1
DIOCESAN COLLEGE
HISTORY PAPER
GRADE 11
2.5 HOURS
MAY/JUNE 2015
EXAMINER: MR D. MALLETT
2
INSTRUCTIONS AND INFORMATION
Read the following instructions carefully before answering the questions:
1.
This question paper consists of TWO Sections:
SECTION A: SOURCE-BASED QUESTIONS
(i)-Communism in Russia 1900 - 1940 – Stalin’s policies
(ii)-Capitalism in the USA – Roosevelt and the New Deal
SECTION B: ESSAY QUESTIONS
(iii)-Capitalism in the USA 1900 – 1940 – Causes of the Great depression
(iv)-Ideas of race in the late 19th and 20th centuries – Nazi Germany (Holocaust,
excluding the Research Assignment)
2.
A candidate needs to answer TWO questions: as follows:

ONE SOURCE-BASED question which counts 50 marks

ONE ESSAY question which counts 50 marks.

The total mark for the paper is 100
3.
When candidates answer questions, they are required to demonstrate application of
knowledge, skills and insight
4.
Please write neatly and legibly
5.
Please start each question on a new page
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SECTION A: SOURCE – BASED SECTION
ANSWER ONE OF THE SOURCE – BASED QUESTIONS
QUESTION 1: COMMUNISM IN RUSSIA 1900 - 1940
WHAT WERE THE EFFECTS OF STALIN’S POLITICAL AND ECONOMIC
POLICIES ON RUSSIA?
Refer to Sources 1A, 1B, 1C, 1D and 1E and answer the questions that follow:
1.1 Refer to Source 1A


1.1.1 From your own knowledge, explain why Stalin needed to find a
‘solution’ to the main problems in Soviet agriculture by 1929. (2x2) (4)
 The NEP had been a deviation from Marxism and he wanted a return
to true Marxism
 The agricultural yield in USSR was too low and workers needed to be
supplied with food in towns.
 Agriculture had to serve industry
1.1.2 Use evidence provided in Extract 1 in Source 1A to explain the two
ways that Stalin reasoned enforced collectivization would end
capitalism in the agricultural sector of the USSR economy. (2x2) (4)
The nationalization of land would change the base of agriculture to a
socialist one
Large collectives would have technical and scientific support from the
State which would squeeze out the kulaks (capitalist elements)
1.1.3 From your own knowledge, explain the key difference between
‘collective and state farms’ that Stalin refers to in his speech.
(1x2) (2)

Peasants on State-owned farms worked for wages whereas the peasants
on a kolkhoz formed a productive cooperative, much like the soviets in
the towns
1.1.4 Use two statistics from the table in Extract 2 to indicate whether Stalin
had achieved his goal to ‘substitute the output of the kulaks with the output of
the collective farms and state farms’ as expressed in Extract 1.
(2x2) (4)
The output had not been achieved.


Grain production down from 73.3 million tonnes to 67.6 million tonnes
Any of the figures for livestock shows that meat production was down
(credit specific figures from Table, if accurately read)
4
1.2 Refer to Source 1B and use your own knowledge.
1.2.1 Does the message of the artist of the painting support or refute the
statistics in Extract 2 in Source 1A? Use evidence from both sources to
explain your reasoning fully.
(1+2x2) (5)
Refutes it:

Painting shows happy celebrations with a scrumptious lunch
being served
 Statistics show a drop in availability of food supplies and
products
1.2.2 Explain two ways in which Source 1B would be useful to an historian
studying collectivization in Stalinist Russia.
(2x2) (4)


It shows the extent to which the Communist Party went to create
the impression that their policies were successful
It is an example of State propaganda to propagate Marxist
ideology
1.3 Refer to Source 1C and your own knowledge.
1.3.1 Can it be said that Stalin’s policy of collectivization was as much about
establishing his power as it was about increasing production? Use evidence
from the source to argue a point of view.
(1+2x2) (5)
Yes


