Version 1.0
General Certificate of Secondary Education
June 2013
History A
40402D
(Specification 4040)
Unit 2D: Germany, 1919–1945
Final
Mark Scheme
Mark schemes are prepared by the Principal Examiner and considered, together with the
relevant questions, by a panel of subject teachers. This mark scheme includes any
amendments made at the standardisation events which all examiners participate in and is the
scheme which was used by them in this examination. The standardisation process ensures
that the mark scheme covers the students’ responses to questions and that every examiner
understands and applies it in the same correct way. As preparation for standardisation each
examiner analyses a number of students’ scripts: alternative answers not already covered by
the mark scheme are discussed and legislated for. If, after the standardisation process,
examiners encounter unusual answers which have not been raised they are required to refer
these to the Principal Examiner.
It must be stressed that a mark scheme is a working document, in many cases further
developed and expanded on the basis of students’ reactions to a particular paper.
Assumptions about future mark schemes on the basis of one year’s document should be
avoided; whilst the guiding principles of assessment remain constant, details will change,
depending on the content of a particular examination paper.
Further copies of this Mark Scheme are available from: aqa.org.uk
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Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
GENERAL CERTIFICATE OF SECONDARY EDUCATION
HISTORY SPECIFICATION A
A

Introduction
Consistency of Marking
Consistency of marking is of the essence in all public examinations. This factor is particularly
important in a subject like History which offers a choice of specifications and a choice of
options within them. It is therefore of vital importance that assistant examiners apply this
marking scheme as directed by the Principal Examiner in order to facilitate comparability with
the marking of all the other History specifications and options offered by the AQA.

Subject Content
The revised specification addresses subject content through the identification of ‘key
questions’ which focus on important historical issues. These ‘key questions’ give emphasis to
the view that History is concerned with the analysis of historical problems and issues, the
study of which encourages all candidates, but particularly the more able, to make judgements
grounded in evidence and information.

The Assessment Objectives (AOs)
AO1
Assessment Objectives
% weighting
Recall, select and communicate their knowledge and
understanding of history
30
Demonstrate their understanding of the past through
explanation and analysis of:
AO2

key concepts: causation, consequence, continuity,
change and significance within an historical context

key features and characteristics of the periods studied
and the relationship between them
30
Understand, analyse and evaluate:
AO3


a range of source material as part of an historical
enquiry

how aspects of the past have been interpreted and
represented in different ways as part of an historical
enquiry
40
Levels of Response Marking Schemes
The mark scheme which follows is of the ‘levels of response’ type showing that candidates are
expected to demonstrate their mastery of historical skills in the context of their knowledge and
understanding of History. All candidates take a common examination paper – there is no
tiering. Consequently, it is reasonable to expect to encounter the full range of attainment and
this marking scheme has been designed to differentiate candidates’ attainment by outcome
and to reward positively what the candidates know, understand and can do.
Before scrutinising and applying the detail of the specific mark scheme which follows, assistant
examiners are required to familiarise themselves with the instructions and guidance on the
general principles to apply in determining into which level of response an answer should fall
and in deciding on a mark within that particular level.
Good examining is, ultimately, about the consistent application of judgement. This mark
scheme provides the necessary framework for exercising that judgement but it cannot cover all
eventualities. This is especially so in a subject like History, which in part relies upon different
interpretations and different emphases given to the same content.
3
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
B
Question targets and Levels of response

Question targets
The mark scheme for each question is prefaced by an assessment objective ‘target’. This is an
indication of the skill which it is expected candidates will use in answering the question and is
directly based on the relevant assessment objectives. However, it does not mean that other
answers which have merit will not be rewarded.

Identification of Levels of response
There are several ways in which any question can be answered – in a simple way by less able
candidates and in more sophisticated ways by candidates of greater ability. In the marking
scheme different types of answers will be identified and will be arranged in a series of levels of
response.
Levels of response have been identified on the basis that the full range of candidates entered
for the GCSE examination will be able to respond positively. Each ‘level’ therefore represents
a stage in the development of the candidate’s quality of thinking, and, as such, recognition
by the assistant examiner of the relative differences between each level descriptor is of
paramount importance.

