Year 13. Key Stage 5 Coursework Unit
Unit 4 Governing the Nation, Germany 1871-1990
Assessment
Coursework
4000words
 Part A considers the short term
impact of an example of popular
pressure, an individual or event on
German government
Part B considers the significance of
popular pressure or individuals on
German Government, or an event as a
key turning point
Range and content
The nature, degree of stability and
extent of change in Germany
government c.1871-1990. The
factors influential in the process of
change.
 The Second Reich – The nature of
government, changes over time
and key factors for change
 The Weimar Republic– The nature
of government, changes over time
 The Third Reich – The nature of
government, changes over time
 The FRG and GDR - The nature of
government, changes over time
Expectations: At the end of this unit
Most pupils will:
produce broadly analytical responses which shows a clear understanding
of the significance of an event, movement or individual and the process
of change over time. The analysis will be supported by accurate factual
material which ranges across the period, but may include material which
is either descriptive or strays from that focus in places. A range of
sources has been identified and used with discrimination to sustain
judgements, although selection of material may lack balance in places.
They will select a range of sources and interpret source material with
confidence, relating it to its historical context. They show an
understanding of the need to interpret sources in the context of the
values of the society from which the evidence is drawn. In making
judgements, students give weight to the evidence by the application of
valid criteria in the context of the specific enquiry. They reach
conclusions on the basis of sources cross referenced and used in
combination. The skills required to produce a convincing and cogent
essay will be mostly in place. The answer is likely to include some
syntactical and/or spelling errors.
Some pupils will not have made so much progress and will:
will produce statements, with some development in the form of material
selected, which is relevant to an enquiry on the significance of an event,
movement or individual or the process of change over time
Concentration on the analytical demands of the enquiry will be largely
implicit. Students identify a sufficient range of source material to address
the question. They attempt to address concepts such as reliability and
utility with some consideration of attributes such as the sources’ nature,
origin or purpose, but may be descriptive of these features. Information
taken from sources shows limited attempts at selection and is mainly
used illustratively. The writing will show elements of coherence but there
are likely to be passages which lack clarity and/or proper organisation.
Frequent syntactical and/or spelling errors are likely to be present.
Some pupils will have progressed further and will:
offer a sustained analysis which directly explores the significance of an
event, movement or individual and the process of change over the
period. The analysis will be supported by an appropriate range and depth
of accurate and well-selected factual sources. They will use a wide range
of sources with discrimination and integrating their evidence into a
structured and sustained argument. Their interpretation and evaluation
of the evidence will take account of the nature of the sources and
students will show understanding of the need to explore the implications
of evidence in the light of its historical context and in the context of the
values and assumptions of the society from which it is drawn. In the
process of sustaining argument and reaching substantiated conclusions,
the status of the evidence is carefully considered. Overall, the answer
will show mastery of essay writing.
Coherence with rest of course
Units 1 & 2 examine political ideologies and systems
including authoritarianism, socialism and parliamentary
democracy in European, American and British case
studies. They explore the nature of change
(revolutionary or gradual), causal factors and the
rights of citizens. Unit 3 adopts a broader
geographical context, considering political ideology as a
contributing factor in superpower relations
Assessment Objectives
AO1 75%
AO2a 25%
Resources
Core texts:
Collier & Pedley, Germany 1919-1945 (2000)
Fulbrook, German History since 1800 (1997)
Kitson, Germany 1858-1990 (2001)
Lee, The Weimar Republic (1998)
Porter & Armour, Imperial Germany 1890-1918
(1991)
Also
Class book box
Bibliography (book box contents and
recommended reading)
Student wider research via school, public and
university libraries
Year 13 Key Stage 5
Unit 4 - Governing the Nation, Germany 1971-1990
Enquiry questions,
Possible teaching activities
Starter- Students in pairs discuss what they already know about
German history from KS3/4 studies and feedback to group
discussion
 Middle- Teacher puts class into 5 groups and explains they will visit
different stations around the room, gathering information from a
range of forms of evidence , inferences and further questions about
German government 1871-1990
 Plenary- Teacher asks groups to feedback what they discovered and
gets groups to draw out ideas on the nature, change and causes of
change in German government, supported by overview material
 Starter-introduce the features of the political system 1871-1918
 Middle-Teacher to support students in creating an overview of
features of the political system of the Second Reich
 Plenary-discussion to evaluate the nature of the political system
including historiographical references
h/w-students to consolidate their notes on the nature of government.

