Examiner s General Advice on Unit 2

Transcription

1 Examiner s General Advice on Unit 2 Students in this AS Unit are expected to demonstrate the following skills: the ability to recall, select and use appropriate historical knowledge and to communicate it effectively (AO1a) historical understanding involving explanation, analysis and judgement, and key concepts such as causation, consequence, change and continuity; and an understanding of the relationships between key features of the period studied (A01b) the ability to analyse and evaluate a range of source material (A02a) the ability to analyse and evaluate how the past has been interpreted and represented in different ways (A02b). These skills are also assessment objectives (AOs). All questions will aim to test more than one of these objectives, and in an examination answer will be marked accordingly. On any given examination paper, there will be a planned balance of the various skills across questions to ensure that all are covered. However, individual questions or part questions will focus on certain skills, not necessarily all of them at once. One of the ways of writing an effective answer is therefore to learn to recognise the particular skill that is the focal point of a particular question. However, it is also important to remember that accurate knowledge and understanding are key elements in any AS answer. Generalised statements showing in a source-based question, for example, a student s awareness that one piece of evidence is less objective and more biased than another will not earn much credit. There must also be a clear indication of some background knowledge and understanding of the topic in addition to the ability to make comparisons and contrasts between sources. Unit 2 contains one compulsory 2-part source-based question plus one of two 2-part questions, not source-based, on the chosen option from European, world or British history. It is important to divide your time well. The first part of each question carries 12 marks; the second part carries 24 marks. You should therefore aim to spend less time on the part (a) questions, or you will risk running out of time on the second and longer part (b) questions. While Question 1 requires a precise focus on sources and your own knowledge, Questions 2 and 3 do not involve sources. Questions 2 and 3 require demonstration of your own knowledge. There are several skills implicit in this. One element is simple recall. You will need to explain, for example by giving the reasons for a particular event. This requires more than simply listing a series of reasons from memory a highlevel answer will require you to put these reasons in context and relate them to each other. The 24-mark question will require you to examine a particular historical issue, often dressed in the form of a quotation. You must not only call up your knowledge of the topic, but you must use that knowledge in such a way that you are able to analyse the issues and produce a reasoned argument using the knowledge you do have. AQA AS GCE Historical Issues: Periods of Change Unit 2 HIS2N Anti-Semitism, Hitler and the German People, SOURCES ACCOMPANYING EXEMPLAR QUESTION 1

2 SOURCE A Adapted from a report by an SPD agent in Germany, September The Jewish laws are not taken very seriously because the population has other problems on its mind and is mostly of the opinion that the whole fuss about the Jews is only being made to divert people s attention from other things and to provide the S.A. with something to do. But one must not imagine that the anti- Jewish agitation does not have the desired effect on many people. Some have become fanatical opponents of the Jews. But the vast majority of the population ignore this defamation of the Jews. They even demonstratively prefer to buy in Jewish department stores. SOURCE B Adapted from an account by Melita Maschmann, a member of the Nazi youth movement in the 1930s. The morning after Krystallnacht I went into Berlin very early. In order to get to the Lothringerstrasse I had to go down a rather gloomy alley containing many small shops and inns. To my surprise almost all the shop windows here were smashed in. I asked a patrolling policeman what on earth had been going on. He replied: In this street they re almost all Jews. Last night the National Soul boiled over. For the space of a second I was clearly aware that something terrible had happened there. Something frighteningly brutal. But almost at once I switched over to accepting what happened as over and done with. I said to myself: The Jews are the enemies of the New Germany. Last night they had a taste of what this means. If the Jews sow hatred against us all over the world, they must learn that we have hostages for them in our hands. SOURCE C From a modern historian s account. It is doubtful whether the majority of Germans shared the obsessional anti-semitism of their leaders; conversely, there can be little doubt that they accepted Jew-baiting without undue perturbation as an integral part of a system beneficial to themselves. Jewish survivors described the general German attitude to themselves as neither overwhelmingly hostile nor notably sympathetic merely indifferent. In January 1939, Hitler told the Reichstag and the world: A war instigated by world Jewry will lead to the destruction of the Jewish race in Europe. The theme that Jews deserved the same treatment as vermin was incessantly plugged in speeches, newspaper articles, posters, lectures, documentary films, jingles and even children s rhymes. Adapted from R Grunberger, A Social History of the Third Reich (Penguin, 1991 ISBN ) second and third paragraphs p. 579; first paragraph p. 582.

3 AQA AS GCE Historical Issues: Periods of Change Unit 2 HIS2N Anti-Semitism, Hitler and the German People, QUESTION 1 (01) Examiner s Specific Advice This question is testing both your knowledge and your ability to use the source material provided. It is important that you do both. The key words are Explain how far, differ and attitudes. It is not enough just to describe the content of the sources that will earn very few marks. You need to identify and explain the differences, but also identify and explain any similarities between the sources for a good mark. If you do that well and clearly address how far, you should get a high level. There is no need to write a full essay two or three paragraphs should be sufficient. Exemplar Question Read the sources and then answer the questions that follow. Use Sources A and B and your own knowledge. 1 (a) Explain how far the views in Source B differ from those in Source A in relation to attitudes toward Jews in Nazi Germany before [12 marks] Plan Identify attitudes in both sources and identify differences and similarities. Use own knowledge to explain the content and the context. Make a judgement on how far.

