World History Distance Learning Topic:
The USA 1919-41 Sourcework mark scheme
1. How useful is Source 1 as evidence of the qualities of the Model T Ford car? (p.259)
1 mark
2-3 marks
4-5 marks
States the source is useful/not useful but no evidence to back up answer
States useful OR not useful with points from the source to explain
States useful AND not useful (thus, to an extent) and describes and explains the
answer. Provenance is included in the explanation.
Points to consider:
 Useful because the source states qualities – constructed of best materials; but the best men;
at the lowest prices (affordable)
 Not useful because of bias – advertisement, so there is an agenda to persuade audience;
written by the maker of the Model T Ford car, so motive to sell
2. What impact did the Model T Ford car have on the lives of the American people
according to the writer in Source 2? (p.259)
1 mark
2-3 marks
4-5 marks
Makes a generalized remark about impact – limited relevance
States one impact or more, with clarification from the source
States three impacts AND describes and explains the answer. Provenance is
included in the explanation.
Points to consider:
 Impacts include creation of road infrastructure, enabling long distance holidays/vacations,
convenience and work vehicles for farmers/ranchers
 Provenance – dual national journalist enthusiastic about chronicling American life; written
long after the time period.
3. What does Source 3 say are the reasons behind America’s immigration policy in the
1920s? (p.264)
1 mark
2-3 marks
4-5 marks
An attempt to answer the question but of little relevance
States reasons for the immigration policy
States reasons and explains how these reasons impact the immigration policy.
Provenance is included in the explanation.
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Points to consider:
 Reasons for immigration policies – immigrants do not support Constitution or becoming
assimilated citizens; immigrants keep allegiance to their own country; immigrants take jobs
of loyal wage-earning citizens; immigrants are dangerous; there are of no service to the
American people.
 BUT, consider provenance of source, namely from the Democratic Senator – he may have
his own agenda for giving the speech to Congress.
4. How does the writer of Source 4 suggest that US immigration procedures can be
improved? (p.264)
1 mark
2-3 marks
4-5 marks
States or quotes from the source but no explanation to back up answer
States 2-3 points from the source to explain immigration procedures
States 4-5 points from the source, describes and explains the answer. Provenance
is included in the explanation.
Points to consider:
 Immigration procedure improvements – controlled entry for assimilation; favour immigrants
with similar standards to American citizens; selective tests improved with higher physical
standards, a stricter exclusion of those individuals with defects or criminal pasts, and a more
thorough inspection.
 Consider provenance of source, namely from Republican Party Manifesto (elected party at
the time)
5. Is one of these sources more useful than the other as evidence about attitudes towards
immigration in the 1920s? (p.264)
1 mark
2-3 marks
4-5 marks
6-8 marks
One source stated as more useful, with no explanation
One source stated as more useful, with at least one valid reason given OR both
sources stated as more useful/less useful but with limited explanation
Both sources stated as being useful and explanations given; OR one source stated
as being useful and explanations given
Both sources cited for usefulness based on content and provenance. Comparison
and contrast of both sources given with a valid justification for one source being
more useful that the other, or to a certain extent. Top marks can be given if the
question is directly addressed in the conclusion in addition to all previous points
met by the student.
Points to consider:
 Provenance of sources – Source 3 is from a Democratic Senator in 1921, with an agenda to
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restrict entry of immigrants to America; Source 4 is from a Republican election manifesto in
1920, to restrict entry of immigrants.
Both sources show attitudes towards the need for immigration reform; both are extracts
from political party documents; both show the political party attitude.
Source 3 is a strongly worded speech, persuasive in nature, emotive and using absolutes.
Source 4 is a manifesto document, persuasive in nature but in a far more suggestive and
explanatory tone, appearing to be more measured in approach.
Source 3 supports a very restrictive attitude towards immigration, seeing nothing good about
immigration
Source 4 supports an assimilationist attitude towards immigration, seeing a measured policy
to include immigrants.
Example of addressing the question in the conclusion: To specifically answer the question
about attitude, source 3 is a more useful source, but it is only one political side and may not
be representative of all Americans at the time (the Republicans were in government).
6. What can you tell from Source 5 about the effects of the introduction of Prohibition
in 1920? (p. 267)
1 mark
2-3 marks
4-5 marks
An attempt to answer the question but of little relevance
States the effects of Prohibition with limited explanation
States effects of Prohibition, using statistics to compare and contrast different
time periods, and explains the answer. Provenance is included in the explanation.
