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CCEA Planning Framework for GCSE History

An Introduction to the Planning Framework for Life in Nazi Germany, 1933–45

This planning framework is offered as a starting point for teachers who want to teach Life in Nazi Germany, 1933–45 in a rigorous, yet engaging way. The framework provides examples of how the content of the option may be approached, alongside some suggested learning and teaching activities. It is hoped that the information and ideas contained in this planning framework will help teachers to design their own scheme of work for this option which is tailored to meet the timetabling needs of your school, reflects the staffing requirements of your department and, most importantly, meets the needs of your students. As part of the planning process, teachers may wish to consider whether a few ‘lead in’ lessons may be necessary to provide some background context depending on the department’s Key Stage 3 History programme. Finally, as this document has been designed as a planning tool, it does not replace the specification or specimen assessment materials. In addition, it is neither prescriptive nor exhaustive.

Unit Overview Life in Nazi Germany, 1933–45 is an in-depth study, providing the opportunity for students to focus on the impact of the Nazi dictatorship on people’s lives in Germany and explore the interplay of the political, economic, social and racial forces at work in this society. This option begins with an exploration of Hitler’s takeover of political power in 1933–34. This is followed by an examination of the various ways in which the Nazi Party increased and maintained its control over the German people. The focus then shifts to study the impact of Nazi actions and policies on different sections of German society. The option concludes with an exploration of how life changed for the German people as a result of the outbreak of the Second World War. The escalation of racial persecution and the growing opposition and resistance to the Nazi regime during the war years is also explored.

Assessment Overview The assessment of this in-depth study enables students to demonstrate their historical knowledge and understanding and their ability to create structured accounts of key events in Nazi Germany in the period 193345.

The Assessment Objectives below set out the skills students should have the opportunity to develop through their study of this option and which will be assessed in the examination paper. Students should be able to:

demonstrate knowledge and understanding of the key features and characteristics of the period studied (AO1); and

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explain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference (AO2).

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GCSE History and the Northern Ireland Curriculum at Key Stage 4

The CCEA GCSE History specification aims to build on students’ learning experiences, historical skills and understanding from Key Stage 3. In addition, through the teaching of CCEA GCSE History, opportunities exist to develop the statutory skills requirements of the Northern Ireland Curriculum at Key Stage 4. These are:

Key Stage 4 Statutory Skills Requirements

Cross-Curricular Skills Signposting in Planning Framework

Communication COMM Using Mathematics UM Using ICT UICT

Thinking Skills and Personal Capabilities Signposting in Planning Framework

Problem Solving PS Working with Others WO Self-Management SM

The suggested teaching and learning activities included in this planning framework provide examples as to how, through the context of history, these statutory skills may be promoted.

Suggested Learning and Teaching Activities

Many, though not all, of the active learning and teaching methodologies suggested in this Planning Framework draw upon those described in the CCEA publication ‘Active Learning and Teaching Methods for Key Stage Three’. This document can be accessed at:http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

Getting Started – The Basics

Teachers may wish to provide students with some of the key words/terms/issues/people relevant to this option. In Appendix 1, some ‘starter’ words have been provided. In addition, as an introduction to this option, it may also be helpful to provide students with a timeline of the ‘big picture’. A timeline for Life in Nazi Germany, 1933–45 can be found in Appendix 2. To assist with the resourcing of this new option, we have included some possible resources which may be of use to teachers and students. Appendix 3 contains a resource list for this option.

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http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf


Planning Framework for GCSE History Unit 1 Section A Option 1: Life in Nazi Germany, 19331945

Option Content

Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Cross- Curricular Skills, Thinking Skills and Personal Capabilities

Hitler takes political control, 1933–34

The removal of opposition by Hitler and the significance of the following for the German people: the Reichstag Fire the election, March

1933 the Enabling Act Gleichschaltung the threat from

Röhm and the Sturm-Abteilung (SA)

the Night of the Long Knives

the death of von Hindenburg

Hitler becomes Führer

Exemplification of content:Students should be able to understand and explain the key steps in the Nazi consolidation of power in the years 193334 by investigating the methods used to remove elements of opposition. Students should also be able to assess the significance for the German people of each key event involved in Hitler’s takeover of power.

