1948 the lives of black south africans were very restricted.  (a) describe how the pass system worked in south africa before 1948.  [4]  (b) why did many black south africans work in the migrant labour system?  [6]  (c) \u2018between 1919 and 1945 the south african economy depended on gold mining.\u2019 how far do  you agree with this statement? explain your answer.  [10] 20 by the mid-1980s apartheid was coming to an end.  (a) describe the contribution made by oliver tambo to the fall of apartheid.  [4]  (b) why did mandela face opposition from some black south africans during his discussions with  de klerk in the early 1990s?  [6]  (c) how far did the state of emergency called by botha in 1985 help the government to stay in  control? explain your answer.  [10]",
            "10": "10 0470/12/ f/m/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 palestine saw much violence after the second world war.  (a) who was david ben-gurion?  [4]  (b) why was there a jewish insurgency in palestine between 1944 and 1948?  [6]  (c) how surprising was the defeat of the arab states in the war of 1948\u201349? explain your answer.  [10] 22 israel and the arab states found it difficult to live together peacefully.  (a) who was moshe dayan?  [4]  (b) why did president sadat decide to go to war against israel in 1973?  [6]  (c) who benefited most from the war of 1956? explain your answer.  [10]",
            "11": "11 0470/12/ f/m/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/12/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_m22_qp_22.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 history  0470/22 paper 2  february/march  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *2649841250* dc (lk/ct) 304906/2 \u00a9 ucles 2022",
            "2": "2 0470/22/ f/m/22 \u00a9 ucles 2022 option a: nineteenth century topic how important was victor emmanuel ii? study the background information and the sources carefully, and then answer all the questions. background information victor emmanuel ii became king of piedmont-sardinia in 1849 when his father, charles albert,  abdicated. by 1861 he had become the first king of a united italy. how much of this achievement was due to victor emmanuel is a matter of debate. some historians  who question his significance argue that he was led by cavour, his prime minister. they say that it  was cavour who involved piedmont in the crimean war to help gain the support of france for italian  independence, and that the fall of the kingdom of the two sicilies was mostly due to the actions of garibaldi.  how far was victor emmanuel a leading figure in the unification of italy? source a it was victor emmanuel who was most enthusiastic about piedmont taking part in the crimean war.  this was not because he hoped it would lead to a future war with austria and to italian unification.  instead, he wanted to go to war to gain a glorious reputation as a military power for his country and  recognition as a great general for himself. he wanted to lead his forces personally, and even offered his services to the british and french as commander-in-chief of all the forces. they turned him down. so, while cavour was in careful negotiations with the french and british over territorial gains from  austria, victor emmanuel was telling the french that piedmont would be joining the war. if that meant  sacking cavour it would be even better \u2013 this would be the excuse he needed to do it. cavour was  therefore forced to support entry into the war or lose his job. his careful attempts to gain more for piedmont out of the war had been destroyed by the king\u2019s hasty promises to the french of piedmont\u2019s participation. from a book published in 2015. source b victor emmanuel, though he sometimes criticised garibaldi\u2019s military abilities and was jealous of  garibaldi\u2019s huge military success and popularity, had much more idea than cavour of how to deal with  this difficult but indispensable guerrilla general. the king swore on his word of honour that he had nothing to do with the thousand. yet on the other hand he let it be known that he had given a large sum of money to help reinforcements reach garibaldi in sicily. it is safe to assume that he was ready either to gain from garibaldi\u2019s success or to disown him if he failed. unlike cavour he was ready to  keep friendly with revolutionaries in case they should win. contrary to cavour\u2019s expectation, garibaldi turned out to be a loyal monarchist whose chief aim was to  make victor emmanuel king of a united italy. the king was thus reinforced in his resistance to cavour. he established means of communication with garibaldi which were entirely outside cavour\u2019s control. written messages were marked for return to the king only. garibaldi was told to trust the king and no  one else and to let the king know if he planned a new move. ",
            "3": "3 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over some people have suggested that victor emmanuel had personally guided the main stages of  garibaldi\u2019s revolution. he certainly showed courage and good judgement but his passion for war, his incompetence as a military commander and his opposition to his prime ministers were unfortunate  aspects. however, he probably did as much as cavour to shape a united italy. from a book published in 1971. source c a british cartoon published in june 1859. it shows napoleon iii and victor   emmanuel during the battle of magenta.",
            "4": "4 0470/22/ f/m/22 \u00a9 ucles 2022 source d  cavour rejected the idea of peace except under the condition of the liberation of northern italy as  agreed with napoleon iii. he said the peace contradicted the principle of italian unity which guided his whole policy. he said promises were promises and should be kept. cavour, as a last resort, wanted us to carry on the war alone. as military men we declined. it would have been madness. victor emmanuel  refused to risk our certain gains of lombardy and the duchies. he said they increased the chances of  ultimately liberating venice and uniting tuscany with parts of the papal states. but cavour would not listen and resigned. from an account written at the time by the head of the piedmontese army about events   immediately after austria and france signed an armistice at villafranca in july 1859. source e his majesty said, \u2018the advantage of an armistice was all on our side. had the fighting gone on we  should have had to fight another battle with our diminished forces, while a month\u2019s delay would enable  me to strengthen our army.\u2019 his majesty talked of count cavour\u2019s resignation. i think he was much disturbed by it, although he  claimed it was of no importance. he said, \u2018cavour is a muddle-head who is always pushing me into trouble. he is mad. but he is finished now.\u2019 to my statement that count cavour would be back in office soon, the king gave a serious denial. an englishman\u2019s account of a conversation he had with victor emmanuel shortly   after the signing of the armistice of villafranca. source f having already written officially as king to you, i suggest that you reply to me in these terms. say that  you are full of devotion for the king and that you would wish to follow his advice. however, your duties towards italy will not allow you to refuse to help the people of naples when they call you to free them from a government which no loyal italian can trust. say that you cannot follow the king\u2019s wishes as you want to keep your freedom of action. a secret letter from victor emmanuel to garibaldi, 23 july 1860. it was delivered to   garibaldi at the same time as another letter from the king that asked garibaldi not to   sail from sicily to the mainland. source g garibaldi is planning the wildest schemes. he is putting off the day when sicily will demand annexation  to piedmont, for he wants to keep his dictatorial powers which will enable him to raise an army to conquer naples, then rome, and in the end venice. the government here has no influence over him.  from a letter by cavour to a leading piedmontese diplomat, 12 july 1860. source h the shining helmets had attracted all the peasants of the area, who welcomed garibaldi with their  usual enthusiasm. garibaldi desperately tried to divert attention from himself to the king. keeping his horse a few paces behind, he cried, \u2018this is victor emmanuel, your king, the king of italy.\u2019 the peasants stared and listened and then not understanding again shouted, \u2018long live garibaldi!\u2019 a description by one of garibaldi\u2019s soldiers of the meeting between garibaldi and   victor emmanuel on 26 october 1860.",
            "5": "5 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1  study sources a and b.  how far do these two sources agree about victor emmanuel? explain your answer using details of  the sources.  [7] 2 study source c.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources d and e.  how far does source d prove that what source e claims about the armistice of villafranca is  wrong? explain your answer using details of the sources and your knowledge.  [7] 4 study sources f and g.  why did victor emmanuel send the secret letter (source f)? explain your answer using details of  the sources and your knowledge.  [8] 5 study source h.  how surprised are you by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that victor emmanuel was the main figure  in the achievement of italian unification? use the sources to explain your answer.  [12]",
            "6": "6 0470/22/ f/m/22 \u00a9 ucles 2022 option b: twentieth century topic did wilson fail in the paris peace talks? study the background information and the sources carefully, and then answer all the questions.  background information textbooks often describe president wilson as an idealist very unlike clemenceau and lloyd george. it  is often written that they were only interested in benefiting their own countries, while wilson wanted to achieve something good for the whole of the world.  at the paris peace talks, how far was wilson able to achieve his aims? source a us president woodrow wilson, in a speech in january 1918, explained his vision for the postwar world.  his fourteen points were the basis of his plan for a comprehensive overhaul of international relations.  he called for, amongst other things, an immediate end to the war, the establishment of an international  peacekeeping organisation and international disarmament. wilson\u2019s fourteen points were hugely influential in shaping the postwar world and in spreading the language of peace and democracy around the world. he was also responsible for establishing the league of nations international peacekeeping organisation, tasked with resolving international disputes without resorting to military force. he was  also able to fulfil his promise of self-government through the creation of poland, yugoslavia and  czechoslovakia. one of the most controversial terms of the treaty of versailles was the war guilt clause, which blamed  germany for the war. germany was also forced to disarm, to make territorial concessions, and to pay reparations to the allied powers. although us president woodrow wilson was opposed to such harsh  terms, he was outmanoeuvred by french prime minister georges clemenceau. germany was appalled  by these terms. although the treaty reflected wilson\u2019s vision for the postwar world, isolationists in the us congress made sure that it was not ratified and that the united states never became a member of the league of nations. however, wilson\u2019s vision shaped much of the postwar world, and for his peacemaking efforts he was awarded the 1919 nobel peace prize. from a website about american history. source b wilson had called for a \u2018peace without victory\u2019 and had set out his fourteen points as a basis for a  treaty. unfortunately, these points were largely forgotten in the peace negotiations. however, a key point was to create a league of nations as the basis for a new international order to prevent future wars. the treaty did create the league of nations, but wilson did not achieve \u2018peace without victory\u2019 as many of the treaty\u2019s terms punished germany harshly. aside from the establishment of the league of nations, a main aim of wilson\u2019s was to establish a  lasting peace but he conceded many controversial points to the other powers present at the conference. germany was required to pay war reparations and subjected to military occupation in the rhineland. additionally, the treaty specifically named germany as responsible for the war. germany hated these terms which contributed little to the chance of lasting peace in europe.",
