Edexcel GCSE History - papers.xtremepape.rs · GCSE History Mark Battye Subject Advisor To contact our GCSE History senior examining team please call 0844 576 0034 or email: [email protected]

Edexcel GCSE

History Controlled Assessment

CA2: Russia 1917– 39Teacher Support Book 2012

Edexcel GCSE

History

Controlled Assessm ent

Teacher Support Book

History A: The Making of the Modern World

History B: Schools History Project

Unit 4 CA2: Russia 1917–1939

W elcom e to the GCSE

History 2 0 1 2 Controlled

Assessm ent Teacher

Support Book This CA Teacher Support Book has been designed to support you with the

teaching and assessm ent of Cont rolled Assessm ent Unit 4: Representat ions in

History. I t has been updated for 2012, drawing on the experience and insight

gained over the past 3 years. I t also contains learning support m aterials for

candidates.

The book is divided into seven sect ions. I t contains content which is

applicable for all opt ions and som e content which is specific to your chosen

opt ion. I nside you will find som e fantast ic guidance, inform at ion and sam ple

m aterial, including:

● an exem plar schem e of work

● suggested resources to support your teaching

● sam ple m aterial for your chosen opt ion

● exem plar candidate responses and m oderator com m ents

● representat ion sources which m ay be used as choices for the Part B( ii)

representat ion quest ion.

Expert advice from the people w ho know

We hope you find this docum ent useful and look forward to

cont inuing to work with you on our GCSE specificat ions. We are on

hand to answer your quest ions so please feel free to get in touch.

Angela Leonard

Chair of Exam iners

GCSE History

Mark Bat tye

Subject Advisor

To contact our GCSE History senior exam ining team please

call 0844 576 0034 or em ail:

[email protected]

To contact our History Subject Advisor, Mark Bat tye, please

call 0844 576 0034 or em ail: [email protected]

W e look forw ard to w orking w ith you.

Contents 1 I nt roduct ion to controlled assessm ent 1

A brief overview of the unit and the 2012 changes.

2 Assessm ent inform at ion 2

I n this sect ion we answer your key quest ions, but we also provide

inform at ion for candidates, which you m ay choose to copy for them .

3 Suggested resources 1 8

Som e useful resources such as published texts and websites. This

sect ion will be updated as m ore resources are m ade available.

4 Support ing you w ith your controlled assessm ent 1 9

Som e useful contacts and sources of inform at ion to support you.

5 . Exem plar schem e of w ork 2 0

A suggest ion about how you m ight st ructure your teaching, based on

the exem plar task provided.

6 Sam ple task w ith candidate responses 2 3

A sam ple cont rolled assessm ent which you can use with candidates

as a pract ice task.

7 Candidate handouts 3 6

Topic t im eline

Assessing representat ions

Understanding enquiry and representat ions

What are notes?

What is an enquiry?

Student proform as for plans and notes

Sect ion 1 : I nt roduct ion to controlled assessm ent

GCSE History Version 2012 Cont rolled Assessment Teacher Support Book 1

Unit 4 : Representat ions of History

W hat has changed for 2 0 1 2 ?

The GCSE 2012 History specificat ions set out the linear requirements for first

teaching in September 2012 ( for 2-year courses) and assessm ent in June 2014.

Candidates applying for cert ificat ion from summer 2014 ( i.e. those following a 2-year

course from September 2012) must sit the three external exam inat ions at the end of

the course, along with the subm ission of cont rolled assessm ent .

Can w e st ill do the controlled assessm ent in

Year 1 0 ?

You can st ill schedule the cont rolled assessments as appropriate, but the cont rolled

assessment unit will need to be entered at the same t ime as the candidate is sit t ing

the GCSE. You’ll need to make sure that you are using the appropriate task for the

year of GCSE ent ry: check the dates on the task and ensure they are valid for the

year you are subm it t ing.

Can a candidate carry forw ard m arks from a

controlled assessm ent unit?

I f a candidate wishes to retake the whole GCSE History qualif icat ion, then they will be

able to carry forward the m ark they received for the cont rolled assessm ent unit . They

can do this whether or not the task is st ill valid for that cohort of learners, as they

are carrying forward the UMS mark they were awarded.

W ill the controlled assessm ent tasks follow the

sam e pat tern?

There are no changes to the cont rolled assessm ent content as a result of these

reform s. However, we have taken the opportunity to respond to feedback from

cent res saying that they would prefer the Part A enquir ies to be expressed as a

quest ion, so we are m aking this change to the way the tasks are presented for the

tasks released from summer 2012 onwards.

I s controlled assessm ent affected by the new

m arks for spelling, punctuat ion and gram m ar

( SPaG) ?

No, these addit ional SPaG marks are only in the externally exam ined units. Quality of

Writ ten Com m unicat ion (QWC) rem ains in the mark scheme for cont rolled

assessm ent , however.

Sect ion 2 : Assessm ent inform at ion


Overview of assessm ent ● Controlled assessment is weighted at 25% of the course.

● I t is worth 50 raw m arks and 100 UMS.

● I t can only be subm it ted in the June series at the end of the course but it can be

sat at any t ime, provided the task is valid for the year of subm ission.

● Candidates are assessed through a single internally assessed, externally

moderated assessment consist ing of one task, split into three parts.

● There are 12 topics in the Modern World (MW) specificat ion and 13 topics in the

Schools History Project (SHP) specificat ion. The tasks are ident ical for both

Modern World and SHP.

Non- Brit ish

Germ any 1918–39

Russia 1917–39

USA 1919–41

China 1945–76

Vietnam 1960–75

Government and protest in the USA

1945–70

The I ndian subcont inent : The road to

independence 1918–47

Brit ish

Crime, policing and punishment in England

c1880–c1990

Northern I reland c1968–99

The im pact of war on Britain 1914–50, or

The impact of war on a locality in Britain

1914–50

Change in Brit ish society 1955–75

Power and polit ical t ransformat ion in

Britain 1970–90

History around us – a local com m unity

(SHP)

Modern World Unit 3

Candidates who do Opt ion 3C, USA

1945–70, must do a Brit ish cont rolled

assessment .

Prohibited combinat ions

CA1: Germany 1918–39 m ust not be

com bined with MW Unit 2 Opt ion A, MW

Unit 3 Opt ion C or SHP Unit 2 Opt ion C.

Preparat ion

For Part A (Historical Enquiry) candidates

can do their own research without

supervision. The Part A enquiry task can

be given to candidates at a t ime decided

by the teacher.

For Part B candidates may be given the

task and sources 2 weeks before it is

taken. They cannot take the m aterials

away with them.

W rite- up

Candidates will have 2½ hours to write the

assignm ent under cont rolled condit ions.

Write-up: the task does not have to be

done in silence but must be supervised at

all t im es. The write-up m ay happen over

m ore than one lesson but work m ust be

kept securely at all t im es.



Each task is split into three parts

Part A – Carry out a histor ical enquiry

Assessment Object ive 1/ Assessment Object ive 2 ( recall knowledge and dem onst rate

understanding of key concepts and key features)

Suggested t im e to com plete write-up: 1 hour

20 marks

Candidates carry out an enquiry. The enquiry will focus on one or more of the bullet

points in the specificat ion and will change each year. Edexcel will provide the focus of

the enquiry but there will be a choice of enquiry focus for teachers to choose from.

Tasks for CA10L and CA13 (SHP) will target local history. For these, you may adapt

the task by relat ing it to your locality, but you will not be able to change the subject

or focus of the enquiry.

Candidates are expected to support their answer with knowledge and understanding

from their program m e of study. Candidates need to show that they have found

relevant sources of informat ion and selected informat ion for the purpose of the

enquiry. I n writ ing up they should show that they can organise their informat ion to

answer the quest ion and assess it in order to reach a conclusion.

Part B( i) – Com pare tw o representat ions of History: Analyse

and com pare representat ions

Assessm ent Object ive 3b (understand, analyse and evaluate how aspects of the past

have been interpreted and represented in different ways as part of a histor ical

enquiry)

Suggested t im e to com plete write-up: ½ hour

10 marks

Candidates are expected to analyse two representat ions provided by Edexcel in order

to show how the past has been represented in different ways. At least one of the two

representat ions will be from a period later than the event , issue or individual being

represented.

