Germany,+1919-1945

This page focuses on what students most need to know about this topic in preparation for the IB exam.

1. IB Definition of Topic
For examinations 2010-16:

Interwar years: conflict and cooperation 1919-39
This section deals with the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy and political legitimacy in Italy, Germany and Spain respectively, all require examination and consideration. The policies of the right-wing regimes and the responses of democratic states are also the focus of this section.
 * Germany 1919-33: political, constitutional, economic, financial and social problems
 * Italy 1919-39: Mussolini’s domestic and foreign policies
 * The impact of the Great Depression (case study of its effect on one country in Europe)
 * Spanish Civil War: background to the outbreak of the Civil War; causes and consequences; foreign involvement; reasons for Nationalist victory
 * Hitler’s domestic and foreign policy (1933-39)
 * Search for collective security; appeasement in the interwar years; the failure of international diplomacy; the outbreak of war in 1939

For first examinations in 2017:

European states in the inter-war years (1918–1939)
This section deals with domestic developments in certain key European states in the period between the two world wars. It requires the study of four European countries: Germany, Italy, Spain and any one other country. The section considers the impact of the end of the First World War, then examines the economic, social and cultural changes in each country during the 1920s and 1930s.
 * Weimar Germany: constitutional, political, economic/financial and social issues (1918–1933); initial challenges (1918–1923); “Golden Era” under Stresemann (1924–1929); the crisis years and the rise of Hitler (1929–1933)
 * Hitler’s Germany (1933–1939): consolidation of power; Hitler’s pre-war domestic policies, including economic, social and political policies; nature of the Nazi state; the extent of resistance to the Nazis
 * Italy (1918–1939): rise of Mussolini; consolidation of power; Mussolini’s pre-war domestic policies, including economic, social and political policies; nature of the fascist state
 * Spain (1918–1939): political, social and economic conditions in Spain; the Primo de Rivera regime; polarization and political parties under the Second Republic; Azaña and Gil Robles; causes of the Civil War; foreign involvement; reasons for nationalist victory under Franco
 * Case study of domestic political, economic and social developments in one European country (other than Germany, Italy or Spain) in the inter-war years.

2. Essay Questions from Past IB Exams, Organized Chronologically by Exam Date
2001-N

QUESTION 17 “The key factor was their control of the media.” How far does this statement explain the success of Mussolini and Hitler in retaining power in Italy and Germany respectively?

Questions on Mussolini and Hitler are always popular but the focus of this question on the media caused problems for many candidates. They were unable to define the term “media” and instead wrote rather general essays on the social and cultural policies of Mussolini and Hitler. Some candidates wrote only on Mussolini, and some only on Hitler. Better candidates were able to understand that the quotation could be challenged and these answers showed that, while the media was to an extent important, there were other factors that made the retention of power by Mussolini and Hitler possible.

2002-M

2002-N

QUESTION 19 In what ways did Fascism in Italy and Nazism in Germany differ ideologically?

Candidates did not possess sufficiently sound knowledge of the ideological background of Nazism and Fascism, which was a little surprising as this is a key focus of paper 2. Somewhat predictably many answers were mere comparisons of policies with a superficial mention of ideology in the conclusion.

2003-M

QUESTION 19. Evaluate Hitler’s social, economic and religious policies between 1933 and 1939.

In light of the overlap between this question and Topic 3 on paper 2, one would have thought that most candidates would have successfully dealt with this topic. What this question actually demonstrated was how poorly the candidates know Hitler’s domestic policies. Far too many candidates focused on anti-Semitism to the detriment of all other policies. Almost every candidate ignored the New Plan and the Four Year Plan when discussing economic affairs, and Hitler’s policies towards religious groups, showed an appalling lack of knowledge. Answers went from extreme to extreme-’all the Catholics were exterminated’; ‘the deal Hitler made with the Pope meant that all Protestants were persecuted’ and so on. Responses were simplistic and superficial in the vast majority of cases.

2003-N

QUESTION 18 ‘Hitler’s control and organization of the Nazi State was less effective than is commonly believed.’ To what extent do you agree with this statement?

A popular choice but only successfully answered by the best candidates. Weaker answers simply listed Hitler's domestic policies and did not focus on the question. Some candidates were sound on 'control' but weak on 'organization'. Better answers realized that this question focused on the recent historical debate concerning a 'weak' versus a 'strong' Hitlerian state and could refer to Mommsen and Kershaw's analysis.

2004-M

2004-N

QUESTION 16 “Unwanted and unloved”. How far do agree with this assessment of the Weimar Republic in Germany between 1918 and 1933?

This question was not handled well by the vast majority of candidates. The major weakness was the inability to identify on what grounds the Weimar Republic could be deemed to be 'unwanted and unloved'. Weaker candidates saw this as a question on Hitler's rise to power and ignored the dates in the question. Other candidates simply mentioned Versailles and the Great Depression of the 1930s. There were very few well balanced, analytical essays which went into any depth on the issues involved. 2005-M

QUESTION 17 Assess the strength and weakness of Weimar Germany between 1919 and 1932.

Most answers successfully assessed the strength and weakness of Weimar Germany.

