Secondary 3 History Practice Paper 1

TuitionGoWhere Practice Paper - History Secondary 3

Answer Key and Marking Scheme

Paper: Practice Paper 1 (Source Based Skills) Topic: The Rise of Nazi Germany Total Marks: 50

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Question 1: Study Source A.

(a) What is the message of this poster? Explain your answer using details of the source. [5]

Answer: The message of the poster is that the Nazi Party will provide work and prosperity for the German people. The poster shows a strong, muscular worker, which symbolises the power and dignity of the German labour force under Nazi rule. The large hammer he holds represents productive work and industry. The bright sun rising behind a factory skyline suggests a new dawn and a hopeful, prosperous future for Germany's economy. The text "Work and Bread" directly promises to solve the two most pressing problems for ordinary Germans during the Depression: unemployment and hunger. By linking these promises to voting for Hitler, the message is that only the Nazis can deliver this recovery.

Marking Scheme:

• L1 (1-2 marks): Describes the source without inferring a message. E.g., "It shows a worker with a hammer."
• L2 (3-4 marks): Infers a simple message. E.g., "The message is that the Nazis will provide jobs."
• L3 (5 marks): Infers a developed message, supported by multiple details from the source and explaining their symbolism. E.g., Links the imagery of the strong worker, the sunrise, and the text to the promise of economic revival and hope.

(b) Explain the purpose of this poster. [3]

Answer: The purpose of the poster was to persuade German voters to support the Nazi Party in the July 1932 election. It aimed to win votes by appealing directly to the desperate economic needs of the working class during the Great Depression. By promising "Work and Bread" with powerful, hopeful imagery, it was designed to generate mass support and convince people that the Nazis were the only party capable of solving the unemployment crisis.

Marking Scheme:

• L1 (1 mark): Identifies a general purpose. E.g., "To get people to vote for the Nazis."
• L2 (2 marks): Explains the purpose with reference to the context. E.g., "To persuade voters by promising to solve unemployment."
• L3 (3 marks): Explains the purpose with specific reference to the intended audience (workers/unemployed) and the desired outcome (electoral victory) in the context of the 1932 election.

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Question 2: Study Source B.

What is the attitude of Hitler towards the Weimar Republic's democratic system? Explain your answer using details of the source. [5]

Answer: Hitler's attitude towards the Weimar Republic's democratic system is one of contempt and hostility. He criticises democracy as unstable and ineffective, describing it as being "constantly at the mercy of shifting parliamentary majorities." This shows he believes it creates weak government that cannot make strong decisions. He contrasts this with his preference for "the authority of the individual leader," revealing his authoritarian and anti-democratic attitude. By linking the failure of private enterprise to democracy, he blames the political system for Germany's economic misery, showing he holds it in deep disdain and wants to destroy it.

Marking Scheme:

• L1 (1-2 marks): Describes the source or gives a general attitude. E.g., "He does not like it."
• L2 (3-4 marks): Identifies an attitude with some supporting detail. E.g., "He is critical because he says democracy is unstable."
• L3 (5 marks): Explains a developed attitude, using specific language from the source (e.g., "shifting parliamentary majorities," "authority of the individual leader") to show contempt and a preference for dictatorship.

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Question 3: Study Sources A and B.

How similar are the messages of these two sources? Explain your answer using details of both sources. [6]

Answer: The messages of Sources A and B are similar in their core promise to solve Germany's economic problems, but they are tailored to different audiences. Both sources convey the message that the Nazi Party is the solution to the unemployment crisis. Source A promises "Work and Bread" to the masses, while Source B tells industrialists that the Nazis will allow "private enterprise [to] flourish" by restoring order. The similarity lies in the central claim that Nazi rule will bring economic recovery. However, the message differs in its emphasis. Source A's message is one of direct, simple hope for workers, using powerful imagery. Source B's message is more sophisticated, arguing that only an authoritarian state can create the stability needed for business to thrive. So, while both share the fundamental message of economic salvation, they present it differently to appeal to the specific interests of their respective audiences.

