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TuitionGoWhere Practice Paper – History H2 A-Level

TuitionGoWhere Exam Practice (AI)

Subject: History H2 (9174) Level: A-Level Paper: Practice Paper 1 – Source Based Skills Duration: 1 hour 30 minutes Total Marks: 50 Paper Type: PRACTICE (Version 1 of 5)

Name: _________________________ Class: _________________________ Date: _________________________

Instructions to Candidates

This paper consists of two sections: Section A and Section B.
Answer all questions in both sections.
Write your answers in the spaces provided.
The number of marks is given in brackets [ ] at the end of each question or part-question.
You are reminded of the need for good English and clear presentation in your answers.
For source-based questions, you should use your knowledge of the historical context to interpret and evaluate the sources.

SECTION A: Source-Based Case Study – The Cold War and the United Nations

Total marks for this section: 30

Read the sources carefully and answer the questions that follow.

Source A: Extract from a speech by US Secretary of State Dean Acheson, delivered to the United Nations General Assembly, September 1950.

"The United Nations was founded on the principle that aggression must be met with collective resolve. The Security Council's decision to authorise military action in Korea demonstrates that the international community will not stand idly by when a member state is subjected to armed attack. The Soviet Union's temporary absence from the Council cannot invalidate the legitimacy of this decision. We must show that the UN Charter is not merely a document of aspiration but a living instrument of peace enforcement."

Source B: Extract from a memorandum by a Soviet Foreign Ministry official, November 1950, analysing UN actions in Korea.

"The so-called 'United Nations Command' in Korea is nothing more than a fig leaf for American imperialism. By exploiting the accidental absence of the Soviet representative from the Security Council in June 1950, the United States engineered a resolution that would otherwise have been vetoed. The UN has been transformed from an organisation dedicated to peaceful coexistence into a tool of Western aggression. The Korean operation represents not collective security but the subversion of the Charter by a single power pursuing its own strategic interests."

Source C: Cartoon published in the British newspaper The Daily Express, December 1956, commenting on the UN intervention in the Suez Crisis.

[Description: The cartoon depicts a large figure labelled "UN" standing between two smaller, angry figures labelled "Britain" and "France" on one side, and "Egypt" on the other. The UN figure holds out both arms to keep the parties apart. A caption reads: "The Policeman Finally Arrives." In the background, a shadowy figure labelled "USA" and another labelled "USSR" are shown walking away from the scene, looking over their shoulders with expressions of disapproval.]

Source D: Extract from a report by UN Secretary-General Dag Hammarskjöld to the General Assembly, 1958, reflecting on UN peacekeeping operations.

"The experience of the United Nations Emergency Force in the Middle East has demonstrated that peacekeeping can succeed where enforcement action would fail. By securing the consent of the host state and maintaining strict impartiality, UNEF has created a model for future operations. However, we must acknowledge the limitations of this approach. Peacekeeping is not a substitute for political settlement, and the Organisation remains dependent on the continued cooperation of member states, particularly the permanent members of the Security Council. The veto power, while essential to great power participation, remains a significant constraint on the UN's capacity to act decisively in crises where permanent members have conflicting interests."

Source E: Extract from a speech by Indian Prime Minister Jawaharlal Nehru to the Lok Sabha (Indian Parliament), 1961, discussing the UN intervention in the Congo.

"The tragedy of the Congo reveals the deep contradictions within the United Nations system. On one hand, the UN has prevented the complete disintegration of the Congolese state and provided essential humanitarian assistance. On the other hand, the operation has become entangled in Cold War rivalries, with different permanent members supporting different factions. The Secretary-General's efforts to maintain impartiality have been undermined by the competing agendas of the great powers. The Congo demonstrates that the UN can be both indispensable and deeply flawed—a reflection of the international community's aspirations and its divisions."

Source F: Extract from an academic article by historian Professor Akira Iriye, published in 1990, assessing the UN's role during the Cold War.

"Historians have tended to judge the United Nations harshly for its failures during the Cold War, pointing to the paralysis induced by superpower rivalry and the frequent use of the veto. This assessment, while not without merit, overlooks the Organisation's significant achievements in areas beyond high politics. The UN's specialised agencies—UNESCO, WHO, FAO—made substantial contributions to education, health, and development in the decolonising world. Moreover, the General Assembly provided a forum where newly independent states could articulate their interests and challenge the bipolar order. The UN's record during the Cold War is one of qualified success rather than unmitigated failure."

