2. League of Nations V - Hwa Chong Institutionsecondary2history2016.wiki.hci.edu.sg/file/view/2....

Mr. J. L. Rolleston

SEC 2 HISTORY Revision Pack #2

THE LEAGUE OF NATIONS

Created by J. Rolleston 28/07/2014

1

Sec 2 History Exam Revision Pack #2


2

CONTENTS

1. Introduction 2. Essential Knowledge Checklist: LoN 3. Multiple Choice Questions: Practice 4. Source Based Questions: Practice 5. Constructing Explanations: Practice 6. Mark Scheme


3

INTRODUCTION

What is this pack?

This is the second revision pack in a series that starts with the Treaty of Versailles which is designed to guide you through the Sec 2 history course, with a focus on exam technique and preparation. This pack focuses on the League of Nations (throughout both the 1920s and the 1930s).

This pack is much thinner than the first one!

Yes, because the skills required to tackle each kind of question don’t change as the focus of the topic changes. So everything outlined in Pack #1 holds true for this pack and all the others; you answer a 7 mark source comparison question in exactly the same way if the subject matter is the League as you would if the subject matter were the Treaty.

As a result, this pack doesn’t have the “tips” section, only the Essential Knowledge Checklist and a variety of practice questions, with mark scheme.

I haven’t actually read the first pack yet…

You probably should. The exam tips it gives are invaluable, and the other packs make much less sense without the first one as a sort of “key”. It is best to work through the packs in order, rather than simply picking only those you think you’re weak on. Even if you think you know a topic well, or perhaps especially if you do, practicing transforming that raw knowledge into a polished exam paper takes practice.

Why is there no content in these packs? You keep saying how important facts are…

Facts are important, but they’re also easy to come by. Learning them in one go with the help of a “cheat sheet” isn’t a very good idea. As such, these packs check you have the information you need without providing it to you on a plate. If there’s anything on the Checklist you have not learned, go to the textbook, your own notes of the class slides to fill in the blanks.

Neither this pack nor Pack #1 contain any tips or practice questions for source reliability. You’re lazy!

Trying to learn all the techniques in one go is difficult, so source-reliability is not introduced until Pack #3, which deals with Hitler’s Germany. Questions on reliability of sources are more likely for Nazi Germany, too.


4

I need to know… Know it?

When and why the League was set up. Why America was never part of the LoN. The main aims of the League, outlined in

the Covenant.

Who the League’s original permanent members were.

When Germany joined the League. The functions of the Council.

The functions of the Assembly. Names & roles of at least four League

Commissions.

The measures available to the Council to deal with any crisis.

What happened in Vilna, 1920. What happened in Upper Silesia, 1921. What happened to the Aaland Islands,

1921.

What happened in Corfu, 1923. What happened in Bulgaria, 1925.

The significance of the Geneva Protocol. How the League fared with disarmament

in the 20s and 30s.

The significance of the Locarno Treaties. The significance of the Kellogg-Briand

Pact.

The relationship between the League’s activities and the global economy.

Why the Manchuria Crisis happened. What the League did in Manchuria.

How the League improved living/working conditions

What the League did to resolve the Abyssinia crisis + its effectiveness.

Whether the League succeeded in the 20s.

Why the League failed in the 30s.

How to use:

It’s pretty straightforward. Simply read the entry in the left-hand column and ask yourself “Do I know this?” If the answer is a definite yes- it comes to you without too much thought- put a tick in the right-hand box and feel pleased with yourself. If you don’t know, or you have to spend half an hour thinking so hard you get a headache, or you have to refer to the textbook or to Google, then leave the right-hand box blank and LEARN IT.

Make sure the knowledge isn’t “wooly”. Always be precise; who, when, how much?

KNOWLEDGE CHECKLIST


5

MUTLIPLE CHOICE QUESTIONS

How do I tackle them?

If you can tick every box in the checklist on the last page, you should be able to answer any MCQ thrown at you and you can say thank you for a very easy six marks.

