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America and the 'Great Society'

Practise 45 exam-style questions on America and the 'Great Society' for AQA GCSE History (America 1920-1973). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 45 questions
  • 1–12 marks each
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Figure 1 is a graph showing the approximate percentage of Americans living below the official poverty line, 1959-1973.

Using Figure 1, describe how the percentage of Americans living in poverty changed between 1964 and 1973, and give one reason for this change.

Americans living in poverty, 1959-1973 (approximate). Line graph of Share of Americans below the poverty line in % (y-axis, 0 to 25) against year (x-axis, 1958 to 1974). The line joins the points (1959, 22), (1962, 21), (1964, 19), (1966, 15), (1968, 13), (1970, 13), (1973, 11).

Model answer

The percentage of Americans living in poverty fell from about 19 percent in 1964 to about 11 percent in 1973, so it almost halved. One reason was Johnson's War on Poverty and Great Society, which gave poor people help such as food stamps, job training and free health care through Medicaid.

Explanation

The fall was fastest in the mid-1960s, when Great Society programmes began and the economy was growing strongly; historians debate how much was due to each. The number of poor Americans fell from about 36 million in 1964 to about 23 million in 1973.

Mark scheme
  1. 1 mark

    It fell from about 19 percent in 1964 to about 11 percent in 1973 (it almost halved)

    The answer must show a fall with approximately correct figures from the graph (accept 18-20 percent and 10-12 percent), or say that it nearly halved.

  2. 1 mark

    A valid reason, e.g. Great Society programmes such as Medicare and Medicaid, food stamps, Job Corps or Head Start; increased Social Security benefits; strong economic growth and low unemployment in the 1960s

    Accept any valid reason linked to the period, including economic growth.

Question 2

4 marks

Interpretation A: from the memoirs of a teacher who worked in a Head Start centre in Texas in the 1960s, published in 1990. (Written for practice.)
'President Johnson truly cared about poor children. As a young man he had taught Mexican-American children in a poor Texas town, and he never forgot them. In 1965, when we opened our Head Start centre, we had everything we needed: books, meals, a nurse. The Great Society was working. Then the war in Vietnam took over everything, and by 1967 our budget was being cut while billions went to the war. Vietnam, not any failure of the Great Society itself, killed Johnson's dream.'

Interpretation B: from a speech by a student protesting against the Vietnam War at a university in 1968. (Written for practice.)
'President Johnson tells us he can have both guns and butter. But every bomb dropped on Vietnam is a school that is not built in Harlem. The poor black and white boys from the ghettos and farms who cannot get into college are the ones being drafted to fight. The Great Society was a promise, and Johnson has broken it. He cares more about winning his war than about the poor at home.'

How does Interpretation B differ from Interpretation A about President Johnson's commitment to the Great Society?

Explain your answer based on what it says in Interpretations A and B.

Model answer

Interpretation A argues that Johnson was deeply committed to the Great Society. It says he 'truly cared about poor children' because he had once taught Mexican-American children in a poor Texas town, and that in 1965 the Great Society 'was working'. A blames Vietnam, not Johnson, for the cuts, saying the war 'killed Johnson's dream'. Interpretation B argues that Johnson was not really committed. It says that 'the Great Society was a promise, and Johnson has broken it', and that he 'cares more about winning his war than about the poor at home'. B also says the poor were suffering twice, because poor young men who could not get into college were the ones being drafted. So, although both agree that the war took money from the Great Society, A sees Johnson as a sincere reformer whose dream was destroyed by the war, while B sees him as a president who chose war over the poor.

Explanation

Both interpretations link Vietnam to the decline of the Great Society, but A sees Johnson as sincere and a victim of the war, while B sees him as having betrayed the poor by choosing the war. Level 2 needs this difference explained with detail from both interpretations; noting only that one is for Johnson and one against is Level 1.

Mark scheme
  1. 4 marks

    Levels of response (4 marks).
    Level 2 (3-4 marks): Developed analysis of the content of both interpretations that explains how they differ about Johnson's commitment, e.g. A says Johnson 'truly cared' about the poor, that the Great Society was working and that it was destroyed by the war rather than by any failure of his, while B says Johnson broke his promise and cares more about winning the war than about the poor, whose sons he is drafting to fight.
    Level 1 (1-2 marks): Simple analysis that identifies a difference, e.g. 'A thinks Johnson cared and B thinks he did not', with little support from the interpretations.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): A says Johnson 'truly cared about poor children' and points to his past as a teacher of Mexican-American children; B says he 'cares more about winning his war than about the poor at home'. A sees the Great Society as working until the war took the money; B says the Great Society 'was a promise, and Johnson has broken it'. A treats Vietnam as something that happened to Johnson's dream ('killed Johnson's dream'); B treats it as Johnson's choice ('his war'). B adds that the poor are being drafted to fight, so the war harms the poor twice over; A does not mention this. Both agree that the war took money from the Great Society, but they disagree about whether Johnson himself remained committed to it.

