AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question whether the Nazi economic miracle between 1933-9 was merely a propaganda myth. The exam practice question is introduced from the start and revisited throughout to check judgement and understanding. Students are introduced to the economic policies of Hjalmar Schacht and how he managed to stimulate the economy through building homes and autobahns, mefo bills and tax concessions. Students soon discover how Hitler’s meddling and appointment of Hermann Goering to the Four Year Plan, spelt disaster for the economy. Through a variety of tasks including a true or false quiz, a positive or negative challenge and plotting on a graph, they soon build up a picture of what the reality was for the economy and the policy of autarky, despite the conflicting messages from Nazi propaganda. The plenary requires them to describe, explain, list,correct or erase 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to decide to what extent the Nazis achieved their aims towards women in Nazi Germany and the Third Reich. Students are forewarned about how views today cannot be applied back then and therefore Nazi gender policies towards women, as misogynistic as they were, would not necessarily have been rejected but welcomed by women. Some source analysis using images and text begin the lesson, as students gauge what Nazi policies and ideologies were towards women in 1930’s Germany. They are questioned on motherhood in Nazi Germany and policies to raise the birth rate as well as the organisational apparatus established to do this. There is a case study of Gertrude Sholtz-Klink before students evaluate the successes or failing of these Nazi policies and women’s role in the Volksgemeinschaft. The plenary uses talking heads to decide who would have said what and why at the time. There is some exam practice to finish focusing on the aims of the lesson, complete with a markscheme and help if needed. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to question to what extent the Nazis created a totalitarian state and Dictatorship from 1933. Students begin by learning Hitler’s ideal of a totalitarian state and Gleichschaltung and how he dealt with the existing political parties. They will also discover how laws passed centrally dissolved the independence and power of the state assemblies. There are some key questions to answer about the revamp of the civil service and the impact of the death of Hindenburg for the German state. The plenary is an old favourite using the octagon and checking 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to gauge the weaknesses of Franz von 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 Weimar 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 on the failure of democracy. 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 2O 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 of 1933 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 2O 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 Grand 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the consequences of Schleicher and Hitler’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 aboutKurt von 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 became Chancellor in 1933. Students can complete some exam question practice at the end of the lesson, with structured support provided to help them effectively answer the question of Hitler’s Chancellorship in 1933. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to analyse the appeal of Nazism to German voters in the Weimar Republic. 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 Nazi 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 to evaluate the impact the Great Depression had upon Weimar 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 Great Depression and slump in Weimar 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, the old or unemployed as well as the rise of extremism. These can be debated and discussed in groups or individually. The plenary further challenges which particular groups suffered in the Great 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.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to analyse the appeal of Communism to German voters in the Weimar Republic. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how rebellious the youth of the Weimar Republic really was. Students are required to complete some source scholarship on a rebellious youth group called the ‘The Wild Boys’. They then evaluate a range of information on other youth groups, such as the Wandervogel or Protestant and Catholic youth groups to make up their minds how rebeliious they were. This will set them up to be able to complete a GCE exam practice question. Students will also analyse how the youth in the Weimar Republic were educated and the provision of schooling along class lines, as well as their affinity to youth groups and youth gangs. The plenary however challenges this negativity and gets students to think of positive aspects of Weimar youth culture. Some exam question practice concludes the lesson, complete with planning sheet, hints and tip and 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to judge how far Jewish people and Jewish communities assimilated themselves into German society and culture. Students learn about how many Jewish people became important figures 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 such as Walter Rathenau. They will also assess how events such as the Barnat scandal turned some Germans against the Jewish community as Anti-Semitic feeling rose, Finally students judge for themselves how assimilated Jewish people and Jewish communities 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 2O 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 on Nazi fear and oppression. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the strength of the Weimar economy and economic recovery under Gustav Stresemann. Students recap in the Ruhr crisis before they had to complete sentences to predict how the economy will fare under Stresemann with a new currency. . They are given an exam question to plan and prepare using the information provided – they will need to focus on the economy’s short and long term strengths and weaknesses in industry and agriculture for example. Answers are given if required. The thinking hats plenary uses differentiated questions for the students to decide the extent and limitations of the economic recovery. A final source exam question can be used for a homework with a planning sheet, teacher notes and generic markscheme provided. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to determine the strengths and weaknesses of the Weimar Constitution. Students are introduced to the reasons why a constitution was introduced and a new Weimar Republic set up. They then have to analyse the details of the constitution, assessing its strengths and weaknesses. This also includes deciding the winners and losers and the issues still facing Germany as a consequence. There is a focus on some key details such as the Article 48emergency powers, proportional representation, the rule by Presidental decree as well as the survival of some undemocratic institutions. There is some exam practice to complete if required, complete with hints and tips and a generic markscheme included. The plenary concludes with a find and fix activity on the challenges of the Weimar constitution. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the causes and effects of hyperinflation upon German society in the Weimar Republic in 1923. There is much debate on whether Germany had the ability to pay its reparations; students have to decide how exaggerated German woes and economic challenges actually were. Moreover Germany had been suffering from inflation since 1918; students again have to decide why the government pursued an inflationary policy and how this was enforced politically upon them. Students are also required to assess the winners and losers of hyperinflation and who was affected in the short, medium and long terms. Finally there is a literacy bodged plenary to complete on hyperinflatoin together with some source exam question practice, with a planning sheet and generic markscheme if required. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the impact of Albert Speer in armaments production in the Nazi war economy. The lesson begins with a recap of the policies previously mentioned of Hjalmar Schacht and Goering in his Four Year Plan. Students will assess how much of an impact their policies had preparing Germany for war and if the German economy was on the verge of collapse before from 1942. Students will learn about the background of Albert Speer and how he implemented reforms and efficiency to turn the Nazi economy around with his appointment as Armaments Minister and War production. There is some source analysis to complete together with a true or false quiz at the end of the lesson. The exam practice will allow students to evaluate the successes of Speer’s policies as well as questioning deep rooted divisions and problems within the economy, which were unreconcilable and ultimately led to its collapse with the defeat of Nazi Germany. The lesson is quite literacy heavy and may have to be delivered over two lessons. 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 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to assess the short and long term impacts of key events upon the Jewish community between 1938-40 such as the Anschluss, Kristallnacht, emigration and the invasion and Poland. Students begin the lesson by analysing the events of the Anschluss and the impact upon the Jewish community living in Austria. They are also required to match up a number of statements on the significance of decrees passed in Germany leading up to Kristallnacht and discuss why this event was pivotal for the Jewish people in Germany and Europe. Further analysis of voluntary and forced emigration within Germany and the key figures of Heydrich and Eichmann will give the students an in-depth and rounded study of the period, together with details of the flawed Madagascar plan. The lesson will culminate with a final assessment of the invasion of Poland will require them to prioritise the most important reasons for a change in policy towards the Jewish question in Europe. There is a thinking hats plenary to finish with some exam question practice, complete with markscheme finishes 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 changed and adapted to suit. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate to what extent were the elites, workers women and young people affected by war between 1939-45 in Nazi Germany. The students analyse and evaluate the roles played by these different groups in turn during the war and assess how each group were impacted. Key questions are asked throughout and students are required at the end to prioritise which group was the most affected and why. The lesson may 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 bechanged to suit if required. It is differentiated and includes suggested teaching strategies.

AQA GCE 2O A Level Democracy and Nazism: Germany 1918-45 The aim of this lesson is to evaluate the reasons behind the radicalisation of Nazi policies towards Jewish people in the years 1940-41. The scene is set with the outbreak of war, the invasion of the Soviet Union and further restrictions placed on Jewish people in Germany. Students follow a flow diagram of events with questions posed throughout. There is also a case study of the Warsaw Ghetto and its uprising. They are then introduced to the Einsatzgruppen, what their key aims were and the possible actions they carried out in a true or false quiz. Further information, including whether the group were ‘ordinary men’ or ‘willing executioners’ is examined before students complete a quiz to check their understanding and consolidate their learning. 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.