2024_AQA: AS HISTORY The Transformation of China, 1936–1997 Component 2P The
Emergence of the People’s Republic of China, 1936–1962
(Merged Question paper and marking scheme): Monday 20 May 2024
AS
HISTORY
The Transformation of China, 1936–1997
Component 2P The emergence of the People’s Republic of China, 1936–1962
Monday 20 May 2024 Afternoon Time allowed: 1 hour 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
7041/2P.
Answer two questions.
In Section A answer Question 01.
In Section B answer either Question 02 or Question 03.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 50.
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:
– 50 minutes on Section A
– 40 minutes on Section B.
,AS History: The American Dream: Reality and Illusion, 1945–1980
Component 2Q: Prosperity, Inequality, and Superpower Status, 1945–1963
May 2025
Key Areas to Revise:
1. Post-War Economic Prosperity (1945–1963)
The Economic Boom (1945–1963): Focus on the period of prosperity following WWII. Study
how the Marshall Plan, G.I. Bill, and federal spending stimulated economic growth.
Understand the rise of consumerism, the growth of suburbs, and the boom in automobile
production.
The Growth of the Middle Class: Examine how post-war policies led to the growth of the
middle class, and how increased wages and credit made goods like homes, cars, and
household items more accessible.
Industrial Growth and Technological Advancements: Study key developments, such as
the rise of industries in defense, aerospace, and electronics, as well as technological
innovations like computers and television.
2. Inequality and the Limits of Prosperity
Racial Inequality: Despite economic prosperity, African Americans continued to face
segregation, disenfranchisement, and limited opportunities, especially in the South. Review
the development of the Civil Rights Movement, key events like the Brown v. Board of
Education decision (1954), and Rosa Parks’ role in the Montgomery Bus Boycott (1955).
Gender Inequality: Examine the roles of women in post-war America. While many entered
the workforce during WWII, many were pushed back into domestic roles in the 1950s. Study
the feminist movement and the Betty Friedan’s The Feminine Mystique (1963) and how it
challenged traditional gender roles.
Economic Disparities: Understand how prosperity was unevenly distributed. Study the rise of
poverty in certain regions, especially in urban slums and rural areas, and how minorities and
the elderly were disproportionately affected by poverty despite the booming economy.
3. Superpower Status and the Cold War
Cold War and the U.S. as a Superpower: Understand the role of the U.S. as a global
superpower in the early Cold War, particularly in its rivalry with the Soviet Union. Explore the
effects of U.S. foreign policy, such as containment and involvement in conflicts like the
Korean War (1950–1953).
The Arms Race and Nuclear Policy: Study the escalation of the nuclear arms race between
the U.S. and USSR during this period and the establishment of U.S. nuclear dominance. The
Cuban Missile Crisis (1962) was a key moment in this escalation.
4. Domestic Politics and the Presidency
Eisenhower Administration (1953–1961): Analyze President Dwight D. Eisenhower’s
approach to domestic policy, particularly his efforts to promote infrastructure development
(e.g., the Interstate Highway Act of 1956) and his moderation of Cold War tensions.
The Kennedy Presidency (1961–1963): Focus on John F. Kennedy’s New Frontier
initiatives, including the space race (Apollo Program), civil rights efforts, and handling of Cold
War crises like the Cuban Missile Crisis. Study his efforts to balance the domestic agenda
with foreign policy concerns.
IB/M/Jun24/G4002/E5 7041/2P
, 2
Section A
Answer Question 01.
Source A
From ‘Revolution in a Chinese Village’ by William Hinton, published in America, 1966.
Hinton, an American communist, interviewed members of CCP work teams he worked with
in northern China, 1948.
The communist cadres organised a public struggle session and ordered the entire village
to attend. The landlords, who were the targets of the struggle meeting, were led to a
stage, bound by hand, and forced to stand. The cadres yelled accusations at them and
punched them, but the villagers held back. That evening, the cadres broke the village up
into group meetings and reviewed with them the behaviour of these individuals during the 5
Japanese occupation. They assured the villagers that the Red Army held the area
securely, so they need not fear later retribution. The next day, the villagers participated
more violently. Two of the landlords were marched to the edge of the village and shot.
Source B
From recollections of the 1950s by a Chinese peasant interviewed in 1969. The interview
was conducted by an independent overseas Chinese journalist and published in the West
in 1973.