Placing an answer within a Level
When marking each part of each question, examiners must first place the answer in a
particular level and then, and only then, decide on the actual mark within the level, which
should be recorded in the margin. The level of response attained should also be indicated
at the end of each answer. In most cases, it will be helpful to annotate the answer by noting
in the margin where a particular level has been reached, eg Level 1 may have been reached
on line 1, L3 on line 5 and L1 again on line 7. When the whole answer has been read and
annotated in this way, the highest of the Levels clearly attained and sustained should be
awarded. Remember that it is often possible to reach the highest level without going through
the lower levels. Marks are not cumulative for any question. There should be no ‘totting up’ of
points made which are then converted into marks. Examiners should feel free to comment on
part of any answer if it explains why a particular level has been awarded rather than one lower
or higher. Such comments can be of assistance when the script is looked at later in the
awarding process.
If an answer seems to fit into two or more levels, award the higher or highest level.

What is a sustained response?
By a sustained response, we mean that the candidate has applied the appropriate level of
thought to the particular issues in the sub-question.
A response does not necessarily have to be sustained throughout the whole answer, but an
answer in which merely a few words seem to show a fleeting recognition of historical
complexity is not sufficient to attain a higher level.
In some cases, as you read an answer to a sub-question, it will be clear that particular levels
have been reached at certain points in the answer. If so, remember to identify them in the
margin as you proceed. At the end of the sub-question, award the highest level that has been
sustained.
In other cases you may reach the end of the sub-question without having been able to pinpoint
a level. In such cases, simply record the level awarded at the end of the sub-question.
4
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
C
Deciding on marks within a level
A particular level of response may cover a range of marks. Therefore, in making a decision
about a specific mark to award, it is vitally important to think first of the lower/lowest mark
within the level.
In giving more credit with the level, examiners should ask themselves several questions
relating to candidate attainment. The more positive the answers, the higher should be the
mark awarded. We want to avoid ‘bunching’ of marks. Levels mark schemes can produce
regression to the mean, which should be avoided. At all times, therefore, examiners should be
prepared to use the full range of marks available for a particular level and for a particular
question. Remember – mark positively at all times.
Consider whether the answer is:


precise in its use of supporting factual information

appropriately detailed

factually accurate

appropriately balanced, or markedly better in some areas than in others

set in the historical context as appropriate to the question

displaying appropriate quality of written communication skills
Note about indicative content
The mark scheme provides examples of historical content (indicative content) which
candidates may deploy in support of an answer within a particular level. Do bear in mind that
these are only examples; exhaustive lists of content are not provided so examiners might
expect some candidates to deploy alternative information to support their answers.
This indicative content must not however determine the level into which an answer is placed;
the candidate’s level of critical thinking determines this. Remember that the number of
points made by a candidate may be taken into account only after a decision has been taken
about the quality (level) of the response.

Some things to remember
Mark positively at all times.
Do not be afraid to award maximum marks within a level where it is possible to do so. Do not
fail to give a maximum mark to an appropriate answer because you can think of something (or
the marking scheme indicates something) that might be included but which is missing from
the particular response.
Do not think in terms of a model answer to the question. Every question should be marked on
its merits.
As a general rule, give credit for what is accurate, correct or valid.
Obviously, errors can be given no credit but, at the same time, the existence of an error
should not prejudice you against the rest of what could be a perfectly valid answer.
It is important, therefore, to use the full range of marks where appropriate.
Do not use half marks.
5
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
D
Some practical points

Answers in note form
Answers in note form to any question should be credited in so far as the candidate’s meaning
is communicated. You must not try to read things into what has been written.

Diagrams, etc
Credit should be given for information provided by the candidates in diagrams, tables, maps
etc, provided that it has not already been credited in another form.

Answers which run on to another sub-section
If a candidate starts to answer the next sub-section in an earlier one, by simply running the
answer on, give credit for that material in the appropriate sub-section.

