2024 Cambridge IGCSE History (0470) Practice Paper with Answers

During Stalin's policy of collectivisation in the USSR, the kulaks (wealthier peasants) faced severe repression as the state aimed to 'liquidate the kulaks as a class'. Key experiences included:
- They were labeled as class enemies of the state.
- Their farms, machinery, and livestock were confiscated to form collective farms (kolkhozy).
- Many kulaks resisted collectivisation by destroying their crops, burning their granaries, and slaughtering their own livestock instead of handing them over.
- Millions of kulaks were deported to remote areas, such as Siberia and Central Asia, or sent to forced labor camps (Gulags).
- Active resisters were arrested, imprisoned, or executed by the secret police (OGPU).

One mark for each relevant point, up to a maximum of 4 marks.

Points may include:
- Labeled as class enemies / targeted for liquidation as a class.
- Had their land, machinery, and animals seized by the state.
- Resisted by slaughtering livestock and burning crops.
- Deported to remote regions like Siberia.
- Sent to gulags (forced labor camps).
- Arrested, imprisoned, or executed by the state / secret police.

The Treaty of Versailles stripped Germany of significant amounts of European territory and all of its overseas colonies. Key territorial changes included:
- Alsace-Lorraine was restored to French sovereignty.
- West Prussia, Posen, and parts of Upper Silesia were ceded to Poland, creating the 'Polish Corridor' and cutting East Prussia off from the rest of Germany.
- Germany's overseas colonies were confiscated and converted into mandates run by the League of Nations.
- Danzig was established as a Free City under the administration of the League of Nations.
- The Saar basin was placed under League control for 15 years, with its coalfields operated by France.
- Union (Anschluss) with Austria was strictly prohibited.

One mark for each relevant point, up to a maximum of 4 marks.

Points may include:
- Alsace-Lorraine returned to France.
- West Prussia / Posen / Polish Corridor given to Poland.
- Overseas colonies lost / made mandates under the League of Nations.
- Danzig became a Free City under League control.
- Saar put under League of Nations control (for 15 years / coal profits to France).
- Northern Schleswig voted to join Denmark (after a plebiscite).
- Eupen-Malmedy given to Belgium.
- Memel was placed under Allied control.
- Anschluss (union) with Austria was banned.

The League of Nations failed to resolve the Corfu Incident of 1923 successfully primarily because of the actions of Benito Mussolini, the Italian leader. Mussolini refused to accept the League's authority to mediate the crisis and threatened to withdraw Italy from the League altogether if they intervened. Because Italy was a permanent member of the League's Council and a major European power, the League was highly reluctant to challenge Mussolini directly, fearing that his departure would destroy the organization's credibility and effectiveness.

Furthermore, the dispute was undermined when the Conference of Ambassadors, a body separate from the League and dominated by Britain and France, took control of the situation. To appease Mussolini and prevent a wider conflict, the Conference decided that Greece must apologize and pay 50 million lire in compensation directly to Italy, despite Italy having unlawfully bombarded and occupied Corfu. By allowing the Conference of Ambassadors to dictate the terms and force Greece to pay, the League showed that it could be easily bypassed by powerful nations, resulting in a failure to uphold collective security.

Level 4: Explains two reasons. [6 marks]

Level 3: Explains one reason. [4–5 marks]

Level 2: Identifies or describes valid reason(s); addresses the question but does not explain. [2–3 marks]
- Mussolini threatened to withdraw Italy from the League of Nations.
- The Conference of Ambassadors took over the handling of the dispute.
- Britain and France wanted to avoid conflict with Italy.
- Greece was forced to pay compensation despite being the victim.

Level 1: Writes about the topic but does not address the question. [1 mark]

Level 0: No creditable response. [0 marks]

The United States launched the Bay of Pigs invasion in April 1961 because of deep concerns over the rise of communism in Cuba under Fidel Castro. Following Castro's revolution in 1959, he nationalized American-owned businesses and forged close economic and political alliances with the Soviet Union. The US government, under the Eisenhower and later Kennedy administrations, viewed a Soviet-aligned communist state just 90 miles from the Florida coast as an unacceptable security threat to the Western Hemisphere, prompting them to seek Castro's overthrow.

