Stage 6 | Modern History Unit of Learning

TOPIC: Power and Authority in the Modern World 1919–1946(Core Study)

Stage 6 Year 12

Duration: weeks 10

Detail: 30 hours / lessons

Content Focus –Through a focus on the nature of power and authority 1919-1946, and a broader transnational perspective, students investigate the rise of fascist, totalitarian and militarist movements after World War I; what drew people to these movements; the regimes that emerged and ongoing international efforts to achieve collective security.

Through a study of Germany as a key example, students develop an understanding of how a democracy can collapse, the impact of dictatorship on a society, the elimination of individual freedoms, and the threats that dictatorships can pose to peace and security. This provides students with insights that contribute to a critical perspective on power and authority in the contemporary world.

Key Features - Historical Concepts and Skills -

The rise of dictatorship after World War I

The Nazi regime to 1939

The search for peace and security in the world

Analyse sources to identify and account for the different perspectives of individuals and groups in the past

Analyse and synthesise evidence from different types of sources to develop reasoned claims

Identify and analyse the varying causes and effects of events and developments in order to construct historical arguments

Form judgements about historical significance, recognising that significance may be attributed for different purposes

Analyse and evaluate contested interpretations and representations of the past

Develop texts, particularly historical accounts and arguments, supported by relevant evidence from sources

Communicate historical understanding, using historical knowledge, concepts and terms, in forms appropriate to purpose and audience

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Framing Questions - 1. What were the key contributing factors to the rise of fascist, totalitarian and militarist movements after World War I?

a. How valid is the term ‘totalitarian’ and how useful is it when considering the (comparative) nature of Soviet Russia, Nazi Germany and Fascist Italy?

2. What drew people to extreme (fascist, communist, militaristic) political movements?

a. How do we explain the collapse of democracy?

b. How significant is ideological attraction as opposed to economic and/or political and/or social issues?

3. What were the key features of the regimes (Italy, Russia, Germany and Japan) that emerged; how did they establish and maintain power?

a. What impact did the Nazi dictatorship have on German society?

b. How did the Nazis diminish opposition and exercise control?

c. To what extent did Nazi rule rely on coercion?

4. What efforts were made to achieve peace and security in the post-WWI world (1919-1946)?

a. How did powers such as Germany and Japan undermine efforts to achieve peace and security?

5. What historical factors explain the nature of power and authority in the modern world, 1919-1946?

a. How did power and authority operate to destabilise democracy and institutions such as the League of Nations, and in what ways did new forms of power and authority seek to establish legitimacy and transform society?

b. What is the significance of this Core Study when considering the nature of active and informed citizenship in the contemporary world?

Survey - an overview of the peace treaties which ended World War I

and their consequences

Outcomes

accounts for the nature of continuity and change in the modern world MH12-1

proposes arguments about the varying causes and effects of events and developments MH12-2

evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-3

analyses the different perspectives of individuals and groups in their historical context MH12-4

assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-5

analyses and interprets different types of sources for evidence to support an historical account or argument MH12-6

discusses and evaluates differing interpretations and representations of the past MH12-7

plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-8

communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms MH12-9

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Key Historical Terms and Concepts -

o fascist / Fascism

o individual freedoms

o power

o authority

o terror

o race

o Communism

o militarism

o totalitarian(ism)

o Nazism

o Democracy

o collective security

o class

o gender

Resources Resources

Books –

S. Campbell Bartoletti (2005) Hitler Youth, Scholastic [survey; accessible]

R.J.B. Bosworth (2006) Mussolini’s Italy: Life under the Dictatorship, 1915-1945, Penguin [reference]

J. Caplan (ed.) (2008) Short Oxford History of Nazi Germany, Oxford UP [reference]

C. Duggan (2012) Fascist Voices: An Intimate History of Mussolini’s Italy, Bodley Head [reference]

R. J. Evans (2005) The Coming of the Third Reich, Penguin [reference]

R. J. Evans (2006) The Third Reich in Power, 1933-39, Penguin [reference]

P. Finney (2011) Remembering the Road to World War Two: International History, National History, Collective Memory, Routledge [reference]