4 Examiner s Exemplar Answer 1 Source A tells us that the population has too much on its mind to worry about the Jewish Laws. The Nuremburg Laws were passed in 1935 at the time of this report. The Laws really took away rights of citizenship from German Jews and banned marriage between Jews and non-jews (1). This was an even stronger policy than in 1933, when the Nazis had organised a boycott of Jewish businesses. It was a sign that the regime was getting tougher on the Jews. Source B shows the reaction of a German who supported extreme action against the Jews. It is about events three years after Source A, and shows a much greater opposition to the Jews than Source A (2). Examiner s Assessment This is an unconvincing answer. The comprehension is accurate, and there is a little own knowledge applied to explain the context, but this is not done in any depth, and the candidate has taken each source in turn, without developing an effective comparison. Therefore the answer merits a low Level 2 mark. (1) Although this information is accurate, it is descriptive and does not really help in answering the question. (2) This is not an effective comparison of the two sources, because the candidate takes each in turn, summarises the content of each and briefly recognises that the tone of B is harsher but the comparison is not developed, and, for example, there is no recognition of any areas of agreement between the sources. Examiner s Exemplar Answer 2 There is quite a significant difference shown in the two sources about attitudes towards the Jews. This may be partly due to the fact that Source A is referring to the mood of people generally, whereas B is really about the attitude of one particular German (or two, if the policeman is included). The three-year gap between the sources may also be important (3). Source A suggests that the Nazis had not been successful in turning the German population decisively against the Jews, despite the strong anti-semitic propaganda that people had been bombarded with since The source suggests that people have other concerns, and have no particularly strong opinions about the Nuremburg Laws. They appear to be quite cynical, thinking that the Nazis want to divert their attention, and also find something for the SA to do since its role had been downgraded after the 1934 Purge. People even want to carry on using Jewish shops, despite the 1933 boycott (4). In contrast, the observer in Source B, who has witnessed the aftermath of Krystallnacht in Berlin, is hostile to the Jews. She has clearly accepted the Nazi message that the Jews are a great danger to the new Germany and deserve harsh treatment (5). (3) The answer starts with a valid commentary on issues of provenance of the two sources, although the issue of dating is not taken further. (4) This paragraph contains a summary of the source with a valid analysis and uses some basic knowledge to reinforce the point. (5) This paragraph is a fairly basic but accurate summary

5 Despite the strong differences between the sources, they also show a more complex response. Source A recognises that despite the cynicism of many people, Nazi activities have turned some Germans into anti-semites, in the way shown in Source B. Source B also has a twist: it seems that Melita Maschmann experiences a brief moment of doubt about the rightness of what has happened, before the success of Nazi propaganda is evident in the way she quickly suppresses these feelings and switches to total support for Nazi policy (6). Source B may show that Nazi propaganda had had three more years to make an impact on popular attitudes compared to A, and make people more accepting of events like Krystallnacht. However, B does not tell us more than the thoughts of one person. Source A shows different views, although we do not know from this particular source whether what we learn was representative of other parts of Germany (7). Examiner s Assessment This is a competent answer, which combines source analysis and evaluation with some knowledge. The answer summarises the content of both sources quite concisely, and shows good comprehension. The answer merits Level 3, because in terms of source analysis, the candidate recognises areas of both agreement and difference between the sources. There is some exploration of provenance, and the use of some own knowledge to explain the context. However, the comparison, and more importantly the depth and range of knowledge used to explain the context, are not quite developed enough for Level 4. of the second source. (6) There is some good analysis in this paragraph, recognising that the sources actually contain not just differences of opinion between them, but also areas of agreement. It is this paragraph which pushes the answer from Level 2 into Level 3. (7) This final paragraph goes back to the issue of provenance, to explain the context, although not much is made of this. Mark Scheme L1: The answer essentially paraphrases or describes the sources with no development. [1 2 marks] L2: The answer identifies some differences and/or similarities between the sources. There may be some limited own knowledge to explain why German attitudes towards the Jews may have been positive or negative. [3 6 marks] L3: The answer identifies both differences and similarities between the sources, and uses own knowledge about popular attitudes to explain and evaluate the sources. For example, there is evidence in Source A that not all Germans feel the same way about the Jews; and in Source B even the observer s reactions are ambivalent at first. [7 9 marks]

