CAMBRIDGE INTERNATIONAL EXAMINATIONS
International General Certificate of Secondary Education
MARK SCHEME for the May/June 2014 series
0470 HISTORY
0470/23 Paper 2, maximum raw mark 50
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of
the examination. It shows the basis on which Examiners were instructed to award marks. It does not
indicate the details of the discussions that took place at an Examiners’ meeting before marking began,
which would have considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner
Report for Teachers.
Cambridge will not enter into discussions about these mark schemes.
Cambridge is publishing the mark schemes for the May/June 2014 series for most IGCSE, GCE
Advanced Level and Advanced Subsidiary Level components and some Ordinary Level components.
Page 2 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
19th Century topic
WAS SLAVERY THE CAUSE OF TENSION BETWEEN NORTH AND SOUTH?
1 Study Sources A and B.
How far do sources A and B agree? Explain your answer using details of the sources.
[7]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the sources but makes no valid comparison [1]
Level 2 Identifies information that is in one source but not in the other [2]
OR
States that the sources are about the same subject
OR
Compares the provenance of the two sources
Level 3 Agreement OR disagreement of details or sub-messages [3–4]
Agreements include:
North is against slavery
North is trying to disrupt the South
States have left the Union
States complain about the North
Both opposed the federal government
Disagreements include:
Leaving Union for different reasons
Level 4 Agreement AND disagreement of details or sub-messages [5–6]
Level 5 Compares Big Messages [7]
Agreement: States are leaving the Union because of the North’s action/
Blaming the North
2 Study Source C.
Are you surprised by this source? Explain your answer using details of the source and
your knowledge. [8]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the source, but fails to address the question [1]
Level 2 Valid analysis of source but fails to state whether surprised or not [2]
OR
Identifies something to be surprised/ not surprised about, but not explained
Level 3 Answers based on undeveloped provenance [3]
e.g. Jefferson Davies and dates
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Page 3 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
Level 4 Matches or mismatches with other sources to show surprise/not surprised [4–6]
Level 5 Uses contextual knowledge to be surprised or not surprised [7]
3 Study Sources D and E.
Does Source E prove that Lincoln was lying in Source D? Explain your answer using
details of the sources and your knowledge.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the sources, but does not address the question [1]
Level 2 Answers based on undeveloped provenance [2–3]
e.g. not lying as he changed his mind/ different dates
Level 3 Answers based on agreements OR disagreements [4–5]
Disagreement:
D Slavery not the cause of War; E slavery was the cause of war
Agreement:
Both D and E say that it was not the North’s fault for war/ union.
Level 4 Answers based on agreement AND disagreement [6]
Level 5 Evaluates D but no valid use of E [7]
OR
Evaluates E but no valid use of D
Level 6 Compares the sources and uses contextual knowledge of the sources to explain whether
Lincoln was lying or not [8]
4 Study Source F.
Why was this source published in February 1861? Explain your answer using details of the
source and your knowledge. [8]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Surface description [1]
Level 2 Interprets cartoon or describes the context – but not used as a reason for publication [2]
Level 3 Explains context only
e.g. Lincoln is President or about to be President or Southern States are seceding [3–4]
Level 4 Explains a valid sub-message of cartoon [5–6]
e.g. Union is falling apart;
some states in South breaking away;
Lincoln worried about division;
save the Union
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Page 4 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
Level 5 Explains the Big Message or purpose [7]
Either to reassure people Lincoln will sort it out
OR
This is what Lincoln’s first priority will be/ setting the agenda for Lincoln
Level 6 Explains message or purpose in context of early 1861 [8]
Allow EITHER context used for Level 3
5 Study Source G.
How useful is this source to a historian studying the causes of the Civil War? Explain your
answer using details of the source and your knowledge. [7]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the source, but fails to address the question or unsupported assertions [1]
Level 2 Undeveloped use of provenance [2–3]
e.g. Not useful as from Georgia/ from a newspaper
Level 3 Makes valid inferences about usefulness when studying causes of Civil War [4–5]
Level 4 Evaluates G by cross-reference to other sources or contextual knowledge [6]
Level 5 Explains what can be inferred from G about Georgia [7]
e.g. Georgia’s intentions/ motives – not include surface description
© Cambridge International Examinations 2014
Page 5 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
6 Study all the sources.
How far do these sources provide convincing evidence that slavery was the main reason
why North and South could not live together. Use the sources to explain your answer. [12]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 No valid source use [1–3]
Level 2 Uses sources to support or reject the statement [4–6]
Level 3 Uses sources to support and reject the statement [7–10]
• Award up to 2 bonus marks for evaluation of sources (no more than 1 mark per source).
