Editable Schemes of Work - Schools History Project ...



Edexcel GCSE 2009 History B (Schools History Project)

Option 2C: Life in Germany c1919–c1945

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Scheme of work

This scheme of work has been produced to help you implement this Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible.

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Edexcel GCSE History B (SHP): Option 2C: Life in Germany c1919–c1945

Scheme of work

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|1 |The early years of the Weimar Republic, |To identify the main problems that |Students list the main problems that a |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| |the new constitution and socio-economic |Germany faced in 1919 as a result of the |new German government would have to face|on the Weimar Constitution in Chapter 1.1. |

| |problems/What was the impact of the |First World War: serious food and fuel |due as a result of the legacy of the |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| |First World War on Germany? |shortages, disease, inflation, war dead |First World War. |into Power, focuses on the legacy of the First World War (5 minutes). |

| | |and injured, communist uprisings (the |Students draw a diagram which summarises| |

| | |Raterepublik in Munich), the flight of |the power of each of the key elements of| |

| | |the Kaiser. |the Weimar Constitution: President, | |

| | |To identify potential weaknesses in the |Chancellor, Reichstag and the people. | |

| | |constitution of the Weimar Government. |Students complete a table to show the | |

| | | |strengths/the potential weaknesses of | |

| | | |the Weimar Constitution. | |

| |The early years of the Weimar Republic, |To understand the main terms of the |Students summarise the main terms of the|The National Archives site provides primary sources and structured questions |

| |the Treaty of Versailles/Why was there |Treaty of Versailles. |Treaty of Versailles. |relating to the German reactions to the Treaty of Versailles, available at: |

| |so much opposition to the Treaty of |To explain German reactions to the Treaty|Students use primary sources to work out| |

| |Versailles in Germany? |of Versailles. |German reactions to the Treaty of |greatwar/g5/cs2/g5cs2s1a.htm |

| | | |Versailles. |The National Archives site also provides information about the terms and |

| | | |Students draw a pair of scales and |reactions to the Treaty across Europe, including historians assessments which |

| | | |annotate with evidence to show the |will help students to reach a judgement about whether German opposition to the |

| | | |arguments as to whether German |Treaty was justified, available at: |

| | | |opposition to the Treaty of Versailles |greatwar/g5/cs2/background.htm |

| | | |was justified or not. |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | | | |on the Treaty of Versailles in Chapter 1.1. |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|2 |The early years of the Weimar Republic, |To understand what happened during the |Students draw a flow diagram to show the|The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| |opposition: the Spartacist Uprising and |Spartacist Uprising and Kapp Putsch and |course of the Spartacist Uprising. |on the Spartacist Uprising and Kapp Putsch in Chapter 1.1. |

| |the Kapp Putsch/How serious was early |who was involved. |Students complete a table to record | |

| |opposition to the Weimar Government? |To evaluate how serious a threat was |similarities and differences between the| |

| | |posed to the Weimar Government by these |Spartacist Uprising and the Kapp Putsch | |

| | |opposition groups. |over issues such as: aims, participants,| |

| | | |reasons for failure. | |

| | | |Students evaluate which was a more | |

| | | |serious threat to the Weimar Government,| |

| | | |in the short term and in the longer | |

| | | |term. | |

| |The early Nazi Party/What attracted some|To identify key aspects of the message of|Students read the Programme of the |The Avalon project provides a full translation of the Programme of the German |

| |people to support the Nazi Party in the |the Nazi Party in the early 1920s. |German Workers’ Party of 1920 and |Workers’ Party, available at: |

| |early 1920s? |To explain how Hitler became leader of |identify which groups of the German |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | |the Nazi Party by 1921. |population each clause might appeal to, |on Hitler and the early Nazi Party in Chapter 1.1. |

| | |To identify the main features of the |and why. |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| | |early Nazi Party, image, SA. |Students write a profile of Adolf Hitler|into Power, focuses on the early Nazi Party and how Hitler became leader by 1921|

