St Joseph's College, Gregory Terrace

Year 10 History Semester Two 2019

Research Booklet
Life in Nazi Germany

Image retrieved from [Link]

finds/

Name: _______________________________________________

Teacher: _____________________________________________
THIS RESEARCH INVESTIGATION BOOKLET MUST BE SUBMITTED WITH YOUR DRAFT AND FINAL
ESSAY BY FRIDAY 15 NOVEMBER 2019. YOU MUST ALSO SUBMIT THE FOLLOWING:

 RESEARCH BOOKLET
 DRAFT
 FINAL COPY WITH BIBLIOGRAPHY

Criteria A B C D E
1. Planning and using an historical research process
2. Forming historical knowledge through critical inquiry
3. Communicating historical knowledge

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St Joseph’s College, Gregory Terrace
Student name:
Teacher name:
Date handed out: Tuesday 8 October, 2019 Date due: Friday 15 November, 2019

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Subject History
Technique Investigation – historical essay based on research
Topic Life in Nazi Germany

Conditions
Duration Approximately 15 hours of class time; students may use class time and their own time to develop a
response
Mode Written response Length  800-1000 words
 Direct quotes are included in the
word length
Individual/ Individual Other -
group
Resources Access to library and electronic resources
available
Context
You have been studying the rise of nationalism and fascism in post-World War 1 Germany. The first topic studied
focused on the rise of fascism.
Task

Considering this topic’s focus on the rise of fascism in Germany you are to investigate the effects of Hitler’s polices on
life in Germany between 1933-1945. Write an essay based on your research.

Investigate an area related to life in Nazi Germany. You may choose from one of the following topics or negotiate with
your teacher:

 propaganda
 the Gestapo
 SS
 education
 Hitler Youth
 women
 persecution of minority groups
 opposition to Hitler
 employment
 economics

Your historical essay based on research requires sustained analysis, evaluation and synthesis of evidence from
historical sources to fully support the hypothesis.

To complete this task, you must:

 Devise your own key inquiry question
 Complete the research booklet which includes:
- background reading
- hypothesis
- sub-questions
- detailed research including primary and secondary sources that demonstrate a range of perspectives
- reflections for each source where emphasis is given to analysing the origin, purpose and context of
historical evidence, and evaluating historical sources and evidence to show an understanding of
perspectives and interpretations
- practising ethical scholarship using APA referencing system to acknowledge sources
 write a historical essay based on research that has the following features:

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 - an introduction (which sets context, and includes your hypothesis and outline of the argument)
- 2 body paragraphs with topic sentences (where you analyse, evaluate and synthesise evidence from
historical sources)
- a conclusion (which draws together the main ideas and arguments)
- appropriate spelling, punctuation and grammar
 practise ethical scholarship by APA referencing system to acknowledge the sources in the essay
Checkpoints

☐ Friday 18 October – progress check (background reading)

☐ Friday 18 October – progress check (sub-questions)
☐ Monday 28 October – progress check (essay plan)
☐ Friday 1 November – progress check (draft)
☐ Friday 15 November – submit research booklet and essay
Criterion A B C D E
C1 Planning and using an historical research process
C2 Forming historical knowledge through critical inquiry
C3 Communicating historical knowledge
Feedback:

Authentication strategies

 You will be provided class time for task completion.

 You will provide documentation of your progress at indicated checkpoints.
 Your teacher will collect copies of your response and monitor at key junctures.
 Your teacher will collect and annotate a draft.
 Your teacher will conduct interviews or consultations as you develop the response.
 You will use Turn-it-in plagiarism-detection software to submit your response.
 You must acknowledge all sources.
 Your teacher will ensure class cross-marking occurs.
Scaffolding
Suggested headings, subheadings and cues
1. Key inquiry question and sub-questions.

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2. Hypothesis development will be discussed and modelled in class.
3. Source analysis – discuss a selection of these aspects in your investigation:
a. When was it written? Who wrote it? Why was the source created?
a. What other sources did the author use when creating this source?
b. What relevance/usefulness, perspectives, corroboration, reliability does the source offer, e.g.
4. Essay Plan – hypothesis; topic sentence, inclusion of evidence, explanation and evaluation of primary and
secondary sources, including corroboration.
5. List of references – use APA referencing system.

