History power point aos#2 & #3

Friday 14th March Lesson focus: To gain an introduction of AOS#2 and to get my knowledge ready about the topic. Success criteria: I can gain an understanding of AOS#2 I can get my knowledge about AOS#2 I understand the expectations of SAC#2

On completion of this unit the student should be able to analyse and discuss patterns of social life and the factors, which influenced changes to social life in the first half of the twentieth century. (Taken from the VCE Study Design) We will be studying how life changed under Nazi rule for: German people Jewish people AOS#2 Social Life

Getting Knowledge Ready Create a brainstorm using the program Inspiration 9 showing what you already know about this topic. Know, what do you know about Jewish life and culture? Create another brainstorm using inspiration.

Tuesday 18th March Lesson Focus: Students will gain an understanding of life under Nazi rule for German citizens Success Criteria: I can define key terminology I can watch a short clip and answer questions I can write a summary about what I have learned

Life under Nazi rule: German citizens Gender Class Community Race Ethnicity Third Reich = name for Germany under the regime of Adolf Hitler and the National Socialist German Workers Party (NSDAP), which established a totalitarian dictatorship that existed from 1933 to 1945.

What do these symbols represent? Motto "Ein Volk, ein Reich, ein Fhrer." "One People, one Reich, one Leader."

TASKS: 1) Visual Analysis National Community in Germany. 2) Read Nazism and the Christian Churches and answer questions 1-9. 3) Read The Hitler Youth and answer questions 1 17.

Friday 21st March Lesson Focus: Students will gain an understanding of how life changed for German and Jewish people during the Nazi reign of Germany. Success Criteria: I can write a paragraph about Nazi control of German citizens. I can write a paragraph about the persecution of the Jews I can submit my paragraphs I can conduct research for essay.

Review 1. Newspaper article 2. Write a paragraph about Nazi control of German citizens. Use TEEL to structure your paragraph. 3. Visual analysis worksheet National Community in Germany.

The HitlerYouth HitlerYouth watch the short clips and answer the following questions. 1.What did the HitlerYouth set out to achieve? 2.What group was created for girls? 3.What activities did the boys and girls participate in? 4.What were they primarily learning? Complete the visual analysis worksheet NationalCommunity in Germany.

Changing times for Jewish people 1.Watch the following clips and take notes. 2.Write a paragraph/summary of what you have learned. Use theTEEL structure. Kristallnacht Jewish Boycott Burning of the books The Nuremberg Laws 1935

Persecution of the Jews

Tuesday 25th March Lesson Focus: Students will gain an understanding of how life changed for Jewish people during the Nazi reign of Germany. Success Criteria: I can submit my homework I can analyse a visual source I have an understanding of the Nuremberg Laws of 1935 I can watch the film Schindlers List and take notes

Visual Analysis: Jewish children and teachers expelled from school 1933 1. How has the artist differentiated between the Jewish and Aryan children? 2. In what ways are the Jewish children portrayed as socially undesirable? 3. In what ways are the Jewish children portrayed as socially undesirable? 4. Explain the strengths and limitations of this image in understanding the persecution of Jews under the Third Reich.

The Nuremberg Laws September 15th 1935 The Nuremberg Laws, stripped Jews of: German citizenship outlawed marriages and sexual relationships between Jews and non-Jews forbade Jews from hiring non-Jewish women under 45 as domestics established the swastika a Germanys national symbol and forbade Jews from displaying it. Two months later, a supplemental decree defined full Jews (those with three or more Jewish grandparents), Mischlinge (half- breeds), and other classes of Jewish racial identity.. The original document, signed by Adolf Hitler, is now stored in the National Archives in Washington, DC

Film: Schindlers List Who is Oskar Schindler and why was there a film create about him? Write the following subheadings in your workbook: Jewish Life Discrimination Ghettoisation Transportation Righteous Among the Nations (people helping the Jews)

Review Read over your notes so they sink in Write a topic sentence for each subheading Write down 5 adjectives a Jewish person would use to describe this time Homework: Write a paragraph, using TEEL, outlining what life was like in a ghetto for Jews.

Friday 28th March Lesson Focus: Students will gain an understanding of how life changed for Jewish people during the Nazi reign of Germany. Success Criteria: I can define watch the film Schindlers List and take notes I can describe and explain the stages of The Holocaust

Tuesday 1st April Lesson Focus: Students will gain an understanding of how life changed for Jewish people during the Nazi reign of Germany. Success Criteria: I can collect information and evidence I can write a plan for my essay I am organised with my holiday homework

Tuesday 22nd April Lesson Focus: Students will demonstrate their knowledge and understanding of how life changed for Jewish people during the Nazi reign of Germany through writing an essay. Success Criteria: I can write an essay. I can reference my essay. I can submit my draft.

Tuesday 29th April Lesson Focus: Students will demonstrate their knowledge and understanding of how life changed for Jewish people during the Nazi reign of Germany through writing an essay. Success Criteria: I can write an essay. I can submit my essay.

Friday 2nd May Lesson Focus: Students will be able to get their knowledge ready about the different mediums and styles people were expressing themselves through culturally. Success Criteria: I can define key terminology. I can find examples for each artistic movement. I can read and answer questions.

