KINGSLEY HEAD LOCHLANN DWYER UNIT PLAN

KINGSLEY HEAD LOCHLANN DWYER 2072286

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UNIT PLAN Lochlann Dwyer

Topic : The Rise of Nazi Germany

Year 10 History

Tutor: Kingsley Head


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The Rise of Nazi Germany (Proforma utilising the 'Backwards by Design' by Wiggins and Mc Tighe)

School and Class Description Passadena High is a public school located near Daws Road and is a few minutes away from the city of Adelaide. The school has issues with student attendance and declining student numbers. The class consists of 16 students. There are two students are high achievers, one that has learning difficulties while the rest in of the class are in general well behaved and good students. The class does have attendance issues with usually four or more missing each lesson.

The Inquiry Question Given the socio-economic climate of Germany in the 1920’s, was Nazism a inevitable conclusion, or was it a chance occurrence that could not repeat?

Australian Curriculum Subject: History

Year Level: 10

Unit Length: 6 weeks

Cross Curriculum Priorities Aboriginal & Torres Strait Islanders

Asia & Australia’s engagement with Asia

Sustainability


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The Inquiry Overview

The unit will cover European history between the years 1919 and 1945. This unit is designed to give students an understanding of what life we like for the people of Germany throughout this period with an emphasis on how the socio-economic conditions of the 1920s lead to a rise in the popularity in Nazism. The unit will continue into the years of Nazi controlled Germany, covering the atrocities committed by the Nazi regime throughout this time period before delving into the second world war with a focus on the Holocaust.

General Capabilities

Literacy

Numeracy

ICT

Critical & creative thinking

Ethical Behaviour

Personal & Social Competence

Intercultural Understanding

Resources

History Channel’s Third Reich – The Rise

History Channel’s Third Reich – The Fall

Schindler’s List (1993)

Great Depression in Australia – http://australia.gov.au/about-australia/australian-story/great-depression

The History of Hitler - http://www.historylearningsite.co.uk/adolf_hitler.htm

Shoah (1985)

Identify Desired Results 'What is worthy of understanding?'

Established Goals

Aims Outcomes

An overview of the causes and course of World War II (ACDSEH024)

outlining the contributing factors of World War II (for example the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions) identifying key events in the European theatre of war (for example Germany’s invasion of Poland in 1939; the Holocaust from 1942–45;


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An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

the Russians reaching Berlin in 1945 investigating the scale and significance of the Holocaust, using primary sources

Enduring Understanding Essential Questions

Students will understand:

How the National Socialist party was able to gain traction and the support of the German people and the reasons behind this support.

How times of economic downturn affects a population and their want of new leadership. How ideas that seemed extreme can seem sensible and understandable during these times.

That people can ignore atrocities committed by a regime if they do not directly affect themselves.

The severity of the atrocities the Nazi’s committed while in power.

Why would the German people elect the National Socialist party and its leader Adolf Hitler into Government? Why and how could the German people be ignorant, or fain ignorance of the atrocities of their own Nazi Government?

Knowledge Skills

Students will know:

What the Weimar Republic was

How the National Socialist party was able to gain traction during hard time through the use of propaganda and hard times.

What the atrocities that Nazis committed against their own people and other nationals people entailed.

Places times and events related to the rise and fall of Nazi Germany.

Who Adolf Hitler along with other important figures of the time where and why they were important.

Students will be able to:

Analyse sources to formulate an opinion on events and people.

Demonstrate the ability to research using a variety of recourses.

Complete a variety of tasks related to the historical events

Create a timeline of events that contributed to the rise of Nazi Germany


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Determine Acceptable Evidence 'What evidence will determine understanding?'

Assessment Tasks – To Assess for Deep Understanding Task 1: Students will be required to write a causality essay that relates to the Rise of the Nazi party within Germany and the events surrounding it. It will be an analytical essay which is used to examine a range of historical perspectives on the nature and impact of the Great Depression. It will assess the extent to which this event helped provide the socio-economic environment for the emergence of a strong National Socialist movement in Germany. The task will be preceded by a consideration of historical causality, as a source of ongoing debate in understanding historical events. Students will be required to provide evidence in support of the position they develop. Task 2: Students will present an oral that analyses the nature and structure of German society and culture between the years 1933 and 1939. It is concerned with developing an understanding, through critical analysis of evidence, of the following areas: The 25 point Nazi programme and the concept of Aurtaky; The structure of the economy under Schacht and then Goering; Human rights and the erosion of civil freedoms; The role of women through the ‘30s; National Socialist cultural orientation; The Hitler Youth. Task 3: All students will keep a journal throughout the course. This journal will contain two parts. The first part of each journal entry will be done via the perspective of someone living in Germany during the period covered each week. The second part of the task will be for the students to justify why the person they have created feels the way they do within the entry. This will be done each week and handed up at the end of the unit.

