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. AO3 – Evaluate a source on the Hitler Youth to decide what effect it had on young Germans.
Week 3 How did Hitler attempt to force the German people to see his way as best?
(2/3 Hours class Hypothesis 7: – Strength Through Joy encouraged a better Germany learning + 1 Hypothesis 8+9: – Hitler wanted women to only be baby machines home learning) Lesson 3 of this week will include the middle cycle test Learning intention • Students will understand how Hitler used social policies and ideas to control the population (Knowledge – All workers had to become members of the German Labour Front ran by Dr Robert Ley, Trade unions abolished, strikes made illegal, workers not allowed to bargain for higher wages and caps on working hours were removed, workers could not leave a job without permission from the GLF, Strength Through Joy organised peoples leisure time and holidays so free time wasn’t wasted, Volkswagen scheme to allow everybody to buy a car but this was a failure, women encouraged to have children, declining birth rate in Germany concerned Nazis, Law for the Encouragement of Marriage gave married couples a loan of 1000 marks and were allowed to keep 250 for every child they had, mothercraft classes introduced, homes for unmarried women set up to allow them to become pregnant often by “racially pure” SS members, women encouraged to stay at home and many were dismissed from their jobs, the three Ks)
Success Criteria From June 2013 test paper -
* Students will describe how Nazi policies affected the lives of women from 1933-45 From the examiners report - students will: Students will: Level 2 Detailed description of limited aspects or limited description on wider range of aspects KGP 3-4 – Students mention several two detailed descriptions of key points such as rewards for having children – gold, silver or bronze medals (8+, 6+, 4+)Interest-free loans to young married couples who had children, Racially-pure Aryan mothers encouraged to mate with suitable fathers, Married women lost jobs as doctors, civil servants, and, later, women teachers and judges lost their jobs, Women instructed how to dress, Women in house cooking, cleaning, bringing up children (Kinder, Kirche, Küche), Later in 1930s, with shortage of workers, some of laws relaxed. are GP3 or four limited descriptions whereas three detailed is GP4 but six limited descriptions can potentially be GP4 as well. Level 3 Explains one or more consequences (edited as original Q was a source question) KGP 5-7 – Can explain how women were affected in several ways with 2 or more being GP5 without a conclusion, with a conclusion GP6 and three or more being GP7. Progress Outcomes: AO1 – Describe what Strength Through Joy was, describe Hitler’s views on women AO2 – Explain the consequences of Hitler’s policies on the women of Germany, explain the successes and failures of the Strength Through Joy scheme AO3 - Evaluate evidence to suggest what represented Hitler’s ideal women Overview of lessons this week:
• Students will study the strength through joy scheme and the appeal in principle of all of the Nazi promises but largely studying how a lot of the policies flatter to deceive such as Volkswagen.
• Students will look at how the Nazis negatively affected women by looking at how Hitler forced his ideology of an ideal women onto the German nation through the three Ks, firing of women working in state jobs and encouraging racial purity.
• Home Learning - Students will create a revision booklet for this unit.