Questions

1. Study Source A.

(a) According to Source A, what justification does the United States offer for UN military action in Korea? [3]

(b) What can you infer from Source A about American attitudes towards the UN in 1950? Explain your answer using details from the source. [4]

2. Study Sources A and B.

(a) Compare and contrast the evidence provided by Sources A and B on the UN's role in the Korean War. [10]

In your answer, you should identify points of agreement and disagreement between the two sources, and consider the provenance and perspective of each source.

3. Study Sources C and D.

How useful are Sources C and D as evidence for understanding the UN's capacity to manage international crises during the Cold War? Explain your answer, using the sources and your own knowledge. [13]

In your answer, you should consider:

What each source tells us about the UN's role
The reliability and limitations of each source
How the sources can be used together to reach a conclusion

SECTION B: Source-Based Skills – General Application

Total marks for this section: 20

Answer all questions in this section. These questions test your understanding of source analysis skills without requiring specific historical content knowledge.

4. A historian is investigating the reliability of a diary entry written by a government minister in 1965. Identify and explain two factors the historian should consider when assessing the diary's reliability. [4]

5. Explain the difference between the provenance of a source and its content when conducting source analysis. Provide an example to illustrate your answer. [4]

6. A student makes the following claim: "Primary sources are always more reliable than secondary sources because they were created closer to the events they describe." Do you agree with this claim? Explain your answer with reference to the strengths and limitations of both primary and secondary sources. [6]

7. A source-based question asks: "How far do Sources A–D support the view that economic factors were the primary cause of decolonisation in Southeast Asia?" Explain the steps a student should take to construct an effective answer to this type of question. [6]

In your answer, you should outline the analytical process, not provide specific historical content.

END OF PAPER

Check your work carefully. Ensure all questions are attempted and your answers are clearly written.

Answers

TuitionGoWhere Practice Paper – History H2 A-Level: Answer Key and Marking Scheme

Paper: Practice Paper 1 – Source Based Skills (Version 1 of 5) Subject: History H2 (9174) Total Marks: 50

SECTION A: Source-Based Case Study – The Cold War and the United Nations (30 marks)

Question 1(a) [3 marks]

Question: According to Source A, what justification does the United States offer for UN military action in Korea?

Marking Scheme:

Award 1 mark for each valid point of justification identified from the source, up to a maximum of 3 marks.
Answers must be drawn directly from Source A; own knowledge is not required for this part.

Model Answer: According to Source A, the United States justifies UN military action in Korea on the following grounds:

The UN was founded on the principle that aggression must be met with collective resolve (1 mark).
A member state (South Korea) was subjected to armed attack, requiring a collective response (1 mark).
The Security Council's decision to authorise military action was legitimate, and the Soviet Union's absence does not invalidate this legitimacy (1 mark).

Acceptable alternative phrasing:

The UN Charter is a "living instrument of peace enforcement," not merely a document of aspiration.
The international community has a duty not to "stand idly by" when aggression occurs.

Question 1(b) [4 marks]

Question: What can you infer from Source A about American attitudes towards the UN in 1950? Explain your answer using details from the source.

Marking Scheme:

Award 1 mark for each valid inference supported by evidence from the source, up to a maximum of 4 marks.
Answers must include both an inference and supporting detail from the source for each point.
Award marks for inferences that go beyond simple paraphrase and demonstrate analytical thinking.

Model Answer: From Source A, the following inferences can be drawn about American attitudes towards the UN in 1950:

The US viewed the UN as a legitimate instrument for collective security. Acheson emphasises that the UN was "founded on the principle that aggression must be met with collective resolve," indicating American belief in the UN's authority to authorise military action (inference + evidence: 1 mark).
The US was willing to use the UN to legitimise its foreign policy objectives. Acheson's insistence that the Security Council decision was valid despite Soviet absence suggests the US saw the UN as a vehicle for advancing its strategic interests in containing communism (inference + evidence: 1 mark).
The US perceived the Soviet Union as an obstacle to effective UN action. By noting the Soviet Union's "temporary absence" and dismissing its relevance to the decision's legitimacy, Acheson reveals American frustration with Soviet obstructionism and a determination to act regardless (inference + evidence: 1 mark).
The US held an idealistic view of the UN's potential. Acheson's description of the Charter as "a living instrument of peace enforcement" rather than "a document of aspiration" suggests genuine American commitment to making the UN an effective international organisation, beyond mere rhetorical support (inference + evidence: 1 mark).

