1997 Paper 1+2+ans

DSEHOLIC｜全港最齊免費試題
HKCEE Running Answer Texts
1997 History
4. (a) (i) In the cartoon, the Nazi leader represented by the teacher was Hitler.
The first clue was that the teacher resembles Hitler in appearance.
Secondly, the book entitled Mein Kampf held in the teacher’s hand was
Hitler’s work.
(ii) Hitler can be regarded as a hero in several ways: First, he fought
heroically in the First World War and won the “Iron Cross” which was
a first class honor in the German army. Second, he could liberate
Germany from the humiliation of the Powers under the Treaty of
Versailles. Finally, he expanded German territory and brought national
glory to the German people.
(b) Source D shows the characteristics of Nazism in two ways: First, the
belief in the superiority of the Aryan race, as shown in the contents of
the wall picture and words spoken by the teacher. These both give a
positive image of an Aryan. Second, mass indoctrination was common,
as shown in the pictures that Goebbels, Goering and Hess possess
qualified physique which they actually did not have.
9. To a certain extent, the Cold War can be basically regarded as an
ideological conflict between the capitalist and communist blocs. Of
course, other factors, such as the Soviet expansion in Eastern Europe,
the competition of being the superpower, the wartime conferences
which exposed the Soviet aggression and the active policies adopted by
the capitalist countries after the Second World War were also
important to explain the Cold War.
1997-HIST-CE I-1
1997 History
Focusing on the long-lasting causes, ideological differences can be
regarded as a fundamental factor that led to the outbreak of the crisis,
since it was originated from the confrontation between the capitalist
and communist blocs. After the 1917 Revolution, communism became
the major threat of the world in the views of the capitalist countries. In
communism, it practised public property ownership and state owned all
means of production (e.g. factories, mines, banks and farms). It
believed the rich exploited the poor under the capitalist system. To set
up a strong government, totalitarianism was used which advocated
‘dictatorship of the proletariat’. This means that ‘workers’ should rule
the country. It even encouraged a worldwide revolution to bring
communist governments to power everywhere.
Different from communism, capitalism believed in private property
ownership and usually supported a liberal government by advocating
free elections and individual freedoms. The market economy and
private properties should be protected under the law. Under the great
differences between two ideologies, if there were common enemies
(Germany, Japan), the two ideology blocs may cooperate temporarily;
but when the enemies were removed, their political and social
differences encouraged their division.
Apart from the ideological differences that led to the Cold War. Other
factors could not be neglected. There was the growth of distrust
between East and West before 1945. To stop the spread of the
1997-HIST-CE I-2
1997 History
communist revolution in Europe, Western powers actively intervened
the domestic affairs of Russia, including the participation of the
Russian Civil War and support of the ‘White Armies’ in 1918-21. In
order to weaken the Soviet influence, the Soviets were left to fight the
Germans alone on the Eastern Front during 1941-45. As a result, many
Soviet soldiers and civilians were killed, and cities in Russia were
ruined after the war. The Western Allies did not provide any concrete
support to the U.S.S.R. in the wartime. As a result, the Soviet Union
was very suspicious of the intention of the Western powers. The two
blocs’ distrust was deepened by the way that Western allies and the
