Question bank › GCSE › GCSE History › Paper 3 – Modern depth study

Weimar & Nazi Germany 1918–39

2 guides

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

12 marks · About 18 minutes

Paper 3 modern depth study – Explain why: the growth of Nazi support, 1929–32

Explain why support for the Nazi Party increased in the years 1929–32.

You may use the following in your answer:
• the Great Depression
• the SA

You must also use information of your own.

[12 marks]

What is being assessed
  • AO1: show accurate, relevant knowledge of the key features of the period (6 marks)
  • AO2: explain and analyse causation (6 marks)
What examiners reward
  • Three developed reasons, each one a separate paragraph
  • Each reason linked explicitly to the question – how it increased support, not just what it was
  • Accurate detail: dates, election results, unemployment figures, named people
  • At least one reason beyond the two prompts (needed for Level 4)
  • A short link between factors at the end (no full 'how far' judgement is needed)
LevelMarksWhat it looks like
Level 410–12A sustained analytical explanation of why, with a clear line of reasoning. Knowledge is accurate and detailed and covers at least three aspects of content, including material beyond the two prompts.
Level 37–9Mostly analytical explanation linked to the question, with accurate and relevant knowledge. An answer that does not cover at least three aspects of content (i.e. only the two prompts) is capped at 8 marks.
Level 24–6Some explanation, but often descriptive or narrative; links to the question are not always clear and knowledge is limited.
Level 11–3Simple or general statements with basic knowledge.
No marks0Nothing worthy of credit.
How to plan it
  1. P1 Depression: loans recalled, 6 million unemployed, Brüning and Article 48 → loss of faith in Weimar → seat figures
  2. P2 SA and fear of communism: KPD growth, street fighting → Nazis seen as protectors → votes and funding
  3. P3 (own knowledge) propaganda and Hitler: Goebbels, targeted slogans, 1932 flights, Hugenberg press → reach and appeal
  4. Final link: Depression = conditions; propaganda and SA = why the Nazis benefited
Show the top-band model answer

One reason support for the Nazis increased was the Great Depression. After the Wall Street Crash in October 1929, American banks recalled the loans1 that German industry had relied on since the Dawes Plan of 1924. Businesses closed and unemployment rose to about six million by 1932. Chancellor Brüning, governing through President Hindenburg's emergency powers under Article 48, raised taxes and cut wages and unemployment benefits, which made him deeply unpopular. This mattered because desperate voters lost faith in the Weimar parties2 that seemed unable to solve the crisis, and turned to extremist parties promising action. The Nazis offered 'work and bread', and their number of seats in the Reichstag rose from 12 in 1928 to 107 in September 1930 and 230 in July 19323.

A second reason was the SA and the fear of communism. The Communist Party (KPD) also grew during the Depression, and many middle-class Germans, farmers and industrialists feared a communist revolution that would take away their property and businesses. The SA, which had around 400,000 members by 1932, fought communists in street battles and broke up their meetings. This made the Nazis appear strong and disciplined4, the party most able to protect Germany from communism, which won them votes and also donations from some wealthy businessmen.

A third reason was Nazi propaganda and the appeal of Hitler5. Joseph Goebbels ran a modern propaganda campaign with posters, rallies, radio and films, using simple slogans that targeted different groups: workers were promised jobs, farmers higher prices and the middle classes order. In the 1932 presidential election Hitler used aeroplanes to speak at rallies in many cities in a single day, presenting himself as a strong leader who would overturn the Treaty of Versailles and restore Germany's greatness. Earlier, in 1929, the Nazis had joined Alfred Hugenberg in campaigning against the Young Plan, which gave them publicity in his many newspapers. As a result, the Nazis could reach voters across Germany, and Hitler won 37% of the vote in the second round6 of the presidential election against Hindenburg.

These factors were linked7. The Depression created the conditions in which Germans were desperate for change, but it was propaganda and the SA that persuaded them that the Nazis, rather than the Communists, were the answer.

1. Explains the mechanism of the Depression in Germany, not just 'there was a Depression'.
2. The key AO2 move: links the factor back to Nazi support.
3. Precise election evidence that proves support grew.
4. Explains why the SA's violence won support rather than lost it.
5. A reason beyond the two prompts – needed for Level 4.
6. Accurate statistic used as evidence of the result of propaganda.
7. A brief link between factors that shows a sustained line of reasoning.
Where marks are usually lost
  • Describing the Wall Street Crash in detail without explaining why it made people vote Nazi
  • Writing about events after 1932, such as the Reichstag Fire or the Enabling Act (1933)
  • Saying the Nazis won a majority – their best free-election result was about 37% (July 1932)
  • Spending time on a 'how far' judgement – this question asks 'explain why', so time is better spent on a third developed reason
  • Only using the two prompts
20 marks · About 30 minutes

Paper 3 modern depth study – How far do you agree with Interpretation 2? Young people and the Nazi regime

Study Interpretations 1 and 2. They give different views about the attitudes of young people towards the Nazi regime.

Interpretation 1 (written for this practice question): Most young Germans welcomed the Hitler Youth. For many it offered things their parents could never afford – camping trips, sport, music and the chance to travel. It gave them uniforms, responsibility and a feeling that they mattered to the future of the nation. For a generation that had grown up during the Depression, the excitement and comradeship of the movement was hard to resist.
Interpretation 2 (written for this practice question): The Nazis never won the loyalty of young people as completely as their propaganda claimed. Once membership became an obligation, many teenagers found the endless marching and political lectures dull, and attendance at meetings was often poor. By the end of the 1930s some young people were openly rejecting the Hitler Youth and creating their own groups and styles.

