History

Answers and commentaries

GCSE (8145)
1AB Germany, 1890-1945: Democracy and dictatorship
Marked answers from students for questions from the June 2022
exams. Supporting commentary is provided to help you
understand how marks are awarded and how students can
improve performance.

Version 1.0
September 2023
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Contents
The below content table is interactive. You can click on the title of the question to go directly
to that page.

Question 1 3

Question 2 5

Question 3 7

Question 4 11

Question 5 13

Question 6 17

© 2023 AQA 2 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Answers and commentaries

Please note that these responses have been reproduced exactly as they were written by
the student.

This resource is to be used alongside the GCSE History 1AB Germany, 1890 – 1945:
Democracy and dictatorship June 2022 Question paper and inserts.

Question 1
Read Interpretation A and B in the Interpretations Booklet.

How does Interpretation B differ from Interpretation A about the Nazis’ rise to power?

Explain your answer based on what it says in the Interpretations A and B.

[4 marks]

Mark scheme
Target Analyse individual interpretations (AO4a)
Analyse how interpretations of a key feature of a period differ (AO4b)

Level 2: Developed analysis of interpretations to explain differences based on 3-4

their content

Students may progress from a simple analysis of interpretations with extended

reasoning to explain the differences.

For example, the interpretations differ about the reasons for the Nazis rise to
power and gaining votes in elections. In Interpretation B the other parties did
not get behind Weimar and its new constitution and give it their support,
whereas in Interpretation A the reason for the rise of the Nazis was because
they got more votes from people who believed what Hitler said, about blaming
the Jews for Germany’s position.

Level 1: Simple analysis of interpretation(s) to identify differences based on 1-2

their content

Students are likely to identify relevant features in each interpretation(s).

For example, the interpretations differ about the rise of the Nazis because one
says it was the failure of the middle-class parties and Interpretation A says it was
because of the promises Hitler made.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 3 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
Interpretation A speaks positivly about that Nazi rise to power, this is shown in the quotation
‘people listen eagerly to a man that said that Germany was a superior nation’ inferring that
people followed Hitler. Where as, interpretation B portrays a negative light on the rise of
Nazi’s, shown in the quotation ‘worst of all … Germans believed in or supported the Weimer
Republic’ showing that people also didn’t agree or support.

This is a Level 1 response

This simple response identifies relevant differences using the content of both
interpretations. It frames the difference in positive vs negative terms, though these are not
made relevant to these interpretations. It therefore remains at Level 1.

Response B
Interpretation A credits Nazi policies and propaganda for their rise to power, through the line
“His promises of prosperity gained him followers”. This suggests that Hitler himself is the
reason why the Nazis grew in popularity. However, Interp B states that “the Nazis gained
power because traditional parties failed”, which suggests that the Nazis grew because people
grew towards radicalism after the failure of Weimar, rather than any inherent love towards
nazi policy. They differ because ‘A’ believes Hitler charisma and policies helped the party rise,
while ‘B’ believes that it was just circumstance as ppl were desperate

This is a Level 2 response

This developed response uses the content of both interpretations to explain a difference
in the final lines. It is therefore credited at Level 2, at the higher mark in the level.

© 2023 AQA 4 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Question 2
Why might the authors of Interpretations A and B have a different interpretation about the
Nazis’ rise to power?

Explain your answer using Interpretations A and B and your contextual knowledge.

[4 marks]

Mark scheme
Target Analyse individual interpretations (AO4a)
Analyse why interpretations differ (AO4c)
Level 2: Developed answer analyses provenance of interpretation to explain 3–4
reasons for differences

Students may progress from identification to explanation of the reasons for

the differences in the interpretations supported by factual knowledge and
understanding related to, for example, differences in provenance, context of
their time of writing, place, previous experience, knowledge, beliefs,
circumstances, and access to information, purpose and audience.