S. Fitzpatrick (1999) Everyday Stalinism: Ordinary Life in Extraordinary Times (Soviet Russian in the 1930s), Oxford UP [reference]

R. Geary (2002) Hitler and Nazism, Routledge [brief survey; Lancaster Pamphlet series]

A. Gordon (2014) A Modern History of Japan, Oxford UP [reference]

R. Henig (2006) Versailles and After, Routledge [brief survey; Lancaster Pamphlet series]

R. Henig (2010) The League of Nations, Haus [concise history]

I. Kershaw (1989) The ‘Hitler Myth,’ Oxford UP [iconic]

I. Kershaw (2008) Hitler: A Biography, W.W. Norton & Co. [reference]

T. Kirk (2006) Nazi Germany, Macmillan [accessible survey]

Websites –

The Avalon Project http://avalon.law.yale.edu/

Internet Modern History Sourcebook https://sourcebooks.fordham.edu/mod/modsbook.asp

Nazi Germany Archives – History on the Net http://www.historyonthenet.com/tag/nazi-germany/

UK Teaching Resources http://weimarandnazigermany.co.uk/teaching-resource-index/#.WRvbN8vr1aT

German History Society http://www.germanhistorysociety.org/

Richard Evans "Coercion and Consent in Nazi Germany"

Doctrine of Fascism (Mussolini & Gentile, 1932) http://www.worldfuturefund.org/wffmaster/Reading/Germany/mussolini.htm

German Propaganda Archive http://research.calvin.edu/german-propaganda-archive/index.htm

Internet Archive https://archive.org/

Nuremberg Laws https://www.ushmm.org/wlc/en/article.php?ModuleId=10007903

Hitler’s Speech to the Reichstag, 30 January 1939 http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%201988.pdf

German History in Documents and Images http://germanhistorydocs.ghi-dc.org/

Documents of the interwar period

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Mark Mazower (1998) Dark Continent, Allen Lane [reference]

I. Nish (2002) Japanese Foreign Policy in the Interwar Period, Praeger [reference]

R. Overy (2006) The Dictators: Hitler’s Germany and Stalin’s Russia, W.W. Norton & Co. [reference]

A. Owings (1995) Frauen: German Women recall the Third Reich, Penguin [interviews / testimonies]

A. Rabinbach & S.L. Gilman (eds) (2013) The Third Reich Sourcebook, California UP [primary sources]

R. Stackelberg (2007) The Routledge Companion to Nazi Germany, Routledge [reference]

R. Stackelberg & S.A. Winkle (eds) (2012) The Nazi Germany Sourcebook: an anthology of texts, Routledge [primary sources]

Z. Steiner (2005) The Lights that Failed, 1919-1933, OUP [very comprehensive reference]

Z. Steiner (2011) The Triumph of the Dark, 1933-1939, OUP [very comprehensive reference]

J. Stephenson (2001) Women in Nazi Germany, Longman [reference]

M. Stibbe (2003) Women in the Third Reich, Bloomsburg Academic [reference]

D. Williamson (2002) The Third Reich, Longman [concise history]

Articles –

S. Baranowski (2003) “Backing Hitler: Consent and Coercion in Nazi Germany,” Holocaust and Genocide Studies, Vol.17, no.2

R. Bessel (2004) “The Nazi Capture of Power,” Journal of Contemporary History, Vol.39, No.2

G. Darby (2010) “Hitler’s Rise and Weimar’s Demise,” History Today, Issue 67

R.J. Evans (2004) “The Coming of the Third Reich,” History Review (History Today), Issue 50

R.J. Evans (2005) “Hitler’s Dictatorship,” History Review (History Today), Issue 51

J. Fox (2004) “Resistance and the Third Reich,” Journal of Contemporary History, Vol.39, No.2

I. Kershaw (2004) “Hitler and the Uniqueness of Nazism,” Journal of Contemporary History, Vol.39, No.2

S. Marks (2013) “Mistakes and Myths: The Allies, Germany, and the Versailles Treaty, 1918-1921,” The Journal of Modern History, Vol.85, No.3

J. Noakes (2004) “Leaders of the People? The Nazi Party and German Society,” Journal of Contemporary History, Vol.39, No.2

