Unit 1 In-Depth Study The USA, A Nation of Contrasts,

Group Challenge Get into groups of 4. You will be given a selection of sheets with images on them. You have the time it takes for the song to play to annotate and explain every image!song to play Good luck

Immigration in the USA 17 Lit Test 21 EQ Act 24 NO Act 29 Im Act SCARE Ghetto Sacco Vanzetti Palmer

Religious and Racial Intolerance Jon Scopes 1924 Jim Crow Laws

Organised Crime and Corruption Prohibition ASL & WTM Bootleggers Smuggling Speakeasies Alcohol Protection Gambling Prostitution Warren Harding & the Ohio Gang

Causes of the Economic Boom LACKPANTS Consumerism

End of Prosperity Overproduction Retaliatory Tariffs Falling sales Sacking workers Less expendable income

Changes in American Culture Movie Popularity Technology Leisure time Cheap Transport Sex appeal Jazz Popularity Black Musicians Flappers Radio Speakeasies Dancing

Women in the 20s Flappers Changes in Employment Social etiquette Marriage Politics Feminism

Sports, Heroes and Crazes in the 20s Lindbergh Ederle Earhart

QuesStyle of QuestionStemMkMins 1 (a) Selection of information from two sources What do sources A and B suggest… 46 1 (b) Use of source material and own knowledge to explain a development Use source C your own knowledge to explain… (c) Utility of two sourcesHow useful are sources D and E (a) Deployment of knowledge of an historical event Describe the…. 46 2(b) Purpose of creation of a primary source Why was this source published / produced 69 2 (c) Discussion of different historical interpretations One interpretation is that…. How far do you agree? Evaluative essay with additional marks for spelling, punctuation and grammar Was the … the main cause of… Total5375 Assessment of Unit 1: USA : 1hr 15mins Here is a summary of the accredited style of the Unit 1 examination paper:

What do sources A and B suggest about immigration in America from ? Source A: “Close the Gate” The Chicago Tribune, July 5, 1919 Source B: Immigrants arriving at Ellis Island in They are receiving a medical examination by a doctor.

Question 1a This question will contain two sources [A and B] connected with an issue that will have been studied. This question is worth 4 marks. The question will ask candidates to outline what Sources A and B suggest / show about an issue. The focus of this question is being able to understand and extract from a variety of source material. There are no marks awarded for own knowledge in this question.

Question 1a mark scheme You will get one or two marks for relevant selection of information from the sources. You will get three or four marks for using both sources in their historical context.

What do sources A and B suggest about immigration in America from ? Source A: “Close the Gate” The Chicago Tribune, July 5, 1919 Source B: Immigrants arriving at Ellis Island in They are receiving a medical examination by a doctor.

Question 1b The question will utilise a single piece of source material [C]. The question will ask candidates to use Source C together with their own knowledge to explain why a particular issue happened. The focus of this question is to enhance understanding of given source material about the issue in the question. There is more reward for own knowledge in this question.

Use Source C and your own knowledge to explain why the Palmer raids took place in Palmer went on a witch hunt. The witches were communists and anarchists. He took the law in his own hands and, in two days of raids in major cities in 1920, agents invaded homes, clubs, union halls, pool halls and coffee chops, rounding up 6000 people, who were held in jail, not allowed to call anyone, and treated terribly. Most weren’t guilty of anything. From an American school textbook, published in 1999.

Question 1b – mark scheme You will get 1 or 2 marks if you copy or paraphrase the source or use the content of the source only. You will get 3 or 4 marks if you show an understanding of content of the source with some background knowledge. You will get 5 or 6 marks if you use the content of the source with accurate and detailed background knowledge to explain the issue in the question.

Use Source C and your own knowledge to explain why the Palmer raids took place in Palmer went on a witch hunt. The witches were communists and anarchists. He took the law in his own hands and, in two days of raids in major cities in 1920, agents invaded homes, clubs, union halls, pool halls and coffee chops, rounding up 6000 people, who were held in jail, not allowed to call anyone, and treated terribly. Most weren’t guilty of anything. From an American school textbook, published in 1999.

Use Source C and your own knowledge to explain why the Palmer raids took place in Palmer went on a witch hunt. The witches were communists and anarchists. He took the law in his own hands and, in two days of raids in major cities in 1920, agents invaded homes, clubs, union halls, pool halls and coffee chops, rounding up 6000 people, who were held in jail, not allowed to call anyone, and treated terribly. Most weren’t guilty of anything. From an American school textbook, published in Red Scare Fear of immigrants from Eastern Europe. Un American ideas: Socialism and Communism. Fears strengthened by industrial unrest in and bombing on Wall Street killing 38 people, another bomb destroyed the front of the Attorney General’s house. Attorney General A. Mitchell Palmer. Reaction to the largely imagery threat posed by immigrants. Red Scare Fear of immigrants from Eastern Europe. Un American ideas: Socialism and Communism. Fears strengthened by industrial unrest in and bombing on Wall Street killing 38 people, another bomb destroyed the front of the Attorney General’s house. Attorney General A. Mitchell Palmer. Reaction to the largely imagery threat posed by immigrants.

