Name:

GCSE Grade (if applicable): AS ALPS target: Personal target:

Based on your overall performance so far: what is your most important skills and study targets for studying this essay based topic.

SKILL TARGET: STUDY TARGET:

Germany Skills Strongly Agree Agree Neither Agree nor disagree

Disagree Strongly disagree

AO1a: I can use a wide range of accurate and relevant evidence.

AO1a: I can accurately and confidently use appropriate historical terminology.

AO1a: I can create clearly structured and coherent answers to questions.

AO1a: I can communicate accurately and legibly.

AO1b: I understand how to analyse key concepts (continuity/ change/ causation/ significance) within their historical context.

AO1b: I can cover a range of relevant factors that are fully evaluated/ linked.

AO1b: I can show clear understanding of significance/ links between factors.

AO1b: I can produce a consistently and relevantly analytical answer with full support.

Study skills: I can take responsibility for my own learning, seek information and clarification independently and know when to ask for help.

Study skills: I can keep up to date with deadlines and stay organised.

Führerprinzip

Volk

Völkischer Beobachter

Teutonic Paganism

Cult of Personality

Eugenics

Social Darwinism

Volksgemeinschaft

Concordat

‘Blood and Soil’

Lebensraum

Lebensborn

Cumulative Radicalisation

Intentionalist

Structuralist

Ghettoes

Civil Rights

Legal Discrimination

Nuremberg Race Laws

Kristallnacht

Pogrom

Guns and Butter

Autarky

Aspect of the Topic Confidence Level? Target

The Nazi Government and its Organisation

Volksgemeinschaft and the Nazi Society: Workers

Volksgemeinschaft and the Nazi Society: Youth

Volksgemeinschaft and the Nazi Society: Religion

Volksgemeinschaft and the Nazi Society: Women and the Family

Volksgemeinschaft and the Nazi Society: Culture and Outsiders

Volksgemeinschaft and the Nazi Society: Race

The Economy

Total War

Essay Title Mark /50 Grade Key Target

Rather than doing this as a series of questions, it might be helpful (if you are a visual learner) to do questions D-M as a big mind map based around the idea of the consolidation of Nazi authority (beyond Gleichschaltung) that includes: Hitler, Propaganda, SS, Gestapo, Nazi Party, Existing Government, Courts, Concentration Camps.

The Concentration of Power in the Third Reich

Learning Objectives To be able to explain where power was concentrated in the Third Reich . Success Criteria

1. (Ao1a) To research an issue in order to help explain where power was concentrated in the Third Reich . 2. (Ao1b) To then be able to explain one issue to others to help explain where power was concentrated in the

Third Reich . 3. To be able to learn from others in order to explain where power was concentrated in the Third Reich .

Group Work Task You will work in groups to research one area of the government organisation of the Third Reich. You will then work together as a class to complete a thorough assessment of all areas (complete the table on the next page): The Issues

The role of Hitler and his Nazi leaders

The role of Central Government (institutions that already existed).

The role of the SS and the Gestapo (Terror)

The role of the Nazi Party

The role of Propaganda There are resources available in the classroom, and you can also use any other resources you can find. Independent Task: Check your understanding. Use pages 72-87 to do so. Can you answer these questions? Answer these on lined paper.

a. Was the Third Reich a dual state? (a state where there appears to be two forms of government at the same time?)

b. To what extent is calling the Third Reich a dual state an oversimplification of a complex situation?

c. To what extent did the influence of the Nazi Party revive after 1938-39? d. Assess the role of the Party in establishing and consolidating Nazi authority

in Germany 1933-45? e. ‘In both his role as Party leader from 1925 onwards and as Chancellor and

Führer of the German Reich, Hitler acted as a ‘remote umpire handing down random decisions from on high, 1933-45?’ How far do you agree with this assessment?

f. Assess Hitler’s contributions to establishing and consolidating Nazi authority in Germany, 1933-45.

g. What was the role of the courts in consolidating Nazi authority, 1933-45? h. To what extent did the SS play a vital role in establishing and consolidating

Nazi authority? i. How effective were the Gestapo in crushing opposition to Nazi authority,

1933-45? j. To what extent did the concentration camps help Hitler establish and

consolidate Nazi authority, 1933-45? k. ‘It was the machinery of terror that established and consolidated Nazi authority’. To what extent was this

true? l. Which do you think was more important- terror or propaganda in the establishment and consolidation of

Nazi authority? m. Assess the aims of Nazi propaganda.