6 L4: The comparison between sources is well developed. Own knowledge is used effectively to demonstrate good contextual understanding. In this instance there will be a wellsustained examination of how German attitudes towards the Jews during the 1930s were complex. [10 12 marks] AQA AS GCE Historical Issues: Periods of Change Unit 2 HIS2N Anti-Semitism, Hitler and the German People, QUESTION 1 (02) Examiner s Specific Advice This question requires an essay-type answer, so it is quite demanding. You must use both the sources and your own knowledge to get to a high level. In the process of displaying your knowledge and understanding of the topic, there is no obligation to use all three sources equally. However, you should refer to the sources, either with brief quotations or by summarising their arguments as appropriate. To earn the highest marks you must answer the specific question, with a judgement. How important is the key phrase. It is not enough just to list examples of Nazi anti- Jewish propaganda, although of course this is relevant. You must relate what you know about how German Jews were excluded in the 1930s and how Germans responded, and make a judgement on the overall impact of propaganda. This is one possible approach. There is another possible approach, which is to consider the role of propaganda towards the Jews, but also consider other factors which may have contributed to the situation of Jews in German society. If you do this, do not neglect the importance of propaganda it should still be the main focus of the answer, whatever your overall judgement on its importance. Whilst you can bring in other factors, for example innate German anti-semitism which already existed before 1933, or the impact of specific Nazi laws, it should certainly not be an opportunity for you simply to write down all you know about Jews in Nazi Germany. There is no right or wrong answer to the question. The key thing is that you back up your arguments with evidence. Whether you state your argument clearly at the start of your answer, or let the conclusion arrive naturally towards the end, having discussed all your evidence, is entirely up to you. But do remember, good answers are those that are relevant, do more than just describe events or state facts, and answer the specific question set. There is no ideal length, but a good answer is likely to be a mini-essay of several paragraphs in order to cover the necessary material. Exemplar Question Read the sources and then answer the questions that follow. Use Sources A, B and C and your own knowledge. 1 (b) How important was Nazi propaganda in excluding Jews from Nazi Germany

7 between 1933 and 1939? [24 marks] Plan Introduction situation of Jews in Nazi Germany in both 1933 and 1939 What happened to the Jews between these years: boycott; Nuremburg Laws; gradual exclusion; Krystallnacht Evidence from the sources Conclusion/judgement how important was propaganda in excluding Jews from German society? Examiner s Exemplar Answer 1 The Nazis used propaganda a lot after 1933 to persuade Germans to support them and their policies. Soon after coming to power, the Nazis organised a boycott of Jewish shops and professions. There was also discrimination against Jewish children in schools. In 1935 the Nazis passed the Nuremburg Laws, stopping Jews from marrying non-jews (1). Source A shows that this was not very successful because many Germans did not take the law seriously. Source B is about Krystallnacht, and shows the damage to Jewish property in Berlin. Source C tells us that a lot of Germans did not feel strongly about the Jews, despite all the anti-jewish propaganda (2). Therefore the Nazis were only partially successful in excluding Jews. Having said that, before 1939 they did allow some Jews to emigrate abroad, which obviously meant that there were fewer Jews left at home to be excluded. Life was difficult for those at home, because they were discriminated against and found it difficult to get work, so they were also excluded (3). Examiner s assessment This is not a strong answer from all aspects: in the use of sources, in the application of knowledge or in the evaluation/judgement of the issue. The sources are taken at face value and used only to extract a bit of basic factual information. Whilst the factual knowledge in the answer is correct, it is very limited in scope and depth, and not developed. Although at the end there is an attempt at discussion about what exclusion actually meant by 1939, again this evaluation is not developed and does not lead to a convincing judgement. There is just about enough use of sources and own knowledge, together with a focus on the question, to push this answer into (low) Level 2, but it is a limited response. (1) This is not a particularly effective opening. Whilst it shows accurate knowledge, it is basically a list of specific Nazi methods like the 1935 Laws. (2) Although the sources are introduced, there is little more than a brief reference to the anti-jewish measures mentioned in the sources, with no evaluation of their impact on German Jews. (3) There is an attempt at evaluation here. The candidate does attempt to explain what exclusion meant. There is a little basic own knowledge. However, the sources are ignored and there is no real judgement on how important Nazi propaganda actually was in the process.