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Criteria A B C D E
Develops a range of useful With initial assistance, With ongoing assistance, Relies upon others to frame
Develops probing sub-
[Link] and Using an historical research process

sub-questions and is develops some sub- develops some very basic sub-questions and does not
questions and uses these
beginning to use these to questions and makes sub-questions but may not use these to direct inquiry.
skilfully to direct his inquiry.
direct his inquiry. occasional efforts to use use these to direct inquiry.
these to direct inquiry.
Includes a wide range of Includes a range of sources Submits research notes of Makes an effort to include a Draws on one or two sources
quality sources (including (including primary sources). varying relevance. few independently selected only
primary sources). sources.

Submits well-organised, Submits organised and Includes sufficient Submits research notes of Submits some fragmented
relevant and brief research useful research notes. independently found sources. little relevance and/or with research notes of little
notes. an emphasis on selections relevance which are mainly
which are copied word for large cut and paste sections
word or cut and paste.
Creates annotations which Creates annotations which Creates annotations which Creates annotations which Demonstrates little or no
reflect an ability to interpret, reflect an attempt to may be descriptive and are simple translations of attempt to interpret or
analyse and evaluate interpret, analyse and simple interpretation of notes. annotate evidence.
evidence, and to comment evaluate evidence with some notes. May attempt at
on the relevance of notes to comments on the relevance evaluation.
sub-questions of notes to sub-questions.
Creates and uses effective Uses clear organisers to Attempts to use organisers A few attempts to use Submits no evidence of
organisers to sum up sum up main concepts and to sum up main concepts and organisers to sum up main reflections or use of
thinking and reflect on address inquiry question; address inquiry question but concepts and address inquiry organisers to try to sum up
inquiry question; relates each relates most ideas to these are limited in depth question but these are main concepts and address
idea to specific evidence. evidence. and/or may not relate ideas to ineffective. inquiry question
specific evidence.
Consistently demonstrates Demonstrates diligence and Demonstrates an effort to Demonstrates some effort to Fails to attempt or complete
diligence, initiative, skill dedication at all stages of complete all stages of the complete some stage of the most stages of the
and dedication at all stages the investigation. investigation. investigation. investigation
of the investigation. Creates research which is
disorganised and restricted
in depth, quality and
relevance.

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Criteria A B C D E
2. Forming historical knowledge through critical inquiry

Synthesises his own clear Synthesises his own clear Synthesises a response to With significant assistance, Experiences difficulty in
and insightful response to response to the inquiry topic the inquiry topic in a synthesises a response to responding to the inquiry
the inquiry topic in a well in a well phrased hypothesis hypothesis expressed in the inquiry topic in a topic in a hypothesis.
phrased hypothesis sentence form. hypothesis.

Argues his hypothesis in a Argues his hypothesis in a Argues his hypothesis in a Attempts to explain his Copies material from sources
mature and logical manner logical manner consistent manner hypothesis without linking to the
hypothesis

Interprets and explains a Interprets and explains a Interprets and explains Explains some relevant Utilises one or two secondary
diversity of well selected range of evidence. (Both evidence. (Mostly secondary) evidence. (General sources as evidence
evidence. (Both primary and primary and secondary) secondary sources)
secondary)
Provides detailed analysis- Provides analysis- explains Provides basic analysis- Provides little analysis of Little identification of
explains in depth the how the how and why of evidence identifies that there was a evidence to identify key concepts (such as cause,
and why of evidence to to identify a range of key how and why of evidence to concepts effect, change and continuity,
explain a wide range of key concepts (such as cause, identify some key concepts (such as cause, effect, significance, perspectives
concepts (such as cause and effect, change and continuity, (such as cause, effect, change and continuity, and contestability) and/ or
effect, change and continuity, significance, perspectives change and continuity, significance, perspectives relies on fragmented
significance, perspectives and contestability) significance, perspectives and contestability) and/ or description.
and contestability) and contestability) and/or relies on general description.
detailed description.
Corroborates primary and Corroborates some evidence Relevant evidence included Little relevant evidence No relevant evidence
secondary evidence included

Consistent and thoughtful Makes reasoned evaluations Makes an attempt at Makes little attempt at Includes too much
evaluations of sources of sources in the response evaluation of sources in the evaluation of sources in the unacknowledged information
throughout the response response response but has attempted to judge thinking
in notes

