Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Standard Grade Homework Booklet
1
CONTENTS
Unit 2B: International Cooperation and Conflict: 1890s –
1920s
Causes of World War 1 page
New Technology page
Trench Life page
The Home Front page
The End of the War page
Unit 1C: Changing life in Scotland and Britain: 1880s –
Present
Population page
Housing page
Health page
Transport page
Shipbuilding page
The Role of Women page
Democracy page
Unit 3D: People and Power: Germany 1918-1939
Germany after WW1 page
The Weimar Republic page
Economic Problems of Weimar page
The Rise of the Nazis page
Nazis in Power page
Opposition to the Nazis page
Standard Grade Homework Booklet
2
How to answer KU questions!!
There are 3 main types of KU question:
‘Describe’ questions simply require detailed information
about a certain event.
‘Explain’ questions also require you to give reasons why
something happened.
‘How important’ questions require you to make a
judgement on the importance of a certain event, perhaps
in relation to other factors.
General KU
Write an introductory sentence.
E.g. There were many reasons why people emigrated
from Scotland during the 1800‟s.
Take 2 or 3 relevant points from the source. Explain each
point in your own words, in separate sentences.
(ie. for a 3-mark question take 2 points from the source;
for a 4-mark question take 3 points from the source)
Add 1 – 2 pieces of evidence from your own recall
knowledge – try to be as specific as possible
Make sure you write your answer in a proper paragraph
Write a concluding sentence summing up your answer.
Standard Grade Homework Booklet
3
Credit KU
Write an introductory sentence
E.g. The naval race was an important cause of World
War One in the years leading up to 1914 for several
reasons.
Answer the question using relevant, detailed information;
this should be specific and accurate with names and
dates, explanations of events and examples where
appropriate
Write a concluding sentence summing up your answer.
Make sure you write your answer in a proper paragraph
Standard Grade Homework Booklet
4
Unit 2B: International Cooperation and Conflict: 1890s –
1920s
Causes of World War 1
Q.1 Source A is about the system of alliances in Europe
before the First World War
Source A
The Alliance System caused Europe to be divided into
two armed camps. The new German Empire formed an
alliance with Austria-Hungary. That power bloc,
stretching across central Europe and later joined by Italy,
became known as the Triple Alliance. This scared the
French and the Russians.
What were the results of the system of alliances in
Europe before the First World War?
(3 marks)
Q.2 Source B is from a modern history textbook by Tony
Howarth.
Source B
On 28 June 1914 the heir to the Austrian throne,
Archduke Franz Ferdinand and his wife were shot dead
in Sarajevo, the capital of Bosnia. The assassin, Gavrilo
Princip, was a Bosnian Serb who wanted Bosnian
independence from Austria. But Austria blamed Serbia
and used the murders as an excuse to smash Serbian
nationalism.
Standard Grade Homework Booklet
5
Explain why the assassinations at Sarajevo led to the
outbreak of the First World War.
(4 marks)
Q.3 Source C is from „The First World War‟ by John
Keegan.
Source C
Almost one month after they had been blamed for the
assassinations at Sarajevo, the Serbian Government
received the ultimatum from Austria-Hungary. At first,
they thought they would have to give in and accept all
ten points. However, on hearing that Russia was very
much on their side, they decided to attach conditions to
six points and reject absolutely the most important point.
On hearing this, Austria-Hungary declared war on
Serbia.
Explain why Austria-Hungary went to war against Serbia
in 1914.
(3 marks)
Standard Grade Homework Booklet
6
Q.4 Source D shows the strengths of the British and
German navies in 1914.
Source D
Describe the Arms Race in Europe in the years 1900-
1914. (3 marks)
Standard Grade Homework Booklet
7
Credit KU
How to answer 8 mark essay questions!!!
Your essay should have an INTRODUCTION
MIDDLE SECTION
CONCLUSION
Introduction
Think about how you are going to answer the essay
before writing the introduction!
Your introduction should set out what you are going to
do in the essay.
Middle Section
4 or 5 developed points. Each point should be fully
developed as a paragraph containing:
~A strong main sentence that links to the introduction.
~Accurate factual information that is relevant.
~A „summing-up‟ sentence that links the information
back to the main question, and makes clear why the
factual information is being included.
Conclusion
**MUST BE INCLUDED**
~Should sum up what you have already said and provide
an overall answer to the question
~NEVER ADD NEW INFORMATION INTO THE
CONCLUSION
Standard Grade Homework Booklet
8
Q.5 How important as a cause of the First World War
was EITHER
(a) the alliance system? (8 marks)
OR
(b) the Naval Arms Race? (8 marks)
Q.6 How important were the assassinations of the
Archduke Franz Ferdinand and his wife in causing the
First World War? (5 marks)
Q.7 Describe the agreements and alliances made by the
Great Powers before 1914. (4 marks)
Standard Grade Homework Booklet
9
Enquiry Skills
HOW TO ANSWER A ‘HOW USEFUL’ QUESTION
Source A is (useful/valuable/reliable) to a
(certain/large/small) extent in......
The author of the source is (name/magazine/newspaper/
nationality). The source is useful because it is (an
eyewitness account/written by someone who experienced
the event/researched the event)
The source was written in (date/year) which makes it a
(primary/secondary) source. The source is (useful/
valuable/reliable) because it was produced (provide
background context e.g. at the outbreak of WW1)
The detail of the source holds great value because it
mentions that „...(extract from the source)...‟ which
means that (in your own words)
The source is rather limited because...(it is a single
viewpoint/perspective/gives a one sided view/bias)
The source does not provide a full explanation of the
issue because it does not mention (use your own
knowledge)
The general purpose of the source is to warn/illustrate/
defend/argue....
Standard Grade Homework Booklet
10
General Enquiry Skills
Q.8 Source A was written by a British government
official in 1902.
Source A
The German people dream of getting a great empire.
They believe that to become a world power Germany
must gain land overseas. This is needed to allow its
overflowing population to emigrate. An empire requires
Germany to build up a great navy. When told there are
no colonies left, they reply that the world belongs to the
strong. Such ambition is a clear threat to Britain.
How useful is Source A as evidence of the growing
tension between Britain and Germany before 1914?
(4 marks)
Credit Enquiry Skills
Q.9 Source B was written by Herbert Sulzbach in his
diary on August 1st, 1914.
Source B
Our Glorious Kaiser has ordered general mobilisation of
the army and navy. Try as I might, I can‟t convey the
splendid spirit and wild enthusiasm that has come over
us all. We have always felt that Russia was going to
attack us and now the idea that we are going to be able to
defend ourselves gives us considerable strength. Russia‟s
dirty intrigues are dragging us into this war; the Kaiser
warned the Russians as late as 30th
July. I still cant
Standard Grade Homework Booklet
11
imagine what it‟s going to be like – putting the Russians,
and hopefully the British Navy, in their places.
How useful is Source B as evidence of international
tensions before the outbreak of World War One?
(4 marks)
Standard Grade Homework Booklet
12
MODERN WARFARE
General K.U.
Q.1 In Source A George Coppard describes his
experiences of the First World War
Source A
The battalion moved up the communication trench to the
front line trench at a snail‟s pace, suffering heavy
casualties from shrapnel fire. We passed stretcher bearers
with the many wounded and groups of tired troops going
to the rear. We would soon be in the attack on the
German front line.
What methods of fighting were used on the Western
Front in the First World War? (4 marks)
Q.2 Source B is from „Landships‟ by David Fletcher.
Source B
The British tanks, in three great waves, rolled down on
the German defences at Cambrai. Working to a pre-
arranged pattern, the tanks easily crossed the main trench
lines and pushed on, with the German infantry scattering
before them. However, if the success came as a surprise
to the Germans, the British command were also surprised
as they had not expected such a breakthrough and had no
reserves to exploit it.
How important was the tank as a weapon in the First
World War? (4 marks)
Standard Grade Homework Booklet
13
Q.3 Source C is taken from „World History from 1914 to
the Present Day‟ by C. Culpin.
Source C
Aircraft were still new inventions in 1914, and the part
they could play in war had not really been thought out.
At first they were used for reconnaissance, to find out
what the enemy was doing. The light spotter planes could
fly over enemy lines to take photographs. Later, fighter
planes were designed to shoot down enemy aircraft and
protect troops in the trenches. The Royal Flying Corps,
which had been founded in April 1912, became the basis
of the Royal Air Force.
How important a role did air technology play on the
Western Front during the First World War?
Credit KU
Q.4 In the Allied victory over Germany by 1918, how
important was Allied use of new technology?
(8 marks)
Standard Grade Homework Booklet
14
Enquiry Skills
HOW TO ANSWER A ‘SOURCE COMPARISON’
QUESTION
Sources A and B (agree/disagree) to a (certain/large/
small) extent about....
Sources A and B agree over...(point of comparison)...
(1 mark)
Source A says (extract from source)...while Source B
agrees by saying (extract from source) (1 mark)
Repeat this process as many times as necessary
Sources A and B disagree over...(point of comparison)...
