Modern History: Unit 2_Nazism in Germany

Sources, Questions and Answers

Source 1 Extract from a speech by Hitler at Wilhelmshaven April 1, 1939

Today we must rely upon our own strength! And we can be satisfied with the results of this
trust in ourselves - inwardly and outwardly.

When I came to power, my fellow-citizens, Germany was divided and [weak] internally, and
outwardly the sport of foreign designs. Today we are in order domestically. Our business is
flourishing.

Abroad perhaps we are not loved, but respected. Yet we receive attention! That is the
decisive factor! Above all we have given the greatest possible good fortune to millions of our
fellow-citizens - the return into our Greater German Reich. Second: We have given Central
Europe a great piece of good fortune, namely, peace - peace that will be protected by German
might. And this might can no longer be broken by any world power. That is our pledge!

So we will show that over two million citizens did not fall in the Great War in vain. From
their sacrifice came Greater Germany. From their sacrifice [came the] strong young German
people that the Reich called into being and that has now made itself felt. In the face of this
sacrifice we shall not shy away from any sacrifice if it is ever necessary. Let the world
understand that!

Source 2 A cartoon by David Low published in the Evening Standard on 10th October, 1938

Countries on the bedhead read Austria, Czechoslovakia, Poland, Hungary, Yugoslavia, Bulgaria,
Greece
Source 3

A Nazi propaganda poster from the

1930s taken from a postcard showing
the red and white flag of Austria on the
top left and “Michael” a traditional
symbol of Germany on the top right.

Source 4 Neville Chamberlain defended the Munich Agreement to the House of Commons,
October 5, 1938

What is the alternative to this bleak and barren policy of the inevitability of war? In
my view it is that we should seek by all means in our power to avoid war, by
analysing possible causes, by trying to remove them, by discussion in a spirit of
collaboration and good will. I cannot believe that such a program would be rejected
by the people of this country, even if it does mean the establishment of personal
contact with dictators. . . . I do indeed believe that we may yet secure peace for our
time, but I never meant to suggest that we should do that by disarmament, until we
can induce others to disarm too. Our past experience has shown us only too clearly
that weakness in armed strength means weakness in diplomacy, and if we want to
secure a lasting peace, I realize that diplomacy cannot be effective unless . . . behind
the diplomacy is the strength to give effect. . . .
Acknowledgements
Source 1 http://www.hitler.org/speeches/04-01-39.html; accessed 30 Aug, 2018

Source 2 http://markcallagher.com/history/ww2readings/11_The%20Czechoslovakia%20Crisis/page_19.htm
accessed 30 Aug, 2018
Source3 http://apps.vol.at/tools/chronik/viewpage.aspx?viewtype=artikel&id=121&idpic=133&left=suche&
top=&themen=&von=&bis=&link=&gemeinden=&personen= accessed 2nd Sept, 2018
Source 4 https://www.scribd.com/doc/296596991/appeasement-documents accessed 2nd Sept 2018

Question 1

a. Explain the historical context of Source 1. Include the relevant events, people and ideas
depicted or represented in the source. (3 marks)

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b. Compare and contrast the purpose of Sources 1 and 2. (6 marks)

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c. Describe the message of Source 3. (3 marks)

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d. Identify how and discuss why Source 3 and Source 4 are contestable. (6 marks)

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 e. Using your knowledge of the whole period of study of 1914 to 1945, evaluate the
importance of the themes, ideas, and / or events represented in the four sources.
(7 marks)

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 Year 11 ATAR Modern History: Nazism in Germany
Source Analysis Practise

German Foreign Policy

Question a: Explain the historical context of Source 1. Include the relevant events, people and ideas
depicted or represented in the source.

