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The KING's Medium Term Plan – History

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The KING's Medium Term Plan – History The KING’S Medium Term Plan – History Y9 Learning Cycle 5 Programme Module Germany, 1890-1945; Democracy and dictatorship Subject Was Hitler’s rise to power based on chance or design? Challenging This unit will focus on Germany under Nazi control and looks to investigate Key Issue 2 and 3 of the exam syllabus. Students will study Question the consolidation of Nazi power and what life was like in Nazi Germany. This will look at a variety of different groups and how Nazi rule affected the church, youth, economy, Jews and other minorities including women. Nazi propaganda and Nazi response to opposition groups such as the White Rose Group will also be studied. Lines of Enquiry Lines of Enquiry Week 1: To what extent did Nazi economic and social policies benefit Germany on the whole? Week 2: How much did the church and religion cope with Nazi control? Week 3: How did Hitler attempt to force the German people to see his way as best? Week 4: What was it like to be a minority ethnicity in Nazi Germany? Week 5: To what extent were the people of Germany controlled under Hitler’s rule? Week 6: Revision for whole unit assessment, learning homework – incorporate the skills developed this unit. Assessment week. Week 7: Gap teaching – from assessment analysis By the end of this learning cycle, students in History will be able to answer; How did Hitler lead Germany as a dictator? In order to do this students must understand the following key areas; The establishment of Hitler’s dictatorship • The Reichstag Fire, Enabling Act and the elimination of opposition and trade unions. • Rohm and the Night of the Long Knives. • Hitler becomes Fuhrer. • The experiences of Germans under the Nazis. • Economic changes; employment, public works, rearmament, and the impact of war. • Nazi social policies and their impact on women, young people, and religion. • Nazi racial policy and how they affected minorities such as the persecution of the Jews. • Nazi control • Goebbals • Propaganda and censorship • Nazi culture. • The police state and repression; Himmler, the SS and the Gestapo • Opposition and resistance; the White Rose group, Swing youth, Edelweiss Pirates and July 1944 bomb plot. The Ofqual assessment objectives which will be developed throughout the History GCSE course includes; AO1 Demonstrate knowledge and understanding of the key features and characteristics of the period studied. AO2 Explain and analyse historical events and periods studied using second –order historical concepts such as cause, consequence and significance. AO3 Analyse, evaluate and use sources (contemporary to the period) to make judgements, in the context of historical events studied. AO4 Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied. Cross curricular and flight path links include; PPE; radicalisation and extremism, discussion of the impact of leaders and individuals on ideas and change, focus on the political careers today, awareness of the Holocaust. Week 1 To what extent did Nazi economic and social policies benefit Germany on the whole? (2/3 Hours class Hypothesis 1: – The Nazis economic policy saved Germany learning + 1 Hypothesis 2: – The Nazis were able to deal with the unemployment problem successfully home learning) Hypothesis 3: – Making Germany self-sufficient was Hitler’s biggest success Learning intention • Students will understand what the Nazi’s economic policies were Knowledge (providing positions in the expanding armed forces. Providing jobs in road construction built autobahns. Providing places in industry – especially those geared for weapons and military transport. Women being forced to give up working and not counted as unemployed if a housewife. Jews being forced out of jobs and not counted in the statistics, Minister of the Economy Dr Schacht introduces his ‘New Plan’ to reduce unemployment and build armaments, National Labour Service set up for men between 18 and 25, autobahns being built as well as other public buildings, rearmament led to jobs in factories, compulsory military service, Hitler wanted Germany to be able to produce its own food and raw materials and not have to depend on any other country – autarky, The Four Year Plan introduced and was expensive) Success Criteria * Students will explain why unemployment fell in Germany between 1933-1945. (Specimen paper 2015) Students will: Level 2 Identify or describe several features KGP 3-4 – Students can identify several causes in descriptive such as expanding armed forces, autobahns, providing work in munitions factories, women giving up work, Jews not being counted in statistics. Three described is GP3 but 4 or more is GP4 Level 3 Explains two or more features KGP 5-7 - Students can explain some of the knowledge reasons listed above and may attempt to reach