4 Major Conflicts and The Quest For Peace Data-Based Questions

New Exploring World History (Second Edition)
Question Bank Print Copy
4 Major Conflicts and the Quest for Peace
Data-based Questions
1. Study Sources A and B.
Source A
The following cartoon, published in 1909, reflects Britain's view towards Germany at that time
©LING KEE PUBLISHING CO., LTD. 1

Source B
The following is adapted from a German bestseller published in 1912.
We (the Germans) are compelled to obtain space for our increasing population and markets for
our growing industries. However, at every step which we take in this direction, England will
resolutely oppose us. English policy may not yet have made the definite decision to attack us;
but if doubtless wishes ... to hinder every further expansion of German international influence
and of German maritime power. The recognised political aims of England and the attitude of the
English government leave no doubt on this point. However, if we were involved in a struggle
with England, we can be quite sure that France would not neglect the opportunity of attacking
us. ...
(a) What is the cartoonist’s view of Germany challenging the naval supremacy of Britain?
Explain your answer with reference to Source A. (3 marks)
(b) On the eve of the First World War, did Germany and Britain hold the same views towards
each other? Explain your answer with reference to Sources A and B. (5 marks)
(c) What are the usefulness and limitations of Sources A and B in helping you understand the
reasons for the outbreak of the First World War? Explain your answer with reference to
Sources A and B, and using your own knowledge. (7 marks)

Source A
The following is adapted from a speech given in 1913 by a British who lived in Germany for many
years.
The German answer to all our talk about disarmament is: Germany shall maximise its power
regardless of any proposals made to it by Britain or by Russia or by any other country on the
earth ... I have lived in Germany and I have been impressed by how Germany rose to its position
today by making great efforts to strengthen itself in the past centuries. No matter how much
effort we make, no solution can be made to handle the present conflict between Britain and
Germany, and our conflict can only end in tragedy. England desires peace and will never make
war on Germany. However, how can the youth in Germany, whose nation is great in war, accept
the world predominance of England? The outcome is certain and speedy. It is war.
Source B
The following cartoon, published in July 1914, is entitled “A Chain of Friendship”.
(a) Identify the view of the British on Germany, as reflected in Source A. Explain your answer
with reference to Source A. (3 marks)

(b) What problem(s), according to the cartoonist (Source B), would the “chain of friendship”
create? Explain your answer. (3 marks)
(c) Which Source is more useful in explaining the outbreak of the First World War? Explain
your answer with relevant clues from Sources A and B. (5 marks)

3. Study Source A.
Source A
The following cartoon reflects a cartoonist view on a treaty of 1919. The man, whose hands are
tied, represents Germany. The other three man represent Wilson, Clemenceau and Lloyd George.
(a) Name the treaty referred to in Source A. Cite one clue from Source A to support your
answer.
(2 marks)
(b) What was the cartoonist's view on the punishment imposed on Germany? Explain your
answer with reference to Source A. (3 marks)
(c) Do you agree with the cartoonist's view? Explain your answer with reference to Source A,
and using your own knowledge. (5 marks)

Source A
The following cartoon, published in 1919, depicts the Paris Peace Conference. It is entitled “Peace
and Future Cannon Fodder”.
Source B
The following reflects a historian’s view on the Paris Peace Conference.
The war guilt should be shared by both the victorious and defeated nations. However, the
defeated nations were forced to take full responsibility for starting the War. If Europe and the
world had to live with Hitler’s tyranny, the organisers of the Paris Peace Conference should take
the blame for such consequences.
(a) Identify the cartoonist’s view on the Paris Peace Conference, as reflected in Source A. Cite
two clues from Source A to support your answer. (3 marks)

(b) Would the historian of Source B agree with the cartoonist’s view on the Paris Peace
Conference? Explain your answer. (4 marks)
(c) “The Paris Peace Conference of 1919 sowed the seeds of the Second World War.” Do you
agree with this view? Explain your answer with reference to Sources A and B, and using
your own knowledge. (6 marks)

Source A
The following extract is adapted from a diary written by a British representative. He attended an
international conference held in the Palace of Versailles and witnessed the conclusion of the treaty.
Through the doors at the end came four officers of France, Britain, America and Italy. Then,
isolated and pitiable, came the two German delegates. They kept their eyes fixed away from
those two thousand staring eyes, fixed upon the ceiling. They were deathly pale. They did not
appear as representatives of brutal militarism. The one was pale and pink eye-lidded. ... The
other in a moon-faced and suffering ... They were conducted to their chairs. Clemenceau at once
broke the silence. ‘We are here to sign a Treaty of Peace.’
Source B
The following extract is adapted from a British historian’s comment on a certain peace treaty. This
book was published in 1972.
Severe as the Treaty seemed to many Germans, it should be remembered that Germany might
easily have been fated much worse. If Clemenceau had had his way ... the Rhineland would
have become an independent state, the Saar would have been annexed to France and Danzig
would have become a part of Poland. ...
(a) Identify the international conference that is described in Sources A and B. Cite three clues
from Sources A and B to explain your answer. (4 marks)
(b) How do you describe the relations between Germany and the victorious countries of the First
World War? Explain your answer with reference to Source A. (4 marks)
(c) ‘Britain did not intend to severely punish Germany.’ Explain this view with reference to
Sources A and B. (6 marks)

6. Study Source A.
Source A
The following Italian cartoon, published in 1919, describes that Italy is in the midst of the ‘Big
Three’.
(a) Identify the event that is referred to in Source A. Cite two clues from Source A to support
your answer. (3 marks)
(b) What is the cartoonist’s view on the ‘Big Three’? Explain your answer with reference to
Source A. (4 marks)
(c) Why does the cartoonist hold such a view on the ‘Big Three’? Explain your answer using

Source A
The following extract is adapted from a speech made by an American Senator in August 1919.
We have US interests to guard in Asia and the Pacific. The less we act as umpire in Europe, the
better. I must think of America first. The United States is the world’s best hope. If you put her
into the quarrels of other nations, you will destroy her power for good.
Source B
The following is adapted from a speech made by President Wilson of the US in September 1919
There is only one power behind the liberation of mankind, and that is the power of mankind. It
is the power of the united moral forces of the world. In the covenant of the League of Nations,
the moral forces of the world are mobilised. … However, all the nations that have power that
can be mobilised are going to be members of the League, including the United States.
(a) Identify the issue that the American Senator and President Wilson were arguing about, as
reflected in Sources A and B. Cite relevant clues from Sources A and B to support your
answer. (4 marks)
(b) Why did the American Senator in Source A oppose President Wilson’s suggestion? Explain
your answer with reference to Source A, and using your own knowledge. (4 marks)
(c) (i) Whose view was finally adopted by the US government? (1 mark)
(ii) How did the decision you mentioned above affect the international situation during the
interwar years? Explain your answer using your own knowledge. (4 marks)

8. Study Source A.
Source A
The following British cartoon, published in 1925, is entitled “A League Triumph”.
(a) Identify the incident referred to in Source A. Cite one clue from Source A to support your
answer. (2 marks)
(b) (i) According to the cartoonist, what was the significance of the incident you identified in
(a)? Explain your answer. (3 marks)
(ii) Is the cartoonist too optimistic about the above incident? Explain your answer with
reference to the European scene in the inter-war period. (5 marks)

9. Study Source A.
Source A
The following cartoon shows Japan’s response to the Lytton Report, in which the League of
Nations condemned the Japanese invasion of Northeast China in 1931.
(a) How did Japan respond to the Lytton Report, as reflected in Source A? Cite one clue from
Source A to support your answer. (2 marks)
(b) What does Source A tell you about the cartoonist’s view on the power of the League of
Nations? Explain your answer with reference to Source A, and using your own knowledge.
(4 marks)
(c) Name one country that most likely agreed with Japan’s attitude towards the Lytton Report.
Explain your answer using your own knowledge. (5 marks)

10. Study Sources A, B and C.
Source A
The following British cartoon was published in 1930.
Source B
The following passage is adapted from a history book.
Italian troops invaded Abyssinia without having a declaration of war on 3 October 1935. The
League of Nations took actions immediately ... denounced Italy as an aggressor and the League
Assembly passed a resolution of imposing economic sanctions on Italy on 11 October. However,
such sanctions were useless because coal and oil were not included in the sanctions, and also
some countries implemented them ineffectively. ... In December 1935, Britain and France made
an agreement in order to solve the Abyssinia problem peacefully. Their method was to have
Abyssinia ... cede sixty thousand square miles of territory to Italy in return for the land which
forms a corridor between Abyssinia and the port of Eritrea, ...Regarding the agreement, Italy,
Abyssinia and the League of Nations were not formally informed, and when the contents of the
agreement were exposed, the public opinion among Britain and France was in an uproar... In
May 1936, Italian troops captured the capital of Abyssinia and declared the union of Abyssinia,
Eritrea and Somaliland into ‘Italian East Africa’. In July, the League removed the economic
sanctions on Italy at last.

Source C
The following passage is adapted from a history book.
(a) According to Source A, what are the cartoonist’s views on the following two items? Explain
your answer with reference to Source A.
(i) The situation in Europe at that time (2 marks)
(ii) League of Nations (2 marks)
(b) Can Source B confirm the cartoonist’s view on the League of Nations of Source A? Explain
your answer with reference to Source B. (4 marks)
(c) Identify the event that is referred to in Source C. Cite relevant clues from Source C to
support your answer. (3 marks)

(d) What are the usefulness of Sources A, B and C in reflecting the effectiveness of the League
of Nations in maintaining peace? Explain your answer with reference to Sources A, B and C,
and using your own knowledge. (6 marks)

11. Study Source A.
Source A
The following map shows Germany and its neighbouring countries in 1936. Hitler successively
annexed Austria, the Sudetenland of Czechoslovakia and finally the rest of Czechoslovakia from
1938-1939. After his invasion of Poland in September 1939, Britain and France declared war on
Germany.
(a) Was Germany’s boundary in 1936 established according to the principle of national self-
determination, as reflected in Source A? Explain your answer with reference to Source A.
(2 marks)
(b) Could Source A adequately explain why Chamberlain reached the Munich Agreement with
Hitler in 1938? Explain your answer. (5 marks)
(c) To what extent was the declaration of war against Germany by Britain and France after its
invasion of Poland reasonable? Explain your answer with reference to Source A, and using

Source A
The following cartoon, titled ‘P.C. John Bull’, was published in a British magazine in April 1936.
John Bull is a nickname of British people.
Source B
The following cartoon was published in a British newspaper in January 1936.

(a) Identify the incident that is referred to in Source A. (1 mark)
(b) (i) How did Britain and France respond to the incident you mentioned above? Cite relevant
clues from Source A to support your answer. (4 marks)
(ii) What impact did the British and French responses make? Explain your answer with
reference to Source B, and using your own knowledge. (6 marks)
(c) How useful are Sources A and B in helping you understand the causes of the Second World
War? Explain your answer with reference to Sources A and B, and using your own
knowledge. (7 marks)

13. Study Source A.
Source A
The following extract is adapted from a speech made by Hitler in November 1937.
The aim of German policy was to make secure and to preserve the racial community and to
enlarge it. It was therefore a question of space. ...
German policy had to reckon with two hate-inspired antagonists, Britain and France, to whom a
German giant in the centre of Europe was a thorn in the flesh, and both countries were opposed
to any further strengthening of Germany’s position either in Europe or overseas; in support of
this opposition they were able to count on the agreement of all their political parties. Both
countries saw in the establishment of German military bases overseas a threat to their own
communications, a safeguarding of German commerce, and, as a consequence, a strengthening
of Germany’s position in Europe. ...
Germany’s problem could only be solved by means of force and this was never without risk...
(a) (i) Identify the plan of Hitler that is referred to in Source A. (1 mark)
(ii) How did Hitler justify this plan? Explain your answer with reference to Source A.
(4 marks)
(b) Does Source A accurately reflect the attitude of Britain and France towards Germany during
the period 1919-1937? Explain your answer with reference to Source A, and using your own

14. Study Source A.
Source A
The following extract is adapted from the response of Winston Churchill to an agreement signed in
late September 1938.
I will begin by saying what everybody would like to ignore or forget. We have experienced a
total defeat. Silent, mournful, abandoned, broken Czechoslovakia disappears into the
darkness. ... You will find that, sooner or later, Czechoslovakia will be swallowed up in the Nazi
regime. And do not suppose this is the end. This is only the beginning.
(a) Identify the agreement that Churchill responded to in Source A. Cite two clues from Source
A to support your answer. (3 marks)
(b) What was Churchill’s view on the agreement you mentioned above? Explain your answer
(c) Do you agree with the view of Churchill? Explain your answer using your own knowledge.
(5 marks)

15. Study Source A.
Source A
The following table shows some important conferences held by the Allies during the Second World
War.
(a) Name the two countries that played a leading role in the wartime conferences, as reflected in
Source A. Explain your answer with reference to Source A. (2 marks)
(b) “The US and Britain were loyal allies of the USSR during the war.” Cite one clue each from
Source A to support and oppose this view respectively, and explain your answer. (4 marks)
(c) To what extent does Source A reflect the new international order after the Second World
War? Explain your answer with reference to Source A, and using your own knowledge. (6
marks)

16. Study Source A.
Source A
The following cartoon depicts the Yalta Conference, which was held in February
1945. It is titled ‘The Rock’.
(a) Name the participating countries in the Yalta Conference, as reflected in Source A. (1 mark)
(b) (i) What can you conclude from Source A about the cartoonist’s view on the relationships
among the participating countries in the Yalta Conference? Explain your answer with
reference to Source A. (4 marks)
(ii) Why did the cartoonist hold such view? Explain your answer using your own
knowledge.
(2 marks)
(c) Do you think the cartoonist would hold the same view about the relationships of these three
countries after the surrender of Germany in May 1945? Explain your answer using relevant

historical facts in the second half of the 1940s. (4 marks)

17. Study Source A.
Source A
The following reflects a historian’s view on the two world wars.
The six years’ war, which Hitler began on 1 September 1939, bore so many similarities to the
Great War of 1914 that from the first it was regarded, accurately enough, as the Second World
War. So much had the problem of German resurgence preoccupied the attention of European
governments between 1919 and 1939 that the interwar years soon came to be known as the
“Twenty Years’ Truce”, and the whole era between 1914 and 1945 as another “Thirty Years’
War”. There were, indeed, a thousand similarities and links between the two wars that deeply
affected Europe within a single generation. Both began in Eastern Europe; both arose from
treaty obligations towards smaller powers; both involved an initial alliance between Britain and
France fighting against a German-dominated central Europe; both involved Germany, before
their end, fighting a war on two fronts, and were won by a grand alliance of Britain, France,
Russia, and the United States...
(a) Did the author of Source A see the two world wars as two independent incidents? Cites two
clues from Source A to support your answer. (2 marks)
(b) (i) Identify one similarity between the two world wars, as reflected in Source A. (1 mark)
(ii) Is the similarity identified in (i) supported by historical facts? Explain your answer.
(3 marks)
(c) The author thinks that there were “a thousand ... links between the two wars”. Give two
examples that could support this view, and explain your answer using your own knowledge.
(6 marks)

Source A
The following cartoon was published in the USSR, showing the Soviet view on the situation of the
United Nations after the Second World War. It is titled ‘The American voting machine’.
Source B
The following is a British cartoon published in March 1948. The buttons in the cartoon represent
different countries in Europe and the Middle East.