            "7": "7 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over wilson\u2019s other main aim at the paris peace conference was to use self-determination as the primary  basis of international borders. despite this, he agreed to the creation of mandates in former german and ottoman territories, allowing the european powers and japan to establish colonies in the middle east,  africa, and asia, undermining his promise of self-government. the conference finished negotiations in  may 1919, at which point german leaders viewed the treaty for the first time. they were shocked by its terms and immediately rejected it.  from a recent history book. source c i am leaving paris, after eight fateful months, with conflicting emotions. looking at the conference in  retrospect, there is much to approve and yet much to regret. it is easy to say what should have been  done, but more difficult to have found a way of doing it. to those who are saying that the treaty is bad  and should never have been made and that it will involve europe in difficulties in its enforcement, i feel like admitting it. but i would also say in reply that empires cannot be shattered, and new states raised upon their ruins, without disturbance. to create new boundaries is to create new troubles. the one follows the other. while i should have preferred a different peace, i doubt very much whether it could have been made, for the ingredients required for such a peace were lacking at paris. from the diary of edward house, june 1919. house was wilson\u2019s chief advisor at   the peace negotiations. in march 1919 the two men argued, with wilson unhappy with the  compromises house was ready to make in the negotiations.  source d this nation went into this war to see it through to the end, and the end has not yet come. this is the  beginning of the processes which are going to make another war like this impossible. the peace treaty is a great treaty; it is a treaty of justice. the usa was formed to give the world liberty and justice. now  we are called upon to deliver that promise. from a speech by wilson in missouri, usa, 5 september 1919.",
            "8": "8 0470/22/ f/m/22 \u00a9 ucles 2022 source e a cartoon published in a british newspaper, 13 may 1919.",
            "9": "9 0470/22/ f/m/22 \u00a9 ucles 2022 [turn over source f a cartoon published in a british newspaper, july 1920. lloyd george is saying to germany,   \u2018off with the spiked hat! what do you think we fought for if not to abolish militarism?\u2019 source g an american cartoon published in 1919. the writing in the bottom right of the cartoon says \u2018war\u2019.",
            "10": "10 0470/22/ f/m/22 \u00a9 ucles 2022 source h it is with hesitation that i agree to give my views on woodrow wilson, because my relationship with him  may persuade some to say that i am not an impartial observer. i do not agree with those who hastily judge the president\u2019s work at the peace conference a failure.  whatever the imperfections of the treaty from a political or economic standpoint, he did not fail. the outstanding thing for which he fought was the permanent peace of the world. wilson laid the foundations of world peace and a new order in the treaty. this is his greatest work. the fact that  the crowning structure has not yet reached completion, that it has been halted by the selfishness of  politicians and the greed of national interests, has not destroyed these foundations. america will lead humanity and civilisation to brotherhood and world order. this will not come immediately, but it will come inevitably in the slow process of time. from a statement to the press by a leading member of wilson\u2019s government.   it was issued as wilson left office on 4 march 1921.",
            "11": "11 0470/22/ f/m/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far does source c prove that wilson was lying in source d? explain your answer using  details of the sources and your knowledge.  [8] 3 study sources e and f.  how similar are these two cartoons? explain your answer using details of the sources and your  knowledge.  [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source h.   do you find this source surprising? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that wilson achieved his aims in the treaty  of versailles? use the sources to explain your answer.  [12]",
            "12": "12 0470/22/ f/m/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_m22_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 february/march2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover03_0470_42_2022_1.7 \u00a9ucles2022 *1626021349*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthemachineguninthedevelopmentoftrenchwarfareduringthefirstworld war?explainyouranswer. [40]1 howsignificantweretherolescarriedoutbywomenasanaspectofthealliedwareffort?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwaseconomicrecoveryafter1923asareasonforthelackofnazielectoralsuccess by1928?explainyouranswer. [40]3 how significant was the hitler youth in the development of nazi rule after 1933? explain your answer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasthefirstworldwarasacauseofthemarchrevolutionin1917?explainyour answer. [40]5 how significant was the introduction of the new economic policy (nep) to the survival of the bolshevikdictatorship,1917-24?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasthefirstworldwarasareasonwhyprohibitionwasintroducedintheusa? explainyouranswer. [40]7 howsignificantwerethe\u2018hundreddays\u2019indealingwiththeeconomicproblemsintheusaduring thedepression?explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasindustrytothesocialandeconomicdevelopmentofcommunistchinaby1960? explainyouranswer. [40]9 howsignificantwererelationswithforeigncountriestotheeconomicprogressofcommunistchina upto1976?explainyouranswer. [40]10 03_0470_42_2022_1.7 \u00a9ucles20222",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasafrikanernationalismasareasonforthedefeatoftheunitedpartyin1948? explainyouranswer. [40]11 howsignificantwaspwbothainweakeningwhiteminorityruleinsouthafricaafter1978?explain youranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwassuperpowerinvolvementinshapingarab-israelirelationsafter1948?explain youranswer. [40]13 how significant were the camp david meetings in the development of the peace process after 1973?explainyouranswer. [40]14 03_0470_42_2022_1.7 \u00a9ucles20223",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 03_0470_42_2022_1.7 \u00a9ucles20224"
        },
        "0470_s22_qp_11.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce) 304135/3 \u00a9 ucles 2022history  0470/11 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *8371745403*",
            "2": "2 0470/11/m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 the struggle for italian unification led to the declaration of the kingdom of italy in 1861.  (a) describe the activities of the young italy movement.  [4]  (b) why was cavour suspicious of garibaldi?  [6]  (c) \u2018garibaldi\u2019s success in sicily was the turning point in the winning of italian unification.\u2019 how  far do you agree with this statement? explain your answer.  [10] 2 both war and diplomacy contributed to the achievement of german unification.  (a) describe how the zollverein worked.  [4]  (b) why did the schleswig-holstein question present bismarck with opportunities?  [6]  (c) \u2018the franco-prussian war was more important than the austro-prussian war in bringing  about german unification.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 european imperialism impacted the local populations in different ways.  (a) describe the work of missionaries in nineteenth-century africa.  [4]  (b) why was the boxer rising important for china?  [6]  (c) which was more beneficial for the local population, indirect rule in nigeria or assimilation in  senegal? explain your answer.  [10] 4 before the first world war austria-hungary and germany were two of the great european powers.  (a) what was \u2018weltpolitik\u2019?  [4]  (b) why was austria-hungary interested in events in the balkans?  [6]  (c) which was more to blame for the arms race, britain or germany? explain your answer.  [10]",
            "3": "3 0470/11/m/j/22 \u00a9 ucles 2022 [turn over 5 the peace treaties of 1919 had to deal with many different issues.  (a) what territorial demands did clemenceau make during the paris peace conference?  [4]  (b) why was the break-up of the austro-hungarian empire confirmed in the treaty of st germain?  [6]  (c) who had to compromise more during the peace negotiations in paris, clemenceau or lloyd  george? explain your answer.  [10] 6 hitler\u2019s policies brought war closer.  (a) describe the events in february and march of 1938 that led to anschluss.  [4]  (b) why was involvement in the spanish civil war of benefit to hitler?  [6]  (c) \u2018hitler agreed the nazi-soviet pact in order to avoid war against the soviet union.\u2019 how far do  you agree with this statement? explain your answer.  [10] 7 after the second world war the united states was concerned about the threat of communism in  europe.  (a) what was the truman doctrine?  [4]  (b) why was the failure of the berlin blockade important?  [6]  (c) was it surprising that britain and the united states agreed at yalta that eastern europe  should be a soviet sphere of influence? explain your answer.  [10] 8 the united states was faced with challenges in various parts of the world.  (a) describe macarthur\u2019s role in the korean war.  [4]  (b) why did kennedy go ahead with the bay of pigs invasion in 1961?  [6]  (c) \u2018it was the united states\u2019 strategy and tactics that led to its failure in vietnam.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "4": "4 0470/11/m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 events in the first few months of the war meant that it would not be over by christmas.  (a) describe the conduct of the german army as it advanced through belgium.  [4]  (b) why did the introduction of trenches by both sides ensure the war would not be over quickly?  [6]  (c) how far did the british expeditionary force (bef) succeed in achieving its aims? explain  your answer.  [10] 10 the tide of the war began to turn against germany in 1917.  (a) what was the hindenburg line?  [4]  (b) why was a republic declared in germany in november 1918?  [6]  (c) how decisive was the american entry into the war in 1917? explain your answer.  [10]",
            "5": "5 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 it took some time for the nazi party to win popular support.  (a) describe the role of the sa in the nazi party during the 1920s.  [4]  (b) why was the nazi party able to attract increasing support in the early 1930s?  [6]  (c) \u2018hitler showed little leadership quality during the munich putsch.\u2019 how far do you agree with  this statement? explain your answer.  [10] 12 the nazi regime used a range of different methods to control germany.  (a) describe how the ss controlled german society.  [4]  (b) why was there some opposition to nazi rule?  [6]  (c) \u2018the nazis\u2019 economic policies were more effective than their use of the mass media in winning  the support of the german people.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "6": "6 0470/11/m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 the years after 1905 were crucial ones for the tsar and for russia.  (a) what was bloody sunday?  [4]  (b) why was the tsar\u2019s decision in 1915 to take personal command of the russian army  important?  [6]  (c) \u2018the 1905 revolution led to a period of significant reform.\u2019 how far do you agree with this  statement? explain your answer.  [10] 14 stalin was determined to achieve power, and then to hold on to it.  (a) what were the \u2018gulags\u2019?  [4]  (b) why did stalin introduce the great purges in the mid-1930s?  [6]  (c) \u2018stalin\u2019s policy ideas explain why he, and not trotsky, emerged as leader of the ussr in the  mid-1920s.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "7": "7 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 during the 1920s there were many examples of intolerance.  (a) who were sacco and vanzetti?  [4]  (b) why did many americans disapprove of the \u2018roaring twenties\u2019?  [6]  (c) \u2018prohibition was introduced because some people believed drinking alcohol caused poverty  and neglect of families.\u2019 how far do you agree with this statement? explain your answer.  [10] 16 the depression changed everything in the united states.  (a) what were the \u2018okies\u2019?  [4]  (b) why was roosevelt able to win over many voters during his 1932 election campaign?  [6]  (c) how far were speculators on the stock market responsible for the depression? explain your  answer.  [10]",
