SOURCES & KNOWLEDGE in partnership

1. SOURCES & KNOWLEDGE in partnership By Mr Warburtonwww.SchoolHistory.co.uk

3. PAPER 2 This paper is a test of your ability to use your knowledge of the subject content to help interpret and evaluate the sources.

4. KNOWLEDGE

5. SYLLABUS OUTLINE Why had peace collapsed by 1939? • What were the long-term consequences of the peace treaties of 1919-23? • How successful was the League in the 1930s? • What were the consequences of the failures of the League in the 1930s? • How far was Hitler's foreign policy to blame for the outbreak of war in 1939? • Was the policy of appeasement justified? • How important was the Nazi-Soviet Pact? • Why did Britain and France declare war on Germany in September 1939?

6. SYLLABUS OUTLINE • The impact of the World Depression on the work of the League after 1929; the failures of the League during the 1930s, including Manchuria and Abyssinia. The collapse of international order in the 1930s; the increasing militarism of Germany, Italy and Japan; Hitler's foreign policy to 1939; the Saar, remilitarization of the Rhineland, Austria, Czechoslovakia and Poland; appeasement and the outbreak of war in 1939.

7. PEACE TREATY CONSEQUENCES • German pride had taken a beating: reparations & territory etc, REVENGE would be on the agenda if Germany ever grew powerful again • some German-speaking peoples were forced to become part of non-German/Slav countries. Eg. West Prussia into Poland, Sudeten Germans into Czechoslovakia • weakened Germany would need to rearm to feel safe again…100,000 about the size of the police force!

8. LEAGUE FAILURE • French and British self-interest • Absent powers • Ineffectivenessof sanctions • Lackof armed forces • Unfairtreaty • REachingdecisions too slowly

9. STEPS TO WAR IN 1939 CRASHING into WAR

10. STEPS TO WAR IN 1939 Civil War in Spain Re-occupation of Rhineland Anschluss with Austria Sudetenland crisis: Munich Agreement Hitler takes rest of Czechoslovakia Italy and Germany form pact of steel Nazi-Soviet pact Germany invades Poland

11. SOURCES

12. WHAT SOURCES? HISTORIANS

13. HISTORIANS • personally involved - or physically detached? • from an opposing - or supporting - viewpoint? • writing from direct experience - or later?

14. WHAT SOURCES? INVOLVED INDIVIDUALS

15. INVOLVED INDIVIDUALS • negative or positive experience? • writing at the time or later? • different motives? • position/role? • value of a primary source differs...

16. INVOLVED INDIVIDUALS • The events of the last few days constitute one of the greatest diplomatic defeats that this country and France have ever sustained.There can be no doubt that it is a tremendous victory for Herr Hitler.Without firing a shot, by the mere display of military force, he has achieved a dominating position in Europe which Germany failed to win after four years of war... He has destroyed the last fortress of democracy in eastern Europe that stood in the way of his ambition. • CLEMENT ATTLEE, LABOUR LEADER 1938

17. WHAT SOURCES? CONTEMPORARY ACCOUNTS

18. CONTEMPORARY ACCOUNTS • NEWSPAPERS are the most used example of a contemporary - supposedly objective - account. The key questions still apply: • country of origin and the possibility of national bias • motivation of the writer/publisher…. Accurate report or designed for a response • very contemporary/eye-witness…or more secondary/commentary style accounts • is the report subject to censorship?

19. WHAT SOURCES? CARTOONS

20. CARTOONS People in the cartoon should be named Items in the cartoon should be identified Captions must be explained Things in the background are also important Underlying attitude of the author should be made clear Remember what you have learnt about this topic and try to use it in order to explain the meaning of the cartoon Exactly what the actors are doing is important in understanding the cartoon.

21. CARTOON

22. CARTOON

23. WHAT SOURCES? PHOTOGRAPHS

24. PHOTOGRAPHS • The key question has to be which category does the photo fit into: • accurate spontaneous record • staged record of an event (after the fact) • staged record of an event that did not happen that way • staged record of an event that never happened • All the key origin and motivation questions are still relevant...

26. WHAT SOURCES? STATISTICS

27. STATISTICS

28. WHAT SOURCES? MISCELLANEOUS

31. WHAT SOURCES? • HISTORIANS • INVOLVED INDIVIDUALS • CONTEMPORARY ACCOUNTS • CARTOONS • PHOTOGRAPHS • STATISTICS • MISCELLANEOUS

32. COMPREHENSION OF SOURCES • TIP: • go beyond what you can actually see or read; squeeze the source for what you can INFER from it. • The markscheme level descriptions suggest that the Higher marks necessary for A*-C grades are not available if you stay with you can see or read.

33. RELIABILITY OF SOURCES • TIP: • If the sources contradict each other, you should be able to make a judgment about their relative reliability • FIRST: check the attribution: Who wrote this? Why? When? So what? • SECOND: the source itself might give you clues, eg. facts you know are wrong presented to support a case, extreme language which suggests a dodgy motive

34. USEFULNESS OF SOURCES • TIP: • Treat every source individually, remember that not every photograph is staged, every historian subjective etc.. • Reliability affects Usefulness. So make the reliability decision first. • If a source is biased, it isn’t necessarily useless to the historian….it just becomes evidence of something else…

35. INTERPRETATIONS • TIP: • The ‘Do you agree…’ type of question… You have the Sources and your Knowledge...Try and write an answer that is balanced: look for things you can agree & disagree with/both sides of the story …. Deploy the evidence from the sources - on both sides - to back up your opinion. Usually you will find that the interpretation you are invited to comment on is only partly correct… don’t be tempted into 100% agreement or disagreement