(1 mark)
Source A says (extract from source)...while Source B
disagrees by saying (extract from source) (1 mark)
Repeat this process as many times as necessary
However Source (A/B) mentions (extract from source)
...while there is no mention of this in Source (A/B)
Standard Grade Homework Booklet
15
General Enquiry Skills
Q.5 Source A is a photograph from the Imperial War
Museum collection of a tank in action in 1916.
Source A
**INSERT PICTURE OF TANK HERE***
How useful is Source A as evidence of the use of tanks
in the First World War? (4 marks)
Q.6 Source B is from a modern history textbook.
Source B
The tank had a maximum speed – on a good road – of
about six kilometres an hour. It was driven by caterpillar
tracks, protected by steel armour and could carry four
machine guns. They were to be used against
entanglements of barbed wire. Tanks had a crew of eight
who had to face many problems.
How far do Sources A and B agree about the tank?
(4 marks)
Standard Grade Homework Booklet
16
Q.7 Source C was taken by an official British
Government photographer at Ovillers on the Somme in
1916.
Source C
How useful is Source C as evidence of methods of
fighting in the First World War? (3 marks)
Q.8 Source D is taken from „The First World War‟ by
S.L. Case.
Source D
No single weapon provided a means of breaking out of
the trenches. The Vickers machine gun could fire an
ammunition belt of 600 rounds in 10 seconds but it was
not a mobile, attacking weapon. Gas was also largely
ineffective because it was an easy weapon to counter.
How far do Sources C and D agree about methods of
fighting in the First World War?
Standard Grade Homework Booklet
17
TRENCHES
General K.U.
Q.1 Source A is about conditions on the western Front.
Source A
The trenches stretched from the Swiss Alps to the
English Channel. In these trenches, soldiers were often
knee-deep in mud. Many were drowned when they
slipped into flooded shell holes. When the temperature
dropped they suffered from frostbite.
Describe conditions for soldiers in the trenches on the
Western Front. (3 marks)
Q.2 Source B is taken from „Forgotten Voices of the
Great War.‟
Source B
By 1915, the trench system stretched for hundreds of
miles. In a trench you can just imagine the agony of a
fellow standing up to his waist in mud, with just his mess
tin to bale the water out. Trench foot was common,
owing to mud soaking through your boots. In many cases
your toes nearly rotted off. When a fellow got a very
high temperature, you could tell he‟d probably got trench
fever.
Explain why many soldiers were unhappy with life in the
trenches. (4 marks)
Standard Grade Homework Booklet
18
Credit KU
Q. 3 Describe what trench life was like for front line
soldiers on the Western Front. (5 marks)
Q.4 Explain why the experiences of soldiers on the
Western Front changed their attitudes towards the war.
(4 marks)
Enquiry Skills
HOW TO ANSWER A ‘ATTITUDE OF THE
AUTHOR’ QUESTION
Start the answer by providing the „big picture‟ opinion. Is
the Source positive or negative about the issue?
The author of Source A (provides a positive view of/is in
favour of/sympathetic towards) or (provides a negative
view of/critical of/hostile to)...(issue in question)...
Extract points from the Source that identify the
attitude/opinion of the author.
Use words like „he believes‟, „he feels‟, „he suggests‟,
„he thinks‟
The author feels that „...(extract from source)...‟
This means that (explain source extract) (1 mark)
For 4 marks, the step above must be undertaken 4 times.
Standard Grade Homework Booklet
19
Credit Enquiry Skills
Q.5 Source A is a photograph taken in 1917 on the
Western Front.
Source A
***INSERT PHOTO HERE***
How useful is Source A as evidence of the conditions in
which men fought in the First World War?
Q.6 Source B was taken from the diary of Private Ernest
Atkins who fought on the Western Front in 1917.
Source B
Not a tree, not a blade of grass: just one vast stretch of
poisoned mud and water-filled shell-holes through which
men have to trudge on their constant labours. No one can
imagine such a place unless they have actually seen it.
The effect on me is worse than shelling or fighting,
although there is that as well. Willpower alone keeps me
going. Once you lose that, you are finished.
How far do Sources A and B agree about conditions on
the Western Front? (4 marks)
Standard Grade Homework Booklet
20
Q.7 Source C was written by a soldier who was involved
in a battle on the Western Front in 1916.
Source C
We struggled on through the dreadful mud and rain.
Then came a terrific crack above my head and I felt a jolt
in my left shoulder. I watched in an amazed, detached
sort of way as my right arm twisted upwards and hung
limp. I realised that I had been hit. Suddenly I was filled
with happiness that I was saved from death and that I
would be sent to hospital for treatment. I quickly forgot
that I had just taken part in a failure and that I had done
nothing to win the war.
Discuss the author‟s attitude towards fighting on the
Western Front. (5 marks)
Standard Grade Homework Booklet
21
THE HOME FRONT
General K.U.
Q.1 Source A is about the employment of women during
the First World War.
Source A
No one would have dreamed about employing women
bus conductors before the war but now they needed
them. Women also found jobs on the railways, in shops
and factories, and even as policewomen. In 1917, the
Women‟s Land Army was formed to release male farm
labourers for war work.
How important a role did women play during the First
World War? (4 marks)
Q.2 Source B is from the war memoirs of British Prime
Minister, Lloyd George.
Source B
The steady improvement in our national health figures
during and after the war shows that food rationing did
more good than harm. Although there was some scarcity,
we were never faced with famine or actual hardship.
How serious a problem was rationing for British civilians
during the First World War? (3 marks)
Standard Grade Homework Booklet
22
Credit KU
Q.3 How far do you agree that during the First World
War, the difficulty of food supply was the most
important problem faced by EITHER
(a) civilians in Britain? (8 marks)
OR
(b) civilians in Germany? (8 marks)
Enquiry Skills
HOW TO ANSWER A ‘HOW FULLY’ QUESTION
You must use evidence from the sources and from your
own knowledge and give reasons for your answer.
Source A explains/describes ..... to a certain extent
It tells us (extract from source)
However, it does not tell us....(use your own knowledge/
recall) A minimum of 2 points of recall
REMEMBER THAT YOU MUST INCLUDE THE
SOURCE AND RECALL
Standard Grade Homework Booklet
23
General Enquiry Skills
Q.4 Source C is a poster produced by the British
Government in 1917.
Source C
How useful is Source C as evidence of women‟s
contribution to the war effort during the First World
War? (3 marks)
Q.5 Source D describes women‟s war work during the
First World War.
Standard Grade Homework Booklet
24
Source D
Many thousands of women became nurses. Some of
these women had a chance to work abroad. Others
worked in military hospitals and army bases in Britain.
The Voluntary Aid Detachment was an organisation set
up to provide help for the sick and wounded, in case of
enemy invasion. For this work,
the VADs were at first unpaid but, from 1915, they were
paid £20 a year. Although they had free board and
lodgings, they had to buy their uniform out of their
earnings.
How far do Sources C and D agree about the work
women did during the First World War? (4 marks)
Q.6 Source E is from “Britain and the Great War” by G.
Hetherton.
Source E
Desperate attempts were made to grow more food.
Nearly everybody started to keep an allotment
where they could grow food. The amount of land used
for farming increased from eleven million acres
in 1914 to fourteen million in 1918. However, many
farmers had joined the army, and much of the work
on the land was now carried out by the new Women‟s
Land Army.
How fully does Source E describe the ways the British
people managed to get food during the First World War?
Standard Grade Homework Booklet
25
You must use evidence from the source and from your
own knowledge and give reasons for your answer.
Credit Enquiry Skills
Q.7 Source F is from a leaflet published by the No-
Conscription Fellowship in May, 1916.
Source F
Conscription is now law in this country. Our liberties
have now been attacked. We are now under military
dictation. We cannot assist in the war.
War is Wrong
Conscience, it is true, has been recognised in the
Conscription Act, but it has been placed at the mercy of
tribunals.
Repeal the Act
If this is not done military control and government
restrictions will increase in every aspect of our national
life.
How fully does Source F show the opinions of British
civilians in World War One towards the conduct of the
government?
You must use evidence from the source and from your
own knowledge and give reasons for your answer.
(5 marks)
Standard Grade Homework Booklet
26
Q.8 Source G is from the Illustrated London News of
March, 1918.
Source G
How useful is Source G as evidence of the ways in
which World War One affected civilian populations?
(4 marks)
Standard Grade Homework Booklet
27
Q.9 Source H is from „World War One‟ by S.R. Gibbons
and P. Morican.
Source H
The food shortage in Britain was beginning to make itself
really felt by the last year of the war. The government
took action to ensure fair distribution of food throughout
the community. Sugar was rationed, quickly followed by
meats and fats. However, the starving Berliners would
gladly have changed places with the Londoners queuing
for food in 1918. Many foods had long been scarce in
Germany and only ersatz coffee was available on the
rations. There was a flourishing trade in potato peelings.
How far do Sources G and H agree about the effects of
food shortage during World War One? (4 marks)
Standard Grade Homework Booklet
28
Q.10 Source J is a photograph of a street in Berlin in
1917, showing people queuing for rationed potatoes. The
wording has been translated on the photograph.
Source J
How useful is Source J as evidence of the effects of the
First World War on German civilians? (4 marks)
Q.11 Source K describes the effects of war on German
civilians.
