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AQA GCSE History (Conflict and tension in Asia 1950-1975) Smart practice A mixed round aimed at your weak spots
Unit 1
Part one: Conflict in Korea
Unit 2
Part two: Escalation of conflict in Vietnam
Unit 3
Part three: The ending of conflict in Vietnam
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Opposition to war

Practise 44 exam-style questions on Opposition to war for AQA GCSE History (Conflict and tension in Asia 1950-1975). 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.

  • 44 questions
  • 1–20 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

Describe the Pentagon Papers.

Model answer

The Pentagon Papers were a secret Defense Department history of US involvement in Vietnam from 1945 to 1967. They were leaked by Daniel Ellsberg and published by the New York Times in June 1971, and they showed that successive presidents had misled the American people about the war.

Explanation

The papers increased distrust of government (the 'credibility gap'). Nixon's attempt to stop publication failed in the Supreme Court, and his anger at the leak led him to set up the 'Plumbers', the unit later involved in Watergate.

Mark scheme
  1. 1 mark

    A secret US Defense Department (Pentagon) history of American involvement in Vietnam from 1945 to 1967 / ordered by Defense Secretary Robert McNamara

  2. 1 mark

    Leaked by Daniel Ellsberg (a former Defense Department analyst) and published by the New York Times from June 1971

  3. 1 mark

    They showed that US governments (from Truman to Johnson) had misled the public/Congress about the war

  4. 1 mark

    Nixon's government tried to stop publication, but the Supreme Court ruled (June 1971) that newspapers could publish them

    Max 2.

Question 2

4 marks

Source A: a description of the song 'Ohio', written by Neil Young and released by the band Crosby, Stills, Nash and Young in June 1970. Young wrote it after seeing photographs of the Kent State shootings in a magazine.
The song refers to 'tin soldiers and Nixon coming' and repeats the line 'four dead in Ohio'. It asks listeners how they would feel if they had known one of the dead students. Some radio stations refused to play it, but it became an anthem of the anti-war movement.

Source A criticises President Nixon. How do you know?

Explain your answer by referring to Source A and your contextual knowledge.

Model answer

Source A criticises Nixon because the song names him and links him directly to the shootings. The line 'tin soldiers and Nixon coming' puts the President alongside the National Guardsmen who killed four students at Kent State on 4 May 1970, as if he had led them, and calling the Guard 'tin soldiers' suggests they were toy soldiers carrying out the government's orders without thinking. This criticism made sense to many students because the protests at Kent State had been caused by Nixon's own announcement on 30 April that US troops had invaded Cambodia, and Nixon had called student protesters 'bums'. The White House's first response, that 'when dissent turns to violence it invites tragedy', seemed to blame the dead students. The repeated line 'four dead in Ohio' and the question about how you would feel if you had known one of them keep the victims at the centre and invite listeners to be angry. The provenance supports this: Young wrote it after seeing the photographs of the shootings, it was released within weeks while the anger was still fresh, and some radio stations refused to play it because it attacked the President by name.

Explanation

Level 2 explains why the song blames Nixon (the 'tin soldiers and Nixon' line, the Cambodian invasion that caused the protests) with specific knowledge. The song is also evidence of how the media spread the images of Kent State and turned them into a symbol of the anti-war movement.

