1. 1 USA 1919 – 41 Exam Technique 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 pointersThis button returns Navigation Buttonson improving your answers.to the question menu.

2. 2 USA 1919 – 41 Exam Technique There are a seven rules that apply to every single exam answer. 1.Answer the actual question. This may sound obvious, but if you don’t do this, you can’t get good marks. 2.Stop and think before you start writing an answer. Planning exactly what you are writing about will help you to get the best marks. 3.Always use the words of the question at the beginning and in your answer. This will help you to focus an actually answering the set question. 4.Frequently check that you are still answering the set question how it actually asks you to. 5.Timing. Divide the minutes available by the total marks to find out how much time to spend on each answer. 6.Planning. This is essential for the 16 mark answer, as it involves writing an essay. 7.Answer the right number of questions. In this exam, Question 1 has four compulsory parts. It carries 26 marks. Question 2 has two parts, of which you chose one to answer. It carries 8 marks. Question 3 has two parts, of which you chose one to answer. It carries 16 marks.Question 1 Question 2 Question 3 Menu

3. 3 USA 1919 – 41 Exam Technique Click the links to access the example answers Question 1(a) What can you learn from the source about the US economy in the 1930s? 4 marks Question 1(b) Question 1(b) Describe Herbert Hoover’s attempts to end the Depression.6 marks Question 1(c) Question 1(c) Explain why the US economy was so prosperous between 1922 and 1928. 8 marks Question 1(d) 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) Question 2(a) Explain how the role of the Federal Government changed during the 1920’s and 1930’s. 8 marks Or Question 2(b) Question 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 to overcome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16 marks Or Question 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 What should I revise? Examination Hints and Techniques Intro

4. 4 USA 1919 – 41 Exam Technique What should I revise? Question 1(a) 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) 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)Question 1(c) and Question 1(d) are cause or consequence questions. There will be one of each type. Answer both.Question 1(d) 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)Question 2(a) and Question 2(b) are a change question or a key features question. One of each and you answer one.Question 2(b) 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) Question 3(a) and Question 3(b) are cause and consequence questions. There is one of each and you answer one.Question 3(b) 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. Intro

5. 5 USA 1919 – 41 Exam Technique Question 1(a) What can you learn from the source about the US economy in the 1930s? Question 1a Target: Source comprehension, inference and inference support. Level 11 MarkStudents do no more than copy / paraphrase the source. Level 22-3 marksMakes unsupported inferences An inference is a judgement that can be made by Studying the source, but is not directly stated by it. 2 marks for one unsupported inference 3 marks for two unsupported inferences Level 34 marksMakes supported inferences A supported inference is one that uses detail from the source to prove an inference. In your answer to this question you 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. Menu

6. 6 USA 1919 – 41 Exam Technique Question 1(a) What can you learn from the source about the US economy in the 1930s? Question 1a Target: Source comprehension, inference and inference support. Level 11 MarkStudents 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. Menu

7. 7 USA 1919 – 41 Exam Technique Question 1(a) What can you learn from the source about the US economy in the 1930s? Question 1a Target: Source comprehension, inference and inference support. Level 22-3 marksMakes unsupported inferences An inference is a judgement that can be made by Studying the source, but is not directly stated by it. 2 marks for one unsupported inference 3 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. Menu

8. 8 USA 1919 – 41 Exam Technique Question 1(a) What can you learn from the source about the US economy in the 1930s? Level 34 marksMakes supported inferences A 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. Menu

9. 9 USA 1919 – 41 Exam Technique Question 1(b) Describe Herbert Hoover’s attempts to end the Depression. 6 marks Level One (1-3 marks) Simple statements. Example answer Herbert Hoover cut taxes. One simple statement, 1 mark. Hoover spent money building roads and dams. Two simple statements, 2 marks. Hoover got Congress to pass the Emergency Relief Act. Three simple statements, 3 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Key features (can you describe the main events in the order in which they happened?) Top Tip Notice how each of the level 1 answers contains a relevant fact. For each relevant and correct fact you will get one mark, up to total of three marks. Menu

