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Edexcel GCSE
History A (The Making of the Modern World) Unit 3: Modern World Source Enquiry Option 3C: A divided union? The USA 1945–70
Tuesday 7 June 2011 – Morning Time: 1 hour 15 minutes
You must have:
Sources Booklet (enclosed)
5HA03/3C
Instructions Use black ink or ball-point pen. Fill in the boxes at the top of this page with your name, centre number and candidate number. Answer all questions. Answer the questions in the spaces provided – there may be more space than you need.
Information The total mark for this paper is 50. The marks for each question are shown in brackets – use this as a guide as to how much time to spend on each question. Questions labelled with an asterisk (*) are ones where the quality of your written communication will be assessed – you should take particular care with your spelling, punctuation and grammar, as well as the clarity of expression, on these questions.
Advice Read each question carefully before you start to answer it. Keep an eye on the time. Try to answer every question. Check your answers if you have time at the end.
P38260A ©2011 Edexcel Limited.
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Paper Reference
History A (The Making of the Modern World) Unit 3: Modern World Source Enquiry Option 3C: A divided union? The USA 1945–70
Tuesday 7 June 2011 – Morning
Sources Booklet 5HA03/3C
Do not return this Sources Booklet with the question paper.
P38260A ©2011 Edexcel Limited.
Background information
Student protests began in universities across the USA with many students rejecting the values and society that their parents had created. Some historians suggest that the Free Speech Movement, which began at the University of California, Berkeley, was the main reason for student protest. Other historians suggest it was because of other important issues of the time, such as the Vietnam War.
Source A: From an interview in 2003 with one of the leaders of the Berkeley Free Speech Movement (FSM) of 1964–65.
The Free Speech Movement was the very first time that students had been arrested in protest on a university campus. During the strike afterwards, half the students turned out and paralysed the university for several days. The strike lasted until the governing body of the university finally voted in our favour that freedom of speech should not be restricted. The following spring, we began to organise the first mass anti-war movement in the country against US involvement in Vietnam.
Source B: A petition drawn up by students at the University of California, Berkeley, in January 1965 and signed by over 700 staff and students. It was handed to the University governing committee.
True freedom of speech requires that students and student organisations be free to promote the causes they support by any peaceful action on or off the campus. Free speech can only exist in an atmosphere of trust on both sides. This atmosphere cannot survive when student leaders are suspended as a result of their actions. The Free Speech Movement consists of responsible students whose aim is to secure for us all the right to freedom of speech on the Berkeley campus.
Source C: From an interview with the President of the University of California, Berkeley, January 1965.
This new generation of student activists has a new tactic – civil disobedience. I misjudged the Free Speech Movement’s willingness to use this tactic. When we didn’t give in to their early demands, they started civil disobedience – straightaway! They marched and went on strike, they blocked police cars, they held sit-ins. They took us completely by surprise. But the rules will not be changed in the face of mob action.
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Source D: A photograph taken in 1967 and published in a US national newspaper. It shows students burning their draft cards.
©Bettman/CORBIS
Source E: From an interview with Marvin Mathiak for a book of eyewitness accounts of the war in Vietnam, published in 2005. Mathiak was a student at the University of Wisconsin in the mid-1960s.
At the University of Wisconsin in 1966 there were a lot of demonstrations against the war in Vietnam. Only about five percent of the people who were demonstrating had serious views about the war and the rest were just out for fun. There were a lot of sit-ins. I remember I had to step over people to get to my classes. To me, the protests were a nuisance as they were interfering with my rights to get an education. However, after I was drafted, I also became quite strongly anti-war.
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Source F: From a modern history textbook, published in 1996.
The Students for a Democratic Society campaigned for more say for students in how their courses and universities were run. Moreover the student movement was not isolated from other protest movements. In 1964, students organised rallies and marches in support of the civil rights campaign, whilst others became involved with the women’s movement. Student anti-war protests reached their height in 1968, with huge numbers of demonstrations against the war in Vietnam.
Edexcel Limited gratefully acknowledges the following sources used in the preparation of this paper:
Source C: Draper, Hal, Berkeley: The New Student Revolt (2nd ed.), ©Alameda, CA: Center for Socialist History, 2009. Source E: ©David & Charles Publishers. Source F: History in Focus: GCSE Modern World History, Ben Walsh, published by John Murray (Publishers) Limited, ©1996. Reproduced by permission of Hodder Education.
Every effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Edexcel will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions.
shiell_a
Answer ALL questions.
Look carefully at the background information and Sources A to F in the Sources Booklet and then answer Questions 1 to 5 which follow.
1 Study Source A.
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4
*P38260A0416*
2 Study Source B and use your own knowledge.
What was the purpose of this petition? Use details of the petition and your own knowledge to explain your answer.
(8)
6
*P38260A0616*
3 Study Sources A, B and C.
How far do these sources agree about the Berkeley Free Speech Movement? Explain your answer, using the sources.
(10)
9
*P38260A0916* Turn over
4 Study Sources D and E and use your own knowledge.
How useful are Sources D and E as evidence of student campaigns against US involvement in the war in Vietnam? Explain your answer, using Sources D and E and your own knowledge.
(10)
12
*P38260A01216*
*5 Study all the sources (A to F) and use your own knowledge.
‘The Free Speech Movement was the main reason for student protest.’
How far do the sources in this paper support this statement? Use details from the sources and your own knowledge to explain your answer.
(16)
TOTAL FOR PAPER = 50 MARKS
16
*P38260A01616*