For example, the interpretations differ because the authors’ position to

understand why the Nazis came to power was different. The author of B was
at the time, in the German embassy in Moscow. He was in touch with lots of
government figures and would have understood as an adult what was
happening in German politics. However, the author of A, on the other hand,
was a child who must have heard what her parents talked about and as her
father was killed fighting for Germany she would want to make the reasons
why her father died good ones. She would make him appear to be a patriot
and she would blame the Nazis for his death.

Level 1: Simple answer analyses provenance to identify reasons for 1–2

difference(s)

Students are likely to identify relevant reasons for the differences in each
interpretation(s). Related to, for example, differences in provenance, context of
their time of writing, place, previous experience, knowledge, beliefs,
circumstances, access to information, purpose and audience.

For example, Interpretation A was by someone who was very young when the
Nazis came to power, she must have heard what her parents said and believed it
whereas Interpretation B was written by someone who was an important
person, and an adult in the German embassy in Moscow.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 5 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
The authors of both interpretations A and B have different interpretation about the Nazis rise
to power because Interpritation A is written by Hunt whose parent supported the Nazis. She
was in the Nazi youth movement which her mother helped run. This is useful as she had to go
through all of that and she was talking from experience.

On the other hand Interpritation B was an interview with Hans Von Herwarth. Herwarth was
linked to the July 1944 bomb plot on Hitler. This meant that he was against Hitler and didn’t
agree with what he was doing.

This is a Level 1 response

This simple response identifies relevant reasons for difference based on the provenance of
both interpretations and is credited at Level 1.

Response B
Interpretation A was written by a German civillian who was himself indoctrinated by the Nazi
ideals. This means that their beliefs will be embedded into her perspective of the war, making
the Nazi’s seem more favourable. However, seeing as her father was killed by the war and in
turn she fled, this could indicate residual resentment towards the situation.

The author of interpretation B was an adult at the time and actually worked for the German
government as diplomat in international embassys. This could suggest he was nationalistic.

This is a Level 2 response

This developed response uses the provenance of both interpretations to explain why they
differ. It shows extended reasoning which is contextually valid to explain the motivations
of each author, and is therefore credited at Level 2.

© 2023 AQA 6 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Question 3
Which interpretation gives the more convincing opinion about the Nazis’ rise to power?

Explain your answer based on your contextual knowledge and what it says in
Interpretations A and B.
[8 marks]

Mark scheme
Target Analyse individual interpretations (AO4a)
Evaluate interpretations and make substantiated judgements in the
context of historical events studied (AO4d)

Level 4: Complex evaluation of interpretations with sustained judgement 7-8

based on contextual knowledge/understanding

Extends Level 3.

Students may progress from a developed evaluation of interpretations by

analysis of the relationship between the interpretations supported by factual
knowledge and understanding.

For example, Interpretations A and B both have convincing opinions in a way

because Hitler stood out amongst all of the fairly ordinary Weimar politicians in
the 1930s because of his promises and extreme views. Hitler’s speeches offered
hope to people and a simple solution to the problems of the Depression –
blaming the Jews as in Interpretation A, and taking advantage of the hurt any
Germans felt at the end of the First World War. None of the Weimar politicians
at the time had his charisma or seemed to offer the decisive government that
the Nazis did which reminded people of the Kaiser. So, in the absence of an
attractive alternative, many Germans voted for and supported the Nazis.

© 2023 AQA 7 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Level 3: Developed evaluation of both interpretations based on contextual 5-6

knowledge/understanding

Extends Level 2.

Answers may assert one interpretation is more/less convincing.

Students may progress from a simple evaluation of the interpretations by

extended reasoning supported by factual knowledge and understanding.

For example, Interpretation B is a more convincing opinion about the rise of

the Nazis because they stood out amongst all of the parties in the politics
created by the Weimar constitution and were opposed by most of the other
parties.
When the Depression hit Germany Bruning could not rely upon the German
parties so he had to rule using Article 48. Many Germans agreed with what
Hitler said and wanted his promises to come true as in Interpretation A as
they did not agree with what had happened after the Treaty of Versailles.

Level 2: Simple evaluation of one interpretation based on contextual 3–4

knowledge/understanding

There may be undeveloped comment about the other interpretation.

