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Revision for Year 11 Mocks February 2018 Information and Advice

You will be sitting TWO exams in February 2018. Paper 1 will be one hour long and will be focussing on your ability to work with sources and interpretations. Although it is mainly a skills test, you MUST learn the facts about the Nazis and Women and the Chain of Evacuation at the Western Front in order to be able to evaluate the usefulness of sources and consider how and why interpretations of the success of Nazi policies towards women were successful or not. You need to revise: the Nazis and Women and the Chain of Evacuation at the Western Front; how to answer ‘how useful” questions; ‘why interpretetions differ’ questions and ‘how far do you agree’ questions. This paper is worth 30%.

Paper 2 will be a test of your knowledge of The Superpowers course we studied before Christmas and the first section of the Early Elizabethan course which we have been studying since Christmas. You will be familiar with the exam format in Section A: 1) Consequences of Event; 2) Write a narrative analysing an event 3) Explain the importance of TWO events. You need to revise: The and Marshall Aid; Berlin; The Soviet Invasion of In Section B you will be asked the following type of question: 1)Describe two key features of…. 2) Explain why…. 3) How far do you agree with this statement. You need to revise: Elizabeth’s Religious Settlement; Mary Queen of Scots; the Threats to Elizabeth from Catholics at home and abroad eg France, Spain and the Pope; the plots against Elizabeth. This paper is worth 70%.

REVISION All revision must have a written element. Research has shown that repeatedly testing yourself on the facts is the most effective form of increasing knowledge retention and recall. ● Remember alternative techniques such as creating visual memory boards. ● Read through notes and as you read write questions that you could ask yourself later to check you have learnt the key facts. ● Don’t try and remember things that you don’t understand; if your revision reveals a gap in your revision, ask your teacher to explain BEFORE the exam. ● Small revision groups can be useful, where you can test each other’s knowledge. How useful are Sources X and Y for an enquiry into……..? Translation of the question: This question is asking you: If Sources X and Y were the only information that you had when you were trying to find out about the topic mentioned after the words ‘the enquiry’ in the question, what would make each source useful and what would limit their usefulness?

Level 1 1-2 A simple judgement is made and supported by vague undeveloped comments about what the sources say or the nature of the source, who produced the source and/or why the source was produced.

Level 2 3-5 A more considered judgement is given which clearly shows the relevance of the content and/or provenance to the subject of the enquiry. The answer will explain why the content OR the provenance* of the source is either useful or not useful to someone try to find out about the topic mentioned in the question.

Level 3 6-8 This answer is different to a Level 2 answer because it clearly explains how the provenance* of the source affects the usefulness of the source content. There is both developed reasoning and the use of some contextual knowledge. What does PROVENANCE mean? Nature - What type of evidence is it? Things to consider: Is it a photograph/ diary entry/ official records/ cartoon/ newspaper report because, each different type of evidence has its own strengths and weaknesses. Origin - Who has produced the source and when? Things to consider: Is the person likely to have known what happened? Might they have forgotten over time? Might this person be biased one way or another or are they trust-worthy? Purpose - Why was this source produced? Things to consider Was it produced to inform, manipulative or entertain? Did the person who produced the source intend for it to be seen/ read? When the source was produced, what was the objective (if any) of the person who produced it? ALL OF THESE THINGS WILL HAVE AFFECTED THE CONTENT and therefore the USEFULNESS

You MUST use quotes from the You CANNOT possibly write about every source or reference to parts of it, if little detail of each source, so spend a it is a picture. minute planning your answer to make You MUST talk about BOTH source sure that you address the mark scheme. equally. Why do interpretations differ?

You will be given TWO SOURCES AND TWO INTERPRETATIONS which are related to the same theme. You will notice that each of the sources seems to provide the information behind the conclusion reached by one of the interpretations. Eg Source B might match Interpretation 2, while Source C seems to match Interpretation 1. Working this out will help you explain why interpretations differ.