Question 2(a) [10 marks]

Question: Compare and contrast the evidence provided by Sources A and B on the UN's role in the Korean War.

Marking Scheme:

Level	Marks	Descriptor
L1	1–3	Describes the sources separately; limited or no comparison.
L2	4–6	Identifies some points of agreement and/or disagreement; comparison is present but may be uneven or superficial.
L3	7–8	Provides a balanced comparison, identifying both similarities and differences with supporting evidence from both sources. Some consideration of provenance.
L4	9–10	Comprehensive comparison that identifies nuanced points of agreement and disagreement, supported by detailed reference to both sources. Evaluates provenance and perspective to explain differences.

Model Answer:

Sources A and B offer fundamentally contrasting perspectives on the UN's role in the Korean War, though they share some underlying assumptions about the significance of the UN as an institution.

Points of Agreement: Both sources acknowledge that the UN played a significant role in the Korean War, though they evaluate this role differently. Source A (Acheson) and Source B (Soviet memorandum) both recognise that the Security Council's decision to authorise military action was a pivotal moment. They also agree on the factual circumstance of the Soviet Union's absence from the Security Council in June 1950, though they interpret its significance in opposite ways. Furthermore, both sources implicitly accept that the UN's actions in Korea had major implications for the Organisation's legitimacy and future role—Acheson sees this as positive, while the Soviet author views it as destructive.

Points of Disagreement: The sources diverge sharply on the legitimacy and character of the UN intervention. Source A presents the UN action as a legitimate exercise of collective security, grounded in the Charter and representing the will of the international community. Acheson describes it as demonstrating that "the international community will not stand idly by" and characterises the UN Charter as "a living instrument of peace enforcement."

In contrast, Source B dismisses the UN operation as "a fig leaf for American imperialism," arguing that the United States manipulated the Security Council to pursue its own strategic interests. The Soviet author contends that the UN has been "transformed from an organisation dedicated to peaceful coexistence into a tool of Western aggression." This represents a fundamental disagreement not only about the Korean intervention but about the nature of the UN itself.

Provenance and Perspective: The contrasting perspectives can be explained by examining the provenance of each source. Source A is a speech by the US Secretary of State to the UN General Assembly—a public, diplomatic address intended to rally international support for American policy. Acheson's purpose is to legitimise the UN action and isolate the Soviet Union diplomatically. His perspective reflects American Cold War interests in containing communist expansion and maintaining Western leadership of the international order.

Source B is an internal Soviet Foreign Ministry memorandum—a confidential document not intended for public consumption. Its purpose is to analyse and critique American actions for Soviet policymakers. The author's perspective reflects Soviet resentment at being outmanoeuvred in the Security Council and a broader ideological commitment to portraying the United States as an imperialist power. The memorandum's frank language ("fig leaf for American imperialism") would not appear in a public Soviet statement, making it valuable evidence of genuine Soviet perceptions.

Conclusion: While both sources agree on the factual importance of the UN's role in Korea, they offer irreconcilable interpretations of that role. Source A presents the UN as a legitimate instrument of collective security; Source B portrays it as a tool of American imperialism. These differences reflect the Cold War divide and the competing interests of the superpowers. Together, the sources demonstrate that the UN's role in Korea was deeply contested, with each side using the Organisation to legitimise its own position and delegitimise its opponent.

Question 3 [13 marks]

Question: How useful are Sources C and D as evidence for understanding the UN's capacity to manage international crises during the Cold War?

Marking Scheme:

Level	Marks	Descriptor
L1	1–4	Describes the sources; limited assessment of usefulness. May make general comments without specific reference to the sources.
L2	5–8	Identifies some strengths and limitations of the sources. Some reference to content and/or provenance. May treat sources separately.
L3	9–11	Provides a balanced assessment of both sources' usefulness, considering content, provenance, and limitations. Some synthesis of the sources together.
L4	12–13	Comprehensive evaluation of usefulness that considers what each source reveals and conceals, evaluates reliability with reference to provenance and cross-reference, and synthesises the sources to reach a nuanced conclusion about the UN's capacity.

Model Answer:

Sources C and D are both useful for understanding the UN's capacity to manage international crises during the Cold War, though each has significant limitations that must be acknowledged. Used together, they provide complementary perspectives that illuminate both the potential and the constraints of UN action.

