This unit will follow on from the background knowledge students will have acquired from the previous work in unit one - A world of “ISMS”. The focus of the unit will be on developing empathy and understanding for those who have lived in a time and place when their lives were dominated by a major idea or belief. The significant ideas and beliefs of the period will be explored to identify the part they played in the lives of millions of people, past and present. As a multi-modal assessment item students will be encouraged to work in groups and present their work in more creative ways than power points and orals. Students could create scenarios of the daily live of an individual, family or group living in a particular place and time like Nazi Germany, Fascist Italy or Japan, an Indian civil servant living under the British Raj at the height of it’s imperial power or a female Moslem living in Afghanistan under the Taliban, a Ukrainian peasant living in the time of the collectivization under Stalin or a Chinese citizen living in the time of the Cultural Revolution. The title of the unit “To Be or Not to Be” is a cue for students to consider the dilemma facing individuals living in a time and place when there is a dominant view presented by those in power or those challenging power. The unit will include deliberation of the reasons behind the choices people make and the consequences of leading, following, conforming or resisting the dominant idea or belief of the period.

Student Task General
Develop a multi-modal presentation that shows your engagement with the 5 essential elements of an historical inquiry.

1. Definition:
2. Sources:
3. Backgrounds, changes and continuities: motives and causes.
4. Effects, interests and arguments
5. Reflections and Response

Detailed sample sub-questions are listed on a separate page to guide your investigation. You are NOT expected to answer all of these questions.

You could apply the sample assessment items below (which are specific to Germany) to another time and place as long as you are addressing the issue of how a dominant set of ideas and beliefs influenced the lives of a particular group.

For example you could focus your inquiry on
• totalitarianism / fascism in Italy, Spain, Japan or a South American country.
• the life of a male / female living in Afghanistan whose life is willing or unwillingly dominated by the Taliban.
• the life of an Indian civil servant living under the British Raj at the height of its imperial power. The dominant beliefs / attitudes would be related to imperialism and racism.
• a Ukrainian peasant living in the time of the collectivization under Stalin
• a Chinese citizen living in the time of the Cultural Revolution.

Student options Specific to Nazi Germany

Develop an individual or group multi-modal presentation with a focus on Fascism as the dominant idea / belief in Nazi Germany. The presentation is to show how the ideas and beliefs of fascism were a major influence or dominated force on such aspect of life in Germany as: the education system, the legal system, the media, the economy, the labour movements and trade unions, economic system, foreign policy, law and order, politics, military organisation and preparation for war.

Options

1. An individual or small group could develop a script for a brief dramatic presentation based on a major aspect of life in Germany dominated by the ideas and beliefs of fascism.
2. Develop a power point, interactive web page or video with commentary on one or more of the aspects listed above

Select a topic from the list below or develop your own line of inquiry after consultation with your teacher.
1. How did the ideas and beliefs of fascism influence or dominate the way in which the Nazi Party was able to gain and maintain control over the German people for so long.
How did these ideas and beliefs help them gain popular support and justify the use of terror?

2. Analyse and evaluate the role played by an individual or group in supporting the ideas and beliefs of fascism gaining and maintaining control over Germany. Consider one or more of Hitler’s Henchmen: Himmler, Hess, Goering, Goebbels, Streicher, Speer, Heydrich, 1933 – 1945

3. Analyse and evaluate the role played by individuals in Nazi Germany like Albert Speer and Leni Riefenstahl. Were they neutral agents of the system or active promoters of the fascist ideology?

4. To what extent can the ideas and beliefs of fascism be identified in the way the Nazi state depend upon force, intimidation and violence to achieve domestic and / or international objectives. Would it be true to say that the Nazis succeeded because of the silent connivance of the German people? Connivance (as a noun) means to be involved, responsible, collusion, participation, support, conspire, scheme or assist in wrongdoing)

5. Develop a presentation that analyses and evaluates the influenced of fascist ideas and beliefs had on one or more of the topics listed below.

1. Hitler’s consolidation of power, 1933-1934.
2. The establishment of the Nazi Police State, 1933-1939.
3. The manipulation and control of the young people in Nazi Germany, 1933-1945.
4. The control of women in Nazi Germany, 1933- 1945.
5. The control of the work force in Germany, 1933- 1945.
6. The control of Germany’s churches, 1933- 1945.
7. The removal of dissent in Nazi Germany, 1933- 1945.
8. The Nazi treatment of Jews, 1933- 1945.
9. The Nazi treatment of Gypsies, homosexuals, the disabled and infirmed, 1933- 1945.
10. The use of Propaganda as a means of control, 1033 – 1945.
11. Nazi Germany’s relations with Austria, Czechoslovakia, Poland, 1933 – 1945.
12. Nazi Germany’s relations with the International community, 1933 – 45.
13. Hitler and the abuse of power, 1933 – 1945.

Suggested reading for other topics

What is a Multi-modal Presentation?

The presentation has to be interactive and interpretive. It can be in any form other than a formally written assignment. Students may work in small groups.

Examples of presentation format include - Video with commentary, interactive web page, dramatic presentation with script, art work with commentary, power point with commentary etc.

Students must do general reading to gain an overview of the topics available and decide on a focus topic as soon as possible.

The presentation must show evidence of students engaging in the inquiry process. Notes, referencing, reflective journal etc.

The presentation must be interactive and interpretive. The audience should be given the opportunity to become involved in the topic and participate in someway by doing some or all of the following.

• Ask the audience questions and respond to their comments.
• Initiate and guide a debate or discussion with the audience on your topic. (based on research)
• Give the audience options / allow them to select choices on a web page to see alternative paths one could follow in your inquiry.
• Ask students to help you with a survey on the topic to gauge the attitudes and opinions of the wider community.

 

Theme 3: The History of Ideas and Beliefs - To Be or Not to Be?

SAMPLE ONLY - Nazi Germany - Fascism
Purpose: Through historical studies in this theme students will understand how the ideas and beliefs of Fascism have influenced life in Nazi Germany. Sample Focus Questions Your inquiry must include questions related to each of the aspects listed below. The questions suggested here are provided as a guide. If student research and discussion is focused on a significant number of the following questions the process of inquiry will exemplify the theme – The History of Ideas and Beliefs
DEFINITIONS	What is an “idea” or a “belief”? How can Fascism be defined? What do Fascists think about such issues as gender roles in the family, civil rights, the role of trade unions, the nation state, government, democracy, religion, race and the use of power?
SOURCES	Who are the major historians and other theorists who have written about the ideas and beliefs of fascism -Nazi Germany in particular? What primary and secondary sources are available? What problems have you encountered with sources for this study? Consider, for example, availability, quality, reliability, bias and the representativeness of sources.
BACKGROUNDS CHANGES CONTINUITIES MOTIVES CAUSES	Where and when did the idea or belief of fascism first emerge? What roles did individuals and groups play in the development and dissemination of Fascism? How have the ideas or beliefs of Fascism changed over time? How Fascism affected historical developments in the 20th century? What is likely to be the continuing significance of Fascism in the 21st century?
EFFECTS INTERESTS ARGUMENTS	Whose interests were served by fascism? Whose interests were challenged by fascism? Whose interests were neglected or not served by fascism? What resistance or challenges to fascism emerged over time?
REFLECTIONS AND RESPONSES	What have you learnt about fascism and its historical influence? Do you think that fascism was a progressive one historically? What connections can you see between this study and other studies you have already undertaken? What problems did you encounter in the research, and how did you respond to them? How is this study helping your understanding of history as a discipline? Has the study of fascism helped you to decide how to live more purposefully, ethically or effectively?