8 Examiner s Exemplar Answer 2 There has been a major debate amongst historians about Hitler s long-term aims towards the Jews. Did he actually mean to kill them when he came to power in 1933? This had not been stated in precise terms. Or did he mean to exclude them from society as a less extreme solution to what he regarded as a major problem for Germany s future? Did the Nazis only decide to kill the Jews after going to war and finding themselves between 1939 and 1941 with lots of other, non-german, Jews on their hands? Nothing that the Nazis did between 1933 and 1939 provides a definite answer, because measures such as the Nuremberg Laws and the boycott could have been the prelude to something more drastic such as killing them or driving them out of Germany and making them someone else s problem (4). In either case, propaganda against the Jews was a vital element of Nazi policy whether it was of the violent rabblerousing of Streicher s Der Sturmer or more subtle propaganda, which was dressed up as scientific evidence (5). The Nazis were intelligent enough to realise that they could not immediately exclude Jews totally from German society in Despite examples of anti-semitism in pre-1933 Germany, the Nazis needed to prepare the population at large for action against the Jews, particularly since many Jews were well assimilated into German life, for example having fought in the German army in the First World War (6). Propaganda in a country with a state-controlled media and state-controlled education was the best way to try to influence people. Even then the task was not easy. The problem appears in Source A, when in 1935, after two years of Nazi rule, it is evident that many Germans have not taken anti-jewish measures seriously, although it is also claimed that anti-jewish agitation, which certainly includes propaganda, has turned some Germans into fanatical opponents of the Jews (7). The success of Nazi propaganda is perhaps evident in Source B. Here it is suggested that Melita Maschmann initially felt disquiet about Krystallnacht, but the doubts were quickly replaced by a certainty that Nazi policies were right no doubt because of the extensive propaganda she would have taken in at school and in the BDM. However, she was young and possibly susceptible to Nazi propaganda. Some older Germans might have been less so as suggested in Source C, which is a historian s direct view that most Germans neither greatly supported nor opposed Jew-baiting. This seems a reasonable argument given the types of propaganda described in the Source (8). Did the German people take Hitler s threat of the destruction of the Jewish race in Europe seriously, particularly when in January 1939 they can have had no idea, probably even more than Hitler, that he would soon be in control of enough of Europe to make this a real possibility? The Jews were increasingly excluded from Germany by a variety of methods notably specific measures like the Nuremburg Laws (4) This is a reasonable beginning, because the candidate is trying to show a sense of perspective by looking at the situation of the Jews both before and after 1939 and showing awareness that this is a matter of interpretation. (5) Importantly, the answer now addresses the question directly, and also acknowledges different types of propaganda. (6) This is good analysis, because the candidate is specifically relating propaganda to Nazi aims. (7) Here the answer skilfully incorporates one of the sources into the argument. (8) Here the candidate uses other evidence from the sources to support and extend the analysis. (9) This is a strong section, because the

9 and a more general and gradual process of exclusion by separating Jews from Aryans at school, work and in public places, and marking Jews out as different. There is enough evidence in these sources and other evidence to suggest that the Nazis could count on the population at large accepting the justice of their measures, even if not getting active support from many Germans. This acceptance of Nazi policies may have come about partly because of the incessant propaganda (9). It is difficult to know whether, had there been less propaganda, people would have been less accepting of what Nazis said and did about the Jews. The likelihood is that even those who disagreed with Nazi anti-jewish policy would have been too afraid of the Gestapo to have opposed it. However, the Nazis were probably not even totally convinced of the success of their own propaganda, since when the war started, most of the killing of Jews, which began in 1941, took place in Russia and German-occupied Poland, well hidden from the eyes of Germans at home. Therefore, whilst propaganda was an important part of anti-semitic policy and specifically in preparing the Germans for the exclusion of Jews from normal German life before 1939, whether it made a decisive contribution to the fate of German and other Jews after 1939 is less easy to judge (10). candidate has integrated not only source material and own knowledge, but also some analysis/evaluation and judgement. (10) This is a strong final paragraph, because the candidate again shows perspective by looking beyond 1939, then going back to the question and making a balanced explanation/judgement. Examiner s Assessment This is a strong answer. It is confident, focused on the question but also incorporating a good sense of perspective, and is balanced in approach. It makes competent, but not excessive, use of the sources, which are used concisely to support a coherent argument. The answer does not necessarily cover all possible aspects, but it does not have to, because it answers the question and is strongly analytical, never using information just for its own sake. It is worth Level 5, because it is well focused and closely argued as this Level demands. Evidence is used precisely, and understanding, including the issue of interpretations, is well developed. Mark Scheme L1: The answer is based on either own knowledge or sources. It is likely to be generalised, descriptive and/or assertive, and with little focus on the question. L2: [1 6 marks]

