Directorate: Curriculum GET: LESSON PLAN TERM 1 – 2021

SUBJECT and GRADE SOCIAL SCIENCE – GRADE 9 HISTORY

TERM 1 Week 2-3:
The Great Depression of 1929 and effects on
Germany
Reasons for public support for Nazi Party and the
1932 and 1933 elections
Enabling Act 1933 and dictatorship (including
concentration camps for opponents)
Nuremberg Laws and loss of basic rights of Jewish people 1935
Persecution of political opponents; Jehovah’s Witnesses; Roma
(gypsies); homosexuals; Slavs; black people; disabled
People
Nazi Germany as an example of a fascist state (compared with
democracy)

LINK TO TEACHING AND FOCUS: World war 2

ASSESSMENT PLAN Section 1: The Great Depression of 1929 and it’s effects on Germany, etc.
Section 2: Nuremberg Laws and the loss of basic rights of Jewish people 1935, etc.
AIMS OF LESSON Formulate a key question and use different sources on The Great depression and Nuremberg Laws. Pay
special attention to new vocabulary. Analyse sources externally and internally. Use source-based and
paragraph writing for this section. Essay: Explain how Hitler persecuted political opponents and other
nations. Focus on historical concepts, core notes and structure of essay: introduction, main ideas and
conclusion.
REOURCES Paper based resources Digital resources
• Learner need to refer to the accompanying Refer to the relevant digital resources e.g. links on
power point slides 1 - the WCED ePortal
• Textbooks: Chapter:
• https://www.thelearningtrust.org/asp-treasure-box
https://youtu.be/KfnEy8FuElc

INTRODUCTION The Great Depression was a worldwide economic slump that began as an American crisis. Germans
were not so much reliant on exports as they were on American loans, which had been propping up
the Weimar economy since 1924. No further loans were issued from late 1929, while American
financiers began to call in existing loans. Despite its rapid growth, the German economy was not
equipped for this retraction of cash and capital. Banks struggled to provide money and credit; in
1931 there were runs on German and Austrian banks and several of them folded. In 1930 the US,
the largest purchaser of German industrial exports, put up tariff barriers to protect its own
companies. German industrialists lost access to US markets and found credit almost impossible to
obtain. Many industrial companies and factories either closed or shrank dramatically. By 1932
German industrial production was at 58 per cent of its 1928 levels. The effect of this decline was
spiraling unemployment. By the end of 1929 around 1.5 million Germans were out of work; within
a year this figure had more than doubled. By early 1933 unemployment in Germany had reached a
staggering six million.

People line up outside the Postscheckamt in Berlin to withdraw their deposits

in July 1931. Image source

The effects this unemployment had on German society were devastating. While there were few
shortages of food, millions of people found themselves without the means to obtain sustenance.
The children suffered worst, where thousands died from malnutrition and hunger-related diseases.
Millions of industrial workers – who in 1928 had become the best-paid blue collar workers in
Europe – spent a year or more in a state of inactiveness. But the Great Depression affected all
classes in Germany, not just the factory workers. Unemployment was high among white-collar
workers and the professional classes. A Chicago news correspondent in Berlin reported that “60
per cent of each new university graduating class was out of work”.
At the annual party rally held in Nuremberg in 1935, the Nazis announced new laws which
institutionalized many of the racial theories prevalent in Nazi ideology. The laws excluded German
 Jews from Reich citizenship and prohibited them from marrying or having sexual relations with
persons of "German or related blood." Ancillary ordinances to the laws disenfranchised Jews and
deprived them of most political rights.
Between mid-1933 and the early 1940s, the Nazi regime passed dozens of laws and decrees that
eroded the rights of Jews in Germany. Anyone who had three or four Jewish grandparents was
defined as a Jew, regardless of whether that individual identified himself or herself as a Jew or
belonged to the Jewish religious community. Weeks after Hitler became Chancellor, a campaign
was launched to boycott all Jewish businesses where they were plastered with yellow Stars of
David or with negative slogans. During this boycott some Jews were assaulted while others’
property was destroyed. Laws were passed to abolish the employment rights of Jews, and banned
non- Aryans from having state jobs. This led to the prevention of Jewish judges, doctors, lawyers
and teachers to be able to practice their professions. Some of these laws were seemingly
insignificant, such as an April 1935 mandate banning Jews from flying the German flag; or a
February 1942 order prohibiting Jews from owning pets. But other laws withdrew the voting rights
of Jews, their access to education, their capacity to own businesses or to hold particular jobs. In
1934 Jews were banned from sitting university exams; in 1936 they were forbidden from using
parks or public swimming pools and from owning electrical equipment, typewriters or bicycles.
Jews were also subject to cultural and artistic restrictions, forcing hundreds to leave jobs in the
theatre, cinema, cabaret and the visual arts. The summer of 1935 saw an escalation in spontaneous
violence against Jewish people and property.