U.S.S.R. had different views on treating defeated Germany after the
Second World War, including whether it should impose heavy
reparations on Germany, divide Germany, and set up a peaceful and
democratic Germany.
Furthermore, the leading role played by the U.S. in world affairs by the
end of the war caused the suspicion of the Soviet Union. The U.S. tried
to stop a dictatorship by force which led to the conflict with the
totalitarian U.S.S.R. The U.S.S.R. was afraid of the rising influence of
the U.S. in world politics which posed a threat to its expansion.
Therefore, the emergence of the Cold War was inevitable.
The inappropriate arrangement in the wartime conferences catalyzed
the conflicts between the western powers and the communist states. In
the Teheran Conference, the western powers left the Soviets alone to
‘liberate’ Eastern Europe. In the Yalta Conference, to accept Soviet’s
1997-HIST-CE I-3
1997 History
support against Japan, the U.S. and Britain tolerated the Soviet
increasing influence in Eastern Europe. As a result, the Soviet
government controlled the countries in Eastern Europe in the post-war
period which developed the distrust between the U.S.S.R. and her
allies. The use of atomic bomb in World War II aroused Soviet’s
suspicion and phobia towards the Western powers. The Soviet’s
takeover and expansion in Eastern Europe further damaged
Soviet-Western relations.
Finally, the Soviet expansion in Eastern Europe after the Second
World War hastened the crisis situation. By early 1946, the Soviet
Union consolidated her control over the Eastern Europe countries. In
order to promote communism, the communists ran and won in
elections. Finally, they set up one-party dictatorships under the
communist rule. Thus, they became Soviet satellites, including Poland,
Czechoslovakia, Hungary, Rumania, Bulgaria and Albania, except
Yugoslavia. Afterwards, Churchill used ‘Iron Curtain’ to describe the
barrier established by the Soviet Union along the borders of her
satellites in Eastern Europe which increased the suspicion and hostility
between the two blocs.
In conclusion, ideological conflict between two blocs is the
fundamental factor leading to the growing distrust and anger after the
Second World War. However, other factors which mentioned above
cannot be ignored.
1997-HIST-CE I-4
只限教師參閱 FOR TEACHERS’ USE ONLY
一九九七年香港中學會考
歷史科評卷參考
引言
一般原則：
1. 評卷時必須恪守閱卷員會議中所審定之評卷參考，以確保評分按照劃一的標準。
2. 閱卷員應就考卷所提供的內容，作正面的評核，而不應持有既定的答案模式，或
過份執著考卷所遺漏的地方。
3. 每題的分數應予充份運用。「中間落墨」的評核方式，將令分數過份集中於某一
範圍內，從而影響該題分辨不同程度考生的能力之有效性。
4. 優等考卷毋須完美無瑕，內容或表達方面倘有輕微不足之處，亦可接受。
歷史資料題
5. 評卷參考祇屬指引性質，而非規定的答案。考卷中所用字句，不須依照評卷參考
所提供者。
6. 基本上，試題旨在測驗考生理解及評價歷史證據及/或資料的能力。因此，評卷
的重點應在適當地評估考生所展示思維能力與史學技能而非其記誦史實或寫作
能力。對於寫作能力表現不足，但有良好概念或推斷技能的答案，應予小心評閱。
7. 評卷參考所提供的答案祇屬「建議」而已。此外，可能尚有其他未有提及，但同
樣恰當的答案。遇有疑問，閱卷員應與試卷主席商議。
論述題
8. 評卷參考包括 (a) 評分表及 (b) 個別試題評分指引。
9. 在評卷時，閱卷員須根據三項因素：理解題旨、內容及表達，首先評定考卷的等
級，然後參考「評分表」將該個等級兌換為相應的分數。
10. 「個別試題評分指引」所提供的資料，目的在於補充「評分表」，並就個別試題
的要求和重點，向閱卷員提供具體的參考。
11. 為公平起見，介乎兩個等級之間的考卷，不應由於同情而提高至較高的等級。
97-CE-HIST I-1
一九九七年香港中學會考
歷史科
論述題評分標準
[註：評卷時，閱卷員應根據三項因素 (理解題旨，內容反表達)，首先評定考卷的等級，然後參考下表將該等級兌換為相應
的分數。]
分數
評分標準等級整題分題
(最高 30 分) (最高 20 分) (最高 18 分) (最高 15 分) (最高 12 分) (最高 10 分) (最高 8 分)
- 能準確掌握題旨。
- 內容均衡，能恰當及有效運用相關之材料。 A 27-30 18-20 17-18 14-15 11-12 9-10 8
- 組織佳，表達清晰，文筆流暢。
- 瞭解題旨。 B 24-26 16-17 15-16 13 10 8 7
- 內容頗為均衡，並頗能正確運用相關之材
料。 C 21-23 14-15 13-14 11-12 8-9 7 6
- 組織尚佳，文筆頗為清楚流暢。
- 對題旨有一般性之瞭解。
D 18-20 12-13 11-12 10 7 6 5
- 內容以鋪陳丈實為主，金夾雜一些無關或錯
誤之材料。
E 15-17 10-11 9-10 8-9 6 5 4
- 組織欠佳，惟文筆尚算清楚。
- 對題旨瞭解不足，未能明確區分相關及無關＋
F
之材料。 13-14 9 7-8 6-7 4-5 4 3
(稍低於合格)
- 相關而重要之史實不多。
- 組織紊亂，頗難理解，人名及地名有明顯錯
F 7-12 5-8 4-6 4-5 3 3 2
別字。
- 對題旨幾無瞭解，未能區分相關及無關之材
料。
- 絕少相關之史實。 U 0-6 0-4 0-3 0-3 0-2 0-2 0-1
- 組織極為紊亂，難以理解，重要人名及地名
有嚴重錯別字。
97-CE-HIST I-2
一九九八年香港中學會考
歷史科評卷參考
甲部 (歷史資料題)
Q.1 (a) (i) 作者提出的理由 [1 分]

