NLCS Jeju History

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  • Home
  • 1. Y7 - 9 HOME PAGE
    • Y7 History Examination
    • Y8 The Renaissance
    • Y8 Native Americans >
      • 2. Moving West
      • 3. Culture Clash
      • 4. Assessment: Compensation?
    • Y 8 History Examination
    • Y9 Genocide Project >
      • 1. The Modest Hero
      • 2. Auschwitz
      • 3. Sequence of Events
      • 4. Antisemitism
      • 5. How Could this Happen?
      • 6. Legacy
    • Y9 Civil Rights Movement
    • Y9 Home Learning Page
    • Y9 History Examination
  • 2. IGCSE HISTORY
    • IGCSE Revision
    • IGCSE: International Relations >
      • The Vietnam War
      • IGCSE Cold War >
        • Salami Tactics
        • IGCSE Berlin Airlift
        • Blame for Cold War
        • Eastern Europe
    • IGCSE: USA 1919-41 >
      • IGCSE 1920s Boom
      • IGCSE USA Society
      • IGCSE USA New Deal
    • IGCSE: Y11 Coursework
  • 3. IB HISTORY
    • IB SL Paper 1 >
      • Japanese Expansionism
      • P1 German & Italian Expansionism
    • Paper 2 SPS >
      • Y12 Homework Assignments
    • Paper 2 CW >
      • 1. Rivalry, Mistrust Accord
      • 2. Cold War Leaders and Nations
      • 3. Cold War Crises
    • Paper 3 Homepage >
      • The Great Depression
      • P3 Participation of US in WW2
      • P3 Americas and Cold War
    • History IA >
      • Section A
      • Section B
      • Section C
    • History Extended Essay
    • Examination Revision >
      • Paper 1 Revision
      • Paper 2
      • Paper 3 Revision
      • IB Revision Podcasts
  • 4. TOK / UNIVERSITY
    • University Applications
  • 5. ENRICHMENT

5. How Could this Happen?

7. Literacy Focus:
Picture

1. How did propaganda change opinions?

Picture
- Inferring underlying messages in sources
- Considering how authorship affects interpretation
- Applying knowledge to solve a problem
What does the film suggest it means to be German?

WE CAN INFER FROM THE SOURCE THAT BEING GERMAN MEANS...

What was the process of Nazification?

SUBTITLE 'NAZIFICATION'. Bullet point as many methods as you can see in the clip.
Discuss: This was produced by Walt Disney during the war. Should we trust it? 


Case Study: The dehumanisation of Jews as part of the education system

1. We are going to investigate how schools changed under the Nazis. To start with challenge yourself with a little Nazi mathematics; try and complete the maths problems in this file:
education_in_nazi_germany.pdf
File Size: 42 kb
File Type: pdf
Download File

2. ​Getting the answers right is not especially important (although you can check on page 4). Consider though, what are the implicit and explicit messages that come from these textbooks. What do you think would be the impact on students who studied in this way? Record your thoughts.
3. ​Now read through one of the children's stories you have been given. Write the title of the story and summarise it in at least 5 to 10 bullet points. Finish with a sentence that states: 'The real message of the story is..'

​Discuss: who is this aimed at? How do you know? What makes it memorable? Why would this be so effective at dehumanising Jews?
Picture

Giving NLCS Jeju a Nazi makeover:

Think about our school, how would it change if this was Germany in 1937?

In groups:
- Redesign the school motto (first explain why 'Global Citizenship' wouldn't work in Nazi Germany).
- Redesign your school day - which lessons would stay, increase in time, lose time. Why?
- Redesign the curriculum of one of your subjects - what would you study and why?
Picture
****Checkpoint****
y9_history_website_checkpoint.docx
File Size: 227 kb
File Type: docx
Download File


Literacy 8:
Picture

2. Did any Germans resist the process of dehumanisation?

Click on image for lesson presentation:
Picture
1. Click here for White Rose Article to use with the above activity
2. Make a grid:

1st column 'Name of Group', 2nd column 'Who Involved?', 3rd column 'Kind of Activities', 4th column 'Motives'

Add a row and complete for each of the groups discussed here.
3. Now choose one of the opposition groups and research into them adding into the table you completed above. Use these sites as a starting point but then go further and corroborate the research
WHITE ROSE
SWING KIDS
EIDELWEISS

3. Did the Jews 'let' this happen to them?

* Additional lesson -see SOW

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