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Paper 8697/3 (International History, 1945-1991) t

FINA !A"#IN$ %&H'!' N*'!+'" 1

[Note: generic mark bands will be used in addition to this marking scheme.]

%'&.IN A

1 %o0re-2ase 0estion .e N an te protetion o 0an rits

LI WRITES ABOUT THE HYPOTHESIS, NO USE OF SOURCESThese answers will be about international protection of human rights, but will ignore the question,i.e. they will not use the sources as information/eidence to test the gien hypothesis. !nclude in thisleel answers which use information taken from the sources, but only in describing the "N#s record

on human rights, rather than for testing the hypothesis.

L2 USES INFORMATION TAKEN FROM THE SOURCES TO CHALLENGE OR SUPPORTTHE HYPOTHESISThese answers use the sources as information rather than as eidence, i.e. sources are used atface alue only with no ealuation/interpretation in conte$t.e.g. 'Yes, it is tre t!"t t!e U#ite$ N"ti%#s $i$ &itt&e t% r%te(t !)"# rig!ts *e("se S%r(e E

s!%+s t!"t t!e H)"# Rig!ts C%))issi%# $e(i$e$ it !"$ #% %+er t% $% s%' OR 'N%, t!e U#ite$N"ti%#s $i$ !e& r%te(t !)"# rig!ts. Y% ("# te&& t!is r%) S%r(e A'.

L- USES INFORMATION TAKEN FROM SOURCES TO CHALLENGE AN: SUPPORTTHE HYPOTHESIS

These answers know that testing the hypothesis inoles both attempting to confirm and todisconfirm it. %oweer, sources are still used only at face alue.e.g. 'T!ere is ei$e#(e *%t! %r "#$ "g"i#st t!e ie+ t!"t t!e UN $i$ &itt&e t% !e& r%te(t !)"#rig!ts. I/% t!i#0 t!e ei$e#(e s%rts t!is ie+ t!e# S%r(e B !e&s /% *e("se it s!%+s t!e)e)*er st"tes tr#i#g " *&i#$ e/e t% !)"# rig!ts i%&"ti%#s i$e#tiie$ */ UN *%$ies. S%r(e C,!%+eer, gies " $ere#t i)ressi%# *e("se it s"/s t!"t t!e UN C%))issi%# %# H)"# Rig!ts !"s*ee# "# "r(!ite(t % t!e s/ste) % !)"# rig!ts.'

L1 BY INTERPRETINGE3ALUATING SOURCES IN CONTE4T, FIN5S E3I5ENCE TOCHALLENGE OR SUPPORT THE HYPOTHESISThese answers are capable of using sources as eidence, i.e. demonstrating their utility in testing thehypothesis, by interpreting them in their historical conte$t, i.e. not simply accepting them at their face

alue.e.g. 'It is tre t!"t t!e UN !"s $%#e &itt&e t% r%te(t !)"# rig!ts. W!e# /% &%%0 "t s%r(es &i0eS%r(e C /% ("#'t re"&&/ t"0e it seri%s&/ *e("se it is %*i%s t!"t t!e UN Se(ret"r/ Ge#er"& W!e#"$$ressi#g t!e H)"# Rig!ts C%))issi%# is g%i#g t% r"ise its +%r0 ' OR T!e UN !"s $%#e " "ir")%#t %r !)"# rig!ts. It !"s !"r$ t% "((et S%r(e B's *&i( (riti(is) % t!e UN )e)*er st"tes+!e# A)#est/ I#ter#"ti%#"& !"s its %+# se&6i#terest, #")e&/ t% *&i(ise t!e "i&res % i#ter#"ti%#"&e%rts t% r%te(t !)"# rig!ts.'

