Paper 1 Section B/A: Conflict and tension: the First World War,

June 2022

Q1: Source A is critical of Kaiser Wilhelm. How do you know?

Explain your answer using Source A and your contextual knowledge. Study Sources B and C in the Sources Booklet.

Answer:

features of the source. For example, the title of the cartoon suggests that the Kaiser was just dreaming to think he could dominate the world. The image refers to his ambitious foreign policy of ‘Weltpolitik’ to make Germany a global power by taking over other countries. The cartoon shows the French view that, in reality, the Kaiser will be For example, the cartoon shows the Kaiser wanted to take over the world. The cartoon was produced in France so it is bound to be critical of the enemy during the First World War.

Q2: How useful are Sources B and C to an historian studying the end of the First World

War? Explain your answer using Sources B and C and your contextual knowledge.

Answer:

In analysing and evaluating sources, students will draw on their contextual example, the context of the time in which source was created, place, author’s evaluate the relationship between the sources based on analysis of For example, taken together the sources are useful because they show how leadership and American resources came together to defeat Germany and bring an end to the First World War. Furthermore, the sources show the role of government propaganda in managing public support was essential during the final years of the war. For example, Source B is useful because it shows the impact of America’s entry into the First World War. This was a huge material and morale boost to the Allied war effort and compensated for the withdrawal of Russia and the collapse of the Eastern Front. Once the Allies had the support of American troops and equipment, they were able to break the stalemate on the Western Front and defeat Germany which brought an end to the war. The poster encourages the French public to believe that Germany can now be defeated after three years of fighting. Source C shows that the Prime Minister of Great Britain wants the country to understand why the British army will be commanded by a French general. For example, Source C is useful to understand how significant it was that the Allies adopted a unified command structure in 1918. Lloyd George is trying to protect morale by putting a positive spin on the decision. He is reassuring the British people that this means the war will be won. The Allies had to find a way to stop the very successful German offensive of March 1918. Source B shows that the Americans provided extra resources to the Allies in 1917. This helped the Allies to overcome Germany on the Western Front and brought an end to For example, Source B shows that the American soldiers arrived in France in 1917. This made the Allies more powerful than the Germans and so it was easier to defeat them. Source C shows that the Prime Minister of Great Britain wants the country to understand why the British army will be commanded by Foch who was a French general. He says it will improve help them win battles. to the enquiry point, for example, Source B shows that the American soldier is stronger than the German soldier. Source C says that the separate armies of the Allies should join together to fight.

Q3: Write an account of how the Alliance System contributed to the spread of conflict in

Answer:

with complex sequencing and reasoning supported by a range of accurate and example, to an analysis of how/why tension increased at different stages and /or showing understanding about how much each part of the sequence increased tension and led to a crisis. For example, the contribution of the Alliance System to the spread of conflict in 1914 can be traced back to the range of alliances that began in the previous century. The combined effect was that Germany was completely encircled by potential enemies. The Kaiser made plans to ensure that his country was ready to fight on two fronts if needed. When the Serbian crisis developed in July 1914, Germany was able to enact its war plan against Russia and France. developed sequencing and reasoning supported by a range of accurate factual analysis of how/why tension increased at one stage in the process. For example, the Alliance system contributed to the spread of conflict in 1914 because the terms of the Triple Alliance came into force over the issue of Serbia and quickly spread to involve many other countries by August 1914. When Germany supported Austria’s attack on Serbia, Russia declared they would support Serbia. For example, the most powerful countries in Europe were grouped into opposing camps. Germany was in a Triple Alliance with Austria and Italy. Great Britain was in the Triple Entente with France and Russia. European powers had promised to support each other if a war broke out. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: ‘The leadership of the generals was the main reason for continued stalemate on the

Western Front until the end of 1917.’ How far do you agree with this statement? Explain your answer. [SPaG 4 marks] and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the CopyrightTeam.

Answer:

explanation of the relationship between causes supported by detailed factual For example, the main reason for continued stalemate on the Western Front was that both sides had the technology to defend their front line but lacked the technology to break through the enemies’ trenches. In the early years of the war the Generals did not understand the technology and so failed to use it effectively and stuck to old tactics. For example, the Generals’ leadership failed to achieve a breakthrough in key battles such as the Somme and Passchendaele and this was the main reason for the continued stalemate until 1917. However, despite the use of new tactics such as the ‘creeping barrage’, the enemy lines were not decisively broken and the war continued. The Generals continued to send men over the top in a war of attrition. Haig was nicknamed the ‘Butcher of the Somme’. For example, the use of heavy artillery was a reason why the stalemate continued on the Western Front until 1917. Large guns were used to fire shells at the enemy trenches prior to an assault. The objective was to make holes in the barbed wire so that attackers could run through. However, the shellfire just made the wire more tangled and slowed the attackers down which made a breakthrough less likely. For example, stalemate was caused by the race to the sea in 1914. At the start of the war both sides had tried to get around the enemy trenches by heading north towards the sea. The armies dug trenches as they advanced towards the English Channel and these became the front lines that remained in place throughout the war. Neither side could move forwards. Generals did not change their plans. Men were sent over the top to the enemy guns made it easy to defend a trench. • The learner’s achievement in SPaG does not reach the threshold