What was the impact of war on civilian populations?

Cambridge IGCSE History 0470 · Paper 1 Section B, Depth study E Syllabus: 2027 and 2028 Depth study E: The Second World War in Europe and the Asia-Pacific, 1939 to c.1945 Key Question 3 of four

This file covers one thing: what the Second World War did to the people who were not fighting it. Four focus points, four arguments: the bombing of British and German cities, Japanese rule over occupied Asia, life and death under Nazi occupation in Europe, and whether resistance movements achieved anything. The killing of civilians is the content of this Key Question, not a footnote to it, and this file names what happened, to whom, and by whom, in the terms Cambridge's own mark schemes credit.

Say this out loud before you revise it: this Depth study is new, and there is almost no past-paper practice for it. Until the 2023 series Cambridge offered seven Depth studies, including China, South Africa, and the Israelis and Palestinians. Those three were withdrawn and the Second World War took their place from the 2024 series. Section 3 counts exactly what exists: seven Paper 1 papers, seven Paper 4 papers, and inside them eight questions in total that examine this Key Question. That is the entire published record. Cambridge's own examiner report on the first series says there were too few candidates to comment on. Anyone selling you a bank of past questions on this content is selling you questions Cambridge did not set.

One consequence, and it shapes everything below. With eight questions on record you cannot revise by pattern. You have to revise the syllabus itself, because the focus points are the only complete statement of what can be asked, and every one of them will eventually be asked.

One rule about numbers, and it is not a style rule. Death tolls for the bombing of cities, for the Holocaust, and for occupation are contested and morally serious. This file prints a figure only where Cambridge prints it, attributes it to the paper it came from, and says so when Cambridge's own documents give two different answers. Section 10 lists three places where they do. Where Cambridge prints nothing, this file prints nothing, and section 12 lists what has been deliberately left out for want of a source.

1. What the syllabus actually asks

This is the wording printed in the Cambridge IGCSE History 0470 syllabus for 2027 and 2028, on the Depth study E content page. Ranges below are written out in words. Cambridge prints them with a dash, and Cambridge also prints "Asia" and "Pacific" joined by a dash rather than a hyphen on most pages, though not on all of them.

The full title, taken from the content page

Cambridge prints the Depth study title in three places: the content overview near the front, the list of Depth studies at the head of the section, and the content page itself. All three carry the same full form, and the content page is the one to quote:

Depth study E: The Second World War in Europe and the Asia-Pacific, 1939 to c.1945

The part people drop is the end of it. The date bound is 1939 to c.1945, with the "c." doing real work: the consolidation of victory, the occupations and the war crimes trials run past the fighting, and they are inside the Depth study. On the content page itself the title is set across two lines, with the date range falling onto the second, which is how the year bound gets lost when the heading is copied.

Key Question 3, as Cambridge prints it

3 What was the impact of war on civilian populations in Europe and the Asia-Pacific?

Focus points, verbatim

- What was the impact on civilians of the bombing of Britain (1940 to 1941) and Germany (1943 to 1945)?
- How did Japanese control impact on peoples' lives?
- What were the experiences of civilian populations in Nazi-occupied Europe?
- How effective were resistance movements in Europe and the Asia-Pacific?

Note the dates inside the first one. Cambridge has bounded the bombing question at both ends: Britain 1940 to 1941, Germany 1943 to 1945. A question set on this focus point is marked inside those bounds, and the V1 raids on Britain in 1944, which Cambridge's own mark schemes credit under a differently worded question, sit outside the 1940 to 1941 bracket. Read the stem, not the focus point, when the paper is in front of you.

The specified content, whole and undivided

Cambridge prints the specified content once for the whole of Depth study E, not once per Key Question. There is a single page headed "Specified content" covering all four Key Questions together, in one continuous list, with no headings inside it and no marker showing where one Key Question's material ends and the next begins. This is the entire list:

- Extent of German conquest of Europe 1940:
- invasion of and surrender of France; Vichy government in France
- Dunkirk
- German plans to invade Britain (Operation Sea Lion)
- the Battle of Britain and its consequences
- Operation Barbarossa and initial Nazi successes
- German defeat at Stalingrad and its impact
- The reasons for the Japanese attack on Pearl Harbor and its consequences
- Reasons for initial Japanese military successes in Southeast Asia by early 1942:
- Case study: Malaya and Singapore
- The Battle of Midway and its impact
- The impact of bombing on peoples' lives and morale in Europe:
- the Blitz
- Allied bombing of German cities
- The impact of Japanese control on people's lives:
- Case study: Malaya and Singapore
- The impact of Nazi control in occupied Europe:
- Case study: Poland, including circumstances leading to the Holocaust and its impact
- The methods and effectiveness of resistance movements in Malaya and in France
- The Allied invasion of Sicily and victory over German forces in Italy
- The collapse and surrender of Nazi Germany in 1945:
- the D-Day landings and the advance to Germany
- the Russian advance from the East
- The reasons for the defeat of Japan:
- the battles of Guadalcanal and Okinawa
- the US strategy of island-hopping
- the bombing of Japan
- the decision to use the atomic bomb and its consequences
- Consolidation of victory:
- the Allied occupations and control of Germany and Japan
- the war crimes trials in Nuremberg and Tokyo

Which of those items are this file's

Four entries out of sixteen belong to Key Question 3, and they map onto the four focus points almost one for one:

Everything else in that list belongs to Key Question 1 (the war in Europe), Key Question 2 (the Asia-Pacific), or Key Question 4 (how the Allies won), each of which has its own notes.

Two things follow from the list being undivided, and both matter.

Cambridge has named your case studies and only your case studies. The specified content restricts the occupation content to Poland, the Japanese-control content to Malaya and Singapore, and the resistance content to Malaya and France. It does not name the Netherlands, Greece, Yugoslavia, the Philippines, Korea, China, Burma or the Soviet civilian population. Those are real history and they are not what Cambridge has said it will examine on this Key Question. Every one of the eight questions on record stayed inside the named case studies.

The atomic bombings are not yours. "The decision to use the atomic bomb and its consequences" sits under "The reasons for the defeat of Japan", which is Key Question 4. So does "the bombing of Japan". The consequences for Japanese civilians are examined there, and Key Question 4's notes carry them, including the figures Cambridge prints. Do not import them here, and if a question on this Key Question tempts you towards Hiroshima, the stem has almost certainly not asked for it.