L7 BY INTERPRETINGE3ALUATE3G SOURCES IN CONTE4T, FIN5S E3I5ENCETO CHALLENGE AN5 SUPPORT THE HYPOTHESIS (17-1

(1-5)

(6-8)

(9-13

(14-1

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These answers know that testing the hypothesis inoles attempting both to confirm and

disconfirm the hypothesis, and are capable of using sources as eidence to do this &i.e.

both confirmation and disconfirmation are done at this leel'.

e.g. 8irst L1 e9")&e PLUS t!e %&&%+i#g: H%+eer s%)e % t!e s%r(es $% sggest t!"t t!eUN !"s $%#e s%)et!i#g t% r%te(t !)"# rig!ts. T!e ei$e#(e se$ i# S%r(e E t% "rge

t!"t t!e UN H)"# Rig!ts C%))issi%# !"$ &itt&e i)"(t is er/ si)i&"r t% t!e ei$e#(er%i$e$ i# S%r(e A +!i(! "rges t!"t t!e UN 5e(&"r"ti%# % H)"# Rig!ts !"s !"$ "

%sitie ee(t. A#$ ee# t!e "t!%r % S%r(e E t"0es !is (riti(is)s %#&/ t% t!e )i$ ;s.

B/ t!e#, $e(&"r"ti%#s s(! "s t!e He&si#0i Agree)e#t +ere st"rti#g t% !e& r%te(t !)"#

Rig!ts, ee# i# st"tes s(! "s t!e USSR.

L? AS L7, PLUSEITHER 8": E4PLAINS WHY E3I5ENCE TO CHALLENGESUPPORT ISBETTERPREFERRE5, OR 8*: RECONCILESE4PLAINS PROBLEMS ;N THE E3I5ENCE TO

SHOW THAT NEITHER CHALLENGE NOR SUPPORT IS TO BE PREFERRE5

(or &a' the argument must be that the eidence for agreeing/disagreeing is better/preferred.

This must inole a comparatie )udgement, i.e. not )ust why some eidence is better, but also

why other eidence is worse. (or &b' include all *+ answers which use the eidence to modify

the hypothesis &rather than simply seeking to support/contradict' in order to improe it, e.g.argues that the "N#s human rights record has improed after an ineffectie initial period oftwenty or thirty years. This can be argued through the different opinions/perceptions shown in

the sources, e.g. ource -, or by establishing different criteria for assessing the internationalcommunity#s record on human rights, e.g. the role of nongoernmental organisations such as

mnesty !nternational.

%'&.IN +

Ho; ar o yo0 aree tat te %o

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Those who confine their answers )ust to the post789 period proide a less than complete analysis,

howeer thorough their coerage. Thus award a ma$imum of 3and @ marks for such an approach.

4 Ho; ar o yo0 aree tat te %ino-%o

The conflict began in 789 when the "A and -hina publicly fell out oer arious matters, one of

which was a dispute about who could better claim to lead the 5ar$ist world. The "A based its claim

on being the first -ommunist state, -hina on its adaptation of 5ar$ism to the rural reality of Third 0orld

states. 6olicy differences, based in part on ideological differences, widened the rift. The "A criticised

the Breat *eap (orward while -hina criticised peaceful coe$istence with the 0est. 6ersonal rialries

between 5ao Cedong and ;hrushche only made matters worst. There was also a history of difficult

relations between the -6D and the --6 which stretched back to the 78

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#0hat# might include military doctrines such as massie retaliation &1isenhower G 4ulles from 78+H' and

policy statements such as N-9E. !t could also include technological deelopments such as the

deelopment of long range bombers in the 78+s, of !-35s towards the end of that decade and of *35s

&submarine launched ballistic missiles' in the early 789s. !t could also be argued that eents often helped

accelerate the nuclear arms race, the ;orean 0ar and the -uban missile crisis being the most obious

e$amples. (inally, psychological factors played their partI mutual suspicion and mistrust caused both sidesto accelerate arms production to close imagined bomber and missile gaps.

Thus there should be plenty of opportunities for well prepared candidates to use their knowledge,

understanding and analytical skills. Aeward aboe all an ability to place releant factors into some kind of

hierarchy of importance.

7 &opare an ontrast te ipat o te I!F an o $A.. on international eonoi e