An Introduction to the Planning Framework for Life in Nazi ...



-914400000An Introduction to the Planning Framework for Life in Nazi Germany, 1933–45This planning framework is offered as a starting point for teachers who want to teach Life in Nazi Germany, 1933–45 in a rigorous, yet engaging way. The framework provides examples of how the content of the option may be approached, alongside some suggested learning and teaching activities. It is hoped that the information and ideas contained in this planning framework will help teachers to design their own scheme of work for this option which is tailored to meet the timetabling needs of your school, reflects the staffing requirements of your department and, most importantly, meets the needs of your students. As part of the planning process, teachers may wish to consider whether a few ‘lead in’ lessons may be necessary to provide some background context depending on the department’s Key Stage 3 History programme. Finally, as this document has been designed as a planning tool, it does not replace the specification or specimen assessment materials. In addition, it is neither prescriptive nor exhaustive. Unit Overview Life in Nazi Germany, 1933–45 is an in-depth study, providing the opportunity for students to focus on the impact of the Nazi dictatorship on people’s lives in Germany and explore the interplay of the political, economic, social and racial forces at work in this society. This option begins with an exploration of Hitler’s takeover of political power in 1933–34. This is followed by an examination of the various ways in which the Nazi Party increased and maintained its control over the German people. The focus then shifts to study the impact of Nazi actions and policies on different sections of German society. The option concludes with an exploration of how life changed for the German people as a result of the outbreak of the Second World War. The escalation of racial persecution and the growing opposition and resistance to the Nazi regime during the war years is also explored. Assessment Overview The assessment of this in-depth study enables students to demonstrate their historical knowledge and understanding and their ability to create structured accounts of key events in Nazi Germany in the period 193345.The Assessment Objectives below set out the skills students should have the opportunity to develop through their study of this option and which will be assessed in the examination paper. Students should be able to:demonstrate knowledge and understanding of the key features and characteristics of the period studied (AO1); andexplain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference (AO2).GCSE History and the Northern Ireland Curriculum at Key Stage 4The CCEA GCSE History specification aims to build on students’ learning experiences, historical skills and understanding from Key Stage 3. In addition, through the teaching of CCEA GCSE History, opportunities exist to develop the statutory skills requirements of the Northern Ireland Curriculum at Key Stage 4. These are: Key Stage 4 Statutory Skills Requirements Cross-Curricular SkillsSignposting in Planning FrameworkCommunicationCOMMUsing MathematicsUMUsing ICTUICTThinking Skills and Personal CapabilitiesSignposting in Planning FrameworkProblem SolvingPSWorking with OthersWOSelf-ManagementSMThe suggested teaching and learning activities included in this planning framework provide examples as to how, through the context of history, these statutory skills may be promoted.Suggested Learning and Teaching Activities Many, though not all, of the active learning and teaching methodologies suggested in this Planning Framework draw upon those described in the CCEA publication ‘Active Learning and Teaching Methods for Key Stage Three’. This document can be accessed at: Started – The BasicsTeachers may wish to provide students with some of the key words/terms/issues/people relevant to this option. In Appendix 1, some ‘starter’ words have been provided. In addition, as an introduction to this option, it may also be helpful to provide students with a timeline of the ‘big picture’. A timeline for Life in Nazi Germany, 1933–45 can be found in Appendix 2. To assist with the resourcing of this new option, we have included some possible resources which may be of use to teachers and students. Appendix 3 contains a resource list for this option. Planning Framework for GCSE HistoryUnit 1 Section A Option 1: Life in Nazi Germany, 19331945Option ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesHitler takes political control, 1933–34 The removal of opposition by Hitler and the significance of the following for the German people: the Reichstag Firethe election, March 1933the Enabling ActGleichschaltungthe threat from R?hm and the Sturm-Abteilung (SA)the Night of the Long Knivesthe death of von HindenburgHitler becomes FührerExemplification of content:Students should be able to understand and explain the key steps in the Nazi consolidation of power in the years 193334 by investigating the methods used to remove elements of