Question 1 · Short Answer
3 marksAccording to Source A, identify three challenges faced by Japan in the early 1930s.
Answer
1. Unfair international treaties restricting naval build-up. 2. Severe economic hardships and depression. 3. Corruption and weakness of political party cabinets.
Worked solution
Candidates should extract three distinct challenges from the source. These include the restriction on military growth due to international treaties, economic instability/depression, and the corruption within party politics.
Marking scheme
Award 1 mark for each valid challenge identified from the source, up to a maximum of 3 marks. Acceptable answers include: disarmament treaties, economic depression, party political corruption. Do not award marks for general knowledge not supported by the source.
Question 2 · Short Answer
3 marksAccording to Source B, identify three criticisms of the Late Qing Reforms (New Policies).
Answer
1. The reforms imposed heavy tax burdens on local populations. 2. The changes were merely superficial without genuine modern essence. 3. There was a lack of sincere effort and actual progress toward constitutional governance.
Worked solution
Candidates should identify three negative criticisms of the Late Qing Reforms directly mentioned in the source: financial exploitation, superficiality of modernizing measures, and insincere constitutionalism.
Marking scheme
Award 1 mark for each valid criticism identified from the source, up to a maximum of 3 marks. No marks will be awarded for historical knowledge outside the source.
Question 3 · Short Answer
3 marksAccording to Source C, identify three demands made by France regarding post-WWI Germany.
Answer
1. Demilitarization of the Rhineland region. 2. Imposition of heavy reparations for post-war reconstruction. 3. Strict security guarantees against future German aggression.
Worked solution
Candidates should extract French demands from the text, focusing on military security (demilitarization of the Rhineland), financial compensation (reparations), and protection from future conflicts.
Marking scheme
Award 1 mark for each valid demand identified from the source, up to a maximum of 3 marks. Reject general treaty provisions not mentioned in the source.
Question 4 · Short Answer
3 marksAccording to Source D, identify three features of the development of representative government in Hong Kong in the 1980s.
Answer
1. The introduction of indirect elections via functional constituencies and electoral colleges. 2. The gradual reduction of appointed official seats in the Legislative Council. 3. Prioritizing the maintenance of Hong Kong's stability and prosperity.
Worked solution
Candidates need to identify three features of the 1980s political reforms in Hong Kong as described in the source, including indirect election methods, structural changes in the council, and the overriding goal of stability.
Marking scheme
Award 1 mark for each correct feature identified from the source, up to a maximum of 3 marks. General historical facts about later reforms (e.g. 1990s direct elections) are not acceptable.
Question 5 · Source Clue / Perspective Explanation
4 marksSource A: An extract from a memorial by Viceroy Zhang Zhidong in 1901: 'To save our nation, we must reform our education. Traditional academies must be transformed into schools teaching both Chinese classics and Western sciences. However, Chinese learning must remain the foundation, while Western learning serves practical purposes. We must not abandon our moral ethical codes while embracing Western technologies.' According to Source A, what was the Qing government's attitude towards educational modernisation? Identify two clues from the source to support your answer. (4 marks)
Answer
Selective and pragmatic attitude (Chinese learning as the foundation, Western learning for practical use). Clues: 1. Adopt Western sciences ('traditional academies must be transformed into schools teaching both Chinese classics and Western sciences'). 2. Preserve traditional Confucian moral ethics ('Chinese learning must remain the foundation').
Worked solution
The Qing government adopted a selective and cautious attitude towards educational modernisation. Clue 1: It was willing to adopt Western practical knowledge, as shown by the statement that schools should teach 'Western sciences'. Clue 2: It insisted on preserving traditional Chinese values, as indicated by the claim that 'Chinese learning must remain the foundation' and 'We must not abandon our moral ethical codes'.
Marking scheme
Attitude (1 mark): Identifies the attitude (e.g., selective, pragmatic, syncretic). Clues and Explanation (3 marks): Identifies two relevant clues from the source with proper explanation (1.5 marks per clue). Maximum 4 marks total.
Question 6 · Source Clue / Perspective Explanation
4 marksSource B: An extract from an editorial in a Japanese newspaper in 1889: 'The promulgation of the Constitution of the Great Empire of Japan is a momentous step. Yet, we must observe that while the Diet is established, the Emperor's authority remains supreme and inviolable. Ministers are responsible to the Emperor, not to the Diet. True representative government is still a distant goal, but this is a necessary first step towards being recognized as an equal by Western powers.' According to Source B, what was the author's perspective on the Meiji Constitution of 1889? Identify two clues from the source to support your answer. (4 marks)
Answer
The author held a mixed, critical yet realistic perspective. Clues: 1. Critically pointed out the limitations on representative government ('Emperor's authority remains supreme', 'Ministers are responsible to the Emperor'). 2. Pragmatically recognized its necessity for gaining equal international status with the West ('a necessary first step towards being recognized as an equal by Western powers').
