GCE History A Y113/01: Britain 1930-1997 Advanced GCE Mark Scheme for November 2020
Oxford Cambridge and RSA Examinations
GCE
History A
Y113/01: Britain 1930-1997
Advanced GCE
Mark Scheme for November 2020Oxford Ca
...
GCE History A Y113/01: Britain 1930-1997 Advanced GCE Mark Scheme for November 2020
Oxford Cambridge and RSA Examinations
GCE
History A
Y113/01: Britain 1930-1997
Advanced GCE
Mark Scheme for November 2020Oxford Cambridge and RSA Examinations
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support, which keep pace with the changing needs of today’s society.
This mark scheme is published as an aid to teachers and students, to indicate the requirements
of the examination. It shows the basis on which marks were awarded by examiners. It does not
indicate the details of the discussions which took place at an examiners’ meeting before marking
commenced.
All examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes should be read in conjunction with the published question papers and the report
on the examination.
© OCR 2020Y113/01 Mark Scheme November 2020
2
Annotations
Annotation Meaning of annotation
Blank Page
Highlight
Off-page comment
Assertion
Analysis
Evaluation
Explanation
Factor
Illustrates/Describes
Irrelevant, a significant amount of material that does not answer the question
Judgement
Knowledge and understanding
Provenance
Simple comment
Unclear
ViewY113/01 Mark Scheme November 2020
3
Section A
Question Answer/Indicative content Mark Guidance
1 Using these four sources in their historical context,
assess how far they support the view that Churchill
was a skilled military adviser and strategist during
the Second World War.
• In discussing how Source A does not support
the view, answers might refer to Wavell arguing
that Churchill’s views had not changed since the
Boer War of 1899.
• In discussing the provenance of Source A,
answers might consider that it is a letter written
in 1950, but that Churchill disliked Wavell.
• In discussing the historical context of Source A,
answers might consider that Churchill had taken
troops from him when Italy invaded Greece and
that he also lacked the forces to meet the
Germans in North Africa.
• In discussing how Source B does support the
view, answers might refer to Churchill showing
an understanding of the long-term implications
and likely outcome of his strategy.
• In discussing the provenance of Source B,
answers might consider that it was written by
Churchill to justify his strategy.
• In discussing the historical context of Source B,
answers might consider the difficulty of the
German attack on Russia and the establishment
of air superiority later in the war.
• In discussing how Source C does not support
30 • No set answer is expected.
• At Level 5 and above, there will be judgement about the
issue in the question.
• To be valid judgements they must be supported by accurate
and relevant material.
• At Level 4 and below, answers may be simply a list of which
sources support or challenge the view in the question.
• Knowledge must not be credited in isolation; it should only
be credited where it is used to analyse and evaluate the
sources, in line with descriptions in the levels mark
scheme.Y113/01 Mark Scheme November 2020
4
2*
the view, answers might refer to Churchill
changing his mind over strategy.
• In discussing the provenance of Source C,
answers might consider that it is from Lord
Alanbrooke’s diary in 1943 and that, at that time,
Alanbrooke was Chief of the Imperial General
Staff.
• In discussing the historical context of Source C,
answers might refer to Churchill’s relationship
with Alanbrooke, who was a careful planner and
wanted to avoid heavy casualties. However, the
decision to protect the Empire was not
challenged and there was support to send
equipment to North Africa
• In discussing how Source D does support the
view, answers might refer to Churchill offering
advice when problems could not be solved.
• In discussing the provenance of Source D,
answers might refer to it being written by one of
Churchill’s secretaries.
• In discussing the historical context of Source
D, answers might comment on Churchill’s
unpredictability, lack of realism and earlier
failings but also his ability to see a wider view
than some of his generals.
Assess the reasons why government relations with
the unions were so poor in the period from 1964 to
1979.
20Y113/01 Mark Scheme November 2020
5
In arguing that government attempts to limit union
power were the most important reason:
• Answers might consider the impact of ‘In Place
of Strife’.
