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The Assessment

The Assessment. German Economy. ‘ Guns not Butter’ [EFICS] 1. Employment • In June 1933, the Nazis passed a Law to Reduce Unemployment. • The RAD (National Labour Service) sent men on public works; eg the autobahns.

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The Assessment

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  1. The Assessment Lesson 1: Controlled Assessment

  2. German Economy ‘Guns not Butter’ [EFICS] 1. Employment • In June 1933, the Nazis passed a Law to Reduce Unemployment. • The RAD (National Labour Service) sent men on public works; eg the autobahns. • Government spending rose, 1932–38 from about 5 billion to 30 billion marks. • Unemployment fell from nearly 6 million to virtually nothing. • Hitler built up the armed forces (e.g. conscription took 1 million unemployed). • The soldiers needed equipment, so this set steel mills, coal mines and factories back into production. The Luftwaffe gave jobs to fitters, engineers and designers. • The Nazi state machinery needed thousands of clerks, prison guards etc. 2. Farming • By the 1933 Farm Law, farmers were assured of sales and given subsidies. • The government kept food prices at the 1928 level. • BUT farmers were organised into the Reich Food Estate and strictly controlled (e.g., one rule stated that hens must lay 65 eggs a year). 3 Lesson 1: Controlled Assessment

  3. German Economy Part 2 . Industry • The New Plan of 1934 stopped imports, and subsidised industry. This is called 'Autarky' - the belief that Germany should be self-sufficient. • Production rose, especially of oil, steel, coal and explosives. • In 1936, Goering was put in charge. His Four Year Plan proposed to get the army and industry ready for war in four years. • Employers were happy when workers were well disciplined. • BUT businesses were strictly controlled; they could be told to make something different/ were not allowed to raise wages/ workers could be sent to other factories. • Goering said: ‘Iron makes an empire strong; butter only makes people fat’. • Economists know now that these policies cause massive economic problems. 4. Conditions • The Nazis tried to make people proud (e.g. the film The Beauty of Work in 1934). • BUT trade unions were banned and all workers had to join the German Labour Front. They lost their right to strike for better pay and conditions. • Wages actually fell. • People who refused to work were imprisoned. • Wages and conditions on the RAD schemes were very poor. 5. Strength through Joy (KdF) Movement • Workers were offered cut-price holidays, theatre trips and concerts. In Berlin, 1933–38, the KdF sponsored 134,000 events for 32 million people (2 million went on cruises & weekend trips, and 11 million on theatre trips). • The KdF designed the Volkswagen (or ‘People’s Car’) ‘Beetle’, which it was planned to be able to buy for 5 marks a week. • The government made sure that everybody could get a cheap radio. Lesson 1: Controlled Assessment

  4. Administration On your new exercise book: • Your full name. • History GCSE Controlled Assessment. • Mr Leech On the inside of the front cover stick: • The overview of the controlled assessment. Lesson 1: Controlled Assessment

  5. What is controlled assessment? • It is NOT the same as coursework because you have to complete it under controlled conditions, which means: • You have a limited time in which to complete it. Lesson 1: Controlled Assessment

  6. CONTROLLED ASSESSMENT • Task 1: The Role of the Individual in History • This task tests Assessment Objectives 1 (10 marks), 2 (15 marks) and 3 (25 marks). • CAQHow important was MLK in bringing about civil rights for African Americans in the years 1955-68?Use the sources you have researched, and your knowledge, to support and explain your answer. • Your answer must show how aspects of the past have been interpreted and represented in different ways. [50]

  7. Wednesday 13th June How important is the individual in shaping history? All pupils to be able to make a judgment about the roles of individuals in History Most to be able be plan a structure for the essay Some to be able to evaluate the roles of different individuals in the Civil Rights Movement. ‘Every epoch (period of history) calls forth persons of adequate stature, and if it cannot find them, invents them.’ Claude Adrien Helvétius Lesson 1: Controlled Assessment

  8. Starter: Work in a pair/three. Try to decide what Helvétius is saying. ‘Every epoch (period of history) calls forth persons of adequate stature (important), and if it cannot find them, invents them.’ Claude Adrien Helvétius

  9. Great Man Theory "The history of the world is but the biography of great men” Thomas Carlyle Lesson 1: Controlled Assessment

  10. Do great men make history? Or does history make great men? Lesson 1: Controlled Assessment

  11. Opposed to Great Man Theory “Great men are the products of their societies, and that their actions would be impossible without the social conditions built before their lifetime.” Herbert Spencer Lesson 1: Controlled Assessment

  12. Discuss: Why do you think that Carlyle and Spencer arrived at such opposite conclusions? "The history of the world is but the biography of great men” Thomas Carlyle “Great men are the products of their societies, and that their actions would be impossible without the social conditions built before their lifetime.” Herbert Spencer Lesson 1: Controlled Assessment

  13. Some historians believe that history is made by “Great Men and Women”, kings and queens, statesmen and politicians. Other historians argue that such an unscientific approach ignores similarly crucial factors.However, one should not deny the role of individuals in history. History is made by people. But we need to uncover the relationship between the individual and the great forces that govern the movement of society and see this role in its historical context.