(a) What messages do Sources A and B convey? Cite relevant clues from Sources A and B to
(b) Do you agree with the cartoonist’s views on the US and the USSR? Explain your answer
with reference to Sources A and B, and using your own knowledge. (6 marks)

19. Study Source A.
Source A
The following cartoon reflects a view on an incident that happened in Germany in 1948.
(a) Identify the incident referred to in Source A. Cite one clue from Source A to support your
answer. (2 marks)
(b) What does Source A tell you about the cartoonist’s view on the incident you mentioned
above? Explain your answer with reference to Source A. (4 marks)
(c) Name one country that was most likely to share the cartoonist’s view in 1948. Explain your
answer with reference to the international scene in Europe during the period 1945-1948.
(5 marks)

20. Study Source A.
Source A
The following table shows some events that took place during the Cold War.
(a) How broad was the geographical scope of the Cold War? Explain your answer with reference
to Source A. (2 marks)
(b) Identify the features of the Cold War, as reflected in Source A. Explain your answer.
(6 marks)

(c) “The capitalist bloc won the Cold War during the period 1948-1975.” To what extent do
you agree with this view? Explain your answer with reference to Source A, and using your
own knowledge. (6 marks)

Source A
The following is extracted from a speech made by President Truman of the US in January 1949, in
which the Marshall Plan was mentioned.
Almost a year ago, in company with 16 free nations of Europe, we launched the greatest co-
operative economic programme in history. The purpose of that unprecedented effort is to
invigorate and strengthen democracy in Europe in order that the free people of that continent
may resume their rightful place in the forefront of civilisation and can contribute once more to
the security and welfare of the world.
Our efforts have brought new hope to all mankind. We have beaten back despair and defeatism.
We have saved a number of countries from losing their liberty. Hundreds of millions of people
all over the world now agree with us, that we need not have war — that we can have peace.
Source B
The following cartoon, published in 1958, reflects a Soviet view of the North Atlantic Treaty
Organization. The man on the right represents the US.
(a) (i) Identify one feature of the Marshall Plan, as reflected in Source A. (2 marks)

(ii) What role did President Truman think the US played in Europe? Explain your answer
(b) How did the Soviet Union comment on the role played by the US in Europe, as reflected in
Source B? Explain your answer with reference to Source B. (4 marks)
(c) Do Sources A and B express biased views on the role of the US in Europe during the period
1949-1958? Explain your answer with reference to the Sources, and using your own

22. Study Source A.
Source A
The following cartoon was published in 1950.
(a) What do the cartoons in Source A tell you about the cartoonist’s view on Hitler? (2 marks)
(b) Identify the cartoonist’s attitude towards Stalin, as reflected in Source A. Cite relevant clues
from Source A to explain your answer. (3 marks)
(c) Name one Western country which was most likely to have maintained the cartoonist’s
attitude towards Stalin. Explain your answer with relevant historical facts from the period
1945-1950. (6 marks)

23. Study Source A.
Source A
The following is extracted from a speech made by President Kennedy of the US to the American
people on 22 October 1962. It is about an incident that happened at the time.
This urgent transformation of Cuba into an important strategic base ... constitutes an explicit
threat to the peace and security of all the Americans. ...
For many years, both the Soviet Union and United States ... have used strategic nuclear weapons
with great care, never upsetting the unstable status quo which ensured that these weapons would
not be used in the absence of some big challenge. Our own strategic missiles have never been
transferred to the territory of any other nation, under a cloak of secrecy and deception; and our
history, unlike that of the Soviets since the end of World War II, demonstrates that we have no
desire to dominate or conquer any other nation or impose our system upon its people.
Nevertheless, American citizens have become adjusted to living daily under Soviet missiles
located inside the USSR or in submarines.
(a) Identify the incident referred to in Source A. Cite two clues from Source A to support your
answer. (3 marks)
(b) What, according to President Kennedy (Source A), were the differences between the US and
Soviet Union? (4 marks)
(c) Which historical incidents involving the Soviet Union would have led President Kennedy to
arrive at the conclusion mentioned in (b)? Explain your answer using your own knowledge.
(6 marks)

24. Study Source A.
Source A
The following cartoon reflects a view on an incident that happened in Germany in 1948.
(a) What is the cartoonist’s attitude towards the US? Cite relevant clues from Source A to
(b) Does Source A represent a biased view on the US? Explain your answer with reference to
Source A, and using your own knowledge. (6 marks)

25. Study Source A.
Source A
The table below shows some major events that took place during the period 1963-1984.
(a) Identify two attempts made by the US and USSR to improve their relationship during the
détente, as reflected in Source A. Cite clues from Source A to support your answer.
(4 marks)
(b) Could 1979 be regarded as a turning point in the US-Soviet relationship during the period
1963-1984? Cite relevant clues from Source A to explain your answer. (4 marks)
(c) To what extent does Source A explain the end of the Cold War? Explain your answer with
reference to Source A, and using your own knowledge. (6 marks)

Source A
The following cartoon is related to the Strategic Arms Limitation Talks and was published in the
US in 1970.
Source B
The following cartoon, titled ‘He’s trying to save face", was published in the early 1970s.

(a) With reference to source A, identify the reason for holding the Strategic Arms Limitation
Talks. (3 marks)
(b) What can you conclude from Source B about the impact of the Vietnam War on the US
foreign policy in the early 1970s? (2 marks)
(c) What are the usefulness and limitations of Sources A and B in reflecting the reasons for the
détente in the 1970s? Explain your answer with reference to Sources A and B, and using

27. Study Source A.
Source A
The following cartoon was published in 1975. It is titled the ‘End of the Domino Theory’.
(a) Name the country represented by the snake. Cite one clue from Source A to support your
answer. (2 marks)
(b) What is the cartoonist’s attitude towards the country represented by the snake? Explain your
(c) Is the cartoonist’ view that ‘1975 marked the end of the Domino Theory’ based on historical
facts? Explain your answer with reference to Source A, and using your own knowledge.
(5 marks)

28. Study Source A.
Source A
The following extract is adapted from a journalist’s report on an event that happened in East
Germany on 10 November 1989.
For most Western Europeans now alive, the world has always ended at the East German border
and the wall; beyond lay darkness. ... The opening of the frontiers declares that the world has no
edge any more. Europe is becoming once more round and whole. ... When the Berlin Wall was
built in 1961, the East Germans claimed that by sealing the Berlin border they had saved the
peace. Then as now, the outrush of people to the West was threatening to bring about the
collapse of the East German state, but in an utterly different world. It was the world of Nikita
Khrushchev and that collapse would have brought the two superpowers into violent collision.
(a) Identify the event that is referred to in Source A. Cite two clues from Source A to support
(b) What is the journalist’s attitude towards the event you mentioned above? Explain your
(c) To what extent can Source A help you understand the international situation in the late
1980s? Explain your answer with reference to Source A, and using your own knowledge. (5
marks)

29. Study Source A.
Source A
The following cartoon was published Source A in August 1991.
(a) Name the man in the cartoon. (1 mark)
(b) Why did the cartoonist draw a broken sickle and a broken hammer? Explain your answer
with reference to Source A, and using your own knowledge. (3 marks)
(c) To what extent do you think the man in the cartoon is responsible for the break-up of the
sickle and the hammer? Explain your answer using your own knowledge. (6 marks)

30. Study Source A.
Source A
The following cartoon describes the situation of the USSR in 1991.
(a) Name the man tied to the chair. Cite two clues from Source B to support your answer.
(3 marks)
(b) Identify two domestic problems faced by this man as reflected in Source B. Cite relevant
clues from Source B to support your answer. (4 marks)
(c) To what extent do you agree with Grantham’s view on the status of the Governor? Explain
your answer with reference to Sources A and B, and using your own knowledge. (7 marks)

Source A
The following is extracted from a letter by Chaim Weizmann (first President of Israel) to the US
President in 1948.
The choice for the Jews is between becoming a state and being exterminated.
Source B
The following cartoon was published in an Arab newspaper in 1967. Each cannon in the cartoon
has the name of an Arab country on it..
(a) Identify the historical background to the letter as reflected in Source A. (2 marks)
(b) (i) Name the country represented by the man in Source B. Cite one clue from Source B to
(ii) Identify the war referred to in Source B. (1 mark)
(c) What are the usefulness and limitations of Sources A and B in helping you understand the
causes of conflicts between Israel and the Arabs? Explain your answer. (6 marks)

Source A
The following Egyptian cartoon was published in the late 20th century. The Arab words read
“Camp David Accords”, and the person on the right is an Arab.
(a) Name the people represented by the person on the left. Cite one clue from Source A to
(b) Does the cartoonist think the Camp David Accords could resolve the conflicts between the
two peoples reflected in Source A? Explain your answer with reference to the cartoonist’s
views of the two peoples. (6 marks)
(c) Use relevant historical facts from the period 1978-2000 to prove that the cartoonist holds a
biased view against the two peoples. (6 marks)

Source A
The following cartoon, published in 1988, is entitled “Milosevic’s domestic affairs”.
Source B
The following cartoon was published in an American news magazine in 1999.

(a) Identify the policy of Milosevic referred to in Source A. Explain your answer with reference
to Source A. (2 marks)
(b) Identify the historical event referred to in Source B. Cite one clue from Source B to support
(c) Did the international community agree that the policy of Milosevic which you identified in
(a) was simply his “domestic affairs”? Explain your answer with reference to Sources A and
B as well as relevant historical facts. (6 marks)

Source A
The following table shows the composition of population (in million) in South Africa during the
period 1911-1992.
Source B
The following charts show the different educational and economic conditions of the Afrikaners and
the nonwhites in South Africa in 1976.
(a) (i) Identify the race who made up the majority of population in South Africa, as reflected in
Source A. Cite relevant clues from Source A to support your answer. (2 marks)
(ii) Did the majority race you identified in (i) enjoy more rights than other races in South
Africa? Explain your answer with reference to Source B. (3 marks)

(b) Do Sources A and B adequately reflect the problem of racial inequality in South Africa?
Explain your answer with reference to Sources A and B as well as relevant historical facts
from the period 1948-1991. (6 marks)

35. Study Source A.
Source A
The following reflects a historian’s view on the peacekeeping work of the UN.
The United Nations has provided a large number of peacekeeping bodies to supervise a
ceasefire, to keep watch on a newly drawn frontier, or occasionally to maintain order in a
situation where government has broken down. These bodies are often referred to as UN
“forces”, ... but the intention is not to use force. Words frequently used in their titles are
“supervision” or “observation”. From 1948-1989, the UN carried out 14 such peacekeeping
operations...
These operations, with very few exceptions, only helped separate the two warring parties... The
results are more a negative absence of fighting than any positive establishment of peace. The
burden has fallen mainly upon the small and medium-sized countries rather than on the great
powers that were expected to keep the peace. It is far from the high hopes of the founders of the
United Nations, but all in all it is a record of steady achievements in difficult and complex
conditions.
(a) Identify the peacekeeping means used by the UN, as reflected in Source A. (2 marks)
(b) What can you conclude from Source A about the widespread misunderstanding about the UN
“forces”? Explain your answer. (3 marks)
(c) To what extent do you agree with the author that the UN has “a record of steady
achievements” all in all? Explain your answer with relevant historical facts from the period
1948-2000. (6 marks)

Data-based Questions
Answer
1.(a) Cartoonist’s view of Germany challenging the naval supremacy of Britain [3 marks]
View: [1 mark]
- Germany could not succeed easily because such action was beyond its strength.
Clues: [2 marks]
- Britain was depicted as a big burly man, but Germany was a skinny old man in the
cartoon.
- Britain acted calmly when facing Germany's challenge. Hence, he cartoonist deems that it
was only wishful thinking that Germany could challenge British naval supremacy.
(b) Did Germany and Britain hold the same views towards each other [5 marks]
L1 Vague explanation, and ineffective use of relevant clues from the Sources. [max. 2]
L2 Clear explanation, with effective use of relevant clues from the Sources. [max. 5]
Similarities:
- They both regarded each other as a threat. Britain deemed that Germany was trying to
topple it in Source A, and Germany deemed that Britain was hindering its expansion in
Source B.
Differences:
- Britain was ready to strike back at Germany in Source A, but Germany deemed that
Britain had not yet made a definite decision to attack it in Source B.
- Britain deemed that Germany had taken the initiative to challenge its supremacy in
Source A, but Germany deemed that it was forced to expand in Source B.
- Britain acted calmly in the face of Germany’s challenge in Source A, but Germany
deemed that Britain was in panic in the face of its challenge in Source B.
(c) Usefulness and limitations of Sources A and B in helping you understand the reasons
for the outbreak of the First World War [7 marks]
L1 Vague answer, unable to effectively refer to the Sources and own knowledge, and/or
with little attention to the usefulness and limitations of the Sources. [max. 2]
L2 Merely refers to the Sources or own knowledge, and/or with inadequate treatment of

the usefulness and limitations of the Sources. [max. 4]

L3 Refers to both Sources and own knowledge, with adequate treatment of the usefulness
and limitations of the Sources. [max. 7]
Usefulness:
- The competition between Britain and Germany for naval supremacy increased the
possibility of the outbreak of War. (Source A)
- The rise of Germany threatened Britain’s overseas markets and its naval supremacy. This
worsened the Anglo-German relations. (Source B)
- The relation between Germany and France was so tense that it increased the possibility of
the outbreak of war. (Source B)
Limitations:
- The Sources merely show the relations between Britain, Germany and France, but do not
reflect the relations among other European powers, such as Russia and the Balkan States.
(own knowledge)
- The Sources do not reflect the formation of the Triple Alliance and Triple Entente at that
time. (own knowledge)
- The Sources do not reflect the extreme nationalism advocated by some European powers.
(own knowledge)

2.(a) The view of the British on Germany as reflected in Source A [3 marks]
View: Germany was warlike/ Germany was antagonistic to Britain [1 mark]
L1 Correct answer, but merely copies from the Source [max. 1]

L2 Correct answer with attempt at paraphrasing [max. 2]
Example (any one of the following):

- Germany ignored the advice of other countries and increased its military strength
constantly. The author thinks it would inevitably bring the world to war.
- The author thinks Germany was great in war, it would not accept the British
predominance of the world.
(b) Problem(s) created by “the chain of the friendship” [3 marks]
L1 Able to point out “the chain of the friendship” could touch off a large-scale regional
war, but with a vague explanation [max. 1]
L2 Able to point out “the chain of the friendship” could touch off a large-scale regional
war, and with a clear explanation [max. 3]
Example:
- The chain of friendship turned the dispute between Serbia and Austria into a total war of
Europe. Austria and Germany formed an alliance while Russia, France and Britain allied
with each other. When Austria declared war on Serbia, Russia intervened and the other
European powers responded by joining the war.
(c) Which source is more useful in explaining the outbreak of the First World War?
[5 marks]
Source B
L1 Correct answer but with an insufficient explanation [max. 2]

L2 Correct answer with a clear explanation [max. 5]
Examples:
- Source A only points out that Germany was antagonistic to Britain, without explaining
the origins of the conflict in detail. It also neglects other factors that led to the outbreak of
the war.