Worked solution
The author viewed the Meiji Constitution with mixed feelings, seeing it as democratically limited yet diplomatically necessary. Clue 1: The author believed the constitution did not offer true democracy, as seen in 'true representative government is still a distant goal' and the fact that ministers were responsible to the Emperor, not the Diet. Clue 2: The author recognized its practical value for revision of unequal treaties, stating it was 'a necessary first step towards being recognized as an equal by Western powers'.
Marking scheme
Perspective (1 mark): Identifies the author's mixed/critical/realistic perspective. Clues and Explanation (3 marks): Identifies two clues from the source with explanation (1.5 marks each). Maximum 4 marks total.
Question 7 · Source Clue / Perspective Explanation
4 marksSource C: A British political cartoon published in 1919. In the cartoon, a large, heavy steamroller labeled 'Reparations' is being pushed by Allied leaders (Wilson, Lloyd George, Clemenceau) towards a collapsed, exhausted figure representing Germany. The caption reads: 'We must squeeze them until the pips squeak, but mind we don't break the machine itself.' According to Source C, what was the British/Allied attitude towards Germany regarding war reparations? Identify two clues from the cartoon to support your answer. (4 marks)
Answer
Demanding yet cautious attitude. Clues: 1. Desired high reparations ('squeeze them until the pips squeak' and the large steamroller labeled 'Reparations'). 2. Wished to avoid completely ruining the German economy to ensure repayment ('mind we don't break the machine itself').
Worked solution
The Allied attitude was a combination of severe economic demand and pragmatic caution. Clue 1: They intended to extract heavy reparations from Germany, represented by the heavy steamroller labeled 'Reparations' and the phrase 'squeeze them until the pips squeak'. Clue 2: They wanted to prevent Germany from total collapse, as shown by the warning 'mind we don't break the machine itself', ensuring Germany remained capable of paying.
Marking scheme
Attitude (1 mark): Identifies the double-sided attitude (demanding but cautious / profit-seeking but realistic). Clues and Explanation (3 marks): Explains two clues from the cartoon/text (1.5 marks each). Maximum 4 marks.
Question 8 · Source Clue / Perspective Explanation
4 marksSource D: An extract from a speech by US President Harry Truman in 1947: 'The peoples of a number of countries of the world have recently had totalitarian regimes forced upon them against their will. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. Our help should be primarily through economic and financial aid.' According to Source D, what was the US foreign policy objective towards communism during the early Cold War? Identify two clues from the source to support your answer. (4 marks)
Answer
Containment of communist expansion by supporting free nations. Clues: 1. Support free peoples resisting subjugation by armed minorities or outside pressures ('support free peoples who are resisting attempted subjugation...'). 2. Provide economic and financial aid to prevent the spread of communism ('primarily through economic and financial aid').
Worked solution
The US foreign policy objective was the containment of communism. Clue 1: The US aimed to block the spread of 'totalitarian regimes' by supporting 'free peoples' who were resisting 'subjugation by armed minorities or by outside pressures'. Clue 2: The US targeted economic stabilization to counter communism, specifying that assistance should be 'primarily through economic and financial aid' to prevent communist takeover.
Marking scheme
Objective (1 mark): Identifies containment of communism / supporting free countries. Clues and Explanation (3 marks): Identifies two clues from the text with explanation (1.5 marks each). Maximum 4 marks.
Question 9 · Synthesised Historical Argument (Sources + Own Knowledge)
8 marksWith reference to Sources A and B, and using your own knowledge, to what extent did the Late Qing Reforms (1901-1911) facilitate rather than prevent the downfall of the Qing dynasty? (Note: Assume Source A is an extract from an imperial edict in 1908 promising a constitution in nine years, and Source B is a revolutionary manifesto from 1911 criticizing the 'Royal Cabinet'.)
Answer
To a large extent, while the Late Qing Reforms were designed to preserve Qing rule, they unintendedly accelerated its downfall by frustrating the constitutionalists, training a modern military that ultimately rebelled, and alienating local elites through policies like railway nationalisation.
Worked solution
Arguments supporting that reforms facilitated the downfall:
1. From Source A: The 1908 edict's nine-year delay for a constitution frustrated eager constitutionalists, causing them to lose faith in gradual reform.
2. From Source B: The formation of the 'Royal Cabinet' in 1911 convinced reformers that the Qing court had no sincere intention of sharing power, driving them to support the revolutionary cause.
3. From Own Knowledge: The military reforms created the New Army, which became heavily infiltrated by revolutionaries and ultimately launched the Wuchang Uprising in 1911. Educational reforms (abolishing the Imperial Examination in 1905) sent students abroad (e.g., to Japan), where they were exposed to and joined revolutionary groups like the Tongmenghui. Railway nationalisation alienated local gentry and sparked the Railway Protection Movement, providing the direct trigger for the revolution.
