1. Unit 3: The Development of the USA 1929-2000 This unit allows students to demonstrate an understanding of human development and change in American history over an extended period of time. Students should analyse developments within and between periods to show an understanding of causation, change and continuity, similarity and difference, and significance.

2. Each examination paper will be in two sections Section A will have three questions, each divided into four sub-questions. Candidates will be required to answer two questions from the choice of three in Section A. Section B will have three essay questions. Candidates will be required to answer one essay question from the choice of three. One examination paper lasting 1 hour 15 minutes You have Answer two questions from Section A and one question from Section B.

3. Q1 & 2, 2 & 3 OR 1 & 3 Mark You have Answer two questions from Section A a)2This will ask you to say what you learn from a source about something. Make two relevant inferences from the source which are well developed and supported using the content and provenance of the source. b)4You will need to describe the key features of an event A detailed and accurate description is expected. Aim to write a good sized paragraph in chronological order. Start your answer using the words of the question. c)6You will be given 2 sources to compare. You are asked to identify a change or lack of change (continuity) and to use your own knowledge to help describe and explain this change or continuity, placing each source into context. d)8You will be asked to write a judgment about a turning point or the importance or success of a particular event, movement or individual. You will need to consider the change and causes of that change. Support your answer with specific factual detail. Say which is the most important and why to make your judgement!

4. You have Answer one question from Section B. QMarkHint! 4, 5 OR 6 10 + 3 This is a synoptic type question which asks you to cover the whole period you have studied. Your aim is to outline the degree of change or lack of change across the period 1929-2000. It is essential that you: Include information from across the whole period. Take notice of information provided in the scaffold and ensure that you cover them as well as add additional knowledge Aim to show how things changed or stayed the same Remembering that change did not impact all sections of society in the same way Include an introduction, conclusion, several paragraphs of discussion Write, spell and use grammar and punctuation correctly

5. Answering Q1a, 2a or 3a What you have to do This question will always ask: What can learn from Source A about (something)? The best answers: Make inferences from the sources And support those inferences with detail from both sources What you have to do This question will always ask: What can learn from Source A about (something)? The best answers: Make inferences from the sources And support those inferences with detail from both sources

6. Answering Q1a, 2a or 3a An inference is a judgement made from the sources, which is not directly stated by it. A supported inference is one that uses detail from the source to prove the inference. Consider this example: Source A: ‘Sue pushed Liz off the swing’ (this is directly stated in the source so is not an inference). An inference could be: Source A tells me that Sue is in serious trouble and is likely to be punished. The sources does not directly tell us this, but we can infer that it is likely). A supported inference could be: Source A tells me that Sue is in serious trouble and likely to be punished. I can infer this because she pushed Liz off the swing and so her parents will probably be cross. (An inference, with supporting details quoted from the source). An inference is a judgement made from the sources, which is not directly stated by it. A supported inference is one that uses detail from the source to prove the inference. Consider this example: Source A: ‘Sue pushed Liz off the swing’ (this is directly stated in the source so is not an inference). An inference could be: Source A tells me that Sue is in serious trouble and is likely to be punished. The sources does not directly tell us this, but we can infer that it is likely). A supported inference could be: Source A tells me that Sue is in serious trouble and likely to be punished. I can infer this because she pushed Liz off the swing and so her parents will probably be cross. (An inference, with supporting details quoted from the source).

7. Here is a source and a question 1 for you to study. Source A: A photograph of makeshift homes in Seattle during the 1930s What can you learn from Source A about Indian lifestyle? (i)Write the inference you can make from the supporting detail provided. (ii)Write the supporting detail that goes with the inference provided. What can you learn from Source A about Indian lifestyle? (i)Write the inference you can make from the supporting detail provided. (ii)Write the supporting detail that goes with the inference provided. InferenceSupporting Detail One thing I can infer from Source A is that...(i) I can infer this because the source shows that a great many families have built make shift homes. I can also infer that the depression has caused great poverty. I can infer this because... (ii) An answer like this, with two inferences, both supported by detail in the source would gain full marks.

8. Answering Q1b, 2b or 3b This will ask you to describe the key features of (something) Don’t forget to plan Try to list as many features of the topic as you can Link them together into similar themes Make sure you add as much supporting detail as you can. This will ask you to describe the key features of (something) Don’t forget to plan Try to list as many features of the topic as you can Link them together into similar themes Make sure you add as much supporting detail as you can. Lets practice... Describe Kennedy’s New Frontier Policy. Make sure you give relevant detail to back up what you say and link that detail into the focus of the question. For example here you have to focus on Kennedy and the new frontier so you will not get rewarded for details about Johnson and the Great Society no matter how accurate you are. Discuss the problems JFK faced when he became President and how he tackled health care, education and civil rights. You could say whether it was successful briefly too.

9. Describe essay For a ‘describe’ essay, it is important to ensure that: ► You describe key events and developments in the right order ► You develop your descriptions with precise details Below is a typical mark scheme for a describe essay. Level 1Simple or generalised answer. This might be a few short sentences that could apply to any event or person. There may be sentences that are not relevant to the question. Events often in wrong order. Level 2A more developed description of the key events, which are in the correct sequence. A paragraph on each key development. Keeps to the dates of question. Now have a go on your own. Describe President Reagan’s domestic policies in the 1980s. Answering Q1b, 2b or 3b

10. In your source Enquiry you need to compare the messages given in two different sources. This skill is known as cross – referencing. Answering question 1c, 2c or 3c Use sources A and B and your own knowledge to explain why life had changed for some American women by the 1970s (6 marks) An advert for baking tins showing an American housewife in 1950 A photograph showing members of the Women’s Liberation Movement demonstrating in August 1970.

