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Cambridge IGCSE History Syllabus code 0470: Scheme of Work

2021/23 Candidates take Paper 1 and Paper 2 and either Paper 3 (Coursework) or Paper 4 (Alternative to Coursework). At KES we will take paper 4. The fundamental details:

The Structure of IGCSE History

Paper 1. Two Hours. 40% of weighted marks Section A. Candidates answer two 4/6/10 questions on the Core Content (20th century) topics. Section B. Candidates answer one 4/6/10 question on the Germany 1918-45 Depth Study This paper represents 40% of the total marks

Paper 2. Two hours. 33% of weighted marks Candidates answer a series of source-based questions on one Prescribed topic. For Summer 2023 this topic will be Why had international peace collapsed by 1939? This paper represents 33% of the total marks

Paper 3. Coursework Pupils will research and write up a 2,000-word answer to a question related to the Germany 1918-45 Depth Study. This will be explained to pupils in the summer term of the 4th year and they will then research the issue over the summer before writing up their final answer in the autumn term of the 5th year. This paper represents 27% of the total marks.

a) Assessment Objectives

To pass Cambridge IGCSE History, candidates must demonstrate the following: AO1: an ability to recall, select, organise and deploy knowledge of the syllabus content AO2: an understanding of:

• change and continuity, cause and consequence, similarity and difference • the motives, emotions, intentions and beliefs of people in the past

AO3: an ability to understand, interpret, evaluate and use a range of sources as evidence, in their historical context

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Weighting of assessment objectives:

Paper 1 (raw marks)

Paper 2 (raw marks)

Paper 4 (raw marks)

Whole assessment %

AO1 20 10 15 30%

AO2 40 25 43%

AO3 40 27%

Total marks 60 50 40

4th and 5th Year Teaching arrangements 2021-23 The fact that the Prescribed Topic changes for each examination session means that it is not possible to present a teaching timetable that is applicable every year. For 2021-3 the following timetable will be used:

• Autumn Term 2021-Spring Half Term 2022

o Germany 1918-23 and International Relations 1918-23 o Germany 1923-45: Depth Study

• Spring Half Term 2022-End of Summer Term 2022

o Finish Germany 1918-45 o Cold War 1945-55 o Introduction to coursework

• Autumn Term 2022

o October: Write up coursework o International Relations: Causes of World War Two

• Spring Term 2023

o Paper Two prescribed topic: Why had international peace collapsed by 1939?

The major texts used will be GCSE Modern World History by Ben Walsh and IGCSE Twentieth Century History by Tony McAleavy. In addition, the following internet resources may be used: a) History Department website “Revision Material”: http://www.kes.hants.sch.uk/history/student-resources/revision-notes b) John D Clare Modern World History revision site: http://www.johndclare.net/ c) BBC Bitesize History:

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Germany 1918-45 Walsh: Chapter 9 McAleavy: 220-269 DVD “The Nazis: A Warning from History” DVD “The Dark Charisma of Adolf Hitler” DVD “Swing Kids” (Nazi youth policy) DVD “Boy in the Striped Pyjamas” DVD “Valkyrie” DVD “Downfall” DVD “Hitler: The Rise of Evil”

1) Was the Weimar Republic doomed from the start? Focus Points • How did Germany emerge from defeat at the end of the First World War?

- Economic - Social - Political.

o The Revolution of 1918-19 and the establishment of the Republic o The Weimar Constitution. Strengths and weaknesses o Explanation of the spectrum of the political ideas and parties that emerged at the end of the war. o Idea of the “November Criminals” and the “Stab in the Back”.

- Psychological. Casualties and war dead. Notion of a nation in mourning. Discussion about how this might affect future political development.

• What was the economic and political impact of the Treaty of Versailles on the Republic?

- Understanding of the specific terms of the Treaty - Analysis of political opposition to Versailles. The political disorder of 1920-23. Threats from Left and Right;

Spartacists, Bavaria, agitation in the Ruhr in 1920, Kapp Putsch, political violence in early 1920s, the Munich Putsch. For each of these pupils must know the causes/objectives of the specific uprising, the methods taken by the government to deal with and a clear explanation of the ultimate failure.

- Explanation of why the Weimar Republic survived this period. - Economic impact of Versailles. Economic distress and hyper-inflation; the occupation of the Ruhr and the causes

and impact of hyper-inflation - Analysis of the situation in Germany in 1924

• To what extent did the Republic recover after 1923?

- The Stresemann era

o Recovery at home. Economic, political, cultural achievements o Recovery abroad o Continuing weaknesses/problems

• What were the achievements of the Weimar period?

- Possible essay: To what extent did Weimar Germany recover in the period 1923-29? o Focus on achievements but also stress the importance of advantageous background factors and the

continuing underlying weaknesses of the Republic

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2) Why was Hitler able to dominate Germany by 1934?

Focus Points • What did the Nazi Party stand for in the 1920s?

- The early years of the Nazi Party; Nazi ideas and methods; the Munich Putsch and its importance in the development of the Nazi Party with particular stress on its impact on the position of Hitler as a national politician and the change of tactics towards a policy of electoral politics.

- Focus on the structural changes introduced by Hitler during the “wilderness years” up to 1928/9

• Why did the Nazis have little success before 1930?

- Focus on statistical evidence for Nazis as fringe party in period 1924-30. - Focus on the broad irrelevance of the Nazis during a time of domestic prosperity and foreign policy success

• Why was Hitler able to become Chancellor by 1933?

- Electoral evidence of growing Nazi support 1928-32. - Stress the changed circumstances of 1930-33:

o Impact of the Wall Street Crash and Great Depression on Germany. Economic and social impact o The political crisis brought on by the Depression in Germany. The apparent inability of the Government to

deal with the crisis - Explanation of how the political, social and economic crisis played into Hitler’s hands by making his message, for

the first time, of relevance to a greater proportion of German society but also make clear that other factors were at work; Hitler’s oratorical and political skills, Nazi propaganda, Nazi funding, Nazi political structure, the nature of Nazi campaigning the inability of the opposition groups to find coherence and unity. The idea of “negative cohesion”

- Analysis of which particular social and economic groups voted for Hitler - Back room political deals in late 1932/January 1933

o Evidence of second 1932 Reichstag elections. Had the tide turned for the Nazis? o Roles and intentions of Von Papen, Hitler and Hindenburg

• How did Hitler consolidate his power in 1933–4? For each major event pupils must be aware of the chronological details and also understand why the particular event contributed to the growing strength of the Nazi regime:

- The Reichstag Fire, the election of 1933 and the Enabling Act - The removal of potential external opposition - The Night of the Long Knives - The introduction of new methods of control and repression - The Death of Hindenburg; the Army’s oath of loyalty to the new “Fuhrer”

3) The Nazi regime

a) How effectively did the Nazis control Germany, 1933–45?