Answers which do not fit the marking scheme
Inevitably, some answers will not fit the marking scheme but may legitimately be seen as
worthy of credit. Assess such answers in terms of the difficulty/sophistication of the thought
involved. If it is believed that the ‘thought level’ equates with one of the levels in the marking
scheme, award it a corresponding mark.
Make sure you identify such cases with an A (for alternative) in your sub-total, eg as B2A/3.
Also write a brief comment to explain why this alternative has been awarded.
If in doubt, always telephone your Team Leader for advice.
E
Assessment of Spelling, Punctuation and Grammar
Spelling, punctuation and grammar will be assessed via questions 2(c) and 3(c) in Section B.
Four marks will be allocated for Spelling, Punctuation and Grammar in these questions.
The performance descriptions are provided below.
High performance
4 marks
Candidates spell, punctuate and use the rules of grammar with consistent accuracy and
effective control of meaning in the context of the demands of the question. Where required,
they use a wide range of specialist terms adeptly and with precision.
Intermediate performance
2-3 marks
Candidates spell, punctuate and use the rules of grammar with considerable accuracy and
general control of meaning in the context of the demands of the question. Where required,
they use a good range of specialist terms with facility.
Threshold performance
1 mark
Candidates spell, punctuate and use the rules of grammar with reasonable accuracy in the
context of the demands of the question. Any errors do not hinder meaning in the response.
Where required, they use a limited range of specialist terms appropriately.
The marks allocated for Spelling, Punctuation and Grammar will achieve a total
weighting of 5% of the total marks for the qualification.
6
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Section A German Society under the Nazis
Question 1
(a)
Target
What do Sources A and B suggest about the role of women in Nazi Germany?
Comprehension and inference from historical sources (AO3)
Candidates either submit no evidence or fail to address the question.
Level 1
Answers that select details from the sources
eg women are just as important as men.
Level 2
Answers that draw a simple inference from the source
eg the Nazis want women to have lots of babies.
Level 3
4
0
1
2-3
Answers that develop a complex inference from the sources
eg the work of all women is important to the Nazis as well as the superior work of
increasing the population.
4
Question 1
(b)
What different view of the role of women is suggested by Sources C and D?
6
Explain your answer using Sources A, B, C and D.
Target
Comprehension and inference from historical sources (AO3)
Candidates either submit no evidence or fail to address the question.
Level 1
Answers that select details from Sources C and/or D
eg Source D says that women grow up in stupid aimlessness.
Level 2
0
1-2
Answers based on a comparison of details in Source(s) C/D and Source(s)
A/B
eg in Source A the mother is happy and content but in Source C she is worn out.
Or
Answers based on simple inference(s) from Source(s) C/D and Source(s)
A/B
3-4
eg in Source D the view is that women are second class citizens.
Level 3
Answers based on complex inferences in Source(s) C/D and Source(s) A/B
eg in Sources A and B the highest calling for a woman is to have children. Her
unique talents are rewarded with contentment by having a family. But in Sources
C and D women are shown as a resource to be exploited.
7
5-6
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 1
(c)
Why do you think Sources A and B give a different view to Sources C and D?
8
Explain your answer using Sources A, B, C and D and your knowledge.
Target
Deduction and understanding of the different ideas and attitudes and how they
might be related to different circumstances (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question.
Level 1
0
Answers that select details from the sources
Or answers that say how the sources are different
eg they are different because in Source A the woman is happy but in Source C
she can’t stand up.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Answers based on simple reasoning based on differences in author,
audience, time or place
eg they are different because Source B was written by a Nazi supported and
Source A was painted by a Nazi. However, Source D was written by a woman
who had actually experienced the impact of Nazi policies.
3-4
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3
Answers based on developed reasoning based on differences in author,
audience, time or place
Answers will probably be based on how the authors acquired information or their
intentions in writing
eg the sources differ because Source C was designed to poke fun at the Nazi
policy and show the real cost of multiple births, the audience of mainly men
would have no experience of childbirth and it is published outside the Nazi
control in Czechoslovakia in 1935. The painting Source A would have been
banned if it did not conform to Nazi ideals.
5-6
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
Level 4
Answers that develop out of Level 3 and provide some explanation of the
links between reasons for the source differences
eg the Scholtz-Klink was a Nazi leader and would be expected to say what she
