GCSE History Weimar and Nazi Germany 1918-1939 Are You Feeling a Bit Like This at the Thought of Having to Revise the Whole Germany Course? …

Home , Georg Elser, November 1933

GCSE History Weimar and Nazi Germany 1918-1939 Are you feeling a bit like this at the thought of having to revise the whole Germany course? …. Help is here! When you break the Germany course down Into its FOUR chunks it makes it seem like a much more manageable task to remember all the facts. This booklet will take you through the first chunk ….1918-1929

This exam paper has 6 questions for you to answer in 1hr 20 minutes with a total of 52 marks available. Question 1 (4marks) This is an inference question where you have to extract 2 supported messages from the source. Example: Give two things you can infer from source A about the reasons for the failure of the Munich Putsch in November 1923? How to answer: One thing I can infer from the source is… A detail in the source that supports this is… Another thing I can infer from the source is…A detail in the source that supports this is…

Question 2 (12marks) This is an ‘EXPLAIN WHY’ question. This means you need to analyse key features of historical events. There is usually a time period given or it is about a significant event or person during the years you have studied. You will be given two bullet points in the question to help you and you MUST use at least one reason from your own knowledge. Example: Explain why Germany recovered during the period 1923-1929. How to answer: You need to give at least 3 clear reasons to answer the question (3 PEE paragraphs). This can be 3 own knowledge reasons or a combination of 1 or 2 of the bullet points and own knowledge. You must use detailed own knowledge throughout the question and constantly link back to the question. One reason why is… 2 This was when… This led to… It’s not just about HOW MUCH you revise…. It is also about the level at which your brain processes the information. Completing the tasks in this book will help you to do that by: Organising Analysing Prioritising Explaining Question 3a (8marks) This is a ‘HOW USEFUL’ question. This question asks you to consider the strengths and weaknesses of the sources you are provided with. You need to think about the PROVENANCE of the source and how this makes it strong and weak. You should include details/inferences from the source as well in your answer. Example: How useful are sources A and B for an enquiry into the attitudes of people towards the Hitler Youth? How to answer: Content+Inference: What is the source showing/telling you? ‘In Source A, I can see… This tells me…’ Own knowledge: How does your own validate the source/add context to the source? ‘At the time…’ Provenance: Why is this a strong source? Why is it a weak source? Consider Nature, Origin and Purpose. Your opinion: How useful is the source overall? (remember all sources are useful to some extent) You MUST write a paragraph like this for each source, separately.

Question 3b (4marks) This question asks you identify WHAT the main difference between two interpretations is. You need to identify the view of interpretation 1 and support it with a detail from the interpretation, then identify the view of interpretation 2 and support it with a detail from the interpretation. Finally you then need to sum up what the main difference between the interpretations is. Example: What is the main difference between interpretations 1 and 2? ‘In Interpretation 1, it says… This tells me…’ ‘In Interpretation 2, it says… This tells me…’ ‘Therefore the main difference between the interpretations is…’

3 It’s not just about HOW MUCH you revise…. It is also about the level at which your brain processes the information. Completing the tasks in this book will help you to do that by: Organising Analysing Prioritising Explaining Question 3c (4marks) This question asks you to identify WHY the interpretations are different. You need to state that the ‘AUTHORS FOCUS ON DIFFERENT EVIDENCE’. You then need to match up the interpretation with one of the sources and show how they focus on different evidence using the source to back up the view of the interpretation. Example: Why are interpretations 1 and 2 different? ‘Interpretations 1 and 2 are different because the authors focus on different evidence.’ ‘Interpretation 1 has clearly used Source…’ (Look at Interpretation 1’s opinion- does it match to Source B or Source C?) ‘I know this because they both say…’ (What is it that makes the Interpretation and the Source similar?) ‘On the other hand, Interpretation 2 has used Source…’ (Name the other source you haven’t matched to Interpretation 1) ‘I know this because they both say…’ (What is it that makes the Interpretation and the Source similar?)

How to answer: Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 2 ‘On the one hand, I agree with Interpretation 2’s opinion that…’ ‘I agree with this interpretation because I know…’ (What detailed and specific evidence do you have that agrees with Interpretation 2? You need to describe and explain two pieces of relevant evidence.) Paragraph 2: Use interpretation 1 to disagree with interpretation 2 ‘On the other hand, Interpretation 1 disagrees with Interpretation 2 because…’ (What does Interpretation 1 say that disagrees? What does it mean?) Paragraph 3: Use your own knowledge to disagree with interpretation 2. Add two PEE paragraphs that disagree with Interpretation 2. Conclusion; Come to an overall conclusion as to how far you agree with interpretation 2.

4 Year Key Event (s) – Use your notes to create an overview timeline of the period. Try to remember some key dates for your exam

1918

1919

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929 5 Year Key Event (s) – Use your notes to create an overview timeline of the period. Try to remember some key dates for your exam 1930

1931

1932

1933

1934

1935

1936

1937

1938

1939 6 Key Term Definition – Read through the terms below and write a definition for each one Abdication

Republic Ebert Stresemann Article 48

Kaiser Armistice Weimar

Constitution Reichstag Gewaltfrieden Freikorps

Rentenmark Hyperinflation Dawes Plan

Young Plan

Treaty of Versailles

Locarno Pact

Kellogg Briand Pact 7 Coalition Key Term Definition – Read through the terms below and write a definition for each one NSDAP Iron Cross Award Volk 25 Point Programme

Volkischer Beobachter Fuhrerprinzip Swastika SA or Sturmabteilung

Aryan Anti-Semitism Mein Kampf

Putsch Blood Martyrs

Gaue SS or Schutzstaffel

KPD Propaganda

Hindenburg

Roter 8 Frontkampferbund Key Term Definition – Read through the terms below and write a definition for each one Marinus van der Lubbe Enabling Act Gleichschaltung