G.B. Strang (1996) “Once More unto the Breach: Britain’s Guarantee to Poland,” Journal of Contemporary History, Vol.31, No.4

https://www.mtholyoke.edu/acad/intrel/interwar.htm

UN website, “About the UN” http://www.un.org/en/about-un/index.html

British cabinet interwar memoranda http://www.nationalarchives.gov.uk/cabinetpapers/cabinet-gov/cab24-interwar-memoranda.htm

British cabinet interwar conclusions http://www.nationalarchives.gov.uk/cabinetpapers/cabinet-gov/cab23-interwar-conclusions.htm

Ruth Henig on Versailles http://www.bbc.co.uk/history/worldwars/wwone/versailles_01.shtml

Roma and Sinti ( with additional links) https://www.ushmm.org/wlc/en/article.php?ModuleId=10005482

Aktion T4 (with additinal links) https://www.ushmm.org/wlc/en/article.php?ModuleId=10005200

SOPADE report on German workers 1938 http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=1553

SOPADE report on terror 1936 http://www.yadvashem.org/odot_pdf/Microsoft%20Word%20-%203318.pdf

SOPADE reports, 1935, 38 http://www.jewishvirtuallibrary.org/reports-concerning-support-and-opposition-to-the-nazi-regime-1935-1938

Dick Geary, “Who voted for the Nazis?” http://www.johndclare.net/Weimar6_Geary.htm

Urgent Call for Unity https://en.wikipedia.org/wiki/Urgent_Call_for_Unity

https://www.archives.gov/education/lessons/worksheets [Very descriptive analysis could result if not careful, but there are ideas in the worksheets that may be worth adapting if you are really starting at source analysis ground zero …]

https://www.youtube.com/watch?v=fiTQYCx0MQY – Kristallnacht

https://www.youtube.com/watch?v=2UZauSOQ_Jk - The Jews of Würzburg 1933 – 1938: German Jews speaking about their experiences in the 30s (4 minutes)

https://www.youtube.com/watch?v=PkD9YkpPNV0 - Holocaust Survivor Testimonies: German Jews speaking about their experiences; good for insight into education etc. (3 mins)

https://www.youtube.com/watch?v=lFwhYbbrCJ0 - Holocaust Survivor Testimonies: Kristallnacht in a Small German Town [good for understanding

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

D. Welch (2004) “Nazi Propaganda and the Volksgemeinschaft: Constructing a People’s Community,“ Journal of Contemporary History, Vol.39, No.2

DVDs –

L. Riefenstahl (1935) Triumph of the Will

L. Rees (1997) The Nazis: A Warning from History

Hitler’s Henchmen (1996) [episodes available on YouTube]

YouTube Clips –

Hitler’s Speech to the Reichstag, 30 January 1939 https://www.youtube.com/watch?v=4AFhwwgL-94

L. Riefenstahl (1938) Olympia https://www.youtube.com/watch?v=vvr6dZ1VBV8

C. Froelich (1934) Ich fűr Dich – Du fűr mich https://www.youtube.com/watch?v=B2nN06sP_WI

H. Springer (1936) Ewiger Wald https://www.youtube.com/watch?v=kIqPq1C7FuQ

Peacemakers (2009) https://www.youtube.com/watch?v=74-HkCRozls

Websites –

http://www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml

http://spartacus-educational.com/RUSstalin.htm

http://www.nationalarchives.gov.uk/education/heroesvillains/g3/cs2/g3cs2s1a.htm [Mussolini source work]

http://www.nationalarchives.gov.uk/education/heroesvillains/g4/cs2/g4cs2s5.htm [Stalin source work]

http://afe.easia.columbia.edu/ps/china/japanese_ambassador.pdf ; the site http://afe.easia.columbia.edu is worth looking at for more on Japan

http://afe.easia.columbia.edu/ps/japan/kokutai.pdf

http://www.bytwerk.com/gpa/posters1.htm [Good collection of propaganda posters from pre-1933 with translations]

http://www.bytwerk.com/gpa/posters2.htm [post-33]

http://www.bbc.co.uk/bitesize/quiz/q50149028

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/nazibeliefsrev1.shtml [A simple introduction with good graphics; pair it with a study of the Nazi Party Program for a more effective and source-based study and follow it with the 10 question quiz to test knowledge- http://www.bbc.co.uk/bitesize/quiz/q46709399]