Suggestions for teaching and learning: Students could be introduced to each of the key

events which led to Hitler’s consolidation of power using an Each One, Teach One approach. Students could then use this information to create a timeline of the key events in Germany’s move from democracy to dictatorship during the period 1933–34

Compile a Mind Map to outline the main reasons for the Night of the Long Knives, the event itself and the immediate impact of the event (this approach could be repeated for any of the events). A Consider all Factors template could then be completed to consolidate understanding as to why Hitler ordered

WO

PS

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Option Content



the Night of the Long Knives. Students could then use this information to complete a Hot Seating activity for each of the following: the Army, Röhm and Hitler, focusing on their role and view of the event. Alternatively, students could produce a factual report on the event, why the event occurred, key people involved and the significance of the event

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Option Content



Hitler takes political control, 1933–34 (cont.)

Create a table to classify the events of 193334 into legality and the use of terror

Working in small groups, students could complete a Constructing Walls activity to debate the most significant factor in Hitler’s takeover of political control. This activity could be followed by the completion of a written response to this debate, using a writing frame if necessary

To complete this section, students could return to their timeline of the key events and think about the sequencing and connections between the events. On their timeline, students could make links between each of the key events adding in a summary statement of how each link helped Hitler establish a dictatorship. A ‘chain reaction’ type template could also be used

PS

WO

SM

6


Option Content



Control and opposition

The creation of the Police State: the roles of

Himmler, the Schutzstaffel (SS), the Gestapo, the law courts and concentration camps

the impact of the Police State on the lives of the German people

Exemplification of content:Students should be able to understand and explain the role of Himmler, the SS and the Gestapo, the judicial system and the use of concentration camps in controlling the German people. Students should know the methods used by the Nazis to achieve and maintain control as well as the impact that the creation of the Police State had on the lives of German people.

Suggestions for teaching and learning: In small groups, create a fact file on the role of

Himmler and one of the following institutions of repression used by the Nazis to create a Police State: the SS, the Gestapo, the law courts and concentration camps. Each group present their fact file to the rest of the class

Create a table summarising the key individuals and institutions within the Police State. Table headings may include: the individual or institution, actions taken and the impact on the lives of the German people

Students produce an extended written response to the question: ‘The Nazi Police State was successful in controlling the German people’. Do you agree? Scaffolding could be provided to help students answer this question, if necessary

WO

COMM

SM

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Option Content



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Option Content



Control and opposition (cont.)

Propaganda and censorship: the role of Goebbels

in spreading Nazi ideas

the Ministry of Propaganda and the spreading of Nazi ideas

the impact of propaganda and censorship on the lives of the German people

Exemplification of content:Students should be able to understand and explain the role of Goebbels and the Ministry of Propaganda in spreading Nazi propaganda and ideas. Students should know the various methods used by the Nazis to spread their ideas and how they orchestrated censorship throughout Germany. Finally, students should explore the success or otherwise of the methods used and their impact on the lives of the German people.

Suggestions for teaching and learning: As an introduction, students could complete a card

sorting activity (using various examples of propaganda and censorship used by the Nazis) to distinguish between propaganda and censorship

Compile a Mind Map detailing the role of the Ministry of Propaganda and methods used. Key headings could include: rallies, media (newspapers, radio) film, art, music and literature

In pairs or small groups, research a significant propaganda event in Nazi Germany - for example, the Nuremberg rallies or the 1936 Olympic Games. In pairs, explore the various ways propaganda was used to portray this event and assess the impact of the event on the German people. Students present

PS

COMM

WO

COMM

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Option Content



their research to the rest of the class Students could conduct a class debate on the

motion: ‘Nazi propaganda had a greater impact on the lives of the German people compared to censorship’. As an extension, students could complete a summary report on the debate

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Option Content



Control and opposition (cont.)

Opposition: the extent of support

for the Nazi regime opposition from the

churches, including the role of Pastor Niemöller

opposition from young people, including Swing Youth and Edelweiss Pirates

Exemplification of content:Students should be able to identify individuals and groups who opposed the Nazis regime. Students should know how and why different groups - including the churches and young people, resisted the Nazi regime. Students should also consider how effective opposition was.