However, even if you know your stuff, you could still slip up if you rush. Read the question carefully, making a note of the key words. Then read each option twice and make sure you understand what it’s saying. Then and only then should you select your answer. It’s not worth throwing away 1 or 2 easy marks because you were in too much of a hurry to actually read.

There’s a high probability that MCQs on the LoN will test your precise knowledge of the various crises, so make sure you know them!

Here are three practice MCQs; complete them in one sitting and don’t cheat by looking at your notes!

1. The League enjoyed some successes in the 1920s. Which of the following could be used as evidence to support this statement?

a. Disarmament of all Allied nations and the Dawes Plan. b. Signing of the Locarno Treaties and the Kellog-Briand Pact. c. The resolution of the (admittedly small) Vilna and Aaland Islands

controversies, both of which the League solved. d. Decisions taken by the League over the disputes in Upper Silesia

and Corfu. 2. Which of the following was not a reason for the USA’s ultimate refusal to

participate in the League? a. Many American citizens, including German immigrants, hated the

Treaty of Versailles. As the League would have to uphold it, they wanted no part.

b. President Wilson fell ill and could not participate in the 1920 election and his replacement for the Democrats, James Cox, won the election by not supporting the League at all.

c. Americans worried that the League would cost them too much, as it would get America involved in affairs that did not concern her.


6

d. Americans believed that getting involved with the League would mean working to protect the imperial interests of Britain and France, to which they were in principle opposed.

3. Which of these statements regarding the internal structure of the League is not accurate?

a. The League contained many commissions which focused on dealing with a particular global issue. Examples include the Slavery Commission, the Health Commission and the Mandates Commission.

b. The International Labour Organisation met once a year and tried to encourage countries to adopt the changes and solutions it put forward in order to improve working conditions across the world.

c. The League’s Council consisted of Permanent Members, like Italy and Japan, and temporary members who sat on the council for terms of around 4-9 years.

d. The Permanent Court of International Justice could impose sanctions, such as moral condemnation and trade sanctions, upon a country who disagreed with its rulings. If necessary, it could make member-states support its rulings with their own armies, although the League had no army of its own.

You’ll find the answers in the mark-scheme, as well as explanations of why the incorrect answers are incorrect.


7

SOURCE BASED QUESTIONS: PRACTICE

How to use this section:

Make sure you have all of the essential knowledge memorised before tackling this section.

This section includes a 6-mark analysis of purpose question and a 7-mark comparison. There is no analysis of reliability in this pack.

Read through the tips on source-based questions above, as well as the mark-scheme. Then, sit somewhere quiet and without distractions and set aside about an hour. Do both questions together; you’ll find it much easier to write good answers this way.

When you’re done, swap your answers with a classmate. Fairly mark his answers with reference to the mark-scheme, then swap back and discuss why you gave what you gave.

You can then submit a peer-marked essay to Mr. Rolleston (or another teacher, if you ask beforehand) for a “second opinion”, if you choose.

You’ll find the first source and the first question on the next page.


8

TYPE ONE: ANALYSIS OF PURPOSE

Source A: A Punch cartoon from 1920, before the US election of that year had been

decided.

The figure in the top-hat is Uncle Sam.

“Study Source A. Why do you think this cartoon was published? Explain your answer.” (6 marks)

Remember!

1. Don’t forget to PEE. You’ll only make a mess if you do. 2. Purpose is Author + Audience + Message + Intended Outcome. 3. Don’t just describe the cartoon; the marker can see it, too. 4. Use the extra knowledge you have when you can, but remember that

it must act in support of evidence from the cartoon, not in its place. 5. Context is very important to this cartoon; why has it been specified that

the US election is ongoing? If you don’t know, look it up.


9

TYPE TWO: COMPARISON OF PURPOSE

B. A Punch cartoon from 1925. The text above the officer’s head reads “The Locarno Picturedrome” (or cinema).

The signpost on the board says “To the League of Nations!” and underneath Fraulein Gretchen (who represents Germany as a whole) are the words “Her First Appearance”.