did, she had six children herself. She tries to enlist the support of all German
women to produce blond-haired Aryan children as in Source A. The women in
Source D are plainly shocked at the way men treat women under the new regime
in 1934.
The answer demonstrates highly developed/complex understanding of the rules
of spelling, punctuation and grammar. It is well structured, with an appropriate
form and style of writing. Specialist vocabulary is used effectively.
8
7-8
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 1
(d)
How useful is Source E for understanding Nazi policies towards the Jews?
8
Explain your answer using Source E and your knowledge.
Target
An evaluation of utility (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1
0
Answers that assert a source or sources is/are useful or not because
it/they tell(s) us something about Nazi policies towards the Jews
Answers may select details from the sources to support the answer.
eg Source E is useful because it shows that the children pointing out Jewish
features on a blackboard.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Answers that explain that one source is useful or not because of its
provenance in relation to Nazi policies towards the Jews
eg Source E is useful because it is published by Streicher who was a well-known
anti-Semite of the crudest kind. It shows the type of book the Nazis published
about the Jews.
Or answers that explain that Source E is useful or not through an
understanding of its content in relation to Nazi policies towards the Jews
3-4
eg Source E is useful because it shows that the Nazis taught the children to be
anti-Semitic.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3
Answers that appreciate and explain the value of the source because of its
provenance and an understanding of its content in relation to Nazi policies
towards the Jews
eg Source E is useful because it shows that the Nazis had a policy of
brainwashing young people to be racist and against the Jews. The book tells the
young people to hate the Jews and that Jews are bad. This shows what they did
to the young they taught in the classroom. However, it does not show the actual
violence against Jews that was also happening in 1938, attacking them on
Kristalnacht, 9 November 1938.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
9
5-6
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Level 4
Answers that develop out of Level 3 and evaluate the relative importance,
or relationship, of provenance and content or consider the source in the
context of other relevant sources
eg Source E is useful because it shows there were many strands to Nazi
persecution of the Jews. The Nazis wanted long-term anti-Semitism and to solve
the ‘problem’ immediately. It shows that the Nazis believed that one could
identify races by physical characteristics and that they were morally wrong
because of their race.
The answer demonstrates highly developed/complex understanding of the rules
of spelling, punctuation and grammar. It is well structured, with an appropriate
form and style of writing. Specialist vocabulary is used effectively.
10
7-8
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 1
(e)
Target
Why was it difficult for Germans to oppose and resist the Nazis after 1933?
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1
10
0
Answers that provide general statements, describes single factors or
factual details of resistance and opposition to the Nazis
eg the Nazis had a police state and many informers.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Answers that comment briefly on several factors, to do with the difficulty of
resistance and opposition to the Nazis
eg Hitler used violence and because people were terrified they did not oppose
him. The Gestapo had informers who kept an eye on things. The opposition
groups found it hard to combine their actions.
Or answers that identify and explain one factor, in depth to do with the
difficulty of resistance and opposition to the Nazis
3-5
eg the people were fed lots of propaganda. This made them aware of how to
behave. Their neighbours told them what to do. They were frightened of the
consequences of not conforming to what was expected.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3
Answers that recognise and explain several factors to do with the difficulty
of resistance and opposition to the Nazis in specific detail
eg groups like the Kreisau circle and the Beck-Goerdeler group never united in
their plans for opposition. Informers in blocks of flats watched the people. The
Gestapo kept files on people. The SA would beat up people who did not conform.
It was hard to know what they could do to resist the Nazis because they had
such widespread support. The information they had was partial and controlled by
the Propaganda ministry.
6-8
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
Level 4
Answers that develop out of Level 3 and evaluate the relative importance of
individual factors or come to a summary assessment about the factors
involved or provide details of the links between factors
eg Hitler and the Nazis did not have enough Gestapo to police everyone
however, they managed to create a system in which the people of Germany
policed themselves. It should not be forgotten that those who wished to resist
