Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question Guidance – in detail

Question type Marks Time in What is the question asking me to do? How do I get the marks? How do I structure my response?
minutes
Q1 Give two 4 10 -Make two supported inferences; an inference Infer (point) and support SI (SUPPORTED INFERENCE) x2
things you can is something the source suggests but doesn’t (quote) x2: (follow the sentence stems)
infer from (spend 5 actually say; read between the lines. 1 mark for each valid (i) What I can infer:
Source A minutes -This could be a written source or an inference (1-2 marks) What can you guess at? What does it suggest about the
about…. reading image/cartoon. 1 mark for each topic in the question?
source A -Make sure you highlight the topic in the supporting detail (quote) I can infer that…. The source tells me that…
first) (1-2 marks)
question first so that your inferences are
e.g. I can infer that Hitler Details in the source that tell me this:
relevant
was impatient with Give a quote/description to support your inference
-You get a writing frame for this question! people in the Party who In the source I can see….
-It is easier to select your two quotes (and opposed him (1). For Source A states that …. “
include quotation marks) or descriptions then example, Strasser said In the source it says…. “
explain what each quote suggests about the that Hitler was a man X (author/speaker) states that…. “
topic in the question (annoyingly, the other ‘…who even then could He/she says that…. “
way around from the mark scheme). hardly bear
-Make sure you use your own words; DON’T contradiction.’ (1) (ii) REPEAT FOR SECOND INFERENCE
paraphrase (re-word), copy or repeat words
from the interpretations.
Q2 Explain 12 15 -This focuses on the process of change, why Level 4 - Logically 3 x PEEL
why…. something happened, the reasons behind an selected specific and PEEL 1:
event. relevant supporting Point One reason why…. was …. / because of….
-Highlight the dates and topic in the question detail used to explain Evidence For example / For instance……
first. cause or change Explain As a result / This led to / meant that / allowed /
--Write 2-3 PEEL paragraphs. You can still reach throughout the answer. encouraged / enabled / facilitated …..
L2&3 without the third paragraph, so it is Must include knowledge Link This was further aided by…. [next point or factor]
better to write two strong paragraphs using beyond the bullet points. because without the role of / if….. then…..
the bullet points than three rushed ones. (10-12 marks)
-The two bullet points may give you two points PEEL 2:
or be examples to use to support points. Level 3 – Lots of specific Point Another reason why…. was …. / because of….
-You don’t have to use the bullet points in your and relevant supporting Evidence For example / For instance……
answer, but they are usually relevant. detail used to explain Explain As a result / This led to / meant that / allowed /
-Include specific facts to support your points: cause or change in most encouraged / enabled / facilitated …..
names, dates, acts, events and statistics. of the answer. Aim to Link This was further aided by…. [next point or factor]
-When explaining, use words such as ‘allowed’, include knowledge because without the role of / if….. then…..
‘helped’, ‘enabled’, ‘encouraged’, ‘facilitated’ beyond the bullet points
to show impact. for the top of this level. PEEL 3: (if time!)
-In your links, try to weigh up, link and (7-9 marks) Repeat PEEL - A final reason why…. was …. / because
compare for a higher mark; try to show how of….
factors worked together using: Level 2 – Specific and
WITHOUT…. THEN… /IF… THEN…. relevant supporting
e.g. Without the Enabling Act, followed by the detail used to start to
banning of other political parties, then Hitler explain cause or change.
would not have been able to eliminate his Aim to include
internal opposition in the Night of the Long knowledge beyond the
Knives, as his illegal actions would have been bullet points for the top
challenged by the Reichstag, by the media and of this level. (4-6 marks)
the public.
Level 1 - General or
simple answer given with
limited knowledge. (1-3
marks)
Q3a How 8 15 -FIRST identify the enquiry: what are you trying Level 3 - The judgement 2 x MAC-NOPE + summary (or SNAPCAT)
useful are (spend 5 to find out about? Underline it in the question. directly answers the You do not have to use this structure if it is not helpful
Sources B and minutes - Then imagine you are trying to find out about question and assesses to you!
C for an reading the topic without this source; what do you utility (usefulness) on the
enquiry into… the already know about the topic that this source basis of content accuracy Paragraph 1: Content accuracy and completeness
sources does/doesn’t explore? Are there other and limitations, (MAC)
first) problems / details / treatments that are provenance and
important to the topic? typicality. The inferences M - Make a SUPPORTED INFERENCE about the overall
- Evaluate content (what the source says / made from both sources MESSAGE of the source
shows) are developed with One thing you can see/quote from the source and what
- Evaluate provenance (nature, origin and specific detail and this shows or suggests (what you can guess at) the
purpose). Pay close attention to the date and explanation. The overall message of the source is.
author; is it objective (balanced) and does the inferences are supported The message of the source is….
date of origin mean the author had all of the and challenged by own The content of source B/C makes it useful because it
facts to give the full picture? knowledge and the shows… which I can see from ….. / when it states “…….”
-Remember that you can still get 5/8 marks student explores
by writing about only content (MAC) or provenance in their A - Use your CONTENT KNOWLEDGE to show how the
provenance (NOPE). reasoning. (6-8 marks) source is ACCURATE (true) and TYPICAL
-Use FACTS to show the source fits with your How does it match your own knowledge? How is it
own knowledge: what do you already know Level 2 - The judgement typical (does it match what most other sources from
about that enquiry topic and how it is accurate directly answers the that time say) of the period / topic? Use PEE to make
/ limited for this enquiry? question and the answer sure you have supported and explained why this makes
-You need to place the sources in context begins to assess utility
it useful.
(knowledge). (usefulness) on the basis
-You are more likely to gain marks for saying of content accuracy and
why each source IS useful than ISN’T useful limitations, provenance Point - This is accurate / useful to a historian
(limitations). and typicality. A clear studying….. / The source’s content is typical of the
-You DO NOT have to compare the sources or inference is made from period ….. / This fits with my contextual knowledge…
say which is more valuable both sources supported Evidence - …. because indeed I know that… / ….because
by precisely selected I further know that.... Indeed…. / For example….
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