opposition. Students should also be able to assess the significance for the German people of each key event involved in Hitler’s takeover of power.Suggestions for teaching and learning:Students could be introduced to each of the key events which led to Hitler’s consolidation of power using an Each One, Teach One approach. Students could then use this information to create a timeline of the key events in Germany’s move from democracy to dictatorship during the period 1933–34Compile a Mind Map to outline the main reasons for the Night of the Long Knives, the event itself and the immediate impact of the event (this approach could be repeated for any of the events). A Consider all Factors template could then be completed to consolidate understanding as to why Hitler ordered the Night of the Long Knives. Students could then use this information to complete a Hot Seating activity for each of the following: the Army, R?hm and Hitler, focusing on their role and view of the event. Alternatively, students could produce a factual report on the event, why the event occurred, key people involved and the significance of the eventWOPSOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesHitler takes political control, 1933–34 (cont.)Create a table to classify the events of 193334 into legality and the use of terrorWorking in small groups, students could complete a Constructing Walls activity to debate the most significant factor in Hitler’s takeover of political control. This activity could be followed by the completion of a written response to this debate, using a writing frame if necessaryTo complete this section, students could return to their timeline of the key events and think about the sequencing and connections between the events. On their timeline, students could make links between each of the key events adding in a summary statement of how each link helped Hitler establish a dictatorship. A ‘chain reaction’ type template could also be usedPSWOSMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesControl and oppositionThe creation of the Police State:the roles of Himmler, the Schutzstaffel (SS), the Gestapo, the law courts and concentration campsthe impact of the Police State on the lives of the German peopleExemplification of content:Students should be able to understand and explain the role of Himmler, the SS and the Gestapo, the judicial system and the use of concentration camps in controlling the German people. Students should know the methods used by the Nazis to achieve and maintain control as well as the impact that the creation of the Police State had on the lives of German people.Suggestions for teaching and learning:In small groups, create a fact file on the role of Himmler and one of the following institutions of repression used by the Nazis to create a Police State: the SS, the Gestapo, the law courts and concentration camps. Each group present their fact file to the rest of the classCreate a table summarising the key individuals and institutions within the Police State. Table headings may include: the individual or institution, actions taken and the impact on the lives of the German peopleStudents produce an extended written response to the question: ‘The Nazi Police State was successful in controlling the German people’. Do you agree? Scaffolding could be provided to help students answer this question, if necessaryWOCOMMSMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesControl and opposition (cont.)Propaganda and censorship:the role of Goebbels in spreading Nazi ideasthe Ministry of Propaganda and the spreading of Nazi ideasthe impact of propaganda and censorship on the lives of the German peopleExemplification of content:Students should be able to understand and explain the role of Goebbels and the Ministry of Propaganda in spreading Nazi propaganda and ideas. Students should know the various methods used by the Nazis to spread their ideas and how they orchestrated censorship throughout Germany. Finally, students should explore the success or otherwise of the methods used and their impact on the lives of the German people.Suggestions for teaching and learning:As an introduction, students could complete a card sorting activity (using various examples of propaganda and censorship used by the Nazis) to distinguish between propaganda and censorshipCompile a Mind Map detailing the role of the Ministry of Propaganda and methods used. Key headings could include: rallies, media (newspapers, radio) film, art, music and literatureIn pairs or small groups, research a significant propaganda event in Nazi Germany - for example, the Nuremberg rallies or the 1936 Olympic Games. In pairs, explore the various ways propaganda was used to portray this event and assess the impact of the event on the German people. Students present their research to the rest of the classStudents could conduct a class debate on the motion: ‘Nazi propaganda had a greater impact on the lives of the German people compared to censorship’. As an extension, students could complete a summary report on the debatePSCOMMWOCOMMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesControl and opposition (cont.)Opposition:the extent of support for the Nazi regimeopposition from the churches, including the role of Pastor Niem?lleropposition from young people, including Swing Youth and Edelweiss PiratesExemplification of content:Students should be able to identify individuals and groups who opposed the Nazis regime. Students should know how and why different groups - including the churches and young people, resisted the Nazi regime. Students should also consider how effective opposition was.Suggestions for teaching and learning:Students could participate in an Each One, Teach One activity to gain background information relating to opposition from the churches or young people. Students record this information under the following key headings: name of Church/young people’s organisation, reasons why they opposed the Nazis, methods used against the Nazis, methods used by the Nazis against them. The following opposition churches should be explored: Catholic Church, Lutheran Church, Confessional Church and the German Faith MovementUsing ICT, research and produce a pamphlet on opposition from young people or the churches in Nazi Germany up to 1939. The following key areas should be covered: who opposed the Nazis, why they opposed the Nazis, how they opposed the Nazis, how successful they were/how effectively they were dealt with by the NazisWO UICTOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesLife for workers in Nazi GermanyNazi attempts to reduce unemployment:public works, conscription, rearmament, autarky, National Labour Service (RAD)the impact of Nazi actions on the lives of German workersthe effectiveness of Nazi actions by 1939Exemplification of content:Students should examine the actions taken by the Nazis to reduce unemployment, specifically through the role of public work schemes, the introduction of conscription and rearmament, the process of autarky and the creation of the National Labour Service. Students should also investigate the impact that such actions had on the lives of German workers and assess how effective the Nazis were in achieving a reduction in unemployment by 1939.Suggestions for teaching and learning:Students could be provided with some data/statistics relating to, for example, overall unemployment figures 193339, different types of jobs created, employment statistics for women and members of the Jewish community 193339. Discuss key trends and possible explanations behind the figuresUMComplete a table to explain and compare the various actions which the Nazis introduced in an attempt to reduce unemployment. The table could have the following headings: Name of action, What did it do? How did it affect unemployment? Factors should include: Public works, conscription, rearmament, autarky, National Labour Service (RAD)COMMUsing their previous work as preparation, students could participate in a Walking Debate activity which should focus on the effectiveness of each of the actions the Nazis introduced in an attempt to reduce unemployment. The activity could end with a class discussion as to the collective effectiveness of all the actions taken to reduce unemployment in Germany by 1939COMMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesLife for workers in Nazi Germany(cont.)Nazi attempts to change the lives of workers:the German Labour Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA), prices and wagesthe impact of Nazi actions on the lives of German workersthe effectiveness of Nazi actions by 1939Exemplification of content:Students should be able to understand and explain the various ways the Nazis attempted to change the lives of workers through the introduction of the German Labour Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA) and changes made to prices and wages in order to improve the lives of German workers. Finally, students should be able to reach a judgement as to the effectiveness of Nazi actions on the lives of workers by 1939.Suggestions for teaching and learning:Students could be given reading in preparation to help them complete a carousel activity on Nazi policies for workers. Key headings per group could include: the German Labour Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA), prices and wages. This could be followed by the completion of a table with the following headings: name of organisation, purpose, benefits for German workers, drawbacks for German workers, overall verdict on the success of the organisationWOParticipate in a Memory game activity to focus student learning on the details of each factor used by the Nazis to change the lives of workersSMCreate a Fishbone diagram to illustrate the impact of the Nazi regime on the lives of German workersCOMMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesLife for women and the family in Nazi GermanyNazi views of women and the family:Aryan idealsKinder, Küche, KircheExemplification of content:Students should gain an insight into the Aryan ideals to which the Nazis aspired as well as exploring the role of women within the Nazi regime children, church and