CGS 2026 HIST PRELIM P1 QP+MS

This document consists of 6 printed pages. [Turn over. Class: Register No: Name: CRESCENT GIRLS’ SCHOOL SECONDARY FOUR PRELIMINARY EXAM 2026 HISTORY Paper 1 Extension of European control in Southeast Asia and challenges to European dominance, 1870s– 1942 Additional Materials: Writing Paper 2174/01 24 August 2026 1 hour 50 minutes READ THESE INSTRUCTIONS FIRST Write your name, register number and class in the spaces provided at the top of this page and on all separate sheets of paper used. Write in dark blue or black pen. You may use a soft pencil for any rough working. Do not use staples, paper clips, glue or correction fluid. Section A Answer all parts of Question 1. Section B Answer two questions. A digital answer booklet will be provided with this question paper. You must answer in the digital answer booklet. Follow the instructions on the cover page of the digital answer booklet. The number of marks is given in brackets [ ] at the end of each question or part question.

Section A (Source-Based Case Study) Question 1 is compulsory for all candidates. Study the Background Information and the sources carefully, and then answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources you are told to use. In answering the questions, you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 (a) Study Source A. Why was this article published in 1935? Explain your answer. [5] (b) Study Sources B and C. Having read Source B, are you surprised by Source C? Explain your answer. [6] (c) Study Sources D and E. Is one of these sources more useful than the other as evidence for a historian studying about the impact of Hitler’s economic policies? Explain your answer. [6] (d) Study Source F. What message does Source F convey about the responsibility of Germany's educated elite for enabling Hitler's rule? [5] (e) Study all the sources. “Hitler's policies created a better life for all Germans .” How far do the sources support this view? Use the sources and your knowledge to explain your answer. [8]

3 [Turn over Did Hitler's policies create a better life for all Germans? BACKGROUND INFORMATION Read this carefully. It may help you answer some of the questions. After Hitler came to power in 1933, the Nazi government introduced a range of policies aimed at transforming Germany. These included economic measures to reduce unemployment; social programmes to promote national unity, and policies that increased state control over society. Some Germans experienced improvements in employment opportunities and felt a renewed sense of national pride as Germany recovered from the challenges of t he Weimar period. However, these changes also came with restrictions on individual freedoms and unequal treatment of different groups. Political opponents were suppressed, while groups targeted by the Nazi regime faced discrimination and persecution. In ad dition, some economic improvements were closely linked to rearmament and preparations for war. While Hitler’s policies brought changes that were viewed positively by some Germans, they also created significant consequences for others. Study the following sources to assess if Hitler’s policies had created a better life for all Germans. Source A: An article published in the Schwarzes Korps, the newspaper of the Nazi SS (Schutzstaffel), 31 July 1935. This article describes what happened when a teacher visited the home of Baroness Freytag - Loringhoven, who owned a talking dog. The Baroness* prompted my husband to put a difficult question to the dog. My husband asked, "Who is Adolf Hitler?" We were deeply moved to hear the answer "My Führer" out of the mouth of the creature. When the teacher told this story to a class of Nazi students, one of the class called out, "This is terribly bad taste. You are misusing the Führer's name." To which the teacher replied, "This clever animal knows that Adolf Hitler has caused laws to be passed against vivisection* ... and out of gratitude his small canine brain recognises Adolf Hitler as his Führer. Baroness* - noblewoman vivisection* - Experiments carried out on living animals.

4 Source B: A prayer that had to be said by members of the Hitler Youth before meals. Führer, my Führer given me by God, Protect and preserve my life for long. You rescued Germany from its deepest need. I thank you for my daily bread. Stay for a long time with me, leave me not. Führer, my Führer, my faith, my light Hail my Führer. Source C: An American cartoon published on the booklet cover of "Youth Against Nazism for Democracy" in 1937. This booklet was sponsored by the leaders of Los Angeles' Jewish community. Map of Germany German

5 [Turn over Source D: Unemployment in Germany, 1933-1939, International Labour Review, International Labour Office, Geneva, 1933-1939. Source E: A conversation between two 60-year-old Germans in 1980. Person 1: The elimination of unemployment must have made quite an impression on the workers. Since they were the ones most affected? Person 2: People let themselves be dazzled by that. It was the Nazis' main argument. Today we know for a fact what we only suspected back the n: not until autumn of 1936 was unemployment reduced to anything near a normal level. So it took almost four years, and during the same time, the other major industrialised countries had recovered from the Depression without resorting to terror, or drastic measures, or the massive war preparations that Germany used for getting the unemployed off the streets. Source F: Adapted from a historian’s viewpoint on the responsibility of the German society on Hitler’s rise to power, 1990. The real problem in German history is why so few of the educated, civilised classes recognised Hitler as the embodiment of evil. University professors; army officers; businessmen and bankers – these had a background of culture, and even of respect for law. Yet, virtually none of them recognised it. Later, they were to make out that Hitler had deceived them and that the cruel nature of national socialism could not have been forseen . This is not true. The character of national socialism was exposed by many foreign, and even by some German observers long before Hitler came to power. It could be judged from Hitler’s writings and his speeches; it was displayed in every street brawl that the Nazis Brownshirts organised.

6 Section B: Essay Questions Answer two questions. 2. "British economic policies had a more significant impact on the lives of the people in Malaya than British political policies." How far do you agree with this statement? [10] 3. “The economic consequences of the Treaty of Versailles had a more significant impact on Germany than its political consequences.” How far do you agree with this statement? Explain your answer. [10] 4. "Worsening relations between Japan and the United States played a more significant role in causing the outbreak of the Asia-Pacific War than Japan's foreign policy goals." How far do you agree with the statement? Explain your answer. [10] End of Paper. Acknowledgements: 1 Source A: Taken from: Josh Brooman (2001). Germany, 1918-45: Democracy and Dictatorship. Pearson Education Limited, p. 70 2 Source B: Taken from: https://spartacus-educational.com/GERschirach.htm 3 Source C: Taken from: https://calisphere.org/item/b1be4ec2485f4917957ef98a8faeade0/ 4 Source D: Taken from: Josh Brooman (2001). Germany, 1918-45: Democracy and Dictatorship.