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August 8th, 2017 
admin Answer questions from Unit I and Unit III. Answer the questions on the Contexts you have studied. Your Invigilator will tell you which these are. You must do ONE Context from Unit I and ONE Context from Unit III. Tick your Contexts below. UNIT I—CHANGING LIFE IN SCOTLAND AND BRITAIN Tick ONE of the following boxes: Context A: 1750s–1850s…………………. Pages 5–10
OR Context B: 1830s–1930s…………………. Pages 11–16
OR Context C: 1880s–Present Day……….. Pages 17–22 UNIT III—PEOPLE AND POWER Context A: USA: 1850s–1880s………… Pages 24–31
OR Context B: INDIA: 1917–1947……….. Pages 32–39
OR Context C: RUSSIA: 1914–1941……… Pages 40–47
OR Context D: GERMANY: 1918–1939…. Pages 48–55
Write your answers in the spaces provided. Go to your Context in Unit I.
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Remember to do ONE Context from Unit I and ONE Context from Unit III. UNIT I—CHANGING LIFE IN SCOTLAND AND BRITAIN CONTEXT A: 1750s–1850s Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A describes events during the Radical Wars in 1820. Source A
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A group of badly armed Radicals was defeated by government soldiers at Bonnymuir. Afterwards two of the Radical leaders were hanged. Eighteen other Radical prisoners were transported to Australia for life. 1. The Bonnymuir Radicals were treated harshly. examples. 1: 2: 2 Give two
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Source B explains why many people left the Highlands of Scotland. Source B By 1850 many of the Highland glens were empty. People had been evicted during the Highland Clearances to make way for sheep, which made more money for the landowners. Many left because they couldn’t pay the everrising rents. The final blow came with the failure of the potato crop. 2. Why did many people leave the Highlands of Scotland? Give three reasons. 1: 2: 3:
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Source C describes the ways in which improved medical knowledge helped people in Scotland live longer. Source C Medical knowledge made important progress by the 1850s. Doctor Simpson produced the first effective anaesthetic for surgery, which helped save many lives. Patients still developed infections and died after surgery. Vaccinating people against smallpox brought the disease under control. 3. What evidence is there that improved medical knowledge was important in Scottish people living longer? Give two examples. 1: 2:
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In Questions 4, 5 and 6 the topic for investigating is: The effects of factory work on Scottish children. Study the information in the sources, and then answer the questions which follow. Source D was written by Dale Owen when he first visited the New Lanark cotton mill in 1808. Source D We found young children exhausted by working fourteen hours a day. Half an hour was allowed for their midday meal. They suffered due to working in very high temperatures. Overseers carried heavy leather clubs and we frequently saw even young children badly beaten. 4. Why is Source D useful as evidence for investigating the effects of factory work on Scottish children? Decide which two of the following statements are correct. A It was written by an eyewitness to the effects of factory work on Scottish children B It was written by someone who had only read about the effects of factory work on Scottish children C It is a secondary source D It was written to show that working in factories was good for Scottish children E It was written to show that working in factories was harmful for Scottish children Write the two correct letters in the boxes.
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Source E describes conditions in a mill in Paisley in 1833. Source E The number of workers in this mill is 107. All workers appear to be in good health. James Balderstone, the overseer, declares that he never knew any worker become deformed by the work. There have been no accidents from the machinery in the last twelve months. 5. Look at Sources D and E. Then complete the table, using four pieces of evidence in total. What does Source D, on Page eight, tell us about how working in factories harmed Scottish children? What does Source E, on Page nine, tell us about how working in factories did not harm Scottish children?
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6. Look again at your answers to Question 5. Now write down two conclusions you have reached about the effects of factory work on Scottish children. 1: 2:
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[END OF CONTEXT 1A] Now turn to the ONE Context you have studied and are going to answer in Unit III.
