CONTENTS

Document

set Area of study Number of

sources

Related question

1 Australia 1880s-1920s 6 1

2 Australia 1920s-1950s 6 1

3 Australia 1950s-1990s 6 1

4 Fascism in Italy 1918-1945 3 5

5 Nazism in Germany 1918-1945 3 5

6 Civil Rights Movement in the USA 1940s-1970s 3 5

IS6 I6_2 DOC

like, I have never heard before and simultaneously charged us in mass formation It was fearful yet awe-inspiring, for the first few minutes I felt sick, then as steady as^k,a rock, I was right in the line of fire and the shells came straight for my bay some fellows nerves gave way and they became gibbering idiots, Sergeants and all sorts, god it was

little wonder for fighting here is just simply massacre s

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Soldier (b)

one foggy morning we could hear someone over towards the German

entanglements calling for a stretcher bearer, it was an appeahno man could stand against, so some of us rushed out and had a hunt, we found a^fine haul of wounded and brought them in another man about 30 yes [yards] out sang out 'Don't forget me cobber', I went in and got four volunteers with stretchers^nd we got [him and another man] in safely . ^ C v ^

Source 2 ~" ,

(This painting titled The beach at Anzac by Fr^nk'Crozier was created in 1919 and is part of the collection of The Australian War Memorial imCanberra )

THE EXPULSION

HUGHES THIS IS AN OUTRAGE' I CREATED IT, AND I CLAIM THE RIGHT TO DESTROY I F

Source 4

(A photograph of Prime Minister William Hughes in London at the end of the war)

July 1914 1000 1000 1C00 1000 1000 1000 1000 1000 1000

Year 1915 1166 934 2024 1272 1098 1502 1164 1490 1406

Yoar 1916 1539 1307 1130 1235 1266 1551 1361 176 1313

Year 1917 1919 1841 1C84 1131 1302 180 1722 2141 1456

Year 10 IS 2197 23">4 P51 1210 1378 1469 2448 3085 1695

Year 1919 1930 2169 1858 1373 1469 1448 2602 2827 1801

Source 6

(The following extract was published in The West Australian on 25 April 1996 ) Anzac legend unites generations

Their numbers are dwindling but their immortal spirit continues to inspire a nation

In past years, it would have been almost unthinkable to commemorate Anzac Day in the absence of the men whose exploits far from home created the legend that it celebrates But such is the power of their story and their sacrifice that Australians will continue to honour them long after the last Gallipoh veteran has gone

Other wars have spilt Australian blood and tested the mettle of our fighting men and women, who have not been found wanting They too have earned the honour and gratitude with which their feats are remembered on Anzac Day by living up to the noble traditions that was forged by the Anzacs

Although memories of Australian sacrifices in other wars are more recent it is the Gallipoh legend that gives the Day its special spiritual significance for Australians By their growing participation in Anzac Day ceremonies, young people have shown that Gallipoh is more to them than a name in a history book or atlas—and their

understanding of and feeling for the legend will ensure its continuation across generations to come

In the years to come more attention inevitably will shift to veterans of later conflicts—

including World War II, Korea and Vietnam Their stories will still be told while those of the original Anzacs will be a legend held in the collective memory of the nation

Hilda Lumsden remembers nursing in New Guinea

A . I always remember early [19]43 getting the boys off the Kokoda Trail, you £now,who had been in their clothes for ages and some of their boots had just rotted,offf It was like heaven for them to get washed and cleaned and put into bed But,always"these big heavy boots encrusted with mud were there as a reminder of-what-theyhad been through I think the physical wounds were the worst because oun boys were very tough mentally, they really stood up to it wonderfully well, they jusUwanted to be cured as soon as possible and on their way home^xv^r

Source 2 ^ (This painting showing the Kokoda Trail in 1942 and^efeated by G Browning in 1945 is part of

the collection of The Australian War Memorial in Canberra' )

Source 4

(A photograph of Prime Minister John Curtin and General MacArthur taken in June 1943 )

and construction ' 137779 j 728392 j 15 9 _257808 ' 711157 26 6 D Transport and

communication E Commerce property

and finance

i 1 1 7 3 2 2 1 2 1 6 1 j _ J²

j

34863 ' 224953 ! 13 4

F Public administration and professional 6 Entertainment, sport

and recreation

112335 i 339 057 j 24 9 , 163 333 j 2i3049 107102 125092i 46 1 143542 1 142932

3 972 H Personal and

domestic service TOTAL A-H I Armed Services

190024 512 902

43_4_

50 1

20278. 16 4 7 308 12 323 37 2

52 354 78 4 106981 27 380. 74 1

TOTAL A-I

44 700 ; 842160 I 5 0 21.7 799 20* 2141135 30.3

Source 6

(The following extract was published in The West Australian on 25 April 1996 ) Anzac legend unites generations

