1 usa 1919 – 41 exam technique © og scott understanding the page layout example question....

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USA 1919 – 41 Exam Technique

www.scotts.me.uk © OG Scott

Understanding the Page Layout

Example Question.

Assessment Criteria:

this is what is being

tested in the question.

Example Answer: the

blue text gives examples

of different levels of

an answer.

The black italicised text

shows the Edexcel mark

scheme used for the level.

The Top Tip gives pointers

on improving your answers.

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Example Answers

Question 1(a) What can you learn from the source about the US economy in the 1930s? 4 marks

Question 1(b) Describe Herbert Hoover’s attempts to end the Depression. 6 marks

Question 1(c) Explain why the US economy was so prosperous between 1922 and 1928. 8 marks

Question 1(d) Explain the effects of the fall in value of shares on Wall Street during 1928 and 1929. 8 marks

Question 2(a) Explain how the role of the Federal Government changed during the 1920’s and 1930’s. 8 marksOrQuestion 2(b) Explain how the New Deal tackled the problems of the Depression. 8 marks

Question 3(a) Was the main reason for Roosevelt’s election the failures of Herbert Hoover?You may use the following in your answer: The effects of the Depression, Hoover’s attempts toovercome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16

marksOrQuestion 3(b) Was the New Deal successful in solving all of the problems of the Depression? You may use the following to help you with your answer. The problems of the Depression.What the New Deal did. How the New Deal succeeded. The failures of the New Deal. 16 marks

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What should I revise?

Question 1(a) Is a source comprehension and inference question. Tip: No factual revision is required, but review the example answer and make sure that you understand about inferences.

Question 1(b) Is a key features question. This requires brief explanations of three facts about the key feature.Possible key features topics: isolationism, impact of WW1, the boom of the 1920s, new industries in the 1920s, problems of declining industries or agriculture, consumerism, prohibition, organised crime, racism, the stock market boom of the 1920s, the Wall Street Crash, Hoover’s policies after 1929, the Dust Bowl, the “First Hundred Days of the New Deal”, the New Deal, the Second New Deal, opposition to the New Deal.Tip: This question is testing that you have studied the whole syllabus, so it could be on almost anything.

Question 1(c) and Question 1(d) are cause or consequence questions. There will be one of each type. Answer both.Possible causes topics: US entry into WW1, the economic boom of the 1920’s, Prohibition, organised crime, Racism, the Wall Street Crash,the Depression, unemployment in the 1930s.Possible consequence topics: WW1, the economic boom of the 1920s, problems of declining industries and agriculture, new forms of entertainment, Prohibition, Isolationism, overproduction, the Wall Street Crash, the New Deal.Tip: Make sure that you learn at least four causes or consequences and that you are able to explain, link and prioritise them.

Question 2(a) and Question 2(b) are a change question or a key features question. One of each and you answer one.Possible change topics: WW1, women’s lives, the role of women, economic boom of the 1920s, consumerism, new industries of the 1920s, prohibition, the policies of the New Deal.Tip: Make sure that you learn at least four changes or key features and that you are able to explain about them in detail.

Question 3(a) and Question 3(b) are cause and consequence questions. There is one of each and you answer one.These are the 16 mark questions. For the top marks you will be expected to:Tip: this question will include a writing frame, but you will need to write a structured answer, or essay. To do this:• Plan a piece of structured writing that has an introduction, linked paragraphs and a conclusion.• Describe and explain causes or consequences,• Show how causes or consequences are linked together and make a case for a most important cause or consequence.

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Question 1(a) What can you learn from the source about the US economy in the 1930s?

Question 1aTarget: Source comprehension, inference and inference support.

Level 1 1 mark Students do no more than copy / paraphrase the source.

Level 2 2-3 marks Makes unsupported inferencesAn inference is a judgement that can be made by Studying the source, but is not directly stated by it.2 marks for one unsupported inference3 marks for two unsupported inferences

Level 3 4 marks Makes supported inferencesA supported inference is one that uses detail from the source to prove an inference.

In your answer to this questionyou have to show that you can use an historical source to find out about the past.Although this is a picture, you might be asked to use a written source instead.

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Level 1 1 Mark Students do no more than copy / paraphrase the source.

Example Answer:

I can see that there were a lot of poor people in the 1930’s.

This answer would earn a level 1 mark because it shows “source comprehension”.This means that It describes what can be seen in the picture.

This answer would earn a level 1 mark because it shows “source comprehension”.This means that It describes what can be seen in the picture.

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Level 2 2-3 marks Makes unsupported inferencesAn inference is a judgement that can be made by Studying the source, but is not directly stated by it.2 marks for one unsupported inference3 marks for two unsupported inferences

Example Answer:

I can see that white and black people led different lives. African Americans were poor. White Americans were rich.

This answer would earn level 2, 3 marks, because it makes “a judgement...not directly stated in the source” and does this more than once.For example, the fact that the people in the car are white, infers or suggests, that they were rich, while everyone else is on foot.

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Level 3 4 marks Makes supported inferencesA supported inference is one that uses detail from the source to prove an inference.

Example Answer:

I can see that white and black people led different lives. This is because the white people had the money to own a car, while African Americans were poor, because they could only queue in front of the advertisement for a car.

This answer would earn level 3, 4 marks, because it contains “inference support”.Have a look to see how the level 2 answer (in blue) has become a level 3 answer (in red). Notice how the use of the “because” is followed by a supporting explanation.

1 usa 1919 – 41 exam technique © og scott understanding the page layout example question....

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