• Source use must be reference to a source by a letter, by provenance or by direction quote.
There must be examples from source content. There must be an explanation of how this
supports/ does not support the statement.
• Use ‘Y’ in the margin for each source in support of the statement and ‘N’ for each source
rejecting the statement.
• Where the candidate groups sources, award only one Y/N for the whole group and only if the
explanation is valid for all the sources grouped.
Yes No
A B C D E G H A B C D E F G H
© Cambridge International Examinations 2014
Page 6 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
20th Century topic
HOW DID AMERICA REACT TO THE MY LAI MASSACRE?
1 Study Sources A and B.
How far do these two sources agree? Explain your answer using details of the sources. [7]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the sources, but makes no valid comparison [1]
Level 2 Identifies information that is in one source but not in the other [2]
OR
States that the sources are about the same subject
OR
Compares the provenance of the two sources
Level 3 Agreement OR disagreement of details or sub-messages [3–4]
Agreements include:
Calley guilty of murder
Only Calley was convicted of murder
Calley sentenced to murder
Disagreements include:
A – Calley killed 109 civilians; B killed ‘at least 20 civilians’
A Calley served 3 years; B Calley pardoned a week later
Level 4 Agreement AND disagreement of details or sub-messages [5–6]
Level 5 Compares Big Messages [7]
A NOT condemning soldiers; B is condemning
© Cambridge International Examinations 2014
Page 7 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
2 Study Source C.
Why was this cartoon published in 1971? Explain your answer using details of the source
and your knowledge. [8]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Misreadings of the article [1]
Level 2 Interprets cartoon or describes the context – but not used as a reason for publication [2]
Level 3 Explains context only – fails to explain message or purpose of source [3–4]
OR
Explains sub-message of cartoon
Level 4 Explains the Big Message [5–6]
Must include condemning the reaction to Calley
Level 5 Explains the purpose of the article [7]
(must have intended impact on audience – to convince/persuade the Audience that
Calley is wrong
Level 6 Explains purpose in context of early 1971 [8]
3 Study Sources D and E.
Are you surprised by Source E? Explain your answer using the details of your knowledge.
[8]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the sources, fails to address the question [1]
Level 2 Valid analysis of source but fails to state whether surprised or not [2]
Level 3 Assertion based on everyday empathy [3]
Level 4 Matches or mismatches with D [4–5]
Level 5 Matches or mismatches with sources other than D or contextual knowledge [6–8]
© Cambridge International Examinations 2014
Page 8 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
4 Study Sources F and G.
What would the reaction of the author of Source F have been to Source G? Explain your
answer using details of the sources and your knowledge. [8]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Writes about the sources, but fails to address the question [1–2]
Level 2 Answers based on reasonable interpretations of Source G [3]
Level 3 Answers that explain a valid reaction to events or characters in the cartoon [4–6]
e.g. welcomes Calley getting punished
Level 4 Valid reactions to the point of view of the cartoonist [7–8]
e.g. Calley is being sacrificed by the Generals/being treated by the Generals as a
scapegoat
5 Study Source H.
What is the message of this cartoon? Explain your answer using the details of the source
and your knowledge. [7]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 Surface description of the cartoon [1]
Level 2 Misinterpretation of the cartoon [2]
e.g. Calley let the army down; angry with Calley
Level 3 Interprets sub-message of the cartoon [3–4]
e.g. the army was upset/ worried
Level 4 Interprets Big Message of cartoon [5–6]
e.g. Army/ US troops are unhappy with Calley verdict
Level 5 Cartoonist’s point of view [7]
e.g. Worrying for the army that morale is being lowered/Cartoonist is sympathetic
towards soldiers; unfair on soldiers
© Cambridge International Examinations 2014
Page 9 Mark Scheme Syllabus Paper
IGCSE – May/June 2014 0470 23
6 Study all the sources.
How far do these sources provide convincing evidence that people in America supported
Calley? Use the sources to explain your answer. [12]
Level 0 No evidence submitted or response does not address the question [0]
Level 1 No valid source use [1–3]
Level 2 Uses sources to support or reject the statement [4–6]
Level 3 Uses sources to support and reject the statement [7–10]
• Award up to 2 bonus marks for evaluation of sources (no more than 1 mark per source).
• Source use must be reference to a source by a letter, by provenance or by direction quote.
There must be examples from source content. There must be an explanation of how this
supports/ does not support the statement.
• Use ‘Y’ in the margin for each source in support of the statement and ‘N’ for each source
rejecting the statement
• Where the candidate groups source, award only one Y/N for the whole group and only if the
explanation is valid per all the sources grouped.
Yes No
A B C D F G H C E F G
© Cambridge International Examinations 2014
