1 Alpha History 2014. Distribution restrictions apply HISTORY: Revolutions 2014 practice examination Date:. Reading time: (15 minutes) Writing time: (2 hours) QUESTION BOOK Structure of book Section Number of Number of questions Number of marks questions to be answered A 3 3 40 B 2 2 40 Total 80 Students are permitted to bring into the examination room: pens, pencils, highlighters, erasers, sharpeners and rulers. Students are NOT permitted to bring into the examination room: blank sheets of paper and/or white-out liquid/tape. No calculator is allowed in this examination. Materials supplied Question book of 16 pages. Answer book of 16 pages. Additional space is available at the end of each section in the answer book if you need extra paper to complete an answer. Instructions Writer your student number and your name in the space provided on the front cover of the answer book. Indicate in the answer book the revolution that you have chosen for Section A and the revolution you have chosen for Section B. You must not choose the same revolution for both sections. All written responses must be in English. At the end of the examination You may keep this question book. Students are NOT permitted to bring mobile phones and/or any other unauthorised electronic devices into the examination room.
2 Alpha History 2014. Distribution restrictions apply SECTION A Revolution one Instructions for Section A Indicate in the answer book the revolution you have chosen for Section A by shading the relevant box. Answer all questions for this revolution in Section A of the answer book. You must not choose the same revolution for Section A and Section B. Write using black or blue pen. Revolution Page America.3 France 5 Russia.7 China..9 SECTION A continued
3 Alpha History 2014. Distribution restrictions apply America Revolutionary ideas, leaders, movements and events American Revolution 1763 to 1776 Question 1 Using three or four points, explain how the end of the French and Indian War in North America contributed to the development of the American Revolution between 1763 and 1776. Question 2 Using three or four points, explain how the American colonists changing political perceptions, both of the British Empire and themselves, contributed to the development of the American Revolution to July 1776.
Creating a new society American Revolution 1776 to 1789 4 Alpha History 2014. Distribution restrictions apply Question 3 Historian Charles Beard wrote of the United States Constitution and those who supported it: Every fundamental appeal in the Constitution is to some material and substantial interest. Sometimes it is to the people at large, in the name of protection against invading armies and European coalitions. Sometimes it is to the commercial classes, whose business is represented as prostrate [helpless] before the follies [errors] of the Confederation. Now it is to creditors, seeking relief against paper money and the assaults of the agrarians [farmers] But above all it is to the owners of personalty [personal property], to act as a foil against the attacks of leveling democracy The theories of government which men entertain start as emotional reactions to their property interests The structure of government as devised at Philadelphia reflects these several interests and makes improbable any danger to the minority from the majority. Charles Beard, An Economic Interpretation of the US Constitution, 1913 [adapted] a. Identify two groups whose interests were protected by the Constitution, according to the source. b. Identify two perceived threats to supporters of the Constitution, as suggested by the source. c. Using your own knowledge and the source, explain the events, factors and conditions that led to the drafting of the United States Constitution in 1787. 6 marks d. Evaluate the usefulness of this source for understanding the goals of and public attitudes to the United States Constitution. What other perspectives exist?
5 Alpha History 2014. Distribution restrictions apply France Revolutionary ideas, leaders, movements and events French Revolution 1781 to August 1789 Question 1 Using three or four points, explain how the conduct of the royal family, both real and perceived, contributed to the development of the French Revolution between 1781 and 1789. Question 2 Using three or four points, explain how political ideas, particularly those emanating from the Enlightenment, contributed to the development of the French Revolution between 1781 and 1789.
6 Alpha History 2014. Distribution restrictions apply Creating a new society French Revolution August 1789 to 1795 Question 3 The historian Rodney Allen wrote the following about the state of the French Revolution in early 1792: On the right of the political spectrum in France were members of the former nobility who in 1789 may have equaled as much as 1.5 per cent of the total population of 27 million. By 1792 a considerable number had emigrated. For the most part they either wished for a return to the Ancien Régime, or for the establishment of a dictatorial monarchy which could maintain their privileges. A relatively small number of nobles accepted the Revolution, having played a crucial part in its earlier stages. Some of this aristocratic minority, together with certain bourgeois politicians and journalists, now sought a constitutional monarchy on variations of the British model. They desired enhanced power for the Executive which would place limits on populism, and safeguard property. Whether it would include a greater role for the aristocracy was more controversial. The effectiveness of this grouping was limited by lack of consensus on the details of a modified constitution, and the danger and reluctance of being considered counterrevolutionary. However the majority of the population, in so much as they were politically active, regarded the 1791 Constitution, which still reserved a limited paternal role for the king, as fulfilling its aspirations. [However] the radicals, whose power rested on activity rather than numbers, sought to take over the Revolution and advance it in the name of liberty and equality. To achieve this end, they aimed at eradicating what remained of the Ancien Régime: the king who still reigned, despite being labeled a tyrant, and the former nobles who still retained some influence and position. Rodney Allen, Threshold of Terror, 1999 a. Identify two political goals of the liberal aristocracy, according to the source. b. Identify two political goals of the radicals, according to the source. c. Using your own knowledge and the source, explain the structures and achievements of the national government in France between August 1789 and the end of 1791. 6 marks d. Evaluate the usefulness of this source for understanding the national government to 1791 and attitudes to the Constitution of 1791. What other perspectives exist?