10. 10 USA 1919 – 41 Exam Technique Question 1(b) Describe Herbert Hoover’s attempts to end the Depression. 6 marks Level Two (4-6 marks) Developed statements. 1 mark per developed statement. (A developed statement is where a simple statement is supported by factual detail). Herbert Hoover cut taxes. He did this to encourage people to spend money to create jobs. One developed statement, 4 marks. Hoover spent money building roads and dams. He did this to create jobs and people with money to spend would help to end the Depression. Two developed statements, 5 marks. Hoover got Congress to pass the Emergency Relief Act. This gave $300 million to the sates to help the unemployed. Three developed statements, 6 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Key features (can you describe the main events in the order in which they happened?) Top Tip Notice how each of the level 2 answers explains each idea. Notice how they focus on answering the question, which is to “describe” Hoover’s attempts to “end the Depression”. Giving your answers this sort of focus will help you to do well. Menu

11. 11 USA 1919 – 41 Exam Technique Question 1(c) Explain why the US economy was so prosperous between 1922 and 1928. 8 marks Example Answer Level One (1-2 marks) Simple or generalised statements of causation. Consumer products like motor cars were a reason for the prosperity of the US economy. One simple statement, 1 mark. Electric power was a reason for the prosperity of the US economy. Two simple statements, 2 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Causation (can you explain how the causes made an event happen?) Top Tip Notice how each of the level 1 answers gives an unexplained reason for the prosperity of the USA. See how they focus on answering the question by using the wording of the question, in this case, “prosperity” Giving your answers this sort of focus will help you to write a better answer. Menu

12. 12 USA 1919 – 41 Exam Technique Question 1(c) Explain why the US economy was so prosperous between 1922 and 1928. 8 marks Example Answer Level Two (3-5 marks) Explains causes. (The student supports statement(s) with relevant contextual knowledge). Consumer products were a reason for the prosperity of the US economy because so many people wanted to buy radios, vacuum cleaners, washing machines and motor cars. 3-4 marks for one explained cause. Electricity caused the prosperity because many of the consumer goods, like radios and vacuum cleaners, needed it to actually work. 4-5 marks for two explained causes. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Causation (can you explain how the causes made an event happen?) Top Tip Notice how the level 2 answers explain reasons for the prosperity of the USA. See how they focus on answering the question, by using the wording of the question, in this case, “prosperity” By including a “because” explanation why you will earn a level 2 mark. Menu

13. 13 USA 1919 – 41 Exam Technique Question 1(c) Explain why the US economy was so prosperous between 1922 and 1928. 8 marks Example Answer Level Three (6-8 marks) Explains why the causes brought about the stated outcome. Consumer products were a reason for the prosperity of the US economy because so many people wanted to buy radios, vacuum cleaners, washing machines and motor cars. This created extra jobs and this, together with cheap credit, fuelled the prosperity of the US economy between 1922 and 1928. 6-7 marks for one cause linked to the outcome. The boom in consumer goods would not have been possible without cheap credit and the widespread availability of electric power. Most of the goods were powered by electricity and it would have been used to manufacture them, for example in Ford’s car factory. Electricity made possible the radio advertising that further fuelled the demand for the consumer goods on which the prosperity of the years 1922 to 1928 was founded. 7-8 marks for two causes linked to the outcome. Award 8 marks to an answer which prioritises causes or demonstrates how they combined to produce the outcome. Top Tip Carefully read the Level 3 answers. See how each part explains how consumerism and electric power caused the prosperity of the period 1922 to 1928, which is how to actually answer this question. Notice how the second half of the answer shows how electric power and consumer goods were linked together and then prioritises them by showing how it all of the prosperity relied in electric power, so earning the full 8 marks. Giving your answers this sort of focus will help you to do very well. Menu

14. 14 USA 1919 – 41 Exam Technique Question 1(d) Explain the effects of the fall in value of shares on Wall Street during 1928 and 1929. 8 marks Example Answer Level One (1-2 marks) Simple or generalised statements of consequence. There was an economic collapse, and people lost their money. One simple statement, 1 mark. The Great Depression began when it was difficult to find work. Two simple statements, 2 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Consequence (can you explain how the consequences were linked together?) Top Tip Notice how each of the level 1 answers gives an unexplained consequence of the fall in the value of shares. See how the statements are supported by some description that will earn marks for knowledge and understanding. For level 2, you need to “explain” the effects, or results more fully. Menu