Mark scheme
  1. 4 marks

    Levels of response (4 marks).
    Level 2 (3-4 marks): Developed analysis of Source A, using its content and/or provenance, supported by relevant contextual knowledge, e.g. explains that 'tin soldiers and Nixon coming' links Nixon directly with the National Guardsmen who killed four students on 4 May 1970, and that the protests at Kent State had been caused by his invasion of Cambodia.
    Level 1 (1-2 marks): Simple analysis of Source A, e.g. says the song names Nixon and is about the dead students, with little or no contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Content: 'tin soldiers and Nixon coming' puts Nixon alongside the Guardsmen, as if he led them; 'tin soldiers' suggests the Guard were mindless toy soldiers doing the government's will; 'four dead in Ohio' is a reminder of the four students killed (Allison Krause, Jeffrey Miller, Sandra Scheuer, William Schroeder); asking listeners to imagine knowing a victim makes the deaths personal and invites anger. Context: the protests followed Nixon's announcement of the invasion of Cambodia (30 April 1970); Nixon had called campus protesters 'bums'; the White House statement on 4 May said that 'when dissent turns to violence it invites tragedy', which seemed to blame the victims. Provenance: written in response to photographs of the shootings (the media spreading the images); released within weeks, when the student strike and anti-war anger were at a peak; some stations refused to play it because it attacked the President by name; a popular band reached millions of young people, so it spread the criticism.

Question 3

12 marks

Source B: a photograph taken by John Filo, a student photographer, at Kent State University on 4 May 1970. It was printed in newspapers across the USA and won the Pulitzer Prize.
The photograph shows a teenage girl kneeling beside the body of a young man lying face down on the ground. Her arms are raised and she is screaming. Other young people stand around, looking shocked.

Source C: from a press conference given by James Rhodes, the Governor of Ohio, in Kent on 3 May 1970, the day after the university's ROTC building was burned.
Rhodes said that the protesters were 'worse than the brownshirts' and the communists, and that they were 'the worst type of people that we harbor in America'. He promised to use every force of the law to deal with them.

How useful are Sources B and C to an historian studying the shootings at Kent State University in May 1970?

Explain your answer using Sources B and C and your contextual knowledge.

Model answer

Source B is useful for studying the human cost of the shootings and why they shocked America. It shows a young man lying dead on the ground and a teenage girl screaming over his body, with other young people standing around in shock. From my knowledge, the dead man was Jeffrey Miller, one of four students killed by the Ohio National Guard on 4 May 1970, with nine others wounded. The provenance makes it valuable: it was taken at the scene by a student photographer seconds after the firing, so it is authentic evidence of the aftermath rather than a posed picture. Because it was printed across the USA and won the Pulitzer Prize, it is also very useful for explaining the impact of the shootings: images like this turned Kent State into a national symbol, helping to spark a student strike that closed or disrupted more than 450 campuses. However, it is limited. It shows a single moment after the shooting, not the Guardsmen or what made them fire, and the photographer chose the most emotional image; the girl was in fact a 14-year-old runaway, not a Kent student.

Source C is useful in a different way, because it shows the atmosphere created by the authorities before the shootings. Rhodes called the protesters 'worse than the brownshirts' and the communists, and 'the worst type of people that we harbor in America'. This was the day after the ROTC building was burned and two days after windows were smashed in the town, and it helps to explain why the Guardsmen, who had been sent by Rhodes, saw the students as dangerous enemies rather than citizens to be protected. Nixon had also called campus protesters 'bums', so Rhodes's language reflects the government's attitude. The provenance must be considered carefully: Rhodes was campaigning in a Republican primary election for the US Senate held on 5 May, so he had a strong reason to look tough on 'law and order' and may have exaggerated the danger. This makes the source less reliable about the students, but more useful as evidence of the politicians' attitudes that raised tension.

Overall, the two sources are most useful when used together. Source C helps an historian understand the causes of the shootings and the hostile mood of the authorities, while Source B shows their tragic result and explains why the event had such an impact on public opinion. Neither, however, explains exactly why the Guardsmen opened fire, so an historian would need other evidence, such as the findings of the Scranton Commission, which in September 1970 called the shootings 'unnecessary, unwarranted, and inexcusable'.

Explanation

Source B is authentic, immediate and explains the national impact, but shows nothing of the causes; Source C shows the inflammatory language of the authorities before the shootings, coloured by Rhodes's election campaign. Level 4 needs evaluation of both sources' content and provenance, with contextual knowledge and a sustained judgement about how useful they are together.

