From Kaiser to Führer: Germany 1900-1945 discussion thread
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I did this last year, reading this thread brings back memories. As for the sources one, we only got taught one of them. When my parents found out, they complained to the sixth form and history department 
Hope you all do well though. I got an A in this exam (just!), but a pretty comfortable A overall.
Original post by Karma Charger
I did this last year, reading this thread brings back memories. As for the sources one, we only got taught one of them. When my parents found out, they complained to the sixth form and history department
This is a great thread! And this business of learning one controversy is really confusing me! I've been taught both controversies (unit 2 and units 7&8). Is it really true that only 1 needs to be learnt? (sorry for the repetition but I'm very confused!)
Can I just say, if I could platonically snog all of you guys who started this thread, I would 
How do I actually post some of my revision notes on this thread? They're just normal word documents.....
P.S: in response to this:
Our teacher taught us all of the controversies, because sometimes if there's a word or a phrase in one of the questions that nobody understands, they might completely misinterpret the question, and it's the same thing with some sources. E.g. a lot of people didn't know what a "despotic tyrant" meant last year in the Hitler controversy, so luckily they'd revised the other one. So I think revise all of them.
How do I actually post some of my revision notes on this thread? They're just normal word documents.....
P.S: in response to this:
Original post by dancinginrainbows
Yes. I believe Edexcel actually suggest that a teacher only teaches one controversy, so there are questions on all of them.
Our teacher taught us all of the controversies, because sometimes if there's a word or a phrase in one of the questions that nobody understands, they might completely misinterpret the question, and it's the same thing with some sources. E.g. a lot of people didn't know what a "despotic tyrant" meant last year in the Hitler controversy, so luckily they'd revised the other one. So I think revise all of them.
Weimar Republic/Nazi Essay titles I've had so far for Part A:
"Volksgemeinschaft was responsible for the electoral success of 1928-1932."
"Hitler was appointed to power purely due to the intrigue of the 1930s".
"Systematic extermination as a Final Solution to the Jewish Question emerged as a result of the chaotic nature of the Nazi State?"
"The chaotic nature of the Nazi State's structure resulted in the failure of the German War Economy."
Obviously those statements are all succeeded by "How far do you support this statement/How far do you agree?".
"Volksgemeinschaft was responsible for the electoral success of 1928-1932."
"Hitler was appointed to power purely due to the intrigue of the 1930s".
"Systematic extermination as a Final Solution to the Jewish Question emerged as a result of the chaotic nature of the Nazi State?"
"The chaotic nature of the Nazi State's structure resulted in the failure of the German War Economy."
Obviously those statements are all succeeded by "How far do you support this statement/How far do you agree?".
Original post by krstudent
This is a great thread! And this business of learning one controversy is really confusing me! I've been taught both controversies (unit 2 and units 7&8). Is it really true that only 1 needs to be learnt? (sorry for the repetition but I'm very confused!)
I've been taught both too, and both will come up in the exam (although it will be either Nazi popularity or efficiceny, not both, so essentially its more like learning three) but you only have to answer one. So, if you're sure about which one you want to do, technically you only need to revise one
I'm doing the First World War one, because I find the Nazi one very dull, so I'm only skimming over that chapter in the book. You'll give yourself more choice in the exam if you revise both, of course, and there's always a risk that the question will be horrid and your knowledge for the other controvsery will be lacking, so its a bit of gamble HITLER'S BITCH WEB.doc
This is a brief outline of the leading figures of the Nazi State (or Hitler's "Bitch Web" as I like to call it, because that's what it was really). I know it is perhaps inaccurate and misses a few people, but it's just for a rough idea. It's mostly to do with leading perpetrators of the Holocaust, which can help for the third controversy.
This is a brief outline of the leading figures of the Nazi State (or Hitler's "Bitch Web" as I like to call it, because that's what it was really). I know it is perhaps inaccurate and misses a few people, but it's just for a rough idea. It's mostly to do with leading perpetrators of the Holocaust, which can help for the third controversy.