•加富爾認為：意大利統一是個太激進的想法/ 在意大利統一的過程
中將會遇到重重的障礙；或
•除了替皮德蒙爭取最大的利益外，加富爾別無他想。
( ii ) 作者引用的史實 [2 分]
•加富爾在普薩比埃協議(1858)中，同意割讓薩伏衣爾和尼斯給法國。
(b) 加富爾承諾割讓薩伏衣爾和尼斯給法國是否明智
明智 [4 分]
•割讓兩地可獲取法國對意大利統一的支持——面對當時的政治實況
及意大利統一過程中會遇到的巨大障礙(如奧地利的軍事力量)，法
國的支持至為重要。
不智 [2 分]
•由於這兩個地區有為數甚多的意大利人居住，割讓兩地將招致意大
利民族主義者的批評；或
•與奧地利作戰(1859)的結果，顯示加富爾對拿破崙三世作出了錯誤
的估計。
Q.2 (a) 相似之處 [2 分]
考生須指出兩項相似之處，例如：
•兩人幾乎同一時期在位
•各自統治四億人民
•在她們統治的時代，女性的政治影響力薄弱 / 女性沒有投票權
[註：若考生只說兩人同為女性/統治者，則答案不可接受。]
(b) (i) 國內 / 對外問題 [1+1 分]
•國內問題：慈禧身邊的大臣居心叵測 / 對外交事務一竅不通。
•對外問題：環繞四周的國家並不友善。
( ii ) 這兩個問題是否有史實依據 [6 分]
正反兩方面均可接受。
有史實依據
•國內問題：例如袁世凱參予戊戌政變，居心叵測/毓賢及其他支持
義和團的官員愚昧無知。
•對外問題：例如列強意圖把中國瓜分為勢力範圍 / 列強迫使中國
簽訂不平等條約。
缺乏史實依據
•國內問題：例如榮祿及一些官員在戊戌政變中效忠慈禧 / 李鴻章
及支持改革的官員對外交事務持開明態度。
•對外問題：例如美國提出門戶開放政策，可見其對中國的敵意較小
97-CE-HIST I-3
Q.3 (a) 趨勢 [2 分]
• 如考生能指出罷工次數於 1905 年後急劇下降，並於 1911 年開始上
升，可取得 2 分。
• 如考生只能提及數字出現變化，但未能指出確實年份，或未能指出
1910-11 年下降趨勢呈現轉向，則只能取得 1 分。
(b) 資料在什麼程度上有助於理解俄國因何於 1917 年 2 月經歷革命
有用之處 [4 分]
• 考生可指出罷工次數反映了直至 1914 年的十年間俄國人持續及廣
泛的不滿情緒，這些不滿情緒迫使沙皇尼古拉二世於 1914 年與德國
開戰(藉此團結國民及轉移國內的不滿情緒)。戰爭中遭受挫敗及因
而帶來的屈辱，正是構成俄國 1917 年 2 月革命的重要因素。
• 資料 C 反映罷工是持續及廣泛的。由此可見杜瑪的召開及斯托里賓
的改革，對緩和俄國人民的不滿情緒、遏止革命黨勢力的蔓延或防
止革命的爆發所起的作用不大。
不足之處 [2 分]
• 考生可說明資料 C 只反映了二月革命眾多成因之一，即罷工 / 國內
的動亂。可是，資料卻沒有提及其他成因，例如：沙皇尼古拉二世
的庸碌無能、第一次世界大戰的影響等。
• 資料 C 並沒有提及 1915-17 年間的情況，而這三年對於理解革命因
何於 1917 年 2 月爆發，至為重要。
[註：(1) 如考生能就資料的出處，指出俄國貿易及工業部可能會基於
某些原因對罷工數字有所增減，從而懹疑資料的可信性，閱
卷員可酌量加分。
(2) 如考生只列述革命的各個原因而未能扣緊題旨，其於題 3(b)
所得分數不應超逾 2 分。]
Q.4 (a) ( i ) 納粹領袖：希特拉 [1 分]
線索 [2 分]
考生須引用兩項線索，例如：
• 漫畫中的老師外貌與希特拉相似。
• 老師手持的書《我的奮鬥》是希特拉的著作。
• 士兵稱老師為「元首」，這是當時德國人民對希特拉的尊稱。
• 牆上圖畫中的戈培爾、戈林、赫斯，都是希特拉的忠心部下。
( ii) 希特拉可算是英雄 [4 分]
答案最少要包括兩方面，例如希特拉：
• 在第一次世界大戰中勇敢作戰，並獲頒授「鐵十字章」。
• 親自率領部下發動慕尼黑政變，以推翻威瑪共和國。
• 把人民從「經濟大衰退」所造成的絕望與困境中拯救出來。
• 解除列強藉凡爾賽和約強加於德國的枷鎖。
• 擴展德國的領土及影響力，為德國人民帶來光榮。
(b) 納粹主義思想的特徵 [2 分]
考生須指兩項特徵，例如：
• 雅利安人是優秀民族。
• 向人民進行思想灌輸。
• 領袖崇拜 / 絕對服從。
97-CE-HIST I-4
線索 [4 分]
考生須引用兩項線索，例如：
• 從牆上圖畫及老師的說話中，可看到雅利安人優秀之處。
• 學生(士兵)因受思想灌輸而相信戈培爾、戈林、赫斯擁有一
些他們並不具備的特質。
• 士兵所說的話顯示他們盲目崇拜希特拉。
乙部： (論述題)
Q.5 (a) 破壞舊有的政治秩序 [18 分]

