Key Stage 4

History Scheme of Learning

Year: 10/11
Core: Option B: Depth Study B: Germany, 1918–1945

Focus Points

 Was the Weimar Republic doomed from the start?

 Why was Hitler able to dominate Germany by 1934?
 The Nazi regime: How effectively did the Nazis control Germany, 1939–1945?
 The Nazi regime: What was it like to live in Nazi Germany?

Resources: -
Text books: -

Walsh, B. GCSE Modern World History (Third Edition)

Lacey, G. & Shephard, K. Germany 1918-1945

Banham, D & Culpin C. Germany 1919-1945 (OCR)

Grey, P et al. Cambridge IGCSE History Option B: The 20th Century Course book

Examination papers: -

0470 past/specimen question papers – can be accessed by logging onto Teacher Support at http://teachers.cie.org.uk

Www.historylearningsite.co.uk/Women_Nazi_Ge rmany.htm
www.historylearningsite.co.uk/hitler_youth.htm

www.youtube.com/watch?v=JB45qymNQEo

www.spartacus.schoolnet.co.uk/GERantisemitis m.htm

www.bbc.co.uk/history/worldwars/genocide/laun ch_tl_persecution_genocide.shtml Timeline of Nazi genocide.

www.youtube.com/watch?v=YpdJhA5aJkA

www.bbc.co.uk/schools/gcsebitesize/history/mw h/germany/oppositionrev1.shtml

www.johndclare.net/Nazi_Germany1.htm
Depth Study B: Germany, 1918–1945

1: Was the Weimar Republic doomed from the start?

14 lessons – 5 weeks

Lesson Learning Teaching activities Key Concepts Written Resources

Objectives/Outc PLTS product
omes Key words including
assessment
1. All: Describe key Starter - Concepts: Information Power Point
How did features of Show map of Germany before 1918 Cause Page
Germany Germany prior to  What surprises you? Consequence SHP Text
emerge 1914.  What can you learn about German Culture Fact File page 10
from defeat Most: Identify  What issues do you think Germany might have? Key Words:
at the end different social, Main – Starvation Glossary I Cambridge
of the First economic and Explain and provide an overview of the course Humiliation Text – p 185
political aspects of Begin a Glossary at the back of their books. Defeat Post card
World
Germany prior to Use Text Book – SHP to provide an information page on Allies
War?
1914. Germany in 1900. Kaiser
Germany Few: Make Complete a fact file on the Kaiser
before supported Plenary – Skills:
WW1 conclusion Selection of
regarding the Homework Information
nature of Create a post card from Germany back to England from
Germany prior to 1900 PLTS:
1914.
2. All: Describe how Starter - Concepts: Notes – Power Point
How did WW1 impacted All Quiet on the Western Front – watch clip and write a Knowledge & selection of
Germany Germany. letter home about how you feel about the surrender Understanding evidence.
emerge Most: Make links Main – SHP Text –
from defeat between the Key p. 10
at the end different Learners brainstorm what problems Germany, as a Words:
of the First consequences of defeated country, might be experiencing. This could be Armistice
World WW1. Begin to organised under the headings of political, social and Revolution
War? explain the economic challenges. Attempt to reach agreement on the Defeat
longer-term three most serious challenges.
Impact of issues in Germany Skills:
WW1 as a result of Read page (SHP Germany 1918-1945) – might be better to Selection of
WW1. photo copy evidence.
Few: Reach a
judgement on the  High key points on the impact of WW1 on PLTS:
extent of the Germany
problems in  Summarize 5 key points
Germany as a
 Find one precise fact to support
result of WW1.
2. Read page 229 (Ben Walsh)

- Create your own diagram using both sets of pages.

Extra resources for the lesson: -

Www.bbc.co.uk/history/worldwars/wwone/war_e
nd_01.shtml Overview of Germany at the end of WW1.

www.activehistory.co.uk/Miscellaneous/menus/
GCSE/Weimar_Germany.htm
 Plenary –
What was the biggest impact on Germany?

3-4 All: Know and Starter - Concepts: Notes on Power Point

What was describe the key Starter - Consequence BLAME
the impact terms of the Work in pairs: - Information
of the Treaty of  One is a German who has just survived Key Words: Analysis of Sheet
Treaty of Versailles. WW1 Treaty cartoon
Versailles Most: Link terms  One is a reporter from USA Demilitarise OCR page 6-
on the of the treaty to  Take 2 min to re-cap from your mind Reparations Re-cap 9
issues in map from last lesson. Versailles notes on
Republic?
Germany.  The reporter should ask questions ‘Big three’ SHP p. 16-
Few: Reach a about what life was like in Germany in Skills: 17
judgement on the 1918! Selection of Examinatio
consequences of information n question.
the ToV on Main – Communication
Germany.
Learners create a whole class diagram of the different PLTS:
terms of the Treaty of Versailles. The diagram should
show the terms categorised into economic, political,
territorial, military and other. High ability learners can
also find sources from the period to add to the diagram
showing the impact on Germany and annotate.

www.youtube.com/watch?v=j1V_dnRjrrg&featur
e=related ‘Make Germany Pay’ two-part BBC
documentary.
 Possible tasks

- Recap on aims of big three

- Recap and re-do BLAME (KQ1)
- Annotate cartoon
- Review – choose a character and explain how you
feel about the treaty
-
Examination Question – completed in class in timed
conditions
- Explain why Germany disliked the Treaty of
Versailles? [6 marks]

Plenary –
Peer assessment for 6 marker

5. All: Know and Starter - Concepts: Story using Power Point

The describe the key Starter: What do you know about the German Political Cause cards of
German events of the Situation prior to WWI and the condition of Germany in Consequence Revolution Card Sort
Revolution German 1920.
Revolution. Key Words: Completed Weimar
Most: Begin to What is proportional representation? diagram of Constitution
evaluate the Main – Weimar Weimar diagram
impact of the - Read through events – card sort Proportional Constitutio
German - Glue into the correct order Representation. n OCR page 4
Revolution on the - Complete 4 marker - Describe the German
Weimar Republic. revolution of 1918 Skills: 4-marker SHP page
Few: Reach a - (4 marks) Enquiry examinatio 11
judgement on the - Place the key words into the correct place on n question.
impact of the Weimar Constitution diagram
 Revolution in - Discuss the purpose of the Weimar Constitution PLTS:
Germany. Creative
Plenary – Thinkers

What are the key problems with the new constitution?