Additionally, the invasion was launched because of a miscalculation by the CIA regarding the level of domestic opposition to Castro. The CIA believed that a landing by armed Cuban exiles, trained in Guatemala, would serve as a catalyst for a popular uprising against Castro's government. President Kennedy approved the plan in the belief that Castro's regime could be deposed through this covert operation without necessitating the direct, overt use of the United States military.

Level 4: Explains two reasons. [6 marks]

Level 3: Explains one reason. [4–5 marks]

Level 2: Identifies or describes valid reason(s); addresses the question but does not explain. [2–3 marks]
- Castro had established close ties with the Soviet Union.
- Cuba was only 90 miles from the coast of Florida.
- The CIA believed that the invasion would trigger a popular uprising.
- Kennedy wanted to overthrow Castro without using US troops directly.
- Castro nationalized American-owned businesses and land in Cuba.

Level 1: Writes about the topic but does not address the question. [1 mark]

Level 0: No creditable response. [0 marks]

Agree: The Truman Doctrine (March 1947) made containment the official US policy. This ended US isolationism and publicly divided the world into two camps, democracy and totalitarianism. Stalin saw this as an open challenge and a threat to Soviet influence in Eastern Europe, leading to a hostile response with the creation of Cominform in September 1947. This locked the two superpowers into an ideological cold war. Disagree: Other factors were more critical. The breakdown of the wartime alliance had already begun at the Yalta and Potsdam conferences in 1945 due to deep disagreements over the future of Poland and Germany. Furthermore, Soviet expansion in Eastern Europe through 'salami tactics' had already alarmed the West before 1947. The Marshall Plan also played a massive role, as Stalin interpreted it as 'dollar imperialism' designed to undermine Soviet control. Conclusion: While the Truman Doctrine crystallized the division of Europe, it was a reaction to existing tensions, such as Soviet dominance in Eastern Europe and disagreements over postwar Germany, making these earlier events more fundamental to the breakdown.

Level 5 (10 marks): Explains both sides and supports a valid judgement on 'how far' by comparing the impact of the Truman Doctrine to other factors. Level 4 (7-9 marks): Explains both sides of the argument with at least one clear explanation of how the Truman Doctrine caused the breakdown and one clear explanation of how another factor did. Level 3 (4-6 marks): Explains only one side of the argument. Level 2 (2-3 marks): Identifies or describes reasons for the breakdown but does not explain them. Level 1 (1 mark): General assertion or writes about the Cold War without addressing the specific question. Level 0 (0 marks): No creditable response.

Agree: Economic recovery was a primary source of popularity for the Nazi regime. Under the New Plan and Goering's Four-Year Plan, unemployment fell from six million in 1933 to virtually zero by 1939. Public works projects, such as the construction of autobahns, and the introduction of the National Labour Service (RAD) gave millions of workers jobs, security, and a steady wage. The Strength through Joy (KDF) scheme provided cheap leisure activities, holidays, and theater trips, while the Beauty of Labour (SDA) improved factory conditions. This made many workers genuinely support Hitler, as they compared their improved circumstances to the misery of the Weimar depression years. Disagree: Other factors were more important in securing the regime's control and popularity. Goebbels' sophisticated propaganda machine and strict censorship of the press, radio, and cinema created a powerful cult of personality around Hitler, presenting him as Germany's savior. Foreign policy successes, such as the remilitarization of the Rhineland and the Anschluss, restored national pride and were widely supported. For those who did not support the regime, the fear of the police state, including the Gestapo, the SS, and concentration camps, ensured compliance by crushing any potential opposition. Conclusion: Although economic stability and workers' programs created genuine appreciation, it was the combination of intense propaganda and the terrifying efficiency of the police state that truly guaranteed the regime's survival and dominance, making these factors more critical than economic policies alone.

Level 5 (10 marks): Explains both sides and supports a valid judgement on 'how far' by comparing the impact of economic policies with other factors like propaganda and terror. Level 4 (7-9 marks): Explains both sides of the argument with at least one clear explanation of how economic policies won worker support and one clear explanation of how another factor did. Level 3 (4-6 marks): Explains only one side of the argument. Level 2 (2-3 marks): Identifies or describes methods of control or popular policies but does not explain them. Level 1 (1 mark): General assertion or writes about Nazi Germany without addressing the specific question. Level 0 (0 marks): No creditable response.

