Lesson Objectives:
As a result of this lesson, students will:
- Explain how and why the Nazis gained power.
- Gain knowledge of Adolf Hitler's life.
Key Glossary Terms:
The following glossary terms are used in Lesson 5.
- Anti-Semitism
- Armistice
- Aryan
- Beer-hall Putsch
- Dolchstosslegende
- Fuehrer {Fur-or}
- Lebensraum {Lay-bens-rowm}
- Nationalism
- Nazism
- Reichstag
- Reparations
- Third Reich
- Treaty of Versailles
- Weimar Republic
Instructional Materials:
- Reading 5A, "Timetable of the Rise of Nazism" and "Study Guide Questions"
- Reading 5B, "Brief Biography of Adolf Hitler"
Teaching Sequence:
- Reading: Reading 5A, "Timetable of the Rise of Nazism"
- "Study Guide Questions" (10 minutes)
- Before collecting the homework, the "Study Guide questions" to the "Timetable of the Rise of Nazism," discuss student responses to Part III of the homework. There will be a variety of responses to this question, and students should give reasons for their choices.
Part III: Based on your understanding of the Timetable, pick what you think are three key events that contributed most to the rise of Nazism. Support your point of view.
Possible Answer:
- Event - Depression of 1929: Hard times and disillusionment with a government generally bring protest. As the economic crisis deepened in Germany, those political parties, like the Nazis that had attacked the Weimar Republic and its policies, gained strength. In this most severe economic crunch, the Nazi accusations seemed to make sense to large numbers of the unemployed.
- Event - Formation of the National Front in 1931: Because of the formation of the National Front, respectable German citizens who may have been reluctant to voice their approval of the Nazis now felt they could do so and retain their respectability. It also meant that large sums of money would now come to the NSDAP for political campaigns.
- Event - Success in 1932 elections: With 33 percent of the Reichstag, the NSDAP gained enough power for Hitler to finally become a serious candidate for chancellor.
Collect homework, the "Study Guide Questions" for the "Timetable of the Rise of Nazism." Grade the homework and return it the following day.
Answers for Study Guide Questions:
Part I: Time Line
A. Hitler attempts to take control of a state government: Beer-hall Putsch in Munich, November 1923
B. Cost of living soars in Germany: Inflation of 1921-1923
C. Signing of the Versailles Treaty, which ended World War I: June 1919
D. World-wide economic collapse: Depression of 1929
E. Formation of the Weimar Republic: November 9, 1918
F. President Hindenburg appoints Adolf Hitler chancellor: January 30, 1933
G. Dramatic increase in Nazi support: Elections of March and July 1932
1). Match the characteristics of the DAP with the corresponding central idea of the NSDAP.
ANSWER: 1. Nationalistic - C (demand for Lebensraum); 2. anti-Semitic - A (Jews are a threat to "Aryans"); 3. anti-democratic - B (adherence to the Fuehrer Principle).
2. What does Lebensraum mean?
ANSWER: Lebensraum means "living space" and refers to the idea that the German people need more room and, therefore, German territory must expand. This territory for the "pure and healthy German race" must be taken from Eastern European or Slavic people like the Poles and the Russians. The Nazis defined these groups as "inferior peoples."
3. How did the Germans react to the French occupation of the Ruhr Valley?
ANSWER: The initial reaction was "passive resistance." All workers went on strike: miners, barbers, grocers, police, all refused to serve the French. As the occupation continued, Germans began to sabotage the French forces. Violence increased and German national enthusiasm for the anti-French activists increased with it.
4. Why did many wealthy Germans begin to support Hitler?
ANSWER: The Weimar government began to consider plans for dividing large estates to be given to independent farmers. They also considered plans to nationalize large industries. Some aristocrats and industrialists then threw their support to the one party that most adamantly opposed both the Weimar Republic and the Communists. The Nazis seemed to offer all that these men wanted.
5. What did the term "November Criminals" mean?
ANSWER: "November Criminals" was the name the Nazis gave to the founders and supporters of the Weimar Republic. Hitler claimed that these men had betrayed Germany and had continued to govern against the interests of the German people.
6. What was the "National Front"?
ANSWER: The "National Front" was a coalition of anti-Communist army generals, Nazis, industrialists, bankers and aristocrats. Because they were invited to be a part of this coalition, the Nazis gained considerable respectability.
7. What was the purpose of the Enabling Act of March 1933?
ANSWER: The Enabling Act empowered Hitler to enact legislation by himself, that is, without approval of the Reichstag. (He could then cancel some of the fundamental rights guaranteed by the Weimar Constitution like the right to assemble, freedom of the press, freedom of speech, etc.)
8. What happened on July 14, 1933, that determined the fate of German political opponents of the Nazis?
ANSWER: On July 14, 1933, Hitler proclaimed that the Nazi Party was the only legal political party in Germany. He then proceeded to have members of the Communist, Social Democrat, Center and other parties whom he knew had opposed the NSDAP and its policies arrested. All those arrested were sent to concentration camps.
Instructional Materials:
Reading: Reading 5B, "Brief Biography of Adolf Hitler" (25 minutes)
- Pre-Test: Read the true-false questions, which appear before the "Brief Biography of Adolf Hitler."
Have students:
- Answer them on a sheet of paper.
- Read the "Brief Biography of Adolf Hitler" to themselves.
- Correct their answers to the questions.
Pre-Test: True or False Questions:
T 1. Hitler came from a home with a hard-working father and a kind mother.
F 2. Hitler had a good relationship with his father.
F 3. Hitler knew many Jews and was anti-Jewish because of his personal encounters with them.
F 4. Mein Kampf was a book by Hitler about concentration camps.
T 5. Hitler used film, airplanes, radio, cars and modern technology in his election campaigns.
F 6. President Hindenburg admired Hitler's intelligence and sophistication.
F 7. Hitler's speeches carefully developed intricate arguments, and the contents were carefully judged by his audiences.
F 8. Hitler successfully gained power in 1933 by leading a violent revolution.
F 9. Hitler tried to guarantee equal rights for all Germans through a series of emergency decrees.
T 10. Hindenburg opposed Hitler's emergency decrees.
T 11. Other countries supported Hitler's policies in foreign affairs.
T 12. Under Hitler's rule, it was safe for most Germans to walk the streets at night.
F 13. Only hardened criminals were put into concentration camps.
T 14. The Hitler Youth was dedicated to Hitler's philosophy.
F 15. Most Austrians felt they were victims of Nazi aggressions.
T 16. Hitler fought two wars: one for territory and the other for "purity of race."
NOTE TO TEACHER: Recalling the interview in Lesson 4, remind students that German Jews were patriotic German citizens, many of whom believed in German culture and had fought for Germany in World War I. They were certain that Germany was a civilization of the highest order. "How long could he last?" was the attitude toward Hitler voiced by many Germans who believed that they mainstream of German society would reject him.
Homework Assignment:
- Assign "The Beliefs of the Nazi Party," Reading 6A, as homework and have students write the answers to the question posed at the beginning of the essay. If time permits, this assignment may be begun in class. At the beginning of the next class period, check to see that students have completed the assignment before discussing their responses to the question.
Assign parts for the dramatization, "The Fuehrer Speaks," Reading 6B. If possible, the role of Hitler should be given to a drama student. Other roles are: an American Reporter, a Narrator, a Hitler Youth Member, five Members of the Audience, Edward R. Murrow, William Shirer and Ernie Pyle.