Denton Community College History Department

The Nazi regime: what was it

like to live in NaziGermany?
Modern World AFL and Revision
 The Nazi regime: what was it like to live in Nazi Germany?

You need to think about:

 How did young people react to the Nazi regime?

 How successful were Nazi policies towards women and the family?
 Did most people in Germany benefit from Nazi rule?
 How did the coming of war change life in Germany?

You need to know about:

 Different experiences of Nazi rule; women and young people

 Economic policy including rearmament.
 Impact of the Second World War on Germany;
 conversion to war economy;

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Contents
The Nazi regime: what was it like to live in Nazi Germany? .................................................................. 1
Education and Youth Organisations ...................................................................................................... 3
Women and the Family ..................................................................................................................... 9
Did people benefit from Nazi rule? ..................................................................................................... 13
Weimar and Nazi Germany Review................................................................................................. 20

Exam questions………………………………………………………………………………………………………………………...21-33

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 Education and Youth Organisations

BACKGROUND

Hitler intended his Third Reich to last for a thousand years. It

was very important to him that young people should become dedicated Nazis. Every opportunity was
used to indoctrinate young people. They would be the soldiers in the war that Hitler planned and they
had to be prepared to sacrifice their lives. Education in nurseries, schools and universities was
immediately taken over by the Nazis. Even this was not enough to create the kind of young Germans
Hitler wanted. Boys had to be prepared for the army and girls had to learn to be good wives and
mothers. All youth organizations in Germany were replaced byTHE HITLER YOUTH for boys and
THE LEAGUE OF GERMAN MAIDENS for girls.

 All teachers had to join the Nazi Teachers League and attend special training courses.
97% of teachers became members of the National socialist teachers league. All
subjects and books that the Nazis disagreed with were replaced.

 All lessons had to begin with a salute to Hitler and a large picture of him dominated every
classroom. Political education was introduced as a school subject.

 Nazi ideas were promoted by using textbooks that had been rewritten to conform to Nazi
beliefs. Class exercises further encouraged support for Nazi views. Geography lessons
emphasized the harshness of the Treaty of Versailles, Physics lessons concentrated on
weapon making and even maths lessons were sometimes about bombing Jewish ghettos.

 Teachers humiliated Jewish children and racial hygiene was taught to spread racist ideas.
Children were told that Germans were the Master Race.

 Nazi officials who would question pupils about their teachers often visited schools.
Teachers would get young children to report things their parents said.

 The German Minister of

Education gave a clear
statement of the Nazi
view of education when
he said “ The whole
purpose of education is
to create good Nazis.”

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 Task 1:

Key point What I have learned

Why was the control

of young people so
important to the
Nazis?

How did the Nazis

change education in
Germany after
1933?

The Hitler Youth

 In 1936 it became compulsory for all boys to join the Hitler Youth. Only those of pure
German blood could join. Parents could be prosecuted for refusing to let their children join.

 The Hitler Youth was organized along military lines - uniforms, drill, marching and
weapons training were given. There were also camps and parades, sports etc.

 Boys aged between 6 and 10 years joined the Little Fellows, then from 10-14 they went on to
the Young Folk. Finally from 14 to 18 they became members of the Hitler Youth.

 The Hitler Youth was also a training ground for the army and great emphasis was placed on
physical activity and military training.

 Young people were made to feel important and swore an oath to die for the Fuhrer. Most
activities were exciting but they also had to listen to long political lectures.

 Girls were expected to take part in exercise and learn domestic skills so that they would
become good wives and mothers. It was their duty to marry and have children.
 Girls joined the Young Girls between 10 and 14 years and from 14 to 17 they joined the
league of German Maidens.

 Hitler was often photographed surrounded by young people. He wanted to be identified with
the image of a new young Germany.

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 Key point What I have learned

What was the Hitler

Youth Organization?

Describe the activities

of the Hitler Youth
Organization.

What was the League

of German maidens?

Explain the Nazis ideas

on the upbringing of
boys and girls in
Germany?

