1

Student Number

Modern History

Total Marks – 100

Section 1 Pages 2 - 7

25 marks

• Attempt all parts of Questions 1 - 9 • Allow 45 minutes for this section.

Section II Pages 8 – 11

25 marks

• Attempt ONE question from Questions 10 to 18. • Allow 45 minute for this section

Section III Page 12

25 marks

• Attempt both parts of Question 19. • Allow about 45 minutes for this section.

Section IV Pages 13 – 15

25 marks

• Attempt one question from Questions 20 to 26. • Allow about 45 minutes for this section.

General Instructions Reading time – 5 minutes

Working time – 3 hours

Write using black or blue pen

A source booklet is provided at the back of this paper

Write your Student Number at the top of this page and pages 8 and 13

2010 Higher School Certificate

Trial Examinations

This examination paper is not to be removed from the examination room. A copy will be returned to you with your marked scripts and examination report.

Every effort has been made to ensure that this examination paper meets the same requirements and standards as the

HSC Papers produced by the Board of Studies, but no warranty is given that this paper in any way predicts the format or questions of any future HSC examination paper.

Student Number

2

Section I – World War I 1914–1919 25 marks Part A – 15 marks Attempt Questions 1–8 Allow about 25 minutes for this part For multiple-choice questions, fill in the response oval next to the alternative that best answers the question. For other questions, answer in the spaces provided. These spaces provide guidance for the expected length of response.

Refer to Source Booklet

Marks 1. When were tanks first used according to Source A? 1

o (A) During the First Allied Offensive in the Battle of the Somme

o (B) During the Second Allied Offensive in the Battle of the Somme)

o (C) Before British conscripts arrived at the Somme

o (D) After the battle was turned into a muddy bog by rain

2. What can be concluded from the timeline of the Battle of the Somme in Source A? 1

o (A) Hindenburg and Ludendorff were good commanders

o (B) The Allies gained some territory during the Battle of the Somme

o (C) The Germans gained some territory during the Battle of the Somme

o (D) The battle ends three miles short of Allied objectives

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Marks 3. Which of the following statements best summarises the views expressed in 1 Source B about the Somme Offensive

o (A) Bad weather led to the failure of the Allied attack.

o (B) Allied success was slowed by bad weather.

o (C) Bad weather turned the trenches to mud.

o (D) Bad weather had underminded the enemy’s confidence to resist attack.

4. Briefly outline the signifcance of the Battle of the Somme in attempts to break 4 the stalemate on the Western Front. Use your own knowledge and Sources A and B to answer this question.

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Marks

5. Which of the following statements best summarises the views expressed in 1

Source C of the impact of war on women’s lives and experiences in Britain?

o (A) Drunkenness amoung women became a problem during the war.

o (B) Women were still not freed from the restraints of the home.

o (C) Women attained greater social freedom.

o (D) Many women became financially independent.

6. Which of the following statements best summarises the content of Source D 1 about the role of women in the workforce in Britain during the war

o (A) Women had difficulties occupying positions formerly held by men

o (B) The munitions industry was too dangerous for women

o (C) The ability of the women in the workplace won much praise

o (D) Men were worried about women taking their jobs.

7. Explain how the war contibuted to the changing role and position of 5 women in Britain.

Use your own knowledge and Sources C and D to answer this question

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Marks 8. Which of the following statements best reflects life in the trenches for the 1 soldiers as described by Source F

o (A) Life in the trenches was the same each day.

o (B) Life in the trenches was the same only when there was a battle.

o (C) Each day in the trenches was a different experience.

o (D) Life in the trenches was exciting.

End of Part A

6

Modern History Part B – 10 marks Attempt Question 9. Allow about 20 minutes for this part. Answer the question in the space provided. This space provides guidance for the expected length of response.

Question 9 (10 marks) Assess how useful Sources E and F would be for a historian studying the nature of trench warfare during World War 1.

In your answer, consider the perspective provided by the TWO sources and the reliability of each source.

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End of Section I

8

Modern History

Section II — National Studies

25 marks Attempt ONE question from Questions 4–12 Allow about 45 minutes for this section

Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks Question 10— Option A: Australia 1945–1983 (25 marks)

(a) To what extent did Australia’s foreign policy result in Australia developing a

closer relationship with Asian nations in the period 1945–1975 25

OR

(b) Evaluate the view that the social policies of the Whitlam government created significant changes in Australian society.

25

Question 11 — Option B: China 1927–1949 (25 marks)

(a) Account for the difficulty in achieving political stability and national unification in China in the period 1927–1937.

25

OR

(b) Assess the impact of the development of Maoism on China in the period 1934–

1949.

