The KING’S Medium Term Plan – History

Y10 Learning Cycle 3 Programme

Module Hitler’s Foreign Policy and the origins of the Second World War

Subject

Challenging

Question

Was Hitler’s Foreign policy based on expansion or revenge?

This unit is about Hitler’s Foreign Policy and will look at international relations during the late inter-war period following Hitler’s rise to

power in Germany. This follows on neatly from the previous and entirely separate module of Hitler’s Germany and is also the first module

to be covered from Paper A. The module is being split into two learning cycles with Learning Cycle 3 being used for Hitler’s policies and

actions up until the Anschluss with Austria in 1938.

Lines of Enquiry Lines of Inquiry

Week 1: How much of Hitler’s Foreign Policy was based on hatred for Versailles? Week 2: To what extent were Hitler’s policies on rearmament successful?

Week 3: How significant was the return of the Rhineland in Hitler re-establishing Germany?

Week 4: How did the Anschluss with Austria show Hitler’s complete disregard for Versailles?

Week 5: How useful are the sources we have available on Hitler’s Foreign Policy in this time?

Week 6: Revision, learning homework – incorporate the skills developed this semester. Assessment week.

Week 7: Gap teaching – from assessment analysis.

By the end of this learning cycle, students in history will be able to answer questions based around:

Topic 3: Hitler’s Foreign Policy and the Origins of the Second World War Key issue: How did Hitler challenge and exploit the Treaty of Versailles 1933–March 1938? • Hitler’s aims in foreign policy • The return of the Saar, 1935 • The beginning of rearmament in Germany: withdrawal from the Disarmament Conference 1933;Non-aggression Pact with Poland 1934; reintroduction of conscription from 1935; Anglo-German Naval Agreement 1935 • The remilitarisation of the Rhineland 1936 • The Anschluss with Austria 1938. 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

All success criteria are either weekly or focused around one of the primary topics of the week. Where possible these are tied to

specific exam questions and these are referenced in brackets beside.

Week 1

(3 Hours class

learning + 1

home learning)

How much of Hitler’s Foreign Policy was based on hatred for Versailles?

Hypothesis 1: – The Treaty of Versailles gave Hitler the platform for his foreign policy

Hypothesis 2+3: – Hitler’s foreign policy was revenge not expansion

Learning intention

• Students will understand what Hitler’s main Foreign Policies were Knowledge Hitler’s policies on lebensraum with a focus on the east and Russia, nature of Hitler’s aim and how they would cause opposition, Hitler wanted to destroy the Treaty of Versailles and was openly very critical of the “November criminals”, Mein Kampf outlined his policies, wanting Austria to be part of a Greater Germany with other German speaking countries, wanting revenge vs wanting justice

Success Criteria

* Students can explain how Hitler’s Foreign Policy led to World War Two (June 2011 10 mark) Students will:

Level 2 Develops one cause – starts with description

KGP 4: Students can identify several features of Hitler’s Foreign Policy in descriptive by naming policies and describing what they are. Needs 2 or more for GP4 KGP 5: can explain some of the reasons listed above such as how lebensraum or other policies could lead to war. This would usually focus on either one aspect of policy in detail and explain why or it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of appeasement in the outbreak of war and explain Hitler’s aims in foreign policy. Overview of lessons this week:

• Students will start by looking at an overview of the module, creating a timeline of events in the front on their books but also looking at the module

as a whole. This will include looking at the test structure for this module and what points are awarded for. Students will study Hitler’s main aims

• Students will study the Treaty of Versailles in detail to discover why it was that Hitler was so against it. This will hopefully allow students to

understand the peace treaty better and see why it was a cause of German anger and hatred

Home learning:

Pupils will complete a research task due next Monday Progress Outcomes: AO1 – Describe Hitler’s 3 main aims, describe policies in the Treaty of Versailles, AO2 – Explain how Hitler’s policies may lead to war, AO3 – Evaluate a source on the Treaty of Versailles to explain why it may be considered a primary cause of war.

Week 2

(3 Hours class

learning + 1

home learning)

To what extent were Hitler’s policies on rearmament successful?

Hypothesis 4: – Disarmament was the biggest flaw in the Treaty of Versailles

Hypothesis 5: – The army at the start of World War Two shows Hitler was successful

Hypothesis 6: – Rearmament was by far the biggest cause of World War Two

Learning intention

• Students will understand how Hitler went about re-arming Germany Knowledge

(Germany had 30 warships in 1933 but 95 in 39, likewise army went from 100,000 to 950,000, aircraft from 36 to 8,250 and government spending on

armaments went from 1% to 23%,Hitler withdraws from the League of Nations and from the World Disarmament Conference on the grounds that no other power would disarm, non-aggression pact with Poland, justifies policy of rearmament by pointing out other countries are increasing arms, argues Germany has to be strong enough to defend itself, Naval Agreement with Britain, German people approve because of the belief Versailles was too harsh )

Success Criteria

* Students will explain how re-armament led to World War Two. (No specific paper but based on 10 mark question criteria) Students will:

Level 2 Develops one cause – starts with description

KGP 4: Students can identify the key features of Hitler’s policy of rearmament including some statistics that show its success. KGP 5: can explain some of the reasons listed above such rearmament could lead to war with focus on events such as leaving the League of Nations or the Naval Agreement. This would usually focus on either one aspect of policy in detail and explain why or it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of re-armament in the outbreak of war and explain Hitler’s aims other aspects of Foreign Policy.