Homework
Describe the German Revolution of 1918. [4]

6. All: Describe key Starter - Concepts: Definition Power Point

Was the features of the Which statement do you think you agree with? Knowledge & of Key Diagram of
Weimar new Constitution Main – Understanding terms Constitution
doomed in Germany. Explain the transition from Monarchy to Republic – link
from the Most: Explain the to previous lesson. Key Words: 4-marker OCR p. 5
start? key features of the Look at the diagram and the sources. Autocracy examinatio
Constitution. Where does power lie in the German Constitution in Democracy n question. I Cambridge
The New Begin to evaluate 1914? Republic p. 186
Constitutio how effective the • Explain how the Weimar constitution changed the Proportional
n. new Constitution role of; Representation SHP page
was in Germany. a. The Head of State 20
Few: Evaluate the b. The Government Skills:
new Constitution. c. The Reichstag Enquiry
Make links with d. The Electorate
the issues facing e. Civil Liberties PLTS:
Germany post Explain the concept of Proportional Representation –
WW1. debate if it is positive. Independent
Workers

Plenary –
Have you changed your mind on the statement you agree
with?
Weimar Quiz busters
 Homework
What was the role of the President under the Weimar
Constitution? [4]

7-8. All: Know the Starter - Concepts: Group Diagrams of

What different political Knowledge & presentatio Political
different groups post WW1 Why were the Weimar Republic facing problems in Understanding ns and parties
political in Germany. 1919–20? [6] notes of
groups Most: Describe Key Words: different Diagram of
emerged? and begin to Left Wing political Political
explain the Main – Right Wing groups ideology
political ideology Teacher explanation of different political groups Fascism
of the different Group work – complete election campaigns to try and Communism SHP page
political groups. convince the German people to vote for you. SDP 12-13
Few: Evaluate Centre
how successful Plenary – I Cambridge
each political Who would you vote for? Skills: p. 187
group might be Research
dealing with the Communication
issues facing
Germany post PLTS:
WW1. Team Workers
9. All: Describe the Starter - Concepts: Murder Power Point
How did communist revolt Who are the group of men in the photograph? Enquiry report
the in Germany in Main – OCR page
Communist 1919. Explain the situation of Ebert in 1919 – You can play Key Words: 12-13
s Challenge Most: Explain ‘Stuck in the Middle of You’ – Spartacists
the Weimar how the Give an overview of Communist Revolt Putsch SHP p. 14-
Republic? Government dealt http://www.youtube.com/watch?v=TzAcinwTvzU 15
with the Play clip above Skills
Communist Revolt Complete a murder report Using evidence
 in Germany in www.schoolshistory.org.uk PLTS:
1919. Begin to http://mrsmaciver10history.wordpress.com Creative
evaluate the Thinker
impact of the
revolt. Plenary –
Few: Consider
what the revolt What does all the revolts tell you about the ‘new’
suggests about the Weimar Government?
new Weimar
Republic. Homework
Why were the Spartacists a threat to the German
Republic? [6]

10. All: Describe the Starter - Concepts: Fact file Catch

How did Kapp Putsch in Catch phrase images – say what you see Enquiry phrase – say
the Weimar Germany in 1920. Main – what you
Republic Most: Explain http://www.youtube.com/watch?v=XEt7PLQpjXY&f Key Words: see images
deal with how the eature=related Kapp Putsch
the Kapp Government dealt Complete a fact file on Kapp Putsch Wolfgang OCR page
Putsch? with the Kapp Friekorps 13
Putsch in Describe the activities of the Freikorps, 1919–20. [4]
Germany in 1920. Skills: SHP page
Begin to evaluate Selection of 20
the impact of the Plenary – Evidence
revolt. Catch phrase – make up your own
Few: Consider PLTS:
what the revolt Self managers
suggests about the
new Weimar
Republic.
10. All: To describe Starter - Concepts: Questions Power Point
What the key features of Identify the mistakes Consequence
caused hyperinflation and Main – 6 marker OCR page
Hyperinflat the invasion of the Explain situation in Germany in 1922 – link to economic Key Words: for 14
ion in Ruhr. terms of the Treaty of Versailles Reparations homework
1923? Watch clip – link on power point I Cambridge
Most: To explain Complete questions: - Skills: p. 188
the causes of the 1. Why did the French decide to take such drastic Using evidence
hyperinflation actions? SHP – page
with reference to 2. Why did the French decide to target the Ruhr? PLTS: 22-23
passive 3. What was the key aim of the French and Belgian Creative
resistance. troops? thinkers
4. What actions did the French and Belgians use
Few: To evaluate when they entered the Ruhr?
whether the What can you learn from the source?
hyperinflation
was a result of Plenary –
Weimar How might these problems help the Nazi’s in their rise to
Republic’s power?
incompetence.
Homework
Why was Germany facing economic disaster by 1923?
[6]

