Modern History 2023 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and consider the intent of the question and its requirements
• engage with what the question is asking, rather than presenting a pre-prepared response
• relate to the question throughout the response, rather than just at the beginning
• sustain their judgements, where appropriate, throughout the response with a clear connection to the question
• use relevant evidence and interpretation to support their response where appropriate
• demonstrate historical knowledge beyond that provided in sources
• communicate ideas and information using relevant historical terms and concepts appropriately
• present a sustained, logical and cohesive response.

Question 1

In better responses, students were able to:

• demonstrate a clear understanding of the impact of at least one aspect of Nazi ideology on religion such as Fuhrerprinzip
• provide clear evidence from Source A. For example, the removal of Christian symbols such as the crucifix, the bible and pictures of saints and placing Mein Kampf on the altar and/or the swastika on churches.

Areas for students to improve include:

• avoiding the use of generalised terms about the impact of ideology on religion such as ‘big’ or ‘great’
• demonstrating knowledge of Nazi ideology.

Question 2

In better responses, students were able to:

• engage with the value of Source B and recognise it as a photograph intended to be used as propaganda
• identify key features of the photograph, such as the Colosseum and the cross and link them back to the nature of Mussolini’s dictatorship or the position and pose of Mussolini linking to the cult of personality.

Areas for students to improve include:

• avoiding simple descriptions of the source or paraphrasing the information provided about the source.

Question 3

In better responses, students were able to:

• clearly explain how the Nazis used propaganda to control of the German population such as using it to indoctrinate or create fear
• explain how a range of types of propaganda were used in different ways and for different groups. For example, rallies and festivals were used to unify the nation
• provide specific examples of propaganda.

Areas for students to improve include:

• explaining the ways the Nazis used propaganda
• supporting their answer with relevant and accurate knowledge on how the Nazis used propaganda to maintain control, rather than just listing types of propaganda
• paying close attention to the question as it did not require students to use the source, rather the question required students to draw on their knowledge in the response.

Question 4

In better responses, students were able to:

• provide a number of similarities and/or differences between the ambitions of Germany in Europe and Japan in the Asia-Pacific.
• provide specific examples of both German and Japanese territorial ambitions. For example, the Nazis’ desire for Lebensraum and Grossdeutschland or Japan’s need for resources and their desire to remove Western influences from the region
• integrate the Sources C and D to support their response on territorial ambitions of Germany and Japan.

Areas for students to improve include:

• integrating sources to support an argument rather than paraphrasing sources
• providing a balanced response on both Germany and Japan, giving specific, relevant examples
• addressing the specific areas of the question, in this case, territorial aims.

Question 6 – China 1927–1949

In better responses, students were able to:

• construct a clear judgement as to how significant the consolidation of Maoism was in the rise of the Chinese Communist Party (CCP) and provide extensive historical knowledge to support an argument. For example, that Maoism became an important vehicle for revolutionary change and unity of the peasant base (a)
• make strong links between the consolidation of Maoism and the rise of the CCP using a sophisticated and sustained argument (a)
• engage with all parts of the question to address the leadership of both Chiang Kai Shek and Mao Zedong and focus explicitly on providing comprehensive reasons for their differing aims and impacts (b)
• interpret historical detail and information to draw conclusions around all aspects of the question. For example, creating a clear link between how the consolidation of Maoism was significant to the rise of the CCP (a) or providing comprehensive reasons for the differing aims and impacts of the leaderships (b)
• demonstrate a deep understanding by clearly linking historical evidence with the explicit focus of the question.

