Paper 1 Section B/C: Conflict and tension between East and West,

June 2021

Q1: Source A opposes the building of the Berlin Wall. 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 shows Khrushchev smiling in an innocent way but his words are backed up by weapons; once the wire had been put in place the border between East and West Berlin was closed. The cartoon is criticising the communists for needing to force people to stay. For example, the cartoon shows that Khrushchev has put barbed wire and tanks in East Berlin. 1961 was the date the wall was built by the Communist government of East Germany.

Q2: How useful are Sources B and C to an historian studying events in Czechoslovakia

in 1968? 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 show that responsibility for the events in Czechoslovakia in 1968 extended beyond the USSR. The influence of the other communist countries is clear but so is the inaction of the West. Besides condemning the Soviet action using political cartoons such as Source C, the West took no action. For example, Source B is useful because it reveals the influence of other communist governments in the events surrounding the Prague Spring. The Warsaw Pact countries put diplomatic pressure on Dubcek to uphold communism throughout Eastern Europe. There were fears that the pressure to introduce reforms could spread to other communist countries and leave the Warsaw Pact weakened. Source C illustrates how events in Czechoslovakia were viewed by the West. The strap line is mocking the Soviet government’s justification for attacking; Dubcek had ordered people not to fight back against the Red Army. Despite this, protestors were killed and wounded; Dubcek was expelled, and a new hard-line government was set up in his place. For example, Source B is useful because it describes how the Czech people took control of the newspapers and this gave them freedom of speech. Source C is useful because it shows the American criticism of Soviet brutality against unarmed civilians in Czechoslovakia. to the enquiry point, for example, Source B says that Czechoslovakia no longer supports the Soviet Union. Source C shows that the USSR has destroyed freedom in Czechoslovakia.

Q3: Write an account of how the Truman Doctrine affected relations between the USA and

the USSR before 1949.

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, analysis of different consequences over time. The Truman Doctrine significantly affected Superpower relations because it was a confrontational declaration. The Truman Doctrine led to an escalation of tension and rivalry because it was a move away from ideological differences and hostility towards direct intervention in Europe by the USA. It was a threatening declaration that was followed up with concrete action. 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 Truman Doctrine had a negative effect on relations between the USA and the USSR because it declared that America was prepared to use any means to contain communism. The USA provided money in the Marshall Plan to relieve poverty across the whole of Europe so that communism would be less appealing. This made Stalin retaliate by creating COMINFORM which united communist countries and gave Stalin greater control over them. For example, the Truman Doctrine promised to support any country that was threatened by Communism. This included providing money to rebuild damage caused during the war years. Truman wanted to stop Communism spreading to other countries. 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 for the development of the Cold War in the 1950s was the creation

of NATO in 1949.’ 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 creation of NATO was not the main reason for the development of the Cold War during the 1950s because it did not result in direct armed conflict. The alliance confirmed the ideological barrier between and west. In contrast, other events presented a real physical threat such as the military conflicts in Asia and Eastern Europe. For example, the creation of NATO in 1949 made the Cold War develop because the USSR saw it as an act of aggression. Supported by American funding, it aimed to provide collective security by having a shared defence strategy. An attack on one member would be considered as an attack on all. The war in Korea was also a reason for the development of the Cold War in the 1950s as the US and UN launched military action to prevent the spread of communism from the North of Korea to the South. The war lasted for three For example, the main reason for the development of the Cold War in the 1950s was the Hungarian Uprising. The USSR attacked Hungarian revolutionaries who wanted to be free from communist control. The USA criticised the brutality of the Soviet response. a military alliance of Western countries against the USSR. increased during the 1950s because of the war in Korea. • The learner’s achievement in SPaG does not reach the threshold