Y11 Germany Structures Test
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This document provides 12 essay titles related to structures of government in Weimar Germany and the rise of the Nazi party. For each title, the student must identify whether the essay question requires a narrative (N), list-of-reasons (LR), or balanced (B) structure in the response. The titles cover topics such as Hitler's rise to power, resistance to the Nazis, Stresemann's leadership, the 1923 economic crisis, and challenges faced by the Weimar Constitution.
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The document provides information about important people, events, economic developments, and cultural changes in Germany between 1924 and 1930 during the Weimar Republic. It mentions key figures like Stresemann and Bruning, economic policies and agreements like the Dawes Plan, Young Plan, and Rentenmark that addressed hyperinflation, cultural movements like the Bauhaus and New Objectivity, and social changes including the rise of nightclubs and changing attitudes. The multiple questions ask the student to choose details from the document or their own knowledge to answer questions about solving hyperinflation, improving lives, stabilizing the economy, the government's popularity, and Berlin's culture in the 1920s.
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The Weimar Republic was Germany's government from 1918 to 1933. It was a parliamentary democracy established during the German Revolution. The first president was Friedrich Ebert from 1918 to 1925. Left-wing groups like the Spartacists, led by Rosa Luxemburg and Karl Liebknecht, attempted to overthrow the government in 1919 but failed. In the early 1920s, Germany struggled with instability, hyperinflation, and reparation payments imposed by the Treaty of Versailles. Adolf Hitler and the Nazi party gained support by exploiting economic troubles and promising to restore Germany to greatness. Hitler was appointed chancellor in 1933, though he initially held limited power.
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The document contains questions about Hitler's rise to power in Germany between 1929-1934. It asks about the causes of increased Nazi support during the Depression years, including the impact of the Reichstag Fire and Night of the Long Knives. It also asks about the consequences of events like the Wall Street Crash on weakening the Weimar Republic and helping Hitler rise to power. Finally, it poses judgment questions about the most important factors in Hitler's consolidation of power between 1933-1934.
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- Germany was in a poor state after WWI with food shortages and unrest. The Weimar Republic was established with a democratic constitution. However, it faced significant opposition from communists and right-wing nationalists.
- The Treaty of Versailles imposed harsh terms on Germany, fueling nationalist sentiment. Hyperinflation in the early 1920s caused economic devastation. The Nazis gained popularity by blaming the Weimar government for Germany's problems.
- Hitler was appointed Chancellor in 1933 and quickly consolidated power, establishing a fascist dictatorship. The Nazi regime suppressed opposition and persecuted minorities while promoting propaganda to maintain support.
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The Weimar Republic was Germany's government from 1918 to 1933. It was a parliamentary democracy established during the German Revolution. The first president was Friedrich Ebert from 1918 to 1925. Left-wing groups like the Spartacists, led by Rosa Luxemburg and Karl Liebknecht, attempted to overthrow the government in 1919 but failed. In the early 1920s, Germany struggled with instability, hyperinflation, and reparation payments imposed by the Treaty of Versailles. Adolf Hitler and the Nazi party gained support by exploiting economic troubles and promising to restore Germany to greatness. Hitler was appointed chancellor in 1933, though he initially held limited power.
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The document provides three sections with mock history exam questions related to key events and time periods in 20th century European history. The first section focuses on the Treaty of Versailles and the Wall Street Crash, the second on Hitler's rise to power in Germany in the 1930s, and the third on Nazi social policies in Germany during that time period. Students are directed to answer multiple choice and short answer questions for each section that will be presented on December 10th, 2014.
Historysec26 140128005249-phpapp01
The document discusses how the Weimar Republic in Germany survived a period of crisis from 1923 to 1929. It was saved by the actions of Gustav Stresemann and Charles Dawes. Stresemann organized the Great Coalition government and pursued diplomatic reforms. Dawes reformed the German currency and secured international loans as part of the Dawes Plan. However, some historians argue the stability was fragile because it depended on foreign support.
