Kinder, Küche, Kirche (children, kitchen, church)
Analyse cause and consequence
Key Learning Activity:
Students will be exploring the aims and impact of domestic economic, political, cultural and social policies of the Nazi regime, specifically upon women. They will be analysing in detail both the causes of these policies, and the consequences that resulted from them. Students will be required to ask and examine a series of historical questions that aim to address how these policies came to be about and what were some of the immediate and long-term consequences. (Further details in unit outline)
Instructions:
Students will be working in small, collaborative groups and rotating around the room in a 'jigsaw' activity. At each table, a different source will be presented to the students (see range below). Using the '8 Stage Framework' of source analysis students will be asked to read and evaluate each source based on this framework, also applying the IB History source analysis language of origin, purpose, value and limitation. Students will use the evidence gleaned from the sources, and their own prior knowledge, to answer the historical questions identified at the beginning of the activity and form an historical argument.
Students will be exploring the aims and impact of domestic economic, political, cultural and social policies of the Nazi regime, specifically upon women. They will be analysing in detail both the causes of these policies, and the consequences that resulted from them. Students will be required to ask and examine a series of historical questions that aim to address how these policies came to be about and what were some of the immediate and long-term consequences. (Further details in unit outline)
Instructions:
Students will be working in small, collaborative groups and rotating around the room in a 'jigsaw' activity. At each table, a different source will be presented to the students (see range below). Using the '8 Stage Framework' of source analysis students will be asked to read and evaluate each source based on this framework, also applying the IB History source analysis language of origin, purpose, value and limitation. Students will use the evidence gleaned from the sources, and their own prior knowledge, to answer the historical questions identified at the beginning of the activity and form an historical argument.
SOURCE A SOURCE B
SOURCE C
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SOURCES D - I
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SOURCE J SOURCE K
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SOURCE L SOURCE M
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SOURCE N
Hitler's Brides
A film to view at home and corroborate against the primary source material studied in class.
8 Stage Source Analysis Framework
Created by Joanna Sommers, 2015