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Home , Bamberg Conference, Otto Strasser

History Paper 3 Remember: th  Read all the questions properly, underlining the key Tuesday 11 June words.  Stay within any dates given in a question.  Spend about 20 minutes on Section A (Questions 1 and 2).  Spend about 1 hour on Section B (Question 3a, 3b, 3c, 3d).  You need to use the source and interpretations booklet for Section B.  Use specific evidence, key words, dates, facts.  You will probably be given more space to write your answers than you need. Section A, Question 1

You will find the source inside the Infer means what does the source question paper. suggest without actually saying. Make an inference (suggestion) the source and then quote/paraphrase/describe what the Quote or describe the point in the source that source said to lead you to this inference. led to this inference.

It could be a picture or written 5 minutes. source 1 Give two things you can infer from Source A about Hitler’s leadership of the in the 1920s. Source A: From Hitler and I, by , What I can infer: published in 1940. Strasser was a leading member of the Nazi Party in its early years. Here he Hitler was not interested in details, remembers a conversation with Hitler in 1925. most important to him was control I remember one of my first conversations with Detail in the source that tells me this: him. It was nearly a quarrel. Hitler said ‘Power first! Afterwards ‘Power!’ screamed Adolf. ‘We must have we can act as events occur.’ power!’ ‘Before we gain it’, I replied firmly, ‘let us What I can infer: decide what we propose to do with it. Hitler was impatient with people in Our programme is too vague; we must the Party who opposed him construct something which will last.’ Detail in the source that tells me this: Hitler, who even then could hardly bear anyone Strasser said: ‘…who even then could to disagree with him, thumped the table, saying hardly bear contradiction.’ sharply, ‘Power first! Afterwards we can act as events occur.’ Question 2 Write 3 paragraphs (each with a different reason) with this structure: Explain question – Point: Link your reason to the question. Evidence: Give evidence about your reason. Use specific facts, names, remember to stay dates, statistics and key words as appropriate. focused on the Analysis: Link back to the question and explain why your factor was a question reason it happened. Use because and as to show that you are explaining.

You can use these bullet points if you find them helpful but you must cover other factors too. 15 minutes. Section B: You must use the source/interpretation booklet in conjunction with this. Before you look at the sources/interpretations you need to look at the focus of the question. Section B, Question 3a: How useful are two sources?

You are showing how far the sources are useful for a leaning about the enquiry focus. Write about each source separately Write about each source separately. • Then write about source B. • First read source B: • Start with the provenance. Remember, biased • As you read the content, underline/highlight sources are useful for giving opinions. Aim to anything that you can learn that is relevant to comment on two of the following (if possible): what the enquiry focus. the source is (is it from a book that may wish to entertain or educate, is it ); who wrote • Look at the provenance – what are the clues the source (are they likely to be reliable or likely to in the provenance about the nature (type), know the full picture); the date (would it have been origins (who made it and when) or purpose censored); the purpose (is it made to educate people, (why it was made) that will make this source entertain people, justify someone’s actions, get more or less useful? Will it have been support for something). censored? • Then write about the content – Source B is useful as it suggests… I know this is accurate because… • Then do the same for source C

Will not be censored Based on personal experience (but the fact he later became a Nazi may show that not every one would react in the same way). As a former Nazi he may want to justify this by giving reasons why he supported Hitler. Question 3b: ) Study Interpretations 1 and 2. They give different views ... What is the main difference between the views? Explain your answer using details from both interpretations 4 marks. The interpretations differ because Interpretation 1 emphasises… by… Read each interpretation. Highlight Whereas Interpretation 2 what its opinion about the enquiry emphasises… by … focus is. Then write down how they are different, using details from it as evidence.

10 minutes (including reading the interpretations) Q3: c) Suggest one reason why Interpretations 1 and 2 give different views about... You may use Sources B and C to help explain your answer. 4 marks. . The historians are likely The interpretations differ because they place to have given emphasis emphasis on different sources. Source B to different sources. The suggests … This could have been used to reach sources in your booklet Interpretation __ by … will each match a However, Source C suggests … This could have different interpretation. been used to reach Interpretation __ by … You need to identify which matches which.

5 minutes Q3: d) How far do you agree with Interpretation __ about … Explain your answer, using both interpretations and your knowledge of the historical context. 16 marks + 4 SPaG marks.

