This enquiry focuses evaluating an historical interpretation. Just how good is Anthony Lentin’s article in History Today on the Treaty of Versailles? We use this photograph of tens of thousands of Germans outside the Reichstag in 1919. Why had they gathered? Next we look at a short film clip to establish what[…]
This new asks your students to work out what Sebastian Haffner, a young man from the time said living in 1923 was like. Can your students work out what happened in the fateful year? Using a mystery approach what do 4 images show? Can they work it out by looking[…]
Help your students overcome the eternal problem of how to unlock the message of a source. This lesson shows secrets of exam success in an engaging way.
This enquiry arms your students with key knowledge about the Treaty. Can they do better than an historian in terms of substance and style?
This clever summative lesson asks students to use their key knowledge to evaluate and improve a short documentary?
This enquiry confronts your students with a young German’s view about the significance of 1923 ? Can they use different sources to work out why 1923 was so bad?
This enquiry shows your students the value of history. Acting as historical adviser to a film producer, exactly how should a programme about 19-23 be structured?
This summative enquiry acts as device to pull together all of the learning your students have undertaken about Germany 1919-23 (over the last 5 enquiries). They often find this kind of recall hard, so we have helped with a graffiti and striking images. You ask them to remember all they[…]
This active enquiry acts as a mini depth study on the Munich Putsch. You have already covered the Putsch in the threats lesson. This approach requires your students to compete against each other whilst they gather then classify different information. Can they beat their rivals? Then they evaluate the short[…]
Can your kids predict how a leader of a new Party might gain more members then work out from the Nazi 25 point plan who they were really appealing to? But deep down were they Nationalist or Socialist? First you ask your students to think how they would they try[…]
Help your students realise the potential of knowledge and think creatively. Can they unlock the messages of this election poster from 1924? Can they improve the design?
Arm you students with the knowledge to critically analyse a ‘revision film’ about Gustav Stresemann.
Help your students get over the perennial problem of believing websites to tell the truth. This enquiry helps your students cross-reference for a real purpose.
Help your students dive deeper with their understanding. How far the Nazis really changed tactics post ’24? They will soon see that the answer isn’t black and white, it’s quite murky.
This short enquiry asks your students to work out how the Nazis changed tactics and find out about the relative success of these new ‘legal’ tactics. They will meet and listen to four characters to establish the reasons why these individuals did not vote for the Nazi Party in the[…]
This enquiry unlocks the secrets of GCSE success. It shows students how to recall reasons, helps them to sort, classify and prioritise before explicitly modelling excellent explanatory writing.
Can your students work out why Hitler became Chancellor? They will work it out for themselves before looking at two contrasting interpretations.
Decision making lesson which asks students to decide whether the Nazis should take the cautious, or extreme path to creating a dictatorshipHow Finish by getting them to design a better textbook diagram.
Starting with a thought provoking quote from an ex Nazi, your students will gain an overview of Nazi aims before looking different characters who may disagree.
This enquiry helps your students develop an understanding of the Nazi economy. It takes a different approach to historical interpretations by showing how historians can have different views of the past, even when they use exactly the same sources.
This original approach, deals with the idea of Nazi control through interesting statistics: those criticising the Nazis after drinking, fell after 1933. Why?
Who is correct about the Gestapo, historian Jacque DeLaRue, who suggests that the Nazi secret police were omnipresent, and the view of the documentary maker, Laurence Rees who thinks that the Gestapo were not?
This interesting enquiry looks at two historians who have opposing views about the Gestapo. Were they everywhere or is this a myth?
Can we trust Google to do our homework This enquiry gets your students to see that historical skills can be used to check what is posted on the web.
Using the personal story of one young pro Nazi, your class will find out about the purpose of the Hitler Youth and compare Henry’s experience to other people’s.
The students make their own audio guide for this poster explaining the message and evaluating how prescient the Social Democrats were.
This innovative enquiry gets students to acquire vital GCSE skills in an active manner. They compete in teams to spot subtle forms of propaganda. Can they then challenge an on-line expert?
This enquiry puts your students in the role of investigative journalists. Can they use their skills to get to the bottom of this shocking story. Can be either a class or ICT based enquiry.
This enquiry shows you what great teaching really should look like. Focusing on real interpretations and high end causation work, can the class decide whether they think The Holocaust was inevitable?
Get your students talking to each other in the role of opponents to the Nazi regime – how many really stood up to the Nazis?