Student Self Assessment and Reflection Students will have several chances for self assessment throughout the topic. Both Essay tasks will come with rubrics allowing the students to self assess and evaluate their own work before handing it up. The rubrics will give a clear indication to the student on well their work will be graded and give them an opportunity to increase their grade through this self assessment. The third assessment, the journal will provide weekly opportunity for self assessment as well as a demonstration of topic understanding and reflection on the events that have been covered in class. Discussions will occur regularly allowing the students to assess what knowledge they have gained throughout the current lesson, if they have missed key information and what content they may wish to delve deeper into.


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Unit Evaluation The unit has been designed in such a way that the students will connect with the people of the time in the hopes that the students will be see how one or more events such as hyperinflation and the great depression can result in an outcome such as Nazism. The unit is also filled with a lot of historical fact while also allowing students to create opinions on why and how events occurred the way they did, reaffirming the students ability to critically analyse sources as they are presented.


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Weekly Plan – Week 1

History

Title

Post War Germany – The Weimar Republic

Aim- present the aim as a question

What was the Weimar Republic? And how did it effect the rise of Nazism within Germany?

Time available in minutes

180mins

Year level (choose a year level)

10

Materials/Resources required

SmartBoard Laptops Third Reich – The Rise Documentary. YouTube links and clips. Great Depression in Australia – http://australia.gov.au/about-australia/australian-story/great-depression

Australian Curriculum

Strands

Concepts


Cross Curriculum Priorities


General Information

Main ideas or understandings required of the students

Students will understand that the Weimar republic was formed after the WW1 and was a period of both great economic downturn and rise on several occasions during the 1920s. These downturns caused civil unrest and distrust in the current government placing the Nazi’s and other parties in prime positions to gain membership.

Special Needs considerations NEP’s Students with special needs will be given similar tasks to their peers that will be differentiated to their current ability level. Such students will most likely require more one on one time.

Learning activities (part of the activity must include inquiry approaches)

Introductory

Developmental

Concluding

Review/Assessment

Homework

During the first lesson students will watch the History Channels “Third Reich – The Rise” Documentary which briefly covers the rise of Hitler and the Nazi’s rise to power before WWII. Students will engage with the teacher in a discussion covering the Weimar republic and key events and moments that occurred during the period such as:

The Treaty of Versailles

Hyperinflation

The Munich Putsch

Communism

Nazism


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The Great Depression During these discussions video clips from related movies and documentaries will be shown. Students will read through the great depression website identifying similarities between both the depression in Australia and Germany. Each lesson students will read through a sheet relating to the main lesson topic and answer related questions to reaffirm their learning. Once a week students will be given time to work on their Journals.

Review/Evaluation of lesson

Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content.

.


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History

Title

The End of The Weimar Republic – The Third Reich Begins


How did the Nazis manage take complete control of Germany in such a small amount of time?


180mins


10


SmartBoard Laptops YouTube links and clips. The History of Hitler - http://www.historylearningsite.co.uk/adolf_hitler.htm


Strands

Concepts




General Information


Students will understand that the unrest caused by the great depression and other factors lead to the election of a Nazi government which quickly changed Germany into a country that was flourishing and growing. Students will understand there was a cost to this growth, mainly the harsh rules and regulations placed upon those who did not fit the criteria of being ‘Aryan’.



Introductory

Developmental

Concluding

Review/Assessment

Homework

Students will share their journals with the class; they will state who their character is and what they have done during the current period. Students will share their characters opinion on the events that happened during the era of the Weimar republic and why they gave this opinion to the character. Students will be introduced to the years or Nazi control before WWII. This week will cover topics such as:

Banning of Communism and other political parties

The Aryan Race

Anti-Semitism

Eugenics There will be discussions on the above topics along with


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small videos and clips related to each. Each lesson students will read through a sheet relating to the main lesson topic and answer related questions to reaffirm their learning. Students will read through and then answer several questions on the History of Hitler link. Students will be given their first Essay, due at the end of the third week. Once a week students will be given time to work on their Journals.


Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content. Student journals will be evaluated for accuracy as well as character portrayal.


