Weimer and Nazi Germany Revision Booklet

GCSE History
Weimar and Nazi Germany

1918-1939
Are you feeling a bit
like this at the thought
of having to revise the
whole Germany course?
…. Help is here!
When you break the Germany course down
Into its FOUR chunks it makes it seem like a
much more manageable task to remember
all the facts. This booklet will take you
through the first chunk
….1918-1929
This exam paper has 6 questions for you to answer in 1hr 20 minutes with a total of 52 marks available.
Question 1 (4marks)
This is an inference question where you have to extract 2 supported messages from the source.
Example: Give two things you can infer from source A about the reasons for the failure of the Munich Putsch
in November 1923?
How to answer:
One thing I can infer from the source is… A detail in the source that supports this is…
Another thing I can infer from the source is…A detail in the source that supports this is…
Question 2 (12marks)
This is an ‘EXPLAIN WHY’ question. This means you need to analyse key features of historical events. There
is usually a time period given or it is about a significant event or person during the years you have studied.
You will be given two bullet points in the question to help you and you MUST use at least one reason from
your own knowledge.
Example: Explain why Germany recovered during the period 1923-1929.
How to answer:
You need to give at least 3 clear reasons to answer the question (3 PEE paragraphs). This can be 3 own
knowledge reasons or a combination of 1 or 2 of the bullet points and own knowledge.
You must use detailed own knowledge throughout the question and constantly link back to the question.
One reason why is…
2
This was when…
This led to…
It’s not just about HOW MUCH you
revise…. It is also about the level at which
your brain processes the information.
Completing the tasks in this book will help
you to do that by:
Organising Analysing
Prioritising Explaining
Question 3a (8marks)
This is a ‘HOW USEFUL’ question. This question asks you to consider the strengths and
weaknesses of the sources you are provided with. You need to think about the PROVENANCE of the
source and how this makes it strong and weak. You should include details/inferences from the source as
well in your answer.
Example: How useful are sources A and B for an enquiry into the attitudes of people towards the Hitler
Youth?
How to answer:
Content+Inference: What is the source showing/telling you? ‘In Source A, I can see… This tells me…’
Own knowledge: How does your own validate the source/add context to the source? ‘At the time…’
Provenance: Why is this a strong source? Why is it a weak source? Consider Nature, Origin and Purpose.
Your opinion: How useful is the source overall? (remember all sources are useful to some extent)
You MUST write a paragraph like this for each source, separately.
Question 3b (4marks)
This question asks you identify WHAT the main difference between two interpretations is. You need to
identify the view of interpretation 1 and support it with a detail from the interpretation, then identify
the view of interpretation 2 and support it with a detail from the interpretation. Finally you then need
to sum up what the main difference between the interpretations is.
Example: What is the main difference between interpretations 1 and 2?
‘In Interpretation 1, it says… This tells me…’
‘In Interpretation 2, it says… This tells me…’
‘Therefore the main difference between the interpretations is…’
3
It’s not just about HOW MUCH you
revise…. It is also about the level at which
your brain processes the information.
Completing the tasks in this book will help
you to do that by:
Organising Analysing
Prioritising Explaining
Question 3c (4marks)
This question asks you to identify WHY the interpretations are different. You need to state that the
‘AUTHORS FOCUS ON DIFFERENT EVIDENCE’. You then need to match up the interpretation with one of
the sources and show how they focus on different evidence using the source to back up the view of the
interpretation.
Example: Why are interpretations 1 and 2 different?
‘Interpretations 1 and 2 are different because the authors focus on different evidence.’
‘Interpretation 1 has clearly used Source…’ (Look at Interpretation 1’s opinion- does it match to Source B
or Source C?)
‘I know this because they both say…’ (What is it that makes the Interpretation and the Source similar?)
‘On the other hand, Interpretation 2 has used Source…’ (Name the other source you haven’t matched to
Interpretation 1)
‘I know this because they both say…’ (What is it that makes the Interpretation and the Source similar?)
Question 3d (16marks +4marks for SPaGST)

This question asks you to state how far you agree with interpretation 2 about a given topic. Within this
interpretation you need to assess the interpretation compared to your own knowledge as well as using
details from interpretation 1.
Example: How far do you agree with interpretation 2 about...
How to answer:
Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 2
‘On the one hand, I agree with Interpretation 2’s opinion that…’
‘I agree with this interpretation because I know…’ (What detailed and specific evidence do you have that
agrees with Interpretation 2? You need to describe and explain two pieces of relevant evidence.)
Paragraph 2: Use interpretation 1 to disagree with interpretation 2
‘On the other hand, Interpretation 1 disagrees with Interpretation 2 because…’ (What does
Interpretation 1 say that disagrees? What does it mean?)
Paragraph 3: Use your own knowledge to disagree with interpretation 2.
Add two PEE paragraphs that disagree with Interpretation 2.
Conclusion; Come to an overall conclusion as to how far you agree with interpretation 2.
4
Year Key Event (s) – Use your notes to create an overview timeline of
the period. Try to remember some key dates for your exam
1918
1919
1920
1921
1922
1923
1924
1925
1926
1927
1928
1929 5
Year Key Event (s) – Use your notes to create an overview timeline of
the period. Try to remember some key dates for your exam
1930
1931
1932
1933
1934
1935
1936
1937
1938
1939 6
Key Term Definition – Read through the terms below and write a definition for
each one
Abdication
Republic
Ebert
Stresemann
Article 48
Kaiser
Armistice
Weimar
Constitution
Reichstag
Gewaltfrieden
Freikorps
Rentenmark
Hyperinflation
Dawes Plan
Young Plan
Treaty of Versailles
Locarno Pact
Kellogg Briand Pact