What the three layers mean

Cambridge defines them itself. Key questions define the over-arching issues. Focus points identify the issues that enable candidates to gain an understanding of the key question. Specified content provides guidance on what needs to be studied.

The four focus points are therefore not four topics to memorise in turn. Each is a ready-made 10 mark title, and each has to be answerable both ways:

2. How Paper 1 marks this Key Question

The ladders are the same for every question on the paper, and Section B is marked by them exactly as Section A is. They are set out in full in the How Cambridge marks History 0470 Paper 1 notes: the three parts and their marks, the assessment objective split, both rules Cambridge changed for the 2024 series, and the sentence shapes that separate an identification from an explanation. Read that page once. Nothing below repeats it.

The one thing worth carrying into this content is that Cambridge's mark schemes here are unusually literal about what an identification is. On the March 2024 paper, "This was to destroy the morale of the British people" is printed as a Level 2 identification worth one mark, while the same claim with the target cities named and the intention traced through is the Level 3 exemplar. The fact does not change. What changes is whether the chain is attached.

3. How thin the past-paper record actually is

Cambridge does not publish a table of which Key Question is set at which question number. What follows was built by reading the printed stems of every 2024 paper in the corpus, on both components, which is the whole of the record for this Depth study.

Depth study E is Questions 17 and 18 on Paper 1, confirmed

Section B begins at Question 9 and gives each Depth study two consecutive questions in syllabus order. Depth study E is fifth and last, so it takes the final pair.

All seven Paper 1 papers in the 2024 series set Depth study E, and in all seven it is Question 17 and Question 18. Those seven are the March series variant 2, the June series variants 1, 2 and 3, and the November series variants 1, 2 and 3. There is no eighth, and there is nothing before 2024, because before 2024 the slot belonged to a Depth study that no longer exists.

Four of the seven set this Key Question, always as the whole of Question 18

Three findings, and one warning about all three.

When this Key Question appears, it takes the whole of Question 18. Not one part of it. All twelve question parts on record, four papers times three parts, are on Key Question 3. Cambridge has never so far mixed it with another Key Question inside a question.

It has never appeared at Question 17. Question 17 has only ever been Key Question 1 or Key Question 2.

The pairing is perfectly consistent so far. Where Question 17 was the war in Europe, Question 18 was civilians. Where Question 17 was the Asia-Pacific, Question 18 was how the Allies won.

The warning: that is seven papers. Seven is not a pattern, it is an anecdote. The neighbouring Depth study A broke a much older habit in its first restructured year. Do not revise on the assumption that Question 17 tells you what Question 18 will be, and do not skip this Key Question because you happen to be looking at a paper where it is absent.

Exactly what those four papers asked

These twelve parts are the complete Paper 1 record on this Key Question. They are worth reading as a set, because they show what Cambridge does with the focus points in practice.

March 2024, variant 2, Question 18. "Civilians suffered badly during the Second World War."

• (a) Describe the impact of the Japanese occupation on the lives of the Malayan people. [4]
• (b) Why did Germany bomb British cities? [6]
• (c) "The main reason Nazi extermination camps were all in Poland was to hide them from the German people." How far do you agree with this statement? Explain your answer. [10]

June 2024, variant 3, Question 18. "The experiences of civilians differed widely during the Second World War."

• (a) Describe how the British tried to protect themselves from the effects of the Blitz. [4]
• (b) Why did the Nazis treat the Polish people so badly? [6]
• (c) "The French Resistance was more effective than the resistance movement in Malaya." How far do you agree with this statement? Explain your answer. [10]

November 2024, variant 1, Question 18. "Civilians across Europe faced many hardships during the war."

• (a) Describe the Allied bombing of German cities in 1943 to 1945. [4]
• (b) Why did the Nazis build extermination camps in Poland? [6]
• (c) How important was the French resistance movement? Explain your answer. [10]

November 2024, variant 2, Question 18. "Civilians across the world suffered as a result of war."

• (a) Describe Malayan resistance to occupation by the Japanese. [4]
• (b) Why did an uprising against the Nazis break out in Warsaw in August 1944? [6]
• (c) "German bombing raids on Britain were designed to destroy civilian morale." How far do you agree with this statement? Explain your answer. [10]

Read the shape of that. Every one of the four questions takes its three parts from three different focus points. Not one of them stays inside a single focus point for all three parts. A candidate who has revised bombing thoroughly and resistance not at all is guaranteed to meet both in the same question.

And read what recurs. Two of the four papers set part (b) on why the extermination camps were in Poland, in almost identical words. Two of the four set part (c) on the French Resistance. Two of the four set something on the bombing of Britain. With four papers, that is not a trend, but it does show Cambridge returning to the Poland case study and to France, which are the two named in the specified content.

Paper 4 sets it too, at Question 9 or Question 10

If your school enters you for Paper 4, the Alternative to Coursework, your Depth study is examined there in a different format: part (a) is 15 marks, "Write an account of", and part (b) is 25 marks, "Discuss the importance of" or "Discuss the impact of". Depth study E takes Questions 9 and 10 on all seven Paper 4 papers of the 2024 series, and four of those seven set this Key Question:

Four on Paper 1 and four on Paper 4 is the entire past-paper record for this Key Question. Eight questions. That is the honest number.

Their mark schemes are worth reading even if you are not sitting Paper 4, because the "indicative content" for a 25 mark discussion is longer and more specific than a Paper 1 mark scheme, and several of the figures in this file exist only there.

What Cambridge's examiner report says about all of it

The Principal Examiner report for the March 2024 series, the first series in which this Depth study was examinable, comments on Depth study E twice. Both times it says the same thing. On Paper 1: "There were too few responses to these questions for any meaningful comments to be made." On Paper 4: "There were too few attempts at Depth Study E ... to make any meaningful comments."

So there is no examiner commentary on this content at all. The faults listed in section 9 are drawn from what the mark schemes reward and refuse, and from the general faults the reports name on every question of the paper, not from anything Cambridge has said about this Depth study.

4. Focus point 1: what was the impact on civilians of the bombing of Britain and Germany?

Cambridge has set this as why Germany bombed British cities, whether the German raids were designed to destroy civilian morale, how the British protected themselves, what the Allied bombing of German cities in 1943 to 1945 consisted of, and what impact the Allied campaigns had on Germany. It is the most heavily examined of the four focus points, appearing in three of the four Paper 1 questions and one of the four Paper 4 questions.

The whole of this focus point is one argument: was bombing aimed at people or at production, and did it work on either? Both halves are open, and Cambridge's mark schemes credit both.