Source C Source D

Interpretation 1 Interpretation 2

Interpretations tend to be reliable as they have been written by experts to inform not manipulate their audience. They are usually neither biased and nor example of propaganda. And yet historians produce interpretations about the same thing which appear to differ. You will be asked to explain HOW two interpretations are different and WHY they differ. The how question is very straightforward. You just need to show that you can see the different points that either is making. The why question is also easy to answer so long as you remember the following:

METHOD 1 of answering this question Interpretations may differ because they had given weight to the two different source. You need to identify the view given in the two sources and match these to the different interpretation Example: The interpretation differs because they give weight to different sources. For example the writer of Interpretation 1 has given more weight to the information provided by Source C which talks about…. While the writer of interpretation 2 has given more weight to the information provided by Source B which states that…..

METHOD 2 of answering this question: The interpretations may differ because they are partial extracts from a bigger document; they don’t actually contradict each other they are just talking about different aspects of the same overall theme. For example... Example: The interpretations don’t really differ; they are both extracts from books and the particular extracts given here are emphasising different things. For example Interpretation 1 is focussing on….. while Interpretation 2 is focussing on…. Remember that you do need to give examples/ quotes to support your answer. How to answer the ‘How far do you agree with Interpretation 2’ question (worth 16 marks):

● Your response to this question is worth 16 marks so you are therefore supposed to give a long, developed and analytical answer which demonstrates your knowledge of this topic as well as your skills.

● You need to give a BALANCED answer which both agrees and disagrees with the interpretation using quotes from BOTH INTERPRETATIONS as well as you own knowlegge. You are allowed to use facts from the two sources to support the points you are making, and I would suggest that you do!

Here is a framework, which if followed, could result in your reaching the highest level and getting between 13 and 16 marks.

Section 1: Explain why you agree with the view with the key points from Interpretation 2 - use your knowledge and any relevant facts from the matching source as well as quotes from Interpretation 2.

Section 2: Explain why you disagree with the view using evidence from Interpretation 1, your own knowledge and any relevant facts from the source with matches intepretation 1

Section 3: Make a final judgement on the view which reflects the points that you have been making - this should essentially be a short, analytical summary of what you have written in Sections 1 and 2 of your answer.

In other words:

● Agree with quotes from Interpretation 2 ● Agree with own knowledge ● Agree with quotes from supporting source Then ● Disagree with quotes from Interpretation 1 ● Disagree with own knowledge ● Disagree witn evidence from the other source Then ● Summarise your answer with a final judgement

JOB DONE! Key Facts 2: The Breakdown of Trust (p12-16) The Truman Doctrine 1947 The 1948 - America’s policy of (aka Marshall Aid)

Truman declared that: Because of the Truman Doctrine: ● ‘communist tyranny’ is evil, while democratic ● Financial aid was offered to all freedom is good European countries affected by the ● the USA had a duty to protect freedom Second World War to end post-war everywhere in the world poverty (making them less likely to ● USA was to give economic aid to stop choose a communist future) - $13 billion communist takeovers in any country in the was made available world because poverty was the best friend of ● The Catch? The country receiving aid ! had to agree to have an open trade ● military support would be provided if agreements with America necessary. The Consequence? Aid helped the western As part of the Truman Doctrine USA gave $400 European countries become strong allies to the million to governments in Turkey and Greece to fight USA and stopped the spread of communist communist forces in their civil wars. This marked the ideas amongst the people of these countries. formal end of the Grand Alliance as Stalin saw this NOTE: Aid was offered to the as an attack on the USSA/ start of ‘the ’ countries but Stalin wouldn’t let them accept it.

Key Facts about the 1948 ● Berlin was in the Eastern sector of Germany but was divided into 4 zones (Soviet, American, Britain and France) ● Stalin didn’t want the Western powers having any influence in Eastern Europe and therefore wanted complete control of Berlin ● America, Britain and France decided to make their zones in Berlin stronger so united them to create Trizonia; they planned to introduce a single currency. This angered Stalin who wanted to have control of the whole of Berlin. ● June 1948: Stalin tries to take control of all of Berlin by imposing a Blockade, cutting off all road, rail, river and canal routes linking Berlin to the Western part of Germany. He hoped to force the western powers to give up their part of Berlin. Key Facts about the Berlin Airlift ● In response to the Blockade, the US and the UK launched the Berlin Airlift which was the operation designed to provide West Berlin with all the food and other supplies that were necessary by air; there were over 2 million people in living in ‘trizonia’ at the time needing up to 1500 tons of food a day. ● There were 277,000 flights over a 10 month period carrying 2.3 million tons of supplies ● 65% of supplies were coal were needed for electricity production ● 3 million tons of candy were dropped by the airlift to keep morale up ● In May 1949, Stalin admitted defeat and called off the Blockade

