Monday, December 26, 2016
N15P11 MS Qn 6(c) ‘The Nazi-Soviet Pact was more advantageous to Stalin than it was to Hitler.’ How far do you agree with this statement? Explain your answer.
Level 5 Explains with evaluation of ‘how far’ [10]
As Level 4 plus evaluation.
Level 4 Explanation of both sides [7–9]
A L4 answer will have a minimum of three explanations
(2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One-sided explanation [4–6] OR One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘Hitler had avoided the immediate possibility of fighting a war on two fronts. He knew he could invade Poland without having to worry about what action the USSR would take.’ OR e.g. ‘Stalin believed that the USSR would have to fight Germany in the future. The Pact gave him time to build up his military strength. Occupying part of Poland would also give Stalin a buffer between Germany and the USSR.’
Level 2 Identifies AND/OR describes [2–3] (One mark for each point) e.g. ‘Hitler could invade Poland.’ ‘Hitler had avoided a war on two fronts.’ ‘It gave Hitler confidence.’ ‘Stalin would delay war with Hitler.’ ‘Stalin would gain part of Poland.’ ‘Stalin gained time to re-arm.’ ‘The Pact stated that they would not attack each other.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It gave both sides a short term benefit.’
Level 0 No evidence submitted or response does not address the question [0]
A L4 answer will have a minimum of three explanations
(2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One-sided explanation [4–6] OR One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘Hitler had avoided the immediate possibility of fighting a war on two fronts. He knew he could invade Poland without having to worry about what action the USSR would take.’ OR e.g. ‘Stalin believed that the USSR would have to fight Germany in the future. The Pact gave him time to build up his military strength. Occupying part of Poland would also give Stalin a buffer between Germany and the USSR.’
Level 2 Identifies AND/OR describes [2–3] (One mark for each point) e.g. ‘Hitler could invade Poland.’ ‘Hitler had avoided a war on two fronts.’ ‘It gave Hitler confidence.’ ‘Stalin would delay war with Hitler.’ ‘Stalin would gain part of Poland.’ ‘Stalin gained time to re-arm.’ ‘The Pact stated that they would not attack each other.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It gave both sides a short term benefit.’
Level 0 No evidence submitted or response does not address the question [0]
N15P11 MS Qn 6(b) Why did Hitler want to remilitarise the Rhineland?
Level 4 Explains TWO reasons [6]
Level 3 Explains ONE reason [4–5] (One mark for an explanation, additional mark for full explanation) e.g. ‘One of Hitler’s foreign policy aims was to pursue an aggressive policy in the east, taking over Poland and the west of the USSR. Germany was vulnerable from the west and so to achieve his aims meant he had to make the Rhineland secure.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘To break the Treaty of Versailles.’ ‘To strengthen Germany’s western frontier.’ ‘To test the desire for war held by the British and the French.’ ‘He knew many people in Britain thought it was ‘his own back yard’.’ ‘It was part of his foreign policy.’ ‘He wanted to test the League.’ / ‘To show that the League did not see his actions as important.’ ‘He wanted to gain the support of the German public.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘To remove reminders from the past.’ Level 0 No evidence submitted or response does not address the question [0]
Level 3 Explains ONE reason [4–5] (One mark for an explanation, additional mark for full explanation) e.g. ‘One of Hitler’s foreign policy aims was to pursue an aggressive policy in the east, taking over Poland and the west of the USSR. Germany was vulnerable from the west and so to achieve his aims meant he had to make the Rhineland secure.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘To break the Treaty of Versailles.’ ‘To strengthen Germany’s western frontier.’ ‘To test the desire for war held by the British and the French.’ ‘He knew many people in Britain thought it was ‘his own back yard’.’ ‘It was part of his foreign policy.’ ‘He wanted to test the League.’ / ‘To show that the League did not see his actions as important.’ ‘He wanted to gain the support of the German public.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘To remove reminders from the past.’ Level 0 No evidence submitted or response does not address the question [0]
N15P11 MS Qn 6(a) Describe what happened in Guernica in April 1937.
Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]
e.g. ‘Guernica was bombed.’
‘Germany used the Luftwaffe/Condor Legion.’
‘Over 1500 civilians were killed.’
‘The Germans were attacking to support the efforts of Franco.’
‘The Germans used blitzkrieg tactics.’
‘The town was devastated with waves of bombing.’
‘Planes bombed and strafed targets in Guernica.’
‘The Germans used thermite as an incendiary to create a firestorm in the centre of the town.’
‘The attack took place in daylight.’
‘The attack was a test for the German air force.’
Level 0 No evidence submitted or response does not address the question [0]
Level 0 No evidence submitted or response does not address the question [0]
N15P11 MS Qn 5(c) ‘The War Guilt Clause was the main cause of German bitterness towards the Treaty of Versailles.’ How far do you agree with this statement? Explain your answer.
Level 5 Explains with evaluation of ‘how far’ [10]
As Level 4 plus evaluation.
Level 4 Explanation of both sides [7–9]
A L4 answer will have a minimum of three explanations
(2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One-sided explanation [4–6]
OR
One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘The War Guilt Clause forced Germany to accept full responsibility for the War. Germany thought the clause was particularly unfair as they thought the blame should be shared. They were forced to accept blame and, therefore, had to pay for all the damage through reparations.’ OR e.g. ‘Germany was required to pay reparations to the Allies of £6600 million. The German economy was already in tatters and Germans feared the reparations would totally cripple them. Germans thought the total was too much especially as the Treaty had taken away from Germany industrial areas such as the Saar and Alsace-Lorraine.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g. WAR GUILT CLAUSE –‘Germany did not accept that it was solely the cause of the War.’ ‘The WGC left Germany open to reparations.’ ‘Germany was responsible for loss/damage to the Allies.’ OTHER CAUSES – ‘The reparation payments were too much.’ ‘The military reductions left Germany almost defenceless.’ ‘Some Germans finished up living in other countries.’ ‘Germany was divided in the east.’ ‘The Saar Basin was a major coalfield area lost from Germany.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘In the eyes of Germans, it was clearly not true.’ Level 0 No evidence submitted or response does not address the question [0]
A L4 answer will have a minimum of three explanations
(2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One-sided explanation [4–6]
OR
One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘The War Guilt Clause forced Germany to accept full responsibility for the War. Germany thought the clause was particularly unfair as they thought the blame should be shared. They were forced to accept blame and, therefore, had to pay for all the damage through reparations.’ OR e.g. ‘Germany was required to pay reparations to the Allies of £6600 million. The German economy was already in tatters and Germans feared the reparations would totally cripple them. Germans thought the total was too much especially as the Treaty had taken away from Germany industrial areas such as the Saar and Alsace-Lorraine.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g. WAR GUILT CLAUSE –‘Germany did not accept that it was solely the cause of the War.’ ‘The WGC left Germany open to reparations.’ ‘Germany was responsible for loss/damage to the Allies.’ OTHER CAUSES – ‘The reparation payments were too much.’ ‘The military reductions left Germany almost defenceless.’ ‘Some Germans finished up living in other countries.’ ‘Germany was divided in the east.’ ‘The Saar Basin was a major coalfield area lost from Germany.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘In the eyes of Germans, it was clearly not true.’ Level 0 No evidence submitted or response does not address the question [0]
N15P11 MS Qn 5(b) Why were Wilson’s expectations of the Peace Settlement of 1919–20 different from those of Clemenceau?
Level 4 Explains TWO reasons [6]
Level 3 Explains ONE reason [4–5]
(One mark for an explanation, additional mark for full explanation) e.g. ‘France had made a greater sacrifice during the War than the USA and Clemenceau realised there was a national desire for revenge against Germany. Wilson took a more detached view of the peace proceedings because America had only been in the War for just over a year and no American territory had been invaded and casualties were relatively light.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Clemenceau wanted security for France in the future.’ ‘France had been invaded for the second time in fifty years.’ ‘France and Germany shared a border.’ ‘Clemenceau wanted to weaken Germany’s armed forces and economy.’ ‘Wilson hoped to produce a fair and lasting peace.’ ‘Wilson wanted the League of Nations.’ ‘He wanted his Fourteen Points implemented.’ ‘His approach was based on ideals and high principles.’ ‘Clemenceau was interested in ‘self-interest’.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The countries’ experiences were so different.’