The Edelweiss Pirates was a youth group in Nazi Germany that rejected the regimentation of the Hitler Youth. Their activities included: escaping to the countryside on independent hiking and camping trips; singing parodies of Nazi songs; wearing non-conformist fashion such as checked shirts and edelweiss flower pins; engaging in street fights with Hitler Youth patrols; writing anti-Nazi graffiti; and during the war, progression to sabotage, distributing leaflets, and sheltering army deserters or escaped prisoners.

Award 1 mark for each relevant point up to 4 marks. Points include: - Avoiding compulsory Hitler Youth meetings. - Going on independent hiking and camping trips to escape Nazi surveillance. - Singing anti-Nazi songs or parodying Hitler Youth songs. - Wearing non-conformist clothing (e.g., checked shirts, bohemian attire) and the edelweiss symbol. - Engaging in physical fights with Hitler Youth members. - Writing anti-regime slogans or graffiti on walls. - Helping army deserters, escaped prisoners of war, or forced labourers. - Engaging in sabotage of war production or railway lines during the war.

The Nazi regime introduced the 'Strength through Joy' (Kraft durch Freude, or KdF) scheme for several reasons:

First, it was designed to appease and gain the loyalty of the German working class. In May 1933, the Nazis had banned independent trade unions and replaced them with the state-controlled German Labour Front (DAF). To prevent industrial unrest and reconcile workers to longer working hours and stagnant wages, the KdF provided highly subsidized leisure activities, such as theater visits, concerts, sports events, and affordable cruise holidays. This made workers feel valued and improved their morale.

Second, the scheme aimed to enforce 'Gleichschaltung' (coordination) by extending state control into the private lives of citizens. The Nazis believed that leisure time should not be private but should serve the interests of the state. By organizing and structuring people's free time through KdF events, the regime could monitor behavior, prevent the formation of independent social groups, and systematically expose the population to Nazi propaganda, thereby fostering a unified national community (Volksgemeinschaft) loyal to Hitler.

Level 4 (6 marks): Explains two reasons.
Level 3 (4-5 marks): Explains one reason. (4 marks for a basic explanation; 5 marks for explanation supported by specific contextual knowledge.)
Level 2 (2-3 marks): Identifies or describes valid reason(s) but does not explain them. One Level 2 mark for each identification/description:
- To win the support of German workers.
- To compensate for the ban on trade unions.
- To control people's free time (Gleichschaltung).
- To prevent industrial strike action.
- To promote the idea of the Volksgemeinschaft.
- To keep workers healthy and productive for future war production.
Level 1 (1 mark): Writes about the topic but does not address the question.
Level 0 (0 marks): No creditable response.

The Nazi regime introduced the 'Strength through Joy' (Kraft durch Freude, or KdF) scheme for several reasons:

First, it was designed to appease and gain the loyalty of the German working class. In May 1933, the Nazis had banned independent trade unions and replaced them with the state-controlled German Labour Front (DAF). To prevent industrial unrest and reconcile workers to longer working hours and stagnant wages, the KdF provided highly subsidized leisure activities, such as theater visits, concerts, sports events, and affordable cruise holidays. This made workers feel valued and improved their morale.

Second, the scheme aimed to enforce 'Gleichschaltung' (coordination) by extending state control into the private lives of citizens. The Nazis believed that leisure time should not be private but should serve the interests of the state. By organizing and structuring people's free time through KdF events, the regime could monitor behavior, prevent the formation of independent social groups, and systematically expose the population to Nazi propaganda, thereby fostering a unified national community (Volksgemeinschaft) loyal to Hitler.

Level 4 (6 marks): Explains two reasons.
Level 3 (4-5 marks): Explains one reason. (4 marks for a basic explanation; 5 marks for explanation supported by specific contextual knowledge.)
Level 2 (2-3 marks): Identifies or describes valid reason(s) but does not explain them. One Level 2 mark for each identification/description:
- To win the support of German workers.
- To compensate for the ban on trade unions.
- To control people's free time (Gleichschaltung).
- To prevent industrial strike action.
- To promote the idea of the Volksgemeinschaft.
- To keep workers healthy and productive for future war production.
Level 1 (1 mark): Writes about the topic but does not address the question.
Level 0 (0 marks): No creditable response.