            "8": "8 0470/11/m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 between 1930 and 1949 the nationalists gradually became weaker.  (a) what actions by the nationalists lost them support during the second world war?  [4]  (b) why were the communists able to survive the five extermination campaigns by the  nationalists?  [6]  (c) \u2018the communists won the civil war because of their tactics.\u2019 how far do you agree with this  statement? explain your answer.  [10] 18 as china\u2019s power grew, its relations with other countries became more important.  (a) describe the improvement in relations between china and the united states in the early  1970s.  [4]  (b) why did china sign the panchsheel agreement of 1954?  [6]  (c) which has been more important to china, taiwan or vietnam? explain your answer.  [10]",
            "9": "9 0470/11/m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 apartheid was introduced and consolidated during the 1950s and 1960s.  (a) what was the sabotage act of 1962?  [4]  (b) why did the south african government introduce the group areas act of 1950?  [6]  (c) \u2018the sharpeville massacre was a turning point for south africa.\u2019 how far do you agree with  this statement? explain your answer.  [10] 20 in the period 1966 to 1980 the south african government used a range of methods to support  apartheid.  (a) what was the bureau of state security (boss)?  [4]  (b) why, from 1976, did the south african government claim to be giving independence to the  bantustans?  [6]  (c) how effective were the government\u2019s methods of suppression in the period 1966 to 1980?  explain your answer.  [10]",
            "10": "10 0470/11/m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 war broke out between arab states and israel in 1967 and 1973.  (a) describe the usa\u2019s role in the yom kippur war.  [4]  (b) why was the yom kippur war important to the arabs?  [6]  (c) \u2018the arab states were to blame for the six-day war.\u2019 how far do you agree with this statement?  explain your answer.  [10] 22 it has been impossible to resolve the issue of palestine and the palestinians.  (a) what is the west bank?  [4]  (b) why did the emergence of hamas make a peace settlement with israel less likely?  [6]  (c) how far have the likud and labor parties agreed over palestine? explain your answer.  [10]",
            "11": "11 0470/11/m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/11/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_12.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122 dc (ce) 315984/5 r \u00a9 ucles 2022 *9596345124*history  0470/12 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/12/ m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 several individuals contributed to italian unification.  (a) what was pope pius ix\u2019s allocution of 1848?  [4]  (b) why was napoleon iii important to italian unification?  [6]  (c) who contributed more to italian unification, mazzini or garibaldi? explain your answer.  [10] 2 prussia and austria were rivals in germany.  (a) describe what happened in the frankfurt parliament in 1848\u201349.  [4]  (b) why did frederick william iv react as he did to the disturbances in berlin in march 1848?  [6]  (c) how surprising was it that prussia emerged as the dominant power in germany? explain  your answer.  [10] 3 british imperialism affected local people in different ways.  (a) what did lugard achieve in nigeria?  [4]  (b) why did the chinese try to resist the british in the opium wars?  [6]  (c) \u2018the british response to the indian mutiny was justified.\u2019 how far do you agree with this  statement? explain your answer.  [10] 4 the first world war had both long-term and short-term causes.  (a) what was the triple entente?  [4]  (b) why was the launching of the first dreadnought in 1906 important?  [6]  (c) \u2018the austrian ultimatum to serbia was more important than franz ferdinand\u2019s assassination  in bringing about the first world war.\u2019 how far do you agree with this statement? explain your  answer.  [10]",
            "3": "3 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over 5 nobody got everything they wanted from the peace treaties of 1919.  (a) what were the territorial terms of the treaty of st germain?  [4]  (b) why did lloyd george not want to punish germany harshly?  [6]  (c) who had to compromise more during the peace negotiations in paris, clemenceau or wilson?  explain your answer.  [10] 6 the league of nations struggled to react effectively to major crises.  (a) describe germany\u2019s relationship with the league of nations during the period 1920 to 1939.  [4]  (b) why did haile selassie speak to the assembly of the league of nations in june 1936?  [6]  (c) \u2018the league of nations did as much as it could in relation to the japanese invasion of  manchuria.\u2019 how far do you agree with this statement? explain your answer.  [10] 7 immediately after the second world war relations between the soviet union and the united states  were very difficult.  (a) what were the main disagreements at the potsdam conference?  [4]  (b) why did the blockade of berlin fail?  [6]  (c) \u2018stalin\u2019s policies in eastern europe in the period 1945\u201349 were defensive.\u2019 how far do you  agree with this statement? explain your answer.  [10] 8 iran and iraq were not friendly neighbours.  (a) describe the opposition to the shah in iran.  [4]  (b) why did iraq invade iran in 1980?  [6]  (c) was saddam hussein\u2019s invasion of kuwait in 1990 surprising? explain your answer.  [10]",
            "4": "4 0470/12/ m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u201318 9 trench warfare dominated the western front for much of the war.  (a) what was \u2018shell shock\u2019?  [4]  (b) why did trench warfare last so long?  [6]  (c) \u2018gas was the most important new weapon used in the first world war.\u2019 how far do you agree  with this statement? explain your answer.  [10] 10 the first world war was fought on several fronts.  (a) describe the impact of the war on civilian populations.  [4]  (b) why was the war at sea important?  [6]  (c) \u2018the eastern front was more important than the western front in the first world war.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 german recovery after the first world war was at first slow.  (a) what was the dawes plan?  [4]  (b) why did germany introduce a new currency in 1923?  [6]  (c) \u2018the revolution of 1918 was more important for germany than the reaction of the people to  the treaty of versailles.\u2019 how far do you agree with this statement? explain your answer.  [10] 12 the nazis used different policies towards different groups of people.  (a) what was the league of german maidens (bdm)?  [4]  (b) why did the nazis make changes to the school curriculum?  [6]  (c) \u2018racial theories explain why minorities were persecuted in nazi germany.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "6": "6 0470/12/ m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 from 1917 there were rapid changes in russia.  (a) describe how trotsky contributed to the communist victory in the civil war.  [4]  (b) why was the new economic policy (nep) important?  [6]  (c) \u2018the provisional government failed because of the petrograd soviet.\u2019 how far do you agree  with this statement? explain your answer.  [10] 14 stalin was ruthless in achieving and keeping power.  (a) what weaknesses of trotsky helped stalin become leader of the ussr?  [4]  (b) why was stalin\u2019s \u2018cult of personality\u2019 important?  [6]  (c) \u2018the purges were a disaster for stalin and the soviet union.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "7": "7 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 the 1920s were not an easy time for many americans.  (a) describe ways in which the lives of many young women in cities changed during the 1920s.  [4]  (b) why were restrictions on immigration introduced in the 1920s?  [6]  (c) \u2018the main problem caused by prohibition was corruption among the police and judges.\u2019 how  far do you agree with this statement? explain your answer.  [10] 16 the new deal had to address many problems.  (a) describe how the new deal helped farmers.  [4]  (b) why was the banking system one of the first things roosevelt focused on during the hundred  days?  [6]  (c) \u2018the new deal was opposed because it increased the power of government.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "8": "8 0470/12/ m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 from the late 1920s the communists and nationalists had differing views on the future of china.  (a) what happened at the marco polo bridge in july 1937?  [4]  (b) why did the communists go on the long march?  [6]  (c) \u2018it was the second world war that brought about the communist victory in the civil war.\u2019 how  far do you agree with this statement? explain your answer.  [10] 18 different policies were introduced in china.  (a) how did the chinese people respond to the hundred flowers campaign?  [4]  (b) why did deng xiaoping think change was necessary in china?  [6]  (c) how far was the cultural revolution a success? explain your answer.  [10]",
            "9": "9 0470/12/ m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 many white south africans benefited from the country\u2019s economic development.  (a) describe the growth of manufacturing industries in south africa up to 1945.  [4]  (b) why did the south african government support agriculture in the 1930s?  [6]  (c) \u2018land ownership was the most important issue facing black south africans up to 1945.\u2019 how  far do you agree with this statement? explain your answer.  [10] 20 south africans had a variety of experiences in the period 1966 to 1980.  (a) what new steps did the south african government take to tighten security in the period 1966  to 1980?  [4]  (b) why did the economic improvements of 1966 to 1980 not benefit all sections of south african  society?  [6]  (c) \u2018black consciousness was the most important part of the anti-apartheid movement in the  period 1966 to 1980.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "10": "10 0470/12/ m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 jews and arabs both had claims over palestine.  (a) what were the jewish objections to the united nations\u2019 partition plan for palestine?  [4]  (b) why was the future of palestine important for arabs at the end of the second world war?  [6]  (c) \u2018it was the jewish insurgency in palestine that persuaded britain to withdraw.\u2019 how far do you  agree with this statement? explain your answer.  [10] 22 the issue of palestinian refugees was affected by several different factors.  (a) describe the impact of the 1967 war on the issue of palestinian refugees.  [4]  (b) why did the palestine liberation organisation (plo) use violent tactics?  [6]  (c) \u2018the palestinian refugee crisis of 1948\u201349 was caused by israel expelling palestinians.\u2019 how  far do you agree with this statement? explain your answer.  [10]",