Students may progress from a basic analysis of interpretations to simple

evaluation, supported with factual knowledge and understanding.

For example, Interpretation B is convincing because there were so many

political parties in Germany in the 1930s and they formed many coalitions which
argued and did not give decisive government. They argued about the flag of
Germany.

Level 1: Basic analysis of interpretation(s) based on contextual 1–2

knowledge/understanding

Answers show understanding/support for one/both interpretation(s), but the

case is made by assertion/recognition of agreement.

For example, Interpretation A is more convincing because Hitler had great

charisma and was a good public speaker.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 8 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
Interpretation A is convincing because it shows the nationalist policies that gained him
population, the power of patriotism and used the wall street crash as a way to ‘win over
desperate people’ who where struggling – like in 1932 when there was over 6 million
unemployed people in Germany and Hitler provided jobs like building autobauns and joining
the military to gain his support. However interpretation A is not convincing because Hunt was
young during the Nazi rise to power so would not remember the exact events.

Interpretation B is convincing because it presents the idea of the failure of the Weimar
Republic and poor leadership that lead to a rise in extreamism and thus a rise in popularity
for the Nazi party. It show the failure of cooperation in the Weimar government – ‘traditional
parties did not work together’ and Bruning unpopularity due to him raising the taxes, which
was followed by Von Papen and Von Schleicher who where equally poor chansellors.
Interpretation B is not convincing because it was writen by an anti-Nazi soldier who may have
over dramatized recounts of events.

Both interpretations are extreamly convincing because of the accurate accounts of the rise in
Nazi popularity but I think that interpretation B is more convincing due to the recount of the
failure of the Weimar government which was the largest reason that the Nazis gained power.

This is a Level 3 response

This response shows developed reasoning in relation to Interpretation B, showing
contextual knowledge of the weaknesses of the Weimar Republic to corroborate the
interpretation. The treatment of A remains simple, meaning that this imbalanced response
is credited at Level 3 at the lower mark in the level. There is occasional reference to
provenance which does add to this particular response.

© 2023 AQA 9 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Response B
Interpretation A states “the Nazis rose to power because of the promises he made to different
groups” This is very convincing. At the time, the Nazis based their propaganda on appealing to
as much people as possible after they became disillusioned with democracy and the Weimar
government. The middle class voted for him because they subscribed to the “frurher cult” and
believed that a strong saviour should lead the country, the business owners voted for him
because of his anti-communist policies and farmers voted for him because of his promises of
pay and prosperity, Therefore, a large reason as to why he rose to power was because of the
way Nazism appealed to a large majority of people. This makes Interpretation A quite
convincing.

Interp B states “The nazis gained power because tradition-al parties failed” and “few Germans
supported the weimar Gov”. This is extremely convincing. At the time, The stock market crash
had just recently happened, and Germany’s dependence on the USA meant that they were in
financial ruin. Weimar had been controversial for many many years prior, due to their
involvement in the treaty of Versailles. The Great depression was the final blow to their
popularity, and people looked to extremism. Therefore, the Nazis were able to capatalise on
this Hatred and convert all the suffering German people into his followers by taking
advantage of Germanys vulnerability.

Overall, Interp B is more convincing than Interp A, as the Nazis were around for a while, and
never got over 20% of the votes until the year of the wall street crash, their votes rose from
3% to over 33%

This is a Level 4 response

This complex response shows substantiated evaluation of both interpretations using
contextual knowledge and understanding. A substantiated judgement in the final lines
shows complex thinking, meaning that the response is credited at Level 4.

© 2023 AQA 10 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Question 4
Describe two problems faced by the German people during the Second World War.
[4 marks]

Mark scheme
Target Demonstrate knowledge of the key features and characteristics of the
periods studied (AO1a)
Demonstrate understanding of the key features and characteristics of the
periods studied. (AO1b)

Level 2: Answers demonstrate knowledge and understanding 3–4

Students may progress from a simple demonstration of knowledge about the

issues identified with extended reasoning supported by understanding of, for
example, the ways in which events were problematic.

