You are on page 1of 30

!!!!!!! !!!$9LFF8!F5!

(KM96E4FI
!!!!!!!!!!!!!!!!
! )
!

! ! ! )
)

! ! ! )

! ! !

O&"+&(!$/X'+$$+.&!.&"?!Y!1.!&.%!/$(!*.,!$/X'+%%+&=!#$$+=&'(&%$!%.!%C(!$-C.."!.**+-(!!!
-FR;GDL;;E!NZPA !

!
"#$%!&#'()!*"+,-!-.))))))))!!!!!!!!!!!!*+,$%!&#'()!/-0"12)! Z4M)))))))))2&YYY[YD))))
)
-./,$()!!34567%%8)7))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))&#'()!/"9-:,);-.+:,<)6=,,-#=1=0)29!)>"+?:!:1:@<)A!)
) B3456)8%CDE)3456)8%CC))"+#F) ))))))))BG"."2,#?)4".-@9)H)G"."2,#?)6:00=9-#2+-:9)"+#F)) )
)

-./,$(!-.0.,1+&#%.,)!>2++?"I)>=.#2+!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!%/%.,2$!&#'(!345!6778496:8;<!)!>2++?"I)>=.#2+ )

!
%/%.,+#"!=,./>)!1#?!J,-!2<)%+'(!@0A7B!!!#$$+=&'(&%)!C4DEFGH!";DDFI!>86ID!!
)))))))
)
)))))))))B3..2<)+:(-#)K$H)A..-@9)&H)L=+:,-21)D)"+#F)
J.,1!-./&%)!$%%%))! ! ! ! ! ! 1/(!1#%()!)&8+?)>2,#?)$%&8)!

#96K;B49!14DLFI;DEH!>GF9;KMG;D!!
?++(MNNIIIO2!"12-!"O"!=O2=N(:1-#-".N$P%N!
NOP!(Q6B78;D!F5!696K;B49!K4DLFI;DEH!4I!6DD;DDB;IED!FEL;G!EL6I!;Q6B4I6E4FID!
J:,)2.."..0"9+.):+?",)+?29)"Q20-92+-:9.H)"Q20(1".):R)2#2!"0-#)!-.?:9".+<)-9#1=!"H)S=+)2,")9:+)1-0-+"!)+:H)+?")R:11:I-9@M)
2O)!"#$%#&%'(H)I?-#?)-9#1=!".M)
-O)) (,"."9+-9@)I:,T)+?2+)-.)9:+)<:=,):I9)-9)29<)R:,02+H)I-+?:=+)2((,:(,-2+")2++,-S=+-:9):,),"R","9#")+:)+?"):,-@-921).:=,#")
--O)(2,2(?,2.-9@):,)#:(<-9@)I:,T)+?2+)-.)9:+)<:=,):I9H)I-+?:=+)!=")2#T9:I1"!@"0"9+)S<)I2<):R),"R","9#")+:)+?"):,-@-921)I:,T)
---O)2!:(+-9@)+?")-!"2.):R):+?",.H):,)+?").+,=#+=,"):R)29)"Q-.+-9@)2921<.-.H)I-+?:=+)!=")2#T9:I1"!@"0"9+)S<)I2<):R),"R","9#")+:)
+?"):,-@-921).:=,#"O)
L?")I:,T):R):+?",.)02<)S").=S0-++"!):91<)I?"9)=."):R)+?")I:,T)-.)2((,:(,-2+")29!)!=1<)2#T9:I1"!@"!O)
)

SO))*""+'%*,H)I?-#?)-9#1=!".M)

-O)) -92((,:(,-2+"1<)2..-.+-9@):+?",).+=!"9+.)-9)+?")(,:!=#+-:9):R)29)2.."..0"9+)+2.T))
--O)2##"(+-9@)-92((,:(,-2+")2..-.+29#")-9)+?")(,:!=#+-:9):R)29)2.."..0"9+)+2.T)
---O).=S0-++-9@)I:,T)I?-#?)-.)+?").20"):,).=S.+29+-211<).-0-12,)2.)29:+?",).+=!"9+U.)(-"#"):R)I:,T)R:,)+?").20")2.."..0"9+)
+2.TO)
V:,T)#,"2+"!)I-+?)+?")2..-.+29#"):R):+?",.)02<)S").=S0-++"!):91<)I?"9)+?")6:=,.")6::,!-92+:,)?2.)@-W"9)(,-:,)(",0-..-:9)R:,)
':-9+):,)#:112S:,2+-W")I:,T)+:)S").=S0-++"!H)2.).("#-R-"!)-9)+?")6:=,.")*,:R-1"O)
)
#O))-.#/%,$H)I?-#?)-9#1=!".M)
-O)) .=S0-++-9@)29<)R2S,-#2+"!):,)R21.-R-"!)!2+2):,),".=1+.):R)12S:,2+:,<H)R-"1!):,):+?",)I:,T)2.)-R)+?"<)I",")@"9=-9")
--O).=S0-++-9@)2)(-"#"):R)I:,T)I-+?)+?")-9+"9+-:9):R)!"#"-W-9@)+?")2.."..:,)2S:=+)<:=,)#:9+,-S=+-:9)+:)+?")I:,T)
---O).=S0-++-9@)2)(-"#"):R)I:,T)I,-++"9):,)29.I","!)R:,)<:=)S<)29:+?",)(",.:9):,)I?-#?)<:=)?2W")#:(-"!)R,:0)29:+?",)(",.:9)
-WO).=S0-++-9@)+?").20"):,).=S.+29+-211<).-0-12,):,).=S.+29+-211<)+?").20")(-"#"):R)I:,T)R:,)2.."..0"9+)-9)+I:)!-RR","9+)
#:=,.".H)"Q#"(+)-9)2##:,!29#")I-+?)2((,:W"!).+=!<)29!)2.."..0"9+).#?"0".)
WO)R21."1<)-9!-#2+-9@)+?2+)<:=)?2W")S""9)(,"."9+)2+)29)2#+-W-+<)I?",")2++"9!29#")-.),"X=-,"!)
W-O)#:0(1"+-9@)29)2.."..0"9+)+2.T):=+.-!")+?")#:9!-+-:9.).("#-R-"!)R:,)+?2+)+2.TO)
!

