Sample assessment materials for first

teaching September 2016

Paper 3: Modern depth study (1HI0/31)

Option 31: Weimar and Nazi

Germany, 1918–39

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 Modern depth study: Weimar and Nazi Germany, 1918-39

Question
1 Give two things you can infer from Source A about Hitler’s leadership of the Nazi
Party in the 1920s.

Target: Source analysis (making inferences).

AO3: 4 marks.
Marking instructions
Award 1 mark for each valid inference up to a maximum of two inferences. The second mark for each
example should be awarded for supporting detail selected from the source.
e.g.
• Hitler was not interested in details, most important to him was control (1). Hitler said, ‘Power first!
Afterwards we can act as events occur.’ (1)
• Hitler was impatient with people in the Party who opposed him (1). Strasser said: ‘…who even then
could hardly bear contradiction.’ (1)
• Hitler was a short-tempered and dictatorial leader (1). Hitler thumped the table saying: ‘Power first!’
(1)
Accept other appropriate alternatives.

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 Question
2 Explain why there was opposition in Germany to the Treaty of Versailles (1919).

You may use the following in your answer:

• military terms
• territorial terms
You must also use information of your own.

Target: Analysis of second order concepts: causation [AO2];

Knowledge and understanding of features and characteristics [AO1].
AO2: 6 marks.
AO1: 6 marks.
Level Mark Descriptor
0 No rewardable material.
1 1–3 • A simple or generalised answer is given, lacking development and organisation.
[AO2]
• Limited knowledge and understanding of the topic is shown. [AO1]
2 4–6 • An explanation is given, showing limited analysis and with implicit or unsustained
links to the conceptual focus of the question. It shows some development and
organisation of material, but a line of reasoning is not sustained. [AO2]
• Accurate and relevant information is included, showing some knowledge and
understanding of the period. [AO1]
Maximum 5 marks for Level 2 answers that do not go beyond aspects prompted by
the stimulus points.
3 7–9 • An explanation is given, showing some analysis, which is mainly directed at the
conceptual focus of the question. It shows a line of reasoning that is generally
sustained, although some passages may lack coherence and organisation. [AO2]
• Accurate and relevant information is included, showing good knowledge and
understanding of the required features or characteristics of the period studied.
[AO1]
Maximum 8 marks for Level 3 answers that do not go beyond aspects prompted by
the stimulus points.
4 10–12 • An analytical explanation is given which is directed consistently at the conceptual
focus of the question, showing a line of reasoning that is coherent, sustained and
logically structured. [AO2]
• Accurate and relevant information is precisely selected to address the question
directly, showing wide-ranging knowledge and understanding of the required
features or characteristics of the period studied. [AO1]
No access to Level 4 for answers which do not go beyond aspects prompted by the
stimulus points.

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 Marking instructions
Markers must apply the descriptors above in line with the general marking guidance (page 3).
Performance in AO1 and AO2 is interdependent. An answer displaying no qualities of AO2 cannot be
awarded more than the top of Level 1, no matter how strong performance is in AO1; markers should
note that the expectation for AO1 is that candidates demonstrate both knowledge and understanding.
The middle mark in each level may be achieved by stronger performance in either AO1 or AO2.

Indicative content guidance

Answers must be credited according to candidates’ deployment of material in relation to the qualities
outlined in the mark scheme. While specific references are made in the indicative content below, this
does not imply that these must be included; other relevant material must also be credited.

Relevant points may include:

• Many Germans were upset with the military terms, which reduced the size of the army to only
100,000.

• People in Germany believed that the military terms left Germany almost defenceless in future wars
as they were not permitted submarines or military aircraft.

• Many Germans opposed the Treaty because of the extent of territorial losses which included Alsace-
Lorraine to France as well as all of its colonies. There was strong opposition to the loss of Posen and
West Prussia to Poland because this meant that East Prussia was separated from the rest of
Germany.

