Contents

GCE AS and A Level HISTORY UNITS 1 and 2 Amended Teachers' Guide For teaching from September 2012 First award in Summer 2013

Page Introduction Unit HY1 (AS) Unit HY2 (AS) 3 11 20

WJEC GCE AS HISTORY TEACHERS GUIDE TO THE REVISED AS UNITS

GENERAL INTRODUCTION AND COMMENTARY ON EXTERNAL UNITS HY1 AND HY2

INTRODUCTION
This teachers guide has been produced to supplement the revised WJEC GCE specifications in History and the revised sample assessment materials following a regulatory scrutiny in 2009-2010. The revised specification will be available for teaching from September 2012 and the first revised style examinations will be sat in May 2013. The teachers guide aims to offer support and guidance to teachers in the teaching and administration of the course. The guide contains advice on several areas: The main changes contained in the revised AS course in units HY1 and HY2 Advice on routes through the specification Advice on the assessment styles to be found on units Specific advice on each unit

WHAT DO I NEED FOR SEPTEMBER 2012? The revised specification for GCE History. This is available in electronic format only. It can be accessed by visiting the website www.wjec.co.uk/historygce Copies of the revised specimen assessment materials. These contain sample examination papers for each option and the associated mark schemes. These are available in electronic format only. They can be accessed by visiting the website www.wjec.co.uk/historygce The teachers guide for the revised GCE course. This is available in electronic format only. It can be accessed by visiting the website www.wjec.co.uk/historygce

WHO CAN I CONTACT FOR HELP ?

Subject Officer for History Phil Star 02920 265125 phil.star@wjec.co.uk Contact Phil Star for enquiries regarding specifications, assessment, advice, teaching the course, marking and examining, initial advice and general support on coursework submissions

Subject Support Officer Greg Lewis 02920 265035 greg.lewis@wjec.co.uk Contact Greg Lewis for any materials connected with GCE history such as past papers, mark schemes, proposal forms, general queries

Chief Examiner for GCE History Albert Gilbey awgilbey@hotmail.com

GCE Internal assessment administrator Amada OByrne 02920 265062 amada.obyrne@wjec.co.uk Contact Amada OByrne for enquiries regarding the general administration of coursework such as forms, deadlines and moderators details

CPD Department 02920 265018 inset@wjec.co.uk Contact CPD to ask about any GCE History courses or to enrol on a course

Bookshop 02920 265112 bookshop@wjec.co.uk Contact the bookshop to order hard copies of specifications, past papers, mark schemes or appropriate resources

WHAT ARE THE MAIN CHANGES TO THE REVISED AS IN HISTORY FOR TEACHING FROM SEPTEMBER 2012? The AS specification in History has been amended as a result of recommendations made following a scrutiny of the subject by the examinations regulators. Although the WJEC understands that these changes will mean revisions to programmes of study for most centres, it hopes that centres will see that the changes offer new opportunities and approaches to the study of both AS units. The amended specification and the amended specimen assessment materials are available now on the WJEC website www.wjec.co.uk/historygce

The main changes in HY1 are: Each period study for HY1 now offers a choice from four topic areas. Some of these are additional content areas, some have been created by splitting existing topic areas. Candidates will choose to answer questions on two of these topic areas, as now.

Period Study Wales and England 1485-1603 Wales and England 1603-1715

Summary of new topic areas Introduction of a fourth general topic: Social and economic change in Wales and England, 1525-1588. The current general topic 2 has been split into two new topics: Changes in government: Civil War, Regicide and Republic, 1637-1660 The Restoration and the reign of Charles II, 1660-1685 Wales and England The current general topic 2 has been split into two new topics: 1780-1886 Popular protest, 1815-1848 The campaigns for social reform, 1815-1848 Wales and England Introduction of a fourth general topic: 1880-1980 The changing role and status of women, 1880-1929 Europe 1515-1621 Introduction of a fourth general topic: Spain during the reign of Charles V, 1516-1556 Europe 1696-1815 Introduction of a fourth general topic: International relations, 1710-1756 Europe 1815-1917 Introduction of a fourth general topic: The Eastern Question, 1815-1856 Europe 1878-1989 Introduction of a fourth general topic: Germany 1878-1919 Some of the other general topic areas have had their content amended slightly to make the coverage clearer for centres The duration of the examination paper for HY1 will be 1 hour 40 minutes In each question on the examination paper, key words which relate to historical concepts will be highlighted. There is no other change to the style or layout of the question papers. The mark schemes for HY1 have changed considerably. The current arrangement of splitting Assessment Objective 1 into strands has been replaced by an amalgamated version.

The main changes in HY2 are: there will be one less question a reduction from five to four there will be six sources in each question, instead of five, reducing the potential of overlap in the current questions the duration of the examination paper for HY2 will be 1 hour 20 minutes although the revised questions will retain many aspects of the current questions, centres should note that important changes have been made to the demands of these questions. Further advice is provided later in this guide on the revised HY2 questions. the mark schemes for HY2 have changed considerably. The current arrangement of splitting the Assessment Objectives into strands has been replaced by an amalgamated version.

ASSESSMENT SUMMARY FOR AS HISTORY AS (2 units) HY1 1 hour 40 min Written Paper 120 marks (120UMS) Worth 60% of AS qualification Worth 30% of A level qualification

Unit title: Chosen Period Study Outline of paper structure: Two structured questions, from a choice of four HY2 1 hour 20 min Written Paper Worth 40% of AS qualification Worth 20% of A level qualification 80 marks (80UMS)

Unit Title: Chosen In-depth Study Outline of paper structure: One set of four questions, based on the evaluation of historical sources and interpretations, from a choice of two

WHEN WILL THE EXAMINATIONS FOR EACH UNIT BE AVAILABLE? The following grid demonstrates availability of current and revised unit examinations. Please note that if candidates enter early in January 2013 for either unit, then their first resit opportunity will be the new style paper in May 2013. The raw marks and UMS marks are the same so there will be no disadvantage to any candidates. Availability of Assessment Units Unit HY1 HY2 January 2013 Old style paper Old style paper May 2013 New style paper New style paper January 2014 New style paper New style paper May 2014 New style paper New style paper

COMMENTARY ON SEPARATE UNITS UNIT HY1 (AS)

Candidates are required to study a range of nominated topics relating to aspects of the history of the chosen period study. These topics are mostly from the earlier part of the period study. In this unit, candidates are required to consider the process of historical change and its causes, consequences and significance. Each Unit HY1 has four nominated topic areas, each written in an identical style for consistency. WJEC has tried to put together coherent topic areas with some variety in focus and time range to endure coverage of most of the early part of the period study.