-For higher marks, make sure you justify your detail from the source or Explain - So this makes source B/C useful for an enquiry
answers with key words such as ‘accuracy’, its provenance. The into….because……
‘limited’, ‘incomplete’, ‘typicality’ or inference is supported/
‘provenance’. challenged by own C - Use your CONTENT KNOWLEDGE to show how the
- Give an overall judgement for how useful knowledge. (3-5 marks) source is not COMPLETE (and therefore limited).
each source is to show the examiner that Compare to what you know: what’s missing/omitted
you’ve considered all aspects. Level 1 - A simple and is this deliberate? Is some of it misleading as a
Key things to remember about NOP: judgement supported by result? How does this omission affect the usefulness of
- NEVER EVER use the word ‘biased’. general comments about the source?
- ALL sources are subjective in some way what both sources tells
because they are written / created by humans. us or
Point - However, source B/C is limited because it does
No source is completely objective. who/what/why/when it
not show / include / leaves out / omits …..
- ALL sources are useful in some way was made. The answer
Evidence - For example…. From my knowledge of the
- Subjective sources are VERY useful for giving gives own knowledge but
context of the period, I know that…… / For example, it
us an insight into certain points of view; don’t does not link this to how
does not include….. / omits the fact that…. / I know that
ever say ‘it’s useless because it’s biased’. this makes the source
a more typical experience was….
- If it’s a cartoon / The Wiper Times / Punch, it useful or not. (1-2
Explain - So this makes source B/C one-sided / less
is likely to be satirical, critical, exaggerated, marks)
useful / limited for telling us ……. because…..
subjective (one-sided) because they used
humour in order to highlight an issue. You will only get 2
Paragraph 2: Provenance (NOPE)
- If it’s in a popular magazine / newspaper, marks if you only
then it will also probably reflect public opinion explore ONE source.
NOPE - State the NATURE, ORIGIN and PURPOSE, then
at the time and may sensationalise for effect.
EVALUATE how useful (give strengths and weaknesses)
- Eyewitnesses from the time are not
Nature – what type of source is this? (cartoon /
automatically accurate and reliable!
photograph etc)
- It doesn’t make sense to say ‘the source lies’!
Origin – when and how was it taken/written?
- If it’s a diary / private letter, then it will
Purpose – Why was it created?
probably reflect someone’s honest opinions.
Evaluate - How does this affect how useful the source
- Reflections on the past written a while
is? Consider how it is and isn’t useful.
afterwards might be romanticised but not
N - The source is … [WHAT – e.g. propaganda,
necessarily entirely false.
newspaper, satirical cartoon…]
- Remember the author’s circumstances e.g.
O - ..written by ….. when…. [WHO, WHEN]
censorship under the Nazi regime. P ….with the purpose of….. [WHY]
-Be careful in making assumptions based on E (strengths and weaknesses) - This would help a
the nationality of the author. historian understand …… because…… / This is typical of
the period because…. / This therefore would reflect …. /
However, the provenance of source B/C also makes it
limited because…..

REPEAT FOR SECOND SOURCE – MAC NOPE

Q3b 4 10 -Switch into ‘interpretation’ mode - Remember Level 2 – You analyse SI x2 and summary
Interpretations (spend 5 that a ‘source’ is from the time period and an and identify the overall
1 and 2 give minutes ‘interpretation’ is a deliberate construct of the difference between the SI - Make a supported inference about the view of
different views reading past, someone’s point of view after that time. interpretations. You Interpretation 1
on….. What is the -Focus on the overall views rather than getting make valid inferences
the main interpreta- bogged down in the details. and support these with Interpretation 1 states/says “……..” (quote)
difference tions first) -Say how the two interpretations (views) precise quotes. (3-4 This suggests that he/she thinks / holds the view that
between the differ. State and explain the main difference. marks) …..(what you can guess at) / The view in Interpretation
views? E.g: PELTS: 1 is therefore that…
PE = points of emphasis (e.g. the focus of their Level 1 – You attempt to
view) analyse and identify SI - Make a supported inference about the view of
LT = language and tone (e.g. exciting vs differences between the Interpretation 2 showing DIFFERENCE
resentment) interpretations, but only
S = selection of information (e.g. descriptions in the details of the HOWEVER / WHEREAS interpretation 2 states/says
chosen) interpretation, rather “…….”.
-Quote/reference both of the interpretations than the overall This shows that he/she thinks / holds the view that … /
message. You forget to The view in Interpretation 2 is therefore that…
to back this up
support your inferences
-Make sure you use your own words, rather
or paraphrase / extract Summarise to show the precise main difference [if
than the words in the interpretation
(copying) your support. time]
(paraphrasing). DON’T just describe, copy or
(3-4 marks)
repeat words.
. So, the two interpretations differ in their views of ….. in
-Use words to show comparison: however,
that…
whereas, contrastingly, in contrast…
So, the main difference between the views is that….
- DO NOT use provenance (NOPE)
- Key things to remember about
interpretations: interpretations are based on
evidence from their period of study; a range of
evidence that can be used to reach different
conclusions that are equally valid.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question Guidance – simplified and exemplified

Question 1: Give two things you can infer from Source A about… (4 marks)
Give two supported inferences.
• 1 mark for an accurate inference.
(x2)
• 1 mark for giving a quote/source
description that you used to
make the inference. (x2)
The exam paper provides a writing
frame to help you with this. →

Note:
• no marks for simply rephrasing the
source or describing it – an inference
must be a guess (read between the
lines).
• make sure you write your inference
& detail in the correct places – no
marks if they are in the wrong place.
• detail must be linked to the
inference you made.

