The United States of America Objective 3
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
ENTRY LEVEL
CERTIFICATE
IN
HISTORY
Unit 2: Outline/Thematic Study
THE UNITED STATES OF AMERICA, 1945-90
Assessment Objective 3
A written task to assess historical knowledge and show an awareness
of the chronology and characteristics of popular culture in the USA
during the period.
Total
Mark
For Office
Use
Name of Centre
Centre Number
Candidate’s Name (in full)
Candidates must answer all questions.
Students with reading difficulties may have the questions read to them by the
person supervising the test. Oral answers may be given and written into the
answer book by the teacher.
Popular culture in the USA
CJ
Page 1
The United States of America Objective 3
QUESTION 1
Look carefully at the Sources shown below.
SOURCE A
SOURCE B
SOURCE C
SOURCE D
(a) Complete the sentences below by adding the correct ending in the
space provided. Choose your answers from the boxes on the right
hand side of the page.
2
Muhammed Ali was
Elvis Presley was
Marilyn Monroe was
Lucille Ball was
Popular culture in the USA
A familiar face on television
A famous film actress
A rock and roll singer
A world champion boxer
Page 2
The United States of America Objective 3
(b) From the list below write down the names of two American pop
stars, two dance crazes from the 1950s and 1960s, two American
film stars and two American sporting heroes.
2
Elvis Presley, Marilyn Monroe, Mohammed Ali, The Gay Gordons,
Chubby Checker, Ronald Reagan, Linford Christie, Rock n’ Roll,
Cliff Richard, Sean Connery, Arnold Palmer, The Twist.
American pop stars
1.
2.
Dance crazes from the
1950s and 1960s
1.
American film stars
1.
2.
2.
American sporting heroes
1.
2.
(c)
Look at Source B again. Why was this person so popular at this
time ?
2
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Popular culture in the USA
Page 3
The United States of America Objective 3
QUESTION 2
(a) Look at the four Sources below. On the time line below draw a line
to connect each source to its correct place in time.
4
SOURCE E
SOURCE F
FRIENDS
GLENN MILLER
SOURCE G
SOURCE H
BUDDY HOLLY AND THE CRICKETS
THE BEATLES
1940s
Popular culture in the USA
1950s
1960s
1990s
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The United States of America Objective 3
(b) Look at the following sources and then complete the table below
them by saying whether they come from the 1950s or the 1990s.
4
SOURCE I
SOURCE J
SOURCE K
SOURCE L
1950s
1990s
Source
Source
Source
Source
Popular culture in the USA
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The United States of America Objective 3
(c) Explain ways in which home entertainment in the 1950s was
different from today.
4
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Popular culture in the USA
Page 6
The United States of America Objective 4
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
ENTRY LEVEL
CERTIFICATE
IN
HISTORY
Unit 2: Outline/Thematic Study
THE UNITED STATES OF AMERICA, 1945-90 :
THE CUBAN MISSILE CRISIS
Assessment Objective 4
A written task to assess knowledge and to provide reasons for events
and changes in the period.
Total
Mark
For Office
Use
Name of Centre
Centre Number
Candidate’s Name (in full)
Candidates must answer all questions.
Students with reading difficulties may have the questions read to them by the
person supervising the test. Oral answers may be given and written into the
answer book by the teacher.
The Cuban Crisis
CJ
Page 1
The United States of America Objective 4
QUESTION 1
2
(a) Look at pictures A and B. They show two leaders at the time of the
Cuban Crisis.
In the box below each picture write the name of the leader and the
country he led.
PICTURE A
PICTURE B
Name
Name
Country
Country
(b) Look at the three statements below.
Match the statement to the leader who might have said it.
2
STATEMENT A
“I want to keep America free from Communism.”
STATEMENT B
“I must help Cuba against their powerful
neighbour.”
STATEMENT C
“The Russians, not the Americans are
our friends.”
The Cuban Crisis
Page 2
The United States of America Objective 4
STATEMENT
STATEMENT
STATEMENT
(c) What happened at the Bay of Pigs in 1961 ?
2
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The Cuban Crisis
Page 3
The United States of America Objective 4
QUESTION 2
(a)
(i) After the Bay of Pigs who did Cuba turn to for friendship ?