7
Coalition
Key Term Definition – Read through the terms below and write a
definition for each one
NSDAP
Iron Cross Award
Volk
25 Point Programme
Volkischer
Beobachter
Fuhrerprinzip
Swastika
SA or Sturmabteilung
Aryan
Anti-Semitism
Mein Kampf
Putsch
Blood Martyrs
Gaue
SS or Schutzstaffel
KPD
Propaganda
Hindenburg
Roter 8
Frontkampferbund
Key Term Definition – Read through the terms below and write a definition
for each one
Marinus van der
Lubbe
Enabling Act
Gleichschaltung
German Labour
Front (DAF)
Dachau
Centralisation
Purge
Gestapo
Night of the Long
Knives
Sicherheitsdienst
(SD)
Concordat
Eidelweiss Pirates
and Swing Youth
Confessional
Church
Mit Brennender
Sorge (With
9
Burning Concern)
Key Term Definition – Read through the terms below and write a
definition for each one
Kinder, Kuche,
Kirche
The Motherhood
Cross Award
Lebensborn
Napola
Nazi Teachers
League
Reich Labour
Service
Invisible
unemployment
Autobahn
Rearmament
Volksgemeinshaft
Strength Through
Joy
Beauty of Labour
Volkswagon
Eintopf
Herrenvolk
Nuremberg Laws
Kristallnacht (Night 10
of the Broken Glass)
Section 1
The Weimar Republic 1918-1929
11
ACTIVITY
The acronym below can be used to help you
remember the terms of The Treaty of Versailles.
In each box, add specific detail about each term
Key Terms Specific Details/Key Terms of the Why did the Germans
Treaty oppose/dislike this?
and
Army
M oney
lame
12
ACTIVITY – Exam Practice
Make two inferences from the source
below about the attitude of the German
people towards the Treaty of Versailles.
Key Term Definition – Read through the terms below and write a definition for
each one
Diktat
Dolchstoss
From an article in Deutsche Zeitung, German Newspaper, 28th

June 1919.
‘Vengeance German nation! Today, in the hall of Mirrors at
Versailles, a disgraceful treaty is being signed. Never forget it!
On that spot… German honour is being dragged to its grave.
There will be revenge for the shame of 1919.’
One thing I can infer from this source is…

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The details in the source that tell me this are…

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13
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ACTIVITY
In the below table, identify some of the
strengths and weaknesses of the Weimar
Constitution.
Strengths of the Weaknesses of the
constitution constitution
14
ACTIVITY
Complete the below spider diagram and
table outlining the key features of the revolts
that the Weimar government faced in its
early years
Leadership
Tactics
Why did the

Sparticist
Revolt fail?
Freikorps Organisation
The Kapp Putcsh

Who did it
involve?
When was it?
Why did it fail?
Why was it
important? 15
ACTIVITY
The Occupation of the Ruhr posed another problem
for the Weimar Republic in 1923. Here you need to
identify the causes, key features and consquences of
the occupation.
Why did they invade?

Causes
What happened during the invasion?

Key Features
What was the result?

Consequences
ACTIVITY
Hyperinflation was a problem for the German people
in 1923. Below annotate the spider diagram with the
effects of hyperinflation on the people of Germany.
What were the

effects of
hyperinflation?
ACTIVITY – Exam Practice Remember to copy!
How useful is source A for an enquiry into Content
Own Knowledge
the effects of hyperinflation on Germany? Provenance
Your Judgement
Source A – A cartoon
published inGermany
by the left-wing
magazine
Simplicissimus in 1923.
It has the caption
‘Paper money’ at the
top and ‘Bread’ at the
bottom.
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18
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Charlie, Do You Like Lorraine Kelly
A silly phrase yes… but it is useful to help you
remember the key parts of what Stresemann
achieved and did for the Weimar Republic.
Key Policy Specific details about the policy
C
Currency Reform
Dawes Plan, 1924
D
Young Plan, 1929
L
Locarno Pact, 1925
L
League of Nations, 1926
K
Kellogg-Briand Pact, 1928
19
‘Dancing on a
volcano’
Before he died, Stresemann said that the German economy was
‘dancing on a volcano’. What did he mean?
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One of the key questions you will be asked to complete will ask you to
‘Explain Why’ something happened. In the space below, write one of
the three paragraphs you would use to answer this question…
Explain why the Weimar Republic recovered in the years 1924-1929.
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20
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ACTIVITY
Part of your exam might be about assessing how Germany
changed in the’Golden Years’ (1920s). Here you need to look
at the changes that occurred to the people in these years
Change Examples of the changes made Out of 10 – how much
change? Explain score
Standards of living
The role of women
Culture
Study interpretations 1 and 2. They give different views about
the attitude towards women in Weimar Germany.
What is the main difference between these views?
Interpretation 1 - From an article on women in Weimar Grmany

written by Rudiger Grafin in 2009
Because of women’s improved position in the workforce and their
newly acquired rights as citizens… women themselves seemed to
have changed… Magazines… presented a new generation of
women that differed fundamentally from their mothers.
Interpretation 2 - From Weimar and Nazi Germany, a history

textbook
The ‘new women’ in Germany during the Weimar Rpeublic were
‘pioneers’ yes, however, they never constituted a majority and
did not succeed in changing most German’s ideas about the role
of women in society.
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ACTIVITY
Factual Test – From what you have done so far, answer these
questions.
Question Answer
Who was the first
president of the
Weimar Republic?
Who was the minister

that dominated
economic and Foreign
policy in the 1920s?
What was Article
48?
Name two economic
policies that were
introduced in the
1920s.
Name two
weaknesses of the
Weimar
Constitution.
Name and date of
the left wing revolt
in 1919
Name and date of

the right wing revolt
in 1920
Section 2
Hitler’s Rise to power, 1919-1933
24
ACTIVITY
Within two years of being a member of the DAP, Hitler had taken
control of the party and reshaped it into the NSDAP (The Nazi Party).
Complete the table to show the five stages in this takeover.
Takeover How did Hitler change to take control of the NSDAP

Process
Party Policy
Hitler’s Personal
Appeal
Party’s
organisation
Party
Leadership
The SA/
‘Brownshirts’
ACTIVITY - Exam practice
Suggest one reason why interpretations 1 and 2 give different views about why
the NSDAP was popular. You may use sources A and B to help explain your
answer (4 marks)
Interpretation 1 – From Weimar and Nazi Germany, by Stephen Lee, in 1996

‘The [Twenty-Five Point] programme contained policies which may be described
as either nationalist or socialist, or both. The nationalist policies emphasized
race, expansion, the army, power and relations with other countries. The
socialist policies were to do with state controls over the living conditions of the
people and the economy. Therefore a wide range of people were attracted to
the NSDAP.
Interpretation 2 – An extract from The Weimar Republic, by John Hiden,

published in 1996.
‘The NSDAP was built up not only on protest but on resentment… Hitler
incorporated in his own person many of the major features on which his
movement thrived… It was clear, from the very beginning, that the NSDAP
depended heavily on Hitler’s spectacular speaking skills.
Source A – Extracts from the Twenty-Five Point Programme

