History Paper 1

History
Higher level and standard level

Paper 1 – source booklet
Wednesday 4 November 2020 (afternoon)
1 hour
Instructions to candidates
Do not open this source booklet until instructed to do so.
This source booklet contains the sources required for history higher level and standard level
paper 1.
Read all the sources from one prescribed subject.
The sources in this paper may have been edited and/or abridged: word additions or
explanations are shown in square brackets [ ]; substantive deletions of text are indicated by
ellipses … ; minor changes are not indicated.
Prescribed subject Sources

1: Military leaders A–D
2: Conquest and its impact E–H
3: The move to global war I–L
4: Rights and protest M–P
5: Conflict and intervention Q–T
8820 – 5302
13 pages © International Baccalaureate Organization 2020
–2– 8820 – 5302
Prescribed subject 1: Military leaders
Read sources A to D and answer questions 1 to 4. The sources and questions relate to case study 2:
Richard I of England (1173–1199) — Campaigns: Involvement in the Third Crusade (1191–1192).
Source A Richard I, speaking prior to the Third Crusade, as recorded in the contemporary
chronicle The History of the Holy War.
You will never see me lead a campaign for which I can be criticised, and I do not care if I am disliked
for it. Know for certain that wherever our army go, Saladin knows what we are about and what our
strength is. We are a long way from the sea, and if he and his Saracens were to come down on the
plains of the city of Ramla and intercept our provisions … this would not be wise for those who would
be besieging … and if I were to lead the army and besiege Jerusalem, and such a thing were to
happen … then I would be forever blamed, shamed and less loved. I know in truth and without doubt that
there are those here and in France who would have wanted and greatly desire that I should do such a
thing, which would everywhere be told to my shame.
Source B James W Glass, an American painter, depicts Richard the Lionheart in the
historical scene Richard, Cœur de Lion [Lionheart], on his way to Jerusalem
(1854).
–3– 8820 – 5302
Source C John Gillingham, professor of medieval history, writing in the academic book
Richard I (1999).
It might be argued that if Richard could not recapture Jerusalem, none the less he conquered
Cyprus … Whenever possible he chose options—the conquest of Cyprus, the recovery of the coastal
cities of Palestine, a campaign against Egypt—which made strategic sense and which brought
substantial and lasting gain for the shattered Christian presence in the Middle East. To a remarkable
degree most, though not all, contemporaries and near contemporaries adopted non-religious criteria in
assessing his conduct of the crusade. Even monks recognized and admired his prowess [skill] and his
conquests … Yet it is unlikely that anyone ever went on crusade in more extraordinary circumstances
than Richard did, when the wiser thing would have been to stay at home. His problem was that he came
to the throne in 1189 having been betrothed [engaged] for the last twenty years to Alice, a sister of the
reigning king of France, Philip Augustus. Alice had been in the custody of Richard’s father, Henry II, who
had not been able to resist the temptation to seduce her. Richard decided that this made it impossible for
him to marry her. But to send her back to her brother after twenty years would be an enormous insult to
the honour of the French royal house.
Source D Jean Flori, an historian specializing in the Crusades, writing in the academic book
Richard the Lionheart: King and Knight (2006).
So, if we are to believe him [Richard I], it was to avoid the dishonour of a defeat for the whole army
that Richard refused to lead the crusader army to the walls of Jerusalem. Instead, he proposed an
expedition against Egypt. The matter was put before the council of barons, which consisted of twenty
men. To the immense despair of the majority of crusaders, the council opted for the overland expedition
to Egypt, supported by a fleet stationed off the coast. The advice of the local lords had been taken, which
confirmed the strategic logic of Richard’s choice in their eyes. But it was profoundly shocking to many
of the crusaders and, once again, the French went their own way. Hugh, Duke of Burgundy, seized the
opportunity to spread defamatory [offensive] stories about the King of England and songs accusing him
of cowardice … The army was deeply divided and, in these circumstances, all idea of taking Jerusalem
had to be abandoned. It was a failure both for the crusaders and for Richard, whose prestige was badly
damaged. Worse, he must have wondered whether he had lost out on both fronts: by agreeing to remain
in the Holy Land until the following Easter, he had seriously endangered the future of his empire in the
West, leaving the field clear for his brother John, without the compensation of the successes he had
counted on in the East.
End of prescribed subject 1
Turn over
–4– 8820 – 5302
Prescribed subject 2: Conquest and its impact
Read sources E to H and answer questions 5 to 8. The sources and questions relate to case study 2:
The conquest of Mexico and Peru (1519–1551) — Impact: Social and economic impact (including trade)
on indigenous populations; the encomienda and Mita systems.
Source E Edward Gaylord Bourne, an historian specializing in Latin American history,

writing in the academic book Spain in America, 1450–1580 (1904).
The encomienda system deteriorated into a serfdom approaching slavery and was capable of great
abuses; but the crown tried to prevent these evils so far as possible. In the code for the Indies prepared
in 1542, commonly called the “New Laws”, the future enslavement of the Indians was absolutely
prohibited; encomenderos [holders of encomiendas] who had abused their Indians were to lose their
possessions; no new encomiendas were to be granted, and existing ones were to end on the death of
the holder.
In securing this legislation, Bartolomé de las Casas had been largely influential, but the practical
difficulties of its execution proved overwhelming. The problem was not an easy one. A kingdom had
been gained by the heroism and sacrifices of private adventurers: how were they to be rewarded and
their families supported? That they should have great estates with a numerous body of serfs and live
like nobles in Europe seemed a practical solution to the difficulty. On the other hand, the Spanish
crown strongly disapproved of the wasting [misuse] of the population that had taken place. The Indian
legislation of the Spanish kings is an impressive monument of good intentions.
Source F Benjamin Keen, an historian specializing in colonial Latin America, writing an