Agree (Propaganda):
- Goebbels and the Ministry of Public Enlightenment and Propaganda exercised total control over the press, radio, and cinema, ensuring only pro-regime messages were heard.
- The mass production of the cheap 'People’s Receiver' (Volksempfänger) radio brought Hitler’s speeches directly into millions of German homes.
- Spectacles like the annual Nuremberg Rallies projected an image of absolute unity, order, and power, making opposition seem hopeless and encouraging conformity.
- The cultivation of the 'Führer Myth' portrayed Hitler as a selfless, infallible savior, which maintained his personal popularity even when specific Nazi policies were disliked.

Disagree (Other factors like Terror and Popular Policies):
- Terror was fundamental; the SS and Gestapo crushed political opponents early on. Concentration camps like Dachau were opened in 1933 to imprison communists and trade unionists, effectively decapitating any organized resistance.
- The system of 'block wardens' (Blockleiter) ensured close surveillance of citizens at the neighborhood level, fostering an atmosphere of fear and self-censorship where people dared not speak out.
- Genuine popularity was achieved through economic success; the regime successfully reduced unemployment from 6 million in 1933 to near full employment by 1936 through public works (autobahns) and rearmament, winning the loyalty of many working-class Germans.
- Programs like Strength through Joy (KdF) offered subsidized holidays and leisure activities, making many ordinary Germans feel their lives had improved.

Conclusion:
Propaganda was highly effective in reinforcing loyalty and creating a veneer of unanimous support, but it could not have maintained control alone. The threat of terror was the essential safety net that silenced dissenters, while economic recovery provided the material satisfaction needed to make the propaganda believable.

Level 5 [10 marks]: Explains both sides and supports a valid, balanced judgement on 'how far'.
Level 4 [7–9 marks]: Explains both sides of the argument (one explanation on each side = 7 marks; one additional mark for each additional explanation on either side up to 9).
- e.g., explains how propaganda/the Volksempfänger built conformity AND how Gestapo terror silenced political opponents.
Level 3 [4–6 marks]: Explains one side of the argument (one explanation = 4 marks; five/six marks for explanations supported by specific contextual details).
- e.g., focuses only on the impact of Goebbels' propaganda methods.
Level 2 [2–3 marks]: Identifies or describes valid points/reasons but does not explain them.
- e.g., mentions the Gestapo, cheap radios, Nuremburg rallies, or the reduction in unemployment.
Level 1 [1 mark]: Writes about the topic but does not address the analytical prompt.
Level 0 [0 marks]: No creditable response.

In Source A (1934), the official ideology states that women belong in the domestic sphere to raise children and should leave employment. Conversely, Source B (1938) demands that women return to factories and munitions production due to labor shortages. This contradiction is initially surprising because it shows a complete reversal of official party ideology. However, it is not surprising to historians who understand the context of the late 1930s: Hitler's drive for rapid rearmament and the conscription of men into the military created a massive labor crisis that forced the regime to compromise its ideological goals for economic pragmatism.

Level 1: Identifies differences or similarities based purely on provenance (e.g., one is in 1934, the other in 1938). [1-2 marks]
Level 2: Compares the content of the sources to identify contradictions (e.g., Source A advocates for domesticity, while Source B advocates for industrial employment). [3-4 marks]
Level 3: Evaluates the surprise using contextual knowledge (e.g., explains that by 1938, Germany was preparing for war, which created a labor shortage, meaning the shift, while ideologically contradictory, is historically logical). [5-8 marks]

Truman made this speech in September 1950 to mobilize public and political support for US involvement in Korea. Historically, September 1950 was a critical turning point: UN and US forces had successfully defended the Pusan Perimeter and were launching the major counter-offensive at Inchon. Truman needed to justify the transition from defensive defense to an offensive campaign, framing the military action not as a unilateral US war, but as a defense of the UN charter and a necessary act of containment to prevent the 'domino effect' of communist expansion in Asia.

Level 1: Paraphrases the source or asserts reasons based on general knowledge (e.g., Truman wanted to stop communism). [1-2 marks]
Level 2: Explains the message of the source as the reason for the speech (e.g., he spoke to show that communism was a threat to world peace). [3-4 marks]
Level 3: Explains the context of September 1950 (the defense of Pusan, the upcoming Inchon landings, and the escalation of the conflict). [5-6 marks]
Level 4: Explains Truman's underlying purpose (to win long-term public support for the high costs of containment and to convince the public that domestic security was linked to Korean independence). [7-8 marks]

The editorial was published in June 1919 because that was the month the German delegation was given an ultimatum by the Allies to sign the Treaty of Versailles. The editorial reflects the shock and outrage of the German public, who had expected a treaty based on Woodrow Wilson's Fourteen Points. The newspaper published these words to capitalize on and fuel the national sentiment of victimhood ('Diktat') and to distance the German populace from the moral responsibility of the war guilt clause (Article 231).

Level 1: Paraphrases the source or makes simple assertions about June 1919. [1-2 marks]
Level 2: Explains the message of the source as the reason for publication (e.g., to protest against the loss of colonies and military reductions). [3-4 marks]
Level 3: Explains the specific context of June 1919 (the Allied ultimatum, the collapse of Chancellor Scheidemann's cabinet, and the imminent signing of the treaty on June 28). [5-6 marks]
Level 4: Explains the purpose of the editorial (to foster nationalist sentiment, reject the legitimacy of the treaty, and shift the blame onto the democratic politicians who were forced to sign it). [7-8 marks]

The cartoonist of Source E (a German publication in 1912) believes alliances prevent war by acting as a deterrent. This is shown by the secure fortress and the circle representing defensive strength. In contrast, the cartoonist of Source F (a British publication in July 1914) believes that alliance commitments drag countries into conflicts they otherwise have no business in, acting as a domino chain to war. This reflects the immediate fears of the July Crisis following the assassination of Franz Ferdinand.

Level 1: Compares surface details of the cartoons or makes simple assertions. [1-2 marks]
Level 2: Identifies agreement/disagreement based on one cartoon only. [3-4 marks]
Level 3: Explains agreements or disagreements of the big messages (Source E sees alliances as defensive/peaceful; Source F sees them as a chain reaction to war). [5-6 marks]
Level 4: Compares the points of view of both cartoonists, supported by details of the sources and specific contextual knowledge of pre-war alliances and the July Crisis. [7-8 marks]

Source G is useful as evidence of the intended positive impact of the AAA, such as raising crop prices and stabilizing farm incomes. However, it lacks utility as an objective assessment because it is from a Democratic Senator, a politician with a clear bias to make Roosevelt's policies look successful. Furthermore, it leaves out critical facts: the reduction of crop production often led to the eviction of millions of vulnerable black and white sharecroppers and tenant farmers who were made redundant, a major failure of the policy that is not mentioned.

Level 1: Simple assertions about utility based on the source's provenance (e.g., it is not useful because he is a politician). [1-2 marks]
Level 2: Explains why the source is useful (e.g., provides contemporary evidence of rising agricultural prices and the economic logic of the AAA). [3-4 marks]
Level 3: Explains why the source is limited (e.g., highlights the senator's political bias and points out what the source omits, such as the eviction of tenant farmers and sharecroppers). [5-6 marks]
Level 4: Evaluates utility by balancing both usefulness (as evidence of official defense and positive pricing statistics) and limitations (omissions of social costs) to reach a nuanced conclusion. [7-8 marks]

Accounts may include the following:

- **Slogan and Ideology:** Women were encouraged to conform to the traditional role of mother and housewife, summarized by the slogan 'Kinder, Küche, Kirche' (Children, Kitchen, Church).
- **Employment Policies:** Women were discouraged from working to free up jobs for unemployed men. From 1933, women were increasingly banned from professional careers such as doctors, lawyers, and civil servants. High-level university access for female students was limited to 10%.
- **Marriage Loans (Law for the Encouragement of Marriage, 1933):** Newlyweds were offered interest-free loans of up to 1000 Reichsmarks, provided the wife gave up her job. For each child born, 25% of the loan was written off.
- **The Mother’s Cross (Mutterkreuz):** Introduced to encourage large Aryan families. Medals were awarded on Hitler's mother's birthday: Bronze for 4–5 children, Silver for 6–7 children, and Gold for 8 or more.
- **Lebensborn Program (1935):** Initiated by Heinrich Himmler, this program encouraged racially pure unmarried women to have children with SS officers to build the Aryan master race.
- **Social Control and Lifestyle:** Women were discouraged from wearing makeup, high heels, trousers, or dyeing their hair. Slimming was discouraged because it was believed to make childbirth harder. Smoking in public was heavily disapproved of.

