The document contains sample exam questions for a Year 10 summer exam on US history from 1919-1941. The questions cover a range of topics including the Ford Motor Company's assembly line production system, government policies towards industry, Huey Long's role in the 1930s, and problems faced by farmers in the 1920s. Other questions ask students to explain the effects of developments like the automobile industry and the Wall Street Crash. Further questions address organized crime in the 1920s and Sacco and Vanzetti's conviction. The document provides mark schemes for evaluating multi-part answers.

1. Year 10 Summer exam USA 1919-41

3. Question 1b Describe the system of mass production used by the Ford Motor Company Describe US government policies towards industry Describe the role of Huey Long in the USA in the 1930's Describe the problems faced by farmers in the 1920's Describe the lifestyle of the flapper in the USA in the 1920's

4. Question 1c Explain the effects developments in the car industry had on the economy in the 1920s. Explain the effects of the end of the First World War on farming in the USA. Explain the effects of Prohibition in the USA in the 1920s. Explain the effects of the Wall Street Crash on the USA in the years 1929–32. Explain the effects in 1929 of the Wall Street Crash in the USA.

5. Question 1d (d) Explain why organised crime grew in the USA in the 1920s. (d) Explain why there was opposition to Roosevelt’s New Deal. (d) Explain why Sacco and Vanzetti were convicted of murder.

6. Question 2a or 2b 2 (a) Explain how the Second World War in Europe affected the USA in the years 1939–41. OR 2 (b) Explain how Hoover tried to deal with the problems created by the Wall Street Crash. 2 (a) Explain how the role of women in US society changed in the 1920s. OR 2 (b) Explain how Roosevelt tackled the problems of unemployment in the years 1933-41. 2 (a) Explain how new consumer goods changed life for many families in the USA in the1920s. OR 2 (b) Explain why the American economy crashed after 1929. 2 (a) Explain how the lives of farmers changed in the years 1919–29. OR 2 (b) Explain how Roosevelt dealt with the problems of the banks in 1933. 2 (a) Explain how Prohibition changed the lives of many Americans in the 1920s. OR 2 (b) Explain how attempts to deal with America’s economic problems changed in the years 1936–41.

7. Mark scheme for question 1 and 2 Level 1 1-2 Simple or generalised statements. 1 mark for one simple statement. 2 marks for two or more simple statements. Level 2 3-5 Developed statement(s). 3-4 marks for one developed cause. 4-5 marks for two or more developed causes. Level 3 6-8 Developed explanation. 6-7 marks for one cause explained. 7-8 marks for two or more causes explained. Award 8 marks to any answer which prioritises causes or demonstrates how they link

8. Question 3 *3 (a) Was the poor treatment of black people the most serious problem facing US society in the 1920s? Explain your answer. You may use the following information to help you with your answer. • The poor treatment of black people • Prohibition • Organised crime • The treatment of immigrants (16) OR *3 (b) Was over-production the main reason for the Wall Street Crash of 1929? Explain your answer. You may use the following information to help you with your answer. • Over-production • Unequal distribution of incomes • Protection • Problems in the stock market (16)

9. *3 (a) Was gangsterism the most important problem facing the USA in the 1920s? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Gangsterism • Problems in agriculture • Racism • The growth of intolerance OR *3 (b) Was the New Deal successful in dealing with the problems in the USA in the 1930s? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Actions to help banks • The Alphabet Agencies • The Second New Deal • Relations with the Supreme Court

10. *3 (a) Was the introduction of mass production the most important reason for the economic boom in the USA in the 1920s? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Mass production • New industries • Hire Purchase • Advertising OR *3 (b) Was the setting up of Alphabet Agencies the most successful way President Roosevelt dealt with the Depression? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Alphabet Agencies • The Fireside Chats • The Second New Deal • Responding to the war in Europe

11. *3 (a) Was motor car ownership the most important reason for improvements in the way of life for many Americans in the 1920s? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Motor car ownership • New consumer goods • New forms of entertainment • High levels of prosperity OR *3 (b) Was unemployment the most serious problem in the USA in the 1930s? Explain your answer. (16) You may use the following in your answer and any other information of your own. • Unemployment • Homelessness • Lack of social security • The depression in farming

12. *3 (a) Did hire purchase have the greatest impact on life in the USA in the 1920s? Explain your answer. (16) You may use the following in your answer and any other information of your own. 􀀃 􀁸􀀃 Hire purchase 􀀃 􀁸􀀃 Advertising 􀀃 􀁸􀀃 The Movies 􀀃 􀁸􀀃 Car ownership OR *3 (b) Were Hoover’s measures the most important steps taken to deal with the Great Depression in the USA in the years 1929–36? Explain your answer. (16) You may use the following in your answer and any other information of your own. 􀀃 􀁸􀀃 Hoover’s measures 􀀃 􀁸􀀃 The Emergency Banking Act 􀀃 􀁸􀀃 Setting up the Civilian Conservation Corps (CCC) 􀀃 􀁸􀀃 The National Recovery Administration (NRA

13. Mark scheme for q3 Low level 1 (1-2) Repetition of the provided stimulus material or agrees/disagrees with no development. High level 1 (3-4) For unfocused description Low level 2 (5-6). Mainly narrative or development of one of stimuli only. High Level 2 (7-8) Develops two or more of stimuli or other relevant information. Low Level 3 (9-10) Considers a variety of reasons but judgement implicit High Level 3 (11-12) Considers a variety of reasons and explains why one more important than others. Low level 4 (13-14) Makes judgement on relative importance of more than two reasons. High level 4 (15-16) Illustrates that one ‘most important reason’ on its own could not provide a satisfactory explanation.