• Answers might consider the impact of Heath’s
Industrial Relations Act of 1971 and the response
of the unions to the Act.
• Answers might consider that hostility to Heath’s
Act led to an increase in strikes.
• Answers might consider that he was effective in
winning landed support by reducing land tax.
• Answers might consider that his policies were
effective as the national debt was reduced.
• Answers might consider attempts by Callaghan
to control inflation which depended on unions
agreeing to pay rises of no more than 5%.
In arguing that there were other reasons:
• Answers might consider that the Unions thought
the Labour party should govern in the interest of
the workers.
• Answers might consider the power and
influence of the unions.
• Answers might consider the decline of
traditional industries which led to demands for
help and protection.
• Answers might consider the growth of militancy
within the Union movement in the early 1970s.
• Answers might consider the aim of the unions to
bring down Heath’s government.
• Answers might consider the role of the miners.
• No set answer is expected.No set answer is expected.
• At higher levels, candidates will focus on weighing up the
extent to which reasons affected relations, but at Level 4
may simply list reasons.
• At Level 5 there will be judgement as to the most important
reason.
• At higher Levels candidates might establish criteria against
which to judge the most important reason.
• To be valid judgements, claims must be supported by
relevant and accurate material. If not, they are assertions.
• Knowledge must not be credited in isolation, it should only
be credited where it is used as the basis for analysis and
evaluation, in line with descriptions in the levels mark
scheme.Y113/01 Mark Scheme November 2020
6
3*
• Answers might consider that workers
demanded pay rises which added to inflationary
pressures.
• Answers might consider the failure of the Social
Contract.
• Answers might consider that governments
would look weak if they gave in to union
demands.
• Answers might consider the scale of pay
demands made during 1978-9.
To what extent was there a social revolution under
Thatcher?
In arguing that there was a social revolution:
• Answers might consider that the education pupils
received, and the education structure, changed.
• Answers might consider that standards within
education and spending rose.
• Answers might consider schools gained more
autonomy.
• Answers might consider Thatcher’s view about
welfareism and a dependency culture, particularly
in the NHS.
• Answers might consider there were considerable
changes to the NHS with cost cutting, opting out
and attaining independent status.
• Answers might consider GPs were given control
over their budgets.
• Answers might consider the attempts to introduce
20
No set answer is expected.
• No set answer is expected.
• At higher levels, candidates will focus on the ways different
factors contributed to social revolution, but at Level 4 may
simply list factors.
• At Level 5 there will be judgement as to what extent there
was, or was not, a ‘social revolution’.
• At higher Levels candidates might establish criteria against
which to judge whether there was a social revolution.
• To be valid judgements, claims must be supported by
relevant and accurate material. If not, they are assertions.
• Knowledge must not be credited in isolation, it should only
be credited where it is used as the basis for analysis and
evaluation, in line with descriptions in the levels mark
scheme.Y113/01 Mark Scheme November 2020
7
competition and market forces into the NHS.
• Answers might consider that social security
spending was more carefully targeted, child benefit
reduced, benefits did not go up in line with
inflation.
• Answers might consider that universality was
ended.
• Answers might consider that the private and
voluntary sectors were used more.
• Answers might consider there was a social
revolution as council houses were sold and longterm council tenants were given the right to buy
their houses.
• Answers might consider the encouragement to
home ownership.
• Answers might consider that freedom was
extended.
In arguing that there was not a social revolution:
• Answers might consider that there was limited
interest in the Cabinet in education.
• Answers might consider that Local Authorities were
strong opponents of the educational changes.
• Answers might consider that university grants were
not abolished.
• Answers might consider that leaks to the press and
fear of election defeat prevented major changes to
the NHS.
• Answers might consider that concerns about the
electorate prevented radical change to social
security policy.Y113/01 Mark Scheme November 2020
8
• Answers might consider that Thatcher failed to end
the dependency culture.
• Answers might consider that there was no reduction
in central control, possibly even an increase.OCR (Oxford Cambridge and RSA Examinations)
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