Addresses the inquiry Addresses the inquiry Addresses the inquiry Addresses the inquiry Offers considerable
question in a thorough and question in consistent question in the most part. question in parts of the essay information unrelated to the
consistent manner. manner. inquiry question

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Criteria A B C D E
Accurately and comprehensively Accurately retrieves relevant Retrieves relevant key ideas and Identifies and reproduces Reproduces a few ideas and
retrieves key ideas and concepts key ideas and concepts about concepts about the topic. ideas and concepts about the terms about the topic and/or
about the topic. the topic. topic. most information is not related
to the topic.
Makes links to relevant historical Identifies related historical Some recognition of historical Includes unacknowledged Includes too much
contexts, theories and ideas. contexts, theories and ideas; ideas. information. unacknowledged information to
3. Communicating Historical knowledge

judge understanding.
Presents coherent, valid historical Presents clear historical Presents a simple historical Presents a simple historical Presents a selection of copied
arguments. arguments. argument and/or detailed narrative and/or frequently ideas and/ or information
description of related includes unrelated information
information
Uses an extensive vocabulary in a Uses an appropriate historical Uses an appropriate historical Uses some appropriate Uses some historical
succinct and effective manner. vocabulary in an effective vocabulary. historical vocabulary. vocabulary.
manner.
Constructs clear and effective Constructs clear introductory, Constructs introductory, body Constructs several Divides writing into sections.
introductory, body and concluding body and concluding and concluding paragraphs. paragraphs.
paragraphs where necessary. paragraphs where necessary.
Constructs detailed paragraphs with Constructs paragraphs with Constructs paragraphs with Attempts to construct topic No topic and concluding
clear, strong topic and concluding clear topic and concluding clear topic sentences and an and concluding sentences. sentences.
sentences. sentences. attempt at concluding sentences

Uses a range of cohesive ties and Uses some cohesive ties and Attempts to link ideas. Ideas in the paragraph related Little or no relationship
transition devices to ensure fluency transition devices so ideas are between the ideas.
and unity of expression. linked.
Edits for accurate grammar, Edits for mainly accurate Edits for correct grammar, Edits for correct grammar, Frequently makes significant
punctuation and spelling. grammar, punctuation and punctuation and spelling despite punctuation and spelling errors in grammar,
spelling. minor errors. despite frequent errors. punctuation.
Accurately incorporates direct and Incorporates direct and Incorporates references to Incorporates a few references Includes examples of
indirect references to diverse indirect references to relevant historical evidence despite to relevant historical evidence work/ideas other than her own
relevant historical evidence in the historical evidence with very few minor errors. despite errors in reference without acknowledgement.
response and correct Bibliography. errors and Bibliography has few Bibliography submitted although technique. Bibliography Bibliography not submitted.
errors. marred by errors and/or not all incomplete or marred by No referencing of sources in
sources included. significant errors. final product.
Demonstrates a solid understanding Demonstrates a developing Demonstrates some Demonstrates little Demonstrates little
of the implications of audience, understanding of the understanding of the understanding of the awareness of the implications
purpose and context. implications of audience, implications of audience, implications of audience, of audience, purpose and
purpose and context. purpose and context. purpose and context. context, and has experienced
significant difficulty in
responding to most task
requirements.

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 INVESTIGATION STRATEGY

Date
PHASE ONE – BACKGROUND RESEARCH
planned

 Devise your own key inquiry question.

Thursday 18
 Conduct background reading on your selected society using a general text. Record the October

reference and point form notes.

Thursday 18
 Identify closed sub-questions to begin your detailed research investigation. October

 Write your hypothesis.

PHASE TWO – DETAILED RESEARCH

Monday 28 Oct.
 Begin your detailed research. Identify a range of good historical sources of investigation
for this inquiry. Select the most suitable sources to begin your research. Be sure to record
all bibliographical details for your research.

 Maintain ongoing reflections about your findings and your investigations. The annotations
should comment on clear causes and effects, and how significant this was on different
groups during this time period.

 Evaluate the perspective and relevance of your sources. Consider how the sources
corroborate.

 Select good sources to answer your sub-questions. You should include primary sources
in your research.

 Complete further detailed research if required. You should also include primary sources.

PHASE TWO – PUTTING IT ALL TOGETHER

 Revise your hypothesis in response to the assignment question.

Monday 28 Oct.
 Plan an essay to support your hypothesis.

