2024_AQA: AS HISTORY Revolution and Dictatorship: Russia, 1917–1953 Component 2N The
Russian Revolution and the Rise of Stalin, 1917–1929
(Merged Question paper and marking scheme): Monday 20 May 2024.
AS
HISTORY
Revolution and dictatorship: Russia, 1917–1953
Component 2N The Russian Revolution and the Rise of Stalin, 1917–1929
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
7041/2N.
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: Revolution and Dictatorship: Russia, 1917–1953
Component 2N: The Russian Revolution and the Rise of Stalin, 1917–1929
May 2025
Key Areas to Revise:
1. The 1917 Russian Revolution:
Key Events of 1917: Understand the causes of the February Revolution, the abdication of Tsar
Nicholas II, and the rise of the Provisional Government.
The October Revolution: Focus on the Bolshevik seizure of power, led by Vladimir Lenin, the role
of Trotsky, and the overthrow of the Provisional Government.
Impact on Russian Society: Examine the changes in society, including the end of the Romanov
dynasty, the overthrow of aristocracy, and the rise of Bolshevik rule.
2. Lenin’s Leadership and the Civil War:
The Russian Civil War (1917–1922): Review the struggle between the Bolsheviks (Reds) and the
anti-Bolshevik forces (Whites), the role of foreign intervention, and the key events that led to
Bolshevik victory.
War Communism and the Red Terror: Study the Bolshevik policies, such as War Communism, and
the Red Terror used to suppress opposition. Focus on how Lenin’s leadership solidified Bolshevik
power.
3. The Treaty of Brest-Litovsk (1918):
Impact on Russia and Europe: Understand the significance of the Treaty of Brest-Litovsk with
Germany, and how it ended Russia’s involvement in World War I but led to the loss of territory and
resources. Analyze the political and economic consequences for Russia.
4. The Creation of the USSR (1922):
Formation of the Soviet Union: Study the process of the Russian Civil War’s end and the
formation of the USSR. Understand how Lenin and the Bolsheviks restructured the Russian Empire
into a federal socialist state.
Consolidation of Bolshevik Power: Focus on Lenin’s strategies to solidify Bolshevik control over the
Soviet Union, including nationalization, repression, and the creation of the Cheka.
5. Lenin’s Health and the Struggle for Power (1924):
Lenin’s Stroke and Succession Crisis: Review the impact of Lenin’s health decline on the political
structure of the Bolshevik Party. Examine the power struggle among the leading figures, particularly
between Stalin, Trotsky, Zinoviev, and Kamenev.
Lenin’s Testament: Analyze Lenin’s political will, in which he warned against Stalin’s increasing
power and suggested the removal of Stalin from the position of General Secretary.
6. The Rise of Stalin:
Stalin’s Power Base: Study how Stalin used his position as General Secretary to build a power base,
manipulating party structures, aligning with key figures like Zinoviev and Kamenev, and strategically
outmaneuvering Trotsky.
Expulsion of Trotsky: Understand the significance of Stalin’s exile of Trotsky and the subsequent
marginalization of his political rivals. Focus on the methods used by Stalin to remove Trotsky and
others, including political purges and control over party organizations.
IB/M/Jun24/G4002/E4 7041/2N
, 2
Section A
Answer Question 01.
Source A
From a speech to the Moscow Soviet by Lenin, 6 March 1920. This was subsequently
published in the party magazine, ‘Communist International’.
Comrades, a year has passed since the founding of Comintern. During this year it has
been successful beyond all expectations. In Western Europe, revolution is developing
slowly but we can be sure it will come. All workers can see that another war like the last is
inevitable if the imperialists and the bourgeoisie remain in power.
The Western capitalists do not know what to say. They began by declaring that the 5
Bolsheviks were violators of all the laws of God and man; they would not talk or make
peace with us. Then they started to say they might trade with us but would not recognise
us. Such confusion only adds to the strength of the Communist movement.
Source B
From articles published in official government newspapers by Trotsky, summer 1922.
Trotsky summarises his response to questions posed by foreign journalists.
Western leaders fail to understand that the Russian workers’ revolution has opened up a
new era in world history. In 1921, the US President rejected a Soviet approach advocating
trade relations. Instead, he tried to dictate to us the form of government our country
should adopt. When we proposed disarmament at the Genoa conference, we were met
with refusal. Instead, the West proposed that we paid enormous sums to foreign 5
capitalists whose wealth had been gained by exploiting Russian workers.
For the present we intend to wait. Europe and the world need Russia and economic
necessity will eventually force a change in attitude. We are advancing steadily and firmly
and we can ignore the changing moods of foreign capitalists.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining Russia’s relationship with the West
in the years 1920 to 1922?
