DALZIEL HIGH SCHOOL HISTORY DEPARTMENT REVISION FOR THE STANDARD GRADE 8 MARK ESSAY Within this booklet there is SQA information regarding past paper 8 mark questions. Read through the questions and the marking instructions to help you with your revision. Remember an 8 mark question requires you to write an introduction and a conclusion. The essay must also be constructed in paragraphs, 1 mark will be awarded for each relevant piece of correctly applied evidence up to a maximum of 6 marks. Each piece of evidence may only be developed for a maximum of 1 additional mark. A further 2 marks may be awarded for process, ie whether the response is indeed an “essay”, constructed in paragraphs, at least two and separate from, a valid introduction and a clear conclusion. Such additional marks should be indicated as + 1 or + 2. A total mark should be written in the appropriate box. ESSAY QUESTIONS AND MARKING INSTRUCTIONS 2010 : How important as a cause of the First World War was: EITHER (a) the Naval Arms Race between Britain and Germany? OR (b) rivalry between Austria-Hungary and Russia in the Balkans? Naval Arms Race • Britain was convinced Germany was building a navy to threaten Britain • Germany was convinced Britain was trying to stop her from becoming a Great Power • British attitudes to naval supremacy – Two Power Standard/Britain as an island needed a strong navy • impact of German Naval Laws • details of Naval Rivalry/Naval Arms Race • impact of Dreadnoughts – new features, made other ships obsolete, Naval Race restarts • Germany was determined to build a bigger navy than Britain • impact of new naval bases on the Naval Arms Race • impact of widening the Kiel Canal – easier for Germany to get into the North Sea • British need for command of the seas/fear of invasion/protect trade/defend Empire. And the possible importance of: • Arms Race in Europe: militarism and the build-up of weapons • army reforms in Europe • actions of Kaiser Wilhelm II • the Alliance system and its effects • Pre-war Incidents eg Moroccan Crises • Economic Rivalry • French and German military planning – Plan 17, Schlieffen Plan • Imperial rivalry: German ambition ie Britain/France • violation of Treaty of London. 2010 B (b) rivalry between Austria-Hungary and Russia in the Balkans? • Balkan Wars and their significance • Austria-Hungary worried about Russian expansion into the Dardanelles • both Austria-Hungary and Russia bordered the Balkans and wanted control • background to Austro-Hungarian Russian rivalry in the Balkans − Impact of Austria-Hungary annexing Bosnia-Herzegovina: Russia close to mobilising, backed down due to warning from Germany; Russian determination not to let Austria-Hungary get away with anything again • Russia encouraging Pan-Slavic nationalism amongst Balkan nations/ Austria-Hungary fear of Russia spreading Slavic nationalism among Balkan people − threatened unity of Austria-Hungarian empire • Alliance system comes into play eg… • Imperial Rivalry: decline of Ottoman/Turkish Empire – Russia and Austria-Hungary wanted to take over in Balkans • Sarajevo – Austrian ultimatum & Russia mobilises in support as “Big Slav brother”: Russia promise to Serbia to help her if Austria-Hungary threatened/Russian-Serbian Agreement. And the possible importance of: • militarism and the build-up of weapons • actions of Kaiser Wilhelm II • army reforms in Europe • the Alliance system and its effects • pre-war Incidents eg Moroccan Crises • Arms Race in Europe • economic rivalry • French and German military planning – Plan 17, Schlieffen Plan • Imperial rivalry: German ambition ie Britain/France • violation of Treaty of London. 2009 1. How far was the Nazi rise to power in January 1933 due to: EITHER (a) discontent with the Weimar Republic? OR (b) the appeal of Hitler and the Nazis? evidence such as: • Weimar blamed for losing World War One/Stab in the Back • linked with defeat and humiliation • blamed for signing the Treaty of Versailles (November Criminals) • blamed for the reparations imposed on Germany • blamed for shortages of food/fuel/materials at end of war • criticised for giving in to foreign powers • criticised for part in Ruhr invasion • proportional representation produced weak governments • inability to curb extremism in politics • coalition governments lacked authority/seemed unable to solve problems facing Germany • unable to stop outbreaks of violence • Weimar was blamed for economic hardships: Hyperinflation/Wall Street Crash • Weimar could not alleviate mass unemployment • Weimar weaknesses were exploited by the Nazis • squabbling among politicians led to people losing respect for/faith in them. KU OR 1. (b) The candidate assesses the extent to which the appeal of Hitler and the Nazis was the main factor in the Nazi rise