1;986G6E4FI)!
+!L6R;!G;6K!6IK!MIK;GDEFFK!EL;!GM8;D!G;86E4IS!EF!786S46G4DB!6IK!G;86E;K!5FGBD!F5!9L;6E4IS!6D!D;E!FME!6:FR;O!!+!
MIK;GDE6IK!EL6E!7GFR4K4IS!FI8H!6!G;5;G;I9;!TL;I!K4G;9E8H!UMFE4IS!TFGVW!T4ELFME!68DF!MD4IS!UMFE6E4FI!B6GVD!FG!
4IK;IE6E4FIW!DE488!9FIDE4EME;D!786S46G4DBO!
%L4D!DM:B4DD4FI!4D!6!54I68!R;GD4FI!6IK!IFE!6!KG65EO!!+E!4D!;IE4G;8H!BH!FTI!TFGVW!4E!KF;D!IFE!4I98MK;!6IH!786S46G4D;K!
B6E;G468O!!+E!L6D!IFE!:;;I!DM:B4EE;K!5FG!6IH!FEL;G!9FMGD;O!
+!S4R;!7;GB4DD4FI!5FG!EL4D!TFGV!EF!:;!;8;9EGFI49688H!DM:B4EE;K!EF!9L;9V!5FG!786S46G4DBO!
+!L6R;!V;7E!6I!;8;9EGFI49!9F7H!F5!EL4D!6DD4SIB;IE!EL6E!+!96I!7GFKM9;!FI!K;B6IKO!
!
+?
!!!!!!!!!!(IE;G!?($!EL6E!HFM!L6R;!G;6K!6IK!MIK;GDEFFK!EL;!6:FR;!! 16E;)!!&Y )>2,#?)$%&8!
!!!!!!
YES 3?FM!BMDE!6SG;;!EF!EL;!E;GBD!5FG!EL;!6DD4SIB;IE!EF!:;!B6GV;K< !

!

!"#$%&$'()
Simela Petridis The University of Adelaide Page 1

Assessment Task 2: History Lesson Plans

School Context:
Winston Grammar is a private, non-denominational metropolitan high school.
The school has 1000 students from various multicultural backgrounds. The
school offers ESL for new arrivals to Australia and has an exceptional
boarding program.

Class Context:
This year 12 History class consists of 16 students, 10 females and 6 males. 2
students are from a Chinese background (lived in Australia for 3 years) and 2
students have mild dyslexia (one female, one male). The students are all
extremely high achievers and are looking to complete their SACE and receive
an ATAR at the end of the year. The 2 Chinese students with English as a
second have a student plan implemented from last year, which has been
reinforced for this year where they are provided with translations, subtitles and
extra work time throughout the entire year. The 2 students with mild dyslexia
also have student plans implemented from last year where they are given
extra time to complete their work and are assisted fortnightly by a teachers aid
who works closely with them during tasks and on assignments. As this is the
beginning of the year students are focusing on their Modern Nations topic
Germany (1918-48).

Please Note:
Students have previous knowledge on Germany from previous history topics
in past years. The following lesson plans begin in Term 1. History lessons are
a double a week (2x 40 min lessons) every Tuesday 10am till 11.20am.
Following each lesson plans are the allocated task sheets, homework tasks
and backup plans.

Simela Petridis The University of Adelaide Page 2



LESSON PLANS: TERM 1

LESSON 1 Tuesday 10.00 till 11.20am (2x 40min lessons)


Germany After WWI
Location: WG 2
Aims and Goals: By the end of this lessons students will be able to understand the
repercussions of the first World War on Germany, with particular
focus on the social, political and economic changes within society.
SACE Standards: UE1, UE2 | Backup plan: AE1, AE2
Time Allocations: Allow time for students to be seated and settled before the instruction
10.00-10.05am is given. Check the attendance role on Daymap.
(5min)

10.05-10.15am Once students have settled and the role is complete I will begin the
(10min) lesson by introducing the unit and the first topic Germany (1918-48)
paired with a unit overview and sources booklet. I will then introduce
the purpose of todays lessons, to watch a short video on the
aftermath of WWI on Germany paired with a matched worksheet.
*time subject to change Before I begin the video I will notify the students that I will be stopping
10.15-10.50am and starting at selected scenes in order for them to complete their
(45-50min) worksheets. For the Chinese and dyslexic students I will have
subtitles on and allow for any extra time if anything is misunderstood.

Video: A Path to Nazi Genocide, Chapter 1/4: Aftermath of WWI and


the Rise of Nazism, 1918-1933.
10.50-11.05 Once the students have finished watching the video and filling out the
(15min) worksheet, I will spend 15 minuets discussing their answers as a
class.

11.05-11.15 I will instruct students to glue their worksheets in their workbooks to


(10min) avoid any loose, lost sheets. Assign and provide the homework task
(complete by lesson 2) where students will write three short
paragraphs on the social, political and economic changes in Germany

Simela Petridis The University of Adelaide Page 3



to reiterate what they had just learnt in class.

