The document provides guidance for students taking an exam on Nazi Germany. It discusses strategies for planning exam time, structuring essay answers, and using sources effectively. It provides examples of source analysis and sample essay responses to practice exam questions on topics like the Reichstag fire and Hitler's consolidation of power. The document is a study guide intended to help students maximize their performance on an exam about Nazi Germany.

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NAZI GERMANY
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2. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
PLANNING YOUR EXAM TIME
Exam questions have a mark scheme besides them, with how
many marks each one is worth.
Look at this first and work out which questions carry most marks
– make sure you spend most time on these questions.
There are at least one or two questions in an exam which require
essay length answers.
Learn the magic rule – the more marks a question is worth, the
longer your answer should be, so make sure you leave time to
write enough.
If you fail to plan, you plan to fail.
Planning may seem like a waste of time but it is not.

3. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
KEY AREA ONE: PLANNING THE ESSAY
Sort out what you want to say before you start writing.
Think about how to answer the question, what the key words are,
and if any ideas of cause and effect, or change and continuity
will be useful.
Scribble a list of your main points and put them in order.

4. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
KEY AREA TWO: GIVING THE RIGHT CONTENT
Don’t just chuck in everything you know.
You’ve got to be relevant and accurate – e.g. if you are writing
about the Japanese attack at Pearl Harbour, don’t include stories
about a London camel called George.
Stick to the facts.

5. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
KEY AREA THREE: CLEAR WRITING STYLE
First use key words from the question to explain what the essay
is about.
Then explain and analyse the question.
Each paragraph deals with a separate point in detail.
Use facts to support your ideas.
Answer the question by giving your opinion.
Avoid long, complicated sentences – make it easy for the
examiner to see how much you know.

6. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
WORKED SOURCES

7. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

8. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

9. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

10. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

11. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 1 - PLANNING
- Source shows the behaviour of the Nazis
- Nazis carried attacks on communists and individuals
- Source shows the tactics adopted by the Nazis backfired and the
support for them fell
- Hitler used the communist growth to instil fear
- Hitler was skilled in manipulation

12. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 1 - ESSAY
The source shows how the behaviour of the Nazis in the run up to
the election became much more violent. It shows how the Nazis
carried out physical attacks on Communists and how in one incident
a young Communist was blinded and then murdered.
The source also shows that the tactics adopted by the Nazis may be
backfired on them. Support for the Nazis fell in the November
election, while the Communists won 100 seats.
Hitler was concerned by the drop in support for the Nazis and tried
to turn it to his advantage by playing on fears of a Communist
revolution. This shows that Hitler could skilfully manipulate political
events to persuade people, as well as use violence to intimidate
them.

13. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
Nazi soldiers salute as Adolf Hitler leads his staff down the aisle during the
opening of the National Socialist German Workers’ Party Convention in
Nuremberg, Germany, on Sept. 11, 1933. (Associated Press)

14. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
The first question is designed to warm
you up and will be around 3/5 marks.
It is important not to write too much
here – remember it is only 5 marks.

15. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 2 - PLANNING
- In Source B, Van der Lubbe state that he is to blame for the
Reichstag fire and in source C, the blame is placed on Goering.
- The 2 sources do not agree and both should be treated with
caution
- There are strong reasons to suspect that they are both unreliable
- Need to include more extra knowledge about the subject.

16. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 2 - ESSAY
In Source B, the Dutch Communist Marinus van der Lubbe states
that he set fire to the Reichstag himself. In Source C, however, blame
for the Reichstag fire is placed on one of the leading Nazis, Goering.
The two sources do not agree on the cause of the fire and both
need to be treated with some caution.
Marinus van der Lubbe may have been tortured or intimidated into
giving a confession.
We now know he had learning difficulties and so he may not have
understood just how much trouble he was in.
He gives the impression that he has explained his role in the event
many times – he could have been coached to say these things.

17. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

18. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 2 – ESSAY cont.
In Source C, which is based on testimony from a war crimes trial, the
General giving evidence may have wanted to make Goering look as
bad as possible in order to shift any blame away from himself, and
to make himself look as cooperative as possible.
Also, Goering is supposed to have made the claim at a birthday
lunch for Hitler where the atmosphere might have been relaxed.
It is possible that Goering was boasting or joking about his
involvement in the Reichstag Fire.
The sources do not agree, but there are strong reasons to suspect
that both are unreliable. To get a full picture of events you would
need to consult a wider range of sources than B and C.

19. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
This is a comparison question so make
sure that you write about both sources.
The question also asks you to bring in
your own knowledge, so don’t just rely
on the sources for the 7 marks.

20. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 3 - PLANNING
- Both sources B and C deal with the Reichstag Fire.
- The Reichstag Fire was a major issue in the election of 1933.
- The fire was an important step in establishing Hitler’s dictatorship.
- The sources disagree about who started the fire.
- Source B suggests that Nazis used events in order to strengthen their
support and establish a dictatorship.
- Source C suggests that they took active steps to frame the
Communists, and gain support.

21. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

22. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 3 - ESSAY
Both sources B and C deal with the Reichstag Fire of 1933. The
Reichstag fire was used by the Nazis to increase fears of a Communist
revolution in Germany and to promote themselves as the only group
powerful enough to prevent this.
The fire was used as a major issue in the election of 1933 and was also
used to justify the severe measures passed by the Nazis after the
March election. The fire is therefore an important event when
explaining how Hitler and the Nazis were able to establish a
dictatorship.
The sources disagree about who started the fire. Source B is the
confession of the main suspect; the communist van der Lubbe. Source
C was produced much later and suggests that the fire was started by
the Nazis.

23. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

24. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 3 – ESSAY cont.
Source B would suggest that the Nazis simply used events in order to
strengthen their support and establish a dictatorship.
Source C suggests that they took active steps to frame the
Communists, and gain support. However, the two sources alone do not
provide enough information as to who may have actually started the
fire.
The fear of Communism which the Reichstag fire helped to create, was
a major reason why the Nazis were able to get the Enabling Act passed.
This Act gave Hitler the powers of a dictator and it was agreed by the
Reichstag during a meeting that saw the Communist and Socialist
members forcibly removed from attending.

25. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

26. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 3 – ESSAY cont.
However, there were other factors that allowed the Nazis to create a
dictatorship between 1933 and 1934, the two sources tell us nothing
about these other factors.
E.G. – they do not cover the Nazi use of propaganda and violence, the
impact of economic depression, or the way in which other parties,
groups and institutions in Germany were prepared to work with the
Nazis in this period.

27. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
You’ll often be asked to comment on the usefulness of a source or
sources. Remember, all historical sources are useful to some degree;
it’s just that some are more useful than others.
With this type of question, be ready to write about why the source is
useful but also be prepared to comment on its limitations.

28. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 4 - PLANNING
- Source D is useful for showing Hitler’s policies regarding young
people.
- Stressing the importance of discipline and military skills.
- Attempt to brainwash young people.

29. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 4 - ESSAY
The photograph in Source D is very useful for anyone learning about
Hitler’s policies for young people. Hitler set up the Hither Youth in
1926 and used the movement to influence as many young Germans as
possible to accept Nazi ideas.
The picture is useful in the way that it shows how the Hitler Youth
stressed the importance of military skills and organisation.
The boys are wearing uniforms carrying flags similar to those that
would have been used by the SS and are arranged in a formal military
style.

30. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

31. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 4 – ESSAY cont.
After 1933 all German boys were expected to join the Hitler Youth
movement. In 1936 all non-Nazi youth organisations were banned and
in 1939 membership of the Hitler Youth was made compulsory.
Different groups existed for different ages, and specific groups were
set up for girls. Hitler’s ideas for German girls were less military than
those shown in the picture and tended to concentrate on activities that
promoted good health and domestic skills.
The source is not as useful for learning about Hitler’s policies for girls,
though it can be used as a starting point from which to study the way
in which the Nazis attempted to organise and indoctrinate
youngGermans with accepting Nazi ideas.

32. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

33. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 4 – ESSAY cont.
The picture does not show those young Germans who were prepared
to resist the Nazis. Groups like the “Edelweiss Pirates” and the “Swing
Kids” resisted all attempts to brainwash them into being Nazis and
some young people were drawn into active resistance against the
regime that ended with many being executed as traitors.

34. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
If you are asked about the usefulness of a picture , make sure you
mention some details from it.

35. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 - PLANNING
- Hitler was able to control the lives of German people
- Nazis took control of every aspect of Germans’ lives
- After they banned all the other parties, the Nazis passed the Enabling
Act
- Nazis set up the concentration camps
- Propaganda was also a key factor in the Nazi control of Germany
- Hitler’s grip on Germany strengthened his political re-organisation
- Hitler’s total control was seen as acceptable price to pay for work and
stability.

36. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

37. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 - ESSAY
Hitler was able to control the lives of German people between 1933
and 1939 by using a range of methods that made the most of the
power secured in 1933 with the passing of the Enabling Act.
After 1933 all political parties other than the Nazis were banned.
Communist and Socialist leaders who stayed in Germany were
and those who could, went into exile elsewhere in Europe.
The Nazis set up a series of concentration camps for all their political
opponents and these were soon used to imprison other groups in
society who did not fit in with Hitler’s vision of a pure German race –
including Roma gypsies, Jews and homosexuals.
These attacks on the civil liberties of some Germans helped Hitler to
control the German people, the punishment for not complying being
imprisonment.

38. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

39. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 – ESSAY cont.
Control was strengthened by the use of the Secret Police and civilian
informants to catch dissenters. This soon developed into a system
where people could be arrested and questioned without any real
cause.
Propaganda was also a key factor in the Nazi control of Germany. The
Party controlled all public information and nothing could be
broadcast on radio, shown in cinemas or printed in newspapers
unless it had been approved.
Nazi propaganda was also spread at large rallies and meetings and
through well-organised events such as the 1936 Olympic Games.
The school system, youth groups and all other cultural activities were
linked to the Nazi propaganda machine and designed to indoctrinate
people with Nazi ideas, making them less likely to resist Nazi control.

40. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D

41. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 – ESSAY cont.
Hitler’s control of the German people was also strengthened by his
political re-organisation of Germany.
Local government was re-shaped into provinces known as “Gaus”,
each controlled by a loyal Nazi Party member. Hitler and other
leading Nazis controlled the workings of the German state at the
national level and the Reichstag ceased to have any real function in
the Third Reich.
At the very top of this system was the Fuhrer, Adolf Hitler.
Positions in the civil service, law, education and government were
open only to loyal members of the party.
People who were not committed Nazis were unable to obtain
influential positions.

42. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
Albert Forster, the Nazi Gauleiter of Gdansk, (middle) takes the salute of members of the SS-Heimwehr
Gdansk, SS-Wachsturmbann Eimann during a meeting of the District Leader of the NSDAP in the Free City of
Gdansk. On a banner stands the slogan: "Fuehrer befiehl-wir folgen!" ("The Fuehrer commands, we
follow"), behind it the Nazi sovereignty symbols of the German Reich.

43. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 – ESSAY cont.
The Nazis did not use only coercion and political domination to
control the German people. Most Germans appear to have accepted
being controlled by the Nazi regime.
For many people Nazi Germany was a substantial improvement on
the later Weimar years.
They had jobs, more money, more effective law and order and a
feeling of national pride that had been denied since the Treaty of
Versailles.
Most people saw Hitler and the Nazis as a good thing. Many of the
worst aspects of Nazism, such as the murder of handicapped people
remained unknown to the majority of Germans.
Hitler’s control over every aspect of life may have seemed an
acceptable price to pay for work and stability.

44. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
QUESTION 5 – ESSAY CONCLUSION
In conclusion, the Nazis used the political control they gained from
the Enabling Act, and the coercion of those who resisted to control
the German people.
However, this would not have been possible if the increased
prosperity and stability the Nazis achieved , and strict control of
public information, had not made most Germans willing to accept
Nazi control .

45. CAMBRIDGE IGCSE – DEPTH STUDY: GERMANY – MR. D
Look how the answers are structured into paragraphs – examiners like
to see this neat and planned approach.
Keep your focus on the question.
Look at the underlined and highlighted parts. These are called
GOLDEN SENTENCES, because they bring your essay back to the
central point of the question – control of the German people.
Each paragraph should have at least ONE golden sentence, usually at
the start or the end.