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History P4 IGCSEIs it reliable & useful?Create: who, where, when, whyPersonal involve (negative or positive, motive, role& position, at the time or later on) or physically attached Contemporary source – where? Any national biased or censorship (things cannot be reported on)Commentary or secondary Biased ≠ useless WHY VERY IMPORTANT Why historians want to use the source?Benefits and problems________________________________________IGCSE – October/November 2012 41Study the sources, and then answer the questions which follow.Source AThe owners and investors in big business, with their share in company profits and dividends, build their new homes with six large bedrooms and three-car garages. Many of them have been given more money than they know what to do with in this decade. The middle class has progressed in earnings but it seems that its spending has progressed even faster, leaving a smaller margin of true security and satisfaction. Skilled workers’ wages have risen whilst unskilled labour has found life a little less intolerable.From an American economist’s analysis, written in 1929.Source BThe best aspect of our present prosperity is that wages are high while business profits have been moderate. The result is that prosperity is going more and more into the homes of the ordinary people. From a recent fear of being exploited by a wealthier and wealthier few, the people of America are learning to make the great businesses their most faithful servants. Here and there abuses occur, but business is gradually being taught that the only method of permanent success lies in honesty and conscientious service to the public. The Federal Government is steadily reducing our national debt and has released hundreds of thousands of people from unproductive government employment to the productive field of business life. Taxation has been reduced so far that it is a light burden and allows more money to flow into trade and investment.From a speech by President Coolidge, 1926.(a) (i) Study Source A.What can you tell from this source about the 1920s economic boom? Support your answer with reference to the source. [6]Level 2 – Makes valid inferences, unsupported from the source e.g. Most groups benefited; variable impact; middle class overspending; greedy; conspicuous consumption etc. [3–4]Level 3 – Supports valid inferences with reference to the source e.g. Owners and investors doing very well with properties; middle class fairly well off but unused to controlling spending; skilled workers better off with higher wages; unskilled have progressed least but life is a little less intolerable etc. [5–6](ii) Study Source B.How far does this source show that prosperity was a result of government policies? Explain your answer. [7]Level 2 – Agrees OR disagrees, supported from the source e.g.Yes Reduced tax and National Debt; benefits to trade and investment; ‘freed’ labour etc.No Higher wages fuelled demand; confidence; large business more ethical etc. Level 3 – Agrees AND disagrees, supported from the source. Addresses the issue of ‘How far?’(iii) Study both sources.Is one of these sources more useful than the other as evidence about the economy in the 1920s? Explain your answer. [7]Level 2 – Useful/not useful – One is from an American analyst and the other is from President Coolidge so they could both be biased/unreliable. [2]Level 3 – Choice made on the nature or amount of information given. Must specify what information. [3–5]Level 4 – Choice made on the grounds of reliability.Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross-reference betweenA and B to show reliability.6 marks for one source, 7 marks for both.(b) (i) Name two traditional industries that declined in the 1920s. [2]e.g. Coal, iron, textiles, ship building etc.(ii) Describe the problems in agriculture in the 1920s. [4]Tariffs; competition from Canada especially in grain; overproduction; mechanisation; prices and incomes fell; debt and loss of farms etc.(iii) Why did the automobile industry develop rapidly? [6]Ford and production line assembly; economies of scale; prices falling with competition; demand increased; advertising; hire purchase; increased mobility of owners etc.(iv) How far did economic developments in the 1920s benefit the workers? Explain your answer.Ben Expansion of new industries created jobs; tariffs and trusts protected markets; could afford new consumer goods; some skilled workers had shorter hours etc.Lack Wages not keeping pace with profits; no job protection; poor union organisation; unemployment remained high; new methods reduced the demand for labour; 42 per cent living below poverty line – largely the unskilled; problems of older industries, agriculture, immigrants, the South etc.IGCSE – October/November 2012 42Source AIt is unlawful for any place serving food to allow white and colored people to eat in the same room, unless they are separated by a solid partition at least seven feet high from the floor. A separate entrance from the street must be provided for each area. (Alabama)Books are not allowed to be shared between white and colored schools, but shall be used by the first race using them. (North Carolina)All marriages between white persons and Negroes or white persons and Asians are prohibited. No person having one-eighth part or more negro blood shall be permitted to marry any white person.