How far did the Weimar Republic recover 1919 29.docx
The Weimar Republic recovered in the mid-1920s due to the leadership of Gustav Stresemann and the economic prosperity brought by the Dawes Plan, which provided American loans. This led to a period of cultural flowering in Germany. However, the recovery was dependent on American money and economic success. When the Great Depression hit in 1929, it revealed the underlying weaknesses of the Weimar system and allowed Hitler to rise to power by exploiting German resentment over Versailles and campaigning on a message of hatred, especially against Jews. By January 1933, with growing support for the Nazis, President Hindenburg mistakenly appointed Hitler as Chancellor, believing he could control him.
Germany final revision session
The document discusses social changes in Germany under the Nazi regime from 1933-1945. It describes how the Nazi government exerted control over young people through the Hitler Youth and League of German Maidens organizations. It also discusses how the Nazis promoted a traditional role for women as mothers and homemakers to increase the birth rate of the "Aryan race." Opposition to the Nazis came from some young people, churches, and military officers.
1 2 SHP GCSE Germany Introduction
This document outlines the structure and content of a course on Germany from 1919-1945. It discusses the objectives of studying this time period in depth, focusing on ordinary lives rather than powerful figures. It describes the exam structure, including a source-based question and essay questions on Germany during this period. It also lists the unit topics that will be covered in the course, including the rise of the Nazis and life under Nazi rule.
Past paper questions ahh essays
This section provides examples of past exam questions on the Weimar Republic and Nazi Germany between 1918-1939. The questions focus on:
1) The challenges faced by the Weimar Republic in its early years from 1918-1923, including the impact of the Treaty of Versailles and threats from the political left and right.
2) The period of relative stability under the Stresemann government from 1924-1929 and debates around the sustainability of the Weimar Republic.
3) Aspects of Nazi rule from 1933-1939, including the role of propaganda, the creation of a racial state, opposition to the regime, and the importance of the Hitler myth.
REVISION IGCSE CAMBRIDGE HISTORY: WEIMAR REPUBLIC
The Weimar Republic was the German government from 1918 to 1933 that was established after Kaiser Wilhelm II abdicated. It got its name because the new government met in Weimar due to political unrest in Berlin. The Weimar Constitution gave all people over 20 the right to vote, used proportional representation for elections, and guaranteed personal liberties. In 1923, the Weimar Republic faced major problems including hyperinflation, poor international relations, and violence from extremist groups. Gustav Stresemann helped the Weimar Republic recover through the Dawes and Young Plans.
The Great Depression
Here is a possible 10 mark response using the source and own knowledge:
The Nazi Party announced its 25 point programme in 1920 which set out its nationalist and anti-Semitic policies. This helped gain some early support. However, Hitler's tactics were too extreme at this stage. In 1921 he set up the SA or Brownshirts as a private army to use violence and intimidation against political opponents. This foreshadowed the militant tactics that would later help the Nazis rise to power.
The Munich Putsch in 1923 where Hitler tried to seize power by force was a failure and led to his arrest. This event marked an important change in Hitler's approach. After being released from prison in 1924/25, Hitler realised he needed to use
Paper I Tips 2009
The document provides revision guidance for a GCSE Modern World History exam covering three sections:
Section A involves analyzing primary sources from either the pre-1939 or post-1945 periods. Section B involves choosing one essay question from topics in international relations or the Cold War. Section C covers the German depth study with sources and essays on Weimar or Nazi Germany. Time recommendations are given for each section.
Chapter 4
The document discusses factors that led to Hitler's rise to power in Germany. It explains that the weak Weimar Government was unable to solve post-WWI problems or maintain order. It lost the support of the middle class due to hyperinflation. Additionally, the left and right opposed the government, there was political violence, and the death of capable leader Stresemann hurt Germany during the Great Depression. These issues created an opening for Hitler and the Nazis to gain control.