Question 1c 8 marks. The question will ask candidates about the usefulness of Sources D and E to an historian studying a particular issue. The focus of this question is to evaluate the given source material for its use in an enquiry. The evaluation should concentrate on what the source says or shows, the nature of its authorship and the date and purpose of the publication.

How useful are sources D and E to an historian studying race relations in the US in the 1920s? Source D: The Poem ‘Strange Fruit’ by Abel Meeropol, written in 1936 in response to lynchings of black Americans in the 1920s. Southern trees bear strange fruit Blood on the leaves Blood on the root Black bodies swinging in the southern breeze Strange fruit hanging from the poplar trees Pastoral scene of the gallant south The bulging eyes and the twisted mouth. Black Women in Harlem in the 1920s

Question 1c – mark scheme You will get 1 or 2 marks if you only refer to the content of the sources You will get 3 or 4 marks if you consider the usefulness of the sources in terms of their content and their authorship You will get 5 or 6 marks if you evaluate both sources in context but with some imbalance. You must also reach a conclusion regarding utility for the set enquiry. You will get 7 or 8 marks if you evaluate both sources together regarding the historical context. You must also reach a reasoned and substantiated conclusion regarding their utility for the set enquiry.

How useful are sources D and E to an historian studying race relations in the US in the 1920s? Source D: The Poem ‘Strange Fruit’ by Abel Meeropol, written in 1936 in response to lynchings of black Americans in the 1920s. Southern trees bear strange fruit Blood on the leaves Blood on the root Black bodies swinging in the southern breeze Strange fruit hanging from the poplar trees Pastoral scene of the gallant south The bulging eyes and the twisted mouth. Black Women in Harlem in the 1920s

Question 2a The question is worth 4 marks. The question will ask candidates to describe some historical features that they will have studied. The question assesses own knowledge only.

Question 2a – mark scheme You will get three or four marks for a more detailed and accurate description of the issue. You will get one or two marks for a generalised answer with weak or implied points.

Going for Gold! You will be given some cards with key words on. Pick a card. You will need to provide a detailed and accurate description to your partner. Lots of facts! Then put the cards into piles: Gold, Silver and Bronze. Gold is for the ones you did really well, Silver for the ones that you knew pretty well and bronze...

Going for Gold! Homework: How will you turn your bronze describe questions into gold ?

Segregation and Jim Crow Life Under Prohibition. Reasons for Prohibition Sacco and Vanzetti Monkey Trial Development of popular music and culture Long term reasons for the end of prosperity Fads, crazes and the fashion for the unusual. The immediate impact of the Wall Street Crash The short term causes of the Wall Street Crash Organised Crime The Movie Industry Hire Purchase and Easy Credit Mass Production The flapper life style. Growth of the Consumer Society Influence of the Motor Industry Groups and Sectors who did not prosper Attempts to restrict immigration Xenophobia and the Red Scare Work of the NAACP and the UNIA Government Corruption and Scandal Treatment of Native Americans Changing attitudes to women Laissez Faire and Rugged Individualism Growing popularity of sport KKK

Question 2b This is a question worth 6 marks. The question will utilise a single piece of source material. The question will ask about why the particular source was produced at a particular time in history. Candidates are not expected to evaluate the source but to demonstrate their ability to place sources in the historical context in which they were produced.

Question 2b – mark scheme You will get 1 or 2 marks if you understand the content of the source but with little focus on why it was produced. You will get 3 or 4 marks if you consider the source in its historical context and suggest some reasons for its production. You will get 5 or 6 marks if you analyse the source in its historical context and give detailed reasons for its production at the time.

Question 2c 10 marks. The question will utilise three pieces of evidence [1,2 and 3] based around historical interpretations of an issue studied. The question will identify an interpretation and ask a specific question about the validity of that interpretation. Further advice will encourage candidates to demonstrate knowledge of how and why different interpretations have been made of the specific issue.

Question 2c continued In this question, Evidence 1 and Evidence 2 will refer to different interpretations made of an historical issue from the study in depth being studied. The interpretations will be made in hindsight by people such as historians and journalists or by contemporaries who are reflecting later about their experiences. There may also be visual sources used such as cartoons or paintings if they are constructed later. The third piece of evidence will be a contemporary source which will give some support to one or other of the interpretations in Evidence 1 and 2.

Evidence 1: I preached that dancing to Jazz encouraged divorce. It was heathen, animalistic and damnable. It degraded womanhood and manhood. I told them plainly that Jazz was one of the most evil of all modern customs. [The Reverend Burke Culpepper, a Fundamentalist Methodist Minister, remembering his preaching days in the 1920s.] Evidence 2: The 1920s became known as the Jazz Age. Along with new music came new dances. Out went slow dances like the Waltz. In came more lively dances such as the Charleston and the Black Bottom. Going to clubs and dance hall became very fashionable. [From a school textbook by Derrick Murphy, The United States, (2003).] Evidence 3: The front cover of the popular American magazine Life showing a young lady teaching an older man one of the new fashionable dances (1926)] (c) One interpretation is that the American people were greatly angered by the popularity of the dancing to jazz music in the 1920s. How far do you agree with this interpretation? [10] In your answer you should use the evidence above and your own knowledge of how and why there are different interpretations to the Jazz Age.