I n this task candidates need to understand what representat ion is, what is meant by

port rayal of an aspect of the past and how a view or port rayal is conveyed by what

its creator chooses to include and/ or the t reatm ent given to what is included.

Candidates should see sim ilar ity and difference in the details and emphases of the

representat ions – and will achieve Level 3 if they show clearly what those differences

amount to in the overall impression created of an event or issue and if they make

and support a judgement .



Part B( ii) – Analyse and evaluate three representat ions of

history: Evaluat ion of representat ions

Assessment Object ive 3b

Suggested t im e to com plete write-up: 1 hour

20 marks

Candidates are expected to evaluate the two representat ions provided by Edexcel

and a third cent re choice (provided by Edexcel or the teacher) .

Candidates must have a basis for judging the representat ions. They should use the

overall cr iter ia of object ivity, accuracy and com prehensiveness. These can be further

broken down and applied depending upon the representat ion focus.

W hat are the representat ion focuses?

These are listed below – they are the broad themes which will remain consistent

throughout the lifet ime of the qualificat ion. All representat ion quest ions within tasks

will relate to this focus.

CA1 How were the Nazis able to cont rol Germany 1933–39?

CA2 How was Stalin able to cont rol Russia 1924–39?

CA3 How did the USA deal with its econom ic problems in the 1930s?

CA4 What was Mao’s impact on the development of China (hero or villain)?

CA5 How did people in the USA react to the war in Vietnam?

CA6 What was the im pact of m ass protest in US society 1955–70?

CA7 How important was the role of Gandhi in achieving independence for I ndia?

CA8 How effect ive was policing in late Victorian Br itain?

CA9 How im portant were param ilitary organisat ions in prevent ing a peace

set t lement in Northern I reland?

CA10 How did civilians in Britain react to the experience of war in 1939–45?

CA11 ‘The Swinging Sixt ies’. An accurate descript ion of Britain in the 1960s?

CA12 How did Britain respond to the Falklands Crisis?

CA13 What was the impact of indust r ialisat ion on a local community?



Teaching controlled assessm ent

The following guidance draws on the principal moderator’s feedback on the 2010 and

2011 series, in addit ion to exist ing guidance on the cont rolled assessment .

W hen w ill I see the task?

“

A new task (Part A and B) will be released every year. The task will be released

via secure download from the Edexcel website (www.edexcel.com) in the

sum m er term of the year before the controlled assessment is to be taken. Each

task is valid for 2 years which means that there will always be a choice of two

different tasks. You can look at the task in advance and use it to plan delivery

and adjust your scheme of work to reflect the focus of the task. I t is important

that you ensure the task you use is valid for the year in which you will subm it

the cont rolled assessm ent .

”W hen can candidates see the task?

“

Part A

You can give candidates the Part A enquiry task whenever you feel they are

ready.

Part B

Candidates can also know the focus of the Part B representat ion quest ions in

advance but m ust not have access to the actual Part B( i) representat ions unt il

2 weeks before they are due to complete their Part B quest ion. They should not

be allowed to take the representat ions out of the classroom, even after the

task has been com pleted. I f you plan to split the Part B quest ions and offer

Part B( ii) later, you need to collect the representat ions in after com plet ion of

Part B( i) and reissue them, under the sam e terms of cont rol, no m ore than

2 weeks before candidates are due to complete Part B( ii) . This is to ensure the

high level of cont rol required in cont rolled assessment .

”



W ill there be any choice?

“

Each task will be valid for 2 years, which means that after the summer 2010

series, there will always be a choice of two different tasks.

Within each task there will be a choice from two Part A enquiry themes. Each

theme will have internal choice. Part B representat ion quest ions will always

have the same focus throughout the lifet ime of the qualificat ion. There will be

no choice of quest ion in Part B. Part B( i) will ask candidates to compare two

provided representat ions. I n Part B( ii) , candidates will evaluate the two

representat ions with a third which you choose. Edexcel will provide examples

which you can choose – or you can choose one of your own. These examples

are provided in this document .

You may choose the enquiry theme and focus (Part A) for your candidates, or

given them the choice of focus within the theme.

You must not m ix Part A and B quest ions from different cont rolled assessm ent

tasks.

”W hen can I offer the controlled assessm ent unit?

“

Candidates must subm it their cont rolled assessment in the final summer series

at the end of the course. However, this does not prevent candidates from being

assessed much earlier in the year provided completed assessments are

retained securely at the school prem ises before subm ission in May. Therefore,

Unit 4 can be offered throughout the course alongside other units, or

intensively, provided that the task is st ill valid when the work is subm it ted.

”



Part A guidance

I n order to do well on the Part A task, it is important that candidates:

● address the enquiry focus, rather than simply writ ing everything they know on

the topic

● show that they have selected and used m aterial from a range of relevant sources

(books, websites, etc.) .

W hat is a ‘range’ of sources?

Candidates are expected to use five or more different sources of informat ion in their

enquiry. There are no rest r ict ions on the type of sources to be used – they can be

textbooks, work by histor ians, books for the general public, websites, media sources,

etc. However, the expectat ion is that ‘sources’ here m eans sources of inform at ion

( i.e. works of som e kind) rather than short ext racts or images which are used as

sources in Unit 3. An exam ple of an appropriate source of inform at ion could be a

‘chapter’ (often one or two double-page spreads) in a GCSE textbook, a web page

devoted to the specific topic, a museum display, and so on.

How do candidates show they have selected and used a range?

The mark scheme refers to candidates’ ‘select ion and use’ of m aterial. For teachers to

be able to reward this in marking, candidates’ prepared notes should be evidence

that they have done this. Although notes m ay not contain prepared passages of

answers in full sentences, they m ay contain ext racted phrases or whole sentences as

quotat ions from sources consulted. I n their response to the enquiry quest ion, GCSE

candidates are not required to reference their sources through footnotes (although

this is obviously acceptable) but they should make it clear that they are select ing and

deploying inform at ion from a range of sources. This m ight be done through direct

com m ent in the text , for example ‘as Leonard and Whit tock’ say or ‘the picture on

page XX of Waugh and Wright ’.

Because they can prepare a bibliography to bring into the write-up session,

candidates could also number the items on their bibliography and then put the

number of the relevant work in the margin or in brackets in the essay.

The following paragraph from the 2011 principal moderator’s report should also be

noted:

Since candidates are rewarded for ident ify ing and select ing material from

appropriate sources, they should not be provided with a standard set of

sources and told how to use them in the essay. I t is recognised that schools

with large cohorts may have problems resourcing this aspect of the enquiry

and it is perfect ly acceptable to make a core set of texts and list of websites

available to candidates for them to consult and m ake their own select ion of

detail. I n the same way, all the class will have access to the same source if a

film clip is used or a visit to a museum is organised but individual candidates

will m ake different use of these sources. Therefore the candidates’

bibliographies m ay be sim ilar but m oderators would expect to see m arked

differences in the notes m ade, and the use made of these sources. A single

bibliography used by all candidates is not appropriate.



Part B guidance

W hat is a representat ion?

A representat ion is a source that

aim s to represent some aspect of

the past . I t could be the work of a

histor ian or an archaeologist ’s

report , but it could also be a film , a

paint ing, a cartoon or a novel. The

key is that it sets out to give an

impression: a private let ter, a will or

a set of census data couldn’t be

used, as these are examples of

evidence of the period, but are not

representat ions of it .

W hat do candidates need to do

in B( i) ?

Part B( i) asks candidates to

compare two representat ions

provided by Edexcel and to reach a

judgem ent about how far they

differ. Candidates m ust consider

sim ilar it ies and differences in port rayal;

they are not required in Part B( i) to

explain why the two representat ions

differ and they are not required to

evaluate them .

To do well in Part B( i) , candidates must

grasp the concept that representat ions of

history are created to give a view of an

aspect of the past . The im pression they

give, the port rayal they create, is the

product of deliberate choices m ade by

their authors: the author/ art ist began

with an empty page and each inclusion is

the product of a deliberate choice

designed to convey an overall message.

To reach the highest level, candidates

must be able to analyse the way in which

select ion and t reatm ent of m aterial in the

representat ions has deliberately created

a part icular view of the issue

represented.

Lengthy descript ions of the content of the

representat ions and assessing the

representat ions for reliabilit y are not

appropriate in this task and will not score

highly. The m ost successful answers

begin by ident ifying and comparing

the overall impression created in

each representat ion and then using

the detail of each representat ion to

support this analysis.