- Source B points out that the First World War was caused by the dispute between Serbia
and Austria, and Britain and Germany declared war on each other because they had to
support their allies under the alliance system. It gives a more comprehensive explanation
on the outbreak of the First World War than Source A.

3.(a) The treaty referred to in Source A + Clue [2 marks]
Treaty of Versailles [1 mark]
Clue (any one of the following): [1 mark]

- “Germany” was punished and sent to the guillotine.
- The men in the cartoon were the Big Three at the Paris Peace Conference.
(b) The cartoonist’s view on the punishment imposed on Germany + explanation [3 marks]
Germany faced severe punishment [1 mark]
Explanation (any two of the following): [max. 2]

- The hands of “Germany” were tied.
- The clothes of “Germany” were removed.
- “Germany” was sent to the guillotine
(c) Do you agree with the cartoonist’s view? [5 marks]
L1 An answer confined to agreement or disagreement with the cartoonist’s view (i.e.

Germany faced severe punishment) [max. 3]
L2 Comprehensive answer by using own knowledge to agree and disagree with the
cartoonist’s view (i.e. Germany faced severe punishment) [max. 5]
Example of disagreement:
- It was international common practice for reparations, cession of land and armaments
limitation as Germany was a defeated nation. It is difficult to say whether the punishment
was severe.
Examples of agreement:
- It was unreasonable for Germany to bear the sole “war guilt” because many European
powers also participated in the war.
- Germany had to pay £6.6 billion by instalments over a period of 30 years. This proved
that Germany was unable to pay the reparations.

4.(a) The cartoonist’s view on the Paris Peace Conference as reflected in Source A + two
clues [3 marks]
The Paris Peace conference was closely connected with the causes of the Second World War
[1 mark]
Clues: [2 marks]
- Germany signed the Treaty of Versailles with Britain, the US and France at the Paris
Peace Conference. The signing of the Treaty upset Germany (the child was weeping). The
child became a soldier in 1940 after growing up.
- The cartoon’s title “Peace and Future Cannon Fodder” implies that although it was
peaceful in 1919, the next war would come soon.
(b) Would the historian of Source B agree with the cartoonist’s view on the Paris Peace
Conference? [4 marks]
L1 Points out that the historian agreed with the cartoonist’s view but without attempt at
paraphrasing [max. 3]
L2 Points out that the historian agreed with the cartoonist’s view, but with attempt at
paraphrasing [max. 4]
Example:
- The historian thinks that it was unfair as the defeated nations were forced to take the full
war guilt at the Paris Peace Conference. It aroused great discontent among the Germans
and led to the rise of Nazi Party in Germany. Hitler’s tyranny wreaked havoc in Europe
and even the world, seriously damaged the international world order, and brought the
world to another war. Therefore, both the historian and the cartoonist think that the Paris
Peace Conference was closely connected with the international situation during the inter-
war period and sowed the seeds for the Second World War.
(c) Do you agree with the view “The Paris Peace Conference of 1919 sowed the seeds of the
Second World War”? [6 marks]
L1 Merely agrees or disagrees, and with evidence to support the answer [max. 3]
L2 Comprehensive answer showing both agreement and disagreement, and with evidence
to support the answer [max. 6]

Agree:
- Source A and B reflect that the Paris Peace Conference was unfair to the defeated nations.
Germany was discontented with the Treaty of Versailles, and it vowed to destroy the
settlement, and this was one of the major causes of the outbreak of the Second World
War.
Disagree:
- There were also other factors leading to the Second World War, such as Italy’s discontent
with the peace treaty, Japan’s ambition, the appeasement policy of Britain and France,
and the isolationist policy of the US, etc.

5.(a) Identify the international conference + three clues [4 marks]
Conference: [1 mark]
- The Paris Peace Conference
Clues: [3 marks]
- The situation of the two German delegates was pitiable. (As Germany was a defeated
nation in the First World War, it would be severely punished in the Paris Peace
Conference) (Source A)
- The Rhineland, the Saar and Danzig are referred to in the Source. (All these Germany’s
territories were ceded to other countries in the Paris Peace Conference) (Source B)
- Clemenceau is referred to in both Sources. (He was one of the Big Three in the Paris
Peace Conference) (Sources A and B)
(b) Relations between Germany and the victorious countries of the First World War
[4 marks]
Relations: [1 mark]
- Poor
Explanation [3 marks]
L1 Vague explanation, and ineffective use of relevant clues from the Source. [max. 1]
L2 Clear explanation, with effective use of relevant clues from the Source. [max. 3]
Clues:
- The two German delegates were ‘isolated’, and all the people were staring at them.
- The two German delegates felt the hostility from the powers’ representatives. Their faces
were pale and their facial expression was full of pain.
(c) Explain ‘Britain did not intend to punish Germany seriously’ [6 marks]
L1 Vague argument, ineffective in using both Sources. [max. 2]

L2 Unbalanced argument, using one Source only. [max. 3]
L3 Reasonable and balanced argument, effective in using both Sources. [max. 6]
Examples:
- The author is a British representative in the Paris Peace Conference. (Source A)
- The author describes two German delegates as ‘pitiable’ and ‘did not appear as

representatives of brutal militarism’. (Source A)

- The author deems that Germany might easily had been fated much worse if Clemenceau
had had his way. This reflects that Germany could escape serious punishment because
Britain did not intend to severely punish Germany. (Source B)

6.(a) Identify the event + two clues [3 marks]
Event: [1 mark]
- The Paris Peace Conference
Clues: [2 marks]
- The cartoon was published in 1919.
- Italy and the ‘Big Three’ were the participants of the Paris Peace Conference.
(b) Cartoonist’s view on the ‘Big Three’ [4 marks]
View: [1 mark]
- The ‘Big Three’ was evil.
Clues:
- The ‘Big Three’ appeared ferocious.
- The strong ‘Big Three’ surrounded the weak Italy. It seems that they were bullying Italy.
(c) Why does the cartoonist hold such a view on the ‘Big Three’ [6 marks]
L1 Vague answer, and fails to cite relevant facts as evidence. [max. 3]

L2 Clear answer, and substantiated by relevant clues. [max. 6]
Examples:
- Italy considered itself a power and a victorious country of the First World War. Moreover,
Italy had sacrificed sixty thousand lives in the War. However, the policy makers of the
Paris Peace Conference were the ‘Big Three’.
- The Allies promised Italy that it would get Dalmatia and Fiume if it joined them.
Therefore, Italy changed sides in 1915. However, Italy was only given Istria and Tyrol at
the Paris Peace Conference. In addition, it failed to get any former German colonies as
mandates.

7.(a) Identify the issue that the American Senator and President Wilson were arguing about
[4 marks]
Issue: [1 mark]
- Whether the US should join the League of Nations
Clues: [3 marks]
- Both speeches were made in 1919, the year when President Wilson suggested the
establishment of the League of Nations. (Sources A and B)
- President Wilson stated clearly in Source B that the US should join the League of
Nations. (Source B)
(b) Why did the American Senator oppose President Wilson’s suggestion [4 marks]
L1 Unbalanced answer, using only the Source or own knowledge. [max. 2]

L2 Reasonable and balanced answer, using both Source and own knowledge. [max. 4]
Examples:
- The interests of the US lay not in Europe, but in Asia and the Pacific region. Thus, the
Americans should not get involved in European affairs. (Source A)
- The American people believed that they had been dragged by the Europeans into the First
World War. To prevent the same thing from happening again, the US should re-adopt its
isolationist policy. (own knowledge)
- The disagreements between the US and Britain as well as France at the Paris Peace
Conference also made the Americans reluctant to join the League of Nations. (own
knowledge)
(c) (i) Whose view was finally adopted by the US government [1 mark]
- Whether the US should join the League of Nations [1 mark]
(ii) Whose view was finally adopted by the US government [4 marks]

L2 Clear answer, and substantiated by relevant facts. [max. 4]
Example:

- Due to the absence of the US in the League of Nations, the burden of peace maintenance
had to be carried only by Britain and France. However, neither of them was strong
enough to secure world peace as they suffered from severe economic problems caused by
the First World War and the Great Depression. Thus, they could only adopt an
appeasement policy in order to buy time for national recovery. However, this provided
opportunities for the aggressors to invade other weak countries. All these invasions
finally led to the outbreak of the Second World War.

8.(a) The incident referred to in Source A + clue [2 marks]
Incident: The signing of the Locarno Pact [1 mark]
Clue (any one of the following): [1 mark]

- The Pact was signed in 1925.
- The word “Locarno Picturedrome” was written in the cartoon.
- The poster shows Germany made the right turn (to the League of Nations, means
maintaining peace)
(b) (i) The significance of the signing of the Locarno Pact + explanation [3 marks]
Significance: To eliminate Germany’s desire for revenge and make Germany to help
maintain peace [1 mark]
L1 Attempts to use the poster of the Source to support the answer, but fails to give clear
explanation [max. 1]
L2 Able to use the poster of the Source clearly to support the answer [max. 2]
Example:
- The poster of the Source shows that Germany made the right turn to the League of
Nations, representing Germany agreed with the aims of the League of Nations, i.e.
maintaining world peace.
(ii) Whether the cartoonist is too optimistic about the above incident [5 marks]
L1 No. Points out that Germany abided by the Locarno Pact before Hitler rose to power in
1933 [max. 2]
L2 Yes. Points out that Hitler invaded several Eastern European countries successively in
the late 1930s, but the answer is simple. [max. 3]
L3 An answer covering both the positive and negative opinions; or
Able to give a clear description of Hitler’s violation of the Locarno Pact in the late
1930s [max. 5]
Examples:
- Re-militarisation of the Rhineland in 1936.
- Annexation of the Sudetenland of Czechoslovakia in September 1938.
- Annexation of the rest of Czechoslovakia in March 1939.

- Invasion of Poland in September 1939.

- Hitler did not put forward the above border conflicts to the International Court of Justice
for arbitration.

9.(a) Response of Japan to the Lytton Report + one clue [2 marks]
Respond: [1 mark]
- Japan defied the Lytton Report.
Clue: [1 mark]
- Japan made faces to the judges and ignored the Lytton Report.
(b) Cartoonist's view on the power of the League of Nations [4 marks]
View: [1 mark]
- The power of the League of Nations was limited.
Clue:
- The cartoonist thinks that the League of Nations was powerless in the face of Japanese
aggression. The Lytton Report was used to condemn the Japanese invasion of Northeast
China in 1931. However, as shown in Source A, Japan defied the judgment of the report.
When the judge of the League ordered Japan to ‘respect the la’, Japan retorted and
ordered him to ‘mind its own business’. This shows that Japan ignored the authority of
the League of Nations.
(c) Name one country that most likely agreed with Japan’s attitude towards the Lytton
Report + explanation [5 marks]
Country: [1 mark]
- Italy/Germany
L1 Vague answer, with concrete examples to support views. [max. 2]
L2 Clear explanation, with concrete examples to support views. [max. 4]
Examples:
- Italy: When Italy invaded Abyssinia in 1935, the League denounced Italy as an aggressor
and imposed economic sanctions on it. However, Italy ignored the League of Nations and

annexed Abyssinia in 1936. Italy even withdrew from the League in December, 1937.
or
- Germany: Hitler re-militarised the Rhineland in 1936. The League of Nations denounced
it as a violation of the Locarno Treaties. Germany ignored the denunciation of the League
and continued its expansion, including the Anschluss (March 1938) and the annexation of
Czechoslovakia (1938-1939).

10.(a) (i) Cartoonist’s view on the situation in Europe at that time [2 marks]
View: [1 mark]
- Peace was threatened in Europe.
Clue: [1 mark]
- Peace was represented by the lady who climbed up to the top of the lamppost because she
was scared by the dogs of war. The crowd was also scared, and they just looked on from
afar.
(ii) Cartoonist’s view on the League of Nations [2 marks]
View: [1 mark]
- The League of Nations was very weak.
Clue: [1 mark]
- The League of Nations was represented by two men who looked on from afar and were
afraid to rescue the lady that was in shock.
(b) Can Source B confirm the cartoonist’s view on the League of Nations of Source A
[4 marks]
L1 Fails to refer to the Source, and/or holds negative view. [max. 2]

L2 Refers to the Source; clearly explains the personal viewpoint. [max. 4]
Examples:
- In the Abyssinian crisis, the League of Nations denounced Italy as an aggressor and
imposed economic sanctions on it. However, such sanctions were useless in stopping
Italy’s aggression because coal and oil were not included. Moreover, the League of
Nations could not call upon countries to implement such sanctions.
- In 1936, Italy captured the capital of Abyssinia and declared the union of Abyssinia,
Eritrea and Somaliland into the ‘Italian East Africa’. The League of Nations did not stop
Italy and even removed the economic sanctions on Italy in July. Such action was the same
as agreeing to Italy’s aggression.
(c) Identify the event that is referred to in Source C [3 marks]

Event: [1 mark]
- The League of Nation issued the Lytton Report to condemn the Japanese occupation of
Northeast China.
Clues: [2 marks]
- The cartoon was published in 1932, which was one year after the Japanese occupation of
Northeast China.
- In this cartoon, the League of Nations was represented by a professor who was delivering
the Lytton Report. However, a Japanese student in the audience stood up and refuted the
League’s allegations.
(d) Usefulness of Sources A, B and C in reflecting the effectiveness of the League of Nations
in maintaining peace [6 marks]
Usefulness:
- The League of Nations not only could not stop Mussolini’s action, but also sat on the
sidelines. (Source A)
- The League of Nations showed its inability in the Abyssinian crisis as it could only accept
Italy’s aggression and the result of such actions. (Source B)
- After Japan invaded Northeast China in 1931, the League of Nations sent the Lytton
investigation team to investigate the situation in China. Although the Lytton investigation
team denounced Japanese military action as illegal, and demanded the Japanese troops to
withdraw from China, Japan refused to do so and even withdrew from the League.
(Source C)
Limitations:
- When Germany re-militarised the Rhineland in 1936, all the League could do was to
condemn Germany. When Germany successively annexed Austria and Czechoslovakia
during the period 1938-1939, the League was also unable to stop it. (own knowledge)
- The League made an effort to settle territorial disputes among small nations. For
example, it settled the conflict between Sweden and Finland over the Aland Islands
during the period 1920-1921. (own knowledge)


