© VCAA 2016 – Version 2 – March 2016

VCE History: Revolutions 2016–2020

Written examination – End of year

Examination specifications

Overall conditions The examination will be sat at a time and date to be set annually by the Victorian Curriculum and Assessment Authority (VCAA). VCAA examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook.

There will be 15 minutes reading time and 2 hours writing time.

The examination will be marked by a panel appointed by the VCAA.

The examination will contribute 50 per cent to the study score.

Content The VCE History Study Design 2016–2020 (‘Units 3 and 4: Revolutions’) is the document for the development of the examination. The study design includes a section on ‘Characteristics of the study’ (pages 10 and 11). All outcomes in ‘Units 3 and 4: Revolutions’ will be examined.

All of the key knowledge and skills that underpin the outcomes in Units 3 and 4 are examinable.

Format The examination will be in the form of a question book and an answer book.

The examination will consist of two sections. Each section will have questions on each of the four revolutions – America, France, Russia and China.

Section A will consist of three questions per revolution. One question will be derived from Area of study 1 – Causes of revolution. This question will consist of sub-parts and will involve analysis of visual and/or written sources. This question will be worth 20 marks. The remaining two questions will be derived from Area of study 2 – Consequences of revolution. These questions will be extended-answer questions worth a total of 20 marks. Section A will be worth a total of 40 marks.

Section B will consist of two questions per revolution. One question will be derived from Area of study 1 – Causes of revolution. This question will be an essay question worth 20 marks. The remaining question will be derived from Area of study 2 – Consequences of revolution. This question will consist of sub-parts and will involve analysis of visual and/or written sources. This question will be worth 20 marks. Section B will be worth a total of 40 marks.

Students must choose one revolution for Section A and a different revolution for Section B.

REVOLUTIONS (SPECIFICATIONS)

© VCAA 2016 – Version 2 – March 2016 Page 2

The examination will include questions that refer to visual and/or written sources. Section A and Section B will each include one to three sources per revolution. The sources may be presented in colour.

The total marks for the examination will be 80.

Answers to both sections are to be written in the answer book.

Criteria The essay in Section B will be assessed against the following criteria:

• construction of a coherent and relevant historical argument that addresses the specific demands of the essay question

• demonstration of historical knowledge that is accurate and appropriate for the essay question • use of historical thinking concepts • use of primary sources and historical interpretations as evidence

Approved materials and equipment Pens, pencils, highlighters, erasers, sharpeners and rulers

Relevant references The following publications should be referred to in relation to the VCE History: Revolutions examination:

• VCE History Study Design 2016–2020 (‘Units 3 and 4: Revolutions’) • VCE History: Revolutions – Advice for teachers 2016–2020 (includes assessment advice) • VCAA Bulletin

Advice During the 2016–2020 accreditation period for VCE History: Revolutions, examinations will be prepared according to the examination specifications above. Each examination will conform to these specifications and will test a representative sample of the key knowledge and skills from all outcomes in Units 3 and 4.

Teachers and students should be aware of the characteristics of the study, including historical thinking and historical interpretations in VCE History, as described on pages 10 and 11 of the study design.

The following sample examination provides an indication of the types of questions teachers and students can expect until the current accreditation period is over.

The VCAA does not publish answers to sample examinations.

S A M P L EHISTORY: REVOLUTIONS

Written examination

Day Date Reading time: *.** to *.** (15 minutes) Writing time: *.** to *.** (2 hours)

QUESTION BOOK

Structure of bookSection Number of

questionsNumber of questions

to be answeredNumber of

marks

A 3 3 40B 2 2 40

Total 80

• Studentsarepermittedtobringintotheexaminationroom:pens,pencils,highlighters,erasers,sharpenersandrulers.

• StudentsareNOTpermittedtobringintotheexaminationroom:blanksheetsofpaperand/orcorrectionfluid/tape.

• Nocalculatorisallowedinthisexamination.

Materials supplied• Questionbookof22pages,includingassessment criteria for the essay in Section Bonpage22.• Answerbookof**pages.Additionalspaceisavailableattheendofeachsectionintheanswerbook

ifyouneedextrapapertocompleteananswer.

