Citizenship links The purpose of war and conflict; the ethics of war and reasons behind it; the movement of international politics.

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1 Topic: World War II and the causes Aim: to ensure students understand the causes and key events of WWII; the reason for the dropping of the atomic bomb; the importance of Hitler. Citizenship links The purpose of and conflict; the ethics of and reasons behind it; the movement of international politics. Levels : Level 4 to describe the reasons and outcomes of WWII, using evidence; Level 5 to explain the reasons for and outcomes of WWII, using evidence; Level 6 to compare and evaluate the reasons and outcomes of WWII, using evidence. Where this unit fits in: This falls after WWI, and helps students to understand the causes of WWII and question the ethics of the nuclear bomb. Key words Hitler, causes, alliances, atomic End of unit assessments will focus upon using sources to enable students to answer questions. Contribution to SMSC Empathy: students will consider how decisions were made that ultimately led to Interpretation: To understand how a web of decisions led to the and reactions tods it Synthesis: To make links between WWII and current world situations. Resources Ppts, worksheets, source packs, video clips, ICT, role play cards Links to future learning: Students can investigate the cult of Hitler, and the rise of Communism Students can consider the role of WWII in shaping the world Students can investigate the act of and the impact upon families Literacy literacy is embedded within the curriculum, in the shape of PEE paragraphs, key words, and sentence starters.

2 Scheme of Work: Causes and events of WWII Year Group: Year 9 No. Lesson Title/Aim (Key Questions) 1. How important was the Treaty of Versailles? Learning Objectives (Learning about / Learning from) 4- to describe what the Treaty of Versailles was 5 to explain what the Treaty of Versailles was importance of the Treaty of Versailles and make links with the rise of Hitler Lesson Content- teaching activities Use of AFL Starter show students the results of WWI. What do they think the attitude tods Germany could be as a result? Discuss in pairs and students to feedback one answer. EXT: Do they think people might be feeling vengeful tods Germany? If so, why? Next show students the attitudes of the French, British, and Americans. What are the key differences and key similarities in their attitudes tods Germany? Students are to work in threes and find the answers. Next in pairs, give them their role cards. Each students needs to decide to be one of the three countries. They need to make a decision about each of the 7 scenarios, and decide why they have made this choice. Resources 4- to describe what the Treaty of Versailles was 5 to explain what the Treaty of Versailles was importance of the Treaty of Versailles and make links with the rise of Hitler Curriculum Links LEA / Citizenship links RE ethics of conflict of Citizenship politics and motives of Geography alliances and how countries form together Media/ICT Links Go through the answers with the class. What have all the groups decided? Show the students what was decided. How closely are their answers aligned to the actual treaty? How important do you think the Treaty of Versailles was? Students are to answer this in the form of a PEE paragraph. They need to include: Description Level 4 Explanation Level 5 Evaluation Level 6 Comparison Level 7 AfL peer assessment Plenary how important was the Treaty of Versailles and why? Key words Dictator Ethics Conflict Motives

3 2. Should people be scared of Communism? 4 to describe what Communism is 5 to explain the different ideas of Communism 6 to evaluate why Communism might be seen as a threat Starter: Ask the students questions about life in the UK today. Do people have the right to vote for who they choose? Are people paid the same amount of money? Do people have the right to own property? Tell the students we live in a Capitalist Democracy. Do they understand what those words mean? Next show the students the picture of Lenin. Explain that in 1917, Russia was taken over by the Communists and this led to massive changes. In pairs, students are to go through the changes and decide which are good ideas, and which are bad ones. They need to be able to explain why they have made this decision. 4 to describe what Communism is 5 to explain the different ideas of Communism 6 to evaluate why Communism might be seen as a threat Citi what are different political ideologies? What can turn people to them? BV tolerance,rule of law Next how would a Factory worker and a Factory Owner in Britain feel? Make a decision, be prepared to share this with the class. Look at the storyboard of Stalin's dictatorship. Do you think the Russian people would be pleased with the events? Give a reason and justification for your answer. Next go through the list of people who lived in non- Communist countries. Would they view Communism as positive or as a threat? Choose two, and write a PEE paragraph explaining your view. AfL peer assessment. Plenary should people be scared of Communism? Be prepared to make a choice and explain why.