An example of a HY1 topic area is below: General topic 1: Focus: Origins: Wales and England in transition, c.1880-1929 A study of the main social and economic changes in Wales and England The social economic condition of Wales and England in the late nineteenth century Living and working conditions, c.1880 The Liberal reforms, 1906-1914 The impact of World War I on the Home Front The decline of staple industries after 1919 and the General Strike of 1926 The significance and consequences of the main social and economic developments in Wales and England to 1929

Key issues:

Significance / consequences:

The origins section encourages teachers to introduce the chosen topic area by considering the background to the issue. How far back teachers wish to go is up to them, but there may be examination questions set on background issues. The key issues section contains a range of essential content which must be studied in order to understand the general topic area. These are general headings which will not be exemplified further, but teachers are encouraged to consider the key concepts of causation and change, as appropriate.

It is important that each of these key issues is also studied with a view to its significance and consequences in the development of the general topic. WHAT DOES THE HY1 QUESTION PAPER LOOK LIKE? From May 2013, HY1 will be assessed by an examination which lasts for 1 hour 40 minutes. It is worth 120 marks in total. This is 60% of the AS marks and 30% of the A level marks.

Candidates will have to answer questions on two out of the four nominated topic areas in the specification. Centres are guaranteed that questions will be set on these nominated areas. It is recommended that centres cover at least three of the nominated topic areas to give essential coverage and to give candidates a choice of question on their examination papers.

Each of the four examination questions will be structured into two parts, (a) and (b).

Part (a) will require a focus on explanation, on giving reasons for a named development. In each question, the key words Explain why will be highlighted.

Part (b) will expect candidates to analyse and evaluate a range of issues for their importance, significance or degree of change. In each question, the key historical concepts will be highlighted. Centres are reminded that the assessment techniques associated with the HY1 examination remain the same and further advice may be found in the Examiners Reports on the website and in a presentation available on the website www.wjec.co.uk/historygce and following the link to History Videos. An example of a specimen assessment paper for Unit HY1 follows. Question papers for other options are available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce

UNIT 1 PERIOD STUDY 4 ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c.1880-1980 Answer two questions In your answer to part (a) you are advised to provide a linked and coherent explanation. In your answer to part (b) you are advised to evaluate the issue named in the question against a range of other important issues.

1.

Wales and England in transition, c.1880-1929 (a) (b) Explain why the Liberal Government introduced social reforms. [24]

To what extent was the decline of the staple industries the most significant development affecting the people of Wales and England 1880-1929? [36]

2.

British foreign policy, c.1902-1939 (a) (b) Explain why Britain formed an entente with France in 1904. [24]

To what extent was the search for collective security the main influence on British foreign policy between 1902-1939? [36]

3.

Party politics, c.1900-1940 (a) (b) Explain why the Conservative Government had become unpopular by 1905. [24] To what extent was the rise of minority parties the most significant development in British party politics from 1900-1940? [36]

4.

The changing role and status of women, 1880-1929 (a) (b) Explain why women were granted the right to vote by 1928. [24]

Was the First World War mainly responsible for the changing role and status of women 1880-1929? [36]

HOW IS UNIT HY1 ASSESSED? The current mark schemes for HY1 are split into separate strands for each discrete assessment objective, in this case, AO1a and AO1b. Examiners give a mark for each strand for each answer. They are also assisted by an indicative content section which gives examples of the quality of response expected at each level. From May 2013, HY1 will be assessed by an amended mark scheme. The main changes are itemised here: The strands have been amalgamated into one single mark scheme which incorporates elements of each assessment objective

Each level in the mark scheme has been further divided into low, mid and high bands

The terminology used in the mark scheme is consistently based on the performance descriptors for AS History, contained in the subject criteria for History.

Each question also has a section of indicative content which shows the aspects of the topic which should be discussed in the answer

Quality of written communication remains an integral part of the mark scheme for Unit HY1

An example of a specimen marking scheme for HY1 follows. Marking schemes for other options are available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce

HISTORY MARK SCHEME UNIT 1 PERIOD STUDY 4 ASPECTS OF THE HISTORY OF WALES AND ENGLAND, c1880-1980

Part (a) Distribution of marks within each level for part (a), explaining the weighting for each assessment objective. AO1a 1-3 marks 4-6 marks 7-8 marks AO1b 1-5 marks 6-10 marks 11-16 marks Total 8 16 24

Level 1 Level 2 Level 3

Marking guidance for examiners

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high, mid or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation, examiners may decide not to award the higher mark within the level.

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ASSESSMENT GRID FOR PART (a) Target: AO1 Focus: Recall, selection and deployment of appropriate historical knowledge; show understanding of the past through explanation of key concepts Level 1 Mark 1-8 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall and select limited historical knowledge. They will show limited evidence of understanding in their analysis and explanation of key concepts such as change, causation or significance. Candidates will convey meaning with some clarity, although powers of expression may be limited and there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-2 marks Material seen is brief or very limited in scope; some meaning is conveyed with some accuracy in spelling, punctuation and grammar. Mid Level 1: 3-5 marks Some limited historical knowledge is recalled; brief explanation generally linked to key concept as identified in the question set; generally comprehensible with some accuracy in spelling, punctuation and grammar. High Level 1: 6-8 marks Limited historical knowledge is recalled; limited explanation of the key concept as identified in the question set; answer has some coherence and accuracy in spelling, punctuation and grammar. 2 9-16 Generally for this level, candidates will recall, select and deploy relevant historical knowledge. They will show appropriate evidence of understanding in their analysis and explanation of the key concepts such as change, causation or significance. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar. Low Level 2: 9-10 marks Some relevant historical knowledge is recalled, selected and deployed; undeveloped explanation of the key concept as identified in the question set; reasonable expression with some organisation and appropriate spelling, punctuation and grammar. Mid Level 2: 11-13 marks Mostly relevant historical knowledge is recalled, selected and deployed; mostly appropriate explanation of the key concept as identified in the question set; clear expression and organisation with appropriate spelling, punctuation and grammar. High Level 2: 14-16 marks Relevant historical knowledge is recalled, selected and deployed; valid 11 Total mark: 24