15. 15 USA 1919 – 41 Exam Technique Question 1(d) Explain the effects of the fall in value of shares on Wall Street during 1928 and 1929. 8 marks Example Answer Level Two (3-5 marks) Developed statements of consequence. (The student supports statement(s) with relevant contextual knowledge.) There was an economic collapse as people lost confidence when the value of shares fell. Millions lost their savings and their homes when they could not pay their mortgages. 3 marks for one developed statement. Because people had bought shares “on the margin” they could not repay their loans to the banks. When savers lost confidence and tried to withdraw their savings, banks collapsed. The lack of confidence meant that people did not spend money and employers began to lay-off workers, leading to long-term unemployment. 4-5 marks for two or more developed statements. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Consequence (can you explain how the consequences were linked together?) Top Tip Notice how the level 2 answers explain results of the Wall Street Crash. See how they focus on actually answering the question by using the wording of the question, in this case, “effects of the fall in value of shares” Explaining the effects in this way will earn a level 2 mark. Menu

16. 16 USA 1919 – 41 Exam Technique Question 1(d) Explain the effects of the fall in value of shares on Wall Street during 1928 and 1929. 8 marks Example Answer Level Three (6-8 marks) Developed explanation of consequence(s). (An explanation of consequence supported by selected knowledge.) As big investors lost confidence they began to sell their shares. During October 1929 this trickle of selling became a torrent of sales as investors panicked and as they were desperate to sell at any price, millions of dollars were wiped off of the value of shares in the Wall Street Crash. Investors who had taken out loans to buy shares “on the margin” were unable to pay repay these loans and Banks faced a shortage of cash. At the same time the value of property began to fall as the Banks repossessed peoples’ homes. 6-7 marks for two or more explained factors. The shortage of cash caused a run on the Banks as worried investors rushed to withdraw their savings. Some banks were forced to close, adding to the panic as people lost their life’s savings. In this atmosphere people were unwilling to spend money or to risk depositing money in Banks and these banks could not make the loans that business needed to recover from the Depression. 7-8 marks for two causes linked to the outcome. Award 8 marks to an answer which prioritises causes or demonstrates how they combined to produce the outcome. Top Tip Carefully read this Level 3 answer. Notice how it includes the same facts as in levels 1 and 2, but now explains them in a way that answers the actual question about the role of the Federal Government and then how it changed. Look back to the wording of the question to find the key words “explain the effects”. It becomes an 8 mark answer where the changed role of governments in the 1920’s and 1930’s are linked together with the Wall Street Crash. By focusing on explaining how things actually changed and by linking the changes together, you will earn the full 8 marks. Menu

17. 17 USA 1919 – 41 Exam Technique Question 2(a) Explain how the role of the Federal Government changed during the 1920’s and 1930’s. 8 marks Example Answer Level One (1-2 marks) Simple or generalised statements of change. In the 1920’s it was laissez-faire. One simple statement, 1 mark. In the New Deal the government did more to help people. Two or more simple statements, 2 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Change (can you explain about the changes and how the they were linked together?) Top Tip See how each part of the level 1 answer gives an unexplained statement of change. Notice how the statements are not supported by any explanation each idea, for example, of laissez-faire and what the New Deal actually did. For level 2, you must explain each idea. Menu

18. 18 USA 1919 – 41 Exam Technique Question 2(a) Explain how the role of the Federal Government changed during the 1920’s and 1930’s. 8 marks Example Answer Level Two (3-5 marks) Developed statements of change. (The student supports statement with relevant contextual knowledge.) In the 1920’s Republicans controlled Congress and the Presidency. They followed a policy of laissez-faire and rugged individualism. This was the belief that the USA would be strong if the government interfered as little a possible in the lives of individual citizens. 3 marks for one developed statement. The New Deal was characterised by increased federal interference in the running of the country and by much more direct state help for the individual. Roosevelt believed that it was the responsibility of the government to provide help for the unemployed. 4-5 marks for two or more developed statements. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Change (can you explain about the changes and how the they were linked together?) Top Tip See how both level 2 answers explain about the changed role of the Federal Government. Notice how the statements are supported by an explanation of the idea, for example, what laissez-faire meant and what the New Deal actually did. Menu