Original post by Marinated_in_Joy
Our teacher taught us all of the controversies, because sometimes if there's a word or a phrase in one of the questions that nobody understands, they might completely misinterpret the question, and it's the same thing with some sources. E.g. a lot of people didn't know what a "despotic tyrant" meant last year in the Hitler controversy, so luckily they'd revised the other one. So I think revise all of them.
Aye, that makes sense. But vocabulary is my strong point so I should be alright
However I'm going to read through the chapters a few times, if only to use it in answers to other questions if it helps.(edited 12 years ago)
Original post by Stricof
If you're doing it this way then I don't think you're getting it right. I'd approach it differently.
Use the source, not own knowledge, to drive your answer.
- Make the point using the direction the source uses -> This anchors the point
- Use own knowledge to give evidence to this direction of the source and additionally to fill any information gaps necessary through explaination.
- Evaluate/qualify with another source to measure extent - Presumably another historiographical direction.
Clarifies or no?
Use the source, not own knowledge, to drive your answer.
- Make the point using the direction the source uses -> This anchors the point
- Use own knowledge to give evidence to this direction of the source and additionally to fill any information gaps necessary through explaination.
- Evaluate/qualify with another source to measure extent - Presumably another historiographical direction.
Clarifies or no?
It could be argued that the Third Reich was a chaotic polycracy
This appears to be the view of _____ in Source ___, who states "___"
This is undoubtedly a reference *own knowledge*
___ in Source ___ takes issue with this stance, arguing "______"
To put it simplistically.
Did anyone else get taught that for Part A, you need to argue three different points in your answer?
"Yes" to statement in question, "No" to statement in question, and "Yes and No but there were other factors involved".
E.g. "Was Violence and terror the reason for the Nazi Rise to power"
Yes = Examples of how Violence and Terror helped them
No = Violence hindered them (e.g. problem of legality, Night of the Long Knives)
Other = Other stuff was more important than violence (political intrigue, propaganda, economic crisis, fear of Communism etc.)
Anyone else taught this structure?
"Yes" to statement in question, "No" to statement in question, and "Yes and No but there were other factors involved".
E.g. "Was Violence and terror the reason for the Nazi Rise to power"
Yes = Examples of how Violence and Terror helped them
No = Violence hindered them (e.g. problem of legality, Night of the Long Knives)
Other = Other stuff was more important than violence (political intrigue, propaganda, economic crisis, fear of Communism etc.)
Anyone else taught this structure?
Good thread! 
Original post by adam_zed
Does anyone actually want to start discussing some themes? Ill get the ball rolling, in your opinions, what were the strengths and weaknesses of the second reich?
I'll get the ball rolling with some economic strengths?
- By 1913, the population had grown by 50% since 1871, and industrialisation moved them into the cities and towns (urbanisation)
- Steel production had increased twelvefold in 30 years
- Coal production multiplied by nearly five in 30 years
- Manufactures multiplied by four, exports multiplied by three
- Exports of chemicals and electricity increased dramatically
- 150 kilometres of rail, 60 different factory buildings, 8,500 machine tools, seven electrical stations, 140 kilometres of underground cable and 46 overhead.”
- Transport was excellent – there were150 kilometres of railway line, 60 different factories, 8,500 machine tools, and a thriving underground network
- Had formed “cartels”
- Exports had quadrupled
- Germany’s navy was second only to Britain
Original post by Marinated_in_Joy
I'll get the ball rolling with some economic strengths?
- By 1913, the population had grown by 50% since 1871, and industrialisation moved them into the cities and towns (urbanisation)
- Steel production had increased twelvefold in 30 years
- Coal production multiplied by nearly five in 30 years
- Manufactures multiplied by four, exports multiplied by three
- Exports of chemicals and electricity increased dramatically
- 150 kilometres of rail, 60 different factory buildings, 8,500 machine tools, seven electrical stations, 140 kilometres of underground cable and 46 overhead.”