Counter-arguments (reforms intended/attempted to prevent the downfall):
1. From Own Knowledge: The reforms modernized China's administration, legal system, and military, which temporarily strengthened central control and enhanced state capacity. They also initially channelled political activism into legitimate provincial assemblies, hoping to co-opt local elites.
Marking scheme
Marks are awarded based on the following DSE standards:
- L1 (1-2 marks): Weak use of sources and own knowledge; biased or unstructured answer.
- L2 (3-5 marks): Balanced attempt but lacks depth in either source analysis or own knowledge. Or, deep analysis but strictly one-sided.
- L3 (6-8 marks): Excellent, balanced evaluation. Effectively uses both Source A and Source B (minimum 2 marks allocated to sources) and provides solid historical facts from own knowledge (minimum 3 marks allocated to own knowledge). Clear stance and logical structure.
Specific point allocation:
- Cite Source A to explain constitutionalists' frustration (1 mark).
- Cite Source B to explain the disappointment with the 'Royal Cabinet' (1 mark).
- Use Own Knowledge to explain at least two reform consequences (New Army, educational changes, or railway nationalisation) (2-3 marks).
- Balanced perspective (acknowledging the reform's modernising goals/achievements) (1-2 marks).
Question 10 · Synthesised Historical Argument (Sources + Own Knowledge)
8 marksWith reference to Sources C and D, and using your own knowledge, to what extent do you agree that the rise of Japanese militarism in the 1930s was primarily caused by external economic crises? (Note: Assume Source C is a diary entry of a Japanese peasant in 1930 describing the impact of the Great Depression, and Source D is an excerpt from the Meiji Constitution of 1889 highlighting the Emperor's supreme command over the military.)
Answer
To a partial extent. While the Great Depression (external economic crisis) triggered severe domestic suffering and discredited civilian politicians, the rise of militarism was fundamentally enabled by internal institutional flaws, specifically the Meiji Constitution's supreme command loophole, and a long-standing militaristic culture.
Worked solution
Arguments for external economic crises (the Great Depression) as the primary cause:
1. From Source C: The Great Depression caused severe agrarian distress in Japan, pushing peasants into extreme poverty. This made rural populations highly receptive to the military's propaganda promising economic relief through colonial expansion (e.g., in Manchuria).
2. From Own Knowledge: Global protectionism (like the Smoot-Hawley Tariff) devastated Japanese exports, destroying public faith in international cooperation and the civilian parties associated with it, paving the way for military dominance.
Arguments for internal factors (institutional and cultural) as more fundamental:
1. From Source D: The Meiji Constitution's provision of the 'independence of supreme command' (ministers of war/navy answering only to the Emperor) allowed the military to act independently of the civilian cabinet and foreign ministry, enabling events like the Manchurian Incident (1931).
2. From Own Knowledge: Internal factors also included the long-standing tradition of Bushido, the fanatical nationalism taught in the modern education system, the assassination of civilian leaders (e.g., May 15 and February 26 incidents), and the expansionist foreign policy dating back to the Sino-Japanese and Russo-Japanese wars.
Marking scheme
Marks are awarded based on the DSE DBQ essay standard:
- L1 (1-2 marks): One-sided argument, minimal or incorrect use of sources/knowledge.
- L2 (3-5 marks): Explains both sides but lacks balance or depth in either source analysis or historical facts.
- L3 (6-8 marks): Balanced and well-argued response. Explains how the economic crisis (Source C) acted as a catalyst while the constitutional structure (Source D) acted as the enabling framework, supported by extensive historical details (e.g., party politics, militarist coups, export slump).
Specific point allocation:
- Use Source C to illustrate the impact of the Great Depression on the rural population (1 mark).
- Use Source D to analyze the constitutional loophole of supreme command (1 mark).
- Own knowledge on external economic environment and political repercussions (2 marks).
- Own knowledge on internal factors like militarist factions and assassinations (2 marks).
- Clarity of stance and overall synthesis (2 marks).
Question 11 · Synthesised Historical Argument (Sources + Own Knowledge)
8 marksWith reference to Sources E and F, and using your own knowledge, evaluate the view that the League of Nations was a total failure in maintaining collective security during the interwar period (1920-1939). (Note: Assume Source E is a 1925 League of Nations report on the successful settlement of the Greek-Bulgarian border dispute, and Source F is a British political cartoon from 1936 depicting the League's helplessness during the Abyssinian Crisis.)
Answer
The view is not entirely accurate. While the League of Nations failed catastrophically to prevent major power aggression in the 1930s, it achieved notable successes in resolving disputes among smaller nations and promoting international cooperation in the 1920s.