World war ii
The document outlines objectives and topics related to World War II, including:
1. Events leading to tensions prior to WWII like the 1918 flu pandemic and Great Depression.
2. How failures of WWI led to WWII starting, including nationalist responses by countries and declining exports.
3. Differences between fascism, communism, and democracy.
4. How dictators like Mussolini, Hitler, and Stalin seized power.
5. Japan's actions in the Pacific including invading China and leaving the League of Nations.
6. How Hitler tested tactics in the Spanish Civil War.
7. Allied and Axis powers.
8. Hitler's motives for expansion and Britain/France's
World war ii
The document outlines objectives and topics related to World War II, including:
1. Events leading to tensions prior to WWII like the 1918 flu pandemic and Great Depression.
2. How failures of WWI led to WWII starting, including nationalist responses by countries and declining exports.
3. Differences between fascism, communism, and democracy.
4. How dictators like Mussolini, Hitler, and Stalin seized power.
5. Japan's actions in the Pacific including invading China and leaving the League of Nations.
6. The situation in Spain helped Hitler's military practice, siding with Franco.
7. Hitler's motives for expansion and Britain/France's appeasement response
World war ii
The document outlines objectives and content for a chapter on World War II, including: events leading up to tensions like the flu epidemic and Great Depression; failures after WWI that led to WWII; differences between forms of government like fascism, communism, and democracy; how dictators like Mussolini, Hitler, and Stalin came to power; Japan's actions in the Pacific; the situation in Spain helping Hitler; Hitler's motives for expansion and the Allied response; Japan attacking Pearl Harbor; the Allied plan to defeat Germany; the strategy to defeat Japan including island hopping and atomic bombs.
Similar to Y11 Germany Structures Test (20)
Trabajo para orientación de diciembre 2014 HISTORY S2
Trabajo para orientación de diciembre 2014 HISTORY S2
How far did the Weimar Republic recover 1919 29.docx
How far did the Weimar Republic recover 1919 29.docx
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Facts industrial
1. In the 1700-1900s, there were three main beliefs about what caused illness: miasmas (poisoned air), spontaneous generation (germs appearing from nowhere), and germ theory proposed by Pasteur in 1861.
2. Common treatments included herbal remedies, patent medicines, and some prayer/magic. Aspirin was also invented in the late 1800s.
3. Doctors received more university training, nurses emerged through Florence Nightingale's training schools, and hospitals became more sanitary and efficient under her influence.
Facts medieval and renaissance
1) During the medieval and Renaissance periods, common beliefs about the causes of illness included an imbalance of the four humors (blood, phlegm, black bile, yellow bile), God punishing sin, poisonous air, astrological alignments, and magic. Treatments focused on bleeding, purging, prayer, herbal remedies, and basic surgery.
2) Hospitals of the time were small and overcrowded, run by the Catholic Church or charities, and primarily offered prayer and herbal remedies rather than medical care. Most people received treatment at home.
3) Key figures included Galen, whose works influenced medieval medicine, Andreas Vesalius who challenged Galen through dissection, and
Facts 20th century
Medicine in the 20th century was driven by the acceptance of germ theory and the discovery of viruses and DNA. Treatments included chemical drugs like penicillin, radiotherapy, and alternative medicines. Doctors and nurses became highly trained professionals and hospitals were nationalized under the NHS, providing free healthcare. Key figures included Alexander Fleming who discovered penicillin, and Watson and Crick who discovered the structure of DNA. Factors pushing medicine forward included scientific discoveries, social attitudes favoring healthcare access, communication technologies, and wartime efforts, while limits included reliance on individual genius and social competition between groups.
Public health facts
1. Public health in the medieval and Renaissance periods was poor, with sewage, water, living conditions, diet, healthcare access, and health education all being dealt with in a haphazard and piecemeal way by individuals and local councils.
2. During the industrial period, the 1875 Public Health Act made sewer systems and clean water supplies mandatory, leading to major improvements. However, living conditions remained very poor at the start of the industrial revolution.
3. By the 20th century, sewage and water issues were mostly resolved across the country. Housing, diet, healthcare access, and health education all significantly improved over the century due to factors like the establishment of the NHS in 1946.
Public health graph
This document outlines the history of public health in Europe from the Medieval period to the late 20th century. During the Medieval and Renaissance eras, some laws were introduced but the causes of disease were unknown. As industrialization took hold, rapidly growing cities became overcrowded and polluted, leading to poor living conditions. The recognition of germ theory and working class political empowerment in the late 19th century forced governments to address water, sewage, and housing issues to improve public health, though poverty remained a major challenge. After World War 2, the UK government established the free National Health Service to provide healthcare to all.
