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GCSE Schools History ProjectEnquiry in Depth: Germany, 1919–45TermHonour Cross of theGerman MotherBridal schoolsLebensborn (‘Spring ofLife’) programmeExplanationThis medal was meant to encourage women to have more children:bronze for 4–5; silver for 6–7; gold for 8 or moreSet up by the DAF to train newly-married women so that they would beperfect wives and mothersRan homes for orphans and illegitimate children fathered by ‘racially sound’SS officersQuestion 11They agreed with some Nazi policies, for example the importance of the family, the need to destroycommunism and the need to ‘clean up’ nightclubs in Berlin.Question 12Hitler aimed first to control the Christian Churches, then to reduce their influence and finally toreplace them with the German Faith Movement.Question 13a He tried to unite all the Protestant Churches into one German Christian Church under the leadershipof a Nazi, Reich Bishop Ludwig Müller.b A concordat (agreement) was signed in which the Pope promised that Catholic priests wouldnot criticise Nazi policies and Hitler promised not to interfere in Church affairs.Question 14Why they resistedHow they resistedWhat happened to themMartinNiemöllerDisagreed with the settingup of the German ChristianChurch and its attempts toNazify ChristianityFormed the ConfessionalChurch in opposition to theGerman Christians andcriticised their beliefs insermonsIn 1937 he issued anencyclical condemning allNazi beliefs and practices asunchristianSpoke out publicly againsteuthanasia in 1941Encouraged trainee pastorsto oppose Nazism;continued opposition toNazis in the Second WorldWarArrested in 1937; kept in aconcentration camp untilhis release in 1945Pope Pius XINazis did not keep theiragreement in the concordatand were trying to closeChurch schoolsAngered by the Nazis’euthanasia programmeA member of theConfessional Church, hedisagreed with the GermanChristians and theirattempts to NazifyChristianitySaw Nazism as beingunchristianDied (of natural causes)in 1937BishopGalenDietrichBonhöfferNo action taken againsthimArrested in 1943 andexecuted in 1945Jehovah’sWitnessesRefused to join the GermanArmy or give the Nazi saluteMany sent to concentrationcamps; nearly 2,000 died asa result of Nazi persecutionQuestion 15The German Faith Movement was a pro-Nazi, anti-Christian movement based on pagan ceremonies— the kind of faith the Nazis hoped would replace Christianity.14
Student Workbook Teacher NotesQuestion 16Level 1: a simple answer describing details in the source.Level 2: a simple inference drawn from the source, e.g. ‘It tells us Nazis expected women to havea very limited role — looking attractive and having children.’Level 3: a more complex inference is drawn, e.g. (in addition to a Level 2 response) ‘The referenceto the “female bird” suggests this was women’s natural role and implies they were not suited tocareers or demanding jobs.’Question 17Level 1: a simple answer describing the picture.Level 2: a simple inference drawn from the source, e.g. ‘The Nazis wanted women to have lots ofchildren and this family has four children.’Level 3: as Level 2 but also supported by knowledge, e.g. ‘Germany’s birth rate had been fallingand more children would mean more soldiers in the future.’Level 4: in addition to a Level 2 response other details are noted, e.g. they are all ‘perfect’ Aryantypes; the woman’s hair is in the peasant style favoured by the Nazis.Level 5: details from the picture and contextual knowledge are used to explain the Nazi quest toproduce a ‘master race’ of ‘racially sound’ individuals. The painting shows what they would haveseen as the perfect family.Question 18Level 1: a simple answer describing what the source shows.Level 2: an inference drawn from and supported by reference to the source, e.g. ‘The source tellsus the Nazis’ policy changed because the poster is encouraging women to work.’ Or: contextualknowledge is used to explain how the source is useful or not useful, e.g. ‘The source is not usefulbecause I know the Nazis wanted women to stay at home and have lots of children so this posteris not typical of their beliefs.’Level 3: both details from the source and contextual knowledge are used to show either how thesource is useful or how it is not useful, i.e. a one-sided answer.Level 4: a balanced answer using details from the source and contextual knowledge to explain fullyhow it is useful in some ways but limited in other ways, e.g. it goes on to describe other work undertakenby women during the Second World War.Question 19Level 1: an answer based on general statements.Level 2: a one-sided answer, suggesting whether the policies were successful or not, supported byreferences to named sources or relevant knowledge.Level 3: a one-sided answer using specific, relevant contextual knowledge and the sources; or amore balanced answer based only on the sources.Level 4: a more balanced answer using both the sources and specific, relevant contextualknowledge.Level 5: a balanced answer with a clear, supported conclusion.Topic 6 Education and youth movements,1933–45Question 1To ensure that they developed into loyal, unquestioning supporters of Nazism.Question 2If Nazism was to survive, each new generation had to grow up accepting its beliefs and values.GCSE Schools History Project Enquiry in Depth: Germany, 1919–4515
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GCSE Schools History Project Enquiry in Depth - Hodder Plus Home

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