            "11": "11 0470/12/ m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/12/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_13.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/13 paper 1  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer three  questions in total: section a (core content): answer two questions. section b (depth studies): answer one question.  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 60.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. dc (mb) 303421/3 \u00a9 ucles 2022 *8643034017*",
            "2": "2 0470/13/ m/j/22 \u00a9 ucles 2022 section a: core content answer any two questions from this section. 1 several different factors contributed to italian unification.  (a) describe what happened in sicily in 1860.  [4]  (b) why was cavour important to the achievement of italian unification?  [6]  (c) \u2018rome was central to the italian struggle for unification.\u2019 how far do you agree with this  statement? explain your answer.  [10] 2 the road to german unification was not always a smooth one.  (a) what was the convention of gastein?  [4]  (b) why did frederick william iv reject the offer by the frankfurt parliament of the position of  emperor of germany?  [6]  (c) \u2018bismarck\u2019s approach to foreign policy in the period 1862\u201371 was to react to opportunities as  they arose.\u2019 how far do you agree with this statement? explain your answer.  [10] 3 european imperialism was rarely welcomed by the local people.  (a) what happened to the british ship \u2018arrow\u2019 and its crew in october 1856?  [4]  (b) why did the french use a policy of assimilation in senegal?  [6]  (c) \u2018the boxers achieved little.\u2019 how far do you agree with this statement? explain your answer.  [10] 4 events after 1900 gradually took europe closer to war.  (a) what was the result of the algeciras conference of 1906?  [4]  (b) why were serbian victories in the balkans in 1912 and 1913 important?  [6]  (c) \u2018german colonial ambitions were more important than the naval race as a cause of the first  world war.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "3": "3 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over 5 the victors of the war dominated the peace talks of 1919\u201320.  (a) what happened to germany\u2019s colonies in the treaty of versailles?  [4]  (b) why was turkey treated harshly in the treaty of s\u00e8vres?  [6]  (c) who did wilson find more difficult to deal with during the peace negotiations, clemenceau or  lloyd george? explain your answer.  [10] 6 in the 1930s there was increasing instability.  (a) describe the increasing militarism of italy in the 1930s.  [4]  (b) why was the spanish civil war important to hitler?  [6]  (c) which was more to blame for war breaking out in september 1939, germany or britain?  explain your answer.  [10] 7 the united states reacted to communism in different parts of the world.  (a) describe how eisenhower reacted to the cuban revolution of 1959.  [4]  (b) why did the american policy of \u2018search and destroy\u2019 in vietnam create problems?  [6]  (c) was the korean war a defeat for north korea? explain your answer.  [10] 8 both iran and iraq faced difficulties during the 1970s and 1980s.  (a) describe the consequences for iraq of the iran-iraq war.  [4]  (b) why did the kurds in iraq resist the rule of saddam hussein?  [6]  (c) \u2018the revolution of 1979 in iran was motivated by religion.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "4": "4 0470/13/ m/j/22 \u00a9 ucles 2022 section b: depth studies answer any one question from this section. depth study a: the first world war, 1914\u200a\u201318 9 both conventional and new weapons were used in the first world war.  (a) describe the use and impact of gas on the western front.  [4]  (b) why were aircraft important on the western front?  [6]  (c) \u2018the criticisms of haig\u2019s leadership in the battle of the somme are justified.\u2019 how far do you  agree with this statement? explain your answer.  [10] 10 in the last years of the war, events began to go against germany.   (a) describe the events in november 1918 that led to the kaiser\u2019s abdication.  [4]  (b) why was the german introduction of unrestricted submarine warfare in 1917 important?  [6]  (c) \u2018it was the allies\u2019 use of new tactics that led to the german failure on the battlefield in 1918.\u2019  how far do you agree with this statement? explain your answer.  [10]",
            "5": "5 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study b: germany, 1918\u201345 11 after an unsteady start, the weimar republic recovered.  (a) who was rosa luxemburg?  [4]  (b) why did germans in the ruhr begin passive resistance in 1923?  [6]  (c) how important was stresemann to the recovery of the weimar republic? explain your answer.  [10] 12 despite all the efforts of the nazis they still faced some opposition.  (a) describe nazi use of censorship.  [4]  (b) why was the gestapo important in nazi germany?  [6]  (c) \u2018the most important opposition to the nazi regime came from young people.\u2019 how far do you  agree with this statement? explain your answer.  [10]",
            "6": "6 0470/13/ m/j/22 \u00a9 ucles 2022 depth study c: russia, 1905\u201341 13 after the abdication of the tsar, the future of russia hung in the balance.  (a) who was kerensky?  [4]  (b) why was the mutiny at the kronstadt naval base in 1921 important?  [6]  (c) \u2018trotsky was the main reason the bolsheviks won the civil war.\u2019 how far do you agree with  this statement? explain your answer.  [10] 14 stalin\u2019s ideas and policies were different from lenin\u2019s.  (a) what did stalin mean by \u2018socialism in one country\u2019?  [4]  (b) why was lenin\u2019s political testament not published in the soviet union at the time of his  death?  [6]  (c) \u2018it was the purges that gave stalin control of the ussr.\u2019 how far do you agree with this  statement? explain your answer.  [10]",
            "7": "7 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study d: the united states, 1919\u201341 15 the 1920s were a good time for many americans.  (a) describe the problems faced by the coal industry in the 1920s.  [4]  (b) why was the motor car important in 1920s america?  [6]  (c) \u2018farmers benefited from the economic boom of the 1920s.\u2019 how far do you agree with this  statement? explain your answer.  [10] 16 the 1932 presidential election followed a period of crisis in america.  (a) what did roosevelt promise the voters in the 1932 presidential election campaign?  [4]  (b) why did wall street crash in october 1929?  [6]  (c) \u2018the reason why the depression had such an impact on people\u2019s lives was hoover\u2019s failure to  deal with it.\u2019 how far do you agree with this statement? explain your answer.  [10]",
            "8": "8 0470/13/ m/j/22 \u00a9 ucles 2022 depth study e: china, c.1930\u2013c.1990 17 the 1950s were years of change in china.  (a) what were people\u2019s courts?  [4]  (b) why was the first five-year plan successful?  [6]  (c) \u2018the social reforms of the 1950s were more important than the introduction of communes.\u2019  how far do you agree with this statement? explain your answer.  [10] 18 china\u2019s relations with other parts of the world changed frequently.  (a) what were the results of kissinger\u2019s visit to china in july 1971?  [4]  (b) why was india important to china from the 1950s onwards?  [6]  (c) \u2018relations between china and the ussr were good in the period 1950 to 1976.\u2019 how far do  you agree with this statement? explain your answer.  [10]",
            "9": "9 0470/13/ m/j/22 \u00a9 ucles 2022 [turn over depth study f: south africa, c.1940\u2013c.1994 19 the introduction of apartheid led to protest movements.  (a) describe the part played by women in the anti-apartheid protests.  [4]  (b) why was mandela put on trial for treason in 1963\u201364?  [6]  (c) \u2018few south africans benefited from the introduction of apartheid.\u2019 how far do you agree with  this statement? explain your answer.  [10] 20 the end of apartheid came only after a long struggle.  (a) describe the part played by archbishop tutu in the ending of apartheid.  [4]  (b) why did de klerk face opposition from some white south africans during his discussions with  mandela in the early 1990s?  [6]  (c) how far was botha\u2019s policy of \u2018total strategy\u2019 in the 1980s a success? explain your answer.  [10]",
            "10": "10 0470/13/ m/j/22 \u00a9 ucles 2022 depth study g: israelis and palestinians since 1945 21 once the second world war had ended, the issue of palestine had to be dealt with.  (a) what were the arab objections to the united nations\u2019 partition plan for palestine?  [4]  (b) why was palestine important for the jews at the end of the second world war?  [6]  (c) how far were british actions to blame for the crisis in palestine after the second world war?  explain your answer.  [10] 22 attempts to address the issue of palestinian refugees have not been very effective.  (a) describe the impact on the palestinians of jewish west bank settlements.  [4]  (b) why has the united nations failed to solve the issue of palestinian refugees?  [6]  (c) how far have arab states supported the palestine liberation organisation (plo)?   explain your answer.  [10]",
            "11": "11 0470/13/ m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/13/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_21.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overdc (jp/ct) 304185/2 \u00a9 ucles 2022 *7863317625*cambridge igcse\u2122 history  0470/21 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].",
            "2": "2 0470/21/ m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic was the ku klux klan\u2019s main purpose to defeat the republican party? study the background information and the sources carefully, and then answer all the questions.  background information there has been much discussion of the main aims of the ku klux klan. some contemporaries and  historians have emphasised that it wanted to intimidate voters who supported the republican party. it wanted to defeat the republicans in elections and achieve conservative democratic control of the southern states. however, few democrats were willing to admit the klan\u2019s political character and purpose. others have argued that its main aim was to oppose reconstruction and that it was a reaction  to poor government, crime and chaos during that period. some have suggested that the emergence of  the klan was based on a deep fear of black people and their newly gained rights. they have pointed to a desire to destroy the cultural, economic and social independence that ex-slaves had gained with emancipation. how far was the ku klux klan\u2019s main purpose a party political one \u2013 to defeat republicans? source a in 1866 general nathan bedford forrest founded the ku klux klan in tennessee as a \u2018social club\u2019. by  1868 it had evolved into a hooded terrorist organisation that its members called \u2018the invisible empire  of the south\u2019. forrest was its first leader or \u2018grand wizard\u2019. white southerners from all classes joined the klan\u2019s ranks. in the name of preserving law and order in a white-dominated society, klansmen punished newly freed ex-slaves for a variety of reasons, including behaving in an \u2018impudent\u2019 manner towards white people. they whipped the teachers of freedmen\u2019s schools and burnt their schoolhouses. but first and foremost, the klan sought to do away with republican influence in the south by terrorising  and murdering its party leaders and all those who voted for it. in the time leading up to the 1868  presidential election, the klan\u2019s activities picked up in speed and brutality. in 1871 congress passed the ku klux klan act, which allowed the government to act against terrorist organisations. but with the overwhelming support for the klan in the south, convictions were difficult to obtain. from a recent history book. source b the klan, a white supremacist group, was founded by confederate army veterans in pulaski,  tennessee in december 1865. dressed up in scary costumes with hoods, they rode about at night  threatening and frightening black people. they demanded that black people either vote democrat or not at all. the klan loved weird titles, and a former confederate general, nathan bedford forrest, is said to have been for a time the klan\u2019s leader as grand wizard. the klan\u2019s main aim was to keep black people down and white supremacy intact, and it committed dreadful crimes against them. it also  worked to restrict the black labouring class by attacking their attempts to be economically independent.  any white people who purchased cotton from black farmers were threatened, beaten and killed. black churches, as well as schools established by the freedmen\u2019s bureau, were also attacked. the klan faded away in the 1870s after the federal government had taken action. from a recent history book.",