cooking. Students should also assess the impact and effectiveness of Nazi actions and policies to change the lives of women and the family.Nazi actions and policies to change the lives of women and the family:marriage, employment and appearancefamily lifethe impact of Nazi actions and policies on the lives of women and the familythe effectiveness of Nazi actions and policies by 1939Suggestions for teaching and learning:Using ICT, students research and create a contemporary pamphlet for women as guidance on their expected role within Nazi Germany. The pamphlet should include information on: Nazi ideals for women, their role within society, marriage, employment, the importance of family life, appearance and lifestyle preferencesUICTStudents study Nazi policies and actions towards women and family life and create a spider diagram to include: aims of policies, reasons for those aims, the level of success or failure of the policies and the impact of the policies on the lives of womenCOMMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesLife for young people in Nazi GermanyNazi actions and policies to change the lives of young people:educationyouth movementsthe impact of Nazi actions and policies on the lives of young people in Germanythe effectiveness of Nazi actions and policies by 1939Exemplification of content:Students should gain an insight into the actions and policies introduced by the Nazis to change the lives of young people including the changes made to education and the establishment of youth movements. The success of these changes and their impact on the lives of young people should be explored.Suggestions for teaching and learning:The class could create a Mind Map on why the Nazis considered control of young people in Germany important and the various methods they employedA table could be created which details the various youth movements established using the following headings: group, gender, age range, activities. Students could create a diagram representing the structure of Hitler YouthPS COMMA Hot Seating activity could be used to consolidate students’ learning of what life was like for boys and girls of various ages in Nazi Germany as well as to establish the impact that Nazi policies and actions had on young people. This activity should provide an opportunity for students to discuss issues including why some young people supported Hitler and others did not, did support for Hitler change over time and the reasons why it changedStudents could conduct a debate on the motion: ‘Youth movements were more effective than Nazi education policies as a means of changing the lives of young people in Germany’. As an extension activity, students could provide a written response to the debateWO COMMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesLife for the Jewish community and minorities in Nazi GermanyThe persecution of minorities:Nazi racial ideas and policiesthe treatment of minorities: gypsies, homosexuals and those with disabilitiesExemplification of content:Students should investigate Nazi racial ideas and policies and how these impacted on their treatment of minority groups within Germany. Students should also be able to understand and explain Nazi persecution of the Jewish community up to 1939, including the boycott of Jewish shops and businesses, the Nuremberg laws and Kristallnacht. The impact of these actions on the lives of the Jewish community as well as the effectiveness of such policies by 1939 should be considered.Nazi persecution of the Jewish community:the boycott of Jewish shops and businessesthe Nuremberg lawsKristallnachtthe impact of Nazi actions and policies on the lives of the Jewish communitythe effectiveness of Nazi actions and policies by 1939Suggestions for teaching and learning:Compile a Mind Map detailing Nazi racial ideas and policiesStudents could research the treatment of minorities in Nazi Germany 193339 and record information under the following headings for each minority group: minority group, why they were persecuted, how they were persecuted, the effects of Nazi persecutionStudents create a timeline of Nazi persecution towards the Jewish community up to 1939. Working in small groups, students could complete a Diamond Ranking activity to debate the most significant factor/event in the persecution of the Jews up to 1939 giving reasons for their decisionsStudents complete a written exercise – Why did the Nazis persecute minority groups in the period 19331939?COMMCOMMPSSMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesGermany at warLife in Germany during World War II:the impact of the war on the German peopleair raids and bombingtotal war and rationinglabour shortages and the role of women in the workplaceExemplification of content:Students should gain an insight into the impact of World War II on the German people, including air raids and bombing attacks, the effects of total war and rationing on the German people. The effect of labour shortages and the impact this had on women should also be investigated. Students should also consider the escalation of racial persecution in