1 Scheme of work Germany, : Democracy and dictatorship This resource gives you one example of a scheme of work for teaching the period study, Germany, : Democracy and dictatorship from our new GCSE in History specification (8145). We hope the suggested activities will support your teaching of this topic. It is intended as a guide only and not as a prescriptive approach. This scheme of work enables students to understand the growth and decline of democracy and the rise and fall of Nazism and the effects these two developments had on the German people. Assumed coverage This teaching and learning plan is intended for 30 classroom lessons, each of one hour. It doesn t include homework learning time, but it covers three revision and assessment lessons. Assessment Assessment points in the learning activity column indicate possible assessment opportunities. These could be short tests of about ten minutes (exam-style questions, short factual tests, source evaluation) or longer assessments (exam-style questions). In the case of resources, research exercises will assume students have access to a textbook(s) and/or internet. Textbook may be supplemented by other sources for comparison.
2 Part one: Germany and the growth of democracy Lesson 1 the growth of Profile of Kaiser Wilhelm II: students parliamentary annotate a range of sources and government. interpretations to draw inferences and the influence of conclusions about the Kaiser s character, Prussian beliefs, aims and the extent of his power. militarism. Spider diagram of German constitution. 2 industrialisation. social reform and the growth of socialism. The focus is on the nature of Germany s pre-war political system, in particular, the role of the Kaiser, the influence of the military and the representative institutions. The focus should be on the challenges faced by the Kaiser and responses to these challenges. Students to adopt different roles: Who really held power in Germany? The Kaiser? The Chancellors? The Reichstag? Did the balance of power change in the years 1890 to 1914? Study of statistical evidence of rapid urbanisation/industrialisation. Group exercise: how to deal with socialism reform or repression? Essay to explain the problems faced and the actions/approaches taken. Judgement question: how explosive was the situation inside Germany? Who or what posed the greatest problem for the Challenging assumptions: ask your students to research the view that the German emperor completely dominated the government. Cartoons of Kaiser, photographs and historical accounts from the Kaiser and members of the Reichstag. For a detailed account: W.Carr, A History of Germany (Hodder Arnold) Chapter 7. Also see Christopher Clark s biography Kaiser Wilhelm II: A life in Power, Penguin, June 2009, ISBN-13: Graphs/statistics of growth of specific industries/cities.
3 governments of Germany?
4 3 The domestic The focus should be on Outline Navy Laws. Class debate: as a importance of the understanding the member of the Kaiser s Navy Laws. impact the Navy Laws Students research contemporary government, explain had on the Kaiser s opinions/ interpretations. Students what might concern you relationship with the consider the following questions. most about the government. problems you face in Were the Navy Laws just the 1914? Kaiser s personal obsession? Why were they introduced and what part did they play in Weltpolitik? Students construct a fact-file to record findings. How far had Germany s problems been successfully dealt with by 1914? Written accounts. Cartoons of the Kaiser s Navy interests. Assessment point: short revision test.
5 4 War weariness. The emphasis should Study evidence of the problems facing Economic be on the state of Germany in 1918, including interim problems. Germany in 1918: the payments made to the Allies before the Defeat. shock of unexpected Reparations Commission report. The end of the defeat, food shortages, monarchy. blockade and political Map of the demands inflicted by the Post-war chaos following the Treaty Of Versailles. problems November Revolution. including reparations. 5 and 6 Post-war problems including reparations; the occupation of the Ruhr and hyperinflation. Weimar democracy; political change and unrest, ; Spartacists; Kapp Putsch; the Munich Putsch. Students should link these events and analyse the relative importance of the political, economic and social causes of distress. Table of Germany s problems, Students classify the problems into political, economic/financial, social, and military related issues. Timeline and fact-file of events, Diagram of the Weimar Constitution. Students categorise events (such as the putschs) into political, economic/financial, social, and military related issues. They draw a table with four columns and populate with the questions below. Describe the problem. Why was it a threat to the Republic? How far was it a threat? What helped the Republic to survive? Students prioritise Germany s problems in order of severity. Students then justify their reasoning and identify further questions they would ask members of the German public. Students choose five sources which best sum up Weimar s problems at this time; then write a commentary to justify their choice. Maps of Welpolitik and colonial aims. Photographs of poverty in Germany Newspaper headlines about defeat/the Treaty of Versailles. Cartoons. Archive film. Map of the Treaty of Versailles. Access details of key events, eg archive footage and photographic evidence (as stimuli) of events stipulated.
