Tara Pratt

31243142

EDN558
Four-Week Overview
THE INTERWAR YEARS & THE CAUSES OF WWII
Weekly Overview
W
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Introduction
Lesson 1Introduction
Lesson 2Developing Research
Skills
Lesson 3(Deconstructing
questions)

Stage of
Inquiry
L1- Tuning In
L2-Tuning In
L3- Finding out;
gathering
information

Teaching and Learning Activities

L1- This will be a brief overview of what the next four weeks will
be about. There will be an initial brainstorming activity designed
to ascertain what the students already know. I will ask what
students know in regards to the interwar period and WWII.
Students will be given a brief introduction to the end of WWI as it
is integral to understanding why WWII occurred. A video clip
will be shown on the end of WWI.
L2- This lesson will be a fun and creative lesson, enabling
students to engage with the course content. Students will be split
into groups of 4 and each group will be given a historical figure
from the Post-WWI period (for example; Winston Churchill or
Georges Clemenceau). Students are asked to design their own
questions- what they want to find out about the figure and what
they deem is important information that is worth researching.
Once students complete research and is approved by me groups
will create A3 posters on their figure. Will stick posters on wall
afterwards.
L3- Understanding what a question is actually asking you to do
historian is integral. I will refer to students as junior historians
and discuss the importance of distinguishing the differences in
instructional words. I will give students a list of instructional
words and ask them to define each via the use of their devices.
After everyone is finished, there will be a class discussion on
what each one means. Next, I will give students sample exam
papers, I will then ask them (in different colours) to highlight
keywords of question and instructional questions.

Link to AC
skills/content/concept
s
-Use
historical terms and concepts (
ACHHS183)
-Use chronological
sequencing to demonstrate the
relationship between events
and developments in different
periods and
places (ACHHS182)
-Evaluate the reliability and
usefulness of primary
and secondary
sources (ACHHS189)
-Identify and locate relevant
sources, using ICT and other
methods (ACHHS186)

Resources

Evaluation

L1https://www.youtub
e.com/watch?
v=J4OIyOYvs8E

L1- Formative,
students will be
assessed through
informal
discussions and
brainstorming.
L2- Informal
assessment, I wi
assess whether
students are
designing
appropriate
research question
and evaluate
whether they hav
obtained enough
information to g
ahead with the
poster

L2- devices (iPads,

laptops), Internet
access. A3 card,
textas/coloured
pencils, scissors.
L3- Devices,
internet access, list
of definitions (see
appendix) sample
exam papers (see
appendix), spare
highlighters

Tara Pratt
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Make Germany
PayLesson 4- Treaty of
Versailles
Lesson 5- Role Play
Lesson 6- Document
Study (group
dissection of
document study)
Dissecting Political
cartoons.

Hitlers Rise to

L4- Gathering
Information
L5- Sorting
Information
L6- Making
Connections and
Generalisations

L4- This lesson will be focused what the Treaty of Versailles was
and the long-lasting impact it had on Germany. Students will be
shown a short documentary on the Treaty of Versailles and
instructed to take notes during the viewing.
L5- Class to be split into groups, each group will represent one of
the Big Four and Germany. Each group will have 30 minutes to
research and gather enough information to present an argument. A
Class Treaty of Versailles will be held. Groups can have fun
with this and put on accents/get in character.
L6-Students will be introduced to the concept of a document
study. I will hand out past examples of document studies and
explain what a document study entails. Then I will show a
primary source political cartoon that relates to The Treaty of
Versailles. I will ask the students what they think the cartoon is
saying. I will then walk them through how to dissect a political
cartoon (for example, when was it written, by who/bias, what is
written in the cartoon, what does the image portray? Etc.) After
doing a group dissection, students will then be given the chance to
dissect a cartoon on their own. We will discuss their findings at
towards the end of the lesson.

L7- Sorting

L7- Students will be given an excerpt out of Hitlers Mein

-Identify the origin, purpose

and context of primary
and secondary
sources (ACHHS187)
-Identify and analyse the
perspectives of people from
the past (ACHHS190)

-Process and synthesise

information from a range of
sources for use as evidence in
an historical
argument (ACHHS188)
Identify and clarify
information and ideas

L4https://www.youtub
e.com/watch?
v=7BLdjb6_AIM

L4- informal,
towards the end
class I will ask
what was learnt.

L5- Devices,
internet access.

L5- Informal
assessment, I wi
evaluate whether
students are
learning through
observing how
engaged and
enthusiastic they
are during the ro
play.

L6- Laptop, HDMI

cable, slides with
cartoons, plasma
screen, cartoon
handouts. (see
appendix for
cartoons)

L6- I will assess

whether students
understand the
concept by
walking around
the class,
observing studen
progress and
enquiring wheth
anyone needs
help.

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Power
Lesson 7- Mein
Kempf
Lesson 8- evaluating
sources & bias,
creating questions for
research report
Lesson 9- Practice
Essay

Information
L8- Sorting
Information
L9- Sorting
Information

Kempf. I will not make students aware of what the text is or its
origins. I will ask them to read the excerpt and make an informed
decision whether the points in the argument seem valid. Why/why
not? Once decisions are made, I will make them aware that it is
Hitlers Mein Kempf. I will then set students question they must
answer through using research skills they attained in previous
lessons.
L8- This lesson will be spent trying to understand the Hitlers rise
to power and his popularity. I will engage students in the
beginning of the class by showing a short 1 minute clip of a mass
of people cheering and chanting for the Hitler. I will then show a
clip of Hitler speaking at a rally in order to illustrate his oratory
skills. Hitler did not corral the Germans as much as the Germans
elevated Hitler and The Germans were the first victims of
Hitler. Will be written on the board. Explain to students that
these statements are competing historical claims about the
German peoples responsibility in promoting the rise of Hitler. Let
students know that the job of a historian is to examine historical
evidence and then make historical claims supported by that
evidence. Tell students that today they will take on the job of
historians. In pairs they will examine primary source evidence in
the form of videos, images, artefacts and historical newspaper
articles. Using the evidence and scholarship that they collect, they
will then make their own historical claims about the extent to
which the German people were responsible for the rise of Hitler.
L9- Once all the information has been amassed from the previous
lesson, students will work individually on writing an essay, this is
not an assessment, just an activity designed to help them
familiarize themselves with writing History essays (students will
need to proficient in this as there are short answers and a short
essay in the summative document study).