(Missouri)Examples of laws in American states enforced throughout the period 1919–41.Source BMarcus Garvey set up the Universal Negro Improvement Association (UNIA) in 1914 to urge all people of African ancestry, like himself, to be proud of their race and to establish a country and government of their own. By the 1920s UNIA had over a million members and was helping black people to set up their own businesses. It also began to run a shipping line to encourage emigration to Africa. In 1922 Garvey went to Atlanta, Georgia, for a conference with Ku Klux Klan leaders. Garvey said, ‘I regard the Klan, and White American societies, as better friends of negroes than all other groups of hypocritical whites put together. I like honesty and fair play. You may call me a Klansman if you will, but potentially, every white man is a Klansman, as far as the negro is concerned.’ After this a number of African American leaders asked the government to have Garvey sent to prison.A black American history professor, writing in 2009.(a) (i) Study Source A.What can you tell from this source about race relations? Support your answer with reference to the source. [6]Level 2 – Makes valid inferences, unsupported from the source e.g. Segregation legal; long-standing hostility of whites towards other racial groups; white supremacist feel to laws; anti-intermarriage etc. [3–4]Level 3 – Supports valid inferences with reference to the source e.g. Separate entrances and restaurants show segregation entrenched; no sharing of educational facilities further defines the society as racist; one-eighth‘negro blood’ enough to debar marriage etc.(ii) Study Source B.How far does this source show that Marcus Garvey worked effectively to protect black people? Explain your answer. [7]Yes Set up UNIA to promote pride in African ancestry; wanted to establisha country and government of their own; sufficient confidence in Garvey for a million members and a shipping line to repatriate African- Americans; encouraged to set up own businesses etc.No His contact and comments with Ku Klux Klan ill-judged and would be bound to undermine support for him from African Americans; calls to the American government to have Garvey sent to prison etc.(iii) Study both sources.Is one of these sources more useful than the other as evidence about discrimination in the USA in the 1920s? Explain your answer. [7]Level 2 – Useful/not useful – One is from state laws in the USA, and the other is from a black historian so they could both be biased/unreliable. [2]Level 3 – Choice made on the nature or amount of information given. Must specify what information. [3–5]Level 4 – Choice made on the grounds of reliability. Discussion of utility must be made on valid evaluation of source(s) in context. Include at this Level answers that cross reference between A and B to show reliability. 6 marks for one source, 7 marks for both.(b) (i) What was the NAACP? [2]National Association for the Advancement of Coloured People, founded in 1909 by Dubois. By 1919 had 90 000 members; campaigned to end racial segregation laws and end lynching – not as radical as UNIA etc.(ii) What restrictions were put on immigration in the 1920s? [4]Four Acts, mainly to limit immigration from Southern and Eastern Europe; quotas set at: 1921 Act limit at 350 000; 1927 quota set at 2 per cent of existing numbers from each original country; 1929 down to 150 000; most Asians already excluded – made total by 1924 Act; ‘undesirable’ categories on social, medical and political grounds etc.(iii) Why was there discrimination against black Americans in the 1920s? [6]Seen as an inferior race; long-standing in Southern states; migration north meant they competed for jobs/housing with poor and immigrants there; had little voice or protection from law/politics/policeetc.(iv) ‘Opportunities and freedom increased for white Americans in the 1920s.’ How far do you agree with this statement? Explain your answer.October/November 2011 41DEPTH STUDY C: THE USA, 1919–19413. Study the sources, and then answer the questions which follow.Source ABy the end of 1925 I had nineteen agents and administrators for enforcing Prohibition in the entire state. I chose to concentrate on raiding large stills and big shipments of drinks rather than close down small-time speakeasies. One night in January 1927 I sent three of my best men to check out a report of a beer warehouse in the state capital. No sooner had they arrived than an angry mob surrounded them and threatened to beat them up. One of the agents fired a shot into the air to disperse the crowd. This alerted a nearby patrol cop whose reaction was immediate: he arrested the federal agents for carrying guns without licences! The city police chief, whose best friend is the local ‘beer baron’, supported the cop’s action.From the report of the Chief Federal Agent in the state of New Jersey, who resigned in May 1927.Source BThe Volstead Act of 1919 introducing Prohibition was adopted as the Eighteenth Amendment nationally and by each state, particularly the rural ones, more quickly than any other change in the Constitution ever proposed. Alcohol consumption dropped by 30 per cent after 1919 and the United States Brewers’ Association admitted that the consumption of hard liquor had halved. Deaths from cirrhosis of the liver, mainly caused by alcohol, had fallen from 29 to 10 per 100 000 between 1911 and 1929 and alcohol-related crime dropped markedly. The price for illegal alcohol rose higher than the average worker could afford and businesses became more efficient as a result. The nation’s beer brewing industry was devastated – for example, St. Louis had twenty-two breweries before Prohibition. When it ended in 1933, only nine re-opened.From the history website of a major American brewery, 2008.(a) (i) Study Source A.What does this source tell you about enforcing Prohibition? Support your answer with reference to the source. [6]Level 2 – Makes valid inference(s), unsupported from the source e.g. Too few agents; overstretched; ignored; corruption and unpopular etc. [3–4]Level 3 – Supports valid inferences with reference to the source e.g. Overstretched and understaffed as only have 19 agents and administrators for the whole state; corruption as police chief is best friend of beer baron and supports action taken by the cop against the agents etc.(ii) Study Source B.How far does this source show that Prohibition was beneficial? Explain your answer. [7]Yes States are enthusiastic; health improved; less crime; sober and more efficient workers; weakened brewers etc.No Urban areas adopted less readily; high proportion still drinking; willing to drink illegally; wealthier unaffected; ended in 1933 etc.(iii) Study both sources.Is one of these sources more useful than the other as evidence about Prohibition? Explain your answer. [7]Level 2 – Useful/not useful – One source is from a federal agent and the other is from a brewery so they could both be biased/unreliable. [2]Level 3 – Choice made on the nature or amount of information given. Must specify what information. [3–5]Level 4 – Choice made on the grounds of reliability.Discussion of utility must be made on valid evaluation of source(s) in context.Include at this Level answers that cross-reference between A and B to show reliability. 6 marks for one source, 7 mark for both.(b) (i) What were moonshiners? [2]e.g. illegal distillers; small scale; usually remote rural; victims of revenuers; suppliers of gangsters etc.(ii) Describe the activities of bootleggers. [4]Large scale smugglers across national borders or delivered from the sea; small scale movements from brewers/distillers to local clients/markets etc.(iii) Why was Prohibition quickly accepted in rural states? [6]e.g.Anti-Saloon League and Women’s Christian Temperance Union well established; many states already dry; influence of churches; politicians saw votes in it; country versus city; moral and anti-immigrant conservatism etc.(iv) How far do you agree that Prohibition was the least important type of intolerance in the 1920s? Explain your answer.Explanation of Prohibition OR another form of intolerance, single factor given e.g.Proh Easily flouted; popular disobedience; everyone was abusing the law and being ‘criminal’; government did not really like the loss of tax revenue so was soft on enforcement etc.Other Was the law in 47 states; Federal enforcement; defeat of ‘wet’ Presidentialcandidate in 1928; Other forms of intolerance – anti-black, anti-left, anti trade unionists, anti-immigrant, anti-Darwinism etc.IGCSE – October/November 2010 433. Study the sources, and then answer the questions which follow.Source AThe city’s annual Beauty Pageant has attracted seventy-four lovely contestants from every part of the United States. ‘Marriage Versus the Movies’ was discussed last night, as the beauties, tired with the strain of showing how lovely they could look in evening clothes, relaxed backstage at the theatre. All seventy-four long to be in the movies and are eager to leave ‘the normal things of life’. Several of them have already signed contracts with studios, and the others only crave the same opportunity. Hollywood’s population will soon be increased!From an American east coast newspaper, 