One problem for the German people after 1942 was the destruction of the cities
by the bombing, there was no electricity, water or transport. And people
panicked, they left their homes. The bombing caused flooding and explosions of
gas as well as the danger of unexploded bombs, the medical services were
really stretched with all the injured and thousands of deaths.

Another problem faced by the German people during the Second World War
was the problem of not having enough food. By November 1939 food and
clothing were rationed, most of the supplies were sent to the front for the
soldiers and people at home were told that they had to make sacrifices.

Level 1: Answers demonstrate knowledge 1–2

Students demonstrate relevant knowledge about the issue(s) identified which

might be related.

For example, during the Second World War many Germans died because of the
bombing by the Allies which destroyed their homes.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 11 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
During the second world war, a problem that German people faced was flu epidemics which
killed many Germans and decreased Germanys population

Another problem faced by the German people during the second world war was that food was
scarce. This meant they would try to eat anything such as dead horses.

This is a Level 1 response

This response shows knowledge of a problem faced by the German people during the
Second World War (scarcity of food). It is credited at Level 1, at the lower mark in the level.

Response B
During WW2 German people faced bombing from the allied forces, the USA and Britain. The
damage from bombing was horrific, it led to thousands of deaths and over 7 million people
became homeless. Another problem was rationing which was introduced before the war in
1939. Rations were reduced in 1943 and the system collapsed in 1945 leaving people to rely
on the Black Market which was expensive.

This is a Level 2 response

The response identifies two problems, expanding on them with supporting examples. It
therefore shows knowledge and understanding, and is credited at Level 2, at the higher
mark in the level.

© 2023 AQA 12 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Question 5
In what ways were the lives of the German people affected by the Nazi police state?
Explain your answer.
[8 marks]

Mark scheme
Target Explain and analyse historical events and periods studied using second-
order concepts (AO2:4)
Demonstrate knowledge and understanding of the key features and
characteristics of the period studied (AO1:4)

Level 4: Complex explanation of changes 7–8

Answer demonstrates a range of accurate and detailed knowledge and
understanding that is relevant to the question

Extends Level 3.

Students may progress from a developed explanation of changes by

explanation of the complexities of change arising from differences such as time,
group, social and/or economic impact, supported by knowledge and
understanding.

For example, in reality the Nazi police state was operated by the people
themselves. Germans were frightened by rumours about what happened to
people who criticised the Nazis or protested. So, they policed themselves,
assisted by a network of informers. They might gain an advantage by reporting
someone because it moved suspicion away from them. The Nazis did not need
so many actual policeman or Gestapo because the general public lived in a state
of fear and watchfulness.

Level 3: Developed explanation of changes

Answer demonstrates a range of accurate knowledge and understanding
that is relevant to the question

Extends Level 2.

Students may progress from a simple explanation by developed reasoning

considering two or more of the identified consequences, supporting them by
factual knowledge and understanding.

In addition to a Level 2 response, students make additional developed point(s).

For example, the German people were affected by the Nazi Police state because
the courts were under Nazi control. The Nazis passed new laws which meant
that people could be punished for listening to foreign radio stations, having

© 2023 AQA 13 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

dealings with German Jews, or even telling an anti-Hitler joke. Germans had to
be very careful of what they said in public, how they behaved, and who they
knew.

For example, The Nazi Police state set up concentration camps firstly for their
political enemies – the Communists, but then they were used for Jews and
gypsies. In the camps they were made to work hard, tortured or killed. The
rumours about these camps kept everyone in check and keen not to draw
attention to themselves. The camps were where the Final Solution was carried
out and the Holocaust occurred. Many Germans knew or suspected what was
happening but were frightened and did not or thought they dared not protest
about it.

Level 2: Simple explanation of change 3–4

Answer demonstrates specific knowledge and understanding that is
relevant to the question

Students may progress from a basic explanation of change by using simple

reasoning and supporting it with factual knowledge and understanding which
might be related, for example, to one of the identified changes.

