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Germany surrenders

Practise 45 exam-style questions on Germany surrenders for AQA GCSE History (Conflict and tension 1894-1918). Write your answer as you would in the exam and get it marked in seconds against the mark scheme, point by point, with an AI tutor on hand if you get stuck.

  • 45 questions
  • 1–20 marks each
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20 questions, marked as you go

Sample questions with model answers

Here are 4 of the questions in this topic, each with a model answer, an explanation of why it earns the marks and the mark scheme an examiner would use.

Question 1

2 marks

Figure 1 is a flow chart of events in Germany in the autumn of 1918.

Name the events labelled A and B.

Germany, autumn 1918. Flow chart of 6 boxes joined by arrows, read from top to bottom. The first box is "Ludendorff demands armistice (29 Sept)", which leads to box A, which leads to "Germany asks Wilson for an armistice", which leads to box B, which leads to "Revolution spreads across Germany", which leads to "Kaiser's abdication announced (9 Nov)".

Model answer

A is the appointment of Prince Max of Baden as Chancellor of a new, more democratic government on 3 October 1918. B is the mutiny of German sailors at Kiel in early November 1918.

Explanation

Ludendorff wanted a new civilian government to ask for peace, so Prince Max formed one including Social Democrats. When sailors were ordered out for a last battle against the British fleet, they mutinied; the mutiny at Kiel set off a revolution that spread across Germany and forced the Kaiser out on 9 November.

Mark scheme
  1. 1 mark

    A: Prince Max of Baden became Chancellor of a new, more democratic government (3 October 1918).

    Accept: a new government under Prince Max / Prince Max appointed Chancellor / a parliamentary government including Social Democrats was formed. Do not accept: Ebert became Chancellor (9 November).

  2. 1 mark

    B: the naval mutiny at Kiel (3-4 November 1918), when sailors refused orders and took over the port.

    Accept: sailors' mutiny / mutiny of the German navy (at Kiel or Wilhelmshaven). Do not accept: the Spartacist uprising (January 1919).

Question 2

4 marks

Source A: a cartoon published in a British magazine in April 1918. (Written for practice.)

The cartoon shows General Foch as a conductor standing on a platform with his baton raised. In front of him an orchestra of soldiers - British, French, American and Belgian, each in their own uniform - are playing together from the same sheet of music, titled 'Victory'. Behind them, scattered sheets of music lie torn on the floor. The caption reads: 'At last, one conductor.'

Source A supports the appointment of Foch to lead the Allied armies in 1918. How do you know?

Explain your answer by referring to Source A and your contextual knowledge.

Model answer

Source A supports Foch's appointment because it shows him as a conductor with an orchestra of British, French, American and Belgian soldiers all playing together from one sheet of music titled 'Victory'. This suggests that with one man in charge the Allied armies would work together and win. The torn sheets of music on the floor suggest the separate, badly co-ordinated plans of the past, and the caption 'At last, one conductor' suggests unity of command should have come sooner. This fits the context. During Operation Michael, which began on 21 March 1918, the British and French armies were in danger of being split apart, because Pétain was concerned to protect Paris and Haig the Channel ports. At Doullens on 26 March Foch was appointed to co-ordinate the Allied armies, and in April he was made General-in-Chief. The cartoon was published in a British magazine just after this, so it shows British support for a French commander at a moment of crisis.

Explanation

Foch's appointment in March-April 1918 gave the Allies unity of command for the first time. Level 2 needs developed analysis of the symbols and caption, or the date and origin of the cartoon, supported by knowledge of why and when Foch was appointed.