Example Responses
Give two things you can infer from Source A about how Hitler became Chancellor [4]
One thing I can infer is that Hitler was
enabled to become chancellor by through
Exam ues on: Inference
the political support of von Papen and ive two things you
President Hindenburg. can infer from Source A
about how Hitler became
This is shown in the cartoon where both hancellor [ ]
von Papen and President Hindenburg are
physically lifting Hitler up on their
shoulders.
Another thing I can infer is that Hitler was
underestimated and it was assumed that
his chancellorship was only temporary.
This is shown by the fact that von Papen
looks like he is wobbling whilst trying to
hold Hitler up, as well as the use of the
word ‘temporary’ in the cartoon’s title.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example response:

Give two things you can infer from Source A about how Hitler kept power. [4]
NOTE: Use the guidance for structure purposes only – this topic is not tested in
2021.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question 2: Explain why… (12 marks)

Write at least two – three PEE paragraphs.

The bullet points are there to help you (give you ideas) but you don’t have to use them if you are not
confident with them.
You must make sure that you don’t only write about the bullet points, as this will limit your marks.
Try to frame points around factors – social, economic, political, constitutional, military, etc.
Example Responses
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.

For example, you could also consider: U – Unfair - Dicktat

B – Blame – Article 231 ‘War Guilt Clause’

R – Reparations – £6.6b, bankrupted

A – Army – 100,000 men, 6 battleships,

Rhineland demilitarised

T – Territory – lost 13% of land; 10% of

population displaced as a result e.g. The
Saar given (for 15 years) to France, Polish
Corridor, Danzig.

Use PEE/PEEL
One reason why there was opposition to the Treaty of Versailles in Germany was because of its military
terms, reducing the military drastically. The Treaty decimated Germany’s armed forces by reducing the
army to 100,000 soldiers, allowing no air force, no tanks and a small navy of six battleships, with no
submarines. This caused opposition because, for Germans, this seemed an unfair punishment designed to
further weaken Germany and make it incapable of defending itself. Many Germans feared that France
might attack them, for example, through the demilitarised Rhineland. The loss of their navy and
submarines also made them feel militarily vulnerable. Moreover, Germany had been a militaristic country,
priding itself on its army, so losing its army was humiliating for German people. Many Germans simply
could not believe that the German Army could have been defeated in the war, so those who agreed these
humiliating terms were seen as ‘November Criminals’ who had ‘stabbed them in the back’ (dolschstoss .
The reduction of the army also had a marked effect on employment in Germany, where millions of troops
were now unemployed and could not find jobs because the economy had been weakened by war debt and
the imposition of reparations. So, the military terms of the treaty also further worsened the impact of the
other terms, such as the reparations and territorial losses. Furthermore, the humiliation and vulnerability
caused by the military terms exacerbated resentment at the November Criminals for agreeing to the War
Guilt Clause, arguable the clause that underpinned the rest of the terms.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Average answer:

Strong answer: 12/12

Firstly, the Treaty was regarded as a ‘diktat’. These terms means that the leaders of Germany had not been
allowed to take part in negotiations of the terms, and had no choice about signing the Treaty. To make this
humiliation worse, the terms included the War Guilt Clause, making Germany accept full responsibility for
a war that it was not solely to blame for. Thus the Treaty not only reinforced Germany’s humiliation at
being defeated in WWI, but also set up punishing financial and military terms. Furthermore the politicians
who had no choice but to sign the Treaty were seen as betraying Germany, which weakened the young
Weimar Republic. These political terms made Germans feel humiliated and unfairly punished.

Secondly, the Treaty did massive damage to the German economy already weakened by war. The
reparations to pay for the damage of WWI, were eventually set at a massive £6600 million. This vast sum
was justified by the War Guilt Clause. Germany could simply not afford the yearly payments, and this
played a significant part in Germany’s economic problems between 9 9 and 923. This was in addition to
the loss of land, both abroad and on Germany’s borders. This meant many Germans, who lost jobs, savings
and homes, blamed the Treaty for their massive economic problems.

Thirdly, Germany’s political and economic humiliation was compounded by the military terms. Many
Germans, including Ebert, did not believe the German Army had been defeated in the war. They had simply
failed to win. The Treaty then decimated Germany’s armed forces by reducing the Army to 00,000
soldiers, no air force, and a small navy with no submarines. For Germans, this seemed an unfair
punishment designed to further weaken Germany and make it incapable of defending itself. The limitation
of the Army also worsened the economic situation as men could not get a job by joining the Army.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Strong answer: [Edexcel gave it 12/12]

In 1919 there was much opposition in Germany when the Treaty of Versailles was signed.
This took 13% of the land away, the Rhineland was turned into a demilitarized zone,
Germany also had all colonies taken from them and any raw materials left in the taken land
was claimed by other countries. This heavily impacted on Germany in a negative way
because Germany was left with many displace Germans (people who lived in the parts of
Germany which were taken away). Having a demilitarized zone right next to France meant
that Germany was very vulnerable and unsafe. Another agreement of the treaty was to have
material such as coal taken from them, this made it much more difficult for Germany to pay
reparations as they could not trade resources.