            "3": "3 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source c a cartoon that appeared in the independent monitor newspaper of tuscaloosa,   alabama, 1 september 1868. the caption read, \u2018hang dogs hang! stand fast, to   their hanging! the above represents the fate in store for those great pests of   southern society \u2013 the carpet-bagger and the scalawag \u2013 if found in dixie\u2019s land   after the break of day on 4th of march.\u2019 4 march 1869 was the day democrats   hoped horatio seymour would become president. dixie was a nickname for the south. source d the main cause of the existence of the ku klux klan is the union leagues. these were composed of  black men, with a sprinkling of white people. they had political and criminal aims. they were organised for the purpose of committing crimes upon white people. during the process of reconstruction there were no courts in the state of alabama. everything was chaotic. the ku klux klan was organised  to counteract the aims and acts of the union leagues, and to punish crime where the laws failed  to provide justice. under the reconstruction measures there were a great many men who were not capable of being judges or prosecutors. they were unfit to administer the laws. r b lindsay, governor of alabama, giving evidence to a congressional committee   investigating the ku klux klan, 1871. lindsay was a democrat. union leagues were   men\u2019s clubs set up to promote loyalty to the union and support the republican party. source e there were numerous organisations of the democratic party known as the ku klux klans whose aims  were to intimidate republicans and prevent them from voting. these organisations were armed and patrolled night and day, committing murders and outrages on republicans. they produced such terror among freedmen and others belonging to the republican party that it was unsafe to hold meetings. a  great many freedmen who desired to vote republican were forced to vote democrat by violence, fraud  and intimidation.  a republican supporter giving evidence to a congressional committee   investigating the ku klux klan, 1871.",
            "4": "4 0470/21/ m/j/22 \u00a9 ucles 2022 source f a cartoon published in an american magazine, october 1874. source g character and aims of the orderthis is an institution of chivalry, humanity, mercy and patriotism.to protect the weak, the innocent and the defenceless, from the wrongs and outrages of the lawless,  the violent and the brutal. questions to be asked of candidates wanting to join the ku klux klan.did you belong to the federal army during the late war? are you opposed to black equality? are you in favour of a white man\u2019s government in this country? are you in favour of constitutional liberty, and a government of fair laws instead of violence and oppression? are you in favour of the return of the southern people to all their rights, civil and political? from the \u2018organisation and principles of the ku klux klan\u2019, 1868.",
            "5": "5 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source h the klan came to my brother\u2019s door and spoke in an outlandish tone, which i had heard they generally  used at a black man\u2019s house. they said, \u2018where\u2019s elias?\u2019 my brother\u2019s wife said, \u2018he lives across  the yard.\u2019 they carried me into the yard and said, \u2018who burned our houses?\u2019 i told them it was not  me. i could not burn houses. they said, \u2018haven\u2019t you been preaching against the ku klux? doesn\u2019t  a republican party newspaper come to your house?\u2019 one had a horsewhip and he struck me eight  times on my hip bone. one of them took a strap and buckled it around my neck and said, \u2018let\u2019s take  him to the river and drown him.\u2019 one of them told my sister-in-law to pick me up. as she stooped down  one of them struck her with a strap. then they said, \u2018will you put a card in the paper to renounce all  republicanism?\u2019 they said if i did not they would come back the next week and kill me. evidence given by elias hill to a committee of the senate that was investigating the   situation in north carolina, 1871. hill was an ex-slave and was crippled in both   legs and arms. he taught black children to read and write and was a leading figure   in the local black community. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  why was this cartoon published in 1868? explain your answer using details of the source and  your knowledge.  [8] 3 study sources d and e.  does source d mean that source e cannot be believed? explain your answer using details of the  sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources g and h.   does source g make source h surprising? explain your answer using details of the sources and  your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the ku klux klan\u2019s main purpose was  to ensure the defeat of the republicans? use the sources to explain your answer.  [12]",
            "6": "6 0470/21/ m/j/22 \u00a9 ucles 2022 option b: twentieth century topic could the soviet union rely on the polish authorities to deal with the  protests and strikes in 1980-81? study the background information and the sources carefully, and then answer all the questions. background information when the solidarity movement emerged in poland from the strikes and protests of 1980, the soviet  union had to decide whether or not to intervene. on previous occasions, such as the hungarian revolution of 1956 and the prague spring in 1968, the soviet union had used armed forces. the soviet union clearly wanted solidarity to be suppressed, but could it depend on the polish leadership to do this? in september 1980, edward gierek was replaced as leader of poland by stanislaw kania.  however, under pressure from the soviet union, kania was replaced by general jaruzelski in october  1981. all three leaders promised to deal with poland\u2019s problems and to suppress the protests. could the soviet union rely on the polish leadership to deal with the situation? source a  the soviet union is postponing as long as possible the agonising decision of whether or not to invade  poland. to disguise their dilemma, however, the soviets are stepping up the psychological pressure on poland. parallels between poland in 1981 and czechoslovakia in 1968 were drawn this week by  brezhnev. the military preparations have included mobilisation of warsaw pact forces on the polish  borders and three-week-long warsaw pact manoeuvres in and around poland. meanwhile, soviet diplomatic moves toward the west include the first indication of an interest in  reductions in medium-range weapons. this can be interpreted in different ways. the soviets may be hiding their true intent of invading poland behind a false arms-control smoke screen. the kremlin  failed to stem democratisation in poland last september. since then solidarity has become a mass  patriotic movement. the hard-line polish communists, whom moscow might have used, have become demoralised. the soviet union cannot now depend on the polish security forces and army to suppress a polish strike but would have to do the job itself.  from an article by an american journalist, 8 april 1981. source b  we asked kania whether the party had a plan for an emergency situation in which an open threat  would arise to the people\u2019s rule. he said that there is such a plan, and that they know who should be  arrested and how to use the army. we achieved complete understanding in evaluating the reasons for the crisis and the seriousness of the counter-revolutionary threat. kania carefully took down everything we said. as far as kania is concerned, he made a good impression on me and on other comrades who took part in the negotiations. he is a serious and thoughtful person. it\u2019s clear that he is a good political  leader; we will judge him only by his deeds. brezhnev reporting to the soviet politburo about a meeting with the polish   leadership, 31 october 1980. the politburo was the main policy-making body in the   soviet union.",
            "7": "7 0470/21/ m/j/22 \u00a9 ucles 2022 [turn over source c for a long time developments in poland have caused anxiety and concern. kania has failed to take  measures. when he took office we emphasised that it was necessary to launch a decisive attack on  counter-revolution. he agreed but then followed a policy of compromise. kania has been the main hindrance in the struggle for socialism. the question arose of restoring the leadership to a sound position. the poles put forward jaruzelski. change in the leadership is a positive fact. the party approved the actions of the politburo relating to the crisis in poland. an evaluation of the situation in poland by brezhnev, given to the congress of the   soviet communist party, october 1981. source dcitizens of the people\u2019s republic of poland! today i address myself to you as a soldier and as the head  of the polish government. i address you concerning extraordinarily important questions. our homeland is on the verge of collapse. the state structures no longer work. our struggling economy is given more shocks every day. strikes and protests have become normal. it cannot be said that we didn\u2019t  show moderation and patience \u2013 sometimes too much. we created a chance to deepen the system of  democracy and to widen the reforms but there was no leadership from solidarity. party members, you must oppose propaganda which states that martial law was imposed from the outside. this offends us. we made this decision, we accomplished it, and we are responsible for it. jaruzelski speaking on state radio and tv in the morning of 13 december 1981. source e a cartoon published in britain, 14 december 1981. it shows walesa, leader of solidarity. ",
            "8": "8 0470/21/ m/j/22 \u00a9 ucles 2022 source f martial law in poland has lasted a month. as jaruzelski says, the counter-revolution is now crushed.  relative stability has been introduced into the country. jaruzelski can now take advantage of martial law  to carry out a sweeping purge of the polish communist party. this might yield good results. one gets the impression that jaruzelski is very strong and is able, on most occasions, to find proper solutions. it is good that he is studying the hungarian experience in struggling against counter-revolution. brezhnev speaking at a meeting of the soviet politburo, 14 january 1982.  source g a cartoon published in the usa, 1982. the figure in the cartoon is jaruzelski.",
            "9": "9 0470/21/ m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of the soviets? explain your answer using details of the  source.  [7] 2 study sources b and c.  does source b make source c surprising? explain your answer using details of the sources and  your knowledge.  [8] 3 study source d.  why did jaruzelski make this speech in december 1981? explain your answer using details of the  source and your knowledge.  [8] 4 study source e.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 5 study sources f and g.  how far does source g prove that brezhnev (source f) was right? explain your answer using  details of the sources and your knowledge.  [7] 6 study all the sources.  how far do these sources provide convincing evidence that the polish leadership was able to deal  with the problems in poland? use the sources to explain your answer.  [12]",
            "10": "10 0470/21/ m/j/22 \u00a9 ucles 2022 blank page",
