GRADE 11 HISTORY

TERM 2

2024

Ideas of Race in the late 19th and 20th centuries:

The consequences when pseudo-scientific ideas of Race
became integral to government policies and legislation

Pedestrians viewing a Jewish-owned store in Berlin damaged during Kristallnacht, November 10, 1938.
READING AND RESPONDING TO SOURCES

When encountering sources, whether in textbooks or online, think critically. The 5 W Skills approach
can guide you: Scan for key information, Analyze details for deeper understanding, Connect ideas
to build context, Evaluate sources for reliability, and Summarize to grasp the main points. These
skills will not only enhance your learning but also empower you to navigate a world filled with
information.

The Approach asks 5 questions when reading through material or sources:

1. Who? (People or Organisations)
2. When? (Dates of historical events)
3. Where? (Places, Town, Cities or Countries)
4. What? (Information in the source/ paragraph about?)
5. Why? (Reasons the historical event/s happened?)

UNDERSTANDING THE COGNITIVE LEVELS

LEVEL 1 LEVEL 2 LEVEL 3

(30%) (50%) (20%)

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 15 MARKS 25 MARKS 10 MARKS

•Interpret and evaluate evidence

• Extract evidence from
sources
• Selection and
organisation of relevant
information from sources
• Definition of historical
concepts
• Explanation/Definition
from sources
of historical
•Engage with sources to
concepts/terms (in the
determine its usefulness,
context of …)
reliability, bias, and limitations
• Interpretation of
•Compare and contrast
evidence from sources
interpretations and
• Explain information perspectives presented in
gathered from sources sources and draw
• Analyse evidence from independent conclusions
sources
•Interpretation, evaluation and
synthesis of evidence from
relevant sources (paragraph
writing).

EXAMPLES OF LEVEL 1 AND 2 QUESTIONS

EXAMPLES OF LEVEL 1 EXTRACTION QUESTIONS

IMPORTANT: When you answer these questions, you must extract DIRECTLY from the
source. DO NOT paraphrase or write the answers in your own words!

1. Give reasons, from the source, why…

2. Quote… pieces of evidence / reasons from the source…
3. What evidence in the source suggests…?
4. Name / State /Mention… any countries/persons/powers/requests from the source…
5. According to the source, name…
6. Who, according to the source…?
7. When, according to the source…
8. Why, according to the source…
9. What, according to the source…
10. Which… according to the source…
11. How, according to the source…
12. Identify in the source…
13. Give any…in the source…
14. List any… / Make a list of…in the source…

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EXAMPLES OF LEVEL 2 INTERPRETATION & EXPLANATION QUESTIONS IMPORTANT:
When you answer these questions, you must interpret and explain. DO NOT extract
sentences from the source. Write the answers in your OWN words!

1. Comment on the significance/meaning/implication of the statement…

2. Comment on why…
3. Explain the term/concept…
4. In the context of...explain the term/concept...
5. In the context of…what is implied…
6. In the context of…what conclusion can be drawn from the photo/cartoon
regarding…
7. Explain why/how…
8. Explain the messages/meaning…
9. Explain what the cartoonist means with…
10. Why, do you think…
11. Why did the…
12. Use the information in the source and your own knowledge and comment on
the statement…
13. Use the information in the source and your own knowledge, explain why…
14. To what does the statement refer…
15. What is meant with…

Define the Following Concepts

Objective: Understanding these concepts will enhance comprehension of historical events and
facilitate engagement in related activities.

Instructions:
In small groups or pairs, discuss the meanings of the following concepts.
Use dictionaries, textbooks, or online resources to research and define each concept.
After defining the concepts, discuss how each concept relates to historical events, particularly
those during the Nazi era in Germany.

Concepts to Define:
Persecute; Minority groups; Discrimination; Propaganda; Concentration camps; Racial ideology
Stereotyping; Deportation; Genocide; Anti-Semitic laws

REVISION: EXAMPLES OF SOURCE-BASED QUESTIONS

The Grade 10-12 Source Based Section is always assessed out of 50. This set of
questions does not as it aims to explore diverse historical skills.

SECTION A: SOURCE-BASED QUESTIONS

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Source material that is required to answer these questions is contained in the ADDENDUM.
• Read the KEY QUESTION
• Remember it while reading the sources and answering other questions.
• This will help you answer the paragraph question.

QUESTION 1: HOW DID THE NAZIS PERSECUTE MINORITY GROUPS IN

GERMANY BETWEEN THE 1930s AND 1940s?

Study Sources 1A, 1B, 1C, and 1D and answer the following questions.