Areas for students to improve include:

• making sustained and supported judgements throughout the response that are more than generalised descriptive links back to the question. This includes being able to clearly express the level of significance the role of the consolidation of Maoism had (a) and providing an explanation of the differing aims and impacts of the leaderships of Chiang Kai Shek and Mao Zedong (b)
• remaining question focused, letting the question drive the answer rather than simply describing events or providing generalisations. Using strong topic sentences that make a clear judgement and making explicit reference back to the question
• demonstrating a comprehensive understanding of issues raised in the question. For example, some students chose to argue that the consolidation of Maosim was the key factor in the rise of the CCP, whilst others argued that while it played a role, other factors contributed more or that it laid the initial foundations for the CCP to rise (a)
• avoiding a long, unstructured narrative of how the CCP rose to power that does not contain a judgement as to the significance of factors or attempting to engage in a line of argument (a)
• being able to differentiate between Mao the individual and Maoism as an ideology (a)
• clearly showing the explicit causal links between the reasons for the differing aims and impacts of the leaderships, rather than simply providing a descriptive narrative of events
• providing a clear and consistent argument throughout the entire response rather than attempting to engage with a judgement in the introduction and conclusion. 

Question 9 – Japan 1904–1937

In better responses, students were able to:

• make a sophisticated judgement on the significance of the collapse of party politics to the rise of militarism in the 1930s (a)
• engage not only with reasons for the collapse of party politics, but also provide clear and explicit links as to how this led to the rise of militarism in the 1930s. For example, the instability of the party politics, role of the zaibatsu and pressure from the Great Depression leading to a traditionalist and ultranationalist state dominated by the military (a)
• explicitly address ideology across the time period, including the 1920s and 1930s. Better responses were able to identify and clearly argue how the shift in ideology across this time period impacted foreign policy in Japan, providing explicit examples to support the response (b)
• provide extensive historical evidence and interpretation to support the response, sustaining their line of argument cohesively and logically to demonstrate clear causation and consequence.

Areas for students to improve include:

• avoiding simply describing the collapse of party politics or the rise of militarism (a)
• ensuring that the evidence is relevant to the question. For example, if the successes and failures of limited liberal democracy is included in the response making a clear connection to the rise of militarism (a)
• avoiding the focus on a narrow period of time when the question requires an understanding of events up to and including 1937. For example, including events in the survey (pre-1918) or only key events in the 1930s, limits the capacity to demonstrate a comprehensive understanding of the question (b)
• avoiding the description of key events in Japanese foreign policy without making any links as to how this was impacted by ideology. Rather than briefly and superficially mentioning ideology and then describing key events related to Japanese foreign policy, better responses engaged with ideology and its impact on foreign policy throughout the period (b).

Question 10 – Russia and the Soviet Union 1917–1941

In better responses, students were able to:

• show a clear understanding of the concept of economic transformation and make a judgement as to whether this occurred in the Soviet Union in the period from 1928-1941 (a)
• show a detailed and comprehensive understanding of the economic transformation of the Soviet Union through the implementation of collectivisation and the (three) five-year plans (a)
• provide clear links between the economic policies introduced by the government and how these changed (transformed) the structure of Russian society. Better responses differentiated the effect of these changes on various parts of society and noted the economic benefits as well as the humanitarian cost (a)
• develop a clear line of argument about the completing visions in shaping Soviet foreign policy (b)
• clearly identify that approaches to foreign policy were varied across the time period due to a multitude of factors including external threats, various leaders, internal economic pressure (b)
• provide supporting evidence and detailed historical knowledge regarding the Soviet Union’s interaction with foreign powers in the 1920s and 30s, the importance of the change in leadership and the emergence of Stalin as the undisputed leader of the Soviet Union and how these events led to a more realistic approach in foreign policy based on security and self-preservation (b)
• provide relevant historical detail within the time period set by the question. 

Areas for students to improve include:

• understanding what economic transformation involved and clearly discussing the differing components that led to economic transformation (a)
• making a clear link between the economic policies of the government and change within the Soviet Union, and then maintaining this link throughout the entire response (a)
• providing accurate historical evidence to support the ideas or concepts being discussed as opposed to describing events and policies
• making a judgement about the changes that occurred and how they affected various sections of society or foreign policy
• focusing on the whole time period set by the question
• avoiding simply describing what life was like as a result of economic policies (a) or different events in Soviet foreign policy (b)
• providing a clear and consistent argument throughout the entire response rather than attempting to engage with a judgement in the introduction and conclusion. 