Focus Points • How much opposition was there to the Nazi regime?

- Analysis of specific examples of opposition: o Edelweiss Pirates o Swing movement o The Churches o The July 1944 Bomb Plot

- Analysis of why there was little opposition:

o Popularity of Hitler o Self interest o Fear/ the reality of the Nazi police state

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o The Nazi Propaganda machine • How effectively did the Nazis deal with their political opponents?

- Analysis of the Nazi police state:

o SS and Gestapo o The Police and the Courts o Concentration Camps

• How did the Nazis use culture and the mass media to control the people?

o The aims of Nazi Propaganda o The role of Goebbels o Nazi control over the media and culture o Nazi propaganda methods e.g. rallies and 1936 Olympics

• Why did the Nazis persecute many groups in German society?

o Explanation of why the Nazis persecuted minority groups: ▪ Ideological and practical reasons ▪ Identification of target groups

o Understanding of the details of Nazi policy of persecution with particular emphasis on:

• The treatment of Jews in Germany up to 1939

• The experience of homosexuals, gypsies and the mentally and physically handicapped under Nazi rule.

(b) What was it like to live in Nazi Germany? Broad theme: the attempt to create the “Volksgemeinschaft” Focus Points • How did young people react to the Nazi regime?

- Analysis of the aims of Nazi policy as regards young people and explanation of why these aims were of such importance to the Nazis

- The methods of achieving these goals: o Education system o Propaganda o Youth Groups

- Analysis of the impact of the policies. A range of responses from full acceptance and enthusiastic response to outright opposition

• How successful were Nazi policies towards women and the family?

- Analysis of the aims of Nazi policy as regards women and the family and explanation of why these aims were of such importance to the Nazis

- The methods of achieving these goals: o Attempts to raise the birth rate o Attempts to encourage marriage o Attempts to remove women from work o Propaganda

- Analysis of the impact of these policies. Increased birth rate? Women’s growing role in the workplace as the economy improved?

• Did most people in Germany benefit from Nazi rule?

- Focus on the specific groups within Germany and understanding of whether their experience was a positive or negative one:

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o Employment o Workers o Farmers o Minorities o Young People o Women o Big business and the middle classes o Party members

• How did the coming of war change life in Nazi Germany?

- To what extent were the lives of Germans affected by the war? o The conversion to a war economy o The changing nature of popular support for the Nazi regime. Early enthusiasm followed by disillusionment and opposition. Impact of bombing o The Final Solution. The radicalisation of policy towards the Jews, ghettos, einsatzgruppen and mass murder culminating in the establishment of the Death Camps. Why was the policy introduced? Understanding of the machinery of genocide.

The 20th century: International Relations since 1945

The Core Content focuses on four Key Questions:

1) Who was to blame for the Cold War? 2) How effectively did the USA contain the spread of Communism? 3) How secure was the USSR’s control over Eastern Europe, 1948–c.1989? 4) Why did events in the Gulf matter c.1970-2000?

A) Who was to blame for the Cold War?

Walsh: Chapter 4 McAleavy: 88-121 History Department Cold War 1945-55 booklet “Cold War Britain” documentary (eStream) Focus Points • Why did the USA-USSR alliance begin to break down in 1945? • How had the USSR gained control of Eastern Europe by 1948? • How did the USA react to Soviet expansionism? • What were the consequences of the Berlin Blockade? • Who was the more to blame for starting the Cold War: the USA or the USSR? Specified Content • The origins of the Cold War: o The fundamental ideological differences between the USA and USSR before the war o Clear definition of “Cold War” o the 1945 summit conferences and the breakdown of the USA-USSR alliance in 1945–6

- The Yalta and Potsdam Conferences: o Aims and intentions of the Allied leaders o The atmosphere during the meeting o Changing circumstances between the two meeting o Decisions made at both conferences

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o Analysis of how both conferences contributed to the souring of relations between the different powers

o Soviet expansion into Eastern Europe to 1948, and American reactions to it:

- Stalin’s tightening of control over Eastern Europe1945-48. Methods and places - Churchill’s Iron Curtain Speech. How did this contribute to growing tension - Greece - The Truman Doctrine/American policy of Containment and the Marshall Plan. American intentions and

Soviet objections o the occupation of Germany and the Berlin Blockade.

- The division of Berlin after the War. How and why? - The thinking behind Stalin’s blockade of Berlin and the nature of the American and British response - The consequences of the Berlin Blockade: American victory? The setting up of NATO, the firm division of

Germany Analysis: Who was most responsible for the early development of the Cold War?

B) How effectively did the USA contain the spread of Communism?

Walsh: Chapter 5 McAleavy: 128-143 DVD “Thirteen Days” Department DVD store DVD “The Vietnam War 1954-75” Department DVD store Focus Points This Key Question will be explored through case studies of the following: • America and events in Cuba, 1959–62 • American involvement in Vietnam. Specified Content • Events of the Cold War: o American reactions to the Cuban revolution, including the missile crisis and its aftermath:

- The overthrow of Batista by Castro in 1959 - American efforts to contain the Cuban “problem” from 1959-62. Sanctions, Bay of Pigs. How successful

was this effort? - Castro’s developing relationship with the USSR from 1959 onwards - The Cuban Missile Crisis; Khrushchev’s motives, American options, events in October 1962 and the

outcome of the crisis. Analysis of political impact on Kennedy and Khrushchev. - Focus on the impact of the crisis on Superpower relations in the medium term. Temporary improvement

(Hot line, Partial Test Ban Treaty) but were relations back to normal by mid 1960s? (American escalation in Vietnam, Prague Spring etc)

o American involvement in the Vietnam War.

- Origins of the conflict 1946-54 - Reasons for growing American involvement - The main events of the war and the nature of the fighting - The development of the Peace Movement in the USA - The end of the war and reasons for American defeat - The impact of the war on Vietnam and on American global authority and policy

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C) How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

Walsh: Chapter 6 McAleavy: 145-167 DVD: Bridge of Spies

Focus Points • Why was there opposition to Soviet control in Hungary in 1956 and Czechoslovakia in 1968? Political, cultural, economic. How did the USSR react to this opposition? • How similar were events in Hungary in 1956 and in Czechoslovakia in 1968? • Why was the Berlin Wall built in 1961? • What was the significance of ‘Solidarity’ in Poland for the decline of Soviet influence in Eastern Europe? • How far was Gorbachev personally responsible for the collapse of Soviet control over Eastern Europe? Specified Content • Soviet power in Eastern Europe: o Soviet control of Eastern Europe under Stalin: initial problems, Cominform and Comecon o The rise of Khrushchev and the policy of “de-Stalinisation” o The Warsaw Pact o Resistance to Soviet power in Hungary (1956) and Czechoslovakia (1968). Focus on:

- Reasons for resentment a Soviet control - The events of the uprisings with particular emphasis on the Soviet response and the actions of the West - The impact of the two uprising on Superpower relations - The Brezhnev doctrine - Similarities and differences between the two uprisings

o The Berlin Wall. Focus on:

- Why was the Wall built? This must be linked in to the longer term situation over Germany and Berlin in particular and the failure of the Superpowers to find an acceptable solution to the berlin problem. Focus also on the “brain drain” from East to West.