1 - The unity of all German-speaking peoples.
2 - The abolition of the Treaty of Versailles.
3 - Land and colonies to feed Germany’s population.
4 - Only Germans can be citizens. No Jew can be a German citizen.
7 -Citizens are entitled to a job and a decent standard of living. If this cannot be achieved,
foreigners (with no rights as citizens) should be expelled.
9 - All citizens have equal rights and duties.
17 - Property reform to give small farmers their land.
22 - Abolition of the Army, and a new People’s Army in its place.
25 - Strong central government with unrestricted authority.
Source B – A quote from a supporter at a Nazi Party meeting in 1926.

‘A wave of jubilation, rising from afar, moving into the lobby announced the
arrive of the Fuhrer [leader]. And then the auditorium went wild. When the
speech came to an end… there were tears in my eyes… others, men women and
youngsters were as deeply affected as I.
ACTIVITY - Exam practice
Suggest one reason why interpretations 1 and 2 give different views about why
the NSDAP was popular. You may use sources A and B to help explain your
answer (4 marks)
Question 3c (4marks) – How to answer

This question asks you to identify WHY the interpretations are
different. You need to state that the ‘AUTHORS FOCUS ON DIFFERENT
EVIDENCE’. You then need to match up the interpretation with one of
the sources and show how they focus on different evidence using the
source to back up the view of the interpretation.
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ACTIVITY
The Munich Putsch was an important turning point for Hitler and the
Nazis. Over the next couple of pages, you need to complete the
activities that will help to further your understanding leading finally to
a practice 16mark interpretation question.
The statements below are all positives and negatives associated

with the Munich Putsch. Put them into the correct side of the
table below.
16 Nazis were killed Hitler realised he Hitler became Nazis realised with
would have to take famous things the way they
power legally were they could not
be successful
Hitler was Nazi ideas were The Munich Putsch Hitler got the chance
imprisoned in spread through did not overthrow to write his book
Landsberg jail newspapers the government
People realised what Hitler got a lenient The Nazis were Leading Nazis fled
a great speaker sentence (9 months) leaderless without Germany
Hitler was Hitler
The Munich Putsch was a failure The Munich Putsch was a success
ACTIVITY
How far do you agree with Interpretation 2 about the consequences
of the Munich Putsch? Explain your answer, using both
interpretations and your knowledge of the historical context.
Up to 4 marks of the total for part (d) will be awarded for spelling,
punctuation, grammar and use of specialist terminology.
Interpretation 1: From a History Textbook ‘Germany 1918-1945’.

‘The putsch itself was a failure. The Nazis were actually losing ground in the only
place that it mattered – in the Reichstag. The Nazi Party was banned in the
aftermath of the Putsch and without Hitler the party lacked any sense of
direction.’
Interpretation 2: Waugh and Wright, 2016

‘In the longer term, Hitler and the Nazi Party gained from the failed Putsch:
-Hitler’s trial was a propaganda success for the Nazi Party with Hitler becoming
known nationally.
-Hitler realised he needed to have complete control over the Party to guarantee
its future success.
-Hitler realised that coups did not work and that the Nazi Party would need to
use legal means to gain power – by winning elections.’

This question asks you to state how far you agree with interpretation 2 about a
given topic. Within this interpretation you need to assess the interpretation
compared to your own knowledge as well as using details from interpretation 1.
How to answer:
Paragraph 1: Use 2 detailed pieces of own knowledge to agree with
interpretation 2
Conclusion; Come to an overall conclusion as to how far you agree with
interpretation 2.
ACTIVITY
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ACTIVITY
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ACTIVITY
After the Munich Putsch, Hitler was sentenced to 9 months in prison.
This period also coincided with Stresemann’s policies which saw
Germany resurge in the Golden Years. This period for the Nazis was
known as the ‘Lean Years’. Over the next few pages, you will look at
how the Nazi Party reacted to the lean years.
“If outvoting them takes longer than outshooting them, at least

the results will be guaranteed” What does Hitler mean by this?
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Why did
Hitler call the
conference?
What
happened
during the
conference?
What impact
did this have
on the Nazi
Party?
ACTIVITY
Look at the statements below. Work out which of these prove the Bamberg
Conference was a success and which show it to be a failure.
The party had only 27,000 members in 1925 but by By 1930, The Hitler Jugend (Youth) had recruited
1928 it had over 100,000. over 25,000 boys aged 14 and up
The local leaders (Gauleiters) of the Nazis were The new leader of the SA, Ernst Von Solomon, was a
fiercely loyal to Hitler and enabled him to grow the strong ally of Hitler and could be relied on to follow
party all over Germany. orders.
The Nazis only won 12 seats in the Reichstag in the The threat from Gregor Strasser was destroyed once
1928 elections, having held 32 in 1924. Goebbels joined Hitler’s side after the Bamberg
Conference
Many farmers and workers in the countryside began In 1929, Hitler made Goebbels Head of Propaganda.
to support the Nazis Goebbels used radio, mass rallies, newspapers,
Hitler’s speeches and posters to spread the Nazi
message.
By 1929, the SA had nearly a million members. Many middle class Germans still saw the Nazis as
Although Hitler was still leader of the SA, many of violent thugs who threatened their businesses.
its working class members still carried out violence
and favoured the ideas of Rohm.
What changes
did Hitler make
to the SS? What
effect did this
have?
How far was

the Bamberg
Conference
a success?
Activity
In October 1929, the Stresemann’s prediction came true. Wall Street in New York
crashed and had a huge knock on effect on Germany. 6million people were
unemployed by January 1933.
Complete the spider diagram below to identify the effect it had on Germany. Think
about how it made the Weimar Government look, election results, support for
extremist parties.
How did the Wall