| | | |detailing information from his early |(5 minutes). |

| | | |life and explain why he joined the Nazi | |

| | | |Party in 1919 and how he became its | |

| | | |leader by 1921. | |

| | | |Students write definitions of the | |

| | | |swastika and the SA and explain the | |

| | | |intention behind each. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|3 |Economic crisis in the Weimar Republic |To identify how Germans were affected by |Students use primary sources, images and|Primary documents, including images and personal recollections, relating to the |

| |in 1923, invasion of the Ruhr and |the economic crisis of 1923. |personal recollections, to list the main|1923 economic crisis are available at: |

| |hyperinflation/Why did the Weimar |To identify the reasons for the economic |effects of the economic crisis of 1923. | |

| |Government face economic crisis in 1923?|crisis: reparations payments, invasion of|Students write profiles of a |howtousethissite? And: OpenFrameSet |

| | |the Ruhr, passive resistance in the Ruhr,|businessman, farmer, housewife, |The Edexcel GCSE History (SHP) Life in Germany Student Book provides useful |

| | |hyperinflation. |ex-soldier, and retired man to show how |information on the economic crisis of 1923 and the causes in Chapter 1.2. |

| | | |each was affected by the economic crisis| |

| | | |and who they blamed and why. | |

| |The Munich Putsch of 1923/Was the Munich|To identify the main reasons for the |Students categorise the reasons for the |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| |Putsch a total disaster for the Nazi |Nazis attempting a putsch in Munich in |Nazis attempting the Munich Putsch on |on the Munich Putsch in Chapter 1.2. |

| |Party? |1923. |9th November 1923, for example: |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| | |To explain the key stages of the Putsch |discontent with the Weimar Government, |into Power, focuses on the Munich Putsch and its consequences (5 minutes). |

| | |and the reasons for failure. |optimism about support from the Bavarian|Nazi art commemorating the Munich Putsch is available from the German Propaganda|

| | |To evaluate whether the Munich Putsch was|government etc. |Archive at: |

| | |a total disaster, involving a |Students draw a storyboard or flow | |

| | |consideration of the consequences of the |diagram showing the main events of the | |

| | |putsch. |Munich Putsch and reasons for its | |

| | | |failure. | |

| | | |Students complete a table to show ways | |

| | | |in which the Munich Putsch was a | |

| | | |complete disaster/was useful to the Nazi| |

| | | |Party. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|4 |The Weimar Republic, economic |To identify the main reasons for the |Students draw a graph with the x axis |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| |recovery/How far did the Weimar Republic|revival of the German economy 1924-28. |representing the years 1919-1928 and the|into Power, focuses on the golden years of the Weimar Republic and the political|

| |recover economically between 1924-28? |To evaluate how far this recovery was |y axis representing stability/recovery, |extremism that continued to exist beneath the surface of recovery (3 minutes). |

| | |superficial or genuine? |and plot onto the graph the key events |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | | |to create a line graph showing the |on the Weimar Republic 1924-28 in Chapter 1.2. |

| | | |extent to which the Weimar Republic | |

| | | |recovered. | |

| | | |Students use the graph to evaluate key | |

| | | |causes for the increased stability of | |

| | | |Weimar Germany, eg the Dawes Plan. | |

| | | |Students prepare for a debate: the | |

| | | |recovery of Weimar Germany in the 1920s | |

| | | |was only superficial and masked fatal | |

| | | |weaknesses. | |

| |The Nazi Party 1924-28/How did the Nazi |To identify the main ways that the Nazi |Students summarise the key features of |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| |Party develop in the 1920s and was it |Party developed in the 1920s: |the Nazi Party in the 1920s and explain |into Power, focuses on the Nazi Party between 1924-28 (5 minutes). |

| |popular with Germans? |re-organisation, publicity and propaganda|how they might have strengthened the |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | |increased, focus on the personality of |Party. |on the Nazi Party 1924-28 in Chapter 1.3. |