11. All: To identify Starter - Concepts: Chronology Power Point

What and describe What are the anagrams – add key words into your Chronology of events
impact did some of the glossary Knowledge SHP page
Hyperinflat consequences of Main – Causation Completed 24-25
ion have on hyperinflation on Put events into the correct order questions
Germany? Germany. Task – ‘SHP’ Text Book – page 24-5 – answer questions 1 Key Words:
&2 Hyperinflation
Most: To link the Invasion
consequences of Additional resources Ruhr
hyperinflation. http://modernhistory08.edublogs.org Strike
Begin to evaluate
the long to impact www.google.co.uk Skills:
on Hyperinflation. Selection of
Hyperinflation images. information
Few: To reach a
judgement on PLTS:
how successful Plenary – Self managers
the Weimar
Government was What caused the economic crisis in Germany in 1923?
at dealing with
hyperinflation.
12. All: Know key Starter - Concepts: Completed Power Point
Who was facts about Evaluation table on
Streseman Stresemann. List key problems in Weimar Germany in 1923 reforms by
n? Describe how How would you deal with key problems Key Words: Stresemann OCR page
Stresemann Main – Recovery 22-23
solved some the of Economy
issues facing 2 power points to choose from. Stresemann I Cambridge
Germany. P. 189
Most: Explain and Skills:
begin to evaluate Learners produce a table that down the left-hand column Selection of SHP – page
how effective identifies the successes of Stresemann between 1923 information 26-27
Stresemann was and 1929 with economic measures and international
dealing with the relations. The right-hand column details how these PLTS:
issues facing achievements helped Germany. Independent
Germany in 1923. Workers
Few: Reach a
supported
 judgement on Plenary –
how successful Rate Stresemann
Stresemann dealt
with the issues Homework
facing the Weimar Complete a memorial for Stresemann
Republic in the
1920’s.
13-14. All: Describe some Starter - Concepts: Mind map Starter Quiz
How far of the key features Complete quiz – to build knowledge. Interpretation
were the of Germany’s Booklet SHP Text –
1920’s a ‘Golden Age’. Main – Options Key Words: 28-30.
‘Golden Most: Begin to Golden Age Examinatio
Age’ in evaluate if Learners examine sources on examples of German Culture n question. OCR Text –
Germany? Germany culture in the mid to late 1920s and create a labeled Art (10 marker) 26-7
experienced a diagram or drawing to show a typical scene in Germany Cinema
Golden Age in the during the Golden Age. (I or G) (Basic) Cabaret
1920’s.
Few: Reach a Learners consider as a class the issue ‘How successful Skills:
supported was the Weimar period for Germany?’ A scatter graph of Enquiry
judgement on the the different ideas can be added with learners then using Examination
extent to which this to make their own individual diagrams. (I) (Basic)
Germany PLTS:
experienced a Learners write a balanced answer considering the Independent
‘Golden Age’. successes and failures of the Weimar Republic up to workers
1929. These are read to the class while learners take
notes or fill in a table. (I and W) (Challenging)

Plenary –
Discussion – How far did Germany experience a ‘Golden
Age’ during the 1920’s?
Homework
 How far do the cultural achievements of the period
explain why the years 1924–29 are known as the
‘Golden-Age’ of the Weimar Republic? Explain
your answer. [10]

Learners revise the work completed at the end of this

section and complete a Cambridge IGCSE History
question paper on this topic. (Formative assessment)
Depth Study B:

Germany, 1918–1945 2: Why was Hitler able to dominate Germany by 1934?

14 lessons – 5 Weeks

1. All: Describe key Starter - Concepts: Fact File on Power Point

Who was facts about Hitler. What does it take to be a great leader – brain Knowledge & Hitler Rise of Evil
Hitler? Most: Link some of storm Understanding
the key events in Main – Spider SHP Text
Hitler’s life to the Watch first 5-10 mines ‘Rise of Evil’ Key Words: diagram book – page
rise of Fascism. Complete a time line of Hitler’s Life Hitler 32-33
Few: Consider the What was the most important event in Hitler’s Nazis 4 marker
importance of life? Homeless examination OCR Text –
Hitler’s early life Learners produce a spider diagram showing the Artist question page 29
and impact of the beliefs expressed by Hitler in ‘Mein Kampf’. This Austria
development of the can be fed back to the teacher on a whole class German
Nazi Party. diagram. (I and W) (Basic) workers party

Skills:
Plenary – Research
Describe Hitler’s role in the Nazi Party before
PLTS:
1929. [4]
Independent
Homework workers
Complete an information page of the key events
in Hitler’s life.

2. All: Describe the Starter - Concepts: Booklet Power Point

key beliefs of the • What do you think were the Nazi Party’s Enquiry
What did the Nazi Party. key political ideas? 6 marker
Nazi Party Most: Explain some • Come up with your own manifesto Key Words: examination 25 point
stand for in of the key beliefs of Ideology question program
the 1920s? the Nazi Party and Main – Party Program
begin to link them • Create a timeline of the early History of Nationalism OCR – Page
to the context of the Nazi Party p238 textbook Fascism 30 & 33
Germany in the • Successful timeline will: Anti-Semitic
1920’s. – Include minimum of 5 events Cambridge
Few: Consider who – Each event will have a brief Text page
might vote for the explanation Skills: 190
Nazi’s based on – Include information on the DAP Using evidence
their party program.
Using the evidence from the 25 point programme PLTS:
sum up in one sentence the ideas of the early Effective
Nazi Party Participators

• “How did the Nazis try to appeal to the

German people, 1919-23”? (6 marks)

Plenary –
Learners place the different policies of the Nazi
25 Point Program on a political spectrum scale.
Are there any surprises? This can be returned to
at the end of the Key Question and Depth Study
for further evaluations.

www.johndclare.net/Weimar_25_point_program
me.htm Nazi Party 25 Point Programmed.
 Homework
Learners, following research, construct a
newspaper front page using ICT about the rise of
Hitler and the Nazi Party. The article should
inform readers of the aims and beliefs and
incorporate information about Hitler’s
background, skills and qualities. The article is
being published at the beginning of 1923. (I and
G) (Basic)

3. All: will describe Starter - Concepts: Examination Power Point

Was the the key details of Impact & question
Munich the Munich Putsch Knowledge quiz Consequence Information
Putsch a and select Or; Chronology sheet
complete information from Describe the problems the Weimar Republic Key Words: events on
failure for sources faced in 1923 (4marks) Munich Putsch Munich SHP page 38-
the Nazis? Beer hall Putsch 41
Most: will explain Main – Conspiracy
the key events of Teacher explanation of the context of the Putsch Failed I Cambridge
the Munich Putsch • Read information in text book on Munich p.191
and use the sources Putsch Skills:
as evidence • You have 5 mins to remember as much as Communication
possible. Selection of
Few: will evaluate • Test each other in pairs evidence
and judge using the • Source work if time
sources and their • Examination question – dependent on the PLTS:
own knowledge group. Team Workers
whether the Munich
Putsch was a
 success or failure. Plenary –

In what ways did the Munich Putsch affect the

Nazi Party? [4]

Homework
Describe events in Munich on 8–9 November
1923. [4] Build on what you learnt from
review after plenary

(b) Why did Hitler think that the Munich

Putsch would be successful? [6]