The bombing of Britain, 1940 to 1941

What it was. Cambridge's mark schemes call it a massive bombing campaign running from September 1940 to May 1941, known to the British as the Blitz. It began when Germany had lost the Battle of Britain and could not gain air superiority, and turned instead to bombing cities. The Luftwaffe switched to night raids in October 1940 to evade the RAF.

The case that it was aimed at morale. Cambridge prints the intention plainly: to destroy the morale of the British people, and to force the British government to ask for peace. London was bombed for 57 consecutive nights, and one Cambridge mark scheme gives that as 56 out of 57 consecutive days and nights, which is the conflict in section 10. Later raids were planned using a Baedeker Guide and struck cities such as Exeter and York, which had no strategic significance but were, in Cambridge's words, considered by the British to be beautiful, ancient cities representing Britain's glorious history. The V1 flying bombs, the doodlebugs, were launched with the intention of taking revenge on civilians and causing mass casualties.

The case that it was aimed at industry. The main targets were ports through which supplies came: Plymouth, Liverpool and Bristol. Plymouth was also a major dockyard. Coventry was bombed on 14 to 15 November 1940 because it was at the centre of Britain's arms trade and machining industry. Birmingham and Bristol were attacked for their small arms and aircraft factories and the docks at Avonmouth. Docks were bombed at Liverpool, Hull, Clydebank and Plymouth to disrupt military operations and stop supplies reaching Britain. London and Manchester were bombed because of the industry there. Cambridge states the aim as destroying so much of British industry, especially armaments, and stopping supplies through the ports, that Britain could no longer fight a war.

Whether either worked. Cambridge's answer is no, on both counts. The bombing failed to destroy British morale. And on industry, the mark schemes state that industrial production increased between 1940 and 1941, and that poor German intelligence on the effects of the bombing meant that on average it only took 15 days for industrial production to recover.

Cambridge prints one casualty figure for the Blitz, in a Paper 4 mark scheme: 40 000 civilians were killed and over 1 million homes were destroyed.

1. Germany loses the Battle of Britain and cannot gain air superiority
2. switches to bombing cities from September 1940
3. targets are mixed, ports and factories alongside London and the Baedeker cities
4. production recovers in 15 days on average and morale holds
5. the campaign fails at both of the things it was for

How British civilians were protected

This is Cambridge's own list for a 4 mark part (a), and it is worth learning as a list of four because that is exactly what the question wants:

• Air raid sirens
• Evacuation, mostly of women and children
• Blackouts
• Underground bomb shelters
• Gas masks
• The work of the ARP, the Air Raid Precautions service
• The work of the AFS, the Auxiliary Fire Service
• Jamming operations against German navigation
• Anti-aircraft defences

The Allied bombing of German cities, 1943 to 1945

How it was run. Cambridge's mark schemes state that the US air force carried out daytime raids and the British air force carried out night-time raids. Cities were bombed to demoralise civilians. Industrial plants were targeted to disrupt war production. Where cities caught fire, further bombing was carried out to disrupt attempts to put the fires out.

Hamburg. Cambridge states that Hamburg was firebombed in 1943 and that over 2000 bombs were dropped on Hamburg between 1 a.m. and 2 a.m. on 24 July 1943. A Paper 4 mark scheme states that the bombing raid on Hamburg left 45 000 dead.

Dresden. Cambridge states that Dresden was bombed in February 1945, and that 60 per cent of Dresden was destroyed. On the death toll Cambridge's own mark schemes give two figures a factor of six apart, in the same examination series. Section 10 sets out both and tells you which to use.

What the campaign achieved. Cambridge's Paper 4 indicative content splits it four ways, which is a ready-made structure for a 25 mark answer and a good structure for a 10 mark one:

• Military. Bombing armaments industries, communication centres and military bases was crucial in weakening the German military and accelerated its defeat. It did not completely halt the armaments industry, because the Nazis used forced labour camps and underground facilities that were not in Germany.
• Social. Huge loss of homes. Forced evacuations of children to the countryside.
• Political. The Total War strategy introduced by Goebbels, including a huge propaganda campaign. Albert Speer increased the scale of the war economy. Resistance and opposition movements inside Germany increased, for example the July Bomb Plot of 1944.
• Morale. Increased absenteeism in cities because of homelessness. Resentment in the countryside towards the cities because of evacuation. By 1944 many Germans believed the war was lost because of the bombing campaigns. Confidence in the Nazi regime dropped.

1. Allied bombing hits homes and cities rather than only factories
2. production is sustained by forced labour and by plant outside Germany
3. so the campaign's real effect lands on civilians, on homelessness, evacuation and belief in the regime
4. by 1944 many Germans think the war is lost, which is a morale result reached by a campaign that had also been justified as a military one

The overlap with Depth study B, and how to handle it

Allied bombing of German cities is examined in two Depth studies. It is your specified content here, and it is also part of the impact of the war on Germany in Depth study B: Germany, 1918 to 1945, whose Key Question 3(b), "What was it like to live in Nazi Germany?", has its own notes on this site covering rationing, conscription of women, Speer, the Volkssturm and the bombing as Germans experienced it.

You sit one Depth study, not two, so this is not a clash. But two things follow.

The angle differs. Depth study B asks what changed for Germans. Depth study E asks what bombing did to civilians in Europe, and pairs German cities with British ones. A Depth study E question will almost always want both halves, because the focus point names both countries.

Some of Cambridge's German figures live in the Depth study B mark schemes, which is why section 10 has to compare the two. If you are sitting Depth study E, prefer the figure printed in a Depth study E mark scheme.

5. Focus point 2: how did Japanese control impact on peoples' lives?

Cambridge's specified content restricts this to a case study of Malaya and Singapore, and all three questions on record stayed inside it. Malaya came under Japanese control by January 1942.

The argument this focus point sets up is not "was the occupation harsh". Cambridge's own materials answer that. It is whether the occupation fell on everyone equally, and the answer is that it did not, which is the single most creditable thing you can say about it.

The occupation was racially selective, and Cambridge says so

This is the first thing in Cambridge's mark scheme for the Malaya question and it should be the first thing in your answer. The Chinese population was treated harshly. The Malay and Indian populations were dealt with moderately, or in Cambridge's other wording less harshly. Cambridge describes the treatment of the Chinese as ethnic cleansing, and states that some Chinese were executed without trial.