Source K
The food situation is unbearable. The promises of
German government have brought us only
disappointment. The bread ration was reduced in spring.
The potato supply has become insufficient. The army is
growing short of the means of waging war. To get food,
queuing has become a way of life for most people. There
Standard Grade Homework Booklet
29
is no disorder, people patiently stand in line.
Undernourishment is spreading which is damaging the
health of people.
How far do Sources J and K agree about the effects of
the First World War on German civilians? (4 marks)
Q.12 How fully do Sources J and K show the effects of
the First World War on German civilians? (5 marks)
Standard Grade Homework Booklet
30
THE END OF THE WAR
General K.U.
Q.1 Source A is from a biography of Georges
Clemenceau who represented France at the Treaty of
Versailles.
Source A
Clemenceau was a firm believer in the view that you
must not negotiate with a German; you must dictate to
him; on no other terms will a German respect you.
Clemenceau was convinced that the negotiators at
Versailles had to treat Germany firmly. He had twice
seen his beloved France invaded by the Germans in his
lifetime. He was determined it must never happen again.
How important were Clemenceau‟s views on how
Germany should be treated after the First World War?
(3 marks)
Q.2 Source B was written by historian John Clare.
Source B
The League of Nations aimed to stop wars, encourage
disarmament and enforce the Treaty of Versailles.
Judged against these aims, the League was quite
successful in the 1920s. It stopped border squabbles
turning into wars. It solved a dispute between Sweden
and Finland over the Aaland Islands in 1922. The League
also improved people‟s lives.
Standard Grade Homework Booklet
31
How successful was the League of Nations in solving the
world‟s problems in the 1920s?
Q.3 Source C is about the effects of the Treaty of
Versailles
Source C
In 1920 Keynes published a book criticising the Treaty of
Versailles. He said that the Treaty would eventually
prove disastrous. He was very critical of the economic
terms of the Treaty. The reparations, he said, could never
work. Keynes argued that the Treaty would cripple
Germany. A poor Germany would mean a poor Europe.
Many Britons growing up during the next twenty years
agreed that the Treaty of Versailles was not worth
defending.
Explain why many people criticised the Treaty of
Versailles. (4 marks)
Credit KU
Q.4 Describe the economic terms imposed on Germany
by the Treaty of Versailles. (3 marks)
Q.5 Describe the difficulties faced by the League of
Nations in keeping international peace between 1919 and
1928. (4 marks)
Q.6 How successful was the League of Nations in
dealing with the problems it faced after 1919?
(4 marks)
Q.7 Describe the military terms imposed on Germany by
the Treaty of Versailles. (4 marks)
Standard Grade Homework Booklet
32
General Enquiry Skills
Q.7 Source A is a 1920s cartoon showing the League of
Nations taking steps towards world peace across „shark-
infested waters‟.
Source A
What is the attitude of the author of Source A towards
the League of Nations‟ progress in achieving world
peace? (3 marks)
Standard Grade Homework Booklet
33
Q.8 Source B is taken from „The Struggle for Peace,
1918-1989‟ by J. Traynor.
Source B
By 1928, ten years had gone by without a major war.
Over sixty nations had sworn not to go to war as a means
of settling their disputes. The next step forward would be
disarmament. In such conditions of economic depression
and suspicion, countries were less likely to work together
on behalf of the League. A further problem was the rise
of dictators in Europe, such as Mussolini in Italy.
Dictators who had seized power by force were not likely
to work with others to prevent war and for the peaceful
ideals of the League.
How far do Sources A and B agree about the problems
faced by the League of Nations in the 1920s?
(4 marks)
Standard Grade Homework Booklet
34
Q.9 Source C is taken from „Modern World History‟.
Source C
The setting up of the League of Nations was written into
the Treaty of Versailles. Refugees fleeing from conflicts
were given vital help. A famous Norwegian explorer,
Fridjof Nansen, worked for the League on the problems
of prisoners of war stranded in Russia and he helped half
a million men to return safely home. The Health
Organisation organised work on health matters,
especially in poorer countries. It worked successfully to
reduce the number of cases of leprosy. The absence of
the USA, however, greatly weakened the authority of the
League.
How fully does Source C show the successes of the
League of Nations during the 1920s?
You must use evidence from the source and from your
own knowledge and give reasons for your answer.
(4 marks)
Standard Grade Homework Booklet
35
Credit Enquiry Skills
Q.10 Source D was written by Sir Philip Gibbs who was
a British representative at the peace conference.
Source D
It was a peace of vengeance and consequently was very
unfair. The economic terms of the Treaty were mad.
Germany had to pay for all the damage caused during the
war. The impossibility of getting all this money from a
defeated country was obvious even to the most ignorant
schoolboy.
Discuss the attitude of Sir Philip Gibbs towards the
Treaty of Versailles. (4 marks)
Q.11 Source E is part of a speech by Lloyd George in
July 1919.
Source E
The last time I spoke about the Treaty I called it a „stern
but just treaty‟. I stick to that description. The terms are
in many respects terrible terms to impose upon a country.
Germany‟s war debt is more than doubled in order to pay
reparations. However, in so far as territories have been
taken away from Germany, it is a restoration – they are
all territories that ought not to belong to Germany.
How far do Sources D and E disagree about the Treaty
of Versailles? (5 marks)
Standard Grade Homework Booklet
36
Q.12 Source F is part of a speech made by Arthur
Balfour, chief British representative at the League of
Nations in 1920.
Source F
The League is not set up to deal with a world in chaos, or
with any part of the world which is in trouble. The
League of Nations may give assistance but it is not, and
cannot be, a complete instrument for bringing order out
of chaos.
How useful is Source F as evidence of attitudes towards
the League of Nations? (4 marks)
Q.13 Source G is from „The League of Nations‟ by
historians Gibbons and Morican.
Source G
The League, handicapped as it was by the absence of
major powers, did achieve a measure of success during
the Corfu crisis. The League had been designed to deal
with just such a dangerous problem as this. It had acted
fairly and promptly and it had condemned the violence of
the Italians towards the Greeks. But it had lost the
initiative. The result was that a great power had once
again got away with using force against a small power.
Discuss the attitude of the authors of Source B towards
the League of Nations. (4 marks)
Standard Grade Homework Booklet
37
Q.14 Source H is from „World History from 1914‟ by C.
Culpin.
Source H
The most serious blow was the refusal of the USA to
become a member. The League was consequently
weakened when it came to dealing with incidents such as
the Corfu crisis. The League quickly discussed the matter
and offered a solution. However, under pressure from
Italian dictator, Mussolini, the terms of the agreement
were altered in favour of Italy. The League had been
ready to act but the Great Powers acted on their own,
ignoring the League. Bullying tactics had paid off.
How far do Sources G and H agree about the League of
Nations? (4 marks)
Standard Grade Homework Booklet
38
Unit 1C: Changing Life in Scotland and Britain: 1880s-
Present Day
POPULATION
General KU
Q.1 Source A is about changes in population.
Source A
The greatest change in Scotland between 1880 and 1980
was the size and population of the towns. At the start of
the period, people were coming from the countryside and
from overseas to live in Scotland‟s towns. Thousands of
people flocked into the bustling city centres looking for
work.
Why did the population in towns in Scotland increase
after 1880? (3 marks)
Credit KU
Q.2 Why did the population of Scotland increase
between 1880 and 1939? (4 marks)
Q.3 Explain the impact upon people‟s lives of EITHER
(a) Immigration into Scotland (8 marks)
OR
(b) Scottish emigration overseas (8 marks)
Standard Grade Homework Booklet
39
Enquiry Skills
HOW TO ANSWER A ‘SELECTING EVIDENCE’
QUESTION AND ‘COMING TO A CONCLUSION’
QUESTION
Selecting Evidence
Evidence in the sources
that supports the view
that...(issue)...
Evidence in the sources
that opposes the view
that...(issue)...
Source A
Source A
Source B
Source B
Source C
Source C
Standard Grade Homework Booklet
40
Coming to a conclusion
I agree to a (large/certain/small) extent that...(issue in
question)
I agree/disagree to an extent because (use information
from one side of table which agrees with issue)..]
I also agree because (use your own knowledge)...
On the other hand (use information from the other side of
the table which agrees/disagrees with issue)...
I also disagree because (use your own knowledge)...
In conclusion, I believe that (give your overall opinion/
to what extent do you agree/disagree).
Standard Grade Homework Booklet
41
General Enquiry Skills
Q.4 In Source B Mary McEwan writes about the 1930s
in „I Can Remember‟, published in 1976.
Source B
The Italians in Glasgow were always friendly. I liked
their cafes which stayed open a‟ the time and sold fags,
ice cream and fish and chips. I loved to sit in the wi‟ ma
friends and listen to the waiters chattering in Italian and
many girls went out with them later. It brought a new
dimension to the drab city. It was something warm and
cheerful away frae ma single end (house).
How useful is Source B for investigating the impact of
immigrants on Scotland? (3 marks)
Q.5 Source C is from „The Scottish Nation‟ by T.M.
Devine.