a conclusion based upon the question. Explanation in detail of one without a conclusion is a GP5. Explanation in detail of two with a conclusion and/or several other explained points is a GP6. Answers that show chronological progression and impact of different events are GP7. Explanations will look at the consequence, describe that consequence and then explain how it worked or didn’t e.g. saying that unemployment was dealt with by constructing autobahns which were the first motorways in the world and that the job was so massive that it led to massive employment. Progress Outcomes: AO1 – Describe the impact the Nazis had on the economy, describe what self-sufficiency was to Hitler, describe the policies regarding employment AO2 – Explain the consequences of Nazi policies on unemployment figures, explain whether the Nazis were economically successful in this time period and why , explain what may have affected the positive figures that the Nazis portray in economics Overview of lessons this week: • Students will study the general economic policies of the Nazis with a focus on what their goals where and how they aimed to achieve them also studying key figures in economics. • Students will study how the Nazis planned to deal with unemployment through a wide variety of different schemes such as autobahns and strength through joy. • Students will also study Hitler’s plans to make Germany self-sufficient through the Five Year Plans. There will be lots of quizzes and interesting activities during this week to make what is quite a dry topic, more interesting. • REACH time will be completed this week Home learning: Pupils will learn a selection of key words in order to complete a spelling test due next Monday Week 2 How much did the church and religion benefit under the reign of Hitler? Hypothesis 4: – The Reich Church showed Hitler had no respect for religion (2/3 Hours class Hypothesis 5+6: – The Hitler Youth allowed boys to have great experiences learning + 1 Learning intention • Students will understand how the Nazis impacted religion and youth in Germany home learning) Knowledge Hitler tried to get the churches to encourage congregations to support Nazis, 1933 Concordat was signed with the Catholics, protestant churches were forced to join into the Reich Church, opposing ministers such as Martin Niemoller and Paul Schneider were arrested and put into concentration camps. Hitler Youth was organized and ran by the SS, it was designed to indoctrinate young people into accepting Nazi ideas and train them to serve in the army, other youth organizations were shut down, eight million young members by 1939, they got to attend a variety of camps and exercises. Success Criteria * Students can describe how the Nazis affected religion and youth in Germany (not in any particular paper) Students will: Level 2 Identifies or describes several features KGP 3-4 – Students can identify several reasons in descriptive such as the Hitler Youth led to increased opportunities for young people to go on camps, it was indoctrinating the youth into thinking like Nazis, trained children to be soldiers and prepare them for military service, it was very sociable, it was a good way to keep children out of trouble. Three described is GP3 but 4 or more is GP4 Level 3 Explains two or more features KGP 5-7 - Students can explain some of the knowledge reasons listed above and may attempt to reach a conclusion based upon the question. Explanation in detail of one without a conclusion is a GP5. Explanation in detail of two with a conclusion and/or several other explained points is a GP6. Answers that show chronological progression and impact of different events are GP7. Explanations will look at the consequence, describe that consequence and then explain how it worked or didn’t e.g. saying that the Hitler Youth was organised by the SS and so was really just a way of using the young people as an extra means of propaganda by brainwashing them into believing the Nazi way and that becoming a soldier was the best way to serve Germany. Overview of lessons this week: • Students will start by looking at the impact Hitler had upon the church and will look at how he used the Catholic church who helped him quite willingly but controlled the protestant church • Students will look at the impact of the Hitler youth and will study a variety of sources to see different interpretations of the effect that it had as in some ways it gave young people opportunities and in others it was just a means of indoctrination. Home learning:Pupils will complete a research task. Progress Outcomes: AO1 – Describe how Hitler changed religion in Germany, describe the policies of the Hitler Youth, describe the key features of the Hitler Youth. AO2 – Explain the of the Nazi reign on the church, explain the thinking behind the Hitler Youth, explain negative and positive aspects of the Hitler Youth.
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