World War II

-Identify and analyse different

historical interpretations
(including their
own) (ACHHS191)
-Identify and analyse the
perspectives of people from
the past (ACHHS190)
-Process and synthesise
information from a range of
sources for use as evidence in
an historical
argument (ACHHS188)

-Identify and analyse the

perspectives of people from
the past (ACHHS190)
-Identify the origin, purpose
and context of primary
and secondary
sources (ACHHS187)
-Develop texts, particularly
descriptions and discussions
that use evidence from a range
of sources that are
referenced (ACHHS192)

L7- Devices,
excerpt from Mein
Kempf, set
questions written
on chalkboard (see
appendix for
excerpt and
questions)
L8- Crowd stock
footage
https://www.youtub
e.com/watch?
v=885yrixipVQ
Hitlers Speechhttps://www.youtub
e.com/watch?
v=AnpTWKKWQ1
o
Devices, access to
internet.
L9- Students must
have notes
prepared from last
lesson.

L7- I will have t

students hand th
questions in for
me to peruse at a
later date,
however after
everyone is
completed we w
have a class
discussion on the
differing opinion
on each of the
questions.

L8- Formative, I
will walk around
observing and
assisting where
needed.

L9- Essay will b

undertaken in
silence, once
essays are writte
I will collect the
and mark at a lat
date.

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Lesson 10- Invasion

Lesson 11Summative
lesson/Group
presentations
Lesson 12Assessment
(document study)

L10- Sorting
Information

L11- Reflection
and Action;
Communicating

L12Communicating

L10- Students will be given the chance to watch the film The Rise
Of Hitler.

L11- Class will be given a summative lesson, reinforcing what we

have learnt already. Students will be given a chance to undertake
a fun and exciting task. Class will be split into groups, groups will
be given an event/theme/issue relating to the inter-war years and
the causes of WWII. Students are to design an artistic, colourful
A3 poster to stick on classroom wall.

L12- The Summative assessment will take place. Students will be

given an hour to complete a document study. The assessment will
consist of 3 political cartoons (student will be expected to answer
questions based around the questions). There will be a section for
short answers and a section for a short essay.

-Identify and analyse different

historical interpretations
(including their
own) (ACHHS191)
-Identify and analyse different
historical interpretations
(including their
own) (ACHHS191)
-Identify and analyse the
perspectives of people from
the past (ACHHS190)
-Develop texts, particularly
descriptions and discussions
that use evidence from a range
of sources that are
referenced (ACHHS192)

L10- Film The

Rise of Hitler,
HDMI cable,
Plasma screen.

L10- formative,
we will have a
informal
discussion after
the viewing.

L11- A3 paper,
textas, glue,
scissors, devices
for extra research.

L11- formative,
will assess
whether the
posters illustrate
the extent of
students
knowledge.

L12- Summative
assessments will
be marked
accordingly and
results will go
towards student
end of term
marks.

Tara Pratt
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Appendix:
Defining instructional words.

Analyse:

Construct:

Assess:

Critically (analyse/evaluate):

Compare:

Contrast:

Define:

Describe:

Discuss:

Evaluate:

Examine:

Explain:

Identify:

Summarise:

Tara Pratt
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Mein Kempf
For Adolf Hitler, anti-Semitism was an unalterable creed, something which permeated his thinking and the thinking
of the Nazi leadership. The Jew was Hitlers personal enemy, from his days in Vienna to his dying day in Berlin,
where he called once more for the destruction of the prisoner of all peoples: international Jewry. In Mein Kempf,
written in 1925, Hitler displayed a violent anti-Semitism with roots in traditional and racial anti-Jewish attitudes.
A. The personification of the devil as the symbol of all evil assumes the living shape of the Jew . . .
B. I believe that I am acting in accordance with the will of the almighty creator. By defending myself against the
Jew, I am fighting for the work of the Lord . . .
C. With satanic joy in his face, the black-haired Jewish youth lurks in wait for the unsuspecting girl whom he
defiles with his blood, thus stealing her from her people . . .
D. In the course of the centuries their outward appearance had become Europeanised and had taken on a human
look; in fact, I even took them for Germans . . .
E. Wherever I went, I began to see Jews, and the more I saw, the more sharply they became distinguished in my
eyes from the rest of humanity . . .
F. The Jew was never in possession of a culture of his own, the foundations of his intellectual work was always
provided by others . . .
G. I learned to look for the Jew in all branches of cultural and artistic life . . .
H. The Jew is always a parasite in the body of other people. . . . He is and remains the typical parasite, a sponger
who like a noxious bacillus keeps spreading as soon as a favourable medium invites him. And the effect of his
existence is also like that of spongers; wherever he appears, the host people die out after a shorter or longer
period . . .
Questions for Students
1. Take one of Hitlers reasons for hating the Jews and refute it.
2. Why was the climate in Germany in the late 1920s and early 1930s ripe for blaming Jews and scapegoats?