Source C
A Parliamentary Committee suggested that Italian ice-
cream parlours were lowering moral standards as the
owners allowed young people of both sexes to meet there
after proper opening hours and sometimes misbehave
themselves. After closing time, at 10.00pm on a Saturday
in Glasgow, many went to buy their fish suppers. The
food was not always consumed peacefully and the police
had to be called to control fights. However, all in all, the
Italians attracted much less hostility than did the Irish
and the Lithuanians.
Standard Grade Homework Booklet
42
What evidence in Source B agrees with the view that the
arrival of immigrants was good for Scotland?
What evidence in Source C disagrees with the view that
the arrival of immigrants was good for Scotland?
(5 marks)
Q.6 How far do you agree that the arrival of immigrants
was good for Scotland? (4 marks)
You must use evidence from the sources and your own
knowledge to come to a conclusion.
Q.7 Source D is by a Scottish emigrant living in the
USA in 1931.
Source D
Many Scottish families live in basic two roomed houses.
They have no idea what life is like here. Scotland is a
poor and backward country. The stay–at–home Scot does
not begin to realise how low his living standards are. A
Scots family may stay in a two roomed house but once
they emigrate their house can have five or six rooms with
a bathroom, dining room and living room. The average
Scots family could never afford many of the things that
the Americans take for granted.
How useful is Source D for investigating reasons for
Scottish people emigrating in the 1930s? (3 marks)
Q.8 Source E explains why many Scots were attracted to
countries overseas.
Source E
Standard Grade Homework Booklet
43
There were many reasons why Scots emigrated in such
large numbers. Many families in Scotland had relations
living somewhere in the world. This usually meant that
Scots who emigrated had family or friends to provide
accommodation. They also lined up work. Poorer Scots
still at home enviously read letters from relatives abroad
telling how they were paid twice as much.
What evidence is there in Source D that supports the
view that Scottish people emigrated because of poverty
and hardship?
What evidence is there in Source E that does not support
the view that Scottish people emigrated because of
poverty and hardship?
(5 marks)
Q.9 How far do you agree that Scottish people emigrated
because of poverty and hardship?
You must use evidence from the sources and your own
knowledge to come to a conclusion.
Standard Grade Homework Booklet
44
Credit Enquiry Skills
Q.10 Source F is from the memoirs of John MacDonald,
a Highlander who emigrated from Uist to Canada in
1912.
Source F
We settled in British Columbia, on the west coast of
Canada. Many Scots emigrated because of the better
living prospects that life in Canada offered them. Unlike
some emigrants, we had no difficulty settling down as we
had two uncles and an aunt to welcome us. Scottish
emigrants received a special warm welcome from the
Canadians. I met hundreds of Scottish, mainly Highland,
emigrants in Vancouver. All of our family in Canada
stayed on at school until they were fourteen. None of us
regretted leaving Uist.
How useful is Source F for investigating emigration
from Scotland after 1880? (4 marks)
Source G is from Bibby‟s Quarterly, a magazine for
British farmers, published in May, 1899.
Source G
Many people have been persuaded to leave by the
exaggerated claims of emigration agents. They contrast
the poverty and hardship in Britain with the greater
freedom and wealth overseas. By telling such lies,
thousands have been encouraged to leave comfortable
homes and good friends but at the end of their journey
they have found hostile land and crowded cities. We
Standard Grade Homework Booklet
45
know many individuals and families who have emigrated
and who have returned home, after great expense and
loss of time.
Source H is from „Expansion, Trade and Industry‟ by C.
Culpin, published in 1993.
Source H
Huge numbers of people left Britain, some for „push‟
reasons and others for „pull‟ reasons. The „push‟ reasons
included the terrible living conditions many workers
faced. Poor wages made life a hard struggle to survive.
The „pull‟ reasons were the opportunities for a better
future offered by Australia, Canada and America. Some
emigrants were attracted by the promise of cheap
farmland. Although improvements in ships made the
emigrants‟ journey safer and easier, they still suffered
considerable hardships on the long voyages.
Look at Sources F, G, and H
Q.11 What evidence is there in the sources to support the
view that emigration was beneficial for emigrants from
Scotland?
What evidence in the sources disagrees with the view
that emigration was beneficial for emigrants from
Scotland? (6 marks)
Q.12 How far do you agree that emigration from
Scotland after 1880 was beneficial for the emigrants?
You must use evidence from the sources and your own
knowledge to come to a conclusion.
Standard Grade Homework Booklet
46
HOUSING
General KU
Q.1 Source A is about rural housing in Caithness in the
early twentieth century.
Source A
They had no piped water supply. Rain or well water was
used. They had no indoor sanitation or even an outdoor
toilet. Some favourite corner on the hill or in a quarry
was used by both men and women. Nor was there a
proper bath. A big wooden tub used for the annual
washing of blankets could be used for this purpose.
How serious a problem was poor rural housing in the
early twentieth century? (3 marks)
Q.2 Source B is about tenement housing in Glasgow in
1925.
Source B
The filthy backcourts in many areas today are the
playgrounds of younger children from the surrounding
tenements. In the houses themselves the rooms are drab.
There are a large number of residents living there. The
problem is not just disease but also morals and conduct.
No wonder the infant death rate is doubled in such
surroundings or that physical defects are common among
children.
Explain why tenement housing was unhealthy for the
people living in twentieth century Scottish towns.
(3 marks)
Standard Grade Homework Booklet
47
Credit KU
Q.3 How far do you agree that the condition of housing
in Scotland improved after 1945? (4 marks)
Q.4 Explain fully the reasons why people‟s lives got
better in twentieth-century Scotland as a result of
improvements in housing. (8 marks)
Q.5 How important was slum clearance in improving
people‟s health in the period 1890 – 1939?
(5 marks)
Q.6 Describe some of the problems of living in high-rise
flats after 1950. (3 marks)
Standard Grade Homework Booklet
48
General Enquiry Skills
Q.7 Source A is from a local council report on council
housing, written in the 1940s.
Source A
Wishaw Town Council has laid out new housing
schemes where the houses have been built in pairs or in
fours, all with gardens. The houses all have a living
room, a bathroom and a kitchen and 2 or 3 bedrooms.
Old slum houses have also been torn down and new
council houses erected. Sometimes there are public parks
and playing fields with swings, see-saws and sand-pits.
How useful is Source A for investigating the effects of
council housing estates by the 1940s? (3 marks)
Q.4 Source B describes council housing in the 1940s/
Source B
These new houses were built as cheaply as possible to
keep rents low. They were crammed into estates built on
poor land near railway lines and gas works. They lacked
shops and other facilities. The poorest families with the
biggest problems were taken from the old slums and
grouped together in these large council housing schemes.
Standard Grade Homework Booklet
49
What evidence is there in Source A to support the view
that council housing estates provided good living
conditions by the 1940s?
What evidence is there in Source B to support the view
that council housing estates did not provide good living
conditions by the 1940s? (5 marks)
Q.5 To what extent do you think council housing estates
provided good living conditions by the 1940s?
You must use evidence from the sources and your own
knowledge to come to a conclusion.
(4 marks)
Q.6 Source C is from a lecture given in the early 1880s
by J.B. Russell, Medical Officer of Health for Glasgow.
Source C
At the present time, 25%, of the population of Glasgow
live in one-room houses. Those small houses cause
Glasgow‟s high death rate, especially in childhood. One
of every five born in a house of one room never sees the
end of their first year. Of those who die so young, a third
have never been seen in their sickness by a doctor. The
bad air in the houses leads to death from lung disease at
all ages. As a result of poor conditions, the streets are
filled with bandy-legged children.
How useful is Source C for investigating conditions in
the growing towns and cities of Scotland in the period
1880–1939? (3 marks)
Standard Grade Homework Booklet
50
Q.7 Source D is from “Expansion, Trade and Industry”
by C. Culpin.
Source D
By 1939, city life for working people had improved a
little. Housing Acts forced Councils to demolish disease-
ridden slums. Councillors recognised that health meant
fresh air as well, so parks were provided in many towns
and cities. Some lucky families were able to escape to a
cleaner, healthier environment in the council housing
estates which began to be built. However, there were
never enough of these new houses.
What evidence in Source C agrees with the view that
conditions in the growing towns and cities were bad for
people‟s health?
What evidence in Source D does not agree with the view
that conditions in the growing towns and cities were bad
for people‟s health? (5 marks)
Q.8 How far do you agree that conditions in the growing
towns and cities in Scotland from 1880 to 1939 were bad
for people‟s health?
You must use evidence from the sources and your own
knowledge to come to a conclusion. (4 marks)
Standard Grade Homework Booklet
51
HEALTH
General KU
Q.1 Source A describes improvements to water supply.
Source A
It was far better to stop disease from spreading by
tackling their causes such as dirty contaminated
(polluted) by sewage. Water was cleaned up and by 1900
most towns had a clean supply. Proper sewage systems
were built. Pipes and tunnels were laid to take waste to
places where it was treated.
How important was clean water to the improvement of
health in towns? (3 marks)
Q.2 Source B is from „British Social and Economic
History‟ by Ben Walsh.