6 7 and 8 Review of lessons 4, Students should assess Enquiry: how did the Weimar Republic 5 and 6 the impact of events in survive? Weimar Germany up to 1923 and reflect on the implications for Germany s subsequent developments. Interpretations exercise: students look at interpretations relating to attitudes to Germany s defeat, the Treaty of Versailles and the problems faced by Weimar up to Why do these interpretations differ? Which are more convincing? Causation study relating to unrest: the attitudes of different groups of people to Weimar: monarchists; Communists; Freikorps; Nationalists; Republicans. Further research: is it entirely true to assume that all Germans suffered during this period? For example, did some people prosper from hyperinflation? Contemporary written and later opinions/cartoons about Weimar. For interpretations of the period: E Dobert, Convert to Freedom, 1941; Egon Larsen, Weimar Eyewitness,1976; W.Guttman, The Great Inflation, Class debate: which was the most serious problem Germany faced at this time? Write a report to justify your choice. Assessment point: short factual recall test.
7 9 and 10 The extent of The emphasis is on Enquiry question: how far had Weimar Research opportunity: recovery during the how Germans were recovered by mid-1929? how was news of Stresemann era affected by Weimar s Stresemann s death ( ): recovery in the years Fact file: students research the main reported at the time in Did they economic developments (including Oct 1929? Did feel more optimistic or international agreements), and political obituaries written in pessimistic about what and cultural changes Germany and Britain happened under differ? In what ways Stresemann? How far Card sort: students place the changes did they differ? had Weimar recovered from their fact files into relevant economically and categories, including those about which culturally by 1929? Germans would feel optimistic and/or pessimistic. economic development including the new currency the Dawes Plan and the Young Plan the impact of international agreements on recovery Weimar culture. Role play: students match descriptions of different people s attitudes to Weimar, for example: a communist, an unemployed soldier, a shop keeper, a farmer, a democratic socialist, a Nazi, a business leader and a Jewish doctor. Access to factual details of events in the Stresemann era. Archive, film/cartoons, photos as visual snapshots /stimuli. Opinions/later interpretations as written accounts of attitudes to Weimar. 11 Review of Part one: Germany and the growth of democracy Class debate: what evidence is there to support the view that Weimar had recovered by 1929? Students complete a report on the debate and suggest reasons why extremist parties remained unpopular. Assessment point: students do exam style questions based on Part 1. Opportunity to discuss how to approach exam style questions with the class.
8 Part two: Germany and the Depression Lesson 12 and 13 Growth in support Sources exercise drawing on evidence of for the Nazis and poverty, unemployment and changing other extremist election results. Students match parties , inferences to statements drawn from including the role of source material. the SA; Hitler s appeal. The focus should be on how the Depression linked to political extremism; how far was the rise of the Nazis the result of the Depression as well as the appeal of the Nazis and the fear which was associated with Nazi violence. The appeal of the Nazis: students watch film clips and read interpretations drawn from Nazi supporters/opponents. Why do some interpretations differ? Which are more/most convincing? Students explain the relative importance of a range of factors which might explain Hitler s appeal. These might include: Hitler s ideas attitudes to Weimar fear and the use of SA Hitler s propaganda and oratory support of business leaders. Students write an interview with a member of German society at this time. The interview should explore attitudes to the Depression and the rise of extremist political groups. A wide range of sources are available: visual, written and film clips. Interpretations might include: Albert Speer, Inside the Third Reich, 1960 (also useful throughout the Nazi period); C Zukmayer, A Part of Myself: Portarit of an Epoch 1970; E Amy Buller, Darkness over Germany, A comprehensive set of documents relating to the Nazi state can be found in J.Noakes and G.Pridham, Nazism vols 1 and 2, Exeter University Press.