1923.Source BAs moving pictures became available to mass audiences in the 1920s, several states set up censorship boards to control the amount of nudity, sexuality, drunkenness, crime and violence portrayed in films. These controls varied between states and were often on a voluntary basis. Worried that it might be shut down, the film industry set up the Motion Pictures Producers and Distributors of America in 1922 to make some efforts to censor its own productions. The studios accepted a blacklist of ‘Don’ts’ and ‘Be Carefuls’ in 1927. The eleven ‘Don’ts’ included swearing, use of illegal drugs and ridicule of the clergy. The twenty-six ‘Be Carefuls’ applied to the depiction of criminality, brutality, murder and sex. In practice, studios knew that film-going audiences wanted to see the kind of things that were being blacklisted and some of these behaviours could be exhibited – as long as they were later punished in the film.From a history of the cinema, 2007.(a) (i) Study Source A.What can you tell from this source about the influence of the film industry? Support your answer with reference to the source. [6]Recruiting the attractive; offering opportunities; challenging accepted social patternse.g. Attracted nationwide entry for Pageant; exhausting nature of the event, so beauties needed diversion of frivolous discussions; could be financially beneficial if movie contracts were obtained etc.(ii) Study Source B.How far does this source show that censorship was effective? Explain your answer. [7]Yes Several states set up controls; worried film industry; set up own censorship;shared some similar objectives etc.No State enforcement was weak; much of the MPPDA list was only advisory;cynical avoidance; film-goers enjoyed freedom etc.(iii) Study both sources.Is one of these sources more useful than the other as evidence about life in the USA in the 1920s? Explain your answer. [7]Level 2 Useful/not useful – One is from a newspaper and the other is from a history ofthe cinema so they could both be biased/unreliable. [2]Level 3 Choice made on the nature or amount of information given. Must specify whatinformation. [3–5]Level 4 Choice made on the grounds of reliability.Discussion of utility must be made on valid evaluation of source(s) in context.Include at this Level answers that cross-reference between A and B to showreliability. 6 marks for one source, 7 marks for both. (b) (i) What was the title of the first talking movie and the name of its main star? [2]The Jazz Singer,Al Jolson, 1927.(ii) What was the St. Valentine’s Day Massacre? [4]Capone’s South Side Italians vs Bugs Moran’s North SideIrish over liquor; neither boss present; Capone’s men disguised as police luredMoran’s seven into a warehouse; ‘executed’ by machine/shot guns etc.(iii) Why did organised crime increase in the 1920s? [6]Prohibition made control of the liquor trade/clubs (speakeasies) very profitable; to control prostitution; corrupt police and politicians; ruthless gang leaders/organisations; Mafia; any drinker in a public place had broken the law, so most of the country were criminals – easier to take another step etc.(iv) How far do you agree that the 1920s were only ‘Roaring’ for the young? Explain your answerYoung Enjoyed jazz clubs; cinema; flappers; job opportunities; migrated to cities; breaking down of strict social rules; rural areas had stricter codes so little change there etc.Other Some single groups benefited in that women, for instance, benefited from the vote and labour saving devices; all working class enjoyed greater job opportunities and rising wages; entertainment by radio and cinema, and transport by car benefited all; young whites/blacks and immigrants often did not have a pleasant time in 1920s etc.NB – Reward qualification re groups of young which did not benefit. [2]Level 3 Explanation of young OR other groups with multiple factors. Allow single factors with multiple reasons.OR Undeveloped assertions on BOTH sides of the argument (annotate BBB – Balanced but Brief). [3–5]Level 4 Answers that offer a balanced argument.BOTH sides of young AND other groups must be addressed. [6–8]October/November 2005 04 0470/04/O/N/05Source A 1920 1929Motor cars on roads 9 000 000 26 000 000Telephones in homes and businesses 13 000 000 20 000 000Radios in homes 60 00 10 000 000Membership of Trade Unions 5 000 000 3 400 000Statistics on the American economy in the 1920s.Source BIn the 1920s the United States became a consumer society, with a booming market for home appliances, synthetic textiles and plastics. One of the most admired men was Henry Ford, who introduced the assembly line into the automobile industry. Ford was able to pay high wages and still earn enormous profits by manufacturing the Model T. It seemed America had solved the problem of producing and sharing wealth. There were, however, flaws in the economy of the 1920s. Industrial workers were earning better wages, but they still did not have enough purchasing power to continue buying the flood of goods pouring out of factories. With profits soaring and interest rates low, plenty of money was available for investment, but much of that went into reckless speculation.From the United States Government Information Agency, 1986.