Street Crash affect
Germany?
Activity
After 1929, the Nazis started to gain support from the people of Germany in elections.
In the speech bubbles below, identify why the different groups supported the Nazis.
Working Class
Big Business
Middle Class
Women
Youth
Farmers
Activity – Exam Practice
Hitler and the SA played an important role in the Nazi gaining support after 1929.
How useful are sources A and B for an enquiry into the reasons that support
increased for the Nazis in the years 1929-32? Explain your answer using Sources A
and B and your knowledge of the historical context.
Source A - Adapted from the diary of Luise Solmitz, 23 March 1832. A

schoolteacher, Solmitz was writing about attending a meeting in
Hamburg at which Hitler spoke.
There stood Hitler in a simple black coat, looking over the crowd of
120,000 people of all classes and ages…a forest of swastika flags
unfurled, the joy of this moment showed itself in a roaring salute…The
crowd looked up to Hitler with touching faith, as their helper, their
saviour, their deliverer from unbearable distress… He is the rescuer of
the scholar, the farmer, the worker and the unemployed.
Source B – A battle between SA members and communist RFB

members in 1932. The signs read: ‘Up the Revolution’ and ‘Free the
political prisoners’.
Question 3a (8marks)
This is a ‘HOW USEFUL’ question. This question asks you to consider the strengths and
weaknesses of the sources you are provided with. You need to think about the
PROVENANCE of the source and how this makes it strong and weak. You should include
details/inferences from the source as well in your answer.
How to answer:
Content: What is the source showing/telling you?
Own knowledge: How does your own validate the source/add context to the source
Provenance: Why is this a strong source? Why is it a weak source?
Your opinion: How useful is the source overall? (remember all sources are useful to some
extent)
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Activity
Propaganda played an extremely important role in the rise of the Nazis and the man
who headed this up was Josef Goebbels.
How did propaganda help the Nazis gain support?
How did propaganda help the Nazis gain support?

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Give two things you can infer from Source A about Hitler and
propaganda.
Source A – An extract from Mein Kampf, Hitler’s autobiography

‘Propaganda must confine itself to a very few points and repeat
them endlessly. Here, as with so many things in this world,
persistence is the first and foremost condition of success.
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Activity
In January 1933, Adolf Hitler became the Chancellor of Germany. Despite never
getting a majority in elections, Hitler had done what 7 years before after the Munich
Putsch seemed a long shot. Over the net two pages, create a timeline that shows how
Hitler became Chancellor in January 1933
March 1932
April 1932
30th May 1932

Bruning resigns Von Schleicher suggests a new
chancellor
Activity
In January 1933, Adolf Hitler became the Chancellor of Germany. Despite never
getting a majority in elections, Hitler had done what 7 years before after the Munich
Putsch seemed a long shot. Over the net two pages, create a timeline that shows how
Hitler became Chancellor in January 1933
July 1932
November 1932
December 1932
January 1933
ACTIVITY
questions.
Question Answer
What is the NSDAP?
What was Hitler’s

attempt to take
power in 1923.
When did Hitler

become chancellor?
Name two groups of
people that began
supporting the Nazis
after 1929.
What was the name
of the conference
which Hitler re-
organised the Nazi
party
Who was the
President of
Germany when
Hitler became
Chancellor?
Who was the person
in charge of
propaganda for the
Nazis?
Section 3
Nazi control and dictatorship,
1933-1939
43
ACTIVITY
One way of remembering the key events of how Hitler secured his
dictatorship in Germany is to REMENDA. Fill out the table below
explaining what happened and why it was important.
Event/Da What Happened? Why is it important?

te
Reichstag
Fire
Emergency
Decree
March
Elections
Enabling
Act
Night of
the Long
Knives
Death of
Hindenburg
Army Oath
of Loyalty
Give two things you an infer from Source A about the Night of the
Long Knives
Source A - A
cartoon from
the Evening
Standard. The
caption says
‘they salute
with both hands
now’.
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ACTIVITY
After securing his position as Fuhrer of Germany, the Nazis started
the process of creating a police state. Complete the table to show
how they contributed to the creation of a police state.
Methods How did it contribute to the police state?
The SS
The
Gestapo
The SD
Concentration
Camps
Legal
System
Explain why the Nazi police state was successful between 1933-
1939. You may use the following in your answer:
- The Gestapo
- Concentration Camps
You must also use information of your own (12 marks)
This is an ‘EXPLAIN WHY’ question. This means you need to analyse key features
of historical events. There is usually a time period given or it is about a
significant event or person during the years you have studied. You will be given
two bullet points in the question to help you and you MUST use at least one
reason from your own knowledge.
How to answer:
You need to give at least 3 clear reasons to answer the question (3 PEE
paragraphs). This can be 3 own knowledge reasons or a combination of 1 or 2 of
the bullet points and own knowledge.
You must use detailed own knowledge throughout the question and constantly
link back to the question.
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ACTIVITY
The Christian religion was another aspect of German society that the Nazi
police state set out to control.
Complete the profiles of key members of the Church that you should
remember and be familiar with.
Martin Niemoller
Ludwig Muller
Dietrich Bonhoffer
Pope Pius XI
ACTIVITY – Exam practice
Give two things you can infer from source A about the reasons for the Churches
support of the Nazis. (4 marks)
Question 1 (4marks)
This is an inference question where you have to extract 2 supported
messages from the source.
How to answer:
Source A – A Protestant pastor speaking in a ‘German Christian’ church

in 1937
‘We all know that if the Third Reich were to collapse today, communism
would come in its place. Therefore we must show loyalty to the Fuhrer,
who has saved us from Communism and given us a better future.
Support the ‘German Christian’ Church.
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ACTIVITY
Goebbels and the Ministry of Propaganda played an important role in securing
the Nazi Dictatorship in its early years. They used a number of different forms
of propaganda to spread the message of the Nazis.
Fill in the boxes to show the purpose of the propaganda and how effective it
was.
Propaganda Purpose Effectiveness – What is good about
Example it? How did it help the Nazis?
The Press
Radio
Nazi Rallies
Sport
ACTIVITY
Fill in the boxes to show the purpose of the propaganda and how effective it
was.
Propaganda Purpose Effectiveness – What is good about
Example it? How did it help the Nazis?
Art
Architecture
Music
Literature
Film
ACTIVITY
Opposition to the Nazis, whilst not doing enough to ever overthrow the Nazis,
still was something that was a problem that the Nazis throughout their rule.
Here you will research into the different opposition groups and how they
opposed the Nazis.
Group How did they oppose the Nazis?
White Rose
Group
Edelweiss
Pirates
Swing Youth
Army Plot
Georg Elser
How useful is Source A for an enquiry into the attitudes towards the Hitler
Youth.
Remember to COPY in this style of answer. There is no need to compare
sources in your exam, so practicing on one source is still an excellent way to
prepare for your exam!
Source A – Hitler Youth member, private letter, 1936

