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?
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.
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.