I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
I am a History Teacher with a love for producing high quality and easily accessible history lessons, which I have accumulated and adapted for over 20 years of my teaching career. I appreciate just how time consuming teaching now is and the difficulty of constantly producing resources for an ever changing curriculum.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess how much of a threat early opposition to the Nazis posed.
From the off, students have to decide and give reasons why there would be political, worker, Church and youth opposition.
They then have to complete some source scholarship from an SS article, promoting total allegiance and devotion of the state.
The main task is to analyse the different forms of early opposition giving reasons for why and how resistance was shown, as well as the Nazis reaction to it
A headline plenary will aid the consolidation of learning from the lesson.
There is some source exam practice to complete if required, with help given together with a generic markscheme.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the extent to which the Nazis created a totalitarian state
Students learn how the Nazis ‘reformed’ the police system, increased the activities of the SS, SD and Gestapo and controlled the courts and judicial system.
They will complete group work, with detailed information provided, ready to present their findings to the class and justify the extent of totalitarianism in Nazi Germany.
The plenary will require the students to make newspaper headlines from their learning.
The lesson is quite literacy heavy and may have to be delivered over two lessons. There is some exam practice to be completed at the end, with a focused markscheme provided if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the short and long term impact of the Night of the Long Knives for Hitler and the Nazis
Students begin by analysing a speech by Hitler and his thoughts on a ‘Second Revolution’
They learn about the rise of the SA and are given the profile of Ernst Rohm and his increasing power.
Students have to decide through a number of choices as to why the SA were a growing threat to Hitler
There is a colour coding task to complete on the events of the 30th June together with its aftermath.
Finally students have to justify the most important reasons and significance of the events before tackling a source based practice question, with help given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The Collapse of Democracy 1928-1933
I have produced this bundle of resources on the collapse of democracy in Germany 1928-1933 to help A Level students gain a deeper understanding of Germany’s past and the collapse of democracy.
The enquiry question throughout these lessons will be to evaluate how unstable Germany was, politically, socially and economically.
Students will learn how the impact of the Wall Street Crash and the Depression a profound effect on the stability of the Weimar Republic and the significance of the rise of extremism as a direct consequence.
They will also learn about the appeal of Communism as well as Nazism and how electoral support for them changed throughout the early 1930s.
Students will evaluate backstairs intrigue as a succession of Chancellors failed to gain the support needed to effectively rule the country and how Hitler manipulated those around him to be appointed Chancellor in 1933.
Finally students will analyse Hitler’s first Cabinet, the significance of the Reichstag Fire and how democracy ceased to exit as Nazis began to create a one party state.
The resources provided include detailed lesson plans, case studies, source documents for analysis, chronological tasks and exam practice questions with comprehensive mark schemes.
The lessons are as follows:
L1 The Wall Street Crash and Great Depression
L2 The Collapse of the Grand Coalition
L3 The appeal of Nazis
L4 The appeal of Communism
L5 Papen’s Cabinet of Barons
L6 General Schleicher and backstairs intrigue
L7 Hitler’s first cabinet (free resource)
L8 The use of terror in 1933
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
Democracy and Nazi Germany Part 3 resources can be found here: https://www.tes.com/teaching-resource/democracy-and-nazi-germany-a-level-bundl-part-3-13059603
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course.
I would also welcome any reviews, which would be gratefully appreciated.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the reasons why Hindenburg felt confident enough to appoint Hitler as his Chancellor.
Students are given the context, the details of Hitler first cabinet and the key people within it. They are questioned as to the pitfalls Hitler might face and the obstacles thrown up by the constitution.
A gap filling exercise and some source analysis will help to consolidate the learning from the lesson.
The 3-2-1 plenary will ascertain the learning from the lesson
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the use of Nazi terror in enabling Hitler to consolidate his power in 1933.
Students begin with some source scholarship using a primary source to describe the evening of 30th January.
The lesson is then split over six parts: i) Nazi violence against political opponents ii) the Reichstag Fire ii) the use of legal powers iv) the March election of 1933 v) the Enabling Act vi) the Pact of 1933.
This lesson will therefore be delivered over two with regard to the large amount of content to cover. Students are questioned throughout the activities, including a case study on the Reichstag Fire as to whether it was a deliberate act. Students will be given a number of sources to evaluate to come to their own conclusions.
The lesson also includes a plenary on deciphering some of the key words used in the lesson as well as some source exam practice, with help given if required.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the consequences of Schleicher’s scheming.
Students begin the lesson with a chronological quiz, recapping the events of the unit of work so far.
They are then introduced to Hindenburg inner circle and how he was influenced by them in his decision making. Students also learn about Schleicher’s tactics to bring the Nazis under his control. They subsequently have to put themselves in Schleicher’s shoes and unpick his decision making.
With Schleicher’s ultimate failure to govern effectively, students conclude by finalising the reasons why Hitler was to become Chancellor.