10 The answer may be based on relevant selection of material either from the sources or from own knowledge, or they may be combined. The answer will be mainly descriptive about Nazi propaganda or the Jews in pre-1939 Germany, with limited links to the question of how propaganda was used to exclude Jews; or the answer may be explicit about the question but containing limited support. [7 11 marks] L3: The answer shows developed understanding of the issue of how propaganda contributed to the exclusion of Jews from German society, using material both from the sources and from own knowledge. The answer is likely to lack depth or balance in assessing the importance of propaganda in the process, but will be a relevant response, and there will be some understanding of interpretations. [12 16 marks] L4: The answer shows explicit understanding of the demands of the question and provides a balanced explanation of the role of propaganda in the treatment of German Jews, backed up by appropriate evidence from the sources and own knowledge. There will be a good understanding of interpretations, for example of how important propaganda was in relation to other factors such as the anti-jewish laws. The answer may focus on propaganda alone, or it may balance propaganda against other relevant factors. [17 21 marks] L5: The answer is well focused and closely argued supported by precise use of evidence from the sources and own knowledge. There will be a well-developed understanding of interpretations leading to a good understanding, with judgement, of the role of propaganda in excluding Jews from German society. As with L4, the answer may focus on propaganda alone, or may balance propaganda against other relevant factors. [22 24 marks] AQA AS GCE Historical Issues: Periods of Change Unit 2 HIS2N Anti-Semitism, Hitler and the German People, QUESTION 2 (03) Examiner s Specific Advice This question is testing your knowledge and your ability to communicate it effectively. There is no source material involved. You are required to explain motives for a particular theme, why Hitler promoted anti-semitism. You are not expected to explain all possible motives, but you should certainly find two or three. Therefore the question requires no more than a mini-essay of probably two or three paragraphs at most, certainly not a full-length essay. You should aim to give a brief explanation for each motive. A high-level answer might include a brief summary and possibly a conclusion tying the motives together, identifying different types of motive (e.g. personal, political, economic etc.) or deciding whether one motive was more important than others. The examiner is not looking for sophisticated interpretations, but brief, clear explanations.

11 Exemplar Question 2 (a) Explain why Hitler promoted anti-semitism in the early days of the Nazi movement, to Plan [12 marks] Background: Hitler s career prior to the Nazi Party Hitler s personal motives for anti-semitism Political motives Economic motives Basis of support for the Nazis appeal to different groups Influence of specific events Treaty of Versailles, Weimar Republic, 1923 crisis Anti-Semitism and links to anti-communism Conclusion making the links Examiner s Exemplar Answer 1 Hitler promoted anti-semitism because he blamed Jews for many problems in Germany. Hitler could not believe that Germany had lost the First World War fairly. He blamed Jews for having worked against Germany (1). He had also picked up some anti-jewish ideas in pre-war Vienna. There were many Jews in Vienna at that time (2). Because of that, there were also many writers who criticised the Jews and thought they were un-german (3). Examiner s Assessment This is a valid answer overall, because it does attempt to address the question of why Hitler became anti-semitic and, by implication, why he promoted anti-semitism. It is not particularly well developed. It is about the longer-term background, which is valid, but the answer does not directly explain how Hitler s anti-semitism was used by the Nazi movement after the war; and there is no attempt to discuss what were the main driving forces, e.g. was Hitler s attitude mainly a personal one, or did he link factors like economic problems to anti-semitism as a way of building up political support? The answer is worth Level 2, because it shows some basic knowledge, and of more than one point. It is not worth more than Level 2, because the reasons given are limited in scope, not developed very convincingly, nor linked in a particularly meaningful way. (1) The candidate briefly explains one accurate reason for Hitler s anti- Semitism. (2) Another accurate reason is briefly explained. (3) This last point is really a further development of the previous point. However, although the statement is true, it does not explain why exactly these people appear to have been an influence on Hitler, and to what extent. Examiner s Exemplar Answer 2

12 When exactly Hitler became an anti-semite is a much debated question, but there is no dispute that anti-semitism was an important part of the early Nazi movement, as evident for example in the anti-semitic references in the 1920 Nazi Party programme (4). There were long-term origins of Hitler s anti-semitism going back to the pre-war period. Right-wing political groups had already picked up on Social Darwinist ideas about the struggle of the fittest races to survive. These groups, some active in Vienna, where certainly Hitler would have encountered Jews, attacked the Jews as a racial group, who, by intermarrying with Germans, were weakening the cohesion and strength of the German people. Hitler probably believed these ideas sincerely (5); but he also understood after the war how to use groups like the Jews as scapegoats, particularly to attract those who wanted someone to blame for their own problems such as unemployment or to explain national disasters like the hated Treaty of Versailles (6). Hitler certainly used anti- Semitic propaganda to explain Germany s defeat against the Allies the Jews were part of the enemy which had stabbed Germany in the back and used this to attract some nationalist-minded Germans to the Nazis. Hitler also despised the Weimar Republic and there were Jews in the hated Weimar Government. There were also several Jews in the Communist leadership of the USSR after 1917 and Hitler despised Communism because of its emphasis on class conflict rather than national unity (7). He also knew that other Nationalists despised and feared Communism, so it was a way of attracting support to the Nazis. There were different strands to Hitler s anti-semitism some based on personal belief and ideology, some based on his psychological need to explain away tragedies such as Germany s military defeat and desperate position after Some were based on his awareness of the political advantages for a new party in exploiting anti-semitism. Whatever the balance of reasons for Hitler s anti-semitism, together the result was a potent part of his programme in the early days of Nazism, and a way of extending Nazism s appeal (8). Examiner s Assessment (4) This is a solid introduction, because it focuses on the question and immediately introduces some relevant knowledge. (5) Already the candidate has developed a particular reason for Hitler s attitude well Hitler's pre-war experiences as a reason for his prejudice although not really explaining how he used this prejudice later. (6) Several factors are briefly developed: to do with scapegoat psychology, and attitudes towards the war and defeat. (7) Another reason is developed well the link between the Jews and Communism as a factor in the appeal of Nazism. (8) A good conclusion, with a solid overview of the issues, and an attempt to classify and link the strands of Hitler s anti- Semitism as part of the movement to increase support for the Nazis. This is a strong answer. It is direct, shows good knowledge, and develops at least three reasons why Hitler promoted anti- Semitism. The perspective, and the attempt to relate the various strands of Hitler s beliefs to his awareness of how