'The Withdrawal from Dunkirk' by Charles

Cundall, an official war art ist . Despite com ing

from the t im e, the paint ing is a good exam ple

of a representat ion. Cundall is conveying an

impression of orderliness and quiet heroism .

Even the t it le is significant – withdrawal not

ret reat .

A Punch cartoon of 22 September 1888.



How can I help candidates to analyse representat ions for Part B( i) ?

Below are some possible st rategies for developing analysis of select ion and

t reatm ent .

● An analysis of advert isements – use of colour, language, emphasis. How is the

overall message created?

● An analysis of an individual’s social network hom e page. What im pression of the

individual does it give, and how has that im pression been created?

● A review of the school prospectus: What photographs have been included and

why? Which aspects or areas of the school are om it ted? What aspects are

emphasised in the text? How is language used to create a good impression?

Overall, what im pression of the school does the prospectus give?

● A piece of word-processed text is created into which candidates can ( i) insert

alternat ive phrases from negat ive or posit ive statem ent banks and ( ii) excise or

insert addit ional informat ion. How does the overall image change? How does

om ission and inclusion of informat ion make a difference?

● Candidates annotate call-outs inserted onto cartoons or visual im ages to

com m ent on issues such as expression, posit ioning, reason for inclusion of

part icular objects, etc.

W hat do candidates need to do in Part B( ii) ?

I n Part B( ii) candidates need to evaluate three representat ions. Two of these

representat ions will be the same as in B( i) ; the third is provided by the teacher.

To do well in Part B( ii) , candidates need to be able to apply cr iter ia in the process of

making their evaluat ions. Examples of cr iter ia are given in the level descript ions

(accuracy, com prehensiveness, object ivity) but others may be used, such as the

author’s focus or purpose. The highest level requires the applicat ion of three criter ia,

and the use of support ing contextual knowledge that helps the candidate make

judgem ents in relat ion to the three cr iter ia.

The principal moderator’s report from 2011 contains the following advice:

Candidates should be clear that in Bii they are assessing how the range of

detail, the t reatm ent of the m aterial, and the author’s purpose or his

object ivity affects the quality of the representat ion. I t m ight help them to

grasp this concept if they prepare for the task by thinking about the decisions

made in compiling a souvenir magazine or creat ing a t ime capsule – if there is

only space for one representat ion, which one would best convey the specified

issue?

How can I help candidates to evaluate representat ions for Part B( ii) ?

Below are some possible st rategies for developing candidates’ skills in applying

cr iter ia as part of a process of evaluat ion.

● Evaluat ing a TV advert on a scale of 1 to 5 according to different cr iter ia chosen

by the candidates. How do cr iteria affect the rat ing given?

● Choosing three criter ia by which to evaluate three films or TV programmes and

then rat ing them against each cr iter ion on a scale of 1 to 5. Overall, which is best

and why?

● Evaluat ing a social networking hom e page/ a school report / the school prospectus

against the cr iter ia of accuracy, com prehensiveness, object ivity. Using own

knowledge of the individual/ school to support the judgem ents m ade.


GCSE History Version 2012 Cont rolled Assessment Teacher Support Book 1 0

W hat ’s the role of know ledge in Part B( ii) ?

Candidates must be able to apply relevant and precisely selected own knowledge to

gain high marks for their evaluat ion of the representat ions. The following ext ract

from the principal moderator’s report for 2011 shows the importance of candidates’

applicat ion of knowledge direct ly to the given representat ions:

I t is not enough at Levels 3 and 4 to assert ‘These details are accurate

because I know this did happen’, or to say ‘This coverage is not complete

because it does not m ent ion X’. Candidates’ own knowledge needs to be used

to support any com m ent about accuracy or to explain why it is significant that

som ething has been om it ted. Com m ents about com prehensiveness should

also take account of the focus of the representat ion, for exam ple if the focus

of a representat ion [ in CA6] is on the student protest movement , the

comment that it does not cover civil r ights protests, should not be highly

rewarded. Even where addit ional own knowledge was present in the answer, it

was somet imes used to explain the representat ion or the context rather than

to test and evaluate the accuracy/ comprehensiveness of the representat ions.

How do I choose the third representat ion?

The focus of the representat ion quest ions for each opt ion will stay the sam e

throughout the lifet ime of the specificat ion. The representat ions provided by Edexcel

will change each year but because the focus of the quest ions will remain the same,

you can choose a third representat ion and use the same one every year. You could

choose one of the representat ions in Sect ion 6 of this document , or select one from

past cont rolled assessm ent tasks. You don’t need to seek approval for your own

choice of third representat ion, however you may em ail

[email protected] for advice from our senior exam iners or to check

that a third representat ion of your choice is suitable. Bear in m ind the guidance about

what is – and what is not – a representat ion.

When submit t ing candidate work for moderat ion, please ensure that you enclose a

copy of the chosen third representat ion.



Support ing your candidates

W hat sort of research can candidates do for Part A?

“

Candidates are free to research responses in their own t im e and in school t im e.

They may use librar ies, museums and the internet , for example. Candidates

should subm it a list of sources they have used in the form of a bibliography.

The bibliography m ay be writ ten on the form in the back of this document , or

candidates may create their own proforma. There is no page lim it for the

bibliography.

”

W hat are notes?

“

● Notes are pieces of evidence relevant to candidate enquiry or

representat ions.

● Notes are not cont inuous sentences or paragraphs.

● They can be bullet points, numbered points or short quotat ions.

● They could be lists of key dates, nam es, events, causes or consequences.

● Candidates can have plans and notes. The pages will be st r ict ly lim ited

(maximum two sides of A4 of notes and one side for plans for 20-mark

quest ions; one side of A4 of notes and one side plans for 10-m ark

quest ions) .

● Notes m ay be writ ten on the form s in the back of this docum ent . Teachers

and candidates m ay create their own notes proformas provided they are A4

size and conform to the page lim its above. Plain or lined A4 paper may also

be used.

● Notes m ay be handwrit ten or word processed (m inimum font size 12) .

”



How m uch support can teachers give candidates?

“

Teachers may support candidates in the preparat ion of both parts of the task.

Teachers may, for example:

● m ake sure candidates understand and can com pare the sources

● teach them about the topic

● help them find relevant informat ion for the enquiry.

Teachers may not provide:

● writ ing frames specific to the live task

● words or phrases for candidates to include in their answers.

Discussion of individual details and general advice about planning and

st ructuring an essay are both acceptable, but specific advice about the plan to

be followed or the detail to be included in the assessed work should not be

given.

”



Adm inister ing the controlled assessm ent

How do I conduct the controlled assessm ent?

“

● Arrangements can be decided by the cent re.

● Controlled assessment can take place in norm al lesson t im e, supervised by

teachers.

● When there is m ore than one teaching group, they can com plete the

cont rolled assessm ent at different t im es, and indeed, stages in the course.

● Candidates can have plans and notes. The pages will be st r ict ly lim ited

(maximum two sides of A4 of notes and one side for plans for 20-mark

quest ions; one side of A4 of notes and one side plans for 10-m ark

quest ions) to aid teacher checking. Candidates m ay use copies of the

Edexcel proformas at the back of this docum ent . Teachers and candidates

may also create their own proformas, or use plain or lined A4 paper.

● Candidates must create a bibliography, list ing all sources used in

preparat ion for the write-up.

● Plans, notes and bibliographies m ay be handwrit ten or word processed

(m inimum font size 12) .

● Candidates m ay not take annotated copies of the representat ions sources

into the write-up session. Clean copies should be provided by the teacher.

● Teachers should check that the materials contain only plans, notes and

bibliography and not a draft answer before they are taken into the

cont rolled environment . The plans, notes and bibliography should be

retained with the candidates’ responses in a secure place and will be

required as part of the sam ple for m oderat ion ( there is no requirem ent to

send in the complete folder of the whole unit from a candidate as in

previous specificat ions) .

● Candidates who are absent may complete the assignm ent another t ime.

There are no rest r ict ions on communicat ion between candidates who have

and who haven’t com pleted the assessm ent , as there would be in a live

exam inat ion. All candidates will know the task in advance.

”



W hat opt ions do I have w hen organising the controlled assessm ent

t im e?

“

The cont rolled assessm ent write-up could be as follows.