Points to consider:
 Provenance of source – reliable or not, skipped year, enough information given for
reasonable conclusions to be drawn (all to be determined by student)
 Statistics show – alcohol consumption before law was enacted, year after law (skipped year),
alcohol consumption higher than starting point, skewed data (?)
7. How far does Source 6 show that Americans opposed Prohibition? (p.267)
1 mark
2-3 marks
4-5 marks
6-8 marks
States the source shows/does not show opposition. No elaboration from the
source is given or through explanation.
States the source shows opposition through details in the source (e.g. statistics
and/or strong verbs). No further elaboration is given as to ‘how far’ the source
shows opposition.
States the source shows opposition through details in the source (e.g. statistics
and/or strong verbs). Some explanation is given to address ‘how far’.
Top answers will address the points mentioned in the 4-5 marks section, but will
also consider provenance (i.e., written by the Church, so a possible agenda, and
written after the fact, so retrospective look that considered secondary sources of
information), as well as specifically addressing the question of ‘how far’.
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Points to consider:
 Use of strong verbs – enforced, openly defied, simply ignored
 Statistics used – 1931 Federal Commission showed law was defied in big cities, or ignored in
smaller towns; Federal government never had more than 2500 agents enforcing the law;
7000 arrests made in New York but only 17 convictions
 Example of addressing the question in the conclusion: The source shows that not only did
Americans oppose the law on Prohibition through ignoring or defying it, the upholders of
the law (Federal government and police) did not seem to aggressively enforce or punish
those people who were still using alcohol.
8. Is one of these sources more useful than the other as evidence about Prohibition?
(p.267)
1 mark
2-3 marks
4-5 marks
6-8 marks
One source stated as more useful, with no explanation
One source stated as more useful, with at least one valid reason given OR both
sources stated as more useful/less useful but with limited explanation
Both sources stated as being useful and explanations given; OR one source stated
as being useful and explanations given
Both sources cited for usefulness based on content and provenance. Comparison
and contrast of both sources given with a valid justification for one source being
more useful that the other, or to a certain extent. Top marks can be given if the
question is directly addressed in the conclusion in addition to all previous points
met by the student.
Points to consider:
 Provenance of sources – one from an unnamed university on the East Coast; one from a
church; sources created at different times; different agendas
 Statistics show lack of effect of Prohibition and even suggest counter-effect; skewed data
 Church article shows Prohibition effective ‘in some cases’ but largely ignored or opposed;
(see points in previous answer)
9. What can you tell from Source 7 about how previously prosperous Americans
experienced the Great Depression? (p.272)
1 mark
2-3 marks
4-5 marks
An attempt to answer the question but of little relevance
States experiences of the Great Depression with limited explanation
States effects of the Great Depression using points from the source. Able to see
ironic or sarcastic tone of the article. Provenance is included in the explanation.
Points to consider:
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Provenance considered, especially as article appears sarcastic or tongue-in-cheek at the very
least. Not representative (?)
Effects of the Great Depression on wealthy Americans given – ‘reduced scale’, less servants,
wives having to do housework, husbands unable to afford new suits, resigning from golf
clubs, and not going on vacation.
10. How useful is Source 8 as evidence of the desperation of Americans during the worst
years of the Great Depression? (p.272)
1 mark
2-3 marks
4-5 marks
6-8 marks
Source is stated as useful, with no explanation
Source stated as useful, with at least one valid reason given OR with limited
explanation
Source stated as being useful and explanations given. Provenance considered for
bias or agenda.
Source cited for usefulness based on content and provenance. Top marks can be
given if the question is directly addressed in the conclusion in addition to all
previous points met by the student.
Points to consider:
 Provenance – journalist, writing for a magazine, wanting to sensationalise a ‘true’ picture of
the ‘victims’ of the Depression; written at the time of the Depression; emotive language used
for effect; agenda of journalist
 Case study or lens on people suffering during Depression; using the garbage dumps as the
story, and personalizing the news.