  14. After 1965, King sought to broaden the scope of the Civil Rights Movement, both geographically and philosophically. He took the struggle beyond the South, targeting the unofficial but still powerful forms of racial discrimination and segregation that afflicted blacks in the North and West. And he began to couch his analysis of racism within a much broader critique of American culture and society, becoming an early and vocal critic of the Vietnam War while also seeking to organize a multiracial "Poor People's Campaign" to take on what he had come to see as the fundamentally class-based inequities of American society. Lesson 2: Controlled Assessment

  15. Copy this on to A3 paper – Leave lots of room to add notes Johnson The Influence of the Federal Government Individuals in Civil Rights Movement other than MLK Eisenhower Kennedy Groups involved, SCLC, SNCC, CORE, NAACP How important was MLK in bringing about civil rights for African Americans in the years 1955-68? Legalisation Other Influences – EG, Community sprit, the Media Lesson 1: Controlled Assessment

  16. Within the middle of your essay there should be. Each of these paragraphs should have the same basic structure. Introduction Paragraphs Conclusion

  17. PEEL Point Evidence Explain Link Lesson 1: Controlled Assessment

  18. PEEL each paragraph Point – Make the Point or Argument that you are going to argue in your paragraph. Evidence. – Use some evidence from the source that backs up your argument Explain – Explain to the reader how your evidence supports your argument. Link – Link the argument and the point you are you are making back the question

  19. CAQ: How important was MLK in bringing about civil rights for African Americans in the years 1955-68? Lesson 1: Controlled Assessment

  20. My answer using this source – where have I PEEL-ed the paragraph? The importance of Martin Luther King’s involvement in the Civil Right’s movement was recognised at the highest levels. Source 10 shows how King was awarded the Nobel Peace Prize in 1964 for his “dynamic leadership of the Civil Rights movement.” It also shows how he is only the second African-American to be given the award. The Nobel peace prize is a highly prestigious award and by presenting this award to King, the Noble Prize committee were clearly showing that they recognised his outstanding contribution the Civil Rights movement above that of anyone else involved. Recognition at such high levels helped King to become even more important to the Civil Rights movement, have more influence and show how he was important he was to bring about Civil Rights between 1955 and 1968. Lesson 1: Controlled Assessment

  21. My answer using this source – where have I PEEL-ed the paragraph? Lesson 1: Controlled Assessment

  22. Your Turn - CAQ: How important was MLK in bringing about civil rights for African Americans in the years 1955-68? SOURCE 23: from a school textbook on Martin Luther King‟s role in the civil rights movement. Martin Luther King Jr. can be analyzed as a leader and as an individual in two distinct stages of his life. The first stage would be his official entrance into the civil rights fray, which started in 1955 and went approximately until the enactment of the Civil Rights Act of 1964, the culmination of this stage of his life. The second stage of King‘s leadership and his involvement with the movement can be seen following the passage of the 1964 act until his assassination in April 1968. These are two distinct periods in his life where King‘s values changed and his commitment to the cause and his priorities became vastly different. The first stage of King‘s life can be referred to as a cautious entry into a world that did not really want his leadership. When you have completed the answer, swap over with another person and see if they have peeled it correctly. Lesson 1: Controlled Assessment

  23. Plessey Vs Ferguson (1896) Complete the questions on the sheet. • Upheld the constitutionality of state laws requiring racial segregation in public facilities under the doctrine of "separate but equal". • Essentially made “Jim Crow Laws” legal. • Represented the literal end to the Reconstruction in the South, which had started at the end of the Civil War. • The case helped cement the legal foundation for the doctrine of separate but equal, the idea that segregation based on classifications was legal as long as facilities were of equal quality. • However, Southern state governments refused to provide blacks with genuinely equal facilities and resources in the years after the Plessy decision. The states not only separated races but, in actuality, ensured differences in quality. Lesson 1: Controlled Assessment

  24. Truman and civil rights • To Secure These Rights" in 1947  • Ends discrimination in the Army in 1948 Lesson 1: Controlled Assessment

  25. Hot Seating Lesson 1: Controlled Assessment

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