introduction to Life and Labor in Ancient Mexico: The Brief and Summary Relation
of the Lords of New Spain (1963).
The conquistadores had visions of limitless wealth to be obtained through silver mines, sugar and cacao
plantations. The intensity of exploitation of Indian labor became intolerable.
The Crown faced a problem of balancing the demand of the colonists for cheap Indian labor with its
own interest in preserving a large tribute-paying Indian population. There was a political issue as well:
excessive concentration of land and Indians in the hands of the encomenderos might lead to the rise of
a class of great feudal lords independent of royal authority, a development the Spanish monarchs were
determined to prevent.
The evolution of Spain’s Indian policy reflected a complex clash of interests and opinions. Bartolomé
de las Casas demanded suppression of the encomiendas. The encomenderos threatened the Crown
with loss of its American empire through Indian revolt and requested that their encomiendas be made
hereditary. A majority of Crown officials and most of the clergy took a “realist” compromising position.
They argued that the encomienda, regulated by laws to safeguard Indian welfare, was necessary for the
prosperity and security of the land: “There could be no stability in the land without rich men and there
could be no rich men without encomiendas. All industry was carried on with Indian labor, and only those
with Indians could engage in commerce.”
–5– 8820 – 5302
Source G Bartolomé de las Casas, a Spanish historian and Dominican missionary during
the conquest, writing in the chronicle An Account, Much Abbreviated, of the
Destruction of the Indies (written to Prince Philip of Spain in 1542, published
in 1552).
The Spaniards took the Indians’ lands they [the Indians] had inherited and which nourished them. And
the Spaniards had all the Indians—lords, old persons, women, and children—within their own houses,
and they would have the Indians serve them night and day, without rest, and even the children were
occupied in doing all they could, or even more. And so they have exhausted them, and still this day
exhaust the few who still remain, without allowing them to have their own house or any possession.
They have oppressed the Indians and been the cause of the rapid death of many people in this province,
by making them carry wood for a great distance to the harbour to make boats with, and sending them
to find honey and wax into the forests, where they are eaten by wild animals. And they have treated
pregnant women like beasts of burden.
Source H Johann Theodor de Bry, an engraver, depicts a scene from 16th century Mexico
(1598).
Turn over
–6– 8820 – 5302
Prescribed subject 3: The move to global war
Read sources I to L and answer questions 9 to 12. The sources and questions relate to case study 2:
German and Italian expansion (1933–1940) — Events: Italian expansion: Abyssinia (1935–1936).
Source I
Removed for copyright reasons
Source J David Low, a political cartoonist, depicts Mussolini in the cartoon “Pah! They
were uncivilized savages, without ideals.” in the British newspaper The Evening
Standard (3 April 1936). The containers he is carrying have “poison gas” written
on them.
“PAH! THEY WERE UNCIVILIZED SAVAGES, WITHOUT IDEALS.”

–7– 8820 – 5302
Source K Martin Clark, an historian, writing in the academic book Mussolini (2014).
The Italians had invaded Abyssinia in the 1890s and had suffered a humiliating defeat at Adowa in
1896 … Mussolini’s great ambition was to establish an African empire and the obvious place was
Abyssinia, virtually the only part of Africa left uncolonized … The British and French would not be too
offended, providing their interests were safeguarded, since they too suffered from Abyssinian border
raids and would welcome greater security for their own neighbouring colonies. Mussolini had domestic
reasons too. He needed to maintain morale at home, especially among the young. He could hardly
keep proclaiming his warlike values and the need for Empire for over a decade, without actually fighting
anybody. Mussolini needed a war: a quick, easy war against carefully chosen, weak opponents. So
he set his sights on Abyssinia. As early as 1925 he ordered military and diplomatic preparations in
case Abyssinia collapsed. On 30 December 1935, he finally issued orders for the total conquest of
Abyssinia … [This] was not popular with the army high command. It was about to begin military talks with
the French, and did not want to risk alienating its new partners; nor did it want to see all the available
resources being swallowed up by a pointless colonial campaign.
[Source: Reproduced from Mussolini, 1st Edition by Keith Robbins, published by Routledge. © Pearson Education Limited,
2005, reproduced by arrangement with Taylor & Francis Books UK.]
Source L John Pollard, an historian, writing in the academic book The Fascist Experience
in Italy (1998).
Mussolini believed that Fascism demanded a spectacular foreign policy achievement and the only one
that would suffice [be enough] was the conquest of Abyssinia. But while the invasion was launched
in 1935, it is clear that the decision to go to war was actually made in 1932, when Italy was still
suffering the worst effects of the Depression. Thus, the traditional view that the Abyssinian adventure
was almost certainly planned, at least in part, as an alternative to social reform still has some force.
The resort to colonial adventures as a way of distracting attention from domestic difficulties, and even
hopefully resolving them, was an established tradition among the Italian political class before the arrival
of Fascism … thus Mussolini’s proposed conquest had the additional attraction of offering to wipe out
the humiliation of Italy’s defeat by the Abyssinians at Adowa in 1896. In any case Abyssinia, as one of
the two surviving independent states in Africa, was the only realistic place for further Italian colonial
expansion. [By 1935] Italy was now more than a junior partner to Britain and France: it was Mussolini’s
judgement that Italy had instead become their absolutely indispensable ally.
Turn over
–8– 8820 – 5302
Prescribed subject 4: Rights and protest
Read sources M to P and answer questions 13 to 16. The sources and questions relate to case study 2:
Apartheid South Africa (1948–1964) — Nature and characteristics of discrimination: Bantustan system.
Source M Robert M Price, a professor of politics, writing in the academic book The
Apartheid State in Crisis: Political Transformation in South Africa,
1975–1990 (1991).
On March 21, 1960 in the black township of Sharpeville … peaceful demonstrators, for the most part
African women, were attacked by police, who shot and killed 69 and wounded another 178 … Images of
the Sharpeville massacre alerted international attention to the apartheid system, and to the state’s efforts
to suppress and silence opponents of racial separation. Pretoria found itself diplomatically isolated and
faced with threats to its security and economic growth. International investment, which had played a
considerable part in South Africa’s development, took flight.
It was in this context of international isolation and hostility that Prime Minister Verwoerd introduced his
plan for the eventual partition of South African territory into ten independent African states, and “white”
South Africa … Ten Bantustans would be created out of the 13 % of South Africa’s land area. Some
economic developments and limited powers of internal self-government were intended for these new
entities, which were seen as the future home of Africans who would be removed from “white South
Africa” … A combination of ruthless repression and apartheid measures served to crush all organized
manifestations of black political and economic power.
[Source: Price, R.M., 1991.The Apartheid State in Crisis Political Transformation in South Africa, 1975–1990 Copyright
© 1991 by Oxford University Press, Inc. Reproduced with permission of the Licensor through PLSclear.]
–9– 8820 – 5302
Source N A map of South Africa showing the location of the Bantustans.
Key:
Bantustans
Turn over
– 10 – 8820 – 5302
Source O Nelson Mandela, writing in the article “Verwoerd’s Grim Plot”, published in the
magazine Liberation (May 1959).
There is … no democracy. No self-government… Politically, the talk about self-government for the
reserves is a swindle [fraud]. Economically, it is [a nonsense].
The few scattered African reserves in various parts of the Union [of South Africa], comprising about 13
percent of the least desirable land area, represent the last shreds of land ownership left to the African
people of their original… home. … The facts are… that the reserves are congested [overcrowded]
distressed areas, completely unable to sustain their present populations. The majority of the adult males
are always away from home working in the towns, mines, or European-owned farms. The people are on
the verge of starvation. The [government] speaks of teaching Africans soil conservation and agriculture
and replacing European agricultural officers by Africans… [In fact, the main] problem of the reserves is
the intolerable congestion which already exists. No amount of agricultural instruction will ever enable 13
percent of the land to sustain 66 percent of the population.
The government is, of course, fully aware of [the] fact. They have no intention of creating African areas
which are genuinely self-supporting (and which could therefore create a genuine possibility of self-
government). If such areas were indeed self-supporting, where would the Chamber of Mines and the
Nationalist farmers get their supplies of cheap labour?
Source P Roger B Beck, an historian specializing in South African history, writing in the
academic book The History of South Africa (2000).
The Promotion of Bantu Self-Government Act (1959) limited African political rights to the reserves,
thereby taking away their elected White parliamentary representatives. … The bantustans were allotted
within the limits of the 13.7 percent of land earlier set aside and varied considerably in size and quality.
There were eventually ten homelands, or bantustans, based on ethnicity. Furthermore, in an effort to
guarantee White access to the best farming land and mineral wealth, only the tiny bantustan of Qwaqwa
was a single piece. Bophuthatswana consisted of nineteen fragments, some separated by hundreds of
miles; and KwaZulu had twenty-nine major and forty-one minor fragments. …
Verwoerd argued that South Africa was “decolonizing” the bantustans and granting them independence;
as citizens of their respective bantustans, Africans enjoyed full political rights according to their own
practices and traditions. According to Verwoerd, there could be no racial discrimination against Africans
in South Africa because there were no African citizens; African rights in White South Africa were not
restricted because of race but because they were foreigners.
To present an acceptable face to the world, Verwoerd increasingly referred to “separate development”
rather than apartheid; “Natives” became Bantu; bantustans became “homelands”.
[Source: Republished with permission of ABC-CLIO from History of South Africa, Roger Beck, 2013;
permission conveyed through Copyright Clearance Center, Inc.]