考生可指出：
• 君主專制統治沒落；
• 歐洲諸國疆界的變遷；
• 舊有的勢力均衡遭到破壞。
(b) 為恢復舊有的政治秩序所作出的努力 [12 分]
答案可包括：
• 恢復專制君主的統治(例如：波旁皇朝在法國、西班牙、那不
勒斯復辟；恢復教皇對教皇國的統治)；
•加強普魯士、奧地利、俄國的力量及圍堵法國，以維持歐洲
列強間勢力均衡。
Q.6 (a) 1832-1918 年間英國議會制度發展的各個階段 [10 分]

考生須就 1832-1918 年間通過的四個改革法案，解釋這些法案
如何把投票權範圍擴及中產階級、工人、農民、婦女。
如考生能引用其他有關法案，如秘密投票法案(1872)及國會法
案(1911 年，以解釋這些法案如何使英國議會制度變得更具代
表性及更為民主，閱卷員可酌量加分。
(b) 工業革命的作用/其他因素 [12/8 分]
工業革命的作用 [12 分]
考生須指出：
• 中產階級勢力的增長；
• 城市數目急劇增加，因而對人口分佈造成變化；
• 工人階級的不滿情緒日益加強 (因而導致憲章運動)。
其他因素 [8 分]
答案可包括：
•拿破崙戰爭的衝擊；
•自由主義在歐洲的傳播；
•婦女地位的提高。
97-CE-HIST I-5
Q.7 改革運動是對外來侵略的回應 [中國/日本 15/15 分]
考生可討論外來侵略如何給中國和日本帶來危機 (例如引起人民廣泛的
不滿情緒，給經濟帶來破壤與艱困)，因而促使政府推行改革。此外，考
生亦可就改革內容說明這些改革目的在於增強國力，以抵抗外來侵略。
[註：相信大部分考生會認為引文適用於中日兩國。可是，如果有些考生
認為引文只適合用來描述中國而不適用於日本 (或適用於日本而不適用
於中國)，甚或兩者皆不適合，他們的答案將不會因此而被扣分。只要他
們所持的理據充分，其答案也可接受。]
Q.8 德國對第一次世界大戰 / 第二次世界大戰的發生須負的責任 [15/15 分]
德國對第一次世界大戰的發生須負的責任 [15 分]
考生應解釋德國的政策/行動如引致緊張局面及衝突，並最終觸發戰爭。
例如：
• 泛日耳曼運動；
•與英國進行備競賽；
• 德國給予奧地利無條件支持；
• 進侵比利時；
• 德國向法國及俄國宣戰。
德國對第二次世界大戰的發生須負的責任 [15 分]
考生須討論德國違反凡爾賽協定，及其於 1930 年代推行的對外擴張政策
所帶來的影響，此外，考生須說明德國的野心如何使國際形勢更形緊
張，以及德國進攻波蘭的行動如何觸發第二次世界大戰。
Q.9 意識形態方面的衝突 / 其他方面的衝突 [20/10 分]
意識形態方面的衝突 [20 分]
考生須強調資本主義與共產主義在以下各方面的分別：政府結構、資本
家與無產階級在經濟上扮演的角色，以及對教育、宗教、出版採取的政
策。此外，考生須指出共產主義陣營意欲進行世界革命，而資本主義陣
營則決心遏止共產主義的擴張。
其他方面的衝突 [10 分]
答案可包括：
政治方面的衝突 (如柏林封鎖及古巴危機)；
軍事方面的衝突 (如北大西洋公約組織與華沙公約組織的封壘)；
經濟方面的衝突 (如經濟互相委員會抗衡馬歇爾計劃)。
97-CE-HIST I-6