German Labour Front (DAF) Dachau Centralisation

Purge Gestapo Night of the Long Knives Sicherheitsdienst (SD) Concordat

Eidelweiss Pirates and Swing Youth

Confessional Church

Mit Brennender Sorge (With 9 Burning Concern) Key Term Definition – Read through the terms below and write a definition for each one Kinder, Kuche, Kirche The Motherhood Cross Award Lebensborn

Napola Nazi Teachers League Reich Labour Service Invisible unemployment Autobahn Rearmament Volksgemeinshaft

Strength Through Joy Beauty of Labour

Volkswagon

Eintopf Herrenvolk

Nuremberg Laws

Kristallnacht (Night 10 of the Broken Glass) Section 1 The Weimar Republic 1918-1929

11 ACTIVITY The acronym below can be used to help you remember the terms of The Treaty of Versailles. In each box, add specific detail about each term Key Terms Specific Details/Key Terms of the Why did the Germans Treaty oppose/dislike this?

and

Army

Money

lame

12 ACTIVITY – Exam Practice Make two inferences from the source below about the attitude of the German people towards the Treaty of Versailles.

Key Term Definition – Read through the terms below and write a definition for each one Diktat

Dolchstoss

From an article in Deutsche Zeitung, German Newspaper, 28th June 1919. ‘Vengeance German nation! Today, in the hall of Mirrors at Versailles, a disgraceful treaty is being signed. Never forget it! On that spot… German honour is being dragged to its grave. There will be revenge for the shame of 1919.’

One thing I can infer from this source is… ______

The details in the source that tell me this are… ______13 ______ACTIVITY In the below table, identify some of the strengths and weaknesses of the Weimar Constitution. Strengths of the Weaknesses of the constitution constitution

14 ACTIVITY Complete the below spider diagram and table outlining the key features of the revolts that the Weimar government faced in its early years

Leadership Tactics

Why did the Sparticist Revolt fail? Freikorps Organisation

The Kapp Putcsh Who did it involve? When was it? Why did it fail?

Why was it important? 15 ACTIVITY The Occupation of the Ruhr posed another problem for the Weimar Republic in 1923. Here you need to identify the causes, key features and consquences of the occupation.

Why did they invade? Causes

What happened during the invasion? KeyFeatures

What was the result? Consequences ACTIVITY Hyperinflation was a problem for the German people in 1923. Below annotate the spider diagram with the effects of hyperinflation on the people of Germany.

What were the effects of hyperinflation? ACTIVITY – Exam Practice Remember to copy! How useful is source A for an enquiry into Content Own Knowledge the effects of hyperinflation on Germany? Provenance Your Judgement

Source A – A cartoon published inGermany by the left-wing magazine Simplicissimus in 1923. It has the caption ‘Paper money’ at the top and ‘Bread’ at the bottom.

______18 ______Charlie, Do You Like Lorraine Kelly A silly phrase yes… but it is useful to help you remember the key parts of what Stresemann achieved and did for the Weimar Republic. Key Policy Specific details about the policy

Currency Reform C

Dawes Plan, 1924 D

Young Plan, 1929 Y

Locarno Pact, 1925 L

League of Nations, 1926 L

Kellogg-Briand Pact, 1928

K 19 ‘Dancing on a volcano’

Before he died, Stresemann said that the German economy was ‘dancing on a volcano’. What did he mean? ______

One of the key questions you will be asked to complete will ask you to ‘Explain Why’ something happened. In the space below, write one of the three paragraphs you would use to answer this question… Explain why the Weimar Republic recovered in the years 1924-1929.

______20 ACTIVITY Part of your exam might be about assessing how Germany changed in the’Golden Years’ (1920s). Here you need to look at the changes that occurred to the people in these years

Change Examples of the changes made Out of 10 – how much change? Explain score tnad fliving Standards of The The role women of Culture ACTIVITY – Exam Practice Study interpretations 1 and 2. They give different views about the attitude towards women in Weimar Germany. What is the main difference between these views?

Interpretation 1 - From an article on women in Weimar Grmany written by Rudiger Grafin in 2009 Because of women’s improved position in the workforce and their newly acquired rights as citizens… women themselves seemed to have changed… Magazines… presented a new generation of women that differed fundamentally from their mothers.

Interpretation 2 - From Weimar and Nazi Germany, a history textbook The ‘new women’ in Germany during the Weimar Rpeublic were ‘pioneers’ yes, however, they never constituted a majority and did not succeed in changing most German’s ideas about the role of women in society.

______ACTIVITY Factual Test – From what you have done so far, answer these questions.

Question Answer

Who was the first president of the Weimar Republic?

Who was the minister that dominated economic and Foreign policy in the 1920s? What was Article 48? Name two economic policies that were introduced in the 1920s. Name two weaknesses of the Weimar Constitution. Name and date of the left wing revolt in 1919

Name and date of the right wing revolt in 1920 Section 2 Hitler’s Rise to power, 1919-1933

24 ACTIVITY Within two years of being a member of the DAP, Hitler had taken control of the party and reshaped it into the NSDAP (The Nazi Party). Complete the table to show the five stages in this takeover.

Takeover How did Hitler change to take control of the NSDAP Process Party Policy

Hitler’s Personal Appeal

Party’s organisation

Party Leadership

The SA/ ‘Brownshirts’ ACTIVITY - Exam practice Suggest one reason why interpretations 1 and 2 give different views about why the NSDAP was popular. You may use sources A and B to help explain your answer (4 marks)

Interpretation 1 – From Weimar and Nazi Germany, by Stephen Lee, in 1996 ‘The [Twenty-Five Point] programme contained policies which may be described as either nationalist or socialist, or both. The nationalist policies emphasized race, expansion, the army, power and relations with other countries. The socialist policies were to do with state controls over the living conditions of the people and the economy. Therefore a wide range of people were attracted to the NSDAP.

