GCSE Schools History Project Enquiry in Depth - Hodder Plus Home

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GCSE Schools History ProjectEnquiry in Depth: Germany, 1919–45Question 3Through a process of indoctrination from a very early ageQuestion 4A ministry of education in Berlin took control of schools away from the separate states; all teacherswere expected to join the Nazi Teachers’ League.Question 5Any three from: the greatness of Germany’s past; the injustices of the Treaty of Versailles; the superiorityof the Aryan race; the importance of their future roles as soldiers or mothers; Jews wereinferior and their enemy.Question 6Napolas and Adolf Hitler Schools (up to age 18) and Ordensburgen for young men who hadcompleted military service.Question 7Young boys of age 6 could join the Pimpfen before joining the Deutsche Jungvolk (DJ) at 10 and theHitlerjugend (HJ) at 14 to 18. Girls joined the Jungmädel (JM) at 10, transferring to the Bund DeutscherMädel (BDM) at 14. Leadership at national level was provided by Baldur von Schirach.Question 8Example of HJ activityAthletics and hikingMilitary gamesPolitical lecturesWhat young people were meant to learn/develop from itPhysical fitnessTeamwork, military skills, taking ordersLoyalty to Hitler, Nazi ideasQuestion 9They wanted to continue their indoctrination of children outside as well as in school; it gave themgreater opportunities to give military training; it helped reduce the influence of the home; voluntaryattendance at Hitler Youth meetings was falling off by the end of the 1930s.Question 10Level 1: a simple answer describing what the source shows.Level 2: a simple inference drawn from the source, e.g. ‘Source A tells us they wanted children tobecome Nazi supporters because the children are doing the Nazi salute and there are two Nazi flags.’Level 3: a more complex inference is drawn, e.g. ‘The children in Source A are being taught aboutthe Treaty of Versailles because the boy at the blackboard is pointing to the Polish Corridor.’Question 11Level 1: a simple answer describing what the source shows.Level 2: an inference drawn from and supported by reference to details in the source, e.g. ‘Source Bshows that even in maths the Nazis were teaching children to see the Jews as enemies because itsays….’ Or: contextual knowledge is used to show how the source is useful or not useful,e.g. ‘This source only shows one problem set in maths so we cannot learn what was taught throughother subjects. I know that an important aim of Nazi education was to use history to teach childrenabout German heroes of the past and make them very patriotic.’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: both details from the source and contextual knowledge are used in a balanced answershowing how the source is useful but also limited in terms of usefulness.16
Student Workbook Teacher NotesQuestion 12Level 1: a simple answer describing details in the source.Level 2: a simple inference drawn from the source, e.g. ‘Source C suggests they were very successfulbecause 95% were won over. Only a small minority were not won over.’Level 3: a more complex inference is drawn, e.g. ‘The source hints that many young people wereadmirers of Hitler himself rather than Nazi beliefs so perhaps most of them were not really wonover to Nazism.’Question 13Level 1: a simple answer that just describes what Source D shows.Level 2: accepts Source D at face value — some youths are being hanged so obviously young peoplewere not won over.Level 3: knowledge is used either to challenge the claim in Source C, e.g. the HJ had to bemade compulsory because of poor attendance, and other groups besides the Edelweiss Pirates (e.g.‘Roving Dudes’, ‘Navajos’) refused to conform, proving that far fewer than 95% were won over orto support what Source C says, e.g. ‘Non-conformist groups like the Edelweiss Pirates and Navajoswere vague and unconnected and consisted only of small numbers of individuals.’Level 4: a balanced answer discussing both Level 3 points above and pointing out the difficulty ofjudging the extent to which Source D contradicts Source C because of the lack of data aboutnumbers of non-conformist youths compared with those ‘won over’ to Nazism.Question 14Level 1: an answer based on general statements.Level 2: a one-sided answer, suggesting whether the Nazis were successful or not, supported byreferences to named sources.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 about the extent of the Nazis’success.Topic 7 Propaganda and culture, 1933–45Question 1Propaganda is the spreading of selected ideas and information in order to make people think andbelieve what you want them to.Question 2To maintain the support of the German people and to control their thoughts and beliefs.Question 3Any three from:• Hitler knew what was best for the German people.• The Germans were part of a master race and other races were inferior.• Jews and Communists were responsible for Germany’s past problems.• The state was more important than the individual.Question 4People were more likely to accept Nazi ideas without question if they could be persuaded to seeHitler as a godlike figure.GCSE Schools History Project Enquiry in Depth: Germany, 1919–4517
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GCSE Schools History Project Enquiry in Depth - Hodder Plus Home

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