were probably in a minority as the majority looked to Hitler to improve Germany.
The answer demonstrates highly developed/complex understanding of the rules
of spelling, punctuation and grammar. It is well structured, with an appropriate
form and style of writing. Specialist vocabulary is used effectively.
11
9-10
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Section B Germany and the Nazi Party
Question 2
(a)
Target
Why was the Treaty of Versailles important for Germany?
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1
4
0
Explanation shows recognition and simple understanding of the key
feature mentioned in the question
Answers will show simple recognition of the Versailles Treaty
1-2
eg Germany had to pay reparations
Level 2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive features of the Versailles Treaty
eg the Versailles Treaty restricted Germany’s armed forces, deprived her of
colonies and made her pay reparations. Most humiliating for Germany was the
fact that the treaty was dictated and she had no say in it and it made her admit
guilt. Hitler used this resentment to denounce the Weimar Government which
signed it. But they had no choice.
12
3-4
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 2
(b)
Target
Using Source F and your knowledge, explain why revolts and rebellions
against the Weimar Government in the years 1919 to 1923 failed.
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1
8
0
Discusses the source only
Or describes the revolts and rebellions
eg the Nazis tried to take over in 1923. This happened in Munich but it failed.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Considers a singular cause, probably based upon the picture offered,
and/or mentions other aspects related to the failure of revolts and
rebellions against Weimar
eg the Weimar Government was blamed for the loss of the First World War and
the humiliating peace treaty signed at Versailles. Many Freikorps soldiers joined
the Kapp Putsch in 1920 but the Social Democrat government in 1920 used the
power of the workers to frustrate the Freikorps. The wave of strikes demonstrated
that the Putsch would fail without popular mass support.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3
Explains more than one cause related to the failure of revolts and
rebellions against Weimar
At this level responses will explain more than one or two aspects apart from
those suggested in the picture
eg the right-wing Kapp Putsch failed in 1920 because the workers refused to
cooperate but the Spartacists Revolt failed because the Freikorps were so brutal
in attacking them. Hitler’s failure was because he misjudged the national political
situation and Kahr would not support him against a Weimar Government that
was already prepared to be tough with left-wing states in the Republic. So Kahr
thought they would not think twice about taking strong action against right-wing
Bavaria. Therefore he went against Hitler.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
13
6-8
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 2
(c)
How important was the role of Hitler, amongst other factors, in the appeal of the
Nazi Party to the German people in the years 1924 to 1933?
SPaG
Target
4
An understanding and evaluation of consequence (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1
12
0
Answers that provide general statements, describe single factors or factual
details of the development of the Nazi Party between 1924-1933
eg Hitler gave the Nazi Party its new name and symbol, the swastika, and a new
25 point manifesto.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Answers that comment briefly on several factors to do with the appeal of
the Nazi Party between 1924-1933
Answers at this level are likely to assume the importance of factor(s)
eg Hitler’s personality and speaking talents were important to the appeal of the
Party. The Depression helped to bring in new members, mainly from the working
class. Hitler wrote a book, ‘Mein Kampf’. The other leaders of the Nazi Party like
Goebbels improved the Nazi propaganda. Rohm ran the SA, and then Goering
took over in 1923.
Or answers that identify and explain one factor, in depth, to do with the
appeal of the Nazi Party between 1924-1933 which might be the role of Hitler
Answers at this level are likely to assume the importance of the factor/issue
eg the Nazi Party’s ideas appealed to the German people. The party developed
its ideas in the period 1924-1929. It became anti-Semitic and anti-Communist.
Hitler called for lebensraum or living space in eastern Europe. Along with these
ideas was the aim of overturning the Versailles Treaty.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
14
3-6
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Level 3
Answers that recognise and explain several factors to do with the appeal of
the Nazi Party between 1924-1933 in specific detail
Answers at this level may begin to evaluate the importance of factor(s)
eg Hitler assumes leadership of the Party and most people associated him with
the Nazis, he was the face of the Nationals Socialists. He reorganised the party;
Hitler gave the Nazi party its new name and symbol, the swastika, and a new 25
point manifesto. Hitler changes the Party hierarchy appointing a Gauleiter for
