1. 1 LIFE IN GERMANY REVISION 1918-23 1Why was the WR unpopular 1919-1923? 2Why was the Weimar Republic able to survive in the years 1924 – 29? 1929-33 Rise of the Nazis 1Describe the ways in which the Nazi party was able to win support from different groups in Germany in the years 1929 – 32. 2‘The Wall Street Crash was the most important reason for the increase in support for the Nazis in the years 1928–32.’ Do you agree? Explain your answer. 3Why was Hitler able to gain complete power in governing Germany in the years 1933-34? Explain your answer. 1933-45 Life in Nazi Germany 1 Why was control of education so important to the Nazi government? 2 Describe the role played by women in the Nazi state in the years 1933 – 45. (9) 3 In what ways did the Nazis’ treatment of the Jews change in the years 1933-39/1938–45? 4 ‘The use of propaganda was the main reason for the lack of opposition to Nazi rule.’ Do you agree? Explain your answer. (16) Key focus for revision: Name: ___________________ TARGET:

2. 2 LEVELDESCRIPTORMARK LEVEL 1 Simple Statement(s) showing some relevant knowledge. 1-3 LEVEL 2 Developed Statements with support from material which is mostly accurate and relevant. 4-6 LEVEL 3 Developed explanation: The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material. 7-9

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5. 5 LEVELDESCRIPTORMARK LEVEL 1 Simple Statement(s) showing some relevant knowledge. Student offers a valid reason for unpopularity without support. eg They signed the Treaty of Versailles; there were uprisings; money became worthless. N.B. Do not credit simple copying of the stimulus provided. 1-4 LEVEL 2 Developed Statements with support from material which is mostly accurate and relevant. Student gives narrative of events in the period stated or describes event(s) given in stimulus. Unpopularity asserted but not examined. eg Details of terms of the Treaty of Versailles; account of events of 1923. 5-8 LEVEL 3 Developed explanation The answer shows understanding of the focus of the Question and is able to support the points made with Sufficient accurate and relevant material eg shows how selected aspects lead to greater prosperity or stability, eg Stresemann’s economic achievements: stabilise currency, reduce reparations, gain loans from USA; Stresemann’s success in restoring international status: joins League of Nations; 9-12

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9. 9 LEVELDESCRIPTORMARK LEVEL 1 Simple Statement(s) showing some relevant knowledge. Student offers a valid reason for survival, but without support. eg A new currency was made; America lent it money. N.B. Do not credit simple copying of stimulus provided. 1-4 LEVEL 2 Developed Statements with support from material which is mostly accurate and relevant. Student gives narrative of events of period stated or describes work of Stresemann. eg Describes the introduction of the Rentenmark and the Dawes Plan Reserve top of level for range and depth of supporting detail 5-8 LEVEL 3 Developed explanation: The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material eg shows how selected aspects lead to greater prosperity or stability, eg Stresemann’s economic achievements: stabilise currency, reduce reparations, gain loans from USA; Stresemann’s success in restoring international status: joins League of Nations; Reserve top of level for coverage of economic and other aspects. 9-12

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21. 21 LEVELDESCRIPTORMARK LEVEL 1 Simple Statement(s) showing some relevant knowledge. 1-3 LEVEL 2 Developed Statements with support from material which is mostly accurate and relevant. 4-6 LEVEL 3 Developed explanation: The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material. 7-9

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24. 24 LEVELDESCRIPTOR MARK LEVEL 1 Simple statement(s) showing some relevant knowledge. Student offers a reason or an event from the period given. eg The Enabling Act was passed; the Communist party was banned; Hitler declared himself Fuhrer. 1-4 LEVEL 2 Statements developed with support from material which is mostly accurate and relevant. Student writes a narrative answer outlining events of 1933-34 or describes a key event. Links to gaining power implicit or asserted. eg Description Reichstag Fire/night of the Long Knives. 5-8 LEVEL 3 The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material Student identifies some of the key factors/events which helped Hitler gain power and examines these. eg the use made of the Reichstag Fire; the impact of the Enabling Act; role of the SS; weakness of opposition 9-12 LEVEL 4 The answer has sustained focus on the question. It offers an analysis supported by precisely selected and accurate material Student shows understanding of the means by which Hitler power grew in historical context. Considers a wide range of factors/events which brought Hitler to complete power and evaluates their impact. eg Examines extent of power at beginning of 1933;includes part played by individuals; Hitler’s behaviour; increased power of SS. 13-16

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33. 33 LEVELDESCRIPTORMARK LEVEL 1 Simple statement(s) showing some relevant knowledge. Student offers examples of action taken against the Jews. eg The Nuremburg Laws stopped gentiles marrying Jews; Jews were discriminated against; Jewish shops were attacked; they were put in concentration camps. 1-4 LEVEL 2 Statements developed with support from material which is mostly accurate and relevant. Student writes a narrative answer outlining treatment of Jews in the period given or describes a key event. Links to change implicit or asserted. eg Describes concentration/extermination camps; describes propaganda used/discrimination in school; details the laws passed. 5-8 LEVEL 3 The answer shows understanding of the focus of the question and is able to support the points made with sufficient accurate and relevant material Student identifies some of the types of discriminatory treatment inflicted on the Jews and shows the increasing severity of persecution. eg Examines the methods and nature of propaganda; discrimination; persecution; labour camps; the Final Solution. 9-12 LEVEL 4 The answer has sustained focus on the question. It offers an analysis supported by precisely selected and accurate material Student analyses the stages by which discrimination and persecution escalated eg Shows the significance of legislative discrimination (Nuremberg); escalating violence (Kristallnacht); forced emigration. 13-16

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