Hitler and his Nazi Leaders The role of Central Government

The role of the SS and the Gestapo

The role of the Nazi Party The role of Propaganda

Conclusions: Who was the most powerful? How were the people kept in line? How organised was the Nazi State?

Volksgemeinschaft and the Nazi Society: Workers

Learning Objectives To be able to explain how the Nazis tried to bring the workers into the Volksgemeinschaft . Success Criteria

1. (Ao1a) To be able to explain what was meant by the Volksgemeinschaft . 2. (Ao1a) To be able to explain how the Nazis attempted to bring the workers into the Volksgemeinschaft . 3. (Ao1b) To evaluate the level of success the Nazis had in bringing the workers into the Volksgemeinschaft .

Task 1: What wass the Volksgemeinschaft? Use page 181 of your Access to History reading to put together a definition of the Volksgemeinschaft.

............................................................................................................................. ................................................................................................................................................................................................................................................................................................... .................................................................................................................................................... ........................................................................................................................................................................... Task 2: Who was in and who was out? Use these posters to identify who was involved in the Volksgemeinschaft and who was not.

Task 3: Appealing to the workers

Annotate this working man with all the things that they might want. Link this back to the work done on the Weimar Republic and the situation the working man was in by the time the Nazis got to power in 1933.

Go back at the end of these tasks and tick off what the Nazis gave the workers. Do you think this will have made the workers part of the Volksgemeinschaft.

Task 4: What happened to the different types of Nazi worker?

The working class

The peasantry

Professionals e.g. teachers The Mittelstand

Task 5: The different aspects of Nazi Policy towards the workers a) The claims of the Nazi Party towards the workers are in the boxes below. Using the information on page 112-114 of your booklet to assess how true they were.

............................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ............................................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .......................

............................................................................................................................................................................................................................................................................ .................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .......................

............................................................................................................................. ................................................................................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ............................................................................................................................................................................................................................................................................................................................................................................................................................................................ ...........................................................................................................................................................................

Professionals e.g. doctors

There was equality between the workers of brain and fist.

The workers had been set free from their unpatriotic union and political leaders.

The workers were integrated into the People’s Community

b) Complete the table using pages 112-114. Which aspects of Nazi policy would have made workers happy or not?

Happy Unhappy

c) ‘The People’s Community was essentially a confidence trick; it was held together by terror’. To what extent do you agree with this assessment of the People’s Community?

...................................................................................................................... ...................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ............................................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ......................

d) Finally, go back to Task 3. How many of the worker’s hopes have been fulfilled? Add that to your worker.

Nazi Education Checklist

Make sure that you have covered everything you need to by ticking off this list.

Reference to legislation.

Specific dates

Leading Nazis in education.

Groups and organisations.

Subjects studied

Different Types of School

Difference between schools and universities.

Success of Nazi education policy.

The Volksgemeinschaft and Nazi Society: Young People

Learning Objectives To be able to evaluate how successfully the Nazis indoctrinated young people into the Volksgemeinschaft . Success Criteria

1. (Ao1a) To be able to describe different methods the Nazis used to indoctrinate the youth . 2. (Ao1b) To evaluate the level of success the Nazis had in bringing the young into the Volksgemeinschaft .

Task 1: The Youth and Indoctrination

What does this suggest about how the Nazis intended to deal with the youth in the Third Reich?

............................................................................................................................. ............................................................................................................................................... ...........................................................................................................................................................................

Task 2: Education under the Nazis You will need to use both your textbook (pages 104-105) and your reading from Access to History in order to complete the following tasks. a) The Nazi Teacher. Change your teacher into the ideal Nazi teacher- you can either draw it, or create a list to explain it. Use page 190 of your Access to History reading.

How were university lecturers affected? Again- either draw it or create a list.

When an opponent declares, ‘I will not come over to your side’ I calmly say, ‘Your child belongs to us already... What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community.’

Hitler in 1933.

