OCR – AS GCE European and World History Enquiries F964: Option B
The Origins of the American Civil War 1820–61
Mark Scheme 1 (a)
Mark Scheme, Question 1 (a). Views of two senators on the 1850 Compromise
Examiners use Mark Schemes to determine how best to categorise a candidate’s response and to ensure that the performances of thousands of candidates are marked to a high degree of consistency. Few answers fall neatly into the mark levels indicated below: some answers will provide good comparisons but offer little internal provenance; others may rely heavily on own knowledge. Examiners therefore try to find the ‘best fit’ when applying the scheme. Each answer has a final mark based on three Assessment Objectives (AO1a, AO1b and AO2a) worth 6 + 8 + 16 = 30 marks. As the standard of the two answers lies between Level I and Level IV, only the descriptors and marks for these levels are tabulated below.
Answers need to directly compare the two sources and may evaluate matters such as authorship, dating, utility and reliability, so using the sources ‘as evidence for …’. The introductions and attributions for each source should be used to aid comparison. These two sources have a common theme in that they are both speeches and seek to influence the debate on the nature and terms of the Compromise in 1850. However, the motives behind their reasons for opposing the Compromise are different. There is much material to help candidates make an effective comparison between the two sources.
Marking Grid for Enquiries Question (a)
Assessment Objectives | AO1a - Recall, select and deploy historical knowledge and communicate clearly and effectively | AO1b - Demonstrate understanding of the past through explanation and analysis | AO2a - Analyse and evaluate a range of appropriate source material with discrimination |
---|---|---|---|
LEVEL IA |
Uses a range of appropriate historical terms; clearly and coherently structured and communicated answer. 6 marks |
Consistently relevant and analytical answer; clear and accurate understanding of key concepts and significance of issues. 8 marks |
Provides a focused comparison of both content and provenance; evaluates qualities and limitations of sources. 16 marks |
LEVEL IB |
Uses a range of appropriate historical terms; clearly and coherently structured and communicated answer. 6 marks |
Judgements are supported by appropriate references to content and provenance; very good understanding of key concepts and significance of issues. 7 marks |
Provides an effective comparison of both content and provenance; evaluates qualities and limitations of sources. 13–15 marks |
LEVEL II |
Uses historical terms accurately; clearly and mostly coherently structured and clearly communicated answer. 5 marks |
Good attempt at explanation/analysis but uneven overall judgements; mostly clear understanding of key concepts and significance of issues. 6 marks |
Provides a relevant comparison of both content and provenance; evaluation lacks completeness and may be confined to the conclusion or second half of the answer. 11–12 marks |
LEVEL III |
Uses relevant historical terms but not always accurately or extensively; mostly structured and clearly communicated answer. 4 marks |
Mixture of internal analysis and discussion of similarities and/or differences; uneven understanding of key concepts and significance of issues. 5 marks |
Provides a comparison; makes limited links with the sources by focusing too much on content or provenance. 9–10 marks |
LEVEL IV |
Some evidence that is tangential or irrelevant; some unclear, under-developed or disorganised sections but satisfactorily written. 3 marks |
Mostly satisfactory understanding of key concepts and significance of issues; some unlinked though relevant assertions, description/narrative but without a judgement. 4 marks |
Attempts a comparison but comments are largely sequential; makes few points of comparative provenance or similarity/difference of content. 7–8 marks |