In Singapore, Cambridge names the operation: the Japanese carried out what it calls "purging through purification" of the ethnic Chinese, and the Sook Ching massacre saw 25 000 killed. That is Cambridge's figure, printed in the June 2024 Paper 4 mark scheme, and it is the only Sook Ching figure in the corpus.

Who ran it

The Imperial Army controlled Malaya, and the Kempeitai, the military or secret police, were the dominant unit in Singapore. Cambridge states that they used local informants to keep resistance under control, and that repressive treatment of locals by the Kempeitai was the main mechanism of social control.

Strict laws and regulations were instituted to maintain what the Japanese called law and order.

What it did to daily life

Resources were taken. The Imperial Army began taking vital resources and war supplies as soon as it arrived. Cambridge frames the economic policy as control of trade and production for the war effort and, first of all, self-sufficiency of the occupying troops. The basic needs of the population were not met.

The economy was rewired for the occupier. A command economy was set up which favoured the Japanese occupiers. Occupation currency, which Cambridge calls banana money, was used.

Food ran short. As the war progressed there was severe rationing. There was malnutrition. People had to buy rice on the black market. People were encouraged to plant vegetables on vacant plots of land.

Forced labour. Malayans were made to work on the Thai-Burma Railway. British Empire troops were interned and used as forced labour, and Cambridge states that women and children were imprisoned under terrible conditions.

Culture and language were replaced. The language was changed to Japanese. The Japanese introduced the custom of bowing. Streets were renamed in Japanese. Japanese symbols and flags were used. There was Japanese education and indoctrination with anti-Western and specifically anti-British themes, and Cambridge states that propaganda was used to persuade locals that the Japanese were saviours. There was control and censorship of the press and media.

Some locals were recruited into Japanese forces.

1. the occupation's first purpose is to feed and supply the occupying army
2. resources are confiscated and a command economy is imposed with the occupier's own currency
3. the population's own needs come last, which is why rationing turns into malnutrition and a black market
4. and because control also has to be cultural, language, schooling and press are replaced at the same time as the food runs out

The argument to be able to run both ways

A Paper 1 part (c) on this content will want a comparison or a "how far". The two sides Cambridge's materials support are:

The occupation was primarily an economic extraction. Resources, supplies, forced labour on the railway, a command economy and a currency designed to serve the occupier. On this reading the cruelty followed from the purpose.

The occupation was primarily racial and political. The selective treatment of the Chinese, the Sook Ching massacre, the Kempeitai, and the cultural replacement of language and schooling. On this reading the extraction was one instrument among several.

Both are supportable out of Cambridge's own indicative content, which is what a "how far" question is for.

6. Focus point 3: what were the experiences of civilian populations in Nazi-occupied Europe?

Cambridge's specified content restricts this to a case study of Poland, including circumstances leading to the Holocaust and its impact. Every question on record stayed inside Poland. This is the focus point Cambridge has returned to most often at part (b): two of the four Paper 1 questions ask why the extermination camps were in Poland, in near-identical words, and a third asks why the Nazis treated the Polish people so badly.

Write this content plainly. The mark schemes do, and they credit precision, not restraint.

How the occupation was set up

Poland was defeated in 1939, and Germany and the USSR split the occupation according to the Nazi-Soviet Pact. Parts of western Poland were annexed into the German Reich. The remainder formed the General Government, and Hans Frank was appointed Governor-General by Hitler. Administration at most levels of the General Government was controlled by the Nazis, with some Polish police forces running local levels. The General Government was enlarged after the German invasion of the USSR in 1941.

One warning about a date. The March 2024 Paper 1 mark scheme prints, inside its Level 3 exemplar, the words "by June 1914 the Nazis had control of all of Poland". That is a misprint in Cambridge's own document. The Nazis did not exist in 1914, and the sentence is describing the situation after the invasion of the USSR in June 1941. Do not copy the printed year.

What was done to Polish civilians

They were classed as racially inferior. Cambridge states that Poles, as Slavs, were regarded as racially inferior and thought to be only suitable for slavery, and that the Nazis wanted to destroy the Polish people and eradicate Poland's culture.

They were expelled to make room. The Nazis wanted Lebensraum, living space in the east, and wanted Polish territory to become a purely German area. Cambridge states plainly what that meant: expelling nearly 2 million Poles. The expulsion was carried out in a brutal way. Polish farms and businesses were taken and given to ethnic Germans. The Poles, including women and children, were often taken away in cattle cars in freezing weather. Whole villages were destroyed.

They were subject to Germanisation and economic exploitation, and non-Germans as well as Poles were forced to resettle.

How many were killed. Cambridge prints two figures for the Polish dead and they do not reconcile with each other. The March 2024 Paper 1 mark scheme states that by the end of the war the Nazis had killed over two million non-Jewish Poles. The March 2024 Paper 4 mark scheme states that about 21 per cent of the Polish population were killed during the occupation, half of them ethnic Poles and the other half Jews. Section 10 handles the discrepancy. Both are Cambridge's; neither is this file's.

1. Nazi policy in Poland is not occupation for the sake of control but occupation for the sake of replacement
2. the land is wanted for German settlement, so the population has to be moved off it
3. expulsion, confiscation of farms and businesses, and the destruction of villages follow from that aim
4. and a population defined as racially inferior and fit only for slavery is a population against whom no limit is recognised

The Holocaust in Poland

The Jewish population of Poland. Cambridge states that about 10 per cent of the Polish population was Jewish, and that Poland had the largest Jewish population in Nazi-controlled Europe.

Ghettos. Ghettos were established in Polish cities such as Warsaw. Many Jews were deported to the General Government.

The camps, and why they were in Poland. Cambridge's mark schemes give four reasons and credit all of them:

• Nazi Germany controlled Poland. Germany had complete control there and, in Cambridge's words, the Nazis could do what they liked.
• The Jewish population was there. Poland held the largest Jewish population in Nazi-controlled Europe. Chelmno was the first extermination camp to be built, and its purpose was to murder the Jews of the surrounding area.
• The railways. There were railway links to other parts of Europe, so it was easier to transport Jews to Poland from other occupied territories. Auschwitz was an established barracks on the railway line, which the Nazis developed into a death camp, and Cambridge gives its position on the railway network as a reason for siting a death camp at Auschwitz-Birkenau.
• Concealment from the German public. The Nazis were worried there might be opposition inside Germany. The German people were told the Jews were being "resettled".

