The Assessment

Lesson 1: Controlled 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.

• 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

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

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

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

CONTROLLED ASSESSMENTTask 1: The Role of the Individual in HistoryThis 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]

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 essaySome to be able to evaluate the roles of different individuals in the Civil Rights Movement.

Lesson 1: Controlled Assessment

Claude Adrien Helvétius

‘Every epoch (period of history) calls forth persons of adequate stature, and if it

cannot find them, invents them.’

Wednesday 13th June

‘Every epoch (period of history) calls forth persons of adequate stature (important), and if it cannot find

them, invents them.’

Claude Adrien Helvétius

Starter: Work in a pair/three. Try to decide what Helvétius is saying.

Great Man Theory

Lesson 1: Controlled Assessment

Thomas Carlyle

"The history of the world is but the biography of

great men”

Do great men make history? Or does history make great men?

Lesson 1: Controlled Assessment

Opposed to Great Man Theory

Lesson 1: Controlled Assessment

Herbert Spencer

“Great men are the products of their societies, and that

their actions would be impossible without the social conditions built before their

lifetime.”

Lesson 1: Controlled Assessment

"The history of the world is but the

biography of great men”

“Great men are the products of their societies, and that

their actions would be impossible without the social conditions built before their

lifetime.”

Thomas

Carlyle

Herbert

Spencer

Discuss: Why do you think that Carlyle and Spencer arrived at such opposite conclusions?

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.

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

Lesson 1: Controlled Assessment

Copy this on to A3 paper – Leave lots of room to add notes

How important was MLK in bringing about civil rights for African Americans in the years 1955-68?

Individuals in Civil Rights Movement other than MLK

Legalisation

Groups involved, SCLC, SNCC, CORE, NAACP

The Influence of the Federal Government

Kennedy Eisenhower

Johnson

Other Influences – EG, Community sprit, the Media

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

Introduction

Paragraphs

Conclusion

PEEL

Lesson 1: Controlled Assessment

Point

Evidence

Explain

Link

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

CAQ: How important was MLK in bringing about civil rights for African Americans in the years 1955-68?

Lesson 1: Controlled Assessment

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

My answer using this source – where have I PEEL-ed the paragraph?

Lesson 1: Controlled Assessment

Your Turn - CAQ: How important was MLK in bringing about civil rights for African Americans in the years 1955-68?

Lesson 1: Controlled Assessment

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.

Plessey Vs Ferguson (1896)

Complete the questions on the sheet. Lesson 1: Controlled Assessment

• 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.

Truman and civil rights To Secure These

Rights" in 1947 Ends discrimination

in the Army in 1948

Lesson 1: Controlled Assessment

Hot Seating

Lesson 1: Controlled Assessment