Another agreement from the Treaty of Versailles that the German people opposed was to cut
down their armies. This included having to give away their battleship to GB and France,
leaving them with 6. Their army could only include 100 000 men, and also Luftwaffe and
submarines were banned. German having to give away battleships was humiliating. It meant
helping the ‘enemy’ and left German unprotected. Having an army of 100 000 men made
keeping peace internally difficult, never mind defending themselves. This made Germans
scare that France would try to attack. Banning all submarines and planes was a huge impact
on Germany which again made them feel vulnerable and unprotected. This part of the Treaty
would significantly lower the German people’s morale because before the war Germany was a
strong and powerful country, they were an extremely militaristic society, so when they had
their army demolished it affected them deeply.
The German people opposed the Treaty because they feared paying reparations. In 1921, the
reparations were set at £6 600 million. When the Weimar government signed the treaty, they
did not know that the price would be that high. Germany would have to significantly increase
taxes for decades to afford the compensation agreed. People found this difficult because they
had nothing left and had just had their resources taken away from them. This made German
people afraid of how they would afford their future.

The Treaty of Versailles stated a ‘War Guilt clause’ which meant that German an all their
people had to accept full blame for the war. This made German people international outcasts.
This led to resentment in Germany and made it incredibly difficult to create a democracy and
for the people to accept/agree with the new President (Ebert). This caused many problems
for German as the country would be full of disagreement causing rioting etc. The German
people saw the Treaty as unfair as German was the 4th country to join the war. Signing the
Treaty of Versailles made the Weimar government look weak and pathetic, again causing loss
of morale and faith.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Explain why people in Germany suffered as a result of the First World War. [12]
You may use the following in your answer:
- Food shortages
- Bankruptcy
You must also use information of your own.

12/12
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Explain why the German economy suffered between 1918 and 1923? (12 marks)
One reason why the German economy suffered between 1918 and 1923 was that the terms of the Treaty
of Versailles caused Germany to become bankrupt. For example, the Treaty of Versailles set reparations at
£6.6 billion. These would start in 1921. Given the economic impact of WWI, it was highly unlikely that the
German government would ever be able to pay this; its debt had trebled between 1914 and 1918, from 50
billion marks to 150 billion marks, and it was owed vast sums in loans by its wartime allies. Moreover, the
German government had spent the last of its gold reserves during the war. As a result, the reparations
exacerbated Germany’s economic problems, as the government was unable to find a solution to balance
the deficit. This meant that Germany would never economically recover and thus never achieve the
financial stability required to make reparations payments, and this failure then led to the French invasion
of the Ruhr in 1923.
Another reason why the German economy suffered between 1918 and 1923 was because it could not
make the best use of its wealth-earning industrial areas of land, which were occupied by other countries or
had been taken from Germany under the Treaty of Versailles. One example is the Ruhr Crisis. On January
11th 1923, 60,000 French and Belgian troops occupied the Ruhr Valley in response to Germany’s failure to
make a payment of coal to France in December 1922, as per the reparations agreement. They confiscated
raw materials, manufactured goods and industrial machinery, as alternative payments, and occupied key
industries, such as coal mines, railways, steel works and factories. This crippled the German economy
further, since the Ruhr accounted for 80% of coal, steel and iron reserves, and contained many factories.
German production fell dramatically and the occupation led to further unemployment, debt and shortages.
The German government also exacerbated the impact of the crisis by urging strikes and passive resistance
amongst German workers in the Ruhr. Moreover, the German government then had to pay the workers
that they had encouraged to leave their positions.
The final reason why the German economy suffered between 1918 and 1923 was therefore due to
hyperinflation in 1923. This was caused by the government’s decision to print more paper money in
response to the Ruhr Crisis, unemployment and increasing debt. The solution of increasing taxes in order
to reduce the deficit and balance the budget appeared untenable to politicians in 1923, given the growing
political instability and the fragility of the Weimar Republic. So, the government increased its paper mills to
300 and its printing shops to 2000 in 1923 in order to repay its debts. However, as more money was
printed, it caused inflation, where money loses its value. In the Autumn of 1923 this turned into
hyperinflation, where money rapidly became worthless as prices rose by the hour. For example, a loaf of
bread that cost 0.63 marks in 1918 rose to 201 billion marks by November 1923. Prices rose so rapidly that
people had to bring their wages home in wheelbarrows, and restaurants printed menus multiple times a
day. As a result, people lost their savings, and suffered from cold and hunger, as their wages could no
longer buy the things they needed. Pensioners on fixed incomes suffered the worst because their pensions
became worthless, whilst the middle class suffered because their hard-earned savings disappeared
overnight. The poor became poorer and the winter of 1923 meant that many lived in freezing conditions,
burning furniture to get some heat. It was these conditions that led many to turn to extremist parties,
feeling that their government had failed them, therefore posing a danger to the Weimar Republic.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Explain why there was more stability in Germany during the years 1924 and 1929. [12]

One reason why there was more stability in Germany between 1924 and 1929 was because Gustav Stresemann
stabilised German currency, so that Germany could rebuild its economy. For example, in November 1923, as
Chancellor, Stresemann’s stopped the printing of old paper money and replaced the old money with a temporary
new currency called the Rentenmark. This could be exchanged for the old currency. One Rentenmark replaced 1000
billion marks. In 1924, the Rentenmark was again replaced by the Reichsmark, a stable currency tied to gold
reserves, that remained for the next 25 years. This brought economic stability in Germany because, firstly, it brought
hyperinflation to an end. People could now afford everyday items at an affordable price and the standard of living
begun to improve. This brought an end to the extreme economic hardship of 1923 and allowed society to recover. A
reduction in economic hardship also resulted in the public having more confidence in Weimar government and thus
a decline in support for political extremism, which had been a major problem throughout hyperinflation.

