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Card Sort: What were the political, social and economic effects of the Great Depression on Germany?

Card Sort: What were the political, social and economic effects of the Great Depression on Germany?

This outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the political, economic and social effects of the Great Depression on Germany in the 1930s and is linked to the rise of Hitler. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a single one page Microsoft Word document with a learning aim and instruction. It also includes three heading cards labeled Economic, Social and Political and 20 statement cards which describe the matching consequences of the Great Depression. Students are instructed to cut out the cards and organise them under the three headings. Depending upon the ability of the class, it should take no more than 15 - 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘What were the political, social and economic effects of the Great Depression on Germany during the 1930s?’ The aims and objectives are: Theme: The Rise of Hitler Know: What impact did the Great Depression have on Germany? Understand: What were the political, social and economic effects of the Great Depression? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The effects of the Great Depression on Germany during the 1930s? Explain: What were the political, social and economic effects of the Great Depression? Evaluate: Which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations Part 2

AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations Part 2

This series of eight lessons introduce the second part of the AQA Conflict and Tension course 1918-39 and focus on The League of Nations. Lessons come complete with suggested teaching strategies and differentiated learning tasks. I have included many of the typical GCSE questions AQA have so far supplied, from source analysis, write an account to the longer 16+4 mark questions. The last lesson in particular sets out the 4 questions types and gives examples of how to answer them. The lessons are broken down into the following: Lesson 1: Introduction to the League of Nations This lesson aims to question the purpose of the League of Nations and why it was set up in the first place Lesson 2: The structure of the League of Nations This looks at how the League operated and how its structure had many inherent weaknesses Lesson 3: The Commissions Despite its idealistic aims, students learn that League did have some successes particularly with its Commissions Lesson 4: How successful was the League of Nations in the 1920’s? This lesson prepares students for the GCSE question, ‘How successful was the League of Nations in the 1920’s?’ by analysing various international disputes and the League’s response to each Lesson 5: The decline of International Cooperation This is a free lesson in which students study the impact of the Great Depression and the consequences for the League Lesson 6: The Manchurian Crisis Students evaluate the League’s response to the invasion of Manchuria and the impact this had on the League’s international standing Lesson 7: The Abyssinian Crisis Students evaluate the League’s response to the invasion of Abyssinia and the destructive impact this had on the League’s international standing Lesson 8: Was the League destined to fail? This final lesson analyses the root causes of the League’s failure and gives model answers to the four GCSE question types If you like these lessons, please visit my shop where I have created lessons for the first unit of the AQA course on Peacekeeping as well as revision guides on Conflict and Tension 1918-1939. https://www.tes.com/teaching-resources/shop/Pilgrim17
PilgrimHistory
EDUQAS GCSE HISTORY - marking grids ALL Topics

EDUQAS GCSE HISTORY - marking grids ALL Topics

A resource which can be used whichever options / components you are doing for the Eduqas GCSE. Comprises marking grids for each examination question which can be used as a student friendly markscheme and a teacher feedback sheet when answering exam questions. Each sheet has: the question stem and marks allocated Columns for band, marking criteria, mark and a tick column for when marking Includes all AO’s and Spag Estimated grade boundaries for each question Totals row for inputting marks Comment box Includes four files: Component 1 - British study in depth Component 1 - Non-British study in depth Component 2 - Period study Component 2 - Thematic study We also use it as a tool for KS3 assessment to try and gets students familiar with the types of questions tested at KS4.
Histaldy
Rise of Dictators.

Rise of Dictators.

This resource explains the rise of dictators after World War1 and explains the meaning of totalitarian state. It explains the features of dictators and the reasons why dictators- Hitler, Mussolini, and Stalin rose to power in Europe. The resource explains impact of dictatorial regime in Europe, and its contribution to World War11. The resource explains the origins of World War 11, its impact / consequences. It explains the relationship between the Axis and Allied powers after WW2. Contains class activities and photographs. Prepared for IGCSE students.
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AQA GCSE 9-1 Conflict and Tension 1918-1939: Was the League of Nations destined to fail?

AQA GCSE 9-1 Conflict and Tension 1918-1939: Was the League of Nations destined to fail?

This lesson ultimately analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start but then analyse and evaluate a list of sixteen statements and prioritise the most important reasons why it ultimately failed. They are also given some practice exam questions with advice on how to answer them correctly and how to plan using key skills in the exam. This lesson ultimately analyses the weaknesses of the League of Nations. Students recap on some of its successes at the start but then analyse and evaluate a list of sixteen statements and prioritise the most important reasons why it ultimately failed. They are also given some practice exam questions with advice on how to answer them correctly and how to plan using key skills in the exam. If you like this lesson, please visit my shop where I have also created lessons for the first unit of the AQA course on Peacekeeping as well as Conflict and Tension Revision Guides. Please rate this resource and receive a free copy of my GCSE summary revision guide for Conflict and Tension 1918-1939. https://www.tes.com/teaching-resources/shop/PilgrimHistory
PilgrimHistory
AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations & the Abyssinian Crisis

AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations & the Abyssinian Crisis

The aim of this lesson is to explore the reasons why in the face of unprovoked hostility and belligerence, the League of Nations did little to stop Italian aggression against Abyssinia and why Britain and France went out of their way to appease Mussolini. Students analyse the reasons why Mussolini invaded Abyssinia in the first place. But more importantly they evaluate the role of the League and its clear inability to act decisively, even before Britain and France undermined its very foundations. When students have built up a clear picture of the whole incident, they are then ready to tackle a ‘write and account’ question for homework. If you like this lesson, please visit my shop where I have created lessons for the first unit of the AQA course on Peacekeeping and the League as well as Conflict and Tension Revision Guides. Please rate this resource and receive a free copy of my GCSE summary revision guide for Conflict and Tension 1918-1939. https://www.tes.com/teaching-resources/shop/PilgrimHistory
PilgrimHistory
24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