Progress Outcomes: AO1 – Describe how Hitler rearmed Germany, describe how other countries helped Hitler rearm AO2 – Explain the consequences of rearmament on Europe, explain why the Naval Agreement would encourage Hitler’s policies , AO3 – Evaluate to what extent you agree with a source on rearmament looking at whether it was a cause of war

Overview of lessons this week:

• Students will use information from the Treaty of Versailles lesson to inform their opinions on why Hitler wanted to re-arm. This will begin to look at

how he went about re-arming Germany

• Students will study the success of re-armament by looking at the statistics that exist

• Students will complete a 4 mark question on Hitler’s foreign policy including rearmament and look at a source question as well for exam practice.

• REACH time will be completed this week

Home learning:

Pupils will learn a selection of key words in order to complete a spelling test due next week

Week 3

(3 Hours class

learning + 1

home learning)

How significant was the return of the Rhineland in Hitler re-establishing Germany?

Hypothesis 7: – The Saar shows Hitler’s initial policies were working

Hypothesis 8+9: – The Rhineland was the greatest opportunity to stop Hitler

Lesson 3 of this week will include the middle cycle test Learning intention • Students will understand how Hitler re-taking the Saar and Rhineland were steps on the road to war

(Knowledge – Plebiscite votes to return Saar to Germany after intense campaigning from Nazis, Communists and socialists tried to organise opposition

but were supressed, restoration of the Saar one of the first steps to dismantling Versailles, 90% vote to return to Germany, Rhineland de-militarised as

part of Versailles, Hitler ordered 32,000 troops into the Rhineland with orders to retreat if met by French or British opposition, this was hugely popular

with Germans and especially Rhinelanders, this is widely believed as the final chance for Britain and France to have opposed Hitler without leading to

war as Germany was far too weak to combat France and Britain’s combined might, based on League of Nations failures with Mussolini and Abyssinia)

Success Criteria From June 2011 test paper - * Students will evaluate what the consequences of the remilitarisation of the Rhineland were (June 2011 6 mark) From the examiners report - students will:

Students will:

Level 2 Uses general knowledge to agree/disagree with the interpretation/ gives explanation of how the interpretation came about

KGP 4-5: students can show awareness, in general terms, of why GB did not act by referring to things such as fear of war , injustice of Versailles, but with simple comments Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Develops ideas of why Britain ignored the remilitarisation such as being distracted by Abyssinian Crisis, legitimacy of Hitler’s actions because of Versailles, why Britain did not want a war. KGP7 – will complete the above but will also investigate a source to look at what the source is trying to do such as the provenance. Source is trying to excuse GBs failure to support Versailles, League of Nations etc.

Progress Outcomes:

AO1 – Describe what happened in the Rhineland, describe GB attitudes to the situation in the Rhineland AO2 – Explain the consequences of the remilitarization of the Rhineland, explain why Britain failed to act, can explain why this was a good opportunity to enforce Versailles AO3 - Evaluate a source on Britain’s response to the Rhineland crisis to reach a conclusion Overview of lessons this week:

• Students will study what happened in the Saar and how this was a success for Hitler. Students will investigate what it says about Hitler’s Foreign

Policy up to this point.

• Students will study the remilitarisation of the Rhineland including Hitler’s actions and Britain’s response. This will move on to students answering

an exam question studying Britain’s response and placing knowledge into context in a double lesson.

Home learning:

Students will complete a reflection activity from the Roaring Twenties module as recap

Week 4

(3 Hours class

learning + 1

home learning)

How did the Anschluss with Austria show Hitler’s complete disregard for Versailles?