Interpretation 2 – An extract from The Weimar Republic, by John Hiden, published in 1996. ‘The NSDAP was built up not only on protest but on resentment… Hitler incorporated in his own person many of the major features on which his movement thrived… It was clear, from the very beginning, that the NSDAP depended heavily on Hitler’s spectacular speaking skills.

Source A – Extracts from the Twenty-Five Point Programme 1 - The unity of all German-speaking peoples. 2 - The abolition of the Treaty of Versailles. 3 - Land and colonies to feed Germany’s population. 4 - Only Germans can be citizens. No Jew can be a German citizen. 7 -Citizens are entitled to a job and a decent standard of living. If this cannot be achieved, foreigners (with no rights as citizens) should be expelled. 9 - All citizens have equal rights and duties. 17 - Property reform to give small farmers their land. 22 - Abolition of the Army, and a new People’s Army in its place. 25 - Strong central government with unrestricted authority.

Source B – A quote from a supporter at a Nazi Party meeting in 1926. ‘A wave of jubilation, rising from afar, moving into the lobby announced the arrive of the Fuhrer [leader]. And then the auditorium went wild. When the speech came to an end… there were tears in my eyes… others, men women and youngsters were as deeply affected as I. ACTIVITY - Exam practice Suggest one reason why interpretations 1 and 2 give different views about why the NSDAP was popular. You may use sources A and B to help explain your answer (4 marks)

The statements below are all positives and negatives associated with the Munich Putsch. Put them into the correct side of the table below.

16 Nazis were killed Hitler realised he Hitler became Nazis realised with would have to take famous things the way they power legally were they could not be successful Hitler was Nazi ideas were The Munich Putsch Hitler got the chance imprisoned in spread through did not overthrow to write his book Landsberg jail newspapers the government People realised what Hitler got a lenient The Nazis were Leading Nazis fled a great speaker sentence (9 months) leaderless without Germany Hitler was Hitler

The Munich Putsch was a failure The Munich Putsch was a success ACTIVITY How far do you agree with Interpretation 2 about the consequences of the Munich Putsch? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

Interpretation 1: From a History Textbook ‘Germany 1918-1945’. ‘The putsch itself was a failure. The Nazis were actually losing ground in the only place that it mattered – in the Reichstag. The Nazi Party was banned in the aftermath of the Putsch and without Hitler the party lacked any sense of direction.’

Interpretation 2: Waugh and Wright, 2016 ‘In the longer term, Hitler and the Nazi Party gained from the failed Putsch: -Hitler’s trial was a propaganda success for the Nazi Party with Hitler becoming known nationally. -Hitler realised he needed to have complete control over the Party to guarantee its future success. -Hitler realised that coups did not work and that the Nazi Party would need to use legal means to gain power – by winning elections.’

Question 3d (16marks +4marks for SPaGST) This question asks you to state how far you agree with interpretation 2 about a given topic. Within this interpretation you need to assess the interpretation compared to your own knowledge as well as using details from interpretation 1. How to answer: Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 2 Paragraph 2: Use interpretation 1 to disagree with interpretation 2 Paragraph 3: Use your own knowledge to disagree with interpretation 2. Conclusion; Come to an overall conclusion as to how far you agree with interpretation 2. ACTIVITY How far do you agree with Interpretation 2 about the consequences of the Munich Putsch? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

______ACTIVITY How far do you agree with Interpretation 2 about the consequences of the Munich Putsch? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

______ACTIVITY After the Munich Putsch, Hitler was sentenced to 9 months in prison. This period also coincided with Stresemann’s policies which saw Germany resurge in the Golden Years. This period for the Nazis was known as the ‘Lean Years’. Over the next few pages, you will look at how the Nazi Party reacted to the lean years.

“If outvoting them takes longer than outshooting them, at least the results will be guaranteed” What does Hitler mean by this?

______

Why did Hitler call the conference?

What happened during the conference? What impact did this have on the Nazi Party? ACTIVITY Look at the statements below. Work out which of these prove the Bamberg Conference was a success and which show it to be a failure.

The party had only 27,000 members in 1925 but by By 1930, The Hitler Jugend (Youth) had recruited 1928 it had over 100,000. over 25,000 boys aged 14 and up

The local leaders (Gauleiters) of the Nazis were The new leader of the SA, Ernst Von Solomon, was a fiercely loyal to Hitler and enabled him to grow the strong ally of Hitler and could be relied on to follow party all over Germany. orders.

The Nazis only won 12 seats in the Reichstag in the The threat from Gregor Strasser was destroyed once 1928 elections, having held 32 in 1924. Goebbels joined Hitler’s side after the Bamberg Conference

Many farmers and workers in the countryside began In 1929, Hitler made Goebbels Head of Propaganda. to support the Nazis Goebbels used radio, mass rallies, newspapers, Hitler’s speeches and posters to spread the Nazi message. By 1929, the SA had nearly a million members. Many middle class Germans still saw the Nazis as Although Hitler was still leader of the SA, many of violent thugs who threatened their businesses. its working class members still carried out violence and favoured the ideas of Rohm.

What changes did Hitler make to the SS? What effect did this have?

How far was the Bamberg Conference a success? Activity In October 1929, the Stresemann’s prediction came true. Wall Street in New York crashed and had a huge knock on effect on Germany. 6million people were unemployed by January 1933. Complete the spider diagram below to identify the effect it had on Germany. Think about how it made the Weimar Government look, election results, support for extremist parties.

How did the Wall Street Crash affect Germany? Activity After 1929, the Nazis started to gain support from the people of Germany in elections. In the speech bubbles below, identify why the different groups supported the Nazis.

Working Class

Big Business

Middle Class

Women

Youth

Farmers Activity – Exam Practice Hitler and the SA played an important role in the Nazi gaining support after 1929. How useful are sources A and B for an enquiry into the reasons that support increased for the Nazis in the years 1929-32? Explain your answer using Sources A and B and your knowledge of the historical context.