            "11": "11 0470/21/ m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/21/ m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_22.pdf": {
            "1": " [turn overdc (nf/ct) 304186/2 \u00a9 ucles 2022this document has 12 pages. any blank pages are indicated. *0175816203*history  0470/22 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ].cambridge igcse\u2122",
            "2": "2 0470/22/m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic how far was the ku klux klan supported? study the background information and the sources carefully, and then answer all the questions. background information the first ku klux klan appeared right at the end of 1865 and by the early 1870s had been suppressed  after the us government passed laws against it. its aims were to restore white supremacy and oppose  what it saw as the corruption and incompetence of the republican governments that appeared in the south during reconstruction. however, it actually conducted a reign of terror against black people and republicans, committing thousands of murders and beatings. for some people in the south it stood for something important. but did it really have much support? source a in 1866, the klan was much talked about in the south. its mysteriousness created much interest. every  issue of the local paper contained some reference to it. these notices were copied into other papers,  and in this manner the way was prepared for its rapid growth which was helped by the common belief that the klan had some great and important mission. one great concern of the time was the transition of ex-slaves to citizenship. they not only had no self- control, but many of them regarded themselves as free, not only from bondage to former masters, but  from the laws of the state. the enforcement of the law had been only partially re-established and there was much disorder. but the klan had organisation \u2013 through grand wizards, written constitutions and co-ordinated actions. those who know the facts will know that the klan was of immense service at this period of southern history. without it, in many sections of the south, life would have been intolerable for decent people. for a while the robberies ceased and the lawless behaved well. from a book published in 1884. the author was a member of the ku klux klan.",
            "3": "3 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source b although the klan\u2019s membership was often exaggerated, it was large and it exerted a vast, terrifying  power. however, its influence was never dependent on its membership but on the mystery in which its  members surrounded themselves. it is an error to suppose that a majority of the male population of the south were ku klux. klan supporters exaggerated claims about the klan\u2019s size and strength. there were attempts to organise the klan, but most klan groups emerged where no one had organised them and developed no connection to any broader organisation. accounts from the time are full of examples of the klan controlling lightning bolts and being the ghosts of confederate soldiers. these ridiculous  claims made it seem more powerful than it really was. in their desire to describe the oppression of  black southerners and their allies, northerners helped create the popular image of the klan. but why care about the bizarre aspects of the klan? what mattered about it was the pain and oppression that it inflicted. many people did attribute great good to the klan and remembered with gratitude the protection it gave  them in the most dangerous period of their history. white southerners shared a widespread belief that their former slaves would overpower them and demand their resources and rights. however, from 1866 through to 1871 the klan killed hundreds of black southerners and their white supporters and it drove thousands of black families from their homes and from their political rights and dignity. it inflicted real pain, injury and death. from a recent history book. source c a cartoon published in an american magazine, october 1874.",
            "4": "4 0470/22/m/j/22 \u00a9 ucles 2022 source d there is plenty of evidence of a secret organisation in many parts of this state, of men who, under the  cover of masks, armed with knives and other deadly weapons, do appear at night to commit violence  on peaceable citizens, robbing and murdering them, inflicting on them the most cruel treatment. this  organisation has become a widespread and alarming evil in this state, defying all law. any person away from his home, wearing a mask, or disguised in costume, shall be held guilty of a  high crime. from a law outlawing the ku klux klan, passed by the alabama legislature, 1868. source e movements of the mystic klan a reliable correspondent writes: about a week ago the ku klux came into town to regulate matters.  they were here from eleven p.m. to three o\u2019clock a.m.  \u2014 five hundred in all. they shot one very bad  black man. they also hanged three or four black men nearly dead, and whipped others severely in  order to make them tell them about their nightly meetings. the strongest thing about them was that  they did not hesitate to unmask themselves when asked to do so. everyone who saw them says their  horses were more beautiful than any in the country round about. they spoke little but always to a  purpose. they did not disturb anyone else, nor did they take anything except a few enfield rifles which  were found in possession of some very bad black men. they called on the tax officer. what was said is  not known, but it has made a great improvement in his behaviour. the visitors\u2019 arrival has been to the  benefit of the community. from a tennessee newspaper, december 1868. source f in 1868 there occurred six bloody and terrible massacres. over two thousand persons were killed or  wounded within a few weeks of the presidential election. half of louisiana was overrun by violence,  raids, murder and riot to keep the people in constant terror until the republicans surrendered all claims  and the election was won by the democratic party. one of the bloodiest riots on record occurred in the  parish of saint landy, louisiana. the ku klux klan killed and wounded over two hundred republicans,  hunting and chasing them for two days and nights, through fields and swamps. thirteen captives were  taken from the jail and shot. a pile of twenty-five dead bodies was found half-buried in the woods.  having conquered the republicans, killed and driven off their white leaders, the ku klux klan captured  the masses, led them to the polls and made them vote democrat. from a report by a committee of the us house of representatives, 1875.",
            "5": "5 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source g i have never recognised the present government in tennessee. if the militia are called out and do not  interfere with anyone, i do not think there will be any fight. if they commit outrages upon the people,  they and the governor, mr brownlow, and his government will be swept out of existence; not a radical  will be left alive. if the militia are called out, we will see it as a declaration of war because mr brownlow  has already issued his order directing them to shoot down the ku klux klan, and he calls all southern  men ku klux klan. there is such an organisation all over the south with about 550  000 men. i intend to  kill radicals and if trouble should break out, not one of them will be left alive. from an interview between general forrest and a journalist, august 1868. twice, forrest denied saying most of what is in this interview \u2013 when it was published, and  in 1871 during his testimony to the ku klux klan hearings in washington. forrest  was the first \u2018grand wizard\u2019 of the ku klux klan. now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study source c.  how useful is this source to a historian studying this period? explain your answer using details of  the source and your knowledge.  [7] 3 study source d.  are you surprised by source d? explain your answer using details of the source and your  knowledge.  [8] 4 study sources e and f.  how far does source f make you doubt the account in source e? explain your answer using  details of the sources and your knowledge.  [8] 5 study source g.  why do you think forrest denied saying what was reported in source g? explain your answer  using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that people supported the ku klux klan?  use the sources to explain your answer.  [12]",
            "6": "6 0470/22/m/j/22 \u00a9 ucles 2022 option b: twentieth century topic was the soviet union willing to intervene militarily in poland in 1980\u201381? study the background information and the sources carefully, and then answer all the questions. background information in the summer of 1980 poland was facing an economic crisis. basic goods were rationed, prices were  high and there was much poverty. unrest grew and solidarity, a trade union led by lech walesa,  organised strikes and demonstrations. by 1981 ten million people had joined the trade union. the soviet union was worried about communist rule in poland being overthrown and had to decide whether to intervene militarily. in 1981 general jaruzelski was put in charge of poland to deal more firmly with solidarity and the protests. on 13 december 1981 he introduced martial law, solidarity was suppressed  and thousands of people were imprisoned. at the time jaruzelski said he introduced martial law to deal  with solidarity. however, later he claimed he was trying to prevent an invasion by the soviet union, although it denied it had plans to invade. was the soviet union willing to intervene militarily in poland? source a contrary to reports by us intelligence, no preparations were under way for soviet military intervention.  the soviet union was reluctant to intervene because of its economic problems, the war in afghanistan  and fears that it would lead to a national uprising in poland. kania, the polish leader, was overheard  criticising the soviet leadership and jaruzelski was appointed to replace him. he was under pressure by the soviets to deal with the protests more decisively but he demanded military intervention by them if he ran into trouble while imposing martial law. as late as december 1981, jaruzelski was begging for soviet intervention but it was not forthcoming. after a meeting of warsaw pact defence ministers on 4   december 1981 he complained \u2018our allies left us on our own. they do not want to shoulder any of the responsibility.\u2019 despite this, martial law was introduced on 13 december. ever since, jaruzelski has denied that he invited soviet troops in and insisted that martial law was aimed at preventing a soviet  military intervention. the soviets have insisted that an invasion was never seriously considered. from a recent history book. source b as early as december 1980 soviet leaders ordered a warsaw pact military exercise as a cover for a  warsaw pact intervention but kania, leader of the polish workers\u2019 party, managed to persuade them to call off the intervention. jaruzelski replaced kania to deal with the protests more forcefully. he claimed in his memoirs, written ten years later, that in december 1981 he requested only soviet moral backing  for martial law which he introduced to prevent a soviet intervention. on 4 december 1981, a meeting  of warsaw pact defence ministers drafted statements referring to \u2018the fulfilment of alliance obligations by the armed forces of the warsaw pact member states\u2019 and declaring that \u2018the polish nation can rely completely on the support of the socialist states\u2019. in his speech on 13 december 1981 announcing the imposition of martial law, jaruzelski blamed solidarity for refusing to cooperate with the government. he has since defended martial law as a \u2018tragic necessity\u2019 to prevent a soviet-led warsaw pact invasion. from a recent history book.",
            "7": "7 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source c a cartoon published in britain, 5 december 1980. the figure on the right represents  brezhnev. source d a cartoon published in the netherlands, 12 december 1980. brezhnev is saying to  walesa, \u2018i would never interfere in poland\u2019s domestic affairs!\u2019",