25

9

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks

Question 12— Option C: Germany 1918-1939 (25 marks)

(a) To what extent was Hitler responsible for the rise of the Nazi Party ( NSDAP) from 1923?

25

OR

(b) How influential was the army on German politics in the period from 1918 to 1934?

25

Question 13 — Option D: India 1919–1947 (25 marks)

(a) Assess the significance of the 1930s’ Salt Satyagraha in the development of Indian nationalism.

25

OR

(b) Evaluate the view that communalism in the 1930’s and 1940’s ensured the 25

Partition of India in 1947.

10

Marks

Question 14 — Option E: Indonesia 1959–1998 (25 marks)

(a) To what extent was Indonesia’s foreign policy in the period 1959–1965 aimed at improving Sukarno’s domestic political position?

25

OR

(b) Evaluate the success of Suharto’s New Order in overcoming Indonesia’s social,

political and economic challenges in the period 1965–1998. 25

Question 15 — Option F: Japan 1904–1937 (25 marks)

(a) Evaluate the view that tensions between tradition and modernisation led to the failure of democracy in Japan in the period 1904–1929.

25

OR

(b) To what extent did the Great Depression contribute to the rise of militarism in Japan in the 1930s?.

25

Question 16 — Option G: Russia and the Soviet Union 1917–1941 (25 marks)

(a) How significant was military victory in the Civil War for the Bolshevik consolidation of power in the period up to 1924?

25

OR

(b) Evaluate the view that Stalinism produced positive changes for Soviet society. 25

Question 17 — Option H: South Africa 1960–1994 (25 marks)

(a) Evaluate the view that the apartheid ‘vision for democracy’ necessitated state

terror and repression. 25

OR

(b) How significant was the role of Steve Biko and the Black Consciousness Movement in the development of resistance to apartheid?

25

11

Marks Question 18 — Option I: USA 1919–1941 (25 marks)

(a) To what extent was the Great Depression a result of Republican economic policies in the 1920s?

25

OR

(b) How accurate is it to describe America’s foreign policy as isolationist in the period 1919–1941?

25

End of Section II

12

Section III —Personalities in the Twentieth Century

25 marks Attempt BOTH parts of Question 19 Allow about 45 minutes for this section Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks Answer BOTH parts of this question in relation to ONE of the twentieth-century personalities listed below.

Write the name of the personality you have studied on the front of your writing booklet(s) under your student number.

Question 19 (25 marks)

(a) Outline the background and historical context of the personality you have studied.

10

(b) ‘History is the record of an encounter between character and circumstances. Evaluate this statement in relation to the personality you have studied.

15

The personalities prescribed for study are listed below. 1 Yasser Arafat 2 Joseph Benedict Chifley 3 Herbert Evatt 4 Mikhail Gorbachev 5 Emperor Hirohito 6 Ho Chi Minh 7 Kita Ikki 8 William Randolph Hearst 9 J Edgar Hoover

10 Mohammed Ali Jinnah 11 Alexandra Kollontai 12 Douglas MacArthur 13 Nelson Mandela 14 Golda Meir 15 Robert Gordon Menzies 16 Bernard Law Montgomery 17 Jawaharlal Nehru 18 Ian Paisley

19 Leni Riefenstahl 20 Eleanor Roosevelt 21 Albert Speer 22 Achmad Sukarno 23 Sun Yixian (Sun Yat-sen) 24 Leon Trotsky 25 Woodrow Wilson 26 Isoruku Yamamoto 27 Zhu De (Chu Teh)

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Section IV — International Studies in Peace and Conflict

25 marks Attempt ONE question from Questions 14–20 Allow about 45 minutes for this section Answer the question in a SEPARATE writing booklet. Extra writing booklets are available.

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks

Question 20 — Option A: Anglo-Irish Relations 1968–1998 (25 marks)

(a) Evaluate the view that sectarianism was the major cause of conflict in Northern Ireland in the 1960s and 1970s.

25

OR

(b) To what extent did conflict produce an effective popular movement in support of the peace process in the 1980s and 1990s?

25

Question 21 — Option B: Conflict in Europe 1935–1945 (25 marks)

(a) Evaluate the view that the dictators Hitler and Mussolini were primarily responsible for the tensions that led to the outbreak of war in Europe in 1939

25

OR

(b) To what extent was the Soviet Union (Russia) responsible for the Allied victory in the conflict in Europe?

25

14

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks

Question 22 — Option C: Conflict in Indochina 1954–1979 (25 marks)

(c) Evaluate the view that an inability to separate nationalism from communism dominated US policy towards Indochina in the period 1954–1968.