4. There All: Describe the Starter - Concepts: Card Sort Power Point
needs to be a reforms made to the What changes would you make to the Nazi Party? Enquiry
change! Nazi Party after the Examination Card Sort
Nazi Munich Putsch. Main – Key Words: questions
Reforms Describe the development of the Nazi Party Democracy Clip from
during the Most: Evaluate the during the rest of the 1920s following the Legal Rise from
1920’s impact of reforms Propaganda Evil
made to the Nazi Munich Putsch. [4] Party discipline
party after the
Munich Putsch. Skills: Text book
Watch clip of Rise of Evil
Examination SHP – page
Few: Reach a 44 - 45
Card Sort.
supported PLTS:
judgement on the Self Manager I Cambridge
Text book SHP – page 44 - 45
success of the p 191
reforms by the Nazi
Plenary –
Party after the
 Munich Putsch. 8 mins to complete in class and peer assess using
the review sheets
Describe the development of the Nazi Party
during the rest of the 1920s following the
Munich Putsch. [4]

5. All: Identify and Starter - Concepts: 6 marker Power Point

Why did the describe the What can we learn from the courtroom sketch? Knowledge and question
Nazis have negative and Understanding OCR page 34.
little success positive fortunes of Class discussion Enquiry
before 1930? the Nazi Party What evidence would suggest the Nazis would be
before 1928. in a good position to seize power in 1923? Key Words:
What evidence would suggest that the Nazis Democracy
Most: Evaluate the would not be in a good position to seize power in Reform
success of the Nazi 1923? Branch
Party before 1928. Nazi youth
Main – Variety of activities - choose SA
Few: Reach a
judgement on the Use page 239 to create a flow diagram of the Skills:
success of the Nazi events of the Putsch- (Ben Walsh) or SHP book Selection of
Party before 1928. page 40-1 Information
You should be able to condense into 5 key events. Reaching
Watch the clip Judgements
Do you think you could sum up the events of the
Munich Putsch in one sentence? PLTS:
You are a pro-Nazi journalist Self Manager
Come up with a Newspaper headline for the day
after the Munich Putsch
Consequences of the Putsch – complete card sort.
What impact did the failure of the Munich Putsch
 have on the Nazi Party? [6 marks]

Optional
Following a brainstorming exercise, learners
complete a mind map
(http://en.wikipedia.org/wiki/Mind_map) to the
question ‘Why did Hitler and

The Nazis have only limited success before

1930?’ This should be partly based on previous
activities as well as other factors.

Plenary –

You are Hitler in prison following the Munich

Putsch
You must tweet for your supporters who follow
you describing the impact of the Putsch on your
campaign

6. Did the All: Identify and Starter - Concepts: Source work Power Point
Nazis describe the Starter: Enquiry
achieve negative and A picture of Hitler and leading Nazis in Landsberg Venn
anything positive fortunes of prison Key Words: Diagram I Cambridge
before 1929? the Nazi Party • What you can see? Democracy p 192-3
before 1928. • What you can work out from this about: Reform
-Hitler’s time in prison Branch
Most: Evaluate the • What Questions you have. Nazi youth
 success of the Nazi SA
Party before 1928. Main –

Few: Reach a Complete the Venn Diagram Skills:

judgement on the Using Evidence
success of the Nazi Or tasks from: -
Party before 1928. I Cambridge p 192-3 PLTS:
Plenary – Independent
Workers
Pick one of the random ‘things’ above. Explain
how the Nazi Party was like that ‘thing’ 1924-29.

7. (A) Why All: Describe the Starter - Concepts: Diary entry Power Point
was 1929 so events of the Wall You are Heinrich Schultz a German worker Knowledge &
important Street Crash. Begin Add a paragraph diary entry describing his life Understanding Venn 6 marker
for to link it to just before the Walls Street Crash in October Diagram question
Germany? economic 1929 Key Words:
Wall Street depression in Wall Street Information
Crash. Germany. Main – choose from a variety of tasks Boom & Bust doc
Watch clip Depression Venn
Most: Explain the Explain Wall Street Crash Economic Diagram
causes of the Wall Complete Venn Diagram Loans
Street Crash and Examine the graphs Hunger Card Sort
link to Great (b) How did the Depression lead to increase in
Depression in support for the Nazi Party after 1929? [6 marks] Skills: OCR p. 39
Germany post 1929. Stick in and read through the demonstration Using evidence
answer. Use your mark scheme to give the
Few: Evaluate the answer a mark out of 6. PLTS:
impact of the Wall Stick it in and add to the answer in different Effective
Street Crash on colours to give it full marks. participator
Germany. Make
links between Plenary –
 economic and
political You are Hitler and you’re going to update your
consequences. instagram account in early 1930
Draw a picture he might have used to sum up the
Great Depression and come up with some
(sensible) hastags to go with it

7. (B) How All: Identify some of Starter - Concepts: Graph Power Point
did the Great the economic Use the Reichstag data to complete the graph bar Knowledge
Depression problems facing graph. Chronology Comic Strip
Help the Germany in 1933 as Once you have completed the bar graph add a Impact Comic Strip
Nazi Party a result of the Wall line graph over the top using the unemployment Template
become the Street Crash. data. Key Words: Figs doc
largest party Depression
in the Most: Explain how Main – optional Unemployment No of Seats in
Reichstag? the Great Task 1 Hunger Reichstag
Depression leads to Re-cap on Wall Street Crash
the rise of the Nazi • Historian AJP Taylor: ‘It was the Great Skills: Source 1
Party. Depression that put the wind in Hitler’s Investigation
sails’. SHP p. 46-51
Few: Evaluate the • Read through and stick in the comic strip. PLTS:
extent to which the • Can you add pictures to complete the Self-manager
Great Depression storyboard?
enabled the Nazi • Pictures will help with memory.
Party to gain more • You can add more to the captions.
votes. • If you want to follow in your textbook
p242.

Task 2

Evaluate the Source

 Plenary –

If the Great Depression had never do you think

Hitler would have become Chancellor in January
1933?