Hypothesis 10: – Hitler only wanted Austria because he was Austrian

Hypothesis 11: – Anschluss showed Hitler the west was weak

Hypothesis 12: - Anschluss was not a significant event on the path to war Learning intention • Students will understand Hitler’s policies and actions on Austria

(Knowledge –Austria was both Hitler’s home and a German speaking country, Austrian Nazi Party members had assassinated the chancellor of Austria in

1934, Nazis tried to take over Austria then but the new chancellor – Kurt von Schuschnigg resisted with support from Italy’s dictator Mussolini, Hitler

backed down, Italy and Germany become closer when fighting together in the Spanish Civil War with the Rome-Berlin Axis sealing their alliance, Anti-

Comintern Pact between Germany, Italy and Japan also promised to prevent the spread of communism, Nazis begin planning a revolution and von

Schuschnigg asks Hitler for help who suggests he give positions in his government to leading Austrian Nazis, when he refused he also offered a

plebiscite about joining with Germany, Hitler moved troops to the Austrian border and threatened to invade, when Austrian Nazis rioted the Germans

were invited in to help as von Schuschnigg resigned and more than 80,000 Nazi opponents were arrested, March 12 1938 Hitler enters Austria in triumph

and on the 14th March the plebiscite was held voting in favour of uniting with Germany with a vote of 99.75%, many Austrians were pressured into the

vote although many also wanted to be a part of the glory of Hitler’s Third Reich )

Success Criteria * Students will explain Hitler’s policies towards Austria (June 2013 10 mark question) Level 2 Develops one cause – starts with description

KGP 4: Students can identify the key features of Hitler’s policies towards Austria perhaps mentioning the failed takeover and how they took over in 1938. KGP 5: can explain some of the reasons listed above such as Hitler wanted to take over Austria, how he prepared for Anschluss by reaching an agreement with Mussolini, his methods of control using threat of the army and plebiscites to influence other countries.. This would usually focus on either one aspect of policy in detail and explain why or it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of Hitler’s policy towards Austria in the outbreak of war and explain Hitler’s aims other aspects of Foreign Policy.

Progress Outcomes: AO1 – Describe what Hitler’s policies towards Austria, describe the events of Anschluss AO2 – Explain the consequences of Anschluss with Austria with regards to World War Two, explain whether Hitler’s policies towards Austria were aggressive or not AO3 – Evaluate to what extent the main reason for the Anschluss was to reunite the German speaking people Overview of lessons this week:

• Students will study Hitler’s policies towards Austria and the failed takeover of 1934 and why this wasn’t successful.

• Students will study the build up to 1938 with the Spanish Civil War and Hitler’s relationship with Mussolini and how this put him in an excellent

position for Anschluss

• Finally, students will study the success of the 1938 Anschluss, including what happened and why. This will also look at the importance of the

Anschluss in the build up to war.

• REACH Marking week

Home learning:

Pupils complete a reflection by completing spider diagrams on an aspect of the Race Relations module.

Week 5

(3 Hours class

learning + 1

home learning)

How useful are the sources we have available on Hitler’s Foreign Policy in this time?

Hypothesis 12+13: - Sources suggest that Hitler’s Foreign Policy was the most important cause of war

Hypothesis 14: – The Rhineland was the last time Hitler could have been stopped

Learning intention • Students will understand how to complete 6 mark source questions

(Knowledge – All of the knowledge in this section comes from previous weeks as this week will focus heavily on source analysis as well as other

techniques necessary for the exams students will be completing at the end of KS4)

Success Criteria * Students will use knowledge and evaluation of a source to reach a conclusion (6 mark questions on all papers) Students will focus on 6 and 10 mark questions this week. Examples of success criteria for this are:

10 mark Level 2 Develops one cause – starts with description

KGP 4: Students can identify the key features of Hitler’s policies towards Austria perhaps mentioning the failed takeover and how they took over in 1938. KGP 5: can explain some of the reasons listed above such as Hitler wanted to take over Austria, how he prepared for Anschluss by reaching an agreement with Mussolini, his methods of control using threat of the army and plebiscites to influence other countries.. This would usually focus on either one aspect of policy in detail and explain why or it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of Hitler’s policy towards Austria in the outbreak of war and explain Hitler’s aims other aspects of Foreign Policy. 6 mark Level 2 Uses general knowledge to agree/disagree with the interpretation/ gives explanation of how the interpretation came about

KGP 4-5: students can show awareness, in general terms, of why GB did not act by referring to things such as fear of war , injustice of Versailles, but with simple comments Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Develops ideas of why Britain ignored the remilitarisation such as being distracted by Abyssinian Crisis, legitimacy of Hitler’s actions because of Versailles, why Britain did not want a war. KGP7 – will complete the above but will also investigate a source to look at what the source is trying to do such as the provenance. Source is trying to excuse GBs failure to support Versailles, League of Nations etc.

Overview of lessons this week:

• Students across the week will be completing a variety of workshops on answering GCSE questions. This will take place in order to improve the

students technique when answering source and extended answer questions. Students will answer, peer and self assess and complete a variety of

activities this week.

Home learning:

Pupils will revise for assessment week next week.

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

• Investigate how the policies of Britain helped Hitler in this time.

• Investigate what different historians suggest about the Rhineland and why do they think it’s the last chance to prevent war

• What was the Spanish Civil War and why did Hitler get involved?

• Compare Hitler’s Foreign Policy to Mussolinis. What key similarities and differences existed?

Also, recommendation to purchase the “GCSE History: AQA B, Modern World History” textbook to aid with revision