Suggestions for teaching and learning: Students could participate in an Each One, Teach

One activity to gain background information relating to opposition from the churches or young people. Students record this information under the following key headings: name of Church/young people’s organisation, reasons why they opposed the Nazis, methods used against the Nazis, methods used by the Nazis against them. The following opposition churches should be explored: Catholic Church, Lutheran Church, Confessional Church and the German Faith Movement

Using ICT, research and produce a pamphlet on opposition from young people or the churches in Nazi Germany up to 1939. The following key areas should be covered: who opposed the Nazis, why they opposed the Nazis, how they opposed the Nazis, how successful they were/how effectively they were dealt

WO

UICT

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Option Content



with by the Nazis

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Option Content



Life for workers in Nazi Germany

Nazi attempts to reduce unemployment: public works,

conscription, rearmament, autarky, National Labour Service (RAD)

the impact of Nazi actions on the lives of German workers

the effectiveness of Nazi actions by 1939

Exemplification of content:Students should examine the actions taken by the Nazis to reduce unemployment, specifically through the role of public work schemes, the introduction of conscription and rearmament, the process of autarky and the creation of the National Labour Service. Students should also investigate the impact that such actions had on the lives of German workers and assess how effective the Nazis were in achieving a reduction in unemployment by 1939.

Suggestions for teaching and learning: Students could be provided with some data/statistics

relating to, for example, overall unemployment figures 193339, different types of jobs created, employment statistics for women and members of the Jewish community 193339. Discuss key trends and possible explanations behind the figures

UM

Complete a table to explain and compare the various actions which the Nazis introduced in an attempt to reduce unemployment. The table could have the following headings: Name of action, What did it do? How did it affect unemployment? Factors should include: Public works, conscription, rearmament, autarky, National Labour Service (RAD)

COMM

Using their previous work as preparation, students

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Option Content



could participate in a Walking Debate activity which should focus on the effectiveness of each of the actions the Nazis introduced in an attempt to reduce unemployment. The activity could end with a class discussion as to the collective effectiveness of all the actions taken to reduce unemployment in Germany by 1939

COMM

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Option Content



Life for workers in Nazi Germany(cont.)

Nazi attempts to change the lives of workers: the German Labour

Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA), prices and wages

the impact of Nazi actions on the lives of German workers

the effectiveness of Nazi actions by 1939

Exemplification of content:Students should be able to understand and explain the various ways the Nazis attempted to change the lives of workers through the introduction of the German Labour Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA) and changes made to prices and wages in order to improve the lives of German workers. Finally, students should be able to reach a judgement as to the effectiveness of Nazi actions on the lives of workers by 1939.

Suggestions for teaching and learning: Students could be given reading in preparation to

help them complete a carousel activity on Nazi policies for workers. Key headings per group could include: the German Labour Front (DAF), Strength Through Joy (KdF), Beauty of Labour (SdA), prices and wages. This could be followed by the completion of a table with the following headings: name of organisation, purpose, benefits for German workers, drawbacks for German workers, overall verdict on the success of the organisation

WO

Participate in a Memory game activity to focus student learning on the details of each factor used by the Nazis to change the lives of workers

SM

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Option Content



Create a Fishbone diagram to illustrate the impact of the Nazi regime on the lives of German workers

COMM

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Option Content



Life for women and the family in Nazi Germany

Nazi views of women and the family: Aryan ideals Kinder, Küche,

Kirche

Exemplification of content:Students should gain an insight into the Aryan ideals to which the Nazis aspired as well as exploring the role of women within the Nazi regime children, church and cooking. Students should also assess the impact and effectiveness of Nazi actions and policies to change the lives of women and the family.

Nazi actions and policies to change the lives of women and the family: marriage,

employment and appearance

family life the impact of Nazi

actions and policies on the lives of women and the family

the effectiveness of Nazi actions and policies by 1939

Suggestions for teaching and learning: Using ICT, students research and create a

contemporary pamphlet for women as guidance on their expected role within Nazi Germany. The pamphlet should include information on: Nazi ideals for women, their role within society, marriage, employment, the importance of family life, appearance and lifestyle preferences

UICT

Students study Nazi policies and actions towards women and family life and create a spider diagram to include: aims of policies, reasons for those aims, the level of success or failure of the policies and the impact of the policies on the lives of women

COMM

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Option Content



Life for young people in Nazi Germany

Nazi actions and policies to change the lives of young people: education youth movements the impact of Nazi

actions and policies on the lives of young people in Germany

the effectiveness of Nazi actions and policies by 1939

Exemplification of content:

Students should gain an insight into the actions and policies introduced by the Nazis to change the lives of young people including the changes made to education and the establishment of youth movements. The success of these changes and their impact on the lives of young people should be explored.Suggestions for teaching and learning: The class could create a Mind Map on why the Nazis

considered control of young people in Germany important and the various methods they employed

A table could be created which details the various youth movements established using the following headings: group, gender, age range, activities. Students could create a diagram representing the structure of Hitler Youth

PS

COMM

A Hot Seating activity could be used to consolidate students’ learning of what life was like for boys and girls of various ages in Nazi Germany as well as to establish the impact that Nazi policies and actions had on young people. This activity should provide an opportunity for students to discuss issues including why some young people supported Hitler and others did not, did support for Hitler change over time and the reasons why it changed

WO

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Option Content



Students could conduct a debate on the motion: ‘Youth movements were more effective than Nazi education policies as a means of changing the lives of young people in Germany’. As an extension activity, students could provide a written response to the debate

COMM

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Option Content



Life for the Jewish community and minorities in Nazi Germany

The persecution of minorities: Nazi racial ideas and

policies the treatment of

minorities: gypsies, homosexuals and those with disabilities

Exemplification of content:Students should investigate Nazi racial ideas and policies and how these impacted on their treatment of minority groups within Germany. Students should also be able to understand and explain Nazi persecution of the Jewish community up to 1939, including the boycott of Jewish shops and businesses, the Nuremberg laws and Kristallnacht. The impact of these actions on the lives of the Jewish community as well as the effectiveness of such policies by 1939 should be considered.

Nazi persecution of the Jewish community: the boycott of Jewish

shops and businesses

the Nuremberg laws Kristallnacht the impact of Nazi

actions and policies on the lives of the Jewish community

the effectiveness of Nazi actions and

Suggestions for teaching and learning: Compile a Mind Map detailing Nazi racial ideas and

policies Students could research the treatment of minorities

in Nazi Germany 193339 and record information under the following headings for each minority group: minority group, why they were persecuted, how they were persecuted, the effects of Nazi persecution

Students create a timeline of Nazi persecution towards the Jewish community up to 1939. Working in small groups, students could complete a Diamond Ranking activity to debate the most significant factor/event in the persecution of the Jews up to

COMM

COMM

PS

SM

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Option Content



policies by 1939 1939 giving reasons for their decisions Students complete a written exercise – Why did the

Nazis persecute minority groups in the period 19331939?

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Option Content



Germany at war

Life in Germany during World War II: the impact of the

war on the German people

air raids and bombing

total war and rationing

labour shortages and the role of women in the workplace

Exemplification of content:Students should gain an insight into the impact of World War II on the German people, including air raids and bombing attacks, the effects of total war and rationing on the German people. The effect of labour shortages and the impact this had on women should also be investigated. Students should also consider the escalation of racial persecution in Germany, focusing on the establishment of ghettos and death camps, including the Final Solution. Students should also explore the growing opposition and resistance in Germany to the Nazi regime during the war years and how effective this was by 1945.

Suggestions for teaching and learning: Creation of a living graph which charts some of the

key events/factors in the war and their impact on the mood of the German people

Completion of an Opinion Finders activity which focuses upon the impact of the war on the German people. Statements could focus upon the effect that each factor (rationing, air raids etc.) had on the population. This could then be followed by the completion of a Consider all Factors template to explain and compare these effects

Participation in a Hot Seating activity to consolidate

PS

PS

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Option Content



learning of what life was like for various people in Nazi Germany during the war years and the impact that air raids, bombing attacks, total war, labour shortages and rationing had on them. For example, roles could include: a woman who worked in an ammunition factory, a child who experienced an air raid, a mother who struggled with rationing etc.

WO

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Option Content



Germany at war (cont.)

Escalation of racial persecution: the Einsatzgruppen,

ghettoes and death camps

the Final Solution

Using ICT, students research the escalation of racial persecution in Germany, 193945. Students could be given questions to guide their research. For example: Who were the Einsatzgruppen? What role did they play? When were the first death camps set up? What was the Wannsee conference and who attended? What was decided at the Wannsee conference? Students could also conduct research into life for Jewish people imprisoned in ghettos and camps. Students present the findings of their research to the class

Complete the following questions: How and why did racial persecution escalate under the Nazis? How was it possible for the Nazi regime to carry out large scale racial persecution?