Opposition to the Nazis

The Swing Movement resented the way that the Nazis controlled peoples lives. They showed their
discontent through their interest in banned music. They were heavily into American music such as
jazz and swing. They hung out in nightclubs and bars, and danced American dances. The Nazis
disliked the fact that they did not conform and saw jazz as corrupt. The Nazis acted against them by
closing the bars they went to.

The Edelweiss Pirates

This was a name given to small groups of young people from many different parts of Germany. They
wore the Edelweiss flower as a symbol of resistance to the Nazis. The earliest group appeared in
1934. By 1939 there were an estimated 2000 Edelweiss Pirate groups. They opposed how the Nazis
tried to control their lives. Others opposed Nazi political ideas, they made fun of Hitler Youth groups
or even violently attacked them.

Students like Sophie Scholl joined the White Rose. This was a student movement that published
anti-Nazi material. The White Rose activists were brave but they were always a small movement.

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 CON
Corner

PRO
Corner

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How successful were the Nazis in controlling the young?

Success Failure
Point Evidence Explain Point Evidence Explain
Education

Youth
Movements

Opposition

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 How far does this poster show why the Hitler Youth was popular with
young people? Use the source and your knowledge to explain your
answer.

Reasons from the source and own

Other reasons why the Hitler youth
knowledge to back it up was

A recruitment poster published in Germany.

The words say ‘Come to us in the Hitler
Youth’.

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 What was the Nazi view of the role of women?

Changes during the Weimar Republic:

Women had made significant progress in their position in German society during
the 1920’s. Match up the definitions to the factors.

Political Economic Social

Women over the age of 20 Women went out Many took up careers in the
were given the vote and unescorted, drank and professions, especially the
took an increasing interest in smoked in public. civil service, law, medicine
politics, and teaching.
Women wanted to be slim Those who worked in the By 1933 one tenth of the
and fashion conscious, often Civil service earned the same members of the Reichstag
wearing short skirts, had as men. By 1933 there were were female.
their hair cut short and wore 100,000 women teachers
make-up. and 3,000 doctors.
Nazi Ideals:

Josef Goebbels describes the role of women in

1929:

The mission of women is to be beautiful and

bring children into the world. The female bird
pretties herself for her mate and hatches eggs
for him. In exchange, the male takes care of
gathering the food and stands guard and wards
off the enemy.

A Nazi poster of the ideal woman.

The Nazi ideal woman:

 Did not wear make up.

 Was blonde, heavy hipped and athletic.
 Wore flat shoes and a full skirt.
 Did not smoke.
 Did not go out to work or take interest in politics.
 Did all the household duties especially cooking and bringing up the children.

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 Marriage and family Jobs Appearance

Women were asked to stick Women were encouraged to Women doctors, civil
to the ‘three K’s’ Kinder, keep healthy and wear servants and teachers
Kuche, Kirche – ‘Children, their hair in a bun or plaits. were forced to leave their
Kitchen, church. jobs.

School girls were trained On Hitler’s mothers 1938- Nazis changed the
for work at home. They birthday (12 August) law so that divorce was
were discouraged from medals were awarded to possible if a husband or
entering higher education. women with large families. wife couldn’t have children.

The Nazis set up the 1937- Nazis had to reverse Women were discouraged
Lebensborn (Life Springs) policies towards women from wearing trousers,
programme where specially working to allow Germany high heels and make-up,
chosen un married women to re-arm. The Nazis from dyeing or styling
could ‘donate a baby to the introduced a compulsory their hair, and from
Fuhrer’ by becoming ‘duty year’ for all women slimming, as this was seen
pregnant by ‘racially pure’ entering employment. as bad for childbearing.
SS men.

1933- Law for the 1933- Law for the The German Women’s
Encouragement of Encouragement of enterprise organized
marriage introduced. Loans marriage classes and radio talks on
given for young couples to Couples were allowed to household topics and the
marry as long as the wife keep one quarter of the skills of mother hood.
left her job. loan for each child born up
to four.

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 Key point What I have learned

What was the role

of women in
Weimar Germany?

What were Nazi

attitudes
towards women?

How did the Nazis

try to increase the
birth rate?