4 3. Why vote for Adolf Hitler? 4 to describe why people voted for Adolf Hitler in Germany 5 to explain reasons for Hitler's victory 6- to evaluate the impact of Hitler's victory and the reasons for it. Starter show students the facts about Germany after WWI - what do you think the German people would be looking for in a leader? Next students get into groups. Give them the source of ideas from Mein Kampf. What are the ideas, and why do you think the German people might have liked it? AfL model answer to provide a scaffold for students. In groups, students are to receive source packs. Working collaboratively, they are to investigate why people voted for Hitler using character cards. They can discuss which different reason people might have for voting for him. 4 to describe why people voted for Adolf Hitler in Germany 5 to explain reasons for Hitler's victory 6- to evaluate the impact of Hitler's victory. Citi what can inspire people to vote for others? BV tolerance, democracy PEE paragraph why vote for Adolf Hitler? Students are to pick a character and explain their decision. Students are to include examples and also evidence to support their answers. AfL peer assessment. Plenary why vote for Adolf Hitler?

5 4. What was the reaction to Hitler's foreign policy?? 4 to describe how other countries responded to Hitler 5 to explain how other countries reacted to Hitler using evidence reaction to Hitler and its impact using evidence Starter why did Hitler win the election? Students are to discuss in pairs and feedback to consolidate understanding from the previous lesson. Based upon what we know about Hitler now, why do you think his election victory is puzzling to us? How do you think other countries might react to Hitler? Next distribute Hitler's foreign policy aims and maps of Europe to pairs. Students are to match them to the countries. Then decide why might these countries be worried? Next distribute Hitler's actions/countries reactions to pairs. Students need to examine the cartoon sources, and decide the following: 4 to describe how other countries responded to Hitler 5 to explain how other countries reacted to Hitler using evidence reaction to Hitler and its impact using evidence Citi What makes a positive foreign policy? How do countries interact with each other? BV - Democracy which source refers to which action? Which sources imply British leaders were weak? Which sources imply that British leaders were sensible? Which sources imply that Hitler was making popular decisions? Which sources imply Hitler was taking risks? Which sources imply Hitler did not expect? Note Some sources may be used twice! Next Did Britain cause World War II? Discuss this question in pairs. Then write a PEE paragraph. Students need to use examples and explain their conclusion. Remind them that by evaluating the impact the reaction to Hitler had, they will hit a Level 6. AfL- peer assessment Plenary what was the reaction to Hitler and its importance?

6 5. Why didn't the League of Nations stop Hitler? 4 To describe the weaknesses of the League of Nations 5 to explain the weaknesses of the LofN and their impact importance of the weaknesses of the League of Nations Starter distribute the David Low cartoon in an inference grid to students. In pairs, they are to discuss it and give feedback. Extn: What does this cartoon imply about the role of other countries in starting the Second World War? Next ask students how they think peace is maintained and conflicts are dealt with. Refer to current situations Syria, Libya, Ukraine. Explain how countries form alliances to help support each other. What things do you think these alliances need to be successful? Students are to discuss and feed back. Next the League of Nations was set up after WWI to keep world peace. It failed to stop Hitler and WWII. Why? 4 To describe the weaknesses of the League of Nations 5 to explain the weaknesses of the LofN and their impact importance of the weaknesses of the League of Nations Citi co-operation with countries international relations BV democracy, tolerance In pairs, students are to look at the Four Weaknesses of the League of Nations. Students need to decide which was the most important in failing to stop Hitler, and why. After they have prioritised, they need apply their new knowledge. Look at the storyboard for the Abyssinian Crisis. Students need to read and then decide upon their answers to the following questions: 1. What evidence is there of the LofN's weaknesses? 2. What other weaknesses can you detect? 3. Were these weaknesses the main reason the Lof N could not stand up to dictators? AfL- peer assessment discuss answers and share them. Next imagine you are a journalist reporting on the League of Nations. What would you report back to the UK? Students need to describe/explain/evaluate the weaknesses of the LofN and consider how it will impact upon the future. Plenary: What were the weaknesses of the LofN?

7 6. Was appeasement a serious mistake? 4 to describe a key reason for and against appeasement 5 to explain the different stances taken on appeasement 6 to evaluate whether appeasement was the correct policy using evidence to support Starter have you ever tried to make peace with someone to avoid a future argument? If so, what happened? Next Munich Agreement in Explain to students what it was and who was behind it. What could be the danger in agreeing to something like this with Hitler? Students can consider that he wouldn't be satisfied/would try and take more, and why. Next group work. Students are in roles as British politicians. Give the students the for/against argument cards for appeasement. They need to sort them and then make a decision whether they support appeasement of not. As a group, they need to write a PEE paragraph explaining their decision. They present it to the rest of the class. When all presentations are given, the class needs to consider as a whole whether they are for or against appeasement. 4 to describe a key reason for and against appeasement 5 to explain the different stances taken on appeasement 6 to evaluate whether appeasement was the correct policy using evidence to support Citi How can you build bridges? Think of social relationships/empathy BV Democracy, tolerance, fairness AfL group assessment by listening to each other's presentations. Next students need to make an individual decision on whether appeasement was the right policy. PEE paragraph explaining their answer. To get Level 6 evidence needs to be used to support. AfL peer assessment. Plenary was appeasement a mistake?

8 7. Was Hitler really to blame for WWII? 4 to describe the causes of WWII 5 to explain the causes of WWII causes of WWII 7 to decide the most important cause, and use evidence to explain and support by linking Starter: What causes s? Make reference to current conflicts Libya, Iraq, Syria. Think of land, greed, politics. What could be the causes? Next: Students are to work in pairs on the causes cards. They need to: Remove the cards that they think do not show how WWII would start Look at the remaining cards how could they start the? Students need to make a decision and share it with their partners 4 to describe the causes of WWII 5 to explain the causes of WWII causes of WWII 7 to decide the most important cause, and use evidence to explain and support. Citi-Think about causes of conflict what can actually spark them? Link to current news events. BV tolerance, democracy Next categorisation. Students need to sort the cards into two piles: Hitler's actions Other people's actions Which were the most important, based upon the number of cards in each? Next- linking. Once students have sorted through the causes of WWII, they need to link them. How does one cause support another? And does this support the idea that Hitler caused WWII? Conclusion using sentence starters, students are to write up their conclusions. PEE paragraph describe, explain, evaluate, Link!! AfL peer assessment Plenary was Hitler to blame for WWII?

9 8. Was Dunkirk a triumph or a defeat? 4 describe the events of Dunkirk 5 to explain the events of Dunkirk and why they are important events of Dunkirk and make a judgement on its importance. Starter show the students the Withdrawal from Dunkirk by Cundall, in the inference grid. Students are to answer the questions and then think about what the picture implies about the British troops. Next show the students the map indicating where the Germans were and how by May 1940 they were winning. Show where the British troops were trapped. In pairs, discuss this question what were the British Government's options? Take feedback. 4 describe the events of Dunkirk 5 to explain the events of Dunkirk and why they are important events of Dunkirk and make a judgement on its importance. Citi what pushes people to make radical decisions? Consider the context of recent real world events BV tolerance, Tell the students the decision was made to rescue the trapped troops. What would be the problem with doing this? Ask the students to think about the reaction to this from the media, British public, foreign media. What reactions do you think they would have? Next issue the source packs. Students need to cross examine the sources to discover the following: How is Dunkirk being portrayed? Who is portraying it in this manner? Why do you think they are portraying it like this? Is the portrayal successful? Next Students are to use their new found knowledge and write a newspaper article on the events of Dunkirk. To reach Level 6 they need to show they have evaluated the events and made a decision about how it was either a tragedy or a triumph. Peer assessment AfL. Students to swap papers and mark. Plenary was it a disaster or triumph?