Remember to explain why these changes or lack of changes take place!

b) Using the information on page 190-91 of the textbook, the source sheets and your textbook (page 104) create a timetable for a Nazi school. Try and write a sentence to describe the course content and why they are studying that.

Period 1 Period 2 Period 3 Period 4 Period 5 Period 6

Monday

Tuesday

Wednesday

Thursday

Friday

c) In this box (using the same sources of information as above), how else were students indoctrinated at school?

d) The different types of school Using your textbook, pages 105, complete the table describing the different types of school

Napolas Adolf Hitler Schools Ordensburgen

How successful were those schools?

e) To what extent did the Nazi regime change the educational system? Based on everything that you have learned above, answer that question with reference to evidence and examples.

............................................................................................................................. ........................................................................................................................................................... ................................................................................................................................... ......................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .......................

Task 3: The Hitler Youth and the various institutions for the young people of the Third Reich. a) Use the information on page 106-107 of your textbook and page 191-193 of the Access to History reading in order to annotate the young people with the different organisations that existed for them.

b) How successful were those organisations? Use your source sheet to help you draw a conclusion.

............................................................................................................................. ............................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ....................... Task 4: Alternative Youth Groups Use page 107 of the textbook and 195 of your Access to History reading to help you understand the different groups that existed in Nazi Germany that were outside Nazi control. You will need to research some at home.

The Swing Movement

The Edelweiss Pirates

The White Rose group

Task 5: The effectiveness of Nazi Policy towards young people Use this table and the knowledge that you have collected to help you assess the effectiveness of Nazi policy towards young people. Page 193-195 will also help you do this.

Successes Failures

Conclusion:

If you are interested in the Nazi policy towards the youth, there are lots of things you could research to support your work. There are readings available in the History classroom, you could use the internet to research these things in more detail: e.g. The Poisonous Toadstool, Hitler Youth Propaganda, Educational textbooks the Nazis used.

The Volksgemeinschaft and Nazi Society: Women

and the Family

Learning Objectives To be able to evaluate how successfully the Nazis created the ideal Nazi family . Success Criteria

1. (Ao1a) To be able to describe different methods the Nazis used to create the ideal Nazi family .

2. (Ao1b) To evaluate the level of success the Nazis had in their policies towards women and the family . What does this mean? Where you see this symbol it means that the learning for this section is flipped. Your teacher will make a variety of materials available to you: this may be video, reading, online lectures, podcasts etc, and your job is to complete the learning outside of the classroom. This is essentially where you complete the Ao1a section of the lesson (the knowledge, recollection and description). While you will think about Ao1b at home, we will be able to spend more lesson time on Ao1b (the more difficult aspect) in lessons. The learning is flipped because ordinarily, you would be taught the content (the Ao1a) at school and then go home and work on the evaluation and analysis (the Ao1b), we will do it the other way around. The Cornell note-taking system. The Cornell note-taking system is a way of taking notes that helps you to analyse them for future learning and works by dividing your notes pages into sections. This may take up a whole page of A4 or more. Use this method to create your notes on this section.

Questions and Key Words (the section you complete SECOND) This is where you use your notes to form questions (e.g. questions that may be analytical or summarising in nature) that help you organise your notes. This helps you use them for exam revision. This may also be where we annotate notes for Ao1b.

Notes (the section you complete FIRST) This is where you take your notes in short sentences as part of your reading, understanding and processing (this is really where your Ao1a is).

Summary (the FINAL section that you complete) This is where you develop your conclusions.

The resources available for this section:

1. Your reading from Access to History, Germany Democracy and Dictatorships (pages 203-206) 2. Your textbook (pages 109-111) 3. Ana’s presentation: http://www.educreations.com/lesson/view/nazi-volksgemeinschaft-women-and-the-

family/17560573/?s=Af36m9&ref=link (or find on Twitter: https://twitter.com/History_groby). 4. Ana’s flowboard, which will lead to various other links: http://flowboard.com/s/6rf (which can also be found

on Twitter). Remember, your homework for each half of the course should be two hours.