https://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide/the-path-to-nazi-

radicalisation from 38]

http://downloads.bbc.co.uk/schools/gcsebitesize/wjec/history/pdf/antisemitism.pdf

http://spartacus-educational.com/GERchristianity.htm

https://www.ushmm.org/learn/students/learning-materials-and-resources/mentally- and-physically-handicapped-victims-of-the-nazi-era

http://spartacus-educational.com/GERMANtradeU.htm

http://spartacus-educational.com/GERlabour.htm

https://www.facinghistory.org/resource-library/decision-making-times-injustice/life- german-youth-1930s-education-propaganda-conformity-obedience

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-6/women- and-national-community

http://www.bbc.co.uk/bitesize/quiz/q97417782

http://alphahistory.com/nazigermany/goebbels-attacks-the-weimar-government- 1927/ [Speech from 1927: more useful for current Weimar and Nazi Germany syllabus probably, but could be a good, if slightly ahistorical source for the ambitions of Germany in Europe

http://afe.easia.columbia.edu/special/japan_1900_power.htm

https://www.khanacademy.org/humanities/ap-us-history/period-7/apush-us-in-wwi/ a/the-league-of-nations

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-3/league- nations

http://www.un.org/en/sections/history/milestones-1941-1950/index.html

http://www.un.org/en/sections/un-charter/chapter-vii/index.html

https://www.gresham.ac.uk/lectures-and-events/the-age-of-dictatorship-europe- 1918-1989-hitler

https://www.gresham.ac.uk/lectures-and-events/hitler-and-the-origins-of-the-war- 1919-1939

https://www.gresham.ac.uk/lectures-and-events/the-age-of-dictatorship-europe- 1918-1989-mussolini

https://www.gresham.ac.uk/lectures-and-events/the-age-of-dictatorship-europe- 1918-1989-stalin-and-his-imitators

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-6 [ Walks you through teaching about conformity and consent; nice resource, but more able students would do well to have the Richard Evans lecture / article on consent and

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

genocide/full-film

https://www.facinghistory.org/holocaust-and-human-behavior/chapter-6/nuremberg-laws

http://research.calvin.edu/german-propaganda-archive/

http://research.calvin.edu/german-propaganda-archive/hadamovsky1-2.htm

https://www.khanacademy.org/humanities/art-1010/art-between-wars/neue-sachlichkeit/a/art-in- nazi-germany

http://www.yadvashem.org/holocaust/about/nazi-germany-1933-39/beginning-of-persecution.html

http://www.yadvashem.org/holocaust/about/nazi-germany-1933-39/1938.html

coercion as a supplement to balance it out a little – see above

https://www.ushmm.org/m/pdfs/20090831-nazi-ideology-book-pp1-19.pdf Comprehensive resource covering all aspects of Nazi race-based persecution (Jews, Aktion T-4, Roma, etc.); too much for most students, needs to be broken down

https://collections.ushmm.org/search/catalog/irn1001231 [Brief clip of 1935 Nuremberg Rally]

http://research.calvin.edu/german-propaganda-archive/fw2-17.htm

http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml [Good study of Nazi propaganda by David Welch, a leading expert in the field

Assessment overview Core Study Term III & IV

Assessment for learning (Pre-assessment task)

Existing knowledge and understanding is established through a pre-assessment task focusing on Nazi Germany, but with some references to the post-war settlements and dictatorships of Italy, Russia and Japan. A series of questions relating to key features as well as a number of source-based questions should allow the teacher to evaluate the existing knowledge and understanding of the class as well as the quality of basic writing and source use/analysis skills.

Assessment as learning

Students are given the relevant syllabus page for this unit of work and asked to reflect on how confident they feel about their knowledge and understanding of each dot point. This could be measured on a simple scale (1-5; 1 being not at all confident, 5 being very confident), a more complex model (e.g., where students are required to differentiate between confidence about their grasp of the content and confidence in relation to their capacity to develop arguments, make connections between dot points, deal with a range of question types for each dot point, etc.), or a simple single-sentence per dot point summary of the students’ sense of their own learning. Students submit their assessments of their own learning to the teacher who uses the data to target particular topic areas and so on.