Question 3

8 marks

Interpretation A: from the memoirs of a woman who worked for the Office of Economic Opportunity in the 1960s, published in 1985. (Written for practice.)
'People forget how much the Great Society achieved. In less than ten years the share of Americans living in poverty fell from about one in five to about one in nine. Head Start gave millions of poor children a better start at school, Medicare meant that old people no longer feared that illness would ruin them, and Medicaid brought doctors to families who had never been able to afford one. If the money had not been swallowed up by the war in Vietnam, we could have finished the job.'

Interpretation B: from a speech by a Republican politician campaigning for Congress in 1980. (Written for practice.)
'Lyndon Johnson promised to win a war on poverty. Instead he built a mountain of government programmes that cost billions of dollars and told people that Washington would look after them. Too many families came to depend on welfare instead of work. The Community Action schemes handed taxpayers' money to troublemakers and quarrelled with the elected mayors of our cities. Despite all that spending, the cities burned in the riots of the 1960s. The Great Society made government bigger, not Americans better off.'

Which interpretation gives the more convincing opinion about the success of President Johnson's Great Society?

Explain your answer based on your contextual knowledge and what it says in Interpretations A and B.

Model answer

Interpretation A is convincing because its main claims are supported by evidence. The share of Americans living in poverty did fall from about 19 percent in 1964 to about 11 percent in 1973, almost exactly from one in five to one in nine. Medicare, introduced in 1965, enrolled about 19 million elderly people in 1966, and poverty among the elderly fell sharply; Medicaid gave poor families access to doctors; and Head Start reached over half a million children in its first summer alone. A is also right that the Vietnam War took money that might have gone to the Great Society, since the war cost far more each year than the War on Poverty. However, A gives the Great Society all the credit, when strong economic growth and low unemployment in the 1960s also reduced poverty, and the author worked for the OEO, so she may be defending her own work.

Interpretation B has some truth in it. The number of families on welfare rose sharply in the late 1960s, and the Community Action Programs, which were supposed to involve the poor themselves, led to bitter quarrels with city mayors. The riots in Watts in 1965 and in Detroit in 1967 showed that poverty and anger remained in the ghettos. But B is a campaign speech from 1980, when Republicans like Ronald Reagan were attacking 'big government', so it is deliberately one-sided. It ignores the fall in poverty and the success of Medicare, which was so popular that no later government dared to abolish it.

Overall, A is more convincing. B is right that some programmes were wasteful and that the Great Society did not end poverty in the cities, but the fall in poverty and the lasting achievements of Medicare, Medicaid and Head Start show that the Great Society did make many Americans better off.

Explanation

Test each claim against the evidence: the poverty figures, Medicare, Medicaid and Head Start support A, while rising welfare, Community Action conflicts and the riots give some support to B. Level 4 needs both interpretations evaluated with precise knowledge and a sustained judgement; commenting only on provenance, or agreeing with one without testing the other, cannot reach the top level.

Mark scheme
  1. 8 marks

    Levels of response (8 marks).
    Level 4 (7-8 marks): Complex evaluation of both interpretations, using precise contextual knowledge to test what each says (e.g. the fall in poverty, Head Start, Medicare and Medicaid and the cost of Vietnam for A; the rise in welfare, the conflicts over Community Action, the riots and the conservative backlash for B), leading to a sustained judgement about which is more convincing about the success of the Great Society.
    Level 3 (5-6 marks): Developed evaluation of both interpretations, using relevant contextual knowledge.
    Level 2 (3-4 marks): Simple evaluation of one interpretation (or undeveloped evaluation of both), using some contextual knowledge.
    Level 1 (1-2 marks): Basic analysis of one or both interpretations; assertion or paraphrase with little contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Support for A: the share of Americans in poverty fell from about 19 percent (1964) to about 11 percent (1973), about 36 million to about 23 million people; Medicare (1965) - about 19 million elderly people enrolled in 1966 - and poverty among the elderly fell sharply; Medicaid (1965) for the poor; Head Start (1965) reached over half a million children in its first summer; the Elementary and Secondary Education Act (1965); the Vietnam War cost far more each year than the War on Poverty, and Johnson's 'guns and butter' policy led to cuts and inflation. Limits of A: strong economic growth and low unemployment in the 1960s also reduced poverty; the author worked for the OEO and may defend her own work. Support for B: the cost of federal programmes grew rapidly; the number of families receiving welfare (Aid to Families with Dependent Children) rose sharply in the late 1960s; Community Action Programs ('maximum feasible participation' of the poor) caused bitter conflicts with city mayors; riots in Watts (1965), Newark and Detroit (1967) and after King's death (1968) showed that ghetto poverty remained; Republicans gained seats in 1966 and Nixon (elected 1968) cut back the OEO. Limits of B: a campaign speech from 1980, when Republicans such as Ronald Reagan attacked 'big government', so it is deliberately one-sided; it ignores Medicare's popularity and the fall in poverty; the riots had many causes. Possible judgement: A is more convincing because the statistical fall in poverty and the lasting programmes (Medicare, Medicaid, Head Start) support it, though B is right that some programmes were wasteful and that ghetto poverty remained.