Evidence 1: I preached that dancing to Jazz encouraged divorce. It was heathen, animalistic and damnable. It degraded womanhood and manhood. I told them plainly that Jazz was one of the most evil of all modern customs. [The Reverend Burke Culpepper, a Fundamentalist Methodist Minister, remembering his preaching days in the 1920s.] Evidence 2: The 1920s became known as the Jazz Age. Along with new music came new dances. Out went slow dances like the Waltz. In came more lively dances such as the Charleston and the Black Bottom. Going to clubs and dance hall became very fashionable. [From a school textbook by Derrick Murphy, The United States, (2003).] Evidence 3: The front cover of the popular American magazine Life showing a young lady teaching an older man one of the new fashionable dances (1926)] (c) One interpretation is that the American people were greatly angered by the popularity of the dancing to jazz music in the 1920s. How far do you agree with this interpretation? [10] In your answer you should use the evidence above and your own knowledge of how and why there are different interpretations to the Jazz Age. Why would they interpret it differently? Test the value of the chosen interpretation

Level 4 – 9-10 marks Recognises and provides reasoned comments on how and why this issue has been interpreted in different ways; will give a clear judgement on the value of the given interpretation in the historical context. Eg: Answers will clearly state whether they agree with the given interpretation of the. In order to make this judgment, answers will clearly show an understanding of how the given interpretation has been arrived at and that there are other valid interpretations of this issue. Answers will demonstrate why it is possible to make different interpretations of this issue. There will be a considerable degree of historical support in the answer using both the given evidence and own knowledge.

Level 4 – 9-10 marks Answers will test the value of the chosen interpretation by commenting on issues such as the extent of the growth in support for the Jazz Age; the part played by the new dances and clubs; attitudes from the religious fundamentalists and the Bible belt; the attitude of many Americans to the influence of African Americans in jazz; the extent of fear towards the loss of traditional values. Answers may comment on the difference in interpretation given by historians writing or commenting with a greater degree of detachment and a reflection by a preacher and a cover of a popular magazine.

Question 3 Worth 12 marks with an additional 3 marks for the quality of spelling, punctuation and grammar. The question assesses the ability to produce an extended discussion of an issue studied. The question is phrased in such a way as to encourage a balanced discussion and to reach a judgement about the question There will also be a statement giving some advice about what should be discussed in the answer.

Question 3 – mark scheme You will get 1 to 3 marks if you give a generalised answer which offers very little support. A one sided answer with some contextual support or a very weak two sided answer with little contextual support will get 4 marks. A developed one sided answer with contextual support or a weak two sided answer with some contextual support will get 5 or 6 marks. A very good one-sided answer with contextual support or an unbalanced two-sided response with contextual support will get 7 marks. A reasoned and developed analysis of the issue but lacking some detail or balance will get 8 or 9 marks depending on the contextual support. You will get 10 to 12 marks for a developed, reasoned and well-substantiated analysis of the issue set in the question.

15 marker questions Write the 15 marker question on large white boards. Now plan how you will address the named factor. Now plan two other factors and plan them too!

15 marker questions Was the policy of laissez faire the most important reason for the boom in American industry in the 1920s? Was jazz music the most important development in American culture and society during the 1920s? Were the Jim Crow Laws the worst example of intolerance in the USA in the 1920s? Was gang rivalry the most important aspect of crime in the USA in the 1920s?

Block Busters XCSMC GFATV MSTNF SMTFP HGHKK

X – What x is a fear of foreigners - Xenophobia C – What c was seen as a dangerous political belief S – What S was the surname of the teacher in the Monkey trial? Scopes M- What great M saw nearly 1 million blacks leave the South for the North. Migration C – What C saw some of the worst race riots in American in 1919? Chicago. G – What G set up the Universal Negro Improvement Association? Garvey F – What F was the Birth of a Nation? Film A – what A was meant to change undesirables like Native Americans and Immigrants – Americanisation. T – What T was a movement to stop the sale of Alcohol? Temperance V- What V was the act that created Prohibition – Volstead. M – What M was illegally distilled or smuggled alcohol? Moonshine S – What S was Capone’s nick name? Scarface. T – What T was Capone’s mayor – Thompson. N – what N was the USA meant to return to after the war? Normalcy. F – What F was found guilty of corruption after the Teapot scandal? Fall S – What S were poor black tenant farmers who gave some of their produce as rent – Share croppers M – what M was a technological advancement made in the 1920s? Mechanisation. T – What T industry suffered in the boom years? Textiles F – What F was the site of the Land boom con? Florida P – what P caused heavy selling in shares? Panic H- What H was the President at the time of the Crash? Hoover G – What G helped in the same of jazz music? Gramophone. H – what H was the nickname given to men who travelled the country searching for work? Hobos K – What K was a famous actor – Keaton. K – What K held the role for flag pole sitting? Alvin Kelly.

Homework How will you turn your bronze describe questions into gold? Look at reflection sheets from the mocks – How are you going to achieve your targets? Sample papers.