[25 marks]
IB/M/Jun24/7041/2N
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘The revolution in Russia in February/March 1917 was more the result of economic
problems than the failings of Tsar Nicholas II.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The main reason why Stalin made the ‘Great Turn’ was to win the power struggle.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2N
, 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/Jun24/7041/2N
,AS
HISTORY
7041/2N
Revolution and dictatorship: Russia, 1917–1953
Component 2N The Russian Revolution and the Rise of Stalin, 1917–1929
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2N – 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 – 7041/2N – 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 – 7041/2N – 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 Russia’s relationship with the West in the
years 1920 to 1922?
[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 – 7041/2N – 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
this speech is by Lenin who, because of his authority at the head of government, provides the official
Russian position on the issues mentioned making the source valuable. However, Lenin is aware that
the speech will be published, so it seeks to reinforce the Communist view of the West and is therefore
propagandist and one-sided, reducing its value.
Lenin is speaking to a favourable audience of Soviet delegates with the aim of bolstering support for
the work of Comintern at a time when some may have been harbouring private doubts about its
viability as the war against Poland was not going to plan. This could reduce its value.
Lenin speaks with enthusiasm for the Communist cause and is slightly mocking of the West where the
capitalists ‘do not know what to say’. It is an example of the value Lenin placed on rhetoric, which
could as a result lessen its value.
Content and argument
the comment that Comintern had been ‘successful beyond all expectations’ is misleading: the
Bolsheviks may have been feeling more secure in 1920 – a reference to having turned the tide in the
Civil War – but, in Europe, post-war Communist risings, eg in Germany, had been crushed. Hopes
that revolution in Poland would begin the communist spread were rapidly fading, Bolshevik Russia
was, in reality, protecting communism alone.
the source confirms the ideological divide between Russia and the West: it is clear that Lenin despises
the West and supports moves to undermine western democracy in his praise for Comintern. Lenin
suggests that revolution is developing slowly in western Europe and clings to the Marxist theory that a
proletarian revolution will eventually occur. This is valuable in revealing official Soviet policy towards
the West.
Lenin refers to the West as suggesting ‘they might trade with us’ although they refused to recognise
Bolshevik Russia: the possibility of trading agreements with Britain and Germany was being explored
at this time but the source reflects the mutual suspicion that still existed and the reluctance of the West
to recognise Russia’s Communist government.
5
Russian Revolution and the Rise of Stalin, 1917–1929
(Merged Question paper and marking scheme): Monday 20 May 2024.
AS
HISTORY
Revolution and dictatorship: Russia, 1917–1953
Component 2N The Russian Revolution and the Rise of Stalin, 1917–1929
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
7041/2N.
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: Revolution and Dictatorship: Russia, 1917–1953
Component 2N: The Russian Revolution and the Rise of Stalin, 1917–1929
May 2025
Key Areas to Revise:
1. The 1917 Russian Revolution:
Key Events of 1917: Understand the causes of the February Revolution, the abdication of Tsar
Nicholas II, and the rise of the Provisional Government.
The October Revolution: Focus on the Bolshevik seizure of power, led by Vladimir Lenin, the role
of Trotsky, and the overthrow of the Provisional Government.
Impact on Russian Society: Examine the changes in society, including the end of the Romanov
dynasty, the overthrow of aristocracy, and the rise of Bolshevik rule.
2. Lenin’s Leadership and the Civil War:
The Russian Civil War (1917–1922): Review the struggle between the Bolsheviks (Reds) and the
anti-Bolshevik forces (Whites), the role of foreign intervention, and the key events that led to
Bolshevik victory.
War Communism and the Red Terror: Study the Bolshevik policies, such as War Communism, and
the Red Terror used to suppress opposition. Focus on how Lenin’s leadership solidified Bolshevik
power.
3. The Treaty of Brest-Litovsk (1918):
Impact on Russia and Europe: Understand the significance of the Treaty of Brest-Litovsk with
Germany, and how it ended Russia’s involvement in World War I but led to the loss of territory and
resources. Analyze the political and economic consequences for Russia.
4. The Creation of the USSR (1922):
Formation of the Soviet Union: Study the process of the Russian Civil War’s end and the
formation of the USSR. Understand how Lenin and the Bolsheviks restructured the Russian Empire
into a federal socialist state.
Consolidation of Bolshevik Power: Focus on Lenin’s strategies to solidify Bolshevik control over the
Soviet Union, including nationalization, repression, and the creation of the Cheka.
5. Lenin’s Health and the Struggle for Power (1924):
Lenin’s Stroke and Succession Crisis: Review the impact of Lenin’s health decline on the political
structure of the Bolshevik Party. Examine the power struggle among the leading figures, particularly
between Stalin, Trotsky, Zinoviev, and Kamenev.
Lenin’s Testament: Analyze Lenin’s political will, in which he warned against Stalin’s increasing
power and suggested the removal of Stalin from the position of General Secretary.