 Prepare a draft reference list of all of the sources you have consulted during your inquiry.
Use APA format.

 Seek peer advice on your plan and reference list. Edit based upon this advice.

 Re-draft your script and reference list in the light of all advice received.
Friday 1 Nov.
 Submit your draft script to your teacher for advice.

 Re-draft your script and reference list in the light of all advice received.
Friday 15 Nov.
 Submit all evidence of your investigation in your research booklet with your script and draft
by Friday 15 November, 2019. Upload your assignment to Turn-it-in.

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 Devise your own inquiry question

You will be developing an inquiry question concerning life in Nazi Germany, researching widely and
presenting your answer in the form of a historical essay. This topic is rich in primary sources (written and
visual), secondary sources, including documentaries and interviews from a wide diversity of perspectives.
The hardest part will be narrowing your topic into a manageable question. Please read and complete
introductory activities before diving in…

Topic ideas…
 propaganda
 the Gestapo
 SS
 education
 Hitler Youth
 women
 persecution of minority groups
 opposition to Hitler
 employment
 economics
 negotiated topic

Remember your historical concepts to help you consider what direction you'd like to take with your topic...
 Cause and effect?
 Continuity and change?
 Significance?
 Motives?
 Interests? Who benefits? Who loses?
 Arguments? Contestability of interpretations/ viewpoints/ ideology

Question stem:
Use How, Why, To what extent questions......
Avoid? What, do.., was... etc (closed questions)
HOW TO START:
Do some general reading or watch some of the documentaries that give you an insight into the topic of life
in Nazi Germany. Choose a topic that appeals to you - if it appears in the documentary then there is a very
good chance there is evidence in books etc for you to use. The library trolley is an awesome resource.
Stem Historical concept Topic

e.g. How significant was Hermann Goring in supporting Hitler’s power in Nazi Germany between 1933 and
1945?

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Write your inquiry question here (must start with “how”, “why” or “to what extent”). Include a
historical concept in the question and the time period with a date. Check your question with your
teacher.

Inquiry question:

Once your question is checked by your teacher, you may start your background research.

PHASE ONE – BACKGROUND RESEARCH

1. BACKGROUND READING

It's a good idea to read some general information about the topic and use the questions you have written
to guide the type of information you select. Use either your textbook, Encyclopaedia Britannica
or Wikipedia to complete this step.

COMPLETE THE BACKGROUND NOTE TAKING SHEET.

You can download a copy of this note taking sheet from the Moodle if you wish to word process your
notes. Once you have completed the note taking, print it out and glue or staple this into your booklet. You
may print off more than one sheet if you require more.

BIBLIOGRAPHICAL DETAILS OF THE SOURCE

Write APA reference in here:

Notes – Complete background research on your selected topic.

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 BACKGROUND READING
BIBLIOGRAPHICAL DETAILS OF THE SOURCE

Write APA reference in here:

Notes – on your actual topic.

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 BACKGROUND READING
BIBLIOGRAPHICAL DETAILS OF THE SOURCE

Write APA reference in here:

Notes – on your actual topic.

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 2. Sub-Questions

What will be the key questions you ask to INVESTIGATE THIS INQUIRY?

SUB-QUESTIONS

 This step can make research and drafting very efficient. It allows you to investigate deeper and keeps you on track.
 You should know enough about your topic to start asking, “Why/How did…” about certain aspects of it.

Rewrite your 'big picture' question here. Copy it directly from the task sheet.

______________________________________________________________________________________

______________________________________________________________________________________

Now using your background reading, answer that question as best you can. Write a sentence using words from the
question and try to include ‘because’. Include as many possible reasons for your answer.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Review your answer above. What do you need to investigate further to create a convincing argument? Think of the reasons
you gave above. Now start to write your Sub-Questions.

Historical research is constantly asking why certain events happened when and where they did. A Sub-Question is a
question that clearly specifies the problem or issue. Your Sub-Questions will define your directions of inquiry and lead
directly to your hypothesis. Your questions will fall into the categories named 'aspects of inquiry'.

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Now write your Sub-Questions in the table below. Indicate which category your question fits. Start your
questions with 'why' or 'how' and link back to the 'big picture' question. Avoid 'what' questions as they
can be limiting to telling what happened instead of identifying the historical significance of an historical
event. You do not have to complete a question for each 'aspect' of inquiry.