13 these could be used to promote the Nazi movement, push what was already a strong Level 3 answer into Level 4. Mark scheme L1: The answer is descriptive and only loosely linked to the question, or is explicitly linked but with little support. It is likely to be assertive and generalised. [1 2 marks] L2: There will be some relevant knowledge and understanding, but the answer will be mainly descriptive about Hitler s anti-semitism, with few links to the issue of promoting Nazism; or explanations will show limited range and/or depth. [3 6 marks] L3: The answer will show good understanding, with relevant explanations of why Hitler promoted anti-semitism, using appropriate knowledge, although it may not cover all aspects. [7 9 marks] L4: The answer will be well focused on the issue of Hitler s motives, with a range of explanations, backed up with precise evidence about motives and probably showing a good awareness of links/connections. [10 12 marks] AQA AS GCE Historical Issues: Periods of Change Unit 2 HIS2N Anti-Semitism, Hitler and the German People, QUESTION 2 (04) Examiner s Specific Advice This question is testing several skills and also your knowledge of the topic. It is not a source-based question. Because the question is on a fundamental topic, you are expected to know the main details of the theme, in this case the role of racist ideology in the rise of the Nazis between 1928 and You are also being required to provide a historical explanation and make a substantiated judgement about the impact. As always with an essay-type question, relevance is the key your answer can be reasonably concise as long as you address the precise question. Relevance is more important than elegance of style do not over worry about presenting your work with neat introductions and conclusions, especially if you are writing under examination conditions. The key thing is not to narrate and describe, but keep the precise question in mind: to what extent was racist ideology a key factor in the rise of the Nazis in this period? What was the balance between the appeal of an ideology like anti-semitism and other factors such as the weakness of other parties and economic depression?

14 Most importantly, do make a judgement and back it up with evidence, either with a concluding paragraph or throughout the essay. You might find it advisable for an essay-type answer of this sort to have a plan, since you will almost certainly be writing several paragraphs. Exemplar Question 2 (b) The appeal of racist ideology was the main reason why the Nazi party grew in strength between 1928 and Hitler s appointment as Chancellor in Explain why you agree or disagree with this view. [24 marks] Plan Introduction what was racist ideology? Situation of the Nazis in 1928 Reasons for growth in Nazi support after 1928 Other factors behind Nazi support Conclusion Examiner s Exemplar Answer 1 The Nazi Party grew rapidly in strength during these years. After having only a few Reichstag seats in the 1920s, they were the largest party by Hitler was in such a strong position that President Hindenburg was persuaded to make him Chancellor in January 1933 (1). The main reason for the rise of the Nazis was the Depression. As a result of the Wall Street Crash, the German economy collapsed, and in the early 1930s unemployment was at six million. Hitler used this in his propaganda, saying that the Depression proved what he had always said: the Weimar Republic was weak, corrupt and totally incapable of solving Germany s problems or making Germany a Great Power again. His message increasingly attracted voters from more moderate parties (2). Racist ideology was also important in the Nazis growing popularity. The Nazis had always blamed Jews for some of Germany s problems, and many Jews were important in big business. The Nazis claimed that these Jews, supported by groups like the Communist Party, were determined to destroy Germany. Some Germans came to believe in Hitler s racist and nationalist ideology (3). Hitler condemned the way other countries treated Germany after the First World War and said that he would make Germany a proud and strong Germany again, one that could not be pushed around (4). (1) A reasonable beginning to the answer, briefly outlining the context and showing a bit of background knowledge. (2) The information in this paragraph is accurate, but the candidate is on dangerous ground, because the question has not yet been specifically addressed. (3) Finally the candidate addresses the issue of racist ideology. However, it is not very developed, and the link is made with nationalism but not followed up. (4) The answer