explanation of the key concept as identified in the question set; clearly expressed with most parts showing clarity and coherence and appropriate spelling, punctuation and grammar. 3 17-24 Generally for this level, candidates will recall, select and deploy accurate, relevant and detailed historical knowledge. They will show evidence of wellfocussed understanding in their explanation and analysis of the key concepts such as change, causation or significance. They will communicate fluently and clearly, using appropriate language and structure, using standard conventions of spelling, punctuation and grammar. Low Level 3: 17-18 marks Mostly accurate, relevant and detailed historical knowledge is recalled, selected and deployed; clear explanation of the key concept as identified in the question set, with some linking of important factors; answer shows good organisation, structure and spelling, punctuation and grammar. Mid Level 3: 19-21 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; well-focussed explanation of the key concept as identified in the question set, demonstrating appropriate understanding of connections between important factors; answers will be largely coherent, fluent and well-organised with good spelling, punctuation and grammar. High Level 3: 22-24 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; sustained and consistent explanation of the key concept as identified in the question set, demonstrating clear understanding of the relationship between important factors; answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR QUESTION 1(a) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: Explain why the Liberal government introduced social reforms. Candidates are required to demonstrate knowledge of historical concepts in the context of the question set. Candidates are expected to show understanding of the inter-relationship of the reasons why the Liberal government introduced social reforms. Some of the issues to consider may include: the influence of social reformers such as Booth and Rowntree and other social surveys poor living and working conditions the ideology of New Liberalism / national efficiency the political challenge posed by the growth of the Labour Party the failure of the previous Conservative government to address such issues economic and military necessity

INDICATIVE CONTENT FOR QUESTION 2(a) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: Explain why Britain formed an entente with France in 1904. Candidates are required to demonstrate knowledge of historical concepts in the context of the question set. Candidates are expected to show understanding of the inter-relationship of the reasons why Britain formed an entente with France in 1904. Some of the issues to consider may include: the settlement of colonial differences the resolution of potential areas of conflict in Egypt, Sudan and Morocco and fishing off Newfoundland the changing relationship with France since Fashoda that the entente was different from an full alliance.

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INDICATIVE CONTENT FOR QUESTION 3(a) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: Explain why the Conservative government had become unpopular by 1905. Candidates are required to demonstrate knowledge of historical concepts in the context of the question set. Candidates are expected to show understanding of the inter-relationship of the reasons why the Conservative government had become unpopular by 1905. Some of the issues to consider may include: the impact of the Boer War specific issues such as the Chinese slavery problem and the Taff Vale judgement the growing popularity of the Liberals and their policies the lack of meaningful social reform the unpopularity of certain individual reforms.

INDICATIVE CONTENT FOR QUESTION 4(a) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: Explain why women were granted the right to vote in 1928. Candidates are required to demonstrate knowledge of historical concepts in the context of the question set. Candidates are expected to show understanding of the inter-relationship of the reasons why women were granted the right to vote in 1928. Some of the issues to consider may include: the impact of the campaign for womens suffrage. Expect reference to both Suffragettes and Suffragists the impact of the Great War on attitudes to women the impact of educational reforms in the early 20th century the changing attitudes of political parties and leading politicians changing attitudes in society as a whole specific short-term developments in the late 1920s.

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Part (b) Distribution of marks within each level for part (b), explaining the weighting for each assessment objective. AO1a 1-4 marks 5-8 marks 9-12 marks AO1b 1-8 marks 9-16 marks 17-24 marks Total 12 24 36

Level 1 Level 2 Level 3

Marking guidance

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high, mid or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation examiners may decide not to award the higher mark within the level.

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ASSESSMENT GRID FOR PART (b) Target: AO1 Total mark: 36

Focus: Recall, selection and deployment of appropriate historical knowledge; show understanding of the past through analysis and evaluation of key concepts and characteristics Level 1 Mark 1-12 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall and select limited historical knowledge. They will show limited evidence of understanding in their evaluation of the key concepts such as significance, consequence, change and continuity. They will show limited analysis of the key features and characteristics of the historical period. Candidates will convey meaning with some clarity, although powers of expression may be limited and there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-4 marks Material seen is brief or very limited in scope; some meaning is conveyed with some accuracy in spelling, punctuation and grammar Mid Level 1: 5-8 marks Some limited knowledge is recalled; limited reference to the key issue only; generally comprehensible with some accuracy in spelling, punctuation and grammar High Level 1: 9-12 marks Limited knowledge is recalled; some evidence of evaluation of the key issue; limited judgement is offered regarding other key features; answer has some coherence and accuracy in spelling, punctuation and grammar 2 13-24 Generally for this level, candidates will recall, select and deploy relevant historical knowledge. They will show appropriate evidence of understanding in their evaluation of the key concepts such as significance, consequence, change and continuity. They will offer an appropriate analysis of the key features and characteristics of the historical period. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar. Low Level 2: 13-16 marks Some relevant historical knowledge recalled, selected and deployed; undeveloped analysis and evaluation of the key issue; credible judgement is offered regarding other key features of the historical period; reasonable expression with some organisation and appropriate spelling, punctuation and grammar. Mid Level 2: 17-20 marks Mostly relevant historical knowledge recalled, selected and deployed; some appropriate analysis and evaluation of the key issue; appropriate judgement is 16

offered regarding other key features of the historical period; clear expression and organisation with appropriate spelling, punctuation and grammar.