4
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(ii) Why did they do this ?
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(b) Why did the Russians put missiles on Cuba ?
4
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The Cuban Crisis
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The United States of America Objective 4
(c) Look at the map below.
4
Explain why the Americans felt threatened by the Russian missiles
in Cuba.
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The Cuban Crisis
Page 5
The United States of America Objective 5
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
ENTRY LEVEL
CERTIFICATE
IN
HISTORY
Unit 2: Outline/Thematic Study
THE UNITED STATES OF AMERICA, 1945-90
Assessment Objective 5
A written task to assess historical knowledge and identify historical
sources and ask questions about the USA, 1945-1990 using the
sources.
Total
Mark
For Office
Use
Name of Centre
Centre Number
Candidate’s Name (in full)
Candidates must answer all questions.
Students with reading difficulties may have the questions read to them by the
person supervising the test. Oral answers may be given and written into the
answer book by the teacher.
Martin Luther King and the Civil Rights Movement
CJ
Page 1
The United States of America Objective 5
QUESTION 1
(a) Complete the paragraph by using the words in the box below.
Martin Luther King was a
2
leader.
He believed that all people were created
He organised
.
to win black
people the right to
. He was killed by a gunman in
Memphis, Tennessee in 1968.
vote
Civil Rights
freedom marches
equal
(b) Explain what each of the following mean. You will need to select
the correct answer from the boxed statements written below the
question.
2
1. The Ku Klux Klan was
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2.
Segregation means
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3.
The Civil Rights Movement was
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4.
The Montgomery Bus Boycott was
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separating white people from black people
an organisation which hated black people
an organisation which wanted blacks and whites to have equal rights
a way of protesting against segregation
Martin Luther King and the Civil Rights Movement
Page 2
The United States of America Objective 5
4
(c) Look at the four sources below.
SOURCE A
SOURCE B
SOURCE C
SOURCE D
“I want you to go home and put
down your weapons . . . We
must meet violence with nonviolence . . . We must love our
white brothers, no matter what
they do to us . . . Jesus still cries
out across the centuries, “Love
your enemies”. This is what we
must live by. We must meet hate
with love.”
Martin Luther King
Use the sources A to D to describe how the Civil Rights Movement
used to tell others about their cause.
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Martin Luther King and the Civil Rights Movement
Page 3
The United States of America Objective 5
QUESTION 2
Look at the sources below. They show how the racial issues have been
represented.
SOURCE A (Repeated)
SOURCE E
SOURCE F
SOURCE G
The Montgomery Bus Boycott, 1955
“Although 70% of the bus company’s
passengers were black, it treated them
like cattle. . . The first seats of all the
buses were reserved for whites. Even if
they were empty and the rear seats
crowded, negroes would have to stand
at the back in case some whites might
get on board . . . Often the white bus
drivers called their passengers names
like niggers, black cows or black apes.
Coretta King, wife of
Martin Luther King
Martin Luther King and the Civil Rights Movement
Page 4
The United States of America Objective 5
(a) In the box below write the letter of the source A, E, F or G next to
the statement which best describes how the past has been
represented.
2
Representation of the past
Source
Many blacks in the USA lived in poor conditions.
Some white people supported Civil Rights for black people.
Blacks in the USA did not have the same rights as whites.
Some whites in the USA were not afraid to kill blacks.
(b)
(i)
Look again at Source F.
4
How does it show that black people in some parts of the USA
were ‘treated like cattle’ ?
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(ii) Look at Source A.
How does this show that not all white people treated black
people ‘like cattle’ ?
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Martin Luther King and the Civil Rights Movement
Page 5
The United States of America Objective 5
4
(c) Look at the sources below.
SOURCE I
SOURCE H
Police clearing up after rioting
in Los Angles where many
Black people lived.
Mohammed Ali, a famous
fighter and a Black Muslim.
Martin Luther King believed in ‘non-violent’ protest to get Civil
Rights. Did he represent the views of all black people ?
YES
NO
Give reasons for your answer.