What Source C Reveals: Source C, a British cartoon from 1956, provides valuable evidence of contemporary perceptions of the UN's role in the Suez Crisis. The cartoon depicts the UN as a "policeman" intervening between Britain, France, and Egypt, suggesting that the Organisation was seen as capable of enforcing a ceasefire and separating warring parties. This is useful because it captures the public perception that the UN could play a constructive role in crisis management, even when great powers were directly involved. The cartoon also hints at the constraints on UN action: the shadowy figures of the USA and USSR walking away suggest that superpower disapproval or disengagement was a significant factor. The cartoonist implies that the UN could act effectively only when the superpowers chose not to intervene directly.

Limitations of Source C: However, Source C has significant limitations. As a cartoon, it simplifies a complex historical event for satirical or editorial purposes. The "policeman" metaphor may overstate the UN's actual enforcement capacity—the United Nations Emergency Force (UNEF) was a peacekeeping mission, not a police force with powers of arrest. The cartoon was published in a British newspaper, reflecting a British perspective on an event where Britain was one of the belligerents; it may therefore reflect domestic political debates rather than an objective assessment. Furthermore, the cartoon captures only one moment (the Suez Crisis) and cannot be used to generalise about the UN's capacity across the entire Cold War period.

What Source D Reveals: Source D, a report by UN Secretary-General Dag Hammarskjöld in 1958, is highly useful because it provides an insider's assessment of UN peacekeeping based on direct experience. Hammarskjöld identifies both the strengths and limitations of the UNEF model: peacekeeping can succeed "where enforcement action would fail" because it relies on host-state consent and impartiality. This is valuable evidence that the UN developed innovative approaches to crisis management that worked around the constraints of great power rivalry. However, Hammarskjöld also acknowledges significant limitations: peacekeeping "is not a substitute for political settlement," and the Organisation remains dependent on member-state cooperation, particularly from permanent Security Council members. The veto power is identified as "a significant constraint on the UN's capacity to act decisively."

Limitations of Source D: As a public report by the Secretary-General, Source D must be read with awareness of its purpose and audience. Hammarskjöld was addressing the General Assembly and seeking continued support for UN peacekeeping operations. He may therefore have emphasised successes and downplayed failures to maintain political backing. The report reflects the perspective of a senior UN official committed to the Organisation's mission; it may not fully capture the criticisms of member states who viewed UN peacekeeping differently. Additionally, the report was written in 1958, before later crises (such as the Congo) that would test the UN's capacity more severely.

Synthesis and Conclusion: Used together, Sources C and D provide a nuanced picture of the UN's capacity to manage international crises. Source C suggests that the UN could be effective when the superpowers disengaged, but implies that this effectiveness was contingent on great power politics. Source D confirms this analysis from an institutional perspective, acknowledging both the achievements of peacekeeping and the structural constraints imposed by the Security Council veto and member-state interests.

Both sources support the conclusion that the UN's capacity was real but limited. The Organisation could manage crises when there was great power consensus (or at least mutual disengagement) and host-state consent, as at Suez. However, it could not act decisively when permanent members had conflicting interests, as the veto power and the need for Security Council authorisation created a structural constraint that no amount of institutional innovation could fully overcome. The UN's capacity was therefore conditional rather than absolute—a reflection of the international system in which it operated.

SECTION B: Source-Based Skills – General Application (20 marks)

Question 4 [4 marks]

Question: A historian is investigating the reliability of a diary entry written by a government minister in 1965. Identify and explain two factors the historian should consider when assessing the diary's reliability.

Marking Scheme:

Award 1 mark for each factor identified and 1 mark for a clear explanation of why it matters for reliability (2 marks per factor × 2 factors = 4 marks).
Accept any valid factors relevant to diary reliability. Answers must demonstrate understanding of how the factor affects reliability, not merely name it.

Model Answer:

Factor 1: The purpose and intended audience of the diary (1 mark). The historian should consider whether the diary was written as a private record for personal reflection or with the intention of future publication. A diary written solely for personal use may be more candid and therefore more reliable as evidence of the author's genuine thoughts and experiences. However, if the minister wrote with an eye to posterity or eventual publication, the diary may contain self-justification or selective recording of events, reducing its reliability as an accurate record (1 mark).

Factor 2: The proximity of the diary entry to the events described (1 mark). The historian should determine whether the entry was written contemporaneously (on the same day or shortly after the events) or retrospectively (weeks or months later). Contemporaneous entries are generally more reliable because the author's memory is fresh and details are less likely to be distorted by subsequent events or reflection. Retrospective entries may be influenced by hindsight, later knowledge, or the author's desire to present events in a particular light, reducing their reliability as evidence of what actually occurred (1 mark).