6. The Rise of Stalin:
Stalin’s Power Base: Study how Stalin used his position as General Secretary to build a power base,
manipulating party structures, aligning with key figures like Zinoviev and Kamenev, and strategically
outmaneuvering Trotsky.
Expulsion of Trotsky: Understand the significance of Stalin’s exile of Trotsky and the subsequent
marginalization of his political rivals. Focus on the methods used by Stalin to remove Trotsky and
others, including political purges and control over party organizations.
IB/M/Jun24/G4002/E4 7041/2N
, 2
Section A
Answer Question 01.
Source A
From a speech to the Moscow Soviet by Lenin, 6 March 1920. This was subsequently
published in the party magazine, ‘Communist International’.
Comrades, a year has passed since the founding of Comintern. During this year it has
been successful beyond all expectations. In Western Europe, revolution is developing
slowly but we can be sure it will come. All workers can see that another war like the last is
inevitable if the imperialists and the bourgeoisie remain in power.
The Western capitalists do not know what to say. They began by declaring that the 5
Bolsheviks were violators of all the laws of God and man; they would not talk or make
peace with us. Then they started to say they might trade with us but would not recognise
us. Such confusion only adds to the strength of the Communist movement.
Source B
From articles published in official government newspapers by Trotsky, summer 1922.
Trotsky summarises his response to questions posed by foreign journalists.
Western leaders fail to understand that the Russian workers’ revolution has opened up a
new era in world history. In 1921, the US President rejected a Soviet approach advocating
trade relations. Instead, he tried to dictate to us the form of government our country
should adopt. When we proposed disarmament at the Genoa conference, we were met
with refusal. Instead, the West proposed that we paid enormous sums to foreign 5
capitalists whose wealth had been gained by exploiting Russian workers.
For the present we intend to wait. Europe and the world need Russia and economic
necessity will eventually force a change in attitude. We are advancing steadily and firmly
and we can ignore the changing moods of foreign capitalists.
0 1 With reference to these sources and your understanding of the historical context, which
of these two sources is more valuable in explaining Russia’s relationship with the West
in the years 1920 to 1922?
[25 marks]
IB/M/Jun24/7041/2N
, 3
Section B
Answer either Question 02 or Question 03.
Either
0 2 ‘The revolution in Russia in February/March 1917 was more the result of economic
problems than the failings of Tsar Nicholas II.’
Explain why you agree or disagree with this view.
[25 marks]
or
0 3 ‘The main reason why Stalin made the ‘Great Turn’ was to win the power struggle.’
Explain why you agree or disagree with this view.
[25 marks]
END OF QUESTIONS
IB/M/Jun24/7041/2N
, 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/Jun24/7041/2N
,AS
HISTORY
7041/2N
Revolution and dictatorship: Russia, 1917–1953
Component 2N The Russian Revolution and the Rise of Stalin, 1917–1929
Mark scheme
June 2024
Version: 1.0 Final
, MARK SCHEME – AS HISTORY – 7041/2N – 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 – 7041/2N – 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 – 7041/2N – 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 Russia’s relationship with the West in the
years 1920 to 1922?
[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 – 7041/2N – 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
this speech is by Lenin who, because of his authority at the head of government, provides the official
Russian position on the issues mentioned making the source valuable. However, Lenin is aware that
the speech will be published, so it seeks to reinforce the Communist view of the West and is therefore
propagandist and one-sided, reducing its value.
Lenin is speaking to a favourable audience of Soviet delegates with the aim of bolstering support for
the work of Comintern at a time when some may have been harbouring private doubts about its
viability as the war against Poland was not going to plan. This could reduce its value.
Lenin speaks with enthusiasm for the Communist cause and is slightly mocking of the West where the
capitalists ‘do not know what to say’. It is an example of the value Lenin placed on rhetoric, which
could as a result lessen its value.
Content and argument
the comment that Comintern had been ‘successful beyond all expectations’ is misleading: the
Bolsheviks may have been feeling more secure in 1920 – a reference to having turned the tide in the
Civil War – but, in Europe, post-war Communist risings, eg in Germany, had been crushed. Hopes
that revolution in Poland would begin the communist spread were rapidly fading, Bolshevik Russia
was, in reality, protecting communism alone.
the source confirms the ideological divide between Russia and the West: it is clear that Lenin despises
the West and supports moves to undermine western democracy in his praise for Comintern. Lenin
suggests that revolution is developing slowly in western Europe and clings to the Marxist theory that a
proletarian revolution will eventually occur. This is valuable in revealing official Soviet policy towards
the West.
Lenin refers to the West as suggesting ‘they might trade with us’ although they refused to recognise
Bolshevik Russia: the possibility of trading agreements with Britain and Germany was being explored
at this time but the source reflects the mutual suspicion that still existed and the reluctance of the West
to recognise Russia’s Communist government.
5