How did the Nazis

attempt to discourage
women from working?

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 Success Failure Evidence Explanation
Marriage and family

Jobs
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 Did people benefit from Nazi rule?

Economic Recovery and Rearmament

 Hitler and the Nazis came to power because

they promised to use radical methods to
solve the country’s two main problems –
desperate unemployment and a crisis in
German farming. In 1933 when
they came to power there were still 5
million unemployed.
 Dr Hjalmar Schact organised German
finances to fund a programme of work
creation. The National Labour front sent
men on public works projects and
conservation programmes – such as
building autobahns. Railways were
extended or built from scratch, there were
major house-building projects such as the
Reich Chancellery in Berlin.

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  Other measures helped improve the economy. One of Hitler’s key plans was
rearmament. In 1935 he reintroduced conscription for the German army. In 1936
he announced a four year plan under the control of Goering to get the German
economy ready for war.
 Conscription helped to reduce unemployment as did the need for weapons,
equipment and uniforms. Jobs were created in the coal mines, steel and textile
mills. Hitler also wanted a world class airforce. These measures helped boost
national pride.

The Nazis and the workers

 Hitler won the loyalty of the workers by a range of initiatives.

 Propaganda praised the workers and tried to associate them with Hitler
 Schemes such as Strength Through Joy (KDF) gave them cheap theatre and cinema
tickets, and organised courses and trips and sports events. Workers were offered
cut-price cruises on the latest luxury liners.
 Many workers saved 5 marks a week in the state scheme to buy the Volkswagen
Beetle, the ‘peoples car’.
 The Beauty of Labour movement was to improve working conditions in factories. It
introduced features not seen in the work place before such as washing facilities and
low-cost canteens.

However the workers lost their main political party the SDP. They lost their trade unions.
All workers had to join the DAF (German Labour Front) run by Dr Robert Ley. This
organisation kept strict control of workers. They could not strike for better pay and
conditions. In some areas they were not allowed to move to better paid jobs. Wages
remained low, although prices were also strictly controlled.

Task One: Match the organisation to the sentence

Strength Through Joy (KDF) 1) A movement to improve working

conditions in factories
2) Gave workers cheap theatre and cinema
tickets
The Beauty of Labour 3) Ran by Dr Robert Ley
4)It introduced washing facilities and low
cost canteens
The German Labour Front (DAF) 5) Kept strict control of the workers
6) Organised courses and trips and sports
events.

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 Task Two:

Key point What I have learned

How did the Nazis

lower unemployment?

In what ways did the

Nazis try to win the
loyalty of the workers?

The Nazis and the Farming communities

 The farmers had been an important factor in the Nazis rise to power. Hitler did not
forget this and introduced a series of measures to help them.
 In September 1933 he introduced the Reich Food Estate under Richard Darre. This
set up government boards to buy agricultural products from the farmers and to sell
them across Germany. It made sure that the farmers would be able to sell their
produce at a guaranteed price.
 The Reich Entailed Farm Law was also set up. It gave peasants state protection for
their farms, banks could not seize the farmers land if the farmer was unable to pay
loans or mortgages. This meant that the farms stayed under the ownership of the
farmer.

Big Business and The Middle Classes

 Many middle class people were grateful to the Nazis for getting rid of the communist
threat to their businesses and properties. They also liked the way the Nazis seemed
to be bringing order to Germany.
 However for owners of small businesses it was a mixed picture. If you owned a small
engineering firm you were likely to do well from government orders as rearmament
spending grew in the 1930s. However if you produced consumer goods or ran a
small shop you might well struggle. Despite Hitler’s promises the large department
stores which were taking businesses away from local shops were not closed.
 It was big business that really benefitted from Nazi rule. The big companies no
longer had to worry about trade unions and strikes. Companies such as chemical

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 giant IG Farben gained huge government contracts to make explosives, fertilisers and
artificial oil from coal.

The ‘National Community’ – Volksgemeinschaft

The Nazis did not want Germans to see society as being divided into different groups or
classes, they wanted Germans to think of themselves as part of a national community
(Volksgemeinschaft).