1.1 Refer to Source 1A.

1.1.1 Define the concept anti-Semitism in your own words. (1 x 2) (2)

Define concepts within the context of the topic you are focusing on.

1.1.2 How, according to the source, did Hitler end democracy in Germany
in 1933? (2 x 1) (2)
According to the source: use the information from the source to answer the question.
Extract (quote) directly from the source.
How: the method used.

1.2 Read Source 1B.

1.2.1 What, according to the source, was the function of the Euthanasia
Program in Germany? (1 x 2) (2)

1.2.2 List THREE categories of individuals that the Euthanasia Program

wanted to eliminate from the German population. (3 x 1) (3)

• Identify/ List/ Name: write down brief answers with no explanation

• The answers can be extracted directly from the sources.

1.2.3 Explain the concept eugenics in the context of the Nazi racial policies.
(1 x 2) (2)

"Context" refers to the surrounding circumstances or setting that provides background

information for understanding the concept.

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 1.2.4 What is implied by the statement, ‘Disabled people represented a
genetic and a financial burden on the German society’. (2 x 2) (4)

"Implied" means suggested or hinted at without being explicitly stated.

1.2.5 Explain why the Euthanasia Program be a violation of

human rights. (2 x 2) (4)

"Explain why" requires you to provide reasons for this particular assertion or claim.

1.3 Consult Source 1C.

1.3.1 Name the THREE categories of people who were known as the ‘Gypsies’.
(3 x 1) (3)
The mark allocation "(3 x 1)" indicates that you need to provide three answers, each worth
one mark, for a total of three marks.

1.3.2 How, according to the source, were the Gypsies killed at the Auschwitz
Concentration Camp? (2 x 1) (2)

1.3.3 Explain how forced sterilisation contributed to the practice of racism in

Germany in the 1930s. (2 x 2) (4)

1.4 Read Source 3D.

1.4.1 Explain the messages that the propaganda poster conveys regarding
Germany’s racial policies in the 1930s. (2 x 2) (4)

1.4.2 In what ways does the poster employ bias to manipulate perceptions of
individuals with hereditary defects? (2 x 2) (4)

"Bias" refers to favouring one perspective over others, often leading to unfair or inaccurate
representations.

1.5 Using the information from the relevant sources and your own knowledge, write
a paragraph of about eight lines (about 80 words) explaining how the Nazis
persecuted minority groups in Germany between the 1930s and 1940s.
(8)

Tips for writing this paragraph

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• Understand the question requirements.
• Under the focus of the question: Nazi persecution of minority groups.
• Use information from relevant sources to gather facts and examples.
• Provide specific examples of persecution tactics employed by the Nazis.
• Write in your own words to demonstrate understanding.
• Do not rewrite extracts from sources.
• Aim for concise writing.
• Use your own knowledge, related to the questions, to supplement information from the
sources.
• Clearly indicate which source(s) you used to inform your answer.

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QUESTION 1: HOW DID THE NAZIS PERSECUTE MINORITY GROUPS IN
GERMANY BETWEEN THE 1930s AND 1940s?

SOURCE 1A

This source below examines the rise of the Nazi Party in Germany in 1933 and its
racial beliefs in Nazi Germany.

On January 30, 1933, Adolf Hitler was named chancellor, the most powerful position
in the German government, by the aged President Hindenburg, who hoped Hitler
could lead the nation out of its grave political and economic crisis.

Hitler was the leader of the right-wing Nationalist Socialist German Workers Party
(called “the Nazi Party” for short). The Nazi Party was extremely anti-Semitist. It was,
by 1933, one of the strongest parties in Germany, even though … the Nazis had won
only 33 percent of the votes in the 1932 elections to the German parliament
(Reichstag). Once in power, Hitler moved quickly to end German democracy. He
convinced his cabinet to invoke emergency clauses of the constitution that permitted
the suspension of individual freedoms of the press, speech and assembly ... The
Enabling Act of March 23, 1933 … gave Hitler dictatorial powers.

Also, in 1933, the Nazis began to put into practice their racial ideology. The Nazis
believed that the Germans were “racially superior” and that there was a struggle
between them and inferior races. They saw the Jews, Roma (Gypsies) and the
handicapped as a serious biological threat to the purity of the “German (Aryan)
Race,” what they called the master race.

Jews, who numbered about 525 000 in Germany were the principal target of Nazi
hatred. The Nazis identified Jews as a race and defined this race as “inferior.” They
also advocated hate-mongering propaganda that unfairly blamed the Jews for
Germany’s economic depression and the country’s defeat in World War I (1914–
1918).

[From www.myjewishlearning.com/article/1933-1939. Accessed on 1 March 2023.]