Assessment of learning

1. HSC Trial Examination 30%

2. HSC Examination

3. Analysis task 30% MH12-3, MH12-6, MH12-7, MH12-8, MH12-9

Teachers can see this as an opportunity to get students to cover a section of the syllabus independently. If time is less of an issue then it is a great opportunity to deepen knowledge and understanding of changes to German society (focus on social and cultural history).

Knowledge and understanding of course content 10%

Historical skills in the analysis and evaluation of sources and interpretations 20%

Students research a section of the ‘Nazi regime to 1939’ part of the syllabus, selecting a range of relevant primary sources (visual, material, documents) for a museum-style display on the topic. The analysis of each source, informed by an understanding of the relevant historiography, should be presented as a comprehensive caption for each display item (to a maximum of 1000 words). The display should offer a coherent (well-structured) historical understanding of the topic, demonstrate historical knowledge of the topic and broader context, and use relevant concepts and terms. Students should be encouraged to be ambitious in their research / source selection and creative in the choices that they make about how best to display their sources and analysis. The class then views the displays and students prepare a verbal evaluation of the analyses on offer (3 minutes) that can be delivered or recorded and submitted.

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

Focus of Study: These strategies are designed to be used selectively (given time constraints) and direct instruction from the teacher can replace any one of the suggested strategies -

Students learn about:

the peace treaties that ended World War I and their consequences [3hrs]

The rise of dictatorships after World War 1

the conditions that enabled dictators to rise to power in the interwar period

The Nazi regime to 1939

the rise of the Nazi party and Hitler in Germany and the collapse of the Weimar Republic

survey: treaties of Versailles, Trianon, St. Germain, Sèvres (given time, Neuilly as well); students research (methodology should include the use of the treaties themselves as sources) each treaty (nature of) and construct a table and/or series of models (including maps) demonstrating losses of territory, resources, population as well as development of new systems of government in each country (Germany, Hungary, Austria, Turkey, Bulgaria) and surrounding nations states. Teachers may wish to create a version of this for one of the treaties in order to model the desired outcome for students. Students then use their research / models in order to take note of common attributes and issues relating to the treaties – including the creation of new nation states, the fate of minorities, unstable borders, resentment, loss of resources, etc. The class can then come together to discuss the relationship between the peace treaties and the consequences (teachers may want to provide a set of historically recognised consequences to aid this discussion). Once discussed students write a report; this could be a simple writing task or could be made more complex by asking students to adopt a perspective – of a relevant nation state or a known commentator of the time such as John Maynard Keynes. [MH12-1, MH12-3, MH12-5, MH12-9]

Students either read a variety of opinions or are introduced by their teacher to a variety of opinions about the reasons for the development of dictatorships; students are then required to write evaluations of arguments using a variety of sources. For example, students can read sections of the Weimar constitution and Evans’ opinion about the argument that a weak constitution explains the collapse of Weimar before evaluating Evans’ position. Or, students can evaluate Ken Webb’s argument about the significance of reparations having been exposed to the work of Sally Marks. For the pan-European view Mark Mazower’s argument in Dark Continent could be evaluated with particular attention paid to whether it deals adequately with the impact of WWI and the peace treaties. To increase the challenge students can be introduced to contemporary explanations from a range of perspectives (Marxist, psychoanalytical, artistic, etc.) using the work of people such as Gramsci (for Italy), Wilhelm Reich, the Dadaists, and so on, answering questions about how people understood the rise of dictatorships at the time and what has changed and why. [MH12-1, MH12-2, MH12-6, MH12-7 + MH12-4 for contemporary source use]

Students are given a range of German political propaganda / election posters from the

Ruth Henig; documentary Peacemakers; the treaties (particularly Versailles), Keynes The Economic Consequences of the Peace, Sally Marks, Zara Steiner

 

Evans and Darby articles, Weimar Constitution, Marks, Mazower

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

The Nazi regime to 1939

the nature of Nazi ideology

the initial consolidation of Nazi power 1933-1934

the role of prominent individuals in the Nazi state

the various methods used by the Nazi regime to exercise control, including laws, censorship, repression, terror, propaganda,

late 1920s and early 1930s and asked to consider what these posters suggest about the range of political parties, the key issues / problems as defined by each party, and the tactics that were being used to promote each party as a solution to issues / problems. [MH12-4, MH12-6]