Final Outcome: Germany became two separate countries (West = FRG and East = GDR); The Western Powers formed NATO in 1949; this was a military organisation which would work together against the USSR when and where necessary. Berlin was the first face-to-face confrontation between the superpowers. The USA had ‘won’ but without the need for any actual fighting. Key Facts 5: (1) p23-25

Context to - The 1959 ● In 1959 overthrew the pro-American dictator, Batista, in a popular rising. ● Castro was popular because Batista had been allowing American gangsters and businessmen to make a fortune exploiting the poor Cuban people. ● Castro shut down the casinos and brothels and nationalised the American owned sugar plantations and mills. ● The American government banned the import of Cuban sugar so Castro started trading with the . ● President Carter was horrified at having a pro-Russian country so close to America so gave his support to CIA trained invasion by Cuban exiles of Cuba. Key Facts about the Invasion : US President Eisenhower ordered CIA to train Cuban exiles for armed invasion of Cuba. 1961: The new US President, , gave the go ahead for Bay of Pigs Invasion. 17 April 1961: The Invasion is a complete disaster; 100 of the exiles were killed and over 1,000 were captured. Kennedy was humiliated. Why did the Bay of Pigs Invasion Fail? 1. Castro had known about the plan and had been able to use the tiny Cuban air force to sink the exiles supply ships in the Bay. 2. The Cuban people had not risen up to support the invasion because they were happy with what Castro was doing. 3. The didn’t provide any ground or air military support for fear of international condemnation leaving the rebels stranded. What were the consequences of the failed Bay of Pigs invasion? ● Because Cuban leader Castro knew that the CIA was involved in the invasion, and that the American President had agreed to it, he was fully convinced that Cuba needed the support of the Soviet Union (USSR) . Without Soviet military support, America would remain a major threat to the survival of the Cuban revolution. ● Castro announced that he was a Communist and that Cuba would be a communist country and requested additional military support from the Soviet Union (which might include the placing of nuclear weapons on Cuban soil). ● President Kennedy had been made to look weak and indecisive - which in turn made America look weak and indecisive. ● Kennedy would be keen to make America look strong as soon as the next opportunity to do so arose. THE CUBAN MISSILE CRISIS WAS NOT THE CUBAN REVOLUTION OR THE BAY OF PIGS FIASCO

Key Individuals involved in the Cuban Missile Crisis President Eisenhower: Was in charge of America when the Cuban revolution started and ordered CIA to support Cuban exiles attempt to overthrow Castro : The corrupt pro-American dictator of Cuba 1952-1959 Fidel Castro: The very popular left-wing leader of the Cuban Revolution President Kennedy: Took over from Eisenhower in 1961. Ignored military advisors who said the Bay of Pigs invasion wouldn’t work and gave the go-ahead but without authorising full American military support. Nikita Khrushchev: Leader of Soviet Union during the Cuban Missile Crisis Key Facts 6 : Cuba II: The Cuban Missile Crisis 1962 p25-27 Summary of what happened during the Thirteen Days

How did it start? October 1962: Khrushchev told Kennedy he wouldn’t put nuclear warheads in Cuba but in October a U-2 spy plane captured photographs of what looked like launch pads in Cuba. On the same day that Kennedy was told about the photograph, he was informed that a fleet of Soviet ships was one its way to Cuba.

1. Kennedy announced the 2.Khrushchev replied saying that his imposition of a naval ships would break the blockade and that blockade around Cuba and the Soviet Union would use nuclear called on Khrushchev to weapons if America declared war. recall the ships.

WHAT WAS THE CUBAN MISSILE CRISIS?