Under Nazi rule workers, farmers would not see themselves firstly as workers or farmers but
as Germans. Their loyalty would not be to their own social group but to Germany and the
Fuhrer. They would be so proud to be part of a great nation that was racially and culturally
superior to other nations that they would put the interests of Germany before their own.
Hitler’s policies towards each group were designed to win this kind of loyalty to the Nazi
state.

The evidence suggests that the Nazis never quite succeeded in this. Germans in the 1930s
did not lose their self interest, nor did they embrace the national community
wholeheartedly. However the Nazis did not totally fail either. In the 1930s Germans did
have a strong sense of national pride and loyalty towards Hitler. For the majority of
Germans, the benefit of Nazi rule made them willing to accept some government control in
the interests of making Germany great again.

Task 3: complete the table below

Key point What I have learned

How did the Nazis try

to help farmers?

Did the middle classes

benefit from Nazi rule?

What was
Volksgemeinschaft?

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 Job creation Invisible Rearmament
The Labour service schemes unemployment
corps

The Nazis spent billions on these schemes.

This was a scheme to provide young men The Nazis subsidized private firms, especially
with manual labour jobs. From 1935 it was in the construction industry.
compulsory for all men aged 18-25 to serve
in this scheme for six months.

The re-introduction of conscription in 1935 Billions were spent on producing tanks,

took thousands of young men into military aircrafts and ships.
service. The army grew from 100,000 in
1933 to 1,400,000 in 1939.

Heavy industry expanded to meet the needs Official unemployment figures did not
of rearmament. Coal and chemicals doubled include:
in the years 1933-39; oil, steel and iron  Jews dismissed from their jobs.
trebled.  Women dismissed from their jobs or
who gave up work to get married.
 Opponents of the Nazi regime held in
concentration camps.

Workers lived in camps, wore uniforms, This scheme introduced a massive road
received very low pay and carried out building programme to provide Germany
military drill as well as work. with 7000km od autobahns (motorways).

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Strength through Joy
Tried to improve the leisure time
of German workers by sponsoring This scheme caused much
a wide range of leisure and resentment as workers had to
cultural trips. All were provided at carry out improvements in their
a low cost giving ordinary workers spare time and without pay.
access to activities normally
reserved for the better off.

Beauty of Work This idea to encourage people to

Tried to improve working save to buy was a con trick. By the
conditions. It organized the time war broke out in 1939 not a
building of canteens, swimming single customer had taken delivery
pools and sports facilities. It also of what they were promised. None
installed better lighting in the of the money was refunded.
workplace.

Volkswagen scheme
Very few workers could actually
In 1938 the Labour Front
afford the more expensive
organized Volkswagen (people’s
activities such as cruises to
car) scheme, giving workers an
Madeira and Scandinavia.
opportunity to subscribe five
marks a week to a fund eventually
allowing them to acquire a car.

Wages
The cost of living increased during
Average weekly wages rose from
the 1930’s. All basic groceries,
86 marks in 1932 to 109 marks in
except fish, cost more in 1939 than
1938.
in 1933.

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 Weimar and Nazi Germany Review

For each of the quotations below complete the living graph activity. You can use other events
from the course aswell as those mentioned below.

Quotations:

1. 'I'm not bothered as long as I don't have to lug suitcases of money around again.'
2. 'But we should be getting rid of the old order.'
3. 'My dad was a war hero, and for what.'
4. 'But I've been brought up a German all my life.'

Key dates and events

1. 1923 Hyper inflation
2. 1923 Munich Putsch
3. 1924 Dawes Plan
4. 1925 Hitler released from prison
5. 1926 Germany joins the League of Nations
6. 1929 Wall Street Crash
7. 1932 The Enabling Law passed
8. 1933 Many moderates vote for the Nazi Party
9. 1933 Hitler becomes Chancellor
10.1933 Burning of the Reichstag
11.1934 Night of the Long Knives
12.1935 Unemployment falls
13.1935 Nuremberg rallies
14.1938 Kristallnacht
15.1941 The Final Solution

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20
 Assessment for Learning

For unit 2 you have 75 minutes to answer the questions and there are 57 marks in total for this
paper.

