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APPENDIX A
UNIT PLANNER PROFORMA
Study Design: Unit 1: Twentieth Century History – Fall of Empires & Rise of Extremes
Outcome: Students should be able to analyse and explain the development of a political crisis and conflict in the period of 1900-1945
WEEK 1:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts -
Introduction –
Teachers Resources -
Geopolitical changes
resulting from the treaties
signed following World War I,
as reflected in a comparison
of contemporary maps and
historical maps.
Imperialism
Nationalism
Requirements of the Unit
The Age of Empire 1875-1914
Eric Hobsbawn
Chapter 6
Circumstances leading to the
emergence of new political
ideas about social and
economic order.
Key Skills –
Create, Annotate and
Interpret Maps
Use key concepts relevant to
the selected historical context
Evaluate a range of primary
and secondary sources
including film, written and
visual sources in terms of
context, information,
reliability, completeness,
objectivity and bias.
Class Lectures –
Assessment
The planned activities would provided
the teacher an opportunity to perform a
diagnostic assessment of their
students
Topics The World of 1914

Geopolitical
Landscape

European Empires

Alliances
Progression of WWI

Key Participants

Key Events
The World of 1919

Treaty of
Versailles

New Geopolitical
Landscape
Progression of WWI
PowerPoint Presentation
Documentary Footage
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 1
Timeline Activity – Engagement
Youtube Links
Looking at a brief timeline of the 1900-1923, (Events
including WWI, Russian Revolution etc). Students are to
label...

Events they have previously studied

Events they know a little about (through film,
general interest, etc)

Events they have heard about but do not know
about.

