Appeasement: Policy of Avoidance

Overview

This 55-minute lesson is the 8th in a 16-lesson series titled World War II Uncovered. It is designed for Year 9 students (ages 13-14) in line with the National Curriculum for History in England. The focus is on the policy of appeasement adopted by Britain and France during the 1930s, its implications, and how it emboldened Hitler’s expansionism, setting the stage for World War II.

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Curriculum Links

National Curriculum (England) History Key Stage 3:

• Understand the characteristic features of the interwar period (1918–1939).
• Cause and consequence: Understand the causes and consequences of significant historical events, e.g., the lead-up to WWII.
• Historical Interpretation: Explore how and why different interpretations of events such as appeasement have developed.
• Communicate historically: Relevant use of historical terminology and structured explanations.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Explain what the policy of appeasement was and identify key features.
2. Analyse why Britain and France adopted appeasement in the 1930s.
3. Evaluate the consequences of appeasement and how it encouraged Hitler's aggression.
4. Use primary and secondary sources to form balanced, evidence-based judgements.

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Success Criteria

• Use terms like appeasement, expansionism, policy of avoidance, and Munich Agreement confidently.
• Describe events and decisions that illustrate appeasement.
• Identify causes and effects related to appeasement using evidence.
• Present a reasoned conclusion on the effectiveness of appeasement.

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Resources Needed

• Whiteboard and markers
• Printed timeline cards (key appeasement events: Rhineland remilitarisation, Anschluss, Sudetenland crisis, Munich Agreement 1938)
• Primary source extracts (e.g., quotes from Neville Chamberlain, Winston Churchill, Hitler)
• Secondary source summaries (historians’ perspectives)
• Laptops/tablets or printed worksheets for source analysis
• Projector for short video clip (3-4 mins) on appeasement

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Lesson Structure

1. Starter (10 minutes) – Quick Think and Share

• Activity: Pose the question: What would you do if you faced a bully who threatened your friends, but you wanted to avoid a fight at all costs?
• Students discuss with a partner for 2-3 minutes and then share ideas.
• Link this to appeasement: Britain and France’s approach to Hitler.
• Write key ideas on the board (e.g., avoid conflict, buy time, fear of war).

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2. Introduction to Appeasement (10 minutes)

• Teacher input:
  • Explain what appeasement means in the 1930s context (policy to avoid war by conceding to some of Hitler’s demands).
  • Use the timeline cards to present key events: Rhineland 1936, Anschluss 1938, Sudetenland 1938, Munich Agreement 1938.
  • Show a short video clip illustrating the policy and reactions.

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3. Source Analysis (15 minutes)

• Students divide into pairs. Each pair receives a set of extracts:
  • Chamberlain’s speech about ‘peace for our time’
  • Churchill’s criticism of appeasement
  • Hitler’s statements on expansion
• Task:
  • Sort statements into what justifies appeasement and what criticises it.
  • Use a Venn diagram or T-chart to organise evidence.
  • Evaluate: Did appeasement succeed or fail? Why?

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4. Class Discussion – Consequences (10 minutes)

• Facilitate a discussion based on their source findings:
  • Did appeasement prevent war or encourage aggression?
  • How did appeasement shape Hitler’s confidence?
  • Could Britain and France have adopted another policy? How?

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5. Plenary – Reflect and Write (10 minutes)

• Students answer the question in 5–7 sentences:
  “Was the policy of appeasement a wise choice by Britain and France? Support your answer using evidence.”
• Encourage use of historical terminology and references to both primary and secondary sources discussed.
• Collect for formative assessment.

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Assessment & Differentiation

• Formative assessment: Completed reflective writing task assessed for understanding of causes, consequences and historical terminology.
• Differentiation:
  • Support: Sentence starters and glossary of key terms.
  • Challenge: Additional analysis of alternative policies and impact on international relations.
  • Extension: Ask more able students to consider how historical interpretations of appeasement changed after WWII.

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Cross-Curricular Links

• English: Developing argument and writing skills; source interpretation.
• PSHE: Moral decision-making, conflict resolution lessons.

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Homework Suggestion

Ask students to research one of the key events connected to appeasement (e.g., the Munich Agreement) and write a diary entry from the perspective of a British or French politician or citizen expressing their views on the policy.

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Teacher Reflection (Post-Lesson)

• Which parts engaged students most effectively?
• Were students able to use evidence to support their judgements?
• How well did students understand the complexity of appeasement as a policy, beyond simple ‘right or wrong’ narratives?
• Adjust activities/reflections for next lessons on WWII origins.

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This lesson plan balances factual knowledge, source analysis, and critical thinking, designed to develop a nuanced understanding of one of the most controversial policies of the 20th century in a way that is accessible and engaging for Year 9 students.