● One session – preparat ion has been done throughout the teaching of the

program m e of study, and at the end, candidates com plete the cont rolled

assessm ent write-up (Part A and B) in one session last ing 2½ hours.

● Two sessions – after preparat ion for the enquiry (Part A) is done, a 1-hour

write-up session is com pleted by the candidates. After preparat ion for

Part B is completed, a 1½ –hour write-up session is completed by the

candidates.

● Three sessions – after preparat ion for the enquiry (Part A) is done, a

1-hour write-up session is completed by the candidates. After preparat ion

for Part B( i) is completed, a ½ hour write-up session is completed by the

candidates. After preparat ion for Part B( ii) is completed, a 1–hour write-up

session is completed by the candidates.

(These t im ings are advisory, but candidates m ust not exceed the 2½ hours for

the whole cont rolled assessment .)

”

W hat can candidates take in to the w rite- up session?

“

● Part A enquiry – two A4 sides of notes – for example bullet points, spider

diagram/ m ind map, quotes, key words – not complete sentences or

paragraphs, AND a plan on one side of A4.

● Part B( i) – one A4 page of notes AND a plan on one side of A4.

● Part B( ii) – two A4 sides of notes – for example bullet points, spider

diagram/ m ind map, quotes, key words – not complete sentences or

paragraphs, AND a plan on one side of A4.

● A bibliography of sources used in preparat ion for the write-up.

● Clean copies of the provided representat ions for Part B ( to be supplied by

the teacher) .

”



Can candidates do the task on their com puter?

“

Yes, the assignm ent write-up can be word processed, provided the com puter is

checked prior to use for any saved informat ion and provided it does not

connect to the internet or int ranet . Spell check may be used by candidates.

When work in a write-up session is completed this must be saved onto a

portable m edium and retained securely by the cent re. The cont rolled

assessment response must be printed out for marking and standardisat ion.

I f the task is to be word processed, teachers should ensure that candidates use

a clear and legible font , font size and page layout , for example Times New

Roman, font size 12, 1½ line spacing and margins to allow for teacher

comments.

”

W hat if I decide to use a visual ( e.g. film ) clip or song as m y third

representat ion source in B( ii) ?

“

I f you are using a visual film clip or song as your own choice of third

representat ion you will need to ensure that candidates can have access to the

material during the write-up session. I n the case of a song you m ay wish to

provide candidates with a printed version of the lyr ics. I n the case of a film clip

you may provide candidates with a writ ten, factual descript ion of the clip,

which could include the screenplay or a summary of it .

You should send a recording of this material to the m oderator when the work is

subm it ted for moderat ion, along with any printed m aterial created to

accom pany it . This could be sent on a CD or mem ory st ick.

”W hat about candidates w ho qualify for ext ra t im e in exam inat ions?

“

Some candidates qualify for ext ra t ime in exam inat ions due to special

circum stances – in such cases the ext ra t im e can also be applied to the write-

up t im e for cont rolled assessm ent , but this must be carr ied out under the high

levels of cont rol required in cont rolled assessment .

”



So, in sum m ary…w hat are the m ain cont rols?

“

The Part A enquiry and focus of Part B m ay be given out at any t im e. The

Part B quest ions and sources m ay be given out no m ore than 2 weeks before

the write-up is scheduled to take place. Sources for representat ions 1 and 2

m ay not be taken out of the classroom , both during the preparatory period,

and after the write-up session.

Candidates must complete the write-up within 2½ hours in a cont rolled

environm ent . Once the write-up has taken place, all work, tasks and sources

must be collected in and kept securely. The work then needs to be marked by

the teacher, and a sample sent off for m oderat ion.

”



Subm it t ing the controlled assessm ent

W hen does controlled assessm ent need to be subm it ted?

“

Cont rolled assessm ent can only be subm it ted in the summer series (May

deadline) ; for assessm ent from 2014 this must be at the end of the course.

However, you can offer the unit earlier in the course, retain the cont rolled

assessment securely, and subm it it in the final summer series. For example,

you could teach the cont rolled assessment in the autumn term , candidates

could write the response in January, and you could retain the responses

securely and subm it these in the summer series. However, you m ust ensure

that the tasks you use are valid for the year of subm ission.

”Can I use live controlled assessm ent tasks as a m ock for candidates?

“

Each cont rolled assessm ent task will be valid for 2 years, and there will be a

new task released each year. From 2010 there will therefore always be a

choice of two different tasks. Within each task there will be a choice from two

Part A enquiry them es, each with internal quest ion choice.

You may therefore:

● use one cont rolled assessment task as a mock for candidates, then the

following year use the new cont rolled assessm ent task as the actual

cont rolled assessm ent task to be subm it ted

● use one of the Part A enquiry tasks for candidate pract ice, then use the

other Part A enquiry task as the actual cont rolled assessm ent task to be

subm it ted

● use the sample task provided in this docum ent as a pract ice or m ock

exercise with candidates.

You m ay not , however, use the sam e cont rolled assessm ent quest ions for a

m ock and actual cont rolled assessm ent task to be subm it ted.

”

Sect ion 3 : Suggested resources


Suggested resources to support teachers and candidates

Before you begin, you will need to have an idea of available resources to support

your teaching of the course.

The following is a provisional list of resources, which m ay be updated as publishers

begin to produce new resources to support this cont rolled assessment topic.

CA2 : Russia 1 9 1 7 – 3 9

At present there are no published GCSE resources writ ten specifically for this

cont rolled assessm ent topic. However, teachers can use any GCSE Modern World

student book on Russia to teach the enquiry sect ion – for example:

GCSE Modern World History Unit 2B Russia 1917–39 Student Book, by Jane Shuter,

I SBN 9781846905483 (Pearson)

GCSE Modern World History for Edexcel: Russia 1917–1939, by Waugh and Wright ,

I SBN 9780340984406 (Hodder) .

There are m any other published resources on this period available from major

publishers for both GCSE and GCE which teachers can use to help plan their

teaching and students m ay find them a good source of addit ional reading.

Edexcel have produced a detailed scheme of work for the Modern World Unit 2B

exam ined topic on Russia 1917–39 – this scheme of work contains several links to

useful websites and references to other useful resources and can be found on the

link below under Editable Schemes of Work:

www.edexcel.com / quals/ gcse/ gcse09/ history/ a/ Pages/ default .aspx

Sect ion 4 : Support ing you w ith your controlled

assessm ent

GCSE History Version 2012 Cont rolled Assessment Teacher Support Book

1 9

Support ing you w ith your controlled assessm ent

Need help with cont rolled assessm ent? Our experts are on hand to support you...

• Email your Subject Advisor, Mark Bat tye ,

direct ly at [email protected]

• Call 0 8 4 4 5 7 6 0 0 3 4 to speak to a m em ber of

the Subject Advisor team for history

• Visit the History Com m unity Forum to speak

to other teachers, ask advice and see

docum ents and links that Mark Bat tye has

posted

• Get the latest history news, advice and

rem inders st raight to your inbox - sign up for

em ail updates.

Ask the Expert , our free email service, puts you in direct contact with a senior

exam iner who will help answer any subject -specific quest ions concerning the

teaching of history. They will email you within two working days of receiving your

quest ion.

You can find docum ents relat ing to cont rolled

assessment below.

You should also refer to the JCQ controlled

assessm ent guidance docum ent .

Here's an indicat ion of what you'll see in some

of the document categories:

Assessm ent form s

You'll find the cont rolled assessm ent form s you need here.

Exem plars

New exemplars from the June 2012 series will be available here short ly.

Teaching and learning

We've updated the cont rolled assessm ent Teacher Support Books with answers to

FAQs from you.

All these docum ents can also be found on the m ain GCSE History A/ B

page, alongside other key documents including:

• The specificat ion , which includes the controlled assessm ent m ark schem e

• Principal Moderator reports

Don't forget that you can also download a centre- specific m oderator report for

your cont rolled assessm ent unit .

Sect ion 5 : Exem plar schem e of w ork


Support ing your delivery of controlled assessm ent

The following resources are designed to support your delivery of the cont rolled

assessm ent . The program m e of study is our suggest ion for how you m ight st ructure

the teaching, based on the exam ple task further on in this document . I t is not

m andatory and you m ay adjust your programme of learning each year to reflect the

focus of the chosen enquiry for Part A.