Marking Scheme:

• L1 (1-2 marks): States similarity or difference without support. E.g., "Both are about the economy."
• L2 (3-4 marks): Explains similarity OR difference with details from one or both sources.
• L3 (5-6 marks): Explains both similarity and difference, using details from both sources to show how the core message is adapted for different audiences.

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Question 4: Study Source C.

Why was this cartoon published? Explain your answer using details of the source and your own knowledge. [6]

Answer: The cartoon was published to warn about the political miscalculation of the conservative elites in Germany who supported Hitler's appointment as Chancellor in January 1933. The cartoon shows Von Papen and Hugenberg believing they can control Hitler, with Von Papen whispering, "We've hired him to do the shouting for us, but we'll be pulling the strings." This captures the historical reality that President Hindenburg and conservative politicians like Von Papen thought they could use Hitler's popular support to destroy the Left and then control him from within the cabinet. The unstable "Temporary Triangle" platform suggests this arrangement is doomed to fail. The purpose of the British cartoonist is to express scepticism and warn that the conservatives are dangerously underestimating Hitler, who will not be a puppet but will soon seize all power for himself.

Marking Scheme:

• L1 (1-2 marks): Describes the cartoon. E.g., "It shows Hitler and other politicians."
• L2 (3-4 marks): Explains the purpose with reference to the source's message. E.g., "To show that Von Papen thinks he can control Hitler."
• L3 (5-6 marks): Explains the purpose by linking the source's details (the whispering, the unstable platform, the title) to the specific historical context of Hitler's appointment and the conservatives' miscalculation, showing the cartoonist's critical/warning purpose.

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Question 5: Study Source D.

How useful is this source as evidence about the reasons for the Nazi rise to power? Explain your answer. [7]

Answer: The source is useful in revealing the critical division among the Left as a reason for the Nazi rise to power. The author, a former Communist, admits that the KPD saw the SPD as their "main enemy" and refused to form a "united front" against the Nazis. This provides direct evidence from a participant that the failure of the anti-Nazi forces to cooperate was a significant factor, which is a key historical explanation. However, its usefulness is limited by its provenance. It is a memoir written in 1950, long after the events, so the author's memory may be flawed, and he has a clear motive to justify his own side's actions and express regret. The source is also limited in scope, as it only focuses on the political strategy of the Communists and does not provide evidence about other crucial factors like the economic crisis or the role of the conservative elites. Therefore, while useful for understanding one specific reason, it cannot be used in isolation to explain the full picture of the Nazi rise.

Marking Scheme:

• L1 (1-2 marks): Asserts usefulness/un-usefulness without explanation. E.g., "It is useful because it is from a Communist."
• L2 (3-4 marks): Explains usefulness OR limitations based on content or provenance.
• L3 (5-7 marks): Explains both usefulness (e.g., revealing the divided Left) and limitations (e.g., memoir written later, narrow focus) to reach a balanced evaluation of the source's utility as evidence.

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Question 6: Study Source E.

How far does this source explain why the Nazis were able to become the largest party in the Reichstag by July 1932? Explain your answer using details of the source and your own knowledge. [7]

Answer: Source E strongly suggests a correlation between the economic crisis and the Nazi rise, but it does not fully explain the reasons for it. The table shows that as unemployment figures rose dramatically from 1.4 million in 1928 to 5.6 million in July 1932, the Nazi vote share surged from 2.6% to 37.3%. This close correlation implies that economic despair drove voters to the Nazis. However, the source is limited because it only provides statistical data without explaining how or why this happened. It does not show, for example, the effectiveness of Nazi propaganda in channelling this discontent, the role of Hitler's charismatic leadership, or the failure of other parties to offer credible solutions. My own knowledge tells me that the Nazis used sophisticated propaganda, promising "Work and Bread" as seen in Source A, and that the Weimar political system's instability made extremist solutions appealing. Therefore, while Source E is very useful in showing the economic context, it only partially explains the Nazi breakthrough.