Source A - Adapted from the diary of Luise Solmitz, 23 March 1832. A schoolteacher, Solmitz was writing about attending a meeting in Hamburg at which Hitler spoke. There stood Hitler in a simple black coat, looking over the crowd of 120,000 people of all classes and ages…a forest of swastika flags unfurled, the joy of this moment showed itself in a roaring salute…The crowd looked up to Hitler with touching faith, as their helper, their saviour, their deliverer from unbearable distress… He is the rescuer of the scholar, the farmer, the worker and the unemployed.

Source B – A battle between SA members and communist RFB members in 1932. The signs read: ‘Up the Revolution’ and ‘Free the political prisoners’. Activity – Exam Practice Hitler and the SA played an important role in the Nazi gaining support after 1929. How useful are sources A and B for an enquiry into the reasons that support increased for the Nazis in the years 1929-32? Explain your answer using Sources A and B and your knowledge of the historical context.

Question 3a (8marks) This is a ‘HOW USEFUL’ question. This question asks you to consider the strengths and weaknesses of the sources you are provided with. You need to think about the PROVENANCE of the source and how this makes it strong and weak. You should include details/inferences from the source as well in your answer. How to answer: Content: What is the source showing/telling you? Own knowledge: How does your own validate the source/add context to the source Provenance: Why is this a strong source? Why is it a weak source? Your opinion: How useful is the source overall? (remember all sources are useful to some extent) ______Activity – Exam Practice Hitler and the SA played an important role in the Nazi gaining support after 1929. How useful are sources A and B for an enquiry into the reasons that support increased for the Nazis in the years 1929-32? Explain your answer using Sources A and B and your knowledge of the historical context.

______Activity Propaganda played an extremely important role in the rise of the Nazis and the man who headed this up was Josef Goebbels. How did propaganda help the Nazis gain support?

How did propaganda help the Nazis gain support? ______

Give two things you can infer from Source A about Hitler and propaganda.

Source A – An extract from Mein Kampf, Hitler’s autobiography ‘Propaganda must confine itself to a very few points and repeat them endlessly. Here, as with so many things in this world, persistence is the first and foremost condition of success.

______Activity In January 1933, Adolf Hitler became the Chancellor of Germany. Despite never getting a majority in elections, Hitler had done what 7 years before after the Munich Putsch seemed a long shot. Over the net two pages, create a timeline that shows how Hitler became Chancellor in January 1933

March 1932

April 1932

30th May 1932 Bruning resigns Von Schleicher suggests a new chancellor Activity In January 1933, Adolf Hitler became the Chancellor of Germany. Despite never getting a majority in elections, Hitler had done what 7 years before after the Munich Putsch seemed a long shot. Over the net two pages, create a timeline that shows how Hitler became Chancellor in January 1933

July 1932

November 1932

December 1932

January 1933 ACTIVITY Factual Test – From what you have done so far, answer these questions. Question Answer

What is the NSDAP?

What was Hitler’s attempt to take power in 1923.

When did Hitler become chancellor? Name two groups of people that began supporting the Nazis after 1929. What was the name of the conference which Hitler re- organised the Nazi party Who was the President of Germany when Hitler became Chancellor? Who was the person in charge of propaganda for the Nazis? Section 3 Nazi control and dictatorship, 1933-1939

43 ACTIVITY One way of remembering the key events of how Hitler secured his dictatorship in Germany is to REMENDA. Fill out the table below explaining what happened and why it was important.

Event/Da What Happened? Why is it important? te

Reichstag Fire

Emergency Decree

March Elections

Enabling Act

Night of the Long Knives

Death of Hindenburg

Army Oath of Loyalty ACTIVITY – Exam Practice Give two things you an infer from Source A about the Night of the Long Knives

Source A - A cartoon from the Evening Standard. The caption says ‘they salute with both hands now’.

______ACTIVITY After securing his position as Fuhrer of Germany, the Nazis started the process of creating a police state. Complete the table to show how they contributed to the creation of a police state. Methods How did it contribute to the police state?

The SS

The Gestapo

The SD

Concentration Camps

Legal System ACTIVITY – Exam Practice Explain why the Nazi police state was successful between 1933- 1939. You may use the following in your answer: - The Gestapo - Concentration Camps You must also use information of your own (12 marks)

How to answer: You need to give at least 3 clear reasons to answer the question (3 PEE paragraphs). This can be 3 own knowledge reasons or a combination of 1 or 2 of the bullet points and own knowledge. You must use detailed own knowledge throughout the question and constantly link back to the question.

______ACTIVITY – Exam Practice Explain why the Nazi police state was successful between 1933- 1939. You may use the following in your answer: - The Gestapo - Concentration Camps You must also use information of your own (12 marks)

______ACTIVITY The Christian religion was another aspect of German society that the Nazi police state set out to control. Complete the profiles of key members of the Church that you should remember and be familiar with.

Martin Niemoller

Ludwig Muller

Dietrich Bonhoffer

Pope Pius XI ACTIVITY – Exam practice Give two things you can infer from source A about the reasons for the Churches support of the Nazis. (4 marks) Question 1 (4marks) This is an inference question where you have to extract 2 supported messages from the source. How to answer: One thing I can infer from the source is… A detail in the source that supports this is… Another thing I can infer from the source is…A detail in the source that supports this is…

Source A – A Protestant pastor speaking in a ‘German Christian’ church in 1937 ‘We all know that if the Third Reich were to collapse today, communism would come in its place. Therefore we must show loyalty to the Fuhrer, who has saved us from Communism and given us a better future. Support the ‘German Christian’ Church.

______ACTIVITY Goebbels and the Ministry of Propaganda played an important role in securing the Nazi Dictatorship in its early years. They used a number of different forms of propaganda to spread the message of the Nazis. Fill in the boxes to show the purpose of the propaganda and how effective it was. Propaganda Purpose Effectiveness – What is good about Example it? How did it help the Nazis?