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DSEHOLIC｜全港最齊免費試題

(ii) Hitler can be regarded as a hero in several ways: First, he fought

a first class honor in the German army. Second, he could liberate

Germany from the humiliation of the Powers under the Treaty of

Versailles. Finally, he expanded German territory and brought national

glory to the German people.

belief in the superiority of the Aryan race, as shown in the contents of

positive image of an Aryan. Second, mass indoctrination was common,

as shown in the pictures that Goebbels, Goering and Hess possess

qualified physique which they actually did not have.

9. To a certain extent, the Cold War can be basically regarded as an

ideological conflict between the capitalist and communist blocs. Of

course, other factors, such as the Soviet expansion in Eastern Europe,

the competition of being the superpower, the wartime conferences

important to explain the Cold War.

Focusing on the long-lasting causes, ideological differences can be

regarded as a fundamental factor that led to the outbreak of the crisis,

since it was originated from the confrontation between the capitalist

and communist blocs. After the 1917 Revolution, communism became

communism, it practised public property ownership and state owned all

means of production (e.g. factories, mines, banks and farms). It

up a strong government, totalitarianism was used which advocated

‘dictatorship of the proletariat’. This means that ‘workers’ should rule

the country. It even encouraged a worldwide revolution to bring

communist governments to power everywhere.

Different from communism, capitalism believed in private property

ownership and usually supported a liberal government by advocating

free elections and individual freedoms. The market economy and

differences between two ideologies, if there were common enemies

(Germany, Japan), the two ideology blocs may cooperate temporarily;

differences encouraged their division.

factors could not be neglected. There was the growth of distrust

communist revolution in Europe, Western powers actively intervened

the domestic affairs of Russia, including the participation of the

Russian Civil War and support of the ‘White Armies’ in 1918-21. In

Germans alone on the Eastern Front during 1941-45. As a result, many

support to the U.S.S.R. in the wartime. As a result, the Soviet Union

U.S.S.R. had different views on treating defeated Germany after the

Second World War, including whether it should impose heavy

reparations on Germany, divide Germany, and set up a peaceful and

to stop a dictatorship by force which led to the conflict with the

totalitarian U.S.S.R. The U.S.S.R. was afraid of the rising influence of

the U.S. in world politics which posed a threat to its expansion.

Therefore, the emergence of the Cold War was inevitable.

The inappropriate arrangement in the wartime conferences catalyzed

‘liberate’ Eastern Europe. In the Yalta Conference, to accept Soviet’s

increasing influence in Eastern Europe. As a result, the Soviet

government controlled the countries in Eastern Europe in the post-war

allies. The use of atomic bomb in World War II aroused Soviet’s

suspicion and phobia towards the Western powers. The Soviet’s

takeover and expansion in Eastern Europe further damaged

Finally, the Soviet expansion in Eastern Europe after the Second

Union consolidated her control over the Eastern Europe countries. In

order to promote communism, the communists ran and won in

elections. Finally, they set up one-party dictatorships under the

communist rule. Thus, they became Soviet satellites, including Poland,

Czechoslovakia, Hungary, Rumania, Bulgaria and Albania, except

Yugoslavia. Afterwards, Churchill used ‘Iron Curtain’ to describe the

barrier established by the Soviet Union along the borders of her

satellites in Eastern Europe which increased the suspicion and hostility

between the two blocs.

In conclusion, ideological conflict between two blocs is the

Second World War. However, other factors which mentioned above