11.(a) Whether the Germany’s boundary in 1936 was established according to the principle
of national self-determination [2 marks]
L1 Able to point out that it was against the principle of national self-determination with an
inadequate explanation [max. 1]
L2 Able to point out that it was against the principle of national self-determination with a
clear explanation [max. 2]
Example:
- There were a lot of German-speaking regions outside Germany’s boundary, meaning that
there was a scattered population of Germans in various regions in Europe, such as
Switzerland, Polish corridor, Czechoslovakia and Austria.
(b) Could Source A adequately explain why the Munich Agreement was reached? [5 marks]
The answer should be no, otherwise it would be difficult to give reasons.
L1 Incomprehensive answer confined to either the Source or own knowledge [max. 3]

L2 Comprehensive answer covering both the Source and own knowledge [max. 5]
Source:
- The majority of the Germans living in the Sudetenland of Czechoslovakia. It seemed
reasonable for Hitler to invade the Sudetenland. Therefore, Chamberlain reached the
Munich Agreement with Hitler, allowing Hitler to annex the Sudetenland, but not the rest
of Czechoslovakia.
Own knowledge:
- The Source does not reflect Chamberlain’s adoption of an appeasement policy. He wanted
to satisfy Hitler’s aggression by making diplomatic concessions in order to avoid war.
(c) To what extent the declaration of war against Germany by Britain and France after its
invasion of Poland was reasonable [7 marks]
L1 Incomprehensive answer, totally thinks that it was or was not reasonable [max. 4]
L2 Comprehensive answer by pointing out the declaration of war against Germany by
Britain and France could be reasonable, but it could also be unreasonable [max. 7]
Unreasonable:

- A lot of Germans were living within the territory of Poland, especially the Polish
Corridor.
- The Polish Corridor was a part of Germany before the First World War.
Reasonable:
- Poland became an independent country after the First World War. Although some
Germans lived there, it should not be annexed by Germany.
- Since the ratio of Germans living in Poland was not high, Hitler should not use national
self-determination as an excuse of annexation.

12.(a) Identify the incident that is referred to in Source A [1 mark]
Incident: [1 mark]
- The invasion of Abyssinia
(b) (i) Responses of Britain and France to the incident [4 marks]
L1 Shows attempts to point out the response but weak in using clues of the Source. [max.
2]
L2 Point out the response, duly supported by clues of the Source. [max. 4]
Responses:
- The policeman (Britain) witnessed that Italy was bullying Abyssinia, but he just watched
and did nothing. France did not stop Italy, but continued her argument with Germany.
Clues:
- France and Germany (with Nazi symbol on the wall) argued with each other from their
own balconies.
- John Bull just stood aside and did nothing.
- John Bull mocked himself, ‘When conciliation duty’s to be done ── to be done. A
policeman’s lot is not a happy one ── happy one.’
(ii) What impact did the British and French responses make [6 marks]
Impact: [2 marks]
- The successful annexation of Abyssinia by Italy aroused Germany’s and Japan’s
ambitions, and this encouraged them to follow Italy to adopt the expansionist foreign
policy.
L1 Lack in balance, using the Source or own knowledge only. [max. 2]
L2 Reasonable and balanced answer, using both Source and own knowledge. [max. 4]
Example:
- The windmill sails shaped like the Nazi’s swastika represented Germany, while those
shaped like the war flag of the Japanese Imperial Army represented Japan. (Source B)
- In Source B, the ‘Abyssinian Breezes’ represented the Abyssinian Crisis, and this ill wind
affected both Germany and Japan. The ‘Abyssinian Breezes’ made the windmill sails turn

faster. (Source B)
- The windmills were fortified with canons and there were soldiers marching near the
compounds next to the windmills. (Source B)
- Germany kept expanding after it re-militarised the Rhineland in 1936. (own knowledge)
- Japan launched a full scale invasion of China starting in 1937. (own knowledge)
(c) How useful are Sources A and B in helping you understand the causes of the Second
World War [7 marks]
Usefulness:
- Reflecting the military invasion and foreign expansion of the Axis powers. (Sources A
and B)
- Showing the annexation of Abyssinia by Italy. (Source A)
- Showing that Germany and Japan sped up their military preparation due to the annexation
of Abyssinia by Italy. (Source B)
- Reflecting the appeasement policy adopted by Britain and France. (Source A)
Limitations:
- The Sources fail to reflect other causes of the Second World War. For example, the impact
of the Paris Peace Conference on the defeated nations, the rise of totalitarianism in
Europe, the failure of collective security attempts and the attitude of the US and the
USSR, etc. (own knowledge)

13.(a) (i) Identify the plan of Hitler [1 mark]
Hitler’s plan: [1 mark]

- Carrying out foreign expansion/acquiring living space
(ii) How did Hitler justify this plan [4 marks]
Examples:
- Hitler’s first argument was the hostility of Britain and France. They opposed any
strengthening of Germany.
- Foreign expansion could also safeguard Germany’s commerce and its position could
finally be strengthened.
(b) Does Source A accurately reflect the attitude of Britain and France towards Germany
during the period 1919-1937 [6 marks]
L1 Merely refers to the Source or cites relevant historical facts, and/or holds affirmative
view [max. 3]
L2 Refers to the Source and cities relevant historical facts; clearly explains the personal
viewpoint. [max. 6]
Accurate:
- Source A is useful to describe the hostile attitude of Britain and France towards Germany
during the Paris Peace Conference. They imposed the very harsh Treaty of Versailles on
Germany, crippling any further German expansion. (Source A)
Inaccurate:
- Britain and France faced serious financial difficulties in the 1930s and adopted
appeasement policy towards Germany. They did not check any German expansion. For
example, Britain allowed Germany to increase its naval tonnage in 1935. Hitler’s attempt
at re-militarizing the Rhineland in 1936 also met no opposition from Britain and France.
(own knowledge)

14.(a) Identify the agreement that Churchill responded to + two clues [3 marks]
Agreement: [1 mark]
- The Munich Agreement
Clues: [2 marks]
- The agreement was signed in late September 1938.
- According to Source A, it was signed to settle the Nazi expansion in Czechoslovakia.
(b) Churchill’s view on the Munich Agreement [3 marks]
View: [1 mark]
- Churchill was disappointed/angry/disagreed with the Munich Agreement.
Clues:
- Churchill said that it was ‘a total defeat’ for signing the Munich Agreement.
- The Munich Agreement made Czechoslovakia disappear into the darkness, and
Czechoslovakia might even be swallowed up in the Nazi regime.
(c) Do you agree with the view of Churchill [5 marks]
L1 Fails to cite relevant historical facts, and/or holds negative view. [max. 2]
L2 Cites relevant historical facts; clearly explains the personal viewpoint. [max. 5]
Examples:
- Although Chamberlain tried to appease Hitler by giving the Sudetenland to Germany
according to the Munich Agreement, it did not stop Hitler’s expansion. Shortly after the
signing of the Munich Agreement, Germany annexed the whole of Czechoslovakia. This
echoed Churchill’s statement ‘sooner or later, Czechoslovakia will be swallowed up in the
Nazi regime’ as shown in Source A.

15.(a) The two countries that played a leading role in the wartime conferences + explanation
[2 marks]
Britain and the US. [1 mark]
Explanation: [1 mark]
- The two countries participated in all wartime conferences.
(b) Clues to support and oppose the view that “the US and Britain were loyal allies of the
USSR during the war” [4 marks]
L1 Merely supports and opposes the view by citing clues without further explanation
[max. 2]
L2 Able to support and oppose the view by citing clues with further explanation [max. 4]
Support (any one of the following):

- At the Moscow Conference, the USSR was invited to be one of the founding members of
the United Nations, showing that Britain and the US valued the status of the USSR.
- At the Teheran Conference, the east of Poland would be given to the USSR after the war,
showing that Britain and the US supported USSR’s territorial expansion after the war.
Oppose (any one of the following):

- The signatories of the Atlantic Charter were Britain and the US only, showing that the
relations between the USSR and Britain as well as the US were not very close.
- Stalin or representatives of the Soviet Union were not invited to some wartime
conferences, showing that the relations between the USSR and Britain as well as the US
were not very close.
(c) To what extent does Source A reflect the new international order after the Second
World War? [6 marks]
L1 Incomprehensive answer, merely points out whether Source A can or cannot reflect the
new international order [max. 4]
L2 Comprehensive answer, able to point out Source A can and cannot reflect the new
international order [max. 6]

The new international order that Source A can reflect:

- As reflected in (b), Britain and the US might not be loyal allies of the USSR during the
war. The post-war situation of the Cold War was foreseeable.
- The wartime conferences determined to punish Germany and Japan severely. The post-
war status of these two countries would drop in Europe and Asia respectively.
- The United Nations was established. It made great contributions to maintain world peace
after the Second World War.
The new international order that Source A cannot reflect:

- The political and economic status of all European countries dropped after the Second
World War. Therefore, they took the path of integration gradually.
- The idea of racial equality was recognised.
- A wave of decolonisation emerged in Asia and Africa.

16.(a) Participating countries in the Yalta Conference [1 mark]
Countries: [1 mark]
- The US, Britain and the USSR
(b) (i) Cartoonist’s view on the relationships among the participating countries in the
Yalta Conference [4 marks]
View: [1 mark]
- Optimistic
Clues:
- The relationships among the US, Britain and the USSR were as strong as a rock.
- The cartoonist uses ‘Complete Agreement’ to describe the relationship among the US,
Britain and the USSR.
- The US, Britain and the USSR had a common goal of defeating Germany.
(ii) Why did the cartoonist hold such view [2 marks]

Examples:
- The US, Britain, and the USSR maintained good relationships during the Second World
War.
- The defeat of Germany was expected when the Yalta Conference was held in February
1945.
(c) Whether the cartoonist would hold the same view about the relationships of these three
countries after the surrender of Germany in May 1945 [4 marks]
L1 Fails to cite relevant historical facts, and/or holds affirmative view. [max. 2]

Examples:
- In January 1974, Tanaka Kakuei visited five ASEAN countries, including the Philippines,
Thailand, Singapore, Malaysia and Indonesia. (own knowledge)
- The cartoon was drawn after these official visits of Tanaka. In the cartoon, Tanaka is
holding an ‘ASEAN package tours’ suitcase. This shows that he has just visited the
ASEAN countries.
- By the 1970s, Japan had already become the greatest economic power in Asia, and its
domination over the economies of the Southeast Asian countries (as written in the gate)
aroused a series of anti-Japanese demonstrations during Tanaka’s visits. This is why the
head of Tanaka is shown as a cluster of ‘anti-Japanese demos’ smoke in the cartoon.
(Source A and own knowledge)

17.(a) Whether the two World Wars were two independent incidents + clues [2 marks]
Clues (any two of the following):

- The inter-war years were also known as the “Twenty Years’ Truce”.
- The whole era between 1914 and 1945 was called the “Thirty Years War”.
- There were a thousand similarities and links between the two wars.
(b) (i) One similarity between the two World Wars [1 mark]
Example (any two of the following):

- Both began in Eastern Europe.
- Both arose from treaty obligations towards smaller powers.
- Both involved an initial alliance between Britain and France fighting against a German-
dominated Central Europe.
- Both involved Germany, before their end, fighting a war on two fronts, and was won by a
grand alliance of Britain, France, Russia, and the US.
(ii) Whether the similarity identified in (i) supported by historical facts [3 marks]
The answer should be yes, otherwise it would be difficult to give reasons. In addition,
students must answer the question in accordance with (i), otherwise no marks will be given.
L1 Incomprehensive answer substantiated by relevant historical facts of one of the World

Wars [max. 1]
L2 Comprehensive answer substantiated by relevant historical facts of the two World Wars
[max. 3]
Example (using “both began in Eastern Europe” as the example):

- The immediate cause of the First World War was the assassination of Archduke
Ferdinand, which took place in Bosnia of Eastern Europe. The immediate cause of the
Second World War was Hitler’s invasion of Poland, which is also situated in Eastern
Europe.
(c) Two examples that support the view that there were “a thousand...links between the
two wars” + explanation [6 marks]

L1 Able to give one example with explanation [max. 3]

L2 Able to give two examples with explanation [max. 6]
Examples:
- The resentment between France and Germany was not solved in the First World War, but
in the Second World War.
- The Paris Peace Conference did not reduce the discontent of Germany towards Britain,
the US and France, etc. and prompted Hitler to dampen the ill feelings by initiating the
Second World War.
- Japan seized Shandong of China in the First World War and its invasion of China in the
Second World War could be considered as a kind of continuity.

18.(a) What messages do Sources A and B convey [6 marks]
L1 Shows attempts to identify the messages but weak in using clues of the Sources.
[max. 3]
L2 Identifies the messages, duly supported by clues of the Sources. [max. 6]
Examples:
- Source A shows the domination of the US in the United Nations. In Source A, the
American representative just pressed a button and all the representatives from other
countries in the United Nations would raise their hands. As reflected by the title of Source
A, those representatives were just ‘the American voting machine’.
- Source B shows that the USSR was going to control the world. In Source B, Stalin was
sitting, while Molotov was turning the globe. They were discussing ‘Who is next to be
liberated from freedom’. The buttons besides Stalin were different countries in Europe
and Asia. (Source B)
(b) Do you agree with the cartoonist’s views on the US and the USSR [6 marks]
L1 Fails to cite relevant historical facts, and/or holds the view of ‘disagree’. [max. 3]
Source A:
- The US provided financial aid to the European countries, such as Luxembourg, the
Netherlands, Belgium, France and Britain through the Marshall Plan. In return, they
provided support to the US in the United Nations.
Source B:
- The USSR was spreading communism in Eastern Europe and Asia. More and more
countries became communist, such as China in 1949 and North Korea in 1953.

19.(a) Identify the incident referred to in Source A + one clue [2 marks]
Incident: [1 mark]
- The Berlin Blockade
Clue (any one): [1 mark]

- The Berlin Blockade happened in Germany in 1948, and this cartoon also reflects the
cartoonist's view about an incident that happened in Germany in 1948.
- We can see the word ‘Berlin’ clearly written in the cartoon. This means it should be an
event that happened in Berlin.
(b) Cartoonist’s view on the Berlin Blockade [4 marks]
View: [1 mark]
- The USSR wanted to control Berlin, but it might not be able to succeed.
Clue:
- In the cartoon, the bear representing the USSR is trying to encircle Berlin with its arms,
including the occupation zones of the US, Britain and France. However, the cartoonist
wonders whether the USSR could take full control of Berlin. That’s why the cartoon is
titled ‘How to close the gap?’.
(c) Name one country that was most likely to share the cartoonist’s view in 1948 +
explanation [5 marks]
Country: [1 mark]
- The US
Examples:
- The US was hostile to the USSR during the Cold War.