Mark scheme
  1. 12 marks

    Levels of response (12 marks).
    Level 4 (10-12 marks): Complex evaluation of both sources, with a sustained judgement about their usefulness for studying the Kent State shootings, based on content and provenance and supported by contextual knowledge, e.g. Source B is useful for the human cost and the shock that turned the shootings into a national symbol, but shows only a moment after the shooting and nothing of its causes; Source C is useful for the hostile atmosphere created by the authorities before the shootings, especially given that Rhodes was in an election campaign.
    Level 3 (7-9 marks): Developed evaluation of both sources based on content and/or provenance, supported by relevant contextual knowledge.
    Level 2 (4-6 marks): Simple evaluation of one or both sources based on content and/or provenance.
    Level 1 (1-3 marks): Basic analysis of one or both sources; describes or paraphrases them with little evaluation.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Source B content: shows the human cost - a young man dead on the ground and the horror of those around him; the dead man is Jeffrey Miller, one of four students killed (with Allison Krause, Sandra Scheuer and William Schroeder; nine wounded); it shows the victims were young and unarmed. Source B provenance: taken at the scene by a student eyewitness, immediately after the shootings, so it is authentic and not posed; printed across the USA and awarded the Pulitzer Prize, so it is very useful for understanding why the shootings shocked the nation and became a symbol of the anti-war movement (the song 'Ohio', the national student strike). Limitations: one moment after the firing - it does not show the Guardsmen, why they fired or the violence of the previous days; the photographer chose the most emotional image; the girl was a 14-year-old runaway, not a Kent student. Source C content: shows the language used by the authorities the day before - comparing protesters to Nazi 'brownshirts' and communists; shows why the Guard may have seen the students as dangerous enemies; links to Nixon's description of protesters as 'bums'. Source C provenance: the Governor who had sent the Guard, speaking after the ROTC building was burned (2 May) and the windows smashed in Kent (1 May); he was campaigning in a Republican primary election for the US Senate held on 5 May, so he wanted to look tough on 'law and order'. Limitations: it shows the official view, not the students'; it does not describe the shootings themselves. Context: the Scranton Commission (September 1970) called the shootings 'unnecessary, unwarranted, and inexcusable'; polls showed many Americans agreed with Rhodes. Judgement: together the sources are useful - C helps explain the causes, B the human cost and impact - but neither explains exactly why the Guardsmen fired.

Question 4

20 marks

'The Watergate affair was the main reason why the USA did not help South Vietnam when it was attacked in 1975.'

How far do you agree with this statement?

Explain your answer.

[16 marks] [SPaG 4 marks]

Model answer

There is a strong case that Watergate was the main reason why the USA did not help South Vietnam in 1975. When the Paris Peace Accords were signed in January 1973, President Thieu agreed only after Nixon had secretly promised him 'swift and severe' retaliation if North Vietnam broke the agreement. Nixon had shown he was willing to use force, with the Christmas bombing of December 1972. But Watergate destroyed his authority. From May 1973 the Senate hearings were televised, in July the White House tapes were revealed, and after the 'Saturday Night Massacre' in October 1973 there was open talk of impeachment. A weakened Nixon could not stop Congress passing the Case-Church Amendment in June 1973, which banned any US military action in Indochina after 15 August, or the War Powers Act in November 1973, which was passed over his veto. When he resigned in August 1974, the man who had made the promises to Thieu was gone. His successor, Gerald Ford, had never been elected, lost support by pardoning Nixon, and faced a Congress with an even larger Democratic majority after the November 1974 elections. North Vietnam's leaders noticed: in January 1975 they captured Phuoc Long province to test the American response, and when none came they launched their final offensive.

However, Watergate was not the only reason. Most importantly, the American people were tired of the war. About 58,000 Americans had died, most Americans had believed for years that the war was a mistake, and once the prisoners of war came home in 1973 there was no public support for going back. Even a Nixon without Watergate would have found it very hard to persuade Congress and the public to renew the bombing. Congress's determination to limit the President's war powers also began before Watergate: the Senate voted to repeal the Gulf of Tonkin Resolution in 1970, and opposition in Congress had grown with Kent State and the Pentagon Papers.