Question 4

12 marks

Which of the following was the more important reason why President Johnson was able to pass more social reforms than President Kennedy:
- Johnson's political skills
- the effects of Kennedy's assassination and the 1964 election?

Explain your answer with reference to both bullet points.

Model answer

Johnson's political skills were an important reason why he passed more reforms than Kennedy. He had served in Congress since the 1930s and had been Senate Majority Leader from 1955 to 1961, so he understood exactly how Congress worked and how to win votes. He was famous for the 'Johnson treatment', a mixture of persuasion, flattery, threats and favours. As a Texan he could deal with the Southern Democrats who had blocked Kennedy's plans, and he worked closely with Republican leaders such as Everett Dirksen. He was also personally committed to reform: he had run the New Deal's National Youth Administration in Texas in the 1930s and had taught poor Mexican-American children. Kennedy, by contrast, had been a less influential senator and often had poor relations with Congress.

The effects of Kennedy's assassination and the 1964 election were also very important. Kennedy had won the 1960 election by a tiny margin, so he had no strong mandate. After his assassination on 22 November 1963, the nation was in shock, and Johnson told Congress that the best way to honour Kennedy's memory was to pass his proposals; the tax cut and the Civil Rights Act were passed in 1964. Then, in November 1964, Johnson won a landslide victory over Barry Goldwater, with about 61 percent of the vote, and the Democrats won huge majorities in Congress: 68 of the 100 seats in the Senate and about 295 in the House. This Congress passed Medicare and Medicaid, the Elementary and Secondary Education Act and many other reforms in 1965.

Overall, the effects of the assassination and the 1964 election were the more important reason. Johnson's skill mattered, but it was the same Johnson who found reform much harder after the Democrats lost 47 House seats in 1966. The national mood after Kennedy's death and the huge majorities of 1965-66 gave him an opportunity that Kennedy never had, and his skill allowed him to make the most of it.

Explanation

Johnson's experience and persuasive skill mattered, but the sympathy after Kennedy's assassination and the huge Democratic majorities after the 1964 landslide gave him an opportunity Kennedy never had. Level 4 needs both explained with precise knowledge and a sustained judgement - for example, noting that reform slowed after the 1966 elections even though Johnson's skills had not changed. Explaining both without a reasoned judgement is Level 3.

Mark scheme
  1. 12 marks

    Levels of response (12 marks).
    Level 4 (10-12 marks): Complex explanation of both bullet points, supported by precise knowledge (e.g. Johnson's experience as Senate Majority Leader, the 'Johnson treatment' and his commitment to the poor; the national mood after November 1963, Johnson's use of Kennedy's memory, the 1964 landslide and the Democratic majorities of 1965-66), leading to a sustained judgement about which was more important, e.g. by showing how Johnson's skill exploited the opportunities the assassination and election created.
    Level 3 (7-9 marks): Developed explanation of both bullet points, supported by relevant knowledge.
    Level 2 (4-6 marks): Simple explanation of one or both bullet points, with some relevant knowledge.
    Level 1 (1-3 marks): Basic explanation of one or both bullet points; general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Johnson's skills: he had served in Congress since the 1930s and was Senate Majority Leader (1955-61), so he knew how Congress worked and how to win votes; the 'Johnson treatment' - persuasion, flattery, pressure and favours; as a Southerner he could deal with Southern Democrats; he had worked for the New Deal (head of the National Youth Administration in Texas in the 1930s) and had taught poor Mexican-American children, so he was personally committed to helping the poor; he worked with Republicans such as Everett Dirksen; Kennedy, by contrast, had been a less influential senator and had poor relations with Congress. Assassination and election: Kennedy won the 1960 election by a tiny margin and faced a conservative coalition; after Kennedy's assassination (22 November 1963) the nation was in shock, and Johnson told Congress that passing Kennedy's proposals would honour his memory ('Let us continue'); the tax cut and Civil Rights Act passed in 1964; in November 1964 Johnson won a landslide against Barry Goldwater (about 61 percent of the vote, 44 states), and the Democrats won huge majorities in Congress (68 of 100 Senate seats, about 295 of 435 House seats); the 89th Congress (1965-66) passed Medicare and Medicaid, the Elementary and Secondary Education Act, the Higher Education Act and the Voting Rights Act. Judgement: the assassination and 1964 majorities created the opportunity, but Johnson's skill and determination exploited it; or the 1964 majorities were decisive, since reform slowed after the Democrats lost seats in 1966.

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