The Press

Radio

Nazi Rallies

Sport ACTIVITY Fill in the boxes to show the purpose of the propaganda and how effective it was. Propaganda Purpose Effectiveness – What is good about Example it? How did it help the Nazis?

Art

Architecture

Music

Literature

Film ACTIVITY Opposition to the Nazis, whilst not doing enough to ever overthrow the Nazis, still was something that was a problem that the Nazis throughout their rule. Here you will research into the different opposition groups and how they opposed the Nazis.

Group How did they oppose the Nazis?

White Rose Group

Edelweiss Pirates

Swing Youth

Army Plot

Georg Elser ACTIVITY – Exam Practice How useful is Source A for an enquiry into the attitudes towards the Hitler Youth. Remember to COPY in this style of answer. There is no need to compare sources in your exam, so practicing on one source is still an excellent way to prepare for your exam!

Source A – Hitler Youth member, private letter, 1936 ‘How did we live in Camp S – which is supposed to be an example of all camps? We practically didn’t have a minute of the day to ourselves. This isn’t camp ife, no sir! It’s military barrack life! Drilll starts right after a meagre breakfast. We would like to have athletics but there isn’t any. Instead we have military exercises, down in the mud, till the tongue hangs out of your mouth. And we have only one wish: sleep, sleep…’ ______ACTIVITY Factual Test – From what you have done so far, answer these questions. Question Answer

When was the Reichstag Fire?

Name the 7 steps to how Hitler secured his dictatorship.

Who was the head of the SS?

Name two methods that the Nazis used to create the police state

Name two different opposition groups to the Nazis

Name two methods the Nazis used to control society? Section 4 Life in Nazi Germany, 1933-1939

57 ACTIVITY Women played an extremely important role to Hitler and the Nazis. They were not seen as inferior to men, they were seen as playing an extremely important role in society – to mother the future German society. Answer the below questions to show better understanding of Nazi policies to women. Question Answer

What was the Law for the Encouragement of marriage?

How did the divorce law change in 1938?

What was Lebensborn?

What changes were made to Nazi policies towards women in 1937?

What was the mother’s cross? ACTIVITY – Exam Practice How useful is source A for an enquiry into the Nazi attitudes towards women? Remember to COPY

Source A – A poster portraying a German family, published by the Nazi party in the 1930s.

______

______ACTIVITY Over the next two pages you will look at the policies that the Nazis brought in to control the youth of Germany. Boys in Nazi Germany

What three groups could boys join? Make notes on the four different areas that boys were targeted in.

Political Training Physical Training

Character Training Military Training

How did membership to the Hitler youth membership change between 1933- 1939? ACTIVITY Over the next two pages you will look at the policies that the Nazis brought in to control the youth of Germany. Girls in Nazi Germany

What two groups could girls join? What activities did they do?

Give two things you can infer from source A about attitudes towards the Hitler Youth. Source A – From a British Magazine, 1938 There seems little enthusiasm for the Hitler Youth, with membership falling. Many no longer want to be commanded, but wish to do as they like. Usually only a third of a group appears for roll-call. At evening meetings it is a great event if 20 turn up out of 80, but usually there are only about 10 or 12. One thing I can infer is ______Another thing I can infer is ______ACTIVITY Controlling education was an important part of influencing the youth in Germany. Here, make notes about how the Nazis made changes to education in the period 1933-1939. Textbooks Teachers

Lessons Curriculum ACTIVITY – Exam Practice Explain why there were changes to the lives of young people in Nazi Germany in the years 1933-1939. You may use the following in your answer: - Nazi Ideals - Education You must also use information of your own (12 marks)

______ACTIVITY – Exam Practice Explain why there were changes to the lives of young people in Nazi Germany in the years 1933-1939. You may use the following in your answer: - Nazi Ideals - Education You must also use information of your own (12 marks) ______ACTIVITY – Exam Practice Explain why there were changes to the lives of young people in Nazi Germany in the years 1933-1939. You may use the following in your answer: - Nazi Ideals - Education You must also use information of your own (12 marks) ______ACTIVITY Throughout the 1930s, the Nazi made changes to economic policies in Germany. These aimed to reduce unemployment, something that Hitler had promised throughout his election campaigns. Over the next few pages, you will look at the policies and what they did for the ordinary German person. Nazi What did it do? Did this improve the lives of Organisation workers?

Labour Service (RAD)

Autobahns

Rearmament

The German Workers Front (DAF) ACTIVITY Over the next few pages, you will look at the policies and what they did for the ordinary German person. Nazi What did it do? Did this improve the lives of Organisation workers?

Strength through Joy (KdF)

Volkswagen

Beauty of Labour (SdA) ACTIVITY – Exam Practice Over the next few pages you will practice your interpretation exam style questions. Below are the interpretations and sources which accompany them for questions 3b, 3c and 3d in your exam.

Interpretation 1 – From Life in Germany, by Steve Waugh, published in 2009. ‘From 1936 to 1939 wages increased, but this was due to a longer working day rather than an increase in hourly wage rates. In addition, the cost of living rose in the 1930s, which meant that real wages (how much workers could buy) actually fell. There were also food shortages, because the government reduced agricultural production to keep up prices [to help farmers].

Interpretation 2 – From Nationalism, Dictatorship and Democracy in 20th Century Europe, by Hall, Shuter, Brown and Williams, published in 2015. For Germans who conformed to Nazi expectations, living standards went up. Unemployment dropped. Nazi statistics show that real wages rose… though only if a worker worked overtime. The ‘Strength through Joy’ programme privded any extras Some (benefits), such as loans [and] medical care... Were real enough.