Other factors also played a part. The Paris Peace Accords themselves left South Vietnam in a weak position, because they allowed North Vietnamese troops to stay in the South. Economic problems mattered too: the oil crisis of 1973 caused inflation in America, and Congress was unwilling to spend billions on a lost cause, cutting military aid to South Vietnam from about 2.3 billion dollars in 1973 to about 1 billion in 1974. Détente with China and the Soviet Union meant that Vietnam no longer seemed so important in the Cold War. Finally, many Americans believed that Thieu's government was corrupt and that South Vietnam could not survive even with American help; the speed of the collapse in March and April 1975, after the disastrous retreat from the Central Highlands, seemed to confirm this. When Ford asked Congress for about 722 million dollars of emergency aid in April 1975, it refused, and on 23 April he said the war was 'finished as far as America is concerned'.

Overall, I agree to some extent. Watergate was important because it removed the only President who was committed to intervening and gave Congress the opportunity to tie the President's hands. But the deeper reason was the war-weariness of the American people and their representatives, which existed before Watergate and would have made intervention very unlikely in any case. Watergate decided how and when America abandoned South Vietnam, but the decision to leave Vietnam for good had already been made by American public opinion.

Explanation

Watergate destroyed Nixon's authority, let Congress pass Case-Church and the War Powers Act, and removed the President who had promised to defend Thieu. But war-weariness, Congress's wish to reclaim its powers, the terms of the Paris Accords, economic problems and doubts about South Vietnam also mattered. Level 4 needs a sustained judgement weighing Watergate against these factors.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the stated factor (Watergate) and other factors (e.g. war-weariness and public opinion, Congress's determination to limit presidential power, the terms of the Paris Peace Accords, economic problems, détente and the belief that South Vietnam could not be saved), supported by precise knowledge, leading to a sustained judgement about how far Watergate was the main reason.
    Level 3 (9-12 marks): Developed explanation of the stated factor and at least one other factor, supported by relevant knowledge.
    Level 2 (5-8 marks): Simple explanation of the stated factor or of other factors, with some accurate knowledge.
    Level 1 (1-4 marks): Basic explanation; general statements with little specific knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): For Watergate: Nixon's secret promises to Thieu (November 1972, January 1973) of 'swift and severe' retaliation; Watergate destroyed his authority from 1973 - the Senate hearings, the tapes, the 'Saturday Night Massacre'; he could not prevent the Case-Church Amendment (June 1973) or the War Powers Act (November 1973, passed over his veto); his resignation (9 August 1974) removed the man who had made the promises; Ford was unelected and weakened by pardoning Nixon (September 1974); Democrats made big gains in November 1974; North Vietnam judged the USA would not return - Phuoc Long captured (January 1975) without a US response. Other factors: war-weariness - about 58,000 Americans dead, most Americans thought the war a mistake (61% in 1971), POWs home in 1973 - the public had no wish to return to Vietnam whoever was President; Congress's determination to reclaim war powers began before Watergate (repeal of the Gulf of Tonkin Resolution, 1970-71; Cooper-Church); the Paris Peace Accords (January 1973) left about 150,000 North Vietnamese troops in the South, so South Vietnam was vulnerable; aid cuts (from about 2.3 billion dollars in 1973 to about 1 billion in 1974 and 700 million in 1975) also reflected economic problems - the 1973 oil crisis, inflation; détente with China and the USSR meant Vietnam mattered less strategically; the belief that South Vietnam's government (Thieu) was corrupt and the ARVN could not hold even with aid - the collapse in March-April 1975 (Ban Me Thuot, the Central Highlands retreat, Hue, Da Nang) was so fast; Congress refused Ford's request for about 722 million dollars of emergency aid (April 1975); Ford: the war was 'finished as far as America is concerned' (23 April 1975). Judgement: Watergate removed the only person committed to intervening and gave Congress the chance to act, but public and congressional war-weariness meant intervention was unlikely in any case.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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