3.Kennedy wrote a telegram asking 4.Khrushchev offered to remove the Khrushchev to remove missiles from missiles but only if America would agree to Cuba. a promise not to invade Cuba

Secret stuff going on behind the scenes ● Khrushchev learned that America HOW WAS THE CRISIS REVOLVED? was planning to invade Cuba within Kennedy openly promised that America the next 24 hours and offered America a secret deal (which the would not invade Cuba if the Soviet Union world was not to know about). removed their missiles from Cuba and ● The secret deal was that the USSR WOULD remove the Cuban secretly agreed to remove the American missiles so long as the Americans missiles from Turkey - so long as the rest removed their nuclear missiles from Turkey. of the world was not told about the missile

removal in Turkey.

Why was the Cuban Missile Crisis important? Because of these events…. ● President Kennedy was left looking strong while Khrushchev looked weak, because the Turkish side of the deal was kept secret from the rest of the world. ● A telephone hotline was set up so that the leaders could communicate immediately and directly if another crisis occurred, ● 1963: Nuclear Test Ban Treaty was signed between USSR, USA and UK- Was this because both sides had been made to realise how easy it would be for a nuclear war to break out? ● 1967: Outer Space Treaty - space was not to be used for military purposes ● 1968: Nuclear Non-Proliferation Treaty - 40+ countries agreed that only USA, USSR, GB, France and China would have nuclear weapons. In other words, as a result of the Cuban Missiles Crisis, both sides were making a greater effort to work towards a more peaceful relationship because the Cuban Missile crisis had made them realise how easy it would be for a nuclear war to break out. Key Facts 9: (p32-35) Soviet Invasion of Afghanistan 1979

Why was Afghanistan important in the 1970s? 1. Afghanistan was not part of the Soviet Union but had a very similar religion and culture to many of the Asian countries which WERE, such as Uzbekistan,Turkmenistan and Azerbaijan. Therefore, what happened in Afghanistan might affect the Soviet states which were in Asia. 2. Afghanistan bordered Iran which had experienced an Islamist revolution and had established a fundamentalist Muslim government. 3. Russia was scared of the Domino Effect. Afghanistan might copy Iran and then the neighbouring Soviet countries with large Muslim populations might copy Afghanistan and then the Soviet Union itself might break down. 4. Due to its strategic importance (next door to Iran) Brezhnev was determined to keep a pro-Soviet government in charge of Afghanistan. When and why did the Soviet Union invade Afghanistan?

Good thing for In April 1978 there as a pro-Communist Revolution in Afghanistan and its new Brezhnev: President, Taraki, became an official ally of the USSR.

Bad thing for In September 1979, President Taraki was overthrown by Aman, the head of the Afghan Brezhnev: army. Unlike Taraki, Amin was not popular with the Muslim majority. Still, Brezhnev tried to work with the new leader.

Even worse Brezhnev discovered that Amin was in talks with America about establishing a possible alliance.

Action On December 24th 1979, Brezhnev sent Soviet troops into Afghanistan to remove Amin and occupy the country; a Communist leader Babrak Karmal was installed as Afghan President. Brezhnev claimed that Amin had invited him in but this wasn’t true. This was a hostile invasion of a non-Communist country.

Immediate consequences of the Soviet Invasion of Afghanistan ● Detente was over! Unlike the invasion of Hungary and Czechoslovakia, this was a Soviet invasion of a country which wasn’t part of the Soviet Union. ● US President misunderstood the reason for the invasion; he thought that the invasion was the start of a move by Brezhnev to take control of the oil-rich Persian Gulf (Middle East). This led to a speech which became known as “The ”

The Carter Doctrine 1980: America would do whatever was necessary, including the use of military force, to prevent the USSR gaining control of the Persian Gulf.