- The West’s reaction to the building of the Wall - The impact of the Berlin Wall on Superpower relations

o ‘Solidarity’ in Poland. The rise, actions and significance of Solidarity o Gorbachev and the collapse of the Soviet Empire. Focus on:

- The nature of the USSR in the early 1980s. Political, economic and social - Gorbachev’s objectives in introducing change - The nature of the changes introduced by Gorbachev. Glasnost and Perestroika. - The extent to which Gorbachev’s reforms failed - The collapse of Soviet control of Eastern Europe

D) Why did events in the Gulf matter c.1970-2000?

KES handout Walsh: Chapter 7 Tyrants and Dictators DVD Gulf War 1991 DVD

Focus Points • Why was Saddam Hussein able to come to power in Iraq? • What was the nature of Saddam Hussein’s rule in Iraq? • Why was there a revolution in Iran in 1979? • What were the causes and consequences of the Iran–Iraq War, 1980–88?

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• Why did the First Gulf War take place? Specified Content • The rise to power of Saddam Hussein in Iraq • The rule of Saddam Hussein up to 2000, and the consequences of his rule for different groups in Iraq • The nature of the Shah’s rule in Iran and the Iranian Revolution of 1979 • The causes and consequences of the Iran–Iraq War, 1980–88; Western involvement in the war • The causes, course and consequences of the Gulf War, 1990–91. Saddam Hussein in Iraq 1991-2000

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Answering 4/6/10 Questions in Paper One

Paper one will require you to answer three 4/6/10 questions. Two of these will be on the International Relations side of the course and one on

Germany. As with all of the questions in IGCSE History, there is a particular way to approach these questions and it is vital that you appreciate

the technical demands of the different questions and then apply this understanding in the examination room. The type of question asked will

always be the same and it is essential that you always answer the questions in the same manner.

• Four Mark Questions

Level 1 [1–4 marks] 1 mark for each relevant point; additional mark for supporting detail, maximum 2 marks per point made.

What does this mean?

You can essentially secure four marks here either by giving two developed points, or can give four separate points e.g. by adding factual detail.

Consider the following. This is known as an “indicative content” mark scheme in the sense that it gives a suggestion of the sort of material that

is required to answer the question well. Please note that there is no suggestion that all of this material would need to be included. The

examiner is simply looking to cover as many bases as possible.

What was the ‘Final Solution’?

Level 1 [1–4 marks] 1 mark for each relevant point; additional mark for supporting detail, maximum 2 marks per point made.

e.g., ‘It was a Nazi Plan.’

‘The plan was to exterminate the Jews during the Second World War.’

‘It was a policy of deliberate and systematic genocide across Germanoccupied Europe.’

‘It was formulated by the Nazi leadership in January 1942.’

‘It was made at Wannsee Villa near Berlin in a meeting chaired by Heydrich.’

‘With this decision, extermination camps such as Auschwitz and Treblinka were fitted with permanent gas chambers.’ [2 marks]

‘The extermination was carried out by the SS.’

‘Many historians have stated that the Final Solution started with the invasion of Russia in 1941.’

‘Then mobile SS units committed mass murders of Jews.’ ‘Nearly 6 million Jews were exterminated.’

• Six Mark Questions (“Why?” Questions)

Level 4 [6 marks]

Explains TWO reasons

Level 3 [4–5 marks]

Explains ONE reason (4 marks for one explanation; 5 marks for full explanation)

Level 2 [2–3 marks]

Identifies AND/OR describes reasons (1 mark for each identification/description)

Level 1 [1 mark]

General answer lacking specific contextual knowledge

Level 0 [0 marks]

No evidence submitted or response does not address the question

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What does this mean?

Six-mark questions will always ask why something happened. To get full marks you must always give two reasons and then explain your points.

It is not enough simply to identify two reasons- you must develop your points and clearly link them to the question. It might be a good idea to

begin each of these six mark questions with “There were two reasons why…….” . Consider the following indicative content mark scheme

Why were some women unhappy with life under the Nazi regime?

Level 4 [6 marks]

Explains TWO reasons

Level 3 [4–5 marks]

Explains ONE reason

(4 marks for one explanation; 5 marks for full explanation)

e.g. ‘During the Weimar years, women had been encouraged to get fully educated and take up fulfilling careers. Now many women doctors,

civil servants, lawyers and teachers were forced to leave their jobs and stay at home with their families. Many resented this as a restriction on

their freedom and a waste of years of training.’

Level 2 [2–3 marks]

Identifies AND/OR describes reasons

(1 mark for each identification/description)

e.g. ‘It was a male-dominated regime.’

‘It was expected that their job was to raise children and run the house.’

‘Many women did not like the insistence on traditional dress for women.’

‘Many professional women were forced to leave their jobs.’

‘Discrimination against women applicants for jobs was encouraged.’

‘Schoolgirls were discouraged from going into higher education.’

‘Women were deprived of the vote.’

‘In the late 1930s, the Nazis needed women to work.’

Level 1 [1 mark]

General answer lacking specific contextual knowledge

e.g. ‘The liberal views of the Weimar years were lost.’

Level 0 [0 marks]

No evidence submitted or response does not address the question

Two points are important here:

o You MUST give two reasons.

o You must explain the importance of your reasons. It is not enough simply to describe the events here. You must go beyond

this to explain why your chosen factors were of significance. You should look to use phrases such as “This was important

because….” when explaining the link between the factor and the issue/event highlighted in the question.

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• Ten Mark Questions

These questions will usually, but not always present you with a statement and then ask how far you agree with it. The generic mark scheme is

as follows

Level 5 [10 marks]

Explains with evaluation. As Level 4 plus evaluation.

Level 4 [7–9 marks]

Explanation of both sides

• A L4 answer will have a minimum of three explanations (two on one side; one on the other). [7 marks]

• Fuller explanation of one issue to be given 2 marks.

• An answer which only has one explanation on one side of the argument cannot be awarded more than 8 marks.

Level 3 [4–6 marks]

One-sided explanation OR One explanation of both sides [5–6 marks] More detailed explanation of one issue to be given 2 marks.