7 Alpha History 2014. Distribution restrictions apply Russia Revolutionary ideas, leaders, movements and events Russian Revolution 1905 to October 1917 Question 1 Using three or four points, explain how Tsar Nicholas II s response to the events of 1905 contributed to the development of the Russian Revolution between 1905 and February 1917. Question 2 Using three or four points, explain how the collaboration between Lenin and Trotsky contributed to the development of the Russian Revolution between 1905 and October 1917.
8 Alpha History 2014. Distribution restrictions apply Creating a new society Russian Revolution October 1917 to 1924 Question 3 Historian Evan Mawsdley wrote of problems confronting the Bolshevik regime in its first years of rule: Without doubt the Bolsheviks early promises were a basic reason why they were able to seize and consolidate power in 1917-18: their programme of Soviet power, peace, land reform and workers control was widely popular. But those promises could not be kept. Economic life suffered greatly in the aftermath of the Revolution and the World War. Factories closed, towns starved. The Bolsheviks faced in 1918 a big challenge even within the working class. Urban conditions remained dreadful throughout the Civil War Nor were peasants, the great majority of the population, satisfied. Once the gentry s land had been taken away, there was nothing else to offer them Instead, the state had to take the peasants produce for the towns and their sons for the Red Army. It has been argued that Bolshevik agrarian and food-supply policies had a worse effect than did Civil War fighting, since it was the provinces in the Soviet rear that suffered the worst decline in farm production Nor were the Bolsheviks able to create the kind of mass democracy that they had promised in 1917 By December 1919 Lenin had seen that power had to come first, mass support second. Evan Mawdsley, The Russian Civil War, 1987, p.379. a. Identify two economic problems confronting the Bolsheviks, according to the source. b. Identify two reasons why Russian peasants were alienated by Bolshevik policies, according to the source. c. Using your own knowledge and the source, explain how Lenin and the Bolsheviks responded to economic crises and problems between October 1917 and March 1921. 6 marks d. Evaluate the usefulness of this source for understanding why there was opposition to the Bolsheviks and Soviet rule. What other perspectives might exist?
9 Alpha History 2014. Distribution restrictions apply China Revolutionary ideas, leaders, movements and events Chinese Revolution 1898 to October 1949 Question 1 Using three or four points, explain how the difficulties of implementing reform during the reign of the Guangxu Emperor contributed to the development of the Chinese Revolution between 1898 and 1911. Question 2 Using three or four points, explain how changes in the leadership of the Chinese Communist Party (CCP) contributed to the development of the Chinese Revolution between 1920 and 1949.
10 Alpha History 2014. Distribution restrictions apply Creating a new society Chinese Revolution October 1949 to 1976 Question 3 The historian Mobo Gao wrote of the origins and nature of the Great Leap Forward: The ideology of collectivization, the enthusiasm for building a new socialist China and the impatience for speed and scale which finally led to the Great Leap Forward can be traced back to the mid 1950s The pressure for fast development had been building up for quite some time The Anti-Rightist Movement in 1957 paved the way for the radicalism of the Great Leap Forward because everyone was intimidated by the wide scale attack against intellectuals, and no one dared to criticize the impulsive policies of the Great Leap Forward. Ironically, most of the ideas of the Great Leap Forward did not come from Mao himself. According to one version of events, the idea of overtaking Britain in fifteen years in steel and iron production and other major industrial goods was inspired by Khrushchev s slogan of the Soviet Union overtaking the United States in fifteen years Liu Shaoqi, the man who had a reputation for being practical and cautious, went as far as saying in July 1958 that it would only take China two or three years to overtake Britain The term Leap Forward, which best indicated China s impatience with development, was actually an invention of a cautious man, none other than Zhou Enlai himself Driven by a frenzied desire and enthusiasm to transform a poor and backward China into a wealthy socialist nation, the Chinese leadership from top to bottom went out of their minds carrying out all kinds of experiments, the results of which sometimes even shocked themselves The degree of enthusiasm [for the Great Leap Forward] varied from province to province, but fanaticism was the rule of the day Mobo Gao, Gao Village: A Portrait of Life in Rural China, 1999, p.125 a. Identify two goals or objectives of the Great Leap Forward, according to the source. b. Identify two individuals who contributed to the development of the Great Leap Forward, according to the source. c. Using your own knowledge and the source, explain how the policy of the Great Leap Forward was intended to transform China into a wealthy socialist nation. 6 marks d. Evaluate the usefulness of this source for understanding both the causes and outcomes of the Great Leap Forward. What other perspectives might exist?