Example:
Effect (Aspect): Why did Hitler blame Germany's economic difficulties on
the Jewish people?

Sub-Questions
Sub-Question 1:

Sub-Question 2:

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 3. DEVELOPING A HYPOTHESIS

A clear hypothesis should:

 Be a statement that argues a point of view (not a question)

 Includes a cause/effect relationship (so uses cause and effect language such as 'because')
 Establishes the parameters of time and space
 Establishes what your ideas is and why you think this
 Can often be expressed as a formula:
 T (Thesis) = J (Judgment) + R (Reason)

Here is an example…

Question: Why did Hitler come to power?

Hitler's rise to power in Germany between 1926-1933, was mainly the product of unstable socio-economic
conditions, which tended to politically favour the Nazis, whose political platform centred around improving
economic opportunities for Aryan Germans, hostility to the Weimar Republic and appealed to the nostalgic
ideas of a great Germany.

Write your question here.

List your main reasons below to answer your essay question. These should also answer
your focus questions.

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Write your hypothesis here as a single sentence that answers the question. (Topic +
judgment + 2 reasons)

PHASE TWO – DETAILED RESEARCH

1-4. Questions asked by historians

History is an inquiry or investigation into what happened in the past. An investigation into
the past requires historians to ask questions to discover what happened.

Historians base their research on sources that are relevant to their inquiry. They need to
analyse them to discover if they hold any evidence that will be relevant to their particular
historical inquiry.

Historians get their information from two different kinds of sources: primary and secondary.
Primary sources are first-hand sources. Secondary sources are second-hand sources.

Historians also ask questions when evaluating the usefulness, relevance and reliability of
both primary and secondary sources.

Primary sources are interesting to read or interpret as they give us first hand ‘you are
there’ insights into the past. They are also important tools an historian has for developing
an understanding of an event. Primary sources serve as the evidence an historian uses in
developing an interpretation and in building an argument to support the interpretation.

Examples:

 Personal sources - letters, diaries, personal narratives, paintings, photographs (after

1850s), memoirs and oral history
 Official sources – newspapers, government publications and archives, speeches,
birth and death certificates, shipping lists, court records, council records, maps,
military records
 Artefacts – gravestones, buildings, war memorials, household implements, tools, war
medals.

German ration card during World War II.

Retrieved from
[Link]

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 NOW LET’S START DETAILED RESEARCH NOTE-TAKING.

DETAILED RESEARCH NOTES

Write APA reference here: Hitler Youth. (2014). In Gale In Context Online Collection. Detroit, MI: Gale.
Retrieved from [Link]
u=uq_joseph&sid=SUIC&xid=25aeb898

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page number/s

. was aimed at the indoctrination of youth

. focused on extreme pollical, racial and militaristic ideologies
. enrolment in Hitler youth became mandatory in 1939
. was partly a propaganda campaign
. ensured that young people would submit to his authority
. also used to create the aryan master race through selective breeding
and ethic cleansing
. facilitated Hitler’s militaristic ambitions
. was divides into three groups -14 -18-year-old boys (the focus)
- 10 -14-year-old boys
- girls
. encouraged physical fitness, national loyalty, adherence to Hitler’s
philosophies on race, and commitment to fighting for Germany
. for boys, was essentially military training
. included lessons for: weaponry, semaphore (flag signals) and hiking
. taught to adopt nazi ideals to grow into loyal and obedient soldiers
. when 14 were moved to main division of Hitler youth were further
training was received
. when 18, either enlisted in military or drafted into the Reich Labour
Service
. girl’s division focused on grooming girls for housework and becoming
mothers
. also focused on indoctrination into nazi ideals
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 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

The explicit meaning is informing pf the Hitler youth. There is no implicit meaning

Who created the source? What kind and type of source is it?
Origin

It was created by Gale In Context Online Collection. It is a topic overview

From what point of view is the source created?

Perspective

It is from the point of view of scholar giving information

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

The source was created in 2014.

Who was the intended audience of the source?

Audience

The intended audience was most likely high school and university students.

For what purpose was this source made?

Motive

To inform.

Evaluation
How relevant is this source to the topic you are researching? Sub-questions?
Usefulness

It is relevant as it gives a general overview of the Hitler youth.

