Question bank › GCSE › GCSE History › Paper 1 Section A – Germany 1890–1945: Democracy and dictatorship

Germany 1890–1945: source/interpretation questions

2 guides

Answer on paper first, then reveal the mark scheme one mark at a time.

8 marks · 10 minutes

Q3 (8 marks) – which interpretation of women's lives in Nazi Germany is more convincing?

Both interpretations were written for this practice paper. The authors are fictional, but what they describe is based on real Nazi policies.

Interpretation A – from the memoir of Greta Albrecht, published in 1974. In the 1930s she was a young wife living in a small town in Bavaria.

When I married in 1934 we received a state loan, and each time a baby came, part of the debt was cancelled. For the first time I felt that the government noticed women like me. At the Party meetings mothers were praised as the backbone of the nation, and when my mother received her Mother's Cross she wore it to church every Sunday. We were told our work in the home was just as important as a soldier's work at the front, and many of us believed it.

Interpretation B – from the memoir of Dr Hanna Weiss, published in 1981. In 1933 she was a qualified doctor working in a Berlin hospital.

Within months of Hitler taking power, women like me were treated as a problem to be solved. Married women in professional posts were pushed out, and the newspapers sneered at the 'unnatural' woman who preferred a career to a cradle. We were not asked what we wanted. The regime had decided that a woman's place was Kinder, Küche, Kirche, and anyone who disagreed learned to keep quiet.

Question 3. Which interpretation gives the more convincing opinion about the lives of women in Nazi Germany? Explain your answer based on your contextual knowledge and what Interpretations A and B say. [8 marks]

What is being assessed
  • AO4: analyse and evaluate how and why interpretations differ, judging how convincing each one is
  • AO1/AO2: use accurate knowledge of Nazi policies towards women to test each interpretation
What examiners reward
  • Testing BOTH interpretations against specific contextual knowledge (laws, dates, statistics), not just repeating what they say
  • Explaining what each interpretation gets right AND what it misses
  • A clear final judgement on which is MORE convincing, with a reason that compares the two
  • Recognising that the authors' different experiences help explain why their views differ (but the focus is on knowledge, not provenance)
LevelMarksWhat it looks like
Level 47–8Complex: a sustained, fully supported judgement that weighs several aspects and links them together.
Level 35–6Developed: explains more than one aspect with accurate, relevant detail.
Level 23–4Simple: explains one aspect with some supporting knowledge.
Level 11–2Basic: general statements or description with little explanation.
How to plan it
  1. Interpretation A: identify its view (women valued and rewarded as mothers) and test it with the marriage loan, Mother's Cross and rising birth rate
  2. Interpretation B: identify its view (women pushed out of careers and silenced) and test it with dismissals of professional women and the ban on women judges/lawyers
  3. Show the limits of each: A ignores lost freedoms; B ignores that many women welcomed the policies and that women returned to work in the later 1930s
  4. Judgement: which one fits more of the evidence, and for which women?
Show the top-band model answer

Interpretation A argues that Nazi policies made ordinary housewives feel valued and rewarded. This is convincing because it matches real policies. The Law for the Encouragement of Marriage (1933) gave newly-married couples a loan of 1,000 marks, and a quarter of it was cancelled for each child born1, exactly as Greta Albrecht describes. The Mother's Cross, introduced at the end of 1938, was awarded in bronze, silver and gold to women with four or more children, so her mother wearing it with pride is believable. The policies did help to raise the birth rate, from under 1 million births in 1933 to around 1.4 million in 19392, which suggests many women did respond to the encouragement. However, Interpretation A is less convincing about women's lives as a whole, because it only shows the experience of a married mother in a small town3 who agreed with the regime's ideas.

Interpretation B argues that women were forced out of public life and could not complain. This is also convincing. Professional women, especially married women, were pressured to leave posts as doctors, teachers and civil servants after 1933, and from 1936 women were banned from becoming judges or lawyers4. The slogan 'Kinder, Küche, Kirche' (children, kitchen, church) did sum up Nazi propaganda about women's role. Hanna Weiss is also right that women could not openly object: in a police state where the Gestapo encouraged informers, speaking out was dangerous. But B is not the full picture either, because by the late 1930s rearmament caused labour shortages, so the regime actually needed women back in factories and offices and the number of women in work rose5.

Overall, I find Interpretation B more convincing.6 Both are accurate about the experiences of their authors, but A describes the rewards the regime offered, whereas B identifies the underlying reality: women lost choices and freedoms they had gained under Weimar, when they had won the vote and entered the professions. Even the rewards in A were designed to serve the state's aims7, not women's own wishes, which supports B's point that 'we were not asked what we wanted'.