Source A – A KdF poster from 1939, It urged workers to give 5 marks a week to eventually own and drive your own car Source B – From the memoirs of a German who experienced labour service, 1936. ‘We started physical exercise at a ridiculously early time. Before and after work we got military drill and instruction. We worked outdoors in all kinds of weather for the sum of only 51 pfennigs an hour. They took off deductions and voluntary contributions, including 15 pfennigs for a straw mattress and draughty barracks and 35 pfennigs for what they ladle out of a cauldron and call dinner – slop – you wouldn't’t touch it, I guarantee it. ACTIVITY – Exam Practice Study interpretations 1 and 2. They give different views about the standard of living of German workers in Nazi Germany What is the main difference between these views? Question 3b (4marks) This question asks you identify WHAT the main difference between two interpretations is. You need to identify the view of interpretation 1 and support it with a detail from the interpretation, then identify the view of interpretation 2 and support it with a detail from the interpretation. Finally you then need to sum up what the main difference between the interpretations is. Example; What is the main difference between interpretations 1 and 2? ______ACTIVITY – Exam Practice Suggest one reason why interpretation 1 and 2 give different views about the standard of living of German workers in Nazi Germany. You may use sources A and B to help explain your answer.

Question 3c (4marks) – How to answer This question asks you to identify WHY the interpretations are different. You need to state that the ‘AUTHORS FOCUS ON DIFFERENT EVIDENCE’. You then need to match up the interpretation with one of the sources and show how they focus on different evidence using the source to back up the view of the interpretation. ______ACTIVITY – Exam Practice How far do you agree with Interpretation 2 about the standard of living of German workers in Nazi Germany? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology. Question 3d (16marks +4marks for SPaGST) This question asks you to state how far you agree with interpretation 2 about a given topic. Within this interpretation you need to assess the interpretation compared to your own knowledge as well as using details from interpretation 1. Example: How far do you agree with interpretation 2 about...

How to answer: Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 2 Paragraph 2: Use interpretation 1 to disagree with interpretation 2 Paragraph 3: Use your own knowledge to disagree with interpretation 2. Conclusion; Come to an overall conclusion as to how far you agree with interpretation 2.

______ACTIVITY How far do you agree with Interpretation 2 about the standard of living of German workers in Nazi Germany? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

______ACTIVITY Nazi policies were intended to make the German state as strong as possible. The Nazis believed that to make the German state strong, the population needed to be strong as well. Over the next few pages, you will look at the driving factors of the Nazi racial policies as well as the different groups of people that were targeted by the Nazis.

Driving Force How did it shape Nazi racial policy?

Eugenics

Racial Hygiene

Hitler’s Views ACTIVITY Over the next few pages, you will look at the driving factors of the Nazi racial policies as well as the different groups of people that were targeted by the Nazis. Group What did the Nazis do? How were they treated?

People with disabilities (T4 Programme)

Homosexual People

The Gypsies

The Slavs ACTIVITY Before Hitler came to power in Germany, there were only 437,000 Jews – less than 1% of the population. Hitler made it clear however that he would take action against the Jews and make this his priority. Group What did the Nazis do? How were they treated? Why did Hitler target the Jews?

What was the history of Anti- Semitism in Germany? Give two things you can infer from Source A about Hitler’s attitude towards the Jews. Source A – From a speech given by Hitler in 1922. ‘There can be no compromise. There are only two possibilities: either victory of the Aryan master race, or the wiping out of the Aryan and the victory of the Jew.’

One thing I can infer is ______Another thing I can infer is ______Activity The persecution of the Jews in Germany was irregular. Initially there was an economic boycott, then legal and open discrimination and then further persecution through the events of Kristalnacht. Create a timeline of the vents that took place throughout the period 1933-1939.

1933

1934

1935 Activity Create a timeline of the vents that took place throughout the period 1933-1939.

1936

1937

1938 ACTIVITY – Exam Practice How far do you agree with Interpretation 2 about the events of Kristallnacht in 1938? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology. Interpretation 1 – From The Third Reich in Power, by Richard J. Evans, published in 2006. ‘The violence [during Kristallnacht] was familiar from the behaviour of the brownshirts in 1933. But this time it went much further. It was clearly more widespread and more destructive. It demonstrated the hatred of the Jews now gripped not only the Stormtroopers and [Nazi] party activists but was spreading to other parts of the population – above all to the young, upon whom 5 years of Nazism in schools and the Hitler Youth had clearly had an effect.

Interpretation 2 – From Life in Germany, by Steve Waugh, published in 2009. ‘This led to Kristallnacht, so called because of the thousands of Jewish shop windows which were smashed… many Germans watched the evtns with alarm and concern. However, the Nazi-controlled press presented it as a reaction of ordinary Germans against Jews. Most Germans did not believe this, but hardly anyone protested because of fear of arrest and death. ______ACTIVITY – Exam Practice How far do you agree with Interpretation 2 about the events of Kristallnacht in 1938? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

______ACTIVITY – Exam Practice How far do you agree with Interpretation 2 about the events of Kristallnacht in 1938? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology.

______ACTIVITY Factual Test – From what you have done so far, answer these questions. Question Answer

What were the three K’s for women?

Name the Nazi Youth groups for boys and girls.

What does KdF stand for?

When did the Nazis boycott the Jewish shops?

Name three laws which affected the Jews in Germany.

What was the purpose of the Nazis policies to the youth? Name two changes that the Nazis made to education Section 5 Exemplar Answers

83 ACTIVITY – Exam practice Give two things you can infer from Source A about the Catholic Church in Nazi Germany. (4marks) Question 1 (4marks) This is an inference question where you have to extract 2 supported messages from the source. How to answer: One thing I can infer from the source is… A detail in the source that supports this is… Another thing I can infer from the source is…A detail in the source that supports this is…

Source A – From police reports in Bavaria in 1937 and 1938. ‘The influence of the Catholic Church on the population is so strong that the Nazi spirit cannot penetrate. The local population is ever under the strong influence of the priest. These people prefer to believe what the priests says from the pulpit than the words of the best Nazi speakers.

