Paper 1 Section B/B: Conflict and tension: the inter-war years,

June 2024

Q1: Source A is critical of President Wilson. 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 cartoon is critical of President Wilson’s Fourteen Points which he thinks if everyone agrees to as they sing along, it will lead to world peace. But the choir of Allied countries have their own warlike aims on the handles of the guns in their back pockets which Wilson cannot see. For example, the cartoon shows that Japan, Britain, France, and Italy all have guns in their back pockets which President Wilson cannot see as he makes them sing about everlasting peace.

Q2: How useful are Sources B and C to an historian studying the League of Nations?

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, despite the doubt shown in Source B, the League did achieve some successes in settling disputes between smaller nations during the 1920s. However, the dangers outlined in Source C about the Manchurian Crisis proved it had no power or authority to stop a strong country from doing what it wanted. Overall, the sources show how the fears about the ineffectiveness of the League when it was created in 1919 came to fruition years later when it was challenged by a powerful nation. For example, Source B is useful because it shows how right from the beginning of its existence in 1919, people felt the League would be weak without the support of the USA. President Wilson had created the idea of a League of Nations, but the US Senate voted against the proposal that America should join because they did not want to send any more soldiers to future disputes in Europe. This undermined the potential power of the League if it used economic sanctions against an aggressive nation because trade with the USA would still be possible. Source C is useful because it shows the difficulty faced by the League in the Manchurian Crisis. When the League issued a report that said that Japan’s invasion of China was wrong, Japan refused to pay any attention in 1932 and ultimately left the League. For example, Source C is useful for giving an historian a critical opinion of the League of Nations over a decade after it had been created. The provenance of Source C comes from a magazine who believed that the power of the USA was essential to international peace keeping and without it the League’s existence was under threat. Japan was a permanent member of the Council and should have obeyed the judgement of Lord Lytton’s report for the League. Source C shows that even British people thought that the League’s powers of moral condemnation were not strong enough, and something else was needed or the League would not survive. Britain was a permanent member of the Council and could be expected to believe in the power of the Covenant. This source shows that even permanent members of the Council had doubts about the power of the League of Nations. Source B shows that even though the League of Nations was designed by the President of the USA, they have not joined. The cartoon calls the USA the keystone which means it is the most important part. If the most important part is missing, then the bridge won’t work. For example, Source B shows that even though the League of Nations was designed by the President of the USA, they have not joined. The cartoon calls the USA the keystone which means it is the most important part. If the most important part is missing, then the bridge won’t work. For example, Source C is challenging the League of Nations to stand up to Japan after the invasion of Manchuria. When the League issued a report that said that Japan’s invasion of China was wrong, Japan refused to pay any attention in 1932 and ultimately left the League. to the enquiry point, for example, Source B shows that the USA is not part of the League of Nations bridge. Source C says the League of Nation’s authority was challenged by Japan.

Q3: Write an account of how Anschluss between Germany and Austria affected

international relations.

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, Anschluss made the other countries of Europe worried about what Hitler may do next. He had a stated aim of expanding in the east to gain ‘Lebensraum’. Britain and France agreed to support Czechoslovakia against Nazi pressure, and this led to Chamberlain’s policy of appeasement. 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, Anschluss affected Austria in a positive way because many people welcomed the union and hoped it would help their country recover economically from the Depression. However, it also created a large amount of fear amongst the Jewish population in Austria. The Nazis began anti-Semitic attacks as soon as the invasion occurred. For example, Hitler forced the Chancellor of Austria to resign and sent Nazi troops in to keep peace. He held a vote to ask if the Austrian people wanted to unite with Germany. Hitler achieved his foreign policy aims of uniting all German speaking people and reversing the Treaty of Versailles. took over the government of Austria. Germany became stronger. The Austrian army added thousands of soldiers to Hitler’s armed forces. should demonstrate their ability to construct and develop a sustained line of reasoning which is coherent, relevant, substantiated and logically structured.

Q4: ‘The main reason why the Treaty of Versailles was hated by the Germans was

because of what it did to their armed forces.’ 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 Copyright Team.

Answer:

explanation of the relationship between causes supported by detailed factual For example, the loss of the army was certainly a source of outrage to the Germans because it had been a source of national pride before and during the war but overall, what they hated the most about the Treaty of Versailles was that it was a ‘Diktat’. This meant they could not influence the severity of the resulting terms and so they could not prevent the inclusion of Clause 231 concerning war guilt which said they were responsible for starting the war. For example, the reduction in the size and strength of Germany’s armed forces was the main reason why the Germans hated the Treaty of Versailles because it was seen as humiliating and unfair. The military terms were hated because Germany was left weak and defenceless, surrounded by armed neighbours. This was made worse because Germany was denied modern weapons such as tanks and military aircraft as well as only having an army of 100,000 men. For example, the territorial terms were another reason why Germany hated the Treaty of Versailles because they were economically damaging. 10% of its land was given to neighbouring countries. A strip of land was given to Poland which effectively split Germany in two by creating a corridor that created access to the sea. As well as losing land outright, Germany also lost control of areas such as the coal rich Saarland which was put under a League of Nations mandate for 15 years and the Rhineland was demilitarised. For example, the War Guilt clause was hated by the German people because it forced them to accept the full blame for starting the war. Germany had no choice about signing the treaty; they were threatened with renewed fighting if they did not accept all the terms. was forced to reduce the size of its army. Treaty of Versailles took a lot of land from Germany. • The learner’s achievement in SPaG does not reach the threshold