11 Alpha History 2014. Distribution restrictions apply SECTION B Revolution two Instructions for Section B Indicate in the answer book the revolution you have chosen for Section A by shading the relevant box. Answer all questions for this revolution in Section B of the answer book. You must not choose the same revolution for Section A and Section B. Write using black or blue pen. Revolution Page America 12 France.. 14 Russia.. 16 China... 18
12 Alpha History 2014. Distribution restrictions apply America Revolutionary ideas, leaders, movements and events American Revolution 1763 to 1776 Question 4 The following image, titled Bostonians reading the Stamp Act, appeared in a mid 19 th century book. The creator of this image is unknown: a. Identify two groups represented in this source. b. Identify two aspects of the source that suggest dissatisfaction or anger with the Stamp Act. c. Using your own knowledge and the source, explain how the people of Boston, and American colonists generally, responded to the Stamp Act. 6 marks d. Evaluate the usefulness of this source for understanding the development of revolutionary sentiment in America between 1763 and 1776. What other perspectives might exist?
13 Alpha History 2014. Distribution restrictions apply Creating a new society American Revolution 1776 to 1789 Question 5 John Adams wrote that one third of Americans supported the revolution, one third were against it and one third were indifferent. To what extent did the new society reflect both the wishes and interests of the majority of Americans? Use evidence to support your answer. 20 marks
14 Alpha History 2014. Distribution restrictions apply France Revolutionary ideas, leaders, movements and events French Revolution 1781 to 1789 Question 4 The following image, titled Le Deficit, appeared in a London publication in November 1788. The chests are labelled Vuide ( thoughtlessness ). The figure (right) is saying Il n'y sonts plus ( There are no more ) and the figure (centre) responds with J en ai cependent laisse ( But I did leave some ). a. Which two leaders are represented by the central figures in the source? b. Which individuals or groups might be represented by the other two figures in the source? c. Using your own knowledge and the source, explain the policies and conditions that led to existence of a large national deficit in France by late 1788. 6 marks d. Evaluate the usefulness of this source for understanding the implications of political and financial mismanagement between 1781 and July 1789. What other perspectives exist?
15 Alpha History 2014. Distribution restrictions apply Creating a new society French Revolution August 1789 to 1795 Question 5 Desmoulins said that to make France free, republican and prosperous, a little ink would have sufficed and only one guillotine. Which shaped the new regime more - political reform and constitutionalism or coercion, violence and terror? Use evidence to support your answer. 20 marks
16 Alpha History 2014. Distribution restrictions apply Russia Revolutionary ideas, leaders, movements and events Russian Revolution 1905 to 1917 Question 4 The following image appeared in the London magazine Punch in August 1906: a. Who or what are the two figures in this source intended to represent? b. Identify two revolutionary ideas represented or suggested in this source? c. Using your own knowledge and the source, explain why the years 1905 and 1906 were a lost opportunity for progress and peaceful reform in Russia. 6 marks d. Evaluate the usefulness of this source for understanding the development of the revolution between 1906 and February 1917. What other perspectives exist?
17 Alpha History 2014. Distribution restrictions apply Creating a new society Russian Revolution November 1917 to 1924 Question 5 Russian author Maxim Gorky said of the revolution that he was sickened and disturbed by the growing sum of suffering which people have to pay as the price of their fine hopes. To what extent was there suffering in the new society and what were its primary causes? Use evidence to support your answer. 20 marks
18 Alpha History 2014. Distribution restrictions apply China Revolutionary ideas, leaders, movements and events Chinese Revolution 1898 to 1949 Question 4 This image appeared in the North China Daily News, an English-language newspaper in Shanghai, in March 1927. The caption published with this image was: In the struggle for mastery of the Kuomintang steed, General Chiang Kai-shek seems to have been unseated by the Communists. a. Identify two individuals represented in this source. b. Identify two political groups represented in this source. c. Using your own knowledge and the source, evaluate the leadership, actions and ideology of the Guomindang [Kuomintang] to April 1927. 6 marks d. Evaluate the usefulness of this source for understanding the development of Chinese revolutionary groups between 1911 and 1949. What other perspectives might exist?
19 Alpha History 2014. Distribution restrictions apply Creating a new society Chinese Revolution 1949 to 1976 Question 5 The diarist Lei Feng wrote that a real revolutionary is never selfish. Whatever he does is always for the benefit of the people. To what extent was this true of the new regime in China? Did its leaders always act for the good of the people? Use evidence to support your answer. END OF QUESTION BOOK 20 marks