The Creation of the Nazi Volksgemeinschaft: the role of

religion and culture

Learning Objectives To be able to assess how successfully the Nazis managed to incorporate religion and culture into the People’s Community. Success Criteria

1. (Ao1a) To be able to describe how the Nazis worked with religion and culture during the Third Reich. 2. (Ao1b) To evaluate the level of success the Nazis had in controlling religion and culture during the Third

Reich . Task 1: Religious Problems during the Third Reich We have already looked at the Churches during the consolidation of Hitler’s power. What do you remember about the problems that the Churches had? Try to list a few in the box below. Task 2: The German Faith Movement Using the information below and the information on page 197 of your reading, explain what the German Faith movement was supposed to achieve.

............................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .................................................................................................................................................... ...........................................................................................................................................................................

Task 3: Conciliation and Conflict 1933-5 Use pages 197-199, summarise conciliation and conflict in this table.

Conciliation Conflict

‘Blood and Soil’: the belief that the peasant farmer and values of the countryside were the epitome of Nazi ideals.

A German Faith movement parade.

The movement had around 200,000 followers initially (less than 0.3% of the population) and only ever rose to about 5% by 1939. Following the Nazi accession to power, it obtained rights of civil tolerance from Rudolf Hess, but never the preferential treatment from the Nazi state for which Hauer (leader of the movement) campaigned.

Task 4: The Escalator of Nazi vs. Church conflict

Use page 199-200 to complete this escalator. Decide which of the steps would lead to conflict between Church and state escalating between 1935-1945.

Task 5: How successfully did the Nazis control Religion in the Third Reich? Consider the following and complete the table. You may also find it helpful to read page 200-201.

Question Does this mean that the Nazis successfully controlled religion in the Third Reich?

Does the German Faith Movement demonstrate the success of the Nazi aims to replace Christianity?

Do the actions of Christians such as Dietrich Bonhoeffer, Pastor Martin Niemöller and Bishop Galen prove that the Nazis were unsuccessful in controlling religion?

Does the lack of united opposition to Nazi policies in Germany prove that the Nazis were successful in controlling religion during the Third Reich?

Was J.R.C. Wright correct in saying that “The Churches were severely handicapped but not destroyed. Hitler’s programme needed time: he was himself destroyed before it had taken root”?

Task 6: Notes on Culture A mind map has been begun for you on a sheet of A3 paper. Complete the mind map with your own notes from pages 208-211 and the available reading for you. Task 7: Comparison of the success level of the Nazis in controlling religion and culture in the Third Reich Annotate these two images representing religion and culture with evaluative comments on their success in order to create a comparison. Which was more successfully controlled?

The Asocial and the Volksgemeinschaft

Learning Objectives To be able to explain who was excluded from the perfect Nazi society and to assess if a true social revolution took place . Success Criteria

1. (Ao1a) To be able to describe Nazi policy towards those they considered outsiders . 2. (Ao1b) To be able to explain why they were not considered part of the Volksgemeinschaft . 3. (Ao1a+b) To be able to link this to the other features of Nazi social policy in order to create a diagram that

assesses whether the Nazis achieved a social revolution . Task 1: Remind yourself of the aims of Nazi social policy. a) List them here in this box.

b) Who do you think would not fit into this policy?

c) What did they do about those groups? Use your reading, page 212-213 *Make sure that you refer to the specific legislation that the Nazis used to persecute these groups*

Imprisoned

Forced sterilisation

Euthanasia *note: it was very rare when Hitler got involved in creating specific policy.

Task 2: To what extent did the Nazis achieve a social revolution? Create a diagram that explains both sides of the argument and concludes.

Nazi Racial Policies: The Anti-Semitic State

Learning Objectives To be able to explain how the Nazis racial policy was designed to create the perfect Nazi society . Success Criteria

1. (Ao1a) To be able to describe Nazi racial policy . 2. (Ao1b) To be able to explain how the Nazis attempted to implement their racial policies . 3. (Ao1b) To be able to explain the eventual radicalisation of the Nazi racial policies .

Homework challenge: These badges all signify different markings of prisoner in Nazi concentration camps. Can you find out what they stand for?

Red triangles

Green Triangles

Blue Triangles

Purple Triangles

Pink Triangles

Black Triangles

Yellow Triangles

Yellow triangles with another over the top.