Question 11 – USA 1919–1941

In better responses, students were able to:

• engage with the focus of the question. For example, demonstrating an understanding of the challenges of the Great Depression, examining the themes of social and economic impact before judging the effect of the solution (a)
• acknowledge differing levels of impact before addressing the success of the New Deal. For example, focusing on the pre-existing marginalisation of African Americans and rural workers (a)
• interpret the evidence within their response and therefore construct a cohesive line of argument with a clear understanding of cause and consequence
• establish a clear line of argument that engages with the question and provides a structure for the remainder of the response. For example, the impact of other factors that drove US foreign policy, such as conservatism or internationalism (b).

Areas for students to improve include:

• ensuring that the detail and evidence being used is both accurate and relevant to the question. Avoid bringing other syllabus areas such as the impact on groups and social tensions into the response, without making any clear connection to the impact of the New Deal (a) or Foreign Policy (b)
• providing appropriate historical terms, such as full terms for historical agencies. For example, the Tennessee Valley Authority or Civilian Conservation Corps being named in full at least once before reverting to the acronym (a)
• genuinely interpreting evidence where and when it is used, rather than adding quotations without context or discussion
• acknowledging the time period established in the question and ensuring that a breadth of detail and examples are provided, without concentrating solely on one decade (b). 

Question 12 – Iran 1945–1989

In better responses, students were able to:

• make a clear judgement that reflects the key elements of the question. For example, determine the key factors that influenced the rise of opposition to the Shah. Stronger responses were able to draw common threads between these, such as considering how the Shah’s perceived excess and relationship with the West drove concern amongst the Ulama (a)
• recognise that the nature of opposition to the Shah was multifaceted and went beyond SAVAK brutality and religious fundamentalism (a)
• differentiate between disapproval for the Shah and open examples of opposition (a)
• demonstrate clarity around cause and consequence to support the sophistication of the argument. For example, examining the hostage crisis as only part of a chain of events which contributed to the deterioration of Iran and the West relations (b). 

Areas for students to improve include:

• providing a concise judgement that is consistently linked throughout the response, rather than constructing a narrative list of opposition groups (a)
• avoiding constructing a story of sensationalised events, such as describing the emotions connected to the Hostage Crisis and thus providing a narrative (b)
• being aware of the use of historical terms as evidence, instead of describing events or groups without providing names.

Question 13 – Conflict in Indochina 1954–1979

In better responses, students were able to:

• provide a judgement (for example, degree, scale, or type) of the impact of the 1968 Tet Offensive on US policy toward Vietnam, rather than an explanation or description of the course of the conflict in the region (a)
• demonstrate a comprehensive understanding of the question, connecting the 1968 Tet Offensive to broader policy, issues, and actions. For example, describing other factors that affected US policy like the anti-war movement, using these points through the scope of how the Tet Offensive contributed to shifting public sentiment, and subsequent policy (a)
• make a specific judgement based on the degree of success of Pol Pot in achieving his domestic and foreign policy objectives. For example, structuring the argument to demonstrate Pol Pot’s success in the short term as opposed to the long term (b)
• demonstrate a comprehensive understanding of the question, clearly stating Pol Pot’s objectives. For example, discussing the success of the regime in achieving cultural and racial purity, autarky, and ridding Cambodia of foreign influence (b)
• provide a range of extensive historical knowledge and evidence that supports their argument. 

Areas for students to improve include:

• avoiding historical narratives about the course of the war in Vietnam or Cambodia under Pol Pot and the Khmer Rouge
• linking points back to the question directly and consistently based on their judgement in a central line of argument
• developing a clear structure that regularly addresses the question throughout the response
• presenting their response in a logical manner with a consistent thematic or chronological approach.