9 14 Election results; the The emphasis should Research of key historical figures such Class debate: It was role of Papen and be on how Hitler as Hindenburg, Papen and Schleicher. the Weimar Hindenburg and became Chancellor; a Students match statements about these constitution rather Hitler s appointment brief narrative of the individuals to their aims and actions, than the Depression as Chancellor. plotting by key political resulting in Hitler s appointment as which enabled Hitler figures including Chancellor. to become Hindenburg. Students Chancellor. Do you should be aware that Group work: students to argue how far agree? Explain your the failure of Weimar Hitler was in a position of weakness on answer. parties was reflected in the 30th January 1933 and present their their loss of electoral findings. support. Research materials.
10 15 The Reichstag Fire The focus should be on Enquiry question: how did Hitler become Student exercise: how the Reichstag Fire dictator? (For use in lessons 15, 16 and prioritise the was used to promote 17). preconditions which Hitler s dictatorship. Hitler needed to fulfil From a prepared set of sources and in order to become interpretations students draw inferences dictator of Germany. about who was to blame for the Students could then Reichstag Fire. justify their choices. Factual details of events. Eye witness accounts and other sources. 16 the Enabling Act elimination of political opposition trade unions. The focus should be on the key events between 28 th February 1933 and early Starting with the Emergency Decree, the steps by which Hitler arrested suspects, took over regional governments and civil service, passed the Enabling Act, banned trade unions and other political parties. Timeline of key events. Students list the key steps, draw links between them and explain how the links contributed to the formation of Hitler s dictatorship. Exercise: students study a range of interpretations and consider the following questions: What do the interpretations suggest? How and why do they differ? How convincing are the interpretations? Research opportunity: how were these events reported and commented on abroad, such as in Britain? Eye witness accounts, cartoons and archive film. Contrasting interpretations of Hitler s seizure of dictatorial powers.
11 17 Rohm and The focus should be on Night of the Long Knives exercise: the Night of the Long the final step in Hitler drawing on a range of sources, students Knives; Hitler neutralising opposition construct a report about who was becomes Führer. within the Nazi Party. involved, why the event took place and what were its immediate effects. Eye witness accounts, cartoons and archive film. 18 Review Part two: Germany and the Depression Review and assessment Overview opportunity: students explain the relative importance of the factors which allowed Hitler to become Führer; students could include the use of media, the law, violence and intimidation. Assessment point: students analyse two interpretations about the rise of the Nazis and explain which interpretation they found more convincing; complete a bullet point explanation question. Specimen paper
12 Part three: the experiences of Germans under the Nazis Lesson 19 and 20 benefits and Spanning the years Enquiry question: Totalitarian regimes Group work: drawbacks , the focus controlled every aspect of life. Why? students take a employment should be on the extent snapshot of the public works to which the Nazis Students prepare a PowerPoint experiences of programmes brought benefits to presentation of research into different groups of rearmament Germans and interpretations of Nazi economic policies Germans, for self-sufficiency Germany. This clearly and actions. example, in 1935, the impact of the changed over time and 1939, 1941 and war on the changed by different Students categorise a statement bank 1945 and explain economy and the degrees for different into evidence of benefits and drawbacks how the attitudes German people, groups of people. for different groups of people (using the might change at including eight groups of people introduced in each point. bombing, lessons 9 and 10). rationing, labour shortages, Students produce a timeline to show the refugees. fluctuations in key economic indicators between 1933 and 1945; use colour coding to highlight the impact of the war economy. Students write an essay and come to a judgement about benefits and drawbacks of Nazi economic developments. Statistics/photographs. Written accounts. Political cartoons Statements for a statement bank. William L Shirer s The Rise and Fall of the Third Reich, 1960, remains a central text for interpretations about the Nazi state.