• There was strong opposition to the Treaty because of the War Guilt clauses which stated that
Germany had to accept total blame for starting the war. Many Germans felt this was unfair because
they alone had not been responsible for causing the outbreak of the First World War.
• There was opposition because of the diktat –the idea that the Germans were not represented at the
peace negotiations and the Treaty was forced on them.

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 Question
3 (a) How useful are Sources B and C for an enquiry into the attitudes of young people
towards the Hitler Youth movement?
Explain your answer, using Sources B and C and your knowledge of the historical
context.
Target: Analysis and evaluation of source utility.
AO3: 8 marks.
Level Mark Descriptor
0 No rewardable material.
1 1–2 • A simple judgement on utility is given, and supported by undeveloped comment
on the content of the sources and/or their provenance1. Simple comprehension
of the source material is shown by the extraction or paraphrase of some
content. Limited contextual knowledge is deployed with links to the sources.
2 3–5 • Judgements on source utility for the specified enquiry are given, using valid
criteria. Judgements are supported by developed comment related to the
content of the sources and/or their provenance1. Comprehension and some
analysis of the sources is shown by the selection and use of material to support
comments on their utility. Contextual knowledge is used directly to support
comments on the usefulness of the content of the sources and/or their
provenance.
3 6–8 • Judgements on source utility for the specified enquiry are given, applying valid
criteria with developed reasoning which takes into account how the provenance1
affects the usefulness of the source content. The sources are analysed to
support reasoning about their utility. Contextual knowledge is used in the
process of interpreting the sources and applying criteria for judgements on their
utility.
Notes
1. Provenance = nature, origin, purpose.

Marking instructions
Markers must apply the descriptors above in line with the general marking guidance (page 3).
No credit may be given for contextual knowledge unless it is linked to evaluation of the sources.
No credit may be given for generic comments on provenance which are not used to evaluate source
content.

Indicative content guidance

Answers must be credited according to candidates’ deployment of material in relation to the qualities
outlined in the mark scheme. While specific references are made in the indicative content below, this
does not imply that these must be included; other relevant material must also be credited. The grouping
of points below does not imply that this is how candidates are expected to structure their answers.
Source B
The usefulness could be identified in terms of the following points which could be drawn from the
source:

• The source is useful because it suggests that some young people disliked the youth movement
because it was only preparing them for military service.

• The source is also useful because it provides evidence of resentment towards the hard physical
activities that were carried out at the Hitler Youth camp.
• The source is useful because it suggests there was little variety in the activities carried out by the
Hitler Youth.
The following points could be made about the authorship, nature or purpose of the source and applied to
ascribe usefulness to material drawn from it:

• The author is a member of the Hitler Youth and is writing about his own experiences of a Hitler Youth
camp in 1936.

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 • It seems likely to represent his genuine views because he is prepared to criticise the Hitler Youth in a
letter, despite the possibility of censorship and even intimidation in a police state.
Knowledge of the historical context should be deployed to support inferences and/or to assess the
usefulness of information. Relevant points may include:

• The Hitler Youth was eventually made compulsory in 1939 but even then some of the young defied
this and refused to join.

• There was increasing evidence by the mid-1930s of falling membership of the Hitler Youth.
Source C
The usefulness could be identified in terms of the following points of information and/or inferences which
could be drawn from the source:
• The source is useful because it suggests some of the young were very enthusiastic about joining the
Hitler Youth.
• The source is also useful because it provides evidence of some of the attractions of the Hitler Youth,
especially the camping trips.

• The source is useful because it suggests that the Hitler Youth encouraged friendship and team work
through its activities and the use of slogans.
The following points could be made about the authorship, nature or purpose of the source and applied to
ascribe usefulness to material drawn from it:

• It is from the memories of someone given in 1954 when he did not have to worry about toeing the
‘party line’ and had nothing to fear from being honest.

