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

June 2021

Q1: How does Interpretation B differ from Interpretation A about immigrants in America

in the 1920s? Explain your answer based on what it says in Interpretations A and B.

Answer:

For example, Interpretation B recognises that immigrants in the 1920s are as valuable to America as all the previous generations of immigrants whereas Interpretation A argues that they have no loyalty to American laws or values. Interpretation A suggest that immigrants want to change America. For example, Interpretation A says that immigrants are a threat to America. Interpretation B says that immigrants work hard.

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

about immigrants in America in the 1920s? Explain your answer using Interpretations A and B and your contextual knowledge.

Answer:

For example, Interpretation A is by a Protestant bishop and is prejudiced against immigrants who are catholic. Whereas, Interpretation B is by Clancy, a Republican politician who is more likely to focus on the economic contribution made by immigrants, who work hard and improve America. For example, Interpretation A is the founder of a racist group. Interpretation B

Q3: Which interpretation gives the more convincing opinion about immigrants in America

in the 1920s? Explain your answer based on your contextual knowledge and what it says in Interpretations A and B.

Answer:

For example, Interpretation B is not widely representative of the attitudes shown to immigrants. The strong work ethic that is praised by Clancy was more usually held against immigrants because they were willing to work for lower wages and were accused of stealing jobs from white Americans. This sort of prejudice against immigrants was the reason for the execution of Sacco and Vanzetti despite a lack of conclusive evidence. For example, Interpretation A is convincing because it shows the attitudes that led to the Immigration Acts of the 1920s which were designed to limit the amount of new arrivals by only allowing a fixed quota to enter America. The Acts were targeted at immigrants from Eastern Europe who were suspected of having communist beliefs. For example, Interpretation B is convincing because America had always been a melting pot for many different nationalities. People came in the 1920s because the industrial boom created economic opportunities and a high standard of living. For example, Interpretation A is convincing as many Americans were prejudiced against immigrants that arrived in the 1920s because they did not

Q4: Describe two problems tackled by feminist movements in the USA in the 1960s and

early 1970s.

Answer:

One problem was the fight to gain the legal right to abortion. This was achieved by a Supreme Court ruling in 1973 despite opposition from some states. Another problem was the opposition to the Equal Rights Amendment. It was argued that full sexual equality could disadvantage women by, for example, sending them into combat. For example, feminists campaigned for women to receive equal pay to men for doing the same job.

Q5: In what ways were the lives of Americans affected by the Civil Rights campaigns?

Explain your answer.

Answer:

For example, the lives of white Americans were affected by the Civil Rights Movement because it drew worldwide attention to the inequality of American society. Scenes of the violence used against protesters on Freedom Rides and the Birmingham March were transmitted worldwide. For example, positive effects were achieved by Martin Luther King’s peaceful campaign methods and speeches. He gained the support of President Kennedy and this led to the passing of a Civil Rights Act in 1964 that outlawed discrimination in public place such as drinking fountains. For example, some lives were negatively affected by the violence used as part of the Black Power Civil Rights movement. There were riots in the Southern states of America 1965-67. The Black Panthers had serious clashes with the For example, Campaigns such as the Bus Boycott influenced the Supreme Court to make segregation illegal on public transport. For example, people went on protest marches to campaign for Civil Rights.

Q6: Which of the following had more impact on the effects of the Depression in America:

• the actions of President Hoover • the actions of President Roosevelt? Explain your answer with reference to both bullet points.

Answer:

For example, the actions of Roosevelt were seen as being much more impactful because he made it clear that he wanted to bring ‘relief, recovery and reform’ and he spoke to the whole nation during his ‘Fireside Chats’. However, the New Deal was not necessarily more successful than the polices of President Hoover. When President Roosevelt cut down his New Deal programme spending in 1937, unemployment began to rise again. For example, President Hoover did not have much impact on the effects of the Depression. Although he cut taxes and set up building programmes to create jobs he was blamed for not solving society’s problems and expecting people to be ’rugged individuals’. The Depression caused people to become poor. Bread lines and soup kitchens were needed in towns and cities to feed people. Farmers lost their land as they could not sell either livestock or agriculture. For example, Roosevelt had a big impact because he was prepared to take action to solve the Depression. His party did not believe in ‘Laissez Faire’. He reformed the banking system and created Alphabet agencies such as FERA and CWA that would provide charity to the poor and provide create jobs through the construction of public facilities. For example, President Hoover did not believe that the government should get involved in helping people. He set the army on the ‘Bonus Army’. He thought the economy would recover by itself. For example, President Hoover did not help during the Depression; people became homeless and lived in camps which were nicknamed ‘Hoovervilles’. President Roosevelt’s New Deal created jobs in the 1930s; Alphabet Agencies built schools and roads.