After the establishment of the PRC and the 1950 Agricultural Reform Law, we peasants
agreed that our landlord received far more in rent, interest and free labour than he was
entitled to, and he was ordered to return the surplus to the landless poor of the village. All
debts and interest owed to him were cancelled. His land and tools were taken, but he was
left with some land for himself, which was the same share as the landless peasants got. 5
He also received a share of the tools like the others. Some of his houses and furniture
were taken from him and given to the poor, but he was allowed to keep his main home and
its furniture.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining the land reform campaigns in
China?
[25 marks]
IB/M/Jun24/7041/2P
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Foreign intervention in China, in the years 1945 to 1949, benefited the GMD more than
the CCP.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘In 1956/57 Mao launched the Hundred Flowers Campaign in order to purge his
opponents.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2P
, 4
There are no questions printed on this page
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 www.aqa.org.uk
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 © 2024 AQA and its licensors. All rights reserved.
IB/M/Jun24/7041/2P
,AS
HISTORY
7041/2P
The Transformation of China, 1936–1997
Component 2P The emergence of the People’s Republic of China, 1936–1962
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
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.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
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 © 2024 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
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.
3
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
Section A
0 1 With reference to these sources and your understanding of the historical context, which of
these two sources is more valuable in explaining the land reform campaigns in China?
[25 marks]
Target: AO2
Analyse and evaluate appropriate source material, primary and/or contemporary to the period,
within the historical context.
Generic Mark Scheme
L5: Answers will display a very good understanding of the value of the sources in relation to the issue
identified in the question. They will evaluate the sources thoroughly in order to provide a
well-substantiated conclusion. The response demonstrates a very good understanding of context.
21–25
L4: Answers will provide a range of relevant well-supported comments on the value of the sources for
the issue identified in the question. There will be sufficient comment to provide a supported
conclusion but not all comments will be well-substantiated, and judgements will be limited. The
response demonstrates a good understanding of context. 16–20
L3: The answer will provide some relevant comments on the value of the sources and there will be
some explicit reference to the issue identified in the question. Judgements will however, be partial
and/or thinly supported. The response demonstrates an understanding of context. 11–15
L2: The answer will be partial. There may be either some relevant comments on the value of one
source in relation to the issue identified in the question or some comment on both, but lacking
depth and having little, if any, explicit link to the issue identified in the question. The response
demonstrates some understanding of context. 6–10
L1: The answer will either describe source content or offer stock phrases about the value of the
source. There may be some comment on the issue identified in the question but it is likely to be
limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of
context. 1–5
Nothing worthy of credit. 0
4
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
Indicative content
Note: This content is not prescriptive and students are not obliged to refer to the material
contained in this mark scheme. Any legitimate answer will be assessed on its merits according to
the generic levels scheme.
Students must deploy knowledge of the historical context to show an understanding of the
relationship between the sources and the issues raised in the question, when assessing the
significance of provenance, the arguments deployed in the sources and the tone and emphasis
of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2
at best. Answers should address both the value and the limitations of the sources for the
particular question and purpose given.
In responding to this question, students may choose to address each source in turn or to adopt a more
comparative approach in order to arrive at a judgement. Either approach is equally valid and what
follows is indicative of the evaluation which may be relevant.
Source A: in assessing the value of this source as an explanation, students may refer to the
following:
Provenance and tone
the author worked alongside a CCP work team in 1948 and so had first-hand experience of
implementing land reform. He was also able to interview CCP cadres who had been involved in the
campaign even longer
it was written in 1948, which was generally a moderate period in the land reform campaign, but it
describes a very violent form of land reform. The reference to the Japanese occupation may suggest
this comes from the earlier ‘Land to the Tillers’ phase of land reform
Hinton is a Communist sympathiser and does perhaps rely excessively on the CCP perspective that
the villagers just needed reassurance before getting involved in class struggle. However, the tone is
surprisingly frank for someone working with the CCP and he is willing to show the initial reticence of
the villagers and the level of violence.
Content and argument
it describes the process by which land reform was typically accomplished – the arrival of the cadres,
the struggle sessions, the violence
the source suggests that land reform was very brutal and violent, with the landlord suffering a
humiliating struggle session before being shot. It is estimated that 1.5–2m were killed during the
campaign
it suggests that the land reform campaign was led by CCP cadres rather than being a peasant-led
movement. It suggests that the peasants were pushed, possibly against their will, into taking part in
violent struggle sessions against the landlords. This somewhat challenges the view that land reform
was genuinely popular with the peasants.