Germany, focusing on the establishment of ghettos and death camps, including the Final Solution. Students should also explore the growing opposition and resistance in Germany to the Nazi regime during the war years and how effective this was by 1945.Suggestions for teaching and learning:Creation of a living graph which charts some of the key events/factors in the war and their impact on the mood of the German peopleCompletion of an Opinion Finders activity which focuses upon the impact of the war on the German people. Statements could focus upon the effect that each factor (rationing, air raids etc.) had on the population. This could then be followed by the completion of a Consider all Factors template to explain and compare these effectsParticipation in a Hot Seating activity to consolidate learning of what life was like for various people in Nazi Germany during the war years and the impact that air raids, bombing attacks, total war, labour shortages and rationing had on them. For example, roles could include: a woman who worked in an ammunition factory, a child who experienced an air raid, a mother who struggled with rationing etc.PSPS WOOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesGermany at war (cont.)Escalation of racial persecution:the Einsatzgruppen, ghettoes and death campsthe Final SolutionUsing ICT, students research the escalation of racial persecution in Germany, 193945. Students could be given questions to guide their research. For example: Who were the Einsatzgruppen? What role did they play? When were the first death camps set up? What was the Wannsee conference and who attended? What was decided at the Wannsee conference? Students could also conduct research into life for Jewish people imprisoned in ghettos and camps. Students present the findings of their research to the classComplete the following questions: How and why did racial persecution escalate under the Nazis? How was it possible for the Nazi regime to carry out large scale racial persecution? UICTCOMMSMOption ContentElaboration of ContentSuggestions for Teaching and Learning ActivitiesSupporting Cross- Curricular Skills, Thinking Skills and Personal CapabilitiesGermany at war (cont.)Growing opposition and resistance in Germany to Nazi rule during the war years:youth groupsthe churchesthe armythe effectiveness of opposition and resistance up to 1945Reading could be completed in preparation for a carousel activity which focuses on the growth of opposition and resistance to the Nazi regime during the war years. Key headings per group could include: youth groups, churches, the army. Students could then consolidate their learning through the completion of a table on resistance and opposition using the following headings: who opposed the Nazis, why they opposed the Nazis, how they opposed the Nazis, how successful they were/how effectively they were dealt with by the NazisWorking in small groups, students could complete a Diamond Ranking activity to debate the most effective form of opposition to Nazi rule during the war years. As an extension activity, students could complete the following essay question: ‘The Nazi regime faced no serious opposition during the war years’. Do you agree?WOPSAppendix 1Developing Language for Learning: Life in Nazi Germany, 1933–1945It is widely recognised that History is a highly literate subject where reading and writing, as well as historical analysis and interpretation of evidence, is required. It is for this reason that some students, in spite of their passion for studying history, become demotivated due to difficulties they may have in accessing the subject. To aid learning we have produced suggested key words, individuals and terms associated with Life in Nazi Germany, 1933–45. The key words produced are not intended to be exhaustive but are simply offered as a starting point for teachers to help their students develop the language for learning associated with this option.Using Key Words The key words provided below can be used in a variety of ways. Below are some suggestions for using key word led activities to develop the language for learning in GCSE History. Possible Key Word ActivitiesPlay ‘Odd One Out’ – students identify which word is different (or out of sequence from the others) and give a reason for their choice. Alternatively, students could cluster the key words through making connections and give a reason for their cluster.Students could be asked to provide definitions for key words.Words could be used as lesson starters or as plenary prompts.Individual words could be placed on ‘flashcards’ and used as prompts in completing an extended writing exercise.Teacher could design a ‘concept map’ or display a visual image - ask students to link the key words with lines, annotating these with an explanation of how they are linked.Show on separate cards some key words (or events). Students arrange the cards in what they think are a suitable order of rank importance (i.e. in terms of answering a particular question). Alternatively, a number of students could be given a card and asked to stand at the front of