Black circle

Black circle with red circle

Letter on triangle (e.g. P or F)

Bar above triangle.

During today’s lesson, if there are any questions that do not get answered, record them in this box and see if you can find the answers to them out.

Task 1: The History of Anti-Semitism There is more information on this at this weblink: http://www.adl.org/assets/pdf/education-outreach/Brief-History-on-Anti-Semitism-A.pdf and also here: http://www.simpletoremember.com/articles/a/HistoryJewishPersecution/ a) What history was there of anti-Semitism in Germany and Europe? (page 219-220 of your reading)

............................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ....................... ............................................................................................................................. ........................................................................................................................................................................................................................................................................................................ ....................... b) What social factors were there in Germany in the nineteenth and twentieth centuries that led to anti-Semitism? (p.220-221) Make sure you understand the underlined key terms: scapegoat, Social Darwinism, anti-Semitism

Scapegoats Envy Economics Culture and “Science”

Task 2: Nazi Anti-Semitism a) Why did the Nazis take Anti-Semitism further than simply dislike of the Jews? (begin with p.221, but you may want to add to this later on in your note taking.

The conditions in Germany in the 1920s and 1930s Hitler and his followers

Homework challenge: What were Göring’s, Goebbels’, Himmler’s, Streicher’s and Heydrich’s roles in promoting anti-Semitism/ the Holocaust? Investigate this and take some notes.

Task 3: Gradualism and Cumulative Radicalisation a) How does Nazi policy get worse towards the Jews? Using this table of laws and policies, pages 222-228, add details to your notes on these issues and explain how Nazi policy towards the Jews is getting worse. You will need to read the text as well as look at the tables.

Policy Description (including any dates)

Why do you think the Nazis produced this law?

How does this prove gradualism/ cumulative radicalisation?

Propaganda and indoctrination

Law for the Restoration of the Professional Civil Service

Law for the Exclusion of Jewish journalists

The Nuremberg Race Laws: Reich Citizenship Act

Law for the Protection of German Blood and German Honour

Decree prohibiting Jewish doctors practising medicine

Decree to expel 17,000 Polish Jews resident in Germany

Decree to exclude Jewish pupils from schools and universities.

Decree for the compulsory closure and sale of all Jewish businesses.

Decree for the introduction of curfew for Jews

Terror and Pogroms (including Kristallnacht)

Forced Emigration

Policy Description (including any dates)

Why do you think the Nazis produced this law?

How does this prove gradualism/ cumulative radicalisation?

Ghettoisation

Einsatzgruppen

The Wannsee Conference and the Final Solution

b) How did the 1936 Olympics in Berlin affect the Holocaust?

............................................................................................................................. ................................................................................................................................................................................................................................................................................................... ............................................................................................................................................................................................................................................................................................................................................................................................................................................................ ....................... c) What did Nazis do to Gypsies?

............................................................................................................................................................................................................................................................................ ............................................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................... d) What evidence is there for the intentionalist and structuralist interpretations of Nazi racial policy? You will need to use your handout on the intentionalist and structuralist interpretations to help you.

Intentionalist Structuralist

To what extent did the Nazis transform German economic policy?

Learning Objectives To be able to evaluate the extent to which the Nazis improved the German economy. Success Criteria

1. (Ao1a) To be able to describe the three phases of the Nazi economy. 2. (Ao1b) To be able to assess how far the Nazis met their aims. 3. (Ao1b) To be able to evaluate the impact the Nazis had on the economy. 4. (Study Skills) To create a summary sheet to help you revise this topic .

The Three Phases of the German Economy

Phase Key People/ Policies

Recovery (1933-1936) Hjalmer Schacht, control of capital, Reich Food Estate subsidies, Reich Entailed Farm Law, state investments (Law to Reduce Unemployment), Reich Labour Service, , attempts to sort out the balance of Trade, The New Plan, Mefo Bills.

Rearmament (1936-1939) Guns or Butter, The Four Year Plan

War (1939-1945) Military Expenditure, economic mobilisation, armaments, Rationalisation Decree, Central Planning Board

Task 1: Nazi Economic Aims and Nazi Economic Problems a) Below is a summary of the Nazi economic aims and the Nazi economic problems. a) Which of the Nazi economic aims/ theories directly relates to a problem that they had to solve? b) What on this list is a problem within the Nazi Party itself? c) Which aims do they discard and which do they prioritise? You will want to add some extra detail to these summaries (page 93 of your textbook will help).