For example, the Nazi Police State meant that people were very careful what
they said and did because the Nazis had informers who would report you. Even
children could report their parents or teachers. The Gestapo could arrest you.

Level 1: Basic explanation of change(s) 1–2

Answer demonstrates basic knowledge and understanding that is relevant
to the question

Students identify change(s), which are relevant to the question. Explanation at

this level is likely to be implicit or by assertion.

For example, the Police State made everyone afraid that they could be
punished. People were arrested and sent to camps.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 14 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
German people could not have a right to their own opinion. Gestapo were undercover police
who would target people who spoke out against the Nazi party. This caused the German
people to think twice about what they were about to say because it might cost them their
lives. Another thing were informers and the best kind were childrens. They would report
people for talking out against the Nazis and caused the German people to live in fear.

Another way was the use of the SA. They would go round the streets beating up Jews,
homosexuals, and people who expressed opinions. When they were on the streets the fear
they carried with them caused the German people to be scared of the police state that should
be there to protect them.

This is a Level 2 response

This simple response addresses more than one change. It uses generalised knowledge to
explain how the Gestapo and SA impacted the lives of the German people. In all cases
explanation requires further substantiation, and the response is therefore credited at
Level 2, at the higher mark in the level.

Response B
One way lives were affected was a lack of freedom. The Gestapo was known as the secret
police in Germany and the most feared by the German people. This is because they were
constantly monotoring Germany, watching out for any opposition to Nazism. The Edelweiss
Perite were a youth opposition group, responsible for murdering an SA member in 1991. They
were found out by the Nazi police state and 700 were murdered. The Gestapo were the main
cause to peoples lack of freedom in Germany as the they scared the people into submission.

Another way lives were affected was a lack of justice. In Nazi Germany, all lawyers had to be
from the Nazi Lawyers Alliance and all judges had to swear an oath of allegeance to Nazis.
This affected the lives of the German people as there was the underlying threat to them of
being thrown in prison or a concentration camp if they ever stepped out of line. As well as
this, the lives of disabled Germans were affected as over 100,000 of them were sterilised so
they couldn’t reproduced and affect the Aryan race.

This is a Level 3 response

The response addresses more than one change, and demonstrates developed
explanation. The second paragraph on the justice system is the stronger of the two; in the
first paragraph some evidence of the explanation of personal freedom is not entirely
linked to the point being made. As such, this imbalanced response showing developed and
simple explanation is worthy of Level 3, at the lower mark in the level.

© 2023 AQA 15 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Response C
One of the ways that the lives of German people were affected by the Nazi police state was
they went into living in fear. Because of the police state that the Nazis created through
corruption in the courts and control over the police force, it meant that German people were
constantly controlled and monitored. This led to a state of fear throughout the German
people as it caused them to always be conscious of what they were doing and who they
supported. Because of the fact that their protection was controlled by the Nazis it meant they
would always be scared, even leading people to turn in their friends out of the fear the Nazis
had created which affected their lives so much.

Another way that the lives of the German people were affected by the Nazi police state was
that their freedom had been essentially taken away. They were only allowed to do things such
as view Nazi movies, read Nazi approved books, go on holiday to certain places, listen to
certain things, learn certain things and many more control techniques. This meant that they
were completely controlled in their everyday

This is a Level 4 response

This response addresses more than one change, showing substantiated explanation
throughout. Complex explanation is shown in first paragraph and in the final lines due to
appreciation of the broad and long-lasting impacts of the police state.

© 2023 AQA 16 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Question 6
Which of the following was the more important reason for the recovery of Germany during
the Gustav Stresemann era (1924–1929):

• economic developments
• international agreements?

Explain your answer with reference to both bullet points.

[12 marks]

Mark scheme
Target Explain and analyse historical events and periods studied using
secondorder concepts (AO2:6)
Demonstrate knowledge and understanding of the key features and
characteristics of the period studied (AO1:6)

Examiners are reminded that AO1 and AO2 are regarded as interdependent and
when deciding on a level should be considered together. When establishing a
mark within a level, examiners should reward three marks for strong
performance in both assessment objectives; two marks may be achieved by
strong performance in either AO1 or AO2 and one mark should be rewarded for
weak performance within the level in both assessment objectives.