24 GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39 Paper 3: Nazi reduction in unemployment.

This lesson looks at the various methods used by the Nazis to reduce unemployment but also questions the usefulness of these statistics by taking into account the ‘hidden unemployed’. STARTER Students to study a bar graph and infer from it what it proves about unemployment from 1933-39. ACTIVITY Key word match up for some important terms worth knowing for the lesson. Answers given on the next slide. RECAP Students have to recap the factors that led to the massive increase in unemployment by linking this lesson to the Treaty of Versailles and Wall Street Crash. CLASS CLIP I have used the short clip from BBC Bitesize with 5 basic questions attached to focus students further. BACKGROUND KNOWLEDGE SLIDES To take students through the basics of all the methods used and promote discussion. TASK SHEET Can be copied and given to students to use or write on. General fact questions and source questions included. EXAM FOCUS A usefulness question and an explain why question. **PLENARY **Students now have chance to evaluate how far Hitler reduced unemployment. **FACT SHEET **All the information needed for the students to fully understand the topic.
RAResources
AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations & the Manchurian Crisis of 1931

AQA GCSE 9-1 Conflict and Tension 1918-1939: The League of Nations & the Manchurian Crisis of 1931

This lesson is split into two; the first part concentrates on the Mukden incident and the causes of Japan’s invasion into Manchuria in 1931. Students analyse a map of the area before completing a jigsaw puzzle and explaining in their own words (or pictures) the causes of the invasion. The second part of the lesson focuses on the consequences on the invasion and how powerless the League was to act, despite moral condemnation from Lord Lytton’s report. There are some excellent links to video footage of the invasion in the lesson and how the League reacted to reinforce the learning. Students also have to decipher some visual images and text to build up a clear picture of the whole incident before they are ready to tackle a ‘write an account’ question. If you like this lesson, please visit my shop where I have created lessons for the first unit of the AQA course on Peacekeeping as well as Conflict and Tension Revision Guides. Please rate this resource and receive a free copy of my GCSE summary revision guide for Conflict and Tension 1918-1939. https://www.tes.com/teaching-resources/shop/PilgrimHistory
PilgrimHistory
23. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39: Nazi Education

23. GCSE History Edexcel 1-9 Weimar & Nazi Germany 1918-39: Nazi Education

This lesson is a follow on from lesson 22 about the youth movements in Nazi Germany and specifically looks at Nazi educational policy. RECAP: 15 Questions to recap knowledge of the youth groups in Nazi Germany. STARTER: Students are given 2 example Nazi timetables and have to decide which one is for girls and which is for boys as well as think about what some of the subjects are. OPTIONAL STARTER/ACTIVITY: Students given 4 maths questions. For each, they have to explain what else the students of these questions are being taught as well as maths skills. Another chance to discuss indoctrination. BACKGROUND SLIDES: Covering education in Germany before 1933 and some of the key individuals and changes. ** SOURCES:** A chance for students to get a visual of Nazi educational material and hopefully be shocked by its methods. A brief description for each included. ** TASK:** Students have to use their knowledge and the fact sheet to complete a Nazi school prospectus (see image). This can easily be copied and printed for the students. ** EXAM FOCUS: **A usefulness and inference question included. EXTENSION TASKS: Further challenging and thought provoking questions for the students if these are needed. ADDITIONAL: I have also included the 1942 Walt Disney cartoon called A Nazi Education to see how useful the students think this is as evidence, despite it being used as propaganda itself during the Second World War. **FACT SHEET: **All the information needed for the topic on one A4 sheet.
RAResources
Edexcel 9-1 Weimar and Nazi Germany Key Word Booklet

Edexcel 9-1 Weimar and Nazi Germany Key Word Booklet

Here’s a booklet I’ve spent many hours on summarising the main historical key words/terms for the new 9-1 exams. Formatted to be printed on A5 booklets for students to use for independent revision, cooperative learning, AfL activities and self assessment. Words include:
danielschmidt
22. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3: Hitler Youth Groups

22. GCSE History Edexcel 1-9 Weimar and Nazi Germany 1918-39 Paper 3: Hitler Youth Groups

This first look at the youth of Germany has a focus on the Hitler Youth groups. There are 4 source and interpretation questions towards the end of the lesson which have been taken directly from the Edexcel sample paper, so much of the second half of the lesson will focus on exam skills. Starter: Why did the Nazi Party target young people in particular? **Starter 2: **Students look at 2 propaganda posters aimed at girls and boys and are asked to identify the propaganda methods used to attract Germany’s youth to the groups. Background: Explaining the term indoctrination **Background: **Slides about the organisation, age range and names given to the Hitler Youth groups as well as information about its leadership. **Task: **I have added a choice of 2 documentaries for this task. One lasting 48 minutes and one lasting 23 minutes. Students need to take notes in a table that has been organised for them about the aims and methods of the Hitler Youth. There is a particular focus on the interviews (sources) to make students aware of a variety of attitudes towards the Hitler Youth at the time. **Optional Tasks: **These can be either set as homework, class time or extention tasks - a choice of creative tasks, comprehension or revision based tasks. Exam focus: Questions about the usefulness of sources, difference in interpretations, reasons for the difference in interpretations and the final ‘how far do you agree’ question. **Fact Sheet: **A summary of all the information students need to know without using the text books.
RAResources