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History

Title

The Second World War.


What actions did Hitler take that resulted in throwing the world into a second World War? And what actions Germany take during the war?


180mins


10


SmartBoard Laptops YouTube links and clips.


Strands

Concepts




General Information


Students will understand the series of events that lead to the Second World War, what these events entailed and their results. The class will look at the European theatre of the war until the occupation of France.



Introductory

Developmental

Concluding

Review/Assessment

Homework

Students will have a lesson available to them to work on their essay which is due at the end of this week. During the week the second World War will be covered including the following:

The Invasion of Poland

The Invasion of France

The Bombing of England The class will discuss the events and why the occurred will be discussed with the aid of video clips and documentaries. Students will be given several readings. Each lesson students will read through a sheet relating to the main lesson topic and answer related questions to reaffirm their learning. Once a week students will be given time to work on their Journals.


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Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content. Student journals will be evaluated for accuracy as well as character portrayal. The first essay will be evaluated on how well students argued their opinion based on reliable sources.


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History

Title

The Second World War – The East


Why did Germany decide to attack Russia? Was this decision a key factor in Germanys defeat in the war?


180mins


10


SmartBoard Laptops YouTube links and clips. Third Reich – The Fall.


Strands

Concepts



An overview of the causes and course of World War II (ACDSEH024) An examination of significant events of World War II, including the Holocaust and use of the atomic bomb (ACDSEH107)

General Information


Students will understand why Germany went to war with Russia in the East while still fighting England in the west. Students will understand how this decision would eventually cause Germany to lose the war after their initial success in the East.



Introductory

Developmental

Concluding

Review/Assessment

Homework

Students will be given their second task the oral presentation during the week. The class will watch the Documentary ‘Third Reich – The Fall’ to gain an understanding of the final years of the third Reich. A more in depth look at events relating to the war will occur in a class discussion including.

The Invasion of the USSR

Early German Success

Stalingrad

‘General Winter’

The Eventual loss of the War These discussions will be backed up with video and clips relating to the topics covered.


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Each lesson students will read through a sheet relating to the main lesson topic and answer related questions to reaffirm their learning. Once a week students will be given time to work on their Journals.


Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content. Student journals will be evaluated for accuracy as well as character portrayal.


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History

Title

The World Realises the True Horror


What was the world shocked to discover at the end of the war? What was the atrocity that was incomparable to anything the Nazi’s had done previously?


180mins


10


SmartBoard Laptops YouTube links and clips. Shoah (documentary).


Strands

Concepts




General Information


Students will take an in-depth look at what happened to ethnic minorities such as the Jews while the Second World War raged. Students will gain an understanding of the true horror that faced the millions the Nazis slaughtered during the war in their extermination camps.



Introductory

Developmental

Concluding

Review/Assessment

Homework

Students will be have a lesson to work on their oral presentation and a lesson to present at the end of the week. Students will be introduced to the Holocaust with selected clips from the movie Shoah (an over 24hr long documentary that interviews holocaust survivors). During the discussions topics such as

Why the Nazis exterminated the Jews

How the camps worked

The camp conditions

Human Experiments

Why the world didn’t know


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Auschwitz

The camp liquidations in the final days of the war

This lesson will rely on less video evidence then previous ones due to the graphic nature of the content. Each lesson students will read through a sheet relating to the main lesson topic and answer related questions to reaffirm their learning. Once a week students will be given time to work on their Journals.


Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content. Student journals will be evaluated for accuracy as well as character portrayal. Students will present their oral presentations demonstrating their understanding of German Society and culture under Nazi rule in the pre war years.


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History

Title

After the war


What happened to Germany and the rest of Europe after the war?


180mins


10


SmartBoard Laptops YouTube links and clips. Schindler’s List (movie)


Strands

Concepts




General Information


Students will briefly look at the increasing size of the USSR after the war; the world reaction to the war and war crime trials that convicted Nazi war criminals all around the world even decades later (some even in Adelaide).



Introductory

Developmental

Concluding

Review/Assessment

Homework

Students will hand up their Journals. The class will take an in depth look at events relating to worlds reaction to the war and the events that followed it incrluding:

The splitting of Germany

The Berlin Wall

War Crime Trials These discussions will be backed up with video and clips relating to the topics covered. To conclude the unit students will watch the movie Schindler’s List.


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Students will be given a question that requires a 1-2 paragraph answer at the end of each lesson. That will be handed up at the beginning of the next. This will allow the student to reinforce what they have learnt throughout the lesson while giving the teacher an indication of how much they have understood the content. Student journals will be collected and be given a final mark based on their historical accuracy, originality and context.