Source B
By the 1880s, improvements in farming meant people
enjoyed a better diet. Clean water helped to wipe out
many of the killer diseases such as cholera and typhoid
fever. By the 1930s, people were spending more money
on fruit than on bread, which improved their health. A
healthier diet increased people‟s resistance to disease. In
more modern times, the risk of cancer and heart disease
has been reduced through an improved diet.
How important was better diet as a reason for Scotland‟s
population increasing after 1880? (4 marks)
Standard Grade Homework Booklet
52
Credit KU
Q.3 Explain fully the reasons why people‟s lives got
better in twentieth-century Scotland as a result of
improvements in health. (8 marks)
Q.4 How far do you agree that government action was
the most important factor in improving health in
twentieth-century Britain? (5 marks)
General Enquiry Skills
Q.5 Source C is from the Third Statistical Account of
Scotland for the Parish of Moulin in Perthshire, written
in 1962.
Source C
The population of the parish has steadily increased. This
is due to a number of factors, including people enjoying a
more varied diet. The provision of school meals helps
improve the diet. So too does the increasing pre-packing
of food. This has given housewives more freedom to
work in shops or hotels. Refrigeration provides a greater
variety of fresh meat and fish throughout the year.
How useful is Source C for investigating the causes of
population growth in Scotland between 1900 and 1970?
(3 marks)
Standard Grade Homework Booklet
53
Q.6 Source D is from “British Economic and Social
History 1850–Present Day” by Philip Sauvain.
Source D
There were many reasons why the population grew in the
twentieth century. The infant mortality rate fell. The
removal of slums and building of better homes was
another factor. Much higher standards of cleanliness also
helped. People were eating better, more nourishing food,
such as fruit and vegetables. Improvements in medicine
meant people lived longer.
What evidence is there in Source C that improved diet
and food supply caused population growth in Scotland
between 1900–1970?
What evidence is there in Source D that other factors
caused population growth in Scotland between 1900 and
1970? (5 marks)
Q.7 How far do you agree that improved diet and food
supply were the main causes of population growth in
Scotland 1900–1970?
You must use evidence from the sources and your own
knowledge to come to a conclusion. (4 marks)
Standard Grade Homework Booklet
54
Credit Enquiry Skills
Source E is from an official medical report to the
Government published in 1972.
Source E
A century ago tuberculosis was the most fatal of all
diseases in Britain. It killed many children. In 1900 the
death rate due to tuberculosis was 360 in every 1000 of
the population. Today that figure has fallen to 10 men
and 3 women for every 1000. Many factors have
contributed to these results: better diet, earlier diagnosis
through mass X-rays and the success of the B.C.G.
vaccination campaign.
Source F is an extract from „A Social and Economic
History of Industrial Britain‟ by J. Robottom, published
in 1986.
Source F
Since 1948 the most obvious cause of a rising population
has been the final victory against fevers which killed
thousands as recently as fifty years ago. Immunisation
has wiped out diphtheria and typhoid. For a time, there
were growing numbers of victims of polio until it was
beaten by new vaccines. Rising living standards and free
medical treatment have brought about a big improvement
in general health and consequent population growth.
Standard Grade Homework Booklet
55
Source G is an extract from „British Economic and
Social History‟ by Philip Sauvain, published in 1988.
Source G
Improvements in living standards and nursing care
helped bring the death rate down in the early years of the
twentieth century. In the last thirty years, the decline of
heavy industry, the introduction of effective legislation to
minimise air pollution and the use of antibiotics have all
helped to reduce the incidence of disease and have
brought down the death rate still further.
Q.8 How useful are Sources E and F for investigating
the causes of population growth between 1880 and 1980?
(4 marks)
Look at Sources E, F and G.
Q.9 What evidence is there in the sources to support the
view that better health care was a cause of population
growth between 1880 and 1980?
What evidence is there in the sources that other factors
caused population growth between 1880 and 1980?
(6 marks)
Q.10 How far do you agree that better health care was
the main cause of population growth between 1880 and
1980?
You must use evidence from the sources and your own
knowledge to come to a conclusion. (5 marks)
Standard Grade Homework Booklet
56
TRANSPORT General KU
Q.1 Source A describes changes which motor transport
has made to the countryside.
Source A
Motor transport now takes villagers to the town. Children
are collected by school bus. The town doctor‟s practice
extends into the countryside. On the other hand, every
beauty spot has been ruined by the need to build roads.
Explain in what ways motor transport affected the lives
of people living in the countryside. (4 marks)
Q.2 Source B is about the growth of the motor car
industry.
Source B
The motor car industry was a new industry in 1900. New
technology meant that the car industry could use mass
production methods. It produced a large number of cars
cheaply and quickly. Machinery made the parts to the
same quality. Workers specialised in one task only,
which they could do quickly and which earned them
good wages. In 1914 Britain produced 34,000 cars; by
1930 output had risen to 180,000.
How important was new technology in the development
of the motor car industry? (4 marks)
Standard Grade Homework Booklet
57
Credit KU
Q.3 Why did developments in road transport affect the
lives of people in Scotland in the twentieth century?
(4 marks)
General Enquiry Skills
Q.4 In Source C a Glasgow resident remembers when
the M8 motorway was built in the 1960s.
Source C
There were good streets here, with tenements built at the
start of the century. They were very solid houses with
good sized bedrooms. Well, a slum order was put on
them and we were forced out in 1965 and rehoused in
new flats. There was nothing wrong with our old place.
The council were just desperate to pull it down for the
new, noisy motorway coming through.
How useful is Source C for investigating the effects of
developments in road transport in Scotland?
(3 mark)
Q.5 Source D is from a modern history textbook
Source D
Petrol vehicles have brought a great deal of fun and
freedom into many people‟s lives. They have helped
bring cheaper goods into shops. Thousands of Scots
make their living from transport industries. Communities
Standard Grade Homework Booklet
58
that were once isolated are now within a few hours‟
reach of Glasgow and Edinburgh.
What evidence in Source C does not agree with the view
that developments in road transport were good for
Scotland?
What evidence in Source D agrees with the view that
developments in road transport were good for Scotland?
(5 marks)
Q.6 How far do you agree that developments in road
transport were good for Scotland?
You must use evidence from the sources and your own
knowledge to come to a conclusion. (4 marks)
Credit Enquiry Skills
Source E is from an interview with a person living in a
remote glen in the Highlands of Scotland in the 1970s.
Source E
In the old days everyone had bicycles. Nowadays, you
find there are few young people without a motor cycle or
a car. Half the time they are people who can‟t afford it
and that has cut down their standard of living. People
have become lazy. They never think of cycling
anywhere. And for those who don‟t own cars, if you live
off the main bus routes, then the problems are enormous.
Local shops have shut down.
Standard Grade Homework Booklet
59
Source F was written by historian Richard Tames in
1970 and describes the development of road transport.
Source F
The petrol driven vehicle offered many advantages. It
could go almost anywhere. The manufacturer and
shopkeeper with deliveries to make saw obvious
advantages in door-to-door service and freedom from
railway timetables. Motor transport was often cheaper, as
road haulage companies were able to offer special rates.
Source G is from „The Pendulum Years‟ by B. Levin.
Source G
Container lorries revolutionised the entire pattern of
shifting goods and therefore provided a better standard of
living for all. However, every lorry added to the burden
of impossibly overcrowded roads and contributed its
poison to the atmosphere.
Q.7 How useful are Sources E and F for investigating
the effects of motor transport on people‟s lives in the 20th
century? (4 marks)
Q.8 What evidence is there in the sources to support the
view that motor transport greatly improved people‟s lives
in the 20th
century?
What evidence is there in the sources that motor transport
has not improved people‟s lives in the 20th
century?
(6 marks)
Q.9 Did motor transport greatly improve people‟s lives in
the 20th
century?
You must use evidence from the sources and your own
knowledge to come to a conclusion. (5 marks)
Standard Grade Homework Booklet
60
TRANSPORT General KU
Q.1 Source A describes the decline of Scottish
shipbuilding after the Second World War.
Source A
World War Two had revived Scottish shipbuilding but,
by the late 1950s, some shipyards began to close as there
was less demand for ships. A world slump in 1955
affected Scotland more than her rivals. Often other
countries were building vessels quicker and cheaper.
Scotland could not compete with such stiff foreign
competition. Instead, Scottish yards stuck to old ways of
working.
What was the importance of foreign competition in the
decline of Scottish shipbuilding after World War Two?
(4 marks)
Credit KU
Q.2 Explain why Scottish shipbuilding was in trouble by
the 1970s. (5 marks)
Q.3 Describe how new technology improved ship-
building in the twentieth century. (4 marks)
Standard Grade Homework Booklet
61
Credit Enquiry Skills
Q.4 Source A is from the recollections of a retired
British shipyard manager, written in the late 1980s.
Source A
I‟ve heard many opinions but, in my view, the collapse
of the ship building industry in the 1960s was certainly
the fault of the trade unions. Their attitude towards
progress was really lamentable. The Swedes invented a
small, portable hand-welding machine. In Sweden, four
machines were worked by one man. The same happened
in Germany and France. But in Britain, it was one man to
one machine, so it took much longer for work to be done.
The fact that the machine was automatic was what
British shipyard workers objected to and the trade unions
backed them up.