            "8": "8 0470/22/m/j/22 \u00a9 ucles 2022 source e we can\u2019t risk such a step.  that is our main concern. andropov speaking at a politburo meeting, 10 december 1981. andropov was a  leading member of the soviet government and succeeded brezhnev as leader in  1982. the politburo was the highest policy-making body in the ussr. source f very urgent! at a meeting of the top officers of the ussr armed forces plans were agreed to send into poland  the soviet army, national people\u2019s army of east germany and the czechoslovak people\u2019s army. at present, representatives from these armies dressed in civilian clothing are undertaking reconnaissance on invasion routes. the plans include the intervening armies to move to all major polish army bases to conduct manoeuvres with live ammunition. then, depending on how things develop, all major cities, especially industrial cities, are to be sealed off. finally, i very much regret to say that everyone in the polish army who has seen the plans is depressed,  and no one is contemplating putting up active resistance to the warsaw pact action. there are even those who say the presence of such enormous military forces may calm the nation. jack strong a report from jack strong to the american intelligence service (cia), early  december 1981. jack strong was the codename for ryszard kuklinski, an officer in  the polish army. he started spying for the usa after the brutal repression of polish  protests in 1970. the americans got him out of poland and to the usa just before  martial law was imposed on 13 december 1981. content removed due to copyright restrictions. ",
            "9": "9 0470/22/ m/j/22 \u00a9 ucles 2022 [turn over source g a cartoon published in the netherlands, 1981. brezhnev, leader of the soviet union,  is saying, \u2018whatever you do, don\u2019t look at him!\u2019 source h at first the soviets gave us an ultimatum: either bring the situation under control or we will cut off  supplies of oil, gas and other raw materials. i was summoned three times to the soviet union. on the last occasion, in september 1981, i was shown army manoeuvres all along the polish border. the  soviet army leader, marshal ustinov, informed me that what was happening in poland was intolerable.  we had to convince our allies that we would not undermine the warsaw pact or allow the state to be undermined. the introduction of martial law allowed us to avoid military intervention. general jaruzelski speaking in 1995 in an interview with a western author.",
            "10": "10 0470/22/m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study sources a and b.  how far do these two sources agree? explain your answer using details of the sources.  [7] 2 study sources c and d.  how far would these two cartoonists have agreed? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources e and f.  does source f prove that andropov was lying in source e? explain your answer using details of  the sources and your knowledge.  [8] 4 study source g.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source h.  are you surprised by this source? explain your answer using details of the source and your  knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that the soviet union was willing to send  armed forces into poland? use the sources to explain your answer.  [12]",
            "11": "11 0470/22/ m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/22/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_23.pdf": {
            "1": "this document has 12 pages. any blank pages are indicated.  [turn overcambridge igcse\u2122history  0470/23 paper 2  may/june  2022  2 hours you must answer on the enclosed answer booklet. you will need:  answer booklet (enclosed) instructions  \u25cf answer all the questions on one option only. option a: nineteenth century topic option b: twentieth century topic  \u25cf follow the instructions on the front cover of the answer booklet. if you need additional answer paper,  ask the invigilator for a continuation booklet. information  \u25cf the total mark for this paper is 50.  \u25cf the number of marks for each question or part question is shown in brackets [  ]. *0590549648* dc (lk/ct) 213972/1 \u00a9 ucles 2022",
            "2": "2 0470/23/m/j/22 \u00a9 ucles 2022 option a: nineteenth century topic how far was lincoln responsible for causing the split between   north and south in 1860\u201361? study the background information and the sources carefully, and then answer all the questions.  background information between december 1860 and june 1861 eleven states, starting with south carolina, seceded from the  usa. these secessions were an important factor in bringing about the civil war which began in april 1861 shortly after lincoln had begun his time as president. some historians argue that it was lincoln himself who was responsible for the decision of some  southern states to secede \u2013 he was hated and feared by many people in the south. however, relations  between north and south had worsened long before lincoln became president, especially over the issue of slavery.  how far did lincoln cause the split with the south? source a  a cartoon published during the 1860 presidential election campaign.   the candidates are (left to right) lincoln, douglas, breckinridge and bell.   bell is applying glue from a very small pot.",
            "3": "3 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source b a cartoon published in a british magazine, november 1856. source c what will be the consequences of acceptance by the southern states of the rule of abolitionism at  washington, in the person of lincoln?  the first consequence must be a powerful consolidation of the strength of the abolition party of the  north. if after all the threats of resistance and disunion, the southern states submit, the demoralisation  of the south will be complete. immediate danger will be brought to slavery in all frontier states and the underground railroad will become an overground railroad. before lincoln can be installed in washington the southern states can dissolve peaceably their  union with the north. if we do not dissolve our union with the north, we make the triumph of our abolition enemies complete. if the south accepts the rule of abolitionists, there is an end of all peaceful  separation of the union. we can then only escape by war. the ruin of the south will be the loss of  liberty, property, home, country \u2013 everything that makes life worth having. from the \u2018charleston mercury\u2019 newspaper, 16 october 1860. charleston is in south carolina.",
            "4": "4 0470/23/m/j/22 \u00a9 ucles 2022 source d i am of the opinion that it would be unwise for the southern states to secede, if lincoln were to be  elected. i believe that in the union we would still be able to resist aggressions against the equal rights  of the people of the southern states. we would still have a majority in the us senate opposed to the  abolitionists. without the consent of that body no law could be passed. we have also the us supreme  court, whose opinions are favourable to the equality, both of persons and of property. we also have a  majority of the united states opposed to the faction of which lincoln is the head. from a published letter by a breckinridge supporter, kentucky, october 1860. source e do not consider any compromise in regard to the extension of slavery. the instant you do, they have  us beaten; all our labour is lost, and sooner or later will have to be done all over again. douglas is sure  to be again trying to bring in his \u2018popular sovereignty\u2019. have none of it. the conflict has to come and  better now than later. you know i think the fugitive slave clause of the constitution ought to be enforced  \u2013 or at least it ought not to be resisted. a letter from lincoln to william kellogg, 11 december 1860. kellogg, a republican   congressman, had proposed a compromise including an extension to the missouri   compromise line. source f the people of georgia have dissolved their political connection with the government of the united  states of america. for the last ten years we have had numerous causes of complaint against non- slave-holding states. they have endeavoured to weaken our security, to disturb our domestic peace  and tranquillity. the federal government has tried to deprive us of an equal enjoyment of the common  territories of the republic. this hostile policy has placed the two sections of the union for many years  in the condition of virtual civil war. recent events have fully demonstrated the necessity of separation. northern states have by a large majority committed the government of the united states into the hands  of the party of lincoln, called the republican party, which under its present name and organisation, is  openly an anti-slavery party. while it supports waste and corruption in the administration of government,  anti-slavery is its mission and its purpose. from georgia\u2019s declaration of secession, 29 january 1861.  ",
            "5": "5 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this cartoon give of the presidential candidates? explain your answer  using details of the source.  [6] 2 study source b.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [8] 3 study sources c and d.  how far does source d prove that the author of source c was wrong? explain your answer using  details of the sources and your knowledge.  [8] 4 study source e.  are you surprised that this was lincoln\u2019s position in december 1860? explain your answer using  details of the source and your knowledge.  [8] 5 study source f.  why was this source issued in january 1861? explain your answer using details of the source and  your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that it was lincoln who split the south from  the north in 1860-61? use the sources to explain your answer.  [12]",
            "6": "6 0470/23/m/j/22 \u00a9 ucles 2022 option b: twentieth century topic  how far was jaruzelski in control in poland in 1981? study the background information and the sources carefully, and then answer all the questions.  background informationjaruzelski became leader of poland on 18 october 1981 because the soviet union had become  dissatisfied with the actions of kania in dealing with solidarity and the strikes and protests that were occurring across poland. however, under jaruzelski, these continued, and even got worse. on 13 december jaruzelski announced to the polish people that he was imposing martial law. some historians claim he was pressurised to do this by the soviet union, while others claim he was trying to avoid a soviet military invasion. how strong a leader was jaruzelski? was he being told what to do by the soviet union or was he in  control? source a the front cover of the american \u2018time\u2019 magazine, 28 december 1981.content removed due to copyright restrictions.",
            "7": "7 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source b i wanted to congratulate you on your election to the post of first secretary of the polish communist  party. there is no other individual in the polish workers\u2019 party whose authority is equal to yours.  we are convinced that you will cope with the very difficult tasks before you and will do everything to overcome the severe problems facing your country. it is important, without wasting time, to take the decisive measures you intend against the counter-revolution. we hope everyone will sense that things in poland will move along differently. brezhnev speaking on the telephone to jaruzelski, 19 october 1981. source c we greeted your election as first secretary of the polish communist party with great hopes. we  were aware that earlier in the struggle against anti-socialist forces you were held back by the political indecisiveness of the party leadership. now this obstacle has been eliminated. we had hoped that people in poland would sense that things in poland were finally on a different course. we spoke on the phone about the need for a turnabout in the situation. however, one gets the impression that this has not been achieved. the anti-socialist forces are continuing to spread their influence among ever-wider  segments of the population. it seems to me that you must mobilise the entire party in the struggle to  win the hearts and minds of people. i would like to mention another matter. a lot has been written about your meeting with walesa and the  agreement to set up a \u2018front of national accord\u2019. how far can you go with such agreements without  losing control over the situation? agreements must not make concessions to the enemies of socialism.  we know there are still people in the leadership of your party who want to continue the bankrupt course of kania. a message from brezhnev to jaruzelski, 21 november 1981. source d a cartoon published in the netherlands, 12 december 1980. brezhnev is saying to   walesa, \u2018i would never interfere in poland\u2019s domestic affairs!\u2019",