Level 0 No evidence submitted or response does not address the question [0]
Level 3 Explains ONE reason [4–5]
(One mark for an explanation, additional mark for full explanation) e.g. ‘France had made a greater sacrifice during the War than the USA and Clemenceau realised there was a national desire for revenge against Germany. Wilson took a more detached view of the peace proceedings because America had only been in the War for just over a year and no American territory had been invaded and casualties were relatively light.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘Clemenceau wanted security for France in the future.’ ‘France had been invaded for the second time in fifty years.’ ‘France and Germany shared a border.’ ‘Clemenceau wanted to weaken Germany’s armed forces and economy.’ ‘Wilson hoped to produce a fair and lasting peace.’ ‘Wilson wanted the League of Nations.’ ‘He wanted his Fourteen Points implemented.’ ‘His approach was based on ideals and high principles.’ ‘Clemenceau was interested in ‘self-interest’.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The countries’ experiences were so different.’
Level 0 No evidence submitted or response does not address the question [0]
N15P11 MS Qn 5(a) What were the main terms of the Treaty of Saint Germain with Austria?
Level 1 One mark for each relevant point; additional mark for supporting detail [1–4]
e.g. ‘The Treaty declared that the Austro-Hungarian Empire was to be dissolved.’
‘Austria was to become a republic.’
‘Austria had to accept responsibility for causing the war.’
‘The Treaty included war reparations to the Allies.’
‘Austria’s army was to be restricted to 30000.’ (Figure required)
‘Conscription was abolished.’
‘Austria had to reduce its armaments/had to disarm/had to lose military strength.’
‘Austria could not enter into union with Germany.’
‘Austria had to recognise the independence of Hungary, Czechoslovakia, Yugoslavia and
Poland.’ (Max of two marks for countries)
‘Austria lost land to Czechoslovakia.’ (If Bohemia or Moravia given – another mark)
‘Austria lost land to Yugoslavia.’ (If Bosnia or Herzegovina given – another mark)
‘Austria lost land to Italy.’ (If the South Tyrol as far as the Brenner Pass, Trentino, Istria or
Trieste is given – another mark)
‘Austria lost land to Poland.’ (Galicia – another mark)
‘Austria had to accept the Covenant of the League of Nations.’
‘Austria had to accept war guilt.’
Level 0 No evidence submitted or response does not address the question [0]
e.g. ‘The Treaty declared that the Austro-Hungarian Empire was to be dissolved.’
‘Austria was to become a republic.’
‘Austria had to accept responsibility for causing the war.’
‘The Treaty included war reparations to the Allies.’
‘Austria’s army was to be restricted to 30000.’ (Figure required)
‘Conscription was abolished.’
‘Austria had to reduce its armaments/had to disarm/had to lose military strength.’
‘Austria could not enter into union with Germany.’
‘Austria had to recognise the independence of Hungary, Czechoslovakia, Yugoslavia and
Poland.’ (Max of two marks for countries)
‘Austria lost land to Czechoslovakia.’ (If Bohemia or Moravia given – another mark)
‘Austria lost land to Yugoslavia.’ (If Bosnia or Herzegovina given – another mark)
‘Austria lost land to Italy.’ (If the South Tyrol as far as the Brenner Pass, Trentino, Istria or
Trieste is given – another mark)
‘Austria lost land to Poland.’ (Galicia – another mark)
‘Austria had to accept the Covenant of the League of Nations.’
‘Austria had to accept war guilt.’
Level 0 No evidence submitted or response does not address the question [0]
N15P13 Depth Study
DEPTH STUDY B: GERMANY, 1918–45
11 By 1933 Hitler had achieved the position of Chancellor.
(a) What happened to Hitler as a result of the Munich Putsch? [4]
(b) Why did the Nazi Party have little success in elections before 1930? [6]
(c) ‘The election of 5 March 1933 was the most important reason for Hitler gaining control over Germany.’ How far do you agree with this statement? Explain your answer. [10]
12 The Nazis wanted the support of Germans.
(a) What did the Nazis promise the German people during election campaigns in the early 1930s? [4]
(b) Why did Nazi policy towards young people create loyal Nazis? [6]
(c) Were German workers better or worse off under the Nazis? Explain your answer. [10]
N15P13
5 It was difficult to reach agreement at the Paris Peace Conference.
(a) What were the main terms of the Treaty of Sèvres with Turkey? [4]
(b) Why did Lloyd George believe that a moderate peace settlement with Germany was in British interests? [6]
(c) Who was more satisfied with the Treaty of Versailles: Wilson or Clemenceau? Explain your answer. [10]
6 Hitler’s military power affected many people in Europe.
(a) What actions had Hitler taken by the end of 1935 to break the Treaty of Versailles? [4]
(b) Why was involvement in the Spanish Civil War of benefit to Hitler? [6]
(c) ‘Chamberlain’s attempts to reach agreement at Munich were worthwhile.’ How far do you agree with this statement? Explain your answer. [10]
(a) What were the main terms of the Treaty of Sèvres with Turkey? [4]
(b) Why did Lloyd George believe that a moderate peace settlement with Germany was in British interests? [6]
(c) Who was more satisfied with the Treaty of Versailles: Wilson or Clemenceau? Explain your answer. [10]
6 Hitler’s military power affected many people in Europe.
(a) What actions had Hitler taken by the end of 1935 to break the Treaty of Versailles? [4]
(b) Why was involvement in the Spanish Civil War of benefit to Hitler? [6]
(c) ‘Chamberlain’s attempts to reach agreement at Munich were worthwhile.’ How far do you agree with this statement? Explain your answer. [10]
N15P12
DEPTH STUDY B: GERMANY, 1918–45
11 Hitler was Chancellor of Germany by 1933.
(a) Describe events in Munich on 8–9 November 1923. [4]
(b) Why did Hitler think that the Munich Putsch would be successful? [6]
(c) ‘Hitler became Chancellor of Germany in 1933 because of the violence of the SA.’ How far do you agree with this statement? Explain your answer. [10]
12 The Nazis dealt with all opposition.
(a) What role did the SS play in controlling the Nazi state? [4]
(b) Why did persecution take place in Germany? [6]
(c) ‘The German people accepted the Nazi regime.’ How far do you agree with this statement? Explain your answer. [10]
11 Hitler was Chancellor of Germany by 1933.
(a) Describe events in Munich on 8–9 November 1923. [4]
(b) Why did Hitler think that the Munich Putsch would be successful? [6]
(c) ‘Hitler became Chancellor of Germany in 1933 because of the violence of the SA.’ How far do you agree with this statement? Explain your answer. [10]
12 The Nazis dealt with all opposition.
(a) What role did the SS play in controlling the Nazi state? [4]
(b) Why did persecution take place in Germany? [6]
(c) ‘The German people accepted the Nazi regime.’ How far do you agree with this statement? Explain your answer. [10]
N15P12
5 The results of the negotiations at the Paris Peace Conference satisfied no one.
(a) What were the main terms of the Treaty of Trianon? [4]
(b) Why was there discussion about the status of Danzig at the Paris Peace Conference? [6]
(c) ‘The terms of the Treaty of Versailles were surprising.’ How far do you agree with this statement? Explain your answer. [10]
6 Peace was threatened in the 1930s.
(a) What did Hitler gain from the return of the Saar to Germany? [4]
(b) Why, by 1937, was Japan a threat to world peace? [6]
(c) ‘Appeasement was not justifiable.’ How far do you agree with this statement? Explain your answer. [10]
(a) What were the main terms of the Treaty of Trianon? [4]
(b) Why was there discussion about the status of Danzig at the Paris Peace Conference? [6]
(c) ‘The terms of the Treaty of Versailles were surprising.’ How far do you agree with this statement? Explain your answer. [10]
6 Peace was threatened in the 1930s.
(a) What did Hitler gain from the return of the Saar to Germany? [4]
(b) Why, by 1937, was Japan a threat to world peace? [6]
(c) ‘Appeasement was not justifiable.’ How far do you agree with this statement? Explain your answer. [10]
N15P11 Depth Study
DEPTH STUDY B: GERMANY, 1918–45
11 The Weimar Republic faced numerous threats to its existence.
(a) What problems was Germany facing by the end of 1918? [4]
(b) Why did the Spartacist uprising fail? [6]
(c) ‘Stresemann saved the Weimar Republic from disaster.’ How far do you agree with this statement? Explain your answer. [10]
12 Different groups had different experiences under the Nazis.
(a) Describe the education policies of the Nazis in German schools. [4]
(b) Why was the Hitler Youth movement an important part of life in Nazi Germany? [6]
(c) Who benefited least from Nazi rule: women or industrial workers? Explain your answer. [10