5
Emergence of the People’s Republic of China, 1936–1962
(Merged Question paper and marking scheme): Monday 20 May 2024
AS
HISTORY
The Transformation of China, 1936–1997
Component 2P The emergence of the People’s Republic of China, 1936–1962
Monday 20 May 2024 Afternoon Time allowed: 1 hour 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
7041/2P.
Answer two questions.
In Section A answer Question 01.
In Section B answer either Question 02 or Question 03.
Information
The marks for questions are shown in brackets.
The maximum mark for this paper is 50.
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:
– 50 minutes on Section A
– 40 minutes on Section B.
,AS History: The American Dream: Reality and Illusion, 1945–1980
Component 2Q: Prosperity, Inequality, and Superpower Status, 1945–1963
May 2025
Key Areas to Revise:
1. Post-War Economic Prosperity (1945–1963)
The Economic Boom (1945–1963): Focus on the period of prosperity following WWII. Study
how the Marshall Plan, G.I. Bill, and federal spending stimulated economic growth.
Understand the rise of consumerism, the growth of suburbs, and the boom in automobile
production.
The Growth of the Middle Class: Examine how post-war policies led to the growth of the
middle class, and how increased wages and credit made goods like homes, cars, and
household items more accessible.
Industrial Growth and Technological Advancements: Study key developments, such as
the rise of industries in defense, aerospace, and electronics, as well as technological
innovations like computers and television.
2. Inequality and the Limits of Prosperity
Racial Inequality: Despite economic prosperity, African Americans continued to face
segregation, disenfranchisement, and limited opportunities, especially in the South. Review
the development of the Civil Rights Movement, key events like the Brown v. Board of
Education decision (1954), and Rosa Parks’ role in the Montgomery Bus Boycott (1955).
Gender Inequality: Examine the roles of women in post-war America. While many entered
the workforce during WWII, many were pushed back into domestic roles in the 1950s. Study
the feminist movement and the Betty Friedan’s The Feminine Mystique (1963) and how it
challenged traditional gender roles.
Economic Disparities: Understand how prosperity was unevenly distributed. Study the rise of
poverty in certain regions, especially in urban slums and rural areas, and how minorities and
the elderly were disproportionately affected by poverty despite the booming economy.
3. Superpower Status and the Cold War
Cold War and the U.S. as a Superpower: Understand the role of the U.S. as a global
superpower in the early Cold War, particularly in its rivalry with the Soviet Union. Explore the
effects of U.S. foreign policy, such as containment and involvement in conflicts like the
Korean War (1950–1953).
The Arms Race and Nuclear Policy: Study the escalation of the nuclear arms race between
the U.S. and USSR during this period and the establishment of U.S. nuclear dominance. The
Cuban Missile Crisis (1962) was a key moment in this escalation.
4. Domestic Politics and the Presidency
Eisenhower Administration (1953–1961): Analyze President Dwight D. Eisenhower’s
approach to domestic policy, particularly his efforts to promote infrastructure development
(e.g., the Interstate Highway Act of 1956) and his moderation of Cold War tensions.
The Kennedy Presidency (1961–1963): Focus on John F. Kennedy’s New Frontier
initiatives, including the space race (Apollo Program), civil rights efforts, and handling of Cold
War crises like the Cuban Missile Crisis. Study his efforts to balance the domestic agenda
with foreign policy concerns.
IB/M/Jun24/G4002/E5 7041/2P
, 2
Section A
Answer Question 01.
Source A
From ‘Revolution in a Chinese Village’ by William Hinton, published in America, 1966.
Hinton, an American communist, interviewed members of CCP work teams he worked with
in northern China, 1948.
The communist cadres organised a public struggle session and ordered the entire village
to attend. The landlords, who were the targets of the struggle meeting, were led to a
stage, bound by hand, and forced to stand. The cadres yelled accusations at them and
punched them, but the villagers held back. That evening, the cadres broke the village up
into group meetings and reviewed with them the behaviour of these individuals during the 5
Japanese occupation. They assured the villagers that the Red Army held the area
securely, so they need not fear later retribution. The next day, the villagers participated
more violently. Two of the landlords were marched to the edge of the village and shot.
Source B
From recollections of the 1950s by a Chinese peasant interviewed in 1969. The interview
was conducted by an independent overseas Chinese journalist and published in the West
in 1973.
After the establishment of the PRC and the 1950 Agricultural Reform Law, we peasants
agreed that our landlord received far more in rent, interest and free labour than he was
entitled to, and he was ordered to return the surplus to the landless poor of the village. All
debts and interest owed to him were cancelled. His land and tools were taken, but he was
left with some land for himself, which was the same share as the landless peasants got. 5
He also received a share of the tools like the others. Some of his houses and furniture
were taken from him and given to the poor, but he was allowed to keep his main home and
its furniture.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining the land reform campaigns in
China?