Long term consequences of the Soviet invasion of Afghanistan ● The US formed an alliance with China and Israel; all three agreed to support the Mujahideen (Islamist rebels fighting against the Soviet troops).The CIA sent money and weapon to them. ● Economic sanctions were imposed on the Soviet Union, undoing the Helsinki Agreement. ● American support was withdrawn from SALT 2, ending the work to end the . ● Carter organised a boycott of the Moscow Olympic Games of 1980 in which 60 nations supported the American led boycott. In other words, all the gains of the Detente period were destroyed either by the Soviet invasion, or the American’s response, depending on your point of view. Essential Knowledge for Paper 1 - Sources and Interpretations The Key Focus of Paper 2 will be Women in Nazi Germany. The questions are designed to assess your ability to understand and evaluate sources and Interpretation not your knowledge recall. However in order to evaluate the usefulness of sources and interpretations you do need to have some knowledge of the historical context so you do need to be confident of knowing the facts below. ● The Nazis said that the role of women in society was to look after their homes, their husbands and to have lots of children. ● The number of babies being born in Germany had been in decline since the First World War and the Nazis wanted to reverse this trend so that there would be plenty of soldiers for the Nazi army. ● The Nazi gave loans to married couples to encourage them to have babies; the more babies you had the smaller the amount you would have to pay back. ● Women who had more that four children were given medals. ● Married women were sacked from the civil service, the judiciary, teaching and medicine. ● Removing women from the workplace would create jobs for unemployed men ● The Nazis tried to change the appearance and behaviour of women by propaganda showing women looking traditional and natural, with no make-up, not smoking etc ● Only 10 % of university students could be female.

Were Nazi policies successful? ● The birth rate did rise while the Nazis were in power but most couples continued to limit their families to three children ● There was a small rise in the number of marriages at first but then it reverted to pre-Nazi levels. ● The divorce rate remained high. ● The number of women in employment did all from 7 million in 1928 to 5.7 million by 1936 BUT it then began to rise again as more women were needed for the workforce as Germany began to prepare for war. By 1939 there were MORE women working than there had been in 1933. The Chain of Evacuation from the Frontline to the Base Hospital

Casualty Clearing Station The Chain of Evacuation

One of the most important priorities was to have an efficient system of evactuation to a safe area where wounded soldiers could be treated. This was known as a chain of evacuation. There were four main stages. The order of these stages was not necessarily the same for each casualty. 1.Regimental Aid Posts (RAP) Aim: to give immediate first aid and return soldiers to fight as soon as possible. They were usually within 200m of the front line in a communications trench. They were staffed by a medical officer and a few stretcher bearers. They could not deal with more serious cases who had to be taken further up the chain. 2. Dressing Stations (ADS and MDS) Ideally there would be be an advanced station(ADS) within 400m of the RAP and a MAIN dressing station about half a mile away. They were often in abandoned buildings, dug outs or bunkers as this gave protection from enemy shelling. When these were not available tents were used. They were staffed by 10 medical officers and stretcher bearers of the RAMC. From 1915 there were nurses there too. Men could either walk there or be carried. The Dressing Stations were a regiment of the RAMC called the Field Ambulance unit’. The Field Ambulance unit could deal with 150 men but often in battles this was much higher. They did not have the facilities to deal with men for longer than a week.

3.Casualty Clearing Stations ( CCS) These were located far enough away from the front line to provide safety but close enough for the ambulance waggons. The CCS closest to the front line specialised in the most critical injuries. They were often close to railway lines to enable the next stage of evacuation to take place. They developed a ‘triage’ system for A CCS during WW1 assessing the wounded: What was a ‘Blighty’ I. The walking wounded - patch them up and return Wound? them to the frontline. This was a wound II. Those in need of surgery - move them onto a Base serious enough to get soldiers away from Hospital. the fighting and back III. No chance of recovery- make them as comfortable to Britain (blighty) via as possible and let nature take its course. the Chain of By 1916, Casualty Clearing Stations became more Evacuation, but not important than Base Hospitals because if wounds were serious enough to lead not dealt with quickly they could develop. Casualty to permanent medical problems. Some Clearing stations remained the most important place for soldiers gave them operations until the spring of 1918 when the Germans selves blighty wounds launched their Spring Offensive. As a result of the but risked the death Spring Offensive, the CCS had to move further back so penalty if it was found most of the surgery that was required for the wounded out that their wound was self-inflicted. was now undertaken again in the Base Hospitals.