25

OR

(d) Assess the significance of the 1968 Tet Offensive as part of North Vietnam’s strategy

in achieving victory in the Second Indochina War. 25

Question 23 — Option D: Conflict in the Pacific 1937–1951 (25 marks)

(a) Account for the defeat of Japan in 1945 despite its dominant strategic position in 1942. 25

OR

(b) Evaluate the view that the aims of the Allied powers were achieved successfully in the Occupation of Japan in the period up to 1951

25

Question 24 — Option E: Arab–Israeli Conflict 1948–1996 (25 marks)

(a) Assess the impact of the 1948 Arab–Israeli War on the development of conflict in the Middle East in the period 1948–1967

25

OR

(b) Evaluate the view that the Palestinian Intifada (1987–1994) resulted in increased Israeli support for the peace process.

25

15

In this section you will be assessed on how well you:

demonstrate historical knowledge and understanding relevant to the question

communicate ideas and information using historical terms and concepts appropriately

present a sustained, logical and cohesive response

Marks

Question 25 — Option F: The Cold War 1945–1991 (25 marks)

(a) Assess the signifcance of the American fear of communism in the development of any ONE Cold War crisis between 1948 and 1989.

25

OR

(b) Account for the collapse of communism in Eastern Europe and the USSR. 25

Question 26 — Option G: The United Nations as Peacekeeper 1946–2001 (25 marks)

(a) To what extent did the Cold War undermine the UN’s effectiveness as a peacekeeper in

the period up to the end of the 1980s? 25

OR

(b) Evaluate the effectiveness of UN humanitarian agencies in meeting the humanitarian challenges that faced the international community in the period up to 2001.

25

End of paper

16

BLANK PAGE

1

Modern History Source Booklet

Source A Page 2

Source B Page 2

Source C Page 3

Source D Page 3

Source E Page 4

Source F Page 4

Instructions Detach this source booklet.

2010

Higher School Certificate Trial Examinations

This examination paper is not to be removed from the examination room. A copy will be returned to you with your marked scripts and examination report.

Every effort has been made to ensure that this examination paper meets the same requirements and standards as the

HSC Papers produced by the Board of Studies, but no warranty is given that this paper in any way predicts the format or questions of any future HSC examination paper.

2

Source A THE BATTLE OF THE SOMME- TIMELINE

Date Event 23 June Allies launch preliminary artillery barrage 1 July First Allied Offensivve begins Battle of the Somme 14 July Second Allied Offensive 29 August Hindenburg and Ludendorff replace Falkenhayen as German commanders on

the Western Front 15 September British use tanks for the first time. Third Allied Offensive 25 September First British conscripts arrive at the Somme. Fourth Allied Offensive 2 October Heavy rain over next week turns battlefield into muddy bog 18 November Snow falls and battle ends 3 miles short of Allied objectives for the first day. Source B Despatch from Commander-in –Chief of British Armies in France, Douglas Haig, 29 December 1916.

Unfortunately, very unfavourable weather set in and continued with scarcely a break during the remainder of October... Poor visibility seriously interfered with the work of our artillery; and constant rain turned the mass of hastily dug trenches for which we were fighting into channels of deep mud. These conditions multiplied the difficulties of attack to such an extent that it was found impossible to exploit the situation with the rapidity necessary to enable us to reap the full benefits of the advantages we had gained. The enemy’s power has not yet been broken... The German Army... suffered defeat on the Somme this year. Neither the victors nor the vanquished will forget this; and, though bad weather has given the enemy a respite, there will undoubtedly be many thousands in his ranks who will begin the new campaign with little confidence in their ability to resist our assaults or to overcome our defence.

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Source C Extract from an article by L Black, Women at War and Work,published in History of the Twentieth Century, A J P Taylor and J M Roberts (eds), Purnell, London,1968

The outward sign of their freedom were flaunted gaily. Many used language that would have shocked their mothers; many started to wear cosmetics; smoking became widespread; and women bought drinks in public house... During the war they completely ousted long dresses and camisoles. Well-meaning committees tried to discourage Land Girls, who like most women doing heavy work or working outside, wore trousers from wearing them off-duty, but without much success......Young girls were gripped by ‘khaki fever’ and hovered around army camps. By the end of the war the illegitimacy rate had increased 30 per cent.

Section D An extract from The First World War, by Robin Lobban, published in 1993

The gaps left in many places on the Home Front in Britain were soon being filled by women...Soon women were occupying positions traditionally filled by men in industry, farming, transport, commerce and the professions. Some also served in special women’s service corps, while others joined ambulance and nursing units

serving in France..... The ability of women to undertake all types of work astonished many observers at the time, and their contributions won all-round praise. Particularly admired were the munitions workers, for they faced real dangers with great courage and determination.

