1 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 (20 th 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 4 th year and they will then research the issue over the summer before writing up their final answer in the autumn term of the 5 th 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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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:
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
20
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