Another reason why there was more stability under Stresemann was because he was able to negotiate in order to
reduce and finance the reparations payments. For example, Stresemann financed the repayments by securing a loan
of 800 million gold marks from the USA via its Vice-President, Charles Dawes, the Dawes Plan, in 1924. This was in
exchange for the promise that Germany would begin reparation payments again if they received help. A repayment
schedule was set up so that Germany could begin to pay reparations. Then, in 1929, Stresemann negotiated the
Young Plan, which reduced the amount that Germany owed from £6.6 billion to £2.2 million and they had until 1988
to pay it (a further 59 years). This brought stability because, in the short term, it gave the French confidence in
Germany’s ability to pay reparations, so they left the Ruhr. This meant that industry could start again, and people
could go back to work. In the long term, the US loans allowed Germany’s economy not only to recover but to thrive
and prosper. Stresemann invested the loans in infrastructure and industry, using it to build new factories, housing,
hospitals, schools and roads. This led to increased employment opportunities, as the economy stabilised.
Unemployment was reduced from 4% of the total population in 1924 to 1.3 million in 1928 (1.5%). In turn, wages
improved for ordinary people as the economy grew. For example, real wages rose by 25% from 1925 to 1928.
Improved wages also led to a better standard of living for German people and increased consumerism. For example,
the sale of radios rose from 1m in 1926 to 4m in 1926, showing that ordinary Germans were better off. Society
became more prosperous, entering a ‘Golden Age’ for Weimar Germany. By 1928, industrial output had doubled
since 1923, surpassing pre-war levels, and Germany’s economy had become the world’s second biggest economy,
second to America’s. Finally, economic prosperity meant that the government could lower taxes for ordinary people,
not only increasing standards of living but also restoring faith and trust in Weimar government. Thus, society
became more stable and there was a significant reduction in support for political extremists compared to the period
1919 to 1923.

A final reason why there was increased stability was because of Germany’s improved international status and image
abroad. For example, in 1925, Germany signed the Locarno Pact with Britain, France, Belgium and Italy, promising
never to invade each other, Then in 1926, Germany was allowed to join the League of Nations, an international
peacekeeping organisation which Germany had been banned from when it was first set up in 1919. Another pact was
signed in 1928, when Germany and 63 other countries signed the Kellogg-Briand Pact. They all agreed not to go to
war unless it was in self-defence. This led to stability, firstly, because Germany was now safe from the threat of
invasion or occupation. Ordinary people could feel safe again. Secondly, in regaining its reputation abroad, Germany
was politically powerful again on the world stage and would be included in major decisions. This meant that German
people felt less resentment towards other countries, especially those who had imposed the Treaty of Versailles. It
also restored a sense of patriotism and pride in their country for ordinary German people. This was important as
most German people were still supporters of right-wing traditionalism and militarism, politically; at least 30% of the
vote in elections regularly went to right-wing parties throughout 1924 to 1928. So although society was still
politically fractured, there was broad support for Stresemann’s efforts to restore Germany’s international status.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Explain why support for the Nazi Party increased between 1929 and 1933 [12]
You may use the following in your answer.
• The Great Depression
• Hitler’s oratory
You must also include information of your own.

- One reason why support for the Nazis increased is …. (use the factors headings in the boxes)
- For example…. (use the numbered examples)
- This increased their support because …. / As a result….

One reason why people voted for the Nazis was the Great Depression. For example, it caused lots of
problems which the Nazis were able to exploit. Over 6 million Germans were unemployed by 1933 and the
Nazis promised them ‘work and bread’ in their propaganda posters. They also set up ‘soup kitchens’ to
feed homeless Germans. This helped to increase their support because people felt that the party were
providing solutions to their problems. In times of crisis, people often turn to extremism because these are
the parties which offer extreme solutions. The Communists (KPD) also got votes from the unemployed
because people were turning to extremism.
Another reason why Nazi support increased is because of Hitler’s ideas in the first place. Hitler vowed to
destroy the Treaty of Versailles by promising to regain land lost like the Polish corridor and to rebuild
Germany’ armed forces, a symbol of her pride, which had been reduced to only 100,000 men. This was in
line with the desires of many Germans who found themselves separated from family under the Treaty and
saw Hitler as an opportunity to re-unite the old German empire and relatives. Furthermore, Hitler’s pledge
to rebuild the armed forces was well received because it would provide much needed jobs in a time of
recession. This helped to increase their support because people saw the practicality in his ideas and many
shared his hatred of the overly harsh Treaty of Versailles; other politicians were simply telling them they
had to carry on paying reparations and that the economic problems would resolve if they were patient.
Hitler promised action now.
Finally, his messages were reinforced by his personal appeal, especially his oratory. For example, Hitler
thrilled audiences with his booming voice and was very persuasive. Indeed his normal speaking voice
operated above that of an angry man at 228 vibrations per second, leading many to describe his speeches
as an ‘assault on the eardrums’. Hitler practiced for hours in front of the mirror, waving his arms for
dramatic effect to drive home his messages to the people. This helped to increase their support because
his attention grabbing voice and gestures persuaded many people to vote for him because he seemed so
passionate and forceful about his ideas and because of the confidence he projected in his body language.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question 3a: Study Sources B & C. How useful are Sources B & C for an enquiry into… (8 marks)

How useful = what can you learn from the sources about the topic?
You must write about both sources. If only one source is written about, your marks are severely limited.
Give a balanced analysis of both sources – writing about one source in lots of detail and the other only
briefly will also limit your marks.

