The KING’S Medium Term Plan – History

Y8 Learning Cycle 5 Programme

Module The Twentieth Century – A century of development or despair?

Subject

Challenging

Question

Was the 20th Century a time of delight or despair?

This unit is about America in the 1920s and Hitler’s Germany. The unit is designed to cover key events of the 20th Century that are

important for students to know and appreciate before potentially leaving history as a subject. The content is designed to investigate the

impacts of key developments on the people of America and Germany.

Lines of Enquiry Lines of Inquiry

Week 1: Was 1920s America all singing and dancing?

Week 2: Were woman appreciated or oppressed in the 1920s?

Week 3: How did Hitler gain so much power in Germany?

Week 4: How did Hitler command so much respect from the German people?

Week 5+6: Why were the Nazis allowed to repress the Jews?

Week 7: Revision, learning homework – incorporate the skills developed this semester. Assessment week.

Week 8+9: Gap teaching – from assessment analysis.

By the end of this learning cycle, students in history will be able to answer questions based around: Key issue 1: How Roaring was the Roaring Twenties? In order to do this students must understand the following topics;

Cinema

Prohibition: groups for and against it; organised crime; the impact on society

Young people: fashions, flappers.

Key issue 2: What impact did the Nazis have on the people of Germany?

In order to do this students must understand the following topics;

The rise of the Nazis

Hitler’s impact on young people and women

Hitler’s impact on the Jews – Nuremburg, Kristallnacht and Final Solution

Students will use a mixture of the following historical techniques to do this; AO1 Recall, select and communicate their knowledge and understanding of history AO2 Demonstrate their understanding of the past through explanation and analysis of: •key concepts: causation, consequence, continuity, change and significance within an historical context •key features and characteristics of the periods studied and the relationship between them AO3 Understand, analyse and evaluate: • a range of source material as part of an historical enquiry •how aspects of the past have been interpreted and represented in different ways as part of an historical enquiry

Week 1

(2 Hours class

learning)

Was 1920s America all singing and dancing?

Hypothesis 1: – Modern cinema was invented in 1920s USA

Hypothesis 2: – Prohibition made the average person a criminal

Learning intention

• Students will understand why Prohibition was introduced, what effects it had and why it failed (Knowledge - supported by Women's Christian Temperance Union and the Anti-Saloon League, claims alcohol caused crimes, divorce and insanity, many people just started to create alcohol illegally such as moonshine, speakeasies cropped up to sell alcohol - more than 30,000 in New York alone, bootleggers imported alcohol illegally, Al Capone and other organised criminals benefitted from the illegal sales, 227 gangsters killed in 4 years in Chicago with no convictions)

Success Criteria

From June 2014 and June 2011 Papers; * Students will investigate attitudes towards Prohibition and the effects of prohibition Students will:

Bronze: General comments or simple statements

KGP 1-2 students can mention several points associated with prohibition e.g. organised crime KGP 3-4 students can describe at least one reason why it was introduced, why it was unpopular and why it led to organised crime Silver: Simple explanation, gives one reason supported by facts or offers a number of reasons with limited explanation

KGP 4-6 - Analyse the effects of prohibition mentioning specifics such as Al Capone, speakeasies, corrupt police, why it was introduced, supply and demand, rival gangs Gold: Developed explanation - looking at two or more reasons in detail

KGP 6-8 - Give examples and explain using facts and figures e.g. sale of illegal alcohol only grew throughout the 1920s, police taking bribes, moonshine, mention one or more organisations supporting Prohibition, popularity of Al Capone - seen as a good guy, Overview of lessons this week:

• Students will start the week being introduced to 1920s USA and will look at cinema and the impact that increased leisure time had on society

• Students will look at the effects of Prohibition on America through research and source materials including carousels. This will look at

speakeasies, bootleggers and moonshine.

Week 2

(2 Hours class

learning)

Were woman appreciated or oppressed in the 1920s?

Hypothesis 3: – Prohibition fueled the mafia

Hypothesis 4: – America freed women in the 1920s

Learning intention

• Students will understand how young people and flappers changed in the 1920s (Knowledge – people had more money and wanted to have fun, flappers wore hair bobbed and tried to appear flat chested, skirts that were close to the knee were worn, flappers smoked cigarettes, drove cars and many were openly lesbian, a time of massive change to free will and freedoms, the young rebelled against their parents, this was all associated with the rise of jazz)

Success Criteria

* Students will investigate changing attitudes towards women, young people and morals in the 1920s Students will:

Bronze: General comments or simple statements

KGP 1-2 students can mention vague points associated with change for women and young people e.g. flappers existed and were more free KGP 3-4 students can describe several changes, flappers openly lesbian, hair short, flat chested, young people rebelled against parents Silver: Simple explanation, gives one reason supported by facts or offers a number of reasons with limited explanation

KGP 4-6 - Analyse the reasons behind the change, after World War One people wanted to enjoy themselves, people had more money due to the boom Gold: Developed explanation - looking at two or more reasons in detail

KGP 6-8 - Give examples and explain how both young people and flappers showed America had changed during the 1920s and link to World War One and the economic boom. Progress Outcomes: AO1 – Explain what flappers looked like and what they did, AO2 – Explain the causes and consequences the flapper movement in the US, explain the significance of this change in attitude AO3 - Evaluate how reliable a source is for studying young people in America in the 1920s

Overview of lessons this week:

• The final session of the week will look at organised crime. This will lead on from the previous lesson where organised crime was touched on when

looking at the effects of Prohibition. This will focus on Al-Capone and how he ruled Chicago. Students will see how such men were powerful and

revered through sources.

• Students will start the week being introduced to flappers and changing attitudes to women in the 1920s. This will start with gauging knowledge of

how they believe women were treated in this time based on past content. This will link to previous learning on jazz.

Home learning:

Knowledge organiser

Week 3

(2 Hours class

learning)

How did Hitler gain so much power in Germany?

Hypothesis 7: – The Reichstag Fire led to massive Nazi gains

Hypothesis 8: – The Night of Long Knives was the most brutal part of Nazi power consolidation

Lesson 3 of this week will include the middle cycle test Learning intention • Students will understand how Hitler used the Reichstag Fire to solidify his position as chancellor

(Knowledge – Van der Lubbe accused by Nazis of starting communist plot to burn down the Reichstag, building destroyed, led to the Enabling Law

being passed and greater support for Hitler in the March 1933 elections, conflicting stories and evidence about the fire, Nazis used this as propaganda to

get support against the communists, Emergency Decree passed by Hindenburg (Article 48) gave Hitler sweeping powers against all political opponents

(Law for the Protection of People and the State), Nazis gain 44% of the votes in March election)

Success Criteria From June 2014 test paper - * Students will describe the Reichstag Fire and the events that led up to the election of March 1933 From the examiners report - students will:

Students will:

Bronze: description

Students can state a communist was accused by the Nazis of starting the fire or Van Der Lubbe was accused of starting the fire Silver: Detailed description of limited aspects or limited description on wider range of aspects

Students can describe in detail a limited amount of relevant pieces of information, such as details on the fire and differing interpretations and evidence, or how the Nazis used propaganda against the communists. Two detailed descriptions are GP3 or four limited descriptions whereas three detailed is GP4 but six limited descriptions Gold: Explains one or more consequences (edited as original Q was a source question)

Can explain how the Reichstag Fire helped Hitler solidify his power by looking at the consequences of the Reichstag Fire. Explanation in detail of one without a conclusion is a GP5. Explanation in detail of one with a conclusion and/or several other described point is a GP6. Explanation of two points clearly with a conclusion is a GP7. Conclusions are usually one sided at this point.

“The Reichstag Fire allowed Hitler to get rid of his biggest political rivals in the communists. It did this because Hitler was able to play on the fears of many Germans by portraying the fire as an attempted communist takeover plot. He was able to convince the Reichstag to pass the Enabling Act, establishing a one-party state and also starting his dictatorship. This was the point when Hitler had gained ultimate control over German politics.”

Progress Outcomes: AO1 – Describe what happened the night of the Reichstag Fire, describe what people thought of Hitler by January 1933, describe the Enabling Law AO2 – Explain the consequences of the Reichstag Fire, explain the causes of Hitler becoming chancellor AO3 - Evaluate evidence to decide what really happened the night of the Reichstag Fire. Overview of lessons this week:

• Students will look at sources about the Reichstag Fire to try and piece together the truth about one of the most talked about events of Hitler’s rise

to power and whether or not there was really a communist plot.

• Students will continue to look at the effects of the Reichstag Fire and the Enabling Act by looking at the removal of Hitler’s political opposition.

This leads into a study of the Night of Long Knives and why the SA were important up to that point but became expendable. This will look at the

flaws of the SA as well as how Hitler wanted to impress.

Week 4

(2 Hours class

learning)

How did Hitler command so much respect from the German people?

Hypothesis 7: – The Hitler Youth allowed boys to have great experiences

Hypothesis 8 – Hitler wanted women to only be baby machines

Learning intention • Students will understand how Hitler used social policies and ideas to control the population (Knowledge –women encouraged to have children, declining birth rate in Germany concerned Nazis, Law for the Encouragement of Marriage gave married couples a loan of 1000 marks and were allowed to keep 250 for every child they had, mothercraft classes introduced, homes for unmarried women set up to allow them to become pregnant often by “racially pure” SS members, women encouraged to stay at home and many were dismissed from their jobs, the three Ks)

Success Criteria From June 2013 test paper -

* Students will describe how Nazi policies affected the lives of women from 1933-45 From the examiners report - students will: Students will: Silver: Detailed description of limited aspects or limited description on wider range of aspects Bronze: – Students mention several two detailed descriptions of key points such as rewards for having children – gold, silver or bronze medals (8+, 6+, 4+)Interest-free loans to young married couples who had children, Racially-pure Aryan mothers encouraged to mate with suitable fathers, Married women lost jobs as doctors, civil servants, and, later, women teachers and judges lost their jobs, Women instructed how to dress, Women in house cooking, cleaning, bringing up children (Kinder, Kirche, Küche), Later in 1930s, with shortage of workers, some of laws relaxed. are or four limited descriptions whereas three detailed is GP4 but six limited descriptions can potentially be GP4 as well. Gold: Explains one or more consequences (edited as original Q was a source question) Gold – Can explain how women were affected in several ways with 2 or more being GP5 without a conclusion, with a conclusion GP6 and three or more being GP7. Progress Outcomes: AO1 – Describe what Strength Through Joy was, describe Hitler’s views on women AO2 – Explain the consequences of Hitler’s policies on the women of Germany, explain the successes and failures of the Strength Through Joy scheme AO3 - Evaluate evidence to suggest what represented Hitler’s ideal women

Overview of lessons this week:

• Students will look at the impact of the Hitler youth and will study a variety of sources to see different interpretations of the effect that it had as in

some ways it gave young people opportunities and in others it was just a means of indoctrination.

• Students will look at how the Nazis negatively affected women by looking at how Hitler forced his ideology of an ideal women onto the German

nation through the three Ks, firing of women working in state jobs and encouraging racial purity.

.

Week 5 + 6

(3 Hours class

learning)

Why were the Nazis allowed to repress the Jews? Hypothesis 9: – The Nuremburg Laws took away Jewish human rights Hypothesis 10: – Kristallnacht showed the German people supported anti-Semitism Hypothesis 11: – The Final Solution was the ultimate evil committed by Hitler Learning intention

• Students will understand how Jews suffered under Nazi rule

(Knowledge – All Jewish shops were marked with a yellow star, Jews were dismissed from important jobs in the civil service, Jews had to sit apart from other Germans on public transport and in parks. 1935 Nuremburg Laws stated Jews were no longer German citizens and could not be employed in public positions nor be protected by the law, the Law for the Protection of German Blood and Honour banned marriage and sexual relations between Jews and non-Jews, many Jews started to leave Germany and those who stayed struggled to buy the basics of because shopkeepers wouldn’t serve them, banned from hotels and cinemas, and Jewish doctors, dentists and lawyers were not allowed to look after German citizens, 1938 a Jew shot dead a Nazi official in Paris and the SS began a campaign of terror against the Jews on Kristallnacht, Jewish shops, homes and synagogues were attacked, destroyed and looted and thousands of Jews were arrested with nearly a hundred killed, collective fine of one billion marks on Jews to clean up after this, 300,000 arrested and sent to concentration camps in March 1939, the Final Solution)

Success Criteria

* Students will explain the effects of the Nazi policies towards the Jews from 1933-1945

Silver: Identifies several effects or explains one effect KGP 3-4 – Students can state that Nazi policies towards the Jews included the Nuremburg Laws, restrictions on professions, Kristallnacht and the Final Solution or it will focus on just one of these and go into detail on what that particular policy was. 3 of these is GP3 and four or more is GP4 Gold: Explains more than one effect KGP 5-7 – Students can look at one of the aforementioned points in the knowledge in depth looking at ways in which Nazis affected the Jews. Explanation in detail of two without a conclusion is a GP5. Explanation in detail of two with a conclusion and/or several other described point is a GP6. Explanation of three points clearly with a conclusion is a GP7. This may start to look at why people have this interpretation has came about in GP7 and in depth of this would be GP8. Progress Outcomes: AO1 – Describe what the Nuremburg Laws were, describe what happened during Kristallnacht, describe the main features of the Final Solution AO2 – Explain the consequences of the Nuremburg Laws and Kristallnacht on German Jews, explain what the horrors of the Final Solution suggest about Hitler’s domestic policies

Overview of lessons this week:

• Students will study how the Nazis began to target the Jews as soon as they came into power, leading up to how the Nuremburg Laws deprived

the Jewish people of their most basic civil rights

• Students will study the events leading up to and including Kristallnacht and how the actions of a Jew in Paris led to the terror campaign launched

by the SS.

• Finally, students will study Hitler’s Final Solution and how he systematically used the German infrastructure to kill off 6 million Jews. Pouring

resources into the death camps even when the war was going badly.

Gap Analysis Reinforcement

Gap

Reinforcement

This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment

process

Extended Learning

• BBC GCSE Bitesize has useful revision materials for students

• Was the phrase ‘Roaring Twenties’ justified?

• Why was there a boom in the 1920s in America?

• How was Hitler able to become chancellor?