11. Identify the different people in Figure 11.20 (p.274)
1 mark
2-3 marks
4-5 marks
One person identified
All three people identified
All three people identified, with a brief explanation about the symbols or signs
that enabled identification, or explanation of choices
Points to consider:
 Cartoons should be easily readable by signs, symbols and drawings. Deeper messages are
always present beyond the surface layer, and are usually critical about something or some
subject material in the cartoon. Some cartoonists had particular political views
 Uncle Sam represented with stars of unity on his hat, and iconic bearded face; Roosevelt
represented as he looked at the time, with Employer hat; Hoover represented as he looked
at the time, with Employee hat.
12. How does the cartoon in Figure 11.20 suggest that the NRA was meant to work? (p.274)
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1 mark
2-3 marks
4-5 marks
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Limited, brief response with no relevance to the cartoon or message portrayed
People, symbols in the cartoon identified and explained in context of the cartoon
message.
People identified and symbolism of all images identified. The question is also
addressed in the conclusion. Top marks will refer to the cartoon suggestion that
the NRA was meant to be inclusive and peaceful, but will recognise provenance
of the source and the satirical nature of political cartoons.
Points to consider:
Cartoon provenance – ‘The Spirit of the New Deal’ title (emphasise ‘spirit’ in answer) shows
Uncle Sam as government, President Roosevelt as the employer and an employee (possibly
Hoover?) All three proudly wear oversized badges supporting the NRA with the phrase ‘We
do our part’. All figures seem happy, and the image is an inclusive one, with Uncle Sam
draping his arms around employer and employee. Notice the employee’s shirt sleeves rolled
up, ready to work. There is a lack of hierarchy between employer and employee – both are at
the same level, with Uncle Sam giving support.
To address the question, there should be a suggestion that the cartoon of the ‘spirit’ of the
New Deal is being inclusive, peaceful, moving forwards, with everyone doing their part.
Note that political cartoons are almost always satirical in nature, so the message portrayed
may be poking fun at what has occurred at the time, or symbolism is used to create a
different message, discredit people (many of David Low’s cartoons in the 1930s highlighted
his great dislike for Hitler).
13. Is the cartoon in Figure 11.21 approving or disapproving of Roosevelt and the
alphabet agencies? (p.274)
1 mark
2-3 marks
4-5 marks
An attempt to answer the question but of little relevance
States approving/disapproving but with limited explanation
States approving/disapproving OR suggests both perspectives are shown in the
cartoon. Able to see critical tone of the cartoon. Provenance is included in the
explanation.
Points to consider:
 Provenance of cartoon – drawn in 1938 after several of the ‘alphabet agencies’ had been
formed; Roosevelt represented as smiling, charismatic ‘father’ figure, surrounded by
children; all children happy and linking hands, representing the agencies formed
 Consider cartoon message – is this truly representative? Or propaganda? Is the message
approving or critical? Title of cartoon significance – nursery rhyme links to doom, so any
correlation with the alphabet agencies?
14. What can you tell from Source 9 about unemployment by 1933? (p.276)
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1 mark
2-3 marks
4-5 marks
An attempt to answer the question but of little relevance
States conditions of unemployment with limited explanation
States conditions of unemployment using points from the source, and explaining
answers given. Provenance is included in the explanation.
Points to consider:
 Inferred message – unemployment high, causing concern/fear; government intervention
suggested; problem of unemployment as serious as war
 Provenance of source – presidential speech, so possible agenda; need to calm citizens so
emotive words used and inclusion words (e.g. we)
15. How far does Source 10 show that Americans benefited from the alphabet agencies?
(p.276)
1 mark
2-3 marks
4-5 marks
6-8 marks
Answer is given that the Source benefited/did not benefit Americans, with no
explanation
States the source does/does not show that Americans benefited from alphabet
agencies with at least one valid reason given OR with limited explanation
States the source does/does not show that Americans benefited from alphabet
agencies with reasons given and references to the source made, with explanations
of the answer. Some evidence of answering the question ‘how far’.
The question will be answered based on content and provenance. Top marks can
be given if the question is directly addressed in the conclusion, especially a clear
answer to the ‘how far’ element.
Points to consider:
 Americans benefited though job creation schemes (give examples from the source); restored
confidence in government help and ability to work through the Great Depression; relief
effort was not meant to be long-term.