13 21 Reasons for policies, The focus should relate Students construct a spider diagram from Class debate: did practices and their to Nazi policies towards studies of Nazi policies towards women, Nazi policies put the impact on women. women: the reasons for to include: role and status of the policies; the aims of policies women on a methods used; their reasons for those aims pedestal? level of success and how the policies changed over their impact on women. time the level of success/failure the effect they had on women. A range of interpretations including ones from women who were there at the time, but survived to write about their experiences later. Interpretations exercise: students study a range of interpretations and consider the following questions: What do the interpretations suggest? How and why do they differ? How convincing are the interpretations?
14 22 and 23 Reasons for This focus should relate Students produce a spider diagram of the policies, to Nazi policies towards structure the Hitler Youth. practices and young people: the their impact on reasons, the methods, Inferences and purpose exercise which young people their level of success enables to students to consider why and youth and their impact on some young people supported Hitler and groups. young people. why others didn t. Students look at Education. written accounts and other sources and consider whether support changed over time and the reasons why it changed. 24 Reasons for policies, practices, and their control of the Churches and religion. The focus should be on Nazi policies towards churches and religion: the reasons, the methods, their level of success and their impact on churches and individuals. Explanation exercise to include the reasons why the Nazis considered control of the young important, the methods they employed (including changes in schooling) and why the Hitler Youth was so attractive. Students to prepare a table listing key religious groups and individuals and then look at how Nazi policies impacted on them and how they reacted to Hitler s policies. Assessment point: short quiz of factual material. Hitler Youth accounts and interpretations such as: H Metelmann, Through Hell for Hitler, 1960; Charles A Beard, Education under the Nazis, in Foreign Affairs,1936; Sophie Scholl s letters.published after the end of World War Two. Visual images of Hitler Youth. Sources relating to changes to the school curriculum. Photos, personal recollections of religious changes. See also W Ebenstein, The Nazi state, 1943 for interpretations about religious and wider policies.
15 25 and 26 Reasons for Students produce a timeline of policies, persecution practices and their impact on racial policy and persecution. Aryan ideas The Final Solution. The focus should be on understanding of Nazi racial policy and their effects why and how were minorities persecuted? How and why did this change over time including the Final Solution? How was it possible to carry out persecution out on a large scale? Card sort to categorise the reasons for racial persecution. Why did the Nazis persecute racial minorities such as Jews? Challenging stereotypes exercise: students look at individual case studies including victims, perpetrators, collaborators, resisters and bystanders. How was it possible to carry out racial persecution on this scale? What are the main characteristics of totalitarian regimes? How far did the Nazis fulfil these characteristics? Which aspect of Nazi policies made them the most dangerous to ordinary people? Holocaust Education Trust gives access to written and visual sources and accounts of anti-semitism. Film records available. The Diaries of Victor Klemperer remain a central resource relating to racial persecution.
16 27 Goebbels. Research: students produce a profile The use of Joseph Goebbels. propaganda and censorship. Nazi culture. The focus should be on the reasons for propaganda and the development of Nazi culture; the methods used; their level of success and their effects on German people. Use of propaganda/censorship: students use a range of propaganda sources to annotate and identify appeal, key messages (both positive and negative), and assess their effectiveness. Students categorise into different forms of appeal via a table with the following headings: community; excitement; power; order etc. Class discussion: why is it so difficult for historians to assess the impact of propaganda on German society? Archive film material. Written and visual sources and interpretations. Group work exercise: students study the importance of the Olympics, the Nuremberg rallies, art, film, posters. Assessment point: students complete an essay assessing how important was Nazi culture to the propaganda effort.