Level 2 [2–3 marks]

Identifies AND/OR describes (1 mark for each point)

Level 1 [1 mark]

General answer lacking specific contextual

Level 0 [0 marks] No evidence submitted or response does not address the question

What does this mean?

These questions are inviting you to consider the significance of a factor in bringing something about, in the context of other contributory

factors. You need to think about the relative importance of different factors.

The key thing to appreciate is that you need to offer four themes/factors. The factor put forward in the question is clearly going to be one of

these but you will need to add three more.

The other point to appreciate is that you can only score full marks if you give clear evaluation of the relative importance of the different factors

you have considered. It might there be a good idea to have a concluding section to your answer, beginning “on balance” in which you explain

why one of your factors is the most important and why others are less significant.

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Consider this indicative content mark scheme:

‘The standard of living in Germany improved under the Nazis.’ How far do you agree with this statement? Explain your answer.

Level 5 [10 marks]

Explains with evaluation

As Level 4 plus evaluation.

Level 4 [7–9 marks]

Explanation of both sides

• A L4 answer will have a minimum of three explanations (two on one side; one on the other). [7 marks]

• Fuller explanation of one issue to be given 2 marks.

• An answer which only has one explanation on one side of the argument cannot be awarded more than 8 marks.

Level 3 [4–6 marks]

One-sided explanation OR

One explanation of both sides [5–6 marks]

More detailed explanation of one issue to be given 2 marks.

e.g. ‘Most Germans felt that, until war broke out in 1939, their lives had improved since the days of the Great Depression. The major

improvement came with the reduction of unemployment from six million to a few hundred thousand. Those in work had the benefit of the

Strength through Joy organisation.’

OR

e.g. ‘Those whose standard of living declined were those who were considered to be non-Aryan and those who challenged the Nazi ideology.

These included Jews, gypsies, committed Communists and Socialists, Christians and members of most religious sects.’

Level 2 [2–3 marks]

Identifies AND/OR describes

(1 mark for each point)

e.g. ‘There were huge improvements in employment.’ ‘There were benefits in the Strength through Joy organisation.’ ‘Farmers enjoyed price

guarantees.’ ‘Hitler created a ‘feel good to be German’ factor.’ ‘Wages did not rise significantly.’ ‘Trade unions were outlawed.’ ‘The war led to

a steady decline in living standards.’ ‘Food rationing started in September 1939.’ ‘By 1945, Germans were scavenging for food from rubbish

tips.’

Level 1 [1 mark]

General answer lacking specific contextual knowledge

e.g. ‘For most, the standard of living did improve until the war broke out.’

10 mark questions. (The search for FOUR explanations and evaluation)

The absolute key here is to have FOUR explanations and an evaluative conclusion when you address and explain the relative/comparative

importance of the different factors.

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o Questions where you are given one factor and asked to consider the importance of it. E.g. “The Enabling Act was the most

important reason why Hitler was able to consolidate power in 1933/34” How far do you agree with this statement?

With a question like this you would need to give TWO reasons why the factor in the question, the Enabling Act was

important and also look at TWO other reasons e.g. Night of the Long Knives/Reichstag Fire/ Army Oath etc. Your conclusion

would then explain whether you felt the EA was actually the most important.

o Questions where you are given two factors and asked to decide what was the more important of the two. E.g. “The

Manchurian Crisis was more important than the failure in Abyssinia in bringing about the failure of the LON” How far do

you agree with this statement?

With a question like this you would need to give two reasons for the importance of both factors i.e. two reasons why

Manchuria was important and two reasons why Abyssinia was important. Your conclusion would then explain why you feel

one was more significant than the other. There would be no need here to look at anything other than the two factors in the

question.

o Questions where you are simply asked how important a single factor was in bringing something about. E.g. “How important

was the work of Goebbels to the success of the Nazis in controlling Germany?” You would need to offer TWO reasons why

Goebbels was important and TWO others e.g. police state and social policy.

REMEMBER…….IN EACH CASE YOUR CONCLUSION CANNOT JUST BE A SUMMARY OF WHAT YOU HAVE ALREADY SAID. YOU MUST ACTUALLY

ANSWER THE QUESTION AND THEN EXPLAIN WHY YOU THINK AS YOU DO.

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IGCSE History Coursework

“Assess the significance of Hitler in the years 1923-33”

Key details:

- 2000 words maximum

- Must be typed

- Can be completed in class and at home

- Has to answer the above question

- Deadline: Monday 8th November 2021

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Structuring your answer

A) Think about breaking your answer into two parts- Hitler 1923-29 and Hitler 1929-33.

B) Within this you need to think thematically. In other words, don’t just go through events

chronologically. You need to think about Hitler’s particular areas of activity and his goals at particular

times.

The following might be useful:

1923-29: Hitler’s areas of activity and his aims

• Seizure of power (Munich Putsch)

• Rebuilding the party- structure and strategy (electoral strategy)

• Propaganda

1929-33

• Maximising the success of the Party following the WSC

• Efforts to destabilise the Weimar Government and become Chancellor

C) It is absolutely essential that you appreciate that the question is asking you to assess the

significance of Hitler. This means that for each area of Hitler’s activity you MUST consider just how

much actual significance his actions had. This essay is all about you judging and assessing the impact

of Hitler rather than just saying what he did.

The key approach here is to adopt an argument/counter argument/evaluation structure for each thematic

area. In other words:

• Set out what Hitler actually did to achieve a particular goal or in a particular area of activity.

• Offer a counter argument. This might, for example, be the suggestion that his actions did not actually have

the success that he wanted or that other factors, perhaps those that he was not in control of, were more

important.

• Finish off each thematic section with a clear evaluative conclusion. This should be a stand-alone paragraph.

The example of Hitler’s rebuilding of the party after the Munich Putsch is a good illustration of this approach:

• Argument.

Hitler certainly did many things to rebuild the party- Bamberg Conference/Electoral strategy etc. In terms of party

membership this clearly had a positive impact.

• Counter argument

Hitler’s success in rebuilding the party between 1924 and 1928 should not be exaggerated. It is clear that in terms of

national electoral success Hitler’s efforts to rebuild the party had remarkably little effect, as is shown by the

Reichstag results from 1924-28. This can be explained by a number of factors……

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• Evaluation (a conclusion that gives a supported final judgement)

“On balance” on one level Hitler’s efforts to rebuild the party and turn it into a dominant political force in the

period 1924-28 failed because the Party failed to make a meaningful political breakthrough in this time. However, in

the longer term, Hitler’s efforts were of huge significance because they meant that the Nazi Party was in a position

to exploit the changed circumstances after the Wall Street Crash in a way that no other party in Germany was able

to.