How does this source corroborate the information from another source? What are the similarities
or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

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 Reliability Corroborating

How trustworthy is the source?

It is highly trustworthy as it was published on the gale in context database.

DETAILED RESEARCH NOTES

Write APA reference here: Wiener, J. (2019). A Student in a Nazi School — United States Holocaust Memorial
Museum., from [Link]
in-a-nazi-school

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

. few teachers were nazis before 1933

. after 1933 it was mandatory for all teachers to become nazis
. women teachers were a majority and mainly taught kindergarten
. teachers were “brainwashed” into the nazi anti-semetic ideology
. if teachers did not conform, they were fired
. in the 1930 Rassenkunde (race knowledge) was introduced as a course of
study
. Rassenkunde was heavily anti-semetic
. children were taught that the aryan race was superior
. they were taught that Jews were not a religious, cultural or ethic group, but a
race
. they were taught that the poles and gypsies and especially the Jews were all
inferior to the aryan race
. upon entering the school building, students were required to do the nazi salute
and say “Heil Hitler”

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 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

The explicit meaning is informing the audience. The implicit meaning is that this is unfair and unethical.

Who created the source? What kind and type of source is it?
Origin

Rabbi Jacob G. Wiener created the source. It is a website article

From what point of view is the source created?

Perspective

It is created from the point of view of a rabbi, so it will inherently be biased.

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

This source was created in 2008. There was no significant historical evidence that lead to the creation of this source.

Who was the intended audience of the source?

Audience

The intended audience of this source is most likely high school students and above.

For what purpose was this source made?

Motive

To inform.

Evaluation
How relevant is this source to the topic you are researching? Sub-questions?
Usefulness

This source is highly relevant as it tells us what children at the time were taught, which would effect there
political views.

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 How does this source corroborate the information from another source? What are the similarities
Corroborating or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

This source is highly trustowrth because it is published on the us holocaust memorial museum website.
This source is also biased because of this fact.

DETAILED RESEARCH NOTES

Write APA reference here: Life for young people in Nazi Germany - CCEA - Revision 1 - GCSE History - BBC
Bitesize. (2019)., from [Link]

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s
1 . main ways of indoctrinating and controlling young people were: education, youth
movements, propaganda and censorship
2 . aim of school were to: (1) indoctrinate children in the radical nazi ideology and make
children loyal to Hitler (brainwashing)
(2) train girls to be aryan housewives
(3) train boys to be effective soldiers
“swift as a greyhound, as tough as leather, and as hard as Krupp steel”-Hitler
. teachers had to join Nazi Teachers’ Association, made sure they were politically and
racially suitable
. teachers had to go to summer camps to be able teach nazi ideology effectively
. textbooks were rewritten to promote Germany’s greatness, aryan supremacy and anti-
Semitism
. academic subjects were made less important
. religious education was banned by the end of the 1930s
. children had at least five one-hour session of PE every week
. eugenics (study of controlled breeding or genetic manipulation for desired features)
was added to the curriculum
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 . boys mainly studied history, eugenics and pe.
. for boys boxing was compulsory
. girls mainly studied home economics, eugenics, and pe
. gifted boys were sent to Adolf Hitler School(AHS)
. AHS were for boys aged 12-18 run on military lines.

Research Reflection/Analysing and Evaluating the source

IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
What is the implicit meaning of the source? (Interpretation)
Information

The explicit meaning is informing about the education system. There is no implicit meaning

Who created the source? What kind and type of source is it?
Origin

The BBC created this source. It is a topic overview

From what point of view is the source created?

Perspective

The source was created from a purely informational

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

The date that the source was created could not be found, but it was most likely created sometime after 2010

Who was the intended audience of the source?

Audience

The intended source is middle/high school students as it was made for the GCSE’s which is a qualification required for
14-16-year old’s in the UK

For what purpose was this source made?

Motive

To help study and to inform.

Evaluation
How relevant is this source to the topic you are researching? Sub-Questions?

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 Corroborating Usefulness It is highly relevant as it goes into depth about how the children were manipulated in school

How does this source corroborate the information from another source? What are the similarities
or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

It is highly trustworthy as it was made by the BBC.

DETAILED RESEARCH NOTES

Write APA reference here: Kater, M. H., & Kater, M. H. (2009). Hitler youth. Harvard University Press.