[25 marks]
IB/M/Jun24/7041/2P
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘Foreign intervention in China, in the years 1945 to 1949, benefited the GMD more than
the CCP.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘In 1956/57 Mao launched the Hundred Flowers Campaign in order to purge his
opponents.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2P
, 4
There are no questions printed on this page
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 www.aqa.org.uk
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 © 2024 AQA and its licensors. All rights reserved.
IB/M/Jun24/7041/2P
,AS
HISTORY
7041/2P
The Transformation of China, 1936–1997
Component 2P The emergence of the People’s Republic of China, 1936–1962
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
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.
No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.
A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
Further copies of this mark scheme are available from aqa.org.uk
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 © 2024 AQA and its licensors. All rights reserved.
2
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
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.
3
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
Section A
0 1 With reference to these sources and your understanding of the historical context, which of
these two sources is more valuable in explaining the land reform campaigns in China?
[25 marks]
Target: AO2
Analyse and evaluate appropriate source material, primary and/or contemporary to the period,
within the historical context.
Generic Mark Scheme
L5: Answers will display a very good understanding of the value of the sources in relation to the issue
identified in the question. They will evaluate the sources thoroughly in order to provide a
well-substantiated conclusion. The response demonstrates a very good understanding of context.
21–25
L4: Answers will provide a range of relevant well-supported comments on the value of the sources for
the issue identified in the question. There will be sufficient comment to provide a supported
conclusion but not all comments will be well-substantiated, and judgements will be limited. The
response demonstrates a good understanding of context. 16–20
L3: The answer will provide some relevant comments on the value of the sources and there will be
some explicit reference to the issue identified in the question. Judgements will however, be partial
and/or thinly supported. The response demonstrates an understanding of context. 11–15
L2: The answer will be partial. There may be either some relevant comments on the value of one
source in relation to the issue identified in the question or some comment on both, but lacking
depth and having little, if any, explicit link to the issue identified in the question. The response
demonstrates some understanding of context. 6–10
L1: The answer will either describe source content or offer stock phrases about the value of the
source. There may be some comment on the issue identified in the question but it is likely to be
limited, unsubstantiated and unconvincing. The response demonstrates limited understanding of
context. 1–5
Nothing worthy of credit. 0
4
, MARK SCHEME – AS HISTORY – 7041/2P – JUNE 2024
Indicative content
Note: This content is not prescriptive and students are not obliged to refer to the material
contained in this mark scheme. Any legitimate answer will be assessed on its merits according to
the generic levels scheme.
Students must deploy knowledge of the historical context to show an understanding of the
relationship between the sources and the issues raised in the question, when assessing the
significance of provenance, the arguments deployed in the sources and the tone and emphasis
of the sources. Descriptive answers which fail to do this should be awarded no more than Level 2
at best. Answers should address both the value and the limitations of the sources for the
particular question and purpose given.
In responding to this question, students may choose to address each source in turn or to adopt a more
comparative approach in order to arrive at a judgement. Either approach is equally valid and what
follows is indicative of the evaluation which may be relevant.
Source A: in assessing the value of this source as an explanation, students may refer to the
following:
Provenance and tone
the author worked alongside a CCP work team in 1948 and so had first-hand experience of
implementing land reform. He was also able to interview CCP cadres who had been involved in the
campaign even longer
it was written in 1948, which was generally a moderate period in the land reform campaign, but it
describes a very violent form of land reform. The reference to the Japanese occupation may suggest
this comes from the earlier ‘Land to the Tillers’ phase of land reform
Hinton is a Communist sympathiser and does perhaps rely excessively on the CCP perspective that
the villagers just needed reassurance before getting involved in class struggle. However, the tone is
surprisingly frank for someone working with the CCP and he is willing to show the initial reticence of
the villagers and the level of violence.
Content and argument
it describes the process by which land reform was typically accomplished – the arrival of the cadres,
the struggle sessions, the violence
the source suggests that land reform was very brutal and violent, with the landlord suffering a
humiliating struggle session before being shot. It is estimated that 1.5–2m were killed during the
campaign
it suggests that the land reform campaign was led by CCP cadres rather than being a peasant-led
movement. It suggests that the peasants were pushed, possibly against their will, into taking part in
violent struggle sessions against the landlords. This somewhat challenges the view that land reform
was genuinely popular with the peasants.
5