The Ukraine was the breadbasket of the USSR and kulaks would
have resented and resisted any collectivization policies applied
there.
By allowing the famine to spread without State intervention, Stalin
was breaking the potential power of nationalism
5
1.4 Refer to Extract 1 and Extract 2 in Source 1D
1.4.1 Explain whether the evidence in Extract 1 corroborates or
supports the views of the author of Extract 2 about the degree of
success of the first two Five-Year Plans. Use evidence from
both sources to explain your reasoning.
(3x2) (6)
Yes it does:




By 1937, all sectors mentioned in the Table have increased “to
strengthen the Soviet Union’s economic position” (rate of economic
growth – credit for correct usage of statistics.
By deduction: coal miners would have had to increase in numbers to
deliver the vast quantities of coal listed in the Table. Use statistics.
USSR had indeed become an industrial state by its own standards if
figures od 1928 and 1937 are compared
1.4.2 Study the statistics in Extract 1. Name the industry that
exceeded its projected 1933 target.
(1x1) (1)
Oil
1.4.3 Refer to Extract 2. This source only mentions the positive effects
of the Five-Year Plans for Russian workers. Using your own
knowledge, explain whether ordinary Russian industrial workers
would have agreed fully with the description given in this source.
Substantiate your answer with evidence.
(3x1) (3)
No, they wouldn’t have agreed.







Harsh treatment from managers to meet targets
Punishments handed out freely
Poor living and working conditions
Low wages
1.4.4 How reliable would Extract 1 and Extract 2 be to an historian
studying the first two Five-Year Plans?
(2x2) (4)
Both are publications during the Five Year Plans and are biased
because they both project Stalinist Russia in a favorable light
Censorship in Stalinist Russia would have screened all material and
information to ensure that only favorable messages were made available
to the people
Only extent of reliability was that they were contemporary, primary
sources
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





1.5 Stalin’s Five-Year Plans were aimed at ‘dealing capitalism a blow’. Using
the evidence in Source 1E and in any other two sources (1A-1D), show
how he intended to achieve this goal. The paragraph should be about 100
words in length.
(8)
Source 1E: Official stamp/force of the State has enforced the Marxist
principles and crushed capitalists and bourgeoisie (see poster)
Big 5 on poster looks industrial in design – refers to industrialization
policies.
Extract 1 (1A): Kulaks were eradicated as collective farms were created
out of pooled land
Source 1C: State incrimination and punishment of kulaks in the Ukraine
Source 1D: Setting targets and driving workers to meet these demands
Set in historical context
Use following rubric to allocate a mark:
Levels
Level 1
Level 2
Level 3
Level Descriptors
 Very limited
understanding of
how capitalism was
eradicated
 Unsuitable sources
selected
 Point form / bullets
 Basic
understanding of
how capitalism was
eradicated
 Suitable sources
selected
 Format intact
 Thorough
understanding of
how capitalism was
eradicated
 Excellent use of
evidence from
relevant sources
 Paragraph format
well used
Mark Allocation
0-4
5-6
7-8
[50]
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QUESTION 2: CAPITALISM IN THE USA 1900 – 1940:
HOW DID ROOSEVELT DEAL WITH THE EFFECTS OF THE GREAT
DEPRESSION?
Refer to Sources 2A, 2B, 2C, 2D and 2E and answer the questions that follow:
2.1
Refer to Source 2A and your own knowledge.
2.1.1 What is the most essential characteristic of Adam Smith’s laissez-faire
policy stated in paragraph 2?
(1x2) (2)

economy
Very little, if any, regulation / State intervention in the
2.1.2 The author of Source 2A explains that the laissez-faire policy led to
both ‘prosperity and economic contraction’. Explain what is meant by this phrase in
the context of the 1920s in the USA.
(2x2) (4)


Prosperity – the wealth generated by capitalist practices in the
USA in the 1920s
Economic contraction – periods of recession and cutbacks due to
economic problems
2.1.3 Use evidence from paragraph 2 in Source 2A to explain why many
farmers faced economic ruin in the early years of the post-war decade.
(3x2) (6)



Lack of demand led to oversupply of products
This, in turn, kept prices for products low and, therefore,
Farmers could not repay their debt
2.1.4 Examine the evidence in paragraph 4 of Source 2A. The author seems
to suggest that the political system in the USA was also to blame for
the collapse of the economy in 1929. Would you agree with this
observation? Justify your argument clearly.
(1+2x2) (5)