11 The Weimar Republic faced numerous threats to its existence.
(a) What problems was Germany facing by the end of 1918? [4]
(b) Why did the Spartacist uprising fail? [6]
(c) ‘Stresemann saved the Weimar Republic from disaster.’ How far do you agree with this statement? Explain your answer. [10]
12 Different groups had different experiences under the Nazis.
(a) Describe the education policies of the Nazis in German schools. [4]
(b) Why was the Hitler Youth movement an important part of life in Nazi Germany? [6]
(c) Who benefited least from Nazi rule: women or industrial workers? Explain your answer. [10
N15P11
5 The negotiators of the Paris Peace Settlement faced many challenges.
(a) What were the main terms of the Treaty of Saint Germain with Austria? [4]
(b) Why were Wilson’s expectations of the Peace Settlement of 1919–20 different from those of Clemenceau? [6]
(c) ‘The War Guilt Clause was the main cause of German bitterness towards the Treaty of Versailles.’ How far do you agree with this statement? Explain your answer. [10]
6 Hitler influenced events throughout Europe.
(a) Describe what happened in Guernica in April 1937. [4]
(b) Why did Hitler want to remilitarise the Rhineland? [6]
(c) ‘The Nazi-Soviet Pact was more advantageous to Stalin than it was to Hitler.’ How far do you agree with this statement? Explain your answer. [10]
(a) What were the main terms of the Treaty of Saint Germain with Austria? [4]
(b) Why were Wilson’s expectations of the Peace Settlement of 1919–20 different from those of Clemenceau? [6]
(c) ‘The War Guilt Clause was the main cause of German bitterness towards the Treaty of Versailles.’ How far do you agree with this statement? Explain your answer. [10]
6 Hitler influenced events throughout Europe.
(a) Describe what happened in Guernica in April 1937. [4]
(b) Why did Hitler want to remilitarise the Rhineland? [6]
(c) ‘The Nazi-Soviet Pact was more advantageous to Stalin than it was to Hitler.’ How far do you agree with this statement? Explain your answer. [10]
J15P11 MSQn 12(c) How far were the Nazis in control of the German people between 1933 and 1945? Explain your answer.
Level 5 Explains with evaluation of ‘how far’ [10]
As Level 4 plus evaluation.
Level 4 Explanation of both sides [7–9] A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One sided explanation OR [4–6]
One explanation of both sides 5–6 marks
More detailed explanation of one issue to be given two marks. e.g.
‘The Nazis kept control of the German people through the use of the Gestapo. The Gestapo had powers to spy on ordinary citizens by tapping telephones, intercepting mail and using information from informers. Most ordinary Germans were simply too scared to say anything against Hitler and the Nazis.’
OR e.g. ‘The Nazis were not in control of all German people. The Kreisau Circle organised secret meetings to discuss how Germany would be governed after Hitler’s removal. Their members included aristocrats and army officers. They were prepared to risk their lives to hold opposition meetings.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g.
‘Germans were controlled by the Gestapo.’ ‘The media was controlled.’
‘Judges had to take an oath of loyalty to Hitler.’
‘Propaganda ensured people were controlled.’
‘The Hitler Youth controlled young Germans.’
‘Employment ensured German people were controlled.’
‘The Nazis were not in control of the Edelweiss Pirates.’
‘Pastor Niemoller opposed Nazi policies.’
‘Members of the Swing movement were anti-Hitler.’
‘The Kreisau Circle organised secret discussion meetings.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘Most people were controlled, but not everyone.’
Level 0 No evidence submitted or response does not address the question [0]
Level 4 Explanation of both sides [7–9] A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One sided explanation OR [4–6]
One explanation of both sides 5–6 marks
More detailed explanation of one issue to be given two marks. e.g.
‘The Nazis kept control of the German people through the use of the Gestapo. The Gestapo had powers to spy on ordinary citizens by tapping telephones, intercepting mail and using information from informers. Most ordinary Germans were simply too scared to say anything against Hitler and the Nazis.’
OR e.g. ‘The Nazis were not in control of all German people. The Kreisau Circle organised secret meetings to discuss how Germany would be governed after Hitler’s removal. Their members included aristocrats and army officers. They were prepared to risk their lives to hold opposition meetings.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g.
‘Germans were controlled by the Gestapo.’ ‘The media was controlled.’
‘Judges had to take an oath of loyalty to Hitler.’
‘Propaganda ensured people were controlled.’
‘The Hitler Youth controlled young Germans.’
‘Employment ensured German people were controlled.’
‘The Nazis were not in control of the Edelweiss Pirates.’
‘Pastor Niemoller opposed Nazi policies.’
‘Members of the Swing movement were anti-Hitler.’
‘The Kreisau Circle organised secret discussion meetings.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘Most people were controlled, but not everyone.’
Level 0 No evidence submitted or response does not address the question [0]
J15P11 MSQn 12(b) Why was the use of culture and mass media important for the Nazis?
Level 4 Explains TWO reasons [6]
Level 3 Explains ONE reason [4–5] (One mark for an explanation, additional mark for full explanation.) e.g.
‘The use of mass media was important because it ensured that Germans were indoctrinated with the ideas of the Nazis. Radios in homes and workplaces and loudspeakers in the streets and cafes broadcast Hitler’s speeches over and over again, with the aim of ensuring that his ideas would be heard and eventually believed by ordinary German people.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘People could be indoctrinated.’ ‘The Nazi message was easily brought to all Germans.’ ‘Hitler’s speeches were broadcast on the radio.’ ‘Paintings showed images of the ideal Aryan family.’ ‘The Nazis could control what was written in the newspapers.’ ‘Culture had to praise Hitler and the Third Reich.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It targeted all Germans.’
Level 0 No evidence submitted or response does not address the question [0]
Level 3 Explains ONE reason [4–5] (One mark for an explanation, additional mark for full explanation.) e.g.
‘The use of mass media was important because it ensured that Germans were indoctrinated with the ideas of the Nazis. Radios in homes and workplaces and loudspeakers in the streets and cafes broadcast Hitler’s speeches over and over again, with the aim of ensuring that his ideas would be heard and eventually believed by ordinary German people.’
Level 2 Identifies AND/OR describes reasons [2–3] (One mark for each identification/description) e.g. ‘People could be indoctrinated.’ ‘The Nazi message was easily brought to all Germans.’ ‘Hitler’s speeches were broadcast on the radio.’ ‘Paintings showed images of the ideal Aryan family.’ ‘The Nazis could control what was written in the newspapers.’ ‘Culture had to praise Hitler and the Third Reich.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It targeted all Germans.’
Level 0 No evidence submitted or response does not address the question [0]
J15P11 MSQn 12(a) Describe how the Nazis persecuted Jews in the 1930s.
Level 1 [1–4]
One mark for each relevant point; additional mark for supporting detail
e.g.
‘Hitler ordered a boycott of Jewish shops and businesses.’
‘They banned Jews from the Civil Service.’
‘Jews were banned from public services such as teaching.’
‘In 1935 the Nazis passed the Nuremberg Laws.’
‘Jews lost their German citizenship.’ ‘Jews were not allowed to vote.’
‘Jews were not allowed to marry pure-blooded Germans.’
‘The Nazis carried out Kristallnacht.’
‘As part of Kristallnacht Jewish shops and workplaces were destroyed.’
‘As part of Kristallnacht hundreds of synagogues were burned.’ ‘Jews were placed in ghettos.’
‘Jews were sent to concentration camps.’
Level 0 No evidence submitted or response does not address the question [0]
‘Hitler ordered a boycott of Jewish shops and businesses.’
‘They banned Jews from the Civil Service.’
‘Jews were banned from public services such as teaching.’
‘In 1935 the Nazis passed the Nuremberg Laws.’
‘Jews lost their German citizenship.’ ‘Jews were not allowed to vote.’
‘Jews were not allowed to marry pure-blooded Germans.’
‘The Nazis carried out Kristallnacht.’
‘As part of Kristallnacht Jewish shops and workplaces were destroyed.’
‘As part of Kristallnacht hundreds of synagogues were burned.’ ‘Jews were placed in ghettos.’
‘Jews were sent to concentration camps.’
Level 0 No evidence submitted or response does not address the question [0]
J15P11 MSQn 11(c) ‘The fear of communism was the main reason for the Nazis coming to power in 1933.’ How far do you agree with this statement? Explain your answer.
Level 5 Explains with evaluation of ‘how far’ [10]
As Level 4 plus evaluation.