Mark scheme
  1. 4 marks

    Levels of response (4 marks).
    Level 2 (3-4 marks): Developed analysis of Source A, based on its content and/or provenance, supported by relevant contextual knowledge, e.g. explains that the single conductor and orchestra playing one score show the benefits of unity of command, contrasted with the torn music of separate plans, linked to Foch's appointment at Doullens (26 March) and Beauvais (3 April) during the crisis of the Spring Offensive.
    Level 1 (1-2 marks): Simple analysis of Source A based on content and/or provenance, e.g. 'Foch is shown leading everyone', with little or no contextual knowledge.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): content - Foch as conductor shows one man directing all the Allied armies; the soldiers of four nations playing together from one score titled 'Victory' suggests co-ordination will lead to victory; the torn sheets suggest the separate, unco-ordinated plans of the past; 'At last' suggests it should have happened sooner. Provenance - a British magazine in April 1918, just after Foch's appointment, at the height of the German offensive; it shows British support for a French commander, aiming to reassure readers. Context - before 1918 each Allied army had its own commander and plans, and co-operation was difficult (e.g. the failed Nivelle Offensive and disagreements between Haig and the French); during Operation Michael (from 21 March) the British and French armies risked being split, as Pétain was concerned to protect Paris and Haig the Channel ports; at Doullens on 26 March Foch was appointed to co-ordinate the Allied armies; on 3 April (Beauvais) he was given strategic direction and on 14 April named General-in-Chief of the Allied Armies; he used reserves to stop the German advance and later directed the Hundred Days.

Question 3

12 marks

Source B: from a report by a doctor working in a children's hospital in Hamburg, written for the city authorities in 1917. (Written for practice.)

'The children brought to us are pale, thin and listless. Many are months behind in their growth. Rickets has become common, and tuberculosis, which a well-fed child could resist, now kills many. Mothers tell us they give their own rations to their children and go without. Milk, fat and eggs are almost impossible to obtain. Unless more food can be found, we fear for an entire generation.'

Source C: from a memorandum by the German Health Office, published in December 1918.

The memorandum claimed that the Allied blockade had caused about 763,000 extra civilian deaths in Germany during the war, from hunger and from diseases made worse by poor diet, and that deaths among children and old people had risen sharply. It was published while the blockade was still in force after the armistice.

How useful are Sources B and C to an historian studying the impact of the British naval blockade on Germany?

Explain your answer using Sources B and C and your contextual knowledge.

Model answer

Source B is useful because it gives detailed evidence of how hunger affected German children. The doctor describes pale, thin children who were behind in their growth, the spread of rickets and deaths from tuberculosis, and mothers going without food so that their children could eat. His comment that milk, fat and eggs were almost impossible to get fits my knowledge of the food shortages caused by the British naval blockade, which from 1915 treated food as contraband and cut Germany off from imports of food and fertiliser. The report was written in 1917, just after the 'turnip winter' of 1916-17, when shortages were at their worst. As a doctor writing at the time, he had expert, first-hand knowledge. However, he was writing to the city authorities, probably to get more food for his patients, so he may have described the worst cases. It also covers only one hospital in one city, and it does not show how much of the suffering was caused by the blockade rather than by poor harvests or the army's demand for food.

Source C is useful because it gives an idea of the overall scale of the blockade's impact. It claims that about 763,000 extra civilians died, and that children and old people suffered most, which supports Source B. As an official report by the German Health Office, it had access to national statistics, so it shows the impact across the whole of Germany. However, its provenance means it must be used with caution. It was published in December 1918, after the armistice, when the blockade was still in force and Germany was desperate for the Allies to lift it. It therefore had a strong motive to make the effects seem as bad as possible, and many historians think the true figure was lower, perhaps around 400,000 to 500,000, partly because German food policy and poor harvests also played a part.

Overall, both sources are useful. Source B is probably more reliable as evidence of the kind of suffering the blockade caused, while Source C is more useful for its scale, although the figure must be treated carefully. Together, and with knowledge of their purposes, they show that the blockade caused severe hunger and many deaths, which damaged German morale and contributed to the collapse of 1918.

Explanation

The blockade caused severe hunger, disease and hundreds of thousands of deaths, though estimates vary and the German figure of 763,000 was published for political reasons. Level 4 needs evaluation of both sources based on content and provenance, with a sustained judgement.