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

13 . the hikes they did were hard

. “It was a hot day and we had far to march. The sun was burning down on
the heath”
. the leader was looked up to
. didn’t want to disappoint the leader
. the leader looked out for everyone else
. the leader read stories to the group
. the leader added more to his already heavy bag to take the burden of the
younger children
. “Rudolf turned around. Je stopped and watched me crawling up to him
from a distance, while our comrades continued in the direction of a few
14 trees on the horizon. ‘Tired?’ Rudolf asked me, kindly. Ashamed, I had to
say yes. Slowly we walked side by side.”
25
 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

The explicit meaning is a retelling of a march. The implicit meaning is one of comradery and community.

Who created the source? What kind and type of source is it?
Origin

Michael Kater created the source, but it is an excerpt from a story published in 1938 about someone’s time in the Hitler
youth,

From what point of view is the source created?

Perspective

From the point of view of a Hitler youth

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

The excerpt was created in 1938.

Who was the intended audience of the source?

Audience

Children and parents

For what purpose was this source made?

Motive

As propaganda for the Hitler youth

Evaluation
How relevant is this source to the topic you are researching? Sub-questions?

26
 Corroborating Usefulness It is relevant as it shows why the Hitler youth appealed to young people.

How does this source corroborate the information from another source? What are the similarities
or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

Highly trustworthy as it has been peer-reviewed

DETAILED RESEARCH NOTES

Write APA reference here: Kater, M. H., & Kater, M. H. (2009). Hitler youth. Harvard University Press.

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s
29 . hallmark of Hitler youth was militarization
. universal conscription (military draft) was introduced in 1935 every boy at 18
joined labour service corps for six months entered two-year term in the military
at age 19.
. “Service in the Wehrmacht is the last and highest step in the general
educational process of any young German, from the home to the school, to the
HJ and the Labour service” – Armed Forces Minister Werner von Blomberg
. HJ boys wanted to be soldiers? (source is vague, but I think it’s what its saying)
. Hitler youth had a first-liaison officer appointed by the German army high
command
. in WWII connection between premilitary training and combat training was
explicit
. children in HJ were made to believe that this was normal
. hiking activities were far more rigours than other boy scout groups
. participated in “war games” – were very enthusiastic about it
27
 . did mandatory overnight tent stays with a heavy militaristic inspiration
. had a line of command
. an importance was placed on studying maps
30 . participated in regional and national hikes to important landmarks near borders
of countries that were planned to be conquered
. premilitary training consisted of sports
. boxing was preferred sport of Hitler youth because Mein Kampf
. from 1933 onwards, HJ leadership organised large-scale regional and national
competitions amongst it members after in monopolised sport in general
. heavy connection to war, through sport the body was trained for war and
specialist tasks in the war, such as skiing in Norway
. most Hitler youth like the sports despite the militaristic implications

Research Reflection/Analysing and Evaluating the source

IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
What is the implicit meaning of the source? (Interpretation)
Information

The explicit meaning of this source is informing about the Hitler youth (HJ). The implicit meaning is basically that the
Hitler youth were a front for training children for the military

Who created the source? What kind and type of source is it?
Origin

Michael Kater created the source, It is a book on the Hitler youth

From what point of view is the source created?

Perspective

From the point of a historian.

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

The source was created in 2009.

Who was the intended audience of the source?

Audience

Most likely scholars and other historians

For what purpose was this source made?

Motive

To inform.

Evaluation

28
 How relevant is this source to the topic you are researching? Sub-questions?
Usefulness It is highly relevant as it suggest how the children were trained to be soldiers

How does this source corroborate the information from another source? What are the similarities
Corroborating

or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

Highly trustworthy as it has been peer-reviewed

DETAILED RESEARCH NOTES

Write APA reference here: Blakemore, E. (2017). How the Hitler Youth Turned a Generation of Kids Into Nazis.
Retrieved from [Link]

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

. by the end of 1933 there were 2 million members of the Hitler youth
. the Nazis first banned children’s groups associated with political
movements
. they banned all youth groups in 1936 and forced all non-Jewish German
children to join
. by 1939, the Hitler youth had 90% of German children
. the Hitler youth let Nazis indoctrinate children and also remove the
influence of parents
. the Hitler youth was a way to get nazi ideology into the family
. some children denounced their parents
. the Hitler youth stole many of the boy scouts activites
. later, girls focused on rhythmic gymnastics
. boys focused on military like training
. boys were trained in things like weaponry and survival
29
 . all groups influenced heavy doses of propaganda that encouraged a
religious like devotion to Hitler
. “I belonged to Adolf Hitler, body and soul”
. during WWII, it was clear the HJ was made to build soldiers
. in 1945, younger boys were sent to war

Research Reflection/Analysing and Evaluating the source

IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

Who created the source? What kind and type of source is it?
Origin

From what point of view is the source created?