One thing that I can infer from source A was that the Catholic Church was popular with the people. Evidence which supports this is where it says ‘the influence of the Catholic Church on the population is so strong that the Nazi spirit cannot penetrate.

Another thing that I can infer from source A is that the people did not support the views and words of the Nazis did not inspire the people. Evidence which supports this is where it says ‘These people prefer to believe what the priests says from the pulpit than the words of the best Nazi speakers.’ ACTIVITY – Exam Practice Explain why unemployment fell in Germany between 1933 and 1939. You may use the following in your answer: - National Labour Service - Autobahns You must also use information of your own (12 marks)

One reason unemployment fell was the National Labour Service (RAD). The RAD paid unemployed people to do public works, like planting trees and draining marshes. At first people volunteered for the RAD. However, from 1935 it was compulsory for all young men to work for 6months in the RAD This meant that none of the people in the RAD counted as unemployed. Numbers in the RAD grew to 422,000, so this cut unemployment by almost ½ million. This makes it an important reason that unemployment fell.

Another reason that the unemployment figures fell between 1933 and 1939 was because of the autobahn scheme introduced by the Nazis. This was a project that aimed to build 7,000 miles of dual-carriageway to improve transport around Germany. These began in September 1933 and the first stretch of motorway was opened in May 1935. By 1935, 125,000 men were employed in building the autobahns. Through introducing these types of public work policies, the Nazis created many jobs in the construction industry. By 1938, they were spending 38billion marks on public works projects.

One further reason why official unemployment fell between 1933-1939 was ‘invisible unemployment’. From 1933, women were banned from professional jobs such as teachers, doctors and civil servants. By 1934, 350,000 women had given up work. These women were not counted as unemployed, as they fulfilled a different role in bringing up the youth of tomorrow. On September 15th 1935, the Nuremberg Laws were passed which prevented Jews from holding government offices. These people were not included in the unemployment figures either. So, removing people from jobs and not counting them as unemployed was another reason that unemployment figures fell in Germany between 1933 and 1939. ACTIVITY – Exam Practice How useful is source A for an enquiry into the Nazi attitudes towards women?

Example answer for this style of question

In this source we can see a German women with her family feeding a child, surrounded by flowers and what appears to be a rural setting. This source suggests that the role of women was one which involved looking after the children. From my own knowledge I know that the Nazi attitude towards women was one that centred around women being in the home. They used motto’s such as ‘Kinder, Küche, Kirche’ (children, kitchen, church) in order to identify the day to day activities that women should follow. This sources content is therefore useful as it portrays a women as being key to family in looking after the children. Furthermore, from my own knowledge I also know this source is accurate because the women in the poster looks as though she is wearing basic clothing which was a stark contrast to the women of the Weimar Republic such as Marlene Dietrich. In the Weimar Republic, women were seen as more independent and were not ushered towards home life as the Nazis did. From 1933, Nazi policy banned women from professional posts such as teaching and by 1934 nearly 360,000 women had given up work. This source is a strong source as It was published by the Nazis in the 1930s therefore gives us a strong indication of the attitude of the Nazis towards women. It is a propaganda poster intended for people to believe that this was the ideal Nazi women and therefore represents well what the Nazi attitudes towards women were. However, this source is not entirely accurate as by the late 1930s due to the war effort and rearmament Nazi attitudes towards women changed. BY 1937, women with marriage loans were allowed to work with 7million women in work by 1939. Overall, whilst this source does not give show us the attitude of the Nazis in the late 1930s towards women, it is still useful for an enquiry into the attitudes of the Nazi party towards women in Germany due to the fact it is Nazi propaganda and therefore gives us a direct insight into their attitudes towards women in the 1930s. ACTIVITY – Exam Practice Interpretations Exemplars Interpretation 1 – From Weimar and Nazi Germany, by Stephen Lee (1996) ‘… between 1929 and 1933 crisis returned in full force. Germany experienced a serious depression. This caused the collapse of businesses and an increase in unemployment. The moderate parties of the Weimar Republic could not agree… more use was made of article 48. The Reichstag was bypassed and democracy was replaced by dictatorship. A larger part of the population showed interest in Hitler’s ideas. The result was that the Nazis became the biggest party in the Reichstag. [They] gave Hitler power, hoping that he would use it as they wanted. Interpretation 2 – From Nazi Germany 1930-1939, by Steve Waugh and John Wright (2007) ‘Von Papen was determined the regain power. He met Hitler and agreed that Hitler would lead a government with Von Papen as Vice Chancellor. Intrigue took the place of open debate. The landowners and leaders of industry were convinced that Hitler and Von Papen were saving Germany from Schleicher’s military take-over. Von paper convinced President Hindenburg that a coalition with Hitler would save Germany. Von Papen said that he would control Hitler. On 30th January 1933, Adolf Hitler became Chancellor of Germany., Source A – A 1933 cartoon from the British political magazine Punch. It shows Hindenburg (on the left) and von Papen (on the right) lifting Hitler to Power.

Source B – From Berlin Stories, by Christpher Isherwood, published in 1945. Isherwood was a British journalist living in berlin at the time Hitler came to power in 1933. ‘Each week there were new emergency decrees. Bruning’s weary episcopal voice issued commands… and was not obeyed... Berlin was in a state of civil war. Hate exploded... Out of nowhere: at street corners, in restaurants, conemas... At midnight... In the middle of the afternoon. Knives were whipped out, blows were dealt with spiked rings... Chair- legs, or leaded clubs: bullets slashed the advertisements... In the middle of a crowded street a young man would be attacked... Thrashed and left bleeding on the pavement. ‘[Bruning] is weak’ [they] said. ‘What these swine need is a man with hair on his chest.’ People said that the Nazis would be in power by Christmas. ACTIVITY – Exam Practice Study interpretations 1 and 2. They give different views about the way that Hitler came to power. What is the main difference between these views? Explain your answer, using details from both interpretations. (4 marks) Question 3b (4marks) This question asks you identify WHAT the main difference between two interpretations is. You need to identify the view of interpretation 1 and support it with a detail from the interpretation, then identify the view of interpretation 2 and support it with a detail from the interpretation. Finally you then need to sum up what the main difference between the interpretations is. Example; What is the main difference between interpretations 1 and 2?