Question 14 – Conflict in the Pacific 1937–1951

In better responses, students were able to:

• provide a judgement (for example degree, scale, or type) of the success of the bombing of Pearl Harbour, rather than a historical recount or description of the bombing and ensuing events (a)
• provide an argument based on a range of strategic aims, moving beyond just initial bombing of Pearl Harbour. For example, including \a discussion of economic, political and military strategic aims (a)
• provide a judgement (for example degree, scale, or type) of the impact of the Battle of the Coral Sea on the course of the Pacific War, rather than an explanation of battles or events during this time period (b)
• draw in broader events or points in connection to the impact of the Coral Sea, to demonstrate a comprehensive understanding of the question. For example, the impact of the Battle of Coral Sea in relation to following events like the Battle of Midway over the course of the Pacific War (b)
• make use of precise evidence to directly support their argument. 

Areas for students to improve include:

• making a clear and direct judgement of success and linking this to Japan’s strategic aims (a)
• making more than generalised links back to the question. For example, making specific, purposeful judgements throughout the response of the impact of the Battle of the Coral Sea on the course of the war or introducing information from other battles with clear references back to the Battle of Coral Sea (b)
• integrating sufficient historical knowledge and evidence to support an argument. 

Question 15 – Conflict in Europe 1935–1945

In better responses, students were able to:

• provide a sustained judgement of the impact of the war on civilians in Germany and Nazi- occupied areas based on a comprehensive understanding of the broader actions of Nazi Germany. For example, the severity of control of the home front and occupied countries (a)
• provide a sustained judgement of how significant the economic and strategic impacts of the air war were on Britain and Germany. Using a comprehensive understanding of how these facets could interrelate and connect to broader factors or events (b)
• use a range of evidence to support the argument
• develop a clear structure that links to impact or significance that makes a judgement of value in a way that is logical and cohesive. 

Areas for students to improve include:

• ensuring evidence used is relevant to the question and topic, confusing content from the ‘Power and Authority’ topic that is not included in the ‘Conflict in Europe’ topic (a)
• making a clear judgement of impact or significance, that is explicitly stated and then justified and avoiding a largely narrative approach
• using evidence that is specific, accurate and relevant to the argument, as this will help to establish a depth of understanding.

Question 16 – The Cold War 1945–1991

In better responses, students were able to:

• demonstrate a comprehensive understanding of the policy of containment and how it contributed to tensions and counter policies that, in turn, shaped multiple flashpoints throughout the period (a)
• demonstrate a comprehensive understanding of both the Berlin crisis and their impact on US-USSR relations, with links to subsequent events to illustrate this impact (b)
• provide a structure that is logical and cohesive with a clear line of argument.

Areas for students to improve include:

• ensuring the evidence provided is used to support the argument or explanation, rather than just having the evidence stand alone beside assertions that are not linked
• ensuring evidence is extensive and accurate with regards to both breadth and detail/terms
• taking a clear position in response to the question. 

Question 18 – The Arab-Israeli Conflict 1948–1996

In better responses, students were able to:

• demonstrate a comprehensive understanding of the Palestinian Liberation Organisation (PLO) regarding its aims and methods, and how such aims and methods impacted Israeli and Palestinian communities with links to specific examples (a)
• recognise the changing aims and methods of the PLO, especially during the period of the peace process, thus demonstrating an understanding of the issue considering the entire period relevant to the question (a)
• demonstrate a comprehensive understanding of the obstacles to the peace process which emerged from both within the period stipulated in the question, as well as events prior (b)
• provide a judgement about which obstacles were most instrumental in undermining efforts to achieve peace from both the Palestinian and the Israeli side of the conflict, as well as other participants (b).

Areas for students to improve include:

• ensuring that historical knowledge is not confused, both in terms of key facts and significance
• ensuring that a clear position is taken, and that the argument is supported by specific and relevant examples.

Question 20(a) – The Cultural Revolution to Tiananmen Square 1966–1989

In better responses, students were able to:

• describe concisely how Hua Guofeng was involved in the removal of the Gang of Four
• provide specific (explicit) supporting historical details relevant to the question
• provide relevant historical details about the impact of Hua Guofeng’s role as head of state and in the arrest of the Gang of Four. 