‘How did we live in Camp S – which is supposed to be an example of all camps? We
practically didn’t have a minute of the day to ourselves. This isn’t camp ife, no sir! It’s
military barrack life! Drilll starts right after a meagre breakfast. We would like to have
athletics but there isn’t any. Instead we have military exercises, down in the mud, till
the tongue hangs out of your mouth. And we have only one wish: sleep, sleep…’
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ACTIVITY
questions.
Question Answer
When was the

Reichstag Fire?
Name the 7 steps to

how Hitler secured
his dictatorship.
Who was the head

of the SS?
Name two methods

that the Nazis used
to create the police
state
Name two different

opposition groups to
the Nazis
Name two methods

the Nazis used to
control society?
Section 4
Life in Nazi Germany, 1933-1939
57
ACTIVITY
Women played an extremely important role to Hitler and the Nazis. They were not
seen as inferior to men, they were seen as playing an extremely important role in
society – to mother the future German society.
Answer the below questions to show better understanding of Nazi policies to
women.
Question Answer
What was the Law

for the
Encouragement of
marriage?
How did the

divorce law change
in 1938?
What was
Lebensborn?
What changes
were made to Nazi
policies towards
women in 1937?
What was the

mother’s cross?
How useful is source A for an enquiry into the Nazi attitudes towards
women? Remember to COPY
Source A – A poster portraying a

German family, published by the
Nazi party in the 1930s.
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ACTIVITY
Over the next two pages you will look at the policies that the Nazis brought
in to control the youth of Germany.
Boys in Nazi Germany
What three
groups could
boys join?
Make notes on the four different areas that boys were targeted in.
Political Training Physical Training
Character Training Military Training
How did
membership to
the Hitler youth
membership
change
between 1933-
1939?
ACTIVITY
Over the next two pages you will look at the policies that the Nazis brought
in to control the youth of Germany.
Girls in Nazi Germany
What two
groups could
girls join?
What activities
did they do?
Give two things you can infer from source A about attitudes towards the Hitler
Youth.
Source A – From a British Magazine, 1938
There seems little enthusiasm for the Hitler Youth, with membership falling.
Many no longer want to be commanded, but wish to do as they like. Usually
only a third of a group appears for roll-call. At evening meetings it is a great
event if 20 turn up out of 80, but usually there are only about 10 or 12.
One thing I can infer is
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ACTIVITY
Controlling education was an important part of influencing the youth in
Germany.
Here, make notes about how the Nazis made changes to education in the
period 1933-1939.
Textbooks Teachers
Lessons Curriculum
Explain why there were changes to the lives of young people in Nazi
Germany in the years 1933-1939.
You may use the following in your answer:
- Nazi Ideals
- Education
This is an ‘EXPLAIN WHY’ question. This means you need to analyse key features
of historical events. There is usually a time period given or it is about a
significant event or person during the years you have studied. You will be given
two bullet points in the question to help you and you MUST use at least one
reason from your own knowledge.
How to answer:
You need to give at least 3 clear reasons to answer the question (3 PEE
paragraphs). This can be 3 own knowledge reasons or a combination of 1 or 2 of
the bullet points and own knowledge.
You must use detailed own knowledge throughout the question and constantly
link back to the question.
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- Nazi Ideals
- Education
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- Nazi Ideals
- Education
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ACTIVITY
Throughout the 1930s, the Nazi made changes to economic policies in
Germany. These aimed to reduce unemployment, something that Hitler
had promised throughout his election campaigns.
Over the next few pages, you will look at the policies and what they did
for the ordinary German person.
Nazi
Organisation
What did it do? Did this improve the lives of
workers?
Labour
Service
(RAD)
Autobahns
Rearmament
The German
Workers
Front (DAF)
ACTIVITY
Over the next few pages, you will look at the policies and what they did
for the ordinary German person.
Nazi
Organisation
What did it do? Did this improve the lives of
workers?
Strength
through Joy
(KdF)
Volkswagen
Beauty of
Labour (SdA)
Over the next few pages you will practice your interpretation exam style
questions. Below are the interpretations and sources which accompany them
for questions 3b, 3c and 3d in your exam.
Interpretation 1 – From Life in Germany, by Steve Waugh, published in 2009.

‘From 1936 to 1939 wages increased, but this was due to a longer working day rather than
an increase in hourly wage rates. In addition, the cost of living rose in the 1930s, which
meant that real wages (how much workers could buy) actually fell. There were also food
shortages, because the government reduced agricultural production to keep up prices [to
help farmers].
Interpretation 2 – From Nationalism, Dictatorship and Democracy in 20th Century Europe, by

Hall, Shuter, Brown and Williams, published in 2015.
For Germans who conformed to Nazi expectations, living standards went up.
Unemployment dropped. Nazi statistics show that real wages rose… though only if a worker
worked overtime. The ‘Strength through Joy’ programme privded any extras Some
(benefits), such as loans [and] medical care... Were real enough.
Source A – A KdF poster from 1939, It urged workers to give 5 marks a week to eventually
own and drive your own car
Source B – From the memoirs of a

German who experienced labour
service, 1936.
‘We started physical exercise at a
ridiculously early time. Before and
after work we got military drill and
instruction. We worked outdoors in all
kinds of weather for the sum of only
51 pfennigs an hour. They took off
deductions and voluntary
contributions, including 15 pfennigs for
a straw mattress and draughty barracks
and 35 pfennigs for what they ladle out
of a cauldron and call dinner – slop –
you wouldn't’t touch it, I guarantee it.
Study interpretations 1 and 2. They give different views about
the standard of living of German workers in Nazi Germany
What is the main difference between these views?
This question asks you identify WHAT the main difference between two
interpretations is. You need to identify the view of interpretation 1 and
support it with a detail from the interpretation, then identify the view
of interpretation 2 and support it with a detail from the interpretation.
Finally you then need to sum up what the main difference between the
interpretations is.
Example; What is the main difference between interpretations 1 and 2?
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Suggest one reason why interpretation 1 and 2 give different views
about the standard of living of German workers in Nazi Germany.
You may use sources A and B to help explain your answer.