Instructions• Writeyourstudent number inthespaceprovidedonthefrontcoveroftheanswerbook.• IndicatetherevolutionyouhavechosenforSectionAandtherevolutionyouhavechosenfor

SectionBintheanswerbook.Youmustnotchoosethesamerevolutionforbothsections.• AllwrittenresponsesmustbeinEnglish.

At the end of the examination• Youmaykeepthisquestionbook.

Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.

©VICTORIANCURRICULUMANDASSESSMENTAUTHORITY2016

Version2–March2016

Victorian Certificate of Education Year

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SECTION A – Revolution 1

Instructions for Section AIndicatetherevolutionyouhavechosenforSectionAbyshadingtherelevantboxonpage*oftheanswerbook.AnswerallquestionsforthisrevolutioninSectionAoftheanswerbook.YoumustnotchoosethesamerevolutionforSectionAandSectionB.Writeusingblueorblackpen.

Revolution Page

America.......................................................................................................................................... 4

France............................................................................................................................................. 6

Russia............................................................................................................................................. 8

China.............................................................................................................................................. 10

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America

Causes of revolution – The American Revolution from 1754 to 4 July 1776

Use the following sources to answer Question 1.Source 1SamuelAdamswritingabouttherevolutionaryideasoflibertyandfreedomin1772

AmongthenaturalRightsoftheColonistsarethese:First,aRighttoLife;SecondlytoLiberty;thirdlytoProperty;togetherwiththeRighttosupportanddefendtheminthebestmannertheycan…“Justandtrueliberty,equalandimpartialliberty”inmattersspiritualandtemporal1,isathingthatallMenareclearlyentitledto,bythe…lawsOf…nature,aswellasbythelawofNations…“Thenaturallibertyofmanistobefreefromanysuperiorpoweronearth,andnottobeunderthewillorlegislativeauthorityofman;butonlytohavethelawofnatureforhisrule.”

Source:MerrillJensen(ed.),Tracts of the American Revolution 1763–1776, TheBobbs-MerrillCompanyInc.,Indianapolis,1967,pp.235–237

1temporal–secular,thatis,theoppositeofspiritual

Source 2ExtractfromThomasJefferson’sDeclarationofIndependence

WhenintheCourseofhumaneventsitbecomesnecessaryforonepeopletodissolvethepoliticalbandswhichhaveconnectedthemwithanother,andtoassumeamongthePowersoftheearth,theseparateandequalstationtowhichtheLawsofNatureandofNature’sGodentitlethem,adecentrespecttotheopinionsofmankindrequiresthattheyshoulddeclarethecauseswhichimpelthemtotheseparation.Weholdthesetruthstobeself-evident1,thatallmenarecreatedequal,thattheyareendowed2bytheirCreatorwithcertainunalienable3Rights,thatamongtheseareLife,LibertyandthepursuitofHappiness.Thattosecuretheserights,GovernmentsareinstitutedamongMen,derivingtheirjustPowersfromtheconsentofthegoverned.ThatwheneveranyFormofGovernmentbecomesdestructiveoftheseends,itistheRightofthePeopletoalterortoabolishit,andtoinstitutenewGovernment,layingitsfoundationonsuchprinciplesandorganizingitsPowersinsuchform,astothemshallseemmostlikelytoeffecttheirSafetyandHappiness.

Source:DennisPhillips,Empire of Liberty?,PitmanPublishingPtyLtd,Victoria,1984,p.53

1self-evident–obvious2endowed–blessed,given3unalienable–cannotbetakenaway

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Question 1 (20marks)a. OutlinewhattherevolutionaryleadersunderstoodbytheideaofNaturalRights.Inyour

response,refertothesourcesprovidedandyourownknowledge. 5marks

b. Usingthesourcesprovidedandyourownknowledge,explainhowideasabouttheroleofgovernmentcontributedtotheAmericanRevolution. 5marks

c. EvaluatethesignificanceofideasincausingtheAmericanRevolution.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

Consequences of revolution – The American Revolution from 4 July 1776 to 1789

Question 2 (10marks)ExplainhowtheWarofIndependencewasachallengeforthenewregime.Useevidencetosupportyourresponse.

Question 3 (10marks)ExplaintheimpactoftheAmericanRevolutiononthelivesofAfricanAmericans.Useevidencetosupportyourresponse.