Finish: The lesson will conclude with students asking any questions about
11.15-11.20am the assigned homework task. They will also be instructed to clean up
(5min) the classroom before being dismissed by the bell for recess.
Backup Plan: Incase of technical failure the lesson will consist of a primary vs.
secondary sources explanation sheet and also the Treaty of
Versailles 6Cs of primary source Analysis worksheet that I will
explain and complete with the entire class, followed by a primary
sources worksheet on Otto Dixs artwork on the repercussions of
WW1 on Germany, that students will complete in their choice of pairs.

Applicable to all Backup Plans:


In the case of any emergencies students are to listen to my instruction and
direction. Work may stop momentarily during an emergency.



























Simela Petridis The University of Adelaide Page 4



LESSON 1: WORKSHEETS




!


Name: Date:

LESSON 1 & 2: Germany After World War I

Activity: Watch A Path to Nazi Genocide, Chapter 1/4: Aftermath of WWI and
the Rise of Nazism, 1918-1933 and answer the following questions. Once
completed, glue this in your workbook.


1. What was WWI known as?
______________________________________________________________
______________________________________________________________

2. How many German men aged 19-22 were killed during WWI?
______________________________________________________________
______________________________________________________________

3. WWI darkened the worlds view of!
______________________________________________________________
______________________________________________________________

4. What year was Germanys peace statement?

______________________________________________________________
______________________________________________________________

5. What did the Treaty of Versailles dictate for Germany?

______________________________________________________________
______________________________________________________________

6. How much was Germanys territory reduced by after WWI?

______________________________________________________________
______________________________________________________________

7. What form of government replaced the authoritarian empire?

______________________________________________________________
______________________________________________________________

8. What left the currency worthless?

______________________________________________________________
______________________________________________________________



! Page 1

Simela Petridis The University of Adelaide Page 5







!



9. What year was the Great Depression?

______________________________________________________________
______________________________________________________________

10. In 1930 what percent was the unemployment rate in Germany?

______________________________________________________________
______________________________________________________________

11. Why did social problems occur?

______________________________________________________________
______________________________________________________________

12. What did the new constitution give women the right to do?

______________________________________________________________
______________________________________________________________

13. What was Adolf Hitler the undisputed leader of? From what year
was he the leader?

______________________________________________________________
______________________________________________________________
______________________________________________________________

______________________________________________________________

14. What did Hitlers ideological goals include?

1.____________________________________________________________
2.____________________________________________________________
3.____________________________________________________________

15. What did the Nazis want/aim to do?

______________________________________________________________
______________________________________________________________

16. What was the name of the Nazis Propaganda chief?

______________________________________________________________
______________________________________________________________

17. What does SA stand for?

______________________________________________________________
______________________________________________________________


! Page 1

Simela Petridis The University of Adelaide Page 6



LESSON 1: BACK UP PLAN

Simela Petridis The University of Adelaide Page 7



Lesson 7: Handout 2, Document 2
Weimar Republic: Primary source documents

The Treaty of Versailles


(the peace treaty that ended World War I, signed in 1919)

Excerpt from the Treaty of Versailles10

231. Germany and her Allies accept the responsibility for causing all the
loss and damage to the Allied Powers.
233. Germany will pay for all damages done to the civilian population and
property of the Allied Governments.

Reaction to the Treaty of Versailles published in a German newspaper:

[T]oday German honor is being carried to its grave. Do not forget it! The German people will, with unceas-
ing labor, press forward to reconquer the place among the nations to which it is entitled. Then will come
vengeance for the shame of 1919.11
!
Questions:
1. When was the Treaty of Versailles signed?

2. What did Germany agree to when signing this treaty to end World War I?

3. How do you think the terms of the Versailles Treaty impacted __________________ (the German citizen
you have been assigned)? How might he/she have felt about this treaty?

Purpose: To deepen understanding of how historical context can impact decision-making by studying
Weimar Germany. 101

Simela Petridis The University of Adelaide Page 8



Lesson 7: Handout 2, Document 1
Weimar Republic: Primary source documents

World War I
In 1924, Otto Dix, an artist and veteran of World War I created a series of pictures illustrating his experi-
ence as a soldier in the war. He titled this picture, Battle-Weary Troups Retreat.
Facts: Over half of the German army was hurt or killed during World War I. Almost two million German
soldiers died and over four million German soldiers were wounded.8

Speaking about World War I, Otto Dix said:


As a young man you dont notice at all that you were, after all, badly affected. For years afterwards, at
least ten years, I kept getting these dreams, in which I had to crawl through ruined houses, along passages
I could hardly get through.
People were already beginning to forget, what horrible suffering the war had brought them. I did not want
to cause fear and panic, but to let people know how dreadful war is. . .9

Questions:
1. What does this picture by Otto Dix tell you about World War I?

2. How do you think World War I impacted Germany? (Use all of the information on this page to answer
this question.) How might it feel to live in Germany after World War I?

3. How might World War I have impacted __________________ (the German citizen you have been
assigned)?

Purpose: To deepen understanding of how historical context can impact decision-making by studying
Weimar Germany. 100

Simela Petridis The University of Adelaide Page 9



LESSON 1: HOMEWORK TASK

Name: Date:

Germany After World War I Homework Task

Due: Lesson 2, Week 2.

Activity: Using what you have learnt in Lesson 1 write a short paragraph
under each heading on the social, political and economic changes Germany
endured after WWI.

SOCIAL
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

POLITICAL
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

ECONOMICAL
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

! Page 1

Simela Petridis The University of Adelaide Page 10



LESSON 2 Tuesday 10.00 till 11.20am (2x 40min lessons)
Economic Crisis
Location: WG 5 Computer Room
Aims and Goals: By the end of this lesson it is expected that students will gain a
better understand (following on from lesson 1) on the economic
impact on Germany after WWI. During this lesson, they will use their
ICT skills to gain new knowledge on the major changes after 1918.

SACE Standards: UE1, AE1, A2


Time Allocations: Allow time for students to be seated on an individual computer and
10.00-10.10am settled. Check the attendance role on Daymap, students are to hand
(10min) up their homework task when their name is called.

10.10-10.20am Once the role is called and students are settled, I will divide the
(10min) class into 4 groups of 4. Each group will be allocated a research
topic that I will write on the classroom white board and they will copy
in their workbooks. I will allocate the groups with the following topics:
The Great Depression, The Weimar Republic, The Treaty of
Versailles & Economic Crisis: hyperinflation. Groups will need to use
ICT to research and record useful information on their allocated
topic to share and present in a PowerPoint to the other groups in the
second half of the lesson.
*time subject to change Groups will be given 25 minuets to put their presentations together.
10.20-10.45am The limited time will require groups to work efficiently and use their
(25min) time wisely. Students will then email their PowerPoints to my
school/teacher email address before they present to avoid USB/time
disruptions.
10.45-11.15am Groups are given 6-7minuets to present their PowerPoints to the
(30min) entire class. In the last minuet of their presentation groups are
encouraged to answer any questions from their peers. I will control
the PowerPoints in order to stay on track of time.

Simela Petridis The University of Adelaide Page 11



Finish: In the remaining time I will assign the homework worksheet on the
11.15-11.20am Weimar Republic. Students are to fill out the timeline and hand it up
(5min) by lesson 3. All computers must be tidy and seats pushed in before
they can be dismissed for recess.
Backup Plan: If the computers are not working, I will hand out the homework task
to be completed in class followed by an introduction of the first
historical skills assignment.

Simela Petridis The University of Adelaide Page 12



LESSON 2: HOMEWORK TASK

Name: Date:
Weimar Republic Timeline
Directions: Write a short caption describing what was happening during
these dates on the timeline.

1916

1918

1919

1920

1923

1925

1929

1932!

Simela Petridis The University of Adelaide Page 13



LESSON 3 Tuesday 10.00 till 11.20am (2x 40min lessons)
The Rise of Hitler/Nazism
Location: WG 2
Aims and Goals: This lesson will be the introductory lesson for the next three lessons.
By the end of this lesson students will learn the initial stages of
Hitlers rise to power/Nazism as the primary trigger of WWII.
Students will also learn the vulnerability of Germany at this time.

SACE Standards: UE1


Time Allocations: Allow time for students to be seated and settled. Ask students to
10.00-10.05am have their workbooks open ready to take notes. Check the
(5min) attendance role on Daymap, students are to hand up their lesson
2 homework task when their name is called.
10.05-10.15am I will introduce and hand out the first historical skills
(10min) assignment. Students will write an 800-word essay on their
chosen question (questions on the task sheet). This assignment
will be due in week 6 (lesson 6).

Students need to put the assignment sheet in a safe, memorable


place. The first 7 minuets of this lesson will be dedicated to
watching The Path to Nazi Genocide, Chapter 2/4: Building a
National Community 1933-1936. Students are encouraged to take
brief notes of the videos information.
10.15-10.25am This time is allocated to watching the video and for students to
(10min) note take. As it is a short video I will not be stopping for students
to take notes.

10.25-11.00am I will hand out the reading comprehension worksheet How did
(35min) Hitler become chancellor in 1933?. Students will be given 35
minuets to complete the task sheet in class for those that do not
finish in the allocated time they are to complete it for homework.

Simela Petridis The University of Adelaide Page 14



11.00-11.10am Students must stick the work sheet in their workbooks. Instruct
(10min) those that have not completed the worksheet that they have to
complete it for homework and hand it up in lesson 4. Remind
students to choose their essay question and begin planning for
homework, draft due in week 5 (lesson 5).
Finish: Students must ensure the classroom is clean and tidy before
11.10-11.20am being dismissed for recess.
(10min)

Backup Plan: Incase of technology failure students will skip the initial part of the
lesson and complete the assigned worksheet for a good portion of
the lesson. If students complete the worksheet they can begin
planning their historical skills essay. Students are able to use their
own devices and the few computers in the classroom to begin
planning.

Simela Petridis The University of Adelaide Page 15



LESSON 3: WORKSHEET

How did Hitler become chancellor in 1933?

The July 1932 elections !

In July 1932 the Nazis polled 230 Reichstag seats, in contrast


to their previous 107 at the election of December 1930. This
made them the largest single party in Germany. Despite this,
Hitler failed to become chancellor in 1932.
!
This was party because the Nazis lacked an overall majority
(they had 230 seats out of 608 in the Reichstag) but it was
DOVREHFDXVH+LWOHUZDVQRW\HWTXLWHUHVSHFWDEOHHQRXJK
Conservative President Hindenburg viewed him as an arrogant
upstart and refused to have him as Reich Chancellor.

So what changed to allow Hitler to become Chancellor just


6 months later?
!
Hitler. CREDIT: akg-images / Universal Images
Group / COPYRIGHT: akg-images

A cunning right-wing plan Winter 1932/33

A small clique of right-wing politicians, with support


from the Reichswehr (army), decided they could tap
LQWR+LWOHUVZLGHSXEOLFDSSHDOE\EULQJLQJKLPLQWRD
coalition government with the Nationalists. The main
conspirators in this plan were Franz von Papen and
General Kurt von Schleicher.

They thought this plan would allow them to:

x diluWH+LWOHUVSRZHUDQGLQIOXHQFH
x prevent another Nazi putsch
x strengthen the Nationalists (who had only 37 Franz von Papen and Kurt von Schleicher CREDIT: akg-
images / Universal Images Group / COPYRIGHT: akg-
seats) by adding the Nazis to their total seats images

x restore the monarchy and end the Weimar system


x defeat their Communist opponents (who were also gaining strength).

In January 1933, after complicated negotiations involving von Papen, von Schleicher, the
Reichswehr and wealthy industrialists, President Hindenburg was persuaded to re-appoint
von Papen as Chancellor with Hitler as vice-chancellor. But Hitler would settle for no less
than Chancellor, so the roles were reversed. Hitler was to be Chancellor with von Papen
his deputy. Hindenburg reluctantly agreed von Papen soothed his worries commenting,
,QWZRPRQWKVZHOOKDYHSXVKHG+LWOHULQWRDFRUQHUVRKDUGKHOOEHVTXHDNLQJ

Hitler as Chancellor

Of course, Hitler was not as easy to control as von Papen had hoped. Once in power
Hitler wanted to ensure he stayed there. He called another election for March 1933 in the
hope of winning an overall majority for the Nazis. The election campaign was extremely
violent the Nazis could now use all the state media, police force, SA and SS to attack
any opposition. The campaign climaxed on February 27th 1933 when the Reichstag
building burnt down.

www.teachithistory.co.uk 2015 23983 Page 1 of 3

Simela Petridis The University of Adelaide Page 16



How did Hitler become chancellor in 1933?

Hitler blamed this on the Communist party (although


much evidence suggests the Nazis themselves were
responsible). Whether or not the Nazis had set it up,
it enabled Hitler to whip up yet more fear of a
Communist conspiracy.

Even after all this, the Nazis still failed to get an


overall majority (and they never did!) However, they
combined with the Nationalists to form a government.
Only 44% of Germans had voted Nazi.
Reichstag Fire / Berlin / 1933 Franz von Papen and Kurt von Schleicher
CREDIT: akg-images / Universal Images Group / COPYRIGHT: akg-images
rd
On 23 March 1933 Hitler forced through the Enabling Law. This stated that the
government could introduce laws and sign treaties with foreign countries, without the
approval of the Reichstag, for four years. Any law written by Hitler would become
operational the very next day. This law, which destroyed the Weimar system, was passed
by intimidating German MPs with the SS and SA as they entered the temporary Reichstag
EXLOGLQJ6$PHPEHUVVKRXWHG:HZDQWWKH ELOORUILUHDQGPXUGHU2QO\WKH6RFLDO
Democrat party voted against the bill. It was passed by 441 to 94 votes.
!
!
Tasks !
1. 8VHWKHLQIRUPDWLRQDERYHWRILOOLQGHWDLOVRIHDFKRIWKHHYHQWVRQWKH6WHSVWRSRZHU
worksheet.

2. Read through the information once more and highlight examples of each of the
IROORZLQJIDFWRUVLQ+LWOHUVULVHWRSRZHU

+LWOHUVRZQSROLWLFDOVNLOOV
the worries of right wing groups in Germany
+LWOHUVSRSXODUDSSHDO
Nazi violence
the growth of Communism
the world-wide economic depression
the weaknesses of the Weimar system.

Extension: Can you add further evidence to these factors from what you have already
learned?

3. Using the information above, and your own knowledge, answer the following essay
question.

7KHVWUHQJWKVof the Nazi party were the main reason that Hitler was appointed Chancellor
LQ-DQXDU\+RZIDUGR\RXDJUHHZLWKWKLVVWDWHPHQW"

Image credits
Rights managed / For Education Use Only. These and millions of other educational images are available
through Britannica Image Quest. For a free trial, please visit www.britannica.co.uk/trial!

www.teachithistory.co.uk 2015 23983 Page 2 of 3

Simela Petridis The University of Adelaide Page 17



Page 18
How did Hitler become chancellor in 1933?
Steps to Power
23 March 1933:
Enabling Act

The University of Adelaide


March 1933
elections
27 February 1933:
Reichstag fire
January 1933
Winter 1932/3:
Right- wing plot

Simela Petridis
July 1932 elections


www.teachithistory.co.uk 2015 23983 Page 3 of 3
!
HISTORIAL SKILLS: ASSIGMENT 1 TASKSHEET

HISTORICAL SKILLS: ASSIGNMENT 1

Write a 600-700 word essay on your chosen question. Questions are


listed below. Use primary and secondary sources to justify your
argument.

At the start of your essay, make sure the question you have chosen is
clearly displayed at the top of your page. Check over the assignment
checklist below and the performance standards rubric before you
submit your assignment via Daymap.

Due: Tuesday, Week 6.

1. To what extent did the Great Depression have an impact on


Germany?

2. To what extent did WWI affect the cultural, social and political
spheres of German life?

3. Discuss the ways in which social and cultural life were


transformed under Hitler and Nazism.!
!
!
! Essay Question is at the top of the page, with your
! name and date.
!
! Used both primary and secondary sources.
!
! Kept within the 600-700word limit.
!
! Checked over the standards rubric.
!
! Submit via Daymap.
!
!
!
! !
!
!
!
!
Simela Petridis
! The University of Adelaide Page 19
!
!
!
Performance Standards Stage 2 Modern History
!
!
Understanding and Application and
- Analysis
Exploration Evaluation

In-depth understanding and Perceptive application of the skills Critical analysis of ways in which
A
exploration of historical concepts. of historical inquiry to critically the development of modern nations
Comprehensive understanding and examine and evaluate sources and has been shaped by both internal
insightful exploration of the role of interpretations. and external forces and challenges.
ideas, people, and events in history. Insightful interpretation and Insightful and critical analysis of
synthesis of relevant evidence to interactions and relationships
support arguments and draw highly among nations and/or groups, and
relevant conclusions. their short-term and long-term
Communication of well-reasoned, impacts on national, regional,
and/or international development.
coherent, and insightful historical
arguments, with appropriate
acknowledgment of sources.

Some complexity in understanding Well-considered application of the Some depth in analysis of ways in
B and exploration of historical skills of historical inquiry to examine which the development of modern
concepts. and evaluate sources and nations has been shaped by both
Some depth of understanding and interpretations. internal and external forces and
thoughtful exploration of the role of Some depth in interpretation and challenges.
ideas, people, and events in history. synthesis of mostly relevant Well-considered analysis of
evidence to support arguments and interactions and relationships
draw mostly relevant conclusions. among nations and/or groups, and
Communication of reasoned and their short-term and long-term
coherent historical arguments, with impacts on national, regional,
some insights, and with appropriate and/or international development.
acknowledgment of sources.

Understanding and exploration of Application of the skills of historical Description, with some analysis, of
C
historical concepts. inquiry to examine sources and ways in which the development of
Understanding and considered interpretations, with some modern nations has been shaped
evaluation. by both internal and external forces
exploration of the role of ideas,
Some interpretation and synthesis and challenges.
people, and events in history.
of generally relevant evidence to Description, with some analysis, of
support arguments, and draw some interactions and relationships
relevant conclusions. among nations and/or groups, and
Communication of generally their short-term and long-term
impacts on national, regional,
reasoned and coherent historical
and/or international development.
arguments, with appropriate
acknowledgment of sources.

Some recognition of historical Basic application of some skills of Description of one or more ways in
D
concepts. historical inquiry to select and use which the development of modern
Recognition and basic sources. nations has been shaped by
Use of some information, with internal and/or external forces
understanding, with some
and/or challenges.
exploration, of the role of ideas, partial relevance to support an
people, and events in history. argument or interpretation, and Superficial description of one or
draw basic conclusions. more interactions or relationships
Communication of partial among nations and/or groups.
development of a historical
argument, with attempted
acknowledgment of sources.

Attempted engagement with one or Attempted application of the skills of Attempted description of a way in
E more historical concepts. historical inquiry to select and use which the development of modern
Awareness of one or more idea, one or more sources. nations has been shaped by an
person, or event in history. Attempted use of information of internal or external force or
limited relevance. challenge.

Attempted description of a historical Attempted description of an


event, with limited acknowledgment interaction or relationship among
of sources. nations or groups.

Simela Petridis The University of Adelaide Page 20



LESSON 4 Tuesday 10.00 till 11.20am (2x 40min lessons)
Hitlers Consolidation of Power
Location: Frist half WG 5 Computer Room | Second Half WG 2
Aims and Goals: By the end of this lesson students will gain a better
understanding of Hitlers consolidation of power from 1933
onwards.

SACE Standards: UE2


Time Allocations: Allow time for students to be seated and settled by an
10.00-10.05am individual computer. Check the attendance role on
(5min) Daymap, any students that did not complete the lesson 3
task sheet are to hand it up once their name is called. I
have allocated students into 4 groups of 4 with their names
on the whiteboard. Group allocations will be used in the
second part of the lesson.
10.05-10.10am I have put an electronic version of the worksheet for
(5min) students to access via Daymap. Students are to complete
the details column by researching the fact in their
allocated computer time individually. Once they complete
the task, they print the sheet and cut out the boxes
(scissors will be with me as well as plastic sleeves for cut
outs).
10.10-10.40am Students are to research, fill in and cut out their squares
(30min) during this time.

10.40-10.45am Students are to quickly pack up their computers and their


(5min) belongings and move to the classroom to complete the
second part of the activity.

In the second part of the activity students will get into


allocated groups of 4 and formulate their timelines using
their squared cut outs. The answer timeline will be

Simela Petridis The University of Adelaide Page 21



displayed on the white board once all groups have
completed their timelines. Students are encouraged to
check their timelines after completion.

10.45-11.15am In their groups of 4 students are to formulate their timelines


(30min) on their desks. Students are encouraged to check the
answer timeline once theyve completed theirs.
Finish: Students must tidy up their desks and place their timeline
11.15-11.20am squares in their plastic sleeves that will be left with me. The
(5min) entire class must be neat before they can be dismissed for
recess.
Backup Plan: Incase of technical failure printed copies of the worksheet have
been made prior to the lesson. Students will do the task without
the ICT component. I will write appropriate details on the white
board for guidance and students may work in pairs to help with
the details column. The timeline making still applies in the
second part of the lesson.

Simela Petridis The University of Adelaide Page 22



LESSON 4: WORKSHEET

+LWOHUVFRQVROLGDWLRQRISRZHUWLPHOLQHWDVN

!"#$! %&$'#! !$#"()*!

"#!$%&'%()!
,-./0(!%112-&.03!45%&60//2(7!
*+""! !

*!809('%()!
,-./0(!3-::2/;0:!<0-65:.%=7!
*+""! !

>?!809('%()!
<0-65:.%=!@-(07! !
*+""!

>A!809('%()! BC0(=0&6)!D06(00E!1(2.06.-2&!
*+""! 2@!.50!1021/0!%&3!.50!F.%.07! !

G!H%(65!
<0-65:.%=!0/06.-2&:7!
*+""! !

IJ?!H%(65! K%L-:!90=%&!.%M-&=!2;0(!:.%.0!
*+""! =2;0(&C0&.:7! !