High Level 2: 21-24 marks Relevant historical knowledge recalled, selected and deployed; valid analysis and evaluation of the key issue; clear judgement is offered regarding importance / significance of other key features of the historical period; clearly expressed with most parts showing clarity and coherence and appropriate spelling, punctuation and grammar. 3 25-36 Generally for this level, candidates will recall, select and deploy accurate, relevant and detailed historical knowledge. They will show clear evidence of understanding in their evaluation of the key concepts such as significance, consequence, change and continuity. They will provide a substantiated analysis of the relationship between key features and characteristics of the whole historical period. They will communicate fluently and clearly, using appropriate language and structure, using standard conventions of spelling, punctuation and grammar. Low Level 3: 25-28 marks Mostly accurate, relevant and detailed historical knowledge is recalled, selected and deployed; clear analysis and evaluation of the key issue; focused judgement is offered regarding other key features of most of the historical period; answer shows good organisation, structure and spelling, punctuation and grammar. Mid Level 3: 29-32 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; well focussed analysis and evaluation of the key issue; well-focused judgement is reached regarding other key features of the whole historical period; answers will be largely coherent, fluent and well-organised with good spelling, punctuation and grammar. High Level 3: 33-36 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; sustained analysis and evaluation of the key issue; substantiated and supported judgement is reached regarding other key features of the whole historical period; answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR QUESTION 1(b) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: To what extent was the decline of the staple industries the most significant development affecting the people of Wales and England 1880-1929? Candidates are expected to reach a substantiated and supported judgement about whether the decline of the staple industries was the most significant development affecting the people of Wales and England in the period 1880-1929. The significance of the decline of the staple industries should be analysed and evaluated in relation to issues such as: Britains economy and standing with its trading partners. the relationship between government and the workers. social change and the demand for better social and working conditions government attitude towards state intervention

The significance of the decline of the staple industries should be evaluated against other significant developments affecting the people of Wales and England in this period. Some of the issues to discuss may include: the social reforms of the Liberal governments the changing role of women the social and economic effects of war the impact of industrial disputes such as the General Strike

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INDICATIVE CONTENT FOR QUESTION 2(b) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content. QUESTION: To what extent was the search for collective security the main influence on British foreign policy between 1902-1939? Candidates are expected to reach a substantiated and supported judgement about whether the search for collective security was the main influence on British foreign policy between 1902-1939. The search for collective security as an influence on British foreign policy should be analysed and evaluated in relation to issues such as: Britains financial commitments in foreign affairs the desire to maintain peace by co-operative action the ultimate adoption of the policy of appeasement

The extent of the influence of the search for collective security should be evaluated against other major influences on British foreign policy in this period. Some of the issues to discuss may include: the need to protect the Empire the policy of Splendid Isolation war-weariness and the need to avoid war the policy of appeasement the fear of other nations such as Germany and Russia

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INDICATIVE CONTENT FOR QUESTION 3(b) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: To what extent was the rise of minority parties the most important development in British politics from 1900-1940? Candidates are expected to reach a substantiated and supported judgement about whether the rise of minority parties was the most significant development in British politics from 1900-1940. The significance of the rise of minority parties should be analysed and evaluated in relation to issues such as: the promotion of democracy and allowing free speech voicing the disaffection of the people at a time of suffering the move to extremist solutions the threat that minority parties posed to the social and political status quo

The significance of the rise of minority parties should be evaluated against other significant developments in British politics in this period. Some of the issues to discuss may include: the emergence and development of the Labour Party the establishment of the National government the demise of the Liberal party the period of Conservative party dominance the rise and fall of prominent governments and political figures.

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INDICATIVE CONTENT FOR QUESTION 4(b) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: To what extent was the First World War mainly responsible for the changing role and status of women 1880-1929? Candidates are expected to reach a substantiated and supported judgement about whether the First World War was mainly responsible for the changing role and status of women 1880-1929. The impact of the First World War on the changing role and status of women should be analysed and evaluated in relation to issues such as: introduction of legislation which gave women more access to work the response of women to the war effort the changing attitudes of many men as a result of the war the general demand for more political reform

The impact of the First World War on the role and status of women should be evaluated against other factors responsible for the changing role and status of women in this period. Some of the issues to discuss may include: the change in attitude of the various governments across the period the overall impact of the suffrage movements the economic emancipation of women social and cultural change in general changing educational opportunities impact of specific individuals and campaigners the high points of the extension of the franchise in 1918 and 1928

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UNIT HY2 (AS)

Candidates will be required to study in depth a range of historical topics and problems relating to the chosen in-depth study. This is a time scale of about 15 - 40 years depending on the option chosen. The WJEC course offers coherent in-depth studies which include all of the major developments in that depth study, including causes, events and their significance with some variety in focus on the wider aspects. In the HY2 unit, the topics are mostly from the earlier part of the in-depth study. This unit should be approached primarily through study of a range of different types of historical sources, including contemporary and later sources and historical interpretations. For each in-depth study, it is expected that centres will teach the whole of the prescribed content area. The content is laid out in broad themes, including origins, key issues and significance and consequences. Each HY2 has an identical layout, as shown below:

Origins:

Reasons for Nazi party growth and support by 1933 Hitler's election as Chancellor. The establishment of the Nazi dictatorship The roles of propaganda, indoctrination and terror in the Third Reich. Nazi social, religious and racial ideology and policy. The role of the Nazi Party in the Third Reich. Nazi economic policy: recovery and rearmament Nazi foreign policy up to 1939 The significance and consequences of the main developments in Nazi Germany to 1939

Key issues:

Significance / consequences:

The origins section encourages teachers to introduce the chosen topic by considering the background to the issue. How far back teachers wish to go is up to them, but there may be examination questions set on background issues. The key issues section contains a range of essential content which must be studied in order to understand the in-depth study. These are general headings which will not be exemplified further. Teachers are encouraged to use the full range of historical sources when studying these issues. It is important that each of these key issues is also studied with a view to its significance and consequences in the development of the in-depth study.