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France

Causes of revolution – The French Revolution from 1774 to October 1789

Use the following sources to answer Question 1.Source 1AlbertMathiezwritingabouttheAugust4thDecrees

AnobscureBretondeputy,LeguendeKerangal…relatedthesorrowsofthecountrypeople…“Letusbejust,gentlemen;letthembringtousherethosetitle-deedswhichareanoutrage,notonlytooursenseofshame,buttoourveryhumanity.Letthembringusthosetitle-deedswhichhumiliatethehumanracebydemandingthatmenshouldbeharnessedtotheploughlikebeastsofburden.Letthembringusthe title-deedswhichobligementospendthenightbeatingpondstopreventthefrogsfromdisturbingthesleepoftheirpleasure-lovinglords.Whichofus,gentlemen,inthisenlightenedcentury,wouldnotmakeanexpiatorypyre1oftheseinfamousparchmentsandsetfiretoitinordertosacrificethemuponthealtarofthefatherland?YouwillnotrestorecalmtoadistractedFrance,gentlemen,untilyouhavepromisedthepeoplethatyouwillcommute2foramoneypayment,redeemableatwill,allfeudaldues…”

Source:AlbertMathiez,The French Revolution,CAPhillips(trans.), Russell&RussellInc.,NewYork,1962,p.53

1expiatory pyre–burningthingsinalargepiletomakeamends2commute–exchange

Source 2ExtractfromtheCahier de Doléances

Rural degeneracy in Pleurs, Bailliage de SézanneAfflictedbysomanymisfortunesandsufferingfrompoverty,thepeopleofthecountrysidehavebecomelistless;theyhavefallenintoastateofnumbness…whichisthemostdangerousofallcomplaintsandthemostdisastrousfortheprosperityofacountry.Thepopulationissuffering.Theyareafraidtogetmarried,formarriageonlyholdstheprospectoffurtherhardships;theywouldimmediatelybetaxed,askedforroadservicesorcharges(corvées),forlabourservicesandcontributionsofallkinds.Theyfearasituationwheretheirfamilywouldbeaburdenonthem,sincetheycanonlyanticipatetheirchildrenbeingpoorandwretched…Amongthem,however,youwillfindseveralwhoarehappy;theseseemtobemenofadifferentkind;theyareinfactprivilegedmenlikeyou,nourishedonthefoodofthepeople;theyliveamidabundanceandeachdayispureandsereneforthem.Suchastrikingcomparisonhasservedtodeepenthemiseryofthelabourer,ifheisatallsensitive.

Source:DGWright,Revolution & Terror in France 1789–95, LongmanPublishing,NewYork,1995,pp.116and117

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Question 1 (20marks)a. DescribehowtensionsbetweenpeasantsandnoblescreatedproblemsinFrancein1789.In

yourresponse,refertothesourcesprovidedandyourownknowledge. 5marks

b. Usingthesourcesprovidedandyourownknowledge,explainthedifficultiesencounteredby‘countrypeople’/‘peopleofthecountryside’. 5marks

c. AnalysethesignificanceofruralpovertyasacauseoftheFrenchRevolutionin1789.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

Consequences of revolution – The French Revolution from October 1789 to 1795

Question 2 (10marks)ExplainhowthetrialandexecutionofLouisXVIinfluencedthedevelopmentofthenewsocietyinFrance.Useevidencetosupportyourresponse.

Question 3 (10marks)ExplainwhygovernmentbyTerrorwasintroducedinFrance.Useevidencetosupportyourresponse.

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Russia

Causes of revolution – The Russian Revolution from 1896 to October 1917

Use the following sources to answer Question 1.Source 1

Thewaraddedyetanewsocialfactortotherestive1workersandeducatedsociety:discontentedsoldiers.Afterthedevastatingcasualtiesof1914–16,angeranddespairattheirdangerouslot2drovethemtothebrink3ofrebellion.Severalsmall-scaleunitmutiniesandrefusalstoreturntofront-linepositionstookplacein1916.Self-woundinganddesertionratesrose.Frontsoldierswantedoutofthecarnage,newdrafteesatthereargarrisonsdreadedmarchingorders,whilerecuperatingwoundeddesperatelyhopedtoavoidbeingsentbacktothefighting.Tothesenaturalfearswereaddedsocialtensionswithinthemilitary.Therankandfileofthearmywerecomposedmainlyofpeasants,withworkersandotherurbanlower-classelementsmakinguptherest.Theofficercorpswasdrawnmostlyfromeducatedsociety,nobleandnon-noble.Forthepeasantsandworkersofthearmyrankandfile,theharshanddegradingtermsofserviceseemedacontinuationofserfdom,ofaservitudeinwhichtheywereatthecompletemercyoftheofficer,whomtheysawasanextensionofthe“lord,”the“master.”Betweenofficersandmenavastgaploomed.