A!H%(65! 8-(:.!10(C%&0&.!62&60&.(%.-2&! !
*+""! 6%C1!:0.!'17! !

H-&-:.()!@2(!1'9/-6!
*"!H%(65!
0&/-=5.0&C0&.!%&3!1(21%=%&3%!
*+""! !
:0.!'17!

O.!P%:!6%//03!.50!Q%P!@2(!(0C2;-&=!.50!
>N!H%(65! 3-:.(0::!2@!.50!1021/0!%&3!.50!<0-657!
B&%9/-&=!%6.!1%::037!
*+""!

www.teachithistory.co.uk 2016 27142 Page 1 of 4


!

Simela Petridis The University of Adelaide Page 23



+LWOHUVFRQVROLGDWLRQRISRZHUWLPHOLQHWDVN

!"#$! %&$'#! !$#"()*!

"#!$%&'(! *+&,-!.%/!01&!-(2!'11&3+4%-+14!10!
#)""! -(2!*232&%.!,-%-2,5! !

#!67&+.!#)""! 819'1--!10!:2/+,(!,(17,5!
!

<%/!01&!-(2!&2,-1&%-+14!10!%!
7&102,,+14%.!'+=+.!,2&=+'25!
;!67&+.!#)""!
>2'143!.%/!01&!-(2!'11&3+4%-+14! !
10!-(2!*232&%.!,-%-2,5!

?!$%9!#)""! @&%32!A4+14,!%B1.+,(235! !

#C!:A42!
DE7.19E24-!.%/5!
#)""! !

??!:A42! 63'RXWODZHGDVDSDUW\!(1,-+.2!
#)""! -1!-(2!4%-+14!%43!-(2!>WDWH! !

G24-&2!7%&-9!=1.A4-%&+.9!
F!:A.9!#)""!
3+,B%43235! !

J2&E%49!/%,!41/!%!142!7%&-9!,-%-25!
<%/!%I%+4,-!-(2!01&E%-+14!10!
#H!:A.9!#)""!
42/!7%&-+2,5!

G14'1&3%-!B2-/224!-(2!>-%-2!
?C!:A.9!#)""!
%43!-(2!K%-+'%45! !

www.teachithistory.co.uk 2016 27142 Page 2 of 4


!

Simela Petridis The University of Adelaide Page 24



+LWOHUVFRQVROLGDWLRQRISRZHUWLPHOLQHWDVN

!"#$! %&$'#! !$#"()*!

"#!$%&'()*!
-).%/0&12!3.00'45)36!
"+,,! !

81;.0!<':!+7=!'>!&/)!5'&)06!
"7!
8'5)9()*! -).%/0&12!)4)%&.':06!
"+,,!

,?!@1:A1*B! C1<!>'*!&/)!*)%':0&*A%&.':!'>!
!
"+,#! &/)!-).%/6!

"#!D)(*A1*B!
-).%/0*1&!1('4.0/)36! !
"+,#!

7#!EF*.4! 81;.!G)'F4)H0!%'A*&0!
!
"+,#! )0&1(4.0/)36!

,?!@A:)!
8.2/&!'>!&/)!C':2!I:.5)06! !
"+,#!

7!EA2A0&!
J.:3):(A*2!3.)06! !
"+,#!

"+!EA2A0&!
J.&4)*!&1K)0!&/)!&.&4)!'>!DA/*)*6! !
"+,#!

7?!EA2A0&! L1:31&'*B!4'B14&B!'1&/0!&'!&/)!
!
"+,#! DA/*)*!.:&*'3A%)36!

www.teachithistory.co.uk 2016 27142 Page 3 of 4


!

Simela Petridis The University of Adelaide Page 25



LESSON 5 Tuesday 10.00 till 11.20am (2x 40min lessons)

Location: WG2
Aims and Goals: This lesson will be used as a mid term recap. Students will
learn what it is like to be and to become a dictator.

SACE Standards: UE1, UE2, AE2


Time Allocations: Allow time for students to be seated and settled. Check the
10.00-10.10am attendance role on Daymap. Collect hard copy essay drafts
(10min) before giving the instruction.

There are 4 stations set up in the classroom with a


laminated (2xA3) dictator board game on each table.
Students are to get into groups of 4, collect a colored
washer each and 1 dice to play. The game requires the
blanks to be filled in which students can help each other fill
in.
10.10-11.00 Students are given 50 minuets to play the game. Whilst the
(50min) game is being played I will be drafting the essays, calling
the students up one by one to explain any corrections.

The time may vary depending on the speed of the games


and the speed of the drafting. Students are encouraged to
play twice.
11.00-11.10 All drafts will be handed back. I will give an overview on
(10min) what common problems I have seen whilst drafting and
mention how to avoid/correct them. In this time I will give
students the opportunity to ask any questions about the
assignment. If all drafts are not completed in this time, I will
complete them by lunch for students to pick up.

For homework students will fix their drafts and submit the

Simela Petridis The University of Adelaide Page 26



essays electronically on Tuesday, week 6 via the historical
skills Daymap portal.
Finish: Students are to tidy up the classroom, return their washers
11.10-11.15 and dice before being dismissed for recess.
(5min)
If students are packed up and behaving they will get an
early minuet to recess.
Backup Plan: Incase of printing failure, I will spend the lesson doing a
drafting exercise where students will swap essays and
draft each others.

Simela Petridis The University of Adelaide Page 27



LESSON 5: WORKSHEET

How to become a dictator a board game

FINISH! Hindenburg dies! You After the Reichstag Fire


make yourself In the Night of the you pass the
Congratulations!
P............. . Few Long Knives you get E............. Act. This
You are now people stood up to you rid of a potential meant you can ban the
dictator as you have shut threat the ..... . Communist party and
of Germany! You ensure the army imprison political
opposition printing
swear an oath of opponents. You no
presses and imprisoned allegiance directly to longer need to use the
opponents. you as Fuhrer! Reichstag to pass laws

FORWARD 1 FORWARD 1 FORWARD 2.

