Pearson Edexcel GCSE In History (1HI0) Paper 3: Modern depth study

Mark Scheme (Results) Summer 2024 Pearson Edexcel GCSE In History (1HI0) Paper 3: Modern depth study Option 30: Russia and the Soviet Union, 1917–41 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2024 Question Paper Log Number P76415A Publications Code 1HI0_30_2406_MS All the material in this publication is copyright © Pearson Education Ltd 2024 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. How to award marks when level descriptions are used 1. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2. 2. Finding a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Levels containing two marks only Start with the presumption that the work will be at the top of the level. Move down to the lower mark if the work only just meets the requirements of the level. Levels containing three or more marks Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: • If it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level • If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level • The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Indicative content Examiners are reminded that indicative content is provided as an illustration to markers of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid Modern depth study: Russia and the Soviet Union 1917-41 Question 1 Give two things you can infer from Source A about War Communism. Target: Source analysis (making inferences). AO3: 4 marks. Marking instructions Award 1 mark for each valid inference up to a maximum of two inferences. The second mark for each example should be awarded for supporting detail selected from the source. e.g. • War Communism disrupted the lives of peasants (1). On the right of the picture, peasants seem to be arguing with the soldiers (1). • The Red Army were prepared to use force to ensure grain was requisitioned (1). The Red Army soldiers are carrying weapons (1). • Peasants were reluctant to give up grain (1). It seems the peasants are being held back while Red Army soldiers are taking grain out of the house (1). Accept other appropriate alternatives. Question 2 Explain why the Provisional Government was unsuccessful. You may use the following in your answer: • the First World War • the Kornilov Revolt You must also use information of your own. Target: Analysis of second order concepts: causation [AO2]; Knowledge and understanding of features and characteristics [AO1]. AO2: 6 marks. AO1: 6 marks. Level Mark Descriptor 0 No rewardable material. 1 1–3 • A simple or generalised answer is given, lacking development and organisation. [AO2] • Limited knowledge and understanding of the topic is shown. [AO1] 2 4–6 • An explanation is given, showing limited analysis and with implicit or unsustained links to the conceptual focus of the question. It shows some development and organisation of material, but a line of reasoning is not sustained. [AO2] • Accurate and relevant information is included, showing some knowledge and understanding of the period. [AO1] 3 7–9 • An explanation is given, showing some analysis, which is mainly directed at the conceptual focus of the question. It shows a line of reasoning that is generally sustained, although some passages may lack coherence and organisation. [AO2] • Accurate and relevant information is included, showing good knowledge and understanding of the required features or characteristics of the period studied. [AO1] Maximum 8 marks for answers that do not address three or more aspects of content. 4 10–12 • An analytical explanation is given which is directed consistently at the conceptual focus of the question, showing a line of reasoning that is coherent, sustained and logically structured. [AO2] • Accurate and relevant information is precisely selected to address the question directly, showing wide-ranging knowledge and understanding of the required features or characteristics of the period studied. [AO1] No access to Level 4 for answers that do not address three or more aspects of content. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). Performance in AO1 and AO2 is interdependent. An answer displaying no qualities of AO2 cannot be awarded more than the top of Level 1, no matter how strong performance is in AO1; markers should note that the expectation for AO1 is that candidates demonstrate both knowledge and understanding. The middle mark in each level may be achieved by stronger performance in either AO1 or AO2. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. Relevant points may include: • The insistence by the Provisional Government on keeping Russia in the First World War was disastrous. Continued defeats, including the disastrous June offensive, increased its unpopularity and resulted in deaths and desertions. • The Kornilov Revolt weakened Kerensky and the authority of the Provisional Government, as it was stopped by the Red Guards and Bolshevik supporters. • The Provisional Government's authority was weak, as it had to work with the Petrograd Soviet, who had authority over the armed forces after issuing Soviet Order Number 1. • The Provisional Government was not truly representative of the people of Russia and, as it was not elected, lacked legitimacy. • People began to resent the Provisional Government’s actions, such as during the July Days, and its reliance on the army to defend it. • The return of Lenin, and the promises of Peace, Bread and Land, made the Bolsheviks increasingly attractive to the Russian people, who were wearied by the inaction and lack of ability of the Provisional Government. Question 3 (a) How useful are Sources B and C for an enquiry into the experience of women in the Soviet Union under Stalin's rule? Explain your answer, using Sources B and C and your knowledge of the historical context. Target: Analysis and evaluation of source utility. AO3: 8 marks. Level Mark Descriptor 0 No rewardable material. 1 1–2 • A simple judgement on utility is given, and supported by undeveloped comment on the content of the sources and/or their provenance1. Simple comprehension of the source material is shown by the extraction or paraphrase of some content. Limited contextual knowledge is deployed with links to the sources. 2 3–5 • Judgements on source utility for the specified enquiry are given, using valid criteria. Judgements are supported by developed comment related to the content of the sources and/or their provenance1. Comprehension and some analysis of the sources is shown by the selection and use of material to support comments on their utility. Contextual knowledge is used directly to support comments on the usefulness of the content of the sources and/or their provenance. 3 6–8 • Judgements on source utility for the specified enquiry are given, applying valid criteria with developed reasoning which takes into account how the provenance1 affects the usefulness of the source content. The sources are analysed to support reasoning about their utility. Contextual knowledge is used in the process of interpreting the sources and applying criteria for judgements on their utility. Notes 1. Provenance = nature, origin, purpose. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). No credit may be given for contextual knowledge unless it is linked to evaluation of the sources. No credit may be given for generic comments on provenance which are not used to evaluate source content. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. The grouping of points below does not imply that this is how candidates are expected to structure their answers. Source B The usefulness could be identified in terms of the following points which could be drawn from the source: • The source is useful as it suggests that women had a difficult experience in the Soviet Union as Mariia was unable to keep her job and look after the family. • It is useful as evidence of the failure of the Party to provide effective childcare to enable women to work. • The source is useful for showing the numerous elements of life that women had to juggle. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it: • The subject of the article lived through these events, so her experiences provide a valuable insight into the experiences of women in the Soviet Union. • The source is a newspaper article and would be expected to reflect the success of Soviet policy and the positive impacts it had on women, so its usefulness is increased by the criticism of negative impacts of Soviet policy evident in the extract.