Surgery Technique Guide
This document provides guidance on answering questions about sources in a history exam. It outlines 5 key question types and what students should do for each type. The question types are: 1) making inferences from sources, 2) recognizing how information is portrayed, 3) judging source reliability, 4) cross-referencing multiple sources, and 5) making a judgement on a historical question. For each type, it provides example question phrases and describes what pupils should do to correctly answer the question.
Identifying different surgery questions
This document discusses different types of questions that may appear on a Surgery exam, including inference questions, portrayal questions, reliability questions, cross-referencing questions, and usefulness questions. It notes that students will definitely get asked an inference question and a judgement question, and will need to answer a total of five questions. It provides two sample exam questions and asks the reader to identify what type of question each one is.
Germany Technique Guide
This document provides guidance on answering different types of history exam questions, including:
1) Inference questions ask students to make an inference from a source and support it with two details from the source. Answers should begin with "This source suggests...".
2) 4-mark questions require students to support their point with several details from the source.
3) Causation, consequences, and role questions follow a similar structure - state the cause/consequence/role at the start of each paragraph and develop it thoroughly with 2-3 reasons for 9-12 mark questions.
4) Judgement questions require students to plan their answer first and write one paragraph on each of at least three bullet
Identifying different types of questions
This document provides an overview of different types of history exam questions related to medicine. It lists 20 sample questions and categorizes them as testing inference, causation, consequences, roles, or judgment. The questions cover a range of topics from the role of the church in medieval medicine to the creation of the NHS and impact of technology on hospital treatment.
Medicine Technique Guide
The document provides guidance on answering different types of exam questions including inference, causation, consequences, role, and judgement questions. It outlines the expected length and structure of responses, highlighting key elements to include such as stating the main point, supporting with details, and linking ideas. Students are advised to structure responses with multiple paragraphs or sections and use linking language to clearly show connections between ideas.
Extra Germany Questions- Life in Nazi Germany
The document provides discussion questions about various aspects of life in Nazi Germany between 1933 and 1945. The questions cover topics like how students and the White Rose Group opposed the Nazis, how education and the treatment of Jews changed over time, the roles of women and propaganda in Nazi Germany, and the consequences of events like the Night of the Long Knives. It also asks questions about the roles of Goebbels and the Nazi curriculum in schools, as well as judgments about the reasons for Nazi control and employment in Germany.
Medicine Role B
Aneurin Bevan played a key role in the creation of the NHS in 1948 as the Minister of Health. As Minister of Health, Bevan oversaw the establishment of the NHS and the nationalization of the hospitals in England and Wales. The document provides guidance on answering questions about historical figures or events by describing what happened and their impact in 1-3 sentences (Level 1), describing key details in 4-6 sentences (Level 2), or fully explaining their significance in 7-9 sentences (Level 3).
Medicine Role A
Elizabeth Garrett Anderson's success at qualifying as a doctor in 1865 significantly changed the role of women in medicine. As the first woman to gain a medical qualification in Britain, she paved the way for other women to enter the medical profession. Her achievement challenged the prevailing assumption that medicine was unsuitable for women and helped establish medicine as a viable career option for females. Over time, more women gained medical qualifications and joined the profession, expanding their opportunities and influence in the field of healthcare.
Medicine Judgement B
The document discusses factors that led the British government to pass the 1875 Public Health Act. It provides context about living standards in the 19th century, including the Great Stink of 1858 where pollution forced Parliament to leave London. It also mentions the publication of Germ Theory by Louis Pasteur in 1864 and requirements of the 1875 Act for local councils to provide clean water, sewers, and remove slums.
Medicine Judgement A
The passage discusses differences in public health provision between the 19th and 20th centuries in England. In the 19th century, the 1875 Public Health Act was passed. In the 20th century, a national vaccination program for diphtheria was introduced in 1941 and the National Health Service was established in 1948. Public health provision improved significantly from the 19th to the 20th century with the establishment of programs and services like vaccination and the National Health Service.
