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Questions

Q1. The changing role of international organisations: The League and the UN, 1919–2000
Source: From a world history, published in 2005.

What does this Source tell us about the work of UNESCO?
(3)

Q2. The changing role of international organisations: The League and the UN, 1919–2000

What does this Source tell us about the organisation of the League of Nations?
(3)

Q3. The changing role of international organisations: the League and the UN, 1919−2000
Source: From a history of international relations, published in 2011.

What does this Source tell us about the actions of the League of Nations during the Manchurian Crisis?

(Total for question = 3 marks)

Explain the key features of the work of either the League's Mandates Commission or the UN's Educational.The changing role of international organisations: The League and the UN. 1919−2000 .The changing role of international organisations: the League and the UN.The changing role of international organisations: The League and the UN. (Total for question = 15 marks) Q8. 1919–2000 How far did international crises change the peacekeeping role of international organisations in the years 1920–70? You may use the following information to help you with your answer and any other information of your own. (Total for question = 7 marks) Q6. published in 2011. (7) (Total for question = 7 marks) Q7. Scientific and Cultural Organisation (UNESCO). 1919–2000 Explain the key features of the peacekeeping role of either the League of Nations in the Abyssinian Crisis (1934–36) or the United Nations in Somalia (1991–95). (7) Q5.Q4. 1919−2000 Source: From a history of international relations.The changing role of international organisations: the League and the UN.The changing role of international organisations: The League and the UN. 1919–2000 Explain the key features of either the General Assembly of the League of Nations or the role of the UN Secretary-General.

How far did the organisation of the League and the UN change in the years 1919−2000? You may use the following information to help you with your answer and any other information of your own.Source: From a history of international relations. 1919–2000 How far did the work of international agencies of the League and the UN improve living conditions in the years 1920–2000? You may use the following information to help you with your answer and any other information of your own. published in 2011. (Total for question = 15 marks) Q9.The changing role of international organisations: The League and the UN. (15) Examiner's Report .

However. . They are not being asked to make inferences but to select three points from the source. in general. This was. They are not being asked to make inferences but to select three points from the source. In addition. for the most part. This was. They are not being asked to make inferences but to select three points from the source. In addition. The better responses were often structured and focused on cause. Q4. A popular option.Q1. effect. very well answered with many candidates achieving full marks. This was. In addition they do not have to include contextual knowledge. consequence. Candidates generally found at least three points of comprehension from the source although some made inferences rather than using their comprehension skills. Q5. However. However. candidates should bear in mind that this is a comprehension question. candidates should bear in mind that this is a comprehension question. Q2. The “key features” question was answered impressively with students making good use of both selected and contextual knowledge to produce developed points. they do not have to include contextual knowledge. However. a number of students simply describe the event and do not focus and make links between key features. very well answered with many students achieving full marks. in general. in general. Candidates generally found at least three points of comprehension from the source although some made inferences rather than using their comprehension skills. Generally sound answers with the majority focusing on the UNESCO. students should bear in mind that this is a comprehension question. This was not. they do not have to include contextual knowledge. Students generally found at least three points of comprehension from the source although some made inferences rather than using their comprehension skills. very well answered with many candidates achieving full marks. well answered with a significant number of students having limited knowledge of the involvement of the League in Abyssinia or the UN in Somalia. Q3.

A popular option. Q8. effect. effect. Q7. a number of candidates simply describe the event and do not focus and make links between key features. were able to bring in an additional factor and linked points explicitly before reaching judgement on the nature and extent of change. The better responses were often structured and focused on cause. there were many impressive answers on the History of Medicine. were able to bring in an additional factor and linked points explicitly before reaching judgement on the nature and extent of change. However. A significant number of students answered this question confidently. Generally sound answers with the majority focusing on the Assembly of the League of Nations. consequence. In this regard. Some very good answers which made effective use of the scaffolding points but were able to go beyond these and were able to explain the peacekeeping role of the League in Abyssinia and Manchuria and the UN in the Congo. A popular option. To reach higher levels candidates needed to be aware of the 'change' element in the question but this was lost as some ploughed through the stimulus and wrote down everything that they knew. consequence. Answers on change over time were of more variable quality. To reach higher levels candidates needed to be aware of the 'change' element in the question but this was lost as some ploughed through the stimulus and wrote down everything that they knew. However. the Middle East. Answers on change over time were of more variable quality.The "key features" question was answered impressively with candidates making good use of both selected and contextual knowledge to produce developed points. made use of the stimulus and/or their own factor. . a number of candidates simply describe the event and do not focus and make links between key features. The "key features" question was answered impressively with candidates making good use of both selected and contextual knowledge to produce developed points. A significant number of students answered this question confidently. Q6. China and the changing nature of warfare in the twentieth century. Some very good answers which made effective use of the scaffolding points but were able to go beyond these and explain change and/or continuity in other aspects of the organisation of the League and the UN. The better responses were often structured and focused on cause.

Mark Scheme Q1. were able to bring in an additional factor and linked points explicitly before reaching judgement on the nature and extent of change. Answers on change over time were of more variable quality. the Middle East. Target: Source comprehension (AO3) Q2. A significant number of students answered this question confidently. In this regard there were many impressive answers on the History of Medicine. To reach higher levels students needed to be aware of the 'change' element in the question but this was lost as some simply wrote down everything that they knew.Q9. education and other areas by the League and the UN. China and the changing nature of warfare in the twentieth century. Target: Source comprehension (AO3) (3) . Some very good answers which made effective use of the scaffolding points but were able to go beyond these and were able to explain key developments in health.

Target: Source comprehension (AO3) Q4. explanation of key features (AO2:4) (7) .Q3. Target: Recall. selection and communication of knowledge (AO1:3).

selection and communication of knowledge (AO1:3). Target: Recall.Q5. explanation of key features (AO2:4) .

.Q6.

Target: Recall. analysis and judgement of change (AO2:8) . Target: Recall select and communicate knowledge (AO1:7). explanation. selection and communication of knowledge (AO1:3). explanation of key features (AO2:4) Q7.

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Target: Recall select and communicate knowledge (AO1:7). explanation. analysis and judgement of change (AO2:8) .Q8.

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analysis and judgement of change (AO2:8) (15) .Q9. Target: Recall select and communicate knowledge (AO1:7). explanation.