THIS STRUCTURE MUST BE USED FOR EACH THEMATIC SECTION OF YOUR ESSAY. THE

KEY TO HIGH MARKS IS TO ASSESS HITLER’S IMPACT.

Here are some questions to consider in relation to significance. You should ask yourself these

questions in relation to everything that Hitler did.

Significance at the time (impact)

Width of impact

- How many people, groups or institutions were affected?

- Which different types of people were affected (e.g. rich/poor)

- Were men/women affected to the same degree?

- Were different parts of the country, world affected in the same way?

- How wide, geographically, was the impact?

Depth of impact

- How deeply were people’s lives, beliefs and attitudes affected?

- How far were other aspects, e.g. institutions, power relationships, changed?

- For how long were people affected?

- How important was it to people?

- How powerful was the impact?

- What kind of reactions was caused?

- How far was it remarked on by people at the time?

Nature of impact

- How far was it beneficial?

- How typical or unique?

- How expected/unexpected?

- How reported/how received?

- How iconic/symbolic?

Who brought about the impact?

- Was Hitler working alone?

- Was Goebbels more important than Hitler as regards Nazi propaganda?

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- How important in the Nazi electoral breakthrough after 1929 was the SA

- Without the actions of Von Papen and Hindenburg could Hitler have come to power in January 1933?

Significance over time (relationship to other events)

- How much of a change occurred between what went before and what came after, e.g. how far was it a turning point?

- How much continuity occurred between what went before and what came after e.g. how far was it part of a trend?

- How far did it affect things in the longer term, e.g. was it a false dawn, how long did the impact last?

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Key Dates: Weimar Germany

1914-1918: World War One

9 Nov. 1918: A new German republic is proclaimed. It soon becomes known as the Weimar Republic.

11 Nov. 1918: Armistice is signed between Allies and Germany

January 1919: Spartacist Uprising is crushed by the Freikorps

March 1920: Kapp Putsch is defeated by a general strike. Kapp flees to Sweden

June 1922: Walter Rathenau, the Foreign Minister, is assassinated

January 1923: French troops enter the Ruhr. German workers follow policy of passive resistance, leading to over

100 workers killed.

Nov. 1923: Hyperinflation peaks, with a loaf of bread costing 200,000 million marks.

Aug-Nov. 1923: Stresemann, as Chancellor, introduces the rentenmark and helps end hyperinflation. He also

commits Germany to start paying reparations again. He stands down as Chancellor but becomes Foreign Minister

instead, a post he will hold until his death.

1924: The Dawes Plan is agreed, bringing huge American loans into Germany to help the German economy

1925: Locarno Treaties are signed, marking a reconciliation between Germany and other major European powers.

1926: Germany enters the League of Nations. It is once again a great power and some national pride is restored.

1929: Young Plan is agreed, reducing the overall reparations bill

3 Oct 1929: Stresemann dies

29 Oct. 1929: Wall Street Crash precipitates the Great Depression. Germany is the worst affected country in

Europe

30 Jan. 1933: Against a backdrop of economic and social chaos, Adolf Hitler becomes Chancellor of Germany

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Key Dates: Nazi Party

Events Date

Adolf Hitler joins the German Worker's Party (GWP) September, 1919

National Socialist German Workers Party publishes its first programme. 24th February, 1920

The Sturm Abteilung (SA) is formed. October, 1920

Adolf Hitler attempts Beer Hall Putsch. 9th November, 1923

Adolf Hitler leaves Landsburg Prison. 20th December, 1924

The Nazi Party wins 24 seats in the Reichstag. December, 1924

The Schutz Staffeinel (SS) is formed. June, 1925

Max Amann publishes first volume of Mein Kampf. July, 1925

The Nazi Party holds its first Nuremberg Rally. July, 1927

The Nazi Party wins 14 seats in the Reichstag. 20th May, 1928

Joseph Goebbels takes over the propaganda unit in the Nazi Party. November, 1928

Max Amann publishes second volume of Mein Kampf. December, 1928

Over 60,000 members of the Sturm Abteilung attend Nuremberg Rally. August, 1929

The Nazi Party has a membership of 178,000. December, 1929

Wilhelm Frick becomes the first Nazi to become a minister in a state

government. 23rd January, 1930

The Nazi Party wins 107 seats in the Reichstag September, 1930

Unemployment in Germany reaches nearly 4 million. December, 1930

Ernst Roehm is appointed Sturm Abteilung chief of staff. January, 1931

Paul von Hindenburg defeats Adolf Hitler in presidential elections. 13th March, 1932

The Sturm Abteilung is banned. April, 1932

In Prussia the Nazi Party becomes the largest single party in the state

parliament. 24th April, 1932

Franz von Papen lifts the ban on the Sturm Abteilung 16th June, 1932

The Nazi Party wins 230 seats in the Reichstag 31st July, 1932

Adolf Hitler refuses to serve under Franz von Papen as vice chancellor

of Germany. 13th August, 1932

Franz von Papen resigns as chancellor of Germany. 17th November, 1932

Kurt von Schleicher becomes chancellor of Germany. 4th December, 1932

Adolf Hitler becomes Chancellor of Germany. 30th January, 1933

The Nazis in the Wilderness 1924-29

Whilst Germany appeared to flourish during the Weimar “golden age”, Hitler was officially banned from open

involvement in political activity, part of his punishment for the Munich Putsch. This ban came to an end in 1927. (The

ban on the Nazi party had been lifted in 1925) The following year came the first real trial of strength of the Nazi

Party in the Reichstag elections of May 1928. The result was a severe blow to the Nazis- with only 12 seats and

under 3% of the vote it was clear to all that the Nazis were little more than a fringe party. (They had won 32 seats in

the 1924 elections) The cause of this was simple- the prosperity of the Stresemann years, following the Dawes Plan

of 1924, and the success of his foreign policy, left most Germans totally uninterested in extreme politics. The

moderate parties seemed to be handling the recovery well and the Nazis appeared an extremist irrelevance. William

Shirer, An American journalist living in Germany gave this verdict on the Nazis after the elections of 1928:

Nazism appears to be a dying cause. It got support because of the country’s problems such as hyper

inflation and the French invasion of the Ruhr. Now that the country’s outlook is bright it is dying away. One

scarcely hears of Hitler except as the butt of jokes

21

Indeed, the 1928 elections seemed to suggest that the situation for the Nazis was actually getting worse in terms of

Reichstag seats:

1924 (May): 32

1924 (Dec): 14

1928: 12

However, it would be wrong to see the years 1924-29 just as a time of negativity for the Nazis. Within the party key

structural, organisational and strategic changes were taking place that were to leave them well placed to take

advantage should a dramatic change in the political landscape come about.