| | |Hitler as leader, strengthening of the |Students use primary documents, text and|A collection of Nazi Party posters, including posters from the |

| | |SA. |posters, to identify the key messages |1924-28 period are available at: |

| | |To recognise the limited amount of |presented by the Nazis in the 1920s and |academic/cas/gpa/posters1.htm |

| | |support the Nazi Party attracted (gained |work out to what groups these might have|Examples of Nazi propaganda, some relating to the period 1924-28 are available |

| | |only 2.6% of the vote in the 1928 |appealed? |at: |

| | |election). |Students explain why the Nazis only had |gpa/pre1933.htm |

| | | |limited popular support, by recognising | |

| | | |the importance of other factors like the| |

| | | |good leadership of Stresemann. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|5 |The political and economic consequences |To identify the main socio-economic |Students use primary sources to identify|Images of the impact of the Great Depression in Germany are available at: |

| |of the Great Depression/What was the |consequences of the Great Depression in |the main socio-economic consequences of | |

| |impact of the Great Depression in |Germany: unemployment, homelessness. |the Great Depression in Germany. |weimar.nsf/howtousethissite? And: OpenFrameSet |

| |Germany? |To identify the main political |Students rate the wisdom of the actions |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | |consequences of the Great Depression in |of successive Weimar Presidents in |on the impact of the Great Depression and the political consequences in Chapter |

| | |Germany: rise of extremism, the collapse |trying to revive the economy, and |1.3. |

| | |of Weimar democracy due to rule by |justify their opinions. | |

| | |presidential decree through Article 48. |Students explain how the Great | |

| | | |Depression contributed to the breakdown | |

| | | |of democracy in Germany by 1930, perhaps| |

| | | |by drawing a flow diagram. | |

| |The increasing popularity of the Nazi |To identify the importance of the |Students use a selection of Nazi |A collection of Nazi Party posters, including many posters from the 1929-3 |

| |Party after 1929/Why did so many people |economic and political situation in |propaganda posters and leaflets to list |period are available at: |

| |vote for the Nazis after 1929? |creating a receptive audience for Nazism.|the main message presented by the Nazis |cas/gpa/posters1.htm |

| | |To identify what aspects of the Nazi |in the period 1929-1933. |Examples of Nazi propaganda, including many articles relating to the 1929-33 |

| | |message increasingly appealed to which |Students identify which aspects of the |period are available at: |

| | |groups within Germany. |Nazi message were designed to appeal to |academic/cas/gpa/pre1933.htm |

| | | |the following groups: middle classes, |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | | |upper classes, working classes, farmers,|on who voted for the Nazis and why in |

| | | |women, young and unemployed, and why. |1929-33 in Chapter 1.3. |

| | | |Students write a profile for a character|Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| | | |explaining why they voted for the Nazis |into Power, focuses on impact of the Great Depression on Germany and why the |

| | | |in the 1932 elections. |Nazis became increasingly popular with the electorate after 1929, including the |

| | | | |importance of Hitler’s speeches (10 minutes). |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|6 |How Hitler was able to become |To identify the role of various factors |Students make a copy of a timeline of |The Edexcel GCSE History (SHP) Life in Germany Student Book provides a good |

| |Chancellor/Why was Hitler made |in causing Hitler to become Chancellor: |the main events leading to the |timeline of the main events in the rise of Hitler to position of Chancellor in |

| |Chancellor of Germany in 1933? |the mistakes of Weimar presidents, the |appointment of Hitler as Chancellor and |Chapter 2.4. |

| | |actions of Hindenburg, the popularity of |underline information which relates to |Video extract from the BBC: The Nazis: a warning from history, Episode 1 Helped |

| | |the Nazis in the elections, the |each of the following categories: the |into Power, focuses on how Hitler became Chancellor (5 minutes). |

| | |Constitution of the Weimar Republic, |mistakes of Weimar presidents, the | |

| | |Hitler’s actions. |actions of Hindenburg, the popularity of| |

| | | |the Nazis in the elections, the | |

| | | |Constitution of the Weimar Republic, | |

| | | |Hitler’s actions. | |

| | | |Students evaluate the relative | |

| | | |importance of each factor in bringing | |

| | | |Hitler to power. | |

| |How Hitler was able to gain total power |To identify the important consequences of|Students summarise the main consequences|Primary sources relating to the Reichstag Fire and structured questions are |

| |in Germany/Did the Nazis start the |the Reichstag Fire for the Nazis: the |of the Reichstag Fire for the Nazis: the|available here. |

| |Reichstag Fire? |passing of the Emergency Decrees, the |passing of the Emergency Decrees and the|Primary source images relating to the Reichstag Fire are available at: |

| | |arrest of many Communists. |arrest of communists. | |

| | |To evaluate the likelihood of the Nazis |Students use primary sources to evaluate|sub_imglist.cfm?startrow=1&sub_id=191§ion_id=13 |

| | |having started the fire themselves to |the likelihood of the Nazis having |Primary source documents relating to the Reichstag Fire are available at: |

| | |strengthen their power. |started the Reichstag Fire themselves. | |

| | | | |sub_doclist.cfm?sub_id=169§ion_id=13 |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|7 |How Hitler was able to gain total power |To identify the main provisions of the |Students summarise the main terms of the|Video extract from the BBC: The Nazis: a warning from history, Episode 2 Chaos |

| |in Germany, Enabling Act/What did the |Enabling Act and explain why these were |Enabling Act. |and consent, includes information on how Hitler gained control of Germany |

| |Enabling Act show about what Hitler’s |important in strengthening Hitler’s |Students provide evidence from the |1933-34 (5 minutes). |

| |rule was going to be like? |control. |period 1933-34 to support these |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| | |To explain what the Enabling Act, and the|categorisations of the nature of |on the Enabling Act in Chapter 2.4. |

| | |circumstances in which it was passed, |Hitler’s rule: reliant on force and |Primary source documents relating to the Enabling Act are available at: |

| | |showed about the nature of Hitler’s rule.|intimidation, dictatorial, offering |. |

| | | |solutions to people’s problems or fears.|sub_doclist.cfm?sub_id=169§ion_id=13 |

| | | | |Primary source images relating to Hitler’s consolidation of power are available |

| | | | |at: |

| | | | |sub_imglist.cfm?startrow=1&sub_id=191§ion_id=13 |

| |How Hitler was able to gain total power |To identify the main reasons why Hitler |Students annotate David Low’s cartoon |David Low’s cartoon They salute with both hands now on the Night of the Long |

| |in Germany, Night of the Long Knives/Why|launched the Night of the Long Knives. |They salute with both hands now to show |Knives is available here. |

| |did Hitler turn on the SA in the Night |To understand the main consequences of |the message of the cartoon. |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information|

| |of the Long Knives? |the event in helping Hitler achieve total|Students categorise the reasons why |on the Night of the Long Knives in Chapter 2.4. |

| | |power. |Hitler might have launched the Night of |History Channel: The Night of the Long Knives: Hitler’s murderous coup. |

| | | |the Long Knives, for example: fear that | |

| | | |the SA posed a threat to him, desire to | |

| | | |win the support of the army, desire to | |

| | | |send out a message of total control. | |

| | | |Students explain why some people were | |

| | | |less likely to oppose the Nazis after | |

| | | |the Night of the Long Knives. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|8 |Nazi methods of control, the police |To identify the main elements of the |Students write a profile of Heinrich |Information on Heinrich Himmler is provided by the BBC at: |

| |state/In what ways did the Nazis rule by|police state: the SA, SS, Gestapo and |Himmler, the SS and Gestapo. | and |

| |fear? |early concentration camps. |Students use the Nazis: a warning from | |

| | | |history programme to evaluate how the |GERhimmler.htm: Information on the SS is available at: |

| | | |Gestapo operated and how much they relied| |

| | | |on informants. |Information on the Gestapo is available at: |

| | | | | |

| | | | |Detailed documents relating to the SS and police system are available at: |

| | | | |. |

| | | | |sub_doclist.cfm?sub_id=171§ion_id=13 |

| | | | |Images relating to the SS and the police system are available at: |

| | | | | |

| | | | |sub_imglist.cfm?sub_id=193§ion_id=13 |

| | | | |Video extract from the BBC: The Nazis: a warning from history, Episode 2 Chaos |

| | | | |and consent, includes information on how the Gestapo operated and the role of |

| | | | |informers (7 minutes). |

| |Nazi methods of control, Goebbels, |To identify the means used to spread Nazi|Students analyse primary sources of Nazi |Images from the Hitler No one Knows publication is available at: |

| |censorship and propaganda/In what ways |propaganda: radio, rallies, newspapers, |propaganda to identify the means and | |

| |did the Nazis use propaganda? |censorship, schools, cinema, posters etc.|message used in Nazi propaganda. For |A huge and excellent selection of Nazi propaganda material, including Nazi |

| | |To identify the messages that the Nazis |example, evaluating the image of Hitler |magazines, photographs, pamphlets and speeches from the 1933-45 period is |

| | |sought to spread through this propaganda.|that the Nazis sought to convey in the |available at: : A considerable |

| | | |publication, The Hitler No one Knows. |selection of Nazi propaganda posters from the 1933-45 period is available at: |

| | | |Students annotate Nazi posters to | |

| | | |identify the message being conveyed and |Images of Nazi propaganda s available at: |

| | | |how this would strengthen their position.| |

| | | |Students use the Berlin Olympics of 1936 |Information on the Leni Riefenstahl Triumph of the Will propaganda film from |

| | | |as a case study to show how the Nazis |1935 available at: |

| | | |used the event as propaganda. |A detailed site on the Berlin Olympics including video footage and primary |

| | | | |source material is available at: |

| | | | |olympics/?lang=en |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|9 |Nazi methods of control, the |To identify the main methods that the |Students list the reasons why the Nazis |The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| |churches/How did the Nazis attempt to |Nazis used to deal with the churches, |were worried about leaving the churches |information on Nazis treatment of the churches in Chapter 2.5. |

| |control the churches in Germany and were|recognising the differences in approach |unregulated by a Nazi Government. |Primary documents relating to the Nazi treatment of the churches are available |

| |they successful? |to the Catholic and Protestant churches. |Students complete a table comparing the |at: |

| | |To evaluate the extent to which the Nazis|treatment of the Catholic and Protestant |sub_doclist.cfm?sub_id=177§ion_id=13 |

| | |were successful in their attempt to |churches focusing on: action taken by the|Images relating to the Nazi treatment of the churches are available at: |

| | |control the churches. |Nazis, extent of success at control. | |

| | | | |sub_imglist.cfm?sub_id=199§ion_id=13 |

| |Opposition, church resistance/Why was |To identify churchmen who did speak out |Students write profiles for Niemoller and|The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| |there so little opposition to Hitler |against the Nazis: Niemoller and |Bonhoeffer, focusing on their reasons for|information on the church resistance to the Nazis in Chapter 2.6. |

| |from the churches in Germany? |Bonhoeffer. |opposition, actions taken, their |Documents relating to church resistance to the Nazis are available at: |

| | |To explain why there was relatively |treatment by the Nazis and the outcome of| |

| | |little Christian opposition to the Nazis.|their actions. |sub_doclist.cfm?sub_id=172§ion_id=13 |

| | | |Students explain why there was relatively| |

| | | |little Christian opposition to the Nazis.| |

|10 |Opposition, youth resistance/Why did |To identify the aims and methods used by |Students identify from one of the White |The Fifth Broadsheet of the White Rose group (1943) is available at: |

| |some young Germans oppose the Nazis and |youth opposition to the Nazis, |Rose pamphlets the main reasons why the | |

| |with what results? |particularly the White Rose Group and the|group opposed the Nazis. |Information on Hans and Sophie Scholl is available at: |

| | |Edelweiss Pirates. |Students write a profile of Hans and | |

| | |To evaluate the impact of this opposition|Sophie Scholl. |Information about the film The last days of Sophie Scholl (2005) is available |

| | |on the Nazi regime. |Students complete a table noting the |at: |

| | | |similarities and differences in the aims,|The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| | | |methods and fate of the White Rose Group |information on the White Rose Group and Edelweiss Pirates in Chapter 2.6. |

| | | |and the Edelweiss Pirates opposition | |

| | | |groups. | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

| |Opposition, army resistance/Why did the |To identify the reasons why Claus von |Students identify from a profile of von |The BBC : Days that Shook the World: the Eagle’s Lair (30 minutes) provides an |

| |plan to assassinate Hitler in 1944 fail?|Stauffenberg led Operation Valkyrie in |Stauffenberg the reasons he might have |reconstruction and documentary of the July Bomb Plot. |

| | |1944. |had to want to assassinate Hitler. |Information on the film Valkryie (2008) at: |

| | |To explain why the plot failed. |Students watch the BBC: Days that Shook |The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| | |To explain why Hitler acted as he did in |the World: the Eagle’s Lair to identify |information on Operation Valkyrie in Chapter 2.6. |

| | |the aftermath of the plot. |the reasons why the plot failed. | |

| | | |Students explain how Hitler acted in the | |

| | | |aftermath of the plot. | |

|11 |Social Impact of the Nazi State: the |To identify the ways in which |Students draw up an example timetable for|The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| |education of the young/What was it like |indoctrination was used in Nazi Schools. |a boy and a girl in a Nazi school, to |information on Nazi education in Chapter 3.7. |

| |going to school in Nazi Germany? | |include subjects such as eugenics and |Primary documents relating to Nazi education, including extracts from geography|

| | | |race studies. They should explain why the|and biology textbooks conveying Nazi ideas are available at: |

| | | |Nazis would want to make the education of| |

| | | |girls and boys so different. |BBC History File: Nazi Germany, Programme 4: Youth in Hitler’s Germany (25 |

| | | |Students use primary sources of Nazi |minutes). |

| | | |textbooks to identify how the Nazis used | |

| | | |indoctrination through subjects like | |

| | | |geography and biology. | |

| |Social Impact of the Nazi State: youth |To explain the different youth groups |Students summarise the main youth groups |The Edexcel GCSE History (SHP) Life in Germany Student Book provides |

| |movements/How effective were Nazi youth |available to boys and girls of differing |in Nazi Germany. |information on Nazi Youth Movements in Chapter 3.7. |

| |movements in gaining the support of the |ages. |Students identify, from images and |BBC History File: Nazi Germany, Programme 4: Youth in Hitler’s Germany (25 |

| |young? |To identify the activities offered by the|primary documents, the activities that |minutes). |

| | |youth movements and explain why the Nazis|were offered by the youth movements and |Primary documents relating to Nazi Youth Movements is available at: |

| | |encouraged such activities. |explain why the Nazis encouraged such | |

| | |To evaluate how successful the youth |activities. |Some images of Nazi Youth Movements are available at: |

| | |movement were in attracting the support |Students design a pamphlet encouraging |

| | |of the young. |children to sign up for a Hitler Youth |ion_id=13 |

| | | |Camp. | |

| | | |Students evaluate the claim: ‘Nazi policy| |

| | | |was incredibly successful in gaining the | |

| | | |support of young Germans.’ | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|12 |Social Impact of the Nazi State: |To identify the ideal characteristics of |Students annotate a Nazi poster or |An excellent selection of Nazi propaganda material, including magazine covers and|