That last one is the hinge of the two part (c) questions on record, both of which put concealment as the proposition to be tested. Cambridge's own Level 5 exemplar comes down against it: the regime may have been worried about reaction in Germany, but it is possible that what was happening to the Jews was an open secret and that many Germans knew and just ignored it, and it is more likely that Poland was chosen because Germany had complete control there and because it was where lots of Jews lived.

The evidence on the other side, which Cambridge supplies. There had been opposition inside Germany to the euthanasia programme aimed at the mentally ill and the physically handicapped, from the Catholic Church and from other Germans, and Hitler had to halt the programme in 1941. Cambridge's mark scheme uses that as the reason for thinking the Nazis might genuinely have feared German public reaction. It is a real argument and it is the reason this question is a "how far" and not a "why".

What was done in the camps. Cambridge states that Jews were either worked to death in labour camps or exterminated in specially built extermination camps, and that from after 1942 there were extermination camps in eastern Poland. The Nazis started their plan of extermination by murdering Polish Jews.

The figures Cambridge prints. The March 2024 Paper 1 mark scheme states that by the end of the war 3 million Polish Jews had been murdered by the Nazis. The March 2024 Paper 4 mark scheme states that approximately 3.5 million Polish Jews were gassed, as well as millions of other Jews and Nazi racial enemies from around the rest of Nazi occupied Europe. Cambridge also prints "Six million Jews were killed by the Nazis in the Second World War" in a November 2024 mark scheme, but it prints it as an example of a Level 1 answer, worth one mark. That does not mean the figure is wrong. It means the answer was writing about the topic instead of answering the question, which happened to be why the camps were in Poland. Section 10 covers the Polish Jewish figures.

What the Holocaust did beyond the killing

Cambridge's Paper 4 indicative content for "Discuss the importance of the Holocaust" splits it four ways:

• Political. Nazi leaders in Poland became subservient to the needs of the SS, who were in charge of the Final Solution.
• Social. The murder of approximately 3.5 million Polish Jews, and millions of other Jews and Nazi racial enemies from the rest of Nazi-occupied Europe.
• Economic. The Final Solution provided massive income for SS-run businesses and industries that supported the German war effort, such as I G Farben, who used slave labour. Wealth confiscated from Jews in Poland.
• Military. Huge amounts of resources ploughed into the Final Solution and away from the German military.

That last point is the one candidates miss and the one a judgement can rest on: the extermination programme competed with Germany's own war effort for transport, manpower and money, and the regime went on funding it anyway.

The Warsaw uprising of August 1944

This is Cambridge's own choice of question on the November 2024 variant 2 paper, and it is occupied-Poland content rather than resistance-movement content, because the specified content restricts resistance to Malaya and France.

Cambridge gives the reasons as:

• The Poles wanted to drive the Germans out of Warsaw and Poland. The uprising was part of a wider operation called Operation Tempest, which aimed to liberate Poland from German control.
• It was timed to coincide with a Soviet offensive. A successful rising in Warsaw would distract German forces and weaken their defences, so the Poles also wanted to assist in the defeat of Germany.
• The Polish Underground State wanted to take control before a Soviet-backed government could be established.
• Revenge for the way the Poles had been treated during the German occupation.
• The Germans were threatening to kill Polish civilians.
• Radio Moscow appealed to the Poles to rise up against the Nazis.

Cambridge prints no figure of any kind for the uprising: no participant number, no casualty number, no date of surrender. This file therefore prints none either.

1. the Polish Underground State faces two occupiers in sequence, not one
2. rising against the Germans in August 1944 is both a liberation and a claim to govern the country before the Red Army installs someone else
3. so the rising is aimed at Berlin and at Moscow at the same time
4. which is why Radio Moscow's appeal to rise is part of Cambridge's list of causes and not a footnote to it

7. Focus point 4: how effective were resistance movements in Europe and the Asia-Pacific?

Cambridge's specified content names the methods and effectiveness of resistance movements in Malaya and in France, and every question on record stayed inside those two. This focus point has been examined at part (c) twice out of four Paper 1 papers, once as a straight comparison between the two and once as "how important was the French resistance movement", and once more on Paper 4 as the impact of resistance in Japanese-occupied Malaya.

Note the word in the focus point. It is effective, which is a question about results, not about courage. Cambridge's mark schemes credit the negative case as fully as the positive one, and a candidate who can only praise resistance is capped at Level 3.

The French Resistance: what it did

• Sabotage against the Germans, particularly on railway lines, which made it difficult for the Germans to move equipment, and on power networks.
• Destroyed many factories and supply and transport lines.
• Intelligence. Information passed to the Allies about German defences and troop movements, allowing the Allies to plan operations in France to better effect.
• Escape networks for Allied soldiers and airmen trapped behind enemy lines.
• Anti-German propaganda.
• Smuggled Jews out of France.
• Opposed the collaborationist Vichy government.
• Organisation: small groups of armed men and women formed resistance cells. "Jedburgh" teams made up of British, French and American personnel were parachuted into France before D-Day to make sure resistance activity was coordinated with Allied strategy. In 1944 some of the resistance forces formed the Free French Forces of the Interior.

The French Resistance: whether it was effective

The case that it was. It was well organised and played a vital role when the Allies invaded. The intelligence it provided was very useful in planning the D-Day landings and afterwards. It disrupted rail links and power networks in the areas that were to be invaded, which made German communications harder and prevented the Germans from concentrating their strength on Normandy at the time of the Allied invasion. It helped the Allies advance through France after D-Day.

The case that it was not. Cambridge is blunt about this side and it is where the marks are. The Resistance had little impact on the war and only really became useful after the Allies landed in Normandy in 1944. Before that it was disjointed and uncoordinated, with little power to act effectively against German forces. The proportion of the French population involved in the Resistance is estimated at between one and three per cent, and there were many different groups which were not coordinated. In the early years of the war they were no match for German forces, and any saboteurs who were caught were executed, which meant they were unable to undermine Nazi control of France from within.

The judgement Cambridge's own Level 5 exemplar reaches is a timing judgement rather than a yes or no: the Resistance became important around the time of the D-Day landings, because working with Allied teams in the build-up to D-Day gave it a focus and direction it had lacked in the early years of occupation. That is the shape to copy. "How important" answered as "important from 1944, and not before, and here is why the change happened" is a supported judgement. "Quite important" is not.