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WHAT DOES THE HY2 QUESTION PAPER LOOK LIKE? HY2 will be assessed by an examination which lasts for 1 hour 20 minutes. It is worth 80 marks in total. This is 40% of the AS marks and 20% of the A level marks. The question paper will include a choice of one of two sets of four sub-questions, based on the evaluation of historical sources. The collection of sources and accompanying questions can be taken from any part of the specified content, but it is promised that they will cover either the entire, or a substantial part of, the specification. In addition, WJEC undertakes not to set the final question on minor or insubstantial areas of the specification. Each question will have four sub-questions, targeted at using the sources and own knowledge. In relation to each question candidates will be made aware of what is expected in italicised advice, as is shown in the specimen paper below. The four sub -questions will be based on aspects of the current questions though the demands have been modified as is shown below and in the specimen mark scheme provided. Part (a) will expect definition of an historical term which is used in one of the sources. This question requires that candidates provide an explanation set in the historical context in which it was produced. Candidates will therefore need to make use of the attribution of the source to understand what the author meant by the term in the context in which it was produced. Part (b) will expect explanation of the importance or significance of an historical event or development. Candidates will need to analyse and evaluate the content and authorship of the two named sources and also use their own knowledge in their answer to this question. The candidates will need to focus on the attributions of the sources and undertake to provide a full explanation of the importance or of the significance of the named issue in relation to the historical enquiry set. Part (c) will expect candidates to analyse and evaluate how aspects of the chosen in-depth study have been interpreted or represented in different ways and also to deploy appropriate historical knowledge about this aspect. Candidates will be asked to give a supported and valid judgement on a particular interpretation, eg: Do you agree with the interpretation that Martin Luther was mainly responsible for the Reformation? They will be expected to use the content and authorship of two nominated sources and their own knowledge to discuss and come to a valid judgement regarding this interpretation. The candidates should be able to bring their knowledge of other interpretations into their answer. Part (d) will expect evaluation of the utility of three nominated sources in the context of the in-depth study followed. Candidates are expected to demonstrate their ability to analyse and evaluate the strengths and limitations of the nominated sources demonstrating source evaluation skills. There should be consideration of the content and the authorship of the nominated sources to discuss issues such as reliability, bias, purpose and validity, as appropriate, when considering their utility. There should also be consideration of the limitations of the nominated sources in the wider context of the in-depth study. An example of a specimen question paper for HY2 follows. Question papers for other options are available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce

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UNIT 2 IN-DEPTH STUDY 9 NAZI GERMANY, 1933-1945 Answer one question. QUESTION 1 Study the sources below and answer the questions that follow. Source A The Nazi state which emerged was one which allowed no opposition and which not only sought to repress and destroy individual freedoms but also to mobilize the minds of the people behind the Fuhrer. The media were taken over by the agencies of the Ministry of Propaganda, which further organized the mass rallies and public celebrations of the Third Reich. The syllabuses of the schools and universities were transformed to reproduce the crude racist views of the Nazi leadership. The civil service was cleared of dissident elements, and in place of the trade unions the German Labour Front was created. [D. Geary, an academic historian and specialist in Nazi Germany, writing in a pamphlet for A level history students, Hitler and Nazism 1993]

Source B I feel that the setting up of the new Ministry of Popular Enlightenment and Propaganda by the government is a revolutionary act in so far as the new government no longer intends to leave the people to their own devices. This government is in the truest sense of the word a people's government. It is not enough for people to be more or less reconciled to our regime or to be persuaded to adopt a neutral attitude towards us, rather we want to work on people until they have given in to us. [Joseph Goebbels, Nazi Propaganda Minister, speaking at his first press conference (March 15th 1933)]

Source C Much has been written and more will be before the full truth is known, if ever it is. Van der Lubbe was personally involved, but what his motives were and whether he acted alone, is still disputed. Contemporary opinion was in no doubt whatever. It was known that an underground passage connected Goering's office with the Reichstag itself. It was widely believed that the leader of the Berlin SA, Karl Ernst, had led a fire party through this passage to assist van der Lubbe in his work. Within hours Berliners had made up a new joke: "Why did van der Lubbe take his shirt off?" "Because" was the answer, "it was a brown one." [Sir John Wheeler Bennett, a former British diplomat who worked in Germany from 1927-34, writing in his memoirs, Knaves, Fools and Heroes (1974)]

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Source D On the radio, Goering reported very gravely on the dreadful murder plans of the Communists. A whole series of underground hiding places had been discovered. Proof was brought to light by the ton of their involvement in the Reichstag Fire. Hostages were to be taken and used as shields; all cultural monuments were to be destroyed, just like Russia. Fire had broken out in 28 places. Armed gangs were going to murder and to burn in the villages. If America and England were wise they would send us money to fight Bolshevism. [An extract from the diary of Frau Luise Solmitz, a Hamburg school teacher (March 1st 1933)]

Source E

[A satirical cartoon from the American magazine The Nation. Hitler is saying: "In these three years I have restored honour and freedom to the German people" (February 1936)]

Source F He gave his word that he neither wished nor intended to annex Austria: he broke it. He declared that he would not incorporate the Czechs into the Reich: he did so. He gave his word after Munich that he had no further territorial demands in Europe: he broke it. He gave his word that he wanted no Polish provinces: he broke it. He has sworn to you for years that he was the mortal enemy of Bolshevism: he is now its ally. Can you wonder that his word is not worth the paper it is written on? [Neville Chamberlain, the British Prime Minister, addressing the German people in a speech broadcast on the radio to all of Europe (September 1939)]

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(a)

What does the author of Source D mean by the phrase If America and England were wise they would send us money to fight Bolshevism? In your answer you are advised to discuss the content and authorship of the source and to use your own knowledge. [8]

(b)

How important was propaganda in the Third Reich? Explain your answer analysing and evaluating the content and authorship of Sources A and B and using your own knowledge. [16]

(c)