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Assessment Task 1 – Causality Essay

Causality Essay Purpose To consider the concept of historical causality, in terms of varying perspectives seeking to explain the effect of the Great Depression on Germany and Au.

Assessment Description Students will be required to write a causality essay that relates to the Rise of the Nazi party within Germany and the events surrounding it. It will be an analytical essay which is used to examine a range of historical perspectives on the nature and impact of the Great Depression. It will assess the extent to which this event helped provide the socio-economic environment for the emergence of a strong National Socialist movement in Germany. The task will be preceded by a consideration of historical causality, as a source of ongoing debate in understanding historical events. Students will be required to provide evidence in support of the position they develop. Word Count: 700 Words

Learning Outcomes An overview of the causes and course of World War II (ACDSEH024)

outlining the contributing factors of World War II (for example the outcomes of the Treaty of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)

Assessment Rubric Low Middle High

Has constructed a well thought-out argument as to why the Great Depression helped the emergence of a National Socialist movement as well as other historical events at the time.

Has Identified the causes of the great depression and its effects on the German population.

Has linked the great Depression to the rise of support for the Nation Socialist movement

Has used causality to show other factors/events not directly related to the great depression that effected the support of the National Socialist movement

Correctly identified the socio-economic climate of the late 1920s

Provided historical evidence to support claims

Correctly References, lack of grammatical and spelling errors


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Commentary

Educational Value of teaching about the rise of the Third Reich.

The Third Reich and the events surrounding its rise are very important historically; educationally

they hold tremendous value. The Third Reich gives students a look a historical event that has

defined the last 70 years of human history and will continue to do so for many more. The rise of

Nazism and the Third Reich is the single most important historical event of the last century and by

not teaching it students would be missing out on many historical and educational events that

occurred during the period that are similar to some events today.

How is the Issue contentious/controversial

The history of the rise of Nazism is a very contentious topic. Although the facts around the rise of

Nazism and the Second World War are very sound, there is still a lot of debate around reasons

behind many of the events occurred, especially behind the rise of Nazism. The reasons for the

surge in the Rise of Nazism can be contributed to many factors, all of which can be covered in an

educational topic; for example, fear of communism, and the reparations from the Treaty of

Versailles. Likewise there are many issues surrounding the Second World War that are historically

debated such as Hitler’s ultimate intentions (did he plan to take over Europe as he stated in Mein

Kampf or did he have even greater plans?) and the reasons why he decided to invade Russia when

he did.

Inclusion as a HASS syllabus topic

Although this unit does not cover all of the aims and objectives for the World War II depth study in

the Australian Curriculum it does cover two of the major points:

An overview of the causes and course of World War II

(ACDSEH024)

outlining the contributing factors of World War II (for example the outcomes of the Treaty


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of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions)

identifying key events in the European theatre of war (for example Germany’s invasion of

Poland in 1939; the Holocaust from 1942–45; the Russians reaching Berlin in 1945

An examination of significant events of World War II, including the Holocaust and use of the

atomic bomb

(ACDSEH107)

investigating the scale and significance of the Holocaust, using primary sources

This unit fits in well with the above criteria as a History topic within the Australian Curriculum; it

covers the rise of Nazism one of and the most important factor that contributed to World War II.

The unit then delves into Germany’s war effort covering almost all of the European theatre

including the invasion of Poland, France, the Bombing of Britain, the invasion of Russia and the

eventual defeat of Germany.

ICT Within the class

ICT will be used a lot within the class. Most lessons will consist of a discussion / lecture which will

use a SmartBoard to enhance the learning of the class. The SmartBoard will allow for activities that

would otherwise not be possible to use such as showing an interactive map that shows the

progression of the German war effort.

Students will also use laptops throughout the course for their Journal entries and research

purposes to help foster their ability to use ICT within the classroom.

All course content will be placed on a Moodle to allow easy access for students while also allowing

them to keep track of what has been covered, what will be covered in the future along with access

to all videos shown throughout the unit.

Learning Outcomes and Progression of Learning

There are three main Outcomes within this topic


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1. outlining the contributing factors of World War II (for example the outcomes of the Treaty

of Versailles and the League of Nations; the rise of Hitler and Japan’s imperial ambitions

2. identifying key events in the European theatre of war (for example Germany’s invasion of

Poland in 1939; the Holocaust from 1942–45; the Russians reaching Berlin in 1945

3. investigating the scale and significance of the Holocaust, using primary sources

These outcomes not only

Integrated Learning

There is some integrated / cross-curricula learning within this topic. The main topic is English along

with ICT and Geography.