The C................. Hindenburg refuses to


Hindenburg makes The Reichstag is
After the crash the also gain more votes. make you Chancellor.
you C............. . burned down. A
Nazis become the Businessmen and He sees you as a He fears the growing Dutch Communist is
largest party in factory owners fear jumped up little number of blamed and the press
Germany in 1932. them. corporal and fears your C................ He suggest that the
aggressive party that thinks he can control Communists planned
threatens to end you. He is wrong! a coup!
D............ .

FORWARD 3 FORWARD 2 BACK 4 FORWARD 1 FORWARD 3

The Wall Street Germany enters a Chancellor S...............


Crash! Germany falls golden age of art and introduces the
into depression and culture and people Rentenmark. He makes
unemployment
prosper again! From a deal to lower
reaches .... million!
19.... to 19.... many reparations, and
Date: ............... Germans grow rich and Germany joins the
are happy. League. He also borrows
money from the USA.

FORWARD 3 BACK 4 BACK 5

www.teachithistory.co.uk 2017 27032 Page 1 of 3

! How to become a dictator a board game

When the Weimer Your attempt to seize After the failed putsch
Government cannot pay power in M......... the Nazis become well
reparations the French fails! You are nearly known across Germany
invade the R.......This killed during the Beer thanks to the speeches
leads to hyper- Hall Putsch! you make at your trial!
i............. . People In prison you write
hate the government M......... K............,
more and more. setting out key ideas.

FORWARD 2 BACK 2 FORWARD 3

The Weimar Article ..... is placed Coups are being


Government signs the in the Weimar attempted by the
Treaty of V............. Constitution. This F............... and
This is a stab in the means in the future (if S................! The new
back for Germans. there is an government cannot
They must admit war control Germany. They
emergency) someone
guilt, lose land, and need strong leadership:
pay ... billion in could set up a you are the man who
reparations. dictatorship. can deliver!

FORWARD 1 FORWARD 3 FORWARD 1


You receive the
I....... C........ for
You are merely a bravery. Kaiser Wilhelm (who You are gassed and You come across the
c............... in the wanted an empire in hear that Germany German Workers Party
Great War and before the sun) abdicates has signed a and become its leader!
this you were an and flees as Germany humiliating armistice.
There are only a
impoverished artist. is losing the war.
handful of members.
You are going Date: ..................
nowhere!

START BACK 1 FORWARD 3 BACK 2 BACK 1 FORWARD 3

www.teachithistory.co.uk 2017 27032 Page 2 of 3

Simela Petridis The University of Adelaide Page 28



REFRENCES
Please note: I have separated the references under the related lesson plans.
Worksheets that have not been referenced have been made by me (lessons 1
& 3).

Lesson 1
Davezan. (2017). Primary and Secondary Sources Work Sheets. Avaliable
from: http://davezan.com/worksheet/primary-and-secondary-sources-
worksheets.html. [Accessed: 1 March 2017].

Facing History. (2016). Historical Context and Decision Making The Weimar
Republic Primary Source worksheets The Treaty of Versailles. Available from
https://www.facinghistory.org/resource-library/decision-making-times-
injustice/weimar-republic-historical-context-decision-making. [Accessed: 1
March 2017].

Facing Histroy. (2016) Historical Context and Decision Making The Weimar
Republic Primary Source worksheets Otti Dix. Available from
https://www.facinghistory.org/resource-library/decision-making-times-
injustice/weimar-republic-historical-context-decision-making. [Accessed: 1
March 2017].

YouTube. (2016). A Path to Nazi Genocide, Chapter 1/4: Aftermath of WWI


and the Rise of Nazism, 1918-1933. . [Online Video]. 27 May 2016. Available
from: https://www.youtube.com/watch?v=zqpAmJS2aN8. [Accessed: 1 March
2017].

Lesson 2
Facing History. (2016) Historical Context and Decision Making The Weimar
Republic Primary Source worksheets Weimar Republic Timeline. Available
from https://www.facinghistory.org/sites/default/files/Decision-
Making_Injustice_Lesson7_Handout3.pdf. [Accessed: 1 March 2017].

Simela Petridis The University of Adelaide Page 29



Lesson 3
Teach It. (2015) How did Hitler become chancellor in 1933? Worksheet.
Available from: http://www.teachithistory.co.uk/resources/ks4/nazi-
germany/cause-and-consequence/how-did-hitler-become-chancellor-in-
1933/23983. [Accessed: 2 March 2017].

YouTube. (2016). The Path to Nazi Genocide, Chapter 2/4: Building a


National Community 1933-1936. . [Online Video]. 27 May 2016. Available
from: https://www.youtube.com/watch?v=oTueFHEye6E&t=278s. [Accessed:
1 March 2017].

Lesson 4
Teach It. (2017) Hitlers consolidation of power: timeline task. Available from:
http://www.teachithistory.co.uk/resources/ks4/nazi-germany/modern-world-
1900-present/hitler-s-consolidation-of-power-timeline-task/27142.
[Accessed: 2 March 2017].

Lesson 5
Teach It. (2017) How to become a dictator a board game. Available from:
http://www.teachithistory.co.uk/resources/ks4/nazi-germany/modern-world-
1900-present/how-to-become-a-dictator-board-game/27032.
[Accessed: 2 March 2017].

Simela Petridis The University of Adelaide Page 30

You might also like