17 28 Repression and the The focus should be on Research: students produce a profile of police state, and the the reasons for Himmler. roles of Himmler, the repression, methods, SS and Gestapo. their impact and their Students study institutions of repression, effect on the German for example, the Gestapo, police, courts, people. concentration camps, SS. In a spider diagram, they identify institutions, describe what they did and access their impact. Students look at interpretations written by people who were there at the time and wrote about their experiences afterwards to explain what Germans remembered of Nazi repression. Why do they differ? How and why are some interpretations more convincing than others? Access to research materials about Himmler. Interpretations about control and repressions during the Nazi regime. 29 Opposition and resistance, including White Rose group, Swing Youth, Edelweiss Pirates and July 1944 bomb plot. The emphasis should be on who opposed the Nazis, why and how effectively were they dealt with? Analytical essay: students explain and assess the importance of opposition to the Nazis. How serious was it? Students complete a peer to peer assessment exercise using the essay and then feedback on what a model answer with a judgement should look like. Interpretations about control and repressions during the Nazi regime, for example, letters written by Sophie Scholl. 30 Parts 1, 2 and 3 Review and Assessment Students complete Section A from the specimen paper in 50 minutes under exam conditions. Specimen paper
Model answers: How did the Nazis come to power in Germany? Study Source C. Does this source prove that the Munich Putsch was a disaster? Use the source and your knowledge to explain your answer. 7 marks
WEEK 1: MATCH THE ANSWERS TO THE CORRECT QUESTIONS, SO YOU HAVE 18 IMPORTANT FACTS ABOUT NAZI GERMANY. Heads Tails 1. When did World War One end? War Guilt Clause blaming Germany for the War 2. When was
AQA new specification- proposed teaching Paper 1: Understanding the modern world Section A 1B Germany, 1890 1945: Democracy and dictatorship This period study focuses on the development of Germany during
Mark Scheme (Results) January 2010 GCSE GCSE History (5HB02/2C) Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH Edexcel is one of the
HISTORY EXAM REVISION BOOK GERMANY 1918 1939 Things you NEED to know about: Part 1- Weimar Germany (1918 1933) Treaty of Versailles [ ] Weimar Germany [ ] Hyper Inflation [ ] Wall Street Crash and Great
Mark Scheme (Results) January 2013 GCSE History B (5HB02/2C) Unit 2: Schools History Project Depth Study Option 2C: Life in Germany, c1919- c1945 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications
Weimar Republic and Nazi Takeover Table of Contents You know the content of the Weimar constitution... 2 You can describe the economic development in Germany between 1920 and 1930... 2 You know the Dawes
Chautauqua Summer Institute June 20-24, 2007 Lesson Plan Lesson Plan Title: America s Path to WWII Concept / Topic To Teach: How outside influences can force a country into action when it has no desire
1 PRE-TEST Directions: Read the following statements and circle whether they are True or False. 1. After World War One, many countries had difficulty dealing with war debts, hunger, and unemployment. 2.
Key Stage 3 Year 7 History Skills. What was Life like in Roman Britain? Why was the Roman Army so successful? The Norman Conquest. Why did William win the Battle of Hastings? Castles. Peasant Life. Dragons
UNIT 2: THE RISE OF THE NAZIS AND THEIR CONSOLIDATION OF POWER 1929-1934 In the 1928 election the Nazi Party only won 12 seats out of over 400 in the Reichstag. It appeared to be a small, insignificant
How did Hitler and the Nazis use propaganda to increase and maintain power in Germany in 1933-1939? It cannot be denied that Hitler and the Nazis had great power and control over Germany in the 1930 s.
HISTORY 105 01 22373 Topics in History: Why Hitler? Prof. Hatfield Spring Semester 2011-2012 Office: 210 Buckman 105 Buckman - TR 12:30-1:45 Phone: 3290 Staying in Touch Generally I am on campus only on
GCSE Schools History Project Student Workbook Teacher Notes Topic 1 Germany under the Weimar Republic, 1919 29... 2 Topic 2 Hitler s rise to power, 1919 33... 5 Topic 3 Control and opposition, 1933 45...
