GRADE 9, TERM 1


9A, B, C, G

Ms Lynne                                   

9D, E, F

Mr Cassim

PART 1: TREATY OF VERSAILLES

 

 

Listen to your notes (mp3)


 

Download your notes (pdf)

Activity 1:

 

* The following questions are based on the video *

Introduction:

  1. Why was the treaty called: The Treaty of Versailles?
  2. Who were the Big Three?
  3. Why were they so important?


George Clemenceau (France):

  1. What 3 things did Clemenceau want?
  2. Do you think that Clemenceau had a right to expect Germany to pay for the destruction in France? Give a reason for your answer.


David Lloyd George (Britain):

  1. Why do you think that Lloyd George promised to take revenge on Germany, even though he thought it was a bad idea?


Woodrow Wilson (USA):

  1. Why do you think that Wilson didn’t have as much of a desire for revenge as Britain and France?


The Germans:

  1. Why do you think that Germany was ignored?
  2. Why do you think that none of the delegates wanted to sign the Treaty?
  3. What made them change their minds?


The 440 conditions:

  1. Why was Article 231 so hard for the Germans to accept?
  2. Do you think it was a good idea for the Allied Powers to ask for such a huge amount of reparations?
  3. What impact do you think that Article 232 would have on Germany?
  4. Why were the military restrictions so devastating for Germany?
  5. Do you think that demilitarizing the Rhineland was fair? Why / why not?


German Reaction to the Treaty:

  1. Why was it so difficult for the Germans to accept their defeat?
  2. What did Hitler blame the Jews for?
  3. Who do you think was really responsible for their defeat? Justify your answer.
  4. Why did the Germans refer to the Treaty of Versailles as a "diktat"?

Activity 2:

 

"Everything went black before my eyes as I staggered back to my hospital ward and buried my aching head between blankets and pillow [...] The following days were terrible to bear and the nights worse [...] My hatred grew for this terrible crime." (Adolf Hitler, Mein Kampf)

  1. What "terrible crime" is Hitler talking about?
  2. Why did he think it was a "crime"?

Activity 3:

 

  1.  What does the winged creature represent? Give a reason for your answer.
  2. Who do the men standing around her represent? Give a reason for your answer.
  3. What are they doing?
  4. What document covers her?
  5. Explain the meaning of the cartoon.

Activity 4:

 

  1. Evaluate how true the following statement is: "The Treaty of Versailles was not a peace treaty. It was nothing more than a document of revenge that brought about great hardship for the Germany people."

 Additional Video Resources:

 

Part 1 ... 

 

Part 2 ...

 PART 2: WEIMAR REPUBLIC


 

 

Listen to your notes (mp3)


 

Download your notes (pdf)

Activity 5:

 

* The following questions are based on the video *

Establishment of the Weimar Republic:

  1. What was the most important role of a) the President and b) the Chancellor?
  2. Suggest some pros and cons of Article 48?
  3. Calculate at what rate the politicians were assassinated.


Economic Crisis:

  1. Why do you think that Hitler chose 1923 to try to overthrow the government?
  2. Of what benefit to the French would the Ruhr region have been?
  3. Why did unemployment increase during this period?


Hyperinflation:

  1. Why couldn’t the Weimar government print so many extra bank notes?
  2. Why do you think that some people preferred to barter?


The Dawes Plan:

  1. Why was necessary to adopt a new currency?
  2. Name a country that has been through a similar crisis recently?
  3. What can Germany’s recovery from 1924 to 1929 be attributed to?


1929 Crash:

  1. Why couldn’t Germany get loans from the USA after 1929?

 Activity 6:

 

  1. The German worker says “No! You cannot make me work!” To whom is he saying it?
  2. Who instructed him to say it?
  3. Explain the context of the cartoon.
  4. Evaluate the decision to call for a strike. (Was it justified? What did it achieve? Considering the consequences, was it worth it?)

Activity 7: 

  [table]

  1. In which two years was unemployment at its lowest in Germany?
  2. What conclusion can you make about the German economy in 1926 and 1930?
  3. Provide a reason why the employment rate was higher in 1926.
  4. In 1923, Hitler and the Nazis attempted to seize control of Germany. Using the source, suggest a reason why they thought the time was right to seize control.
  5. In what way is this source helpful for a historian studying the economic problems in Germany after World War 1?

 Activity 8:

 

  1. Critically evaluate the statement: "The Weimar Republic faced too many problems from inside and outside to succeed."

Additional Video Resources:

 

Part 1 ...

 


Part 2 ...

 PART 3: THE RISE OF THE NAZI PARTY


 

 

Listen to your notes (mp3)


 

Download your notes (pdf)

Activity 9:

 

* The following questions are based on the video *

Introduction:

  1. Why do you think the Nazi Party didn’t do well before 1929?
  2. What was the benefit of winning power legitimately?


Making Promises:

  1. Why would the German people be attracted by the promise of a strong and stable government?
  2. Why would the German people be attracted by the promise of jobs and economic growth?
  3. Why do you think that Hitler blamed the Jews?


Using Propaganda:

  1. Describe how propaganda works.
  2. Why do you think that feelings are so powerful?


Using Violence and Intimidation:

  1. Provide a synonym for 'paramilitary'.
  2. How are the actions of the Brownshirts contradictory to the promises that Hitler was making?