| |women/What was the ideal Nazi woman? |a woman according to the Nazis: emphasis |magazine image of a German woman to |articles, relating to women is available at: |

| | |on marriage, motherhood, domesticity, |explain what features represented the | |

| | |health and Aryan race. |Nazi ideals and why the Nazis valued |An article about the activities at the Reich School for Brides and Mothers is |

| | |To explain why the Nazis encouraged these|these features. |available at: |

| | |features as ideals. |Students read the document advertising |Images relating to Nazi ideas about women and the home are available at: |

| | |To identify how and why the perception of|the Reich School for Brides and Mothers| |

| | |the role of women changed during the war.|and list the skills which it was seen |sub_imglist.cfm?startrow=1&sub_id=198§ion_id=13 |

| | | |to be important for women to possess. | |

| | | |Students explain how and why the Nazi | |

| | | |perception of a woman’s role changed | |

| | | |during the war. | |

| |Social Impact of the Nazi State: |To identify the features of the main |Students complete a table to compare |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information |

| |workers/How did the Nazis solve |economic policies: the New Plan and the |and contrast the New Plan and the Four |on the New Plan and the Four Year Plan in Chapter 3.8. |

| |unemployment? |Four Year Plan. |Year Plan focusing on the three |Video extract from the BBC: The Nazis: a warning from history, Episode 2 Chaos |

| | |To identify the importance of job |criteria of: aims, policies, extent of |and consent, includes information on the economic recovery (5 minutes). |

| | |creation schemes like the autobahn |success. |Images relating to the economic recovery are available at: |

| | |building projects, the |Students draw a mind map showing the | |

| | |Reichsarbeitsdienst (RAD) in providing |main reasons why unemployment was |sub_imglist.cfm?startrow=1&sub_id=197§ion_id=13 |

| | |compulsory work, and rearmament in |reduced dramatically in Germany under | |

| | |reducing unemployment. |the Nazis. | |

|13 |Social Impact of the Nazi State: the |To identify the main incentives for |Students design a poster produced by |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information |

| |standard of work and living conditions |workers provided by the Nazis: |the DAF (German Labour Front) to |on workers in Nazi Germany in Chapter 3.8. |

| |for German workers/Were the workers |employment, strength through joy and |advertise the benefits to workers of |Images relating to workers in the Nazi Germany are available at: |

| |better off under the Nazis? |beauty of labour organisations, |Nazi rule. | |

| | |Volkswagen schemes. |Students prepare for a debate: workers |sub_imglist.cfm?sub_id=197§ion_id=13 |

| | |To identify the reasons why workers might|were better off under the Nazis. | |

| | |be discontented with the Nazis: wage | | |

| | |rates declined, lack of consumer goods | | |

| | |available for purchase, trade unions | | |

| | |banned, the Volkswagen scheme did not | | |

| | |actually provide cars for workers. | | |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

| |Nazi beliefs in Aryan supremacy and the |To understand Nazi beliefs about the |Students define what the Nazis believed |Video extract from the BBC: The Nazis: a warning from history, Episode 3 The |

| |master race/What did the Nazis believe |Aryan master race. |about the Ayran race. |Wrong War, includes an extract on Nazi beliefs about the Aryan master race (4 |

| |about race? |To identify which groups of people the|Students list the groups that were |minutes). |

| | |Nazis classified as Untermenschen. |considered by the Nazis to be |Nazi propaganda material relating to anti-Semitism is available at: |

| | | |Untermenschen. | |

| | | |Students use primary documents of Nazi | |

| | | |propaganda material to see how the Nazi | |

| | | |presented the Jews. | |

|14 |Nazi treatment of Jews 1933–39/How did |To identify the methods used by the |Students identify from a range of images |Images of Nazi persecution of the Jews is available at: |

| |the Nazis persecute the Jews 1933–38? |Nazis to persecute the Jews and |the methods of persecution used against | |

