1. NAME (11A History) Germany 1890-1945 Mr Ellis C5

2. Glue in your PLC Look through the topics to be studied:
What are your first impressions of our new topic

3. Glue in the markschemes
Look at the markschemes:
What are your first impressions of the questions in this exam?

4. Look at this map
What has happened to Germany?

5. Germany as a country did not exist before 1871.
It consisted of several states, of which Prussia was the strongest.
In 1871 Prussia beat France in a short war and then united all the states into one German REICH (empire).
The King of Prussia became the Kaiser (Emperor) of Germany. He was supported by a chancellor and a parliament.
Print slides 5 and 6 for students

6. Kaiser Wilhelm II
Emperor of Germany
Born in 1859, the grandson of Queen Victoria. Became Kaiser aged 29 (in 1588).
As Kaiser, he had a lot of power in Germany. He did have advisors but he could sack any of those at any time.
During the time of the Kaiser, Germany was an autocracy (lots of power with just one person).
PREDICT: Was he a good leader of Germany?

7. TARGET: Think of at least 5
THINK TO YOURSELF
What are the characteristics you would expect to find in a good leader of a country?
TARGET: Think of at least 5

8. 15 minute time limit with sources
W.A.L.T
15 minute time limit with sources
Investigate (using sources) and decide whether Kaiser Wilhelm II was a good leader of Germany

9. W.I.L.F: GRADE 4: Select relevant info from a range of sources
GRADE 6: Use info from a range of sources to present a clear answer to a question about the past
GRADE 8: Use detailed info from a range of sources (in multiple paragraphs) to answer a question about the past
What do the sources suggest about the type of leader Kaiser Wilhelm II was?

10. The source analysis process…
Judgement on the type of leader it makes us think the Kaiser was
Evidence
SOURCE 3
Now repeat this process in your teams for all of the sources on pages 7 and 8

11. Team discussion
Contrast what you have found out about the Kaiser against the five characteristics we agreed. Is he a good leader?

12. W.I.L.F: GRADE 4: Select relevant info from a range of sources
GRADE 6: Use info from a range of sources to present a clear answer to a question about the past
GRADE 8: Use detailed info from a range of sources (in multiple paragraphs) to answer a question about the past
What do the sources suggest about the type of leader Kaiser Wilhelm II was?

13. Words to describe the type of leader the Kaiser was?
What is your evidence?

14. Understand the key challenges facing the Kaiser before WW1. WILF:
Write down your title and copy the keywords box
WALT:
Understand the key challenges facing the Kaiser before WW1.
WILF:
Organise the challenges facing the Kaiser and how he tried to deal with them;
Analyse the problems – how do they link and which was the most dangerous?

15. TURBO Card sort
Organise your cards into 3 x sets of Problem, Action, Further Difficulties.

16. Work together to each complete a sheet based on the cardsort
Work together to each complete a sheet based on the cardsort. SKILLS NEEDED: Summarising & Linking
The power question, how does the first problem link to the second?

17. History HW Finish class worksheet.
Read and make notes on ‘Navy Laws’ info sheet, ready for seminar lesson next time.
DUE: TUESDAY

18. Which challenge to the Kaiser was most dangerous and why?
For your answer to 1, what advice would you give the Kaiser?
Which challenge was the Kaiser most successful at handling and why?
INDUSTRIALISATION
SOCIALISM
DEMOCRACY

19. How are these three exam questions similar?
How are they different?
Focus only on:
Q1. How does Interpretation A differ from Interpretation B about …………………? (4)
CONTENT
Q2. Why might the authors of A and B have a different interpretation about ………? (4)
PROVENANCE
Q3. Which interpretation do you find more convincing about the development of the German navy and its effects? (8)
Seminar style lesson
RELEVANT KNOWLEDGE

20. Focus only on:
Q1. How does Interpretation A differ from Interpretation B about …………………? (4)
CONTENT
Q2. Why might the authors of A and B have a different interpretation about ………? (4)
PROVENANCE
Q3. Which interpretation do you find more convincing about the development of the German navy and its effects? (8)
Stick copy in book for annotation/further discussion
RELEVANT KNOWLEDGE

21. Focus only on:
Q1. How does Interpretation A differ from Interpretation B about …………………? (4)
CONTENT
Q2. Why might the authors of A and B have a different interpretation about ………? (4)
PROVENANCE
Q3. Which interpretation do you find more convincing about the development of the German navy and its effects? (8)
Stick copy in book for annotation/further discussion
RELEVANT KNOWLEDGE

23. How does Interpretation A differ from Interpretation B about the development of the German navy and its effects? (4)
Think CONTENT

24. Why might the authors of A and B have a different interpretation about the development of the German navy and its effects? (4)
Think PROVENACE

25. Think RELEVANT KNOWLEDGE
Which interpretation do you find more convincing about the development of the German navy and its effects? (8)
Think RELEVANT KNOWLEDGE