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How far do you agree with Interpretation 2 about the standard of
living of German workers in Nazi Germany? Explain your answer,
using both interpretations and your knowledge of the historical
context.
This question asks you to state how far you agree with interpretation 2
about a given topic. Within this interpretation you need to assess the
interpretation compared to your own knowledge as well as using
details from interpretation 1.
How to answer:
Paragraph 1: Use 2 detailed pieces of own knowledge to agree with
interpretation 2
Conclusion; Come to an overall conclusion as to how far you agree with
interpretation 2.
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ACTIVITY
How far do you agree with Interpretation 2 about the standard of living of
German workers in Nazi Germany? Explain your answer, using both
Up to 4 marks of the total for part (d) will be awarded for spelling, punctuation,
grammar and use of specialist terminology.
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ACTIVITY
Nazi policies were intended to make the German state as strong as possible.
The Nazis believed that to make the German state strong, the population
needed to be strong as well.
Over the next few pages, you will look at the driving factors of the Nazi
racial policies as well as the different groups of people that were targeted
by the Nazis.
Driving Force How did it shape Nazi racial policy?
Eugenics
Racial
Hygiene
Hitler’s
Views
ACTIVITY
Over the next few pages, you will look at the driving factors of the Nazi
racial policies as well as the different groups of people that were targeted
by the Nazis.
Group What did the Nazis do? How were they treated?
People with
disabilities
(T4
Programme)
Homosexual
People
The Gypsies
The Slavs
ACTIVITY
Before Hitler came to power in Germany, there were only 437,000 Jews –
less than 1% of the population. Hitler made it clear however that he would
take action against the Jews and make this his priority.
Group What did the Nazis do? How were they treated?
Why did
Hitler target
the Jews?
What was
the history
of Anti-
Semitism in
Germany?
Give two things you can infer from Source A about Hitler’s attitude towards the
Jews.
Source A – From a speech given by Hitler in 1922.
‘There can be no compromise. There are only two possibilities: either victory of
the Aryan master race, or the wiping out of the Aryan and the victory of the Jew.’
One thing I can infer is

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Activity
The persecution of the Jews in Germany was irregular. Initially there was an economic
boycott, then legal and open discrimination and then further persecution through the
events of Kristalnacht.
Create a timeline of the vents that took place throughout the period 1933-1939.
1933
1934
1935
Activity
Create a timeline of the vents that took place throughout the period 1933-1939.
1936
1937
1938
How far do you agree with Interpretation 2 about the events of
Kristallnacht in 1938? Explain your answer, using both interpretations
and your knowledge of the historical context.
Interpretation 1 – From The Third Reich in Power, by Richard J. Evans, published in 2006.
‘The violence [during Kristallnacht] was familiar from the behaviour of the brownshirts in
1933. But this time it went much further. It was clearly more widespread and more
destructive. It demonstrated the hatred of the Jews now gripped not only the Stormtroopers
and [Nazi] party activists but was spreading to other parts of the population – above all to
the young, upon whom 5 years of Nazism in schools and the Hitler Youth had clearly had an
effect.
Interpretation 2 – From Life in Germany, by Steve Waugh, published in 2009.

‘This led to Kristallnacht, so called because of the thousands of Jewish shop windows which
were smashed… many Germans watched the evtns with alarm and concern. However, the
Nazi-controlled press presented it as a reaction of ordinary Germans against Jews. Most
Germans did not believe this, but hardly anyone protested because of fear of arrest and
death.
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How far do you agree with Interpretation 2 about the events of Kristallnacht in
1938? Explain your answer, using both interpretations and your knowledge of
the historical context.
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How far do you agree with Interpretation 2 about the events of Kristallnacht in
1938? Explain your answer, using both interpretations and your knowledge of
the historical context.
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ACTIVITY
questions.
Question Answer
What were the three

K’s for women?
Name the Nazi Youth

groups for boys and
girls.
What does KdF stand

for?
When did the Nazis

boycott the Jewish
shops?
Name three laws

which affected the
Jews in Germany.
What was the

purpose of the Nazis
policies to the
youth?
Name two changes
that the Nazis made
to education
Section 5
Exemplar Answers
83
ACTIVITY – Exam practice
Give two things you can infer from Source A about the Catholic Church in Nazi
Germany. (4marks)
Question 1 (4marks)
This is an inference question where you have to extract 2 supported
messages from the source.
How to answer:
Source A – From police reports in Bavaria in 1937 and 1938.

‘The influence of the Catholic Church on the population is so strong
that the Nazi spirit cannot penetrate. The local population is ever
under the strong influence of the priest. These people prefer to believe
what the priests says from the pulpit than the words of the best Nazi
speakers.
One thing that I can infer from source A was that the
Catholic Church was popular with the people.
Evidence which supports this is where it says ‘the influence
of the Catholic Church on the population is so strong that
the Nazi spirit cannot penetrate.
Another thing that I can infer from source A is that the

people did not support the views and words of the Nazis
did not inspire the people.
Evidence which supports this is where it says ‘These
people prefer to believe what the priests says from the
pulpit than the words of the best Nazi speakers.’
Explain why unemployment fell in Germany between 1933 and 1939.
- National Labour Service
- Autobahns
One reason unemployment fell was the National Labour Service (RAD). The
RAD paid unemployed people to do public works, like planting trees and
draining marshes. At first people volunteered for the RAD. However, from
1935 it was compulsory for all young men to work for 6months in the RAD
This meant that none of the people in the RAD counted as unemployed.
Numbers in the RAD grew to 422,000, so this cut unemployment by almost
½ million. This makes it an important reason that unemployment fell.
Another reason that the unemployment figures fell between 1933 and 1939
was because of the autobahn scheme introduced by the Nazis. This was a
project that aimed to build 7,000 miles of dual-carriageway to improve
transport around Germany. These began in September 1933 and the first
stretch of motorway was opened in May 1935. By 1935, 125,000 men were
employed in building the autobahns. Through introducing these types of
public work policies, the Nazis created many jobs in the construction
industry. By 1938, they were spending 38billion marks on public works
projects.
One further reason why official unemployment fell between 1933-1939 was
‘invisible unemployment’. From 1933, women were banned from
professional jobs such as teachers, doctors and civil servants. By 1934,
350,000 women had given up work. These women were not counted as
unemployed, as they fulfilled a different role in bringing up the youth of
tomorrow. On September 15th 1935, the Nuremberg Laws were passed
which prevented Jews from holding government offices. These people were
not included in the unemployment figures either. So, removing people from
jobs and not counting them as unemployed was another reason that
unemployment figures fell in Germany between 1933 and 1939.
How useful is source A for an enquiry into the Nazi attitudes towards
women?
Example answer for this