4

Source E Attack, a poem by Siegfried Sassoon, a British junior officer on the Western Front,1917. At dawn the ridge emerges massed and dun (brown) In the wild purple of the glow’ ring sun, Smouldering through spouts of drifting smoke that shroud The menacing scarred slope; and, one by one, Tanks creep and topple forward to the wire The barrage roars and lifts. Then, clumsily bowed With bombs and guns and shovels and battle-gear Men jostle and climb to meet the bristling fire Lines of grey, muttering faces masked with fear, They leave their trenches, going over the top, While time ticks blank and busy on their writs, And hope, with furtive eyes and grappling fists, Flounders in mud. O Jesus make it stop! Source F Extract from ‘The Trenches’, found on the internet site:www.harris-academy.com (accessed March 14 2010) In the trenches, each day was much the same as the last. Nothing really ever changed unless there was a battle. The day-to –day work consisted of repairing damage to the trench, filling sandbags,carrying supplies,running errands...The most common task carried out by soldiers was cleaning their weapons. Daily medical checks were also part of the soldier’s daily

routine...During the rest of the day movement was restricted in the trenches...Soldiers used this time to catch up on some much needed sleep and write letters to their sweethearts and home. With the darkness of the night the trenches came to life-men were sent to fetch vital food, water and maintenance supplies... Patrols into no-man’s land would also be carried out under the cover of darkness, to repair breaks in the barbed wire and some were sent out to “Listening posts”hoping to hear

information from the enemy.

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BLANK PAGE

1

Marking Guidelines

Section I — World War I 1914–1919 Question 1 (a) (i) Outcomes assessed: H3.2 MARKING GUIDELINES: Criteria Marks Any Three of the following:

Driving Cattle Carrying Wine Drinking Staggering Barely able to walk

3

Any Two of the following: Driving Cattle Carrying Wine Drinking Staggering Barely able to walk

2

Any one of the following: Driving cattle Carrying Wine Drinking Staggering Barely able to walk

1

2

Question 1 (b) Outcomes assessed: H3.2 MARKING GUIDELINES Criteria Marks Any Two of the following:

Lack of the sinews of war Ability to transport them quickly Undernourished troops Underclad troops Victims of own success Gorged themselves stupid Assisting Counter-Attack of the enemy

2

Any One of the following: Lack of the sinews of war Ability to transport them quickly Undernourished troops Underclad troops Victims of own success Gorged themselves stupid Assisting Counter-Attack of the enemy

1

3

Question 2 Outcomes assessed: H2.1, H3.2, H4.2 Marking Guidelines Criteria Marks • Provides a comprehensive explanation

that demonstrates breadth of relevant knowledge combined with specific use of the TWO sources • Demonstrates a sophisticated

understanding of the significance of the Ludendorff Offensive in the context of the War’s turning points.

9–10

• Provides a clear explanation with

appropriate use of TWO sources with reference to own relevant knowledge • Demonstrates sound knowledge of the significance of the Ludendorff Offensive AND/OR other turning points

7-8

•Competently uses relevant knowledge and makes specific reference to at least ONE source OR uses sources only OR uses own knowledge only • Makes generalisations about the Ludendorff Offensive AND/OR other turning points

5–6

• Limited use of knowledge and sources, relying largely on simple description or narration

3–4

• One or two references to the Ludendorff Offensive AND/OR other turning points

1–2

4

Question 3 Outcomes assessed: H3.3, H3.4 Marking Guidelines

Criteria Marks • Makes a clear judgement which

demonstrates an understanding of BOTH sources in the context of their usefulness to the specific investigation in the question • Provides an effective discussion of

perspective and reliability in the wider context of the historical investigation

9-10

• Makes a judgement about the usefulness

of BOTH sources to the specific investigation but may be uneven in its treatment of them • Provides some discussion of perspective

and reliability in the wider context of the historical investigation

7-8

• Provides a limited discussion of the

usefulness of BOTH sources to the specific investigation including reference to perspective and reliability OR • Provides a detailed discussion and

evaluation of the usefulness of ONE source to the specific investigation and its perspective and reliability • Generalises about usefulness of the

sources and/or reliability/or perspective • May paraphrase sources

5–6

• Generalises about usefulness of the

sources and/or reliability/or perspective • May paraphrase sources

3-4

• Some reference to the use of sources

generally OR • Simple description or paraphrase of one

or both sources

1-2

5

Section II — National Studies Questions 4, 5, 6, 7, 8, 9, 10, 11, 12 Outcomes assessed: H1.1, H1.2, H2.1, H3.4, H4.1, H4.2 MARKING GUIDELINES Criteria Marks