1. a resistance movement of one to three per cent of the population cannot defeat an occupier on its own
2. what it can do is supply what an invading army lacks, which is local intelligence and the ability to cut communications at a chosen moment
3. so its value is created by the invasion rather than by itself
4. which is why the same organisation is marginal in 1941 and decisive in 1944

The Malayan resistance: what it did

• The Malayan People's Anti-Japanese Army (MPAJA) was formed. It was made up mostly of Chinese Communists, and grew out of the Malayan Communist Party.
• Britain supplied the MPAJA with officers and supplies, and Cambridge states that in return for arms, money and training they agreed to accept orders from the British. Many had been armed and trained by the British before the collapse of British defences.
• It also received supplies and recruits from Chinese and Malays.
• It was based in the forests of Malaya, and launched hit-and-run attacks on the Japanese and tried to sabotage their bases and means of communication.
• It avoided large-scale action against the Japanese, and Cambridge states this was on British advice.
• It gained support from locals by supplying food and other goods to the population, with support in particular from the ethnic Chinese in Malaya.
• Cambridge gives one strength figure: a total of 4500 soldiers by 1943.

The Malayan resistance: whether it was effective

The case that it was. It caused problems for the Japanese administration. Regular ambushes and guerrilla warfare tactics disrupted the occupation, and ambushes and sabotage affected the Malayan economy. It was supported by the Allies later in the war.

The case that it was not. It did not have enormous numbers, and its relationship with the British rather limited the impact it had, because it took British orders and on British advice avoided large-scale operations. It played a limited role in helping the Allied invasion of Malaya. Cambridge states directly that it could be argued that resistance groups had a limited impact on Japanese military strength.

And there is a cost side that Cambridge prints and candidates leave out. Resistance activity led to reprisals from the Japanese Army on the ethnic Chinese population, and many were forced to flee from the cities after Japanese reprisals, with local economies ruined. Effectiveness measured against what it cost the civilian population is a legitimate and creditable line, and it belongs in this Key Question rather than in a military one.

One more thing Cambridge says, and it is unusual for a mark scheme. On the June 2024 variant 3 paper Cambridge notes that after the war communist propaganda made the MPAJA out to be heroes. That is Cambridge inviting a candidate to distinguish between what a movement did and what it was later said to have done. It is exactly the kind of remark a judgement can be built on.

Comparing the two, which Cambridge has already asked

The June 2024 variant 3 question was "The French Resistance was more effective than the resistance movement in Malaya." Cambridge's Level 5 exemplar agrees with the statement, and gives the reason: although the resistance in Malaya did cause problems for the Japanese, it was not as effective as the resistance in France, because the French Resistance was well organised, played a vital role when the Allies invaded, and supplied intelligence that mattered for D-Day, whereas the resistance in Malaya was not so important when the Allies invaded Malaya.

Do not treat that as the only permitted answer. The mark scheme's own Level 3 material supplies the counter-case: the French Resistance was disjointed and uncoordinated for most of the war, and both movements were small. A candidate who argues that both were marginal until an Allied invasion gave them something to do, and that the difference is the scale of the invasion rather than the quality of the resistance, is explaining both sides and reaching a judgement, which is what Level 5 asks for.

8. Where the borders with your neighbours fall

This Key Question sits between three others in the same Depth study and one in a different Depth study. All four boundaries are places where candidates lose marks by writing accurate history that the question did not ask for.

Inside Depth study E

Key Question 1, how did the Second World War in Europe develop. Owns the fall of France, Vichy, Dunkirk, Operation Sea Lion, the Battle of Britain, Barbarossa and Stalingrad. The Battle of Britain is theirs; the Blitz that followed it is yours. The line is the moment the Luftwaffe stopped trying to beat the RAF and started bombing cities in September 1940.

Key Question 2, how did the Second World War in the Asia-Pacific develop. Owns the deterioration of US-Japanese relations, Pearl Harbor, the initial Japanese successes including the fall of Malaya and Singapore, and Midway. Note that Malaya and Singapore are a case study in both Key Question 2 and Key Question 3, in two different entries of the specified content. Key Question 2 has them as a military story: why the Japanese won there. You have them as a civilian story: what Japanese rule did to the people who lived there. A question about why the British were defeated in Malaya is theirs. A question about the impact of the occupation on Malayan lives is yours.

Key Question 4, how did the Allies achieve victory over the Axis powers. Owns Italy, the collapse of Germany, D-Day, the Russian advance, the defeat of Japan, the bombing of Japan, the decision to use the atomic bomb and its consequences, the Allied occupations and the war crimes trials at Nuremberg and Tokyo. The atomic bombings are theirs, not yours, and the figures Cambridge prints for Hiroshima and Nagasaki belong in their notes. If a stem in your Key Question mentions the D-Day landings, as several do, it is asking what the Resistance contributed to them, not how they went.

Outside Depth study E

Depth study B, Germany, 1918 to 1945, whose Key Question 3(b), "What was it like to live in Nazi Germany?", already covers the war's effect on civilian life inside Germany: rationing from September 1939, conscription, women pulled into the factories in 1943, Speer and the war economy, the closure of entertainment, the Volkssturm, and Allied bombing as Germans experienced it. Those notes exist on this site and this file does not repeat them.

What is yours rather than theirs. Depth study E asks about civilian populations in Europe and the Asia-Pacific, which is a comparison across countries. Depth study B asks about Germany. The overlap is one specified-content entry, the Allied bombing of German cities, and even there the questions differ: Depth study B asks how the war changed life in Germany, and Depth study E asks what the bombing did to civilians, pairing German cities with British ones. Your file needs the British half. Theirs does not.

And you sit one of them. If your school teaches Depth study B you will never see a Depth study E question, and the reverse. The overlap is only a revision problem if you read the wrong notes for the wrong paper.

9. Faults that will cost you marks on this Key Question

The examiner reports say nothing about this Depth study, because too few candidates sat it to comment on. What follows is drawn from what the eight mark schemes credit and refuse, and from the content itself.

Answering with sympathy instead of with specifics. "Civilians suffered terribly" is Cambridge's own printed example of a Level 1 answer. So is "The Germans treated the Poles terribly badly. They were very cruel to them." The mark is in the mechanism: which people, by whom, for what purpose, with what result.

Writing the military history of a civilian question. The commonest available error here. Asked what the Japanese occupation did to Malayan lives, candidates describe the fall of Singapore. Asked what the Allied bombing did, they describe the bomber offensive. Both are on the syllabus and neither is on the question.

Treating occupation as uniform. Cambridge's Malaya mark scheme opens with the Chinese being treated harshly and the Malay and Indian populations less harshly. A candidate who writes that the Japanese oppressed the Malayan people has missed the distinction Cambridge put first.