– 11 – 8820 – 5302
Prescribed subject 5: Conflict and intervention
Read sources Q to T and answer questions 17 to 20. The sources and questions relate to case
study 2: Kosovo (1989–2002) — Course and interventions: Actions of Kosovo Liberation Army, Serbian
government police and military.
Source Q
Removed for copyright reasons
Source R Tim Judah, a reporter and political analyst, writing in the academic book
Kosovo: What Everyone Needs to Know (2008).
On January 22, 1998, the police tried to arrest Adem Jashari, but failed. One month later, as tensions
continued to mount, the United States special envoy to the region criticized Serbian police violence but
also described the KLA as a terrorist group. Perhaps Slobadan Milosevic interpreted this as an invitation
to act. Fighting began in the village of Likosane [Likoshan] on February 28. It culminated a few days
later when Serbian security forces finally took Adem Jashari’s family compound. He was killed, along
with members of his extended family and others, making a total of 51 dead. There was no going back.
Jashari’s image, with bushy beard and white, domed Albanian hat, would be found everywhere and the
man himself elevated to the status of a saint.
Kosovar Albanians were overtaken by conflicting emotions. Fear was one of them, but another, euphoria,
was stronger, especially as the KLA began to take territory in central Drenica and in the west. More and
more young men began to trek over the mountains to Albania to collect weapons, and more and more
people began to donate to the KLA instead of contributing to [Ibrahim] Rugova’s fund.
[Source: Judah, T., 2008. Kosovo What Everyone Needs to Know Copyright © 2008 by Tim Judah.
Reproduced with permission of the Licensor through PLSclear.]
Turn over
– 12 – 8820 – 5302
Source S R Craig Nation, a professor of Russian and Eurasian Studies, writing in the
academic book War in the Balkans 1991–2002 (2003).
The KLA’s strength at the beginning of 1998 was estimated at around 500 active members … [and]
would probably not have become a major threat, had it not been for two events. The first was the
collapse of the Albanian government in the spring of 1997. In the ensuing riots, weapons were looted
and as many as a million light arms were distributed among the [Albanian] population. Many of
these weapons ended in the hands of KLA fighters, smuggled across the mountains dividing Albania
from Kosovo.
The second event was the decision by Serbian authorities to launch a campaign to suppress armed
resistance. A police action on January 22, 1998, failed to arrest Adem Jashari, the head of a powerful
clan in the Drenica region who had become a symbol of local independence. An armed assault against
the Jashari clan followed, leaving 58 people dead.
The bloodbath had the predictable effect of galvanizing [stimulating] resentment, and the KLA grew
rapidly. Within Kosovo, however, lightly armed militants were no match for the disciplined military forces
of a modern state. In June 1998, the Serbian Army launched a counter offensive, with over 40 000
troops operating with tanks, helicopters, heavy artillery, and mortar fire, that gathered momentum as it
progressed. By late summer, it seemed to be on the verge of breaking organized resistance once and
for all.
– 13 – 8820 – 5302
Source T Bill McArthur, a political cartoonist, depicts Slobodan Milosevic in the cartoon
“The Butcher of Kosovo” in the British newspaper The Glasgow Herald
(12 June 1998). The banner reads “Greater Serbian Meat Co. [company]
Guaranteed Ethnically Pure.”
Greater
SERBIAN
Meat Co.
Guaranteed
Ethnically
Pure