Perspective

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

Who was the intended audience of the source?

Audience

For what purpose was this source made?

Motive

Evaluation
How relevant is this source to the topic you are researching? Sub-Questions?

30
 Corroborating Usefulness

How does this source corroborate the information from another source? What are the similarities
or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

DETAILED RESEARCH NOTES

Write APA reference here:

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

31
 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

Who created the source? What kind and type of source is it?
Origin

From what point of view is the source created?

Perspective

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

Who was the intended audience of the source?

Audience

For what purpose was this source made?

Motive

Evaluation
32
 How relevant is this source to the topic you are researching? Sub-Questions?
Usefulness

How does this source corroborate the information from another source? What are the similarities
Corroborating

or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

DETAILED RESEARCH NOTES

Write APA reference here:

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

33
 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

Who created the source? What kind and type of source is it?
Origin

From what point of view is the source created?

Perspective

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

Who was the intended audience of the source?

Audience

For what purpose was this source made?

Motive

Evaluation
34
 How relevant is this source to the topic you are researching? Sub-Questions?
Usefulness

How does this source corroborate the information from another source? What are the similarities
Corroborating

or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

DETAILED RESEARCH NOTES

Write APA reference here:

Write your notes here in dot form. Your notes should consist of:
 Short summaries of articles/books/websites/ primary sources you have read
 Descriptions of videos or other visual sources
Avoid copying secondary sources out in full; just summarise key ideas. You should include relevant quotes and page numbers.
See example on Moodle.
Page
number/s

35
 Research Reflection/Analysing and Evaluating the source
IOP CAM
Analysis – Features of Evidence
What is the explicit meaning of the source? (Comprehension)
Information

What is the implicit meaning of the source? (Interpretation)

Who created the source? What kind and type of source is it?
Origin

From what point of view is the source created?

Perspective

When was the source created? What historical evidence happened at this time that are important to the
creation of the source?
Context

Who was the intended audience of the source?

Audience

For what purpose was this source made?

Motive

Evaluation

36
 How relevant is this source to the topic you are researching? Sub-Questions?
Usefulness

How does this source corroborate the information from another source? What are the similarities
Corroborating

or differences between this source with other sources? What factors account for the similarities or
differences? How does this source contradict information from another source?

How trustworthy is the source?

Reliability

Modern History
Essay Planning Sheet

PLANNING:
Working Hypothesis:

Supporting arguments:

1.

2.

37
BRAINSTORM KEY ISSUES/POINTS YOU WANT TO MAKE:
Argument One:

How many paragraphs? Topic of each paragraph?

Argument Two:

How many paragraphs? Topic of each paragraph?

HYPOTHESIS ALTERATION?

38
INTRODUCTION:
1. Make a general statement about the topic
2. 2- 3 detailed sentences about the topic/ include facts etc
3. Hypothesis

ARGUMENT ONE:
Topic sentence:

Quotation/Statistic/Facts How does the evidence support the point/ argument

being made? Evaluation?
Corroboration/Contestability = how?

Concluding/ Transition Sentence:

Topic sentence:

39
 Quotation/Statistic/Facts How does the evidence support the point/ argument
being made? Evaluation?
Corroboration/Contestability = how?

Concluding/ Transition Sentence:

ARGUMENT TWO:
Topic sentence:

Quotation/Statistic/Facts How does the evidence support the point/ argument being
made? Evaluation? Corroboration/Contestability = how?

Concluding/ Transition Sentence:

Topic sentence:

Quotation/Statistic/Facts How does the evidence support the point/ argument being
made? Evaluation? Corroboration/Contestability = how?

40
 Concluding/ Transition Sentence:

CONCLUDING PARAGRAPH PLAN:

Restate your hypothesis.

Thoughtful Insight – What we learn from this (2-3 sentences)

Power End – End with a power sentence and reinforce your stance (no more than 12 words)

41