each region. He encouraged associated organisations for the professions,
eg teachers, doctors, students. The identity of the Nazis changed and was
dynamic and striking – the SA were created to protect and bring violence to
meetings. As politics in Germany polarised, it was a straight choice between
Communist and Nazis. Another part of the appeal was the presentation of the
Nazi’s ideas. Hitler’s henchmen, like Goebbels, were talented at directing
propaganda. The Nazis attracted new member for the Party, 25% from the
skilled and unskilled lower class and more than 14% from the middle class small
businessmen. The Depression made the Nazis a mass popular party.
7-10
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
Level 4
Answers that develop out of Level 3 and evaluate the relative importance of
individual factors or come to a summary assessment about the factors
involved or provide details of the links between factors
eg there was no doubt that Hitler’s manner kept the Party dependent on him and
his decisions. He was not efficient in his administration but he let others work out
the detail. Hitler made it seem like a simple choice – him or all the others, he
managed to lump all the other parties together in the popular mind.
11-12
The answer demonstrates highly developed/complex understanding of the rules
of spelling, punctuation and grammar. It is well structured, with an appropriate
form and style of writing. Specialist vocabulary is used effectively.
SPaG
Spelling, Punctuation and Grammar
Threshold performance
Candidates spell, punctuate and use the rules of grammar with reasonable
accuracy in the context of the demands of the question. Any errors do not hinder
meaning in the response. Where required, they use a limited range of specialist
terms appropriately.
1
Intermediate performance
Candidates spell, punctuate and use the rules of grammar with considerable
accuracy and general control of meaning in the context of the demands of the
question. Where required, they use a good range of specialist terms with facility.
2-3
High performance
Candidates spell, punctuate and use the rules of grammar with consistent
accuracy and effective control of meaning in the context of the demands of the
question. Where required, they use a wide range of specialist terms adeptly and
with precision.
15
4
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Section B The Rise of the Nazis and Hitler’s Dictatorship
Question 3
(a)
Target
4
Why were the Brownshirts important?
Understanding of the key features of the period (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1
0
Explanation shows recognition and simple understanding of the key
feature mentioned in the question
Answers will show simple recognition of the Brownshirts.
1-2
eg the Brownshirts were Hitler’s private army.
Level 2
Explanation shows understanding in a broader context of the period
Answers will show knowledge of some distinctive aspects of the Nazis ideas
about the Brownshirts.
eg the Brownshirts were set up to police Nazi meetings and disrupt those of
other parties especially the Communists. In August 1929 the SA numbered
30,000 by January 1934 it was 3 million strong. The SA provided an auxiliary
police force after the Reichstag Fire and a show of force at rallies that conveyed
a sense of the power and order that appealed to many Germans as the antidote
to Weimar weakness and indecision.
16
3-4
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 3
(b)
Target
Using Source G and your knowledge, explain why Hitler and the Nazis gained
votes in elections after 1929.
Understanding of the key features of the period (AO1/AO2/AO3)
Candidates either submit no evidence or fail to address the question
Level 1
8
0
Discusses the source only
Or describes the Nazis and elections after 1929
eg the German people liked what Hitler had to say about Versailles and the Jews.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Considers a singular reason (probably based upon the picture offered)
and/or mentions other reasons related to why the Nazis gained votes after
1929
eg in speeches the propaganda that the Nazis used was distinctive and simple. It
was delivered in short bursts and repeated frequently. The messages were
simple and easy to remember. Hitler was presented to different audiences in
different ways. His ideas were appealing. Hitler knew the power of performance
and speech. The poster does the same thing – ‘our last hope’.
3-5
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
Level 3
Explains more than one aspect related to why the Nazis gained votes after
1929
At this level responses will explain more than one or two aspects apart from
those suggested in the picture.
eg there were lots of reasons why people voted for Hitler. The first was that the
Depression had hit Germany hard and made people willing to listen.
Unemployment in Germany in 1932 was over 6 million. Hitler’s message was
simple and struck a chord in people’s minds. He blamed the Communists and
Jews for Versailles and Germany’s troubles. His propaganda stood out from
other parties. He had the use of the SA to create an impression of disorder that
made the need for a strong man like Hitler even more necessary. The SA
disrupted the meetings of his opponents so that their message did not get