UICT

COMM

SM

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Option Content



Germany at war (cont.)

Growing opposition and resistance in Germany to Nazi rule during the war years: youth groups the churches the army the effectiveness of

opposition and resistance up to 1945

Reading could be completed in preparation for a carousel activity which focuses on the growth of opposition and resistance to the Nazi regime during the war years. Key headings per group could include: youth groups, churches, the army. Students could then consolidate their learning through the completion of a table on resistance and opposition using the following headings: who opposed the Nazis, why they opposed the Nazis, how they opposed the Nazis, how successful they were/how effectively they were dealt with by the Nazis

Working in small groups, students could complete a Diamond Ranking activity to debate the most effective form of opposition to Nazi rule during the war years. As an extension activity, students could complete the following essay question: ‘The Nazi regime faced no serious opposition during the war years’. Do you agree?

WO

PS

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Appendix 1Developing Language for Learning: Life in Nazi Germany, 1933–1945

It is widely recognised that History is a highly literate subject where reading and writing, as well as historical analysis and interpretation of evidence, is required. It is for this reason that some students, in spite of their passion for studying history, become demotivated due to difficulties they may have in accessing the subject. To aid learning we have produced suggested key words, individuals and terms associated with Life in Nazi Germany, 1933–45. The key words produced are not intended to be exhaustive but are simply offered as a starting point for teachers to help their students develop the language for learning associated with this option.

Using Key Words

The key words provided below can be used in a variety of ways. Below are some suggestions for using key word led activities to develop the language for learning in GCSE History.

Possible Key Word Activities

Play ‘Odd One Out’ – students identify which word is different (or out of sequence from the others) and give a reason for their choice. Alternatively, students could cluster the key words through making connections and give a reason for their cluster.

Students could be asked to provide definitions for key words.

Words could be used as lesson starters or as plenary prompts.

Individual words could be placed on ‘flashcards’ and used as prompts in completing an extended writing exercise.

Teacher could design a ‘concept map’ or display a visual image - ask students to link the key words with lines, annotating these with an explanation of how they are linked.

Show on separate cards some key words (or events). Students arrange the cards in what they think are a suitable order of rank importance (i.e. in terms of answering a particular question). Alternatively, a number of students could be given a card and asked to stand at the front of the class – the remainder of the class decide on the ordering (students with cards will be told where to position themselves in order of importance or they maybe asked to sit down).

Lists could be used for spell checks.

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Hitler takes political control, 193334

ConsolidationLaw for the

Protection of People and State

Enabling Act Night of the Long Knives

Ernst Röhm Oath of Allegiance

Führer Reichstag FireGleichschaltung Trade Unions

Control and opposition

Catholicism Lutheran Church

Censorship Ministry of Propaganda

Concentration camps

Nuremberg rallies

Confessional Church

Pastor Martin Niemöller

Edelweiss Pirates Police StateGerman Faith

Movement Propaganda

Gestapo Schutzstaffel (SS)

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Heinrich Himmler Swing YouthJoseph Goebbels


Autarky National Labour Service (RAD)

Beauty of Labour(SdA) Public Works

Conscription Rearmament

Dr. Robert Ley Strength Through Joy (KdF)

German Labour Front (DAF) Unemployment


AppearanceLaw for the

Encouragement of Marriage

Aryan Lebensborn

Birth rate Marriage Law

Family Mother’s Cross award

Kinder, Küche, Kirche Professions

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Education Napolas

Hitler schoolsNationalist

Socialist Teachers’ League

Hitler Youth Movement Ordensburgen

Indoctrination Youth organisations


Anti-semitism Kristallnacht

Boycott Minority

Disability Nuremberg Laws

Gypsies Olympic Games

Homosexuals Persecution

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Germany at war

Air raids Labour

Bombing Lutheranism

Catholicism Operation Valkyrie

Death camp Rationing

Einsatzgruppen Total war

Final Solution White Rose Group

Ghettos Edelweiss Pirates

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Appendix 2 Timeline: Life in Nazi Germany, 1933–45The timeline below could be given to students to provide them with an overview of the option. Students could be encouraged to add to the timeline as they move through the study of this option. This timeline is not exhaustive or prescriptive. For definitive guidance in your teaching of this option, reference should be made to the specification and specimen assessment materials.