Source study: the NSDAP Program (1920) – students read the program, identifying the ideological position / preoccupation underpinning each point (e.g. Point 3: “We demand land and territory…etc.” = Lebensraum) [MH12-4]

Students are given the Reichstag Fire Decree, the Enabling Act, Wels’ speech against the Act, the Concordat, the affidavit of von Schnitzler and any other documents relevant to the consolidation of Nazi power that the teacher wishes to include. Students makes notes about what each document provides as evidence for the consolidation of power. Students are then introduced to the lead-up to and events surrounding the Night of Long Knives or, if there is adequate time, are introduced to a further range of documents relevant to 1934 (see Stackelberg and Winkle, pp.169-181) before being asked to write an essay (focus on skills – creating a strong, sustained judgement, supporting contentions with valid examples, etc.) that accounts for the consolidation of power, 1933-34. Students should be encouraged to consider the events and developments prior to the appointment of Hitler as chancellor that provide vital context for the way in which events developed after the appointment (e.g. the role of the economic crisis, the fear of communism, etc.) [MH12-1, MH12-2, MH12-6, , MH12-8, MH12-9]

Students are given images of key Nazis (photographs of first Nazi cabinets, early group photographs, Nuremberg Rallies, Nuremberg Trials, etc.) and have to track down / identify the individuals offering their name, their role(s) and their fate. [MH12-3]

Students are assigned a figure to research and report back to the class about. They can be directed to use a range of sources and develop a usable resource for the class (for example, contribute to a combined Google Doc, write a brief pamphlet, or give an oral presentation, etc.). [MH12-3, MH12-5]

Students study a timeline of Nazi laws from 1933-36, and then table the laws according to categories (race, workers, women, etc.). Students will need to cross reference when laws clearly applied to more than one key feature of the regime or its ideology. The table can then be used to write an outline of the range of Nazi law making, its

Propaganda posters

NSDAP Party Program

Primary source documents (see Stackelber & Winkle)

Photographs

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

cult of personality significance to German society and its relationship to Nazi ideology. [MH12-5]

Students are introduced to the scale and nature of Nazi censorship and the range of propaganda across a variety of media (radio, film, newspapers, etc.). Students should be introduced to Hitler and Goebbels’ thoughts on propaganda as well as the ways in which Hitler was portrayed in Nazi art and film. Students should be introduced to Nazi art and film making through visuals as well as in a comparative form (compared to the art and film making defined as degenerate, using a range of sources such as the Guide to ‘Degenerate Art’ and Hitler’s speech for the House of German Art opening). For the purpose of extension, students can then be asked to assess Welch’s argument that “Propaganda played an important part in mobilising support for the NSDAP in opposition and maintaining the party once in power. But propaganda alone could not have sustained the Nazi Party and its ideology over a period of twelve years” and consider what his argument implies about the nature of control in Nazi Germany. [MH12-3, MH12-7]

Students read the SOPADE reports on terror and opposition and consider what can be learnt from these sources given the nature of the organisation / its perspective. [MH12-6]

Students create a chart of the different organisations that repressed / caused terror (Gestapo, SS, etc.), noting the role of each organisation with the Nazi state, connections between each organisation and the hierarchy of organisations (the relative importance of the SS – the most affiliated organisation of the NSDAP). The chart should include key details (dates, leaderships, names, functions – including control of concentration camps). [MH12-3]

Students develop an abstract for a biography of the kind of person who would have been subject to repression and terror in Nazi Germany (a communist, socialist, homosexual, Jehovah’s Witness, conservative political opponent, uncooperative teacher, journalist or priest). As race is addressed later the focus here should be on repression and terror not relating to Nazi race policy. [MH12-9]

Students are introduced to a range of sources relating to propaganda – film, newspaper, art, etc.; students are asked to note common themes and relate those themes to Nazi ideology. [MH12-4, MH12-6]

Culminating task on terror/repression: students read R. Evans, Coercion and Consent as well as S. Baranowski’s assessment of Gellately’s contrasting argument. Students then write a position paper on the question of coercion and consent with reference to

