combined humanities 2204/03 history elective 4...

THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL THE FIRST PRESIDENT SCHOOL

CANDIDATE NAME

CLASS INDEX NUMBER

COMBINED HUMANITIES HISTORY ELECTIVE 4 Express/5 Normal Academic

2204/03

29 September 2015 Additional Materials: Writing Paper

1 hour 40 minutes

READ THESE INSTRUCTIONS FIRST Write your name, class and index number in the spaces provided on the work you hand in. Write in dark blue or black ink on both sides of the paper. Do not use staples, paper clips, glue or correction fluid.

Section A Answer all parts of Question 1. Section B Answer one question. Write all answers on the writing paper provided.

At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question.

This document consists of 6 printed pages 0 blank page. Setter: Miss Samantha Wong

[Turn over

YUSOF ISHAK SECONDARY SCHOOL PRELIMINARY EXAMINATION 2015

[2]

YI THE FIRST PRESIDENT SCHOOL HISTORY ELECTIVE PRELIMINARY EXAMINATION 2015 4 EXPRESS/ 5 NORMAL ACADEMIC

Section A: Source-Based Case Study

Question 1 is compulsory for all candidates.

Study the Background Information and the sources carefully and then answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources which you are told to use. In answering the questions, you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 (a) Study Source A.

Why was this illustration published in a children’s book? Explain your answer, using details from the source.

[5]

(b) Study Sources B and C. Does Source B make you surprised by Source C? Explain your answer.

[6]

(c) Study Source D. What does the source reveal about the impact of Hitler’s censorship and propaganda campaigns on the youths? Explain your answer.

[5]

(d) Study Sources E and F. Which source is more useful in showing the extent of Hitler’s indoctrination attempts? Explain your answer.

[6]

(e) Study all the sources. “Hitler’s attempts at indoctrination against the Jews were successful.” How far do the sources support this statement? Use the sources and your knowledge to explain your answer.

[8]

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[4]


Source B: A German woman recalling her mother’s feelings towards the Nazis, in an

interview by BBC in 1980. She was convinced that everything the Nazis did was right and essential. She accepted the explanations given by the Party about the need for concentration camps – so that the undesirables would be cleared off from the street. These undesirables would be re-educated in the camps and would be taught to do honest work when they were released. She also accepted the explanations for persecuting the Jews in Germany – so as to maintain the purity of the German nation. Nothing would shake her faith in Hitler. Source C: A German man who grew up in Nazi Germany recalls the experience of

growing up in Nazi Germany in the 1930s. Even though Father hated everything connected with the Nazis, I loved being in the Hitler Youth. I like the friendship, the marching, the sport and the war games. We were brought up to love our Führer who to me was like a second God. There was no law to join the Hitler Youth; even so, only one of my classmates managed to stay out of it. Early one morning my neighbour, a trade union secretary was taken away by the SS and the police. My mother was too scared to be seen talking to his wife. Father became very quiet after that. He begged me not to repeat the negative comments he had made about the whole Nazi set-up. Source D: A verse from a song by the Edelweiss Pirates, an anti-Nazi youth group, from

the 1930s.

Hitler’s power may lay us low, And keep us locked in chains,

But we will smash the chains one day. We’ll be free again.

We’ve got fists and we can fight. We’ve got knives and we’ll get them out.

Hitler's dictates make us small,

We’re yet bound in chains. But one day we'll again walk tall,

No chain can restrain us. For hard are our fists,

Yes! And knives at our wrists, for youth to be free,

We lay siege.

Our song is freedom, love and life, We’re the Pirates of the Edelweiss.

[5]


Source E: An extract from an interview with Rudolf Hoess, the former Commandant of

Auschwitz. It was something already taken for granted that the Jews were to blame for everything. It was everything we ever heard. Even our military training took for granted that we had to protect Germany from the Jews. We were all so trained to obey orders without even thinking. No one would think of ever disobeying an order. Even if someone had disobeyed a given order, someone else would have carried it out. I never really gave much thought to whether it was wrong. It just seemed a necessity.

Source F: An extract from an interview with a Jewish man who was saved from a concentration camp by a Nazi soldier named Gerhard Kurzbach, published in April 2013. Kurzbach was later taken away by the SS and never heard from again.