Week 4 What was it like to be a minority ethnicity in Nazi Germany? Hypothesis 10: – The Nuremburg Laws took away Jewish human rights (2/3 Hours class Hypothesis 11: – Kristallnacht showed the German people supported anti-Semitism learning + 1 Hypothesis 12: – The Final Solution was the ultimate evil committed by Hitler home learning) Learning intention • Students will understand how Jews suffered under Nazi rule (Knowledge – All Jewish shops were marked with a yellow star, Jews were dismissed from important jobs in the civil service, Jews had to sit apart from other Germans on public transport and in parks. 1935 Nuremburg Laws stated Jews were no longer German citizens and could not be employed in public positions nor be protected by the law, the Law for the Protection of German Blood and Honour banned marriage and sexual relations between Jews and non-Jews, many Jews started to leave Germany and those who stayed struggled to buy the basics of because shopkeepers wouldn’t serve them, banned from hotels and cinemas, and Jewish doctors, dentists and lawyers were not allowed to look after German citizens, 1938 a Jew shot dead a Nazi official in Paris and the SS began a campaign of terror against the Jews on Kristallnacht, Jewish shops, homes and synagogues were attacked, destroyed and looted and thousands of Jews were arrested with nearly a hundred killed, collective fine of one billion marks on Jews to clean up after this, 300,000 arrested and sent to concentration camps in March 1939, the Final Solution)
Success Criteria
* Students will explain the effects of the Nazi policies towards the Jews from 1933-1945
Level 2 Identifies several effects or explains one effect KGP 3-4 – Students can state that Nazi policies towards the Jews included the Nuremburg Laws, restrictions on professions, Kristallnacht and the Final Solution or it will focus on just one of these and go into detail on what that particular policy was. 3 of these is GP3 and four or more is GP4 Level 3 Explains more than one effect KGP 5-7 – Students can look at one of the aforementioned points in the knowledge in depth looking at ways in which Nazis affected the Jews. Explanation in detail of two without a conclusion is a GP5. Explanation in detail of two with a conclusion and/or several other described point is a GP6. Explanation of three points clearly with a conclusion is a GP7. This may start to look at why people have this interpretation has came about in GP7 and in depth of this would be GP8. Progress Outcomes: AO1 – Describe what the Nuremburg Laws were, describe what happened during Kristallnacht, describe the main features of the Final Solution AO2 – Explain the consequences of the Nuremburg Laws and Kristallnacht on German Jews, explain what the horrors of the Final Solution suggest about Hitler’s domestic policies Overview of lessons this week: • Students will study how the Nazis began to target the Jews as soon as they came into power, leading up to how the Nuremburg Laws deprived the Jewish people of their most basic civil rights
• Students will study the events leading up to and including Kristallnacht and how the actions of a Jew in Paris led to the terror campaign launched by the SS.
• Finally, students will study Hitler’s Final Solution and how he systematically used the German infrastructure to kill off 6 million Jews. Pouring resources into the death camps even when the war was going badly.
• REACH Marking week
Week 5
(3 hours + 1 home learning)
Week 5 To what extent were the people of Germany controlled under Hitler’s rule?
(2/3 Hours class Hypothesis 13: – Propaganda continued to pull the wool over the Germans' eyes. learning + 1 Hypothesis 14: – Repression was necessary to keep control. home learning) Hypothesis 15: – Opposition had no impact. Learning intention • Students will understand how far the German people were repressed and opposition eliminated. (Knowledge – Recap; Goebbals, propaganda, Nuremburg rallies, Olympics, German culture, repression, concentration camps, SS and Gestapo - all post 1934. Opposition; White Rose Group, Swing Group, Edelwiess Pirates, July 1944 bomb plot.)
Success Criteria
* Students will explain the how far the Germans were controlled and repressed.
Level 2 Identifies several effects or explains one effect KGP 3-4 – Students can state how the Nazi policies kept control. Level 3 Explains more than one effect KGP 5-7 – Students can look at the knowledge in depth looking at ways in which Nazis affected the people. Explanation in detail of two without a conclusion is a GP5. Explanation in detail of two with a conclusion and/or several other described point is a GP6. Explanation of three points clearly with a conclusion is a GP7. This may start to look at why people have this interpretation has came about in GP7 and in depth of this would be GP8. Progress Outcomes: AO1 – Describe what propaganda and opposition, describe what happened during the July bomb plot , describe the main features of each opposition group – AO2 Explain the consequences of repression including opposition that resulted. Overview of lessons this week: • Students will study how the Nazis developed further propaganda.
• Students will study the repression of the people including the SS, Gestapo and camps.
• Finally, students will study and compare the different opposition groups and determine their effectiveness.
• REACH Marking week
Home learning ; Revision
WEEK 6 - Recap FULL MODULE - study the 6 question styles. Full module assessment for LC1.
Week 5
(3 hours + 1 home learning)
Gap Analysis Reinforcement
Gap This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment Reinforcement process
Extended Learning
• Was the Treaty of Versailles the main reason Hitler came to power?
• Compare Hitler to another dictator of the time like Stalin or Mussolini and determine the similarities and differences
• Why did the people of Germany not realize the type of leader Hitler would become?