Their numbers are dwindling but their immortal spirit continues to inspire a nation

Although memories of Australian sacrifices in other wars are more recent it is the

one of our medics got there and he got shot just straight through the head They made me bag them up in green bags and I can still remember my friend's face Hecwas^

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Soldier (b) ^/ ^{% V}^ > ' '

After a while you became accustomed to it it was sort of boring, hot humid^You got wet, you got eaten by mosquitoes, the leeches You were tramping^aroundin water, fighting your way through the bamboo I think for the first twojtmpnths.that I was out with the battalion we had not one single contact N"X V"'

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Source 2 >ⁿ

(This painting titled Long Tan action, Vietnam, 18 August 1966 and created by B Fletcher in 1970 is part of the collection of The Australian War Memorial irvCanberra )

"Gosh Lyndon, you make me feel so much at home"

Source 4

(A photograph of President Lyndon Johnson and Prime Minister Harold Holt taken at Canberra airport in 1966 )

Sep 1966 62 26 12

May 1967 69 24 14

Apr 1968 58 26 6

Oct 1968 b4 38 8

Dec 1968 49 37 14

Apr 1969 48 AO 12

A^Lg 1969 40 55 6

Or, 1970 43 45 12

Oct 1970 ! 42 50 9

Apt 1971 j 3? 48 15

WTiEre does conscription rate as a major issue that will m' upnee ycr vote'

Sep .966 gth

WTiEre does conscription rate as a major issue that will

m' upnee ycr vote' Nov 19GG 9th

WTiEre does conscription rate as a major issue that will m' upnee ycr vote'

•Nov 1S67 7 *

Source 6

(The following extract was published in The West Australian on 25 April 1996 ) Anzac legend unites generations

Their numbers are dwindling but their immortal spirit continues to inspire a nation

understanding of and feeling for the legend will ensure its continuation across generations to come

In the years to come more attention inevitably will shift to veterans of later conflicts—

including World War II, Korea and Vietnam Their stories will still be told while those of the original Anzacs will be a legend held in the collective memory of the nation

Mussolini

Fascism does not, generally speaking, believe in the possibility or utility of perpetual-peace It therefore discards pacifism War alone keys up all human energies to their maximurrf tension and sets the seal of nobility on those who have the courage to face it A\ '^{: f}

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A party holding a 'totalitarian' rule over a nation, is a new departure in history There^are no points of reference nor of comparison From beneath the ruins of liberal, socialist.^and

democratic doctrines, Fascism extracts those elements which are still>vjtal^Granted that the XlXth [19th] century was the century of socialism, liberalism and democracy, this does not mean that the XXth [20th] century must also be the century of socialism, liberalism, democracy We are free to believe that this is the century of authority, a century fending to the 'right', a Fascist century If the XlXth [19th] century was the century of the individual (liberalism implies individualism) we are free to believe that this is the 'collective~century, and therefore the century of the State

* potentiate = endows with power, makes possible >-, % '

FOR DEFENCE ONLY

(n) (Extract from Hitler's speech to the German people on October 14, 1933, following'V.^; announcements from the Disarmament Conference ) ) \ \ .^v° ' Since the Reich government perceives in this procedure the discriminationjDf^the'.German people that is equally unjust and degrading it sees itself no long able, under such

circumstances as a second class nation without rights, to particirjateTurthe^ih negotiations which could only lead to further, new impositions While the G^rmar^Reich'government thus testifies its unshakable will to peace, it declares in view of-these humiliating and dishonouring unreasonable demands, with the greatest regret.'tlijal: jfcmust leave the Disarmament Conference It must also therefore announce its withdrawal from the League

of Nations / P X

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It places this decision, together with a new belief j n ^a policy of sincere love of peace and readiness to negotiate, before the German-people for their consideration and expects from them an expression of the same love of peace^and-A/villingness for peace, but also of the same notion of honour and the same resolve\\,_,

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PRAY KEEP MOVING, BROTHER

you - a policeman And now you figure his mentality, when he's afraid of black pegple^The first time a black man jumps, that white man going to shoot him He's going to shoot hirn ^So^police brutality is going to exist on that level because of the incapability of that white man«tb see black people come together and to live in the conditions This country is too hypocritical and^that we

cannot adjust ourselves to its hypocrisy^?%.