References:
Source A Adapted from Ailes, M and Malcolm B, eds. 2003 The History of the Holy War: Ambroise’s Estoire de la Guerre
Sainte, p.168, Woodbridge. Boydell Press.
Source B Image provided courtesy of the Art Renewal Center©, ARC, www.artrenewal.org.
Source C Adapted from Gillingham, J., 1999. Richard I. New Haven and London: Yale University Press, pp. 4–5.
Source D Jean Flori, Richard the Lionheart. Copyright © 2006 by Edinburgh Univerity Press Ltd. Reproduced with
permission of the Licensor through PLSclear.
Source E Bourne, E.G., 1904. Spain in America, 1450–1580. New York: Harper and Brothers, p. 255.
Source F Keen, Benjamin. Life and Labor in Ancient Mexico: The Brief and Summary Relation of the Lords of New Spain.
New Brunswick: Rutgers University Press, 1963. Reprinted with permission.
Source G Adapted from Knight, F.W., ed., 2003. An Account, Much Abbreviated, of the Destruction of the Indies, with
Related Texts. Indianapolis. Hackett.
Source H de Bry, J.T., 1598. [Bartolomé de las Casas Regionum]. Available at: https://commons.wikimedia.org/wiki/
File:Bartolom%C3%A9_de_las_Casas_Regionum_355385740_MG_8857_042-12.tif.
Source J David Low / Solo Syndication.
Source K Reproduced from Mussolini, 1st Edition by Keith Robbins, published by Routledge. © Pearson Education Limited,
2005, reproduced by arrangement with Taylor & Francis Books UK.
Source L Reproduced from FASCIST EXPERIENCE IN ITALY, 1st Edition by John, Pollard, published by Routledge.
© 1998, John Pollard, reproduced by arrangement with Taylor & Francis Books UK.
Source M Price, R.M., 1991.The Apartheid State in Crisis Political Transformation in South Africa, 1975–1990. Copyright
© 1991 by Oxford University Press, Inc. Reproduced with permission of the Licensor through PLSclear.
Source N Credit: South Africa: Overcoming Apartheid Building Democracy, Homelands (Bantustans):
https://overcomingapartheid.msu.edu/image.php?kid=163-577-305.
Source O Adapted from Verwoerd’s Grim Plot. Nelson Mandela. First published in Liberation number 36, May 1959.
Source P Republished with permission of ABC-CLIO from History of South Africa, Roger Beck, 2013; permission conveyed
through Copyright Clearance Center, Inc.
Source R Judah, T., 2008. Kosovo What Everyone Needs to Know. Copyright © 2008 by Tim Judah.
Reproduced with permission of the Licensor through PLSclear.
Source S Nation, R.C., 2003. War in the Balkans 1991–2002. Strategic Studies Institute, p. 227.
Source T Bill McArthur; https://www.seascape-art-orkney.co.uk/.

History
Paper 1
Wednesday 4 November 2020 (afternoon)
1 hour
Instructions to candidates
Do not open this examination paper until instructed to do so.
The history higher level and standard level paper 1 source booklet is required for this
examination paper.
Answer all questions from one prescribed subject using the relevant sources in the source
booklet.
The maximum mark for this examination paper is [24 marks].
Prescribed subject Questions

1: Military leaders 1–4
2: Conquest and its impact 5–8
3: The move to global war 9 – 12
4: Rights and protest 13 – 16
5: Conflict and intervention 17 – 20
8820 – 5301
4 pages © International Baccalaureate Organization 2020
–2– 8820 – 5301
Read sources A to D in the source booklet and answer questions 1 to 4. The sources and questions
relate to case study 2: Richard I of England (1173–1199) — Campaigns: Involvement in the
Third Crusade (1191–1192).
1. (a) What, according to Source D, were the consequences of Richard I’s refusal to
take Jerusalem? [3]
(b) What does Source B suggest about Richard I’s march towards Jerusalem? [2]
2. With reference to its origin, purpose and content, analyse the value and limitations of
Source A for an historian studying Richard I’s involvement in the Third Crusade. [4]
3. Compare and contrast what Sources C and D reveal about Richard I’s participation in the
Third Crusade. [6]
4. Using the sources and your own knowledge, evaluate Richard I’s contribution to the
Third Crusade. [9]
Read sources E to H in the source booklet and answer questions 5 to 8. The sources and questions
relate to case study 2: The conquest of Mexico and Peru (1519–1551) — Impact: Social and economic
impact (including trade) on indigenous populations; the encomienda and Mita systems.
5. (a) What, according to Source G, was the impact of the Spanish conquest on the
indigenous populations? [3]
(b) What does Source H suggest about the impact of the conquest on the indigenous
populations in Mexico? [2]
Source G for an historian studying the impact of the conquest on indigenous populations. [4]
7. Compare and contrast what Sources E and F reveal about the impact of the encomiendas. [6]
8. Using the sources and your own knowledge, discuss the social and economic impact of the
Spanish conquest on the indigenous populations between 1519 and 1551. [9]
–3– 8820 – 5301
Read sources I to L in the source booklet and answer questions 9 to 12. The sources and questions
relate to case study 2: German and Italian expansion (1933–1940) — Events: Italian expansion:
Abyssinia (1935–1936).
9. (a) What, according to Source I, were Mussolini’s reasons for invading Abyssinia in
October 1935? [3]
(b) What does Source J suggest about the Italian invasion of Abyssinia? [2]
Source I for an historian studying Italy’s invasion of Abyssinia in 1935. [4]
11. Compare and contrast what Sources K and L reveal about Mussolini’s policies
towards Abyssinia. [6]
12. Using the sources and your own knowledge, discuss the factors which influenced Mussolini’s
decision to invade Abyssinia on 3 October 1935. [9]
Read sources M to P in the source booklet and answer questions 13 to 16. The sources and
questions relate to case study 2: Apartheid South Africa (1948–1964) — Nature and characteristics of
discrimination: Bantustan system.
13. (a) What, according to Source M, were the reasons for the establishment of the
Bantustan system? [3]
(b) What does Source N suggest about the distribution of the Bantustans? [2]
Source P for an historian studying the Bantustan system. [4]
15. Compare and contrast what Sources O and P reveal about the Bantustan system. [6]
16. Using the sources and your own knowledge, evaluate the success of the Bantustan system
in achieving the aims of the South African government. [9]
Turn over
–4– 8820 – 5301
Read sources Q to T in the source booklet and answer questions 17 to 20. The sources and questions
relate to case study 2: Kosovo (1989–2002) — Course and interventions: Actions of Kosovo Liberation
Army, Serbian government police and military.
17. (a) What, according to Source Q, were the aims of the Kosovo Liberation Army? [3]
(b) What does Source T suggest about Slobodan Milosevic’s actions in Kosovo? [2]
Source Q for an historian studying the conflict in Kosovo. [4]
19. Compare and contrast what Sources R and S reveal about the conflict in Kosovo. [6]
20. Using the sources and your own knowledge, to what extent do you agree that the actions of
the Kosovo Liberation Army escalated the conflict in Kosovo? [9]
N20/3/HISTX/BP1/ENG/TZ0/XX/M
Markscheme
November 2020
History
Paper 1
2 pages
2 N20/3/HISTX/BP1/ENG/TZ0/XX/M
For the attention of all examiners: if you are uncertain about the content/accuracy of a
candidate s work please contact your team leader.
1. (a) What, according to Source D, were the consequences of Richard I s refusal to take
Jerusalem? [3]
The decision was profoundly shocking to many crusaders.