Description Marks
Identify the focus of the source 1
Outline the causes or events that led to the focus of the source. 1
Provide specific details for the focus of the source, dates/events/people/place/ideas 1
Please Note: This was a major discussion at a History Teachers’ Meeting:
There are NO marks awarded for the consequences of this event. Refer to the marking guide
above and note that this is NOT included.
Remember Golden Rule #1: Answer the question being asked.
Total: /3
Note: This question is concerned with the historical context in which the source is located.
The answer must focus on what is in the source, and provide the surrounding ‘picture’ for that
source.

Please note: The first time you introduce a leader you must write out the name in full and then simply
the family name. Eg.: Adolf Hitler and then simply Hitler.

The focus of the source was the invasion of Czechoslovakia in 1939 and Germany’s foreign policy.
.
The events in German foreign policy up to the speech in April 1939 were (with brief elaboration):
 Introduction of conscription (1935)
 Re militarisation of the Rhineland (1936)
 Rome Berlin Axis (October 1936)
 Anschluss with Austria (1938)
 Munich Conference and accession of Sudetenland (Sept 1938)
 Invasion of Czechoslovakia (March 1939)

The ideas. Source 1 included the following foreign policy ideas:

 Unity of Germans under the Greater German Reich
 Returning land taken from Germany by the Treaty of Versailles
 Policy of Appeasement
 Germany left the League of Nations
Question b: Compare and contrast the purpose of Source 1 and Source 2.

Description Marks
Articulation of the purpose of Source 1 1
Articulation of the purpose of Source 2 1
Identification of elements of comparison and contrast between sources. 1-4
Total: /6
Note:
This question focuses on the reasons for the construction of the sources, and what they aim to achieve.
Candidates need to:
 identify the issue/event/subject of each source
 identify the message of the sources
 identify the likely purpose for which the source was constructed (or in the case of the
photograph, how the source might have been used, which might produce variations in student
interpretation.)
Explain how they compare (are similar) and contrast (are different) in terms of their purpose.
A strong answer will integrate their comparisons and contrasts with the discussion of their purpose.

Suggested Answer:
The purpose of Source 1 was to:
Reinforce or inform the German audience of the achievements of the Nazi domestic and foreign policy.
Germany was no longer “weak internally” or “the sport of foreign designs”. German speaking people
had been returned to and were protected by the German government. Hitler also implied that the
country would never again be victims of decisions by other nations such as the Treaty of Versailles, and
that the sacrifice of the war dead had led to a new Germany.

Other words: Instil confidence, Promote, Inspire pride, Boost morale

The purpose of Source 2 was to warn the British public that Hitler’s promises of “a Christmas of Peace”
were about to come to nothing, instead he planned to conquer all countries in eastern Europe,
including Czechoslovakia, Poland and Hungary. Hitler had aimed for Germany to be dominant over all
over Europe.

Other words: Warn, Criticise, Expose

COMPARE: Both sources 1 and 2 provided information on Germany’s aggressive foreign policy and the
reunification of the nation.
CONTRAST: The sources were aimed at two different audiences and have contrasting messages. Source
1 Hitler proudly described the achievements of his expansionist foreign policy. In Source 2, Low an anti-
Nazi cartoonist, warned about Hitler’s planned expansion into eastern Europe.
 Question c: Describe the message of Source 3.

Description Marks
Describes the message of the source 3
Outlines the message of the source 2
Identifies an aspect of the message of the source 1
Total: /3
Note: Look for the message of the source.
To do this:
 read all the elements of the source (Title/author/date/location)
 identify the issue/event/subject
 identify the representation or opinion being expressed
 provide evidence from the source to support the response

Suggested Answer:
The message of Source 3 was that the unity between Austria and Nazi Germany was very important and
that the Austrian people clambered for that unity. The bridge was strengthened by the unity of the two
groups, as shown by the strong man adding “Anschluss” as the missing brick. Austria was once again joined
to Germany after the Anschluss of March 1938 despite violating the Treaty of Versailles.

Question d: Identify how and discuss why Sources 3 and 4 are contestable.