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Remember to do ONE Context from Unit I and ONE Context from Unit III. UNIT I—CHANGING LIFE IN SCOTLAND AND BRITAIN CONTEXT B: 1830s–1930s Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A describes how the government dealt with the militant Suffragettes. Source A
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In October 1906 eleven Suffragettes, including Sylvia Pankhurst, were causing a disturbance outside the House of Commons. For their part in the disturbance they were given two months in prison. When in prison they refused to eat and so were force fed. 1. The militant Suffragettes were treated harshly. examples. 1: 2: [1540/27/01] Page eleven [Turn over 2 Give two
Source B explains why many Scots emigrated to other countries. Source B Scots who emigrated became sentimental later about ‘Bonnie Scotland’. But we should not forget why they left. Poverty drove most of them from Scotland. Countries like the USA or Canada welcomed Scots workers. These countries also had plenty of land. 2. Why did many Scots emigrate? Give three reasons. 1: 2: 3:
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Source C describes the ways in which improved medical knowledge helped people in Scotland live longer. Source C Medical knowledge made important progress by the 1850s. Doctor Simpson produced the first effective anaesthetic for surgery, which helped save many lives. Patients still developed infections and died after surgery. Vaccinating people against smallpox brought the disease under control. 3. What evidence is there that improved medical knowledge was important in Scottish people living longer? Give two examples. 1: 2:
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In Questions 4, 5 and 6 the topic for investigating is: The effects of working in coal mines on Scottish children. Study the information in the sources, and then answer the questions which follow. Source D is evidence given by Isabella Read, age 12, to the Royal Commission in 1842. Source D I am brought to work at the pit with my sister and brother. I cannot say how many journeys I make from pit bottom to the top. I carry a hundredweight and a quarter on my back. I am frequently up to my calves in water. The lasses do not like the work but they are made to do it. 4. Why is Source D useful as evidence for investigating the effects of working in coal mines on Scottish children? Decide which two of the following statements are correct. A It was spoken by an eyewitness who worked as a child in a coal mine B It was written by someone who had only read about child labour in coal mines C It is a secondary source D It was written to show the benefits of working in a coal mine for Scottish children E It was written to show that working in coal mines was harmful for Scottish children Write the two correct letters in the boxes.
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Source E describes conditions in a coal mine in 1842. Source E Very young boys have never been allowed to work underground in our pits. No girls work in our pits. There is a school attached to the coal mine and most of the girls and boys attend. At age twelve the boys go down the pit. We think they are no use before that age. 5. Look at Sources D and E. Then complete the table, using four pieces of evidence in total. What does Source D, on Page fourteen, tell us about how working in coal mines harmed some Scottish children? What does Source E, on Page fifteen, tell us about how working in coal mines did not harm all Scottish children?
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6. Look again at your answers to Question 5. Now write down two conclusions you have reached about the effects of working in coal mines on Scottish children. 1: 2:
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[END OF CONTEXT 1B] Now turn to the ONE Context you have studied and are going to answer in Unit III.
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Remember to do ONE Context from Unit I and ONE Context from Unit III. UNIT I—CHANGING LIFE IN SCOTLAND AND BRITAIN CONTEXT C: 1880s–Present Day Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A describes how the government dealt with the militant Suffragettes. Source A
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In October 1906 eleven Suffragettes, including Sylvia Pankhurst, were causing a disturbance outside the House of Commons. For their part in the disturbance they were given two months in prison. When in prison they refused to eat and so were force fed. 1. The militant Suffragettes were treated harshly. examples. 1: 2: [1540/27/01] Page seventeen [Turn over 2 Give two
Source B explains why many Scots emigrated to other countries. Source B Scots who emigrated became sentimental later about ‘Bonnie Scotland’. But we should not forget why they left. Poverty drove most of them from Scotland. Countries like the USA or Canada welcomed Scots workers. These countries also had plenty of land. 2. Why did many Scots emigrate? Give three reasons. 1: 2: 3:
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Source C describes the ways in which improved medical knowledge helped people in Scotland live longer. Source C Glasgow suffered more from tuberculosis (TB) than any other part of Britain. TB was eventually brought under control by the introduction of vaccinations. Campaigns to x-ray Scots in the 1950s also helped diagnose sufferers before the disease could spread. 3. What evidence is there that improved medical knowledge was important in Scottish people living longer? Give two examples. 1: 2:
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In Questions 4, 5 and 6 the topic for investigating is: The effects of World War I on Scottish women. Study the information in the sources, and then answer the questions which follow. Source D was written by Sylvia Pankhurst after she visited an aircraft factory in 1916. Source D I saw women workers painting aeroplane wings. They said they often worked from eight in the morning till eight at night. They told me it was common for women painters to faint and be carried outside to recover from the paint fumes before going back to work. Some women never recovered their health. 4. Why is Source D useful as evidence for investigating the effects of World War I on Scottish women? Decide which two of the following statements are correct. A It was written by an eyewitness who had spoken to women war workers B It was written by someone who had only read about women war workers C It is a secondary source D It was written to show the benefits of working in the First World War E It was written to show how hard women worked in the First World War Write the two correct letters in the boxes.
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Source E describes the experience of women working during the First World War. Source E The war did affect the working lives of women. They were allowed to do many of the jobs only done by men before the war. Women now did jobs such as working as postwomen. They did not receive equal pay with men. However, women’s pay did go up during the war. 5. Look at Sources D and E. Then complete the table, using four pieces of evidence in total. What does Source D, on Page twenty, tell us about the bad experiences of women workers during the First World War? What does Source E, on Page twenty-one, tell us about the good experiences of women workers during the First World War?