Exem plar schem e of w ork

Generic schem e of

w ork

Subject content Controlled

assessm ent

1 5 - w eek

program m e

Context , concepts

and applicat ion

The histor ical context

of the enquiry/ ies

ident ified in Part A.

The key features of

the period or issue.

Reasons for change

and developments.

Pract ise analysing

causat ion, change.

Pract ise writ ing

extended responses

with a focus on

causat ion, change,

etc.

Overview :

● The collapse of the Tsarist

regime 1917: the weakness of

Nicholas I I ’s government ,

discontent by both the

workers and the peasants, the

growth of opposit ion to the

Tsarist regim e, the impact of

m ilitary defeats, events in

Pet rograd, the Tsar’s

abdicat ion, the Provisional

Government .

● The Bolshevik takeover and

consolidat ion of power

1917–1924; Lenin’s return to

Russia, the role of Trotsky,

the reasons for the Bolshevik

seizure of power, early

Bolshevik decrees, the Treaty

of Brest -Litovsk, the Civil War

and reasons for Bolshevik

success, War Com m unism and

New Economic Policy.

● The nature of Stalin’s

dictatorship 1924–1939; the

st ruggle of power, Stalin’s

removal of r ivals, the purges

and use of terror, show t r ials,

secret police, propaganda and

censorship, the cult of Stalin,

cont rol of educat ion.

● Econom ic and social changes

1928–39; Collect ivisat ion of

agriculture, indust r ialisat ion,

Gosplan, Five-Year Plans, the

Stakhanovites, liv ing and

working condit ions, the

experiences of different

groups.

Weeks 1–4



Generic schem e of

w ork

Subject content Controlled

assessm ent

1 5 - w eek

program m e

Enquiry: The Bolshevik

consolidat ion of power.

● Econom ic: How did the

econom ic policies help the

Bolsheviks to consolidate

power 1917–1924?

● Terror: How did the use of

terror help the Bolsheviks to

consolidate their power

1917–1924?

Part A Enquiry

Developing enquiry

skills:

● how to find,

select and use

sources of

informat ion

● support ing

candidates in the

process of their

research

● includes write-

up.

Generic Write-up

1 hour

Weeks 5–7

Part B Context

The histor ical context

of the

representat ions

issue.

Coverage of key

features of period or

issue sufficient to

enable candidates to

evaluate the

accuracy and

com prehensiveness

of the

representat ions.

How was Stalin able to cont rol the

Soviet Union?

● Econom ic successes: the

implementat ion of

collect ivisat ion; the Five Year

Plans rapid indust r ialisat ion,

Russia’s emergence as a

major world power.

● Use of propaganda, the arts,

educat ion and youth to

encourage support for the

governm ent .

● The use of terror: the use of

force and the ruthless

suppression of opposit ion: the

role of a secret police and the

purges.

Weeks 8–11

Part B Skills and

concepts

Understanding and

analysing

representat ions.

Pract ise comparing

and evaluat ing

representat ions of

the selected issue.

Generic Write-up

Part B( i) :

½ hour

Part B( ii) :

1 hour

Weeks

12–15



Historical t im eline

We have provided a t im eline in the candidate handouts sect ion which we hope you

will find a useful resource.

Sect ion 6 : Sam ple task w ith candidate responses


Sam ple task

Russia 1 9 1 7 – 3 9

Part A: Carry out a historical enquiry

ENQUI RY 1

The ways in which the Bolsheviks consolidated their power in the years 1917–24.

One of the following quest ions should be the focus of your enquiry:

Either

• How significant was War Communism in the consolidat ion of Bolshevik rule in the

years 1917–24?

Or

• How significant was the use of terror in the consolidat ion of Bolshevik rule in the

years 1917–24?

(Total for Part A = 20 m arks)

Part B( i) : Com pare representat ions of history

Study Representat ions 1 and 2. They are both representat ions of how Stalin was able

to cont rol Russia.

How far do these representat ions differ?

(Total for Part B( i) = 10 m arks)

Part B( ii) : Analyse and evaluate representat ions of history

Study Representat ions 1 and 2 again and Representat ion 3, which your teacher will

give you.

Choose the one which you think is the best representat ion of how Stalin was able to

cont rol Russia. Explain your choice.

You should use all three representat ions and your own knowledge to explain your

answer.

(Total for Part B( ii) = 20 m arks)

Note: I n the live tasks there will be a choice of enquiry themes provided in Part A.



Representat ions for use in Part B

Representat ion 1

A Soviet poster on the process of collect ivisat ion. The capt ion reads ‘Joining of small farm s: the way to prosperity in the socialist

count ryside’.



Representat ion 2

From Modern World History by Malcolm Chandler and John Wright , published by

Heinemann in 2001.

Collect ivisat ion

Collect ivisat ion was part of the first Five-Year Plan. I t was an at tem pt to get

r id of the ownership of land by ordinary people and m ove peasants to large

collect ive farms where machinery and skilled labour could be used more

effect ively. At first Stalin t r ied to persuade peasants to join collect ive farm s,

but food shortages in 1928 and 1929, led him to order the seizure of food to

feed indust r ial workers. Seizures were resisted by peasants – especially by the

kulaks who had taken advantage of NEP. I n Decem ber 1929, Stalin went even

further.

Com m unist Party officials began to use the term ‘dekulakisat ion’ to describe

the at tacks throughout the Soviet Union that began in early 1930. The

populat ions of whole villages were rounded up and sent by t rain to the labour

cam ps in the north. Resistance resulted in death. Villagers who t r ied to defend

their property were shot on the spot .

How m any kulaks died is uncertain. Stalin est im ated that there m ust be

5,000,000 to 6,000,000 kulaks in the Soviet Union, but he later claim ed that

as many as 10,000,000 suffered. The kulaks reacted by dest roying their

livestock and property, rather than hand them over to the collect ive farm s. By

the sum m er of 1930, 14,000,000 cows and one- third of the pigs in the Soviet

Union had been dest royed. The result was the worst fam ine in Russian history.

Altogether, 20,000,000 people m ay have died during the fam ine of 1932–33.

Representat ion 3 below can be used together w ith the tw o sources provided

by Edexcel each year for the controlled assessm ent as the third

representat ion. Or teachers m ay provide a third representat ion of their ow n

choice.

Representat ion 3

From Hope Abandoned, N Mandelstam , first published in 1971.

The only purpose of terror is int im idat ion. To plunge the whole count ry into a

state of chronic fear, the num ber of vict im s m ust be raised to ast ronom ical

levels, and on every floor of every building there must always be several

apartm ents from which the tenants have suddenly been taken away. The

remaining inhabitants will be model cit izens for the rest of their lives – this will

be t rue for every st reet and every city through which the broom has swept .

The only essent ial thing for those who rule by terror is not to overlook the new

generat ions growing up without faith in their elders, and to keep on repeat ing

the process in systemat ic fashion. Stalin ruled for a long t ime and saw to it

that the waves of terror recurred from t im e to t im e, always on an even

greater scale than before.



Assessm ent cr iter ia

Part A: Carry out a historical enquiry

Target Assessment Object ive 1/ Assessment Object ive 2 20 marks

Level Descriptor Mark

0 No rewardable material 0

Level 1

QWC i- ii- iii

● Simple comment offered and supported by some

informat ion. The material will be mainly generalised.

There will be few, if any, links between comments

offered.

● A lim ited number of sources have been used in the

enquiry.

● Writ ing communicates ideas using everyday language

and showing some select ion of m aterial, but the

response lacks clar ity and organisat ion. The candidate

spells, punctuates and uses the rules of gramm ar

with lim ited accuracy.

1–5

Level 2

QWC i- ii- iii

● Statem ents are developed with support that is m ost ly

relevant and accurate but with an implicit focus on

the quest ion. The response m ay m ainly take a

descript ive form .

● A range of sources has been consulted and used.

● Writ ing communicates ideas using a lim ited range of

historical term inology and showing some skills of

select ion and organisat ion of material, but passages

lack clarity and organisat ion. The candidate spells,

punctuates and uses som e of the rules of grammar

with general accuracy.

6–10

Level 3

QWC i- ii- iii

● The response at tempts an analysis which is linked to

appropriately selected informat ion. The response

shows understanding of the focus of the quest ion and

deploys sufficient accurate and relevant material to

support the points the candidate m akes. The

response may also include accurate material that is

descript ive and/ or that st rays from the quest ion

focus, and judgement may be implicit .