Other acceptable factors:

The author's position and access to information (was the minister in a position to know the truth?)
The author's potential biases, political affiliations, or personal interests
Corroboration with other sources (can the diary claims be verified?)
The physical condition and completeness of the diary (has it been edited, altered, or censored?)

Question 5 [4 marks]

Question: Explain the difference between the provenance of a source and its content when conducting source analysis. Provide an example to illustrate your answer.

Marking Scheme:

Award up to 2 marks for a clear explanation of the distinction between provenance and content.
Award up to 2 marks for a relevant and well-explained example that illustrates the distinction.
The example may be hypothetical or drawn from historical knowledge.

Model Answer:

Explanation of the distinction (2 marks): The provenance of a source refers to its origins and context of creation—who created it, when, where, for what purpose, and for what audience. Provenance is about the circumstances surrounding the source's production and helps historians assess its reliability and perspective. The content of a source refers to what the source actually says or shows—the information, claims, arguments, or depictions contained within it. Content is about the substance of the source itself.

In source analysis, provenance and content are distinct but related. Provenance helps explain why a source contains certain content (e.g., a government report may present official policy rather than critical analysis), while content provides evidence that can be evaluated in light of its provenance (e.g., a claim in a government report may be treated with caution if the government had reason to mislead).

Example (2 marks): Consider a speech by British Prime Minister Harold Wilson in 1968 defending the government's decision to withdraw British military forces from East of Suez. The content of the source would be Wilson's arguments—his claims about economic necessity, changing strategic priorities, and the need for allies to assume greater responsibility. The provenance would include the fact that the speech was delivered by a Prime Minister to Parliament, in a context of economic crisis and domestic political pressure, with the purpose of justifying a controversial policy to MPs and the public. Understanding the provenance helps the historian evaluate the content: Wilson may have emphasised economic factors and downplayed other considerations (such as American pressure or colonial commitments) to make the withdrawal more palatable to his audience. The content cannot be taken at face value without considering why Wilson made these particular arguments in this particular context.

Question 6 [6 marks]

Question: A student makes the following claim: "Primary sources are always more reliable than secondary sources because they were created closer to the events they describe." Do you agree with this claim? Explain your answer with reference to the strengths and limitations of both primary and secondary sources.

Marking Scheme:

Level	Marks	Descriptor
L1	1–2	Simple agreement or disagreement; limited explanation. May mention one type of source only.
L2	3–4	Identifies strengths and/or limitations of both primary and secondary sources. Some explanation of why the claim is problematic.
L3	5–6	Balanced evaluation that discusses strengths and limitations of both source types, explains why the claim oversimplifies, and reaches a nuanced conclusion.

Model Answer:

I disagree with the student's claim. While primary sources have certain advantages, the assertion that they are "always more reliable" oversimplifies the complex nature of historical evidence. Both primary and secondary sources have strengths and limitations that affect their reliability.

Strengths of Primary Sources: Primary sources are created contemporaneously with the events they describe, which can make them valuable as direct evidence of what people thought, said, or did at the time. A diary entry written on the day of an event may capture details and impressions that would later be forgotten or distorted. Primary sources also provide unfiltered access to the perspectives of historical actors, allowing historians to understand how events were perceived by those who experienced them.

Limitations of Primary Sources: However, proximity to events does not guarantee reliability. Primary sources can be highly unreliable for several reasons:

Bias and perspective: A government propaganda poster from 1942 may deliberately distort the truth to mobilise public support. Its contemporaneity does not make it reliable.
Limited knowledge: A soldier's letter from the front lines may describe only a tiny fragment of a battle and contain factual errors based on rumour or confusion.
Purpose and audience: A politician's memoirs, though written by a participant, may be self-serving and selective, designed to enhance the author's reputation rather than provide an accurate record.
Incomplete evidence: A single primary source rarely provides a complete picture; it offers one perspective among many.

Strengths of Secondary Sources: Secondary sources are created after the events they describe, often long after, but this distance can be an advantage. Historians writing secondary sources can:

Access multiple primary sources and compare them to identify patterns, contradictions, and corroboration.
Benefit from hindsight, understanding the consequences and significance of events in ways that contemporaries could not.
Apply scholarly methods, peer review, and historiographical debate to test interpretations.
Provide synthesis and analysis that draws on decades of accumulated research.