Description Marks
Identifies the element/s of contestability for Sources 3 and 4 1-2
Discussed the reasons for the contestability of Source 3 1-2
Discusses the reasons for the contestability of Source 4 1-2
Total: /6
Note: The concept of contestability requires a discussion of conflicting historical
interpretations represented in source material, specifically why they are different and open
to debate.
Answers should:
Demonstrate an understanding of what can make a source contestable, whether it provides
a certain interpretation of events for which other interpretations exist; or whether the
source/s can be disputed as historical evidence
Identify in each source the argument/s, biases, motives or perspective that can be disputed.
Stronger candidates may discuss the nature of the contestability, perhaps by referring to
alternative arguments or viewpoints on the interpretations presented by the sources, or by
making comparisons between the two sources.
Source 3
Poster is from the German point of view with the aim of breaking the Treaty of Versailles to
create the Anschluss or union with Austria.
This argument could be contested:
 There would have been many Austrians who did not want to be part of the German
Reich. They wished to maintain their independence and own government.
Source 4
The argument was made by the British Prime Minister Chamberlain who promoted the idea
of appeasement. He was justifying this idea to the House of Commons.
This argument could be contested:
 The anti-appeasers would argue that Britain should not meet with or appease the
aggressive dictators. They would believe that Britain should stand up to the Nazis
and fight aggression.
 Question e: Using your knowledge of the whole period of study of 1914 to 1945, evaluate the importance of
the themes, ideas, and / or events represented in the four sources. (7 marks)

 Identify the themes (ideas or events) and then state how important they were within the WHOLE era
 Do not evaluate how well the doc set covers these.
 OPENING STATEMENTS must contain your evaluation of the extent, degree to which your first point
was important/significant during the period.

a) The most important theme represented in the doc set was….

b) This was so important because it…(link to other key themes)
c) …. which meant that….
a) A second theme/idea represented in the doc set was…
b) This was so important because….
c) Embellish or link to other key themes/ideas.
a) The doc set would have been enhanced with the inclusion of….
b) Which was so important because…
c) Link to other themes, legacy or consequences.
 Please note: You must NOT provide a simple shopping list e.g. Source1 …Source 2 …
 All four Sources refer to aspects of foreign policy under Nazi rule.

Description Marks
Identification of the themes/ideas/events 1
Placement of the themes/ideas/events with the themes/ideas/events of the broader historical context 1-2
of the time. Candidates should be able to demonstrate a breadth & depth of knowledge of the era
Evaluation of the themes/ideas/events in relation to those of the broader historical context 1-2
Compare and/or contrast what is in the sources with the other themes/ideas/events of the time period 1-2
Total 7
Markers’ notes:
1. This question does not require reiteration of the messages in the sources
2. Evaluate the importance of the theme/idea/event in relation to how they are represented in the sources,
relates to the other themes/ideas/events of the whole period
To do this:
• identify the themes/ideas/events in the sources
• evaluate the importance of what is shown in the sources by using evidence from the sources and the whole
historical period
• refer to the long and/or short term effects of the theme/idea/event
• refer to elements of continuity and/or change evident in the theme/idea/event
• candidates should be able to demonstrate a depth and breadth of knowledge for
the whole time period.
The most important theme presented was Nazi foreign policy / international relations. The Nazis desire to
destroy the Treaty of Versailles, to form a union with Austria (S 1 & 3) and create Lebensraum in eastern Europe
(S 2) was such an important theme in the period as this drove the Nazi party and led to the start of WW1.
The second most important theme is the policy of Appeasement evident in S4 which was a significant British
foreign policy that influenced Nazi confidence to pursue the aggressive policies of re- occupation of the
Rhineland (1936), the Anschluss (1938) and occupation of the Sudetenland (1938).
There was no information on the Nazi-Soviet Non-Aggression Pact which was signed in August 1939 and enabled
the Nazis to extend their living space in eastern Europe by invading Poland. This would have been a vital
component to include as these events were the forerunner to the declaration of war and the culmination of both
Nazi policy and the Allied policy of appeasement.