How useful is Source A for investigating the causes of
the decline of British shipbuilding in the twentieth
century? (4 marks)
Source B is from a history textbook written by historian
Faith Geddes in 2002.
Source B
After World War Two, the British government gave
fewer subsidies than most foreign governments gave to
their shipyards. Relations between management and men
in British yards were often far from good. The frequent
disputes and stoppages of work often led to late
deliveries and setbacks to Britain‟s reputation as a
shipbuilder. Only yards which adopted modern
technology survived in Scotland. But even Yarrows,
Standard Grade Homework Booklet
62
which pioneered glass-fibre hulls, were still forced to lay
off men from time to time.
Source C describes problems with British shipbuilding
in the twentieth century.
Source C
A world slump in shipbuilding after World War Two
affected Britain more than its rivals who modernised
their yards and introduced the latest technology. On the
other hand, British yards were slow to adapt to new
technology. Industrial disputes over such factors as pay
and conditions often resulted in strike action.
Management attempts to introduce more modern, labour-
saving devices led to lengthy demarcation disputes.
Consequently, in 1985, Britain was producing only 2%
of the world‟s new ships.
Look at Sources A, B and C.
Q.5 What evidence is there in the sources that
technological change was a reason for the decline in
shipbuilding?
What evidence is there in the sources to suggest that
there were other reasons for the decline in shipbuilding?
(6 marks)
Q.6 How far do you agree that technological change was
the main reason that shipbuilding declined in Britain in
the twentieth century?
You must use evidence from the sources and your own
knowledge to reach a balanced conclusion. (5 marks)
Standard Grade Homework Booklet
63
ROLE OF WOMEN
General KU
Q.1 Source A is from „Changing Lives‟ by Sydney
Wood.
Source A
Mrs Pankhurst gathered around her women with the
ability to speak at large meetings and organise
processions and gatherings. When nothing happened, the
WSPU turned to more noisy and forceful methods. They
tried to spoil the meetings of Prime Minister Asquith and
also smashed windows and set fire to the contents of
letter boxes.
Describe the militant tactics used by suffragettes to try to
gain the vote for women. (4 marks)
Q.2 Source B is from „Change in Scotland, 1830-1930‟
by W. Doran and R. Dargie, published in 1994.
Source B
The Equal Pay Act said men and women should be paid
the same wage for doing the same work. Between 1970
and 1975 women‟s earnings rose from 63% to 72% of
men‟s wages. They have remained about the same ever
since. Some employers got round this by transferring
women to jobs where there were no male workers to
compare themselves with.
How important was the introduction of new laws in
improving employment and working conditions for
women? (4 marks)
Standard Grade Homework Booklet
64
Credit KU
Q.3 In what ways did the employment of women change
after 1918? (3 marks)
Q.4 Describe the non-violent methods used by women to
campaign for the vote. (4 marks)
General Enquiry Skills
Q.5 Source C was written in 1916 by Eunice Murray
who had been a Suffragette in Scotland.
Source C
After the war, men will speedily forget the fine work
done by women. They will not think about the work she
has done in factory and office during the war but that she
is still employed at his job – she is a competitor with
him. Men‟s natural instinct will be to expel women from
the work place and that is what will happen.
How useful is Source C for investigating work
opportunities for women during the First World War?
(3 marks)
Q.6 Source D is from a history textbook written by Faith
Geddes in 2002.
Source D
In 1918 women were expected to stop war time work and
return home. However, there were still new job
opportunities with the development of light industries
and service industries such as banking. The 1919 Sex
Discrimination Act ended legal restrictions on women
Standard Grade Homework Booklet
65
entering universities. More women trained for
professional jobs. It became more common for women to
have a career and marry at a later age. Female trade
union membership grew.
What evidence in Source C does not agree with the view
that the First World War will improve work opportunities
for Scottish women?
What evidence in Source D agrees with the view that
work opportunities for Scottish women improved after
the First World War? (5 marks)
Q.7 How far do you agree that the First World War
improved work opportunities for Scottish women?
You must use evidence from the sources and your own
knowledge to reach a balanced conclusion. (4 marks)
Q.8 Source E is from the „Daily Express‟ written in
1909.
Source E
The Suffragettes‟ militant action have gone too far.
Politicians have been interrupted while making speeches.
The Prime Minister has had his windows broken. Last
year, we warned the government that the time for dealing
gently with these mischievous women had ended. Those
who call themselves militant Suffragettes need to be
halted. These women who unite to create disorder
deserve to be forcibly arrested. It is good to see
government now using its full force against the WSPU.
How useful is Source E for investigating government
action against the Suffragettes? (3 marks)
Standard Grade Homework Booklet
66
Q.9 Source F is from „Scotland and Britain 1830-1980‟
by S. Chalmers and L. Cheyne.
Source F
In response to Suffragettes going on hunger strike, the
government introduced force feeding, as they argued
they could not let women die. Many people were
horrified at the cruelty of the government. The
government was condemned for its brutality to women.
Force feeding was a dreadful, painful business. The
bravery and determination of the women being force fed
gained them the admiration of many people. It caused
many men to take them more seriously. The General
Election of 1910 showed the Liberal Government had
lost a lot of support.
What evidence in Source E agrees with the
government‟s use of forceful action against the
Suffragettes?
What evidence in Source F disagrees with the
government‟s use of forceful action against the
Suffragettes? (5 marks)
Q.10 How far do you agree that the British government
was right to use forceful action against the Suffragettes in
Britain?
You must use evidence from the sources and your own
knowledge to reach a balanced conclusion. (4 marks)
Standard Grade Homework Booklet
67
Credit Enquiry Skills
Q.11 Source G was written by the historians Richard van
Emden and Steve Humphries in “All Quiet on the Home
Front”, published in 2003.
Source G
At the beginning of the war thousands of women were
made unemployed. However, when it became clear that
there was a shortage of labour, many job opportunities
opened up for women especially in the new white-collar
jobs. The development of new technology had created
more secretarial or clerical work. In July 1914 there were
1,500 women working in banks but by 1916 there were
30,000. Domestic service was no longer the largest
employer of women as it had been before the war.
How useful is Source G for investigating the impact of
the First World War upon the employment of women?
Source H is from “The Scottish Nation, 1700–2000” by
T. M. Devine, published in 1999.
Source H
The First World War did not change deep-seated beliefs
about women and work. Men were the providers and
should be paid more. Women were destined for marriage
and to be home makers. Even during the war men
resented women workers as sources of cheap labour.
Furthermore, trade unions made sure women were paid
less. The war did see women flood into factories,
engineering jobs and many other occupations once
dominated by men. However, at the end of the war many
women were sacked, as one trade union official put it,
Standard Grade Homework Booklet
68
“because women in industry had a bad effect on public
morality”.
Source J is from a meeting of Glasgow Corporation
about the employment of married women held on
September 10th, 1921.
Source J
The corporation has 286 female employees working on
the tramways. However, no additional women have been
employed since the war ended in November 1918. All
Heads of Departments employing large numbers of
women including tramways, libraries and education,
have been instructed to do away with the services of
married women immediately. Suitable male or unmarried
females can be employed instead. This should not be
difficult as most women who were employed during the
war are still only classed as temporary employees.
Look at Sources G, H and J.
Q.12 What evidence is there in the sources to support the
view that the First World War improved employment
opportunities for women?
What evidence is there in the sources to support the view
that the First World War did not improve employment
opportunities for women? (6 marks)
Q.13 How far do you agree that the First World War led
to improved employment opportunities for women?
You must use evidence from the sources and your own
knowledge to reach a balanced conclusion.
(5 marks)
Standard Grade Homework Booklet
69
DEMOCRACY
General KU
Q.1Source A was said by Lord Birkenhead in 1928.
Source A
In 1918 I was against the extension of the franchise to
women of any age. I am now against the giving of the
vote to women over 21 years of age. This all began in
1918 when a Member of Parliament said, „If you are
giving the vote to our brave soldiers how about our brave
female munition workers as well?‟
Describe changes in voting between 1900 and 1969.
(3 marks)
Credit KU
Q.2 Describe the ways in which the 1918 Reform Act
made Britain more democratic. (3 marks)
Standard Grade Homework Booklet
70
TRADE UNIONS
General KU
Q.1Source A describes the development of trade unions
in the early twentieth century.
Source A
Improving working conditions were partly due to the
better organised and more numerous trade unions of the
time. In the early twentieth century many small unions
combined to form bigger unions. What had once been
only Scottish unions sometimes merged with English
ones.
Describe the changes in trade unions in the early
twentieth century. (4 marks)
Q.2 Source B is from “Change in Scotland, 1880 –
1980”.
Source B
Throughout the nineteenth century, working people in
Scotland had a very hard life. In order to improve their
working conditions, many skilled craft unions were
formed in the 1880s. Later on, unskilled workers
combined into larger trade unions. In 1889 dock workers
marched through the streets carrying fish heads to show
what they lived on. More people now believed that the
poor should be able to join a trade union to fight for a
better standard of living. Others hoped it would raise
their wages.
Why did trade unions grow during the period 1880–
1914?