Hitler was released from prison in December 1924 and the world he found himself in had undergone considerable

change:

• The government had authority, order had been restored and the country had a more stable monetary

system. This gave less scope for a politician with an approach such as Hitler’s.

• Some of Hitler’s earlier associates were either dead or living in exile and many of his former patrons had

turned their backs on him.

• The SA had lost its fearsome image. To keep within the law, units had to masquerade as sports and rifle

clubs.

• The stop-gap leader during Hitler’s imprisonment, Alfred Rosenberg, had allowed the party to disintegrate

into factions which were at loggerheads. For example, the extremist Julius Streicher had formed a

nationalist-racist party in Bavaria whilst in northern Germany Gregor Strasser led a newly formed National

Socialist Freedom Party.

Such was the state of the situation that Hitler even considered emigrating to the USA. Gradually, though, he pulled

himself together and in February 1926 he called a meeting of Party leaders at Bamberg in southern Germany to try

to sort matters out.

The Bamberg Conference 1926.

Hitler here took the splinter groups head on and skilfully brought them together under his leadership. Following this,

Hitler began to recover lost ground and by mid-1926 he was once again in control of the party. Even so, party

membership had fallen to only 35,000 and there was no rush of new recruits. The party was dramatically short of

money.

Reorganising and rebuilding the Party

Hitler now planned a new framework for the party:

a) The “Gau” system. For reasons of organisation Germany was divided up into “Gaue”, or regions. Each had a

leader, a Gauleiter, chosen for his commitment to the Party and his enthusiasm for Nazi policies. In 1928 the

Gaue were again reorganised to correspond with the established 35 Reichstag electoral districts. Each Gau

was subdivided into areas roughly the size of an English county, with each again given a leader. A further

subdivision meant that each city or town was directly covered.

b) The SA was restructured. It ceased to be a rabble of street hooligans and was given more clearly defined

responsibilities, including spreading propaganda and organising demonstrations against Communists and Jews.

In 1925 it was enlarged.

c) In 1926 the more elite SS was formed but was to remain relatively unimportant until Heinrich Himmler

became the organisation’s leader in 1929.

d) The Hitler Youth was formed in 1926 to rival other long-established German youth organisations.

e) Professional groups were established for doctors, lawyers and teachers in 1926, as was the Women’s

League.

f) In 1926 the first Nazi Party rally was held at Weimar which began the pattern of military style parades.

g) In 1927 a reorganisation of the party took place to make it more efficient. A national headquarters was

created in Munich with Hitler insisting on central control of finance and membership

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h) Before 1928 the Nazis saw their target electoral group as the urban/industrial working class. 1928’s results

made it clear that this approach had failed. The great majority of workers supported the SPD. The Nazis

thus changed their focus to groups such as peasant farmers and the lower middle class, such as shopkeepers

and small business owners. The Nazis began to highlight the importance of the peasants in their plans for

Germany, promising to help agriculture if they came to power. Peasants were praised as racially pure

Germans. Nazi propaganda also contrasted the supposedly clean and simple life of the peasants with that of

the allegedly corrupt, immoral, crime ridden cities. The fact that the Nazis despised Weimar culture also

gained them support among some conservative elements who saw Weimar’s flourishing art, literature and

film achievements as immoral.

i) Joseph Goebbels was appointed to take charge of Nazi propaganda. Goebbels was highly efficient at

spreading the Nazi message. He and Hitler believed that the best way to reach the masses was by appealing

to their feelings rather than by rational argument. Goebbels produced leaflets, films and radio broadcasts.

By 1927 membership stood at 108,000 compared with 27,000 in 1925.

The Nazi Electoral Breakthrough 1929-1933

The Background

a) The economic impact of the Wall Street Crash

By 1928 the economies of the world had become thoroughly integrated. The largest economy, that of the USA, was

crucial in ensuring prosperity and jobs in Europe and other parts of the world. Germany in particular relied heavily

on the USA after the Dawes Plan. Huge loans helped restore the crisis-torn German economy and pay off

reparations. While these loans lasted, most Germans had jobs and goods could be sold abroad. However, by 1928,

the US economy was starting to falter; the market for consumer goods had become saturated and factories were

turning out products for which there was no demand. The Wall Street Crash of October 1929 worsened the

situation dramatically; stocks and shares lost billions of dollars in value. Banks went bust as people drew out their

money; companies and businesses who had lent money during the roaring 20s called in their loans. The loans to

Germany had been short term and were called in quickly. Confidence evaporated overnight as factories shut down

and businesses collapsed. It has been said that “if America sneezes Europe catches a cold”. Germany’s cold was the

worst in Europe. The Great Depression, which started in the USA, resulted in 6 million unemployed in Germany by

1933.

Rising unemployment in Germany during the Depression

Year Number

Unemployed

1928 1,862,000

1929 2,850,000

1930 3,217,000

1931 4,886,000

1932 6,042,000

Such a dramatic rise in unemployment brought with it crushing social problems. Consider these rather grim

calculations made by an employment exchange during 1931:

The average benefit paid to an unemployed man with a wife and a child was 51 marks a month. At least

32.5 marks went on rent, electricity, heating and other necessities. 18.5 marks remained to feed the family.

Each person’s daily rations consisted of six potatoes, five slices of bread, a handful of cabbage, a knob of

margarine with a herring thrown in on three occasions during the month

23

It could be argued that the suffering seemed particularly bad since the German people had so recently experienced a

period of prosperity. Many now remembered the hyperinflation of 1923 and felt doubly bitter towards the Weimar

Republic. They were thus more prepared to listen to the promises of extremist parties such as the Nazis and

Communists.

b) The political impact of the Great Depression

Together with extreme economic and social problems, the Depression brought about a political crisis which

ultimately led to the downfall of democracy. Above all, the Depression showed up the weaknesses of the Weimar

Constitution. Germany needed a strong government and leader in 1929 to lead the country through the economic

problems. Stresemann, however, died just before the Wall Street Crash. The two leading parties in the Coalition

government, the Centre Party and SPD, fell out with each other. The leader of the SPD, Hermann Muller, refused to

agree to cuts in unemployment benefit which the Centre Party, under Heinrich Bruning, believed were necessary.

What was the importance of all this for the Nazis?

Your book by Ben Walsh addresses very clearly the issue of why these events were of such value to the Nazis.

Walsh writes that:

Hitler’s ideas now had a special relevance:

• Is the Weimar government indecisive? Then Germany needs a strong leader!

• Are reparations adding to Germany’s problems? Then kick out the Treaty of Versailles!

• Is unemployment a problem? Let the unemployed join the army, build Germany’s armament and be

used for public works like road building!