Areas for students to improve include:

• providing specific rather than vague and general historical detail
• staying within the scope of the question and avoiding the use of irrelevant information for example about the Cultural Revolution
• being concise rather than providing a narrative.

Question 20(b) – The Cultural Revolution to Tiananmen Square 1966–1989

In better responses, students were able to:

• make explicit and specific links which address why Lin Biao was forced to leave the People’s Republic of China
• provide specific and detailed supporting information about a range of relevant reasons including ideological conflict, political power struggles and political suppression of rivals including purges
• consistently make links back to the question
• use a range of relevant historical terms for example Mao and Lin, The Cultural Revolution, and the Little Red Book. 

Areas for students to improve include:

• providing a consistent answer to the question which is supported by historical information
• making sure the response is organised so that the response has a clear structure and logical flow rather than a straight narrative of events.

Question 20(c) – The Cultural Revolution to Tiananmen Square 1966–1989

In better responses, students were able to:

• provide a logical, relevant and consistent judgement in response to the question about the reasons for the Tiananmen Square protests, including failure of the government to reform, the mourning of Mr Hu, and a wish for democracy
• maintain the judgement consistently throughout the response
• support the judgement with reference to a range of specific and relevant historical detail including specific reference to the source
• effectively use a range of relevant historical terms and concepts for example Deng, agrarian and reform.

Areas for students to improve include:

• consistently linking historical evidence and using the source within the judgement throughout the response, not just in the introduction and conclusion
• organising the response in a structured and logical way, for example argument for democracy demands followed by other reasons
• staying within the focus of the question rather than a narrative of the events
• providing specific, detailed, and relevant supporting historical detail, not just vague and generalised statements.

Question 21(a) – Civil Rights in the USA 1945–1968

In better responses, students were able to:

• accurately identify one relevant civil rights group
• address all aspects of the question, both the formation and role of the nominated civil rights group
• provide relevant and accurate historical information about the formation and role of the group
• provide specific historical information, including dates, names of relevant individuals or groups.

Areas for students to improve include:

• providing specific rather than generalised historical information
• remaining within the scope of the question and not providing detail which is only slightly relevant. 

Question 21(b) – Civil Rights in the USA 1945–1968

In better responses students were able to:

• demonstrate an accurate understanding of the Mississippi Freedom Summer (1964)
• answer the question which focussed on the impact in shaping the Civil Rights Movement not on the events of the Mississippi Freedom Summer. 

Areas for students to improve include:

• using historical detail to support the explanation and avoid providing a description of what happened.

Question 21(c) – Civil Rights in the USA 1945–1968

In better responses, students were able to:

• answer the question with a clear and sustained judgement which directly addresses the impact of Malcolm X’s leadership on the Civil Rights Movement
• provide detailed and specific historical information to support their judgement
• integrate information from Source G, including short quotes or paraphrases, with their own historical knowledge. 

Areas for students to improve include:

• avoiding the quoting of large chunks of text from the source or being too heavily reliant on the information contained within the source. 

Option 23(a) – The Nuclear Age 1945–2011

In better responses, students were able to:

• address both aspects of the question in a balanced way explaining the contributions of nuclear technology in medicine and energy
• give specific examples rather than general information. For example the development of CT scans in 1971 rather than a general reference to nuclear technology for scanning or X-rays
• explicitly use the key word in the question ‘contributions’ when talking about both examples of nuclear technology.

Areas for students to improve include:

• staying within the scope of the question and not providing irrelevant information
• providing specific, relevant and accurate supporting detail rather than just generalised historical knowledge. 

Option 23(b) – The Nuclear Age 1945–2011

In better responses, students were able to:

• provide a clear answer to the response making a judgment about why Truman dropped the bombs
• provide specific supporting evidence for each reason identified including the names of relevant historical figures, key dates or names of relevant historical developments or decisions. 

Areas for students to improve include:

• providing specific rather than generalised historical information
• ensuring historical information is used to support the response not to describe or narrate what happened. 