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Martin Luther King and the Civil Rights Movement
Page 6
The United States of America
WELSH JOINT EDUCATION COMMITTEE
CYD-BWYLLGOR ADDYSG CYMRU
ENTRY LEVEL
CERTIFICATE
IN
HISTORY
THE UNITED STATES OF AMERICA, 1945-90
MARKSCHEMES
Markschemes
Page 1
Markschemes:
The United States of America Objective 3
The United States of America, c.1945-1990 Objective 3
Popular Culture
QUESTION 1
(a)
1
⁄2
mark for each correct answer.
2
– world champion boxer, rock n’ roll singer, famous actress,
familiar face on TV.
(b)
1
⁄2
mark for each correct pair.
2
Pop stars – Elvis Presley, Chubby Checker
Dance crazes – The Twist, Rock n’ Roll
Film stars – Marilyn Monroe, Ronald Reagan
Sporting heroes – Mohammed Ali, Arnold Palmer
(c) 1 mark for each relevant point.
2
– good looking, rôle model, new type of music.
Popular Culture in the USA
Page 2
Markschemes:
The United States of America Objective 3
QUESTION 2
(a) 1 mark for each correctly placed source.
4
1940s – F, 1950s – G, 1960s – H, 1990s – E
(b) 1 mark for each correct answer.
1950s
1990s
J
I
L
K
4
4
(c) 1 mark for each relevant point.
Today
1950’s
CD Players; Personal computers/games; Video
Recorders; Different musical taste; Colour TV; Remote
controls etc.
Gramophones; No computers; No videos; different
musical taste; Black and white TV.
Total
Marks
Popular Culture in the USA
18
Page 3
Markschemes:
The United States of America Objective 4
The United States of America, c.1945-1990 Objective 4
The Cuban Crisis
QUESTION 1
(a) 1 mark for each correct answer.
(a)
(b)
2
Kennedy – USA
Castro – Cuba
(b) 1 mark for one correct
2 marks for all correct
Kennedy
I want to keep America free from
communism
Castro
I must help Cuba against their
powerful neighbours
Kruschev
The Russians, not the Americans
are our friends.
(c) Up to 2 marks for
2
2
The Bay of Pigs is in Cuba.
The Americans landed soldiers at the Bay of Pigs.
The Americans helped Cuban exiles invade Cuba.
This is where an invasion of Cuba took place.
The invasion failed.
The Cuban Crisis
Page 4
Markschemes:
The United States of America Objective 4
QUESTION 2
(a)
(i) 2 marks for Russia.
(ii) Up to 2 marks for valid reasons
e.g. America had attacked them.
Russia was communist like them.
4
4
(b) 2 marks for each relevant point.
Because America was threatening their friend Cuba.
Because America had threatened them.
To show America who was boss.
To frighten America.
To make Americans do what they wanted.
4
(c) Two marks for each valid point made.
Russia was their enemy.
Russia could destroy American cities.
Missiles were very powerful and were very close to America.
Total
Marks
The Cuban Crisis
18
Page 5
Markschemes:
The United States of America Objective 5
The United States of America, c.1945-1990 Objective 5
Martin Luther King and the Civil Rights Movement
QUESTION 1
(a)
1
⁄2
mark for each correct answer.
2
Civil Rights, equal, freedom marches, vote.
(b)
1
⁄2
mark for each correct answer.
2
an organisation which hated black people, separating white people
from black people, an organisation which wanted blacks and whites
to have equal rights, a way of protesting against segregation.
(c) 1 mark for each relevant point.
4
– Public disobedience e.g. strikes.
– Public marches
– Mass meetings
– Emphasising the importance of non-violent protest, etc.
Martin Luther King and the Civil Rights Movement
Page 6
Markschemes:
The United States of America Objective 5
QUESTION 2
4
(a) 1 mark for each correct version.
G, A, F, E.
(b)
(i) 2 marks for relevant points.
4
may include crowded onto buses;
abused by bus drivers;
always had to make way for white people.
(ii)
White people at demonstration showing support for equal
rights for blacks – 2 marks.
(c) 1 mark for saying NO.
Up to 3 marks for relevant reasons.
4
– some black groups believed that violence could be used e.g. the
Black Muslims
– some black people rioted. They smashed and looted shops e.g.
Total
Marks
Martin Luther King and the Civil Rights Movement
18
Page 7