Students can complete some exam question practice at the end of the lesson, with structured support provided to help them effectively answer the question.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
The aim of this lesson is to gauge the weaknesses of Papen’s Government in the prelude to Hitler becoming Chancellor.
Students begin by referring back to Bruning’s Government and the reasons for its collapse.
They then have to decide the options open to Papen in forming a new Government and are given various scenarios to consider.
A case study is also given for Papen’s actions in Prussia and his abuse of his constitutional power. This will help the students complete some exam question practice at the end of the lesson. Some help with structure and a model answer have been included if required.
They will also be required to analyse the election results in 1932 and their wider implications for the country. Some clear questioning is used to steer the students to look for trends, implications and significance.
The plenary task consolidates the learning of the lesson with putting questions to the answers given.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs. It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to analyse the appeal of Communism to German voters.
The lesson begins with students evaluating the significance and inferences of a 1919 communist propaganda poster.
Students will engage in differentiated questioning linked to statements about the tactics of the Communist KPD Party. The lesson will compare the support for Communism with the rapid rise of the Nazi Party, examining the reasons behind the disparity in their electoral success.
Students will also assess and discuss the strengths and weaknesses of Communism, providing reasons for their evaluations.
The plenary activity will be a hangman game using key terms from the lesson to reinforce learning.
To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to analyse the appeal of Nazism to German voters.
Students will start by examining the lean years of the Nazi Party and how Hitler reshaped his vision of Nazi ideology while in prison. They will also learn about the significance of the Bamberg Conference in 1926, which reasserted Hitler’s control over the Party.
The second part of the lesson will focus on the broad support and appeal of Nazi ideology to the old elites, industrialists, and the Mittlestand. Hitler’s confidence in his success was evident when he ran for President in 1932, narrowly losing to Hindenburg.
In this context, students will debate, discuss, and present feedback on seven key Nazi policy ideals, explaining why these policies had such widespread appeal.
To conclude, students can complete some exam question practice, with structured support provided to help them effectively answer the question.
An enquiry question posed at the beginning of the lesson will be revisited throughout to track the progress of learning during the lesson and the subsequent unit of work.
The lesson is available in PowerPoint format and can be customised to suit specific needs.
It is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is evaluate the consequences of the collapse of the Grand Coalition for the Weimar Republic.
Students begin the lesson with some differentiated questioning on the reasons for the collapse of the coalition and its immediate impact on Government as well as analysing the opposition to the Young Plan and the effects on law and order.
They are also required to evaluate the impact of the decrees passed and the result of Bruning’s disastrous economic policies.
The plenary Is an odd one out activity to consolidate the learning from the lesson.
Some exam practice can be completed at the end, with help and structure given to answer the question if needed.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the impact the Great Depression had upon Germany.
Students are given the context to the Wall Street Crash and then have to decide if Germany’s problems throughout were the sole consequence of the Wall Street Crash.
They are given further details of the effects of the slump in Germany, from which they answer some differentiated questions.
Various scenarios are also put forward, from the social, political and economic effects, to who suffered more - the young or the old and the rise of extremism. These can be debated and discussed in groups or individually.
The plenary further challenges which particular groups suffered in the Depression and why.
Some source exam practice can be completed, with help and structure given to answer the question if needed.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
Conflict and Tension 1918-1945
This 28 page revision guide is tailored to the above AQA specification for GCSE 9-1. It is broken down into 3 main sections: Peace Keeping, the League of Nations and the Road to war.
This revision guide includes practice exam questions and gives examples on how to answer each. This revision guide will enable all learners to achieve the higher grades with clear guidance on how to achieve them. The questions target the four main questions in the exam from source analysis, chronology, cause and consequence, significance and evaluation.
The information is also broken down into an easy to use format to aid the students. The Guide can be used for revision, interleaving, home learning as well as class teaching. For home learning, each student taking GCSE History in my school has a copy assigned to them on the google drive and it is used frequently when using google classroom assignments, such as homework and revision for assessments.
This Guide has been designed to be engaging, detailed and easy to follow and can be edited and changed to suit, It comes in both Word and PDF format.
Any reviews on this resource would be much appreciated. Please email me for a free copy of any of my resources worth £3.00 if you do.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The Weimar Republic 1918-1928
I have produced this bundle of resources on Weimar Germany 1918-1928 to help A Level students access the course and help them to gain a deeper understanding of Germany’s past through political, social, economic and cultural perspectives.
The enquiry question throughout these lessons will be to question how weak or strong Germany was politically, economically or socially.
Students will learn how the impact of war had a profound effect on the establishment of the Weimar Republic and the significance and consequences of the Peace Settlement.
They will also learn about political instability, with extremism from the left and right, the problems of coalition government and the state of the Republic by 1923 with the invasion of the Ruhr and hyperinflation.