the class – the remainder of the class decide on the ordering (students with cards will be told where to position themselves in order of importance or they maybe asked to sit down).Lists could be used for spell checks.Hitler takes political control, 193334ConsolidationLaw for the Protection of People and StateEnabling ActNight of the Long KnivesErnst R?hmOath of AllegianceFührerReichstag FireGleichschaltungTrade UnionsControl and oppositionCatholicismLutheran ChurchCensorshipMinistry of PropagandaConcentration campsNuremberg ralliesConfessional ChurchPastor Martin Niem?llerEdelweiss PiratesPolice StateGerman Faith MovementPropagandaGestapoSchutzstaffel (SS)Heinrich HimmlerSwing YouthJoseph GoebbelsLife for workers in Nazi GermanyAutarkyNational Labour Service (RAD)Beauty of Labour(SdA)Public WorksConscriptionRearmamentDr. Robert LeyStrength Through Joy (KdF)German Labour Front (DAF)UnemploymentLife for women and the family in Nazi GermanyAppearanceLaw for the Encouragement of MarriageAryanLebensbornBirth rateMarriage LawFamilyMother’s Cross awardKinder, Küche, KircheProfessionsLife for young people in Nazi GermanyEducationNapolasHitler schoolsNationalist Socialist Teachers’ LeagueHitler Youth MovementOrdensburgenIndoctrinationYouth organisationsLife for the Jewish community and minorities in Nazi GermanyAnti-semitismKristallnachtBoycottMinorityDisabilityNuremberg LawsGypsiesOlympic GamesHomosexualsPersecutionGermany at warAir raidsLabourBombingLutheranismCatholicismOperation ValkyrieDeath campRationingEinsatzgruppenTotal warFinal SolutionWhite Rose GroupGhettosEdelweiss PiratesAppendix 2 Timeline: Life in Nazi Germany, 1933–45The timeline below could be given to students to provide them with an overview of the option. Students could be encouraged to add to the timeline as they move through the study of this option. This timeline is not exhaustive or prescriptive. For definitive guidance in your teaching of this option, reference should be made to the specification and specimen assessment materials.YEARMONTHEVENT1933JanuaryFebruaryMarchAprilMayJulyHitler appointed as ChancellorReichstag FireLaw for Protection of the People and StateThe Enabling ActReich Ministry of Propaganda established Law for the Restoration of the Professional Civil ServiceTrade Unions were replaced by the German Labour FrontOne day boycott of Jewish shopsLaw for the Encouragement of MarriageConcordat with the Catholic Church1934JanuaryJuneAugustLaw for the Reconstruction of the StateNight of the Long KnivesDeath of HindenburgArmy oath of allegiance to HitlerHitler becomes Führer1935MarchJulySeptemberConscription is introduced National Labour Service createdNuremberg Laws introduced1936AugustSeptemberDecemberBerlin OlympicsFour Year Plan introducedThe?Hitler Youth?movement became a state organisation1937MarchJulyPope's message ‘With Burning Concern' read out in Catholic churchesPastor Martin Niem?ller arrested1938July/AugustSeptemberOctoberNovemberJews had to carry identity cardsMother’s Cross AwardJews banned from all legal practicesJews had to have their passports stamped with a J-shaped symbolKristallnacht?– Night of the Broken Glass1939MarchAugustSeptember OctoberMembership of Hitler Youth Movement made compulsoryFood rationing was introducedSecond World War beginsWar Decrees were introducedClothing coupons were introducedFirst ghetto in Poland created1941JuneAugustEinsatzgruppen carried out mass-murder operations in Soviet territoryBishop Clemens von Galen’s speech against the Nazi regime’s euthanasia policies1942January Wannsee Conference decides on the Final Solution1943FebruaryApril JulyBombing of DresdenDietrich Bonhoeffer imprisonedWhite Rose Group executedBombing of Hamburg1944JulyNovemberStauffenberg bomb plot failedEdelweiss Pirates in Cologne hanged for killing a Gestapo chief1945SeptemberSecond World War endsAppendix 3 Resources: Life in Nazi Germany, 1933–45The resources below can be used by teachers and students for this option. This resource list is not definitive nor does inclusion of resources on this list represent an endorsement of the resource by CCEA. The resources identified are suggestions and they vary in depth, pitch, accessibility and purpose. While these resources may be used to support the learning and teaching of this option, for definitive guidance in your teaching of this option, reference should be made to the specification and specimen exemplar materials.TextbooksF. Madden and J. McBride, History for CCEA GCSE (Hodder Education, 2009)F. Madden and J. McBride, History for CCEA GCSE Revision Guide (Hodder Education, 2007)R. Whitfield, Life in Nazi Germany 1933-1945 (Nelson Thornes, 2009)B. Walsh, GCSE Modern World History, (Hodder Murray, 2001)WebsitesRevision guides for a number of topics.bbc.co.uk/education/topics/zcqs6fr Good detail regarding Hitler’s takeover of political control.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/1consolidatepower1.shtml Focus on control and opposition within Nazi Germany.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2politicalpolicy1.shtml Focus on economic policies and workers.