Do you agree with the interpretation that the Nazis were responsible for the Reichstag Fire? Explain your answer analysing and evaluating the content and authorship of Sources C and D and using your own knowledge. [24]

(d)

How useful are Sources B, E, and F in understanding Nazi Germany, 1933-1939? In your answer you are advised to analyse and evaluate the content and authorship of these sources and to use your own knowledge. [32]

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HOW IS UNIT HY2 ASSESSED? The current mark schemes for HY2 are split into separate strands for each discrete assessment objective, in this case, AO1a, AO1b and AO2. Examiners give a mark for each strand for each answer. They are also assisted by an indicative content section which gives examples of the quality of response expected at each level. From May 2013, HY2 will be assessed by an amended mark scheme. The main changes are itemised here: The strands have been amalgamated into one single mark scheme which incorporates elements of each assessment objective

Each level in the mark scheme has been further divided into bands such as low, mid and high, depending on the mark allocation for the question

The terminology used in the mark scheme is consistently based on the performance descriptors for AS History, contained in the subject criteria for History.

Each question also has a section of indicative content which shows the aspects of the topic which should be discussed in the answer

Quality of written communication remains an integral part of the mark scheme for Unit HY2

An example of a specimen marking scheme for HY2 follows. Marking schemes for other options are available in the specimen assessment materials on the WJEC website at www.wjec.co.uk/historygce

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HISTORY MARK SCHEME UNIT 2 DEPTH STUDY 9 NAZI GERMANY, 1933-1939

Part (a) Distribution of marks within each level for part (a), explaining the weighting for each assessment objective. AO1 1-2 marks 3-4 marks AO2a 1-2 marks 3-4 marks Total 4 8

Level 1 Level 2

Marking guidance for examiners

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher mark within the level.

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ASSESSMENT GRID FOR PART (a) Target: AO1; AO2a Focus: Total mark: 8

Recall, selection and deployment of appropriate historical knowledge in context; evaluation of source material Mark 1-4 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall some historical knowledge. They will show some evidence of understanding of the named issue. They will comprehend and extract some information from the source. Candidates will convey meaning with some clarity, although powers of expression may be limited; there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-2 marks Material seen is brief or very limited in scope; use of source is limited to comprehension; some meaning is conveyed with some accuracy in spelling, punctuation and grammar. High Level 1: 3-4 marks Limited historical knowledge is deployed; use of source is limited to comprehension and extraction; answer has some coherence and accuracy in spelling, punctuation and grammar.

Level 1

5-8

Generally for this level, candidates will recall, select and deploy relevant historical knowledge. They will show sound evidence of understanding of the named issue. They will analyse and evaluate the source material in its historical context. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar. Low Level 2: 5-6 marks Mostly relevant historical knowledge recalled and selected; some analysis of both content and authorship of source; answer shows good organisation, structure and spelling, punctuation and grammar. High Level 2: 7-8 marks Relevant historical knowledge recalled and selected; sound analysis of source and its context; answer is clearly expressed answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR PART (a) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content. QUESTION: What does the author of Source D mean by the phrase If America and England were wise they would send us money to fight Bolshevism.? In your answer you are advised to discuss the content and authorship of the source and to use your own knowledge.

Candidates are expected to use their own knowledge of the period to demonstrate understanding of the phrase and of the context in which it was made. Candidates are expected to analyse both the content and the authorship of the source. Some of the issues to consider may include: central to Nazi propaganda was the idea that Bolshevism/Communism was the cause of all Germanys problems and a threat to German society this was reflected in the Reichstag Fire which was linked to fear of a general Communist rising. It also reflects contemporary public opinion in Britain and America which saw National Socialism as a barrier to the spread of Bolshevism in Europe and accounts for the appeal of the author to Britain and America for money the authors view is notable because it shows that public servants such as teachers were taking the official Nazi line and shows that the Nazis were successful in encouraging the professions through propaganda to support Nazi policy. This would account for the supportive nature of the tone of the source and the anti-communist standpoint.

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Part (b) Distribution of marks within each level for part (b), explaining the weighting for each assessment objective. AO1 1-3 marks 4-6 marks AO2a 1-5 marks 6-10 marks Total 8 16

Level 1 Level 2

Marking guidance for examiners

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher mark within the level.

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ASSESSMENT GRID FOR PART (b) Target: AO1; AO2a Total mark: 16

Focus: Recall, selection and deployment of appropriate historical knowledge in context; analysis and evaluation of source material to discuss importance / significance Level 1 Mark 1-8 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall and select limited historical knowledge. They will show some understanding through explanation and analysis of the named issue. They will comprehend and extract information from the sources in relation to the historical enquiry. Candidates will convey meaning with some clarity, although expression may be limited; there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-4 marks Some limited historical knowledge is recalled; very limited attempt to consider the importance / significance of the named issue; only comprehends and extracts from sources; some meaning is conveyed with some accuracy in spelling, punctuation and grammar. High Level 1: 5-8 marks Limited historical knowledge is recalled; weak attempt to assess the importance / significance of the named issue; comprehension of source material with limited analysis and evaluation; answer has some coherence and accuracy in spelling, punctuation and grammar. 2 9-16 Generally for this level, candidates will recall, select and deploy relevant historical knowledge. They will give sound explanation of the importance / significance of the named issue. They will analyse and evaluate the source material in relation to the historical enquiry with a degree of discrimination. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar. Low Level 2: 9-12 marks Mostly accurate, relevant and detailed historical knowledge is recalled, selected and deployed; well-focussed explanation of the significance / importance of the named issue; valid but incomplete analysis and evaluation of the content and authorship of the sources; answer shows good organisation, structure and spelling, punctuation and grammar. High Level 2: 13-16 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; full explanation of the significance / importance of the named issue; appropriate analysis and evaluation of both the content and authorship of the sources; answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR PART (b) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: How important was propaganda in the Third Reich? Explain your answer analysing and evaluating the content and authorship of Sources A and B and using your own knowledge. Candidates are expected to analyse and evaluate both the content and the authorship of the sources as part of an enquiry into the importance of propaganda in the Third Reich. Candidates are also expected to use their own knowledge of the period to demonstrate understanding of the importance of propaganda in the Third Reich. In relation to the set enquiry and in their analysis of the sources, candidates may consider some of the following issues: Source A suggests that propaganda was fundamental to the Nazi programme and permeated all aspects of German society. The intention was to mobilise the nation in support of National Socialism and Hitler Source B holds a similar view as it seems to justify the setting up of the new Ministry by emphasising the critical part played by propaganda in mobilising support Geary certainly sees propaganda as important in the Third Reich. His view is given with the benefit of hindsight as he is aware of the role played by propaganda in indoctrinating a large proportion of the German people. His view is consistent with the idea that Nazism was totalitarian. His view is targeted towards his audience of A level students as a leading Nazi, Goebbels view of propaganda is obviously bound to be positive and supportive of its importance to the Third Reich. Goebbels presents the official face of Nazism in a press conference and it should be considered in the context of him playing up to an audience of journalists.