- The US did not believe that the USSR could control the whole of Berlin. During the
blockade, the US, Britain and France were able to send materials and supplies to West
Berlin through the air corridors (in the cartoon, the materials and supplies were sent on
land). Thus, the US was most likely to share the cartoonist’s view, believing that the
USSR could not control the whole of Berlin.

20.(a) The geographical scope of the Cold War + explanation [2 marks]
L1 Vague answer [max. 1]

L2 Clear answer, able to point out the geographical scope of the Cold War clearly by
quoting the Source [max. 2]
Example:
- Almost the whole world got involved in the Cold war/ Europe, Asia and America got
involved in the Cold War. For example, the US is situated in America; numerous
European countries were involved in the Marshall Plan and the Molotov Plan; the
Chinese Civil War, the Korean War and the Vietnam War broke out in Asia.
(b) The features of the Cold War as reflected in Source A + explanation [6 marks]
L1 Able to point out one feature, substantiated by relevant clues [max. 2]

L2 Able to point out two features, substantiated by relevant clues [max. 4]
L3 Able to point out three features, substantiated by relevant clues [max. 6]
Examples (Any three of the following):

- The Cold War was a struggle of ideological differences. (The Western countries, led by
the US and Britain, formed an anti-communist military alliance.)
- No “hot war” was directly fought between the US and the USSR, but they supported
countries of their own bloc to fight against the opposite bloc (eg. the Korean War, the
Vietnam War).
- Both the US and the USSR strived for support from countries of their own bloc (eg. the
Molotov Plan offered economic aid to the Eastern European countries in order to
counteract the US.)
- The US and the USSR intimidated the opposite bloc by forming military alliance (eg.
NATO, the Warsaw Pact)
- The geographical scope of the Cold War was very broad, including the North America,
the whole Europe, China, South Korea, and Vietnam.
(c) To what extent do you agree with the view “the capitalist bloc won the Cold War during
the period 1948-1975”? [6 marks]
L1 Totally agrees or disagrees, and only uses the Source or own knowledge for
L2 Partly agrees and disagrees, but only uses the Source or own knowledge for

L3 Partly agrees and disagrees, able to use both the Source and own knowledge for
Partly agree:
- The US carried out the Marshall Plan, providing the European countries with economic
aid, and succeeded in stopping the spread of communism in Europe (the Source).
- The Western countries succeeded in forcing the USSR to make concessions in the Berlin
Crisis (own knowledge).
- In the Cuban Missile Crisis, the US succeeded in forcing the USSR to remove the
missiles from Cuba (own knowledge).
Partly disagree:
- In the Chinese Civil War, the Kuomintang, which belonged to the capitalist bloc, was
defeated by the Communist Party (the Source).
- The capitalist bloc was unable to prevent the USSR from building the Berlin Wall (own
knowledge).
- In the Korean War, the pro-US South Korea failed to unify the Korean Peninsula (the
Source).
- In the Vietnam War, South Vietnam, which was supported by the US, was annexed by the
communist, North Vietnam. The capitalist bloc failed completely (the Source).

21.(a) (i) One feature of the Marshall Plan [2 marks]
L1 Correct answer without attempt at paraphrasing [max. 1]

Example (any one of the following):

- The Plan could promote liberty, democracy and peace in Europe.
- The Plan could prompt the European countries to implement the co-operative economic
programme.
(ii) The role played by the US in Europe + explanation [3 marks]
The US played a leading and helping role which promoted the prosperity, liberty, democracy
and peace in Europe. [1 mark]
L1 Correct answer without attempt at paraphrasing [max. 1]

Example:
- President Truman highly praised the US actions. For example, he thought the US brought
“new hope to all mankind”. The US also “saved” a number of European countries from
losing their liberty.
(b) How the Soviet Union commented on the role played by the US in Europe + explanation
[4 marks]
Negative. The USSR thought the US made a fool of Britain and France. / The US action
threatened world peace. [1 mark]
L1 Merely supports the answer by one clue [max. 2]

L2 Able to support the answer by two clues [max. 3]
Clues:
- The US regarded Britain and France as the animals in the circus and they were
commanded by the US. It obviously belittled the status of the two countries.
- As aptly described in the cartoon’s title that it was “a dangerous show”, the US ordered
the two countries to play with the nuclear bomb that might touch off a large-scale war.

(c) Do Source A and B express biased views on the role of the US in Europe during the
period 1949-1958? [6 marks]
L1 Think the two author have or have not biased views, and support the answer by using
merely the Sources or own knowledge [max. 2]
L2 hink the two authors have or have no biased views, but supports the answer by using
both the Sources and own knowledge or
Think that some views of the two authors are biased, but support the answer by using
the Sources or own knowledge [max. 4]
L3 Think that some views of the two authors are biased, and support the answer by using
both the Sources and own knowledge [max. 6]
Source A:
- (not biased) The European economy was weak after the war, and the US really led the
European countries to implement the co-operative economic programme.
- (not biased) Communism did not advocate the western-style democracy, and the US
really prevented the Western European countries from accepting communism and
strengthened democracy in Europe.
- (not biased) According to the situation at that time, the Marshall Plan was really the great
co-operative economic programme in history.
- (biased) The Marshall Plan was only a co-operative economic programme in Europe, and
it had little impact on the civilisation and peace of Europe. President Truman thought it
could resume European people’s place in the forefront of civilisation and ensure the
security and welfare of the world. This view was obviously unfounded and overstated.
Source B:
- (not biased) North Atlantic Treaty Organization of the US was a military alliance against
the Soviet Union. It really aroused antipathy of the Soviet Union and was likely to touch
off a war.
- (biased) As Britain and France joined NATO voluntarily, it cannot be said that they were
made a fool by the US.

22.(a) The cartoonist’s view on Hitler [2 marks]
Hitler was war-like and dishonest.
(b) The cartoonist’s attitude towards Stalin + clues [3 marks]
Attitude: Negative [1 mark]
L1 Merely cites relevant clues without a reasonable explanation [max. 1]

L2 Able to give a reasonable explanation by citing relevant clues [max. 2]
Example:
- The cartoonist thinks that Stalin’s head could be pasted over Hitler’s directly as he thinks
that Stalin was similar to Hitler, i.e. war-like and dishonest.
(c) One Western country which was most likely to have maintained the cartoonist’s
attitude towards Stalin + explanation with relevant historical facts during the period
1945-1950 [6 marks]
Country: the US (or any other western country in the capitalist bloc) [1 mark]
L1 Able to quote relevant historical facts correctly, but fails to give a clear explanation as
to why this country agreed with the contents of the cartoon [max. 3]
L2 Able to quote relevant historical facts correctly, and gives a clear explanation as to why
this country agreed with the contents of the cartoon [max. 5]
Example:
- Shortly after the Second World War, the US and the Soviet Union formed its own bloc
and was hostile to each other because of ideological differences. The Soviet Union turned
the Eastern European countries into communist countries by military force, claiming that
they were willing to adopt communism. To the US, the Soviet Union was dishonest. The
Soviet Union also prevented the Eastern European satellites from joining the Marshall
Plan. It was not friendly to the US. Finally, the Soviet Union implemented the Berlin
Blockade. To the US, it was a war-like behaviour.

23.(a) The incident referred to in Source A + two clues [3 marks]
Cuban Missile Crisis [1 mark]
Clues (Any two of the following): [2 marks]

- The incident happened in October 1962.
- Cuba was transformed into an important strategic base.
- This incident constituted a threat to the peace and security of the US.
(b) The differences between the US and the Soviet Union, according to President Kennedy
[4 marks]
L1 Able to point out one difference by quoting relevant clues [max. 2]

L2 Able to point out two differences by quoting relevant clues [max. 4]
Any two of the following:

- The US was honest and just, but the Soviet Union was hypocritical (Kennedy thought the
US never handled affairs under a cloak of secrecy and deception).
- The US did the best to maintain peace, but the Soviet Union endangered peace (Kennedy
thought the US had no desire to dominate or conquer any other nation).
- The US was enlightened, but the Soviet Union was autocratic (Kennedy implied that the
Soviet Union would impose its system upon its people).
(c) Historical incidents involving the Soviet Union would have led President Kennedy to
arrive at the conclusion mentioned in (b) [6 marks]
L1 Able to point out two or more historical incidents involving the Soviet Union, with an
attempt at explaining President Kennedy’s view or
Able to point out one incident involving the Soviet Union, and have a clear explanation
of President Kennedy’s view [max. 3]
L2 Able to point out two or more incidents involving the Soviet Union, and have a clear
explanation of President Kennedy’s view [max. 6]
Example:
- Shortly after the Second World War, the Soviet Union turned the Eastern European
countries into communist countries by military force, claiming that they were willing to
adopt communism (the Soviet Union endangered world peace, the Soviet Union was
hypocritical).

- The Soviet Union prevented the Eastern European satellites from joining the Marshall
Plan (the Soviet Union was autocratic).
- The Soviet Union implemented the Berlin Blockade and built the Berlin Wall in 1961 (the
Soviet Union was autocratic).
- The Soviet Union formed the Warsaw Pact in order to counteract NATO (the Soviet
Union endangered world peace).
- The Soviet Union shipped missiles to Cuba secretly (the Soviet Union endangered world
peace).

24.(a) Cartoonist’s attitude towards the US [4 marks]
Incident: [1 mark]
- Hostile/negative
Clue:
- According to Source A, the US built missile bases everywhere in the world. It promoted
anti-communism, and all countries must follow capitalism. It also worked for colonial
interests.
(b) Does Source A represent a biased view on the US [6 marks]
fails to discuss whether Source A represents a biased view. [max. 2]
L2 Merely refers to the Sources or own knowledge, and/or with inadequate discussion of
whether Source A represents a biased view. [max. 3]
L3 Refers to both Sources and own knowledge, with adequate discussion of whether
Source A represents a biased view. [max. 6]
Not biased:
- Since the US was the leader of the capitalist bloc, anticommunism and capitalism should
be the ideas it followed. For example, the US took the lead to set up NATO, which was an
anti-communist military organisation. (own knowledge)
Biased:
- The Source is a Chinese cartoon. As the Sino-US relation was still poor at that time, the
purpose of this cartoon was to discredit the US. (Source A)
- The US did not build missile bases everywhere in the world, and it was enthusiastic in the
liberation of colonies. (own knowledge)

25.(a) Two attempts made by the US and the USSR to improve their relationship during the
détente [4 marks]
L1 Correct answer but merely copying from the Source [max. 2]

Example:
- Strengthened communication between the two sides (e.g. A hotline was set up and official
visits were exchanged).
- Promised to reduce armaments (e.g. Strategic Arms Limitation Talks were held).
- Reached agreement with each other (e.g. The signing of the Helsinki Agreement).
(b) Could 1979 be considered as a turning point in the US-Soviet relationship during the
period 1963-1984? [4 marks]
The answer should be yes, otherwise it would be difficult to give reasons.
L1 Merely uses incidents happened after 1979 to support the answer without comparing
with incidents happened before 1979 [max. 2]
L2 Able to compare incidents happened before and after 1979 to point out that 1979 was a
turning point. [max. 4]
Example:
- Before 1979, the US and the USSR were willing to contact each other, such as setting up
a hotline and exchanging official visits. After 1979, the US and the USSR avoided
contact, and boycotted the Olympic Games held by each other.
- Before 1979, the US and the USSR promised to reduce armaments, such as holding the
Strategic Arms Limitation Talks. After the 1979, the USSR sent troops to invade
Afghanistan, and the US President Reagan introduced the “Star Wars”.
(c) To what extent does Source A explain the end of the Cold War [6 marks]
L1 Incomprehensive answer confined to either usefulness or limitations of Source A, and

substantiated by merely the Source or own knowledge [max. 2]
L2 Incomprehensive answer confined to either usefulness or limitations of Source A, but
substantiated by both the Source and own knowledge or
Incomprehensive answer covering both usefulness and limitations of Source A, but
substantiated by merely the Source or own knowledge [max. 4]

L3 Comprehensive answer covering both usefulness and limitations of Source A, and

substantiated by both the Source and own knowledge [max. 6]
Usefulness:
- The period 1963-1979 was the détente between the US and the USSR. The two countries
strengthened communication, promised to reduce armaments and signed the agreement
that helped bring the Cold War to an end. (the Source)
- Both the US and the USSR understood that the Cold War might touch off a large-scale
nuclear war and therefore they were willing to reduce armaments. (the Source)
Limitations:
- After 1979, the relationship between the US and the USSR worsened. They boycotted the
Olympic Games held by each other and the US introduced the “Star Wars”. These events
intensified the Cold War again. (the Source)
- The Source did not mention the historical facts after 1985: Gorbachev concentrated in
domestic affairs and was unwilling to use a large amount of national resources to cope
with the US. (own knowledge)
- Democratic movements in Eastern Europe in the late 1980s led to the dissolution of the
USSR and the collapse of the Warsaw Pact. (own knowledge)
- France did not accept the lead of the US. Therefore, countries of the capitalist bloc were
unable to cope with that of the communist bloc. (own knowledge)
- As the US paid a high price of manpower and financial resources in the Korean War and
the Vietnam War, the US people resisted the continuation of the Cold War. (own
knowledge)

26.(a) Reason for holding the Strategic Arms Limitation Talks [3 marks]
L1 Shows attempts to identify the reason but weak in using clues of the Source. [max. 1]
L2 Identifies the reason, duly supported by clues of the Source. [max. 3]
Example:
- Since both the US and the USSR spent much of their resources in building up their
nuclear weapons, this became a great burden to the taxpayers of both countries. In order
to lighten the burden, it was necessary for them to hold a meeting to reduce the costs of
the armaments race. As a result, SALT was held between the US and the USSR.
(b) Impact of the Vietnam War on the US foreign policy in the early 1970s [4 marks]
L1 Shows attempts to identify the impact but weak in using clues of the Source. [max. 2]
L2 Identifies the impact, duly supported by clues of the Source. [max. 4]
Example:
- In the early 1970s, there was a change in the US foreign policy. Although the US had paid
an extremely high price for getting involved in the Vietnam War, it still could not win the
war. In order to save face, it thus began to adopt a more conciliatory attitude towards
communist countries in order to avoid war and to ensure its own security.
(c) Usefulness and limitations of Sources A and B in reflecting the reasons for the détente in
the 1970s [8 marks]
Usefulness:
- The armaments race increased the military expenses of the US and USSR and their
taxpayers had to bear this financial burden. In order to lighten the burden, both countries
were willing to have a détente and slow down their armaments race. (Source A)
- The US paid an extremely high price for getting involved in the Vietnam War. After the
war in 1975, it was no longer sure that communism could be contained by war. It thus

began to adopt a more conciliatory attitude towards the communist countries in order to
avoid war and to ensure its own security. (Source B)
Limitations:
- There was a fear of the nuclear war between the two superpowers. In order to prevent a
nuclear war, both countries began to adopt a more moderate attitude towards each
another. (own knowledge)
- The relations between the PRC and the USSR deteriorated in the late 1950s. This Sino-
Soviet split reduced the communist threats to the US, and this helped draw the USSR
closer to it. (own knowledge)
- The US also learnt a lesson from the Korean War that it was difficult to contain
communism by war. (own knowledge)