How far do you agree with Interpretation 2 about the attitudes of young people towards the Nazi regime?

Explain your answer, using both interpretations and your knowledge of the historical context.

[16 marks] + SPaG and use of specialist terminology [4 marks]

What is being assessed
  • AO4: analyse, evaluate and make substantiated judgements about interpretations in the context of historical events studied (16 marks)
  • SPaG: accurate spelling, punctuation and grammar and use of specialist terms (4 marks)
What examiners reward
  • A clear judgement on Interpretation 2 – how far you agree – stated at the start and justified at the end
  • Using contextual knowledge to test the claims made in BOTH interpretations
  • Short quotations from the interpretations, each followed by evidence that supports or challenges it
  • Explaining why the interpretations differ in emphasis (e.g. different stages of the 1930s) to reach a balanced view
  • Accurate spelling and specialist terms such as compulsory, League of German Maidens, indoctrination
LevelMarksWhat it looks like
Level 413–16A sustained, well-supported judgement on the interpretation. Both interpretations are evaluated in detail using precise contextual knowledge, and the line of reasoning is clear throughout.
Level 39–12A judgement with some justification. Both interpretations are considered and contextual knowledge is used to evaluate them, though the evaluation may be uneven.
Level 25–8Some analysis of the interpretations with limited use of knowledge; a judgement is given but only partly supported.
Level 11–4Simple comments, often paraphrasing the interpretations, with little knowledge and no real judgement.
No marks0Nothing worthy of credit. SPaG (4 marks) is assessed separately.
How to plan it
  1. Intro: agree to a large extent – but attitudes changed over time
  2. P1 support Interp 2: 1936 law, compulsory 1939, drill and lectures, poor leadership
  3. P2 support Interp 2: Edelweiss Pirates, Swing Youth – but minorities
  4. P3 Interp 1: voluntary growth to 5 million+ by 1936, attractive activities, BDM
  5. Conclusion: Interp 2 fits late 1930s, Interp 1 early years – judgement
Show the top-band model answer

I agree with Interpretation 2 to a large extent, but mainly for the later 1930s1. It is right that the Nazis did not win over all young people, and that enthusiasm fell once the Hitler Youth became compulsory. However, Interpretation 1 is also convincing for many young Germans, especially in the early years of the regime, so the best view is that attitudes changed over time.

Interpretation 2 is convincing when it says that membership 'became an obligation'. The Hitler Youth Law of 19362 made the Hitler Youth the official youth organisation of the state, and other youth groups, such as most Catholic youth groups, were gradually closed down. In 1939 membership was made compulsory. My knowledge supports the claim that this reduced enthusiasm: many teenagers who were forced to join were less committed than the volunteers of the early 1930s, and some members complained that activities became repetitive, with long hours of drill and political lessons. As the Hitler Youth grew to millions of members, there were not enough experienced leaders, so groups were often run by teenagers only slightly older than the members, and some parents complained that it took up too much time and damaged schoolwork. This supports the view in Interpretation 23 that attendance 'was often poor'.

Interpretation 2 is also supported by the evidence of youth groups that rejected the Nazis. By the late 1930s the Edelweiss Pirates4 had appeared, mainly in working-class areas of western cities such as Cologne. They wore their own badges, went hiking without permission and sometimes attacked Hitler Youth patrols. In cities such as Hamburg, the Swing Youth, who were mostly middle-class, listened and danced to American jazz and swing music, which the Nazis condemned as degenerate. These groups show that some young people were 'creating their own groups and styles', just as Interpretation 2 says. However, they were small minorities5, so they do not prove that most young people rejected the regime.

This is why Interpretation 1 must also be considered. It argues that 'most young Germans welcomed the Hitler Youth', and this is supported by the fact that membership rose rapidly from around 2 million in 1933 to over 5 million by 19366, before membership was compulsory. Activities such as camping, hiking and sport were genuinely attractive, especially for working-class children who had little money for holidays during the Depression. Many girls in the League of German Maidens also valued the chance to take part in activities away from home. Interpretation 1 is therefore more convincing for the period before 1936, when joining was still largely voluntary.

Overall, I agree with Interpretation 2 that the Nazis never won complete loyalty from young people, because compulsory membership reduced enthusiasm and some youth groups openly rejected Nazi values. But I do not fully agree with it, because the rapid voluntary growth of the Hitler Youth shows that many young people were genuinely enthusiastic, at least at first. Interpretation 2 best describes the end of the 1930s; Interpretation 1 best describes the early years7.

1. A clear and qualified judgement from the opening sentence.
2. Precise contextual knowledge used to test the interpretation's claim.
3. Ties the knowledge back to the interpretation – the AO4 evaluation step.
4. Specific, accurate evidence of youth opposition that matches the interpretation's final sentence.
5. Evaluates the weight of the evidence instead of simply accepting it.
6. Uses statistics to support Interpretation 1, providing balance.
7. A substantiated final judgement that explains the difference between the interpretations.
Where marks are usually lost
  • Paraphrasing what each interpretation says without testing it against knowledge
  • Treating the interpretations like sources and commenting on provenance – this question is about the view, not the author
  • Only writing about Interpretation 2 – Interpretation 1 is needed to weigh the judgement
  • Using examples outside 1918–39, such as the wartime executions of Edelweiss Pirates in 1944, as the main evidence
  • Overstating opposition: the Edelweiss Pirates and Swing Youth were small groups
  • Careless spelling of key terms (e.g. 'Reichstag', 'indoctrination') – SPaG marks are lost

Stuck on this topic?

Book a free 30-minute session on WhatsApp and we'll find exactly which step is costing you the marks. Or build a timed paper on it.

Free 30-minute session