• He was a Hitler Youth leader and may have a different outlook and or experience to the ‘ordinary’
members.
Knowledge of the historical context should be deployed to support inferences and/or to assess the
usefulness of information. Relevant points may include:

• The Hitler Youth remained popular and kept going right through until the end of the Second World
War.
• Some were very keen because it offered an escape from the often narrow opportunities that were
offered at home.

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 Question
3 (b) Study Interpretations 1 and 2. They give different views about the attitudes of young
people towards the Hitler Youth movement.
What is the main difference between the views?
Explain your answer, using details from both interpretations.
Target: Analysis of interpretations (how they differ).
AO4: 4 marks.
Level Mark Descriptor
0 No rewardable material.
1 1–2 • Limited analysis of the interpretations is shown by the extraction or paraphrase of
some content, but differences of surface detail only are given, or a difference of
view is asserted without direct support.
2 3–4 • The interpretations are analysed and a key difference of view is identified and
supported from them.
Marking instructions
Markers must apply the descriptors above in line with the general marking guidance (page 3).

Indicative content guidance

Answers must be credited according to candidates’ deployment of material in relation to the qualities
outlined in the mark scheme. The indicative content below is not prescriptive and Other relevant
material not suggested below must also be credited.
• A main difference is that Interpretation 1 emphasises the enthusiasm for and attractions of the Hitler
Youth by mentioning the hiking, sports and camping trips. Interpretation 2 emphasises the
unpopularity of the Hitler Youth and its less attractive activities such as those designed to prepare the
youngsters for war.

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 Question
3 (c) Suggest one reason why Interpretations 1 and 2 give different views about attitudes
of young people towards the Hitler Youth.
You may use Sources B and C to help explain your answer.
Target: Analysis of interpretations (why they differ).
AO4: 4 marks.
Level Mark Descriptor
0 No rewardable material.
1 1–2 • A simple valid explanation is offered but displaying only limited analysis. Support
for the explanation is based on simple undeveloped comment or on the selection
of details from the provided material or own knowledge, with only implied linkage
to the explanation.
2 3–4 • An explanation of a reason for difference is given, analysing the interpretations.
The explanation is substantiated effectively.
Marking instructions
Markers must apply the descriptors above in line with the general marking guidance (page 3).

Indicative content guidance

Answers must be credited according to candidates’ deployment of material in relation to the qualities
outlined in the mark scheme. The indicative content below is not prescriptive. The examples below show
different approaches to explaining difference, any one of which may be valid. Other valid material must
be credited.
• The interpretations may differ because they have given weight to different sources. For example
Source C provides some support for Interpretation 1 which stresses the attractions of the Hitler Youth
while Source B provides some support for Interpretation 2 which emphasises the less popular
activities of the Hitler Youth.
• The interpretations may differ because they are partial extracts, with Interpretation 1 mentioning
only what attracted those who joined the Hitler Youth Movement and Interpretation 2 focusing only
on the later 1930s and the reasons why it became less popular.
• They may differ because the authors have a different emphasis – Interpretation 1 is dealing with a
range of features of the Hitler Youth and mainly leisure activities; Interpretation 2 focuses on
discipline and how it prepared youngsters for the war.