Yes (1)
Capitalism thrives in a country that is democratic as there is freedom of
choice
Less State intervention and socialist practice meant that investors were
able to speculate and fall into debt
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2.2
Refer to the two tables of statistics in Source 2B and your own
knowledge.
2.2.1 Using the two sets of statistics from Table (a) in Source 2B, give two
reasons why the Great Depression had such a huge impact on the banking sector.
(2x1) (2)
Banks in operation
Prime interest rate


1929
25 568
5,03%
1933
14 771
0,63%
Banks went bankrupt because people demanded their savings
after a run on the banks
The lending of money decreased because fewer people were
employed and couldn’t meet the repayments on their debt
2.2.2 The volume of stocks sold on the NYSE dropped markedly, as did the
value of shares. Briefly explain what effect this would have had on: (a) big corporates
and (b) speculators.
(2x2) (4)
a: Big corporates would lose competition and wealth; less profits
b: Loss of income from buying and selling as there were fewer buyers
who were interested in acquiring assets or buying property
2.2.3 Using two sets of statistics from Table (b) in Source 2B to substantiate
your reasoning, explain the impact of the Great Depression on ordinary, middle class
Americans.
(2x1) (2)
Students can select any relevant details and use them to argue a point of view:
e.g.




Poverty means less money for food, mortgages and clothing…as people
become more impoverished
Luxury articles, e.g. cars could not be purchased
Medical care became unaffordable
Less money available for charity organizations
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2.3
Refer to Source 2C and answer the following questions:
2.3.1 Who is the ‘patient’ represented in the cartoon? Explain what clue has
guided you in making your decision.
(1+1) (2)


USA (1)
Stars and stripes (1)
2.3.2 The label ‘FDR’ refers to President Roosevelt. Comment on whether
the cartoonist’s portrayal of the US president in 1934 is historically accurate. Use two
clues from the cartoon to explain your reasoning.
(2x2) (4)


Yes: Roosevelt adopted a flexible approach to the economic
problems as a result of the Great Depression. (bag / New Deal
remedies; speech bubble shows pragmatic approach; not
predetermined policies)
Yes: 2nd New Deal adapted to solve problems not addressed or
solved by the agencies / medicine on the table
2.3.3 Choose any two ‘remedies’ on the table. In full, name the ‘remedy’ in
each case and indicate what its main aim was during the 1930s.
(2x2) (4)