How many events from the period do you know
absolutely nothing about?
Mapping Exercise – Engagement, Classification
In small groups, students map and annotate the breakup of
Europe following World War One.
They must do this on contrast to map of Europe pre WWI.
Students must take particular attention to German
Maps are in the prescribed Textbook
Treaty of Versailles
http://www.youtube.com/watc
h?v=yj_eiyBsSSc
The Paris Peace Conference
http://www.youtube.com/watc
h?v=ShRA8HRMR4Q
Student Resources Assigned Textbook:
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 1
To gain an insight into the student’s
previous knowledge and
understandings.
The mapping exercise is opportunity for
formal assessment.
The students need to use their
developing thinking skills and satisfy the
following requirement.
To demonstrate the ability to evaluate a
range of primary and secondary
sources including film, written and
visual sources in terms of context,
information, reliability, completeness,
objectivity and bias.
WEEK 2:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts –
Teachers Resources -
Geopolitical changes
resulting from the treaties
signed following World War I,
as reflected in a comparison
of contemporary maps and
historical maps.
Communism
Class Lectures –
End of WWI What has changed?
Russia 1917
Marxism and Workers Revolution
Revolution and Change
Topics End of WWI-
Circumstances leading to the
emergence of new political
ideas about social and
economic order.
Main characteristics of new
political ideas.
Armistice of 1918
Treaty of Versailles
Conditions placed on
Germany
Dissolution of
European Empires.
Skills –
Political ideas –
Use key concepts relevant to
the selected historical context
Nationalism
Marxism to Communism’
Analyse written and visual
evidence
Synthesise evidence to draw
conclusions.
Russia 1917-23
The Overthrow of
the Tsar
Revolutions of
1917
Allied Response
Group Brainstorming Activity – Explore, Analyse,
Reason
In small groups, students will examine documents and
compile notes pertaining to the conditions imposed on
Germany from the Treaty of Versailles.
And consider the following.
What where harsh conditions placed on Germany?
What do you think the effect of these conditions would have
on the German people?
Who was not represented at the Paris peach conferences?
Class Lecture / Discussion
Russia 1917
Marxism and Workers Revolution
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Anzacs in Arkhangel: Russia
1918-1919
Michael Challinger
Chapter 8
The Interwar Crisis
1919-1939
R.J Overy
Chapter 2
Youtube
Russian Civil War
Documentary/Narrative Study – Explore, Explain, Infer
http://www.youtube.com/
watch?v=M7hkrWM2WM8
Students will watch the part of Documentary on Russian
Civil War as well hear about narrative of Australians in
Archangel.
Students Resources -
Students will be divided into groups to discuss the following:
How has hearing about events in Russia 1917-1923
changed your perceptions of implications of peace following
WWI?
What do you think the world perceived communism as a
threat?
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Australia War Memorial
Website
www.awm.gov.au/
Assessment
By completing the tasks assigned for
this week the teacher should be able to
gain an insight into the student’s
previous knowledge. At same time by
observation and question the teacher is
able to determine teachers
understanding of content so far.
The tasked are designed to address a
number of higher orders thinking skills
that the students need to demonstrate
as form of assessment of learning.
Students need to demonstrate the
ability not only engage with content but
draw analogies and provided
explanations for their conclusions.
WEEK 3:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts –
Teachers Resources -
Circumstances leading to the
emergence of new political
ideas about social and
economic order.
Nationalism
Republic
Historical Empathy
Class Lectures Germany 1919
What is Nationalism?
Main characteristics of new
political ideas.
Topics -
Conflict which emerged from
attempts to implement new
political ideas.
Skills –
Use key concepts relevant to
the selected historical context
Analyse written and visual
evidence
Synthesise evidence to draw
conclusions.
The German Revolution
Abdication of
Kaiser
Establishing New
Republic
Economic
Depression in
Germany
The Rise of Adolf Hitler –
Early Life
Experiences WWI
Early involvement
with the Nazi’s
Research activity – Explore, Analyse
In groups, students will research and compile notes on
conflicts and struggles which were occurring Germany from
1919-1923
A.
B.
C.
D.
Beginnings/causes of the conflict and social unrest.
Who was involved and why?
Major events of the conflict.
What was the effect on the German people?
Historical Empathy Narrative – Reason, Speculate
Students will be presented the story of The German Private.
The twist being this is life story of Adolf Hitler of course he
name will not be mentioned. And end of telling this particular
story the students will be asked…
If put in same situation how would you feel about you sense