Mark scheme
  1. 12 marks

    Levels of response (12 marks).
    Level 4 (10-12 marks): Complex evaluation of both sources with a sustained judgement about their usefulness for studying the impact of the blockade, based on content AND provenance and supported by contextual knowledge, e.g. Source B gives detailed first-hand evidence of the effects of hunger on children from a doctor at the time, though in one city and written to obtain more food; Source C gives a national figure from an official body, but was published to persuade the Allies to lift the blockade, and historians think it is too high; together they show the scale and human cost of the blockade.
    Level 3 (7-9 marks): Developed evaluation of both sources based on content and/or provenance, supported by relevant contextual knowledge.
    Level 2 (4-6 marks): Simple evaluation of one or both sources based on content and/or provenance, e.g. 'Source C is useful because it gives a number'.
    Level 1 (1-3 marks): Basic analysis of one or both sources: describes what they say or who produced them without explaining usefulness.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): Source B content - malnourished children, stunted growth, rickets, tuberculosis deaths, mothers going without, no milk, fat or eggs, fear for a generation. Source B provenance - a doctor with expert, first-hand knowledge at the time (1917, after the turnip winter); a report to the authorities, so meant to be accurate but also written to obtain more food, so may stress the worst cases; one hospital in one city; does not separate the blockade from other causes (poor harvests, the army's demands, bad distribution). Source C content - about 763,000 extra civilian deaths; deaths from hunger and related disease; children and the old worst affected. Source C provenance - an official national body with access to statistics, so it shows the overall scale; but published in December 1918, when Germany wanted the Allies to lift the blockade, which continued until 1919 - so it had a motive to exaggerate; historians' estimates are often lower (around 400,000-500,000) and argue that German food policy and poor harvests also played a part. Context - the Royal Navy's distant blockade from 1914, with food on the contraband list from 1915; Germany relied on imports for a significant share of its food and fertilisers; rationing from 1915; the turnip winter of 1916-17; ersatz foods, black market; strikes and food riots (1917-18); the blockade's effect on morale and the revolution of 1918; Germany's response - unrestricted U-boat warfare - brought in the USA. Judgement - B more reliable on the nature of suffering, C on scale, but needs caution; together useful, especially combined with knowledge of its political purpose.

Question 4

20 marks

'The Kaiser abdicated mainly because of Germany's military defeat.'

How far do you agree with this statement?

Explain your answer.

[16 marks] [SPaG 4 marks]

Model answer

Military defeat was the root cause of the Kaiser's abdication, because it destroyed the prestige of the monarchy and set off the chain of events that followed. However, defeat on its own did not force him out. He abdicated in November 1918 because of the revolution at home and because he lost the support of the politicians and the army, so I only partly agree with the statement.

There is a strong case that military defeat was the main reason. The Kaiser was Germany's Supreme War Lord, so defeat reflected directly on him. After the failure of the Spring Offensive and the Allied victories at Amiens on 8 August and the Hindenburg Line on 29 September, Ludendorff told the Kaiser that Germany must seek an armistice and that a new government should be formed. Defeat also brought in President Wilson. When Germany asked for an armistice in October, Wilson replied that if the USA had to deal with Germany's 'military masters' and 'monarchical autocrats', it would demand surrender rather than negotiation. Many Germans therefore came to see the Kaiser as the main obstacle to a fair peace, and the October reforms took away much of his power. Without defeat, none of this would have happened.

However, the Kaiser still hoped to keep his throne in early November, and it was revolution that made this impossible. Years of hunger caused by the British blockade had left people exhausted and angry. When the naval command planned a final battle, the sailors at Kiel mutinied on 3-4 November, and workers' and soldiers' councils spread across Germany. Bavaria became a republic on 7-8 November. The Social Democrats warned they would leave the government unless the Kaiser abdicated, and on 9 November a general strike and mass demonstrations took place in Berlin. Prince Max announced the abdication without the Kaiser's consent and handed over to Ebert, and Scheidemann proclaimed a republic.