Each question will test a different skill:

 Question 1a is about making supported inferences and is worth 4 marks.

 Question 1b is about recalling and describing and is worth 6 marks.
 Question 1c is about explaining consequence and is worth 8 marks.
 Question 1d is about explaining causation and is worth 8 marks.
 Question 2 is about explaining how something happened or changed. This is worth 8 marks,
plus an additional 3 marks for spelling, punctuation and grammar.
 Question 3 is a scaffolding question in which you are given four scaffolding points to help you
write your answer. This is worth 16 marks, plus an additional 4 marks for spelling,
punctuation and grammar.

In questions 2 and 3, there are also marks for your spelling, punctuation and grammar, so you will
need to be careful about the quality of your writing. The table below shows how you will be
marked across three levels.

0 marks Errors severely hinder the meaning of the

response or students do not spell, punctuate or
use rules of grammar within the context or
demands of the question.
Level 1:Threshold performance (1 mark) Students spell, punctuate and use rules of
grammar with reasonable accuracy in the
context of the demands of the question. Any
errors do not hinder the meaning in the
response. Where required, they use a limited
range of specialist terms appropriately.
Level 2:Intermediate performance (2 marks) Students spell punctuate and use the rules of
grammar with considerable accuracy and general
control of meaning in the context of the
demands of the question. Where required, they
use a good range of specialist terms to support
their answer.
Level 3: High performance (3-4 marks) Students spell, punctuate and use the rules of
grammar with consistent accuracy and effective
control of meaning in the context of the
demands of the question. Where required they
use a wide range of specialist terms adeptly and
with precision.

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Question 1a (Source inference):
For this type of question you need to read between the lines of what the source says to
explain what it is suggesting about a person or event. You need to squeeze more information
from the source than it actually tells you.

DO NOT JUST SIMPLY REPEAT INFROMATION FROM THE SOURCE!

You should aim to spend 6 minutes on this type of question and you need to make two
supported inferences from the source to gain full marks.

Level Mark Descriptor

1 1 Students do no more that copy/paraphrase the source.
2 2-3 Makes unsupported inferences.
Inference given but not supported by source.
 2 marks for one unsupported inference.
 3 marks for two unsupported inference.
3 3-4 Makes supported inferences.
Inference given and it is supported by the source, e.g
‘because the source tells us…’
 3 marks for one supported inference.
 4 marks for two supported inferences.

Exam questions

1) What can you learn from the source about Nazi policies towards young people in Germany? (4
marks)

Source A: From a History text book published in 1999.

By the time the Nazis took power in 1933, the Hitler Youth had 100,000 members. Boys
joined the ‘Little Fellows’, then went on to the ‘Young Folk’. Aged 14-18, they became
members of the Hitler Youth. Girls joined the ‘Young Girls’ and then aged 14–17, they
joined the League of German Maidens.

At first, membership of these organisations was not compulsory, but they proved attractive
to many young people with their programme of camping, sporting activities and marches.

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 2) What can you learn from the source about the treatment of women in Nazi Germany?
(4 marks)

Source B: From a book on the history of Germany, published in 1985.

Women in Germany were forced to stay at home. Within months of the Nazis coming to
power, many women doctors and civil servants were sacked from their jobs. Then women
lawyers and teachers were dismissed. By 1939 there were few women left in professional jobs.
The Nazi party tried to stop women following fashions. Make up and wearing trousers was
frowned upon. Hair was to be arranged either in buns or in plaits. Slimming was discouraged
because being slim was not thought to be good for having children.

Review of learning (Source Inference):

Question Level I have achieved Why I achieved my level

Question 1

Question 2

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Question 1b (Recall of knowledge and description)

For this type of question you need to select and communicate factual information. This could
be about problems, policies or effects. The best answers use relevant, precise detail, such as
dates or numbers.

DON’T JUST TELL THE STORY. INSTEAD, THINK ABOUT THE INFORMATION AND ORGANISE IT
TO ANSWER THE QUESTION.