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Part (c) Distribution of marks within each level for part (c), explaining the weighting for each assessment objective. AO1 1 mark 2-3 marks 4 marks AO2a 1-2 marks 3-4 marks 5-6 marks AO2b 1-5 marks 6-9 marks 10-14 marks Total 8 16 24

Level 1 Level 2 Level 3

Marking guidance for examiners

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher mark within the level.

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ASSESSMENT GRID FOR PART (c) Target: AO1; AO2a; AO2b Total mark: 24

Focus: Recall, selection and deployment of appropriate historical knowledge in context; analysis and evaluation of how aspects of the past have been interpreted and represented in different ways Level 1 Mark 1-8 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall and select limited historical knowledge. They will comprehend and extract information from the sources. They will use the sources as evidence to support limited arguments. Awareness of different interpretations will be very limited. Candidates will convey meaning with some clarity, although powers of expression may be limited; there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-4 marks Some limited historical knowledge is recalled; extracts material from sources; some meaning is conveyed with some accuracy in spelling, punctuation and grammar. High Level 1: 5-8 marks Limited historical knowledge is recalled; comprehends and extracts from source material with limited analysis and evaluation; shows some awareness of the interpretations of the issue in the sources; answer has some coherence and accuracy in spelling, punctuation and grammar. 2 9-16 Generally for this level, candidates will recall, select and deploy relevant historical knowledge. There will be appropriate but patchy analysis and evaluation of the sources. They will use the sources as evidence to support arguments. They will show an understanding of different interpretations. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar.

Low Level 2: 9-12 marks Some accurate and relevant historical knowledge is recalled, selected and deployed; some appropriate analysis and evaluation of source material; shows awareness of different interpretations of the issue; reasonable expression with some organisation and appropriate spelling, punctuation and grammar. High Level 2: 13-16 marks Mostly accurate and relevant historical knowledge is recalled, selected and deployed; valid analysis and evaluation of source material; sources used to support argument; shows awareness of different interpretations of the issue; clearly expressed with most parts showing clarity and coherence and appropriate spelling, punctuation and grammar.

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17-24

Generally for this level, candidates will recall, select and deploy relevant historical knowledge appropriately. They will analyse and evaluate source material with discrimination. They will use the sources appropriately to support arguments. They will show an understanding of how aspects of the past have been interpreted in different ways. They will communicate fluently and clearly, using appropriate language and structure, using standard conventions of spelling, punctuation and grammar. Low Level 3: 17-20 marks Mostly accurate, relevant and detailed historical knowledge is recalled, selected and deployed; convincing analysis and evaluation of source material with sources used to support argument; shows how the issue has been interpreted in different ways; answer shows good organisation, structure and spelling, punctuation and grammar. High Level 3: 21-24 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; sustained analysis and evaluation of source material with sources used to support argument; shows clear awareness of different interpretations of the issue; answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR PART (c) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content.

QUESTION: Do you agree with the interpretation that the Nazis were responsible for the Reichstag Fire? Explain your answer analysing and evaluating the content and attribution of Sources C and D and using your own knowledge. Candidates are expected to show an understanding of how aspects of the past have been interpreted in different ways. They are also expected to demonstrate their ability to analyse and evaluate source material and use it to support arguments. Answers will consider the content and authorship of the sources and use their own knowledge of other interpretations in making their judgement on the interpretation that the Nazis were responsible for the Reichstag Fire. Some of the issues to consider may include: candidates are invited to enter into a debate on the responsibility for the Reichstag Fire. The debate is well known and candidates should be able to consider whether the interpretation is valid, or does the Nazi official version have any credibility? Source C suggests that even though Van der Lubbe was involved, it is likely that the Nazis played some role and so supports the interpretation in the question. This is the view of a former diplomat who was likely to have been moving in political circles at this time and his view is likely to be valid even though it is written in his memoirs. However, it should be noted that the belief that the Nazis had most to gain from the Fire was given wide currency among diplomats and foreign journalists at the time and so should be treated with caution Source D is an example of the official Nazi line on the fire, as portrayed to the German people and supports a different interpretation blaming the Communists. The effectiveness of such propaganda is demonstrated by the entry from the diary of a school teacher. The fact that the Nazis co-ordinated all the professions throws an element of doubt about the veracity of this source and so is flawed and not really supported by much evidence. It reveals the persuasive influence of Nazi propaganda when they wanted a belief to be accepted candidates might well consider an alternative interpretation that Van der Lubbe was acting alone or used as a tool by the Nazis. It is possible that he was an anarchist attacking any symbol of authority.

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Part (d) Distribution of marks within each level for part (d), explaining the weighting for each assessment objective. AO1 2 mark 4 marks 6 marks AO2a 1-6 marks 7-14 marks 15-20 marks AO2b 1-2 marks 3-4 marks 5-6 marks Total 10 22 32

Level 1 Level 2 Level 3

Marking guidance for examiners

Deciding on the mark point within a level The first stage for an examiner is to decide the overall level and then whether the work represents high, mid or low performance within the level.