10

C. A cartoon from a different British publication (The Evening Standard), also from 1925. The Low in the top left hand corner is the signature of the artist; famous cartoonist David Low.

“Study Sources B & C. How they differ with regard to the Locarno Treaty? (7 marks)

Remember!

1. This question relies on precise knowledge about a fairly complicated topic. If you’re not sure about things like the Dawes Plan or the Locarno Treaty, or the League’s record on disarmament, go and look them up before attempting this tricky question.

2. Remember that you must discuss similarities and differences in content (what the source says) and purpose (who is saying it, to whom and why?).

3. These sources both look at a smaller issue (Locarno), whilst keeping one eye on a bigger issue (the League as a whole). Try to show understanding of both levels.


11

CONSTRUCTING EXPLANATIONS: PRACTICE

How to use this section

In an exam, you have to answer two of three questions. It is extremely unlikely that any two will be on the same topic. For the sake of practice, do the essay below in one sitting. This will help you to get used to concentrating for a long period of time and help you prepare your hand for writing a lot very quickly!

If you’d like to have your essays marked, please send an email to Mr. Rolleston or another teacher to ask if they would be willing to do so.

1. How far do you agree that the main reason for the League of Nations’ failure to prevent conflict and aggression in the 1930s was the continued absence of the USA? Explain your answer. (12 marks)

Note: If you wish to answer another question on a similar topic, perhaps one you’ve created yourself (League in the 20s?) or taken from the textbook, that’s fine too. You can ask to have this marked instead of the question above if you think it will be more helpful to you.


12

MARK SCHEME

Section One: MCQ

1. B is correct. A is incorrect because neither disarmament nor the Dawes Plan could fairly be called successes. C is incorrect, as whilst the Aaland Islands issue was resolved by the League, Vilna was not a League success. D is similarly incorrect as whilst Upper Silesia ranks amongst the League’s successes, the same cannot be said of Corfu.

2. B is correct. Cox did not go against the League; he ran on a platform supporting it, but was defeated by the Republican candidate, Warren G. Harding, who opposed the League and promised a “return to normalcy” for the US. A is incorrect as many Americans did resent the ToV and there were a number of Germans living in the USA. Both C and D were also common objections.

3. D is correct, as it is the only invalid statement. The Permanent Court of International Justice had no power to enforce sanction of any kind. Although it arbitrated disputes, all punitive measures were taken by the Council. The other three statements are all factually correct and valid.


13

SBQS

1) Study Source A.

Why do you think this cartoon was published? Explain your answer. [6m]

Level Descriptor Mark

L1 No source reference / details taken from the source 0-1

L2 Inference(s), unsupported

2m: 1 inference unsupported

3m: 2 inferences unsupported

Examples include:

“The cartoon shows that America was the most important part of the League”

OR

“The cartoon suggests that the League had no hope of success without America’s involvement”

OR

“The cartoon implies that America was lazy for refusing to join the League”.

2-3

L3 Inference(s), supported

3M: 1 weak inference supported

Examples include:

“The cartoon suggests that America was vital to the League, shown by the fact that the keystone of the bridge that represents the League is marked USA”

OR

“America is depicted as lazy and negligent in this cartoon; Uncle Sam, the personification of the United States, is

3-5


14

shown reclining and smoking, even though there is work to be done”.

4M: 1 strong inference supported/2 weak inferences supported

5M: 2 strong inferences supported

Examples include:

“The cartoonist makes it clear that he believes the League of Nations cannot succeed without the involvement of the United States, which in 1920 was divided between those who supported the League and those who did not. President Wilson is described as the designer of the bridge (and thus the League) and the keystone is marked USA, but is absent from the bridge”

OR

“The bridge representing the League is purposefully depicted as weak, with the vital keystone absent and its place filled with a stop-gap. It is clear that it could collapse at any moment without the key-stone. The implication, then, is that the League in 1920, without America, was too weak to support itself”.