This provoked divisions amongst the crusaders.
Richard I s prestige was damaged by defamatory stories and songs.
Richard I endangered the future of his empire in the West.
The above material is an indication of what candidates may elect to write about in their
responses. It is neither prescriptive nor exhaustive and no set answer is required.
Award [1] for each relevant point up to a maximum of [3].
(b) What does Source B suggest about Richard I s march towards Jerusalem? [2]
Richard I led the march to Jerusalem.

The King was accompanied by numerous followers.
There were Arabs involved in the march.
2. With reference to its origin, purpose and content, analyse the value and limitations of Source A for
an historian studying Richard I s involvement in the Third Crusade. [4]
Value:
It is an extract of a speech made by Richard I prior to the Third Crusade.
It gives an insight into how Richard I sought to justify his strategy.
It provides information on the challenges facing Richard I.
Limitations:
Although the speech refers to Richard I s strategies, it lacks information on their impact.
Richard could be exaggerating some of his views in order to justify his actions.
The historian cannot be certain that the chronicle accurately records Richard s words.
The focus of the question is on the value and limitations of the source. If only value or
limitations are discussed, award a maximum of [2]. Origins, purpose and content should be
used as supporting evidence to make relevant comments on the values and limitations.
For [4] there must be at least one reference to each of them in either the values or the
limitations.
3. Compare and contrast what Sources C and D re eal abo t Richard I s participation in the
Third Crusade. [6]
Marks Level descriptor

5 6 The response includes clear and valid points of comparison and of contrast.
3 4 The response includes some valid points of comparison and/or of contrast,
although these points may lack clarity.
1 2 The response consists of description of the content of the source(s), and/or general
comments about the source(s), rather than valid points of comparison or of
contrast.
0 The response does not reach a standard described by the descriptors above.
Apply the markbands that provide the “best fit” to the responses given by candidates and
award credit wherever it is possible to do so. The following material is an indication of
what candidates may elect to write about in their responses. It is neither prescriptive nor
exhaustive and no set answer is required.
Comparisons:
Both sources state that Richard I could not recapture Jerusalem.
Both sources argue that Richard I preferred to plan a campaign against Egypt.
Both sources support Richard I s strategic decisions.
Both sources mention that there was tension between Richard and the French at the time
of the Third Crusade.
Contrasts:
While Source C states it was Richard I s decision not to recapture Jerusalem, Source D refers to
the role played by the council of barons.
While Source C claims that Richard I was admired by his contemporaries, Source D
states his prestige was damaged.
4. Using the sources and your own knowledge, evaluate Richard I s contribution to the
Third Crusade. [9]
Level descriptors
Marks
Focus Use of sources Own knowledge
7 9 The response is focused Clear references are made to Accurate and relevant own
on the question. the sources, and these knowledge is
references are used demonstrated. There is
effectively as evidence to effective synthesis of own
support the analysis. knowledge and source
material.
4 6 The response is References are made to the Where own knowledge is
generally focused on the sources, and these demonstrated, this lacks
question. references are used as relevance or accuracy.
evidence to support the There is little or no attempt
analysis. to synthesize own
knowledge and source
material.
1 3 The response lacks References to the sources No own knowledge is
focus on the question. are made, but at this level demonstrated or, where it
these references are likely to is demonstrated, it is
consist of descriptions of the inaccurate or irrelevant.
content of the sources rather
than the sources being used
as evidence to support the
analysis.
0 The response does not The response does not reach The response does not
reach a standard a standard described by the reach a standard
described by the descriptors above described by the
descriptors above descriptors above
exhaustive and no set answer is required. While it is expected that there will be coverage
of at least two of the sources, candidates are not required to refer to all four sources in their
responses.
Indicative content
Source A Richard claimed that the decision not to recapture Jerusalem was the
correct strategy. However, this caused division and may have weakened
the Third Crusade.
Source B Richard I is pictured as the leader of the crusaders. The king is

represented leading the march towards Jerusalem and commanding a
large group of followers.
Source C It is claimed that even if Richard I was not able to recapture Jerusalem,
he was successful in taking strategic lands that brought substantial gain
for the Christians in the Middle East. Richard I was recognized by his
contemporaries for these actions.
Source D Richard I s decision to avoid recapturing Jerusalem was approved by a

council of barons but caused despair among crusaders, provoking a
division within the army and the defamation of Richard I. It also
jeopardized his empire in the West.
Own knowledge Candidates may refer to the leading role Richard I played in the Middle
East commanding a multi-national force composed not only of his own
subjects (English, Normans, Angevins, Gascons) but of French, Flemish,
Germans, Scandinavians and natives of the crusader kingdoms. He
organized highly complex operations and beat Saladin in a number of
engagements. Candidates may also discuss the campaigns that allowed
Richard I to conquer important territories like the coastline from Jaffa to
Antioch, the island of C pr s and the port of Acre that enabled
Christians to have a base to connect Western Europe with the Middle
East.
Candidates may offer information about Richard I s disagreements with other
crusaders like Phillip of France and the Duke of Austria; his responsibility in
the massacre of Acre; and his negotiations and agreements with Saladin.
Candidates may also evaluate the actions taken by Richard I to finance
his campaign, such as the sale of public offices and increasing taxes
which caused a serious drain of resources.
5. (a) What, according to Source G, was the impact of the Spanish conquest on the indigenous
populations? [3]
The Spaniards seized land from the indigenous peoples.