to power in January 1933. • Hitler promised strong, decisive leadership • held large public meetings/parades which excited many • Nazi use of propaganda eg … • use of intimidation/violence which attracted many/intimidated others • use of SA to impress people/well disciplined in times of chaos • contribution of Hitler and his oratory skills • Nazi programme: hatred of Versailles – promised to destroy Treaty of Versailles • Hitler’s promises: eg provision of jobs, reunite all Germans, remilitanisation • electioneering tactics, eg refusal to join coalition governments • success in elections brought greater publicity/legitimacy/financial backing • anti-Communist stance: appeared to be Germany’s best defence against Communism • seemed to offer something to most groups/classes in Germany • offered solutions to Germany’s economic problems • promised to restore order to Germany after chaos in Weimar period • offered the prospect of a new, better future for Germany. And other possible factors such as those given in 1 (a) or the following: • use of intimidation/violence to suppress opposition • hardship/suffering caused by Great Depression • scared people by warning of Communist threat/take-over. 2008 . Explain the impact upon people’s lives of: EITHER (a) Immigration into Scotland OR (b) Scottish emigration overseas. Evidence such as: • contributed to population growth • immigrants contributed to multi-culturalism eg language, customs • Irish contributed to railway/canal development •Irish play an important role in Trade Unions/contribute to improved wages • Irish Catholics formed own football teams eg Edinburgh Hibernian (1875), Glasgow Celtic (1887) and Dundee Hibernian (1909) – later Dundee United • many Lithuanians and Poles settle in Lanarkshire and find work in iron/coal industry 1. In the Allied victory over Germany by 1918, how important was: EITHER (a) Allied use of new technology? (b) OR the collapse of the German home front? • development of the Dreadnought • new naval technology used in blockading German ports/defeating U-boats • use of chemical warfare/gas • development of the tank broke stalemate of trench warfare by 1918 • development of portable machine guns • developments in artillery • increasing air-power • development in troop transport: trains; motor vehicles • new methods of communication: telephone; wireless • developments in range-finding techniques and other possible factors such as those given in 1(b) or the following: • failure of the German Schlieffen Plan in 1914 • Germany’s failure to defeat the enemy in the field • failure of the German Spring Offensive • failure of U-boats to starve Britain into surrender • actions which brought US into the war • failure to find a breakthrough weapon • surrender of Germany’s Allies from September 1918 • strengths of British Home Front: rationing, women making munitions, etc • morale boost of US entry into the war in 1917 • industrial strength and manpower of the US • huge manpower contribution: soldiers from the British Empire • success of the 1918 Allied offensive. 2006 marking instructions The candidate explains the way in which Nazi policies affected young people in Germany using evidence such as: • young were encouraged to join Nazi youth groups from an early age • Pimpfen (6-10) Deutsch Jungfolk (10-14) Hitler Youth (14-18) • alternatives, eg Church youth groups, discouraged • Jewish children persecuted • girls and boys in separate groups • girls joined Jungmadel Bund (10-14), Bund Deutscher Madel (14-21) • 60% of all youth belonged to Nazi youth organisations by 1935 • boys trained for war (military activities/sport/camping) • girls trained for motherhood (Kinder, Kirche, Kuche) • girls expected to wear appropriate dress • youth had to respect/obey/show loyalty to the Führer • pressures to conform could be threatening • indoctrination at school/emphasis on German history/biology • academic standards dropped; emphasis on sport/“female” subjects; less time for homework • some opposition groups: Edelweiss Pirates; Navajos; Swing movement • children used as informants • children taught to be anti-Semitic. 2005 The candidate assesses the extent to which their own internal weaknesses were the biggest problem to groups trying to oppose the Nazis using evidence such as: • difficulties involved in publicising their views • opposition groups had little support among working classes • groups such as White Rose and Kreisau Circle had to meet in secret • little co-operation between opposition groups • opposition student groups such as Edelweiss Pirates, Texas Band and Nevaho were disorganised • most church groups agreed to co-operate with the Nazis • lack of an organised religious opposition • outspoken individuals (Bonhoeffer, Neimoller) were rounded up • opposition