P OS..*"

The only time I hear people talk about nonviolence is when black:;people^v move to defend themselves against white people Black people cut themselves^every night* in the ghetto — Don't anybody talk about nonviolence Lyndon Barnes Johnson'is^N"busy bombing the hell of out Vietnam — Don't nobody talk about nonviolence White people beat^up^black people every day

— Don't nobody talk about nonviolence But as soon as black people&start to move, the double standard comes into being

Blackburn, Vic Collins Dove, p 57

Claude Marquet cartoon used by permission Mitchell Library, State Lifjrary^of New South Wales

Source 4 Cohen, B (1998) Ideals and Reality 1 Melbourne Addison Wesley Longman, p

**93 /; * / V**

Source 5 Spenceley, G (1988) The Search for Security A ModerniWorld^History Melbourne Oxford University Press, p 225 / ( Y Source 6 Anzac legend unites generations (1996, April 25) Th'e^West Australian

Reproduced courtesy of The West Austrahanjiewspaper DOCUMENT SET 2—AUSTRALIA 1920s-1950s . -^v \ > ^>

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Source 1 Laidler, R , & White, S (1991) Australia^OO-1950 Light on the Hill Caulfield East, Vic Edward Arnold, p 193

v Studies (1995) Issue 3/1995,-p 10 [Melbourne Ryebuck Media]

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Source 2 Browning, G (1945) Kokodartrail (ART24074) [Oil on canvas, 61 x 45 4cm]

Retrieved October^ 2006, from Australian War Memorial website http //www awm gov au/database/collection asp [Collections Search]

Source 4

Source 3 Cohen, B^(,1998) Ideals and Reality 1 Melbourne Addison Wesley Longman, p 117

Norrrian^xLindsay cartoon used by permission H , C and A Glad

f PM^John Curtin shaking hands with General Douglas MacArthur, Sydney 8 June

^1943 [Photograph] (1943) Retrieved October, 2006, from John Curtin Prime Ministerial Library website

) http //|ohn curtin edu au/macarthur/qraphics/00376 69! ipq

Source 5 Studies of Society and Environment (2002) 3, p 52 [Melbourne Ryebuck Media]

Source 6 Anzac legend unites generations (1996, April 25) The West Australian Reproduced courtesy of The West Australian newspaper

Source 4

Source 5

t% •

Moore, D (1988) President Johnson and Prime Minister Holt at CanberraNM Airport—1966 [Photograph] In J Rickard, Australia A Cultural History "(p^214) London Longman (Photograph taken 1966)

Photograph © Estate of David Moore

Studies of Society and Environment (2004) 3, p 24^[Melbqume Ryebuck

Media] / t ^^>

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Source 6 Anzac legend unites generations (1996, April 25) The^/Vest Australian Reproduced courtesy of The West Australianjiewspaper

DOCUMENT SET 4—FASCISM IN ITALY 1918-1945 Source 1

Source 2

Block, H (1941) [Mussolini cartoon] Retrieved July, 2007, from Library of Congress website - \ ~

http //www loc gov/rr/print/swahn/herbl6ck/imaqes/s03398u ipg

Mussolini, B (1935) The Doctrine of Fascism In Bollen, J D , & Cosgrove, J J (1985) Two Centuries^ Profile of Modern History Melbourne Pitman, pp 496-497 ^

Source 3 Miller, S T (\990)*<Mastering Modern European History Basingstoke, UK Macmillan Education

DOCUMENT SET 5^NAZISM IN GERMANY 1918-1945 Source 1

•v.

Source 2

^Partridge, B (1932) For Defence Only [Cartoon] In Cloake, J (1997) Germany t 1918-1945 Oxford, UK Oxford University Press, p 26

, Holt, R F , & Pickard, A , (1991) Democracy, Dictatorship, Destruction

* Melbourne Longman Cheshire, pp 281-282

July 17, 2007, from Black Star Rising website

http //rising blackstar com/imaqes/historicphotoslarqe/civil-riqht-doqsi ipq'

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Modern History Stage 2 Sample Examination Marking Key

Set 3 Australia (1950S-1990s) •

NOTE

1 Not all points necessarily need to be in an answer for the student to gain full marks Students may make different valid points

2 Reward each salient point made by the student

Modern History Stage 2 Sample Examination Marking Key

1880s-1920s 1920s-1950s 1950s-1990s Comparison

• Depicts the mateship and masculinity of war

Contrast

• S1 is from people at the time, S2 painted after the war (1919)

• S1 shows horror of war, S2 is an idealised painting

• S1 is full of images of death, S2 shows no death, not under fire—quite peaceful

• S1 personal points of view, S2 the patriotic point of view

Comparison

• Both about conditions brought about by WW2 for Australian soldiers

• Lumsden and Source 2 about Kokoda Contrast

• S1 comments on death and injury, S2 does not show either

• S2a 'heroic' painting, but S1 more focussed on the day-to-day detail

• S2 shows terrain, S1 does not

• S1 personal points of view, S2 the patriotic point of view

Comparison

• All documents show the realism of war

• S1 a and S2 show soldiers under fire

• S1 b and S2 show the environment as the enemy

Contrast

• S1a explicit in the way people died, S2 does not adequately show the dead

• S1 b discusses the dense vegetation, S2 does not show the cover afforded by the vegetation