Nazi Consolidation of Power How did the Night of the Long Knives help to consolidate Hitler s position Hitler and the SA Hitler now had total political power. However, he feared the power of the regular
World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact Overview Overall days: 15 (1 day = 50-55 minutes) Purpose In this unit, students first examine the causes and consequences of
Ch 13-4 Learning Goal/Content Statement The Interwar Years Explain how the consequences of World War I and the worldwide depression set the stage for the rise of totalitarianism, aggressive Axis expansion
Scheme of work AS/A-level History 7041/7042 The Quest for Political Stability: Germany, 1871 1991, 1L Introduction To help teachers in planning a course of study for the new A-level qualification, a possible
Europe After WWI Political Challenges New democracies struggled Lack of political skill and experience Economic Struggles War casualties caused a decline in both producers and consumers of good Most European
Nazis and businesses Hitler wanted the support of the rich. These people kept their money and received Nazi support to make profits National Labour Service This was set up in 1933 and made compulsory in
Edexcel igcse History Topic A3: Development of Dictatorship: Germany, 1918-1945 Revision Notes produced by Ben Tavener The Establishment of the Weimar Republic and its early problems. The Recovery of Germany,
Modern World History OCR B Paper 1 Germany 1918 45 Revision Booklet Weimar Germany 1919-1933 The end of WWI Germany was in a very poor state: the blockade of Germany had lead to a lack of food and supplies.
History Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007 Curriculum aims
The Holocaust 1933-1945 1945 Definition of the Holocaust The state-sponsored, sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and
Name Period Date 23.1 Dictators and War PPT NOTES World War I ended when Germany surrendered to the Allies. An uneasy peace followed. Germans resented the terms of the Treaty of Versailles, feeling humiliated
Nazi Ideas about Race and Religion Nazi Germany This icon indicates the slide contains activities created in Flash. These activities are not editable. 1 of 25 For more detailed instructions, see the Getting
Chapter 20 DEMOCRACY AND DICTATORSHIP IN THE 1930s 20.97 TRIALS AND ADJUSTMENTS OF DEMOCRACY IN BRITAIN AND FRANCE Study Questions 1. Explain the circumstances that contributed to Britain s economic difficulties
UNIT TEST Name 1. During the 1920s, German Jewish families a. were well-established in German society. b. rejected German culture. c. maintained their own dietary, dress and language traditions. d. lived
World War II Origins and Home Front Chapters 34-35 Origins of WWII Soviet Union 1917 Russian Revolution Communism - Vladimir Lenin 1924 Lenin dies Joseph Stalin comes to power Origins of WWII - Dictators
GCSE History B Unit 2: 20th Century Depth Studies Mark scheme 9145 Additional Specimen for June 2015 only Version: Additional Specimen for June 2015 only Mark schemes are prepared by the Lead Assessment
From Depression to Repression: The Rise of the Third Reich Weimar Republic s Difficulties (1919-33) Hyperinflation & Debt Lack of Clear & Consistent Leadership Conservative Reaction Adolf Hitler (1889-1945)
As we wind down the year, we are going to be reviewing while also finalizing our preparation for the AP Exam on May 6 th. One of the last skills you will need to have is writing essays from DBQs or Document
CHAPTER 31 - DEPRESSION, EUROPEAN DICTATORS, AND THE AMERICAN NEW DEAL CHAPTER SUMMARY Experimentation in politics and pursuit of normality in economic life marked the decade of the 1920s, which this chapter
WJEC GCSE History Paper 1 Germany 1918-45 Revision Booklet 1 Germany 1919-1933: Weimar Republic* *Weimar is the town the politicians met in and a Republic is a country without a King or Queen The end of
Scheme of Work: British Year 8 Aim: To ensure students have an understanding of the origins, organisation, and purpose of the British. Citizenship Links: To consider how power and conflict were used in
NAME: GLOBAL 10R The Rise of Fascist Dictators The world experienced a severe economic depression after World War I. In Europe, the Great Depression caused many citizens to lose faith in their democratic
SOL Review World War II Part I Causes and leaders of World War I Inflation Depression Germany Unemployment 1. Political instability and economic problems in Europe: - World Wide. - High war debt owed by.
