Paper 1 Section A/D: America, 1920–1973: Opportunity and inequality

June 2023

Q1: How does Interpretation B differ from Interpretation A about the lives of

African-Americans in the USA during the 1950s and 1960s? Explain your answer based on what it says in Interpretations A and B.

Answer:

For example, Interpretation B says that African-Americans had good lives and did not experience racial prejudice in NASA; skin colour did not matter because people were valued for their intellect and the work they did. Whereas Nash felt that her freedom and safety were constantly under threat because she was For example, Interpretation B says that African-Americans were treated well but Interpretation A says that African-Americans were forced to obey segregation laws which made them feel scared and inferior.

Q2: Why might the authors of Interpretations A and B have a different interpretation

about the lives of African-Americans in the USA during the 1950s and 1960s? Explain your answer using Interpretations A and B and your contextual knowledge.

Answer:

For example, Johnson had a good life in the 1950s and 1960s because she had a well-paid professional job and she was respected as her work was of national importance. Her book was written to inspire young people to have aspirations, so she gives a positive account of her life. Whereas Nash, having experienced greater equality in the North, was angry about life for African- Americans in the 1950s and 1960s in the South. For example, the interpretations are written by people who lived in different areas of America. Racial segregation and prejudice was worse in the Deep

Q3: Which interpretation gives the more convincing opinion about the lives of

African-Americans in the USA during the 1950s and 1960s? Explain your answer based on your contextual knowledge and what it says in Interpretations A and B.

Answer:

For example, Interpretation B is not convincing because Johnson’s positive experience of racial equality is not a common example of life for professional African-American people in the 1950s and 1960s. The frightening experiences described in Interpretation A were even felt by Martin Luther King; his house was bombed during the Montgomery Bus Boycott. For example, Interpretation A is more convincing because, like Nash, many students got involved in Direct Action campaigns. They organised sit-ins by students at ‘white only’ sections of restaurants. This attracted damaging publicity for ‘Jim Crow ‘segregation because the students were arrested for refusing to leave. Whereas, Interpretation B is a more unusual example of the lives of African-Americans in the USA at that time. For example, Interpretation A is convincing because Nash says she was scared. Any attempts to fight back against segregation, such as the students who tried to go to Little Rock High School, were met with violence and hostility. For example, Interpretation A is convincing because African-Americans did have to follow segregation laws in schools and on public transport.

Q4: Describe two problems faced by Americans because of McCarthyism.

Answer:

One problem was that McCarthy created fear with his accusations that people were communist supporters. This led to a type of ‘witch hunt ‘for something that did not really exist. Despite having no real evidence, McCarthy used the HUAC to start investigations into people. Another problem was that even though people were not members or supporters of the Communist party, the disgrace of being accused forced them out of their jobs and made it hard to find employment again. Charlie Chaplin had to leave the country to find work after he was accused. For example, McCarthy made people afraid that hundreds of communist spies were working in the US government.

Q5: In what ways were the lives of American people affected by the Depression?

Explain your answer.

Answer:

For example, the Depression of the 1930s was so severe that it affected all levels of society. Even rich and professional people suffered because of unemployment and from having their homes reclaimed by banks. The widespread business failure rate affected managers as well as shop floor staff. For example, people’s lives were affected because the banking system collapsed. Banks lost money when they tried to reclaim loans because their customers could not afford to pay. Furthermore, people lost their savings because banks had used clients’ money to lend to other clients to speculate on the stock market. When the stock market crashed, everyone’s money was lost. For example, American people experienced a change from ‘laissez faire‘ government to one that was highly involved in peoples’ lives. Americans needed Roosevelt’s New Deal to restore the economy after the Depression and create jobs. Unemployment and poverty were so widespread throughout America that help was needed at a federal, not state, level. Roosevelt funded the Alphabet Agencies to provide relief recovery and reform. For example, as the Depression spread through society, farmers could not sell their produce. Many farms were lost and many farmworkers were sacked. People travelled the countryside looking for work. They were called ‘hobos’. For example, people lost their jobs.

Q6: Which of the following had more impact on America in the 1920s:

• economic changes • social and cultural changes? Explain your answer with reference to both bullet points. and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contactthe Copyright Team.

Answer:

For example, the economic changes had more impact on America in the 1920s because once the ‘boom’ began people had disposable income to spend on leisure activities such as the cinema. Without a paying audience the cultural changes in music, sport and cinema could not have developed nor would they have modernised society into the ‘Roaring 20s’. For example, the economic changes made the 1920s in America a time of prosperity when people had plenty of money to spend. More homes became connected to an electricity supply and people were able to use modern gadgets such as vacuum cleaners. The Republican government kept taxes low and people were able to make lots of profit from buying and selling shares on the stock market. This was part of the cycle of prosperity. Mass production, hire purchase and advertising stimulated consumer demand and created jobs in Social and cultural change in America in the 1920s created new fashions and leisure activities. A new style of lively music, called jazz, developed and this led to new dance styles such as the Charleston. For example, the economy changed when Henry Ford started to use an assembly line to make cars. This allowed the model T Ford to be made quickly and it was sold at a low price. Millions of people were able to afford to buy a car. The increase in car production also created jobs in other industries such as glass making and road building. Other industries started to use an assembly line and more consumer goods were available such as radios. For example, there were lots of new jobs. Mass production was invented. Women started to wear shorter skirts.