            "8": "8 0470/23/  m  / j  /22 \u00a9 ucles 2022source e a cartoon published in the netherlands, 16 december 1981. the two men shown  are jaruzelski and brezhnev. source f  a cartoon published in poland. it was published immediately after the imposition of  martial law in december 1981.",
            "9": "9 0470/23/ m/j/22 \u00a9 ucles 2022 [turn over source g the rigours of martial law have complicated everyday life. but these restrictions are a lesser evil than  the invasion which has so long threatened us. the introduction of martial law has saved poland from  a danger whose real character and seriousness are still not comprehended in full everywhere. on 13 december there was no other way of avoiding the disintegration of the state. where was poland going? how long could the country, torn by strikes, aflame with tensions and sinking in a climate of artificially created hatred, have continued to survive? there is still room in poland for responsible, independent unions and the democratisation begun last year will continue. i state that the reports of alleged tens  or hundreds of fatal casualties, of thousands arrested, held in the freezing conditions, beaten up and  tortured, are a lie. one cannot hide the truth about poland in poland. sooner or later, it will be known to the whole world. jaruzelski speaking to the polish people on the radio, 25 december 1981. ",
            "10": "10 0470/23/m/j/22 \u00a9 ucles 2022 now answer all the following questions. you may use any of the sources to help you answer the  questions, in addition to those sources which you are told to use. in answering the questions you  should use your knowledge of the topic to help you interpret and evaluate the sources. 1 study source a.  what impressions does this source give of jaruzelski? explain your answer using details of the  source.  [7] 2 study sources b and c.  how far does source b make source c surprising? explain your answer using details of the  sources and your knowledge.  [8] 3 study sources d and e.  these two cartoons are by the same cartoonist. had he changed his opinion between drawing the  two cartoons? explain your answer using details of the sources and your knowledge.  [8] 4 study source f.  what is the cartoonist\u2019s message? explain your answer using details of the source and your  knowledge.  [7] 5 study source g.  why did jaruzelski make this announcement to the polish people on 25 december 1981? explain  your answer using details of the source and your knowledge.  [8] 6 study all the sources.  how far do these sources provide convincing evidence that jaruzelski was in control in poland?  use the sources to explain your answer.  [12]",
            "11": "11 0470/23/ m/j/22 \u00a9 ucles 2022 blank page",
            "12": "12 0470/23/m/j/22 \u00a9 ucles 2022 permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. every  reasonable effort has been made by the publisher (ucles) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the  publisher will be pleased to make amends at the earliest possible opportunity. to avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the cambridge  assessment  international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download  at www.cambridgeinternational.org after the live examination series. cambridge assessment international education is part of cambridge assessment. cambridge assessment is the brand name of the university of cambridge  local examinations syndicate (ucles), which is a department of the university of cambridge.blank page"
        },
        "0470_s22_qp_41.pdf": {
            "1": "cambridgeigcse\u2122 0470/41 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_41_2022_1.7 \u00a9ucles2022 *2034020211*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebritishexpeditionaryforce(bef)intheearlystagesofthewaronthe westernfront?explainyouranswer. [40]1 howsignificantwerebritishnavaloperationstotheoutcomeofthewar?explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthekappputschinthedevelopmentofweimargermanyto1923?explain youranswer. [40]3 howsignificantwastheuseofconcentrationcampsindealingwithoppositiontonaziruleafter 1933?explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 howimportantwasrussificationasanaspectoftsaristruleinrussiaupto1914?explainyour answer. [40]5 howsignificantwerefactionsinthecommunistpartyasareasonforstalin\u2019spurgesinthe1930s? explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasoverproductionasareasonfortheproblemsfacedbyagricultureandolder industriesintheusainthe1920s?explainyouranswer. [40]7 howsignificantwerebriberyandcorruptionasreasonswhyprohibitionfailedby1933?explain youranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 howimportantwasmao\u2019sleadershipasareasonforthecommunistvictoryin1949?explainyour answer. [40]9 howsignificantwaspropagandainenablingmaotoestablishcommunistruleinchinaafter1949? explainyouranswer. [40]10 06_0470_41_2022_1.7 \u00a9ucles20222",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantweregovernmentlimitationsontravelinmaintainingsegregationbetweentheraces insouthafricabefore1948?explainyouranswer. [40]11 howsignificantwasthegrowthinblackconsciousnessinweakeningthesystemofapartheidin southafrica?explainyouranswer. [40]12 depthstudyg:israelisandpalestinianssince1945 how important was the british mandate as a factor that shaped events in palestine, 1945-49? explainyouranswer. [40]13 howsignificantwashamasinincreasingtensionsbetweenisraelisandpalestinians?explainyour answer. [40]14 06_0470_41_2022_1.7 \u00a9ucles20223",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_41_2022_1.7 \u00a9ucles20224"
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        "0470_s22_qp_42.pdf": {
            "1": "cambridgeigcse\u2122 0470/42 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_42_2022_1.6 \u00a9ucles2022 *6313332978*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwerenewandimprovedweaponsinthedevelopmentofawarofattritiononthe westernfront?explainyouranswer. [40]1 how significantwas turkish resistance as a reason for alliedfailure in the gallipolicampaign? explainyouranswer. [40]2 depthstudyb:germany,1918\u201345 how important were stresemann\u2019s economic policies to the stability of the weimar republic, 1923-29?explainyouranswer. [40]3 howsignificantwereresistancegroupsintheoppositiontonazirule?explainyouranswer. [40] 4 depthstudyc:russia,1905\u201341 howimportantwasrussia\u2019scontinuedinvolvementinthefirstworldwarasareasonforincreased supportforthebolsheviksbetweenmarchandnovember1917?explainyouranswer. [40]5 howsignificantweregulagstostalin\u2019ssystemofcontrolinthesovietunionafter1928?explain youranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 howimportantwasgovernmenteconomicpolicyasacauseofprosperityintheusainthe1920s? explainyouranswer. [40]7 howsignificantwereproblemsinagricultureasanaspectofthegreatdepressionintheusa? explainyouranswer. [40]8 depthstudye:china,c.1930\u2013c.1990 how important was the japanese invasion of china as a reason for increased support for the chinesecommunistpartybefore1949?explainyouranswer. [40]9 howsignificantwasthetreatmentoflandlordsasanaspectofmao\u2019slandreformsinthe1950s? explainyouranswer. [40]10 06_0470_42_2022_1.6 \u00a9ucles20222",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasthepacindeterminingthenatureofresistancetoapartheidinthe1950sand 1960s?explainyouranswer. [40]11 how significant was desmond tutu in ending white minority rule in south africa? explain your answer. [40]12 depthstudyg:israelisandpalestinianssince1945 howimportantwasjewishimmigrationasacauseoftensioninthemiddleeastby1948?explain youranswer. [40]13 how significant were israeli military tactics in determining the outcome of the yom kippur war, 1973?explainyouranswer. [40]14 06_0470_42_2022_1.6 \u00a9ucles20223",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_42_2022_1.6 \u00a9ucles20224"
        },
        "0470_s22_qp_43.pdf": {
            "1": "cambridgeigcse\u2122 0470/43 may/june2022 1hourhistory paper4alternativetocoursework youmustanswerontheenclosedanswerbooklet. youwillneed: answerbooklet(enclosed) instructions \u2022answeronequestionfromyourchosendepthstudy. \u2022followtheinstructionsonthefrontcoveroftheanswerbooklet.ifyouneedadditionalanswerpaper, asktheinvigilatorforacontinuationbooklet. information \u2022thetotalmarkforthispaperis40. \u2022thenumberofmarksforeachquestionorpartquestionisshowninbrackets[ ]. thisdocumenthas 4pages.anyblankpagesareindicated. [turnover06_0470_43_2022_1.7 \u00a9ucles2022 *2330040299*",
            "2": "answeronequestionfromyourchosendepthstudy. depthstudya:thefirstworldwar,1914\u201318 howimportantwasthebattleofthemarnetothenatureofthefightingonthewesternfrontby theendof1914?explainyouranswer. [40]1 howsignificantwerethemilitarycampaignsontheeasternfronttotheoutcomeofthewar?explain youranswer. [40]2 depthstudyb:germany,1918\u201345 howimportantwasthemunichputschtonazipartysupportandmembershipby1930?explain youranswer. [40]3 howsignificantwasracialpolicyinbringingaboutthekindofsocietythenaziswantedafter1933? explainyouranswer. [40]4 depthstudyc:russia,1905\u201341 how important was the secret police (okhrana) in the maintenance of tsarist rule up to 1914? explainyouranswer. [40]5 howsignificantwasstalin\u2019scontrolofreligionandcultureincreatingatotalitarianstateinthesoviet unionafter1928?explainyouranswer. [40]6 depthstudyd:theunitedstates,1919\u201341 how importantwas the entertainmentindustry as an aspect of the \u2018roaring twenties\u2019? explain youranswer. [40]7 howsignificantapartofthenewdealwerethealphabetagencies?explainyouranswer. [40] 8 depthstudye:china,c.1930\u2013c.1990 howimportantwereimprovedrelationswiththeusainchina\u2019sforeignpolicyafter1970?explain youranswer. [40]9 howsignificantwerechangesineducationtothedevelopmentofchinaafter1949?explainyour answer. [40]10 06_0470_43_2022_1.7 \u00a9ucles20222",
            "3": "depthstudyf:southafrica,c.1940\u2013c.1994 howimportantwasgoldmininginshapingtheeconomicdevelopmentofsouthafricaby1948? explainyouranswer. [40]11 howsignificantwasinternationaloppositioninchallengingapartheid?explainyouranswer. [40] 12 depthstudyg:israelisandpalestinianssince1945 howimportantwaspressurefromtheusaasareasonforthebritishwithdrawalfrompalestine in1948?explainyouranswer. [40]13 howsignificantwasjordaninarab-israelirelationsafter1948?explainyouranswer. [40] 14 06_0470_43_2022_1.7 \u00a9ucles20223",
            "4": "blankpage permissiontoreproduceitemswherethird-partyownedmaterialprotectedbycopyrightisincludedhasbeensoughtandclearedwherepossible.everyreasonable efforthasbeenmadebythepublisher(ucles)totracecopyrightholders,butifanyitemsrequiringclearancehaveunwittinglybeenincluded,thepublisherwill bepleasedtomakeamendsattheearliestpossibleopportunity. toavoidtheissueofdisclosureofanswer-relatedinformationtocandidates,allcopyrightacknowledgementsarereproducedonlineinthecambridgeassessment international education copyright acknowledgements booklet. this is produced for each series of examinations and is freely available to download at www.cambridgeinternational.orgaftertheliveexaminationseries. cambridgeassessmentinternationaleducationispartofcambridgeassessment.cambridgeassessmentisthebrandnameoftheuniversityofcambridgelocal examinationssyndicate(ucles),whichisadepartmentoftheuniversityofcambridge. 06_0470_43_2022_1.7 \u00a9ucles20224"
        }
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}