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Conflict and Tension Sample Questions

The document contains sample questions for a GCSE history exam on World War 1. It includes multiple choice and longer answer questions testing understanding of causation of the war, key battles like the Somme and Gallipoli, and evaluations of source material on experiences of British soldiers.

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0% found this document useful (0 votes)
47 views12 pages

Conflict and Tension Sample Questions

The document contains sample questions for a GCSE history exam on World War 1. It includes multiple choice and longer answer questions testing understanding of causation of the war, key battles like the Somme and Gallipoli, and evaluations of source material on experiences of British soldiers.

Uploaded by

kashifmushiruk
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lady Hawkins’ School, History Department Name:

Conflict and Tension, 1894-1918


sample questions.

GCSE AQA 1
Lady Hawkins’ School, History Department

Developed analysis of source based on content and/or provenance. E.g. The impression of the
language and tone is that Germany was entirely to blame – for waging war on ‘innocent people’ and for making
the world no longer safe for democracy. The date would suggest that the US is ready to declare war because
1917 was the year Germany provoked the US to declare war because U boats had been sinking US ships and
taking American lives. The speech represents Wilson’s purpose to justify and gain support for the US joining
the war.

2
Lady Hawkins’ School, History Department

Source A

Source A is attacking the German use of U-Boats.


How do you know? (4 marks)

Source A

Source A opposes Kaiser Wilhelm II. How do you


know? (4 marks)

3
Lady Hawkins’ School, History Department

4
Lady Hawkins’ School, History Department

Complex evaluation of both sources with sustained judgement based on content and
provenance. E.g. this may relate to the way that, taken together, the sources are useful because
they reflect similar attitudes towards the need to show heroism in the army, but they also have
limitations. Source B is propaganda and its purpose is to show heroism in action. Given the disaster
of the first day of the Somme and news about the losses at home, the Illustrated London News
would wish to show Tommies taking the fight to the enemy.

Source C is from an Inquiry into a military failure and you might expect it to deliberately cover up
the truth, but it doesn’t. In assessing utility students may observe that Source C has particular value
because the evidence from the officers is supported by other battlefield reports of the failure of 7
days of shelling against barbed wire, the 20000 death toll on the first day, and the fact that German
machine gunners survived to train their machine guns on gaps in impenetrable wire.

Source B

British troops in mud towards the


end of the Battle of Passchendaele,
1917.

Source C

British troops out of the trenches


during the Battle of Passchendaele,
1917.

5
Lady Hawkins’ School, History Department

How useful are Sources B and C for helping an historian understand the experience of
British soldiers during the Battle of Passchendaele? (12 marks)

Useful Limited

6
Lady Hawkins’ School, History Department

Useful Limited

SOURCE B
(An extract from Sir Douglas Haig’s Final Despatch, published in March 1919. Haig was
commander-in-chief of the British forces in France for most of the war. Here he is reflecting on
the Battle of the Somme in 1916.)

The three main objectives with which we had commenced our offensive in July had been achieved. Verdun
had been relieved; the main German forces had been held on the Western Front and the enemy’s strength
had been very considerably worn down. Any one of these results is in itself sufficient to justify the Somme
battle.

SOURCE C
(From an interview with Corporal W. H. Shaw in which he is recalling the first day of the
Somme in 1916. The interview took place in the 1960s.)

We didn’t get anywhere, we never moved from the line, hardly. The German machine-guns were trained on
us and they were mowing the top of our trenches. You daren’t put your finger up. Our men were just falling
back in the trenches. Whatever was gained it wasn’t worth the price the men had to pay to gain that
advantage. It was no advantage to anyone. It was just sheer bloody murder. That’sthe only words you can
use for it.

How useful are Sources B and C for helping an historian understand the levels of
achievement of the British during the Battle of the Somme? (12 marks)

7
Lady Hawkins’ School, History Department

Write an account of results of Ludendorff’s Spring 1918 Offensive. (8 marks)

Complex analysis of causation/consequence. Answer is presented in a coherent


narrative/account that demonstrates a range of accurate and detailed knowledge and
understanding that is relevant to the question. E.g. The Ludendorff Offensive threatened to
break through the Western Front. The attacks were effective because the Allies faced well trained
German ‘shock troops’ and they had to fall back to such an extent that even Paris came into range of
German guns. The crisis for the Allies was how to regroup and they unified command under Foch.
However during May, German offensives made little progress. This was because their best troops had
been killed, discipline was poor and they faced Allies who were well resourced and supported by
inexhaustible reinforcements from the US. When the Allies counter attacked, the German resistance
crumbled and they faced their own crisis, ie retreat and defeat.

Result 1

Result 2

Result 3

Write an account of results of the Battle of the Marne, 1914. (8 marks)

Result 1

8
Lady Hawkins’ School, History Department

Result 2

Result 3

Write an account of results of the Battle of Jutland, 1915. (8 marks)

Result 1

Result 2

Result 3

Write an account of consequences of the Bolshevik Revolution of October 1917 on the


war on the Western Front. (8 marks)

Result 1

Result 2

Result 3

Write an account of reasons for Allied success in the Hundred Days Offensive, 1918. (8
marks)

Result 1

Result 2

Result 3

9
Lady Hawkins’ School, History Department

Write an account of events in Morocco became an international crisis in 1905 and 1906.
(8 marks)

Result 1

Result 2

Result 3

Write an account of events in Morocco became an international crisis in 1911 and 1912.
(8 marks)

Result 1

Result 2

Result 3

Write an account of events in Bosnia became an international crisis between 1908 and
1914. (8 marks)

Result 1

Result 2

Result 3

10
Lady Hawkins’ School, History Department

‘The
actions
of

Germany proved the main reason for the outbreak of the First World War.’ How far do
you agree? (16 marks)

Complex explanation of stated factor and other factor(s) leading to a sustained judgement. E.g. The
actions of Austria-Hungary were very significant in causing the outbreak of WWI as they were
11
Lady Hawkins’ School, History Department

determined to crush Serbian nationalism. With the assassination of Archduke Franz Ferdinand the
issued an ultimatum to Serbia that they had no intention of letting the Serbs meet. Despite the Serbs
agreeing to all but one of the ultimatums the Austro-Hungarians declared war on them. Austria-
Hungary s=were aware that this would probably drag Russia into the war as they were allied with the
Serbs. So Austria-Hungary’s determination to control the Balkans and crush the Serbs was a major
reason for the outbreak, but Germany and Britain would also be responsible.

Agree Disagree/Other factors

‘The incompetence of British commanders proved the main reason for Allied failure in Gallipoli in
1915.’ How far do you agree? (16 marks)

Agree Disagree/Other factors

‘The main significance of the Battle of the Somme was in relieving the pressure on the French at
Verdun.’ How far do you agree? (16 marks)
Agree Disagree/Other factors

‘The contribution of Sir Douglas Haig was of greater significance than that made by Marshal Foch.’
How far do you agree? (16 marks)

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