(a) (i) Study Source A.What can you tell from this source about the American economy in the 1920s? Support your answer with reference to the source. [6]New industries saw spectacular growth; increased demand created jobs etc.supported from source e.g. trebling of car ownership; massive increase in communications – radio and telephone; Membership of Trades Unions down by 33% meant workers felt more secure?(ii) Study Source B.How far does this source show that all American people benefited from the economic developments of the 1920s? Explain your answer. [7]yes, jobs; better wages; business profited, more goods available. No, wages had not kept pace with profiteers; could not afford new luxuries; omits major groups who did not benefit; danger for future – “reckless speculation”.(iii) Study both sources.Is one of these sources more useful than the other as evidence about the American standard of living in the 1920s? Explain your answer. [7]One source is statistics, the other is American so they could both be biased/unreliable.(b) (i) Give two examples of developments in the film industry in the 1920s. [2]Concentration in Hollywood; ‘stars’; ‘talkies’; increase in number of cinemas.(ii) Describe the effects of the development of hire purchase in the 1920s. [4]Stimulated manufacture of consumer goods; increasing personal debt; development of the ‘credit’ industry; ‘never-never’ overconfidence; fuelled speculation and buying ‘on the margin’; mortgages.(iii) Why did agriculture not share in the prosperity of the 1920s? [6]overproduction; falling prices, especially cotton and corn; tariffs; foreign competition especially Canada and Europe; debt/ mortgages.(iv) How successful was the US economy between 1919 and 1928? [8]Yes, markets continued to expand forcars/consumer goods; building boom; electricity and mass production improved efficiency and lowered costs; industrial production doubled 1919-29; US most powerful economy; no Government interference; protection; Unions weaker; major creditor nation.No, tariff war; farms; unequal distribution of wealth – 1926 5% receiving 30% of personal income; insufficient purchasing power; overproduction; older industries suffering; unemployment – no national insurance; personal debt; weaknesses in banking system; personal debt.IGCSE EXAMINATIONS – NOVEMBER 2004 040470/04/O/N/04DEPTH STUDY C: THE USA, 1919–19413 Study the sources, and then answer the questions which follow.Source ASource BWe support national prohibition because individual liberty must be controlled in dealing with gigantic social evils like disease or crime. Undoubtedly, the liquor traffic is such an evil. We are convinced that nothing less than prohibition is enough to wipe out the evils of the liquor traffic. History shows that other methods of attempting to control the traffic in liquor have failed and that prohibition, despite the problems of enforcement, is succeeding better than any other program.0470/04/O/N/04 (a) (i) Study Source A.What can you tell from this source about the Anti-Saloon League in America? Support your answer with reference to the source. [6]Level 2 – Makes valid inferences, not supported from source e.g. It thought that alcohol was the cause of all social ills etc. (3 – 4)Level 3 –Supports valid inference(s) with reference to the source e.g. thought that alcohol was the cause of poverty and crime, that the trade was like the German army etc.(ii) Study Source B.How far does this source show there was support for Prohibition by 1926? Explain your answer. [7]Yes, has support of Churches, language, images, important enough to require a Senate Committee. No, Churches only, admits inadequate enforcement etc.(iii) Study both sources.Is one of these sources more useful than the other in explaining why the government introduced Prohibition? Explain your answer. [7]the Anti-Saloon League, the other is from the Federal Council of Churches so they could both be biased/unreliable.(b) (i) Give two of the terms of the Eighteenth Amendment to the American Constitution. [2]Prohibited manufacture, sale transport, import/export ‘for beverage purposes’; had to be ratified by individual states.(ii) Describe ways in which the government tried to enforce Prohibition. [4]Prohibition laws, introduced Bureau/agents; Coast guard; extended 3 mile limit to 12. Customs; prosecution/imprisonment, destroyed stills etc.(iii) Why was it possible to evade the Prohibition laws? [6]Inadequate enforcement methods and Government finance; organised crime; corruption; sheer scale of avoidance; moonshine; ‘near-beer’.