 Provenance of source – American history book, written after the events, so potentially based
on secondary sources; more focus on positives about alphabet agencies; hint at possible
negative long-term effects of New Deal programmes; not necessarily representative of all
Americans
16. Is one of these sources more useful than the other as evidence of Roosevelt’s
determination to solve the problem of unemployment? (p.276)
1 mark
2-3 marks
4-5 marks
One source stated as more useful, with no explanation
One source stated as more useful, with at least one valid reason given OR both
sources stated as more useful/less useful but with limited explanation
Both sources stated as being useful and explanations given; OR one source stated
as being useful and explanations given
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6-8 marks
Both sources cited for usefulness based on content and provenance. Comparison
and contrast of both sources given with a valid justification for one source being
more useful that the other, or to a certain extent. Top marks can be given if the
question is directly addressed in the conclusion in addition to all previous points
met by the student.
Points to consider:
 Source 9 is a speech by the President to the people – trying to reach those affected. Political
motivation should be recognized as well as tone of speech, when considering usefulness.
 Source 10 is a history book entry, stating measures put into place to directly deal with
unemployment. Bias of pro-New Deal should be mentioned when considering usefulness.
 Source 9 is at the time, a primary source, about what will be done. Source 10 is a secondary
source, after the fact about what was done.
 Question specifically asks for EVIDENCE of Roosevelt’s determination to deal with
unemployment – this should be addressed in the answer on usefulness.
17. Who are the people in the cartoon in Figure 11.23? (p.279)
1 mark
2-3 marks
4-5 marks
One person identified
All people identified
All people identified, with a brief explanation about the symbols or signs that
enabled identification, or explanation of choices
Points to consider:
 Cartoons should be easily readable by signs, symbols and drawings. Deeper messages are
always present beyond the surface layer, and are usually critical about something or some
subject material in the cartoon. Some cartoonists had particular political views
 Uncle Sam, represented as the judge of the Supreme Court; Roosevelt, as a ventriloquist, and
judges (pro-Roosevelt policies) as puppets. Puppet judges have the slogan ‘packed court’
across them to illustrate Roosevelt’s plan to appoint six more judges to the Supreme Court
18. What is the message of the cartoon in Figure 11.23? (p.279)
1 mark
2-3 marks
4-5 marks
Limited response giving superficial answer
Recognition of all people involved and a message illustrated and explained in
context to the cartoon
Recognition of all people involved, with a brief explanation about the symbols or
signs that enabled identification, AND explanation of message portrayed
INCLUDING satirical tone of cartoon.
Points to consider:
 Cartoons should be easily readable by signs, symbols and drawings. Deeper messages are
always present beyond the surface layer, and are usually critical about something or some
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subject material in the cartoon. Some cartoonists had particular political views
Uncle Sam, represented as the judge of the Supreme Court; Roosevelt, as a ventriloquist, and
judges (pro-Roosevelt policies) as puppets. Puppet judges have the slogan ‘packed court’
across them to illustrate Roosevelt’s plan to appoint six more judges to the Supreme Court
Satirical look at Roosevelt’s policy to pack the court with his votes. Shows strong sentiment
at the time against the legislation (that was eventually dropped)
Should note confusion of Uncle Sam, or the American people, the unanimous ‘yes vote’ of
the judges, and the pointed slightly sinister look of Roosevelt.
19. Why does the cartoonist make use of the image of a Trojan Horse in Figure 11.24?
(p.279)
1 mark
2-3 marks
4-5 marks
Limited response giving superficial answer
Answer relates details in the cartoon, by describing the Trojan Horse and what it
is trying to do (bring the New Deal to the Constitution, the American people).
Answer relates details in the cartoon, as above, but also links the Trojan Horse
mythology to the current event. Creating interest for a particular section of the
population. Provenance also included as well as appreciation of satirical tone of
the cartoon.
Points to consider:
 Cartoons should be easily readable by signs, symbols and drawings. Deeper messages are
always present beyond the surface layer, and are usually critical about something or some
subject material in the cartoon. Some cartoonists had particular political views
 Link to Trojan Horse mythology to interest audience with a higher level of education – not
everyone agreed with the New Deal, but cartoonist may have felt some people were unable
to see the unconstitutional aspects of FDR’s policies.
 Cartoonist showing opposition to New Deal, likening it to tyranny, and its
unconstitutionality
 Satirical tone of the cartoon is apparent – the cartoonist, Carey Orr, opposed FDR and the
New Deal. Important for the cartoon to display this message of dissent.