They forced the indigenous populations of all ages to work for them.
The indigenous populations were not allowed to own houses or have possessions.
The difficult working conditions contributed to the death of many indigenous people.
(b) What does Source H suggest about the impact of the conquest on the indigenous
populations in Mexico? [2]
The indigenous populations were exploited by the Spanish.

The Spanish treated the indigenous people brutally.
The Spanish killed indigenous people during the conquest.
6. With reference to its origin, purpose and content, analyse the value and limitations of Source G
for an historian studying the impact of the conquest on indigenous populations. [4]
Value:
The source was written by an historian who was contemporary to the events studied.
It offers the perspective of a Spanish missionary during the conquest.
It provides detailed evidence of the exploitation of the indigenous peoples.
It is evidence that the Spanish government was aware of the negative impact of the
conquest on the indigenous peoples.
Limitations:
It was written with the purpose of denouncing the excesses committed during the conquest
and to urge the Spanish government to respond to the atrocities described. As such, it may
have exaggerated events.
The source was written in 1542, when events were still unfolding.
limitations.
7. Compare and contrast what Sources E and F reveal about the impact of the encomiendas. [6]

contrast.
Comparisons:
Both sources state that the indigenous populations were exploited.
Both show the need to pass legislation regulating the living and working conditions of the
indigenous peoples.
Both state the Spanish crown faced problems in finding a balance between the interests of
encomenderos and the welfare of the indigenous populations.
Both sources attribute a leading role to Bartolomé de las Casas in attempting to regulate
indigenous labour.
Contrasts:
Whereas Source E claims Spain saw the encomiendas as leading to abuses, Source F states
Spain saw them as necessary for prosperity.
Source E states encomenderos deserved large estates in America whereas Source F
argues that there was concern these lords could challenge royal authority.
8. Using the sources and your own knowledge, discuss the social and economic impact of the
Spanish conquest on the indigenous populations between 1519 and 1551. [9]
Level descriptors
Marks
7 9 The response is focused Clear references are made Accurate and relevant own
on the question. to the sources, and these knowledge is demonstrated.
references are used There is effective synthesis
effectively as evidence to of own knowledge and
support the analysis. source material.
material.
focus on the question. are made, but at this level demonstrated or, where it is
these references are likely demonstrated, it is
to consist of descriptions of inaccurate or irrelevant.
the content of the sources
rather than the sources
being used as evidence to
support the analysis.
0 The response does not The response does not The response does not
reach a standard reach a standard described reach a standard described
described by the by the descriptors above. by the descriptors above.
descriptors above.
responses.
Indicative content
Source E The source argues that the encomienda system turned the indigenous
populations almost into slaves. Although it highlights the benefits of the
New Laws (1542), it acknowledges that their implementation was
challenging.
Source F The source refers to the exploitation of the indigenous peoples, their loss
of land and the fact that they were made to pay tribute to Spain. It
argues that the encomienda became a necessary institution to
safeguard the welfare of the indigenous populations.
Source G The source discusses the negative impact of the conquest for the
indigenous populations by, for example, referring to the loss of housing
and possessions. Also, this source refers to the dangerous working
conditions and the resulting deaths.
Source H The source focuses on the negative impact of the conquest by depicting
oppression, death and brutality.
Own knowledge Economic impact: Candidates may offer information on the Mita
system (forced labour). They may refer to the exploitation of mines and
its impact on the indigenous populations: displacements, poor living and
working conditions, the rise of cities (for example, Zacatecas). They may
discuss the impact of the deviation of water resources from indigenous
fields or the introduction of cattle from Spain which occupied the land
used for crop rotation. They may also refer to the Columbian exchange.
Social impact: Candidates may offer details on the spread of diseases;
the demographic crisis; the separation of families. They may also
discuss the forced religious conversions; the growth of the mestizos
population; the resistance to assimilation; the introduction of African
slaves.
9. (a) What, according to Source I, were M ssolini s reasons for invading Abyssinia in
October 1935? [3]
Italy did not receive the territories that it believed were promised to them in 1915.
Italy had been patient with Abyssinia for 40 years and it was now time to take action.
Mussolini believed that Britain and France would not take action against Italy.
Mussolini considered the invasion of Abyssinia would lead only to a limited colonial
conflict.
(b) What does Source J suggest about the Italian invasion of Abyssinia? [2]
The Italian forces used advanced weapons such as poison gas

and aircraft.
The invasion was brutal and caused death and devastation.
It implies that Mussolini believed the Abyssinians ere nci ili ed, compared to the
Italians.
10. With reference to its origin, purpose and content, analyse the value and limitations of Source I for
an historian studying Ital s invasion of Abyssinia in 1935. [4]
Value:
The speech was given by Mussolini, leader of Italy, as the invasion of Abyssinia was launched.
The source indicates how Mussolini sought to justify the invasion of Abyssinia to the public.
The source gives specific details on the anticipated international reaction to the invasion
of Abyssinia in 1935.
Limitations:
The speech is a propaganda statement by Mussolini and therefore he may be exaggerating his
argument.
It is onl offering insight into the Italian go ernment s position on the in asion.
The source is from October 1935 when events were still unfolding.
limitations.
11. Compare and contrast what Sources K and L reveal about M ssolini s policies
towards Abyssinia. [6]

5-6 The response includes clear and valid points of comparison and of contrast.
3-4 The response includes some valid points of comparison and/or of contrast,
1-2 The response consists of description of the content of the source(s), and/or general
contrast.
Comparisons:
Both sources see M ssolini s invasion as being a reaction to the Italian defeat at
Adowa in 1896.
Both sources identify Abyssinia as being one of the few territories left as a target for
colonization in Africa by Mussolini.
Both sources claim that Britain and France were unlikely to intervene.
Both sources indicate that Mussolini was facing difficulties domestically and that a
successful war was needed to help support his position as leader of Italy.
Contrasts:
Source K identifies 1925 as the date by which Mussolini had decided on military preparations
for war, whereas Source L states that the decision to go to war was made far later in 1932.
Source L is more explicit about Mussolini using the invasion as a response to the
Depression, whereas Source K sees the invasion as being M ssolini s need to maintain
morale at home.
12. Using the sources and your own knowledge, discuss the factors which influenced M ssolini s
decision to invade Abyssinia on 3 October 1935. [9]
Level descriptors
Marks
7 9 The response is Clear references are made to Accurate and relevant own
focused on the the sources, and these knowledge is demonstrated.
question. references are used There is effective synthesis
effectively as evidence to of own knowledge and
support the analysis. source material.
generally focused on sources, and these demonstrated, this lacks
the question. references are used as relevance or accuracy.
material.
focus on the question. are made, but at this level demonstrated or, where it is
these references are likely to demonstrated, it is
analysis.
reach a standard a standard described by the reach a standard described
described by the descriptors above. by the descriptors above.
descriptors above.
responses.
Indicative content
Source I It offers information on different factors influencing M ssolini s decision.