You should aim to spend about 10 minutes on this type of question and you need to make two
developed statements to gain full marks. A developed statement means that you make a point and
support it with further factual detail.

Level Mark Descriptor

1 1-3 Simple statements

1 mark per simple statement made.

 1 mark for one simple statement.

 2 marks for two simple statements.
 3 marks for three simple statements.

2 4-6 Developed statements

 One developed statement = 4-5 marks according to

the degree of support.
 Two or more developed statements = 5-6 marks.

Questions:

1) Describe the key features of the Nazi policies towards the young in the years 1933-39.
(6 marks)
2) Describe the key features of the Nazi views about the role of women (6 marks)
3) Describe the key features of the Nazi policies towards women in the years 1933-39.
(6 marks)
4) Describe the key features of the Nazi policies towards education in the years 1933-39.
(6 marks)
5) Describe the key features of Hitler’s policies to reduce unemployment. (6 marks)

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Review of learning (Recall of knowledge and description):

Question Level I have achieved Why I achieved my level

Question 1

Question 2

Question 3

Question 4

Question 5

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Question 1c (Recall of knowledge and explanation of consequence)

For this type of question you need to fully explain the results or effects of an event. In other
words what the event led to.

DON’T JUST TELL THE STORY. INSTEAD, THINK ABOUT THE EVENT AND ORGANISE YOUR
ANSWER TO EXPLAIN THE EFFECTS OF THE EVENT IN THE QUESTION.

You should aim to spend 12 minutes on this type of question and to gain full marks you need
to make two fully explained statements about the consequences of an event and show links
between these statements.

An explained statement means that you give a consequence and then fully explain it with further
relevant, precise evidence.

Level Mark Descriptor

1 1-2 Simple or generalized statements of consequences.
The student makes statements which lack any supporting
contextual knowledge or makes unsupported
generalisations.

 1 mark for one simple statement.

 2 marks for two or more simple statements.

2 3-5 Developed statements of consequences.

The student supports the statement with relevant
contextual knowledge.

 3-4 marks for one developed statement.

 4-5 marks for two developed statements.

3 6-8 Developed explanation of consequences.

An explanation of one or more consequence, supported by
selected knowledge.

 6-7 marks for explained statement.

 7-8 marks for two or more explained statements.
 8 marks for answers which show links between
factors.

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 Exam questions:

1) Explain the effects of Nazi policies on the young in the years 1933-39. (8 marks)
2) Explain the effects of Nazi policies on women in the years 1933-39. (8 marks)
3) Explain the effects of Nazi policies on education in the years 1933-39. (8 marks)
4) Explain the effects of Nazi policies to reduce unemployment in the years 1933-39.
(8 marks)

Review of learning (Recall of knowledge and explanation of consequence):

Question Level I have achieved Why I achieved my level

Question 1

Question 2

Question 3

Question 4
 27

Question 1d (Recall of knowledge and explanation of causation)

For this type of question you need to fully explain the reasons why an event happened.

DON’T JUST TELL THE STORY. INSTEAD, THINK ABOUT THE EVENT AND ORGANISE YOUR
ANSWER TO EXPLAIN WHY THE EVENT HAPPENED.

You should aim to spend around 12 minutes on this type of question. To gain full marks you
have to give two explained statements on causation and show links between these explained
statements OR explain which you think was the most important reason.

An explained statement means that you give a cause and then fully explain it with further relevant,
precise evidence.

Level Mark Descriptor

1 1-2 Simple or generalised statements of causation.

 1 mark for one simple statement.

 2 marks for two or more simple statements.

2 3-5 Developed statements of causation.

Student supports statement with relevant contextual
knowledge.

 3-4 marks for one developed cause.

 4-5 marks for two or more developed causes.

3 6-8 Developed explanation of causation.

Student explains why the cause brought about the
event/outcome stated in the question.

 6-7 marks for one explained cause linked to outcome.

 7-8 marks for two or more explained causes linked to
outcome.
 8 marks for any answer which prioritises causes or
demonstrates how they combined to produce the
outcome.