through. The opposition were not as organised.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
17
6-8
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Question 3
(c)
How important was the Reichstag Fire, amongst other factors, in making Hitler
dictator after January 1933?
SPaG
Target
4
An understanding and evaluation of causation (AO1/AO2)
Candidates either submit no evidence or fail to address the question
Level 1
12
0
Answers that provide general statements, describe single factors or give
factual details of the events leading to Hitler’s dictatorship
eg the fire gave Hitler the opportunity to bring in laws that allowed him to officially
persecute his enemies. The Decree for the Protection of the German People
meant he could lock up opponents and open their mail.
1-2
The answer demonstrates simple understanding of the rules of spelling,
punctuation and grammar. It is generally coherent but basic in development.
Level 2
Answers that comment briefly on several factors to do with the events
leading to Hitler’s dictatorship
Answers at this level are likely to assume the importance of factor(s)
eg Hitler used violence to frighten the Centre Party deputies into supporting him
with the Enabling Act. The Night of the Long Knives was important in stopping
the power of the SA. This removed the only threat from within the party. But
Hitler did have all the panic after the Reichstag building was burned down. This
enabled him to remove the Communists and legally take over.
Or answers that identify and explain one factor in depth to do with the
events leading to Hitler’s dictatorship, which might be the Reichstag Fire
Answers at this level are likely to assume the importance of the factor
eg the Reichstag Fire was important for giving Hitler power within the state, but
he would have got it anyway. With the Fire, he could create the impression of the
need for rapid, decisive action. The Communists could be blamed. Their real
mistake was not to act quickly enough. Hitler seized the initiative. The powers he
assumed under the decree were far ranging. He could act outside the law and as
he pleased. His opponents were arrested. The mood of panic spread on the
atmosphere around the Enabling Act. Hitler was a great opportunist. He realised
that the fall off in electoral support might continue so he accepted Papen’s offer.
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is reasonably well organised and presented in a
clear and effective manner.
18
3-6
Mark Scheme – General Certificate of Secondary Education History A – 40402D – June 2013
Level 3
Answers that recognise and explain several factors to do with the events
leading to Hitler’s dictatorship in specific detail
Answers at this level may begin to evaluate the importance of factor(s)
eg there were lots of different reasons for Hitler becoming dictator. Luck
intervened when the Reichstag burned down. Hitler’s skill was in seizing the
initiative before other people realised what was happening; he capitalised on
anti-Communist fears. He had made a wise choice of the other cabinet post
Papen offered him because the Minister for the Interior controlled the police.
Hitler used violence to compel support for the Enabling Act and to remove Rohm
and the other SA leaders. Hitler saw violence as a natural tool of politics; he had
used this throughout his career. The real power was in the Nazi Party itself. Hitler
used the SS to murder the leaders of the SA in the Night of the Long Knives.
Violence was very important but not the random sort that the SA dealt out. The
SA was upsetting the army so Hitler used violence to force them to obey his
dictatorship.
7-10
The answer demonstrates developed understanding of the rules of spelling,
punctuation and grammar. It is well organised with an appropriate form and style
of writing. Some specialist vocabulary is used.
Level 4
Answers that develop out of Level 3 and evaluate the relative importance of
individual factors or come to a summary assessment about the factors
involved or provide details of the links between factors
eg however, Hitler was aided by the groundwork – the Gleichschaltung was a
political process that ensured there was no opposition from anywhere in German
government or society that could pose a threat to Nazi control.
11-12
The answer demonstrates highly developed/complex understanding of the rules
of spelling, punctuation and grammar. It is well structured, with an appropriate
form and style of writing. Specialist vocabulary is used effectively.
SPaG
Spelling, Punctuation and Grammar
Threshold performance
Candidates spell, punctuate and use the rules of grammar with reasonable
accuracy in the context of the demands of the question. Any errors do not hinder
meaning in the response. Where required, they use a limited range of specialist
terms appropriately.
1
Intermediate performance
Candidates spell, punctuate and use the rules of grammar with considerable
accuracy and general control of meaning in the context of the demands of the
question. Where required, they use a good range of specialist terms with facility.
2-3
High performance
Candidates spell, punctuate and use the rules of grammar with consistent
accuracy and effective control of meaning in the context of the demands of the
question. Where required, they use a wide range of specialist terms adeptly and
with precision.
19
4