Level 4 Explanation of both sides [7–9] A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One sided explanation OR [4–6]
One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘The owners of the big industries were very worried about the communists. They knew that communist policy would mean that their industries would be placed under state control, which they did not want. Hitler promised to combat the threat of communism. The industrialists began to donate large sums of money to the Nazi Party.’ OR e.g. ‘The main reason was the modern and effective methods used by the Nazis in their campaigning. They used posters and pamphlets to get across the Nazi message and they had mobile units to organise speeches in different areas. The Nazi message was taken to all parts of Germany.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g. ‘Powerful industrialists were worried that communists would nationalise their industries.’ ‘The Communist Red Fighting League fought street battles with the police.’ ‘Farmers were worried communists would take over their land.’ ‘The main reason was the Depression.’ ‘Hitler promised the unemployed work.’ ‘The Nazis provided the German people with a scapegoat for their problems.’ ‘Nazi propaganda was important.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The fear of communism was important, but there were many other reasons.’ Level 0 No evidence submitted or response does not address the question [0]
As Level 4 plus evaluation.
Level 4 Explanation of both sides [7–9] A L4 answer will have a minimum of three explanations (2 on one side; 1 on the other). This will be worth a mark of 7. Fuller explanation of one issue to be given two marks. An answer which only has one explanation on one side of the argument cannot be awarded more than 8.
Level 3 One sided explanation OR [4–6]
One explanation of both sides 5–6 marks More detailed explanation of one issue to be given two marks. e.g. ‘The owners of the big industries were very worried about the communists. They knew that communist policy would mean that their industries would be placed under state control, which they did not want. Hitler promised to combat the threat of communism. The industrialists began to donate large sums of money to the Nazi Party.’ OR e.g. ‘The main reason was the modern and effective methods used by the Nazis in their campaigning. They used posters and pamphlets to get across the Nazi message and they had mobile units to organise speeches in different areas. The Nazi message was taken to all parts of Germany.’
Level 2 Identifies AND/OR describes [2–3]
(One mark for each point) e.g. ‘Powerful industrialists were worried that communists would nationalise their industries.’ ‘The Communist Red Fighting League fought street battles with the police.’ ‘Farmers were worried communists would take over their land.’ ‘The main reason was the Depression.’ ‘Hitler promised the unemployed work.’ ‘The Nazis provided the German people with a scapegoat for their problems.’ ‘Nazi propaganda was important.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The fear of communism was important, but there were many other reasons.’ Level 0 No evidence submitted or response does not address the question [0]
J15P11 MSQn 11(b) Why did the Munich Putsch fail?
Level 4 Explains TWO reasons [6]
Level 3 Explains ONE reason [4–5]
(One mark for an explanation, additional mark for full explanation.) e.g. ‘The Munich Putsch failed because Hitler overestimated the level of support he would have. He thought that General Ludendorff would be able to persuade the army to support the putsch, and that leading members of the Bavarian state government would do the same. Hitler was wrong. The army remained loyal to the Weimar government and the Bavarian head of government called out the armed police to break up Hitler’s march through the streets of Munich.’ (5 marks)
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each identification/description) e.g. ‘The army remained loyal to the Weimar government.’ ‘Hitler had miscalculated the mood of the German people.’ ‘The German people did not rise up to support the putsch.’ ‘Kahr, the head of the Bavarian government, went back on his word to support Hitler.’ ‘Hitler’s Nazi Party was still small.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It failed because it was not well organised.’ Level 0 No evidence submitted or response does not address the question [0]
Level 3 Explains ONE reason [4–5]
(One mark for an explanation, additional mark for full explanation.) e.g. ‘The Munich Putsch failed because Hitler overestimated the level of support he would have. He thought that General Ludendorff would be able to persuade the army to support the putsch, and that leading members of the Bavarian state government would do the same. Hitler was wrong. The army remained loyal to the Weimar government and the Bavarian head of government called out the armed police to break up Hitler’s march through the streets of Munich.’ (5 marks)
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each identification/description) e.g. ‘The army remained loyal to the Weimar government.’ ‘Hitler had miscalculated the mood of the German people.’ ‘The German people did not rise up to support the putsch.’ ‘Kahr, the head of the Bavarian government, went back on his word to support Hitler.’ ‘Hitler’s Nazi Party was still small.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It failed because it was not well organised.’ Level 0 No evidence submitted or response does not address the question [0]
J15P11 MSQn 11(a) Describe Hitler’s role in establishing the Nazi Party prior to 1923.
Level 1 [1–4]
One mark for each relevant point; additional mark for supporting detail
e.g.
‘Hitler took on responsibility for publicity and propaganda.’
‘Hitler was responsible for organising public meetings.’
‘Hitler suggested the party should change its name to the National Socialist German Workers’ Party (NSDAP).’
‘Hitler became the leader of the Nazi Party in 1921.’
‘Hitler’s speeches attracted attention.’ ‘In 1921 Hitler founded the SA.’
Level 0 No evidence submitted or response does not address the question [0]
‘Hitler took on responsibility for publicity and propaganda.’
‘Hitler was responsible for organising public meetings.’
‘Hitler suggested the party should change its name to the National Socialist German Workers’ Party (NSDAP).’
‘Hitler became the leader of the Nazi Party in 1921.’
‘Hitler’s speeches attracted attention.’ ‘In 1921 Hitler founded the SA.’
Level 0 No evidence submitted or response does not address the question [0]
J15P13
DEPTH STUDY B: GERMANY 1918–45
11 The Weimar Republic faced many problems.
(a) Describe the German Revolution of 1918. [4]
(b) Why was the Weimar Republic facing problems in 1919–20? [6]
(c) ‘By 1929 the Weimar Republic had overcome its problems.’ How far do you agree with this statement? Explain your answer. [10]
12 The Nazis used both persuasion and fear to keep themselves in power.
(a) What was the role of the Gestapo in Nazi Germany? [4]
(b) Why did the Nazis persecute the mentally and physically handicapped? [6]
(c) ‘The use of culture and propaganda was the most effective way by which the Nazis controlled the German people.’ How far do you agree with this statement? Explain your answer. [10]
J15P12
DEPTH STUDY B: GERMANY, 1918–45
1
1 In 1933 Hitler became Chancellor of Germany and by the end of 1934 he was Dictator.
(a) What was promised to the German people by the Nazis in the election campaigns of 1930–33? [4]
(b) Why did Hitler turn against Röhm and the SA in 1934? [6]
(c) Which was the more important in allowing Hitler to consolidate his power in 1933–34: the Enabling Act or the death of Hindenburg? Explain your answer. [10]
12 Nazi rule affected all aspects of German society.
(a) Describe the Nazi policy of autarky. [4]
(b) Why did the Nazis see women as important? [6]
(c) How successful was the Nazi regime in winning the loyalty and support of young Germans? Explain your answer. [10]
1 In 1933 Hitler became Chancellor of Germany and by the end of 1934 he was Dictator.
(a) What was promised to the German people by the Nazis in the election campaigns of 1930–33? [4]
(b) Why did Hitler turn against Röhm and the SA in 1934? [6]
(c) Which was the more important in allowing Hitler to consolidate his power in 1933–34: the Enabling Act or the death of Hindenburg? Explain your answer. [10]
12 Nazi rule affected all aspects of German society.
(a) Describe the Nazi policy of autarky. [4]
(b) Why did the Nazis see women as important? [6]
(c) How successful was the Nazi regime in winning the loyalty and support of young Germans? Explain your answer. [10]
J15P11 Depth Study
DEPTH STUDY B: GERMANY, 1918– 45
11
By 1933 Hitler had become Chancellor of Germany.
(a) Describe Hitler’s role in establishing the Nazi Party prior to 1923. [4]
(b) Why did the Munich Putsch fail? [6]
(c) ‘The fear of communism was the main reason for the Nazis coming to power in 1933.’ How far do you agree with this statement? Explain your answer. [10]
12 Nazi rule affected the lives of the German people in many ways.
(a) Describe how the Nazis persecuted Jews in the 1930s. [4]
(b) Why was the use of culture and mass media important for the Nazis? [6]
(c) How far were the Nazis in control of the German people between 1933 and 1945? Explain your answer. [10]
By 1933 Hitler had become Chancellor of Germany.