style of question
In this source we can see a German women with her
family feeding a child, surrounded by flowers and what
appears to be a rural setting. This source suggests that
the role of women was one which involved looking
after the children.
From my own knowledge I know that the Nazi attitude towards women was one that
centred around women being in the home. They used motto’s such as ‘Kinder, Küche,
Kirche’ (children, kitchen, church) in order to identify the day to day activities that
women should follow. This sources content is therefore useful as it portrays a women
as being key to family in looking after the children. Furthermore, from my own
knowledge I also know this source is accurate because the women in the poster looks
as though she is wearing basic clothing which was a stark contrast to the women of
the Weimar Republic such as Marlene Dietrich. In the Weimar Republic, women were
seen as more independent and were not ushered towards home life as the Nazis did.
From 1933, Nazi policy banned women from professional posts such as teaching and
by 1934 nearly 360,000 women had given up work.
This source is a strong source as It was published by the Nazis in the 1930s therefore
gives us a strong indication of the attitude of the Nazis towards women. It is a
propaganda poster intended for people to believe that this was the ideal Nazi women
and therefore represents well what the Nazi attitudes towards women were.
However, this source is not entirely accurate as by the late 1930s due to the war effort
and rearmament Nazi attitudes towards women changed. BY 1937, women with
marriage loans were allowed to work with 7million women in work by 1939.
Overall, whilst this source does not give show us the attitude of the Nazis in the late
1930s towards women, it is still useful for an enquiry into the attitudes of the Nazi
party towards women in Germany due to the fact it is Nazi propaganda and therefore
gives us a direct insight into their attitudes towards women in the 1930s.
Interpretations Exemplars
Interpretation 1 – From Weimar and Nazi Germany, by Stephen Lee (1996)
‘… between 1929 and 1933 crisis returned in full force. Germany experienced a serious
depression. This caused the collapse of businesses and an increase in unemployment. The
moderate parties of the Weimar Republic could not agree… more use was made of article
48. The Reichstag was bypassed and democracy was replaced by dictatorship. A larger part
of the population showed interest in Hitler’s ideas. The result was that the Nazis became
the biggest party in the Reichstag. [They] gave Hitler power, hoping that he would use it as
they wanted.
Interpretation 2 – From Nazi Germany 1930-1939, by Steve Waugh and John Wright (2007)
‘Von Papen was determined the regain power. He met Hitler and agreed that Hitler would
lead a government with Von Papen as Vice Chancellor. Intrigue took the place of open
debate. The landowners and leaders of industry were convinced that Hitler and Von Papen
were saving Germany from Schleicher’s military take-over. Von paper convinced President
Hindenburg that a coalition with Hitler would save Germany. Von Papen said that he would
control Hitler. On 30th January 1933, Adolf Hitler became Chancellor of Germany.,
Source A – A 1933 cartoon from the British political magazine Punch. It shows Hindenburg
(on the left) and von Papen (on the right) lifting Hitler to Power.
Source B – From Berlin Stories, by Christpher

Isherwood, published in 1945. Isherwood was
a British journalist living in berlin at the time
Hitler came to power in 1933.
‘Each week there were new emergency
decrees. Bruning’s weary episcopal voice
issued commands… and was not obeyed...
Berlin was in a state of civil war. Hate
exploded... Out of nowhere: at street corners,
in restaurants, conemas... At midnight... In the
middle of the afternoon. Knives were whipped
out, blows were dealt with spiked rings... Chair-
legs, or leaded clubs: bullets slashed the
advertisements... In the middle of a crowded
street a young man would be attacked...
Thrashed and left bleeding on the pavement.
‘[Bruning] is weak’ [they] said. ‘What these
swine need is a man with hair on his chest.’
People said that the Nazis would be in power
by Christmas.
Study interpretations 1 and 2. They give different views about the
way that Hitler came to power. What is the main difference between
these views? Explain your answer, using details from both
interpretations. (4 marks)
This question asks you identify WHAT the main difference between two
interpretations is. You need to identify the view of interpretation 1 and
support it with a detail from the interpretation, then identify the view
of interpretation 2 and support it with a detail from the interpretation.
Finally you then need to sum up what the main difference between the
interpretations is.
Example; What is the main difference between interpretations 1 and 2?
Interpretation 1 suggests that the main reason that Hitler

came to power in January 1933 was because of the
political and social chaos in Germany. It says that
businesses collapsed and unemployment was on the rise.
The increased use of Article 48 showed that democracy
was on its last legs.
On the other hand, interpretation 2 suggests that von

Papen and Hindenburg were the key individuals that lead
to Hitler becoming Chancellor in 1933. It says that ‘Von
Papen said that he could control Hitler. And approached
Hindenburg with this idea, to save Germany.
Overall the difference between these interpretations is that

interpretation 1 says that the social and political chaos
was paramount in Hitler taking power but interpretation 2
says it was because of Von Papen and Hindenburg.
Suggest one reason why interpretation 1 and 2 give different views
about why Hitler came to power.
You may use sources A and B to help explain your answer.