● A range of sources appropriate to the enquiry has

been ident ified and material from them has been well

selected.

● Writ ing communicates ideas using histor ical term s

accurately and showing some direct ion and cont rol in

the organising of m aterial. The candidate uses some

of the rules of grammar appropriately and spells and

punctuates with considerable accuracy, although

some spelling errors may st ill be found.

11–15



Level 4

QWC i- ii- iii

● A sustained analysis is supported by precisely

selected and accurate m aterial and with sharply

focused developm ent of the points m ade. The answer

as a whole will focus well on the quest ion. An explicit

judgem ent is given, with a reasoned argument about

the nature/ extent of change/ significance/

consequences OR whether one factor was m ore

important than the others OR the response explains

the inter- relat ionship between two or m ore of the

factors.

● A range of sources appropriate to the enquiry has

been ident ified and material from them has been well

deployed.

● Writ ing communicates ideas effect ively, using a range

of precisely selected historical terms and organising

inform at ion clearly and coherent ly. The candidate


with considerable accuracy, although som e spelling

errors may st ill be found.

16–20

Part B( i) : Com pare representat ions of history

Target Assessment Object ive 3b 10 marks



Level 1 Comprehends the surface features of the provided

representat ions and selects m aterial from them.

Responses are descript ions, direct quotat ions, or

paraphrases from one or m ore of the sources.

1–3

Level 2 Comprehends the provided representat ions and selects

from them sim ilar it ies and/ or differences of detail. At low

level 2, there may be only one developed com parison,

and other comparisons will be undeveloped or

unsupported with m aterial from the sources.

4–7

Level 3 Analyses the sources and ident ifies a range of sim ilar it ies

and/ or differences in representat ion. Uses precisely

selected detail from the provided representat ions to

support the explanat ion and m akes a judgement about

extent .

8–10



Part B( ii) : Analyse and evaluate representat ions of history

Target Assessment Object ive 3b 20 marks



Level 1

QWC i- ii- iii

● Comprehends the surface features of the provided

sources and selects material.

● Offers sim ple judgm ents about the representat ion,

and offers a lim ited am ount of accurate informat ion

about the period in quest ion. The m aterial will be

most ly generalised and linkage to the representat ion

will be implicit .

● Writ ing communicates ideas using everyday language

and showing some select ion of material but the

response lacks clar ity and organisat ion. The candidate


with lim ited accuracy.

1–5

Level 2

QWC i- ii- iii

● Comprehends the surface features of the provided

sources and selects from them key features of the

representat ions.

● Makes a judgement about the best representat ion

and provides detailed and accurate material about the

period in quest ion, but with lit t le linkage between

descript ion and judgem ent . Judgem ents m ay relate to

the accuracy or comprehensiveness of the

representat ion.

● Writ ing communicates ideas using a lim ited range of

historical term inology and showing some skills of

select ion and organisat ion of material, but passages

lack clarity and organisat ion. The candidate spells,

punctuates and uses som e of the rules of grammar

with general accuracy

6–10

Level 3

QWC i- ii- iii

● Analyses the provided sources and shows some of the

ways in which the past situat ion has been

represented. Uses detail from the provided

representat ions to support the analysis.

● Makes a cr it ical evaluat ion of the representat ion

based on well selected informat ion about the period

in quest ion and applying at least two clear cr iter ia, for

example, the author’s purpose or object ivity, or the

accuracy or comprehensiveness of the representat ion.

● Writ ing communicates ideas using histor ical term s

accurately and showing some direct ion and cont rol in

the organising of m aterial. The candidate uses some

of the rules of grammar appropriately and spells and

punctuates with considerable accuracy, although

some spelling errors may st ill be found.

11–15



Level 4

QWC i- ii- iii

● Analyses the provided sources in order to show the

way in which the past situat ion has been represented.

Uses precisely selected detail from the provided

sources to support the analysis.

● Makes a cr it ical evaluat ion of the representat ion

based on precisely selected informat ion about the

period in quest ion and applying at least three cr iter ia,

for example the author’s purposes or object ivit y, or

the comprehensiveness and/ or accuracy of the

representat ion.

● Writ ing communicates ideas effect ively, using a range

of precisely selected historical terms and organising

inform at ion clearly and coherent ly. The candidate


with considerable accuracy, although som e spelling

errors may st ill be found.

16–20



Candidate response: Part A historical enquiry

The w ays in w hich the Bolsheviks consolidated their pow er in the years

1 9 1 7 – 2 4 .

How significant w as W ar Com m unism in the consolidat ion of Bolshevik rule

in the years 1 9 1 7 – 2 4 ?

Extract from a candidate response

. . .War Com m unism was first used when the Bolsheviks took power. Maps show that

when the Bolsheviks first took power they only had cont rol of som e of the m ain towns

and cit ies. There were st ill food shortages and the Bolshevik's Red Army needed

feeding and weapons. Bolshevik propaganda posters show that they had to build up

st rong m ilitary forces to defeat the White Arm y. Lenin decided that the governm ent

had to take over all indust ry and the peasants had to hand over food. War

Com m unism also showed that they were using com m unist ideas. But it was not very

successful and there were m any st r ikes and many people were opposed to it . There

was also a serious revolt with the Kronstadt mut iny where sailors refused to obey

orders. I n 1921 Lenin changed his economic policies to the new 'New Econom ic

Policy'.. .

Moderator’s com m ents

“

This ext ract shows the qualit ies described in Level 2 of the mark scheme. The

student has found out about and described som e aspects of War Com munism .

The response shows the select ion of som e accurate detail and has m ade use of

relevant m aterial from sources. However, the student 's t reatm ent of m aterial is

mainly descript ive. To improve to Level 3 the response needs to be more

explicit ly developed and focused - such as the advantages the Bolsheviks faced

over the Whites and Lenin's ideological just ificat ions for War Communism. The

student could use the m aterial to show the extent of the problem s faced by the

Bolsheviks and the econom ic methods used to t ry and consolidate power. The

student could also bring in addit ional m aterial to support judgm ents about

significance.

”



Part B( i) response

Study Representat ions 1 and 2 . They are both representat ions of how Stalin

w as able to control Russia.

How far do these representat ions differ?


…Representat ions 1 and 2 both show collect ivisat ion as a way of Stalin cont rolling

Russia by m aking changes in the count ryside. They both show that this m eant

m aking sm aller farm s into m uch bigger farm s and the use of m achinery such as

t ractors to m ake farm ing bet ter and to produce m ore food. Representat ion 1 shows

food being collected and in Representat ion 2 the author writes about food being

needed for the indust r ial areas. Representat ions 1 and 2 are different because 1

m akes it look as though it happened without opposit ion from the peasants.

Representat ion 2 tells us about the force used by Stalin to take cont rol of the

count ryside and also that m any peasants were against it and m any were killed during

collect ivisat ion. Som e peasants were so against it that many died and somet imes

they even killed their own anim als and dest royed their own farm s…


“

This ext ract exemplif ies work which would gain a Level 2. The candidate takes

m any of the details of the sources at face value, report ing what the

representat ions show and say and not ing points of agreement and

disagreement . There is enough comprehension and com parison to allow

Level 2. The answer would move to Level 3 with more awareness of the

differences in port rayal. Representat ion 1 is deliberately created to port ray

collect ivisat ion in a posit ive way. The art ist ’s choice of idyllic looking images of

the count ryside reflects this.

”



Part B( ii) response

Study Representat ions 1 and 2 again and Representat ion 3 , w hich your

teacher w ill give you.

Choose the one w hich you think is the best representat ion of how Stalin w as

able to control Russia. Explain your choice.

You should use all three representat ions and your ow n know ledge to explain

your answ er.