You should analyse both content and provenance of the sources, but do not have to do both for each
source. E.g., you could analyse content for one source and provenance for another. If you struggle with
provenance, you can still get up to 6/8 marks if you just do content for both sources.

Structure – MAC NOPE:

• M - The message of the source is that ....... [make a supported inference]
• A - This is accurate and therefore useful for…... Indeed, I know that... [support with own knowledge]
• C - Source B could be more complete in ..... [what could it address / include to help with the enquiry?]
• N - The provenance of source B makes it highly useful because .... [comment on HOW the nature, origin
and purpose are useful, even if highly subjective, and remember to evaluate with reference to the
words of the Q]

More sentence starters: You do not have to include both content and provenance for both sources
remember:

Paragraph 1: Content accuracy and completeness (MAC)

M - Make a SUPPORTED INFERENCE about the overall MESSAGE of the source

One thing you can see/quote from the source and what this shows or suggests (what you can guess at) the overall message of the source is.
The message of the source is….
The content of source B/C makes it useful because it shows… which I can see from ….. / when it states “…….”

A - Use your CONTENT KNOWLEDGE to show how the source is ACCURATE (true) and TYPICAL
How does it match your own knowledge? How is it typical (does it match what most other sources from that time say) of the period / topic?
Use PEE to make sure you have supported and explained why this makes it useful.
Point - This is accurate / useful to a historian studying….. / The source’s content is typical of the period ….. / This fits with my contextual
knowledge…
Evidence - …. because indeed I know that… / ….because I further know that.... Indeed…. / For example….
Explain - So this makes source B/ useful for an enquiry into….because……

C - Use your CONTENT KNOWLEDGE to show how the source is not COMPLETE (and therefore limited).
Compare to what you know: what’s missing/omitted and is this deliberate? Is some of it misleading as a result? How does this omission affect
the usefulness of the source?
Point - However, source B/C is limited because it does not show / include / leaves out / omits …..
Evidence - For example…. From my knowledge of the context of the period, I know that…… / For example, it does not include….. / omits the fact
that…. / I know that a more typical experience was….
Explain - So this makes source B/C one-sided / less useful / limited for telling us ……. because…..

Paragraph 2: Provenance (NOPE)

NOPE - State the NATURE, ORIGIN and PURPOSE, then EVALUATE how useful (give strengths and weaknesses)
Nature – what type of source is this? (cartoon / photograph etc)
Origin – when and how was it taken/written?
Purpose – Why was it created?
Evaluate - How does this affect how useful the source is? Consider how it is and isn’t useful.
N - The source is … [WHAT – e.g. propaganda, newspaper, satirical cartoon…]
O - ..written by ….. when…. [WHO, WHEN]
P ….with the purpose of….. [WHY]
E (strengths and weaknesses) - This would help a historian understand …… because…… / This is typical of the period because…. / This therefore
would reflect …. /
However, the provenance of source B/ also makes it limited because…..
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Q3a How useful are Sources B and C for an enquiry into Germany’s stability
between 1924 and 1929?
The message of the source is that Germany was politically fragile between 1924 and 1929. This
is useful because it shows that there was a lack of support amongst the public for the political
elite / that those in power were seen as incompetent, which I can see from the socialist
politician depicted with faeces in his head and the journalist with a chamber pot on his head
and the RW lawyer with a scrambled brain. Indeed, this impression is accurate because I know
that Weimar was political unstable because there were 25 governments in 14 years, as coalition
governments often collapsed. Also, despite more support for moderate parties, 30% of the vote
still regularly went to parties that opposed the Republic. Many people still hated the Treaty of
Versailles and blamed Stresemann for not pushing to revoke it. Support for extremism was also
clear when Hindenburg, a anti-Republican ex-WWI General, was elected President in 1926. So
this makes source B useful for an enquiry into Germany’s stability because it reveals the political
fragility of the Republic, despite improvements to standards of living.

However, source B is not wholly comprehensive in representing Germany stability because it

omits the economic stability of the periods and the subsequent improvements to standards of
living. For example Stresemann revived the German economy by securing American a loan of 800m gold marks under the Dawes
Plan in 1924 and reducing the reparations by a third to 2.2b in 1929 (Young Plan). This money helped to improve standards of
living; real wages increased by 25% between 1925 and 1928 and unemployment was reduced from 4% of the total population in
1924 to 1.3 million in 1928 (1.5%). So this makes source B limited for telling us about Weimar’s ‘Golden Age’ of economic
stability and growth.

The source is a typical piece of art by George Grosz, who was famous for his political satire, with the purpose of exaggerating
political instability, both in government and in support for extremism. This explains why Grosz was selective and subjective in
depicting only instability. This painting is therefore useful for the enquiry because it reflects general public opinion at the time,
the lack of respect for Weimar politicians and the elite, at both ends of the political spectrum.

Example Response
How useful are Sources C and D for an enquiry into how Hitler came to
power in 1933?
Source C is useful because it shows that Germany was in chaos, which helps to explain
how Hitler came to power. For example, it mentions how Bruning kept issuing
commands, but he was not obeyed. The source says that ‘each week there were new
decrees’, which suggests that there was no stability and people would have been
confused and frustrated with this leadership. Indeed, I know from my own knowledge
that Bruning issued 66 decrees in 1932. Meanwhile, unemployment was high, and
people began to riot in the streets, like Source C says, although I also know that the SA
and SS encouraged a lot of this violence. T he source is therefore useful as it tells us
about the violence and instability in Germany that made people want a strong leader (as
source C puts it, ‘a man with hair on his chest’ , like Hitler.