Hitler had told his Cabinet in February 1933 to ‘avoid all detailed statements concerning an economic programme of the government’.

The German economy had depended on trade in manufactured good, but the Depression had slowed down global trade dramatically. Germany’s selling of manufactured goods had declined rapidly.

Nazi 25 point programme issued in 1920 included statements like profit sharing, old age insurance benefit and nationalisation of businesses.

Industry had declined during the Depression. Businesses had cut production or collapsed.

Deficit financing: to create jobs and create demand in the economy (spend money to make money)

Unemployment was high- in 1932, 5.6 million were unemployed. Unregistered unemployed actually around 8million

Wehrwirtschaft (defence economy) and autarky (self sufficiency).

Agricultural depression was worse. Agricultural prices, farmers wages and incomes fell sharply, forcing some to sell off their farms.

Hitler had no real understanding of economics, and there was a lack of direction or coherent economic policy. It was reactive, rather than proactive or planned.

War debts, reparations and inflation had destroyed German banking before 1929. Afterwards, foreign investment was gone, German share prices collapsed and five major banks had closed in 1931.

b) Conclusion (Ao1b): was historian A. Schweitzer correct when he said ‘no single unified economic system prevailed throughout the entire period of the Nazi regime’? (You will probably want to do this task at the end of this section).

....................................................................................................................................................................................................................................................................... ......................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .................................................................................................................................................... ........................................................................................................................................................................... Task 2: Schacht and the Economic Recovery a) Using pages 164-165 of your Access to History reading, complete the diagram with notes of what Schacht’s initial economic policy was. Make sure that you include these key terms: Reich Food Estate, Reich Entailed Farm Law, Law to Reduce Unemployment, Reich Labour Service, Autobahns. b) Highlight where policies had actually begun before the Nazis took power in 1933. c) Do not forget to add the successes and failures. You will need to look at the statistics in the textbook carefully.

d) Why was Germany’s balance of trade problem so significant? (page 166 of Access to History)

............................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .................................................................................................................................................... ........................................................................................................................................................................... Task 3: Schacht’s New Plan Using the reading from Access to History (page 167) to explain how successfully Schacht prevented excessive imports and funded rearmament (using the dictatorial powers he was given). You can also look at page 98 of your textbook.

Ao1a: Method (make sure that you describe these methods).

Ao1b: How successfully did Schacht manage to prevent excessive imports/ deal with economic problems?

Bilateral trade treaties

The Reichsmark Currency

Mefo Bills

Task 4: Did the Nazis successfully create full employment during this period? Use page 93-94 of your textbook to add evidence to Financial Wizard Schacht’s mumblings and musings.

Guns or butter? What does the term mean? Task 5: Guns or Butter? The Resignation of Schacht

a) What are the arguments for guns or butter being the focus of the German economy? Use page 170-171 of the Access to History reading (pay particular attention to Hitler’s own words on page 171) and you can also use page 99 of your textbook. b) Why was Goering in and Schacht out?

............................................................................................................................. ................................................................................................................................................................................................................................................................................................... .................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ ....................... c) What were the objectives of the Four Year Plan?

................................................................................................................................................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................... d) What were the effects of the Four Year Plan?

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Guns Butter

e) Was there really a compromise between guns and butter?

............................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................................ .................................................................................................................................................... ........................................................................................................................................................................... f) The “overheating” of the economy What evidence can you find on page 100-101 (or in what you have learned already) in your textbook for the following statements?

That rearmament had caused more problems than it solved.

That Germany had to go to war in 1939 in order to relieve the “domestic pressures and constraints which were economic in origin”

Task 6: Total War, 1941-5 a) Using pages 101-102 of your textbook and pages 175-176 of your Access to History reading, describe Speer’s economic policies.

.......................................................................................... .............................................................................................. .............................................................................................. ............................................................................................... ............................................................................................... ............................................................................................... ............................................................................................................................. .................................................................................................................................................... ........................................................................................................................................................................................................................................................................................................ .......................b) What were the successes and limitations of Speer’s policies?