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SOURCE 1B

This source refers to policy of euthanasia used by the Nazis to keep racial purity in
Germany.

The Euthanasia Program was the systematic murder of institutionalised patients with
disabilities in Germany. It predated the genocide of European Jews (the Holocaust) by
approximately two years. The program was one of many radical eugenic measures
that aimed to restore the racial ‘integrity’ of the German nation. It aimed to eliminate
what eugenicists and their supporters considered “life unworthy of life”: those
individuals who – they believed – because of severe psychiatric, neurological, or
physical disabilities represented both a genetic and a financial burden on German
society and the state.

In the spring and summer months of 1939, several planners began to organise a secret
killing operation targeting disabled children. On August 18, 1939, the Reich Ministry of
the Interior circulated a decree requiring all physicians, nurses, and midwives to report
new-born infants and children under the age of three who showed signs of severe
mental or physical disability. Beginning in October 1939, public health authorities
began to encourage parents of children with disabilities to admit their young children
to one of several specially designated paediatric clinics throughout Germany and
Austria. The clinics were children’s killing wards. There, specially recruited medical
staff murdered their young charges by lethal overdoses of medication or by starvation.

‘Euthanasia’ planners quickly envisioned extending the killing program to adult

disabled patients living in institutional settings in the autumn of 1939, Historians
estimate that the Euthanasia Program, in all its phases, claimed the lives of 250 000
individuals.

[From https://encyclopedia.ushmm.org/content/en/article/euthanasia-program. Accessed on 3 March

2023]

SOURCE 1C

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This source discusses how members of the Romani groups were persecuted in Nazi
Germany in the 1930s.

Members of Romani groups suffered persecution and victimisation all over Europe in
the 1930s and 1940s. Known as ‘Gypsies’ – the people who called themselves
Roma, Sinti, and Manouches (among others) were declared to be of alien blood
under Germany’s Nuremberg Laws and suffered under the same genocidal regime
as Europe’s Jews.

In late 1938, Himmler ordered that the ‘Gypsy problem’ be ‘dealt with on the basis of
their racial character.’ Sinti and Roma were excluded from schools; traditional
occupations – peddling, horse trading, fortune telling – were criminalised, and they
were subject to forced labour.

At the outbreak of the War, they were prohibited from leaving their places of
residence, and in separate actions in 1940 and 1941 about 5 000 were deported to
labour camps and ghettos in Poland. At the end of 1942, Himmler ordered that all
‘Gypsies’ be sent to Auschwitz. For Sinti and Roma, Auschwitz involved different
kinds of trauma. On Himmler’s orders, none were killed on arrival, and they were held
as families in a special section of Auschwitz-Birkenau. Before the camp was closed
at the beginning of August 1944, with the gassing of some 4 000 remaining prisoners,
most had already died of disease, hunger or exhaustion, or been murdered by
guards.

As a relatively young population, the inmates of the so-called “Gypsy Family Camp”
were also preferred subjects for the ‘medical’ experiments of Josef Mengele, whose
infirmary was immediately adjacent to their camp. But in other concentration camps,
too, “Gypsy” men and women were selected for experiments with new drugs and
procedures. These included new (and painful and dangerous) methods of
sterilisation, in pursuit of a swifter and more efficient way to carry out a programme
of sterilising “racial undesirables” that was already being deployed against “Gypsies”
from the mid-1930s.

[From https://www.nationalww2museum.org/war/articles/romani-holocaust-survivors-1945. Accessed

on 1 March 2023.]

SOURCE 1D

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The source below is a Propaganda poster from Nazi Germany. The poster reads:
"You are supporting this! A person suffering from a hereditary defect costs till the age
of 60 approximately 60,000 Reichsmark."

[From: https://www.researchgate.net/figure/Euthanasia-program-in-Nazi-Germany-A-Propaganda-in-
Nazi-Germany-for-the-destruction-of_fig1_6812767. Accessed on 08 April 202
SECTION B: ESSAY QUESTIONS

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Your essay should be about THREE pages long.

QUESTION 2: IDEAS OF RACE IN THE 19th AND 20th CENTURIES: CASE

STUDY – NAZI GERMANY AND THE HOLOCAUST

The Nazis used the idea of a “pure Aryan race” to violate the rights of the Jews in
Nazi Germany, from 1933 to 1945.

Do you agree with this statement? Use relevant historical evidence to support your
line of argument. [50]

Activity:

Create a mind map to identify the events/facts that would best address the question.
Expand on the concept map below. You can include more nodes if you need to.

Nazi
Ideas of
Race

Nazi Creation
Impact on Germany of a racial
Jewish and the state in
Community
Holocaust Germany

Jewish
Persecution

HISTORY ESSAY WRITING FRAME

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Question: (Write the Essay Question in the space below)

• Underline the key ‘instruction’ words?

