Yr 11 HASS History WEEK 4 HOW DID HITLER TAKE CONTROL?

Week
Outcomes &
Aspects
Stage of Inquiry

Teaching & Learning Activities

Evaluation

Investigations

PROPAGANDA
What do we know about propaganda?
(Advertising is an attempt to get people to buy something, whereas propaganda is an attempt to
impress a particular set of beliefs and values).
How was propaganda used by Hitler and the Nazis?
Read: Weimar & Nazi German, p. 244-247. Discuss then do the activities on p. 247.
Homework: Activities 1 &2 on p. 252 of Weimar & Nazi Germany. Re-create the table in your workbooks.

Teacher
Student

THURS 1.2 DBL:

Indoctrination and education policies
to teach (someone) to fully accept the ideas, opinions, and beliefs of a particular group and to not consider other
ideas, opinions, and beliefs unchallenged and fully accepted. HOW??
Poisonous Mushroom. Read through Part 1 Der Giftpilz and How to identify a Jew (on Coneqt).
Discuss the metaphors and significance/importance of education consequences.
How does Hiemer characterise the Jewish people? Give examples. How would this create a
negative picture for a young child?
How does the author characterise the Aryan people? Give examples. How would this create a
positive picture for a young child?
Why did Hiemer target young children as the audience for his book?
Why did Hiemer choose a mushroom as his main metaphor?
What are the consequences of Der Giftpilz?
*Assign a reading to each of the students. Read and analyse. Be ready to discuss findings with the
rest of the class tomorrow (Friday).
This poster shows a young Aryan-looking member of the Hitler Youth looking up to an idealized, Godlike version of Adolf Hitler. The message was that children as young as 10 years old should serve the
leader by joining the organization. For Hitler believed that devotion should be fostered as early as
possible. Young, impressionable members of the Hitler Youth were brainwashed by Nazi ideology and
were made to take part in strenuous physical activity. The idea was to create dedicated,
unquestioning soldiers for Hitler and the Nazi regime.

Class observations
Introductory
paragraph
Check Homework
Think, pair, share

Samantha Trichilo - 32641349 - EDN558

Week
Outcomes &
Aspects
Stage of Inquiry

Teaching & Learning Activities

Read: Germany 1914-1945, p. 134-135.

Germany, 1918-1945, p. 62-74.

Evaluation
Teacher
Student
Class observations
and discussions re
video.

Watch video on Coneqt: Education for Death.

Answers to
questions.

Germany 1918-1945, p. 130-133: Hitler Youth

Read: What schools and parents need to know about the goals of National Socialist Education.
*Answer questions 1-3 from photocopies handout Going to school in Nazi Germany.
*Weimar & Nazi Germany, p. 280-285. Read and students to complete table on p. 280 as they go
through the material (Homework over the weekend?)

Yr 11 HASS History WEEK 4 HOW DID HITLER TAKE CONTROL?

Week
Outcomes &
Aspects
Stage of Inquiry

Teaching & Learning Activities

Evaluation

1.1 Tues DBL: PROPAGANDA

Germany 1918-1945, p. 110-117.
Definitions of Propaganda: The spreading of ideas for the purpose of helping or harming an
institution, a cause, or a person The deliberate, systematic attempt to shape perceptions,
manipulate cognitions [thoughts], and direct behaviour to achieve a response that furthers the
desired intent of the propagandist.

Teacher
Student
Check Homework
Class discussion
and individual
contribution
Work completed in
class timeline
and notes

Germany 1918-1945, pp. 110-117 (Task 115).

Weimar & Nazi Germany, p. 244- 247 (Activities 1-3)

1.2 Thurs DBL: IMPLEMENTATION LAWS / VIOLENCE / PROPAGANDA

Draw a timeline on the board and write key dates
What are the key dates in the Nazis consolidation of power?
28 Feb 1933 Decree of the Reich President for the Protection of the Nation and the State
24 Mar 1933 Enabling Act
14 Jul 1933 Law against the Formation of New Parties
Sep 1934 Law for the protection of German Blood and German Honour (forbids mixed marriages,
sex between Aryans & Jews
Reich Citizenship Laws (deprives Jews of German citizenship).
Weimar & Nazi Germany, p. 170-171 & p. 342.
Der Strmer
Weimar & Nazi Germany, pp. 259-273 / Focus on 270-273.
1.3 Fri: REVISION
Propaganda
Violence
Implementation laws

Samantha Trichilo - 32641349 - EDN558

Week
Outcomes &
Aspects
Stage of Inquiry

Teaching & Learning Activities

1.1 Tues DBL:

P1: Essay writing tips

Evaluation
Teacher
Student
Formal
assessment: Essay.

Hitler Myth

Check Homework

P2: Success of youth

Weimar & Nazi Germany, pp. 276-279 & 288-289.

Class observations

Social Darwinism
Eugenics: the science of racial improvement through such methods as selective
breeding.
Eugenics became a subject for academic study in the late 19 th and early 20th centuries and was
very influential with politicians in many countries and from many different ideological standpoints.
Eugenicists advocated intervention of many kinds to improve the hereditary traits of a nation or a
race. There could include birth control, sterilisation and euthanasia to select out those who were
considered to be unfit, either mentally or physically.
1.2 Thurs DBL: IN-CLASS ESSAY (UNSEEN)
P1: DISCUSS THE CHANGING FACTORS THAT CONTRIBUTED TO HITLERS CONSOLIDATION OF
POWER BETWEEN 1932-1934
P2: Women
Weimar & Nazi Germany, pp. 296-301
Activity: In Weimar & Nazi Germany p. 292 assign each student with a selection of sources then
come to class ready to discuss.
1.3 Fri
Seminar: As a summary of the week, in pairs, students to revise either Youth or Women in Nazi Germany. Make notes on:
a) Aims of Nazi policy
b) Nazi methods
c) The effectiveness of Nazi Policy
Give students 30 mins to organise their notes, refer to books etc, then discuss findings with the rest of the class.

Work completed in
class seminar
activity