8. How did All: will describe Starter - Concepts: Source work Power Point
the Nazis use how the Nazis used Examine the range of election posters Cause & Election
Propaganda propaganda to Consequence poster
to secure the persuade people to Main – Starter
Vote in vote for them. Examine Statement from Mein Kamp Key Words: Examination Election
Germany? How useful is the source Propaganda practice Poster
Most: Most will Group work – examine range of sources Speech Promises
analyse how
effective Examination practice Skills:
propaganda was on Why did the popularity of the Nazi Party Investigation SHP p. 52-3
voters. increase between 1929 and 1932? [6] Source work

Few: Some will PLTS:

evaluate the Plenary – Independent
importance of Explain how Hitler used propaganda in his rise Worker
propaganda in the to power with examples
rise of the Nazis.
Homework
Learners produce an election poster using ICT to
show what the Nazi Party was offering to ensure
they gained votes from the people of Germany

9-10 All: Describe the Starter - Concepts: Source work Power Point
Why was events that lead to Complete progress ladder of what you know. Causation – table
Hitler the appointment of Main – ‘Hitler: The
appointed as Hitler in 1933. Lesson 9 Spider
Chancellor in Discuss in pairs what changes you would make to Key Words: diagram Rise of Evil’ –
1933? Most: Explain how improve your party! Causation DVD
Hitler became Examine election results Propaganda Fact file on
Chancellor in 1933. Museum Walk – review all factors Terror Papen Www.
Communism
Few: Explain and Examination practice – completed in class and Economic Marxists.org
evaluate the range peer reviewed using two sheets. Depression
of factors that lead Election
to the appointment Lesson 10 Skills: results in
of Hitler in 1933. Task 1 Communication Germany
Imagine you are President Hindenburg in 1932 Selection of 1924–1933.
What reasons do you have for: evidence
1. Appointing Hitler as Chancellor Reaching
2. Not appointing Hitler as Chancellor Judgements
Task 2 Power Point
• Stick in your picture of Hindenburg. PLTS: x2
• Create a spider diagram around the Effective
picture. participator Optional
• 2 minute discussion with your partner: available
– What do you know already about
Hindenburg?
– What role was he in? Information
– Who did he represent? sheets
– What were his goals/aims?
– What did he think about the Flow
National Socialists? diagram
Task 3
Who was Franz Von Papen – complete fact file Sources for
Museum
Task 4 walk.
Why was Hitler appointed Chancellor? – Write
out the key events. I Cambridge
194
Examination practice
OCR p. 40-43
(c) How far were the actions of Papen and
Hindenburg responsible for Hitler becoming SHP p. 60-1
Chancellor? Explain your answer. [10 marks]
Or

‘The use of mass rallies was the main reason

the Nazis were able to increase support up
to 1932.’ How far do you agree with this
statement? Explain your answer. [10]

Plenary –
Review Progress ladder

Resources
www.johndclare.net/

Weimar7.htm

Homework
Learners write an extended answer that
compares the different reasons for gaining the
Chancellorship in Germany in 1933. Reasons
should include the Depression, Nazi propaganda,
political events involving Hindenburg, von
 Schleicher and von Papen, the fear of
communism etc.

Choose one of the examination questions

above.

11. All: Describe some Starter - Concepts: Table Power Point

What was key events that Read key problems for Hitler Enquiry
Hitler’s increased Hitler’s How would you rate his position in 1933 Living graph Card Sort
position in power What advice would you give him? Key Words:
1933? Main – Communism Sources
Most: Explain how You are going to find out about events that Proportional
specific events occurred in 1933 and 1934 that helped increase Representation OCR p. 36
increased Hitler’s Hitler’s power. Hindenburg
power 1. In pairs, put the dates & events into Popularity
chronological order.
Few: Make a 2. Match the information to the event.
judgement about Complete the table describing what Skills:
the most important happened and explaining how this Communication
events that led to increased Hitler’s power. Using evidence
Hitler’s Dictatorship 3. Use the information to create a living
graph to show how his power increased. PLTS:
Creative
thinkers
Plenary –

Explain how Hitler able to increase his power

between January 1933 and August 1934?
(6 marks)
Complete for Homework
12. All: To describe the Starter - Concepts: Spider Power Point
Fire – Luck key features of the • When Hitler was made Chancellor in Knowledge Diagram x2
or Reichstag Fire and January 1933 what problems/barriers to Impact
Opportunity? the Enabling Act. power did he still face? Links Picture SHP p. 63 -
• Create a spider diagram. story 65
Most: To explain Key Words:
the significance of Main – Optional task – 2 options with power President I Cambridge
each event in points: - Chancellor p. 195
consolidating • Use the textbook p246 (Walsh) to help Law
Hitler’s position. you complete the graphic novel talking Fire
through the events of the Reichstag Fire. Reichstag
Few: To evaluate • Make sure the comments add something! Protection
when democracy • They can be humorous but they should
ceased to exist in also be useful.
Germany. Or; Skills:
http://www.youtube.com/watch?v=hcr3upKXl8I Enquiry

Produce own cartoon strip PLTS:

Creative
Or; Thinkers
Using historical sources as evidence, learners, in
groups, piece together the evidence relating to
the Reichstag Fire in the form of a forensic
report. The strength of evidence against van der
Lube should then be considered. A trial could be
held putting van der Lubbe on trial.

www.historyonthenet.com (information on Fire)

 Plenary –

Why was the Reichstag Fire important for

Hitler? [6]

13. Knives – All: Describe the Starter - Concepts: Notes on Power Point
taking events of the Long Knowledge cartoons
control of Knives. www.youtube.com/watch?v=DrEeBbnDYrw&feat Impact Video clip
the party! ure=fvst ‘Night of the Long Knives’ video clip. Links Examination
Most: Explain why question – Cart Sort
Hitler eliminated Questions? Key Words: 10 marker
the SA and how it SA
helped Hitler to By the start of 1934 what had Hitler done to Coup SHP p. 70-73
consolidate his consolidate his position? Power
position in What problems did he still face?
Germany. Skills:
Enquiry
Few: Reach a www.cartoonstock.com Using evidence
judgement on the PLTS:
importance of the Pack of cartoons related to the ‘Night of the Long Creative
Knight of the Long Knives. thinkers
Knives.
Discuss why SA were a problem for Hitler

Watch the video and try and provide a short

definition for what the Night of the Long Knives
was.
 Main –
Re-cap on what problems RF solved
Discuss why SA were a problem for Hitler

Watch the video and try and provide a short

definition for what the Night of the Long Knives
was.

Discuss why SA were a problem for Hitler

Watch the video and try and provide a short

definition for what the Night of the Long Knives
was.

