1. Why do we label? A historical investigation into the stereotyping or labeling of human beings using the example of Nazi Germany. What you will require for this lesson i.This PowerPoint and an appropriate projector system with which to use it. ii.Group Briefing notes (3 different versions – one per group) iii.Student assessment sheet – double sides and in colour iv.Students assigned in small groups (approx. 3-4) A historical investigation into the stereotyping or labeling of human beings using the example of Nazi Germany. What you will require for this lesson i.This PowerPoint and an appropriate projector system with which to use it. ii.Group Briefing notes (3 different versions – one per group) iii.Student assessment sheet – double sides and in colour iv.Students assigned in small groups (approx. 3-4)

2. Why do we label? A historical investigation into the ‘stereotyping’ or ‘labelling’ of human beings using the example of Nazi Germany.

3. Starter What examples of ‘labelling’ do you use? – e.g. ‘thief’, ‘hero’, ‘poor’, What positive labels do you use? What negative labels do you use? What is a label’s function?

4. Lesson aims: by the end of today’s lesson you... MUST be able to describe the labels used by the Nazi Regime SHOULD be able to explain the different labels used by the Nazi Regime COULD be able to reflect on the labels that you use

5. Test at the end of the lesson

6. Stage 1 - In your group..... Each group has one of three briefing papers with which to produce a graphical teaching aid suitable for use with younger students or peers and adults who may not know of the Nazi Germany’s labelling system. Spend 10 minutes preparing an A3 sheet to teach other students your topic. You are only allowed to use 10 words but may have as many initialled words or symbols as you want.

7. Stage 2 - Circulate..... At least one member of each group is nominated at ‘the Speaker(s)’. They stay with your teaching aid and answer questions from visiting members from other groups. Other members of your group become ambassadors and visit the other groups to gather information. Remember you have only had access to one of the three briefing papers, so there is much more information to collect and add to your work.

8. Stage 3 - Feedback Ambassadors return to your group. You have 5 minutes to teach the members of your group what you have learned from your visits to other groups.

9. Stage 4 – Test You will now receive a labelling sheet based on the original version produced in 1930’s Germany. Please write your name on the top right-hand side of the sheet as indicated.

10. Stage 4 – Test (Part I – on your own) Using the information you have gathered together fill in information missing from the blank spaces. In silence complete the test – 5 minutes Good luck!

11. Write the Nazi ‘label’ in each box

12. Stage 5 – Test (Part II – within your group) You have 2 minutes to review your answers with the rest of your group

13. Stage 6 – Groups Swap papers. Peer Marking – How did you do?

14. Stage 6 – marking – How did you do?

15. By the end of today’s lesson you... MUST be able to describe the negative labels used by the Nazi Regime SHOULD be able to explain the different labels used by the Nazi Regime COULD be able to reflect on the labels that you use How well did you do?

16. Plenary What have you learnt? Can you think of a recall technique to remember all the symbols? Is there anything that you need to revisit? (GCSE History candidates) How will it help you in the exam? How will it help you in the future? Does this kind of harmful labelling still go on today?

17. The symbol for LGBT History Month 2010 Why has the celebration of LGBT History Month been linked to the Nazi labelling system ?