KeyTerminology Task 1: Define the following terms: 1. Cultural expression 2. High culture 3. Popular culture 4. Censorship 5. Avant Garde 6. Design Task 2: List the mediums people can use to express themselves through art?

Artistic Movements 1. Cubism 2. Fauvism 3. Classicism 4. Surrealism 5. Bauhaus 6. Impressionism 7. Expressionism 8. Classicism 9. Romanticism

What/Who are the following? Charlie Chaplin Leni Riefenstahl Triumph of the Will The Great Dictator

So far... Modernism a move from classicism and romanticism to a more random and abstract form of art. Artistic movements in painting, writing, architecture, music, dance and film. Movements surrealism, cubism, fauvism, bauhaus

Artistic Movements Task 3: Look at the series of images on the next few slides and decide which artistic movement they belong to.

5. 6. 7.

Answers 1. Cubism 2. Fauvism 3. Classicism 4. Surrealism 5. Cubism 6. Bauhaus 7. Cubism 8. Impressionism 9. Expressionism

Cultural Expression

Propaganda and Nazi Germany

Questions to answer How does the producer get the overall theme across to the audience? How does the film present Hitler? How does the film present Nazi Germany? How do you think Leni Riefenstahl was seen outside Nazi Germany?

Triumph of the Will The overriding theme of the film is the return of Germany as a great power, with Hitler as the true German leader who will bring glory to the nation. How did the film do this?

Joseph Goebbels German Nazi Party member Joseph Goebbels became Adolf Hitler's propaganda minister in 1933, which gave him power over all German radio, press, cinema, and theatre. Why did the Nazi party need a propaganda minister?

Triumph of the Will It is a propaganda film made by Leni Riefenstahl. It chronicles the 1934 Nazi party congress in Nuremberg. The film contains excerpts from speeches. Hitler commissioned the film and served as an unofficial executive producer. The overriding theme of the film is the return of Germany as a great power, with Hitler as the true German leader who will bring glory to the nation.

About the film Released in 1935. Use of great techniques moving cameras, telephoto lens, aerial photography revolutionary approach to the use of music and cinematography. Riefentahl won several awards, not only in Germany but also in the United States and other countries.

Charlie Chaplin Sir Charles Spencer Chaplin, Jr. (16 April 1889 25 December 1977), better known as Charlie Chaplin, was an Academy Award- winning English comedic actor and filmmaker. Chaplin became one of the most famous actors as well as a notable filmmaker, composer and musician in the early to mid "Classical Hollywood" era of American cinema. Chaplin acted in, directed, scripted, produced and eventually scored his own films as one of the most creative and influential personalities of the silent-film era.

The Great Dictator The Great Dictator is a comedy film directed and starring Charlie Chaplin. This film was released in October 1940, and was the only film of its period to bitterly mock and make fun of Nazism and Adolf Hitler. This film was Chaplins first true talking picture, as well as his most commercially successful film.

The Great Dictator How did Chaplin both ridicule and criticise Hitler and Fascism in the film? How did the film criticise Nazi Germany? What do you think Chaplins motivation was for creating The Great Dictator? In what ways does The Great Dictator mock Triumph of the Will?

Friday 16th May Lesson Focus: Students will be able to write correctly structured paragraphs about the films Triumph of the Will and The Great Dictator. Success Criteria: I can write structured paragraphs

Paragraph 1 Explain the overriding theme of the film Triumph of the Will and how the filmmaker achieved this.

Explain the overriding theme of the film Triumph of the Will and how the filmmaker achieved this? T E E L The overriding theme of the 1935 propaganda film Triumph of the Will is The film, commissioned and co-produced by Hitler himself, shows The film maker Leni Riefenstahl Triumph of the Will was just one form of propaganda used by the Nazis.

The Great Dictator How did Chaplin both ridicule and criticise Hitler and Fascism in the film? How did the film criticise Nazi Germany? What do you think Chaplins motivation was for creating The Great Dictator? In what ways does The Great Dictator mock Triumph of the Will?

Paragraph 2 Describe how Charlie Chaplin mocks Hitler, Fascism and Germany in the film The Great Dictator.

Describe how Charlie Chaplin mocks Hitler, Fascism and Germany in the film The Great Dictator. T E E L Charlie Chaplin mocks Hitler, Fascism and Germany in the film The Great Dictator in many ways. Chaplin makes fun of the character names, Hitlers speech, Nazi symbols and Hitler himself. Charlie Chaplin uses names such as Adenoid Hynkel for Hitler, Garbitsh for Joseph Goebbles and Naploni the dictator of Bacteria for the Italian leader Mussolini. In all scenes where Hynkel (Hitler) is shown giving a speech, Chaplin

Friday 23rd May Lesson Focus: Students will be able to revise for the last SAC and up coming exam. Success Criteria: I can complete revision activities.

Tuesday 27th May Lesson Focus: Students will demonstrate their knowledge and understanding of AOS#3 through completion of SAC #3. Success Criteria: I can complete SAC #3 I can complete revision activities.

Friday 30th May Lesson Focus: Students will be able to revise for the up coming exam. Success Criteria: I can complete revision activities.

History power point aos#2 & #3

Education

define key

complete revision

true german

jewish children

film schindlers

charlie chaplin

german citizens

nazi reign