L4 Purpose explained using source details and contextual knowledge

*answer must indicate author, audience, message and intended outcome

Author: British cartoonist.

Audience: Primarily British, but nothing to exclude Americans either, as Punch was read on both sides of the Atlantic.

Example explanation of purpose:

“This Punch cartoon was published when the League of Nations was in its infancy and whilst America was still making its mind up as whether or not to support the

6


15

League that Wilson had worked hard to establish. The primary audience was British citizens, but as Punch was also popular on the other side of the Atlantic, it is also likely to be appealing to an American audience, too. The message of the cartoon is two-fold; firstly, that America is the most vital part of the League and without its involvement the League cannot succeed (Demonstrate with supported inference) and secondly that America is neglecting its duty by refusing to participate (Demonstrate with supported inference). A number of desired outcomes can be plausibly suggested. Perhaps the cartoon is suggesting that the League is doomed to failure without America’s involvement and to thus encourage Europeans to abandon a hopeless endeavor? However, given the timing of the cartoon’s publication, coinciding with the 1920 election where membership of the League was the key issue, it seems more likely that is seeks to encourage both the British audience and the American audience to push for American participation in the League, both by stressing its importance and by depicting its current inactivity as laziness and neglect.

A 6 mark answer should:

Show some awareness of America’s position vis-à-vis the League in 1920. Explain briefly using own knowledge why America was considered to be the League’s keystone. Show awareness of at least the British audience of Punch. Show awareness of the cartoon’s desire to influence the political debate, not merely to make a point in isolation (purpose vs. message).

**If any element of Author, Audience, Message or Outcome is unclear, answer is weak – L4/5.


16

2) Study sources B and C. How different are they regarding the Locarno Treaties? Explain you answer. (7m)

Level Descriptor Marks L1 Repeats information from the source/lists

differences/comparison of provenance

1

L2 Similarity OR difference in content, unsupported2m: 1 similarity/difference unsupported 3m: 2 similarities/2 differences, unsupported

E.g. “Both sources give their opinions on the Locarno Treaties” OR

“Source B is much more positive about the importance of the Locarno Treaties than Source C, which is more lukewarm”.

2-3

L3 Similarity OR difference in content, supported 3m: weak similarity/difference, supported Weak example: “Source B is positive about the Locarno Treaty, as shown by it being called a Triumph for the League. Source C is also positive, which is why Locarno is depicted as a stepping stone” 4m: strong similarity/difference, supported

3-4

L4 Both aspects of L3 4m: 2W 5m: 1S1W 6m: 2S Example of 2 strong comparisons: “The two sources are similar in that they both give a favorable impression of the recently-signed Locarno Treaties and depict it as respectively a “Right Turning”, as shown on the billboard being held by the officer, and a step toward full disarmament for Europe (similarity). However, they differ as to the degree in which they laud Locarno. Source B is very celebratory, showing the signing of treaties as the opening of a new film, declaring it a Triumph for the League and congratulating the British ambassador. It is overwhelmingly positive. On the other hand, Source C is more reserved. Although Locarno is shown as a literal stepping stone toward disarmament for Europe (depicted as a woman, Europa) the uncertainly of the future is made clear. Although Locarno is a significant step forward from the Dawes Plan, the gap between it and disarmament is much, much wider. The title of the cartoon “and now, the next step” places emphasis not on Locarno, but what comes next.