Source D is also useful as it is a satirical cartoon from a British political magazine published
in 1933. This is the time that Hitler became Chancellor, so it shows that political
commentators at the time thought that Hitler needed the help of Hindenburg and von
Papen to lift him to power, but that they were reluctant to do so. I know that this is
correct because von Papen said to Hindenburg in 933 that “we will push Hitler so far into
a corner, he will squeak like a mouse”. This is therefore useful because gives an informed
view about Hitler coming to power and suggests that the role of Hindenburg and von
Papen in bringing this about was well known, not just in Germany, but elsewhere in
Europe, too.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question 3b: Study Interpretations 1 & 2. They give different views about… What is the main difference
between these views?
Interpretations are based on evidence from their period of study; a range of evidence that can be used to reach
different conclusions that are equally valid.So, when trying to work out (infer) a difference, consider PELTS:
• PE = points of emphasis (e.g. the focus of their view)
• LT = language and tone (e.g. exciting vs resentment)
• S = selection of information (e.g. descriptions chosen)

Summarise each interpretation & give a quote:

• Viewpoint in Interpretation 1 & quote.
• Different viewpoint in Interpretation 2 & quote.

Tips:
• Use contrasting words: ‘in contrast’ or ‘on the other hand’
• Make sure you give a viewpoint for both interpretations. Only
writing about one interpretation = 0 marks.
• Use the word ‘interpretation’ – NOT a ‘source’.
• Focus on the overall views rather than getting bogged down in
the details.
• Make sure you use your own words, rather than the words in
the interpretation (paraphrasing).
• DO NOT use provenance (NOPE) – this is ONLY for sources.

Example Response
Interpretations 1 and 2 give different views about how Hitler came
to power. What is the main difference between these views? Explain
your answer, using details from both interpretations.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Example Response

Interpretation 1 emphasises the central role played by Hitler’s actions, suggesting that Hitler as an individual was the
main reason for the growth in Nazi support. Interpretation 1 states “that Hitler was a “charismatic speaker” and a
“powerful speaker” who could “identify with their emotions”.

Whereas the view in Interpretation 2 is that the main reason for the growth in Nazi support was the luck of the Wall
Street Crash, rather than Hitler himself. Interpretation 2 states that “chance events, such as the depression and
unemployment, played a much larger role”; before 929, they had “little support”

Example Response [This topic is

NOT tested in 2021]

The main difference is that

Interpretation 1 emphasises the
enthusiasm for and attractions of the
Hitler Youth by mentioning the
“interesting activities” such as
“campaign and hiking” and sports.

Whereas interpretation 2 emphasises

the unpopularity of the Hitler Youth
and its less attractive activities, which
led to “resentment” such as those
designed to ‘prepare’ the youngsters
“for war”.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Practice Questions

Question 1: Give two things you can infer from Source A about… (4 marks)
1. Give two things you can infer from Source A about how 2. Give two things you can infer from Source A about the
well Germany was being governed in November 1918. transition to Republic after the Kaiser’s abdication.

3. Give two things you can infer from Source A about the 4. Give two things you can infer from Source A about German
revolutions of 1918-19. opposition to the treaty of Versailles.

5. Give two things you can infer from Source A about the 6. Give two things you can infer from Source A about changes
impact of the French invasion of the Ruhr in 1923. for women in Weimar Germany.

A poster from Germany A magazine cover from

in 1923. The figure 1925, comparing a
represents France. The woman from the past
caption reads, ‘Hands (in the foreground)
off the Ruhr area!’ with a ‘woman of
today’ (at the back .
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

7. Give two things you can infer from Source A about the 8. Give two things you can infer from Source A about Hitler’s
NSDAP in the 1920s. leadership of the Nazi Party in the 1920s.

From Hitler and I, by Otto Strasser, published in 1940.

Strasser was a leading member of the Nazi Party in its early
years. Here he remembers a conversation with Hitler in
1925.

I remember one of my first conversations with him. It was

nearly a quarrel. ‘Power!’ screamed Adolf. ‘We must have
power!’
‘Before we gain it’, I replied firmly, ‘let us decide what we
propose to do with it. Our programme is too vague; we must
construct something which will last.’
Hitler, who even then could hardly bear contradiction,
thumped the table, saying sharply, ‘Power first! Afterwards
we can act as events occur.’

9. Give two things you can infer from Source A about the 10. Give two things you can infer from Source A about Nazi
impact of the Munich Putsch on Hitler’s approach to gaining Party values from 1924.
power.

11. Give two things you can infer from Source A about 12. Give two things you can
reasons for increased support for the Nazis, 1929-32. infer from Source A about
Hitler’s appointment to the
From an interview with a member of the Nazi Party. Chancellorship in 1933.

… for five years I remained unemployed and I was broken both

in body and spirit and I learned how stupid were all my A 1933 cartoon called ‘The
dreams in those hard days at university. I was not wanted by Temporary Triangle’ from
Germany… then I was introduced to Hitler. You won’t the British political magazine
understand and I cannot explain either because I don’t know Punch. It shows Hindenburg
what happened, but life for me took on a tremendous new (on the left) and von Papen
significance… I committed myself, body, soul and spirit, to the (on the right) lifting Hitler to
movement. power.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question 2: Explain why… (12 marks)

1. 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.