Limitations of Secondary Sources: Secondary sources are not inherently reliable either. They reflect the interpretations and biases of their authors, may be influenced by contemporary political or ideological agendas, and can become outdated as new evidence emerges or historical methodologies change.

Conclusion: Reliability depends not on whether a source is primary or secondary, but on factors such as the author's purpose, access to information, potential biases, and the availability of corroborating evidence. A primary source may be highly unreliable if created for propaganda purposes, while a secondary source may be highly reliable if based on rigorous research and multiple primary sources. The historian's task is to evaluate each source on its own merits, using provenance, content, and cross-reference with other evidence, rather than applying a blanket rule about source type.

Question 7 [6 marks]

Question: A source-based question asks: "How far do Sources A–D support the view that economic factors were the primary cause of decolonisation in Southeast Asia?" Explain the steps a student should take to construct an effective answer to this type of question.

Marking Scheme:

Level	Marks	Descriptor
L1	1–2	Identifies one or two steps in general terms; lacks structure or detail.
L2	3–4	Outlines several steps with some explanation. May not fully address the "how far" element or the need for synthesis.
L3	5–6	Provides a clear, structured explanation of the analytical process, addressing how to evaluate each source, cross-reference, weigh evidence, and reach a balanced conclusion.

Model Answer:

To construct an effective answer to the question "How far do Sources A–D support the view that economic factors were the primary cause of decolonisation in Southeast Asia?", a student should follow these steps:

Step 1: Unpack the question and define criteria (1 mark). The student should first clarify what the question is asking. "How far" requires an assessment of degree, not a yes/no answer. The student needs to identify what would constitute "support" for the view (sources that emphasise economic factors as primary causes) and what would constitute challenge or qualification (sources that emphasise other factors, such as nationalist movements, international pressure, or metropolitan weakness). The student should also define what "economic factors" might include—such as the cost of maintaining colonies, the declining economic value of empire, or the economic interests of the colonial power.

Step 2: Analyse each source individually (1 mark). For each source (A–D), the student should identify:

What does the source claim or imply about the causes of decolonisation?
Does it emphasise economic factors, other factors, or a combination?
How strongly does it support the view? (Strongly supports, partially supports, is neutral, partially challenges, strongly challenges)
What is the provenance of the source, and how does this affect its reliability and the weight it should be given?

Step 3: Cross-reference the sources (1 mark). The student should compare the sources to identify patterns:

Do multiple sources agree on the importance of economic factors? If so, this strengthens the case.
Do sources contradict each other? If Source A emphasises economic factors but Source C emphasises nationalist movements, the student must account for this divergence.
Are there gaps or silences? Do any sources omit economic factors entirely, or do they mention them only in passing?

Step 4: Weigh the evidence and consider alternative explanations (1 mark). The student should assess the overall balance of evidence:

How many sources support the view, and how strongly?
How many sources challenge or qualify the view?
Are the sources that support the view more or less reliable than those that challenge it?
The student should also bring in own knowledge to contextualise the sources. For example, if all four sources are from British official documents, they may reflect a metropolitan perspective that overemphasises economic calculations and underplays Asian nationalist agency. Own knowledge of other factors (e.g., the impact of World War II, international pressure from the US and UN, the role of specific nationalist leaders) can be used to evaluate whether the sources provide a complete picture.

Step 5: Construct a balanced conclusion (1 mark). The conclusion should directly answer the "how far" question with a nuanced judgement:

"The sources provide strong support for the view that economic factors were the primary cause, because Sources A, B, and D all emphasise the financial burden of empire and the declining economic value of colonies. However, Source C challenges this by highlighting the role of nationalist movements, and the provenance of Sources A and B (both British government documents) suggests they may overstate economic factors to justify policy decisions. Overall, the sources support the view to a significant extent, but they do not provide a complete picture, and own knowledge suggests that economic factors were one important cause among several."
The conclusion should not simply repeat the analysis but should synthesise it into a clear, evaluative judgement.

Step 6: Structure the answer effectively (1 mark). The answer should be clearly organised, with an introduction that states the approach, body paragraphs that analyse the sources and cross-reference them, and a conclusion that delivers the final judgement. The student should avoid treating each source in isolation (Source A says... Source B says...) and instead integrate analysis to show how the sources relate to each other and to the question.

END OF ANSWER KEY