YEAR MONTH EVENT1933 January

February

March

April

May

July

Hitler appointed as Chancellor

Reichstag FireLaw for Protection of the People and State

The Enabling ActReich Ministry of Propaganda established

Law for the Restoration of the Professional Civil ServiceTrade Unions were replaced by the German Labour FrontOne day boycott of Jewish shops

Law for the Encouragement of Marriage

Concordat with the Catholic Church

1934 January

June

Law for the Reconstruction of the State

Night of the Long Knives

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August Death of HindenburgArmy oath of allegiance to HitlerHitler becomes Führer

1935 March

July

September

Conscription is introduced

National Labour Service created

Nuremberg Laws introduced

1936 August

September

December

Berlin Olympics

Four Year Plan introduced

The Hitler Youth movement became a state organisation

1937 March

July

Pope's message ‘With Burning Concern' read out in Catholic churches

Pastor Martin Niemöller arrested

1938 July/August

September

October

November

Jews had to carry identity cardsMother’s Cross Award

Jews banned from all legal practices

Jews had to have their passports stamped with a J-shaped symbol

Kristallnacht – Night of the Broken Glass

1939 March

August

September

Membership of Hitler Youth Movement made compulsory

Food rationing was introduced

Second World War beginsWar Decrees were introduced

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http://www.historylearningsite.co.uk/kristallnacht_1938.htm

http://www.historylearningsite.co.uk/hitler_youth.htm


October Clothing coupons were introducedFirst ghetto in Poland created

1941 June

August

Einsatzgruppen carried out mass-murder operations in Soviet territory

Bishop Clemens von Galen’s speech against the Nazi regime’s euthanasia policies

1942 January Wannsee Conference decides on the Final Solution

1943 February

April

July

Bombing of Dresden

Dietrich Bonhoeffer imprisonedWhite Rose Group executed

Bombing of Hamburg

1944 July

November

Stauffenberg bomb plot failed

Edelweiss Pirates in Cologne hanged for killing a Gestapo chief

1945 September Second World War ends

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Appendix 3 Resources: Life in Nazi Germany, 1933–45

The resources below can be used by teachers and students for this option. This resource list is not definitive nor does inclusion of resources on this list represent an endorsement of the resource by CCEA. The resources identified are suggestions and they vary in depth, pitch, accessibility and purpose. While these resources may be used to support the learning and teaching of this option, for definitive guidance in your teaching of this option, reference should be made to the specification and specimen exemplar materials.

Textbooks

F. Madden and J. McBride, History for CCEA GCSE (Hodder Education, 2009)

F. Madden and J. McBride, History for CCEA GCSE Revision Guide (Hodder Education, 2007)

R. Whitfield, Life in Nazi Germany 1933-1945 (Nelson Thornes, 2009)

B. Walsh, GCSE Modern World History, (Hodder Murray, 2001)

Websites

Revision guides for a number of topics.www.bbc.co.uk/education/topics/zcqs6fr Good detail regarding Hitler’s takeover of political control.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/1consolidatepower1.shtml Focus on control and opposition within Nazi Germany.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2politicalpolicy1.shtml Focus on economic policies and workers.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2economicsocialpolicy1.shtml Focus on racial issues and policies towards religious groups in Nazi Germany.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml Details regarding varying opposition to the Nazi regime.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3naziopposition1.shtml

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http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3naziopposition1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3naziopposition1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2economicsocialpolicy1.shtml


http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2politicalpolicy1.shtml


http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/1consolidatepower1.shtml


http://www.bbc.co.uk/education/topics/zcqs6fr


Useful student-friendly detail regarding the impact of World War II on the German people.www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3waryears2.shtml Useful website on the persecution of the Jews.www.facinghistory.org/Some key topics covered in student-friendly detail.www.historylearningsite.co.uk/nazi-germany/

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http://www.historylearningsite.co.uk/nazi-germany/

http://www.facinghistory.org/

http://www.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3waryears2.shtml



Some key topics covered such as women and young people in Nazi Germany and useful revision quizzes to recap the topic.www.historyonthenet.com/nazi_germany/nazigermanymain.htm Detail regarding the impact of World War II on the German people as well as opposition to the Nazi regime.www.internationalschoolhistory.net/western_europe/germany/1939-45.htm Chronological overview of Hitler’s takeover of political power from 1933–34.www.johndclare.net/Nazi_Germany1.htm Useful Flashcards for Germany at War.https://quizlet.com/33124338/war-and-its-impact-on-life-in-germany-1939-47-flash-cards/ Useful activities and resources on Nazi Germany in general.https://schoolhistory.co.uk/ Online tutorials on a number of topics.www.sophia.org/tutorials/Lots of useful resources which can be accessed once you sign up to this website.www.teachithistory.co.uk United States Holocaust Memorial Museum.www.ushmm.org/Hitler: the rise of evil drama, available online. www.youtube.com/watch?v=dSjkpaXlXIE