Kurzbach drove a military truck into the ghetto and started rounding up people. He screamed at us. We were really scared of him. Only later, we understood that the screams were a sort of distraction. “He pretended not to be a 'Jew lover,' no one knew he was using his uniform in order to save us," Frumer recalls. "He pretended to look at a list and screamed at me in German 'What's your name?' To this day, I don't remember clearly if I climbed on the truck or was hurled on it. Everybody crowded onto the truck.”

Frumer spent the night with part of his family at Kurzbach's workshop. The gates were locked so nobody could go back. In this way, hundreds of Jews were saved from the deportation that was taking place at the ghetto. They returned the next day.

Source Acknowledgements:

Source A Adapted from http://research.calvin.edu/german-propaganda-archive/thumb.htm Source B Adapted from http://www.gfisher.org/Grete.htm Source C Adapted from http://histoforum.net/whiterose/ Source D Adapted from http://www.holocaust-trc.org/faces-of-courage-children-who-resisted/faces-of-

courage-the-edelweiss-pirates/ Source E Adapted from http://www.auschwitz.dk/hoess.htm Source F Adapted from http://www.haaretz.com/jewish-world/holocaust-remembrance-day/a-survivor-

thanks-the-nazi-who-saved-him.premium-1.514163

[6]


Section B: Structured-Essay Questions

Answer one question.

2 This question is on Stalin’s Soviet Union.

(a) Explain how the youths and workers were impacted by Stalin’s rule.

[8]

(b) “Stalin’s rise was due mostly to luck.” How far do you agree with this statement? Explain your answer.

[12]

3 This question is on the Korean War.

(a) Explain how General MacArthur and President Eisenhower impacted the course of the Korean War.

[8]

(b) “The USA intervened in Korea mostly to protect the South from Communism.” How far do you agree? Explain your answer.

[12]

End of Paper

[7]


Suggested Answer Scheme 2204/03 PRELIM 2015 ANSWER SCHEME

Section A: SBCS

1 (a)

Study Source A. (purpose) Why was this illustration published in a children’s book? Explain your answer, using details of the source.

[5]

L3 L2 + AUDIENCE and OUTCOME Award up to 5m depending on depth of explanation. e.g. This illustration was published in a children’s book to indoctrinate the minds of young Aryan children with anti-Semitic ideas so that they will grow up to possess a deep hatred of the Jews, a race which Hitler condemns as inferior, and support Hitler’s anti-Semitic policies. The source depits an iliustration from a popular German children’s book published in 1938. Four Jewish men are slaughtering a cow. The caption underneath the illustration states ‘The animal fell once more to the ground. Slowly it died. The Jews stood around and laughed’. This suggests that the Jews were an unfeeling and inhumane race which had no sympathy or empathy for other living creatures. It serves to demonize the Jews by portraying them as heartless people who can kill without feeling remorse.

[4-5]

[8]


1 (b) Study Sources B. and C (Comparison Hybrid) Does Source B make you surprised by Source C? Explain your answer.

[6]

L4 NOT SURPRISED BASED ON DIFFERING PURPOSES/PERSPECTIVES + CROSS-REFERENCING/USE OF CK Source B makes me surprised by Source C because the sources differ in their opinion on whether the Germans were successfully influenced by Hitler’s indoctrination attempts. Source B shows that the woman’s mother was completely enamored by Hitler and completely went along with his ideas, as seen from, “she accepted the explanations for persecuting the Jews in Germany.” While source C shows how the writer’s father was unconvinced and in fact, his parents lived in fear of being targeted by Hitler. As seen from, “he begged me not to repeat the negative comments he had made about the whole Nazi set-up.” Therefore, since both source differ in terms of their opinion on whether the Germans were successfully influenced by Hitler’s indoctrination attempts, Source B makes me surprised about Source C. I am not surprised as the difference in the two sources can be explained by different perspectives on how the individuals were affected by Hitler’s use of propaganda. While the woman’s mother in Source B was positive, it is not altogether surprising as it echoes the sentiments of many Germans who saw Hitler as the savior of the nation after the ineffective Weimar Government. Thus, it can be contrasted to the fear exhibited by the writer’s parents in Source C is not surprising as Source C shows the impact of the Hitler’s use of terror and the SS and Gestapo to instill fear in an attempt to maintain control. [Demonstrates use of contextual knowledge in interpreting the provenance]

[6]

[9]


1 (c) Study Source D. (Inference) What does the source reveal about the impact of Hitler’s censorship and propaganda campaigns on the youths? Explain your answer.