10 9. Was the Battle of Britain a turning point? 4 to describe what the Battle of Britain was 5 to explain how the Battle of Britain impacted upon the 6 to evaluate whether it was a turning point in the Starter Show the students the map of Britain. If you were Hitler, what do you think would be the most effective means of attacking the country? Ask students whether they think it would be the sea or by air. Next: Explain Operation Sea Lion. What might be the problem for that plan? Get students to consider the impact that ariel fare might have. Next information packs about Hitler's Luftwaffe and the RAF. Students need to consider the following questions: 4 to describe what the Battle of Britain was 5 to explain how the Battle of Britain impacted upon the 6 to evaluate whether it was a turning point in the Citi what can cause a victory? Think of sporting events is it people pulling together? BV Democracy, tolerance Who had the advantage? Why? Next Was the Battle of Britain a turning point? Students need to consider this question, and write a PEE paragraph based on the sources//information they have used. To get Level 6, they need to make a judgement and use evidence to explain why. AfL Peer assessment Plenary was the Battle of Britain a turning point in the?

11 1 0. Why did Hitler lose WWII? 4 to describe what the Battle of Britain was 5 to explain how the Battle of Britain impacted upon the 6 to evaluate whether it was a turning point in the Starter: Why do you think armies and leaders lose s? Discuss in pairs and feedback. If your answer is already taken, think of another one! Next show students the cartoon of Joy Ride to Moscow. Using the inference grid, what does it tell us about the German attempts to invade Russia? Was this a positive or negative for the British? Issue the end of the cards. Students need to prioritise them into which is the most important reason for the Nazi loss. 4 to describe what the Battle of Britain was 5 to explain how the Battle of Britain impacted upon the 6 to evaluate whether it was a turning point in the Citi what can cause countries to lose s and others to win them? BV Tolerance Group work design a poster explaining the reasons why Hitler lost. Students need to describe, explain, and if they can, link events. Level 6 will be reached if they can show how they have evaluated and come to a conclusion. AfL peers assessment. Students move round the room, deciding on the quality of their peers work. Plenary why did Hitler lose the?

12 1 1. Why is Pearl Harbour important? 4 to describe the events of Pearl Harbour 5 to explain why the events of Pearl Harbour are important importance of Pearl Harbour Starter Show students the painting of Pearl Harbour. What does this tell you about the Japanese? What does it tell you about the Americans? Is this a useful source? Next Show students the photographs. What do they tell you about the Japanese motives for attacking Pearl Harbour? Next distribute the source packs. In groups, students need to investigate the following questions: 4 to describe the events of Pearl Harbour 5 to explain why the events of Pearl Harbour are important importance of Pearl Harbour Citi how can unexpected attacks impact on a country link to 9/11, 7/7 what was the result of these? BV Tolerance What happened on 7 December 1941? Why did it happen? What was the result? Why was it important? Next look at the sources. How did the soldiers who fought the Japanese feel? Imagine you are a soldier who is in PoW camp. Write a letter home explaining how you feel, and how the Pearl Harbour attack is going to affect you. (Clue it brought in the US!) AfL self assessment. Check your letter against the levels. Plenary Why is the attack on Pearl Harbour important?

13 1 2. Were the Americans justified in dropping the bomb? 4 to describe the reasons for Hiroshima 5 to explain the causes behind Hiroshima 6 To evaluate whether the Americans were justified in bombing Hiroshima Starter play the song Enola Gay by OMD what do the students think the lyrics are about? Next give the students the fact sheet about what happened to Hiroshima. Discuss in pairs can the dropping of the bomb be justified in context of knowing what happened? Next Give the students Truman's four motives. In pairs, they need to decide which were acceptable, borderline, and not acceptable. They need to be able to justify their decision with a one sentence explanation. 4 to describe the reasons for Hiroshima 5 to explain the causes behind Hiroshima 6 To evaluate whether the Americans were justified in bombing Hiroshima Citi what can motivate people to make decisions? What can push people to make decision that could kill people? BV tolerance, rule of law Next source packs. Students need to read and consider the information. How far do the sources support their assertions about Truman's motives? PEE paragraph if you were Truman, would you have dropped the bomb? Explain your answer, draw a conclusion. Use evidence to support. AfL peer assessment Plenary was America justified in dropping the bomb?

14 1 3. Assessment Students will write a source based assessment on Hiroshima. This will take the form of answering the question Was America justified in dropping the bomb?

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