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6. Look again at your answers to Question 5. Now write down two conclusions you have reached about the effects of World War I on women. 1: 2:
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[END OF CONTEXT 1C] Now turn to the ONE Context you have studied and are going to answer in Unit III.
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Remember to do ONE Context from Unit III and ONE Context from Unit I. UNIT III—PEOPLE AND POWER CONTEXT A: USA 1850s–1880s Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A is about problems settlers faced when travelling West. Source A
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There were many problems on the journey. Many of the Native Americans would try to steal cattle and horses. One of the worst things that could happen was that a wagon wheel could break and they could not get another. 1. People faced problems travelling West by wagon train. Describe two problems. 1: 2: [1540/27/01] Page twenty-four 2
Source B describes problems faced by people travelling West. Source B We left home this morning and travelled sixteen miles. We learned that eleven wagons had been attacked by Native Americans. We then had a steep climb up a mountain and the wagons got stuck. We could not risk breaking a wheel as we could not get another one. 2. Source A agrees with Source B about problems faced by people travelling West. Give three ways that they agree. 1. Source A says/shows:
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and also Source B says:
2. Source A says/shows:
and also Source B says:
3. Source A says/shows:
and also Source B says: 3
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Source C describes how the attack on Fort Sumter led to the Civil War. Source C The Confederate General Beauregard demanded Fort Sumter’s surrender. Major Anderson, the fort’s commander, refused. So next day the Confederates opened fire and the soldiers in Fort Sumter fired back. They shot at each other for thirty-three hours. The people of the North wanted revenge. The Civil War had started. 3. The attack on Fort Sumter was an important cause of the outbreak of the Civil War. Give two pieces of evidence. 1: 2:
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Source D is a picture from a newspaper in April 1861. Source D
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4. Why is Source D useful as evidence of the attack on Fort Sumter? Decide which two of the following statements are correct. A It is a primary source B It is a secondary source C It was to show that Fort Sumter was attacked by soldiers with big guns D It was to show that Fort Sumter was never attacked E It is a picture of slaves on a plantation Write the two correct letters in the boxes. 2
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Source E is about improvements to the lives of black Americans under Reconstruction. Source E Black Americans were given equal voting rights. Congress set up the Freedman’s Bureau. They opened schools for black Americans. They helped them get paid jobs. However, the Freedman’s bank was badly managed and customers lost money. 5. Life for black Americans improved under Reconstruction. Give three reasons for this. 1: 2: 3:
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Source F is about the introduction of black rights. Source F These new rights for black Americans scared many Southern white Americans and they joined groups like the Ku Klux Klan. Black Americans only got the worst jobs. Armed gangs often stopped them from voting. Schools were targeted and sometimes set on fire. 6. Source E disagrees with Source F about the introduction of black rights. Give three ways that they disagree. 1. Source E says:
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but Source F says:
2. Source E says:
but Source F says:
3. Source E says:
but Source F says: 3
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Source G is by a Native American in 1871 talking about life on a reservation. Source G We are prisoners on this reservation. We can not feed ourselves and we rely on food from the government. They have taken our weapons and our horses. We are hunters and warriors. This is no way for a warrior to live. 7. Why is Source G useful as evidence of life on reservations for the Native Americans? Decide which two of the following statements are correct. A It was said to encourage Native Americans to move to the reservations B It says that the Native Americans are unhappy on the reservations C It says that the Native Americans are happy on the reservations D It is a primary source E It is a secondary source Write the two correct letters in the boxes.
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Source H is by a Sioux chief speaking in the 1860s. Source H I have heard that you want to settle us on a reservation near the mountains. I don’t want to settle. I love to ride over the prairies. That is where I am happy. But when we settle down we grow sad and our spirit dies. 8. How can you tell that the Sioux chief did not want to live on the reservation? Give three pieces of evidence. 1 He says: 2 He says: 3 He says:
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[END OF CONTEXT IIIA] Now check you have done ONE Context from Unit I and ONE Context from Unit III.