Worked solution
Arguments against the 'total failure' view (achievements in the 1920s):
1. From Source E: The League successfully intervened in and resolved minor conflicts, such as the Greek-Bulgarian border dispute in 1925, demonstrating its capacity to act as an effective arbitrator when major powers were not directly involved.
2. From Own Knowledge: The League successfully settled other territorial disputes in the 1920s, including the Aaland Islands dispute (1921) and Upper Silesia (1921). It also performed outstanding humanitarian and social work (e.g., refugee resettlement, combatting diseases through its health organization).
Arguments supporting the 'total failure' view (disastrous failures in the 1930s):
1. From Source F: The League proved completely helpless during the Abyssinian Crisis (1935-1936), failing to deter Italian aggression due to weak, non-binding sanctions, which destroyed the credibility of 'collective security'.
2. From Own Knowledge: The League failed to take effective action against major power aggression, notably during the Manchurian Incident (1931) and German rearmament and expansion (e.g., Rhineland, Anschluss, Sudetenland). This failure was rooted in structural weaknesses (lack of an army, the unanimity rule) and the absence/appeasement policies of major powers (such as the USA's non-membership and Britain/France's self-interest).
Marking scheme
Marks are awarded based on DSE standards:
- L1 (1-2 marks): Describes the League generally without addressing 'total failure' or fails to use both sources.
- L2 (3-5 marks): Points out both successes and failures but fails to structure a coherent balanced argument, or ignores either the 1920s or 1930s context.
- L3 (6-8 marks): Balanced evaluation contrasting the early successes (Source E, minor disputes) with later major failures (Source F, Manchuria, Abyssinia). Successfully integrates sources and own knowledge. Explains the structural and political reasons behind the transition from success to failure.
Specific point allocation:
- Evidence of success from Source E (1 mark).
- Evidence of failure from Source F (1 mark).
- Own knowledge of 1920s successes (territorial or social) (2 marks).
- Own knowledge of 1930s failures and structural limits (2 marks).
- Historical balanced conclusion (2 marks).
Question 12 · Synthesised Historical Argument (Sources + Own Knowledge)
8 marksWith reference to Sources G and H, and using your own knowledge, to what extent did external factors play a more significant role than internal factors in driving Hong Kong's industrialisation in the 1950s and 1960s? (Note: Assume Source G is an official trade statistic showing the drastic decline of Hong Kong's entrepot trade after the 1951 UN embargo on China, and Source H is a memoir of a Shanghai industrialist who relocated his textile factories and capital to Hong Kong in the late 1940s.)
Answer
To a large extent, external factors acted as the primary catalysts (the UN embargo forcing restructuring) and provided key resources (Shanghai capital and technology), while internal factors such as stable governance and cheap labor provided the essential domestic environment that allowed these external stimuli to succeed.
Worked solution
Arguments for external factors playing a primary role:
1. From Source G: The UN embargo on China (1951) due to the Korean War devastated Hong Kong's traditional entrepot trade. This external geopolitical shock forced Hong Kong to transition from an entrepot into an industrial economy for survival.
2. From Source H: The Chinese Civil War led to a massive influx of experienced Shanghai industrialists who brought capital, modern machinery, and technical expertise (especially in textiles) to Hong Kong, establishing the foundation of its light industries.
3. From Own Knowledge: Western markets, particularly the UK and US, provided preferential tariffs (e.g., Commonwealth Preference) and huge consumer markets for Hong Kong's manufactured exports.
Arguments for internal factors being equally important:
1. From Own Knowledge: Hong Kong had a stable colonial administration that maintained law and order and enforced a laissez-faire policy, keeping taxes low and attracting investment. The huge influx of mainland refugees provided an abundant supply of cheap, industrious, and flexible labor. The government also established industrial zones like Kwun Tong and provided necessary infrastructure (water, electricity, ports) to support manufacturing.
Marking scheme
Marks are awarded based on DSE guidelines:
- L1 (1-2 marks): Weak, unilateral argument; fails to properly utilize both sources or show adequate historical knowledge of Hong Kong's development.
- L2 (3-5 marks): Mentions both external and internal factors but fails to make a clear, comparative evaluation. Might rely too heavily on either the sources or own knowledge.
- L3 (6-8 marks): Balanced and well-structured answer. Clearly weighs external factors (embargo as 'push', Shanghai capital as 'pull') against internal factors (labor, stable government, infrastructure) to reach a sophisticated conclusion. Effectively uses Sources G and H and supports with specific historical details.
Specific point allocation:
- Analyze Source G (embargo and decline of entrepot trade) (1 mark).
- Analyze Source H (influx of Shanghai capital/entrepreneurs) (1 mark).
- Use Own Knowledge for other external factors (Western markets/tariffs) (2 marks).
- Use Own Knowledge for internal factors (cheap labor, government policy, infrastructure) (2 marks).
- Comparative evaluation and balanced conclusion (2 marks).