Governing GermanyWhat’s the bigger
picture?
The Second ReichThe nature of
government
Learning outcomes
Pupils:

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
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

Degree of change
1871-1918?
Starter-introduce the notion of a visual representation of change
over time –living graph 1871-1918
 Middle-Teacher to support students in creating an overview of
change over time
 Plenary-discussion to evaluate the degree of change overtime,
identifying key turning points. Contextualise with historiographical
references
h/w-Students to consolidate notes on political changes during the period,
including changes with political parties, elections and governments and
record pattern of degree of continuity and change on living graph.





Reading
Developing links to KS3/4 learning
Students developing teamwork
skills to complete task.
Make inferences through historical
enquiry.
Identify features of the political
system.
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,& Part As from 18711918
Identify patterns of change and
continuity over time
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,& Part As from 1871-1918
Kitson(2001) p29-39,
53-61.
Lerman, in Fulbrook
(1997) p147-167
Lerman, in Fulbrrok
(1997) p.199-226
Porter and Armour
(1991) p1-20
Kitson (2001)
p.21,29-39, 53-61,
71-72
Lerman, in Fulbrook
(1997) p147-167
Lerman, in Fulbrook
(1997) p.199-226
Porter and Armour
(1991)p1-20, 68-71
Influential factors:
Impact of sociopolitical groups,
individuals,
economics &
external influence
on emergence,
during & end of the
Second Reich
The Weimar
Republic- The
nature of
government
Starter- Discussion on the notion of causation in history, drawing
upon AS unit study of political change in Britain, the USA and Russia
. Introduction of the four factors influencing the mature of
government
 Middle- Students to research and record evidence of the influence
of four factors on the three stages of the regime; its emergence,
during (both as stabilising and destabilising factors) or its end. This
could be done as group/paired work
 Plenary- Teacher asks the students to reflect on what they have
learned & discuss the relative significance of the different factors
 Starter-introduce the features of the political system, 1918-1933
 Middle-Teacher to support students in creating an overview of
features of the political system of the Weimar Republic
 Plenary-discussion to evaluate the nature of the political system
including historiographical references
h/w-students to consolidate their notes on the nature of government.









Degree of change
1918-1933?
Influential factors:
Impact of sociopolitical groups,
individuals,
economics &
external influence
on emergence,
during & end of the
Weimar Rep.
Starter- Return to the living graph for 1871-1918 and draw upon
prior lesson and previous learning to discuss the ongoing pattern of
change over time
 Middle-Teacher to support students in creating an overview of
change over time
 Plenary-discussion to evaluate degree of change overtime,
identifying key turning points. Contextualise with historiographical
references
h/w-Students to consolidate notes on political changes during the period,
including changes with political parties, elections and governments and
record pattern of degree of continuity and change on living graph.
 Starter-Return to causal factors with brief discussion of the
influence of these factors on the Weimar Republic
 Middle- Students to research and record evidence of the influence
of four factors on the three stages of the regime; its emergence,
during (both as stabilising and destabilising factors) or its end. This
could be done as group/paired work
 Plenary- Teacher asks the students to reflect on what they have
learned & discuss the relative significance of the different factors









Identify a range of factors
contributing to changes in German
Government
Make inferences from historical
enquiry.
Develop further independent
learner, teamwork & enquiry skills.
Feeds into Part Bs, especially
Examples 1 and 2, and Part As from
within the period 1871-1918
Identify features of political
system.
Evaluate findings to reach
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,& Part As from1919-1933
Identify patterns of change and
continuity over time
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As from within
the period 1919-1933
Kitson (2001) p.9-27,
29-39, 47-61, 69-72
Lerman, in Fulbrook
(1997) p147-167
Lerman, in Fulbrook
(1997) p.199-226
Porter and Armour
(1991) p1-20, 68-71
Identify factors contributing to
changes in German Government
Make inferences from historical
enquiry.
Develop further independent
learner, teamwork & enquiry skills.
Feeds into Part Bs, especially
Examples 1 and 2, and Part As from
within the period 1918-1933
Kitson (2001)p71-147
Bessel, in Fulbrook
(1997), p.235-257
Lee (1998) p.1-8,1524, 39-43, 47-55,
66-70, 92-103
Kitson (2001) p.7479, 88-91, 103, 119120, 129, 131-147
Bessel, in Fulbrook,
p.235-257
Lee (1998) p.15-24
Kitson (2001) p.7479, 88-91, 103, 119120, 129, 131-147
Bessel, in Fulbrook
(1997), p.235-257
Lee (1998) p.1-8,1524, 39-43, 47-55,
66-70, 92-103
The Nazi
Dictatorship; The
nature of
government
Starter-introduce the features of the political system, 1934-1945
Middle-Teacher to support students in creating an overview of
features of the Nazi Dictatorship
 Plenary-discussion to evaluate the nature of the political system
including historiographical references
h/w-students to consolidate their notes on the nature of government.