1. Precise contextual knowledge directly tests a claim in the interpretation – this is what moves an answer beyond Level 2.
2. Uses evidence of outcomes, not just policy, to judge how convincing the view is.
3. Identifies a limitation of A – evaluating both strengths and weaknesses is needed for Level 4.
4. Specific, dated evidence supporting Interpretation B.
5. Challenges B with knowledge of how policy changed over time – a sign of complex evaluation.
6. A clear judgement that answers the 'which is more convincing' question directly.
7. Links the two interpretations together to justify the judgement – the comparative reasoning examiners reward at the top level.
Where marks are usually lost
  • Summarising what each interpretation says without testing it against knowledge
  • Spending most of the answer on provenance (who wrote it and why) – that is the job of the 4-mark 'why do they differ' question
  • Sitting on the fence or giving no final judgement
  • Using vague knowledge ('the Nazis wanted women at home') instead of named policies, dates or figures
  • Assuming one interpretation is 'biased' and therefore wrong
4 marks · 5 minutes

Q2 (4 marks) – why might two people differ about hyperinflation in 1923?

Both interpretations were written for this practice paper. The authors are fictional, but their experiences reflect real events of 1923.

Interpretation A – from the diary of Ernst Kohler, a retired schoolteacher living in Leipzig, written in October 1923.

My pension arrived today. It will not buy a week's bread. Forty years of careful saving – the money I put aside for my old age – is now worth less than the paper it is printed on. The government that let this happen has robbed every honest man in Germany.

Interpretation B – from the memoir of Walter Brandt, published in 1950. In 1923 he owned a factory in the Rhineland that had borrowed heavily to expand.

People talk about 1923 as a disaster, and for many it was. But for a businessman with debts it was a strange gift. I paid off the whole of my bank loan with money that had become almost worthless, and I bought a second workshop for a fraction of its real value. Those who owned goods, land or factories came through the crisis far better than those who had only savings.

Question 2. Explain why the authors of Interpretations A and B might have a different interpretation about the effects of hyperinflation in 1923. Use Interpretations A and B and your contextual knowledge in your answer. [4 marks]

What is being assessed
  • AO4: explain why interpretations differ, using the authors' circumstances (provenance) and contextual knowledge
What examiners reward
  • A reason for the difference based on WHO the authors were and WHEN/WHY they wrote
  • Linking that reason to the content of each interpretation
  • Supporting the explanation with knowledge of who won and lost from hyperinflation
LevelMarksWhat it looks like
Level 23–4Developed: explains why the views differ by linking the authors' circumstances or purpose to the content, supported by knowledge.
Level 11–2Simple: identifies a reason for the difference (e.g. different jobs) with little development.
How to plan it
  1. One sentence: how the views differ (disaster vs opportunity)
  2. Main reason: their different economic positions – a pensioner on a fixed income vs a business owner with debts
  3. Support with knowledge of who lost and who gained
  4. Extra reason: timing and purpose (private diary during the crisis vs memoir written with hindsight in 1950)
Show the top-band model answer

The authors have different interpretations because hyperinflation affected them in completely different ways1. Ernst Kohler was a retired teacher living on a pension and savings. People on fixed incomes and with savings were the biggest losers2 in 1923, because by November a loaf of bread cost around 200 billion marks3, so his savings became worthless, which is why he describes the crisis as robbery. Walter Brandt was a factory owner who had borrowed money. Debtors gained, because loans could be paid off with almost worthless marks4, and people who owned real assets such as land or factories kept their wealth, so he sees 1923 as an opportunity.

They also wrote at different times. Kohler's diary was written in October 1923, at the height of the crisis5, so it reflects his anger and fear in the moment. Brandt wrote in 1950 with hindsight, knowing that the economy recovered after Stresemann introduced the Rentenmark in November 1923, so he can look back more calmly and even admit that 'for many it was' a disaster.

1. Opens with a clear reason for the difference rather than describing the content – exactly what the question asks.
2. Contextual knowledge explains WHY the author's circumstances shaped his view.
3. A precise statistic shows secure knowledge of 1923.
4. Explains the mechanism behind Interpretation B, linking provenance to content.
5. A second, developed reason based on the timing and purpose of each source – secures Level 2.
Where marks are usually lost
  • Describing the differences in content (that is Question 1) instead of explaining WHY they differ
  • Saying 'one is biased' without explaining what made each author see things that way
  • Ignoring contextual knowledge – the question asks for it
  • Writing a long essay: this is worth 4 marks, so two developed reasons are enough

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