For example, the fact that Italy did not make the territorial gains that it
believed were promised to them. Mussolini wanted revenge on
Abyssinia. Mussolini believed that Britain and France were unlikely to
intervene in any conflict with Abyssinia.
Source J Abyssinia was completely unprepared for war in 1935 and Italy, with its
technological advantage, would achieve an easy victory. Mussolini
believed Abyssinia was uncivilized.
Source K Mussolini wanted to create an African empire by invading Abyssinia,

eradicating the memory of the defeat of Adowa. M ssolini s domestic
policies were failing and he needed to maintain morale at home by a
successful overseas war against weak opponents. Mussolini also saw
little danger of interference from Britain and France in 1935 who he
considered as allies.
Source L Mussolini thought that Fascism had to show that it had an effective
foreign policy and the invasion of Abyssinia was a perfect way of
demonstrating it. Italy was still suffering economically from the
Depression and a successful colonial conquest, which also reversed the
humiliation of Adowa, was the perfect solution to criticism at home.
Own knowledge Candidates may offer further detail on the relationship between Italy,
Britain and France. For example, candidates may discuss the Franco-
Italian Pact, the Stresa Front, the Anglo-German Naval Agreement and
their impact.
Candidates may argue that the attitudes of Britain and France towards Italy
indicated to Mussolini that the League would also be ineffectual in taking any
unified action against the invasion. Its policy of collective security had been
weakened by the Manchurian Incident in the 1930s.
Candidates may also include some specific details concerning the
failures of Italian social and economic domestic policies in the 1930s and
M ssolini s attempt to achieve autarky as factors behind the invasion.
13. (a) What, according to Source M, were the reasons for the establishment of the
Bantustan system? [3]
To respond to a situation of international isolation and hostility.

To achieve internal security by crushing black opposition.
To separate black Africans from hite South Africa.
To respond to economic concerns.
(b) What does Source N suggest about the distribution of the Bantustans? [2]
The Bantustans comprised only a small proportion of South Africa s total land area.
The Bantustans were fragmented.
The Bantustans were predominantly in the northern and eastern parts of
South Africa.
14. With reference to its origin, purpose and content, analyse the value and limitations of Source P
for an historian studying the Bantustan system. [4]
Value:
It is written by a specialist in South African history.
The publication date offers the benefit of hindsight.
The source provides an insight into the nature and injustice of the Bantustan system.
The source suggests that there was concern about the international perception of
the system.
Limitations:
The a thor s intent is to provide a broad overview of South African history. Therefore, his
account may lack sufficient depth when considering the Bantustans.
The source offers insight only on the establishment of the Bantustans and lacks
information about the consequences of the implementation of the system.
limitations.
15. Compare and contrast what Sources O and P reveal about the Bantustan system. [6]

contrast.
Comparisons:
Both sources state that the Bantustans were intended to serve the interests of the
white population.
Both sources indicate that the Bantustans comprised only around 13% of South Africa s
land area.
Contrasts:
Source P states that Verwoerd claimed Africans enjoyed full political rights whereas Source O
claims there was no self-government for the Africans.
The tone in Source O is highly critical, with its central purpose being to demonstrate
the injustice of the Bantustan system, whereas Source P provides a more detached
historical account.
Whereas Source P mainly considers the political aspects of the Bantustan system,
Source O largely focuses on its economic and social factors.
Source O focuses entirely upon the domestic impact of the Bantustan policy whereas
Source P also considers the international perception of the system.
16. Using the sources and your own knowledge, evaluate the success of the Bantustan system in
achieving the aims of the South African government. [9]
Level descriptors
Marks
7 9 The response is focused Clear references are made Accurate and relevant own
on the question. to the sources, and these knowledge is
material.
material.
these references are likely is demonstrated, it is
to consist of descriptions of inaccurate or irrelevant.
the content of the sources
rather than the sources
being used as evidence to
support the analysis.
0 The response does not The response does not The response does not
reach a standard reach a standard described reach a standard
described by the by the descriptors above. described by the
descriptors above. descriptors above.
responses.
Indicative content
Source M The aims of the South African government were to respond to a situation
of international isolation, to achieve internal security and to respond to
economic concerns. Also, the government wanted to separate black
Africans from hite South Africa.
Source N The map shows how most of South Africa s land area was reserved for
the white population. However, this would strengthen black Africans
opposition to the government.
Source O This so rce s demonstration of the injustice of the Bantustan system and
its condemnation of the government suggests that the government
would face a worsening security problem.
Source P The so rce s reference to the best farming land and mineral ealth
being guaranteed for the white population could strengthen the
go ernment s political position. However, the granting of only a small
proportion of land to black Africans would be likely to increase black
opposition to the government.
Own knowledge Candidates may provide evidence of the black majorit s increasing
hostility to the government and the security threat that this posed for the
authorities. They may provide further details regarding the shooting of
peaceful demonstrators in Sharpeville or make reference to the Langa
March (1960). This in turn led to the leaders of both the African National
Congress (ANC) and the Pan-African Congress (PAC) to decide to
switch from peaceful protest to violence.
The ANC s Spear of the People began a campaign of sabotage, and the
PAC also formed a terrorist group. Candidates may further discuss the
international impact of Sharpeville and Langa which led to increased pressure
on the South African government to end apartheid.
Candidates may argue that white general election results showed a
significant increase in support for the government between 1948 and
1961. Candidates may argue that South Africa s increasing ability to
withstand international pressure was due to the Cold War and to South
Africa s economic strength, rather than the Bantustan system.
17. (a) What, according to Source Q, were the aims of the Kosovo Liberation Army? [3]
To gain the support of all Albanians for the armed struggle.