19. 19 USA 1919 – 41 Exam Technique Question 2(a) Explain how the role of the Federal Government changed during the 1920’s and 1930’s. 8 marks Example Answer Level Three (6-8 marks) Developed explanation of change. (An explanation of more than one change supported by selected knowledge.) Historically, the United States had developed as a result of following a policy of rugged individualism. Under this laissez-faire approach, Citizens experienced minimal interference in their lives by the government and in return they expected little help in times of need. The Republican Party believed that the economic boom of the 1920’s resulted from letting business get on with business. 6-7 marks for two or more factors. Unfortunately, the lack of control of the financial system contributed to the Wall Street Crash. This led to a complete change in the role of the Federal Government in Washington DC. The lack of control over lending by the banks had led to the rapid rise in the value of shares on Wall Street and then to the collapse of the financial system following the Wall Street Crash. Because of the resulting long term-term unemployment Roosevelt’s New Deal saw the Federal Government controlling the financial system with the Emergency Banking Act and by using the Federal Emergency Relief Act to provide cash help to the unemployed. The New Deal also provided jobs through the Civilian Conservation Corps and the Works Progress Administration, as well as pensions and benefits and the regulation of working conditions. 8 marks for answers which show links between factors. Top Tip Carefully read this Level 3 answer. Notice how it includes the same facts as in levels 1 and 2, but now explains them in a way that answers the actual question about the role of the Federal Government and then how it changed. Look back to the wording of the question to find these key words. It becomes an 8 mark answer where the changed role of governments in the 1920’s and 1930’s are linked together, in this case, by the Wall Street Crash. By focusing on explaining how things actually changed and by linking the changes together, you will earn the full 8 marks. Menu

20. 20 USA 1919 – 41 Exam Technique Question 2(b) Explain how the New Deal tackled the problems of the Depression. 8 marks Example Answer Level One (1-4 marks) Simple statement of key feature(s). (A key feature is any main point about a topic.) The New Deal made the banks safe. One simple statement, 1 mark. The New Deal gave emergency help to people to help people. Two simple statements, 2 marks. The New Deal provided jobs for the unemployed. Three simple statements, 3 marks. The New Deal gave people hope. Four simple statements, 4 marks. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Key features (can you describe the main events in the order in which they happened?) Top Tip See how each part of the level 1 answer gives an unexplained key feature, or description of what happened. Notice how the statements are not supported by any explanation each idea, for example, how banks were made safer by the New Deal. For level 2, you must explain each idea. Menu

21. 21 USA 1919 – 41 Exam Technique Question 2(b) Explain how the New Deal tackled the problems of the Depression. 8 marks Example Answer Level Two (3-5 marks) Developed statement(s) of key features. (A developed statement is where a key feature is supported by factual detail.) The New Deal made the banks safe through the Emergency Banking Act. All of the banks were closed and only the safe ones were allowed to re-open. This overcame one of the problems of the Depression because it gave people the confidence to save again and stabilised the financial system to help businesses. One developed statement, 5 marks. The New Deal gave emergency help to people who were desperate because they were unemployed and starving and were at risk of losing their homes. This was done by the Federal Emergency Relief Act and the Home Owner’s Loan Corporation. These overcame problems of the Depression by giving immediate help to the unemployed and by helping people keep their homes. Two developed statements, 6 marks. Hopelessness and desperation caused by unemployment were also removed by the New Deal providing jobs for the unemployed. This was done by the Civilian Conservation Corps. It provided jobs for the young unemployed on environmental projects like planting forests. The Works Progress Administration provided jobs working on projects that would benefit the community, like bridges, dams and libraries. Three developed statements, 7 marks. Jobs were also provided for artists and writers. Both of these Alphabet Agencies gave people hope for a better future and helped to overcome the feelings of hopelessness caused by the Depression. Four developed statements, 8 marks. Top Tip Carefully read this Level 2 answer. Notice how it includes the same facts as in Level 1, but now explains them in a way that answers the actual question about how the New Deal tackled the problems of the Depression. This is what the question actually asks you to write about. You have four opportunities to do this, so once you have identified four problems of the Depression, explain how the New Deal overcame each one, for the full 8 marks. Menu

22. 22 USA 1919 – 41 Exam Technique 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 to overcome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16 marks Example Answer Level One (1-4 marks) Simple statements of causation. (The student makes statements which lack any supporting contextual knowledge or makes unsupported generalisations) Roosevelt was elected because people were unemployed and h e promised to help them. Low Level 1 (1-2 marks) Repetition of the provided stimulus material, or agrees / disagrees with no development. Despite Hoover’s attempts, voters were looking for more help, which is what Roosevelt ‘s New Deal offered them. High Level 1 (3-4 marks) For unfocussed description. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of causation (can you write an essay that compares the importance of each cause?) Top Tip See how each of the level 1 answers gives a reason why Roosevelt was elected, but does not explain them. This lack of explanation means that they will be marked as a level 1 answer. To get level 2 marks, you have to explain the reasons. Menu

