Pearson Edexcel GCSE In History (1HI0) Paper 3: Modern depth study

Mark Scheme (Results) Summer 2024 Pearson Edexcel GCSE In History (1HI0) Paper 3: Modern depth study Option 31: Weimar and Nazi Germany, 1918–39 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK’s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or . Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world’s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We’ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your students at: Summer 2024 Question Paper Log Number P75488A Publications Code 1HI0_31_2406_MS All the material in this publication is copyright © Pearson Education Ltd 2024 General Marking Guidance • All candidates must receive the same treatment. Examiners must mark the first candidate in exactly the same way as they mark the last. • Mark schemes should be applied positively. Candidates must be rewarded for what they have shown they can do rather than penalised for omissions. • Examiners should mark according to the mark scheme not according to their perception of where the grade boundaries may lie. • There is no ceiling on achievement. All marks on the mark scheme should be used appropriately. • All the marks on the mark scheme are designed to be awarded. Examiners should always award full marks if deserved, i.e. if the answer matches the mark scheme. Examiners should also be prepared to award zero marks if the candidate’s response is not worthy of credit according to the mark scheme. • Where some judgement is required, mark schemes will provide the principles by which marks will be awarded and exemplification may be limited. • When examiners are in doubt regarding the application of the mark scheme to a candidate’s response, the team leader must be consulted. • Crossed out work should be marked UNLESS the candidate has replaced it with an alternative response. How to award marks when level descriptions are used 1. Finding the right level The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’ approach, deciding which level most closely describes the quality of the answer. Answers can display characteristics from more than one level, and where this happens markers must use the guidance below and their professional judgement to decide which level is most appropriate. For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2. 2. Finding a mark within a level After a level has been decided on, the next stage is to decide on the mark within the level. The instructions below tell you how to reward responses within a level. However, where a level has specific guidance about how to place an answer within a level, always follow that guidance. Levels containing two marks only Start with the presumption that the work will be at the top of the level. Move down to the lower mark if the work only just meets the requirements of the level. Levels containing three or more marks Markers should be prepared to use the full range of marks available in a level and not restrict marks to the middle. Markers should start at the middle of the level (or the upper-middle mark if there is an even number of marks) and then move the mark up or down to find the best mark. To do this, they should take into account how far the answer meets the requirements of the level: • If it meets the requirements fully, markers should be prepared to award full marks within the level. The top mark in the level is used for answers that are as good as can realistically be expected within that level • If it only barely meets the requirements of the level, markers should consider awarding marks at the bottom of the level. The bottom mark in the level is used for answers that are the weakest that can be expected within that level • The middle marks of the level are used for answers that have a reasonable match to the descriptor. This might represent a balance between some characteristics of the level that are fully met and others that are only barely met. Indicative content Examiners are reminded that indicative content is provided as an illustration to markers of some of the material that may be offered by students. It does not show required content and alternatives should be credited where valid. Modern depth study: Weimar and Nazi Germany, 1918–39 Question 1 Give two things you can infer from Source A about how Hitler increased support for the Nazi Party in the early 1920s. Target: Source analysis (making inferences). AO3: 4 marks. Marking instructions Award 1 mark for each valid inference up to a maximum of two inferences. The second mark for each example should be awarded for supporting detail selected from the source. e.g. • Hitler was a passionate speaker (1). He is gesturing and everyone is listening to him (1). • Hitler appealed to a range of groups in society (1). Hitler’s audience included old and young, men and women, and ex-soldiers (1). • Hitler’s speeches drew attention to the Nazi Party (1). A large Nazi flag is behind Hitler (1). Accept other appropriate alternatives. Question 2 Explain why the situation in Germany was unstable in the years 1918-23. You may use the following in your answer: • the Spartacist revolt • hyperinflation You must also use information of your own. Target: Analysis of second order concepts: causation [AO2]; Knowledge and understanding of features and characteristics [AO1]. AO2: 6 marks. AO1: 6 marks. Level Mark Descriptor 0 No rewardable material. 1 1–3 • A simple or generalised answer is given, lacking development and organisation. [AO2] • Limited knowledge and understanding of the topic is shown. [AO1] 2 4–6 • An explanation is given, showing limited analysis and with implicit or unsustained links to the conceptual focus of the question. It shows some development and organisation of material, but a line of reasoning is not sustained. [AO2] • Accurate and relevant information is included, showing some knowledge and understanding of the period. [AO1] 3 7–9 • An explanation is given, showing some analysis, which is mainly directed at the conceptual focus of the question. It shows a line of reasoning that is generally sustained, although some passages may lack coherence and organisation. [AO2] • Accurate and relevant information is included, showing good knowledge and understanding of the required features or characteristics of the period studied. [AO1] Maximum 8 marks for answers that do not address three or more aspects of content. 4 10–12 • An analytical explanation is given which is directed consistently at the conceptual focus of the question, showing a line of reasoning that is coherent, sustained and logically structured. [AO2] • Accurate and relevant information is precisely selected to address the question directly, showing wide-ranging knowledge and understanding of the required features or characteristics of the period studied. [AO1] No access to Level 4 for answers that do not address three or more aspects of content. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). Performance in AO1 and AO2 is interdependent. An answer displaying no qualities of AO2 cannot be awarded more than the top of Level 1, no matter how strong performance is in AO1; markers should note that the expectation for AO1 is that candidates demonstrate both knowledge and understanding. The middle mark in each level may be achieved by stronger performance in either AO1 or AO2. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. Relevant points may include: • In January 1919, feeling betrayed by the new government, the Spartacists seized various key buildings in Berlin and the new government had to rely on the Freikorps to keep control. • There was unrest because the economy had been affected by the war – there was a shortage of goods as ports had been blockaded – and, when the French invaded the Ruhr in 1923, inflation escalated into hyperinflation. • The abdication of the Kaiser in November 1918 meant that government was in disarray as no-one had ultimate authority and there was no formal government until August 1919, when the new Weimar Constitution came into effect. • There were left-wing challenges, involving riots and strikes throughout the country, leading to fears of a communist revolution, as workers and soldiers set up their own, unofficial councils in many places. There was also an attempted right-wing coup, led by Kapp. • People’s morale and support for the government was affected by the belief that politicians had betrayed the country when they signed an armistice and then accepted the Treaty of Versailles, and later failed to prevent the French occupation of the Ruhr. • In November 1923, the government was faced with a right-wing challenge when Adolf Hitler and the Nazis attempted to seize control of local government in Munich. Question 3 (a) How useful are Sources B and C for an enquiry into Nazi methods of controlling the German people in the years 1933-39? Explain your answer, using Sources B and C and your knowledge of the historical context. Target: Analysis and evaluation of source utility. AO3: 8 marks. Level Mark Descriptor 0 No rewardable material. 1 1–2 • A simple judgement on utility is given, and supported by undeveloped comment on the content of the sources and/or their provenance1. Simple comprehension of the source material is shown by the extraction or paraphrase of some content. Limited contextual knowledge is deployed with links to the sources. 2 3–5 • Judgements on source utility for the specified enquiry are given, using valid criteria. Judgements are supported by developed comment related to the content of the sources and/or their provenance1. Comprehension and some analysis of the sources is shown by the selection and use of material to support comments on their utility. Contextual knowledge is used directly to support comments on the usefulness of the content of the sources and/or their provenance. 3 6–8 • Judgements on source utility for the specified enquiry are given, applying valid criteria with developed reasoning which takes into account how the provenance1 affects the usefulness of the source content. The sources are analysed to support reasoning about their utility. Contextual knowledge is used in the process of interpreting the sources and applying criteria for judgements on their utility. Notes 1. Provenance = nature, origin, purpose. Marking instructions Markers must apply the descriptors above in line with the general marking guidance (page 3). No credit may be given for contextual knowledge unless it is linked to evaluation of the sources. No credit may be given for generic comments on provenance which are not used to evaluate source content. Indicative content guidance Answers must be credited according to candidates’ deployment of material in relation to the qualities outlined in the mark scheme. While specific references are made in the indicative content below, this does not imply that these must be included; other relevant material must also be credited. The grouping of points below does not imply that this is how candidates are expected to structure their answers. Source B The usefulness could be identified in terms of the following points which could be drawn from the source: • Source B shows the key role of the local official, who was expected to monitor the activities of people in his area and report any lack of support for the Nazi Party. • The instructions show that even gossip and rumours were seen as a problem that must be suppressed and reported upwards. • The source indicates how wide-ranging the Nazi organisations were and how thorough the monitoring system was. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it: • Source B is taken from the Nazi Party’s official instructions and therefore reflects the Nazi Party’s policies and priorities. • The purpose of Source B is to show how Nazi officials across Germany were expected to control people’s behaviour. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • People accused of disloyalty could be dealt with by the police and courts, or the SS and Gestapo. • People’s lives were controlled in different ways: a range of organisations targeted various groups, such as farmers, teachers, women, children, while policies aimed to control people’s lives at work and in their leisure. Source C The usefulness could be identified in terms of the following points which could be drawn from the source: • Source C implies that Goebbels and Hitler were aware of the importance of the radio for communicating messages to the German people and that it could be used as a medium of propaganda. • Source C suggests the importance of Goebbels’ role as Minister for Propaganda, since Hitler has chosen Goebbels to read out his message. • The photograph shows Hitler’s New Year message being recorded, which suggests that the Nazis wanted to use key moments to reinforce Nazi ideas. The following points could be made about the authorship, nature or purpose of the source and applied to ascribe usefulness to material drawn from it: • The fact that the photograph was published in a newspaper shows that the Nazis made use of print, as well as radio, to convey messages to as many German people as possible. • Hitler may have intended to use the photograph as propaganda, since the photograph was taken by his official photographer. Knowledge of the historical context should be deployed to support inferences and/or to assess the usefulness of information. Relevant points may include: • The People’s Receiver radio was produced and the cost heavily subsidised to encourage people to buy a radio.