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 Question
3 (d) How far do you agree with Interpretation 2 about the attitudes of young
people towards the Hitler Youth movement?
Explain your answer, using both interpretations and your knowledge of the
historical context.
Target: Analysis and evaluation of interpretations.
AO4: 16 marks.
Spelling, punctuation, grammar and the use of specialist terminology
(SPaG): up to 4 additional marks.
Level Mark Descriptor
0 No rewardable material.
1 1–4 • Answer offers simple valid comment to agree with or counter the
interpretation. Limited analysis of one interpretation is shown by selection
and inclusion of some detail in the form of simple paraphrase or direct
quotation. Generalised contextual knowledge is included and linked to the
evaluation.
2 5–8 • Answer offers valid evaluative comment to agree with or counter the
interpretation. Some analysis is shown in selecting and including details
from both interpretations to support this comment. Some relevant
contextual knowledge is included and linked to the evaluation. An overall
judgement is given but its justification is insecure or undeveloped and a
line of reasoning is not sustained.
3 9–12 • Answer provides an explained evaluation, agreeing or disagreeing with the
interpretation. Good analysis of the interpretations is shown indicating
difference of view and deploying this to support the evaluation. Relevant
contextual knowledge is used directly to support the evaluation. An overall
judgement is given with some justification and a line of reasoning is
generally sustained.
4 13–16 • Answer provides an explained evaluation reviewing the alternative views
in coming to a substantiated judgement. Precise analysis of the
interpretations is shown, indicating how the differences of view are
conveyed and deploying this material to support the evaluation. Relevant
contextual knowledge is precisely selected to support the evaluation. An
overall judgment is justified and the line of reasoning is coherent,
sustained and logically structured.
Marks for SPaG
Performance Mark Descriptor
0 • The learner writes nothing.
• The learner’s response does not relate to the question.
• The learner’s achievement in SPaG does not reach the threshold
performance level, e.g. errors in spelling, punctuation and grammar
severely hinder meaning.
Threshold 1 • Learners spell and punctuate with reasonable accuracy.
• Learners use rules of grammar with some control of meaning and any
errors do not significantly hinder meaning overall.
• Learners use a limited range of specialist terms as appropriate.
Intermediate 2–3 • Learners spell and punctuate with considerable accuracy.
• Learners use rules of grammar with general control of meaning overall.
• Learners use a good range of specialist terms as appropriate.
High 4 • Learners spell and punctuate with consistent accuracy.
• Learners use rules of grammar with effective control of meaning overall.
• Learners use a wide range of specialist terms as appropriate.

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 Marking instructions
Markers must apply the descriptors above in line with the general marking guidance (page 3).
No credit may be given for contextual knowledge unless it is linked to evaluation of the interpretations.
In all levels, the second sentence relates to analysis and while the rest relate to evaluation. The
following rules will apply:
• In Level 1, answers that meet the requirements only in relation to analysis without evidence of
evaluation should be awarded 1 mark.
• In other levels, answers that meet the requirements only in relation to analysis (but that also fully
meet the descriptors for evaluation of the level below) should be awarded no more than the bottom
mark in the level.

Indicative content guidance

Answers must be credited according to candidates’ deployment of material in relation to the qualities
outlined in the mark scheme. While specific references are made in the indicative content below, this
does not imply that these must be included; other relevant material must also be credited. The grouping
of points below does not imply that this is how candidates are expected to structure their answers.

The interpretation to be evaluated suggests that the Hitler Youth was not popular with the young.

Relevant points from the provided material and own knowledge which support the claim made in the
interpretation may include:
• Interpretation 2 suggests that the Hitler Youth was not popular with the young because the activities
were increasingly devoted to preparing them for war.
• Interpretation 2 suggests that there was little enthusiasm for the Hitler Youth because of the attitude
of some of the Hitler Youth leaders.
• There was evidence of falling membership in the later 1930s as well as fewer members of the Hitler
Youth attending meetings.
• Some of the young preferred to join other youth organisations – so much so that, in 1936, these
were banned by Hitler.
• Alternative youth groups such as the Edelweiss Pirates were set up by those who did not like the
Hitler Youth.

Relevant points from the provided material and own knowledge which counter the view may include:
• Interpretation 1 suggests that the Hitler Youth movement was popular with the young because it
provided a range of exciting activities.
• Interpretation 1 also suggests that the Hitler Youth was popular because it encouraged a feeling of
comradeship.
• Many girls enjoyed the Hitler Youth, more especially the League of German Maidens because it
enabled them to take part in activities that had previously been only for boys.
• Members of the Hitler Youth were often made to feel important. For example many were able to
watch the Berlin Olympics of 1936.
• By 1936, even before it was compulsory, two-thirds of girls and boys were members of the Hitler
Youth.

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