Quality of written communication This issue should have a bearing if the quality of written communication is inconsistent with the descriptor for the level in which the answer falls. In this situation, this may mean not awarding the higher mark within the level.

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ASSESSMENT GRID FOR PART (d) Target: AO1; AO2a; AO2b Focus: Total mark: 32

Recall, selection and deployment of appropriate historical knowledge in context; analysis and evaluation of a range of source material with discrimination Mark 1-10 Descriptor Award 0 for incorrect or incomplete answers. Generally for this level, candidates will recall and select limited historical knowledge. They will comprehend and extract information from the sources. They will use the sources as evidence to support limited arguments. Candidates will convey meaning with some clarity, although powers of expression may be limited; there will be some accuracy in spelling, punctuation and grammar. Low Level 1: 1-4 marks Some limited historical knowledge is recalled; only comprehends and extracts from some of the nominated sources; some meaning is conveyed with some accuracy in spelling, punctuation and grammar. Mid Level 1: 5-7 marks Limited historical knowledge is demonstrated; comprehends and extracts from the nominated source material; shows some awareness of the limitations of the given sources; generally comprehensible with some accuracy in spelling, punctuation and grammar. High Level 1: 8-10 marks Limited historical knowledge is applied; comprehends and extracts from source material with weak analysis of each of the nominated sources; offers a very limited judgement on utility of sources; answer has some coherence and accuracy in spelling, punctuation and grammar.

Level 1

11-22

Generally for this level, candidates will recall, select and deploy relevant historical knowledge. There will be appropriate but patchy analysis and evaluation of the sources. They will use the sources as evidence to support arguments. Candidates will communicate clearly with reasonable organisation and appropriate spelling, punctuation and grammar. Low Level 2: 11-14 marks Some accurate and relevant historical knowledge is recalled, selected and deployed; some analysis and evaluation of nominated source material; offers a limited judgement on utility of sources; there will be an attempt to place the sources in the context of the depth study; reasonable expression with some organisation and appropriate spelling, punctuation and grammar. Mid Level 2: 15-18 marks Accurate and relevant historical knowledge is recalled, selected and deployed; some analysis and evaluation of nominated source material; offers an appropriate judgement on utility of sources; there will be some attempt to place 39

the sources in the context of the depth study; clear expression and organisation with appropriate spelling, punctuation and grammar. High Level 2: 19-22 marks Mostly accurate and relevant historical knowledge is recalled, selected and deployed; valid analysis and evaluation of nominated source material; there will be some attempt to place the sources in the context of the depth study; offers a clear judgement on utility of sources; clearly expressed with most parts showing clarity and coherence and appropriate spelling, punctuation and grammar. 3 23-32 Generally for this level, candidates will recall, select and deploy relevant historical knowledge appropriately. They will analyse and evaluate source material with discrimination and in relation to the historical context. They will use the sources appropriately to support arguments. They will communicate fluently and clearly, using appropriate language and structure, using standard conventions of spelling, punctuation and grammar. Low Level 3: 23-25 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; mostly appropriate analysis and evaluation of nominated source material; offers a supported judgement on utility of some of the sources; there will be a clear attempt to place the sources in the context of the depth study; answer shows good organisation, structure and spelling, punctuation and grammar. Mid Level 3: 26-29 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; appropriate analysis and evaluation of nominated source material; offers a supported judgement on utility of all of the sources; there will be an obvious attempt to place the sources in the context of the depth study; answers will be largely coherent, fluent and well-organised.with good spelling, punctuation and grammar. High Level 3: 30-32 marks Accurate, relevant and detailed historical knowledge is recalled, selected and deployed; appropriate analysis and evaluation of nominated source material; there will be a sustained focus on dealing with the sources in the context of the depth study; offers sustained judgement on utility of sources; answers will be coherent, fluent and well-organised with good spelling, punctuation and grammar.

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INDICATIVE CONTENT FOR PART (d) NOTE: This content is not prescriptive and candidates are not expected to mention all the material referred to below. Each answer will be assessed on its merits according to the generic mark scheme as well as the indicative content. QUESTION: How useful are Sources B, E and F in understanding Nazi Germany, 1933-1939? In your answer you are advised to analyse and evaluate the content and authorship of these sources and to use your own knowledge. Candidates are expected to demonstrate their ability to analyse and evaluate a range of source material with a high degree of discrimination. Source evaluation skills should focus on discussing the strengths and the limitations of the nominated sources. To judge utility, there should be consideration of the content and the authorship of the nominated sources to discuss reliability, bias, purpose and validity, as appropriate. Candidates are also expected to demonstrate their ability to discuss the sources in the wider context associated with Nazi Germany, 1933-1939. Some of the issues to consider may include: the sources are very useful in helping to explain some aspects of life in Nazi Germany, including areas such as the use of propaganda (Source B) and the control of institutions which helped establish the Nazi dictatorship (Source E). There is also reference to the crucial issue of Nazi foreign policy in the mid to late 1930s (Source F) the sources provide the views of two leading politicians, one German and one English, as well as an example of American satirical opinion. The authorship needs to be evaluated for its utility. Goebbels represents the official Nazi line from which he would be able to achieve his own personal ambition and so is likely to reveal the true nature and direction of the regime especially in a public speech in 1933 having just achieved power. Source E is a satirical cartoon from a liberal / left wing American magazine which is likely to condemn Nazi policy as an act of war against the individual freedoms of the Germany people. The fact that it is an objective viewpoint has to be considered when deciding its veracity. Source F presents the frustrations of a British politician who has failed to bring Hitler to heel and so makes a last desperate attempt to target the German public in a public radio address. Although his comments are valid is Chamberlain may be trying to save face and save his own reputation there are limitations to the utility of the collection. Although the sources provide elements of the depth study a range of key aspects of Germany in the period are not covered directly. This would include the use of terror, the impact of Nazi economic and racial policies and education and youth, foreign policy in the early 1930s and the role played by the Nazi Party there will be some discussion of the wider range of sources that could be of use in understanding developments in Nazi Germany during this period and of the narrowness of the range and type of sources selected for this enquiry.

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