Success:

  1. How did the Enabling Act fulfill Hitler’s ambitions?
  2. Of what benefit to Hitler was combining the role of President with Chancellor. 

Activity 10:


"Just as Jesus freed mankind from sin, so Hitler saves the German people from destruction [...] The apostles completed the work of their Lord. We hope that Hitler will be able to complete his own work. Jesus built for Heaven, Hitler for the German people."  (German school textbook)

  1. Who is Hitler compared to?
  2. What "destruction" will Hitler save them from?
  3. Who was this message aimed at?
  4. What makes this message an example of propaganda?

Activity 11:

 

* Yes, you really do have to read the whole passage *

"A fire broke out in the building where the Reichstag met. Hitler rushed to the scene and amid the smoke and confusion, he vowed to punish those responsible. It did not take him long to decide who they were. That night he screamed: 'Now we'll show them! Anyone who stands in our way will be mown down! ... Every Communist official must be shot. All Communist deputies must be hanged this very night. All friends of the Communists must be locked up. And that goes for the Social Democrats as well.'

The day after the fire, the Chancellor issued two decrees. The titles - "For the Defense of Nation and State" and "To Combat Treason Against the German Nation and Treasonable Activities" - reveal exactly how Hitler planned to use the fire to achieve his goals. He suspended, until further notice, those parts of the Constitution that dealt with personal freedom. The government had the right to censor mail, listen to private telephone conversations, and read telegrams. It could also search homes and confiscate property.

Although Germans no longer had the civil rights their Constitution guaranteed, they still had the right to vote. And elections were held as previously scheduled. Although the Nazis got 44% of the vote, they did not have a majority in the Reichstag. And even though they had singled out the Communists as 'enemies of the state', the Communist Party received about 12% of the vote [...] But their representatives were never able to claim their seats. If they appeared in public, they faced arrest.

On March 23, the government announced the opening of the nation's first concentration camp at Dachau. The first inmates were 200 Communists.

That same day, the Reichstag overwhelmingly approved, by a vote of 441 to 94, a bill entitled "Law for Terminating the Suffering of People and Nation". Also known as a the Enabling Act, it was short and to the point. It 'enabled' Hitler to punish anyone he considered an enemy of the state. The Act also stated that "laws passed by the government may deviate from the Constitution" [...] With the new law in place, the Nazis began their slow but systematic destruction of democracy."  (Source)


  1. How does Hitler's response to the fire demonstrate his disregard for human rights and the law?
  2. The source states: "The titles - 'For the Defense of Nation and State' and 'To Combat Treason Against the German Nation and Treasonable Activities' - reveal exactly how Hitler planned to use the fire to achieve his goals." Explain specifically what the titles reveal.
  3. How did Hitler work his way around the Communists in the Reichstag?
  4. Why is it sinister that "laws passed by the government may deviate from the Constitution"?
  5. For what 'crime' were the Communists sent to the Dachau concentration camp?

 Additional Video Resources:

 

This next video demonstrates a propaganda technique: Instead of listening to Hitler speeches as the audience would have, the video maker has added an upbeat music track to the background. This adds an positive feeling to his words. 

Still, it's interesting to see what he looked and sounded like.


 PART 4: THE THIRD REICH


 

 

Listen to your notes (mp3)


 

Download your notes (pdf)

Activity 12:


* The following questions are based on the video *

The End of the Weimar Republic:

  1. What is a "totalitarian state"?
  2. How did Hitler ensure that no-one opposed him?
  3. Why do you think Hitler 'purged' the Brownshirts?


The Third Reich:

  1. What is The Third Reich?


Racial Theory:

  1. Use your OWN words to describe Hitler's theory on race.
  2. What is ironic about the Nazi Race Book's description of the Aryan (Nordic) race?
  3. Apply your knowledge of Natural Science to explain why the "scientific tests" were bogus.
  4. What was Hitler's plan for what he called the "inferior races"?


Keeping the German Bloodline Pure:

  1. What did Hitler want to achieve through the Sterilization Law?
  2. After learning about the T4 program, how would you characterized Hitler? 

PART 5: THE WAR IN EUROPE

DFSDF







PART 6: THE HOLOCAUST


For this section, you will compile your OWN notes using various historical sources.


Step 1:


Write down bullet-point notes as you watch the following videos from the Yad Vasham website. 


Part 1: Introduction


Part 2: The Nazi Rise to Power (1933)


Part 3: Separation, Exclusion, and Expulsion (1933-1939)


Part 4: War and Territorial Expansion (1939-1941)


Part 5: “Operation Barbarossa” – Systematic Murder Begins (1941)


Part 6: The “Final Solution” Coalesces (1941-1942)


Part 7: Perfecting Industrial Murder (1942-1945)

Step 2:


Using your bullet point notes from the videos, and the following articles from the United States Holocaust Memorial Museum website, explain what each of the following topics are:

(Click the underlined words to access the articles.)


Introduction:


Phase 1: Exclusion:


Phase 2: Separation

 

Phase 3: Extermination

Activity 13:

 

"I herewith charge you with making all necessary preparation with regard to organizational, practical and financial aspects for a total solution to the Jewish problem."  (Hermann Goring)

  1. In an essay, explain what "The Final Solution to the Jewish Question" was, and how the Nazi's went about implementing it.

WORLD WAR 2 MOVIES: