AQA A-level HISTORY 7042/2R Component 2R The Cold War, c1945–1991 Version: 1.0 Final IB/M/Jun23/E3 7042/2R A-level HISTORY Component 2R The Cold War, c1945–1991// QUESTION PAPER & MARKING SCHEME/ [MERGED] Marl( scheme June 2023

AQA A-level HISTORY 7042/2R Component 2R The Cold War, c1945–1991 Version: 1.0 Final IB/M/Jun23/E3 7042/2R A-level HISTORY Component 2R The Cold War, c1945–1991 Friday 9 June 2023 Afternoon Time allowed: 2 hours 30 minutes Materials For this paper you must have: • an AQA 16-page answer book. Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer book. The Paper Reference is 7042/2R. • Answer three questions. In Section A answer Question 01. In Section B answer two questions. Information • The marks for questions are shown in brackets. • The maximum mark for this paper is 80. • You will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate. Advice • You are advised to spend about: – 1 hour on Question 01 from Section A – 45 minutes on each of the two questions answered from Section B. 2 IB/M/Jun23/7042/2R Section A Answer Question 01. Source A From a speech given to the United Nations Security Council, by the US Ambassador to the United Nations, Adlai Stevenson, 23 October 1962. I have asked for an emergency meeting of the Security Council to bring to your attention a grave threat to the peace of the world. Last night, the US President reported alarming military developments in Cuba. In view of the transformation of Cuba into a base for offensive weapons of sudden mass destruction, he announced a strict quarantine on all offensive military weapons under shipment to Cuba. He did so because the importation of the Cold War into the heart of the Americas constitutes a threat to the peace of this hemisphere and the peace of the world. The crucial fact is that Cuba has given the Soviet Union a foothold and staging area in this hemisphere; that it has invited an anti-democratic and expansionist power into the heart of the American family; that it is an accomplice in the communist enterprise of world dominion. Since the end of the Second World War, there has been no threat to the vision of peace so profound. 5 10 Source B From a confidential message sent by telegram to Nikita Khrushchev by Fidel Castro, 26 October 1962. I consider that aggression is imminent within the next 72 hours. You can rest assured that we will firmly resist attack. The morale of the Cuban people is extremely high and the aggressor will be confronted heroically. If the imperialists invade Cuba with the goal of occupying it, this aggressive policy poses grave danger for humanity and so the Soviet Union must never permit circumstances in which the imperialists launch the first nuclear strike. I believe that the imperialists’ aggressiveness is extremely dangerous. If they actually carry out the brutal act of invading Cuba in violation of international law and morality, that would be the moment to eliminate such danger forever through an act of clear legitimate defense, however harsh and terrible the solution would be, for there is no other. The imperialists, disregarding world public opinion and ignoring principles and the law, are blockading the seas, violating our airspace and preparing an invasion, while frustrating every possibility for talks. 5 10 3 IB/M/Jun23/7042/2R Turn over ► Source C From a letter sent privately to Nikita Khrushchev by President Kennedy, 6 November 1962. Recent events have given a profound shock to relations between our two countries. It may be said that the Soviet Union was under no obligation to inform us of any activities it was carrying on in a third country – I cannot accept this view. Not only did this action threaten the safety of this hemisphere, but it was a dangerous attempt to change the worldwide status quo. Secret action of this kind seems to me both hazardous and unjustified. Your government repeatedly gave us assurances of what it was not doing which proved inaccurate and in the aftermath of this shock, to which we replied with a measured but necessary response, I believe it is vital that we should re-establish some degree of confidence in communication between the two of us. If the leaders of the two great nuclear powers cannot judge with some accuracy the intentions of each other, we shall find ourselves in gravely increasing danger – not only for our two countries but for the whole world. 5 10 0 1 With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the Cuban Missile Crisis. [30 marks] Turn over for Section B 4 IB/M/Jun23/7042/2R Section B Answer two questions. 0 2 ‘The conflict in Korea weakened the USA’s international position after 1953.’ Assess the validity of this view. [25 marks] 0 3 ‘The USA’s failure to secure victory in Vietnam by 1968 was due to mistakes in its military strategy and tactics.’ Assess the validity of this view. [25 marks] 0 4 How significant was the Soviet invasion of Afghanistan in the deterioration of relations between the USA and the USSR in the years 1979 to 1985? [25 marks] END OF QUESTIONS Copyright information For confidentiality purposes, all acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2023 AQA and its licensors. All rights reserved. *236A7042/2R* A-level HISTORY 7042/2R Component 2R The Cold War, c1945–1991 Mark scheme June 2023 Version: 1.0 Final *236A7042/2R/MS* MARK SCHEME – A-LEVEL HISTORY – 7042/2R – JUNE 2023 2 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2023 AQA and its licensors. All rights reserved. MARK SCHEME – A-LEVEL HISTORY – 7042/2R – JUNE 2023 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity, you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level, you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark near the top of the level because of the Level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – A-LEVEL HISTORY – 7042/2R – JUNE 2023 4 Section A 0 1 With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the Cuban Missile Crisis. [30 marks] Target: AO2 Analyse and evaluate appropriate source material, primary and/or contemporary to the period, within the historical context. Generic Mark Scheme L5: Shows a very good understanding of all three sources in relation to both content and provenance and combines this with a strong awareness of the historical context to present a balanced argument on their value for the particular purpose given in the question. The answer will convey a substantiated judgement. The response demonstrates a very good understanding of context. 25–30 L4: Shows a good understanding of all three sources in relation to both content and provenance and combines this with an awareness of the historical context to provide a balanced argument on their value for the particular purpose given in the question. Judgements may, however, be partial or limited in substantiation. The response demonstrates a good understanding of context. 19–24 L3: Shows some understanding of all three sources in relation to both content and provenance together with some awareness of the historical context. There may, however, be some imbalance in the degree of breadth and depth of comment offered on all three sources and the analysis may not be fully convincing. The answer will make some attempt to consider the value of the sources for the particular purpose given in the question. The response demonstrates an understanding of context. 13–18 L2: The answer will be partial. It may, for example, provide so