CHAPTER 29 DEPRESSION, EUROPEAN DICTATORS, AND THE AMERICAN NEW DEAL GLOBAL PERSPECTIVES Why did many people in the 1930s lose faith in liberal democracy and laissezfaire economics? What led many countries
Lesson Plan This lesson plan was adopted from educational materials developed for the Arthur and Rochelle Belfer National Conference for Educators at the United State Holocaust Memorial Museum in Washington,
Standard: History Enlightenment Ideas A. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. 1. Explain how Enlightenment
Rise to Power Adolf Hitler Objectives: The objective of this presentation is to give students an understanding of Adolf Hitler s early, pre-adult years. Students will also become familiar with how this
History Germany: Versailles to the Outbreak of World War II 1918 1939 Advanced Higher 7897 Autumn 2000 HIGHER STILL History Germany: Versailles to the Outbreak of World War II 1918 1939 Advanced Higher
Italy and Germany after World War I Italy Economic- the costs of WWI had been staggering. Suffered many casualties during the war: 1/10 of its young men died. Disappointed by peace settlement. After the
If I had eight hours to chop down a tree, I would spend six hours sharpening my axe. Abraham Lincoln By failing to prepare, you are preparing to fail. Benjamin Franklin GCSE History A: The Making of the
World War II 1939 1945 United States involvement from December 8, 1941 to 1945 European heatre North African heatre Pacific heatre theatre is a term normally used to define a specific geographic area within
Rise of Dictatorships and Beginnings of WWII Chapter 4 Mr. R. Smith Causes: Why Did Dictatorships Rise? Extreme situations call for extreme governments People are afraid of disorder Sometimes, people will
University Press Scholarship Online You are looking at 1-10 of 75 items for: keywords : concentration camp Writing to Survive: The Testimony of the Concentration Camps Zoe Vania Waxman in Writing the Holocaust:
Nazi Ideas about Society and the Treatment of Workers Nazi Germany This icon indicates the slide contains activities created in Flash. These activities are not editable. 1 of 16 For more detailed instructions,
Chapter 19 Section 3 The Holocaust Click on a hyperlink to view the corresponding slides. Chapter Objectives Section 3: The Holocaust Describe Nazi prejudices against Jews and early persecution of German
Education Service World War II: Government Posters help win the war?? 2 This resource was produced using documents from the collections of The National Archives. It can be freely modified and reproduced
X044/301 NATIONAL QUALIFICATIONS 2010 WEDNESDAY, 26 MAY 9.00 AM 10.20 AM HISTORY HIGHER Paper 1 Answer questions on one Option only. Take particular care to show clearly the Option chosen. On the front
Unit 6. The Cold War (1945-1991) Learning Target 23 Summarize how atomic weapons have changed the nature of war, altered the balance of power and started the nuclear age. Following World War II, the United
Hitler s Rise to Power Created by: The Birmingham Holocaust Education Committee February 2008 Economy Antisemitism Nazi Propaganda German Nationalism + Adolf Hitler The Holocaust ? Adolf Hitler, Austrian
Chapter 23 America and the Great War, 1914 1920 Chapter Summary Chapter 23 introduces the student to the American role in World War I. Among the topics covered in this chapter are the complexity of the
The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of the statement.
Title: Nazi Propaganda Lesson Author: Amanda Chabay, Gennie Costantini, Jeff Pederson Key Words: WW2, Nazis, Anti-Semitism, Propaganda, Adolf Hitler Grade Level: 10 th grade Time Allotted: 90 min. Rationale/
Cont 1 Celine Cont Professor Price ENGL 1010 RP2: Habit and the Group April 11, 2015 Obedience to Authority in World War II During the holocaust, Nazi s killed 11 million people. The murderers were members
Cambridge International Examinations Cambridge International General Certificate Of Secondary Education HISTORY 0470/01 Paper 1 For Examination from 2015 SPECIMEN PAPER 2 hours Additional Materials: Answer
WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course History 2 Foreign Policy Unit of Study Unit 5: World War II (6.1, 6.2, 7.1, 7.2, 7.3) War Unit Title World War II
Course- wide 1. Understand the significance of the past to one s own life, and to society. 2. Perceive past events and issues as they were experienced by people at the time, to develop historical empathy
A World Without Jews: The Nazi Imagination From Persecution to Genocide. By Alon Confino. New Haven: Yale University Press, 2014. 284 pp. The Nazis burned thousands of copies of the Hebrew Bible on November