Card sort – diamond 9

Plenary –

Discuss with your partner. Which event was

more important for Hitler’s consolidation of
power?
The Reichstag Fire
The Night of the Long Knives

14. The birth All: Know the key Starter - Concepts: Table Power Point
of the events that lead to Enquiry
Furher! Hitler becoming • It is 1st July 1934 you must publish 2 Examination OCR p. 48-49
dictator of Germany. tweets one from Hitler and one from Key Words: question
Hindenburg Furher I Cambridge
Most: Explain and • The tweets should reflect how satisfied Dictator Flow 196
link the events that you are with the situation diagram
lead to Hitler Skills:
becoming the Main – Research
dictator of Germany. Learners produce a timetable of events showing
Hitler’s steps culminating in him being made PLTS:
Few: Reach a Chancellor. The timetable should start with the Creative
supported Reichstag elections of July 1932. Each step should thinkers
judgement of why state what happened and the outcome.
Hitler became
dictator of Germany www.johndclare.net/Nazi_Germany1.htm
in 1934.
Overview, sources and links on Hitler’s
consolidation of power.

Or;

Snakes & Ladders

Or;

Power Point
• Following the Night of the Long Knives
three key events happened that led Hitler
to consolidate his position and declare
himself Führer
• What were they?
• https://www.youtube.com
/watch?v=Gb9vqJDVBzk
• Use the information sheet to complete the
 flow chart documenting the events that
allowed Hitler to declare himself Führer

Plenary –
Write a plan for one of the essays below.
Explain in 30 words why Hitler was able to
declare himself Führer of Germany

Homework
Learners revise the work completed at the end of
this section and complete a Cambridge IGCSE
History question paper on this topic. (Formative
assessment)

Homework
‘The Night of the Long Knives was the most
important reason Hitler was able to
strengthen his control over Germany
during 1933 and 1934.’ How far do you
agree with this statement? Explain your
answer. [10]

Or

Which was the more important in allowing

Hitler to consolidate his power in 1933–
34: the Enabling Act or the death of
Hindenburg? Explain your answer. [10]
Or

To what extent was the Reichstag Fire the most

important event in allowing Hitler to
consolidate power? (10 marks)
Depth Study B:

3(a): The Nazi regime: How effectively did the Nazis control Germany, 1939–1945?

12 Lessons 4 weeks

1-2 All: Describe Starter - Concepts: Notes on Power Point

the opposition Who is opposing the Nazis – can you spot in the Knowledge & types of
How much from the 5 main crowd? Understanding opposition
opposition groups Main – I Cambridge
was there to Explain key types of opposition Key Words: p. 197
the Nazi Most: Explain Complete information sheet on types of opposition Grumbling
regime? the reasons why using textbooks or information sheets. Youth Information
the groups were White Rose on Churches
unhappy with Plenary – Plot SHP – page
the Nazis 94-99.
www.bbc.co.uk/schools/gcsebitesize/history/mw Skills:
Few: Evaluate h/germany/oppositionrev1.shtml Overview of Research SHP
the significance opposition in Nazi Germany. Selection of Page 150-1
of the Information
opposition and Complete a separate lesson on opposition from the
why they were church:- PLTS:
unsuccessful Self managers
How far were the Nazis able to control the
Churches in Germany? (10 marks)

Homework

The White Rose Group was the biggest threat to

the Nazi party. To what extent do you agree with
 this?

3-4 All: Describe Starter - Concepts: Presentation

How the methods Discussion – how would you deal with opposition Enquiry I Cambridge
effectively used by the Main – 6 marker p. 198
did the Nazis to deal Task in OCR page 62 – 67 Key Words:
Nazis deal with opposition. Terror OCR page 62
with their Or Gestapo – 67
political Most: Explain Learners, in groups, create 5-minute presentations SS
and evaluate to the class on the use of the SS and police, the I Cambridge
opponents?
how successful Gestapo, concentration camps, Nazi judges etc. to Skills: p. 198-9
the Nazis were deal with opposition. Communication
at dealing with Research
opposition. Www.johndclare.net/Nazi_Germany2.htm
PLTS:
Few: Consider Overview and links. Team workers
why so many
people failed to
oppose the Plenary –
Nazis. Explain how the Nazis dealt with opposition (6
marks).

5-6 All: will Starter - Concepts: Fact file on Power Point

How did the describe the What is the meaning of this poster? Evaluation Goebbels
Nazis use areas that the Why do you think it was effective? SHP page
culture and Nazis censored Main – Key Words: Notes on 88-89 & 110
the mass and how they What is a Totalitarian State? PROPAGANDA types of to 121
used Explain the Cult of Personality CENSORSHIP propaganda
media to propaganda Who I am game! TOTALITARIANISM OCR p. 56-
control the Produce a fact file on Goebbels 6 marker 57
people? Most: will Investigation of types of propaganda – feedback question
explain why the Skills: and peer
Nazis used Second Lesson Investigation review
propaganda & Complete investigation
censorship Explain how Hitler used Propaganda to control the PLTS:
people of Germany. (6 marks) Creative thinkers
Few: Some will Peer assessment using review sheets.
evaluate the
success of using
propaganda & Using examples of Nazi propaganda, learners
censorship in consider the message and purpose of each example
aiding the Nazis and answer exam style questions. (Formative
to have total assessment)
control
Www.johndclare.net/Nazi_Germany3.htm

Information on Nazi control.

www.youtube.com/watch?v=Af44Slin7lg

Nazi Propaganda video clip.

Examination Question to be completed –

examination conditions

How effective was the control of the German

people by the Nazis? Explain your answer.
 [10]

Plenary –

On a scale 1-8, rank each of these areas in

terms of importance in controlling the people

7. All: To identify Starter - Concepts: Table on Power Point

How did the different ways Above are some of the methods the Nazis used to Enquiry types of
Nazis use that the Nazi’s create a police state in Germany. Can you identify terror
Terror to controlled them? Key Words: OCR page
control the through fear DENOUNCE 4 marker 54-55
German GESTAPO
People? Most: To Main – SS SHP page
explain how the CONCENTRATION 80-1
different ways Watch YouTube clip (on power point) CAMP
were successful Use the information sheet provided to make notes
on the four areas of the police state? Skills:
Few: To • Gestapo Investigation
evaluate how • Police & law courts Research
and why people • SS Communication
were scared to • Concentration camps
oppose the Complete as Museum Walk PLTS:
Nazis Plenary – Team worker
Describe the Nazi’s use of the SS between 1933-
39 (4)
Describe the Nazi’s use of the Gestapo between
1933-39(4)
Describe how the Nazis changed the legal
system between 1933-39(4)
 Describe the Nazis use of concentration camps
between 1933-39 (4)

Choose one of the 4 marker questions to answer.