Level 4: Complex explanation of both bullets leading to a sustained 10-12

judgement
Answer demonstrates a range of accurate and detailed knowledge and
understanding that is relevant to the question

Extends Level 3

Students may progress from a developed explanation of causation by complex

explanation of the relationship between causes supported by factual knowledge
and understanding and arriving at a sustained judgement.

For example, both reasons are important and worked together to help Germany
recover. Stresemann worked to improve the economy after the war and
gradually improve Germany’s standing amongst the nations of the world. He
stopped the runaway inflation by introducing the Rentenmark in 1924. He
negotiated international agreements to get Germany the money in 1924, called
the Dawes Plan, which he used to build factories, which gave Germans jobs and
paid reparations which helped get the French and Belgian troops out of the
Ruhr. He continued to set up good relations with other countries to get money
to boost the economy such as the Young Plan in 1929 and negotiate reduced
and extended terms for reparations payments. Stresemann was anxious to
show that Germany was not a threat so he signed the Kellogg Briand Pact in

© 2023 AQA 17 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

1928 to reassure other countries that Germany would not attack them and
could be trusted.

Level 3: Developed explanation of both bullets 7–9

Answer demonstrates a range of accurate knowledge and understanding
that is relevant to the question

Extends Level 2.

Students may progress from a simple explanation of causation with extended

reasoning supported by developed factual knowledge and understanding.

For example, Stresemann helped improve Germany’s relationships with other

countries, this restored some of Germany’s pride which had been battered by
the country’s treatment in the Versailles Treaty. Germany signed the Locarno
Treaty in 1925 with Britain, France, Belgium, and Italy. Germany was admitted to
the League of Nations in 1926 which meant she joined the international
peacekeeping organisation meant to police the Versailles Treaty. Stresemann
also arranged the Dawes and Young Plans which helped get the German
economy back up and running. All of these treaties were important because
they showed that Germany was being accepted on the international stage and
recovered her international reputation. Although some right-wing parties in
Germany criticised Stresemann.

Level 2: Simple explanation of bullet(s) 4–6

Answer demonstrates specific knowledge and understanding that is
relevant to the question

Students may progress from a basic explanation of causation by using simple

reasoning and supporting it with factual knowledge and understanding.

For example, Stresemann arranged loans from America such as the Dawes Plan
in 1924 and the Young Plan in 1929 which meant that German industry could
start again and Germans could have jobs. Stresemann used the money to build
new factories, houses schools and roads.

Level 1: Basic explanation of bullet(s) 1–3

Answer demonstrates basic knowledge and understanding that is relevant
to the question

Students recognise and provide a basic explanation of one/both bullet points.

For example, Germany recovered under Gustav Stresemann because he made

deals for American money to rebuild German industry.

Students either submit no evidence or fail to address the question 0

© 2023 AQA 18 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Student responses

Response A
Economic developments were a key reason for the recovery of Germany under Gustav
stresseman. This was because in 1923 the wall street crash hit causing world wide depression
in many countries such as Germany Hyperinflation was also a key problem in Germany.
Germany owed vast sums of money (reperations) to other countries and printed more money
in order to do so and to pay the ruhr workers which were put on strike. Stresseman replaced
this money with a new temporary currency called the “rentenmark” in an attempt to put an
end to hyperinflation.

However international agreements that were made between Germany and other countries
was also an important reason for the recovery of Germany. Gustav Stresseman was eager to
repair relationships with countries that had been damaged from the war. Stresseman
repaired relations with America and made and agreement for America to give Germany loans
in order to pay off their debts. This also improved trade relations with Germany and
countries.

This is a Level 2 response

The response addresses both bullet points and, despite some inaccuracies and
irrelevance, shows simple explanation of the impact of the rentenmark. Some further
basic thinking is identified in final paragraph about international agreements. As such, the
response is credited at Level 2, at a lower mark in the level.