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 Exam questions:

1) Explain why the Nazis brought in a series of policies to change the role of women in the
years 1933-39. (8 marks)
2) Explain why the Nazis were able to reduce unemployment in years 1933-39. (8 marks)
3) Explain why some young people in Germany opposed the Nazi policies in the years
1933-39. (8 marks)

Review of learning (Recall of knowledge and explanation of causation):

Question Level I have achieved Why I achieved my level

Question 1

Question 2

Question 3
 29

Question 2 (Recall of knowledge and explanation of process or change)

Question 2 is about process or change- the way in which something developed or changed.

A process question is asking you to explain how something happened.

A change question is asking you to write about change over a period of time. Use change
words such as ‘significant’, ‘minor’, ‘improved’, ‘increased’, ‘stayed the same’.

DON’T JUST TELL THE STORY. INSTEAD, THINK ABOUT THE EVENT AND ORGANISE YOUR
ANSWER TO EXPLAIN HOW THE PROCESS DEVELOPED OR CHANGED.

You should aim to spend around 12 minutes on this type of question. To gain full marks you need
to fully explain two developments or changes over the period of time given in the question.

Level Mark Descriptor

1 1-2 Simple or generalised statement of development/change.
1 mark per simple statement made.

 1 mark for one simple statement.

 2 marks for two or more simple statements.
2 3-5 Developed statements of development/change.
Student supports statement with relevant contextual
knowledge.

 3-4 marks for one developed statement.

 4-5 marks for two or more developed statements.
3 6-8 Developed explanation of change/development.
Explanation of one or more development/change supported by
selected knowledge.
 6-7 marks for one explained development/change.
 7-8 marks for two or more explained
developments/changes.
 8 marks for answers which prioritise changes or show
links between them.

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 Exam Questions:

1) Explain how the position of young people changed in Germany in the years 1933-39. (8 marks)
2) Explain how the position of women changed in Germany in the years 1933-39. (8 marks)
3) Explain how the position of German workers changed in the years 1933-39. (8 marks)
4) Explain how the Nazis reduced unemployment in Germany in the years 1933-39. (8 marks)

Review of learning (Recall of knowledge and explanation of process or change)

Question Level I have achieved Why I achieved my level

Question 1

Question 2

Question 3

Question 4
 31

Question 3 (Recall of knowledge and analysis/evaluation)

Question 3 is a scaffolding question because you are given a scaffold or framework (four bullet
points) to help you answer the question.

You should aim to spend around 25 minutes on this type of question. To gain full marks you
need to explain the importance of four factors and make an overall judgement on the
importance of all of the factors.

Level Mark Descriptor

1 1-4 Simple or generalised statements.
Student makes statements which lack any supporting
contextual knowledge or makes unsupported
generalisations.
 1-2 marks for repetition of the provided stimulus or
agrees/disagrees with no development.
 3-4 marks for unfocused description.
2 5-8 Developed statements.
Student provides statements about each factor using their
own knowledge to support.
 5-6 marks for developed statement about one factor
only.
 7-8 marks for development of two or more factors.
3 9-12 Developed explanation.
Student fully explains more than one factor.
 9-10 marks for developed explanations of factors but
offers no judgement on their importance.
 11-12 marks for developed explanations of factors
and explains why one factor is more important than
the others.
4 13-16 A sustained argument throughout.
Student explains the links between the factors provided in
the question.

 13-14 marks for a judgement on the importance of

more than two factors.
 15-16 marks for answer that makes a judgement on
the importance of all the factors and explains how
one factor alone isn’t enough.
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Exam questions:

1) How successful was the Nazi government in dealing with the economic problems it
faced in the years 1933-39. Explain your answer. (16 marks)

You may use the following in your answer and any other information of your own.
 Changes in the standard of living.
 Rearmament.
 Controlling the workforce.
 Public works.

2) Was the impact of Nazi policies in the years 1933-39 greatest in education? Explain
your answer. (16 marks)

You may use the following in your answer and any other information of your own.
 Impact on education.
 Impact on the Jews.
 Impact on women.
 Impact on the Arts.

Review of learning:

Question What level I have achieved How I achieved my level

Question 1

Question 2
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