(a) Describe Hitler’s role in establishing the Nazi Party prior to 1923. [4]
(b) Why did the Munich Putsch fail? [6]
(c) ‘The fear of communism was the main reason for the Nazis coming to power in 1933.’ How far do you agree with this statement? Explain your answer. [10]
12 Nazi rule affected the lives of the German people in many ways.
(a) Describe how the Nazis persecuted Jews in the 1930s. [4]
(b) Why was the use of culture and mass media important for the Nazis? [6]
(c) How far were the Nazis in control of the German people between 1933 and 1945? Explain your answer. [10]
2015 Specimen Paper 1
5 The Versailles Treaty created disagreement and hostility.
(a) What did Wilson hope to achieve from the peace settlement of 1919–20? [4]
(b) Why did Clemenceau and Lloyd George disagree over how to treat Germany? [6]
(c) ‘The Treaty of Versailles was a fair settlement.’ How far do you agree with this statement? Explain your answer. [10]
6 Peace in Europe became increasingly threatened during the second half of the 1930s.
(a) What did Hitler achieve by the Anschluss? [4]
(b) Why did Hitler want to take over Czechoslovakia? [6]
(c) ‘The policy of appeasement was a mistake.’ How far do you agree with this statement? Explain your answer. [10]
7 The Cold War between the USA and the USSR developed in the years after the Second World War.
(a) What decisions, in relation to Germany, were agreed at Yalta and Potsdam? [4]
(b) Why was the Truman Doctrine significant? [6]
(c) ‘It was the Soviet expansion in Eastern Europe that caused the Cold War.’ How far do you agree with this statement? Explain your answer. [10]
8 Events in Iraq and Iran were of key importance in the 1970s and 1980s.
(a) Describe Saddam Hussein’s rise to power in Iraq. [4]
(b) Why did the Iranian Revolution take place in 1979? [6]
(c) ‘There was no victor in the Iran-Iraq War of 1980–88.’ How far do you agree with this statement? Explain your answer. [10]
SECTION B: DEPTH STUDIES
Answer any one question from this section.
DEPTH STUDY A: THE FIRST WORLD WAR, 1914–18
9 The Western Front played a major part in the First World War.
(a) What was ‘no man’s land’? [4]
(b) Why were tanks of limited use on the Western Front up to the end of 1917? [6]
(c) How successful a military leader was Haig? Explain your answer. [10]
10 Other fronts were important aspects of the First World War.
(a) What did Germany hope to achieve through its use of U-boats? [4]
(b) Why was Britain able to win the war at sea? [6]
(c) ‘The Gallipoli campaign of 1915 failed because of the weather.’ How far do you agree with this statement? Explain your answer. [10]
DEPTH STUDY B: GERMANY, 1918–45
11 One of the most important changes after the First World War was the setting up of the Weimar Republic.
(a) What were the main features of the Weimar Constitution? [4] (b) Why was the Weimar Republic in danger of collapse in 1919–20? [6]
(c) ‘The Weimar Republic was a failure.’ How far do you agree with this statement? Explain your answer. [10]
12 Nazi policies had a great impact on German people.
(a) What was the ‘Strength through Joy’ programme introduced by the Nazis? [4]
(b) Why were women important in Hitler’s plans for Germany? [6] (c) ‘Nazi education and youth policies were not effective in controlling young people.’ How far do you agree with this statement? Explain your answer. [10]
(a) What did Wilson hope to achieve from the peace settlement of 1919–20? [4]
(b) Why did Clemenceau and Lloyd George disagree over how to treat Germany? [6]
(c) ‘The Treaty of Versailles was a fair settlement.’ How far do you agree with this statement? Explain your answer. [10]
6 Peace in Europe became increasingly threatened during the second half of the 1930s.
(a) What did Hitler achieve by the Anschluss? [4]
(b) Why did Hitler want to take over Czechoslovakia? [6]
(c) ‘The policy of appeasement was a mistake.’ How far do you agree with this statement? Explain your answer. [10]
7 The Cold War between the USA and the USSR developed in the years after the Second World War.
(a) What decisions, in relation to Germany, were agreed at Yalta and Potsdam? [4]
(b) Why was the Truman Doctrine significant? [6]
(c) ‘It was the Soviet expansion in Eastern Europe that caused the Cold War.’ How far do you agree with this statement? Explain your answer. [10]
8 Events in Iraq and Iran were of key importance in the 1970s and 1980s.
(a) Describe Saddam Hussein’s rise to power in Iraq. [4]
(b) Why did the Iranian Revolution take place in 1979? [6]
(c) ‘There was no victor in the Iran-Iraq War of 1980–88.’ How far do you agree with this statement? Explain your answer. [10]
SECTION B: DEPTH STUDIES
Answer any one question from this section.
DEPTH STUDY A: THE FIRST WORLD WAR, 1914–18
9 The Western Front played a major part in the First World War.
(a) What was ‘no man’s land’? [4]
(b) Why were tanks of limited use on the Western Front up to the end of 1917? [6]
(c) How successful a military leader was Haig? Explain your answer. [10]
10 Other fronts were important aspects of the First World War.
(a) What did Germany hope to achieve through its use of U-boats? [4]
(b) Why was Britain able to win the war at sea? [6]
(c) ‘The Gallipoli campaign of 1915 failed because of the weather.’ How far do you agree with this statement? Explain your answer. [10]
DEPTH STUDY B: GERMANY, 1918–45
11 One of the most important changes after the First World War was the setting up of the Weimar Republic.
(a) What were the main features of the Weimar Constitution? [4] (b) Why was the Weimar Republic in danger of collapse in 1919–20? [6]
(c) ‘The Weimar Republic was a failure.’ How far do you agree with this statement? Explain your answer. [10]
12 Nazi policies had a great impact on German people.
(a) What was the ‘Strength through Joy’ programme introduced by the Nazis? [4]
(b) Why were women important in Hitler’s plans for Germany? [6] (c) ‘Nazi education and youth policies were not effective in controlling young people.’ How far do you agree with this statement? Explain your answer. [10]
J14P11 Qn 11(c) Examiner Report
(c) Clear understanding of the problems ensuing from the continuation of the war against Germany was shown in responses. Better candidates demonstrated an understanding of a number of reasons for the overthrow of the Provisional Government; others demonstrated an understanding of the continuation of the war against Germany only.
J14P11 Qn 11(b) Examiner Report
(b) There were some clear explanations of Bolshevik failure to harness discontent. A number of
candidates wrote about the events of November 1917, rather than explaining the importance of the
July Days.
J14P11 Qn 11(a) Examiner Report
Question 11
(a) A small number of candidates described that Lenin was given passage through Germany in a
sealed train. A number of candidates wrote solely about events in November 1917, rather than
April.
J14P11 Qn 10(c) Examiner Report
(c) Effective explanations of the success of Nazi youth policies focused upon the use of education to control German youth and the nature of the Hitler Youth. Failure of the Nazi youth policies could have been more effectively explained. Candidates identified groups such as the Edelweiss Pirates and the White Rose group as being anti-Nazi; they then needed to develop explanations showing how the attitudes and actions of these groups demonstrated that Nazi Youth policies were unsuccessful.
J14P11 Qn 10(b) Examiner Report
(b) Clear explanations were developed focusing upon the indoctrination of children, the promotion of loyalty to Hitler and the preparation of children for their future roles in life. There were many detailed descriptions of the composition of the School curriculum; better responses then developed to explain why the Nazis had changed the curriculum. Some candidates would have benefited form an awareness of the differences between the Hitler Youth programme and the composition of the School curriculum.
J14P11 Qn 10(a) Examiner Report
Question 10
(a) A number of candidates were able to point out that Hitler wanted to create employment and did this
through public works schemes such as building autobahns, and also that he spent money on
rearmament. Some responses were focused on Hitler’s policies generally, rather than being
specific to his economic policies.
J14P11 Qn 9(c) Examiner Report
(c) This question required candidates to explain whether the Weimar Republic was able to deal successfully with Germany’s problems between 1922 and 1929. Explanations focused upon Stresemann’s success in improving the economy and on gaining international acceptance of Germany, and, on the other side of the argument, the suffering caused by hyperinflation, and the illusion that Germany’s economic problems had been solved. There were many well-argued responses with detailed explanations on both sides of the debate. In other responses, candidates wrote about Germany’s problems during World War One and then Hitler’s rise to power in the 1930s – both of which are outside the time scale of the question.
J14P11 Qn 9(b) Examiner Report
(b) Many candidates demonstrated very detailed knowledge of the French invasion of the Ruhr; some used this knowledge effectively to develop explanations. Most candidates were aware that the French invaded the Ruhr as Germany had failed to pay reparations and stronger responses developed this point with an explanation that the French then invaded to take payment of the reparations in kind.
J14P11 Qn 9(a) Examiner Report
Question 9
(a) Candidates focused their answers on the abdication of the Kaiser, the appointment of Ebert,
Germany as a democratic republic, and the situation relating to the Spartacists. An awareness and
understanding of terminology such as ‘political’, ‘economic’ and ‘social’ would have helped some
candidates to ensure that their answers had a relevant focus.