Marking Scheme:

• L1 (1-2 marks): Describes the data or gives a simple assertion. E.g., "The Nazis got more votes when unemployment went up."
• L2 (3-4 marks): Explains the link between the data and the Nazi rise, using details from the source.
• L3 (5-7 marks): Evaluates the extent of the explanation, using the source data to show the economic link, but also explaining what the source does not show (e.g., propaganda, leadership) using own knowledge to provide a balanced judgement.

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Question 7: Study Sources D and F.

In what ways are the attitudes of these two sources towards the Nazis different? Explain your answer using details of both sources. [6]

Answer: The attitudes of the two sources towards the Nazis are fundamentally different. Source D, from a Communist perspective, shows an attitude of dangerous underestimation. The author states they believed a "Nazi takeover would be short-lived" and would trigger a communist revolution, showing they did not see the Nazis as a serious long-term threat. In contrast, Source F, from a middle-class woman, shows an attitude of hopeful support. She writes that the Nazis "at least stand for order, patriotism, and the protection of private property" and that Hitler "gives us hope." While the Communist in Source D is dismissive and sees the Nazis as a temporary phenomenon to be exploited, the woman in Source F sees them as a positive force offering protection from the communists and a solution to national shame. One is marked by ideological arrogance and miscalculation, the other by fear of communism and a desire for strong leadership.

Marking Scheme:

• L1 (1-2 marks): States a difference without support. E.g., "One supports the Nazis, the other does not."
• L2 (3-4 marks): Explains the attitude of one source with details.
• L3 (5-6 marks): Explains the contrasting attitudes of both sources, using specific details from each to highlight the difference in their views (e.g., underestimation vs. hopeful support).

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Question 8: Study all sources (A-F).

"The Nazi Party's rise to power was primarily a result of the economic crisis in Germany." How far do the sources support this statement? Explain your answer using all the sources. [10]

Answer: The sources provide significant support for the statement that the economic crisis was a primary factor, but they also reveal that other crucial political factors were at play. Therefore, the statement is largely, but not entirely, supported.

Several sources strongly support the centrality of the economic crisis. Source A, a Nazi election poster, directly exploits the crisis by promising "Work and Bread," showing that the Nazis themselves believed economic despair was the key to winning votes. Source E provides statistical evidence of a direct correlation between soaring unemployment and surging Nazi votes, making a powerful case for economic causation. Source F confirms this from a personal perspective, as the middle-class woman explains her support for the Nazis in the context of her husband's failing shop and general poverty, stating, "no one has money to spend."

However, other sources highlight the importance of political factors, challenging the idea that the economic crisis was the only primary reason. Source C points to the critical political miscalculation of the conservative elites, who believed they could "pull the strings" and control Hitler, thus handing him power. Source D reveals the disastrous division on the Left, with the Communists refusing a "united front" with the Social Democrats, which prevented effective opposition to the Nazis. Even Source B, while addressing the economy, blames the democratic system itself for economic failure, showing how political arguments were used to channel economic discontent.

In conclusion, while Sources A, E, and F powerfully demonstrate that the economic crisis created the conditions of desperation that the Nazis exploited, Sources C and D show that the Nazis' ultimate seizure of power also depended on political miscalculations and divisions among their opponents. The sources collectively suggest the economic crisis was the essential fuel for the Nazi rise, but political failures provided the spark and the opportunity.

Marking Scheme:

• L1 (1-3 marks): Simple answer based on source description or general assertion. E.g., "The sources say the economy was bad, so the statement is true."
• L2 (4-6 marks): Explains support OR challenge to the statement using some sources, but lacks balance or a clear conclusion.
• L3 (7-8 marks): Explains both support and challenge using details from multiple sources, reaching a balanced conclusion. Good cross-referencing.
• L4 (9-10 marks): A sustained, well-structured argument that weighs the evidence from all sources, explains the extent of support, and reaches a nuanced, well-supported conclusion that addresses the "how far" aspect of the question. Excellent synthesis and evaluation of provenance where relevant.