…Representat ions 1 and 2 both tell us about changes m ade in the count ryside which

Stalin used to cont rol Russia. Representat ion 1 only gives us the view of the

governm ent which wanted collect ivisat ion to look very successful. Representat ion 2

gives us a m uch fairer understanding of collect ivisat ion and how Stalin used it to

cont rol Russia. I t tells us about how m uch force was used, how m any of the peasants

opposed it and that in som e ways it was not successful. Stalin thought that the

kulaks were to blam e for the food shortages. Stalin was also determ ined for Russian

agriculture to provide m ore food so that the workers in the towns and cit ies would

have bet ter food supplies. I think representat ion three gives us a very good sense of

how Stalin cont rolled Russia and so I think it is the best representat ion. From

Representat ion 3 we can see how m uch fear there was and how far Stalin went to

cont rol the Russian people. I t shows that they wanted to m ake people supporters of

Stalin and wanted to m ake sure that anyone who disagreed with Stalin’s policies

would suffer. Representat ion 3 also tells us that they eventually wanted a populat ion

that would all agree with socialism …


“

This ext ract suggests a response in Level 2. Key features of Representat ion 3

are selected to show how it helps us to understand the extent of Stalin’s

cont rol. The judgm ent is supported from the content of Representat ion 3. The

response also includes own knowledge about Stalin blam ing the kulaks and the

need for food to reach the cit ies. However, there is no applicat ion of this own

knowledge to reach a judgem ent about the accuracy of the port rayal. The

student for example could make further comments on the ideological mot ives

behind collect ivizat ion regarding the kulaks. To move to Levels 3 and 4 the

response should make more developed use of at least two cr iter ia and apply

well selected informat ion about Stalin’s cont rol.

”



Addit ional Part B( ii) representat ion sources

One of the following three representat ion sources can be used, together with the two

sources provided by Edexcel each year for the cont rolled assessment , as the third

representat ion. Representat ions from past cont rolled assessm ent tasks can also be

used. Or teachers may provide a third representat ion of their own choice. Teachers

m ay adapt these representat ions for use with candidates. For example, they may be

shortened, and passages m ay be adapted for accessibilit y. The meaning should not

be altered, however. Amended sources should be submit ted with the candidates’

work for moderat ion.



Representat ion 3 - A

A poster of Stalin.

Great Stalin – A symbol of the nat ions of the Soviet Union



Representat ion 3 - B

From Russia and the USSR 1905–41, an SHP student book by Terry Fiehn, published

in 1996.

The labour camps were at the cent re of Stalin’s programme of terror. People

feared being sent to them alm ost as m uch as being shot . Few survived the

harsh condit ions there. The cam ps were found all around the Soviet Union, but

som e were in the frozen north, where condit ions were severe in the ext rem e.

I n the late 1920s and early 1930s, labour cam ps took the peasants accused of

being kulaks or who resisted collect ivisat ion and the workers accused of

sabotage and ‘wrecking’. These people were often used as forced labour to

clear ground for indust r ial towns or for big projects such as the building of the

Belomar Canal. After the purges began, the camps filled up with polit ical

pr isoners. There were also wom en’s and children’s cam ps.

Terror and propaganda were two of the chief ways in which Stalin cont rolled

ideas in the Soviet Union. People were too fr ightened to speak out against the

state, because someone m ight report them to the secret police. Stalin

m ounted a huge propaganda campaign in posters, film s, radio, books and

newspapers (all of which were state cont rolled) to push the government ’s

views.

Stalin regarded writers and art ists as dangerous. Writers were censored: their

books and art icles had to be subm it ted to commit tees before they were

published. They had m uch less freedom under Stalin than they had had in the

1920s. Art ists were forced to produce work which glor ified the achievements

of Soviet workers and peasants, or of the Revolut ion. This was called ‘Socialist

Realism ’. Socialist realist novels had as their heros ordinary people helping to

build the new Soviet society. Any work other than this was called ‘bourgeois’.

Writers and art ists accused of bourgeois tendencies could find their work was

never published or seen.

Educat ion was st r ict ly cont rolled. What was taught in schools was laid down by

the government . History was part icular ly im portant , and as the 1930s went on

it was rewrit ten to suit Stalin. Outside school, children joined polit ical youth

groups, which t rained them in socialism . These groups were taught polit ical

ideas through act ivit ies such as sports, camping, model-making and so on.

Representat ion 3 - C

From Hope Abandoned, N Mandelstam , first published in 1971.

The only purpose of terror is int im idat ion. To plunge the whole count ry into a

state of chronic fear, the num ber of vict im s m ust be raised to ast ronom ical

levels, and on every floor of every building there must always be several

apartm ents from which the tenants have suddenly been taken away. The

remaining inhabitants will be model cit izens for the rest of their lives – this will

be t rue for every st reet and every city through which the broom has swept .

The only essent ial thing for those who rule by terror is not to overlook the new

generat ions growing up without faith in their elders, and to keep on repeat ing

the process in systemat ic fashion. Stalin ruled for a long t ime and saw to it

that the waves of terror recurred from t im e to t im e, always on an even

greater scale than before.

Sect ion 7 : Candidate handouts


Candidate handouts The following handouts can be copied and adapted for use with your candidates:

● Topic t im eline

● Assessing representat ions: from com prehension to evaluat ion

● Understanding enquiry and representat ions

● What are notes?

● What is an enquiry?



Topic t im eline

CA2 : Russia 1 9 1 7 – 3 9

1917 March – first Revolut ion.

1917 March – Tsar Nicholas abdicated his throne in favour of his brother, Grand

Duke Michael, who refused and as a consequence rule of the Russian Em pire

by the m onarchy cam e to an end.

1917 A ‘Provisional Government ’ took over with Prince George Lvov as Prime

Minister.

The ‘Provisional Government ’ decided to cont inue Russia’s involvement in the

First World War.

1917 April – the Germ ans allowed Lenin to return to Russia from his exile

in Switzerland.

1917 The ‘April Thesis’.

1917 The ‘June Offensive’.

1917 July – Alexander Kerensky took over as Prime Minister.

1917 October – Lenin urged the Pet rograd Soviet to take power from the

Provisional Government .

1917 November – the Bolsheviks occupied key buildings and the Provisional

Government was overthrown in Pet rograd.

1917 November – the Bolsheviks gained cont rol of other key cit ies e.g. Moscow.

1918 January – Bolshevik Red Guards dispersed the Assem bly ( it never m et

again) .

1918 Const itut ion int roduced.

1918 March – Treaty of Brest -Litovsk.

1918 April – armed resistance to the Bolsheviks signalled the start of a Civil War.

1921 Treaty of Riga.

1921 March – ‘Kronstadt Munt iny’.

1921 New Economic Policy int roduced.

1922 May – Lenin suffered his first st roke.

1924 January – Lenin died (aged 53) .

1924 After Lenin’s death Stalin and Trotsky engaged in a power st ruggle to

become the leader.


1928 First Five Year Plan.

1929 Stalin emerged from the power st ruggle as leader.

1929 Policy of Collect iv isat ion of agriculture int roduced.

1933 Second Five Year Plan.

1934 December – murder of Kirov.


1936 The ‘Great Purge’ starts.

1938 Third Five Year Plan.

1939 Nazi-Soviet Non-Aggression Pact .



Assessing representat ions: from com prehension to

evaluat ion This handout helps you to understand the difference between com prehending and

evaluat ing a representat ion. To do well you need to be m aking a cr it ical evaluat ion.

Representat ion 1

Face value content of representat ion

● There was more machinery.

● Farm s got bigger.

● More food was being produced.

● Food could be delivered.

Evaluat ion of representat ion as evidence of how Stalin w as able to

control Russia

● The poster is propaganda.

● More food would give Stalin more support .

● Use of own knowledge to evaluate accuracy:

o Stalin was able to int roduce his policies

o collect ivisat ion was opposed and there was fam ine.

Crit ical evaluat ion of representat ion as evidence of how Stalin w as

able to control Russia

● The images are selected to port ray success and so increase cont rol.

● Shows how the image is propaganda to give impression of success.

● Use of own knowledge to evaluate accuracy of port rayal; did collect ivisat ion lead

to prosperity and thus support in spite of early resistance?

● Use of own knowledge to evaluate completeness of port rayal.



Representat ion 2

Face value content of representat ion

● There were food shortages.

● Collect ivisat ion was forced onto the peasants.

● Stalin wanted to get r id of the kulaks.

Evaluat ion of representat ion as evidence of how Stalin w as able to

control Russia

● To cont rol Russia Stalin needed to increase food product ion.

● Stalin was willing for force to be used to cont rol Russia.

● ‘Dekulakisat ion’ as part of Stalin’s policies to cont rol Russia.

● Use of own knowledge to evaluate accuracy.

● Use of own knowledge to consider how completely this port rays how

● Stalin was able to cont rol Russia.