• S1 personal points of view, S2 the

rejection of Hughes' plan as what could save democracy This bias may reflect reliability

• Does not reflect the pro-conscription opinion

Support all points with quotes/references

• Note for the marker the Daily Worker is a publication sympathetic to the plight of workers—this may affect its reliability

• It does not show he succeeded, nor the urgency of the situation

Support all points with quotes/references

• Note for the marker The issue of bias and the role of Bulletin might affect reliability—was anti-Labor at the time

government to go to Vietnam in an effort to keep US interest in SE Asia, nor the other reasons for going to Vietnam

• It does, however, reflect a growing awareness by some in Australia that all was not well with the war and our commitment

Support all points with quotes/references

Modern History Stage 2 Sample Examination Marking Key 5

c Outline the impacts of war that are evident in source 5 (3 marks)

1880s-1920s 1920s-1950s 1950s-1990s

• S5 refers to the impact of WWI on the economy

• The source indicates that the price of goods required in the war effort metals, coal, chemicals and leather increased significantly

• The price of food also increased although not quite as significantly as industries directly related to the war effort

• S5 refers to the significant contribution of women during WW2 compared to 1933, especially in primary production,

transport and communication

• Relatively smaller numbers in the armed services, but a large increase in transport etc

• WW2 had an impact on the number of men and women in employment and the nature of that employment

• S5 refers to the Vietnam War and domestic public opinion

• Generally, people supported the war in the beginning

• Statistics show public opinion changing the longer the war continued, although unlikely to alter voting in the late 1960s e g the tide had turned by 1969

Support all points with quotes/references

area of study

Support all points with quotes/references

area of study

Support all points with quotes/references

area of study

Support all points with quotes/references

Modern History Stage 2 Sample Examination Marking Key 7

government and the labour movement (S3)

• the growth of national identity (S6) The sources do not show (sample list)

• the full extent of war and its impacts due to the limited number of sources

• specific details like the development of BHP and the creation of the Wheat and Wool Boards

• the war debt is not referred to

• the various social divisions that were exposed by the conscription debate

• the increase in Australia's reputation

Australia changes 'partners'' free from any pangs ', total war in

Australia/mobilisation of female workforce and development of Anzac legend

The sources do not show (sample list)

• the continuing impact of the war on soldiers and civilians

• Australian armed services in other areas e g Libya, Pacific, the air force and navy and also the merchant navy

• the impact of being a POW

• the nature of the enemy

• the growth of national identity (S6)

• major change in public opinion against the Vietnam War 'All the way with LBJ' and Vietnam War brought about public debate of alliance with USA

The sources do not show (sample list)

• contentious shaping influence of

conscription which is only hinted at in the sources

• the significance of the birthday lottery is not shown

• the growing protest movement and the role of women and youth in that

Modern History Stage 2 Sample Examination Marking Key 9

Mainly accurate evidence is used to support some lines of argument [4]

Evidence is used, some is accurate and there are few generalisations in the essay

PJ

Limited evidence used and the response contains a number of generalisations and statements

that lack supporting evidence [2] [2]

Very limited use of evidence and the response is mainly a series of generalisations [1J No supporting evidence, OR

All generalisations and/or statements made without supporting evidence, OR 0 All evidence is incorrect

Complexity of discussion/argument /6

Displays a high level of sophistication in the construction, development and depth of a logical

argumentative discussion and analysis Demonstrates an understanding of the complexity of [5-6]

events

Displays a sustained argument throughout the discussion that demonstrates some

[3-4]

understanding of the interconnectedness of events [3-4]

A simple chronological narrative with minimal content about cause, action and reaction L1-2]

Discussion/argument suggests no understanding of the topic and/or historic analysis of 0

motivation, cause action, impact, change and continuity 0

Conclusion 12

Draws essay's argument or point of view together [2]

Very superficial conclusion, or vaguely summarises with use of cliches such as 'In

conclusion ' or one that just repeats the proposition stated in the introduction [1] [1]

No conclusion given 0

Communication skills 14

A sophisticated, well-written and well constructed argument using appropriate language of

history Sound use of the conventions except where expression is enhanced by defying [4]

conventions

Accurate and relevant use of historical terms Literacy enables the construction of an effective

response with well developed sentences, paragraphs and/or essay [3] [3]

Has some relevant use of historical terms, but is unable to express ideas with clarity of

meaning [2] [2]

In document Modern History with sample exam papers - Digitised Collections (Page 57-100)

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