8. All: will Starter - Concepts: Source Power Point

What was describe the Discuss ethical questions Knowledge analysis
Nazi Racial different groups Main –
Policy? persecuted by Which countries did what – to explain that all Key Words: I Cambridge
the Nazis countries have been responsible for atrocities. Race p 199
What is Darwinism – how does it link to Nazi Eugenics
Most: will Policy Aryan SHP page
explain the Use sources to explain concept of master race Undesirables 102-5
reasons the Collect information on treatment of undesirables in
Nazis gave for Nazi Germany. Skills:
the persecution Using evidence
of the groups Or:
Learners identify the main groups of people that PLTS:
Few: will were persecuted by the Nazis, including Jews and Independent
evaluate and minorities (homosexuals, gypsies, Eastern workers
judge how Europeans and mentally and physically disabled
there was such people) and the methods of persecution used
little opposition (Kristallnacht, the Final Solution, concentration
to their actions
and extermination camps, and medical methods).
Learners then spit into groups to create handouts
and a presentation on one of the groups to the rest
of the class.

Plenary –
Complete in examination conditions
 Why did the Nazis persecute the mentally and
physically handicapped? [6]

9. How did All: Describe Starter - Concepts: Living Power Point

persecution how What are human rights? Consequence Graph
increase in persecution Main – Key words
Nazi increased Learners research Nazi racial and anti-Semitic Key Words: Diary
Germany? against the beliefs and create a diagram to show these. Ghetto Graph of
Jewish Persecution persecution
community in Go through examples of persecution in Nazi Labor camps
Nazi Germany. Germany. Discrimination Loss of
Nuremburg rights
Most: Explain Groups go through Jewish life cards timeline
the growth of cards
persecution and Complete living graph to show how persecution
link to aspects developed over a period of time Skills: OCR page 81
of Terror. Research & 86-87

Few: Explain Plenary – PLTS:

the gradual What 4 things have your learnt? Independent
growth of worker
persecution in
the context of Homework
Nazi Germany. Complete a diary to show how persecution of
Jewish people developed in Nazi Germany

10. What All: Describe Starter - Concepts: Completed Power Point

was the key aspects of Complete question sheet on treatment of Jewish Knowledge & question
Holocaust? the Holocaust. people in Nazi Germany. Understanding sheet OCR page 81
Main – & 86-88
Most: Explain Go through power point Key Words: Notes on
reasons for the Ghetto Holocaust SHP page
Holocaust. Students record notes Persecution 156-9
Labor camps
Few: Put the Plenary – Discrimination
Holocaust in the What was meant by the term ‘Final Solution’ and Nuremburg
context of Nazi how was it organised? Death camps
Germany.
Extra resources Skills:
www.bbc.co.uk/history/worldwars/genocide/laun Investigation
ch_tl_persecution_genocide.shtml Timeline of Nazi
genocide. PLTS:
Independent
www.youtube.com/watch?v=YpdJhA5aJkA enquirers

Video timeline of Nazi persecution of minorities.

www.spartacus.schoolnet.co.uk/GERantisemitis
m.htm Overview and sources on Nazi anti-
Semitism.

www.socialstudiesforkids.com

Kristallnacht.

Homework
(a) Describe the Nuremberg Rallies. [4]

(b) Why was the Nazi ‘master race’ theory

important? [6]
11-12 All: will be able Starter - Concepts: Definition of Power Point
Was Nazi to define the Debate totalitarian
Germany a term www.thefreedictionary.com Analysis I Cambridge
totalitarian ‘totalitarian’ Interpretation page 200
state? State. Describe Table with
key features of Main – Key Words: examples
Nazi Germany, for and
which show it Learners debate the meaning of ‘totalitarian state’ Totalitarian against
was a and then examine the extent to which Germany
totalitarian had become a totalitarian state under the rule of Skills:
state. Hitler and the Nazi party. This could be done under Research 10 marker
two whole class titles on the wall or Smart Board Extended writing question
Most: Explain labeled ‘Totalitarian’ and ‘Not Totalitarian’.
the arguments PLTS:
for and against a Creative thinkers
totalitarian Learners revise the work completed at the end of
state using this section and complete a Cambridge IGCSE
specific History question paper on this topic. (Formative
examples.
assessment)
Few: Reach a
supported
judgement on Examination – completed in exam conditions in
how far Nazi class
Germany was a
totalitarian ‘Nazi Germany was a totalitarian state.’ How far
state.
do you agree with this statement? Explain
your answer. [10]

Or
‘The German people accepted the Nazi regime.’
How far do you agree with this statement?
 Explain your answer. [10]

Plenary –
Kahoot or quiz on key aspects of Key Question - KQ
3 How effectively did the Nazis control Germany,
1933-1934?

Depth Study B:
Germany, 1918–1945 3(b): The Nazi regime: What was it like to live in Nazi Germany?

10 Lessons 3 Weeks

1-2 All: To describe Starter - Concepts: Notes on

How did the importance of Unscramble the words Enquiry Youth policy Sources for
young education in Nazi Main – Optional task inference
people Germany. Describe Explain why education is important Key Words: questions
react to the the different Youth Complete notes on how the Nazis controlled Anti-Semitic
Nazi Organisations and education Curriculum 2 power
regime? their activities Gender roles points
Learners compare their school timetable with that of
a German learner Skills: OCR p. 74-5
Most: to explain Investigation I Cambridge
how the Nazi’s https://www.youtube.com/watch?v=l14WDZCnz-w p. 200-1
tailored the school Source work PLTS:
day. Explain the Self managers SHP page
Nazi’s motivation Students say Youth Group Oath – how does it make 130-5
for creating such them feel?
groups

Few: To evaluate Www.youtube.com/watch? v=JB45qymNQEo

effectiveness in
controlling ‘Hitler’s children’ five-part video.
education.
Evaluate the www.historylearningsite.co.uk/hitler_youth.htm
successfulness of
the groups in Overview and links on Nazi Youth movements.
controlling the
Youth
Plenary –
Q&A
3-4 All: Describe the Starter - Concepts: Mind map Power Point
different Youth Students say Youth Group Oath – how does it make Enquiry – x2
How did Organisations and them feel? Examination
the Youth their activities Main – Key Words: questions I Cambridge
respond to Learners research examples of young people not Nazi Youth p. 200-1
Nazi supporting the Nazis. Were the Nazis successful in League of
Policy? Most: Explain the dealing with these groups? A report from the point of German
Nazi’s motivation view of a Nazi newspaper or an opposition maidens
for creating such newspaper could be written in groups.
groups Skills:
Research

Few: Evaluate the Complete mind map PLTS:

successfulness of Learners investigate the role of the Hitler Youth and Self managers
the groups in League of German Maidens. They then produce a
controlling the pamphlet to advertise to German children living in
Youth Nazi Germany why they should join.