J14P11 Qn 8(c) Examiner Report
(c) Candidates displayed a detailed knowledge of Gorbachev’s reforms of perestroika and glasnost, and also of events relating to Solidarity. Some candidates were able to use this knowledge effectively to explain how these factors contributed to the collapse of Soviet control over Eastern Europe. Some responses explained how Gorbachev’s reforms led to problems in the Soviet Union itself; the question required explanation of how Gorbachev and other factors led to the collapse of Soviet control over Eastern Europe.
J14P11 Qn 8(b) Examiner Report
(b) Candidates demonstrated an understanding that the reforms in Czechoslovakia were threatening Soviet control and were able to explain this point. Some answers to this question were generalised in nature and stated only that there was a threat. More candidates could have been aware that, whilst the Soviets were concerned that the Prague Spring reforms would lead to Czechoslovakia leaving the Warsaw Pact, Czechoslovakia did not actually leave the Pact.
J14P11 Qn 8(a) Examiner Report
Question 8
(a) Many candidates were able to identify that too many people were leaving East Berlin to go to the
west, and also that the Soviets demanded that the Western powers vacated the whole of Berlin.
Some candidates’ responses would have been improved by the ability to differentiate between the
Berlin Blockade and the building of the Berlin Wall; a number of responses were focused solely
upon the Berlin Blockade.
J14P11 Qn 7(c) Examiner Report
(c) A number of candidates produced developed explanations about the Berlin Blockade contributing to the Cold War. Many candidates described the Truman Doctrine and the Marshall Plan and needed to develop their description to explain why these could be blamed for the Cold War. Some answers to this question focused solely upon a generalised description of ideological differences between the USA and the USSR.
J14P11 Qn 7(b) Examiner Report
(b) Candidates were able to identify that mistrust increased due to the USSR and the USA no longer having a common enemy, the death of Roosevelt, Truman’s distrust of Stalin and the ideological differences between capitalism and communism. Stronger candidates developed these points into clearly structured explanations. Candidates need to pay careful attention to the dates given in questions. This question asked specifically about 1945; some responses included details of events Cambridge International General Certificate of Secondary Education 0470 History June 2014 Principal Examiner Report for Teachers © 2014 such as the Berlin Blockade and the Cuban Missile Crisis, which are outside the time frame of this particular question.
J14P11 Qn 7(a) Examiner Report
Question 7
(a) A considerable number of candidates showed an in-depth and focused knowledge of the decisions
made at Yalta and Potsdam in relation to Germany. Answers focused primarily upon the division of
Germany into four zones of occupation, the names of the countries controlling the zones, the
division of Berlin and the agreement to find and punish German war criminals. Candidates were
required to focus upon Germany in this question; some responses detailed all the decisions taken
at Yalta and Potsdam, rather than just those relevant to Germany.
J14P11 Qn 6(c) Examiner Report
(c) Many candidates demonstrated an extensive knowledge of the details of appeasement. A number of candidates used this knowledge effectively to explain that Chamberlain was both right and wrong to follow this policy. Arguments focused upon the need for Britain to have more time to prepare for war, the memories of the carnage that occurred in the First World War, and, on the other side of the argument, the alarm caused to the USSR, the missed opportunities to stop Hitler and the point that appeasement was morally wrong. A number of responses simply described the policy of appeasement without explaining why it was right or wrong.
J14P11 Qn 6(b) Examiner Report
(b) There were some well-developed explanations in response to this question. Explanations focused upon Hitler’s desire to unite all German speakers and to develop a Greater Germany. Some candidates also developed an explanation based upon Hitler’s desire to acquire Austria’s mineral wealth. Candidates are expected to have a sound knowledge of the reasons why Hitler wanted Anschluss and exactly what the Anschluss was. They therefore need to be aware that Anschluss was the uniting of Germany and Austria, rather than the reuniting of the two countries.
J14P11 Qn 6(a) Examiner Report
Question 6
(a) Effective answers to this question detailed the introduction of conscription, the signing of the AngloGerman
Naval Treaty and its terms, the building of military equipment and the remilitarisation of the
Rhineland. Some responses missed the time limit of ‘by March 1936’, and detailed Germany’s role
in the Spanish Civil War from July 1936. Some answers gave detailed statistics of the number of
aeroplanes, battleships and military personnel in Germany, although these statistics were usually
those for 1939, rather than March 1936.
J14P11 Qn 5(c) Examiner Report
(c) The focus of this question was upon Germany’s reaction to the Treaty of Versailles. Some candidates developed well-argued answers, explaining, for example, that German horror at the military terms of the Treaty was justified because these terms left them vulnerable to attack, and that German outrage was not justified given the terms the Germans imposed upon Russia in the Treaty of Brest-Litovsk. However, some responses stated that Germany was horrified at the Treaty’s terms and then simply listed the terms. Many candidates demonstrated detailed knowledge of the terms of the Treaty, but needed to develop this knowledge to construct explanations that focused upon Germany’s reaction to the Treaty being justified or unjustified.
J14P11 Qn 5(b) Examiner Report
(b) Candidates displayed a depth of knowledge about the aims of Woodrow Wilson, Lloyd George and Clemenceau, and many deployed this knowledge effectively to write comparative explanations of why these aims differed. Some candidates wrote lists of the aims of the Big Three without explaining why these differed; some also explained why the aims were similar, whereas the question asked why the aims of the Big Three differed.
J14P11 Qn 5(a) Examiner Report
Question 5
(a) Many candidates demonstrated detailed knowledge of the Treaty of Versailles’ impact on Germany’s military and included details of points such as the number of men allowed in the army and navy, the banning of conscription and the demilitarisation of the Rhineland. A number of answers focused upon the impact the Treaty of Versailles had on Germany generally, as they included details relating to land losses and reparations; these lacked relevance to a question about the impact upon the military.
(a) Many candidates demonstrated detailed knowledge of the Treaty of Versailles’ impact on Germany’s military and included details of points such as the number of men allowed in the army and navy, the banning of conscription and the demilitarisation of the Rhineland. A number of answers focused upon the impact the Treaty of Versailles had on Germany generally, as they included details relating to land losses and reparations; these lacked relevance to a question about the impact upon the military.
J14P11 MSQn10(c) ‘The Nazi youth policies were successful.’ How far do you agree with this statement? Explain your answer.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘Some policies were popular.’
Level 2 Identifies AND/OR describes reasons [2] (One mark for each point)
e.g.
‘Many joined the Hitler Youth voluntarily.’
‘Young people enjoyed the leisure activities.’
‘There was much indoctrination.’
‘Education was controlled.’
‘The Swing movement rejected Nazi control.’
‘The Edelweiss Pirates were anti-Nazi.’
‘The Hitler Youth had to be made compulsory.’
Level 3 Explanation of success OR failure [3–5]
e.g.
‘The Hitler Youth was a success. By 1939, it had over seven million members, the vast majority of young Germans. It was used to prepare boys and girls for their roles in life and to develop the Nazi ideal. Many young people were happy to join as other youth associations were banned and the Hitler Youth offered a variety of activities which were popular.’
OR
e.g.
‘The Edelweiss Pirates did not want their lives to be controlled by the Nazis. They rejected the Nazi youth groups and taunted and sometimes attacked members of the Hitler Youth. During the war, the Pirates helped to shelter army deserters and escaped prisoners.’
Level 4 Explanation of success AND failure [5–7]
Both sides of level 3.
Level 5 Explains with evaluation of ‘how successful’ [8]
J14P11 MSQn10(b) Why did the Nazis change the school curriculum?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘To change what was taught.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘To introduce control.’ ‘To indoctrinate children.’
‘To increase awareness of a view of German history.’
‘To increase loyalty to Hitler.’
‘To promote the Aryan Race.’
‘To prepare boys to be soldiers.’
‘To prepare girls to be good wives and mothers.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘German History was given a central role in the curriculum. It was taught with a Nazi bias. The “stab in the back” at Versailles received great importance and emphasised how the hardships of 1919–1923 were caused by Jews squeezing profits out of honest Germans. As children grew older this increased loyalty to the Fuhrer.’
‘Hitler wanted the young boys to be trained so that they would have a career in the army. There was a heavy emphasis on physical fitness, while in Maths there had to be an understanding of military calculations and ballistics, and in Chemistry an understanding of warfare and explosives.’
J14P11 MSQn10(a) Describe Hitler’s economic policies.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘He developed industry.’
Level 2 Describes policies [2–5]
(One mark for each relevant point; additional mark for supporting detail.
e.g.
‘Hitler wanted to create employment for the 6 million unemployed.’
‘He introduced a public works scheme to create employment. This meant new hospitals, schools and autobahns would be built.’