Medicine Inference A
From Sources A and B, we can learn the following about changes in nursing between the Middle Ages and the early 20th century:
1) In the Middle Ages, nursing was not considered a skilled profession and was often performed by housewives, as shown by the illustration in Source A.
2) By the early 20th century, nursing had become a trained and skilled profession, as the letter in Source B emphasizes that nurses are not inferior servants but trained workers.
3) Over time, the role and perception of nurses shifted from unskilled housework to an intelligent, trained medical profession working under doctors.
Medicine Consequences B
The discovery of DNA structure had major consequences for understanding and treating disease. It allowed scientists to determine the genetic basis of many diseases and develop new diagnostic tests and targeted therapies. Gene sequencing can now reveal disease-causing mutations and predispositions, aiding early detection and personalized treatment approaches. Understanding DNA also enabled the development of life-saving gene therapies and advanced cell therapies.
Medicine Consequences A
Vesalius was important in developing our understanding of human anatomy through his work on human dissection and publication of De Humani Corporis Fabrica. This challenged the anatomical beliefs of Galen and led to a more accurate description of human anatomy based on direct observation. It established anatomy as an empirical science and improved medical education and practice.
Medicine Causation B
The discoveries of the Renaissance made little practical difference to medical treatment between 1500-1700 for three main reasons: 1) the traditional Galenic system of medicine was still dominant and resisted new ideas, 2) there was lack of an empirical scientific approach needed to apply new anatomical knowledge to treatments, and 3) social and economic factors prevented the widespread adoption of new medical practices.
Medicine Causation A
Living conditions in early 19th century industrial towns were unhealthy for three main reasons:
1) Overcrowded housing and poor sanitation led to the spread of disease. Workers lived in cramped housing with no running water or sewage systems.
2) Unsafe working conditions and lack of regulations exposed workers to health hazards. Long hours in noisy, dirty factories took a physical toll.
3) Poverty prevented access to healthcare. Low wages meant workers could not afford doctors or miss days of work even when ill. This perpetuated cycles of poor health.
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Y11 Germany Structures Test
- 1. Y11 Revision Test on Structures For each of these essay titles, write down whether it would need a narrative answer (N), a list-of-reasons answer (LR) or a balanced answer (B). 1. ’ Hitler was the main reason why the Nazis got in to power in 1933. ‘ How far do you agree with this statement? 2. Why was it so difficult to resist the Nazis? 3. Describe how Hitler became Chancellor? 4. In what ways did Stresemann solve the problems existing in Germany from 1924-29? 5. Was propaganda the main way that the Nazis kept control and prevented opposition in Germany? 6. What happened during the economic crisis of 1923? 7. How was Hitler able to become Chancellor? 8. To what extent did Stresemann succeed in solving the problems of the Weimar Republic? 9. In what ways was 1923 terrifying? 10. Was the Nazi Education system simply a method of training future soldiers? 11. ’ The Weimar Republic was doomed from the start because of the constitution. How far do you agree with this statement? ‘ 12. Why did the Weimar Constitution make it difficult for Ebert’s government to rule Germany effectively from 1919-1923?
- 2. Y11 Revision Test on Structures For each of these essay titles, write down whether it would need a narrative answer (N), a list-of-reasons answer (LR) or a balanced answer (B). 1. ’ Hitler was the main reason why the Nazis got in to power in 1933. ‘ How far do you agree with this statement? 2. Why was it so difficult to resist the Nazis? 3. Describe how Hitler became Chancellor? 4. In what ways did Stresemann solve the problems existing in Germany from 1924-29? 5. Was propaganda the main way that the Nazis kept control and prevented opposition in Germany? 6. What happened during the economic crisis of 1923? 7. How was Hitler able to become Chancellor? 8. To what extent did Stresemann succeed in solving the problems of the Weimar Republic? 9. In what ways was 1923 terrifying? 10. Was the Nazi Education system simply a method of training future soldiers? 11. ’ The Weimar Republic was doomed from the start because of the constitution. How far do you agree with this statement? ‘ 12. Why did the Weimar Constitution make it difficult for Ebert’s government to rule Germany effectively from 1919-1923?