15 Examiner s Assessment This is not a strong answer. There is some factually accurate information, but it is not linked very precisely to the question, apart from some brief references. There is no real understanding shown of exactly how racist ideology affected Nazi support, or even how far this may have been important in relation to other factors. The answer is just about worth Level 2 because it is more than a generalised response and there are some implicit links to the question. However, the links are weak, and there is little evidence of developed understanding. Therefore the answer, which is also not structured well, is only worth a low Level 2 mark. suddenly peters out, with no real conclusion and the question has not been addressed effectively. Examiner s Exemplar Answer 2 There was a dramatic rise in Nazi support at the polls between 1928 and 1932, reflected in the rise in number of Nazi deputies. By July 1932 they had 230 seats and over a third of the vote, making them easily the most powerful party. This by itself did not bring Hitler to power in 1933, but it did make the Nazis attractive to other influential right-wing politicians who believed that they could use the Nazi support to further their own political aims. This is why, despite a drop in Nazi support later in 1932, they persuaded Hindenburg to appoint Hitler Chancellor (5). The question then is: was the rapid rise in support for the Nazis due to popular belief in the Nazis racist ideology, or was it just a protest vote against a government which could not take Germany out of Depression? Or was it a combination of factors (6)? In order to assess the appeal specifically of Nazi ideology, it must be established what that ideology actually was. It was a mixture of ideas and influences. Some historians have traced Nazi ideas back to the nineteenth century for example the contempt for democracy and belief in authority had strong roots in the Kaiser s empire. Also Hitler s anti-semitism and belief in a volkish community had roots in the nineteenth century. Hitler s ideas did not form a coherent ideology, as a reading of Mein Kampf shows. The racist aspects of ideology were already evident in the German Workers Party founded in 1919, which also had a strong anti-capitalist theme designed to appeal to German workers. There was already a link with racism, because anti-capitalism was also anti-semitic, with groups like the Nazis highlighting the fact that, for example, some large stores were owned by Jewish businessmen. This link continued, and Hitler also emphasised links between the Jews and Soviet Communism. By 1928 this propaganda, linked with Hitler s foreign policy programme designed to seize land in eastern Europe, had not made huge headway in Germany (7). (5) There is good use of own knowledge in this opening paragraph to explain the context of the rise in Nazi support after (6) Now the actual question is being addressed. (7) This is mostly an effective paragraph. It combines a good range of knowledge, an informed perspective which places Nazi racism in a broader, longer-term German context, and shows a good understanding of the situation in the late 1920s although the theme of the final sentence could be developed more.

16 This changed after 1928 when conditions in Germany worsened. The Nazis began to pick up votes from particular groups. One group was farming communities suffering economic hardship. Some votes came from middle-class people afraid for their economic future. Many supporters were students. Many of these people may have had very little contact with Jews, and many may not have been attracted specifically by ideology, but rather by very practical problems such as those caused by the onset of the Great Depression. However, the Nazis indiscriminately linked issues together, and made much of Jewish influence : whether claiming it was an influence which had fatally undermined the German war effort in ; or an evil force which was part of a world Jewish conspiracy to destroy the German economy; or whether it was a sinister force aiming to pollute the German race (8). Many German workers supported the Communist Party. Nazi ideology and propaganda associated communism with Jewishness and an internationalist philosophy which was the direct opposite of the Nazi emphasis on German nationalism. Racist ideology was undoubtedly significant in Nazi fortunes, although it is not easy to quantify its exact influence. The Nazis do seem to have struck a chord with many middle-class Germans in Protestant parts of Germany, since the support there for other nationalist parties and liberal parties saw a corresponding decline after Catholics were less likely to support the Nazis, because the Catholic Centre Party was strong in Catholic areas. There is evidence of some workers switching their allegiance to the Nazis, although much less so in Berlin. However, worker support may well have been in response to economic crisis and unemployment rather than because of racism, although the Nazis were clever at linking these different factors (9). Racist ideology was also used in other ways. For example, the Nazis were very hostile to what they saw as the corrupting influence of Weimar s liberal culture, and they linked this with anti-semitism, since some of the hated intellectuals were Jewish. In areas where Jews were congregated, such as Berlin, where a third of Germany s Jews lived, this may have had an influence but, on the other hand, Berlin never became a stronghold of Nazi support, despite all Goebbels attempts (10). The Nazi attack on some of the evils of modern industrial society was not just about unemployment: it was also an appeal to a (partly mythical) more traditional, agricultural past when the German people were supposedly happier and more united, and not subject to sinister forces which were undermining the German race. This nostalgia enabled the Nazis to stress the links between Jews and large-scale capitalism and also make the link with Marxism. This was a very important part of Nazi propaganda, but also tapped into a long tradition in Germany, even if it was now highlighted in a more graphic way, as for example in the propaganda (8) There is good analysis in this paragraph, informed by good knowledge. (9) The informed analysis continues, and is linked well with evaluation and some judgement. (10) Another good combination of knowledge, evaluation and analysis. (11) There is yet more wellsupported analysis in this paragraph, although some of this might have been incorporated earlier.