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2economicsocialpolicy1.shtml Focus on racial issues and policies towards religious groups in Nazi Germany.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml Details regarding varying opposition to the Nazi regime.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3naziopposition1.shtml Useful student-friendly detail regarding the impact of World War II on the German people.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3waryears2.shtml Useful website on the persecution of the Jews.Some key topics covered in student-friendly detail.historylearningsite.co.uk/nazi-germany/ Some key topics covered such as women and young people in Nazi Germany and useful revision quizzes to recap the topic.nazi_germany/nazigermanymain.htm Detail regarding the impact of World War II on the German people as well as opposition to the Nazi regime.western_europe/germany/1939-45.htm Chronological overview of Hitler’s takeover of political power from 1933–34.Nazi_Germany1.htm Useful Flashcards for Germany at War. Useful activities and resources on Nazi Germany in general. Online tutorials on a number of topics.tutorials/Lots of useful resources which can be accessed once you sign up to this website.teachithistory.co.uk United States Holocaust Memorial Museum.Hitler: the rise of evil drama, available online. watch?v=dSjkpaXlXIE Resource List for Planning FrameworkContentElaborationResourceHitler takes political control, 1933–34The removal of opposition by HitlerBBC Bitesizebbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/1consolidatepower1.shtml History Learning Site- Reichstag Firehistorylearningsite.co.uk/nazi-germany/the-reichstag-fire-of-1933/ Overview of topicNazi_Germany1.htm Reichstag Fire telegraph.co.uk/news/worldnews/europe/germany/1310995/Historians-find-proof-that-Nazis-burnt-Reichstag.html Hitler: the rise of evil drama watch?v=dSjkpaXlXIE Control and OppositionThe creation of the Police StateBBC History on Himmlerbbc.co.uk/history/historic_figures/himmler_heinrich.shtml BBC Bitesizebbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2politicalpolicy1.shtml Role of the SSnazi_germany/ss.htm Gestapo documentary watch?v=LtgB4qiiWBI&list=PL7F0D3D4BC10B614APropaganda and censorshipVideo on Nazi censorshipwatch?v=q6h2WoLPMYc Overview of the life of Goebbelswgbh/amex/holocaust/peopleevents/pandeAMEX98.html Online tutorial which focuses on propaganda tutorials/propaganda-in-nazi-germany OppositionBBC Bitesizebbc.co.uk/schools/gcsebitesize/history/mwh/germany/oppositionrev1.shtml BBC History File film on opposition to the Naziswatch?v=hOPTURrhzDw Martin Niem?ller overviewwlc/en/article.php?ModuleId=10007392 Oral history account of Edelweiss Pirates’ activitiesoutreach/en/media_oi.php?MediaId=1236 Life for workers in Nazi GermanyNazi attempts to reduce unemploymentBBC Bitesizebbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2economicsocialpolicy1.shtmlNazi attempts to change the lives of workersLeisure incentivesbbc.co.uk/schools/gcsebitesize/history/mwh/germany/economicrev2.shtml Strength Through Joyhistorylearningsite.co.uk/strength_through_joy.htmLife for women and the family in Nazi GermanyNazi views of women and the family and actions and policies to change their lives Women in Nazi Germanybbc.co.uk/schools/gcsebitesize/history/mwh/germany/womenrev1.shtmlWomen in Nazi Germany video of Nazi policies towards womenwatch?v=hC05SbnDRScLife for young people in Nazi GermanyNazi actions and policies to change the lives of young peopleEducation in Nazi Germanybbc.co.uk/education/clips/zdp8mp3BBC History File on life of young people in Nazi Germanywatch?v=K0Ea0QuDnfcHitler Youthhistorylearningsite.co.uk/hitler_youth.htmLife for the Jewish community and minorities in Nazi GermanyNazi persecution of minorities and the Jewish communityBBC Bitesizebbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml BBC History File on Anti-Semitismwatch?v=8Os9tQCztaAA number of key educational videos focusing on Jewish ics/holocaust/transforming-germany-1930sTimeline of eventslearn/timeline-of-events/before-1933Documentary on Kristallnachtwatch?v=s5x_T22sRDkDVD: Days That Shook The World (Kristallnacht), S1, E7Germany at warLife in Germany during World War IIBBC Bitesizebbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3waryears2.shtmlImpact of the war on the German peoplewestern_europe/germany/1939-45.htmImpact of the war on the German people of racial persecutionContemporary accounts on ics/holocaust/ghettosContemporary accounts on the escalation of persecution ics/holocaust/perpetrators-and-mass-murderKilling Centreswlc/en/article.php?ModuleId=10005145Einsatzgruppenwlc/en/article.php?ModuleId=10005130Concentration Campswlc/en/article.php?ModuleId=10005474Growing opposition and resistance in Germany to Nazi rule during the war yearsKreisau Circlehistorylearningsite.co.uk/nazi-germany/kreisau-circle/Opposition to the Nazi regimewestern_europe/germany/1939-45.htmOperation Valkyrie video clipwatch?v=3iojQ6Ao5WA ................
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