The New Deal was an economic policy issued by F.D Roosevelt in response to the to the crash of the U.S stock market in the early 20th century and subsequent rising number of unemployed American’s due. Despite its good intentions, the New Deal received numerous criticisms from writers and politicians after the first 100 days. However, it also gained much praise and was thought to be one of Roosevelt’s finest policies by the forgotten man of America. In order to determine whether the New Deal was a success, both contemporary and modern sources need to be analyzed.

The New Deal can be considered a success due to Roosevelt’s ability to restore confidence in the American people. O’Callaghan states Roosevelt was seen by many as “God in this country” which is supported by Zinn who affirms that “Roosevelt [was] a hero to millions” in Source G. Source D shows the forgotten man receiving government attention and help which inevitably presented the everyday man of America with a sense of hope and unity. People trusted Roosevelt and therefore put their faith in the New Deal as it was offering jobs – although generally minor work – which allowed American families to continue with the idea established by their Founding Fathers of rugged individualism. It was this that resulted in Roosevelt’s re-election, an election where he received the largest majority vote in American history, in 1936 as he was considered an “unassailable hero”. The increase in federal power supported people through the recession and restored the national morale and avoided the feeling of isolation particularly for farmers. Increasing the confidence and hope in the American people was crucial in order for quick and successful economical restoration in the U.S and it is therefore possible to view the New Deal as success. However, Source C challenges this idea by presenting Roosevelt’s New Deal policies as tyranny and a ploy through use of the classical mythology of the Trojan Horse. The Cartoonist presents the President and the New Deal as a deception and untrustworthy which implies that Roosevelt was not every American’s hero and not everyone was convinced that the New Deal was a success.

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O’Callaghan writes that “to millions of Americans, [Roosevelt] was the man who had given them jobs” and therefore the New Deal policies were a success. Source I confirms this statement as the graph shows unemployment dropped from 12.5m in 1933 to 8m  by 1937 which insinuates progress with Roosevelt’s economic recovery. Although the jobs were considered minor, they provided many American’s with a much needed structure and dignity and also resulted in 12 million feet of sewer pipes, 225,000 miles of roads, 40,000 schools (and playgrounds) and 1,000 airports. It is evident that Roosevelt did provide new jobs during ...

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The spelling, grammar and punctuation is relatively good, although the student makes a repeated apostrophe error with the word "American's", such as "...they provided many American's with...". The essay would benefit from the use of more technical vocabulary such as "causal factor", which demonstrates a strong understanding of key historical concepts that would be appropriate for A level standard work. Although this student shows a clear understanding, more specialised technical vocabulary would have shown the examiner that the student is in no doubt about what they know. The presence of marker words such as "although" in the essay allows the student to demonstrate their understanding of alternative interpretations.

The student responds excellently to sources by ranging across them and integrating quotes from them into their sentences. Most students have little trouble with this, but this student is also adept at using their own statistical knowledge and maintaining this standard throughout the essay, which is an area students often struggle with. Students often struggle with this because it is difficult to remember lots of statistics, dates or people for lots of different historical events. A good way to combat this is to remember evidence that can be used in lots of different discussions: this student has used the 8m unemployed figure, which could be used not just in relation to success of the New Deal but also if the question was on the technicalities of FDR's economic policy, the impact of the Second World War etc. The student is excellent at combining awareness of historical debate with use of the sources, which is important as it shows they are able to understand interpretations but back them up with evidence, which is crucial to access higher mark bands. This leads to a balanced conclusion, which shows the student can understand which of the different interpretations is the better one and why. The conclusion just doesn't summarise what has been said but it explains the main advantages and disadvantages of the interpretations, and this provides the sustained judgement (keeping it up through the whole essay) that examiners look for.

Response to question The student has written an answer that uses lots of very specific evidence and responds very well to sources. The question is general but the answer is detailed, explicit and focused for the whole piece. The section that deals with unemployment statistics and begins with a quote from O'Callaghan uses a very precise selection of evidence, which is useful because it displays that the student not only understands what happened but they can prove it to the examiner by using relevant examples.