QUESTION 18 Compare and contrast totalitarian rule in Hitler’s Germany and Mussolini’s Italy, up to 1939.

This answer was also generally well done. The vast majority used focused comparative structures, and produced specific evidence on both Hitler and Mussolini.

2005-N

QUESTION 18 Analyse the main factors which contributed to Hitler’s rise to power in January 1933.

This question on the main factors which contributed to Hitler’s rise to power was probably the most popular and the best answered question on the paper. Candidates addressed both circumstances in and of Weimar Germany, and Hitler’s actions, etc.

2006-N

QUESTION 18 Analyse the reasons for the collapse of the Weimar Republic and the establishment of a Nazi dictatorship in the period 1929 to 1934.

This was the second very popular twentieth century question: the vast majority of candidates were able to analyse reasons for both the collapse of the Weimar Republic, and the establishment of the Nazi that is, Hitler’s dictatorship. Some excellent answers showing evidence of wide reading were seen.

2007-M

QUESTION 16 Analyse the effects on two European states (excluding Germany), of the Paris Peace Settlements, 1919–20.

Most candidates struggled with producing accurate details on the countries they had chosen, as few study any other country than Germany, which was excluded.

QUESTION 17 Why was the Weimar Republic so short-lived?

The most popular and probably the most variable in standard on the paper. Again there were many misconceptions as to the time frame. Some asserted that Nazism was the only alternative from 1919, many failed to mention Stresemann, some were able to explain the Constitution, others were not, some analysed the effect of the Depression, others implied that Weimar was „doomed‟ (another cliché to be avoided).

2007-N

QUESTION 18 Assess the importance of indoctrination and propaganda in maintaining control in Germany under the Third Reich between 1933 and 1945.

This was generally quite well answered with specific examples used to assess the importance of indoctrination and propaganda in Nazi Germany.

2008-M

QUESTION 18 Analyse the ideologies of two twentieth century European totalitarian states.

This was probably the weakest of the popular questions. Leninist or Stalinist USSR and Nazi Germany were usually chosen, but answers mostly consisted of the rulers‟ policies rather than their ideologies.

2008-N

QUESTION 16

Fairly popular; Germany and Italy were popular choices, but focus was too much on rise of Hitler and Mussolini. Russia was also a popular choice, but there were problems between results of War and Revolution.

2009-N

QUESTION 17

Knowledge of Hitler‟s policies was noticeably better than knowledge of Mussolini‟s. The better candidates made direct comparisons between the two, rather than presenting two separate descriptions. Few candidates could go up to 1943.

QUESTION 18

This showed that some candidates had problems determining what events to cover for the “establishment” of the regimes of their choice. Perhaps the inclusion of the phrase “1919 and 1939” misled some to think they needed to cover the entire period for each selected country.

2010-M

QUESTION 15 Compare and contrast the domestic policies of Hitler and Mussolini.

A popular choice. Answers shared the problems mentioned above in relation to comparative structure. Hitler is better known than Mussolini, for whom samples were very general. The comparative social and family policies were well known.

2010-N

QUESTION 15

Germany was the favourite exemplar with a large number of answers, but the majority of these seemed unclear as to chronology confusing the hyperinflation of 1923 with the recession of 1929-1932. There was some understanding of the problems caused by unemployment, contributing to the rise of the Nazis. The majority of candidates asserted firmly that Hitler gained more support without substantiating their statements, which is easily done with reference the huge increase in the number of Nazi deputies in the Reichstag. Nor was there much consideration of the difficulties faced by Weimar governments because of the polarization of politics and the class based nature of German political parties plus the overuse of article 48. For such a popular area where material could be used in paper 2 responses the level of detailed knowledge was disappointing. There were some excellent exceptions to this comment.

QUESTION 16

This was exceptionally popular. Candidates did have a broad knowledge of a range of Hitler’s policies albeit limited in detail at times. The better answers used their knowledge to evaluate “success” linked to aims but the majority either wrote descriptive answers or addressed success in a limited way.

2011-M

QUESTION 15 Analyse the consequences of the Great Depression on any one country in Europe.

Germany was the favourite exemplar with a large number of answers, but the majority of these seemed unclear as to chronology confusing the hyperinflation of 1923 with the recession of 1929-1932. There was some understanding of the problems caused by unemployment, contributing to the rise of the Nazis. The majority of candidates asserted firmly that Hitler gained more support without substantiating their statements, which is easily done with reference the huge increase in the number of Nazi deputies in the Reichstag. Nor was there much consideration of the difficulties faced by Weimar governments because of the polarization of politics and the class based nature of German political parties plus the overuse of article 48. For such a popular area where material could be used in paper 2 responses the level of detailed knowledge was disappointing. There were some excellent exceptions to this comment.

QUESTION 16 Evaluate the success of Hitler’s domestic policies between 1933 and 1939.

This was exceptionally popular. Candidates did have a broad knowledge of a range of Hitler‟s policies albeit limited in detail at times. The better answers used their knowledge to evaluate “success” linked to aims but the majority either wrote descriptive answers or addressed success in a limited way.