of loyalty to your nation?
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
The Interwar Crisis
1919-1939
R.J Overy
Chapter 2
Crisis and Conflict
An Enquiry Approach to
Modern World History
Llyod Leo
Chapter 4
Assessment
By completing the tasks assigned for
this week the teacher should be able to
gain an insight into the student’s
previous knowledge. At same time by
observation and question the teacher
be able to determine teachers
understanding of content so far.
The research activity will serve as
formal assessment. The students will be
required to demonstrate...
Successfully participate in small and
large group discussions
Work successfully individually and in
small and large group settings
Students Resources Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Spartacus Education
www.spartacus.schoolnet
.com.uk
Research and present historical details
in an informative way.
By doing this it helps develop they key
higher order thinking skills of evaluation,
speculation and hypothesize.
WEEK 4:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts -
Teachers Resources -
Circumstances leading to the
emergence of new political
ideas about social and
economic order.
Fascism
Nazism
Class Lectures –
Fascism
Rise of Nazi Party
Beer Hall Putsch
Film Analyse –Explain, Elaborate, Compare, Judge
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Topics Main characteristics leading
to the emergence of new
political ideas
Means by which individuals,
organisations and groups
attempted to establish
legitimise particular political
ideas.
Conflict which emerged from
attempts to implement new
political ideas.
Understanding the competing
interpretations and contested
narratives of the past
Skills –
Use key concepts relevant to
the selected historical context
Analyse written and visual
evidence
Rise of Fascism
Defining Fascism
Rise of Nazi Party
After been giving a solid historical background the students
will watch part of Mini Series Hitler the Rise of Evil. They will
focus on section related to Beer Hall Putsch of 1923.
-
Beer Hall Putsch
Background
Event
Aftermath
Mein Kampf
Ideas of Hitler and
Nazi Party
The Myth vs.
Reality of
Germany in
1920’s.
-
They will be asked to address the following
questions.
How accurate does this film represent the nature of
events of Beer Hall Putsch?
Do you think the Nazi’s are portrayed in a
sympathetic manner?
Why must we be careful when using modern day
film to study events in the past?
Group brainstorming activity – Explain, Classify
In small groups, students will examine selected sections of
Hitler’s early speeches and address the following questions?
Hitler: The Rise of Evil
Mini Series DVD
Mein Kampf
Adolf Hitler
Moving Images in the
Classroom
A Secondary Teachers Guide
to Film and Television
Film Education
Student Resources -
What is Hitler and Nazi Party saying about state of Germany
in 1920’s?
Is this a fair reflection of what is really occurring to your
knowledge?
What ideologies are unpinning the Nazi Party?
Present historical material
using historical conventions.
The Interwar Crisis
1919-1939
R.J Overy
Chapter 6
Assigned Textbook:
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Adolf Hitler [videorecording].
Various Speeches.
Assessment
By completing the tasks assigned for
this week the teacher should be able to
gain an insight in assessing the
students learning of the context so far.
The Film Analyse can serve a form of
formal assessment. Student would be
required to demonstrate a...
Understanding of how evidence and
values can be manipulated to produce
different interpretations of events
Understanding the competing
interpretations and contested narratives
of the past.
This all relates back to their ability to
analyse and interpret primary and
secondary sources.
WEEK 5:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts -
Teachers Resources -
Main characteristics leading
to the emergence of new
political ideas
Fascism
National Socialism
Propaganda
Class Lectures Rise of Nazi’s
Propaganda
Exploring influence of Nazi Party
Means by which individuals,
organisations and groups
attempted to establish
legitimise particular political
ideas.
Topics
Conflict which emerged from
attempts to implement new
political ideas.
Understanding the competing
interpretations and contested
narratives of the past
Evaluate a range of primary
and secondary sources
including film, written and
visual sources in terms of
context, information,
reliability, completeness,
objectivity and bias
Skills –
Use key concepts relevant to
the selected historical context
Rise of Nazi Party
Growing
Influences
Formation Key
Nazi
Organisations
Propaganda
Joseph Gobles
Influence on
Germany
Anti Semitism
Film Study
Using film as
source in history
study.
Critical thinking of
use primary and
secondary
sources.
Changing culture
in Germany.
Visual source analysis – Classify, Elaborate, Make
Analogies, Evaluate (Appendix B)
Students are given visual sources from the Nazi Party
depicting their message to German people in the late 1920’s
early 1930’s.
Students are to address the following questions.