23. 23 USA 1919 – 41 Exam Technique 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 to overcome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16 marks Example Answer Level Two (5-8 marks) Developed statements of causation. (Developed statements which agree and / or disagree using the stimulus material and /or additional material. Mostly relevant and accurate but with an implicit focus on the question). Roosevelt was elected because people were unemployed and he promised to help them. Many people had lost everything and were reduced to living in Hoovervilles and scrounging for food. Low Level 2 (5-6 marks) Mainly narrative or of one stimuli only. Hoover’s treatment of the Hooverville that had been built on Anacostia Field by the Bonus Army may also have stopped people voting for him. When thousands of unemployed veterans who were campaigning for an early payment of their bonus were forcibly removed on Hoover’s orders people were outraged at his lack of sympathy for the unemployed High Level 2 (7-8 marks) Develops two or more of stimuli or other relevant information. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of causation (can you write an essay that compares the importance of each cause?) Top Tip Read the level 2 answers and notice how they cover the same reasons as in level 1, but that now the reasons are explained and some extra information has been included. However, the answer is only implicit, which means that the ideas are not directly used to say how they led to Roosevelt’s election and do not discuss the main reason. You will be give four pieces of stimulus material, so use all four of them in your answer. Menu

24. 24 USA 1919 – 41 Exam Technique 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 to overcome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16 marks Level Three (9-12 marks) Developed explanation of causation. (Developed explanation of more than one reason agreeing / or disagreeing from stimulus material and / or additional material. The answer mainly focuses on the question). The effects of the Depression was the most important reason for Roosevelt’s election in 1932. This was because Hoover had failed to provide any real help for the unemployed, saying “prosperity is just around the corner”. Low Level 3 (9-10 marks) Considers a variety of reasons, but judgement implicit. Despite Hoover’s real attempts to deal with the causes and results of the Depression, he had not succeeded in overcoming the problems of the financial system, he had not managed to bring about industrial recovery and he failed to deal with the very real misery of the unemployed and destitute. He was so unpopular that the shanty towns erected by the unemployed were called Hoovervilles and his image was booed in cinemas across America. High Level 3 (11-12 marks) Considers a variety of reasons and explains why one more important than others. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of causation (can you write an essay that compares each one’s importance?) Top Tip Notice how this level 3 answer explains how a reason caused Roosevelt to be elected. You would need to produce similar sections on each of the four points in the question’s stimulus material. See how the higher level marks are for showing how one reason is more important than the others. Menu

25. 25 USA 1919 – 41 Exam Technique 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 to overcome the Depression, Roosevelt’s election campaign, The treatment of the Bonus Army. 16 marks Level Four (13-16 marks) Sustained argument. (This considers the inter-relationship between a range of reasons from the stimulus and / or additional material. Mostly relevant and accurate but with an implicit focus on the question) Roosevelt was elected in 1932 because of a combination of causes. These can all be traced back to the problems caused by the Depression. Hoover’s growing unpopularity was due to his inability to deal with the financial collapse and desperation that resulted from the Depression. Because people were desperate they were prepared to vote for Roosevelt and his offer of a New Deal. Roosevelt’s personality was also an important factor in his election. He projected confidence and affability, compared with the rather dour and reclusive Hoover. Low Level 4 (13-14 marks) Mainly a judgement on the relative importance of more than two reasons. It is possible that Hoover’s treatment of the Bonus Army may have lost him votes, but more important was the failure of his Republican policies. These had been responsible for the lack of financial control that caused the Depression in the first place. Thus Roosevelt was elected because of a combination linked causes, none of which were more important than the others. High Level 4 (15-16 marks) Illustrates that one “most important” reason on its own could not provide a satisfactory conclusion. Top Tip This level 4 answer shows how the causes were linked together (doing this chronologically is the best way) and then how Roosevelt was elected because of all of the reasons working together. In this way it actually answers the question and shows an excellent understanding of causation. See how the top level addresses the concept of their relative importance. Menu

26. 26 USA 1919 – 41 Exam Technique Question 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 Example Answer Level One (1-4 marks) Simple statements of consequence. (The student makes statements which lack any supporting contextual knowledge or makes unsupported generalisations) The New Deal was successful because it provided jobs. Low Level 1 (1-2 marks) Repetition of the provided stimulus material, or agrees / disagrees with no development. The New Deal gave help to the unemployed and gave people hope for the future. It was very popular. High Level 1 (3-4 marks) For unfocussed description. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of consequence (can you write an essay that compares consequences?) Top Tip See how each of the level 1 answers lists achievements of the new Deal, but they do not explain them. This lack of explanation means that they will be marked as a level 1 answer. To get level 2 marks, you have to explain the reasons. Menu