Degree of change
1933-1945?
Influential factors:
The impact of
socio-political
groups, individuals,
economics &
external influence
on the emergence,
during & end of the
Third Reich
The FRG;
The nature of
government
Starter-return to the notion of a visual representation of change
over time –living graph 1933-1945
 Middle-Teacher to support students in creating an overview of
change over time
 Plenary-discussion to evaluate degree of change overtime,
identifying key turning points. Contextualise with historiographical
references
h/w-Students to consolidate notes on political changes during the
period, including changes with political parties, elections &
governments & record pattern of degree of continuity & change on
living graph.
 Starter-Return to causal factors with brief discussion of the
influence of these factors on the political system of the Third Reich
 Middle- Students to research and record evidence of the influence
of four factors on the three stages of the regime; its emergence,
during (both as stabilising and destabilising factors) or its end. This
could be done as group/paired work
 Plenary- Teacher asks the students to reflect on what they have
learned & discuss the relative significance of the different factors

Starter-introduce the features of the political system of West
Germany , 1949-1990
 Middle-Teacher to support students in creating an overview of
features of the West German political system
 Plenary-discussion to evaluate the nature of the political system
including historiographical references
h/w-students to consolidate their notes on the nature of government.













Identify features of political
system.
Evaluate findings to reach
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As from within
the period 1933-1945
Identify patterns of change and
continuity over time
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As from within
the period 1933-1945
Kitson (2001) p149171, 243-246, 254257, 259-269
Collier & Pedley
(2000) p175-186
Kershaw, in Fulbrook
(2001) p.318-337
Identify factors contributing to
changes in German Government
Make inferences from historical
enquiry.
Develop further independent
learner, teamwork & enquiry skills.
Feeds into Part Bs, especially
Examples 1 and 2, and Part As from
within the period 1933-1945
Kitson (2001) p149171, 243-246, 254257, 259-269, 271273
Collier & Pedley
(2000) p.165-186
Stephenson, in
Fulbrook (2001),
p298-317
Kershaw, in Fulbrook
(2001) p.318-337
Kitson (2001)p276278, 285-287, 288291
Roseman, in Fulbrook
(2001), p365-390
Identify features of pol. system.
Evaluate findings to reach
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,& Part As 1949-1990
Kitson (2001) p149171, 243-246, 254257, 259-269
Collier & Pedley
(2000) p175-186
Kershaw, in Fulbrook
(2001) p.318-337
Degree of change in
‘West’ Germany
1945-1990?
Influential factors:
The impact of
socio-political
groups, individuals,
economics &
external influence
on the emergence,
during & end of the
FRG
The GDR - The
nature of
government
Degree of change in
‘East’ Germany
1945-1990?
Starter-return to the notion of a visual representation of change
over time –living graph 1945-1990
 Middle-Teacher to support students in creating an overview of
change over time
 Plenary-discussion to evaluate degree of change overtime,
identifying key turning points. Contextualise with historiographical
references
h/w-Students to consolidate notes on political changes during the
period, including changes with political parties, elections &
governments & record pattern of degree of continuity & change on
living graph.
 Starter-Return to causal factors with brief discussion of the
influence of these factors on the political system of the FRG
 Middle- Students to research and record evidence of the influence
of four factors on the three stages of the regime; its emergence,
during (both as stabilising and destabilising factors) or its end. This
could be done as group/paired work
 Plenary- Teacher asks the students to reflect on what they have
learned & discuss the relative significance of the different factors

Starter-introduce the features of the political system of East
Germany , 1949-1990
 Middle-Teacher to support students in creating an overview of
features of the East German political system
 Plenary-discussion to evaluate the nature of the political system
including historiographical references
h/w-students to consolidate their notes on the nature of government.

Starter-return to the notion of a visual representation of change
over time –living graph 1945-1990
 Middle-Teacher to support students in creating an overview of
change over time
 Plenary-discussion to evaluate degree of change overtime,
identifying key turning points. Contextualise with historiographical
references
h/w-Students to consolidate notes on political changes during the
period, including changes with political parties, elections & govts &
record pattern of degree of continuity & change on living graph.

