30 minutes Q3: d) How far do you agree with Interpretation __ about … Explain your answer, using both interpretations and your knowledge of the historical context. 16 marks + 4 SPaG marks. Paragraph 1 • Make your judgement on whether you mainly agree with the interpretation in the question or not clear. Paragraph 2 • What is the argument of the interpretation in the question about the enquiry focus? Why does it say this? Then use your own knowledge about this topic to agree/disagree with the arguments given. If possible, do this again with another point from the interpretation. • Interpretation X says … I agree with this because I know…. I also agree with Interpretation X’s statement ‘..’. I agree because… Paragraph 3 • What is the different argument from the other interpretation about the enquiry focus? Why does it say this? Then use your own knowledge about this topic to agree/disagree with the arguments given. If possible, do this again with another point from the interpretation. • However, Interpretation Y provides a different view by... I agree with this because I know…. I also agree with Y because… Paragraph 4 • Conclusion: Do you entirely agree with the interpretation in the question or do you find the other interpretation more convincing? Why? Overall, I did/did not agree with interpretation X because…. The : Origins and early challenges • really struggled due to the Allied blockade (750,000 starved to death) leading to strikes and mutinies in Germany. The Kaiser had lost President support so had to abdicate. He was replaced by a democratic government led by President Ebert. (This is sometimes called the German Revolution). Ebert • The new government agreed to the armistice in Nov 1918 but Germany had not been defeated on the battlefield. This led to anger from some, especially when the terms of the Treaty of Versailles were known in June 1928 – the government were called the ‘November Criminals’ who had ‘stabbed the army in the back’ (dolchstoss theory). • Other challenges: Spartacist Uprising, January 1919: Communists attempted to seize power. Involved a protest of 100,000 workers in Berlin and a workers’ strike and was brutally put down by and the army. Communists uprisings continued. , March 1920: Right wing attempt to seize power and bring back the Kaiser. Started with 5,000 members of the Freikorps seizing Berlin and only ended when the government asked the workers to strike. 1919-1922: 376 political murders French Occupation of , Jan 1923: Was caused by failure to pay reparations. When French soldiers occupied the Ruhr, the German workers went on strike which caused the government even more economic problems as they had to pay the workers. Hyperinflation People lost their savings as money became worthless (affecting the Middle Classes the most). The Treaty of Versailles, June 1919 • Germany lost territory (13% of land) including Saar which contained a lot of industry. This made Germany poorer and also meant 6million Germans now lived outside of Germany. • German military was severely reduced (100,000 soldiers only) which caused Germans to feel defenceless and was also humiliating as they had been proud of their military strength. • War Guilt leading to Reparations of £6.6billion would put pressure on Germany which was already in huge debt after WW1. This was humiliating and would make it hard for Germany to recover. • Seen as a DIKTAT. The recovery of the Republic, 1924-29 • Stresemann became Chancellor (just 1923) and Foreign Minister (1923-29). • Helped German economy recover from hyperinflation through the Retenmark; told striking workers in the Ruhr to go back to work; negotiated Dawes Plan, 1924 which made reparations more manageable and gave US loans to German industry to help them grow (but this made Germany dependant on US loans); negotiated Young Plan which further reduced reparation repayments (but lengthened time they would be repaying them for). • Also restored Germany’s status abroad through Locarno Pact (1925); joining League of Nations (1926) and Kellog-Briand Pact (1928). • Standard of living generally improved: German workers had highest average wage in Europe; unemployment and sickness benefits were available; 2 million new homes built; more went to university BUT still issues with unemployment (especially for middle class) and homelessness. • Women’s position improved: had more freedoms; could vote; greater access to university and middle class jobs (eg 3,000 women doctors) BUT some criticised these changes and birth rate dropped while divorce rate rose. • Cultural ‘golden age’: Germany world leader in Cinema (Metropolis); Architecture (Bauhaus); Art (Otto Dix); Literature (All Quiet on the Western Front); Theatre; BUT some criticised this for being immoral and ‘un-German’. However, there was higher rates of unemployment amongst middle class men (partly blamed on women) Hitler’s rise to power Nazi Party = DAP (German Worker’s Party); NSDAP (National Socialist German Worker’s 1919-33 Party); National Socialists; Nazis • Hitler joined DAP in 1919, quickly became leader, changed name to NSDAP, developed 25 point programme and the SA. • Putsch (also called ) = attempt to seize power through force in 1923. SA played an important role. Failed due to lack of support from Munich politicians and public. Hitler arrested for treason but due to support from right win judges he was able to use his trial to get national publicity and he received the minimum prison sentence. Wrote in prison. • Period 1924-29 known as ‘lean years’ for Nazi Party – they were only a minority party with extremist views. Hitler used this time to rebuild party as he realised they needed to use elections to win power. Made them a professional organisation with a national office and different departments. Set up SS. At Conference Hitler reinforced his leadership with getting the Party to choose to follow instead of . Gained support from wealthy industrialists. • Still not popular during this period due to popularity of democratic government and stability in Germany. Won only 12 seats in 1928. Hitler’s rise to power Nazi Party = DAP (German Worker’s Party); NSDAP (National Socialist German Worker’s 1929-33 Party); National Socialists; Nazis • Wall Street Crash and the Depression that followed it had serious consequences on Germany due to their reliance on US loans. By 1932, unemployment had reached 6 million leading to rising homelessness and crime. People in work were also generally poorer. People began to lose faith in and look for extremist solutions. • Nazis exploited this to get support: promised ‘bread and work’. SA beat up opponents and Goebbels organised propaganda. Hitler flew over Germany making speeches and held rallies. Nazi share of votes increased and by July 1932 they were the largest Party in the Reichstag. (Hitler has also stood to be President in 1931, he came second to Hindenburg but this made him better known). Nazi Party also gained support from middle and upper classes as they were seen as the only ones who could stop the spread of Communism. • Democratic government struggled to deal with the problems caused by the Depression. Chancellor Bruning could not get support for his measures to reduce unemployment benefit or increase taxes so had to use Article 48. He was forced to resign in May 1932. Von Papen and Von Schleicher were both unable to get support as Chancellor. • In January 1933, Hindenburg appointed Hitler as Chancellor with Von Papen as Vice Chancellor as they though Hitler would be easy to control. May 1932 June 1932