[5]

L3 INFERS FROM SOURCE, SUPPORTED 4m for 1 inference, 5m for 2 e.g. The source reveals that

Hitler’s campaigns were not very successful as they failed to brainwash the youths as the Edelweiss Pirates were formed to go against Hitler’s efforts, in particular the Hitler Youth. In the source, he “dictates [and] makes [them] small” yet they feel they cannot be “restrain[ed]” demonstrating that he was unsuccessful in his attempts to control the youths.

Hitler’s campaigns backfired and inspired the youths to overthrow him as seen from, “we’ve got fists and we can fight” showing that no matter how hard Hitler tried to control them, they were not giving up and planned on an uprising.

Hitler’s campaigns angered the youths greatly, as seen from “we will smash the chains one day.”

[4-5]

[10]


1 (d) Study Sources E and F. (Utility) Which source is more useful in showing the extent of Hitler’s indoctrination attempts? Explain your answer.

[6]

L3 SOURCE E AS MORE USEFUL, EXPLANATION OF SOURCE F AS A UNIQUE EVENT WITH CROSS-REFERENCING TO REINFORCE SOURCE E’S EXTENT Sources E and F are both useful because they reveal different impacts of Hitler’s indoctrination attempts. Source E shows how his indoctrination methods resulted in a mechanical and mindless populace that did as they were told, because they were deeply influenced by his anti-Semitic propaganda. As seen from, “it was something already taken for granted that the Jews were to blame for everything.” And that “I never really gave much thought to whether it was wrong.” Showing that Hitler’s attempts really did brainwash the Germans into seeing the Jews as the enemies of the state. Source F then reveals that not everyone was successfully turned against the Jewish population as it details a Nazi soldier that tried to save the Jewish people from the concentration camps, and so he went through great lengths and risked his own life to “pretend not to be a ‘Jew lover” and actually managed to save “hundreds of Jews” Showing a different side Hitler’s success. Source E is more useful because it is supported by a wealth of information of the mass execution and suffering of the Jewish population. When I cross-refer to my contextual knowledge, I know that approximately 6 million Jewish people lost their lives in the Nazi concentration camps during the Holocaust in camps such as Auschwitz, which Rudolf Hoess was the Commandant of. As seen from Source A, this indoctrination began at a young age, to bring up German boys and girls that saw the Jewish people as the enemy, a sentiment that is then echoed again in Source B with the German woman’s mother who wholeheartedly supported Hitler’s anti-Semitic ideals. Source F on the other, while it shows an alternate perspective to Hitler’s campaigns, is merely a unique event that in comparison to the mass genocide of the Jewish people, does not fairly demonstrate the true extent of the Holocaust.

[5-6]

[11]


1 (e) Study all the sources. “Hitler’s attempts at indoctrination against the Jews were successful.” How far do these sources support this view? Use the sources and your knowledge to support you answer.

[8]

L1 WRITES ABOUT THE HYPOTHESIS, NO SOURCE USE e.g. Hitler used propaganda campaigns and education to brainwash the youths of Germany against the Jews.

[1]