Praising resistance without measuring it. "The French resistance was very brave and fought the Nazis" is a Level 1 or Level 2 statement. The question word is effective, and Cambridge supplies the negative case in as much detail as the positive one. One-sided answers on part (c) are capped at Level 3.

Reaching for a figure you cannot source. This content is full of numbers, most of them contested, and none of them required. Cambridge's part (b) mark scheme gives five marks for an explanation supported by specific contextual knowledge, and a named place, an operation name or a date does that job as well as a death toll. If you are not certain a figure is Cambridge's, name the thing instead of counting it.

Ignoring the dates in the first focus point. Bombing of Britain is bracketed 1940 to 1941 and bombing of Germany 1943 to 1945. A question that repeats those brackets is marked inside them.

Using the atomic bombings as evidence here. They belong to Key Question 4. In a Key Question 3 answer they are off-question, however well written.

Confusing the two occupations. Poland and Malaya are both case studies of occupation and their machinery is different. Ghettos, extermination camps and Lebensraum are Poland. The Kempeitai, banana money and the Thai-Burma Railway are Malaya and Singapore. Nothing crosses over.

10. Where Cambridge's own documents disagree

Four of these are inside Cambridge's own 0470 mark schemes, in the same 2024 examination series, for the same fact. Do not try to reconcile them and do not treat any of them as an error you have to resolve. Where a figure appears in a Depth study E mark scheme, prefer that one, because it is the paper you are sitting. And in every case, use the figure inside an explanation rather than as the point of the sentence.

The Dresden death toll

The Depth study E mark scheme, November 2024 Paper 1 variant 1, part 18(a): "Dresden was bombed in February 1945 and almost 25 000 people were killed."

The Depth study B mark scheme, November 2024 Paper 1 variant 3, part 12(c): "The two-day air raid on Dresden alone killed around 150 000 people."

Same board, same series, same month, six times apart. Use the Depth study E figure of almost 25 000, because it is printed on your Depth study. The higher figure is also disputed outside Cambridge's materials, where modern estimates are substantially lower, and this file names it only to identify the conflict rather than to assert it.

The safest move is not to lead with a death toll at all. The argument about the Allied bombing of German cities stands on Cambridge's other statements, that 60 per cent of Dresden was destroyed, that homes were lost on a huge scale, that production continued through forced labour outside Germany, and that by 1944 many Germans believed the war was lost. None of those depends on a contested number.

How many Polish Jews were murdered

March 2024 Paper 1 variant 2: "By the end of the war 3 million Polish Jews had been murdered by the Nazis."

March 2024 Paper 4 variant 2: "Approximately 3.5 million Polish Jews were gassed, as well as millions of other Jews and Nazi racial enemies from around the rest of Nazi occupied Europe."

Both are Cambridge's, both are from the same series, and they are differently worded as well as differently numbered: one says murdered, the other says gassed. If you use either, attribute it as an approximate figure and do not present it as settled.

How many Poles were killed

March 2024 Paper 1 variant 2: "By the end of the war the Nazis had killed over two million non-Jewish Poles."

March 2024 Paper 4 variant 2: "About 21% of the Polish population were killed during the occupation, half of them ethnic Poles and the other half Jews."

These are two different ways of counting and they do not produce the same answer. The Paper 4 formulation is a proportion of a population whose size Cambridge does not state, so it cannot be checked against the Paper 1 figure at all. Quote whichever you use, say it is Cambridge's, and do not do arithmetic on it.

How long London was bombed for

November 2024 Paper 1 variant 2: "London was bombed for 57 consecutive nights."

June 2024 Paper 4 variant 3: "London was bombed for 56 out of 57 consecutive days and nights in 1940."

Trivial in size and worth knowing about anyway, because it shows how the same fact drifts between Cambridge's own documents. "London was bombed for 57 consecutive nights" is the Paper 1 wording and the safer one on Paper 1.

And one plain misprint

The March 2024 Paper 1 variant 2 mark scheme contains the phrase "by June 1914 the Nazis had control of all of Poland" inside a Level 3 exemplar. The intended year is 1941, after the invasion of the USSR, which is when the General Government was enlarged. Cambridge's own Paper 4 mark scheme from the same series says so. Do not copy the printed year, and do not assume every date in a mark scheme has been proofread.

11. Quick revision

The Depth study. Depth study E: The Second World War in Europe and the Asia-Pacific, 1939 to c.1945. New from the 2024 series. Paper 1 Questions 17 and 18, Paper 4 Questions 9 and 10.

The record. Seven Paper 1 papers and seven Paper 4 papers exist. Eight questions in total examine this Key Question. Cambridge's examiner report says there were too few candidates for any comment. There is no more practice than that.

Where it sits. On Paper 1 this Key Question has only ever appeared as the whole of Question 18, all three parts, in four of the seven papers. It has never appeared at Question 17. Seven papers is not a pattern to bet on.

Focus point 1, bombing. Britain 1940 to 1941, Germany 1943 to 1945, and the dates are in the syllabus. The Blitz ran September 1940 to May 1941. London bombed for 57 consecutive nights. Baedeker raids on Exeter and York for morale; Coventry on 14 to 15 November 1940, and the ports and docks, for industry. Cambridge: 40 000 civilians killed, over 1 million homes destroyed, production recovering in 15 days on average, morale not broken. Allied bombing of Germany: US by day, Britain by night, Hamburg firebombed 1943, Dresden February 1945, 60 per cent of Dresden destroyed, armaments sustained by forced labour outside Germany, and by 1944 many Germans believed the war was lost.

Focus point 2, Japanese control. Case study Malaya and Singapore, under Japanese control by January 1942. The Chinese were treated harshly and the Malay and Indian populations less harshly, which is the first thing to say. Kempeitai, "purging through purification", the Sook Ching massacre with 25 000 killed. Banana money, a command economy, confiscated supplies, severe rationing, malnutrition, black-market rice. Thai-Burma Railway forced labour, interned Empire troops, women and children imprisoned. Japanese language, bowing, anti-Western indoctrination, censorship.