Dec 1932 Jan 1933 Creation of a , January 1933-August 1934 • 27th Feb 1933: Reichstag Fire: Gave Hitler chance to portray himself as a hero and pass emergency powers banning free speech and banning the Communists. • 5th March 1933: Reichstag elections (after a violent campaign): Nazis increased their votes. Could form a majority with the support of the smaller right wing Nationalist Party. • 23rd March 1933: Hitler passes then Enabling Act/Law which enables him to pass any law he wants without seeking support of Reichstag. • April-July 1933: Hitler centralises all power and bans opposition through getting rid of local government, banning Trade Unions and banning all political parties except for the Nazis (The Law against the formation of New Parties). This made it illegal to oppose the Nazis. • 30th July 1934: , the SA is purged, Rohm and 400 others are killed, SS leads the killings. Hitler has now removed any potential opponents inside the Nazi Party. Also gets Hitler the support of the army. • 2nd August 1934: Hindenburg dies, Hitler combines the role of Chancellor and President (making him the Fuhrer) and gets the army to swear an oath of loyalty. There is no one now with the power to remove him. Maintaining Nazi Control – TOTALITARIAN STATE • The Police State: The SS ran the The (Secret police); the SD (Intelligence agency) which completed a climate of fear and suspicion. No one felt able to openly criticise the government. Anyone who did would be sent to concentration camps. Gestapo had huge powers. • Censorship and Propaganda: Controlled by Goebbels. Reinforced Nazi ideals through propaganda, radios, rallies, sport. The press was strictly controlled. The Reich Chamber of Culture meant that the arts were also controlled by Goebbels and had to reinforce Nazi ideas. • Church: Nazis made Concordat to get support of Catholic Church. Established a ‘Reich Church’ to control Protestantism. However, many Protestants remained independent of this. Some priests spoke out against the Nazis. • Courts: Made sure all judges were loyal to the Nazis and they always put the interests of the Nazi Party first through the National Socialist League for the Maintenance of the Law which all judges had to join. People’s Court heard all offences of treason – execution rate rose. • Some opposition/resistance: Church (Pastor’s Emergency League and Confessing Church, Martin Niemoller); Youth Groups (Edelweiss Pirates and Swing Youth) but most Germans conformed.

Opposition • Due to fear, popularity of Nazi policies and propaganda most Germans conformed. • Was some opposition: • CHURCH: • Some Catholic priests spoke against the Nazis – about 400 were sent to Concentration camps • Protestant Pastors (such as Martin Niemoller) set up the Pastor’s Emergency League in 1933 which opposed the Nazi treatment of Protestant Churches. They also set up the Confessing Church (1934) which was much more popular than the Reich Church • About 800 Protestant pastors were sent to Concentration Camps • YOUNG: • Swing Youth – wanted to listen to Jazz and do American style dancing. Held illegal parties. • Edelweiss Pirates – did not follow rules about appearance, went on long hikes away from the , sang songs and sometimes made fun of the Nazis. • THIS RESISTANCE WAS VERY LIMITED Life in , 1933 • Women were removed from professional jobs and expected to good wives and mothers. Rewarded with marriage loans, child benefits and motherhood medals. Lost control of bodies as seen as breeding machines. Some felt that they were second class citizens. set up. Birth rate rose. • Young: Brainwashed through schools and leisure time controlled through Nazi youth organisations. Trained to be good Nazis. • Workers: Controlled through DAF. Working hours increased while wages remained the same (and they were not allowed to ask for more or go on strike). KDF and Beauty of Labour rewarded them for being good Nazi workers. Nazis claimed that the standard of living improved. • Reduction of unemployment: This fell significantly, from 6 million down to virtually zero. The Nazis created jobs through the RAD, public building works (such as new roads called autobahns) and also through increasing the size of the military. Figures were also misleading as women and Jewish people were removed from their jobs and not included nor were people in Concentration Camps. • Persecution of Minorities: Nazis targeted ‘inferior races’ and untermeschen’: Jewish people; gypsies (forced to live in special camps then deported); homosexuals (5,000 sent to concentration camps); people with disabilities (sterilisation and then euthanasia); slavs (not persecuted as much before 1939) • Persecution of Jewish people: boycott for businesses from 1933; 1934: begin to be banned from public places; 1935 Nuremburg Laws (Reich Law on Citizenship stopped Jewish people from being German citizens and Reich Law for Protection of German Blood and Honour forbade relations between Jews and non-Jews); , Nov 1938; increased violence and sending to Concentration Camps 1939.

Aims for Youth Hitler Youth and BDM 1935