Identify patterns of change and
continuity over time
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As from within
the period 1945-1990
Kitson (2001) p271278, 285-287
Roseman, in Fulbrook
(2001), p365-390
Identify factors contributing to
changes in German Government
Make inferences from historical
enquiry.
Develop further independent
learner, teamwork & enquiry skills.
Feeds into Part Bs, especially
Examples 1 and 2, and Part As from
within the period 1945-1990
Identify features of political
system.
Evaluate findings to reach
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As 1949-1990
Identify patterns of change and
continuity over time
Evaluate findings to reach a
judgement
Develop further independent
learner and enquiry skills.
Feeds into all Part Bs, particularly
Example 3,and Part As from within
the period 1945-1990
Kitson (2001) p271278, 285-287, 288291
Roseman, in Fulbrook,
p365-390
Osmond, in Fulbrook
(2001), p. 454-472
Kitson (2001) p271276, p278-283, 287291
Allinson, in Fulbrook
(2001) p391-410
Osmond, in Fulbrook
(2001), p. 454-472
Kitson (2001) p271276, p278-283, 287291
Allinson, in Fulbrook
(2001) p391-410
Osmond, in Fulbrook
(2001), p. 454-472
Influential factors:
 Starter-Return to causal factors with brief discussion of the
The impact of
influence of these factors on the political system of the GDR
socio-political
 Middle- Students to research and record evidence of the influence
groups, individuals,
of four factors on the three stages of the regime; its emergence,
economics &
during (both as stabilising and destabilising factors) or its end. This
external influence
could be done as group/paired work
on the emergence,
 Plenary- Teacher asks the students to reflect on what they have
during & end of the
learned & discuss the relative significance of the different factors
GDR
Supporting student coursework
Patterns and

Use the note from lessons on ‘natures’ and ‘degrees of change’
interpretations
lessons living graphs to explore the overview pattern of change over
time
 Use the notes on the influence of causal factors to draw out
patterns of relative significance of factors over time
‘Kicking off B’
 Introduce the various opportunities provided by Part B of the
coursework with a consideration of the assessment objectives
 Introduction to enquiry techniques, identifying relevant reading and
note taking for Part B
 h/w Students to revisit the work they’ve completed through the
taught course to identify or develop their Part B focus.
Independent study
Lessons feature a combination of the following:
 individual study
 1:1 tutoring sessions on individual progress
 group or whole class work on writing exploring the process of or
patterns of change over time
Focusing in on A

In groups, use notes from taught course and individual work from
Part B to indentify specific examples of popular protest, individuals
and event of significance from within the period
 Students discuss personal interests which emerged within the
course of their study for part B
 Teacher leads exploration of the notion of short term significance
Kicking off A
 Introduce the various opportunities provided by Part A of the
coursework with a consideration of the assessment objectives
 Introduction to enquiry techniques, identifying relevant reading,
note taking and source materials for Part A
 h/w Students to revisit the work they’ve completed through the
taught course to identify or develop their Part A focus.



















Identify factors contributing to
changes in German Government
Make inferences from historical
enquiry.
Develop further independent
learner, teamwork & enquiry skills.
Feeds into Part Bs, especially
Examples 1 and 2, and Part As from
within the period 1945-1990
Develops analytical and evaluative
skills
Develop further independent
learner skills.
Feeds into Part Bs
Understanding of assessment
objectives
Develop further independent
learner skills.
Feeds into Part Bs
Kitson (2001) p271276, p278-283, 287291
Allinson, in Fulbrook
(2001) p391-410
Osmond, in Fulbrook
(2001), p. 454-472
Coursework guidance
booklet
Develops analytical and evaluative
skills
Develop further independent
learner skills.
Feeds into Part Bs
Develops analytical and evaluative
skills
Develop further
Feeds into Part As
Above reading and
extended reading,
see book box and
bibliography
Understanding of assessment
objectives
Develop further independent
learner skills.
Feeds into Part As
Coursework guidance
booklet
Independent study
Lessons feature a combination of the following:
 individual study
 1:1 tutoring sessions on individual progress
 group or whole class work on writing assessing significance and
analysis and evaluation of source material



Develops analytical and evaluative
skills
Develop further independent
learner skills.
Feeds into Part As
Above reading and
extended reading
(book box and
bibliography)
including source
material