The final factor was the loss of the army's support. At Spa on 9 November General Groener told the Kaiser that the army would march home under its generals but not under him, and Hindenburg did not disagree. Without the army, the Kaiser had no means of resisting, and on 10 November he fled to the Netherlands. This was partly a result of defeat, since the army was exhausted, but also of the revolution, which had spread to the soldiers.

In conclusion, I partly agree with the statement. Military defeat was the most important long-term cause: it discredited the Kaiser, led to Wilson's demands and the October reforms, and created the conditions for revolution. But the immediate reasons he abdicated were the revolution that began at Kiel, the pressure from the SPD and Prince Max, and the army's refusal to support him. Defeat made the Kaiser's fall likely, but it was revolution at home that forced him out on 9 November.

Explanation

Military defeat discredited the Kaiser and led to Wilson's demands, but the revolution of November 1918 and the army's refusal to support him forced the abdication. Level 4 needs explanation of military defeat and other factors with a sustained judgement, for example distinguishing long-term and immediate causes.

Mark scheme
  1. 16 marks

    Levels of response (16 marks).
    Level 4 (13-16 marks): Complex explanation of the role of military defeat and of other factors (Wilson's demands, the blockade and hunger, the Kiel mutiny and revolution, the actions of the SPD and Prince Max, the loss of the army's support), showing how they were linked, leading to a sustained judgement about the main reason for the Kaiser's abdication, supported by a range of accurate, relevant knowledge.
    Level 3 (9-12 marks): Developed explanation of military defeat and other factors, supported by accurate knowledge; a judgement may be given but is not fully sustained.
    Level 2 (5-8 marks): Simple explanation of military defeat or other factors, e.g. describes the revolution in November 1918.
    Level 1 (1-4 marks): Basic explanation: general statements, e.g. 'Germany lost the war so the Kaiser went'.
    0 marks: nothing worthy of credit.

    Indicative content (not a checklist; credit other valid points): military defeat - the failure of the Spring Offensive; Amiens (8 August); the Hindenburg Line broken (29 September); Ludendorff's demand for an armistice and a new government; the collapse of Germany's allies; defeat discredited the Kaiser as Supreme War Lord and destroyed the prestige of the monarchy; Wilson's notes (October) - the USA would demand surrender from 'military masters' and 'monarchical autocrats', so the Kaiser seemed the obstacle to a fair peace; the October reforms reduced his power; the blockade - hunger, strikes and war-weariness; the naval command's plan for a final battle; the Kiel mutiny (3-4 November) and the spread of workers' and soldiers' councils; Bavarian republic (7-8 November); the SPD's threat to leave the government; the general strike in Berlin (9 November); Prince Max announced the abdication without the Kaiser's consent; Scheidemann proclaimed a republic; at Spa Groener told the Kaiser the army would not support him; the Kaiser's own weakness and loss of authority since 1916 (the 'silent dictatorship' of Hindenburg and Ludendorff). Possible judgements - military defeat was the root cause that set off all the others; or revolution was the immediate and decisive cause, since the Kaiser hoped to stay until early November; or Wilson's demands were crucial in turning defeat into abdication.

  2. 4 marks

    SPaG. High performance (4 marks): spells and punctuates with consistent accuracy; uses rules of grammar with effective control of meaning overall; uses a wide range of specialist terms as appropriate.
    Intermediate performance (2-3 marks): spells and punctuates with considerable accuracy; uses rules of grammar with general control of meaning overall; uses a good range of specialist terms as appropriate.
    Threshold performance (1 mark): spells and punctuates with reasonable accuracy; uses rules of grammar with some control of meaning and any errors do not significantly hinder meaning overall; uses a limited range of specialist terms as appropriate.
    0 marks: the student writes nothing, or the response does not relate to the question, or errors severely hinder meaning.

    SPaG marks are awarded only if the answer relates to the question.

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