Use Table A to mark this question:

- **Level 3 (11–15 marks):** Account includes the main events/developments and directly addresses the question. Account is consistently supported by accurate historical knowledge and is logically sequenced.
- **Level 2 (6–10 marks):** Account describes some events/developments relevant to the question. Account is mostly supported by accurate historical knowledge and is structured in its approach.
- **Level 1 (1–5 marks):** Response has limited relevance to the question. Response includes some accurate historical knowledge, but points made are generally unconnected.
- **Level 0 (0 marks):** No creditable response.

To assess the success of Nazi policies towards the youth by 1939, it is necessary to examine both their successes in mass mobilization and indoctrination, as well as their limitations and the resistance they encountered.

**Arguments for success (securing control):**
- **Mass Membership and Compliance:** By 1936, membership in the Hitler Youth (HJ) and League of German Girls (BDM) was effectively made compulsory, and by 1939, over 90% of German youths aged 10–18 were members, showcasing the regime's success in institutional control.
- **Indoctrination through Education:** The entire school curriculum was Nazified. Biology taught racial theory, History was rewritten to emphasize German greatness, and Physical Education became a priority to prepare boys for the military and girls for motherhood. This created a generation deeply indoctrinated with Nazi ideals.
- **Appeal of Activities:** Many working-class children initially found HJ activities highly appealing, offering hiking, camping, and sports that they previously could not afford, which fostered loyalty to the regime.
- **Undermining Traditional Authority:** The regime succeeded to an extent in shifting youth loyalty from the family and the Church to Adolf Hitler, with children occasionally reporting non-conformist parents or teachers to the authorities.

**Arguments for failure/limitations (failing to secure total control):**
- **Growing Disillusionment:** As the 1930s progressed, HJ meetings became increasingly militaristic, rigid, and tedious. Constant marching, drilling, and lectures led to boredom and high rates of absenteeism, even before the war started.
- **The Rise of Alternative Youth Culture:** Dissatisfaction with the regimentation of the HJ gave rise to various rebel youth groups. The 'Swing Youth' rejected Nazi ideals by listening to forbidden American jazz music, wearing Anglo-American clothing, and encouraging a permissive lifestyle.
- **Active Working-Class Opposition:** The 'Edelweiss Pirates' (mainly working-class teenagers in industrial cities) actively avoided HJ membership, attacked HJ patrols, and spray-painted anti-Nazi slogans on walls.
- **Superficial Conformity:** Much of the youth conformity was forced and superficial. Many young people merely went through the motions to avoid trouble for themselves and their parents, without genuinely embracing Nazi racial and political ideology.

**Conclusion:**
In conclusion, while the Nazi state succeeded in capturing the external lives of the vast majority of German youth through compulsory organizations and school curriculum control, it did not achieve total control over their minds and cultures. The emergence of active opposition movements and widespread apathy in the late 1930s demonstrates that a significant portion of German youth managed to maintain their independence from Nazi totalitarianism.

**Level 5 (21–25 marks):**
- Presents more than one facet of the discussion (arguments for success vs. arguments for failure).
- Uses well-supported historical explanations for both sides.
- Reaches a clear, convincing, and substantiated judgment on the extent of control achieved by 1939.

**Level 4 (16–20 marks):**
- Presents both sides of the discussion.
- Explanations are used to support both the successes (compulsory HJ, educational coordination, militarization) and the limitations (disillusionment, Edelweiss Pirates, Swing Youth).
- May attempt a judgment but it is only partially supported.

**Level 3 (11–15 marks):**
- Focuses primarily on one side of the discussion (e.g., only explains how the Nazis succeeded in controlling youth, or only describes youth opposition).
- Supported by historical facts, but lacks balanced analysis.

**Level 2 (6–10 marks):**
- Attempts to address the question but relies on general assertions without deep analysis.
- Points may be undeveloped or lack specific context (e.g., mentioning that kids liked sports or that there were youth gangs without explaining their significance relative to total control).

**Level 1 (1–5 marks):**
- Demonstrates general knowledge of Nazi Germany or youth but with limited focus on the actual question of 'total control'.
- No analytical arguments or judgment.

**Level 0 (0 marks):**
- No creditable response.