11. In your source Enquiry you need to compare the messages given in two different sources. This skill is known as cross – referencing. Answering question 1c, 2c or 3c Use sources A and B and your own knowledge to explain why life had changed for some American women by the 1970s (6 marks) Describe what is in each source, making use of the caption written immediately above each source Refer directly to each source, for example, ‘source A says… This contrasts with source B which shows…’ Attempt to cross-reference, pointing out what is the same or different in each source Remember to include specific factual detail from your own knowledge to place each source in its historical context Remember that if you use your own knowledge and do not specifically refer to the sources you cannot advance beyond half marks Ensure that you have descried and explained both sources, displayed a sharp focus on the key issues of change and continuity, and supported this with your own knowledge of this topic. Describe what is in each source, making use of the caption written immediately above each source Refer directly to each source, for example, ‘source A says… This contrasts with source B which shows…’ Attempt to cross-reference, pointing out what is the same or different in each source Remember to include specific factual detail from your own knowledge to place each source in its historical context Remember that if you use your own knowledge and do not specifically refer to the sources you cannot advance beyond half marks Ensure that you have descried and explained both sources, displayed a sharp focus on the key issues of change and continuity, and supported this with your own knowledge of this topic.

12. wrong The wrong approach Paragraph 1: Lengthy description of Source A Source A tells us that the traditional role of women was… It also tells us that Americans liked to portray women as… Paragraph 2: Lengthy description of Source B Source B shows that… Paragraph 3: The answer ends with a broad statement such as Source A therefore totally contradicts Source B better The better approach Paragraph 1: Explains how Source D challenges Source C Source A gives the impression that… However, Source B suggests that… Paragraph 2: Explains reasons for differences linking to change in US History By the 1970s women began to challenge traditional gender roles as Source B compares with A… Paragraph 3: Reaches an overall judgement about the extent to which Source A challenges Source B Overall, Source A challenges Source B to a large/small extent. This is because… Answering question 1c, 2c or 3c

13. Don’t write long descriptions! Do not go through everything that Source C tells you, then everything Source D tells you and leave it up to the examiner to pull out the similarities and differences. Instead make direct comparisons as you go through your answer. Answering question 1c, 2c or 3c

14. Answering question 1d, 2d or 3d This is a judgement question which requires you to make a judgement about a turning point or the importance or success of a particular movement, or individual. It is worth 8 marks Analyse justify conclude argue hypothesise agree disagree judgement For Example: Why was the Second World War a turning point for Black Americans? For Example: Why was the Second World War a turning point for Black Americans?

15. Answering question 1d, 2d or 3d The reference to ‘turning point’ in the question implies a sharp change in the direction of policy. The thrust of the question is about change and the causes of change You need to consider what came before the event mentioned and compare this to what came afterwards, noting the change and reasons for that change You need to support your observations with specific factual material Remember that this question requires you to provide a judgement, giving specific reasons why you think this event was a turning point. Analyse justify conclude argue hypothesise agree disagree judgement

16. Answering question 1d, 2d or 3d This question requires you to evaluate the importance or success of a particular event, movement or individual. You must aim to analyse and evaluate the reasons for this importance/success. Descriptive answers will not score more than half marks – you must analyse You need to support your observations with specific factual detail Remember that this question requires you to provide a judgement giving specific reasons why you think this event, movement or individual was important or successful You can, in certain circumstances, disagree and argue that the event, movement or individual was not important or successful. Analyse justify conclude argue hypothesise agree disagree judgement

17. Answering question 4, 5 or 6 This is a synoptic type exam question which is intended to cover the whole period you have studied. Your aim is to outline the degree of change or lack of change across the period 1929-2000. How did the lives of Black Americans change between 1929 and 2000? You may wish to discuss the following in your answer: The position of black Americans in the 1930s The impact of the Second World War The Civil Rights Movement Progress made by Black Americans by 2000 Any other relevant facts

18. Include information from across the whole time period, although you can be selective. For example the depression years; the impact of WW2; changes in the 1950s and 1960s; events in the 1970s and 80s etc. Take notice of the information provided in the scaffold and ensure that you cover these points, as well as any additional information from your own knowledge on this topic Aim for a marriage between chronological awareness and differentiation Aim to show how things have changed or stayed the same, remembering that the pace of change will vary across time – it will be faster during some periods than others Remember that change did not impact upon all sections of society in the same way: for example, not all Americans enjoyed the suburban lifestyle of the 1950s; while some Black Americans became successful in the post civil rights era, not all of them did and many continued with a restricted lifestyle. Do not dwell too long on one time period and aim to cover as much of the period as possible. Remember the rules of essay writing. Your answer will require an introduction, several paragraphs of discussion, and a reasoned conclusion. You will be assessed upon the quality of your written communication (QWC) Answering question 4, 5 or 6