Learners also investigate the role of other youth

groups in Germany and their relative success
compared to the Nazi youth organisations.

Use sources to assess the impact of Youth Groups

Www.youtube.com/watch?v=JB45qymNQEo

‘Hitler’s children’ five-part video.

 www.historylearningsite.co.uk/hitler_youth.htm

Overview and links on Nazi Youth movements.

Plenary –

(a) Describe the experiences gained from

membership of the Hitler Youth. [4]

(b) Why was the education of young people in

German schools changed by the Nazis? [6]

5-6 All: To describe Starter - Concepts: Card sort Power Point

two changes for Knowledge Card sort
How women from the Are men and women equal – should they be? Spider
successful Weimar period. Examine the images – what do they suggest about the Key Words: diagram OCR page
were Nazi life for women in Nazi Germany? Kirch 76-77
policies Most: To explain Kueche
towards the changing role Main – Optional Kinder SHP
women and of women in Nazi Page 136-7
the family? Germany using Compare images of life pre and post Nazi Germany Skills:
two or more Explain Kinder – Kirche – Kueche Selection of
examples. Card Sort information

Few: To evaluate Learners examine the role women played in Nazi PLTS:
the impact of Nazi society and in family life especially including the ways Creative
policies on women in which they were encouraged to have children. thinkers
in Germany. Leaners create a spider diagram.
 Learners examine the role of education in Nazi
Germany and the differences between their personal
experiences and that of a young person living in
Germany during the 1930s. A study of a timetable
from the time would be a useful stimulus

www.historylearningsite.co.uk/Women_Nazi_Ge
rmany.htm

Plenary –
What actions were taken by the Nazis to encourage
an increase in the birth rate? [4]

7 All: Describe the Starter - Concepts: Graph Power Point

economic Examine graph – what does it suggest about Nazi Knowledge
What was problems in Economic policy Market
Germany Germany during What are the problems of using statistics and graphs Key Words: place notes SHP
Economic the 1930’s. as evidence Autarky Page 126-9
Policy? Describe the Main – Optional Public Works
different policies RAD
adopted by the Explain the situation in 1933
Nazis. Students complete notes Skills:
Can market place different topics Investigation
Most: Explain the Complete a table on positive and negative
economic policy Plenary – PLTS:
adopted by the Homework Creative
Nazis during the Why were the Nazis able to reduce unemployment? thinkers
 1930’s. Begin to [6]
evaluate the
success of Nazi
economic policy.

Few: Explain and

evaluate Nazi
economic policy.
Reach a supported
judgement.

8. All: Explain the Starter - Concepts: Source work Power Point

economic aims of Evaluation
Did German and economic Describe the Nazi policy of autarky. [4] Interpretation Examination OCR – page
Workers problems facing questions 78-9
benefit the Nazis Key Words:
from Nazi Main – optional tasks Autarky I Cambridge
Economic Most: Assess the Evaluate the poster Public Works p. 200-2
Policy? economic success Re-cap on issues in 1933 RAD
of the Nazis in the Source work to evaluate the success of the economic SHP
1930s policy Page 126-9
Plenary – Skills:
Few: Evaluate https://www.youtube.com/watch?v=A7m6b1cyRyo Examination
whether people Extended
were better off or Homework writing
not under the How successful were Nazi policies for German
Nazis PLTS:
industrial workers? Explain your answer. [10]
Reflection –
peer marking
Or
Were German workers better or worse off under
 the Nazis? Explain your answer.

(10 marks)

9. All: To be able to Starter - Concepts: Questions Power Point

describe the Enquiry
Did most changes made to Main – optional Sources
people in working OCR task page 72 to 73 Key Words:
Germany conditions 1933- Re-cap on different aspects of Nazi Ideology – can Cards for
benefit 39. complete group work on the impact of people living Skills: graph
from Nazi in Germany and occupied countries. Investigation
rule? Most: To be able to http://www.youtube.com/watch?v=mzaYiMciIMY PLTS: OCR page 72
explain the reasons Donald Duck as a Nazi YouTube – what does this Team workers to 73
why the Nazi Party show about the American view of life for Nazi
introduced these workers? SHP
changes. Students answer questions whilst watching video. Page 122
Complete a graph on conditions for German Workers
Few: To reach a
judgement about Learners use a whole class scale to research the
whether these positive and negative social, economic and political
changes improved impacts of Nazi rule. Learners then produce a speech
the lives of rating the different groups out of ten.
workers in
Germany.

Plenary –
How far did life improve for German workers
between 1933-1939?
10. All: Describe life in Starter - Concepts: Table using Power Point
Germany after What does the photograph suggest? Enquiry sources
How did 1942 Main – Impact Enemy at
the coming Learners will examine the changes that war brought the Gates
of war Most: Make to Germany, including a change to a wartime Key Words:
change life comparisons of economy, the bombing of German cities and the Total War OCR page
in Nazi how life was prior effects of fighting a war on two fronts. Sources can be 84-85
Germany? and after 1942 used to investigate this and write a report that can be Skills:
teacher assessed. Source Work I Cambridge
Few: Evaluate the p. 203-4
reasons for PLTS:
Germany’s defeat Team workers SHP
Show them a clip from enemy at the gates and explain Page 140 to
how the war developed? 149
Watch
http://www.britishpathe.com/video/fall-of-
stalingrad-german-army-surrenders
Explain concept of the ‘Total War’
Complete Museum Walk – use sources

Plenary –
Death of Hitler
https://www.youtube.com/watch?v=QLmnTOQ2YpM