- Transport was excellent – there were150 kilometres of railway line, 60 different factories, 8,500 machine tools, and a thriving underground network
- Had formed “cartels”
- Exports had quadrupled
- Germany’s navy was second only to Britain
- By 1913, the population had grown by 50% since 1871, and industrialisation moved them into the cities and towns (urbanisation)
- Steel production had increased twelvefold in 30 years
- Coal production multiplied by nearly five in 30 years
- Manufactures multiplied by four, exports multiplied by three
- Exports of chemicals and electricity increased dramatically
- 150 kilometres of rail, 60 different factory buildings, 8,500 machine tools, seven electrical stations, 140 kilometres of underground cable and 46 overhead.”
- Transport was excellent – there were150 kilometres of railway line, 60 different factories, 8,500 machine tools, and a thriving underground network
- Had formed “cartels”
- Exports had quadrupled
- Germany’s navy was second only to Britain
Well I kind of meant in summary. Ie as you have illustrated, Germany grew into one of the economic super powers of europe despite being a "new country". However, the fact that it was unable to match this modernisation with the relevant political reforms meant that, whilst the urban working class was growing, thus fuelling support for socialism, the political system was still very much centered around the Kaiser and the landed aristocracy. Also the constitution was built by Bismarck around his strengths and relied on his influence within the reichstag. As the make up of the reichstag began to change due to the social changes I already mentioned, as well as the departure of Bismarck and his replacement by people not as competent, the holes in the German constitution begun to become more and more apparent.
Add/correct anything you feel necessary
Paragraphs-
• How moderate reform helped,placating the socialists
• How less moderate reform helped eg. Foreign policy, weltpolitik covering up domestic issues and problems.
• The inflexibility and undemocratic nature of the the constitution and how this left little room for change. Prussian dominance etc.
• Disunity of political parties, inability to cooperate or make an effort to work within the constitution for change. Parties acted as interest groups and thus found it hard to cooperate or claim that they represented the whole of the german population. For instance Parties refused to work with SPD and this was important as they were becoming bigger throughout the period.
Hope this helps.
• How moderate reform helped,placating the socialists
• How less moderate reform helped eg. Foreign policy, weltpolitik covering up domestic issues and problems.
• The inflexibility and undemocratic nature of the the constitution and how this left little room for change. Prussian dominance etc.
• Disunity of political parties, inability to cooperate or make an effort to work within the constitution for change. Parties acted as interest groups and thus found it hard to cooperate or claim that they represented the whole of the german population. For instance Parties refused to work with SPD and this was important as they were becoming bigger throughout the period.
Hope this helps.
Original post by maximus140
Paragraphs-
• How moderate reform helped,placating the socialists
• How less moderate reform helped eg. Foreign policy, weltpolitik covering up domestic issues and problems.
• The inflexibility and undemocratic nature of the the constitution and how this left little room for change. Prussian dominance etc.
• Disunity of political parties, inability to cooperate or make an effort to work within the constitution for change. Parties acted as interest groups and thus found it hard to cooperate or claim that they represented the whole of the german population. For instance Parties refused to work with SPD and this was important as they were becoming bigger throughout the period.
Hope this helps.
• How moderate reform helped,placating the socialists
• How less moderate reform helped eg. Foreign policy, weltpolitik covering up domestic issues and problems.
• The inflexibility and undemocratic nature of the the constitution and how this left little room for change. Prussian dominance etc.
• Disunity of political parties, inability to cooperate or make an effort to work within the constitution for change. Parties acted as interest groups and thus found it hard to cooperate or claim that they represented the whole of the german population. For instance Parties refused to work with SPD and this was important as they were becoming bigger throughout the period.