27.(a) Country represented by the snake + one clue [2 marks]
Country: [1 mark]
- The USSR
Clue: [1 mark]
- The symbol of the Soviet Union is shown on the body of the snake.
(b) Cartoonist’s attitude towards the USSR [4 marks]
Attitude: [1 mark]
- Hostile/negative
Clue:
- As shown in the cartoon, the snake was eating the dominoes representing the Southeast
Asia, and it was going to swallow the entire globe. This means that Southeast Asia was
going to fall under Soviet control, and that would probably be followed by the whole
world.
(c) Is the cartoonist’ view that ‘1975 marked the end of the Domino Theory’ based on
historical facts [5 marks]
L1 Vague answer, unable to effectively refer to the Source and own knowledge, and/or
fails to explain the personal viewpoint. [max. 1]
L2 Merely refers to the Source or own knowledge, and/or with inadequate explanation of
personal viewpoint. [max. 3]
L3 Refers to both Source and own knowledge, with adequate explanation of personal
viewpoint. [max. 5]
Based on historical facts:

- The whole Vietnam fell into the communist hands in 1975. Other Asian countries, such as
China and North Korea, had already turned communist. (own knowledge)
Not based on historical facts:

- According to Source A, the Domino Theory would end if Southeast Asia fell under the
communist control, followed by the whole world. However, not all nations in East Asia
fell under the Soviet control in 1975. For example, South Korean was still a capitalist
country after the Korean War in 1953. Besides, Western Europe also remained capitalist
in 1975. (Source A and own knowledge)

28.(a) Event that is referred to in Source A + two clues [3 marks]
Event: [1 mark]
- The demolition of the Berlin Wall
Clues: [2 marks]
- 10 November 1989 was the date that the Berlin Wall was tom down.
- In Source A, words like ‘East German border and the wall’ and ‘Berlin Wall’ let us know
that the journalist is talking about the Berlin Wall.
(b) Journalist’s attitude towards the demolition of the Berlin Wall [4 marks]
Attitude: [1 mark]
- Optimistic
Clues:
- The journalist wrote ‘the opening of the frontiers declares that the world has no edge
anymore’. That means the communication between the capitalist bloc and the communist
bloc was opened.
- Source A mentions ‘Europe is becoming once more round and whole’. This means
Europe is on the road of unity.
(c) To what extent can Source A help you understand the international situation in the late
1980s [5 marks]
L1 Vague answer, unable to effectively refer to the Source and own knowledge, and/or
with little attention to the usefulness and limitations of the Source. [max. 1]
L2 Merely refers to the Source or own knowledge, and/or with inadequate treatment of the
usefulness and limitations of the Source. [max. 3]
L3 Refers to both Source and own knowledge, with adequate treatment of the usefulness
and limitations of the Source. [max. 5]
Usefulness:
- Germany was going to reunify in 1989 and Khrushchev (the USSR) was responsible for

the division between the East and the West. (Source A)
Limitations:
- Source A does not show the democratic movements in other Eastern European countries.
For example, starting from 1989, the communist governments of Poland, Czechoslovakia,
Hungary, East Germany, Romania and Bulgaria fell one after the other. (own knowledge)
- Source A also does not show the responsibility of the US for the division between the
East and the West. (own knowledge)

29.(a) Man in the cartoon [1 mark]
Gorbachev [1 mark]
(b) Reason for the cartoonist drawing a broken sickle and a broken hammer [3 marks]
L1 Shows attempts to identify the reason but weak in using clues of the Source and own
knowledge. [max. 1]
L2 Identifies the reason, duly supported by clues of the Source and own knowledge.
[max. 3]
Examples:
- The symbol of the sickle and the hammer stands for communism. (Source A)
- The cartoonist drew a broken sickle and a broken hammer because the USSR was
dissolved in 1991 (The publishing year of the cartoon was also 1991). This means the
downfall of communism.
(c) To what extent do you think Gorbachev is responsible for the break-up of the sickle and
the hammer [6 marks]

Gorbachev’s responsibilities:
- Gorbachev carried out reforms like ‘Glasnost’ (openness), which introduced democratic
and liberal ideas to the USSR. For example, he revised the constitution to end the
supreme leadership of the Communist Party. Multi-party system and representative
politics were also introduced. Freedom of speech and of the press was granted.
- However, his democratic reforms of ‘openness’ made a big impact on Eastern Europe.
People began to ask for similar reforms. This led to the democratic movements in Eastern
Europe in the late 1980s.
- Starting from 1989, the communist governments of Poland, Czechoslovakia, Hungary,
East Germany, Romania and Bulgaria fell one after the other. With the fall of communism
in Eastern Europe, the Warsaw Pact was also greatly weakened. The introduction of
‘openness’ and democratic reforms even created unprecedented instability within the
USSR. Racial conflicts occurred in many Soviet republics. This paved the way for the
later collapse of the USSR.

Responsibilities other than Gorbachev’s

- The Soviet leaders, such as Stalin, Khrushchev and Brezhnev, carried out repressive
measures over the Soviet Union and communist countries in Eastern Europe. For
example, the Prague Spring was suppressed with bloodshed in 1968. Many people in
Eastern European countries were very discontented with the control of the Soviet Union.
They were waiting for any chance to topple the communist governments of their
countries.

30.(a) The man tied to the chair + clues [3 marks]
Gorbachev [1 mark]
Clues: [2 marks]
- The man looks like Gorbachev.
- The lady of hardliners addresses him as Mr. Perestroika, and “perestroika” is exactly the
aim of Gorbachev’s reforms.
(b) Two domestic problems faced by Gorbachev + clues [4 marks]
L1 Able to point out one problem, substantiated by relevant clues [max. 2]

L2 Able to point out two problems, substantiated by relevant clues [max. 4]
Examples:
- Conservatives did not welcome Gorbachev’s reforms. The hardliners were doubtful about
Gorbachev’s reforms of “glasnost” and “perestroika”.
- The USSR was dissolving. Countries such as Estonia, Lithuania, etc. were no longer
controlled by Gorbachev and they tied him up instead.
(c) The usefulness and limitations of Source A in explaining the end of the Cold War
[6 marks]
L1 Incomprehensive answer confined to either usefulness or limitations of the Source

[max. 3]
L2 Comprehensive answer covering both usefulness and limitations of the Source[max.
6]
Usefulness:
- Gorbachev was Mr. Perestroika, who concentrated on domestic affairs and was unwilling
to use a large amount of national resources to cope with the US.
- Gorbachev advocated “glasnost” and carried out democratic reforms, resulting in
democratic movements in the Eastern European countries, which demanded to be broken
away from the USSR. The cold war ended after the Soviet Union collapsed.
Limitations:
- Both the US and the USSR understood that the Cold War might touch off a large-scale
nuclear war and therefore they were willing to reduce armaments.

- After the 1960s, France and the US as well as China and the Soviet Union were hostile to
each other, making the countries in the capitalist bloc and countries in the communist
bloc unable to unite and oppose the enemy together.
- The détente in the 1970s strengthened communication between the two sides and helped
bring the Cold War to an end.
- As the US paid a high price of manpower and financial resources in the Korean War and
the Vietnam War, the US people resisted the continuation of the Cold War.

31.(a) The historical background to the letter [2 marks]
As Jews were persecuted during the Second World War, they hoped to build up their own
country in Palestine. Weizmann then wrote to the US president to ask for sympathy for the
Jews’ demand.
(b) (i) Country represented by the man in Source B + Clue [2 marks]
Country: Israel [1 mark]
Clue: [1 mark]
- The man has a national flag of Israel on his body
(ii) The war referred to in Source B [1 mark]
The Six Day War
(c) Usefulness and limitations of Sources A and B in helping to understand the causes of the
Arab-Israeli conflicts [6 marks]
L1 Incomprehensive answer confined to either usefulness or limitations of the Sources

[max. 3]
L2 Comprehensive answer covering both usefulness and limitations of the Sources [max.
6]
Usefulness:
- Source A shows the demand of building up Israel and this demand was the origin leading
to the Arab-Israeli conflicts.
- Source B shows the Star of David of the Jews and the Arabic. It stress that the Arab-
Israeli conflicts were a racial problem.
Limitations:
- Arab-Israeli conflicts were also religious conflicts. The religion of the Jews is Judaism
and that of the Arabs is Muslim. Both of them regard Jerusalem as their Holy City.
- Tracing back to history, two races have lived in Israel/ Palestine for a long time, and they
have regarded the place as their homeland.
- The establishment of Israel affected the Palestinian Arabs’ territorial interests.


32.(a) The people represented by the person on the left + clue [2 marks]
The Jews / the Israeli [1 mark]
Clue (any one of the following) [1 mark]

- There was a Star of David on his helmet.
- The national flag in front of him was exactly the Israeli national flag.
(b) Whether the David Camp Accords could resolve the conflicts between the two peoples
[6 marks]
L1 Merely points out the cartoonist’s view on the Israeli, but supports the answer by using
relevant clues [max. 3]
L2 Able to point out the cartoonist’s view on the two peoples respectively, but fails to
support the answer by using relevant clues [max. 4]
L3 Able to point out the cartoonist’s view on the two peoples respectively, and supports
the answer by using relevant clues [max. 6]
Example:
- The cartoonist thinks that the Arab on the right loved peace. (The olive branch symbolises
peace; The person wears ordinary clothes only; The person looks kind)
- The cartoonist thinks the Israel on the left was war-like and evil. (Israel is likened to the
Nazi Party; The person wears a soldier’s helmet; The person looks ferocious and there is
blood dripping from his mouth)
(c) Prove that the cartoonist holds a biased view against the two peoples [6 marks]
L1 Able to quote relevant historical facts correctly, but fails to prove that the cartoonist
holds a biased view by contrasting with the Source clearly [max. 4]
L2 Able to quote relevant historical facts correctly and prove that the cartoonist holds a
biased view by contrasting with the Source clearly [max. 6]
Examples:
- The Arab countries such as Egypt, Jordan, Iraq, Syria and Lebanon, etc. did not accept
the UN partition plan for Palestine, declaring a war on Israel in 1948 (reveals that the
Arabs might not love peace).

- The PLO and the Hamas, formed by the Arabs, launched numerous terrorist attacks on
the Israeli (reveals that the Arabs might not love peace).
- In fact, Israel put efforts on the Arab-Israeli peace process such as signing the David
Camp Accord, the Oslo Peace Accords and the Wye River Memorandum (reveals that the
Israeli might not be warlike and evil).
- The Prime Minister of Israel, Rabin, implemented the policy of “giving up land for
peace” in 1992 (reveals that the Israeli might not be warlike and evil).

33.(a) The policy referred to in Source A + explanation [2 marks]
Policy: Ethnic cleansing [1 mark]
Explanation: [1 mark]
- Milosevic is using the “tank dust cleaner” to expel people from the house
(b) Historical event referred to in Source B + clue [2 marks]
Historical event: The Kosovo War/ The bombing of Yugoslavia by NATO in 1999 [1 mark]
Clue: [1 mark]
- The cartoon was published in 1999 / There is a road sign of “Kosovo”/ The NATO soldier
in the cartoon mentions the bombing
(c) Did the international community agree that the policy of Milosevic identified in (a) was
simply his “domestic affairs”? [6 marks]
L1 Incomprehensive answer confined to either the Sources or historical facts [max. 3]

L2 Comprehensive answer covering both the Sources and historical facts [max. 6]
Sources:
- Source A shows the house of Milosevic was bombed severely by the international
community.
- Source B shows that NATO intervened by sending troops.
Historical facts:
- The international community had arranged international conferences to mediate the Serb-
Albanian conflict besides using force.
- After NATO’s bombing, NATO and the UN also sent troops to station in Kosovo.

34.(a) (i) The race who made up the majority of population in South Africa + Clue [2 marks]
Race: the Blacks [1 mark]
Clue: [1 mark]
- The data show that from 1911 to 1992, the blacks had always made up more than half of
the total South African population.
(ii) Did the majority race you identified in (i) enjoy more rights in South Africa +
explanation [3 marks]
L1 Vague answer [max. 2]

L2 Concrete answer with support of data [max. 3]
Example:
- Source B shows that the rights of blacks to an education were exploited. The ratio of
teacher to students in the blacks’ classrooms was 1:50. It was much higher than that of
the whites (1:20). As the population of the whites was smaller than that of the blacks, but
the number of white university students was more than 50%, it is obvious that the blacks
had fewer opportunities to receive tertiary education.
(b) Do Sources A and B adequately reflect the problem of racial inequality in South Africa?
[6 marks]
L1 Incomprehensive answer confined to either the Sources or historical facts [max. 3]

L2 Comprehensive answer covering both the Sources and historical facts [max. 6]
Sources:
- Reflect the inequality in the educational aspect of the South African blacks, including
fewer opportunities to receive an education and the higher ratio of teacher to students in
the classroom.
- Reflect the inequality in the aspect of employment of the South African blacks as their
average salary was much lower than that of the whites.
Historical facts:
- Other aspects, such as the political rights, freedom of movement, public facilities, etc.,
are not reflected in the Sources.

35.(a) The peacekeeping means used by the UN [2 marks]
Examples (any two of the following):

- To supervise a ceasefire
- To maintain order in a situation where the government has broken down
- To separate the two warring parties and prevent fighting
(b) What can you conclude from Source A about the widespread misunderstanding about
the UN “forces”? [3 marks]
L1 Merely concludes one misunderstanding with explanation [max. 2]

L2 Able to conclude two misunderstandings with explanation [max. 3]
Examples:
- The UN can only separate the two warring parties in the absence of fighting. This shows
that people think the UN forces should use force to fight against the aggressor actively.
- The burden of peacekeeping is also fallen on the hands of the small and medium-sized
countries. It is far from the high hopes of the founders of the UN. This shows that people
think the UN forces should be made up of the great powers.
(c) To what extent do you agree that the UN has “a record of steady achievement” all in
all? [6 marks]
L1 Incomprehensive answer, only totally agree or totally disagree that the UN has “a
record of steady achievement” all in all [max. 3]
L2 Comprehensive answer, agree that the UN has “a record of steady achievement” all in
all, but also state that it has shortcomings [max. 6]
Agree:
- Although the UN usually cannot maintain peace by force, it can at least arouse people’s
concern of different problems, such as the unfair treatment of the South African blacks
and the ethnic cleansing in the Balkans, etc.
- The UN did help resolve some crises. For example, it intervened in the Korean War and
succeeded in persuading Britain and France to make concessions during the Suez Crisis.
- The UN provides humanitarian aid to people affected by the conflicts. For example, it
provided protection and care for the Palestinian refugees.
Disagree:

- The UN only mediated in a few conflicts which took place in the post-war period and
seldom played an active role.
- The US, the USSR or NATO played a more important role in settling international
conflicts than the UN. For example, NATO had more intervention in the Balkan conflicts
than the UN.
- During the Cold War, the UN could hardly play any role in settling the disputes between
the US and the USSR.

