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

June 2021

Q1: Source A is critical of the policy of appeasement. 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, Chamberlain had signed the Munich agreement with Hitler. The cartoon is criticising Chamberlain because the agreement was about the Sudetenland but Hitler broke his promises and took more land from For example, Chamberlain is ignoring what Hitler is doing; Hitler is cutting up Czechoslovakia behind Chamberlain’s back.

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

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, the sources are useful because they show that objections to the Treaty were not confined to Germany. Source B illustrates that there were voices of doubt even amongst the Big 3. This is contradicted by Source C which naively asserts that the Treaty will bring ‘an end to warfare itself’. There was plenty of contemporary opinion which worried the harsh terms would lead Germany to seek revenge. For example, Source B is useful for showing an American attitude towards the Treaty. It suggests that the Treaty was unfair because it was not based the 14 points and was forced on Germany with the threat of violence. The 14 points had included ideas such as disarmament but this was only imposed on Germany. The American Senate refused to ratify the Treaty. The sword represents the threat of invasion by the allies if the Germans do not accept. Source C is useful because it shows the British reasoning and justification for imposing Article 231, the War Guilt clause, that made Germany take sole responsibility for starting the war. Britain was one of the Big 3 that drew up the terms so the purpose of the article may be to deflect the criticism that they had been too harsh on Germany. For example, Source B is useful for showing that the Allies would attack Germany if they did not accept the Treaty. The ball and chain show that Germany was trapped into agreeing with the terms of the peace treaty even though they did not like them. Source C is praising the work of the Big 3 who made the Treaty of Versailles because it has destroyed the German Empire and punished Germany for trying to conquer other countries. to the enquiry point, for example, Source B shows that Germany has torn up the peace treaty and thrown it on the floor. Source C shows some support in Britain for the Treaty of Versailles.

Q3: Write an account of how the Nazi–Soviet Pact led to war.

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 Nazi-Soviet Pact contributed to the outbreak of war partly because Hitler had misjudged the strength of Britain and France’s commitment to Poland. Hitler presumed that Britain could be appeased as they had been in Munich when the Nazi takeover of the Sudetenland had gone unchallenged. 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 Nazi-Soviet Pact contributed to the outbreak of war because it guaranteed that Hitler could invade Poland and would not have a war on two fronts. However, Hitler could have expected a war to break out because Britain and France had promised to protect Poland in the event of an attack. For example, the pact made an agreement between Hitler and Stalin to divide Poland between themselves and not to interfere against the other in the event of war breaking out. Soviet Pact allowed Hitler to invade Poland. 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 League of Nations failed was because of how it was

organised.’ How far do you agree with this statement? Explain your answer. [SPaG 4 marks]

Answer:

explanation of the relationship between causes supported by detailed factual For example, the issue of organisation was as much of a problem because of the number of countries that were included as it was because of the countries that were left out. The conduct of the permanent members of the Council acting in self-interest was a primary cause of failure. This was compounded by the economic weakness due to the absence of the USA. For example, the way the League of Nations was organised made it difficult for any decision or action to be taken quickly. The Assembly had 42 members and only met once a year requiring unanimous votes for a motion to be passed. The motions could be vetoed by the Council. For example, the actions of the permanent members of the Council were a main reason for the failure of the League of Nations. The League’s authority was totally undermined during the 1930s when Japan and Italy broke the Covenant by ignoring the moral condemnation of the Council. For example, the League was organised into different sections for different areas of work. This complicated structure with many different groups for health, refugees or slavery made it difficult to work together efficiently. rich and important countries such as the USA the League of Nations was weak. League did not have its own army to use in settling disputes. • The learner’s achievement in SPaG does not reach the threshold