Transcript PAPER 2 - SchoolHistory.co.uk

SOURCES &
KNOWLEDGE
in partnership
By Mr Warburton
www.SchoolHistory.co.uk
PAPER 2
This paper is a test of your ability
to use your knowledge of the
subject content to help interpret
and evaluate the sources.
KNOWLEDGE
SYLLABUS OUTLINE
Why had peace collapsed by 1939?
– What were the long-term consequences of the peace treaties of 191923?
– How successful was the League in the 1930s?
– What were the consequences of the failures of the League in the
1930s?
– How far was Hitler's foreign policy to blame for the outbreak of war in
1939?
– Was the policy of appeasement justified?
– How important was the Nazi-Soviet Pact?
– Why did Britain and France declare war on Germany in September
1939?
SYLLABUS OUTLINE
The impact of the World Depression on the work of
the League after 1929; the failures of the League
during the 1930s, including Manchuria and Abyssinia.
The collapse of international order in the 1930s; the
increasing militarism of Germany, Italy and Japan;
Hitler's foreign policy to 1939; the Saar,
remilitarization of the Rhineland, Austria,
Czechoslovakia and Poland; appeasement and the
outbreak of war in 1939.
PEACE TREATY
CONSEQUENCES
• German pride had taken a beating: reparations &
territory etc, REVENGE would be on the agenda if
Germany ever grew powerful again
• some German-speaking peoples were forced to
become part of non-German/Slav countries. Eg. West
Prussia into Poland, Sudeten Germans into
Czechoslovakia
• weakened Germany would need to rearm to feel safe
again…100,000 about the size of the police force!
LEAGUE FAILURE
• French and British self-interest
• Absent powers
• Ineffectiveness of sanctions
• Lack of armed forces
• Unfair treaty
• REaching decisions too slowly
STEPS TO WAR IN 1939
CRASHING
into
WAR
STEPS TO WAR IN 1939
Civil War in Spain
Re-occupation of Rhineland
Anschluss with Austria
Sudetenland crisis: Munich Agreement
Hitler takes rest of Czechoslovakia
Italy and Germany form pact of steel
Nazi-Soviet pact
Germany invades Poland
SOURCES
WHAT SOURCES?
HISTORIANS
HISTORIANS
• personally involved - or physically
detached?
• from an opposing - or supporting viewpoint?
• writing from direct experience - or later?
WHAT SOURCES?
INVOLVED
INDIVIDUALS
INVOLVED INDIVIDUALS
• negative or positive experience?
• writing at the time or later?
• different motives?
• position/role?
• value of a primary source differs...
INVOLVED INDIVIDUALS
The events of the last few days constitute one of
the greatest diplomatic defeats that this country
and France have ever sustained.There can be no
doubt that it is a tremendous victory for Herr
Hitler.Without firing a shot, by the mere display
of military force, he has achieved a dominating
position in Europe which Germany failed to win
after four years of war... He has destroyed the
last fortress of democracy in eastern Europe that
stood in the way of his ambition.
CLEMENT ATTLEE, LABOUR LEADER 1938
WHAT SOURCES?
CONTEMPORARY
ACCOUNTS
CONTEMPORARY ACCOUNTS
NEWSPAPERS are the most used example of a
contemporary - supposedly objective - account. The
key questions still apply:
• country of origin and the possibility of
national bias
• motivation of the writer/publisher….
Accurate report or designed for a response
• very contemporary/eye-witness…or more
secondary/commentary style accounts
• is the report subject to censorship?
WHAT SOURCES?
CARTOONS
CARTOONS
People in the cartoon should be named
Items in the cartoon should be identified
Captions must be explained
Things in the background are also important
Underlying attitude of the author should be made
clear
Remember what you have learnt about this topic
and try to use it in order to explain the meaning of
the cartoon
Exactly what the actors are doing is important in
understanding the cartoon.
C
A
R
T
O
O
N
CARTOON
WHAT SOURCES?
PHOTOGRAPHS
PHOTOGRAPHS
The key question has to be which category does
the photo fit into:
• accurate spontaneous record
• staged record of an event (after the fact)
• staged record of an event that did not
happen that way
• staged record of an event that never
happened
All the key origin and motivation questions are
still relevant...
WHAT SOURCES?
STATISTICS
STATISTICS
WHAT SOURCES?
MISCELLANEOUS
WHAT SOURCES?
•
•
•
•
•
•
•
HISTORIANS
INVOLVED INDIVIDUALS
CONTEMPORARY ACCOUNTS
CARTOONS
PHOTOGRAPHS
STATISTICS
MISCELLANEOUS
COMPREHENSION OF
SOURCES
• TIP:
– go beyond what you can actually see or
read; squeeze the source for what you can
INFER from it.
– The markscheme level descriptions suggest
that the Higher marks necessary for A*-C
grades are not available if you stay with
you can see or read.
RELIABILITY OF SOURCES
• TIP:
– If the sources contradict each other, you
should be able to make a judgment about
their relative reliability
– FIRST: check the attribution: Who wrote
this? Why? When? So what?
– SECOND: the source itself might give you
clues, eg. facts you know are wrong
presented to support a case, extreme
language which suggests a dodgy motive
USEFULNESS OF SOURCES
• TIP:
– Treat every source individually, remember
that not every photograph is staged, every
historian subjective etc..
– Reliability affects Usefulness. So make the
reliability decision first.
– If a source is biased, it isn’t necessarily
useless to the historian….it just becomes
evidence of something else…
INTERPRETATIONS
• TIP:
– The ‘Do you agree…’ type of question…
You have the Sources and your Knowledge...Try and
write an answer that is balanced: look for things
you can agree & disagree with/both sides of the
story …. Deploy the evidence from the sources - on
both sides - to back up your opinion. Usually you
will find that the interpretation you are invited to
comment on is only partly correct… don’t be
tempted into 100% agreement or
disagreement