To get funding for the movement.
To liberate the territory from the occupiers.
To call on the international community to commit to a fair solution to the conflict.
(b) What does So rce T s ggest abo t Slobodan Milose ic s actions in Kosovo? [2]
Milosevic had perpetrated violence and killing in Kosovo.

There had been an attempt to ethnically cleanse Kosovo.
Slobodan Milosevic was responsible for these actions and had become known as
the butcher of Kosovo.
18. With reference to its origin, purpose and content, analyse the value and limitations of Source Q
for an historian studying the conflict in Kosovo. [4]
Value:
The source is a statement by the KLA, a key actor in the conflict, at a time when tension was
increasing in Kosovo.
It reveals the aims publicly set down by the KLA and provides justifications for its actions.
It indicates how the KLA rallied support by highlighting issues which led to conflict in
Kosovo and how it criticized the inaction of the international community.
Limitations:
The source is from 1997, when events were still unfolding.
The aim is to rally support for the KLA, therefore it may exaggerate Serbian actions in Kosovo.
The language is emotive and it does not offer a balanced account regarding the situation
in Kosovo at the time.
The focus of the question is on the value and limitations of the question. If only value or
limitations.
19. Compare and contrast what Sources R and S reveal about the conflict in Kosovo. [6]

5-6 The response includes clear and valid points of comparison and of contrast.
3-4 The response includes some valid points of comparison and/or of contrast,
1-2 The response consists of description of the content of the source(s), and/or general
contrast.
Comparisons:
Both sources state that the failed attempt to arrest Adem Jashari contributed to the conflict.
Both state that the brutal attack on the Jashari clan in March was a turning point in the conflict,
strengthening support for the KLA.
Both state that Adem Jashari was or became a symbol of resistance for Kosovan Albanians.
Both state that weapons came from Albania into Kosovo, contributing to increased
violence.
Contrasts:
Source R highlights the role of the United States in the conflict, whereas Source S focuses on
the regional factors.
Source R suggests the KLA were gaining in strength, whereas Source S suggests the
Serbian army was far superior.
20. Using the sources and your own knowledge, to what extent do you agree that the actions of the
Kosovo Liberation Army escalated the conflict in Kosovo? [9]
Level descriptors
Marks
7 9 The response is focused Clear references are made to Accurate and relevant own
on the question. the sources, and these knowledge is
material.
material.
these references are likely to is demonstrated, it is
analysis.
reach a standard a standard described by the reach a standard
described by the descriptors above. described by the
descriptors above. descriptors above.
responses.
Indicative content
Source Q The KLA called for funding and support from Albanians to enable them
to respond with greater force to liberate Kosovo, which contributed to the
conflict. However, the KLA claim to be responding to Serb violence.
Source R The source identifies a number of factors that escalated the conflict such
as the growing strength of the KLA but also the attack on the Jashari
clan by Serbian police and military. The source also suggests that the
United States envoy may have contributed to the conflict.
Source S The source outlines Serbian responsibility for the escalation of conflict
as the result of its campaign of suppression. It refers to the brutal attack
on the Jashari clan. However, the escalation was also due to the
collapse of the Albanian government in 1997, and the subsequent
access to arms for the KLA.
Source T Slobodan Milosevic was responsible for the escalation and was called
the b tcher of Koso o . The so rce also implies that Serbian forces had
attempted to ethnicall cleanse Koso o.
Own knowledge Candidates may argue that the actions of Kosovar Albanians escalated
the conflict. The KLA, set up in 1996, began a series of attacks on Serb
police and army units which continued throughout 1997. The KLA made
public appearances at the funerals of Kosovar Albanians and these
became the focus for mass protests. The KLA increased armed attacks
on Serb forces in early 1998. By the spring of 1998 attacks on Serb
police were launched from Albania.
Candidates may provide further detail on the role of the Serbian
government police and military in escalating the conflict, such as the
Racek massacre. Candidates may discuss the role of foreign powers,
the UN and NATO in the escalation of the conflict.

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History

Higher level and standard level

Wednesday 4 November 2020 (afternoon)

Prescribed subject Sources

Prescribed subject 1: Military leaders

End of prescribed subject 1

Prescribed subject 2: Conquest and its impact

Source E Edward Gaylord Bourne, an historian specializing in Latin American history,

Source F Benjamin Keen, an historian specializing in colonial Latin America, writing an

End of prescribed subject 2

Prescribed subject 3: The move to global war

Removed for copyright reasons

“PAH! THEY WERE UNCIVILIZED SAVAGES, WITHOUT IDEALS.”

End of prescribed subject 3

Prescribed subject 4: Rights and protest

Source N A map of South Africa showing the location of the Bantustans.

End of prescribed subject 4

Prescribed subject 5: Conflict and intervention

Removed for copyright reasons

End of prescribed subject 5

Source J David Low / Solo Syndication.

Source T Bill McArthur; https://www.seascape-art-orkney.co.uk/.

Wednesday 4 November 2020 (afternoon)

Prescribed subject Questions

Prescribed subject 1: Military leaders

Prescribed subject 2: Conquest and its impact

Prescribed subject 3: The move to global war

Prescribed subject 4: Rights and protest

Prescribed subject 5: Conflict and intervention

Higher level and standard level

Prescribed subject 1: Military leaders

The decision was profoundly shocking to many crusaders.

Richard I led the march to Jerusalem.

Marks Level descriptor

Source B Richard I is pictured as the leader of the crusaders. The king is

Source D Richard I s decision to avoid recapturing Jerusalem was approved by a

Prescribed subject 2: Conquest and its impact

The Spaniards seized land from the indigenous peoples.

The indigenous populations were exploited by the Spanish.

Marks Level descriptor

Prescribed subject 3: The move to global war

The Italian forces used advanced weapons such as poison gas

Marks Level descriptor

Source I It offers information on different factors influencing M ssolini s decision.

Source K Mussolini wanted to create an African empire by invading Abyssinia,

Prescribed subject 4: Rights and protest

To respond to a situation of international isolation and hostility.

Marks Level descriptor

Prescribed subject 5: Conflict and intervention

To gain the support of all Albanians for the armed struggle.

Milosevic had perpetrated violence and killing in Kosovo.

Marks Level descriptor

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