‘Hitler wanted Germany to be economically self-sufficient.’
‘He spent money on rearmament.’
‘Benefits for farmers.’
J14P11 MSQn9(c) ‘The Weimar Republic successfully dealt with Germany’s problems between 1922 and 1929.’ How far do you agree with this statement? Explain your answer.
 |
| Hyperinflation |
 |
| The new currency, Rentenmark |
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘It was partially successful.’
Level 2 Identifies AND/OR describes reasons [2]
(One mark for each point)
e.g.
‘It didn’t pay reparations.’
‘It caused hyperinflation by printing money.’
‘German farmers suffered.’
‘The late 1920s was considered by some to be a period of moral decline.’
‘Germany was dependent on American loans.’
‘It sorted out the Ruhr.’
‘A new provisional currency was introduced, the Rentenmark.’
‘A permanent currency, the Reichmark, was introduced.’ ‘International acceptance improved.’
‘Stresemann negotiated the Dawes and Young Plans.’
Level 3 Explanation of agreement OR disagreement [3–5]
e.g. ‘Stresemann ended hyperinflation and confidence returned with the introduction of a new currency, the Rentenmark/Reichmark, and a reduction in government spending. The new currency remained stable because the USA was willing to give loans, such as through the Dawes Plan, to support it.’
OR
e.g.
‘There was an illusion that Germany’s economic problems had been solved. Economic prosperity depended largely on American loans and, if these were withdrawn, there would be acute difficulties, especially as agriculture was already in serious trouble and growth in industry had begun to slow in 1927.’
Level 4 Explanation of agreement AND disagreement [5–7]
Both sides of level 3.
Level 5 Explains with evaluation of ‘how far’ [8]
J14P11 MSQn9(b) Why did the French invade the Ruhr in 1923?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘To take what they wanted.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘France lost patience with Germany.’
‘Germany failed to pay reparations.’
‘France wanted its payments on time.’
‘France thought Germany wouldn’t pay.’
‘To uphold the Treaty of Versailles.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘Reparations had been fixed at £6600 million in 1921, but in late 1922 Germany failed to make the required payment. The French felt that it was right to invade to take the value of the missing payments in goods. They invaded the Ruhr, with the assistance of the Belgians, because this was an area rich in coal and iron.’
‘The French themselves were under pressure from the United States to start repaying some of their war debts. They, therefore, needed the reparation payments to help pay these debts.’
J14P11 MSQn9(a) Describe the political situation in Germany at the end of the First World War.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘There was a lot of unrest.’
‘There were uprisings.’
Level 2 Describes the political situation [2–5]
(One mark for each relevant point; additional mark for supporting detail.)
e.g.
‘Kaiser Wilhelm fled the country/abdicated.’
‘Ebert, one of the leaders of the Social Democratic Party, announced that Germany was now a republic.’
‘The new republic was to be democratic.’
‘There were attempted coups from the communists and extreme right.’
‘The Spartacists were suppressed.’
‘Elections were held for a National Assembly which would draw up a new constitution.’
‘As there was unrest in Berlin, the National Assembly met at Weimar.’
‘The constitution drawn up was called the Weimar Constitution.’
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘There was a lot of unrest.’
‘There were uprisings.’
Level 2 Describes the political situation [2–5]
(One mark for each relevant point; additional mark for supporting detail.)
e.g.
‘Kaiser Wilhelm fled the country/abdicated.’
‘Ebert, one of the leaders of the Social Democratic Party, announced that Germany was now a republic.’
‘The new republic was to be democratic.’
‘There were attempted coups from the communists and extreme right.’
‘The Spartacists were suppressed.’
‘Elections were held for a National Assembly which would draw up a new constitution.’
‘As there was unrest in Berlin, the National Assembly met at Weimar.’
‘The constitution drawn up was called the Weimar Constitution.’
J14P11 MSQn8(c) How far can Gorbachev be blamed for the collapse of Soviet control over Eastern Europe? Explain your answer.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘Gorbachev was responsible because he was in power.’
Level 2 Identifies AND/OR describes reasons [2]
(One mark for each point)
e.g.
‘The economy of the USSR was failing.’
‘Afghanistan was a major issue.’
‘The support of the Red Army was withdrawn.’
‘Gorbachev introduced perestroika and glasnost.’
‘He made links with the West.’
‘Solidarity set an example to other communist countries.’
Level 3 Explanation of the impact of Gorbachev OR other reasons [3–5]
e.g.
‘Gorbachev cut spending on defence because of the poor state of the economy and in 1988 he signalled an end to the Brezhnev Doctrine. Eastern European countries realised that this meant that communist governments could no longer expect support from the Red Army to deal with disturbances.’
OR
e.g.
‘Solidarity had forced a strong communist government backed by the Soviet Union to give way by using non-violent methods. This acted as an example to other Eastern European countries, who felt that they too could stand up for their rights and gain freedom from Soviet control.’
Level 4 Explanation of the impact of Gorbachev AND other reasons [5–7] Both sides of level 3.
Level 5 Explains with evaluation of ‘how far’ [8]
J14P11 MSQn8(b) Why were the Soviets worried about events in Czechoslovakia in 1968?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The Soviets felt there was a threat.’ ‘The Soviets were worried about the protests.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘Reforms were threatening Soviet control.’
‘The Soviets were worried Czechoslovakia may leave the Warsaw Pact.
‘Soviet leaders thought the ideas would spread to other Soviet controlled countries.’
‘The actions were against the Brezhnev Doctrine.’
‘The Soviets were worried that Czechoslovakia was becoming closer to West Germany.’
‘Brezhnev came under pressure from East Germany and Poland to stop reform.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘Brezhnev was the new Soviet leader and he was just as determined as previous leaders to maintain Soviet control of eastern Europe. He felt this control was being threatened and would affect other countries.’
‘Dubcek was appointed to lead Czechoslovakia. He wanted to modernise communism, talking about ‘socialism with a human face’. The reforms he suggested were known as the “Prague Spring”. The Soviets saw them as a threat to their control.’
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘The Soviets felt there was a threat.’ ‘The Soviets were worried about the protests.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘Reforms were threatening Soviet control.’
‘The Soviets were worried Czechoslovakia may leave the Warsaw Pact.
‘Soviet leaders thought the ideas would spread to other Soviet controlled countries.’
‘The actions were against the Brezhnev Doctrine.’
‘The Soviets were worried that Czechoslovakia was becoming closer to West Germany.’
‘Brezhnev came under pressure from East Germany and Poland to stop reform.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘Brezhnev was the new Soviet leader and he was just as determined as previous leaders to maintain Soviet control of eastern Europe. He felt this control was being threatened and would affect other countries.’
‘Dubcek was appointed to lead Czechoslovakia. He wanted to modernise communism, talking about ‘socialism with a human face’. The reforms he suggested were known as the “Prague Spring”. The Soviets saw them as a threat to their control.’
J14P11 MSQn8(a )Describe events in Berlin leading up to the building of the Wall in 1961.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘There was movement within Berlin.’
Level 2 Describes events [2–5]
(One mark for each relevant point; additional mark for supporting detail.)
e.g.
‘There were too many people leaving East Berlin to go to the West.’
‘The French, British and Americans invested huge sums into West Berlin and turned it into a wealthy city with many consumer benefits for the citizens.’
‘There was a higher standard of living in the west.’
‘The Soviets demanded that the Western powers leave the whole of Berlin.’
‘Kennedy insisted that he would stand by Berlin.’
‘On the 13 August 1961, Soviet troops put up barbed wire barricades all around West Berlin.’
J14P11 MSQn7(c) ‘The Truman Doctrine and the Marshall Plan were to blame for the Cold War.’ How far do you agree with this statement? Explain your answer.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g. ‘There was a lack of trust.’
Level 2 Identifies AND/OR describes reasons [2]
(One mark for each point)
e.g.
‘The Marshall Plan aroused suspicion amongst the Soviets.’
‘The USA had the atomic bomb.’
‘Truman was against communism.’
‘Stalin’s actions over Berlin increased tension.’
‘The Soviets wanted to spread communism.’
‘Eastern Europe was communist controlled.’
Level 3 Explanation of agreement OR disagreement [3–5]
e.g.
‘The USA interpreted the Soviet takeover of Eastern Europe as the start of spreading communism around the world and responded with the Truman Doctrine and Marshall Plan, which was to help the vulnerable European economy suffering from the after effects of war. The USSR saw this as a threat to their security.’
OR
e.g.