Standard Grade Homework Booklet
71
Unit 3D: People and Power: Germany 1918 - 1939
GERMANY AFTER WORLD WAR 1
General KU
Q.1 Source A is about the response in Germany to the
Versailles Peace Settlement.
Source A
There was angry reaction in Germany to the Treaty of
Versailles. This was not just because they had been
forced to accept the treaty and the punishments it
contained. They were angry because many Germans
would now have to live under foreign rule and because
German-speaking Austria was not allowed to join with
Germany.
Why were many Germans unhappy with the Versailles
Peace Settlement? (3 marks)
Q.2 Source B explains the reasons why the Kaiser
abdicated in November 1918.
Source B
The Kaiser had to abdicate to save Germany from civil
war. The great majority of German people held him
responsible for the bloodshed of the war. Disorder had
already occurred. It might at first have been possible to
put this unrest down with force, but once blood was shed
the cries for vengeance would be heard everywhere.
Explain why the Kaiser abdicated in November 1918.
(3 marks)
Standard Grade Homework Booklet
72
Credit KU
Q.3 Describe some of the reasons for German anger over
the Treaty of Versailles.
THE WEIMAR REPUBLIC
General KU
Q.1 In Source A a modern historian describes the
Spartacist uprising.
Source A
The Spartacists wanted Germany to have a Communist
government like Russia. Ebert‟s government used armed
force to crush this Communist rising in Berlin. Hundreds
of Communists were slaughtered, including their leaders.
Describe the Spartacist uprising. (3 marks)
Q.2 Source B describes Hitler‟s trial after the 1923 Beer
Hall Putsch in Munich.
Source B
Hitler stood accused of treason. It seemed that his short
political career was over. In fact, it was just beginning.
His trial lasted twenty-four days and it was front page
news in every German newspaper. Everything that Hitler
said in court was read by millions of people, the biggest
audience he had ever had.
Describe what happened to Hitler in the months
following the Beer Hall Putsch of 1923. (3 marks)
Standard Grade Homework Booklet
73
Credit KU
Q.3 Describe what happened during the Spartacist revolt
in Berlin. (3 marks)
Q.4 Describe the rights which Germans were given in the
Weimar Republic. (4 marks)
Q.5 How important was the Munich Putsch in causing
Hitler and the Nazis to lose support in the 1920s?
(4 marks)
Standard Grade Homework Booklet
74
ECONOMIC PROBLEMS AND DISCONTENT
WITH THE WEIMAR REPUBLIC
General KU
Q.1Source A is an account of the problems facing the
Weimar Republic by the end of 1932.
Source A
The leaders of the Weimar Republic found it very hard to
deal with the problems of unemployment which hit
Germany after 1929. Between 1930 and the end of 1932
there were three general elections but Germany‟s
problems still continued. During this time, Hitler toured
Germany attacking the Weimar politicians and promising
an end to Versailles.
Explain why the Weimar Republic was unpopular in
1932. (3 marks)
Q.2 Source B is from a report by the Mayor of Berlin in
1923.
Source B
Many children, even the youngest, never get a drop of
milk and come to school without a warm breakfast. The
children frequently have no shirt or warm clothing.
Terrible poverty gradually weakens any sense of
cleanliness and leaves room only for thoughts of the
struggle against hunger and cold.
Describe some of the problems faced by Germans during
the period of hyperinflation in 1923. (3 marks)
Standard Grade Homework Booklet
75
Credit KU
Q.3 How important were economic problems in making
the Weimar Government unpopular by 1923?
(4 marks)
Credit Enquiry Skills
Q.4 Source A is from „Germany, 1918-1945‟ by J.A.
Cloake.
Source A
Throughout its life the Weimar Republic had few real
supporters. It was always associated with the Peace
Treaty and its dishonour. It was further disgraced by the
French occupation of the Ruhr. Economically, Weimar
Germany was saddled with the war debt and reparations.
The period of inflation in the early 1920s created
insecurity and suffering amongst all classes and most
blamed it on the Weimar Government. When the Wall
Street Crash triggered the Great Depression, the
measures taken by the Weimar Government to cope with
the crisis further angered the majority of Germans. Many
looked for alternative solutions.
How fully does Source A show why the Weimar
Republic was so unpopular?
You must use evidence from the sources and your own
knowledge and give reasons for your answer.
(5 marks)
Standard Grade Homework Booklet
76
Q.5 Source B is from „Hitler and the Third Reich‟ by
Richard Harvey.
Source B
The Weimar Republic had a difficult start. By signing the
Treaty of Versailles, the Republic, however unfairly, was
forever associated with it. It had also been left with a
huge national debt and compensation money to pay. As
hyperinflation set in, anyone with savings or pensions
lost their money and, more importantly, their faith in the
Weimar Republic. The American Stock Market crash
marked the beginning of the end as Germany was
particularly badly hit by the economic crisis which
followed. Unable to agree on measures to deal with the
Depression, the government lost the support of the
people. Many disgruntled Germans began to turn to other
political parties.
To what extent do Sources A and B agree about the
problems experienced by the Weimar Republic?
(4 marks)
Standard Grade Homework Booklet
77
RISE OF THE NAZIS
General KU
Q.1 Source A is about Hitler‟s rise to power.
Source A
The Depression had created the conditions for Hitler‟s
rise to power. Hitler appealed to people‟s fears and hates
and these emotions flourished in the hard times of the
early 1930s. A brilliant master of the dark arts of
propaganda, it was he who turned the Nazis into a party
of the masses. Never far below the surface was also an
element of brutality and control.
Explain why Hitler was so successful in winning power
in Germany. (3 marks)
Q.2 Source B is about the support Hitler enjoyed during
the 1930s.
Source B
Hitler was popular because he was successful. He gave a
strong lead after years of weak government and social
conflict. Through the use of rallies and ceremonial events
the Nazis kept up an image of confidence and purpose.
Why was Hitler so popular with many Germans in the
1930s? (3 marks)
Standard Grade Homework Booklet
78
Credit KU
Q.3 Describe the ways in which Hitler gained total power
in Germany. (4 marks)
Q.4 Explain fully the reasons why the Nazis were able to
come to power in 1933 as a result of EITHER
(a) their own actions and activities (8 marks)
OR
(b) the failures of the Weimar Government. (8 marks)
Q.5 In what ways did the Nazi party manage to attract
many German people by January 1933?
General Enquiry Skills
Q.6 Source C is from Kurt Ludecke‟s book “I Knew
Hitler”, published in 1938.
Source C
When Hitler stepped onto the platform, there was not a
sound to be heard. Then he began to speak, quietly at
first. Before long, however, his voice had risen to a
hoarse shriek that gave an extraordinary effect. He was
holding the masses, and me with them, under a hypnotic
spell. I don‟t know how to describe the emotions that
swept over me as I heard this man. When he spoke of the
disgrace of Versailles, I felt ready to spring on any
enemy.
What is the attitude of the author, in Source C, towards
Hitler‟s appeal as a speaker? (3 marks)
Standard Grade Homework Booklet
79
Q.7 Source D describes Hitler speaking at a Nazi rally.
Source D
When Hitler moved onto the stage, 100,000 people
became silent. Hitler started his speech very quietly.
People had to strain to hear him. By the end, however, he
was yelling at the crowd and the crowd yelled back.
Hitler spoke of how awful the Treaty of Versailles was
and of the need to tear it up. The crowd were hypnotised
by Hitler. When he finished, the audience rose and
cheered and cheered.
To what extent do Sources C and D agree about Hitler as
a speaker? (4 marks)
Credit Enquiry Skills
Q.8 Source E is from an account by a National Socialist
of the reactions of Germans to the Night of the Long
Knives.
Source E
Hitler‟s courage in taking decisive action has made him a
hero in the eyes of many Germans. He has won strong
approval and sympathy for the steps he took. People
think his action is proof that he wants order and decency
in Germany. Reports from different parts of the country
are unanimous that people are expressing satisfaction that
Hitler has acted so decisively against the serious threat
posed by Rohm and the SA to Germany and her people.
Discuss the attitude of Germans to the Night of the Long
Knives as shown by the author of Source E. (4 marks)
Standard Grade Homework Booklet
80
Q.9 Source F is from “Hitler‟s Domestic Policy” by
Andrew Boxer.
Source F
On the morning of 30th June 1934, Rohm and other SA
leaders were arrested and eventually shot. Hitler‟s
personal popularity soared as a result of the Night of the
Long Knives, as this event became known. Most
Germans disliked the corruption and arrogance of the SA
and welcomed the decisive action against it. President
Hindenburg‟s telegram to Hitler seemed to sum up the
relief felt by most Germans: “By your determined action
and gallant personal intervention, you have saved the
German nation from serious danger. For this, I express to
you my most grateful thanks and that of the German
people.”
To what extent do Sources E and F agree about the
attitude of Germans to the Night of the Long Knives?
(4 marks)
Standard Grade Homework Booklet
81
NAZIS IN POWER
General KU
Q.1 Source A describes the use of propaganda by the
Nazis in the 1930s.