Interpretations 1 and 2 give different views about why

Hitler came to power because the Authors focus on
different evidence. For example, source A suggests that it
was the plotting of key individuals like Von Papen and
Hindenburg that ‘lifted’ Hitler to power on their shoulders.
This supports interpretation 2 which emphasises the role
of Hindenburg and Von Papen in getting Hitler into power.
On the other hand, interpretation 1 focuses on evidence

like source B. Source B outlines how the political
weakness of Bruning and the social unrest in Germany
was a key reason why Hitler became more popular and
was given the role of Chancellor. This supports
interpretation 1 which emphasises the weakness of
Bruning and the Reichstag as explaining why Hitler
became Chancellor in 1933.
Overall these interpretations differ because the authors

choose to focus on different pieces of evidence.
How far do you agree with Interpretation 1 about the reason for Hitler
coming to power in 1933? Explain your answer, using both
This question asks you to state how far you agree with interpretation 2 about a
given topic. Within this interpretation you need to assess the interpretation
compared to your own knowledge as well as using details from interpretation 1.
How to answer:
Paragraph 1: Use 2 detailed pieces of own knowledge to agree with interpretation 1
Conclusion; Come to an overall conclusion as to how far you agree with interpretation 1.
Interpretation 1 states that between 1929 and 1933 there was crisis
within Germany which led to widespread economic problems like failing
businesses and an increase in unemployment. From my own
knowledge, I know that this is correct as after the Wall Street Crash in
October 1929, unemployment in Germany rose to 6 million. This meant
that in Germany 4 out of every 10 workers were unemployed and looked
to parties that could offer employment such as Hitler and the Nazis.
Furthermore, interpretation 1 is also correct when it talks about the
political chaos that developed in those years. Chancellor Burning was
unable to pass laws through the Reichstag and was forced regularly to
use Article 48 to pass new decrees. He used Article 48 44 times in 1931
and 66 times in 1932, when it had only previously been used 5 times in
1930. This showed the government was weak and began to undermine
the confidence in the Weimar Republic further. People started to look at
Hitler and this played an important role in his rise to power in 1933. This
can be further cemented from the fact that throughout the 1920s, under
Stresemann, Hitler and the Nazis had fallen to the wayside and lost
popularity in the German elections, in 1924 they received around 6.2% of
the votes but this fell to 2.6% in 1928.
ACTIVITY
However, Interpretation 2 raises valid points in arguing why Hitler came to

power. It suggests that Hindenburg and von Papen’s scheming in an attempt
to prevent a military takeover from von Schleicher was key to Hitler becoming
Chancellor. From my own knowledge I know that this is also a key reason why
Hitler became Chancellor in 1933 as without the suggestion of Von Papen of
Hitler becoming Chancellor, he would never have been elevated to that
position. Hindenburg had denied Hitler’s request to be Chancellor. He
detested Hitler as a ‘jumped up corporal’ who had no place in German politics.
Whilst the situation in Germany economically was important, without the
instruction of Hindenburg, Hitler would never have risen to power as
Chancellor in 1933.
Interpretation 1 is also incorrect as from my own knowledge I know that despite

the fact that the Nazis had grown in popularity in the period 1929-1933, they
never secured enough popularity for Hitler to be automatically elected as
Chancellor. Towars the end of 1932, it was even the case that the Nazis were
losing support compared to their results in July 1932. In July, they received
37.4% of the votes and gained 230 seats in the Reichstag, whereas in
November they only received 33.1% and 196 seats in the Reichstag. This
suggests that despite the political and social unrest, the 37% of votes the
Nazis got might not have increased going forwards.
However, overall I feel that interpretation 1 creates a strong argument for the
rise of Hitler in January 1933. Despite the fact that Hindenburg played an
important role and that votes for the Nazis did fall in November 1933, it cannot
be contested that the influence of the Nazis was growing in the period 1929-
1933 and that the social and political unrest of Germany directly contributed to
this.. There vote share increased from 2.8% to 37% and people looked to
Hitler as a strong leader who could lead Germany into a brighter future and
solve the unemployment issue. Furthermore, the ‘Golden Years’ under
Stresemann suggests that had the social situation in Germany been better, the
thought of a Nazi dominated government was not a realistic possibility.

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GCSE History

Weimar and Nazi Germany

Question 3d (16marks +4marks for SPaGST)

Kellogg Briand Pact

From an article in Deutsche Zeitung, German Newspaper, 28th

One thing I can infer from this source is…

The details in the source that tell me this are…

Why did the

The Kapp Putcsh

Why did they invade?

What happened during the invasion?

What was the result?

What were the

Dawes Plan, 1924

Interpretation 1 - From an article on women in Weimar Grmany

Interpretation 2 - From Weimar and Nazi Germany, a history

Who was the minister

Name and date of

Takeover How did Hitler change to take control of the NSDAP

Interpretation 1 – From Weimar and Nazi Germany, by Stephen Lee, in 1996

Interpretation 2 – An extract from The Weimar Republic, by John Hiden,

Source A – Extracts from the Twenty-Five Point Programme

Source B – A quote from a supporter at a Nazi Party meeting in 1926.

Question 3c (4marks) – How to answer

The statements below are all positives and negatives associated

Interpretation 1: From a History Textbook ‘Germany 1918-1945’.

Interpretation 2: Waugh and Wright, 2016

Question 3d (16marks +4marks for SPaGST)

“If outvoting them takes longer than outshooting them, at least

How far was

How did the Wall

Source A - Adapted from the diary of Luise Solmitz, 23 March 1832. A

Source B – A battle between SA members and communist RFB

How did propaganda help the Nazis gain support?

Source A – An extract from Mein Kampf, Hitler’s autobiography

30th May 1932

What is the NSDAP?

What was Hitler’s

When did Hitler

Event/Da What Happened? Why is it important?

Methods How did it contribute to the police state?

Source A – A Protestant pastor speaking in a ‘German Christian’ church

Group How did they oppose the Nazis?

Source A – Hitler Youth member, private letter, 1936

When was the

Name the 7 steps to

Who was the head

Name two methods

Name two different

Name two methods

What was the Law

How did the

What was the

Source A – A poster portraying a

Political Training Physical Training

Character Training Military Training

Interpretation 1 – From Life in Germany, by Steve Waugh, published in 2009.

Interpretation 2 – From Nationalism, Dictatorship and Democracy in 20th Century Europe, by

Source B – From the memoirs of a

Question 3c (4marks) – How to answer

Driving Force How did it shape Nazi racial policy?

One thing I can infer is

Interpretation 2 – From Life in Germany, by Steve Waugh, published in 2009.