‘The Soviets introduced a blockade of Berlin but the West defeated this by flying in supplies resulting in Stalin backing down. Stalin responded by turning their zone into the GDR. Germany was divided even more firmly and relations between East and West worsened.’
Level 4 Explanation of agreement AND disagreement [5–7]
Both sides of level 3.
Level 5 Explains with evaluation of ‘how far’ [8]
J14P11 MSQn7(b) Why did mistrust between the USSR and the USA increase in 1945?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘They wanted different things.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘The common enemy was defeated.’
‘It increased with the death of Roosevelt.’
‘It increased because of the successful testing and use of an atomic bomb by the USA.’
‘There were disagreements over Poland.’
‘It was capitalism versus communism.’
‘Truman became US President.’
‘There were disagreements over what to do with Germany.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘The USA was suspicious of Soviet intentions in eastern Europe. Stalin had removed non-Communist leaders in Poland replacing them with Communists. The Soviet controlled government at Lublin, set up in 1944, continued to run the country once the war ended.’
‘Truman was highly suspicious of Stalin’s motives. He was much less trusting than Roosevelt had been. Stalin refused to reduce the size of the Red Army. In eastern Europe he believed Stalin intended to set up USSR controlled buffer states.’
Level 1 General answer lacking specific contextual knowledge [1] e.g.
‘They wanted different things.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘The common enemy was defeated.’
‘It increased with the death of Roosevelt.’
‘It increased because of the successful testing and use of an atomic bomb by the USA.’
‘There were disagreements over Poland.’
‘It was capitalism versus communism.’
‘Truman became US President.’
‘There were disagreements over what to do with Germany.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘The USA was suspicious of Soviet intentions in eastern Europe. Stalin had removed non-Communist leaders in Poland replacing them with Communists. The Soviet controlled government at Lublin, set up in 1944, continued to run the country once the war ended.’
‘Truman was highly suspicious of Stalin’s motives. He was much less trusting than Roosevelt had been. Stalin refused to reduce the size of the Red Army. In eastern Europe he believed Stalin intended to set up USSR controlled buffer states.’
J14P11 MSQn7(a) What decisions, in relation to Germany, were agreed at the Yalta and Potsdam Conferences?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘It was agreed that Germany should be divided.’ Level 2 Describes decisions [2–5]
(One mark for each relevant point; additional mark for supporting detail.)
e.g.
‘It was agreed that Germany should be divided into four zones of occupation. The zones were to be controlled by the USSR, the USA, Britain and France.’
‘It was agreed that Berlin would also be divided into four similar sections.’
‘It was agreed to hunt down and punish German war criminals.’
‘It was agreed that the Allies should receive reparations from Germany.’
‘The Nazi Party was banned.’
‘It was agreed that Germans living in Poland, Hungary and Czechoslovakia would be sent back to Germany.’
J14P11 MSQn 6(c) ‘Chamberlain was right to follow a policy of appeasement.’ How far do you agree with this statement? Explain your answer.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘It bought time and so was justified.’
‘It meant Germany was able to grow stronger.’
Level 2 Identifies AND/OR describes reasons [2]
(One mark for each point)
e.g.
‘It was right to try to avoid war.’
‘Britain needed time to prepare for war.’
‘Britain was not ready for war.’
‘The Treaty was unjust and needed redress.’
‘Hitler was a bulwark against communist USSR.’
‘It meant giving in to a bully.’
‘It was morally wrong.’
‘Following appeasement brought missed opportunities to stop Hitler.’
‘It failed to prevent war.’
‘It alarmed the USSR.’
Level 3 Explanation agreement OR disagreement [3–5]
e.g. ‘Memories of the First World War were still fresh and Chamberlain was right to avoid another war. He knew that Britain’s armed forces were not ready to tackle Germany’s armed forces because little investment had been made in them since the First World War.’
OR
e.g.
‘Chamberlain’s policy of appeasement was about giving in to a bully. It assumed that if concessions were made to Hitler, it would reduce the chance of war. In fact, it encouraged Hitler to demand more territory.’
Level 4 Explanation agreement AND disagreement [5–7]
Both sides of level 3.
Level 5 Explains with evaluation of ‘how far’ [8]
J14P11 MSQn6(b) Why did Hitler want Anschluss?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘He thought it would benefit Germany.’
‘He wanted resources.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point)
e.g.
‘Hitler believed Germany and Austria belonged together.’
‘Austria was where Hitler was born.’
‘He wanted to develop a Greater Germany.’
‘He wanted to unite German speakers.’
‘He wanted to break the Treaty of Versailles.’
‘Hitler wanted Austria’s mineral deposits.’
‘To increase the strength of his military.’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.) e.g.
‘Hitler stated in Mein Kampf that he wanted to create a Greater Germany and to overthrow the Treaty of Versailles. Anschluss had been forbidden by the Treaty and so a union would help him achieve both these aims.’
‘Austria’s soldiers, weapons and its rich deposits of gold, iron ore and salt would be added to Germany’s increasingly strong army and industry to make it more powerful.’
J14 P11 MSQn 6(a) In what ways had Hitler built up Germany’s military strength by March 1936?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘There were more men in the armed forces.’ ‘He rearmed.’
Level 2 Describes measures [2–5]
(One mark for each relevant point; additional mark for supporting detail.)
e.g.
‘By ignoring the military restrictions in the Treaty of Versailles.’
‘He began increasing the army above the 100 000 limit.’
‘Hitler started building tanks and warships.’
‘Hitler started using the unemployed in new armaments factories.’
‘Hitler introduced conscription.’
‘Hitler introduced his new air force.’
‘In 1935, Hitler signed the Anglo-German Naval Treaty, which allowed Germany 35% of the size of Britain’s navy.’
‘In 1936, Germany re-militarised the Rhineland.’
‘He started building tanks, warships, submarines and aeroplanes.’
J14P11 MSQn 5(c) Was Germany’s reaction to the Treaty of Versailles justified? Explain your answer.
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘German reaction was justified because the Treaty affected Germany badly.’
Level 2 Identifies AND/OR describes reasons [2]
(One mark for each point)
e.g.
‘They thought it was a dictated peace.’
‘They thought the reparations were harsh.’
‘They thought it left their armed forces depleted.’
‘They thought it was too harsh on ordinary Germans.’
‘The Allies thought Germany treated Russia worse.’
‘The Allies said Germany had agreed to the terms of the Armistice.’
‘The Allies believed Germany would have imposed a harsh treaty if they had won.’
Level 3 Explanation of justification OR not justified [3–5]
e.g. ‘The German reaction was justified because Germany was forced to disarm to an extent that no other nation was. Its army was reduced to 100 000 men, a very small number for a country of Germany’s size. The Germans felt that this would leave them vulnerable to attack.’
OR
e.g. ‘The German reaction was not justified because they had treated Russia more harshly in the Treaty of Brest-Litovsk. Under the terms of this treaty, Russia lost 32% of their agricultural land and 54% of their industry, and was fined 300 million gold roubles. The Germans had little cause for complaint given their treatment of Russia.’
Level 4 Explanation of justification AND not justified [5–7]
Both sides of level 3.
Level 5 Explains with evaluation of ‘how justified’ [8]
J14P11 MSQn5(b) Why did the aims of the ‘Big Three’ at Versailles differ?
Level 0 No evidence submitted or response does not address the question [0]
Level 1 General answer lacking specific contextual knowledge [1]
e.g.
‘The Big Three were from different countries.’
‘They were all very different people.’
Level 2 Identifies AND/OR describes reasons [2–3]
(One mark for each point – needs to be the issue over which the Three or Two differed.)
e.g.
‘The USA, Britain and France had very different experiences of the impact of war.’
‘The amount of damage suffered was different.’ ‘France wanted to destroy Germany’s military whilst Lloyd George wanted Germany’s navy destroyed.’
‘Clemenceau wanted to destroy Germany as a country, whereas Wilson wanted a just and lasting peace.’
‘Clemenceau wanted…/ Lloyd George wanted…/Wilson wanted…’
Level 3 Explains reasons [4–7]
(One mark for an explanation, additional mark for full explanation.)
e.g. ‘Clemenceau wanted a harsh treaty because of the damage caused by Germany and the high loss of life. The Germans had destroyed many mines in their retreat.’
e.g. ‘Clemenceau wanted to cripple Germany so that it could not threaten France again. France had suffered enormous damage to its land and industry and had two-thirds of its men who served in the French army killed or injured. In contrast, the USA had not suffered invasion during the war. Wilson wanted Germany to be punished but not so harshly.
http://www.cie.org.uk/images/186313-june-2014-mark-scheme-11.pdf
Subscribe to:
Posts (Atom)