David Welch (1995) The Third Reich: Politics and Propaganda, Routledge

Guide to the ‘Degenerate Art’ exhibition http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=1578&language=english

Hitler’s speech for the opening of the House of German Art, Munich 1937 http://germanhistorydocs.ghi-dc.org/sub_document.cfm?document_id=1577

SOPADE reports

Clips from Nazi films (see resource list), images from newspapers like the Völkischer Beobachter

Evans and Baranowski (see

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

impact of the Nazi regime on life in Germany, including cultural expression, religion, workers, youth, women, minorities including Jews

both arguments and what they have learnt about repression, terror, propaganda, etc. [MH12-7, MH12-8, MH12-9]

Students read the Introduction and sections of Part I of Kershaw’s The ‘Hitler Myth’ and discuss his thesis whilst considering the ways in which Hitler was represented in art, film, etc. [MH12-7]

Adding to the work on art and film, students can now be introduced to the fate of other forms of culture such as cabaret and literature. Students could research German ex-pats who left because of their political beliefs and the issues with cultural expression in Nazi Germany. The class could then collate independent research into a list or display of German exiles and their work (e.g. Marlene Dietrich, Bertolt Brecht, Thomas Mann, Erich Maria Remarque, etc.), noting the reason each gave for leaving Germany. [MH12-4]

Students read the statement by the Confessional Synod of the German Evangelical Church, 1934, and Kirk, pp. 108-111 and discuss the impact of Nazism on religion and the reasons for the statement (religious rather than political resistance). [MH12-4, MH12-6]

Students read the SOPADE report on workers and discuss why the working classes might have felt disenchanted by the regime (by looking at laws banning unions, considering old working-class political allegiances and the argument of D. Geary in “Who Voted for the Nazis.”) [MH12-4]

Students learn about the Hitler Youth as well as youth who resisted through groups such as Swing Youth and Edelweiss Pirates (research or teacher instruction); as young people they are asked to theorise about the attraction for young people of Nazism, as well as the nature of youth resistance, given what they know and with reference to sources such as the Party Program. [MH12-9]

Students re-read the Nazi Party program and discuss what it was about the party that may have attracted women before discussing how women fitted into the racial thinking of the Nazi Party; students then research the key organisations for women - BdM, NS-Frauenschaft - and read Kirk, pp.151-159. Students are then given extracts from a range or a single testimony from Owings’ Frauen and perform an analysis of the perspective evident in the testimony, informed by the context established through the reading and research. [MH12-4, MH12-6, MH12-9]

Students develop an annotated chronology of Nazi anti-Semitism dating from the Party Program to the Law Against Overcrowding the German Schools, to the Nuremberg Laws and Kristallnacht; the annotations should include some details about the

resource list)

Kershaw

Stackelberg & Winkel; Kirk

SOPADE reports

NSDAP Party Program

Kirk, Owings

Goering reading the preamble to

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

opposition to the Nazi regime

The rise of dictatorships after World War 1

an overview of the features of the dictatorships that emerged in Russia, Italy, Japan

The search for peace and security in the world

the intentions and authority of the League of Nations

authorship/origins and aims of each example. Students then use their chronologies to develop an evaluation of the impact that the Nazi regime had on German Jews. [MH12-1, MH12-4, MH12-6]

Students view scenes from Triumph of the Will and Olympia and discuss the racial qualities of both. [MH12-6]

Students revisit the Nazi Party Program and consider its racial dimensions – not just about Jews, but in relation to the volksgemeinschaft more generally; students then look at a range of Nazi propaganda posters relating to Aktion T4, as well as documents such as the Law for the Prevention of Genetically Diseased Offspring, and Nazi propaganda about / depictions of Jews and Roma / Sinti before drawing on the knowledge from the unit thus far to write an analysis of the significance of the Nazi perspective on race / racism in Nazi Germany. [MH12-4, MH12-5]

Students read the 1932 “Urgent call for Unity” and discuss the implications – was the Nazi consolidation of power a failure of the left? Students then break resistance down into key categories – Communist, conservative, worker, church and youth – research or teacher instruction provides key examples for each and the class then discusses possible reasons as to why these groups tended to provide the most likely pockets of resistance in Nazi Germany. [MH12-3]