2.4
CCC: Civilian Conservation Corps – gave work and taught skills to
3 million unemployed young men from the cities
AAA: Agricultural Adjustment Administration – paid farmers
subsidies to reduce production and to destroy crops and
livestock
PWA: Public Works Administration – government funding to build
schools, hospitals, bridges and other public buildings
NRA: National Reconstruction Administration – drew up codes for
each industry, to fix prices, limit working hours, set minimum
wages and ban child labour
Refer to Source 2D, 2E and your own knowledge
2.4.1 How does the cartoon in Source 2D portray Roosevelt in a negative
light?
(2x2) (4)
This cartoon depicts the struggle that FDR went through regarding what was
deemed “court packing”. FDR is making a clear statement to the Supreme
Court that the time has come for change to take place and for the Court to
jump on board with the New Deal regulations proposed. The bats on the
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ground indicate legislations which have been held unconstitutional during a
conservative court. The bat in FDR’s hand depicts more laws to come under
his New Deal. The fist is symbolic of the power, strength and fortitude that the
executive himself will use to prevail (either through court-packing or
amendments). The analogy between baseball and the Supreme Court is
significant as the Umpire typically uses his own interpretation to identify
whether the batter strikes out. Here FDR turns to the Umpire to argue that his
calls warrant a change. The change being new Supreme Court justices
appointed by FDR to the support his New Deals.
2.4.2 Refer to Source 2E. What did the British writer, H G Wells, mean when
he said that the New Deal was intended to “avert a social collapse in America” and
that while “Americans shirk the word ‘socialism’…what else can one call it?” (2x2) (4)
H G Wells asserts that in Roosevelt’s efforts to redress the social inequalities
in the USA, he embarks on programmes that resemble those that are practised
in Russia…in particular, the Social Security Act.
2.5
Consider Source 2F. Then, using all the sources and your own knowledge,
write a paragraph of about 100 words giving your assessment of the New Deal. To
what extent, in your view, did Roosevelt save democracy and capitalism by using
direct government intervention?
(7)
1. Challenged capitalism by undermining the underlying principles of
capitalist policies which were:
 Minimal taxation.
 Weak trade unions
 Free enterprize
2. Strengthened capitalism by attempting to make capitalism work by
adopting some of the methods linked to socialism (welfare and jobs)
 This gave the US economic stability to maintain democracy when other
countries were being taken over by totalitarian regimes.
Students need to say to what extent they believe Roosevelt saved democracy
and capitalism
 Use the following rubric to assess the response
Level 1 – The candidate is not able to construct a paragraph using the information to
answer the question in its context: 0-3
Level 2 - The candidate is able to construct a paragraph using the information to
answer the question in its context: 4-5
Level 3 - The candidate is able to construct a paragraph using the information to
answer the question in its context, and can do so well: 6-7
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[50]
SECTION B: ESSAY WRITING
ANSWER ONE ESSAY QUESTION. THE ESSAY SHOULD BE APPROXIMATELY
THREE PAGES LONG
QUESTION 3: CAPITALISM IN THE USA 1900 - 1940
Question focus: The Great Depression
“Economists may dream of a perfect market where no bubbles, crashes, or
recessions occur, but these phenomena (things that happen) are inevitable
(unavoidable) when the players are human.”
Discuss critically for the period in USA history, 1918 – 1929.
[50]
Synopsis
Candidates should state whether they agree with the statement...that “these phenomena
(things that happen) are inevitable (unavoidable) when the players are human.”
Elaboration
BOOM – INDUSTRIAL STRENGTH




The US was rich in minerals – had a growing population – and was quite self
sufficient economically
Film chemical oil motor mining and other industries started to boom towards
the end of the C19 into the C20
Farming had become a very successful enterprise
The war effort boosted industry and agriculture – almost a 2nd industrial
revolution
REPUBLICAN POLICIES

Laissez-faire economics – the Republicans believed in as little as possible
interference in the economy
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


Tariffs – import tariffs were imposed to protect the home and domestic
industries – the Fordney-McCumber Act of 1922 made the importation of food
expensive --- at the same time immigration decreased
Taxation was kept low so less funds flowed into the coffers of the government
Trusts – these were created and caused an imbalance in wealth e.g. the
Carnegie family (steel) – Rockerfeller (oil) – captains of industry were
promoted
THE GROWTH OF NEW INDUSTRIES









New methods of production were developed
Exploitation of vast oil resources
The economy was based on consumer goods – radios telephones automobiles
electrical goods
Marketing techniques grew --- propaganda – the American life --- advertising
Money became easily available --- credit --- buy now pay later
The car industry made people mobile --- related industries grew --- roads,
rubber
Line production was developed --- mass production – factories --- Ford
(Detroit) --- 1 car to 5 people; in Britain 1 – 43; in Russia 1 to 7000
Suburbs developed
Housing grew
FARMING – PROBLEMS







US farmers were competing with Canadian wheat farmers
The post war situation required less exported food
Surpluses of wheat resulted in the mechanization of farming – prices down
Many Americans were consequently forced off the land
Unemployment set in on a big scale
A class of poor Americans rose
Chicago became a centre for crime
THE ROARING TWENTIES






Growing cities – skyscrapers – tension between rural and urban USA
Entertainment grew – the radio – the cinema – morals changed – jazz music
became popular among black Americans – elders saw it as a corrupting
influence on younger Americans
Sport – boxing baseball became popular
Morals changed – the car made life faster – woman began taking up jobs but
paid less – much of the USA was in the throws of racism - black Americans
did not benefit much from the boom
The Red Scare – from Bolshevism, this threatened capitalism – there were
strikes – riots in some of the towns – the prominent Americans saw it as a
danger
The Ku Klux Klan posed a threat – it was a white supremacy movement –
some black Americans could enter politics e.g. W E B du Bois; Garvey
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