27. 27 USA 1919 – 41 Exam Technique Question 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 Example Answer Level Two (5-8 marks) Developed statements of consequence. (Developed statements which agree and / or disagree using the stimulus material and /or additional material. Mostly relevant and accurate but with an implicit focus on the question) The biggest problem of the Depression was unemployment. The New Deal promised reform, relief and recovery. It provided jobs for millions through the Civilian Conservation Corps and the Works Progress Administration. Low Level 2 (5-6 marks) Mainly narrative or of one stimuli only. The biggest problem of the Depression was unemployment. New Deal promised reform, relief and recovery. The reform was achieved by the Emergency Banking Act. Relief was achieved by the Federal Emergency Relief Act and there were jobs for millions through the Civilian Conservation Corps and the Works Progress Administration. It did not, however, succeed in its promise of recovery, as it did not end the Depression. High level 2 (7-8 marks) Develops two or more of stimuli or other relevant information. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of consequence (can you write an essay that compares consequences?) Top Tip The level 2 answer covers the same successes of the New Deal as level 1, but now the successes have been explained and some extra information is included. However, the answer is only implicit, which means that the ideas are not directly used to say whether or not the New Deal solved all of the problems of the Depression. You will be give four pieces of stimulus material, so use all of them in your answer. Menu

28. 28 USA 1919 – 41 Exam Technique Question 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 Level Three (9-12 marks) Developed explanation of consequence. (Developed explanation of more than one consequence agreeing / or disagreeing from stimulus material and / or additional material. The answer mainly focuses on the question). The biggest problem of the Depression was unemployment. This unemployment and was a result of the Wall Street Crash and the collapse of banks. Without stability people would be too scared to spend and save so that banks could lend money to help businesses to recover as confidence returned. Low Level 3 (9-10 marks) Considers a variety of consequences, but judgement implicit. The New Deal solved this problem with an Emergency Banking Act that only allowed stable banks. A much more pressing problem was the need of millions of unemployed people for immediate help. This was provided by the Federal Emergency Relief Act which gave cash help to the unemployed. High Level 3 (11-12 marks) Considers a variety of consequences and explains why one more important than others. In this question the examiner will be assessing: Recall of knowledge (can you the remember relevant facts?) Analysis of consequence (can you write an essay that compares consequences?) Top Tip Notice how the level 3 answer explains the ways in which the New Deal was successful. You would need to produce similar sections on each of the four points in the question’s stimulus material. The high level 3 answer explains why one success, in this case FERA, was more important than others. Menu

29. 29 USA 1919 – 41 Exam Technique Question 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 Level Four (13-16 marks) Sustained argument. (This considers the inter-relationship between a range of consequences from the stimulus and / or additional material.) The New Deal set out to achieve reform, relief and recovery. It succeeded in achieving the first two, but did not manage a sustained recovery. Reform was necessary because the Depression was caused by the collapse of the banking system in the aftermath of the Wall Street Crash of 1929. The Emergency Banking Act closed all banks, only allowing safe ones to re-open. This gave people more confidence to save. Low Level 4 (13-14 marks) Mainly a judgement on the relative importance of more than two consequences. Relief was essential for the millions who were unemployed as a result of the Depression. The New Deal was very successful in achieving this aim. The Federal Emergency Relief Act provided immediate cash help, while Alphabet Agencies like the CCC and WPA provided jobs for millions. The HOLC helped people in danger of losing their homes. In this way the New Deal gave hope to millions. It did not, however, succeed in ending the Depression. This happened because of the outbreak of war in 1939, although its most important achievement had been giving hope to millions. High Level 4 (15-16 marks) Illustrates that one “most important” consequence on its own could not provide a satisfactory explanation. Top Tip Notice how this level 4 answer starts by making an overall judgement that is linked to the set question: the success of the New Deal. See how the answer judges success against what the New Deal set out to achieve and then provides supporting facts to back up its judgements. Finally, it reaches a balanced judgement about success and failure, so providing an overall judgement. You will need to plan carefully before beginning any 16 mark answer and to make sure that you actually answer the set question in this way. Menu