4 Major Conflicts and the Quest for Peace
Essay-type Questions
1. Compare the impact of the Paris Peace Conference in 1911 on Germany with that on Italy.
Explain your answer with reference to the development of the two countries until 1945.
(15 marks)
2. To what extent did the collective security established by the powers during the inter-war
period succeed in solving international conflicts? (15 marks)
3. To what extent can the international order established after the Second World War be regarded
as a new international order? (15 marks)
4. Do you agree that the US diplomatic policy after the Second World War affected the
development of world history during 1945-1990? (15 marks)
5. How effective was Gorbachev’s reform in bringing about the end of the Cold War? (15 marks)
6. “In the period of 1919-1962, there were big changes in the international order, as well as
continuities.” Do you agree? Explain your answer. (15 marks)
7. Trace and explain the development of Israeli-Arab relations in the period of 1948-1998.
(15 marks)
8. To what extent did the United Nations succeed in mediating the Israel-Arab conflicts and the
Yugoslav Civil War? (15marks)

Essay-type Questions
Answer
1. Compare the impact of the Paris Peace Conference in 1911 on Germany with that on Italy.
Explain your answer with reference to the development of the two countries until 1945.
(15 marks)
Marking criteria:
Criteria Max Grade Marks
A coherent presentation with a reasonable comparison of the impact
of the Paris Peace Conference in 1911 on Germany with that on
A 14-15
Italy that is supported by solid historical examples of the different
aspects that cover considerably the two countries.
Show a good understanding of the question; clearly compare the
impact of the Paris Peace Conference in 1911 on Germany with that
B 12-13
on Italy. Historical examples cover a considerable part of the period
in question. Contents cover reasonably different aspects.
Show a good understanding of the question, and make concrete
attempts to compare the impact of the Paris Peace Conference in
C 10-11
1911 on Germany with that on Italy, but the discussion is obviously
lopsided to one side and contains underdeveloped arguments.
Show a general understanding of the question, and the comparison
focuses merely on one aspect; or tackle more than one, but marred
D 8-9
by rough arguments when comparing the similarities and
differences.
Show a general understanding of the question; the discussion
attempts to compare the similarities and differences, but marred by E 6-7
rough arguments and lopsidedness.
Same as (E), but marred by obvious factual errors and/or
overgeneralisation, or
Primarily a narration of the impact of the Paris Peace Conference in E–F 5
1911 on Germany and Italy, but with only one or two lines that
casually touch upon the similarities and differences.
A general narration of the impact of the Paris Peace Conference in
F 3-4
1911 without focusing on its impact on Germany and Italy.
Shows little understanding of the question, with no distinction made
between relevant and irrelevant materials.
Containing very few relevant facts. U 0-2
Very poorly organised and difficult to understand, with annoying
mistakes in writing/spelling important personal and place names.
Suggested outline:
Introduction
The impact of the Paris Peace Conference in 1911 on Germany and Italy had similarities and
differences.

Body
(a) Similarities:
Leading to the rise of totalitarianism: Both Germany and Italy were discontent with
the decision of the Paris Peace Conference, and believed it was unfair to them. This
provoked the desire for revenge, leading to the rise of Fascism and Nazism.
Causing instability in the domestic economy: At the Paris Peace Conference, as the
powers did not discuss how to address the damage caused by the War, there was no
improvement in the war-torn economy of Italy. On the other hand, Germany was
asked to pay a huge indemnity, which was a severe blow to its domestic economy.
Causing foreign expansion: Since Germany and Italy were discontented with the
arrangement of the Paris Peace Conference, they used foreign expansion as a means
to break such injustice.
(b) Differences:
Ceding territories and paying reparations: Since Germany was the defeated country, it
was forced to cede a large amount of territories and to pay reparations. Italy was a
victorious country that could receive territories and reparations.
Limitation of armaments: Germany was forced to disarm, and the Rhineland was
made into a demilitarised zone. Moreover, Germany had to bear the sole
responsibility for having caused the First World War. Italy did not need to bear such
responsibility even though it was once a member of the Triple Alliance.
Conclusion
There were similarities and differences of the impact of the Paris Peace Conference in 1911 on
Germany and Italy.

2. To what extent did the collective security established by the powers during the inter-war
period succeed in solving international conflicts? (15 marks)
Marking criteria:
A coherent presentation with a reasonable analysis of the extent of
effectiveness of the collective security in solving the international
A 14-15
conflicts, coupled with a balanced discussion of its success and
limitations, and supported by solid examples.
Show a good understanding of the question’s theme; clearly
examine the extent of the effectiveness of the collective security in
solving the international conflicts, and coupled with a general B 12-13
balanced discussion of its success and limitations. Examples cover
a considerable part of the period in question.
Show a good understanding of the theme of the question, and make
concrete attempts to examine the extent of the effectiveness of the
collective security in solving the international conflicts, but
C 10-11
obviously lopsided to either success or limitations, and/or contains
underdeveloped arguments. Examples cover a good part of the
period in question.
Show a general understanding of the question, and the discussion
attempts to deal with both the success and limitations, but in an
D 8-9
unbalanced manner, and marred by rough arguments and/or
vagueness in discussing “extent”.
Show an awareness of the question, narrate on the success and
limitations in an unbalanced manner, and attempt to reach a
conclusion about the “extent”, but marred by rough arguments and
overgeneralisation; or E 6-7
The discussion is merely based on either success or limitations, and
it attempts to reach a conclusion about the “extent”, but contains
obvious factual errors.
Same as (E), but marred by fundamental errors and other
weaknesses; or
E–F 5
A narration of collective security, but with only one or two lines
that casually touch upon its effectiveness.
Narrate on the events during the inter-war period without
F 3-4
mentioning the effectiveness of collective security.
Suggested outline:
Introduction
The powers established the collective security during the inter-war period, aiming at
maintaining world peace and avoiding war.
During the inter-war period, the international community made various attempts to

maintain peace, such as the establishment of the League of Nations, the signing of
international agreements, the calling of disarmament conferences and adopting
appeasement policy. Although the attempts above had contributed the improvement of
the relations among nations, only some of them, to a small extent, were successful.
Body
(a) Effectiveness:
The Paris Peace Settlements had weakened the strength of Germany which could not
launch another war in the short term.
The League of Nations made an effort to settle territorial disputes among some
countries.
Peace treaties were signed between countries, promoting powers to use peaceful and
arbitrational means to solve disputes. The possibility of the outbreak of war hence
was decreased.
The powers convened several disarmament conferences to seek the possibility for
disarmament.
Britain and France adopted the appeasement policy to satisfy Germany and Italy,
delaying the outbreak of a large-scale war.
(b) Limitations:
The defeated nations were discontented with the harsh terms of the Paris Peace
Settlement, giving them an excuse for their aggression.
The League could not settle the disputes among the powers. For example, it failed to
stop the aggression of Germany, Italy and Japan.
There were weaknesses in the peace agreements made by the powers, and this limited
the effectiveness of the agreements to maintain peace.
The selfishness among the powers hindered them to co-operate openly.
Conclusion
In the inter-war period, although the collective security made some achievements, it failed to
maintain the long-term peace of the world effectively.

3. To what extent can the international order established after the Second World War be regarded
as a new international order? (15 marks)
Marking criteria:
A coherent presentation with a reasonable and balanced discussion
of the changes and continuities of the international order after
WWII, and is able to determine whether the order was a new one, A 14-15
and supported by solid examples that cover a considerable part of
the period in question.
Show a good understanding of the question; able to provide a
generally balanced discussion of the changes and continuities of the
international order after WWII, and is able to determine whether B 12-13
the order was a new one. Examples cover a considerable part of the
period in question.
Show a good understanding of the theme of the question; a clear
discussion of the changes and continuities of the international order
after WWII, but obviously lopsided to a certain part; or contains
C 10-11
undeveloped arguments (e.g. obviously fail to explain why the
international order after WWII was/was not a new one). Examples
cover a good part of the period in question.
Show a general understanding of the question, and the discussion is
lopsided to either the changes or continuities of the international D 8-9
order after WWII; or attempt to tackle both by very rough points.
Show an awareness to the question, but the discussion is marred by
overgeneralisation without explaining why the international order
E 6-7
after WWII was/was not a new one. The discussion is lopsided to
the changes or continuities with obvious factual errors.
Primarily a narration of the international order after WWII, but with
only one or two lines that casually touch upon whether the order E–F 5
was a new one.
A general narration of the international relations after WWII
without discussing the changes and continuities of the international F 3-4
order.
Suggested outline:
Introduction
The international order established after the Second World War, to a large extent, was a new
order.
Body
(a) Changes:

The United Nations was more representative than the League of Nations: The two
superpowers, the US and the Soviet Union, had participated in establishing the
United Nations.
Before the War, Japan and Germany posed serious threats to Asia and Europe
respectively. These two countries were demilitarised after the Second World War and
were unable to carry out foreign expansion again.
In dealing with the post-war territorial problems, the Soviet Union was able to seize
some territories. In addition, the US and the Soviet Union jointly occupied Germany,
and the US even singly occupied Japan. This promoted the influence of the US and
the Soviet Union in international affairs. Before the War, however, both the US and
the Soviet Union adopted isolationism and avoided getting involved with
international affairs.
The conferences that were held during the War promoted the use of conferences as a
common practice to resolve international problems. Before the War, the international
conflicts usually ended in wars because the powers were not willing to co-operate
with each other.
(b) Continuities:
Although the UN is more representative than the League, it also shares the
weaknesses of the League.
Though ineffective, attempts at calling international conferences to settle conflicts
were already made before the Second World War. The Paris Peace Conference was an
example.
The wartime conferences showed the influence of Britain in international affairs.
Before the War, Britain had had the same influence over international affairs.
Conclusion
In comparison with the international order before the Second World War, the post-war order
underwent more changes rather than continuities. Therefore, such order, to a large extent,
could be regarded as a new international order.

4. Do you agree that the US diplomatic policy after the Second World War affected the
development of world history during 1945-1990? (15 marks)
Marking criteria:
the effect of the US diplomatic policy after the Second World War
upon the development of world history during 1945-1990 that is A 14-15
supported by solid historical examples of different aspects that
cover considerably the period up to 1990.
Show a good understanding of the question; clearly examine the
extent of the effect of the US diplomatic policy after the Second
B 12-13
World War upon the development of world history during 1945-
1990. Historical examples cover reasonably the period up to 1990.
attempts to examine the extent of the effect of the US diplomatic
policy after the Second World War upon the development of world
C 10-11
history during 1945-1990, but the discussion is obviously lopsided
to the effect of the US, and/or contains underdeveloped arguments.
Historical examples cover reasonably the period up to 1990.
attempts to deal with both the effect of the US diplomatic policy
D 8-9
and other factors, but marred by rough arguments, and/or vagueness
in discussing the “extent”.
Show an awareness of the question, narrate on the effect of the US
diplomatic policy and other factors. Attempt to discuss the “extent”, E 6-7
but marred by rough points and overgeneralisation.
Narrate on how the US diplomatic policy after the Second World
War affected the development of world history until 1990, but
without mentioning any other factors; or E–F 5
Attempt to discuss the “extent”, but primarily on “other factors”,
and largely ignore the effect of the US diplomatic policy.
A narration of the factors other than the US diplomatic policy; or
A narration of the post-war history without discussing any factors F 3-4
affecting its development.
Suggested outline:
Introduction
After the Second World War, the US played an active role in the international affairs, and
implemented the containment policy, which made a significant influence towards the post-
war history. Therefore, the US diplomatic policy after the Second World War did affect the
development of world history during 1945-1990.

Body
(a) Having war possibility:
After the Second World War, the US implemented the containment policy, and was in
direct conflict with the Soviet Union. This brought the world to the brink of a nuclear
war. For example, the Berlin Crisis and the Cuban Missile Crisis, etc.
(b) Unifying the Western countries:
In order to resist the influence of the Soviet Union in Eastern Europe, the US
established the North Atlantic Treaty Organization with Western Europe. The Western
countries became more co-operative.
(c) Recovering the European economy:
In order to recover the post-war economy and strengthen the capitalist bloc, the US
proposed the Marshall Plan to provide aid to the Western European countries in order
to help them recover their economy.
(d) Split of nations due to the struggle between the capitalist bloc and the communist bloc:
The US assisted the resistance of communism in various regions, making some
countries split-up. For example, the confrontation in Germany and Korea.
(e) Prolonging local wars:
The US helped any nation to fight against communism, and this prolonged some
local wars, such as the Korean War and the Vietnam War.
(f) Peacekeeping:
As a superpower after the Second World War, the active participation of the US in the
international affairs helped maintain world peace, such as the holding of SALT.
Conclusion
The US diplomatic policy after the Second World War affected the development of world
history during 1945-1990.

5. How effective was Gorbachev’s reform in bringing about the end of the Cold War? (15 marks)
Marking criteria:
the contribution of Gorbachev’s reforms in bringing about the end
A 14-15
of the Cold War, coupled with a balanced discussion of its
usefulness and limitations, and supported by solid examples.
Show a good understanding of the question’s theme, clearly
examine the extent of the contribution of Gorbachev’s reforms in
bringing about the end of the Cold War, coupled with a generally B 12-13
balanced discussion of its usefulness and limitations. Examples
cover a considerable part of the period in question.
Show a good understanding of the theme of the question, and make
concrete attempts to examine the extent of the contribution of
Gorbachev’s reforms in bringing about the end of the Cold War, but
C 10-11
obviously lopsided to either the usefulness or limitations, and/or
contain underdeveloped arguments. Examples cover a good part of
the period in question.
attempts to deal with both the usefulness and limitations, but in an
D 8-9
unbalanced manner, and marred by rough arguments and/or
vagueness in discussing the “extent”.
Show an awareness of the question; narrate on the usefulness and
limitations in an unbalanced manner, and attempt to reach a
conclusion about the “extent”, but marred by rough arguments and
overgeneralisation; or E 6-7
The “extent” is merely based on either the usefulness or limitations;
the discussion attempt to reach a conclusion about the “extent”, but
contains obvious factual errors.
Same as (E), but marred by fundamental errors and other
weaknesses; or
E–F 5
A narration of Gorbachev’s reforms with only one or two lines that
casually touch upon its contribution to the end of the Cold War.
Narrate on Gorbachev’s reforms without mentioning its
F 3-4
contribution to the end of the Cold War.
Suggested outline:
Introduction
Gorbachev’s reforms not only stimulated an intense reaction in the Soviet Union, but also
changed the situation of Eastern Europe, causing the end of the Cold War. Therefore, such
reform, to a large extent, contributed to the end of the Cold War.