However much in the US stayed the same
Prohibition – no alcohol was prohibited in some of the rural areas bootlegging rose (illegal liquor) – corruption set in – gangster-ism became a
reality especially in Chicago – prohibition finally disappeared
THE WALL STREET CRASH



1928 THE Republicans were still in power (Herbert Hoover)
By Oct 1929 the US was in a different space – the Wall Street Market crashed
and collapsed – this was the beginning of the Great Depression – it lasted into
the 30s
The Wall Street Crash – share prices had risen in the 20s – huge fortunes
made by many – speculation was rife – ordinary people placed life savings in
banks – average earners borrowed money to purchase shares – things
changed in 1929 – investors questioned the value of shares -- began feeling
uncertain/insecure --- selling started --- 29/10/29 shares plummeted – value of
shares dipped by $8 000m – boom had ended --- economic collapse – GD set
in & it had a great effect on American society destroying what until then had
been a very prosperous nation
Candidates need to tie up their argument.
QUESTION 4: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES
Question focus: Nazi Germany and the Holocaust
“The Nazis’ ideas about race and eugenics were clearly taken to the ultimate
extreme in Germany in the 1930s.”
Substantiate, by referring to the role of the Nazis in Germany in the second
half of the 1930s.
[50]
Candidates must argue how the Nazi idea of race and eugenics were taken to its ultimate extreme
in German in the 1930s - to do so they can use detail of what happened in Germany in the 1930s

Writings of Ernst Haeckel & Eugen Fischer

This was accompanied by the idea of the extermination of whom the Nazis considered
inferior persons

The promotion of Aryan stock

Volksgemeinschaft
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
Euthenasia camps

Master race promoted


Extermination of political opponenets, blacks, homosexuals, slavs, mentally ill
Unemployed, Roma and Sinti, Jews

The Holocaust

Candidates need to tie up their argument in a conclusion
[50]
FINAL TOTAL: 100
Please use the Gr 12 Matrix to assess the essay
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LEVEL 7
LEVEL 6
Well-planned Well-planned
and
and
structured
PRESENTAT structured
essay. Good essay.
ION
synthesis of Relevant line
information. of argument.
Developed Evidence
an
used
original,
to defend the
wellbalanced argument.
CONTENT and
independent
line of
argument
with the use
of evidence,
sustained
and
defended
the argument
throughout.
LEVEL 7
Question has
been
fully answered.
Content
selection fully
relevant
to line with
argument.
LEVEL 6
Question has
been
answered.
Content
selection
relevant to the
line of
argument.
47 50
43 46
43 46
40
42
LEVEL 5
Well-planned
and
structured
essay.
Developed a
clear
argument.
Conclusions
drawn from
evidence.
Independent
conclusion.
Evidence
used
to support
the
conclusion
.
38 39
LEVEL 4
LEVEL 3
LEVEL 2
LEVEL1
Planned and Shows some Attempts
Little or no
constructed evidence of a to structure attempt to
an argument. planned and an answer. structure
Evidence
constructed Largely
the essay.
used
argument.
descriptive,
to support
Attempts to or
argument.
sustain a line some attempt
Conclusions of argument. at developing
reached
Conclusions and
based
not clearly
argument.
on
supported by
evidence.
evidence.
16
LEVEL 5
Question
answered to
a great extent.
Content
adequately
covered
and
relevant.
LEVEL 4
Question is
recognisable
in answer.
Some
omissions or
irrelevant
content
selection.
LEVEL 3
Content
selection does
relate to the
question,
but does not
answer
it, or does not
always
relate to the
question.
Omissions
in
coverage.
LEVEL 2
Question
inadequately
addressed.
Sparse
content.
38 - 39
36 37
34
35
30 33
30 33
28
29
26 27
26 27
24
25
20 23
20 23
18
19
15 17
17
LEVEL 1
Question
inadequately
addressed or
not at all.
Inadequate or
irrelevant
content.
15 17
013