Source:RexAWade,The Russian Revolution, 1917,CambridgeUniversityPress,NewYork,2005,p.27

1restive–restless2lot–position3brink–edge

Source 2

AtthetimeoftheFebruaryRevolutiontheBolshevikpartyhadbeeninconsiderabledisarray.Itsmostableleaderswereabroadorinexile;itsmembershiphaddwindledasaresultofwartimepersecutionbytheauthorities;andthepartyorganizationwasfragmented,bothgeographically…andpolitically…TheFebruaryRevolutiontooktheBolsheviksbysurprise,andtheydividedintheirattitudetotheProvisionalGovernment.ItwasonlyafterLeninreturnedfromSwitzerlandonApril4thatameaningfuldegreeofpoliticalunitywasrestoredintheparty…Leninconsideredthatthe“oldBolshevik”formulathatthe“bourgeoisrevolutionisnotyetcompleted”was“obsolete.”…theremustbeabsolutelynosupportforthecapitalistProvisionalGovernment:powermustpassinsteadintothehandsoftheproletariatandpoorpeasantryviaarepublicofsoviets.Meanwhile,Leninargued,thewarremainedoneofthe“imperialistbanditry,”whichtheBolsheviksmustunbendingly1oppose.

Source:SteveASmith,‘Petrogradin1917:TheViewfromBelow’,inRexAWade(ed.), Revolutionary Russia: New Approaches,Routledge,NewYork,2004,pp.20and21

1unbendingly–withnoflexibility

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Question 1 (20marks)a. UsingSource1andyourownknowledge,describethereasonsforthediscontentfeltbythose

onthewarfrontandalsothoseonthehomefrontregardingRussia’sinvolvementinWorldWarI. 5marks

b. UsingSource2andyourownknowledge,explainthechallengesfacedbytheBolsheviksinmobilisingsociety. 5marks

c. AnalysethesignificanceofWorldWarIasacauseoftheRussianRevolutionin1917.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

Consequences of revolution – The Russian Revolution from October 1917 to 1927

Question 2 (10marks)ExplainhowtheleadershipofLenininfluencedthedevelopmentofthenewsocietyinRussia.Useevidencetosupportyourresponse.

Question 3 (10marks)ExplainwhyWarCommunismand,eventually,theNewEconomicPolicy(NEP)wereintroducedinRussia.Useevidencetosupportyourresponse.

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China

Causes of revolution – The Chinese Revolution from 1912 to 1949

Use the following sources to answer Question 1.Source 1Theposterbelow(producedin1972)commemoratestheLongMarchinYan’an(Yenan/Yanan)in1936.

Source:StevenHeller,Iron Fists: Branding the 20th-century Totalitarian State, PhaidonPressLimited,London,2008,p.187

Source 2

TheRedswerelucky…aninvincibleforce.”

Source:MaxBoot,Invisible Armies: An Epic History of Guerrilla Warfare from Ancient Times to the Present, LiverightPublishingCorporation,NewYork,pp.337and338

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Question 1 (20marks)a. Usingthesourcesprovidedandyourownknowledge,compareinterpretationsoftheLong

March. 5marks

b. ExplaintheimportanceofYan’anasarevolutionarybase.Inyourresponse,refertothesourcesprovidedandyourownknowledge. 5marks

c. EvaluatethesignificanceofMaoZedonginthegrowthanddevelopmentoftheChineseCommunistParty.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

Consequences of revolution – The Chinese Revolution from 1949 to 1971

Question 2 (10marks)ExplainhowtheChineseCommunistPartymadeuseofpolicyandideologytoconsolidateitspowerduringthefirstdecadeofitsruleinChina.Useevidencetosupportyourresponse.

Question 3 (10marks)ExplainhowtheHundredFlowersCampaignchangedandchallengedthelivesofintellectuals.Useevidencetosupportyourresponse.