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Remember to do ONE Context from Unit III and ONE Context from Unit I. UNIT III—PEOPLE AND POWER CONTEXT B: INDIA 1917–1947 Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A is about the benefits of railway building in India. Source A In the nineteenth century the British began to build a railway network in India. This would change life in India. Building railways helped to develop Indian industry. Also food could be transported to all areas of India. 1. Building railways benefited India. Describe two benefits. 1: 2:
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Source B is about the effects of building railways across India. Source B The British developed railways throughout India. Yet for most Indians life went on much as it had done. It was still difficult to transport food to reach areas of India suffering famine. Little was done for Indian industry. 2. Source A disagrees with Source B about the effects of building railways across India. Give three ways that they disagree. 1. Source A says:
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but Source B says:
2. Source A says:
but Source B says:
3. Source A says:
but Source B says: 3
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Source C describes the Salt Tax protests. Source C In March 1930 Gandhi decided to protest against the Salt Tax. Thousands followed him to break the law. It was a signal for Indians all over the country to defy their British rulers. 3. The Salt Tax protests were important in showing discontent in India. Give two pieces of evidence. 1: 2:
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Source D is a photograph of Salt Tax protestors on the beach at Dandi in April 1930. Source D
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4. Why is Source D useful as evidence of the Salt Tax protests? Decide which two of the following statements are correct. A It is a primary source B It is a secondary source C It was taken to show that Indians protested against the Salt Tax D It was taken to show that Indians supported the Salt Tax E It is a picture of Indians harvesting corn Write the two correct letters in the boxes. 2
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Source E is a photograph taken in the 1930s of Untouchables receiving their wages. Source E
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The wages of Untouchables are wrapped in a leaf and dropped from a safe distance into their hands. 5. Why is Source E useful as evidence of how Untouchables were treated? Decide which two of the following statements are correct. A It was taken to encourage the caste system B It shows the man will not touch the women C It shows the man wants to shake hands with the women D It is a primary source E It is a secondary source Write the two correct letters in the boxes. 2
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Source F is by Gandhi. Source F I hate the hideous way Untouchables are treated and for which millions of Hindus are responsible. But I refuse to hate Hindus. I dislike the way it divides India. It is unacceptable that Untouchables continue to be cursed by other Indians. 6. How can you tell that Gandhi did not like how Untouchables were treated in India. Give three pieces of evidence. 1 He says: 2 He says: 3 He says:
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Source G is about Indian independence. Source G Jinnah was the leader of the Muslim League. He found it impossible to agree with Nehru and Gandhi. They were determined that India should be one country. But the Muslims wanted to have a country of their own—Pakistan. This new country would have a Muslim rather than a Hindu majority. 7. Jinnah found setting up an independent India difficult. Give three reasons for this. 1 He says: 2 He says: 3 He says:
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Source H is about Indian independence. Source H Gandhi and Nehru wanted India to stay united. But keeping India united proved difficult. Muslims wanted a separate Pakistan. This would mean Muslims now, instead of Hindus, would be in the majority. 8. Source G agrees with Source H that setting up an independent India was difficult. Give three ways that they agree. 1. Source G says:
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and also Source H says:
2. Source G says:
and also Source H says:
3. Source G says:
and also Source H says: 3 [END OF CONTEXT IIIB] Now check you have done ONE Context from Unit I and ONE Context from Unit III.
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Remember to do ONE Context from Unit III and ONE Context from Unit I. UNIT III—PEOPLE AND POWER CONTEXT C: RUSSIA 1914–1941 Study the information in the sources. You may also use your own knowledge. Try to answer all the questions in this Context. Source A is about problems facing Russian civilians during the First World War. Source A The First World War affected Russian civilians in many ways. There were shortages of everything. People had to queue all the time. The queues often stretched far into the distance, so people had to wait a very long time to get to the front of the queue. 1. The First World War caused problems for Russian civilians. Describe two problems. 1: 2:
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Source B describes the problems facing Russian civilians during the First World War. Source B The war had a big impact on Russian civilians. Queuing became routine in cities. People had to wait a very long time for food because the queues were so long. Even when you reached the shops, severe food shortages meant there was usually little available. 2. Source A agrees with Source B about problems facing Russian civilians during the First World War. Give three ways that they agree. 1. Source A says:
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and also Source B says:
2. Source A says:
and also Source B says:
3. Source A says:
and also Source B says: 3
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In Source C an eyewitness describes life in Moscow during the Civil War in 1921. Source C You would often see peasants who had walked from the famine-stricken countryside in the hope of finding food. By that time they were usually so weak that they mostly died on the street. I saw many deaths—whole families sometimes. It was terrible. 3. Why is Source C useful as evidence of the effects of the Civil War on Russian peasants? Decide which two of the following statements are correct. A It is a primary source B It is a secondary source C It was written to highlight the bad effects of the Civil War D It was written to highlight the good effects of the Civil War E It says that peasants coped well during the Civil War Write the two correct letters in the boxes.
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Source D describes the effects of the Civil War on Russian peasants. Source D Squads of soldiers were sent to the countryside to take food from the peasants. This made the peasants angry. Less food and poor harvests led to famine, and around 5 million people died in Russia. 4. The Civil War was important in causing suffering for Russian peasants. Give two pieces of evidence. 1: 2:
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Source E is about Stalin’s Five Year Plans. Source E Stalin’s Five Year Plans were successful because they were organised with great care. Rewards for meeting targets encouraged workers to work harder. Those who failed were fined or even lost their jobs. Since factories worked seven days a week they produced much more. 5. Stalin’s Five Year Plans were successful. Give three reasons for this. 1: 2: 3:
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