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http://www.youtube.com/watch?v=dSjkpaXlXIE

http://www.ushmm.org/

http://www.teachithistory.co.uk/

http://www.sophia.org/tutorials/

https://schoolhistory.co.uk/

https://quizlet.com/33124338/war-and-its-impact-on-life-in-germany-1939-47-flash-cards/


http://www.johndclare.net/Nazi_Germany1.htm

http://www.internationalschoolhistory.net/western_europe/germany/1939-45.htm


http://www.historyonthenet.com/nazi_germany/nazigermanymain.htm


Resource List for Planning Framework

Content Elaboration ResourceHitler takes political control, 1933–34

The removal of opposition by Hitler

BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/1consolidatepower1.shtml

History Learning Site- Reichstag Firewww.historylearningsite.co.uk/nazi-germany/the-reichstag-fire-of-1933/

Overview of topicwww.johndclare.net/Nazi_Germany1.htm

Reichstag Fire www.telegraph.co.uk/news/worldnews/europe/germany/1310995/Historians-find-proof-that-Nazis-burnt-Reichstag.html

Hitler: the rise of evil drama www.youtube.com/watch?v=dSjkpaXlXIE

Control and Opposition

The creation of the Police State

BBC History on Himmlerwww.bbc.co.uk/history/historic_figures/himmler_heinrich.shtml

BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2politicalpolicy1.shtml

Role of the SSwww.historyonthenet.com/nazi_germany/ss.htm

Gestapo documentary www.youtube.com/watch?v=LtgB4qiiWBI&list=PL7F0D3D4BC10B614A

38

http://www.youtube.com/watch?v=LtgB4qiiWBI&list=PL7F0D3D4BC10B614A



http://www.historyonthenet.com/nazi_germany/ss.htm

http://www.historyonthenet.com/nazi_germany/ss.htm




http://www.bbc.co.uk/history/historic_figures/himmler_heinrich.shtml

http://www.bbc.co.uk/history/historic_figures/himmler_heinrich.shtml

http://www.youtube.com/watch?v=dSjkpaXlXIE

http://www.telegraph.co.uk/news/worldnews/europe/germany/1310995/Historians-find-proof-that-Nazis-burnt-Reichstag.html



http://www.johndclare.net/Nazi_Germany1.htm

http://www.historylearningsite.co.uk/nazi-germany/the-reichstag-fire-of-1933/

http://www.historylearningsite.co.uk/nazi-germany/the-reichstag-fire-of-1933/





Propaganda and censorship

Video on Nazi censorshipwww.youtube.com/watch?v=q6h2WoLPMYc

Overview of the life of Goebbelswww.pbs.org/wgbh/amex/holocaust/peopleevents/pandeAMEX98.html

Online tutorial which focuses on propaganda www.sophia.org/tutorials/propaganda-in-nazi-germany

Opposition BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/oppositionrev1.shtml

BBC History File film on opposition to the Naziswww.youtube.com/watch?v=hOPTURrhzDw

Martin Niemöller overviewwww.ushmm.org/wlc/en/article.php?ModuleId=10007392

Oral history account of Edelweiss Pirates’ activitieswww.ushmm.org/outreach/en/media_oi.php?MediaId=1236


Nazi attempts to reduce unemployment

BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2economicsocialpolicy1.shtml

Nazi attempts to change the lives of workers

Leisure incentiveswww.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/economicrev2.shtml

Strength Through Joywww.historylearningsite.co.uk/strength_through_joy.htm


Nazi views of women and the family and actions and policies to change their lives

Women in Nazi Germanywww.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/womenrev1.shtml