Oxford Cambridge and RSA Examinations OCR GCSE IN HISTORY B (MODERN WORLD HISTORY) 1937 Key Features A clear progression route to the revised OCR AS/A Level History specifications. An International Relations
Wright 1 Sarah Wright World War II Unit Plan Unit Overview Course: This unit is designed for an 11th grade American Studies course. Topic: World War II Length: Eight 90-minute block periods Introduction:
Non-fiction: The Holocaust The Holocaust The Holocaust refers to the horrific time period from 1933 to 1945 when throughout Europe over six million Jewish men, women, and children were systematically killed
SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 I Can Checklist 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division 1 2 I can analyze a historical
PRELIMINARY SYLLABUS V78.0685 Spring 2006 Laura Jockusch Office: 51 Washington Square South Room 206, Tel. 998-8973 Email: firstname.lastname@example.org The Holocaust: The Third Reich and the Jews This course provides
Section 1: Russia in transition, 1905 1924 Chapter 1: The causes and impact of the Revolutions of 1917 1.1 What were the causes of the revolutions of 1917? Exam practice (page 14) Use Source A and your
GERMANY, 1918-1939 1 The Weimar Republic, 1918-33 By the autumn of 1918 Germany was on its knees. The German people were starving after four years of war and Allied blockade. The Ludendorff offensive in
US History 2 Ch. 24: World War II 1941-1945 Review Sheet Mr. Mulry Axis Power Goals Country Leader Goals Germany Adolf Hitler Dominate Europe and eliminate inferior Jews Italy Benito Mussolini Dreams of
World History Course Summary Department: Social Studies All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors
Fascism & Nazism Glorification of Power Fascism An ideology opposed to liberalism, socialism, conservatism, and communism, because they brought economic depression, political betrayal, national weakness,
CfE Higher History Essay Writing Guide 1 CfE HIGHER HISTORY ESSAY WRITING Aim: To understand how to write a Higher History Essay. In your final exam, you will be required to write two coherently written,
AP European History Mr. Mercado (Rev. 09) Name Chapter 29 Dictatorships and the Second World War A. True or False Where the statement is true, mark T. Where it is false, mark F, and correct it in the space
State of Deception: The Power of Nazi Propaganda LESSON 1 Introduction to the Holocaust, Analyzing Propaganda from the Exhibit Lesson Overview: Lesson 1 is designed to prepare your students for a visit
The Holocaust Nazi Germany This icon indicates the slide contains activities created in Flash. These activities are not editable. 1 of 23 For more detailed instructions, see the Getting Started presentation.
HISTORY KEY STAGE 3 QE II HIGH SCHOOL AIMS The National Curriculum identifies the requirements of the Key Stage 3 Programme of Study for History as follows. Pupils should be taught about changes in the
CHAPTER I INTRODUCTION 1.1 Background of the Study Literature is the expression of society as speech is the expression of man (Levin, 1983 : 56). It means that literature is the medium of expression of
Scheme of Work History: Second year The Second World War Home and Abroad Unit Four : Britain an Allocated Time: Resources: Six weeks (18 lessons) ( note lessons 14 17 are to allow extension of previous
APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT KEY CONCEPT 1.1: Analyze how the Scientific Revolution and the Enlightenment ideas impacted human thought. a. Identify
Methodological Considerations 10 Guidelines to evaluate materials to use when teaching about the Holocaust. Chadron Conference United States Holocaust Memorial Museum Rationale for Teaching the Holocaust
Children Speak Classroom Lessons Rationale: The purpose of these lessons is to explore the stories of four survivors who were children in Europe during the Holocaust, as presented in the Shoah Foundation
Lesson 7 To deepen your understanding of the ideas in this lesson, read Chapter Three in Facing History and Ourselves: Holocaust and Human Behavior. The Weimar Republic: Historical Context and Decision-Making?
Assess the importance of each of the following as causes of the Second World War: treaties; economic factors; ideology. World War II is one of the most studied events in history in terms of understanding
SECTION 1 Note Taking Study Guide POSTWAR SOCIAL CHANGES Focus Question: What changes did Western society and culture experience after World War I? As you read this section in your textbook, complete the
Your consent to our cookies if you continue to use this website.