(iv) How far do you agree that the growth in crime was the main reason for endingProhibition? Explain your answer.Yes, gangs/bootleggers; mass evasion of law; more alcohol beingproduced than before Prohibition etc.No, Government wanted tax revenue/stimulate economy/popularity.No proof that it had failed; Dry vote still strong etc.IGCSE – May/June 2011 43Source APerhaps the best way to decide whether an Indian is capable of being released from the State’s guardianship is to assess his abilities. What have been his earnings by his own efforts? What ability has he shown to improve and develop his property? What advances has he made in family life? What is his state of health? What is his mental equipment as demonstrated by his education and practical success? What capabilities has his wife demonstrated? The answers to these questions and others like them should not be based on the opinion of the superintendent who happens to be in charge at the time. They should be recorded regularly as a guide to the local staff in its work for the Indian.From the US Government ‘Report into the Problem of Indian Administration’, 1926.Source BIn the 1920s twenty states in the Union had literacy laws which were used as the qualification to vote. Most of these states were in the South and, in practice, skin colour rather than educational attainment seems to have been the deciding factor. Several western states with significant Native American populations also had literacy laws, and one was introduced in Alaska in 1925 despite opposition. It is not as clear that these were aimed at preventing a voice in politics for the minority Native population, although there is evidence that both blacks and Native Americans were regarded as culturally and racially inferior in all these states. Most blacks and Native Americans had a lower life expectancy, poorer housing and jobs than whites throughout America.From a socialist history of the United States in the Twentieth Century, 1998.(a) (i) Study Source A.What can you tell from this source about Native Americans in the 1920s? Support your answer with reference to the source. [6]Supports valid inferences with reference to the source e.g. Assessment of earnings, drive, organisation of family life, health (both physical and mental), and capabilities of wife are all to be assessed as evidence of the Native American's right to leave the reservation; an on-going record over years etc.(5 – 6)(ii) Study Source B.How far does this source show that racism was accepted throughout America in the 1920s? Explain your answer. [7]Yes Discrimination against black franchise; cultural/racial elements in evidence;poor education implied etc.No Only 20 states; less clear cut against Indians; some opposition in Alaska; votewas possible if tests were passed; no direct link with housing and/or jobs etc.(iii) Study both sources.Is one of these sources more useful than the other as evidence about inequalities in the period? Explain your answer. [7](b) (i) Who were Sacco and Vanzetti? [2]Labourers/anarchists with poor English; convicted of 1920 armed robbery and murder in 1921; judge and prosecution anti-immigrant; protests; 6 years of appeals; electrocuted1927 etc.(ii) Describe the activities of the Ku Klux Klan. [4]Hierarchical organisation; wide membership of 25m in 1920s, mostly in South; Anti-Black, with intimidation of beatings, lynching; burning property; later anti-Jewish Catholic, immigrants etc. determined to make USA a WASP population etc.(iii) Why was prohibition introduced in 1919? [6](iv) ‘There was no real change in the roles of women in the 1920s.’ How far do you agree with this statement? Explain your answer.IGCSE – May/June 2012 43Source AIn the early Twenties mines shut down, nothin’ for people to live on. Children fainted in our schoolfrom hunger. Things did pick up a bit but in 1926 there was another dip in jobs and coal and timbernever did recover. My father was a farmer and a coal miner, ten kids and I’m the oldest. He wantedme to do something different but I started work in the pit in 1927 when I was fourteen. Every parentworried about their kids getting killed in mine explosions. Just a few miles away a mine exploded in1927, killed thirty-seven men.From a radio interview with a coal miner in 1950.Source BAbout half of all Americans lived in rural areas, mostly working on farms or in businesses that soldgoods to farmers. Ten per cent of rural Americans, about six million people, were forced off the landin the 1920s as mechanisation replaced labour, surpluses could not be sold and farm bankruptciesincreased. Most of these workers did not have the necessary skills for the new booming industries,which already needed less labour, but they had little choice but to go to the rapidly growing cities.The five per cent unemployment level for all workers remained the same throughout the 1920sand wages did not rise at the same rate as company profits.From an American textbook for students, 2002.