Successes Limitations

c) How was the labour crisis solved in the war industries?

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Opposition to the Nazi Regime

Learning Objectives To be able to assess the level of opposition that the Nazis faced . Success Criteria

1. (Ao1a) To be able to use contextual knowledge to support/ challenge statements about opposition to the Nazi regime 1933-1945 .

2. (Ao1b) To assess the truth of statements about opposition to the Nazi regime, 1933-1945 . Use the SHP reading and your textbook (pages 82-87) to help you:

Find evidence to support/ challenge these statements about opposition to the Nazi regime.

Draw your conclusions about whether these statements are true or not.

There was no organised resistance to the Nazis during 1933-1945?

Evidence that supports this Evidence that challenges this

To what extent is that statement true?

Opposition only began to Hitler when the Second World War began to go badly. (it is worth looking at page 320 of your SHP reading to help you here, as well as through the other work).

Evidence that supports this Evidence that challenges this

To what extent is this statement true?

The most successful opposition to the Nazi regime came from the Church (look at your notes, and pages 322-324 of your reading)

Evidence that supports this Evidence that challenges this

To what extent is this statement true?

The ordinary people were completely united behind the Nazis, making opposition unlikely. (Look at pages 322-324, 329-330 and think about your notes on the Volksgemeinschaft).

Evidence that supports this Evidence that challenges this

To what extent is this statement true?

The machinery of terror was effective at both preventing and stopping opposition (this is referring really to the SS and concentration camps, but you could also think about your work on Nazi Propaganda and indoctrination)

Evidence that supports this Evidence that challenges this

To what extent is this statement true?

The essays that you can’t answer yet are in italics. All the rest, you can!

January 2009

Assess the reasons for the survival of the Weimar Republic in the 1920s.

How successful were the Nazis in their policy of Gleichschaltung (coordination) after 1933?

Assess the reasons why two German states emerged from 1945-1949. June 2009

To what extent do the weaknesses of Weimar democracy explain Hitler’s rise to power in 1933?

How successful were Hitler’s economic policies to 1945?

Assess the reasons for West Germany’s ‘economic miracle’ in the 1950s. January 2010

To what extent did the Weimar Republic in the 1920s overcome the problems it faced?

‘Their use of terror was the main reason that the Nazis retained control in Germany after 1933’. How far do you agree?

Assess the reasons why Adenauer kept power for so long after 1949. June 2010

‘The impact of the Great Depression was the main reason for Hitler’s rise to power by January 1933’. How far do you agree?

To what extent did the Nazis achieve the aims of their social policies?

How successful was Adenauer’s foreign policy? January 2011

‘Economic recovery was the main reason why the Nazis stayed in power after 1933’. How far do you agree?

Assess the reasons why a divided Germany emerged in the years from 1945 to 1949.

To what extent was Adenauer personally responsible for West Germany’s growing strength in the 1950s? June 2011

How effectively did Weimar governments deal with the problems they faced in the 1920s?

To what extent was Hitler’s leadership the main reason why the Nazis came to power in 1933?

How successful was Hitler’s economic policy to 1945? January 2012

To what extent were the actions of other political parties and their leaders responsible for the rise to power of Hitler and the Nazi Party?

To what extent did Hitler’s consolidation of power in Germany after March 1933 depend on terror?

Assess the reasons for West Germany’s political stability in the 1950s. June 2012

To what extent did Gustav Stresemann’s policies bring stability to the Weimar Republic?

How successful were the Nazis in imposing their ideas about society on the German people?

To what extent was the Soviet Union responsible for the division of Germany from 1945-1949? January 2013

Assess the reasons for Hitler’s coming to power in 1933?

‘Hitler’s economic policies failed to prepare Germany for war’. To what extent was this true?

To what extent were Adenauer’s foreign policies the main reason he retained power from 1949-1963? June 2013

‘Investment and support from foreign powers was the main reasons the Weimar Republic survived in the 1920s’. How far do you agree?

Assess the reasons for the lack of opposition in Nazi Germany?

How successful was Adenauer as Chancellor from 1949-1963?