The Nazis’ 25 Points were very attractive to those most vulnerable to the Depression: the unemployed, the

elderly and the middle classes. Hitler offered them culprits to blame for Germany’s troubles- the Allies, the

“November Criminals” and the Jews. None of these messages was new and they had not won support for

the Nazis in the Stresemann years. The difference now was theta the democratic parties simply could not

get Germany back into work.

24

An analysis of the number of seats illustrates the changing fortunes of the Nazi Party between 1928 and 1932:

Party 1928 1930 1932 (Jul) 1932 (Nov)

Nazis 12 107 230 196

German

Nationalist Party

73 41 37 52

German People’s

Party

45 30 7 11

Centre Party 62 68 75 70

German

Democratic party

25 20 4 2

Social Democratic

Party

153 143 133 121

Communists 54 77 89 100

Other 67 91 33 32

Total 491 577 608 584

It is certainly true that growing Nazi popularity stemmed from the combination of the circumstances of the

Depression with the issues promoted in Nazi propaganda. Of great importance was the fact that the Nazi

programme appealed to many different groups in Germany. Hitler was extremely flexible. If he found an idea was

losing support he would change it. For example, the Nazis spoke initially in favour of nationalisation of industry.

When they found that this alarmed industrialists they quickly dropped the idea. For many groups though, Nazi policy

suggestions brought real hope:

• By blaming the Jews for Germany’s problems Hitler provided people with a scapegoat and united Germans

against outsiders.

• To the depressed Germans Hitler offered the possibility of a powerful Germany both at home and abroad.

• To the unemployed Hitler offered work

• To the employers he offered the prospect of restored profits.

The Nazis thus offered enticing prospects for the future; national unity, prosperity and full employment by ridding

Germany of what they claimed were the real causes of the troubles and overthrowing the Versailles Settlement. This

made for a striking contrast with the Weimer government. The latter appeared respectable, dull and unable to

maintain law and order. The Nazis promised strong, decisive government and the restoration of national prid

That said, an analysis of the nature of the Nazi message is not enough to explain fully the dramatic growth in their popularity.

After all, the Communist party was also offering radical and extreme solutions to Germany’s problems and in terms of

Reichstag seats clearly had a head start over the Nazis in 1928 and yet the Nazis were able to overtake them.

You therefore need to look closely at the other factors that contributed to the Nazi electoral

breakthrough:

• Hitler’s qualities

Hitler undoubtedly had extraordinary political abilities. He possessed tremendous energy and will power and a

remarkable gift for public speaking which enabled him to put forward his ideas with tremendous force. Hitler himself

did much to win support for the Nazi party. Posters and rallies built him up as a superman. Hitler developed his

speech-making skills still further. He wore spectacles to read but refused to be seen wearing them in public so his

speeches were typed in large print. Campaigns focused around his personality and his skills.

Otto Strasser, A Nazi who disliked Hitler as a person, wrote about his qualities as a speaker:

25

As the spirit moves him, he is promptly transformed into one of the greatest speakers of the century. Adolf

Hitler a hall. He sniffs the air. For a minute he gropes, feels his way, senses the atmosphere. Suddenly he

bursts forth. His words go like an arrow in their target. He touches each private world in the raw, telling

each person what they most want to hear.

The power of Hitler as a campaigner was seen best during the 1932 Presidential election when he challenged

Hindenburg. Although defeated by 19 million votes to 13 million, Hitler showed himself to be a dynamic and

compelling politician.

• The Nazi Organisation

As you have already seen, the Nazi party had undergone key organisational and structural changes in the five years

before 1929. This allowed them to take advantage effectively of the new situation. Nazi propaganda was particularly

effective. Josef Goebbels was in charge and he used every possible method to get across the Nazi message and

carefully trained local groups in propaganda skills. The Nazis used:

- Posters and pamphlets everywhere

- Eight Nazi-owned newspapers

- Mobile units to organise entertainment and speeches in different areas

- Stirring mass rallies using music, lighting and banners as a back-drop for Hitler’s speech making skills. During

the 1932 Presidential campaign Goebbels chartered planes to fly Hitler all over Germany in order to speak

to four or five rallies a day

- Radio was used for the first time.

Added to this must be an appreciation of the work of the SA. By 1932 the SA numbered 600,000. The SA’s violent

attacks on rival politicians and political meetings helped the Nazis by:

- Disrupting their opponents’ meetings

- Attracting many unemployed and unhappy young people who admired the discipline and fighting qualities of

the SA. The SA also gave them a small wage and a uniform

- The appearance of discipline and order given by the SA and SS at rallies and marches had a huge impact on

many people. At a time of uncertainty and instability, when large groups of the unemployed were often to be

seen gathered on street corners in a threatening manner, this impression of order was compelling.

• Powerful supporters

Hitler persuaded powerful industrialists that he would prevent the Communists from taking power and would

restore the German economy. As early as 1929 Alfred Hugenburg, leader of the German Nationalist Party and a

wealthy newspaper owner, worked with Hitler in attacking the Young Plan. He gave the Nazis access to his media

empire, particularly his cinemas.

26

Other supporters were:

Hitler’s financiers

Many industrialists bankrolled the Nazis, including allegedly:

Hjalmar Schacht, Head of the Reichsbank, organised fund-raising parties for Hitler.

Fritz von Thyssen, the German steel businessman

Alfred Krupp, the owner of Krupp steel firm

Emil Kirdorf, the coal businessman

IG Faben, the German chemicals firm, gave half the funds for the 1933 elections

The German car firm Opel (a subsidiary of General Motors)

Schroeder Bank – on Jan. 3, 1933, Reinhard Schroeder met Hitler and asked him to form a government.

Fritz Thyssen wrote:

I have personally given altogether one million marks to the Nazi Party. It was in the period 1929-32 that the

big industrial corporations began to make their contributions. In all, the amounts given by heavy industry to

the Nazis may be estimated at two million marks a year.

• Negative cohesion. The idea that people supported the Nazis not because they passionately bought into the

Nazi message but because they shared the Nazi dislike of certain groups and developments in German

society.

You should note pages 154-155 in Walsh,

Why did Hitler finally become Chancellor in 1933? The importance of political scheming.

It is clear that the period 1930-33 was one of great electoral success for the Nazi Party and it would be tempting to

see this as the explanation for Hindenburg’s appointment of Hitler as Chancellor on 30th January 1933. The truth,

however, is more complicated.

During the period 1930-33, other than the rise in Nazi fortunes, two important developments took place:

• Parliamentary government broke down and President Hindenburg increasingly ruled by emergency decree,

appointing and dismissing chancellors as he wished. Hindenburg appointed Heinrich Bruning as Chancellor in

1930. He did not need Reichstag support for his legislation, he simply needed Hindenburg to sign it.

However, this system of rule by “presidential cabinets” was always fragile, depending as it did on the

goodwill of Hindenburg and his advisers. Bruning’s measures to try to deal with the effect of the Depression

were unpopular and he resigned on 30th May 1932. Then Chancellor was Franz von Papen, a member of the

Centre Party. Once again, unpopular laws were passed to cut back on welfare and von Papen too resigned.