(a) (i) Study Source A.What can you tell from this source about the coal mining industry in the 1920s? Support your answer with reference to the source. [6]‘mines shut down’, ‘never did recover’; ‘hunger’, father ‘farmer and miner’; 14 year old; explosions.(ii) Study Source B.How far does this source show that unemployment was a serious problem throughout the 1920s? Explain your answer. [7]Yes 6m lost land/jobs; fewer workers needed in both agriculture and industry;unskilled fared worst.No 95% had jobs; industry booming; cities growing implies work; ‘most’ mustmean some did have skills and thus work.(iii) Study both sources.Is one of these sources more useful than the other as evidence about the economy of the 1920s? Explain your answer. [7](b) (i) What were trusts? [2]oil (Rockefeller), steel, (Carnegie); price fixing; monopolies; strangled competition; corruption; anti-unions; political influence on Republicans; able to flout anti-Trust laws. (1 – 2)(ii) Describe Republican attitudes to the economy in the 1920s. [4]rugged individualism; Fordney-McCumber tariff 1923; regressive taxation; anti-unions; inaction on poverty.(iii) Why did industry expand so rapidly in the 1920s? [6]Wealth of resources; European weakness; mass production; car; consumer durables led; confidence/demand; low taxation.(iv) How far do you agree that the American economy remained strong in the 1920s? Explain your answer.3 Study the sources, and then answer the questions which follow.Source AIn my youth I knew women who hid their college degrees as if they were one of the seven deadlysins. The men at the head of business or controlling politics are for the most part middle-aged.Their wives accept that men discuss politics over their wine or cigars, and on joining the ladies,talk of music, or the theatre or the latest scandal. Can you blame either the men or the women ifthe adjustment to modern conditions is somewhat difficult?Eleanor Roosevelt talking about women and politics, 1929.Source BMost of the leaders who carried the fight for the vote to success in 1920 then dropped out ofpolitics. This was unfortunate as they were exceptional women, idealists with no idea of personaladvancement or gain. In fact, attaining the vote was only part of the programme for equal rights– toward economic independence, and social and spiritual equality with men. When the franchisewas finally achieved, their interest was not held by any ambition for political office or honours. Somenow help finance and support the campaign for world peace. The trouble with many women is thatthey won’t work. They won’t take up their jobs as men do and put in seven or eight real workinghours a day. They lack knowledge, and many won’t make the effort to study history, economics,political methods or get out among human beings. If they take a volunteer practical job, it is a thingof constant interruptions, with no sense of concentration, business efficiency or order.A leading American politician in a campaign speech, 1938.(a) (i) Study Source A.What can you tell from this source about women in the 1920s? Support your answer withreference to the source. [6]Men discuss heavy matters of politics and economy away from women; when they join women they talk of lighter, cultural and gossip matters etc.(ii) Study Source B.How far does this source show that women had made political progress in the 1920s and1930s? Explain your answer. [7]Yes Gained the vote; some still pursuing equal rights; others had role ininternational pressure group; play a part as volunteers etc.No Idealists did not pursue a political career; regarded as frivolous, lackingtenacity and knowledge; politician still canvassing support on female inferiorityetc.(iii) Study both sources.Is one of these sources more useful than the other as evidence about changes in attitudestowards women in this period? Explain your answer. [7](b) (i) Give two types of people who were not allowed to migrate to the United States by the1920s. [2]g. Asians, exconvicts, prostitutes, beggars, paupers, anyone with physical or mental defects, illiterates; political radicals.(ii) What were the aims of the Ku Klux Klan? [4]Resist communism; deal with black menace; oppose corrupt whitebusinessmen; gain political power. Also may comment on aims reCatholics/Jews etc.(iii) Why were immigration quotas set in the 1920s? [6]To preserve white northern European dominance; to limit Catholic numbers; equated immigrants with anarchists and radicals; avoid competition for jobs and housing; racism etc.(iv) ‘It was black Americans who suffered most from the intolerance of American society inthe 1920s.’ How far do you agree with this statement? Explain your answer. [8] ................
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