Professional Documents
Culture Documents
(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.
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.
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.
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.
[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
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
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
Name: Date:
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
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.
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!
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.
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.
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
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.
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!
Simela Petridis
July 1932 elections
www.teachithistory.co.uk 2015 23983 Page 3 of 3
!
HISTORIAL SKILLS: ASSIGMENT 1 TASKSHEET
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.
2. To what extent did WWI affect the cultural, social and political
spheres of German life?
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.
+LWOHUVFRQVROLGDWLRQRISRZHUWLPHOLQHWDVN
"#!$%&'%()!
,-./0(!%112-&.03!45%&60//2(7!
*+""! !
*!809('%()!
,-./0(!3-::2/;0:!<0-65:.%=7!
*+""! !
>?!809('%()!
<0-65:.%=!@-(07! !
*+""!
>A!809('%()! BC0(=0&6)!D06(00E!1(2.06.-2&!
*+""! 2@!.50!1021/0!%&3!.50!F.%.07! !
G!H%(65!
<0-65:.%=!0/06.-2&:7!
*+""! !
IJ?!H%(65! K%L-:!90=%&!.%M-&=!2;0(!:.%.0!
*+""! =2;0(&C0&.:7! !
A!H%(65! 8-(:.!10(C%&0&.!62&60&.(%.-2&! !
*+""! 6%C1!:0.!'17! !
H-&-:.()!@2(!1'9/-6!
*"!H%(65!
0&/-=5.0&C0&.!%&3!1(21%=%&3%!
*+""! !
:0.!'17!
O.!P%:!6%//03!.50!Q%P!@2(!(0C2;-&=!.50!
>N!H%(65! 3-:.(0::!2@!.50!1021/0!%&3!.50!<0-657!
B&%9/-&=!%6.!1%::037!
*+""!
"#!$%&'(! *+&,-!.%/!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!
?!$%9!#)""! @&%32!A4+14,!%B1.+,(235! !
#C!:A42!
DE7.19E24-!.%/5!
#)""! !
??!:A42! 63'RXWODZHGDVDSDUW\!(1,-+.2!
#)""! -1!-(2!4%-+14!%43!-(2!>WDWH! !
G24-&2!7%&-9!=1.A4-%&+.9!
F!:A.9!#)""!
3+,B%43235! !
J2&E%49!/%,!41/!%!142!7%&-9!,-%-25!
<%/!%I%+4,-!-(2!01&E%-+14!10!
#H!:A.9!#)""!
42/!7%&-+2,5!
G14'1&3%-!B2-/224!-(2!>-%-2!
?C!:A.9!#)""!
%43!-(2!K%-+'%45! !
"#!$%&'()*!
-).%/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!
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.
For homework students will fix their drafts and submit the
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.
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].
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].
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].