20. How does the cartoonist show his opposition to Roosevelt’s methods in Figure 11.24?
(p.279)
1 mark
2-3 marks
4-5 marks
Limited response giving superficial answer
Answer relates details in the cartoon, specifically about symbols and what they
stand for. These can be specifically about the New Deal, the US Constitution,
and the ‘voice of the people’ seeing the New Deal as ‘tyranny’ or oppressive. One
or two specific symbols or images mentioned.
Answer relates details in the cartoon, as above, but also links the Trojan Horse
mythology to the current event. Provenance also included as well as appreciation
of satirical tone of the cartoon.
Points to consider:
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Acknowledge layers of meaning – such as the ‘horse’ looking like the Democratic donkey;
childish-looking pull toy, possibly as hastily made as the New Deal; fortified Constitution
under stealthy attack; ‘voice of the people’ so cartoon representing view of Americans.
Strong link to Greek mythology about a Trojan horse that brings down the city of Troy –
analogous of the New Deal bringing down the Constitution. Also shows how FDR is not
being straightforward to the American people about his New Deal policies.
21. What can you tell from Source 11 about the New Deal? (p.280)
1 mark
2-3 marks
4-5 marks
Limited response giving superficial answer
Specific points from the source cited, but limited explanation of points given.
Specific points from the source cited, AND explanations given that directly
answer the question, including provenance.
Points to consider:
 Provenance of source – at the time of the New Deal, a farmer talking to a Federal Writer’s
Project writer (so historian, teacher, librarian etc.). One perspective, from that of a farmer,
against the Government’s intervention policies.
 Source gives one perspective, against the New Deal, by a proud farmer. Gives negative
impact of government assistance.
 Not all New Deal policies favoured by everyone.
 Cannot infer that this source is true for all perspectives at the time.
22. How far does Source 12 show that President Roosevelt was more powerful than the
opposition? (p.280)
1 mark
2-3 marks
4-5 marks
6-8 marks
Answer is given that the Source shows FDR more/less powerful than
opposition, with no explanation
States the source shows FDR more/less powerful than opposition, with at least
one valid reason given OR with limited explanation
States the source shows FDR more/less powerful than opposition, with reasons
given and references to the source made, with explanations of the answer. Some
evidence of answering the question ‘how far’.
The question will be answered based on content and provenance. Top marks can
be given if the question is directly addressed in the conclusion, especially a clear
answer to the ‘how far’ element.
Points to consider:
 Opposition to FDR trying to reform the Supreme Court (with partisan judges) was
successful. However, under pressure, Supreme Court actions approved many of the Second
New Deal measures
 Opposition to FDR for permanent increased role of government. However, the Executive
Office was created, giving more power to the President with Congress.
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Lasting legacy of FDR’s actions include Executive Office and Second New Deal measures
still in place today e.g. Social Security.
Provenance of source – American history of the government; written after the fact;
truncated in information, so potential bias through lack of information(?)
23. Is one of these sources more useful than the other as evidence about the impact of
the New Deal on the USA? (p.280)
1 mark
2-3 marks
4-5 marks
6-8 marks
One source stated as more useful, with no explanation
One source stated as more useful, with at least one valid reason given OR both
sources stated as more useful/less useful but with limited explanation
Both sources stated as being useful and explanations given; OR one source stated
as being useful and explanations given
Both sources cited for usefulness based on content and provenance. Comparison
and contrast of both sources given with a valid justification for one source being
more useful that the other, or to a certain extent. Top marks can be given if the
question is directly addressed in the conclusion in addition to all previous points
met by the student.
Points to consider:
Provenance of sources – one is a personal perspective from one group of the American population
whereas the other source is a history book. One is a primary source collected at the time of the New
Deal policies, whereas the other source is secondary and after the fact.
Impact of the New Deal is shown at a personal level in Source 11 and at the governmental level in
Source 12.
Question asks specifically to consider EVIDENCE about the impact of the New Deal on the USA
– this should be addressed in the answer that asks for usefulness of sources.
Resource to use:
Chapter 11, The USA 1919-41, pp. 255-283
Cantrell, J. et al (2013) 20th Century History for Cambridge IGCSE
University Press ISBN 9780199136360
Oxford
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