4-6


17

L5 L4 + purpose (author, audience, message, intended outcome) Comparison of Purpose:

Both immediate responses to Locarno. For a British audience. Messages both largely positive, but message of C less so (the distinction between cautiously optimistic and very positive must be drawn for full 7 marks to be justified). Intended Outcome of both sources similar in principle: to give a verdict on Locarno which people will adopt. Source B seeks to create a mood of celebration and, explicitly, to congratulate the government on a job well done (also to encourage British people to accept Germany as a member of the League?) whereas Source C wants people to focus on the next step and not get too carried away with celebrating Locarno. It wishes to place the focus on the future. This could reasonably explained as both sources wishing to create a different sort of “mood” or collective mentality. 7 mark responses should also show awareness of: The context & content of the Locarno Treaties. The League’s aims: inc. disarmament & peace. The Dawes Plan (why is Locarno shown as a step forward from the Dawes Plan? This should be incorporated when explaining the message/purpose of Source C in top answers).

6-7


18

ESSAY QUESTION

“How far do you agree that the main reason for the League of Nations’ failure in the 1930s was the continued absence of

the USA? Explain your answer. (12 marks)

Level Descriptor Mark

L1 Writes about the League without answering thequestion Award 1 mark for each detail, to a maximum of 2 marks. E.g. “The League of Nations was set up to create world peace. America was not a member because American people didn’t want to be. The League of Nations had a Council, and Assembly, a Court and a Labour Organisation. This is what I know about the League of Nations!”

[1-2]

L2 Describes reason What is description? In this context, you would simply talk about, for example, why America never joined the League, without giving any indication that this caused the League to fail.

[3-4]

L3 Explains one reason 5m: Weak Weak Explanation Example Here you would explain why America did not join the League and how this contributed to League failure, but without reference to specific, precise details and with a lack of clarity. You might say for example that America did not join the League because it was unpopular in America because people did not like the Treaty of Versailles and that without America’s involvement the League could not punish anyone because America was richer and more powerful than Britain and France. All the information is technically valid, but it is vague and unclear. 6m: Strong Strong Explanation Example A clear, concise explanation of why America did not join the League and specific reference to how this hurt the League. Reference economic sanctions not working if America was

[5-6]


19

not involved, the domination of the League by weak and selfish European powers governed by self-interest (specific cases necessary). Damage to League prestige. Ref. how lack of American military contribution led to League lacking a real “force” option.

L4 Explain other reasons 7m: 1S+1W/2W 8m: 2S/3W/1S+1W 9m: 2S+1W 10m: 3S Other Potential Reasons to discuss: Self-interest of Britain and France Unfairness and unpopularity of treaties it had to uphold. Lack of army Slow-decision making and structural weakness (Council/Assembly etc.) World economic situation. Insurmountable challenges faced. Each factor should be explained fully, both in nature and relevance to failure of the League. Specific examples and precise knowledge should be demonstrated: For example why were Britain and France so relevant and when did the self-interest of Britain and France cause an issue? What about the Council and Assembly made decision making slow? If it is argued that the challenges faced in the 1930s were too great, this should be explained and justified with regard to Manchuria and Abyssinia etc.

[7-10]

L5 L4 + weighs the relative importance of the reasons and draws a conclusion Conclusion should not seem disjointed; it should link with the composition of the essay. A token paragraph at the end which asserts that one of the factors discussed in more important than the others without it being demonstrated throughout the essay that it deserves to be seen as more important will be given little credit. Difference between 11 & 12: Overall quality of essay. If it is clear, well-written (inc. good links between paragraphs), well-argued, persuasive, supported with a variety of precise evidence with minimal key spelling/grammatical errors and factual inaccuracies or glaring omissions, it will score 12. If it is weak in some of these areas but ticks other boxes, it will score 11.

[11-12]


20

The best answers will, if they disagree with the proposition in the question, explain how, when and why the involvement of America in the League would have been unable to make a difference, whereas the chosen “Most Important Factor” could have done so. Similarly, those that agree with the proposition should seek to explain how America’s presence could have helped to resolve issues even in the face of other factors listed. The conclusion should be persuasive.

2. League of Nations V - Hwa Chong Institutionsecondary2history2016.wiki.hci.edu.sg/file/view/2....

Documents

Transcript of 2. League of Nations V - Hwa Chong Institutionsecondary2history2016.wiki.hci.edu.sg/file/view/2....