Body
(a) The effectiveness of Gorbachev’s reform in causing the end of the Cold War:
Dissolution of the Soviet Union: Since Gorbachev became the leader of the USSR, he
immediately proposed economic and political reforms. However, they failed to revive
the Soviet Union economy, and even caused an economic slump. The political and
economic problems provoked the racial conflicts which had been lurking around for a
long time. The power struggle within the Community Party also took place. All these
problems resulted in the August Coup, paving the way for the dissolution of the
USSR.
Improving relations with the West: After Gorbachev became the leader, he made an
effort to improve the Soviet relationship with the Western countries. For example, he
met with the leaders of Western countries, abandoned the armaments race with the
US, and withdrew troops from Afghanistan, etc. All these measures greatly improved
the relationship between the US and the USSR.
Democratic movements in Eastern Europe: Gorbachev’s democratic reforms of
“openness” relaxed the Soviet’s control over the Eastern European countries, setting
off the wave of democratisation in Eastern Europe. In addition, the USSR stopped to
support the communist regimes in Eastern Europe, making many communist
governments fell one after the other.
Reunifying of Germany: Gorbachev’s democratic reforms of “openness” promoted
the collapse of the communist government in East Germany. The Berlin Wall was
broken down, and East and West Germany were reunified in 1990.
The collapse of the Warsaw Pact: Since Gorbachev proposed “openness”, many
communist governments in Eastern Europe fell one after the other. The new
governments no longer supported the Warsaw Pact. Later, it was even officially
disbanded in 1991.
(b) The limitations of Gorbachev’s reform in causing the end of the Cold War:
The Soviet leaders, such as Stalin, Khrushchev and Brezhnev, carried out repressive
measures over the Soviet Union and the communist countries in Eastern Europe.
Many people in the Eastern European countries were very discontented with the
control of the Soviet Union. They were waiting for any chance to topple the
communist governments of their countries.
Conclusion
Gorbachev’s reforms bought a great impact on the end of the Cold War.

6. “In the period of 1919-1962, there were big changes in the international order, as well as
continuities.” Do you agree? Explain your answer. (15 marks)
Marking criteria:
A coherent presentation with a reasonable analysis of the changes
and continuities in the international order that is supported by solid
A 14-15
historical examples of different aspects that cover considerably the
period of 1919-1962.
changes and continuities in the international order. Historical
B 12-13
examples cover a considerable part of the period of 1919-1962.
Contents cover reasonably diverse aspects.
attempts to examine the changes and continuities in the
international order, but the discussion is obviously lopsided to
C 10-11
either changes or continuities, and/or contains underdeveloped
arguments. Historical examples from reasonably diverse aspects
cover a good part of the period of 1919-1962.
focuses merely on changes or continuities; or tackle both, but D 8-9
marred by rough arguments.
Show a general understanding of the question; the discussion
attempts to tackle changes or continuities, but marred by rough
E 6-7
arguments; or attempts to tackle both, but marred by rough
arguments and lopsidedness.
Same as (E), but marred by obvious factual errors and/or
overgeneralisation, or
Primarily a narration of the historical development in the period of E–F 5
1919-1969, but with only one or two lines that casually touch upon
the changes and continuities.
A general narration of the historical development in the 20th
F 3-4
century without focusing on the changes and continuities.
Suggested outline:
Introduction
From the end of the First World War to the Cold War, the international order underwent
significant changes. However, some parts of the international order remained unchanged.
Body
(a) Changes:
Peacekeeping body being more representative: The League of Nations was

established in 1922, and only Britain and France among the major powers were its
members from the beginning to the end. After the Second World War, the United
Nations was set up to replace the League. All five major powers, including China,
Britain, the US, France and the USSR, are its members. Besides, the UN has more
members than the League, making it more representative and legitimate.
Transformation from threat to world peace: From the First World War to the Second
World War, Japan and Germany posed serious threats to Asia and Europe
respectively. After the Second World War, the ideological differences and the conflict
of interest between the capitalistic bloc, led by the US, and the communist bloc, led
by the USSR, became the origin of many serious crises.
Change of the traditional balance of power in the world: After the First World War,
the Europe supremacy was challenged. However, the US and the USSR adopted an
isolationist policy during the inter-war period and tried not to get involved in world
affairs, making the European powers continue to dominate international politics.
After the Second World War, all European powers were greatly weakened. The US
and the USSR together replaced the European supremacy to dominate the
international affairs.
International conference becoming the main method to settle conflicts among the
powers: After the First World War, the powers tended to solve their conflicts by wars,
and they were not willing to co-operate with each other. During the Second World
War, the powers held a number of conferences to discuss the wartime strategies and
the post-war settlements. The calling for wartime conferences showed that the powers
were willing to settle their problems by holding conferences.
Formation of opposing economic and military organisations: Before the Second
World War, there were no opposing economic and military organisations. After the
Second World War, the Cold War broke out immediately. The capitalist bloc led by
the US and the communist bloc led by the USSR formed opposing economic and
military organisations to counteract each other.
(b) Continuities:
Although the UN is more representative than the League, it shares the weaknesses of
the League.
Though ineffective, attempts at calling for international conferences to settle conflicts
were already made before the Second World War. The Paris Peace Conference was an
example. During the Second World War, the powers still continued to hold
international conferences to discuss the post-war problems.
During the period of 1919-1962, the powers continued to settle the post-war
problems by signing peace treaties. After the First World War, the powers signed the
Treaty of Versailles, the Treaty of St. Germain and the Treaty of Sevres. After the
Second World War, the Allies also signed treaties with different defeated nations.

Britain remained influential in the international affairs during the inter-war period.
Although Britain was greatly weakened by the First World War, it still maintained its
influence over international affairs.
The tension and struggle between the capitalist and communist blocs could date back
to the inter-war period. The hostility between the two blocs eventually led to the
beginning of the Cold War after the Second World War ended.
Conclusion
As shown above, there were both changes and continuities of the major international order
during the period of 1919-1962.

7. Trace and explain the development of Israeli-Arab relations in the period of 1948-1998.
(15 marks)
Marking criteria:
A coherent presentation with a balanced treatment of “tracing” and
“explaining” the relationship between Israel and Arab in the period
of 1948-1998; able to periodise when tracing the relationship, and
A 14-15
to provide a corresponding explanation for each sub-period. The
answer is supported by solid historical examples that cover
considerably the period.
generally balanced treatment of “tracing” and “explaining” the
relationship between Israel and Arab in the period of 1948-1998, to
periodise when tracing the relationship, and to provide a B 12-13
corresponding explanation for each sub-period. Historical examples
cover a considerable part of the period in question, possibly marred
by minor lopsidedness.
generally balanced treatment of “tracing” and “explaining” the
relationship between Israel and Arab in the period of 1948-1998,
C 10-11
but obviously weak in periodising when tracing and explaining such
a relationship. Historical examples cover a good part of the period
in question, but possibly marred by lopsidedness.
Show a general understanding of the question, but the answer is
merely on either tracing or explaining the relationship; or attempt to D 8-9
tackle both, but marred by very rough points.
Show an awareness to the question, but the discussion is marred by
overgeneralisation without an effective use of historical examples.
Lopsided to either tracing or explaining the relationship with
E 6-7
obvious factual errors; or
Only focusing on one stage of the Israeli-Arab relations without an
obvious attempt to trace and explain the relationship.
Primarily a narration of the major events concerning the Israeli-
Arab relations without any obvious attempt to trace and explain the E–F 5
relationship.
A narration of events about the Middle East in the 20th century, but
only causally touch upon the Israeli-Arab relations, and/or show no
F 3-4
efforts of tracing (how the relationship evolved) and explaining
such an evolving relationship.
Suggested outline:
Introduction
The development of the Israeli-Arab relations during the period of 1940-1990 can be divided

into four different stages.
Body
(a) 1948-1977
Trace:
After Israel was founded in 1948, it fought against the Arab countries in the
Palestinian War (1948-1949). Two sides subsequently fought in the Suez Crisis
(1956-1957), the Six Day War (1967) and the Yom Kippur War (1973). The relations
between Israel and the Arabs were poor.
Explanation:
In 1948, as the League of Arab States opposed the UN partition plan and the
establishment of Israel, they declared war on Israel. The Palestinian War thus broke
out.
In 1956, Nasser, the President of Egypt, nationalised the Suez Canal. Therefore,
Britain and France allied with Israel to attack Egypt, and the Suez War broke out.
In 1967, Israel was in conflict with Syria due to border problems. Israel attacked
Syria, and the Six Day War broke out.
In 1973, Egypt and Syria wanted to take revenge on Israel and get back the land that
was occupied by Israel in the Six Day War. The Yom Kippur War broke out.
(b) 1978-1981
Trace:
Israel and Egypt signed the Camp David Accords. It ended the 30-year rivalry
between Israel and Egypt. The Israeli-Arab relations began to reconcile.
Explanation:
In order to prevent the Israel-Arab conflicts from affecting the oil production and oil
price, the US played an active role in mediating the two sides.
(c) 1982-1987
Trace:
In 1982, Israel invaded Lebanon, worsening the Israeli-Arab relations rapidly. The
two sides entered war again.
Explanation:
Israel adopted pre-emptive strikes that attacked the PLO bases in Lebanon to protect
itself.
(d) 1988-1998
Trace:
Israel and Arab held several peace conferences and signed treaties. For example, the
Oslo Peace Accords (1993), the Israel-Palestinian Interim Agreement (1995) and the

Wye River Memorandum (1998), etc. The Israeli-Arab relations were reconciled
again.
Explanation:
In 1988, Yasser Arafat, the leader of PLO, renounced the use of terrorist means to
achieve national liberation. Moreover, he proposed negotiations with Israel. The
Israeli-Arab relations thus achieved a breakthrough.
After the end of the Cold War and the collapse of the USSR, the US began to play a
more active role in international affairs. It played an active role to settle the Arab-
Israeli conflicts. Through the active mediation of the US, several peace conferences
between the Arab countries and Israel were held.
After several wars, both Israelis and Arabs understood that it was impractical to try to
completely annihilate each other. Therefore, they were willing to resolve their
conflicts through negotiations.
Conclusion
The Israeli-Arab relations vacillated between tense rivalry and close co-operation. A lasting
peace between Israel and the Arab countries has yet to be established.

8. To what extent did the United Nations succeed in mediating the Israel-Arab conflicts and the
Yugoslav Civil War? (15marks)
Marking criteria:
the contribution of United Nations in mediating the Israeli-Arab
conflicts and the Yugoslav Civil War that is supported by solid A 14-15
historical examples of different aspects that cover a considerable
part of the period in question.
extent of the contribution of United Nations to mediate the Israeli-
B 12-13
Arab conflicts and the Yugoslav Civil War. Contents cover a
reasonable part of the period in question.
attempts to examine the extent of the contribution of the United
Nations to mediate the Israeli-Arab conflicts and the Yugoslav Civil
War, but the discussion is obviously lopsided to either the Israeli- C 10-11
Arab conflicts or the Yugoslav Civil War, and/or contains
underdeveloped arguments. Historical examples cover a reasonably
part of the period in question.
attempts to tackle both the Israeli-Arab conflicts and the Yugoslav
D 8-9
Civil War, but marred by rough arguments, and/or vagueness in
discussing the “extent”.
Show an awareness to the question; narrate on how the United
Nations mediated the Israeli-Arab conflicts and the Yugoslav Civil
War, and attempt to reach a conclusion about the “extent”, but E 6-7
marred by rough arguments and overgeneralisation, and contain
obvious factual errors.
Narrate on how the United Nations mediated the Israeli-Arab
conflicts and the Yugoslav Civil War, but with only one or two lines E–F 5
that casually touch upon its effectiveness.
Narrate on how the United Nations mediated the Israeli-Arab
conflicts and the Yugoslav Civil War without discussing its F 3-4
effectiveness.
Suggested outline:
Introduction
In resolving the Israeli-Arab conflicts and the Yugoslav Civil War, the United Nations played
roles of varying degree. However, its mediation efforts, to a small extent, were successful.
Body

(a) Israeli-Arab conflicts:

Effectiveness
Among the five Israeli-Arab wars, the United Nations arranged ceasefires and sent
the peacekeeping force to ensure both sides respected the treaty and separate the two
conflicting parties. Besides, the United Nations condemned the Israeli occupation of
the Gaza Strip and the West Bank, and recognised the Palestinian right to
independence.
The intervention of the UN was able to pressure Israel to a certain extent.
Limitations
However, the United Nations failed to resolve the core problem and the conflicts
continued.
The peacekeeping force was weak. Besides, the role of the US gradually exceeded
that of the UN.
(b) Yugoslav Civil War:

Effectiveness
The United Nations carried out active mediation efforts in the Yugoslav Civil War,
and sent the peacekeeping force to monitor the ceasefire. In addition, the
peacekeeping force also helped distribute humanitarian supplies and set up “safe
areas” to protect the civilians. After the Kosovo War, the UN dealt with the decision-
making of the post-war Kosovo.
Limitations
In the Bosnian War, the UN failed to resolve the conflicts effectively. Later, NATO
took the initiative to stop the war through military actions. In the Kosovo War, NATO
acted independently from the very beginning. It reflected the weakness of the UN due
to its lack of an independent military force.
Conclusion
The UN’s efforts, to a small extent, succeeded in mediating the Israeli-Arab conflicts and the
Yugoslav Civil War. In these two cases, the role of US and NATO was more important than
that of the UN.

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4 Major Conflicts and the Quest for Peace

1. Study Sources A and B.

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2. Study Sources A and B.

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4. Study Sources A and B.

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5. Study Sources A and B.

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7. Study Sources A and B.

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10. Study Sources A, B and C.

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(i) The situation in Europe at that time (2 marks)

(ii) League of Nations (2 marks)

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11. Study Source A.

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12. Study Sources A and B.

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(a) Identify the incident that is referred to in Source A. (1 mark)

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13. Study Source A.

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14. Study Source A.

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15. Study Source A.

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16. Study Source A.

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historical facts in the second half of the 1940s. (4 marks)

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17. Study Source A.

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18. Study Sources A and B.

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19. Study Source A.

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20. Study Source A.

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21. Study Sources A and B.

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22. Study Source A.

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23. Study Source A.