• •

•

Addresses the question asked with a sophisticated and sustained argument, which demonstrates a comprehensive understanding of the issue(s) raised in the question Presents a logical, coherent and well-structured response drawing on a clear identification of relevant key features of the period Supports interpretation with detailed, relevant and accurate historical information and makes use of appropriate terms and concepts

21–25

•

•

•

Addresses the question asked with a sound attempt at an argument, which demonstrates a well-developed understanding of the issue(s) raised in the question Presents a logical and well-structured response drawing on relevant key features of the period Provides detailed, relevant and accurate historical information and makes use of appropriate terms and concepts

16–20

• • •

Addresses the question asked with a relevant but largely narrative or descriptive response which may contain implied understanding of the issue(s) raised in the question Presents a generally well-structured response, with some identification of the key features of the period Provides adequate relevant and accurate historical information incorporating some historical terms

11–15

•

•

•

Presents a narrative or descriptive response, which is largely relevant but may be generalised and/or incomplete Presents a structured but simple response, with some mention of relevant key features of the period Provides limited accurate historical information incorporating some historical terms

6–10

•

•

•

Attempts a narrative or description which may be only generally relevant and/or seriously incomplete May be disjointed and/or very brief Provides very limited historical information

1–5

6

Section III — Personalities in the Twentieth Century Question 13 (a) Outcomes assessed: H1.1, H4.1, H4.2 MARKING GUIDELINES Criteria Marks

•

•

Presents a logical, structured biography of a comprehensive selection of the key events in the personality’s life Provides relevant and accurate historical information using a range of appropriate terms and concepts

9–10

•

•

Presents a structured biography of a substantial selection of the key events in the personality’s life Provides relevant and accurate historical information using appropriate terms and concepts

7–8

•

•

Presents a biography of a selection of the events in the personality’s life Provides adequate and accurate historical information incorporating some historical terms

5–6

•

Presents a limited biography of some events of the personality’s life with a simple use of historical information incorporating some historical terms 3–4

•

Presents a limited narration of the personality’s life, with limited use of historical terms/concepts 1–2

7

Question 13 (b) Outcomes assessed: H1.2, H2.1, H3.4, H4.2 MARKING GUIDELINES Criteria Marks

•

•

Makes a clear judgement about the statement in relation to the personality Presents a sustained, logical and well-structured argument supported by detailed, relevant and accurate historical information

13–15

•

•

Attempts a judgement about the statement in relation to the personality Presents a structured, logical argument supported by detailed, relevant and accurate historical information

10–12

•

•

Describes an interpretation(s) about the statement in relation to the personality Provides a structured response with adequate and largely accurate historical information

7–9

•

•

Provides a limited description of the role played by the personality in history Presents a simple descriptive narration, supported by a basic use of historical information

4–6

•

•

Lists some historical events of the period of the specified personality Presents a very limited narration/description of people and/or events from the past

1–3

8

Section IV — International Studies in Peace and Conflict Question 14, 15,

16, 17, 18, 19, 20 Outcomes assessed: H1.1, H1.2, H2,1 H3.4, H4.1, H4.2 MARKING GUIDELINES Criteria Marks

•

•

•

Addresses the question asked with a sophisticated and sustained argument, which demonstrates a comprehensive understanding of the issue(s) raised in the question Presents a logical, coherent and well-structured response drawing on a clear identification of relevant key features of the period Supports interpretation with detailed, relevant and accurate historical information and makes use of appropriate terms and concepts

21–25

• •

•

Addresses the question asked with a sound attempt at an argument, which demonstrates a well-developed understanding of the issue(s) raised in the question Presents a logical and well-structured response drawing on relevant key features of the period Provides detailed, relevant and accurate historical information and makes use of appropriate terms and concepts

16–20

•

•

•

Addresses the question asked with a relevant but largely narrative or descriptive response which may contain implied understanding of the issue(s) raised in the question Presents a generally well-structured response, with some identification of the key features of the period Provides adequate relevant and accurate historical information incorporating some historical terms

11–15

• •

•

Presents a narrative or descriptive response, which is largely relevant but may be generalised and/or incomplete Presents a structured but simple response, with some mention of relevant key features of the period Provides limited accurate historical information incorporating some historical terms

6–10

•

•

•

Attempts a narrative or description which may be only generally relevant and/or seriously incomplete May be disjointed and/or very brief Provides very limited historical information

1–5