| | |understand how these changed during |the Jews in Germany 1933-38. |sub_imglist.cfm?sub_id=195§ion_id=13 |

| | |the period 1933-38: propaganda, |Students evaluate in what ways the |Information relating to the persecution of the Jews is available from: |

| | |segregation, Nuremberg Laws, boycotts |Nuremberg Laws could be seen as a turning | |

| | |of shops, marking with the star of |point in the position of Jews in Germany. |Video extract from the BBC: The Nazis: a warning from history, Episode 2 Chaos |

| | |David, Kristallnacht. |Students draw a timeline showing the |and consent, includes information on the persecution of the Jews between 1933-38,|

| | | |escalating persecution of Jews in Germany |including Kristallnacht |

| | | |1933-38. |(7 minutes). |

| | | |Students consider why the Nazis were able |Interactive timeline and presentation relating to Nazi persecution of the Jews is|

| | | |to get away with this persecution. |available from the BBC at: |

| |Nazi treatment of minorities, the |To identify the methods used by the |Students summarise Nazi treatment of the |Video extract from the BBC: The Nazis: a warning from history, Episode 2 Chaos |

| |disabled, the ‘euthanasia’ campaign/How |Nazis against the disabled and gypsies|disabled and gypsies. |and consent, includes an account of the Nazi murder of the disabled, including |

| |did the Nazis treat the disabled? |and how these changed during the | |children (8 minutes). |

| | |period of Nazi rule: discrimination, | |Information relating to the Nazi ‘euthanasia’ Programme against the disabled is |

| | |concentration camps, sterilisation, | |available at: |

| | |murder. | |article.php?lang=en&ModuleId=10005200 |

| | | | |Information relating to the Nazi persecution of the gypsies is available at: |

| | | | | |

| | | | |article.php?lang=en&ModuleId=10005219 |

| | | | |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information |

| | | | |on the treatment of minorities in Chapter 3.9. |

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

|15 |The Final Solution/How and why did Nazi |To identify the ways in which Nazi |Students draw a timeline showing the ways |The Edexcel GCSE History (SHP) Life in Germany Student Book provides information |

| |policy towards the Jews change after the|policy towards the Jews changed after |Nazi policy towards the Jews changed |on the Final Solution in Chapter 3.9. |

| |outbreak of the Second World War? |1939. |between 1939 and 1945: ghettos, planned |The Imperial War Museum Holocaust Exhibition is worth visiting: |

| | |To explain why Nazi policy towards the|deportation to Madagascar, Einsatzgruppen | |

| | |Jews changed. |(Eastern European Jews), Final Solution: |Information relating to the Holocaust is available at : |

| | | |concentration camps and gas chambers. | |

| | | |Students explain why the Nazi policy |Video extract from the BBC: The Nazis: a warning from history, Episode 4 The Road|

| | | |towards the Jews changed during this |to Treblika, focuses on the Holocaust |

| | | |period. |(45 minutes). |

| | | | |Interactive timeline and presentation relating to Nazi persecution of the Jews is|

| | | | |available from the BBC at: |

| |The Final Solution/What was the nature |To identify the main features of the |Students research the conditions in the |Information on the Holocaust is available at: |

| |of the Nazi death camps? |Nazi death camps. |camps and the methods of extermination |Information about Auschwitz is available at: |

| | | |from a variety of sources, including the |Evidence from Holocaust survivors is available at: |

| | | |evidence of Holocaust survivors. Perhaps | |

| | | |this could be presented as a webpage, |Also available is the BBC series Auschwitz: the Nazis and the Final Solution. |

| | | |project or wall display. | |

2430sb140409S:\LT\PD\Scheme of work\History B SHP Option 2C Life in SoW.doc.1-16/2

This grid is for you to create your own scheme of work if needed.

|Week |Content coverage/ |Learning outcomes |Exemplar activities |Exemplar resources |

| |key questions | | | |

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