Interpretation 1 suggests that the main reason that Hitler came to power in January 1933 was because of the political and social chaos in Germany. It says that businesses collapsed and unemployment was on the rise. The increased use of Article 48 showed that democracy was on its last legs.

On the other hand, interpretation 2 suggests that von Papen and Hindenburg were the key individuals that lead to Hitler becoming Chancellor in 1933. It says that ‘Von Papen said that he could control Hitler. And approached Hindenburg with this idea, to save Germany.

Overall the difference between these interpretations is that interpretation 1 says that the social and political chaos was paramount in Hitler taking power but interpretation 2 says it was because of Von Papen and Hindenburg. ACTIVITY – Exam Practice Suggest one reason why interpretation 1 and 2 give different views about why Hitler came to power. You may use sources A and B to help explain your answer.

Question 3c (4marks) – How to answer This question asks you to identify WHY the interpretations are different. You need to state that the ‘AUTHORS FOCUS ON DIFFERENT EVIDENCE’. You then need to match up the interpretation with one of the sources and show how they focus on different evidence using the source to back up the view of the interpretation. Interpretations 1 and 2 give different views about why Hitler came to power because the Authors focus on different evidence. For example, source A suggests that it was the plotting of key individuals like Von Papen and Hindenburg that ‘lifted’ Hitler to power on their shoulders. This supports interpretation 2 which emphasises the role of Hindenburg and Von Papen in getting Hitler into power.

On the other hand, interpretation 1 focuses on evidence like source B. Source B outlines how the political weakness of Bruning and the social unrest in Germany was a key reason why Hitler became more popular and was given the role of Chancellor. This supports interpretation 1 which emphasises the weakness of Bruning and the Reichstag as explaining why Hitler became Chancellor in 1933.

Overall these interpretations differ because the authors choose to focus on different pieces of evidence. ACTIVITY – Exam Practice How far do you agree with Interpretation 1 about the reason for Hitler coming to power in 1933? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology. Question 3d (16marks +4marks for SPaGST) This question asks you to state how far you agree with interpretation 2 about a given topic. Within this interpretation you need to assess the interpretation compared to your own knowledge as well as using details from interpretation 1. Example: How far do you agree with interpretation 2 about...

How to answer: Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 1 Paragraph 2: Use interpretation 2 to disagree with interpretation 1 Paragraph 3: Use your own knowledge to disagree with interpretation 1. Conclusion; Come to an overall conclusion as to how far you agree with interpretation 1.

Interpretation 1 states that between 1929 and 1933 there was crisis within Germany which led to widespread economic problems like failing businesses and an increase in unemployment. From my own knowledge, I know that this is correct as after the Wall Street Crash in October 1929, unemployment in Germany rose to 6 million. This meant that in Germany 4 out of every 10 workers were unemployed and looked to parties that could offer employment such as Hitler and the Nazis. Furthermore, interpretation 1 is also correct when it talks about the political chaos that developed in those years. Chancellor Burning was unable to pass laws through the Reichstag and was forced regularly to use Article 48 to pass new decrees. He used Article 48 44 times in 1931 and 66 times in 1932, when it had only previously been used 5 times in 1930. This showed the government was weak and began to undermine the confidence in the Weimar Republic further. People started to look at Hitler and this played an important role in his rise to power in 1933. This can be further cemented from the fact that throughout the 1920s, under Stresemann, Hitler and the Nazis had fallen to the wayside and lost popularity in the German elections, in 1924 they received around 6.2% of the votes but this fell to 2.6% in 1928. ACTIVITY How far do you agree with Interpretation 2 about the standard of living of German workers in Nazi Germany? Explain your answer, using both interpretations and your knowledge of the historical context. Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation, grammar and use of specialist terminology. However, Interpretation 2 raises valid points in arguing why Hitler came to power. It suggests that Hindenburg and von Papen’s scheming in an attempt to prevent a military takeover from von Schleicher was key to Hitler becoming Chancellor. From my own knowledge I know that this is also a key reason why Hitler became Chancellor in 1933 as without the suggestion of Von Papen of Hitler becoming Chancellor, he would never have been elevated to that position. Hindenburg had denied Hitler’s request to be Chancellor. He detested Hitler as a ‘jumped up corporal’ who had no place in German politics. Whilst the situation in Germany economically was important, without the instruction of Hindenburg, Hitler would never have risen to power as Chancellor in 1933.

Interpretation 1 is also incorrect as from my own knowledge I know that despite the fact that the Nazis had grown in popularity in the period 1929-1933, they never secured enough popularity for Hitler to be automatically elected as Chancellor. Towars the end of 1932, it was even the case that the Nazis were losing support compared to their results in July 1932. In July, they received 37.4% of the votes and gained 230 seats in the Reichstag, whereas in November they only received 33.1% and 196 seats in the Reichstag. This suggests that despite the political and social unrest, the 37% of votes the Nazis got might not have increased going forwards.

However, overall I feel that interpretation 1 creates a strong argument for the rise of Hitler in January 1933. Despite the fact that Hindenburg played an important role and that votes for the Nazis did fall in November 1933, it cannot be contested that the influence of the Nazis was growing in the period 1929- 1933 and that the social and political unrest of Germany directly contributed to this.. There vote share increased from 2.8% to 37% and people looked to Hitler as a strong leader who could lead Germany into a brighter future and solve the unemployment issue. Furthermore, the ‘Golden Years’ under Stresemann suggests that had the social situation in Germany been better, the thought of a Nazi dominated government was not a realistic possibility.