17 newspaper Der Sturmer with its very provocative anti- Semitism (11). When the Nazis presented themselves as being partly a protest vote ( Our last hope is Hitler ) against Weimar s failures, they were not necessarily suggesting anything very concrete in its place. But did this matter? General denunciation, combined with a strong racist element and an appeal to traditional volkish ideals, seem to have been very successful in stimulating support in a time of economic distress and uncertainty. People at the time could not understand the Nazi upsurge. This is not surprising, since they appealed to different groups and sometimes with directly contradictory policies (for example, they sometimes attacked big business and sometimes supported it.) However, the racist element was fairly consistent although there is some evidence that Hitler put less emphasis on racist propaganda in the later stages of his rise to power. The important thing for the Nazis was that Hitler had the ability to unite a party of contradictions. Hitler almost certainly believed in his own racist ideology, but it was his personal authority and charisma which held the party together just long enough to make him a candidate for power by 1933, just at a time when support for the Nazis was actually declining. Whether the racist component of Nazi ideology would have been a major vote winner had the economy improved significantly before the Nazis came to power, it is difficult to say. But the racist, volkish element was so ingrained in crude Nazi propaganda and its more intellectual output, as in the works of Rosenberg, that it is difficult to regard it as just a temporary campaign tactic to gain votes at the polls (12). Examiner s Assessment (12)This is a strong concluding paragraph. The candidate realises the difficulty of assessing the precise contribution of racist ideology to the growing support for Nazism, but has attempted a reasoned and balanced assessment, showing some mature judgement. This is a strong answer to a far-from-easy question. The answer shows detailed knowledge both about the immediate period before 1933 but also about the context of Nazism, and shows an awareness of interpretations. Sometimes the evidence could possibly be more tightly structured and consolidated. However, under test conditions, this is still an impressive response. There is a considered and detailed argument, with depth of knowledge and judgement. The answer is worth Level 5. Mark Scheme L1: The answer is descriptive, only loosely linked to the question, or it is an explicit answer with little or no effective support. The answer is likely to be generalised and possibly assertive rather than argued. [1 6 marks] L2:

18 The answer shows some understanding of the issue of racist ideology as part of the growth in Nazi support. It may be predominantly descriptive about what happened in Germany between 1928 and 1933, with some links to the question of ideologies like anti-semitism and the growth in Nazi popularity, or it may have explicit links with relevant but limited support. [7 11 marks] L3: The answer shows developed understanding of the role of racist ideology in the rise of the Nazis. There will be some assessment, supported by relevant and well-selected knowledge, although there will probably be a lack of weight of detail and/or balance. There will be some understanding of interpretations. [12 16 marks] L4: There is explicit understanding of the relationship between racist ideology and the growth in Nazi support. A balanced argument will be supported by good use of evidence and understanding of interpretations. [17 21 marks] L5: The answer will be well focused and closely argued. The arguments about how racist ideology contributed to rising support for the Nazis will be supported by precisely chosen evidence leading to a relevant conclusion/judgement, incorporating a well-developed understanding of interpretations and debate. [22 24 marks] Sample questions (a) Explain why the Wannsee Conference was held early in [12 marks] (b) The German people as a whole, as much as the Nazi Party, was responsible for the Final Solution between 1941 and Explain why you agree or disagree with this view. [24 marks] Chronology: Key Events in Anti-semitism, Hitler and the German People January Murder of Karl Liebknecht and Rosa Luxembourg February Foundation of NSDAP and Party programme.

19 1924 April Hitler in prison, where he begins Mein Kampf Sept Reichstag elections Nazis become second-largest party July Reichstag elections Nazis become largest party Jan Hitler appointed Chancellor. Feb Reichstag fire. Suspension of civil liberties. March Elections to Reichstag Nazis largest party. Goebbels appointed Propaganda Minister. Enabling Act. April Boycott of Jewish shops. Law allows dismissal of civil servants on racial grounds. May Book burnings throughout Germany include many books by Jewish authors. July Law allowing removal of citizenship from Jews from former German territories who had acquired citizenship since September Jews banned from cultural activities. October Jewish editors banned August Hitler becomes President, Fuhrer and Head of State May Law allowing only Aryans in the armed services. September Nuremburg Laws. November All Jewish officials and those of mixed blood dismissed April Law requiring registration of all Jewish capital over 5,000 marks. June Destruction of Munich synagogue. July Law requiring all Jews to adopt a special identification card from 1 January All Jewish physicians forbidden regular practice. August All Jews to adopt names Israel or Sara from January September All Jewish lawyers forbidden to practise. October Expulsion of over 15,000 originally Polish Jews from Germany. Nov Krystallnacht pogrom against the Jews. All Jews excluded from the economy. Jews fined 1 billion marks. All Jewish children banned from schools. Movement of Jews restricted. December All Jewish property forcibly Aryanised. Himmler s directive on combating the Gypsy plague January Reich Agency for Jewish Emigration set up. September Curfew for Jews introduced. Start of the Second World War. November All Jews in occupied Poland made to wear a star April Gypsies from German territory deported to Poland. October Hans Frank orders establishment of ghettos in Poland June German invasion of USSR and mass shootings of Jews in USSR. September All German Jews made to wear Jewish star. October Deportation of German Jews begins, mostly to Poland. Ban on Jewish emigration January Wannsee Conference on the Final Solution. Gassing of 5,000 gypsies from Lodz ghetto at Chelmno. March Beginning of systematic extermination in General Government.