Crit ical evaluat ion of representat ion of evidence of how Stalin w as

able to control Russia

● Author port rays the ruthlessness and violence used during collect iv isat ion.

● Overall the impression given of the huge loss of fam ine implies that Stalin’s use

of terror, rather than his econom ic successes, explains his cont rol.

● Evaluates object ivity of representat ion.

● Use of own knowledge to evaluate accuracy of port rayal.

● Use of own knowledge to evaluate completeness of port rayal of Stalin’s cont rol

over Russia.



Understanding enquiry and representat ions

Part A

W hat is an enquiry?

● An enquiry m eans asking a quest ion or want ing to know about som ething.

● I t is a search for inform at ion.

● I t involves the exam inat ion of facts and ideas for accuracy.

● I t involves research using different sources of inform at ion, e.g. books, the

internet , newspapers and personal accounts.

● After informat ion has been gathered, it involves select ing which informat ion is

most helpful and using that informat ion to make judgements and reach

conclusions.

W hat skills w ill I learn w hilst carrying out m y enquiry?

I n carrying out your enquiry for Part A you will learn how to:

● plan an enquiry

● find different sources of inform at ion

● choose what inform at ion to use and what inform at ion not to use

● organise informat ion

● evaluate informat ion

● reach your own conclusion about your enquiry.

W hat preparat ion do I need to do to be successful in the enquiry?

● Keep in m ind what enquiry you are following and search for inform at ion that is

relevant .

● Use at least five sources of inform at ion. They don’t all have to be books; you

could use internet sites, television programmes, sites and museums if they are

relevant . Try to find a range of different sources – don’t just use five different

websites.

● Pract ise the skills you need in order to be successful: select ing informat ion;

organising inform at ion; evaluat ing inform at ion; reaching a conclusion.

● Make a plan – four or five key points from your enquiry.

● Make some notes which will help you organise your informat ion. These can be

handwrit ten on the Edexcel proforma or word processed. You could include key

nam es, events and dates; short quotat ions you will use in your answer. You will

be able to have these notes with you when you write up your cont rolled

assessment .



W hat do I need to do in the assessm ent for Part A?

I n Part A you will write up your answer to your enquiry quest ion worth 20 m arks.

I n this part of the assessment , you will be successful if you:

● focus on the enquiry

● use good spelling, punctuat ion and grammar and communicate clearly

● show that you have selected sources of informat ion carefully

● use inform at ion from your sources to back up the points you want to m ake

● organise your points so that your answer leads to your conclusion

● at the end of your answer, sum up the reasons why you cam e to your conclusion

in the enquiry.

Part B

W hat is a representat ion?

● Sources that are designed to create an im age of som e aspect of the past .

● When histor ians write they create a representat ion of the past .

● Film m akers, painters, art ists, novelists do the same – when they pick a subject

or event in the past they create a ‘representat ion’ of it .

● Therefore, a representat ion is also an interpretat ion and it will probably have

st rengths and weaknesses in the way it conveys the past .

● A representat ion may only focus on one aspect and not tell the whole story, it

m ay be balanced and give m ore than one side, or it could be designed to

persuade and influence.

W hat skills w ill I learn in Part B?

I n assessing representat ions of History for Part B you will learn how to:

● understand representat ions of history

● compare representat ions and see differences in the ways they port ray the past

● use representat ions together with your own knowledge

● evaluate representat ions

● reach a decision which you can explain and support .

W hat preparat ion do I need to do to be successful in the

representat ion quest ions?

● Pract ise the skills you need to be successful: compare two representat ions;

assess a representat ion using your own knowledge – is it accurate? I s it one-

sided or is it object ive? I s it only giving part of the picture or is it com plete? Was

its author t rying to give an accurate port rayal, or sim ply to entertain?

● You will be given your representat ion sources 2 weeks before your cont rolled

assessm ent . Make sure you understand the viewpoints and message of each of

them .

● Make notes to help you com pare and evaluate the representat ions for quest ion

B( i) and ( ii) . You should use clear cr iter ia for your evaluat ion: you could have

these headings – How accurate? How object ive? How complete?



W hat do I need to do in the assessm ent for Part B?

I n Part B you will write up your answer to two quest ions.

Part B( i) will ask you to analyse two representat ions. You will be asked how far the

representat ions differ. This quest ion is worth 10 m arks.

I n this part of the assessment you will be successful if you:

● ident ify points of difference clearly

● ident ify points of sim ilarity clear ly

● choose details from both representat ions to back up the points you make

● sum up what you’ve ident ified to show that you understand how far the

representat ions differ.

Part B( ii) will ask you to evaluate three representat ions. You will be asked to say

which you think is the best . This quest ion is worth 20 marks.

I n this part of the assessment you will be successful if you:

● explain how you are going to decide which representat ion is best – we call these

ideas the cr iter ia you are using to evaluate the representat ions

● evaluate all three representat ions using at least three cr iter ia (you can use more

if you choose)

● always back up your points using the representat ions and your own knowledge of

the issue.

At the end of your answer, sum up the reasons why you cam e to your conclusion

about which representat ion was best .



W hich is the best representat ion?

Use this sheet to record your thoughts on your representat ion quest ions. [ This sheet m ay not be taken into the write-up session.]

How com plete?

How object ive?

How accurate?

Representat ion 1

Representat ion 2

Representat ion 3



W hat are notes?



W hat is an enquiry?



Candidate proform as for plans and notes

The following proformas have been designed for candidates to write their plans, notes

and bibliography. The forms will be available for separate download on the Edexcel

website. These proformas are only suggested tem plates and are not com pulsory.

Candidates and teachers m ay, if they wish, create their own proform as based on this

design, provided that they are A4 size and conform to the st r ict page num ber lim its

detailed on page 14 of this document . Plans and notes m ay be handwrit ten or word

processed (m inimum font size 12) . Plain or lined A4 paper may be used. There is no

page lim it for the bibliography which should be as long as necessary.

GCSE History controlled assessm ent

Student proform a – Page 1 of 1 0

These sheets (or cent re-designed versions of them) are designed to be taken into the

cont rolled assessm ent write-up and handed in at the end of the session. They should be

at tached to the front of the candidate’s work at the end of the write-up session.

Cent re number:

Cent re name:

Candidate number:

Candidate nam e:

Cont rolled assessm ent

opt ion:

(please circle)

CA1 CA2 CA3 CA4 CA5 CA6 CA7

CA8 CA9 CA10 CA11 CA12 CA13 (SHP)

This form has been designed for students to write their cont rolled assessment plans, notes

and bibliography, which should be brought into the write-up session. Students and teachers

m ay, if they wish, create their own versions of this form , based on this design, provided

they conform to the following st r ict page num ber lim its:

Part A: one side of A4 for plan and two sides of A4 for notes

Part B( i) : one side of A4 for plan and one side of A4 for notes

Part B( ii) : one side of A4 for plan and two sides of A4 for notes.

There is no page lim it for the bibliography which should be as long as necessary.

Plans and notes m ay be hand writ ten or word processed (m inimum font size 12) . Plain or

lined A4 paper may be used.



Part A: Carry out an historical enquiry ( Total= 2 0 m arks)

Enquiry:

Plan:




Enquiry:

Notes page 1 :




Notes page 2 :



Part B( i) : Com pare representat ions of History ( Total= 1 0 m arks)

Quest ion:

Plan:



Part B( i) : Com pare representat ions of History ( Total= 1 0 m arks)

Quest ion:

Notes page 1 :



Part B( ii) : Analyse and evaluate representat ions of History ( Total= 2 0 m arks)

Quest ion:

Plan:




Quest ion:

Notes page 1 :




Notes page 2 :


Student proform a – Page 1 0 of 1 0

Bibliography

Please list all sources used when preparing for your cont rolled assessm ent write-up. The

bibliography should be as long as necessary – no page lim it applies.

Edexcel gratefully acknowledges the following sources.

A Punch cartoon of 22 September 1888, page 6: reproduced with perm ission of Punch Ltd;

www.punch.co.uk

Every effort has been m ade to contact the copyright holders where possible.

I n som e cases, every effort to contact copyright holders has been unsuccessful and Edexcel

will be happy to rect ify any om issions of acknowledgements at first opportunity.

Documents

Edexcel GCSE History - papers.xtremepape.rs · GCSE History Mark Battye Subject Advisor To contact our GCSE History senior examining team please call 0844 576 0034 or email: [email protected]