L2 YES OR NO, SUPPORTED BY VALID SOURCE USE e.g. Yes, Sources A, B and E support the statement. Source A shows that the publishing of grossly anti-Semitic content for the brainwashing of youths in Germany was acceptable, which demonstrates that there was in fact a strong anti-Jew sentiment in Nazi Germany perpetuated by Hitler’s campaigns. The source depicts the Jews as cruel and heartless murderers of animals, as 2 shocked German children looked on. Showing that they went through great lengths to brainwash Germans from an early stage against the Jews, and with the distribution of this book, reinforces the success of this effort. Source B shows how a woman’s mother was fanatically supportive of Hitler’s actions, as she “accepted the explanations for persecuting the Jews in Germany” and that there was a “need for concentration camps”. Demonstrating that Hitler had successfully turned the citizens against the Jews in the most submissive manner. Source E also shows that Hitler successfully transformed grown men into mechanical and mindless foot soldiers of his mission to eliminate the Jews. As seen from, “our military training took for granted that we had to protect Germany from the Jews.” Thus showing how successful Hitler was in turning people against the Jews. OR No, Sources C, D and F oppose the statement. Source C shows that instead of falling for Hitler’s propaganda, the writer’s father was actually merely obedient due to fear, as seen from “Father hated everything connected with the Nazis”. Source D shows that Hitler’s campaigns actually backfired and turned many youths against him. As seen from ,” we will smash the chains one day./ We’ll be free again.” Source F shows that not everyone would follow the directives of Hitler and the Nazis without questioning, as the Nazi soldier took matters into his own hands to save as many Jews as he could. As seen from, “hundreds of Jews were saved from the deportation that was taking place at the ghetto.”

[2-4]

L3 YES AND NO, SUPPORTED BY VALID SOURCE USE Both aspects of L2, additional bonus mark of 1m up till a maximum of 8m for every source which has its reliability disputed successfully.

[5-8]

[12]


Section B: SEQ 2 (a) Explain how the youths and workers were impacted by Stalin’s

rule. [8]

L1 DESCRIBES STALIN’S RULE Award 1 mark for each detail, up to a maximum of 2 marks E.g. Stalin was a dictator that used fear to control the people. [1m]

[1-2]

L2 IDENTIFIES OR DESCRIBES FACTORS Award 3 marks for identification without description. Award 4 marks for identification with description

- Education for the youths - Komsomol youth group - 5-year plans: Rapid Industrialisation for the workers

[3-4]

L3 EXPLAINS FACTORS Award 5-6 marks for 1 explained factor. Award 7-8 marks for two explained factors.

- Education for the youths: Literacy rates went up drastically under Stalin’s rule as 9 years of free education was given to the youths. In the curriculum however, was a system rich in propaganda that promoted Stalin as the father of the nation and taught technical subjects that would be useful for Stalin’s aim of quickly building up the industrial strength of the USSR to compete with the USA. The Komsomol was also set up as a Communist youth group to promote communist ideals.

- 5-year plans: Under Stalin’s Rapid Industrialisation initiative, the factory workers suffered under harsh working conditions. Long working hours with minimal pay, and lived in cramped and unsanitary conditions. They were also set unrealistic targets that were often impossible to meet.

[5-8]

[13]


2 (b) “Stalin’s rise was due mostly to luck.” To what extent do you agree with this statement? Explain your answer.

[12]

L1 DESCRIBES STALIN WITHOUT FOCUS ON THE QUESTION e.g. Stalin was the leader of the USSR.

[1-2]

L2 EXPLAINS AGREE OR DISAGREE Award 3 marks for an explanation and further marks for additional reasons or supporting detail for reasons, up to a maximum of 6 marks. e.g. Yes, Stalin was lucky in his rise to power as he had weak opposition which gave him the chance to appear the most likely successor after Lenin’s death. Stalin’s main rival, Leon Trotsky, was unpopular in the Soviet Politburo as he was seen as arrogant and often argued with Lenin publicly on ideas. He also promoted the idea of Permanent Revolution, which turned the Soviets against him as they were war weary and tired of the constant upheavals that they had been suffering since World War I. OR No, Stalin manipulated his way into power through pretending to be close to Lenin such that he would gain the support of the Soviets. For instance, he visited Lenin everyday when he was struck by illness, such that it would appear that he was very close to Lenin and should be the natural successor of Lenin. When Lenin passed away, Stalin organized the funeral and named himself the Chief Mourner. He also strategically gave Trotsky the wrong date to the funeral, Trotsky’s absence appeared to be a show of nonchalance in the face of the great leaders’ demise. Stalin then went further by renaming the city of Petrograd, Leningrad in Lenin’s honour. All of these maneuvers set Stalin up to be the natural successor of Lenin due to the perceived closeness and loyalty portrayed by Stalin.