What are the separate elements of the poster –
what is being depicted?

How these elements work together to create
meaning?

What they are saying about possible future in
Germany?

What are they trying to do? How effective are
they?
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
The Interwar Crisis
1919-1939
R.J Overy
Chapter 6
Cabaret 1972 Monition
Picture
Moving Images in the
Classroom
A Secondary Teachers Guide
to Film and Television
Film Education
Student Resources Assigned Textbook:
Film Analysis – Explore, Imagine, Evaluate
Students will be screened the film Cabaret set during
Weimar Republic and during time rise of Nazi Party.
Students will be asked the following questions.
How does the film portray life in German in 1920’s?
Analyse written and visual
evidence
How does the film portray the rise of influence of the Nazi
Party?
Present historical material
using historical conventions.
How has the audience changed in the theatre changed by
the films end?
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Cabaret 1972 Monition
Picture
Assessment
By completing the tasks assigned for
this week the teacher should be able to
gain an insight into the student’s
previous knowledge.
The mapping exercise is opportunity for
formal assessment. The students need
to be able to...
Evaluate a range of primary and
secondary sources including film,
written and visual sources in terms of
context, information, reliability,
completeness, objectivity and bias
Use evidence to support ideas and
draw conclusions about the past
WEEK 6:
Outcome
Content
Pedagogies
Resources
Key Knowledge -
Concepts -
Class Lectures -
Teachers Resources -
Main characteristics leading
to the emergence of new
political ideas
Fascism
National Socialism
Totalitarianism
Topics –
The Burring of the Reichstag
The 1933 Election
Rise of the Nazi’s
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Means by which individuals,
organisations and groups
attempted to establish
legitimise particular political
ideas.
Conflict which emerged from
attempts to implement new
political ideas.
Understanding the competing
interpretations and contested
narratives of the past
Evaluate a range of primary
and secondary sources
including film, written and
visual sources in terms of
context, information,
reliability, completeness,
objectivity and bias
Mapping Exercise – Classify, Explore
1933 Election
The Burring of the
Reichstag
The Communist
Conspiracy
The Victory of the Nazi’s
Nazi Germany
The Totalitarian State
Growing Anti Semitism
Annexation of Austria
Visual Analysis
SAC Preparation
In small groups the students will compare maps from
Germany from 1919 up to 1936 and growing sphere of Nazi
Germany control and influence.
Line debate – Evaluate, Analyse, Speculate
Students are separated into two groups and debate the
topic “The rise of Nazi Party was almost enviable because
they were appealing to needs of the German people”
Summative Assessment: - Elaborate , Analyse, Classify,
Imagine,
1.
The main features, symbols and ideas of the visual
source, what are their meaning?
2.
The composition of the visual and how this affects
meaning. Who is images target at?
3.
What does this source tell us about the political
conflict in the period of 1920’s and 30’s?
Create Annotate and interpret
Maps
Use key concepts relevant to
the selected historical context
Present historical material
using historical conventions.
Crisis and Conflict
An Enquiry Approach to
Modern World History
Llyod Leo
Chapter 5
By completing the tasks assigned for
this week the teacher should be able to
gain an insight into the student’s
previous knowledge.
The mapping exercise is opportunity for
formal assessment. The students need
to be able to...
Evaluate a range of primary and
secondary sources including film,
written and visual sources in terms of
context, information, reliability,
completeness, objectivity and bias
Use evidence to support ideas and
draw conclusions about the past
Student Resources Assigned Textbook:
Written Analysis of a Visual Source (Appendix C)
Description of Task
You are required to write an analysis of ONE of the visual
sources attached. The analysis should be approximately
800 words in length. Your analysis should include:
Skills –
Analyse written and visual
evidence
The Interwar Crisis
1919-1939
R.J Overy
Chapter 6
Assessment
Twentieth Century History
1900-1945
Anthony Bidgood
Chapter 3
Summative Assessment
Refer to Appendix D.
APPENDIX B
This is a poster for the April 1929 provincial election in Saxony.
The Dawes Plan was an international agreement dealing with
the matter of German reparations payments from World War I.
The caption reads: “Break the Dawes Chains.”
Courtesy of Dr. Robert D. Brooks.
This 1930 poster was produced for local groups to use in
advertising their meetings. The poster reads: “Come to the
NSDAP Meeting.” There is room to fill in the date, time and
speaker. At the bottom, there are the following notes:
Admission Price:
War injured and the unemployed half price
Jews not admitted
Courtesy of Dr. Robert D. Brooks
APPENDIX C PAGE 1
Written Analysis of a Visual Source Description of Task
You are required to write an analysis of ONE of the visual sources attached. The analysis should be approximately 800 words in length. Your analysis should include:
1.
The main features, symbols and ideas of the visual source, what are their meaning?
2.
The composition of the visual and how this affects meaning. Who is images target at?
3.
What does this source tell us about the political conflict in the period of 1920’s and 30’s?
Assessment Criteria
1
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2
.
3
.
4
.
Exploration of the context of the
visual
Exploration of the ideas and meaning
expressed in the visual
Exploration of the use of visual
sources in the past
Appropriate and effective use of
language
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APPENDIX C – PAGE 2
I am not certain of the date of this astonishing poster,
although I am quite sure it is from the 1930’s. This
poster makes the most direct Christological comparison
I’ve seen. Just as a dove descended on Christ when he
was baptised by John the Baptist, so what looks to be
an eagle hovers against the light of heaven over an
idealized Hitler. The text: “Long live Germany!.”
Courtesy of Dr. Robert D. Brooks.
Another November 1932 poster on the communist
threat, with anti-Semitic elements as well. The text:
“Marxism is the guardian angel of capitalism. Vote
National Socialist.” Courtesy of the University of
Minnesota Library.