Route G: Nationalism, dictatorship and democracy in twentieth-century Europe: Germany and West Germany, 1918–89 (30%)



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Route G: Nationalism, dictatorship and democracy in twentieth-century Europe:
Germany and West Germany, 1918–89 (30%)



Wk

Key Question

Edexcel indicative content

Learning Outcomes

WTM

1

1

What was Germany like pre-1918?

Introduction to the course.

Background/context – Germany before 1918.



Must be able to identify features of dictatorship and democracy

Should be able to explain how people viewed the Kaiser

Could evaluate whether Germany before 1918 was ‘good’ country.





2

Was the Weimar always going to fail?

Must be able to explain the structure of “Kaiser’s government.”

Should be able to explain why Germany was left weak after WWI

Could evaluate the significance of Stab in the Back Theory for new government.





3

2

Why could the Weimar Constitution be perceived as weak?

Creation of a republic, 1918–19. (1)

Economic crises and government response, 1918–23. (3)

Policies for recovery, 1924–28. (3)


Must be able to describe the structure of the Weimar Government

Should be able to identify political weaknesses

Could evaluate opportunities where these flaws could be manipulated.





4

What was the greatest problem the Constitution or the Republic?

Must be able to explain the flaws within the Constitution

Should be able to explain the flaws in the republic

Could begin to evaluate whether the Constitution or Republic was flawed.





5

3

How far did Hyperinflation change people’s views of the Weimar Constitution?

Must be able to explain how Hyperinflation happened.

Should be able to identify who was impacted by this.

Could evaluate the government’s responses.





6

How far did Hyperinflation change people’s views of the Weimar Constitution?

Must be able to identify policies for recovery

Should be able to explain how this help/hindered

Could be able to evaluate how golden the Stresemann years were.





7

4

To what extent was the TOV belittling Germany?

The impact of Versailles, political extremism and crises, 1918–33. (2)

Overcoming challenges to the democratic constitution, 1918–1928. (1)

Attempts to control extremism, 1918–32. (2)

Nature of support for the Weimar constitution, 1918–32. (2)



Must be able to describe terms of treaty

Should be able to evaluate ‘fairness’

Could be able to ….


‘The main threat to the existence of the Weimar Republic in the years 1919-1923 was it’s fated constitution’ How far do you agree with this judgement?

8

How much of a threat were the Putsches?

Must be able to identify the main opposition groups

Should be able to describe the impact of their putsches

Could evaluate which putsch was the biggest threat


9

5

How much of a threat were the Putsches?

Must be able to identify the main opposition groups

Should be able to describe the impact of their putsches

Could evaluate which putsch was the biggest threat





10

If there was so much opposition, who supported the Weimar?

Must be able to identify key support groups

Should be able to explain why the Nazis were appealing

Could evaluate how strength of the constitution.





11

6

Who would vote for the Nazis?!

Why were the Nazis the more appealing option?

Why the Nazis and not the communists?


Nazi Dictatorship, 1933-45

Establishing a dictatorship, 1933–34. (1)

Nature of Nazi government, 1934–39. (1)

Support for the Nazi Party and policies, 1928–45. (2)



Must be able to identify reasons why the Nazis grew in popularity.

Should be able to plot the significance of external events

Could …..





12

Did Hitler get to power through political scheming or…?

Must be able to explain Hitler’s rise to power.

Should be able to identify key turning points in his rise to Dictator.

Could evaluate what factors allowed this manipulation to happen.





13

7

Could the Reichstag Fire have been the deciding factor in Hitler’s rise to power?

Must be able to explain Hitler’s rise to power.

Should be able to identify key turning points in his rise to Dictator.

Could evaluate what factors allowed this manipulation to happen.





14

How different was Hitler’s government to the government of pre-1918?

Must be able to explain Hitler’s rise to power.

Should be able to identify key turning points in his rise to Dictator.

Could evaluate what factors allowed this manipulation to happen.





15

8

Propaganda vs Terror How did Hitler really control the whole of Germany?

Propaganda, censorship and repression, 1933–45. (2)

Opposition and dissent in Nazi Germany, 1933–45. (2)

Attempting economic recovery, 1933–36. (3)

Creating a command economy, 1936–39. (3)

Changing living standards, 1933–39. (4)


Must be able to identify elements of propaganda and fear as control

Should be able to explain how these acted as deterrents

Could evaluate using precise evidence and examples from a wide ranging information base which was the most effective





16

Propaganda vs Terror How did Hitler really control the whole of Germany?

Must be able to identify elements of propaganda and fear as control

Should be able to explain how these acted as deterrents

Could evaluate using precise evidence and examples from a wide ranging information base which was the most effective





17

9

Was anyone who opposed the Nazis ever going to be a success?

Must Identify opposition groups

Should be able to explain their failures

Could evaluate effectiveness





18

Could Hitler ever match Stresemann’s economic policies?

Must identify Nazis economic policies

Should be able to explain the command economy

Could evaluate the change in the living standards as a consequence.





19

10




The impact of Kinder, Küche, Kirche policies on women’s lives. (4)

Nazi racial policies. (4)

Nazi education and cultural policies, 1933–45. (4)

Government in wartime, 1939–45. (1)



Suggested activity: Why was domestic opposition to the Nazi regime limited in the years 1933–45?

Must identify how employment figures changed under the Nazis.

Should explain the different policies

Could create a judgement as to whose life changed/improved the most





20

How did life change for Women?

Must be able to explain how women’s lives changed

Should be able to evaluate the Kinder Kiriche Kuche and Nazi policies

Could evaluate how life had changed for women from 1918-1945





21

11

Who was the Nazi ideal?

Must identify the features of the Master Race

Should explain how the Nazis fed the public these ideas

Could….


‘The Nazi consolidation of power in 1933 was caused by brutality and terror’ How far do you agree with judgement?

22

In what ways was education used to manipulate the youth?

Must identify how education changed

Should explain how it because an indoctrination method

Could…..


23

12

How did the government fight a war and control it’s people?

Impact of war, 1939–45 (economic). (3)

Impact of the Second World War on women’s lives. (4)

The Final Solution. (4)

Suggested activity: How successful were Nazi economic policies in the years 1933–45?


Must be able to explain how the war changed the economy

Should prioritise factors in how Germany change

Could…


Must

24

Final Solution

Must be able to identify the escalation of persecution of Jews

Should explain how the Nazis scapegoated the Jews

Could evaluate the turning points for Jewish persecution





25

13

Final Solution.

Must be able to identify the escalating laws against Jews

Should explain how the Nuremberg Laws signified the loss of Jewish rights.



Could…..




26

Revision

Revision.




27

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KS5 Mock Week

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This current SOL will take the students up to Christmas.


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