• Any terms/names/dates need explaining?
Introduction: (Write your introduction below)
Your introduction should contextualise the question (Who? what? where? when?)
and directly address or answer the essay question.

PARAGRAPH 1:

(A) First sentence of first paragraph (PEEL)

(Check: Have you made your key point?)

(B) Development/explanation of point? (PEEL)

(C) Evidence/ Examples to support your argument? (PEEL)

1.

2.

3.
(D) Check: Have you referred to the question/linked the point explicitly to the
question? YES? // NO?

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(E) Link to next paragraph/point? (PEEL)

PARAGRAPH 2:

(A) First sentence of second paragraph

Check: Have you made your key point? YES/ NO

(B) Development/explanation of the point?

(C) Evidence to support your argument.

1.

2.

3.
(D) Check: Have you referred to the question/linked the point explicitly to the
question (line of argument)? YES? // NO? Sustain the line of argument
throughout the essay.
(E) Link to next paragraph point?

Repeat steps (A) – (E) for each paragraph in your essay.

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CONCLUSION:

This essay writing frame can be used for structuring any History essay. Use it with the
paragraph structuring frame (Point > Explain >Example >Link) and guidelines for
writing introductions and conclusions.
Learners can adapt this frame to include as many paragraphs as they need.

HINTS: Essay Writing

• Read the essay question carefully to understand the focus.
• Underline the instruction verb, question focus, direction given to the content focus
and timeframes.
• You need to take note of the structure of an essay namely: Introduction, Body (in
paragraphs) and conclusion.
• The content should be written in chronological order (the order in which events
unfolded)
• The introduction should be a direct response to the question. You are expected to take a
stance and use evidence to support your stance.
• In the body of the essay, you should use the content as evidence to further elaborate your
stance and develop your Line of Argument.
• The conclusion summarizes the main points and reaffirms the stance from the introduction
and Line of Argument from the body.

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QUESTION 3: IDEAS OF RACE IN THE 19th AND 20th CENTURIES: CASE
STUDY – AUSTRALIA & INDIGENOUS AUSTRALIANS

To what extent did the policies and practices of the Australian government during the
Stolen Generation era constitute a violation of rights and cultural genocide against
Indigenous Australians?

Use relevant historical evidence to support your argument. [50]

Activity: Create a mind map to identify the events/facts that would best address the
question. Expand on the concept map below. You can include more nodes if you
need to.

Policies
(government)

Stolen
Cultural Practices
Generation
Genocide (government)
Era

Violation of
Rights

TIPS FOR WRITING AN INTRODUCTION

These steps provide a clear framework for writing an introduction.
Establish a clear stance from the outset. Provides direction and clarity to the reader
about the LOA of the essay.
Elaborate on the historical context or Sets the stage for the discussion and
significance. engages interest.
Present the main points or arguments to be Outlines the scope and framework.
discussed in the essay.
Overall, these steps ensure a strong and impactful introduction.

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 For each Paragraph, make use of the PEEL Method

HINT: Develop a line of Argument Using PEEL

Point: Introducing the essay by taking a line of argument / or making a major point.
Each paragraph should include a point that sustains the major point (line of argument)
that was made in the introduction.
Explanation: The candidate should explain in more detail what the main point is about
and how it relates to the question (line of argument).
Example: The candidates should answer the question by selecting content that is relevant
to the line of argument. Relevant examples should be given to sustain it.

Link: Candidates should ensure that the line of argument is sustained throughout the
essay and is written coherently.

Activity: Construct a paragraph by placing the sentences in the correct order based
on the PEEL Method. Write the correct paragraph in your notebook.
Historical records show Indigenous children were taken without consent and
placed into institutions or foster care, denying them access to their own culture and
heritage.
During the Stolen Generation, the Australian government's assimilation policies
forcibly removed Indigenous children from their families and communities to
assimilate them into white society.
As a result, these policies constituted a violation of Indigenous rights of the
children.
This led to the disruption of familial and cultural ties, causing significant trauma for
Indigenous communities.

TIPS FOR WRITING A CONCLUSION

These steps provide a clear framework for writing a conclusion.
Reaffirm the stance taken in the Maintains coherence and reinforces the main
introduction argument
Summarize the main ideas Reminds the reader/ marker of key points
Considering different views Demonstrates critical thinking
End with a strong final point Leaves a lasting impression and ties the essay
together neatly
Overall, these steps ensure a strong and impactful conclusion.

Teachers can scan the

QR Code to access a
marking guideline.

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