© 2023 AQA 19 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Response B
The economic developments of the Stresseman era where a hugely important reason to the
recovery of Germany after hyperinflation in 1923 where the value of the mark decreased from
4 marks to the dollar to 4.3 trillion marks to the dollar. Stresseman helped this problem
through the introduction of the rentenmark although it was only a temporary currency it
allowed trade to continue in Germany and to establish a functional economy.

The international agreements where hugely important to the recovery during the Stresseman
era. The Dawes plan of 1924 that granted a 800 million dollar loan from America to Germany
allowed Germany to restart their economy and pay their reparations. And the Young plan, of
1929, a reduction in the total amount of reparations to be paid was also hugely helpful.
However it created a reliance on America which caused severe depression in Germany after
the Wall street crash in October 1929.

Overall both developments were very help ful for the re-establishment of the German
economy and the recovery of Germany after hyperinflation but I think that the economic
development of the rentenmark was a more important reason to Germany’s recovery
because it didn’t have a flaw as damaging as the reliance on America had due to the Wall
street crash, although the international relations where still hugely helpful for Germany’s re-
establishment.

This is a Level 3 response

The response addresses both bullet points, with developed explanation shown for both
(though supporting evidence is occasionally sparse). A judgement is attempted, though
further substantiation is required to progress. The response is therefore credited at Level
3.

© 2023 AQA 20 of 21
 GCSE HISTORY – 8145 – 1AB GERMANY 1890–1945 – ANSWERS AND COMMENTARIES

Response C
Economic developments played a significant role in the recovery of Germany during 1924-
1929. A main issue when Stresemann came to power was hyperinflation. As a solution,
Stresemann stopped the printing of money in 1924 and replaced it with the temporary
Rentenmark. This later turned into the Reichmark which in the long term was very successful
as it lasted 25 years. By doing this, Stresemann was able to solve the economic crisis by
stabilising the economy, setting Germany up for further improvement. However many people
still blamed him for not getting their money completley back and for the issue of
unemployment. Stresemann also set up a deal with the USA called the Dawes plan, which
gave Germany a loan to pay back reparations and encourage further development. Many still
critised him for not getting back the land from the Ruhr taken by the French and Belgian but
the Young Plan satisfied some when it lowered the entire payment plan. This loan was hugely
important for the recovery of Germany as they weren’t in the debt that caused hyperinflation
and a lot of the money also went to funding the Golden Age of this era. Schools, roads and
other buildings were being built with this money and gave so many jobs, solving
unemployment while boosting Germany’s economy.

On the other hand, foreign policies helped Germany recover as it strengthened Germany’s
relationship with other countries. The Pact in 1925 secred a deal with Britain, France, Italy and
Bellgium which meant they wouldn’t invade each other. Stresemann also helped show
Germany’s effort of recovery to the whole world by joining the League of United Nations after
their previous ban in 1919. Being associated with a large peace keeping organisation meant
German’s could be accepted by other nations. But this wasn’t always the case as many
enemies didn’t like them.

Overall, while foreign policies helped Germany recover it’s reputation, economic policies
stabilised the country for everyone. While it may have led to issues later on, with the
dependency on America, it helped in 1924-29 and was more important since so many people
had been turning to extremist groups as a result of the problems in Germany.

This is a Level 4 response

This complex response addresses both bullet points, substantiating developed explanation
for both. A substantiated judgement is arrived at in the final paragraph, as it evaluates
relative importance by comparing the scale of the impact of both bullet points. This moves
the response from developed to complex. It is therefore credited at Level 4.

© 2023 AQA 21 of 21
Get help and support
Visit our website for information, guidance, support
and resources at aqa.org.uk/8145

You can talk directly to the History subject team

E: history@aqa.org.uk
T: 0161 958 3861

Copyright © 2023 AQA and its licensors. All rights reserved.

AQA Education (AQA) is a registered charity (registered charity number 1073334) and a company limited by
guarantee registered in England and Wales (company number 3644723).
Registered address: AQA, Devas Street, Manchester M15 6EX.