2. Explain why the Weimar government was unpopular in the years, 1919 to 1923.
You may use the following in your answer:
- stab-in-the-back theory
- Treaty of Versailles
You must also use information of your own.

3. Explain why there were economic problems in the Weimar Republic from 1919 to 1923.
You may use the following in your answer:
- reparations
- the French occupation of the Ruhr
You must also use information of your own.

4. Explain why the Munich Putsch (1923) failed.

You may use the following in your answer:
- the German army
- Bavarian leaders
You must also use information of your own.

5. Explain why there was limited support for the Nazi Party from 1929-32.
You may use the following in your answer:
- Dawes Plan
- Hindenburg
You must also use information of your own.

6. Explain why there was increased support for the Nazi Party from 1929-32.
You may use the following in your answer:
- rising unemployment
- propaganda
You must also use information of your own.

7. Explain why there were political threats to the Weimar government between 1918 and 1923.
You may use the following in your answer:
- Revolts from left wing activists
- Revolts from right wing activists
You must also use information of your own.

P – The Weimar government faced threats from the left, who wanted…
E – For example, …[Spartacist Revolt]
E – This was a threat to the Weimar government because ….
L – However, it was not as greater threat as revolts from the right, because ……
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

P – Arguably, the threat from the right was greater because …

E – For example, …[Kapp Putsch]
E – This created a huge threat for the Weimar government because… In fact, the Putsch was only defeated
when…
L – Therefore, the threat from the right was greater than from the left because…..

P – The threat from the right was also greater because they were more likely to be supported by those in
power and the judiciary.
E – For example, …[figures and details of political assassinations]
E – This threatened the stability of the government because …. [leniency of sentencing; endorsed / enabled
/ facilitated RW extremism]
L – Therefore, the threat from the right was greater than from the left because….. / in the long-term….

8. Explain why there was more stability in Germany during the years 1924 and 1929.
You may use the following in your answer:
- The Rentenmark, 1923
- The Locarno Pact, 1925
You must also use information of your own.
PEEL 1: Stresemann stabilised Germany’s economy (currency reform)
Point One reason why there was more stability in Germany between 1924 and 1929 was because Gustav
Stresemann stabilised German currency, so that Germany could rebuild its economy.
Evidence For example, in November 1923, …… (what did he do?)
Explain As a result / This led to stability because it meant that…..
Link However, the economy would need more than a stable currency in order to pay off reparation debts.

PEEL 2: Stresemann resolved the reparations crisis with the Dawes Plan
Point Another reason why there was more stability under Stresemann was because he was abler to
negotiate in order to reduce and finance the reparations payments.
Evidence For example …… (what was agreed under the Dawes and Young Plans, in detail)
Explain This led to meant that …. (who left the Ruhr, what happened to ermany’s economy and how did
he use this money to rebuild Germany)
Link Furthermore, it was this economic and social stability that encouraged other foreign powers to begin
to trust Germany again.

PEEL 3: Stresemann restored Germany’s international status

Point - A final reason why there was increased stability was because of ermany’s improved international
status and image abroad.
Evidence For example …. (how were they treated in 1918-19? What did Stresemann do? How did
Germany’s status change?)
Explain As a result, people began to trust….. (who and why?) and therefore….. (impact on social and
political stability?)

9. Explain why extremist support increased during the years 1929 and 1933?
You may use the following:
- The Wall Street Crash
- Chancellor Bruning
You must also include information of you own. [12 marks]

Structure
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

1. Wall Street Crash = economic

collapse and unemployment
2. The effects of the Great
Depression on ordinary people
= desperation for solutions
3. Bruning’s failed solutions =
less confidence in moderate
Weimar politicians

One reason why support for

extremists increased between 1929
and 1933 was because….
For example…
This caused people to vote for
extremists because….
Repeat paragraph structure for your
second reason!

Question 3a: Study Sources B & C. How useful are Sources B & C for an enquiry into… (8 marks)

1 Study Sources B & C.

How useful are Sources B & C for an enquiry into reasons for the unpopularity of the Weimar
Republic from 1919-23?
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

2 Study Sources B & C.

How useful are Sources B & C for an enquiry into the challenges facing the Weimar Republic in the
years 1919-23?
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

3 Study Sources B & C.

How useful are Sources B & C for an enquiry into the recovery of the Weimar Republic between
1923 and 1929?
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

4 Study Sources B & C.

How useful are Sources B & C for an enquiry into
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

5 Study Sources B & C.

How useful are Sources B & C for an enquiry into the reasons for the growth in support for the Nazi
Party in the years 1929-32?
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

6 Study Sources B & C.

How useful are Sources B & C for an enquiry into the strength of democracy in Germany by 1932?
Explain your answer using Sources B & C and your knowledge of the historical context.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

Question 3b: Study Interpretations 1 & 2. They give different views about… What is the main difference
between these views?

1 Study Interpretations 1 & 2. They give different views about the attitudes towards women in
Weimar Germany.
What is the main difference between these views?
Explain your answer using details from both interpretations.

2 Study Interpretations 1 & 2. They give different views about the reasons for the appeal of the Nazi
Party to the German people, 1929-33.
What is the main difference between these views?
Explain your answer using details from both interpretations.
Paper 3 Practice Questions 2021 only - Weimar and Nazi Germany, 1918–33

3 Study Interpretations 1 & 2. They give different views about the challenges facing the Weimar
Republic in the years 1919-23.
What is the main difference between these views?
Explain your answer using details from both interpretations.

4 Study Interpretations 1 & 2. They give different views about the reasons for the grown in support for
the Nazi Party in the years 1929-32.
What is the main difference between these views?
Explain your answer using details from both interpretations.