EY CONCEPTS AND CONCEPTS SKILLS

DEFINITIONS • Nazism The following skills will be addressed in this
• Fascism lesson:
Explain and define core • Democracy • To extract information; interpretation and
concepts. • Escalation analysis of information, usefulness and
• decrees reliability of sources and paragraph writing are
important to understand and to apply.
• Ensure that the questions set in the activities
address these skills
ACTIVITIES/ASSESSMENT KEY QUESTION: How did the Weimar Republic failed as a democracy and led to the rise of Nazi Party?
Tutor 1.1 Source 1A
The impact of the Depression on Germany

In October 1929 the Wall Street Crash on the US stock exchange brought about a global economic depression. In
Europe, Germany was worst affected because American banks called in all of their foreign loans at very short notice.
These loans, agreed under the Dawes Plan in 1924, had been the basis for Weimar’s economic recovery from the
disaster of hyperinflation. The loans funded German industry and helped to pay reparations. Without these loans
German industry collapsed and a depression began.

The most obvious consequence of this collapse was a huge rise in unemployment. Over the winter of 1929-30 the
number of unemployed rose from 1.4 million to over 2 million. By the time Hitler became Chancellor in January 1933
one in three Germans were unemployed, with the figure hitting 6.1 million. Industrial production had also more than
halved over the same period.

When people are unemployed, hungry and desperate, as millions were in Germany between 1930 and 1933, they
often turn to extreme political parties offering simple solutions to their problems. Between 1930 and 1933 support
for the extreme right-wing Nazis soared.

By 1932 parties committed to the destruction of the Weimar Republic held 319 seats out of a total of 608 in the
Reichstag, with many workers turning to communism. However, the real beneficiaries were the Nazis.

[From: https://www.bbc.com/bitesize/guides/zpvhk7h/revision/1

Accessed on 22 May 2019.]

1.1.1 What impact did the Wall Street Crash have on the world? (1X1)(1)
1.1.2 Define the concept “depression” in your own words. (1X2)(2)
1.1.3 Quote two pieces of evidence from the source that suggest that the Dawes Plan was agreed upon to help
with the recovery of the German economy after World War 1
(2X1)(2)
1.1.4 Give two reasons that served as a motivation for Germans to vote for the
Nazi party. (2X2)(4)
1.1.5 Use the source and your own knowledge and explain why Germans saw
Hitler as there hope to survival? (2X2)(4)
 KEY QUESTION: How did Hitler use concentration camps to get rid of those that were not classified as
part of the ‘master race’?
2.1 Source 2A
The first concentration camps in Germany
The first concentration camps in Germany were established soon after Hitler's appointment as chancellor in January
1933. In the weeks after the Nazis came to power, The SA (Sturmabteilungen; commonly known as Storm Troopers),
the SS (Schutzstaffel; Protection Squadrons—the elite guard of the Nazi party), the police, and local civilian authorities
organized numerous detention camps to incarcerate real and perceived political opponents of Nazi policy.

Nazi concentration camps served three main purposes:

To incarcerate people whom, the Nazi regime perceived to be a security threat. These people were incarcerated for
indefinite amounts of time.

To eliminate individuals and small, targeted groups of individuals by murder, away from the public and judicial review.

To exploit forced labour of the prisoner population. This purpose grew out of labour shortages.

[From: https://encyclopedia.ushmm.org/content/en/article/concentration-camps-1933-39

Accessed on 20 May 2019.]

2.1.1 When was the first concentration camps established? (1X1)(1)

2.1.2 Use the source and your own knowledge to explain whether Hitler’s decision to use
Nazi concentration camps, was justified? (2X2)(4)

2.1.4 Which group did Hitler see as a threat to German security? (1X2)(2)
CONSOLIDATION To summarise/ Remember the following:

What made the war significant was the sheer scale of the conflict and the gross violation of Human
Rights.
 NOTES

SUBJECT SOCIAL SCIENCE HISTORY TERM 1

GRADE 9 DATE 15 – 24 FEBRUARY 2021
Skills
(WHAT I am going to teach/guide/support…) Teaching Methodologies/ Approach Resources / LTSM
(WHAT I am going to use to
Source – based and paragraph (HOW I am going to teach/guide/support…)
teach/guide/support…)
writing
Read through the Notes, and answer • Identify the concepts that will be covered in • Worksheet and Notes
the activities. the lesson
The Tutor has been used to provide • Use the power point to explain the content • Refer to the QR Codes
tips on how to approach the following • Refer to the sources and questions that will
questions: be addressed
TEACHER’S To extract, give definitions of concepts, • Ensure that the learners understood what • Refer to the digital resources
ACTIVITIES analyze sources and comparing sources must be done. that can be used
and the power points for paragraph • Do the activities
writing

Parents to help with the understanding of Use of the textbook very important
the topic in the textbook; the power and where possible access the
points; reading with understanding should digital resources indicated in the
also be a focus lesson
Check list:
Please refer to teacher’s activities • My child knows the content Y/N
PARENT’S • My child understands the concepts
ACTIVITIES Y/ N
• My child could answer the questions
Y/N
• Can my child answer the questions?
 Learner activities: step by step, practical, keep it simple. Reflection:
Activity 1
Read the notes and also refer to the video clips At the end of the section I can:
Answer the questions.
Note the mark allocation is an indication of how long or • Work with sources Yes / No
short your responses should be. • Explain the concepts Yes / No
Activity 2 • Discuss the content Yes / No
Read the notes provided and do the activities including the
Essay.
LEARNER’S I need help with:
ACTIVITIES