Finally students will assess the issues facing Germany from 1924 and the role of individuals such as Stresemann and his impact on the Golden Age of Germany in his domestic and foreign policy.
The resources provided include detailed lesson plans, case studies, source documents for analysis, chronological tasks and exam practice questions with comprehensive mark schemes.
The lessons are as follows:
L1 Introduction and pre-war Germany
L2 Political crisis of 1918
L3 The German Revolution
L4 The Weimar Constitution
L5 Treaty of Versailles
L6 Hyperinflation
L7 Invasion of the Ruhr (free resource)
L8 Political instability and extremism
L9 100 Days of Stresemann
L10 Economic miracles
L11 Weimar Women
L12 Weimar Youth
L13 Jewish people in Weimar
L14 Weimar Culture
L15 Weimar Politics, 1924-8
L16 Germany’s international position
The lessons include the two types of exam question used, with examples of how to tackle them, using model answers, helpful hints and tips, structuring and scaffolding as well as markschemes. However, please refer to the AQA website for further assessment materials as they are subject to copyright.
The lessons are also differentiated and fully resourced and allow students to reach the very top marks.
I am currently completing further lessons for the course. The second bundle, The collapse of democracy, 1928-33 can be found here: https://www.tes.com/teaching-resource/the-collapse-of-democracy-1928-1933-13046790
Further resources will appear on TES shortly.
If you have any questions about the lessons, please email me via my TES shop, or any other information about the course. I would also welcome any reviews, which would be gratefully appreciated.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the political and economic impact of the Ruhr invasion upon Germany.
Students begin by recapping Germany’s inability to pay reparations and its request to suspend payments to stabilise their currency. They also learn in more depth how they were required to pay and how a bad situation was made worse by the Allies.
Students also have to answer a series of questions and predict how Germany reacted to the occupation by French and Belgian troops.
A chronological task completes the lesson together with some source exam question practice. Some help is given if required together with a generic markscheme.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to evaluate the success of Stresemann’s policy of fulfilment.
Was his commitment to fulfilment just a devious policy to cover up his nationalist agenda or is this too harsh a judgement and Stresemann remains one of the outstanding political figure of the Weimar era?
Students begin by learning what fulfilment was and how the Allied powers viewed Germany by 1924. They will then analyse what Stresemann achieved such as the Locarno Pact, Kellogg-Briand and Berlin Treaty.
However further analysis reveals some secret dealings with Russia and rearmament; in some exam question practice students will be required to make a judgement as said above.
He plenary asks students to unscramble some key words from the lesson and explain their context.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the stability and strength of coalition governments during the ‘Golden Age’ of Germany.
Students begin by assessing why this time has been called a period of political stability, with extremist group and anti-Republican parties losing support. They hava a number of statistics to analyse as well as making a judgement as to how stable the Republic really was.
The election of Paul von Hindenburg will give them ammunition as well as information about the political parties to attempt some GCE question practice at the end.
The plenary gives some humour to the political machinations of the Weimar Republic where students have to answer questions by splatting bubbles.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to assess the impact of the ‘neue Sachlichkeit’ in Weimar Germany and question to what extent it was welcomed by all groups in German society.
The lesson begins with an introduction to how tolerance and a reduction of censorship brought with it a new cultural and political freedom with experimentation in the arts.
Students then have to prepare a essay practice question using images and information on how Germany was changing and challenging old norms.
A summary diagram and some links to today are made to show how far reaching some of the changes and new ideas were.
There is also some source practice as well to complete for homework if required, complete with a planning sheet and generic markscheme.
The plenary uses the octagon technique to check learning and understanding from the lesson.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to judge how far Jewish people assimilated themselves into German society.
Students learn about how many Jewish people became important figure in Weimar society from producers and directors in the film industry, political editors, journalists as well as being successful in finance, banking and cabinet ministers.
They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community and finally judge for themselves how assimilated they had become by 1929.
The plenary is a flash card activity where the students link people and events to themes throughout the lesson.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
AQA GCE A Level Democracy and Nazism: Germany 1918-45
The aim of this lesson is to question whether the ‘new woman’ in the Weimar Republic was no more than a myth.
The beginning of the lesson focuses on social welfare and who was entitled to what at the end of the war. However, students learn how many people felt cheated by the system and assess why so many different groups felt aggrieved.
In the second part of the lesson, students ascertain who was classed as the new woman in Weimar Germany. They also evaluate whether the new freedoms afforded to women were in fact inconsequential in areas such as politics, employment and sexual freedom.
Case studies for four women are scrutinised before students complete some exam practice, with help given if required.
The plenary requires students to compete some fragmented sentences.
There is a enquiry question posed at the start of the lesson and revisited throughout to show the progress of learning throughout the lesson and subsequent unit of work.
The lesson comes in PowerPoint format and can be changed and adapted to suit.
The lesson is differentiated and includes suggested teaching strategies.