Option 23(c) – The Nuclear Age 1945–2011

In better responses, students were able to:

• address all key words in the question relating to content areas so both French and British nuclear weapons testing as well as both social and political impacts
• make a clear and sustained overall judgement about the impact of nuclear testing in these areas
• use their historical knowledge to support the judgement rather than to describe what happened
• integrate Source E to support their judgement but not rely on it to provide the scope for the answer.

Areas for students to improve include:

• providing short relevant quotes and integrating knowledge with the information contained in the source to support the judgement being made
• sustaining the judgement throughout the response rather than lapsing into narration or description of relevant historical information. 

Option 24(a) – Apartheid in South Africa 1960–1994

In better responses, students were able to:

• address the role of Nelson Mandela’s leadership, considering the political and social climate in South Africa at the establishment of Umkhonto we Sizwe (MK)
• address the question considering the words ‘role’ and ‘leader’, and not provide a biography of his life
• discuss the oppressive apartheid regime and Mandela’s role in the African National Congress (ANC) before the formation of MK
• explore specific grievances that led to the formation of MK such as his commitment to armed resistance following the 1960 Sharpeville Massacre, the organisation's sabotage campaigns, and the challenges he faced during his time in hiding and subsequent imprisonment
• provide clear examples and accurate historical detail.

Areas for students to improve include:

• avoiding misconceptions about Mandela’s leadership, getting factual and historical details correct. For example, MK is not the ANC, Mandela’s movements to the correct countries and accuracy with MK terrorist targets
• avoiding brief or overly generalised statements
• providing specific and concise information rather than elaborate narratives. For example, if referencing the Sharpeville Massacre or Mandela’s trial and arrest, making links back to his role as leader of MK.

Option 24(b) – Apartheid in South Africa 1960–1994

In better responses, students were able to:

• address the changing nature of relations over time
• explain the factors that shaped South Africa’s relationships with its neighbours. For example, regional conflicts and Civil Wars, shifts in the National Party (NP) leadership and policies such as the heavy hand of PW Botha
• explain that relations with neighbours were conducted in a Cold War context and how these changes affected neighbouring countries' economies, stability, and overall regional dynamics
• make connections between South Africa's evolving role and its impact on the southern African region in the context of cold war global politics
• provide clear examples such as diplomatic efforts in Mozambique, buffer zones in Rhodesia, or treaties and trade agreements such as the Nkomati Accord.

Areas for students to improve include:

• maintaining an accurate understanding of South Africa’s relationship with their neighbours, not confusing it with aspects of the syllabus which involve international factors contributing to the end of apartheid
• displaying a well-developed understanding of the demands in the question, in this case, focusing on the word ‘changing’ relationships and not just recounting events
• organising the response with clear explanations, supporting ideas with accurate historical detail
• providing accurate details consistently though the response.

Option 24(c) – Apartheid in South Africa 1960–1994

In better responses, students were able to:

• make balanced, reasoned and logical judgements and consistently integrate the source to support the response
• use knowledge of the origins and development of the Black Consciousness Movement (BCM) in South Africa to support their judgement
• discuss how the BCM played a crucial role in raising awareness among black South Africans about their identity, self-worth, and their collective struggle against apartheid
• emphasise the importance of promoting black unity and pride, its role in mobilising black South Africans to resist apartheid policies and engage in various forms of protest and civil disobedience such as in the 1976 Soweto Uprising
• make judgements on the increasing international support and condemnation of apartheid following the murder of Biko, allowing pressure to build on the South African government to reconsider its policies
• acknowledge the limitations of the Black Consciousness Movement, including its inability to provide a comprehensive solution to apartheid facing significant repression and challenges from the South African government.

Areas for students to improve include:

• presenting a clear judgement, sustaining this throughout the response rather than lapsing into a narration of the content point
• supporting judgement with the use of accurate and relevant historical detail which engages with all parts of the question
• selectively integrating the source throughout the response rather than simply restating information within the source
• making explicit reference to where the source has been used, for example, stating ‘In Source J …’, paraphrasing Source J or ‘(Source J)’.