Hope this helps.
this looks really good - exactly what I was thinking. i think a really good example to illustrate the last point would be the notion of Sammlungspolitik (uniting all conservative elements to form a front against socialism) the very fact that they are uniting clearly highlights that conservatives are very concerned about the SPD demands for constitutional reform for it could lead to radical reform etc. by marginalising the SPD, the political status quo remained unchanged
on a different not, out of interest/panic does anyone know if A2 is worth more than AS to our overall grade? last year i got 180 UMS overall (86 and 94), and 100% on my coursework this year - just trying to figure out what i need in this exam to get an A / A* overall (essential for uni!) any idea how much UMS coursework is worth overall - i did the changing nature of warfare one if that helps!
Original post by ooohlaaalaaa
this looks really good - exactly what I was thinking. i think a really good example to illustrate the last point would be the notion of Sammlungspolitik (uniting all conservative elements to form a front against socialism) the very fact that they are uniting clearly highlights that conservatives are very concerned about the SPD demands for constitutional reform for it could lead to radical reform etc. by marginalising the SPD, the political status quo remained unchanged
on a different not, out of interest/panic does anyone know if A2 is worth more than AS to our overall grade? last year i got 180 UMS overall (86 and 94), and 100% on my coursework this year - just trying to figure out what i need in this exam to get an A / A* overall (essential for uni!) any idea how much UMS coursework is worth overall - i did the changing nature of warfare one if that helps!
on a different not, out of interest/panic does anyone know if A2 is worth more than AS to our overall grade? last year i got 180 UMS overall (86 and 94), and 100% on my coursework this year - just trying to figure out what i need in this exam to get an A / A* overall (essential for uni!) any idea how much UMS coursework is worth overall - i did the changing nature of warfare one if that helps!
Nope, A.S and A2 are exactly equal.
According to my calculations, with your high A.S marks (your results contribute 45% to your overall A level) and your A2 coursework grades (I'm assuming coursework is worth 40% therefore 20% of the whole A level and you got 100% =20% from coursework) already under your belt, that gives you 65% altogether that you already have when you walk into the exam on the 10th.
That means in your summer exam (which is worth 30% of your total A level grade) you need to get 50% of your answers correct to get an overall A (which would equate to 15% correct of the whole A level) and 90% of the answers correct to get an overall A* (which is a lot higher, but you need 90% on each A2 module to get an A* overall, no matter what you got at A.S).
Someone can correct me if I'm wrong but that all seems to make sense to me!
Original post by Marinated_in_Joy
Nope, A.S and A2 are exactly equal.
According to my calculations, with your high A.S marks (your results contribute 45% to your overall A level) and your A2 coursework grades (I'm assuming coursework is worth 40% therefore 20% of the whole A level and you got 100% =20% from coursework) already under your belt, that gives you 65% altogether that you already have when you walk into the exam on the 10th.
That means in your summer exam (which is worth 30% of your total A level grade) you need to get 50% of your answers correct to get an overall A (which would equate to 15% correct of the whole A level) and 90% of the answers correct to get an overall A* (which is a lot higher, but you need 90% on each A2 module to get an A* overall, no matter what you got at A.S).
Someone can correct me if I'm wrong but that all seems to make sense to me!
According to my calculations, with your high A.S marks (your results contribute 45% to your overall A level) and your A2 coursework grades (I'm assuming coursework is worth 40% therefore 20% of the whole A level and you got 100% =20% from coursework) already under your belt, that gives you 65% altogether that you already have when you walk into the exam on the 10th.
That means in your summer exam (which is worth 30% of your total A level grade) you need to get 50% of your answers correct to get an overall A (which would equate to 15% correct of the whole A level) and 90% of the answers correct to get an overall A* (which is a lot higher, but you need 90% on each A2 module to get an A* overall, no matter what you got at A.S).
Someone can correct me if I'm wrong but that all seems to make sense to me!
That's right. I'm in a similar situation to that - 97% on both AS exams, 82% in the coursework, and the ridiculous situation of needing 50% for an A and 95% for an A*!
edit: However, the grade boundary for an A* last year was 80%
(edited 12 years ago)
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