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SECTION B – Revolution 2

Instructions for Section BIndicatetherevolutionyouhavechosenforSectionBbyshadingtherelevantboxonpage*oftheanswerbook.AnswerallquestionsforthisrevolutioninSectionBoftheanswerbook.YoumustnotchoosethesamerevolutionforSectionAandSectionB.Writeusingblueorblackpen.YourresponsetotheessayinSectionBwillbeassessedaccordingtothecriteriasetoutonpage22.

Revolution Page

America.......................................................................................................................................... 14

France............................................................................................................................................. 16

Russia............................................................................................................................................. 18

China.............................................................................................................................................. 20

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SECTION B–continued

America

Causes of revolution – The American Revolution from 1754 to 4 July 1776

Question 1 – Essay(20marks)‘ThequestforAmericanindependencewasprimarilyaproductofBritishpolicyandactions.’

Discuss.

Consequences of revolution – The American Revolution from 4 July 1776 to 1789

Use the following sources to answer Question 2.Source 1

By1786,then,itwascleartoallwell-informedmen(especiallytothosewhohadservedinCongress)thatthenationalgovernmentneededathoroughoverhaulifitwasevertobeworthyofthename.Noteverybodywantedittobeworthyofthename:thesmallerstateswerenervousabouttheirfutureinastrengthenedfederation,andinallthestatestherewasareluctancetosacrificethejoysof quasi-independent1power.InonesenseAmericanunityhadweakenedintheyearssinceLexington:Congresshadcometoexistalmostonsufferance,asthemereinstrumentofthestategovernments,whichranthemselveswithoutinterference–exceptfromeachother,andinsomecasestheirbickeringwasgettingoutofhand.Theyerectedcustomsbarriersandtaxedeachother’stradewherepossible:forexample,NewYorkimposedataxonallvesselstradingthroughherwaterstoNewJerseyorConnecticut.Thissortofthinggeneratedagreatdealofill-feeling,leadingsomeobserverstoexpectaninter-statewarinthenearfuture.

Source:HughBrogan,The Penguin History of the United States of America,PenguinBooks,London,2001,p.193

1quasi-independent–semi-independent

Source 2TheimagebelowappearedintheMassachusetts Centinel afterNewYork’sapprovaloftheConstitutionin1788.

Source:anonymouscartoonintheMassachusetts Centinel, 30January1788

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Question 2 (20marks)a. Usingthesourcesprovidedandyourownknowledge,outlinetheformofgovernmentthe

Americanswantedtoachieveaftertheydeclaredindependence. 5marks

b. Explainwhyanewformofgovernmentwasdifficulttoachieve.Inyourresponse,refertothesourcesprovidedandyourownknowledge. 5marks

c. AnalysetheformofgovernmentadoptedinthenewConstitutionratifiedin1788.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

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France

Causes of revolution – The French Revolution from 1774 to October 1789

Question 1 – Essay(20marks)HowsignificantweretheideasoftheEnlightenmentasacauseoftheFrenchRevolution?

Consequences of revolution – The French Revolution from October 1789 to 1795

Use the following sources to answer Question 2.Source 1

Source: Memorable Day at Versailles, 5 October 1789;fromJackRCenserandLynneHunt, Liberty, Equality, Fraternity: Exploring the French Revolution,

ThePennsylvaniaStateUniversityPress,UniversityPark,2008,p.58

Thecaptiontotheimageabovesays:‘OurmodernAmazons,gloryingintheirvictories,returnonhorseandwithcannonsalongwiththegentlemanoftheNationalGuard,holdpoplarbranchestothesoundofrepeatedcriesofVive la Nation,Vive le Roi.’

Photograph:M

useumoftheFrenchRevolution,Vizille,France

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Source 2Thecaptiontothis1792imagesays:‘TheWomanoftheSansCulotte’

Source:JillFenwickandJudyAnderson,Revolution: France, A Student Handbook,HistoryTeachers’

AssociationofVictoria,Collingwood,2006,p.124

Question 2 (20marks)a. UsingSource1andyourownknowledge,suggestreasonswhytheMarchoftheWomenon

5October1789washistoricallysignificant. 5marks

b. Usingthesourcesprovidedandyourownknowledge,explaintheroleofwomenintheFrenchRevolution. 5marks

c. Evaluatethepeople’sresponsetochangingconditionsinFrance.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

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Russia

Causes of revolution – The Russian Revolution from 1896 to October 1917

Question 1 – Essay(20marks)HowsignificantwastheleadershipofTsarNicholasIIasacauseoftheRussianRevolution?