• Elite groups such as army officers, owners of big business, the civil service and the big landowners

considered that their interests would be best served by a strong, authoritarian government rather than

unstable coalition governments. In 1930 and beyond, with the Depression deepening and the President acting

alone, they were able to influence political decisions ways that had not been possible before. As the difficulty

in governing Germany grew, so such people began to see Hitler as a potential candidate for the job of

Chancellor.

What happened?

• On 2nd December 1932 von Schleicher became Chancellor. He tried to create some support for his

government but upset many groups by his discussions with trade union leaders. At this von Papen did a deal

27

with Hitler: The Nazi leader would offer strong government with popular support and, in return, von Papen

and his colleagues would form a majority of non-Nazis in the cabinet. Only Hindenburg now needed to be

convinced. Hindenburg had for a long time been hesitant about appointing Hitler as Chancellor. He had

refused to appoint Hitler in August 1932 and again in November 1932, but he now changed his mind only a

few weeks later, the consequence of the extreme pressure he was now subjected o. In November 1932

Hjalmar Schacht, a business leader, signed a petition to Hindenburg requesting the appointment of Hitler as

Chancellor. Hindenburg refused but over the next few weeks a series of blunder by von Schleicher worried

big business. Von Papen now stepped in and liaised between big business, Schacht, the Nazi leadership and

the group of advisers surrounding Hindenburg. The President finally agreed to appoint Hitler on the

understanding that the government would be a conservative and not a Nazi one.

Conclusion

Hitler had come to power as the result of a back-room deal. Von Papen should be seen as the main figure in all of

this, hoping to use Hitler’s popular support and voting power in the Reichstag for his own political purposes and

mistakenly assuming that Hitler could be controlled once he had his hands on the levers of power.

You should consider once again the table for Reichstag seats won by the main parties in elections between 1928 and

1933. You will notice that the Nazis fell from 230 seats in July 1932 to 196 in November. Certain historians have

suggested that this shows that the highpoint of popular support for the Nazis had already passed and that the Nazis

were on their way down by the time Von Papen’s scheming catapulted Hitler into the job of Chancellor. Popular

support was not enough.

On 1st February 1933 Erich Ludendorff wrote to Hindenburg:

"By appointing Hitler Chancellor of the Reich you have handed over our sacred German Fatherland to one

of the greatest demagogues of all time. I prophesy to you that this evil man will plunge our Reich into the

abyss and will inflict immeasurable woe on our nation. Future generations will curse you in your grave for

what you have done."

Checklist of factors explaining Hitler’s rise to power:

• The nature of the Nazi message in the particular circumstances of the period after the Wall Street Crash

• Hitler’s political skills

• The Nazi electoral machine

• The financial support of big business

• Negative cohesion

• Political scheming by von Papen

28

Referencing - An Important Note:

If you are using a quote, fact or idea from one of the sources below, you need to footnote it. Place the cursor at the

end of the sentence and click ‘Insert’ then ‘Footnote’. The first time you use a source, use the 1st footnote as shown

below. Thereafter, use the 2nd footnote.

The Mark Scheme

Level 5 36–40

• Candidates demonstrate and select and effectively

deploy relevant and accurate

contextual knowledge.

• Candidates select a wide range of relevant information

which is

well organised and deployed effectively.

• Candidates demonstrate excellent understanding of

the significance of the key

features, reasons, results or changes of societies, events,

beliefs, people and

situations studied with good awareness of the

importance of inter-relationships

and the broad context.

• Candidates consistently produce relevant, effective,

convincing and wellsupported arguments and

judgements.

• Candidates produce conclusions that are entirely

consistent with the rest of the

answer and are effectively supported.

Level 4 27–35

• Candidates demonstrate and select and effectively

deploy mostly relevant and

accurate contextual knowledge.

• Candidates select a range of relevant information

which is generally well organised

and effectively deployed.

• Candidates demonstrate a good understanding of the

significance of the key

features, reasons, results or changes of societies, events,

beliefs, people and

situations studied with good awareness of the broad

context.

• Candidates demonstrate some understanding of inter-

relationships in the period

studied.

• In several places, candidates produce relevant,

effective, convincing and wellsupported arguments and

judgements.

• Candidates produce conclusions that are argued and

supported.

Level 3 18–26

• Candidates demonstrate and select some relevant

contextual knowledge and

deploy it appropriately to address the question in

several parts of the answer.

• Candidates select and organise mostly relevant

information which is sometimes

deployed relevantly.

• Candidates demonstrate a reasonable understanding of

the key features, reasons,

results or changes of societies, events, beliefs, people

and situations studied with

some awareness of the broad context.

• Candidates produce structured descriptions and some

reasonable explanations.

• Candidates make some comparisons or links.

• Candidates produce conclusions that are based on

basic explanations with some

Level 2 9–17

• Candidates demonstrate some limited contextual

knowledge.

• Candidates select and organise some relevant

information. This is deployed

relevantly on a few occasions.

• Candidates describe or narrate some relevant key

features, identifying and

describing some reasons, results and changes of

societies, events, beliefs, people

and situations studied but with limited awareness of the

broad context.

• Candidates demonstrate some ability to structure

descriptions or narratives.

• Candidates attempt some obvious comparisons or

links.

• Candidates assert relevant conclusions but these are

not explained or supported.

Level 1 1–8

• Candidates demonstrate little relevant contextual

knowledge.

• Candidates demonstrate limited ability to select and

organise information.

• Candidates describe or narrate a few relevant key

features. The work contains a

little relevant information but this is not deployed

relevantly in terms of answering

the question.

29

Where do I find research material?

This topic is, of course, familiar to you but if you want to score a really high mark you need to take your

understanding of the period 1923-33 to another level and this means that you need to do some serious research.

BBC Bitesize has some excellent material:

Early development of the Nazi Party, 1920-22 - Hitler's rise to power, 1919-1933 - Edexcel - GCSE History Revision

- Edexcel - BBC Bitesize

There is also a range of really excellent research material on the KES website:

IGCSE Coursework: Guidance and Reading - King Edward VI School (kes.hants.sch.uk)

When will I write up my final 2,000-word essay?

You will be given the last six lessons and two home works before the Autumn half term holiday to research and

write up your answer. The final version will be due in on the 8th November 2021. This means that you can

continue to work on your essay during the half term holiday if you wish. You are allowed to work on your essay

whenever you wish and at home and school. Please note that your teach is not allowed to read through or mark

drafts.