Focus point 3, Nazi-occupied Europe. Case study Poland. 1939 partition under the Nazi-Soviet Pact, western Poland annexed, the rest the General Government under Hans Frank, enlarged after June 1941. Poles classed as racially inferior Slavs fit only for slavery. Nearly 2 million Poles expelled, farms and businesses given to ethnic Germans, whole villages destroyed. Ghettos in cities such as Warsaw. Camps in Poland for four reasons: total German control, the largest Jewish population in Nazi-controlled Europe, the railway network, and concealment from Germans who were told Jews were being "resettled". Chelmno first; Auschwitz-Birkenau sited on the railway. The euthanasia programme, halted in 1941 after Catholic and other opposition, is the evidence that fear of German opinion was real. Warsaw uprising August 1944: Operation Tempest, timed with the Soviet offensive, and a claim to govern before a Soviet-backed government could be installed.

Focus point 4, resistance. France and Malaya only. France: sabotage of rail and power, intelligence for D-Day, escape networks, propaganda, Jedburgh teams, the Free French Forces of the Interior in 1944. But: one to three per cent of the population, uncoordinated, saboteurs executed, and useful mainly from 1944. Malaya: the MPAJA, mostly Chinese communists, armed and paid by the British and taking British orders, forest-based, hit-and-run, 4500 soldiers by 1943, avoiding large-scale action on British advice, and limited when the Allies invaded. And: Japanese reprisals fell on the ethnic Chinese population, which is a cost that belongs in the judgement.

The boundaries. Malaya and Singapore are also a Key Question 2 case study, as a military story. The atomic bombings belong to Key Question 4. Life inside Germany belongs to Depth study B.

The numbers. Almost 25 000 at Dresden on your Depth study's own mark scheme, against around 150 000 on another. Around 3 million or 3.5 million Polish Jews depending on the paper. Over two million non-Jewish Poles, or 21 per cent of the population half and half, depending on the paper. Attribute, do not reconcile, and do not lead with any of them.

Where these facts come from

Everything asserted above is taken from Cambridge's own published 0470 materials, and each claim can be checked against a named one.

The Cambridge IGCSE History 0470 syllabus for 2027 and 2028. The full Depth study title including the 1939 to c.1945 bound and the fact that it is printed identically in the content overview, the Depth studies list and the content page; the Key Question wording; all four focus points including the date brackets in the first; the whole specified content list quoted in section 1 and the fact that it is printed once for the Depth study and not divided by Key Question; the definitions of key question, focus point and specified content; and the placement of the atomic bomb and the bombing of Japan under the reasons for the defeat of Japan.

The seven Paper 1 question papers and mark schemes of the 2024 series, being March variant 2, June variants 1, 2 and 3, and November variants 1, 2 and 3. The Question 17 and Question 18 placement; the twelve question parts quoted in section 3; every fact and figure attributed above to a Paper 1 mark scheme, including the Blitz dates and targets, the British civil defence list, the Baedeker raids, the doodlebugs, the 57 consecutive nights, the industrial production point, the Hamburg raid detail, the Dresden February 1945 date and the almost 25 000 figure, the Lebensraum and expulsion material, the four reasons for siting the camps in Poland, the Chelmno and Auschwitz statements, the euthanasia programme and its halt in 1941, the Polish death figures, the Warsaw uprising causes, the Malayan occupation and MPAJA material, and the whole of the French Resistance content including the one to three per cent estimate.

The seven Paper 4 question papers and mark schemes of the 2024 series. The Question 9 and Question 10 placement and the four Key Question 3 questions listed in section 3; the Blitz account including the 40 000 civilians, the over 1 million homes and the 15 day recovery; the four-way split of the impact of Allied bombing on Germany including the 60 per cent of Dresden and the 45 000 dead at Hamburg; the Nazi occupation of Poland account including the General Government, Hans Frank and the 21 per cent figure; the four-way importance of the Holocaust including I G Farben and the resources point; the Japanese occupation of Malaya account and the impact on Singapore including the Kempeitai, banana money and the Sook Ching figure; and the impact of Malayan resistance including the 4500 soldiers by 1943.

The Principal Examiner report for the March 2024 series. The two statements that there were too few responses on Depth study E for any meaningful comments to be made, on Paper 1 and on Paper 4 respectively.

Built by reading the papers rather than published by Cambridge. The whole of section 3. Cambridge publishes no table of which Key Question is set at which question number, and no count of how many papers set this Depth study. The seven-paper count, the Question 17 and 18 confirmation, the four papers that set this Key Question, the finding that it always takes all three parts of Question 18, and the Question 17 and Question 18 pairing were produced by reading the printed stem of every Depth study E question in the 2024 series on both components. The count is checkable: seven Paper 1 papers, seven Paper 4 papers, and eight Key Question 3 questions between them.

Conflicts inside Cambridge's own materials. Section 10, in every case naming the paper on each side.

Deliberately left out because Cambridge's 0470 materials read for these notes do not print them. These are facts a textbook would supply and that this file will not assert, because on this content a figure without a source is not a lost mark but a false statement about mass death:

• any total death toll for the Second World War, for civilian deaths in the war as a whole, or for civilian deaths in any single country other than the Polish figures quoted above
• the number killed in the Blitz in any single city, including London and Coventry
• any Dresden death toll other than the two Cambridge prints, and any account of which of those two is correct
• the number of people killed at Auschwitz, at Chelmno, or at any named camp
• the names of the extermination camps other than Chelmno and Auschwitz-Birkenau, which are the only two Cambridge's Depth study E mark schemes name
• the date the Final Solution was decided on, and the Wannsee conference, which appear nowhere in the Depth study E materials read
• the number of Jews deported from any named ghetto, and the Warsaw ghetto uprising of 1943, which Cambridge does not distinguish from the 1944 city-wide uprising in any question on record
• any figure for the Warsaw uprising of August 1944: participants, civilian deaths, or duration
• the Roma, disabled people other than in the euthanasia programme, Soviet prisoners of war, and other groups murdered by the Nazis, none of whom the Depth study E specified content or mark schemes name; Cambridge's only phrase is "Nazi racial enemies"
• any famine of the war, including in Bengal, Vietnam, Greece or the occupied Netherlands, none of which appears in this Depth study's materials; Cambridge's famine-adjacent content is confined to rationing, malnutrition and the black market in Malaya
• the number of comfort women, and the system itself, which the Depth study E materials do not mention
• the number of Malayans who died on the Thai-Burma Railway
• any figure for the size of the French Resistance in people rather than as the one to three per cent estimate, and any figure for how many resisters were executed
• civilian populations of occupied Europe outside Poland, and of Asia outside Malaya and Singapore, which the specified content does not name

None of those is needed for a top answer, which is why they are named here rather than guessed at in the body.

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