Consequences of revolution – The Russian Revolution from October 1917 to 1927

Use the following sources to answer Question 2.Source 1

Source:NikolaiKochergin,Long Live the Brotherhood of All the Peoples of the Caucasus,lithograph,1921; fromDavidKing,Red Star Over Russia: A Visual History of the Soviet Union from 1917 to the Death of Stalin,

TatePublishing,London,2009,p.178

Photograph:D

avidKingCollection,London

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Source 2

Source:NikolaiKogout,We Defeated the Enemy with Weapons – With Hard Work We Will Get Our Bread. Everyone to Work, Comrades,1920;fromDavidKing,Russian Revolutionary Posters:

From Civil War to Socialist Realism, From Bolshevism to the End of Stalin, TatePublishing,London,2012,p.41

Question 2 (20marks)a. UsingSource1andyourownknowledge,suggestreasonswhythenewregimereliedheavily

ontheurbanworkertoconsolidatepower. 5marks

b. Usingthesourcesprovidedandyourownknowledge,explaintheexperiencesofworkersintheRussianRevolution. 5marks

c. EvaluatethewayinwhichthesourcesprovidedpresenttheRussianRevolution.Inyourresponse,refertothesourcesandotherviewsofthechangingconditionsofeverydaylife. 10marks

Photograph:D

avidKingCollection,London

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China

Causes of revolution – The Chinese Revolution from 1912 to 1949

Question 1 – Essay(20marks)‘TheGoumindanglostcontrolofChinaratherthantheChineseCommunistPartywinningit.’

Discuss.

Consequences of revolution – The Chinese Revolution from 1949 to 1971

Use the following sources to answer Question 2.Source 1JonathanDSpencewritingaboutthelaunchoftheCulturalRevolution

ButasAugustdrewon,MaoZedong… toattacktheirteachers,schooladministrators,partyleaders,andparents.

Source:JonathanDSpence,The Search for Modern China,WWNorton&Company,NewYork,1990,p.605

Source 2MaoZedonggivingatalkontheGreatProletarianCulturalRevolutioninAugust1967

AsIseeit,theintellectuals,includingyoungintellectualsstillreceivingeducationinschool,stillhaveabasicallybourgeoisworldoutlook…revolutionaryintellectualsmustsuccessfullyreformtheirworldoutlookatthecrucialstageofthestrugglebetweenthetwoclasses,tworoadsandtwolines,ortheymayheadinadirectionoppositethatoftherevolution.…ThestruggleagainstthecapitalistroadersinthePartyistheprincipaltask…

Source:DMilton,NMiltonandFSchurmann(eds),People’s China: Social Experimentation, Politics, Entry onto the World Scene, 1966 through 1972,RandomHouse,NewYork,1974,p.263

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Source 3

Source:artistunknown,November1968;publishedbyShanghairenminmeishuchubanshe; StefanLandsbergerCollection,InternationalInstituteofSocialHistory(Amsterdam)

ThelargetextatthebottomofthisChineserevolutionarypostersays:‘TherenegadetraitorandscabLiuShaoqimustforeverbeexpelledfromtheParty!’ThecharactersthatarecrossedoutarethoseforLiuShaoqi’sname.

Question 2 (20marks)a. OutlinehowMaoZedongaimedtochangesocietythroughtheGreatProletarianCultural

Revolution.Inyourresponse,refertothesourcesprovidedandyourownknowledge. 5marks

b. Usingthesourcesprovidedandyourownknowledge,explaintheactionstakenbystudentsandtheRedGuardsduringtheGreatProletarianCulturalRevolution. 5marks

c. EvaluatetheimpactoftheGreatProletarianCulturalRevolutiononChinesesociety.Inyourresponse,refertothesourcesprovidedandotherviews. 10marks

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Assessment criteriaTheessayinSectionBwillbeassessedagainstthefollowingcriteria:• constructionofacoherentandrelevanthistoricalargumentthataddressesthespecificdemandsofthe

essayquestion• demonstrationofhistoricalknowledgethatisaccurateandappropriatefortheessayquestion• useofhistoricalthinkingconcepts• useofprimarysourcesandhistoricalinterpretationsasevidence