[3-6]

L3 EXPLAINS BOTH SIDES OF THE ARGUMENT Both elements of L2

[7-10]

L4 L3 + A BALANCED CONCLUSION Award the higher mark in the level for more developed answers. In conclusion, Stalin’s rise was due more to his own actions, as he was presented with great opportunities exploitation in order to come to power. However, without his calculated moves and manipulation, he would not have capitalised as successfully on these opportunities.

[11-12]

[14]


3 (a) Explain how General MacArthur and President Eisenhower impacted the course of the Korean War.

[8]

L1 DESCRIBES THE KOREAN WAR e.g. The Korean War was fought between North and South Korea, after they were divided at the 38th parallel after World War II.

[1-2]

L2 IDENTIFIES OR DESCRIBES FACTORS Award 3 marks for identification without description. Award 4 marks for identification with description

- General MacArthur: General MacArthur masterminded and executed the Inchon Landing

- President Eisenhower: American President Dwight D. Eisenhower was a 5 star General and World War II veteran and he was elected into the seat of Presidency after Truman.

[3-4]

L3 EXPLAINS FACTORS Award 5-6 marks for 1 explained factor. Award 7-8 marks for two explained factors.

- General MacArthur: General MacArthur masterminded and executed the Inchon Landing, which was a highly successful amphibious landing that managed to push the North Koreans back past the 38th parallel. Through this success, MacArthur was able to push further up into the North eventually reaching the border with the Chinese. The initial success and euphoria brought about by MacArthur’s Inchon Landing was then dampened by the threats he posed to the newly communist Chinese nation. Despite being warned by Chinese Premier Zhou En Lai not to procees past the 38th parallel, MacArthur ignored this and chose to push to the border at the Yalu River. This dragged the Chinese into the war on the side of the North Koreans, and escalated the war.

- President Eisenhower: American President Dwight D. Eisenhower was a 5 star General and World War II veteran and he was elected into the seat of Presidency after Truman. Eisenhower can be credited with the quick end to the Korean War as he adopted the strategy of Brinkmanship in order to get the Chinese and the Soviets to back down. He threatened them with the use of nuclear weapons if they did not accept the ceasefire, which effectively convinced the Soviets to back down. With the 2 superpowers stepping aside, the Korean War was brought to a ceasefire, split along the DMZ.

[15]


3 (b) “The USA intervened in Korea mostly to protect the South from Communism.” To what extent do you agree with this statement? Explain your answer.

[12]

L1 DESCRIBES THE KOREAN WAR WITHOUT FOCUS ON THE QUESTION e.g. The Korean War was fought between North and South Korea over ideology.

[1-2]

L2 EXPLAINS AGREE OR DISAGREE Award 3 marks for an explanation and further marks for additional reasons or supporting detail for reasons, up to a maximum of 6 marks. Yes, the USA was involved in the Korean War because they were afraid of the reality of Domino Theory and thus felt the need to enforce the Policy of Containment. In the initial stages, when it was not clear that Korea was to be fought over between the communist North and democratic South, the USA remained largely uninvolved as they were more interested in protecting Japan from the communist wave. However, when the North successfully invaded the South, the USA defense department released NSC-68 stating that they must protect any county that was under the threat of communist influence from that. This act demonstrated that the USA’s involvement in Korea was largely to protect the South Koreans from falling to the Communists. OR No, the USA was also interested in using the Korean War as a field test for the newly formed United Nations. As the United Nations was created under the direction of the USA and President Truman, it was necessary that the United Nations not be condemned as another ineffective force like the League of Nations. Given the opportunity of Korea, the USA felt the need to act decisively and militarily in order to exert the influence of the UN and prove that they would be actively supporting countries that needed help.

[3-6]

L3 EXPLAINS BOTH SIDES OF THE ARGUMENT Both elements of L2

[7-10]

L4 L3 + A BALANCED CONCLUSION Award the higher mark in the level for more developed answers. In conclusion, the USA’s involvement in the Korean War was definitely largely to combat the spread of Communism. Despite having a secondary objective of exercising the UN’s muscle for the first time, the UN was in fact formed to combat communism, which thus serves the purpose of ensuring the PoC.

[11-12]

End of Answer Scheme

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