2012-N

QUESTION 16

This was by far the most popular question on the paper with Germany, rather than Britain, as the chosen example. Unfortunately the vast majority of candidates turned this into a rise of Hitler question, which in itself is not unreasonable. Many used the Ruhr Crisis, hyperinflation etc. as problems caused by the Depression .The links were often unsubstantiated by detailed knowledge or inaccurate support. Many candidates believed Hitler had won an electoral majority by January 1933 because of high levels of unemployment. However the greatest weakness was the limited knowledge of Reichstag politics in the years 1929-1933 or of the collapse of the parliamentary system, which provided an opportunity for political extremism. They knew Weimar governments dealt ineffectively with crises but were unable to say why or how German politics became so polarized, paralyzing the governments of Muller or Bruning.

2013-M

Question 16 “Hitler had clear foreign policy aims but no plan of how to achieve them.” To what extent do you agree with this statement? Very popular with some excellent answers that showed detailed knowledge of events and then linked those events to Hitler either effectively planning his actions or seizing opportunities as they were presented to him. Some extremely well and subtly argued answers were seen. There were some weak answers with a lack of accurate knowledge of the sequence of events (the Sudetenland was not part of Germany prior to 1914) which in this case is crucial. Also some key terms such as Lebensraum are not fully understood soassertions that Hitler had achieved Lebensraum by Anschluss with Austria in 1938 were not convincing. The end date for this section of the Guide is 1939 so descriptions of events during the war were not relevant, although Operation Barbarossa could be made relevant.

2013-N

QUESTION 15 Compare and contrast the economic and political problems facing Germany in the years 1919–1923 and 1929–1933.

This was the question where candidates were not well prepared and whilst the markscheme makes clear that there is a lot to write about, the expectation was for some detailed knowledge. This is a mainstream topic and candidates should have a sounder knowledge. Many answers were highly generalised and showed little or no knowledge of the political problems of the early period and quite often less for the later period confining themselves to limited assertions that the Depression happened and the Nazis came to power. Only in a few answers was there any real consideration of the impact of the political parties’ inability to cooperate undermining democracy especially in the years 1929-1933. Many blamed Proportional representation for all political problems. Spanish responses had a sounder knowledge of early political problems including threats to the republic (Spartacus, Kapp Munich etc). There was better knowledge of economic problems and some reasonable attempts to compare and contrast however even here many candidates seem to think that Reparations was the direct cause of the hyperinflation and that there was hyperinflation in the later period. Most answers made an attempt to compare and contrast.

2014-M

QUESTION 15

This was a very popular question although it was attempted with varying degrees of success. Most candidates were able to link Hitler’s policies with the problems of Germany prior to Hitler gaining power. However there was, at times, very limited knowledge in evidence with a great deal too much emphasis on rearmament as a solution to unemployment. Knowledge of Hjalmar Schacht and the New Plan etc was in disappointingly low supply. Nevertheless, some good points were made about the success of foreign policy in removing the constraints of Versailles and more able candidates successfully pointed out that Lebensraum and war were not necessarily what the Germans wanted. At this level there was also comment on the provision of political stability and strong leadership. As far as other aspects of domestic policy were concerned there was some micro-examination of the role of women, education and of anti-Semitic policies with statements that the Jews obviously did not get what they wanted. Very few answers referred to the limited opposition to the Hitler state and the levels of collusion from the bulk of the population, thus accepting, uncritically, that the Gestapo prevented opposition.

QUESTION 16

A very popular question with the vast majority of answers writing about Germany which was perfectly acceptable as the question was left open. Unfortunately however there was limited understanding of the depression period with a considerable number of answers suggesting that the Great Depression lasted from 1918 until 1939. Other areas of factual knowledge also proved to be erroneous: there was NO hyperinflation in Germany in the early 1930s. For the most part candidates were content to assert that unemployment rose and Hitler therefore gained support and power and turned Germany into a one-party state. A minority of candidates were able to discuss, quite knowledgeably, the impact of the Depression on Weimar democracy; how the depression polarised politics and how the various Chancellors were increasingly reliant on the use of non-democratic methods of government that would go on to pave the way for Hitler to gain power.

2014-N

QUESTION 16

Answers to this question demonstrated some knowledge of social policies but they were much less knowledgeable about economic policies. In both cases there was limited comment on their “impact”. Less developed responses strayed into foreign policy or provided narratives on Hitler’s life story. It is important that candidates are encouraged to scratch below the surface to consider the real nature and impact of Nazi policies.

2015-M

QUESTION 15

A relatively popular question with some very good answers that identified the various crises, both political and economic, and also focused on the “survival” dimension of the question. A significant number of candidates knew little about the political instability and believed that Germany was forced by Versailles to become a republic. There was limited understanding of the importance of Ebert as president in ensuring survival, although most knew of Stresemann. The bullet point in the guide is Germany 1919-1933 and teachers are strongly encouraged to cover the whole period and not just 1929 to 1933 and the rise of Hitler.

3. Other Content Review Materials
Here is a detailed outline(s) and other great review materials for this unit, prepared by Shannon Leggett for her IB classes.
 * [[file:Weimar Outline-Leggett.doc]]