Source A
The Nazis tried to control all forms of expression and
communication. This was done through propaganda and
censorship. In overall charge of propaganda was
Goebbels who headed the Nazi Ministry of People‟s
Enlightenment and Propaganda, set up in 1933. He
controlled the media to spread the Nazi message. Those
who ignored the message were made to suffer.
How important was Goebbels‟ propaganda work in
controlling the German people? (4 marks)
Q.2 Source B is from “Hitler‟s Domestic Policy” by
Andrew Boxer.
Source B
In 1933 the Nazi Government introduced a number of
restrictions on Jews. In April, laws were passed forcing
Jews out of the Civil Service and legal professions.
President Hindenburg insisted this should not apply to
Jews who had fought in the war and Hitler agreed. Later,
in April, a law banned Jewish doctors from working for
the state. Increasing numbers of Jews now tried to leave
Germany.
Describe the ways Hitler treated the Jews before 1939.
(3 marks)
Standard Grade Homework Booklet
82
Credit KU
Q.3 Describe fully Nazi policies between 1933 and 1939
towards EITHER
(a) the Jews (8 marks)
OR
(b) young people (8 marks)
General Enquiry Skills
Q.4 Source C is from a children‟s colouring book
produced by the Nazis in the mid 1930s.
Source C
***INSERT PICTURE FROM 2001 GENERAL***
How useful is Source C as evidence of the popularity of
the Hitler Youth in Nazi Germany? (4 marks)
Q.5 Source D is from a recent textbook describing some
of the activities of the Hitler Youth.
Source D
Many young people were attracted by the exciting and
interesting range of activities of the Youth movement.
There were many outdoor events such as camping and
hiking as well as sports. Some enjoyed the military
aspects of the Youth movement: the uniforms; the
marching and the discipline. Other young people liked
the music that was a frequent part of their military
parades.
To what extent do Sources C and D agree on the appeal
of the Hitler Youth movement? (4 marks)
Standard Grade Homework Booklet
83
Q.6 How fully does Source D describe the ways Nazis
attracted young people?
You should use your own knowledge and give reasons
for your answer. (3 marks)
Q.7 Source E is from a speech made by Hitler in 1922.
Source E
The Jews are a people of robbers. They have never
founded civilisation, though they have destroyed
civilisations by the hundred. They have created nothing
of their own. They have no art of their own but bit by bit
they have stolen it from other people. They have watched
them at work and then made their copies.
What was Hitler‟s attitude towards the Jews?
(3 marks)
Q.8 In Source F a modern historian describes Hitler‟s
attitude towards the Jews.
Source F
Hitler believed that Aryan superiority was being
threatened by the Jewish race. He argued that they were
lazy and had contributed little to world civilisation.
According to Hitler, Jews were responsible for
everything he did not like, including modern art. He also
claimed that Jews had been responsible for Germany
losing the First World War.
How far do Sources E and F agree about Hitler‟s
attitude to the Jews? (3 marks)
Standard Grade Homework Booklet
84
Credit Enquiry Skills
Q.9 Source G is from the diary of a German writer, Von
Hassell, who was writing on November 25th
, 1938.
Source G
I am writing under the crushing emotion evoked by the
evil persecution of the Jews after the murder of Von
Rath. Not since the Great War have we lost so much
credit in the world. Goebbels has seldom been so
disbelieved as when he said that an unplanned outburst of
anger among the people had caused the outrages. As a
matter of fact, there is no doubt that we are dealing with
an officially organised anti-Jewish riot which broke out
at the same hour of the night all over Germany.
Discuss the attitude of the author of Source G towards
Nazi treatment of the Jews. (3 marks)
Q.10 Source H is from a report by the American consul
in Leipzig in November 1938.
Source B
The attacks on Jewish property, which began in the early
hours, were hailed subsequently in the Nazi press as a
„spontaneous wave of righteous indignation throughout
Germany, as a result of the cowardly Jewish murder of
Von Rath‟. As far as many Germans are concerned, a
state of popular indignation that would lead to such
excesses can be considered as non-existent. On the
contrary, all of the local crowd I observed were
obviously stunned over what had happened and horrified
over the unprecedented fury of the Nazi acts.
Standard Grade Homework Booklet
85
To what extent do Sources G and H agree about attacks
on the Jews? (4 marks)
Q.11Source J is a photograph showing young girls at a
Nazi rally in Coburg in the 1930s.
Source J
How fully does Source J show the extent of Nazi control
of young people in the 1930s?
You should use evidence from the source and your own
knowledge and give reasons for your answer.
(5 marks)
Standard Grade Homework Booklet
86
Q.12 Source K is a photograph of Nazis enforcing the
boycott of Jewish-owned shops in 1933.
The poster says “Germans fight back. Buy nothing
Jewish.”
How useful is Source K as evidence of the way the
Nazis treated Jewish people? (4 marks)
Q.13 Source B is from “Hitler‟s Germany” by Josh
Brooman.
Source B
In many ways life in Nazi Germany became more like
military life. Many mass rallies took place. The most
famous of them were held each year at Nuremberg in one
of four specially built arenas outside the town. Just one
of these arenas could hold 400,000 people. There they
watched military parades and listened to choirs and to
speeches. Each event at the rally was staged to
perfection. At the 1937 rally, 100,000 men, each exactly
Standard Grade Homework Booklet
87
0.75 metres apart, marched past Hitler carrying 32,000
flags and banners.
How fully does Source B describe the military features
of life in Nazi Germany?
You must use evidence from the source and your own
knowledge and give reasons for your answer.
(4 marks)
Standard Grade Homework Booklet
88
OPPOSITION TO THE NAZIS
Credit KU
Q.1 How far would you agree that the main reason that
opposition groups in Nazi Germany failed was EITHER
(a) the weaknesses of the opposition groups? (8 marks)
OR
(b) the powers of the Nazi state? (8 marks)
General Enquiry Skills
Q.2 Source A is from “Germany 1918–1945” by Josh
Brooman.
Source A
Germany‟s Protestants belonged to twenty eight church
groups. In 1933, under Nazi pressure, they agreed to
unite to form a “Reich” Church. Many Protestants broke
away and set up their own Confessional Church. This
was a clear challenge to Nazi power. As a result, several
hundred Confessional Church ministers were arrested
and many were put into concentration camps. The
Church‟s youth organisation was also banned.
How fully does Source A describe the steps taken by the
Nazis to control the churches in Germany?
You must use evidence from the source and from your
own knowledge and give reasons for your answer.
(4 marks)
Q.3 Source B is from a statement issued by the
Confessional Church in Germany in 1935.
Standard Grade Homework Booklet
89
Source B
The Nazis officially deny any intention to interfere in the
life of the Confessional Church but in fact they
constantly interfere. Several years ago the Nazis banned
the Church‟s youth organisation. We are also alarmed
that Christian influence in public life has grown weaker.
In addition, the Confessional Church is ashamed that
concentration camps still exist.
What is the attitude of the Confessional Church in
Source B towards the Nazi Government? (3 marks)
Q.4 In Source C a trade union official describes a Nazi
raid on Trade Union headquarters.
Source C
Nazi storm troopers broke into the building and opened
fire. Employees were brutally driven together and held.
The former police chief was repeatedly beaten until he
was unconscious. Even then he was kicked and dragged
across the yard in a most savage attack. This was
shameful treatment of a veteran from the Great War. He
was left a broken man physically and mentally. This was
not an untypical case. Those who showed such shocking
disrespect in carrying out this attack were mere 20 year
old lads.
What was the author‟s attitude towards the intimidation
of people by the Nazis? (3 marks)
Standard Grade Homework Booklet
90
Q.5 Source D describes Nazi intimidation.
Source D
The Nazis are continuing to arrest and treat working
people in a dreadful manner. They abduct a man from his
home and keep him for a week or a fortnight. They
thrash him over and over again. Often they are beaten
unconscious. They constantly threaten him with death.
When the man returns home, he is a physical and mental
wreck. And so it goes on.
How far do Sources C and D agree about Nazi
intimidation? (4 marks)
Credit Enquiry Skills
Q.6 Source E was written by Werner Best, Gestapo
Deputy Chief in the late 1930s.
Source E
Nazi belief in totalitarianism does not tolerate the
development of any political opposition. Any attempt to
gain support for opposing ideas will be ruthlessly dealt
with, as the symptoms of an illness which threatens the
healthy unity of the State. To discover the enemies of the
state, to watch them and make them harmless is the duty
of the political police. In order to achieve this task, the
political police must be free to use every means
necessary.
Discuss the attitude of the author of Source E towards
opposition to the Nazis. (4 marks)
Standard Grade Homework Booklet
91
Q.7 Source F is from „Modern World History‟ by Ben
Walsh.
Source F
Any opposition to Nazi rule was unacceptable to the Nazi
authorities and all political opponents of the Nazis were
thrown into concentration camps. This began as early as
1934. This made it very difficult for these groups to
organise resistance to the Nazis and they were easy prey
for the political police. Despite the Concordat with the
Catholic Church, many individual priests did resist the
Nazis and this led them to being dealt with harshly. One
priest who gave an anti-Nazi sermon was visited by the
SS who smashed up his church and beat him up.
To what extent do Sources A and B agree about
opposition to Nazi rule? (4 marks)