Women in Nazi Germanyhttp://spartacus-educational.com/GERwomen.htm#section2

39

http://spartacus-educational.com/GERwomen.htm#section2

http://spartacus-educational.com/GERwomen.htm#section2

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/womenrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/womenrev1.shtml

http://www.historylearningsite.co.uk/strength_through_joy.htm

http://www.historylearningsite.co.uk/strength_through_joy.htm

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/economicrev2.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/economicrev2.shtml




http://www.ushmm.org/outreach/en/media_oi.php?MediaId=1236

http://www.ushmm.org/outreach/en/media_oi.php?MediaId=1236

http://www.ushmm.org/wlc/en/article.php?ModuleId=10007392


http://www.youtube.com/watch?v=hOPTURrhzDw

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/oppositionrev1.shtml

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/oppositionrev1.shtml

http://www.sophia.org/tutorials/propaganda-in-nazi-germany

http://www.sophia.org/tutorials/propaganda-in-nazi-germany

http://www.pbs.org/wgbh/amex/holocaust/peopleevents/pandeAMEX98.html

http://www.pbs.org/wgbh/amex/holocaust/peopleevents/pandeAMEX98.html

http://www.youtube.com/watch?v=q6h2WoLPMYc


Overview video of Nazi policies towards womenwww.youtube.com/watch?v=hC05SbnDRSc


Nazi actions and policies to change the lives of young people

Education in Nazi Germanywww.bbc.co.uk/education/clips/zdp8mp3

BBC History File on life of young people in Nazi Germanywww.youtube.com/watch?v=K0Ea0QuDnfc

Hitler Youthwww.historylearningsite.co.uk/hitler_youth.htm


Nazi persecution of minorities and the Jewish community

BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/2racialreligiouspolicy1.shtml

BBC History File on Anti-Semitismwww.youtube.com/watch?v=8Os9tQCztaA

A number of key educational videos focusing on Jewish persecutionwww.facinghistory.org/topics/holocaust/transforming-germany-1930s

Timeline of eventswww.ushmm.org/learn/timeline-of-events/before-1933

Documentary on Kristallnachtwww.youtube.com/watch?v=s5x_T22sRDk

DVD: Days That Shook The World (Kristallnacht), S1, E7

Germany at war

Life in Germany during World War II

BBC Bitesizewww.bbc.co.uk/schools/gcsebitesize/history/tch_wjec/germany19291947/3waryears2.shtml

Impact of the war on the German peoplewww.internationalschoolhistory.net/western_europe/germany/1939-45.htm

Impact of the war on the German people

40






http://www.youtube.com/watch?v=s5x_T22sRDk

http://www.ushmm.org/learn/timeline-of-events/before-1933

http://www.ushmm.org/learn/timeline-of-events/before-1933

http://www.facinghistory.org/topics/holocaust/transforming-germany-1930s

http://www.facinghistory.org/topics/holocaust/transforming-germany-1930s

http://www.youtube.com/watch?v=8Os9tQCztaA



http://www.bbc.co.uk/education/clips/zdp8mp3

http://www.youtube.com/watch?v=hC05SbnDRSc



Escalation of racial persecution

Contemporary accounts on ghettoswww.facinghistory.org/topics/holocaust/ghettos

Contemporary accounts on the escalation of persecution www.facinghistory.org/topics/holocaust/perpetrators-and-mass-murder

Killing Centreswww.ushmm.org/wlc/en/article.php?ModuleId=10005145

Einsatzgruppenwww.ushmm.org/wlc/en/article.php?ModuleId=10005130

Concentration Campswww.ushmm.org/wlc/en/article.php?ModuleId=10005474

Growing opposition and resistance in Germany to Nazi rule during the war years

Kreisau Circlewww.historylearningsite.co.uk/nazi-germany/kreisau-circle/

Opposition to the Nazi regimewww.internationalschoolhistory.net/western_europe/germany/1939-45.htm

Operation Valkyrie video clipwww.youtube.com/watch?v=3iojQ6Ao5WA

41

http://www.youtube.com/watch?v=3iojQ6Ao5WA



http://www.historylearningsite.co.uk/nazi-germany/kreisau-circle/

http://www.historylearningsite.co.uk/nazi-germany/kreisau-circle/







http://www.facinghistory.org/topics/holocaust/perpetrators-and-mass-murder

http://www.facinghistory.org/topics/holocaust/perpetrators-and-mass-murder

http://www.facinghistory.org/topics/holocaust/ghettos

http://www.facinghistory.org/topics/holocaust/ghettos




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