English is used consistently within the topic including skills such as essay writing, reading,

researching and analysis of sources. Geography has a very important role while the Second World

War is being covered. Students will have to use maps to see the progression of the war as well as

how the world looked at the end of the war. Likewise ICT is integrated into the topic from the first

lesson. ICT appears in the form of the previously stated use of laptops, SmartBoards and Moodle.

Diversity of Learners

Students with special needs, language issues and gifted students will be catered for. The use of ICT

devices such as Moodle allows for easy differentiation of learners depending on their readiness

levels. Most lessons will require a written or research task, these tasks will be available on the

student Moodle and can easily be changed differentiated depending on how well the student has

handled the content previously. Some of these students will also require more one on one time of

which the teacher will provide when available.

Philosophical and Ethical Issues

There are many philosophical and ethical issues covered within this topic. The holocaust provides

a chance to talk about morality, ethics and the human condition. Not only does the holocaust


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provide a chance to look at such issues but so does the rise of Nazism. Issues that will be covered

within the unit will include:

How National Socialism became popular – Why would people advocate for Nazism?

Why people ignored the atrocities that the Nazi’s committed before the war

Why and how the Holocaust came to be

Why normal German soldiers would follow orders of such immoral nature

Students will be able to examine these issues and events to gain an understanding of the social

context behind them, they will look at the values of the perpetrators of these events to help foster

a greater understanding of why and how humans can do the things that occurred during the reign

of Adolf Hitler.


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Bibliography Wiggins, G and McTighe, J. (2005). Chapter 1. Backward design. In Wiggins, G and McTighe, J. Understanding by design (pp. 13-34). New Jersey: Pearson Education. Guscott, S. (2007). Chapter 5. Role play as active history. In, In Hunt, M. (ed.) A practical guide to teaching history in the secondary school. (pp. 37 - 48). New York: Routledge. Smith, B. (2007) ICT: Using presentation technology. In Hunt, M. (ed.) A practical guide to teaching history in the secondary school (pp. 81-89). New York: Routledge. Chaffer, J & Taylor, L. (1977). Chapter 6. History and inter-disciplinary approaches. In, History and the history teacher. (pp 91-105). London, George Allen and Unwin. Gilbert, R. and Hoepper, B. (ed) (2011). Teaching Society and Environment. 4th Ed. Cengage. South Melbourne.

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?v1=1&ti=1,1&CNT=25&Search_Arg=Understanding%20by%20design&Search_Code=GKEY%5E%2A&PID=K4NKalZwoz-dq0Tqx9TbBF-4vTV&SEQ=20120116135631&SID=1

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?Search_Arg=A+practical+guide+to+teaching+history+in+the+secondary+school&Search_Code=GKEY%5E*&SL=None&PID=KNwjSbEC8If7yDkd8fJ5_XTvWjCU&SEQ=20120116142157&CNT=25&HIST=1&SEARCH_FROM_TITLES_PAGE=Y

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?Search_Arg=A+practical+guide+to+teaching+history+in+the+secondary+school&Search_Code=GKEY%5E*&SL=None&PID=KNwjSbEC8If7yDkd8fJ5_XTvWjCU&SEQ=20120116142157&CNT=25&HIST=1&SEARCH_FROM_TITLES_PAGE=Y

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?v1=12&ti=1,12&CNT=25&Search_Arg=History%20and%20the%20history%20teacher&Search_Code=GKEY%5E%2A&PID=zbECaUL0PCF6W_ux1n4450PuMHslt&SEQ=20120117123837&SID=1

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?v1=12&ti=1,12&CNT=25&Search_Arg=History%20and%20the%20history%20teacher&Search_Code=GKEY%5E%2A&PID=zbECaUL0PCF6W_ux1n4450PuMHslt&SEQ=20120117123837&SID=1

http://catalogue.flinders.edu.au/cgi-bin/Pwebrecon.cgi?v1=2&ti=1,2&CNT=25&Search_Arg=Teaching%20Society%20and%20Environment%2E%204th%20Ed&Search_Code=GKEY%5E%2A&PID=2TAg_XTUi4eDYN_P2JbsUF32lQBn&SEQ=20120116122206&SID=1%20

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KINGSLEY HEAD LOCHLANN DWYER UNIT PLAN

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