Students compile a list of the key features of Nazi Germany, based on their studies (ideology, propaganda, terror, opposition, censorship, cult of personality, etc.), and then begin the process of researching the dictatorships of Russia, Italy and Japan based on the list of key features. If time is an issue, research can be carefully guided (materials provided), but the objective is for students to compare and contrast and then to be able to report on significant similarities and differences. Teachers can also introduce students to Friedrich and Brzezinski’s 6-point syndrome defining totalitarianism, using it as a framework for discussions about similarities and differences. Students could then be extended by being asked to consider the usefulness of comparative studies such as this and the effectiveness / legitimacy of using political science models such as totalitarianism in order to understand 20th century dictatorships. [MH12-3, MH12-7, MH12-8]

Students read the covenant of the League of Nations, breaking it down to series of core ideas and principles; students then review issues with the authority of the League given the American failure to join, the refusal to consider German or Russian membership as well as the selective approach to progressive ideas (for example, the refusal to consider race equality as part of the covenant). Students study the Italian invasion of Abyssinia

the Nuremberg Laws https://www.ushmm.org/wlc/en/media_fi.php?ModuleId=10007902&MediaId=8884

Triumph of the Will, Olympia

“Urgent call for Unity”

6-point syndrome included in P.Grieder (2007) “In Defence of Totalitarianism,” Totalitarian Movements and Political Religions, 8: 3-4

http://www.tandfonline.com/doi/full/10.1080/14690760701571205?src=recsys

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Content Teaching and learning strategies Resources

the ambitions of Germany in Europe and Japan in the Asia-Pacific

the intentions and authority of […] the UN [27hrs]

as a case study that demonstrated both aspects of the problems with authority. Students should also use the British cabinet minutes for insight into what the British government were saying about Abyssinia and the League at the time as well as in order to reflect on the policy of appeasement. [MH12-5, MH12-6]

Students consider the foreign policy directions of Nazi Germany and interwar Japan, noting the common aspirations with regards to land / resources and comparing the ideological and strategic thinking of both countries. Students compare and contrast the foreign policy of each nation, including (given time) continuity and change in the foreign policy of both countries, and then compare specific examples that were significant challenges to peace and security prior to the 1939 (Manchuria and the Sino-Japanese War; the Anschluss with Austria, the annexation of Sudetenland, the creation of the Protectorate of Bohemia and Moravia) before writing a cogent judgement about the relative significance of each nation’s threat to peace and security and the reasons for the LoN inability to combat these threats. [MH12-1, MH12-2, MH12-5, MH12-9]

Students analyse the Hossbach memorandum, discussing the extent to which it can be read as a legitimate representation of planned German foreign policy ambitions. [MH12-4, MH12-6]

Students read excerpts from the UN Charter and compare with the LoN Covenant. Students explore the UN website for indicators of intentions and authority before presenting arguments (this could take the form of a class debate(s)) about whether the UN – in 1945 – appeared to be an institution more likely to effectively sustain peace and security in the world than the LoN. [MH12-2, MH12-8]

LoN Covenant, British cabinet minutes, Henig, Steiner

Hossbach Memorandum

UN Charter, LoN Covenant

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This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

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Teaching and Learning Program EvaluationProgram or Unit Title: _____________________________________________________________ Class: _________________ Teacher: ______________________________________

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.

Element Evaluation

Program

Was the program well-structure and coherent?

To what extent did the program engage all students in the class?

Did the program assist all students to achieve the learning outcomes?

What improvements could be made?

Resources

Were the resources used appropriately in terms of age level, variety and the ability to engage the students?

What improvements could be made?

Assessment

Did the program incorporate a range of quality, valid assessment tasks?

Reflect and comment on the level of student achievement in this program.

What improvements could be made to assist students to achieve the outcomes?

Date Commenced: ______________________________ Date Completed: _______________________________ Signature: __________________________________________

This unit of learning was written by Dr Sally Cove, Sydney Grammar School. Copyright © of the unit of work is owned by AISNSW.

NSW syllabus content prepared by the NSW Education Standards Authority (NESA) for and on behalf of the State of New South Wales is protected by Crown copyright.