Download CLASS: 9th World History INSTRUCTORS: Josh Freier, Thomas Gluf

CLASS: 9th World History
INSTRUCTORS: Josh Freier, Thomas Gluf, Kevin McKinstry
UNIT: World War II
LESSON ONE: The Rise of Hitler and the Nazi Party
ANTICIPATED INSTRUCTIONAL TIME: 50 minute lesson
ENDURING UNDERSTANDING: What are the causes that brought about World War II and
how did Hitler gain power in Germany?
RATIONALE: The rationale of this lesson is to introduce the Nazi Party, explain what its chief
beliefs were, and how it gained popularity in Germany. To do this, the students must understand
the effects of the Treaty of Versailles, which will mainly be tackled through lecture and
discussion. To understand how the Nazi Party played on the emotions of the public, the students
will research Nazi propaganda posters over the internet, finding two per group, and then
discussing them in class. These posters will serve to both illuminate visually what the Nazi Party
believed and why many Germans supported them.
GOALS OF THE LESSON:
G.1.1. To explain how Hitler and the Nazis gained control over Germany.
G.1.2. To gain perspective of the Nazi ideology.
G.1.3. To explain how WWI and the subsequent Treaty of Versailles contributed to Hitler’s rise
in Germany.
OBJECTIVES:
O.1.1. Students will be able to infer the techniques used by Hitler to gain popularity by
researching Nazi propaganda posters on the internet.
O.1.2. Students will be able to explain the Nazi ideology through class discussion and
homework.
O.1.3. Students will be able to identify key points of the Treaty of Versailles through class
discussion and through homework.
SD K-12 CONTENT STANDARDS:
9-12.W.1.1. Students are able to explain the cause-effect relationships and legacy that distinguish
significant historical periods from the Renaissance to the present.
9-12.W.2.1. Students are able to define the key distinguishing features of significant cultural,
economic, and political philosophies in relation to the other.
PROFESSIONAL ORGANIZATION STANDARDS / NCTM EXPECTATIONS
NSS-WH.5-12.8.4A. The student understands the causes of World War II.
PRIOR KNOWLEDGE:
Before this lesson, students should have knowledge of WWI, Germany’s role in it, and
background knowledge of the Versailles Treaty.
MULTIPLE REPRESENTATIONS (TOOLS): This lesson contains a Power Point
presentation that will be used during the lecture/discussion. The lecture will also make use of
propaganda posters the students find on the internet. These posters provide concrete, visual
representations of the ideas and goals of the Nazi Party.
SESSION-RELATED QUESTIONS:
1. Why did Hitler gain power in Germany?
2. Why did the German people listen to Hitler?
IMBEDDED / FORMATIVE ASSESSMENT OPPORTUNITIES: During the lesson,
observation will be used to monitor progress of the students. Students will be observed during
the lecture and during class discussion. They will be asked questions to determine their
understanding of the material. The students will demonstrate their knowledge through finding
propaganda posters on the internet: they will have to explain their choice of poster, what it
means, and how it would have affected the German public.
INSTRUCTOR MATERIALS:
 Computer
 Projector
 Power Point (See Appendix B)
 Homework Assignment (See Appendix D)
PARTICIPANT MATERIALS:
 Computer/Laptop
 Internet
TEACHING NOTES / LESSON SCRIPT / PROCEDURES: This lesson seeks to explain the
emergence of the Nazi Party in Germany and Hitler’s ascendancy to power. The lesson explains
this process by outlining the Treaty of Versailles and how Hitler used it to gain support, the Nazi
Party’s main tenets and how they used them to sway public opinion. The lesson will also seek to
explain the step-by-step process of Hitler’s rise to power. The section on Nazi beliefs and
propaganda will mainly be dealt with during the student’s internet activity, where they will, in
groups, find Nazi propaganda posters on the internet. Their posters will be used to guide
discussion on Nazi political techniques.
ASSESSMENT / HOMEWORK: See Appendix C
APPENDICES:
Appendix A: Lesson Script
1. Introduction to Lesson: Start off saying, “Imagine you are a German. WWI has just
ended. Propaganda during WWI controlled news so well that you thought Germany was
winning the War. You finally found Germany had lost when the government suddenly
surrendered. How would you feel about this?” Allow for discussion.
2. (5 min) Power Point Slide 2. Explain main points of Treaty of Versailles: Germany has to
pay for damages, they lose the Rhineland, their army is disbanded, they lose territory, and
they are forced to assume full responsibility in the “War Guilt” Clause.
 Key Points:
o WWI and its outcome play a major part in Hitler’s coming to power and
thus is a large cause for World War II.
b. Discussion Questions:
o Why would German people be angry about the Treaty of Versailles?
o What is particularly bad about the “War Guilt Clause” in the eyes of the
Germans?
3. (5 min) Power Point Slide 3. Ask what kind of a speaker do you find appealing to listen
to? Guide them to talking about a speaker who is energetic, passionate, sympathetic and
offers answers. Then show youtube video of Hitler speaking. Discuss. Point out how
angry and fiery he sounds and how he energizes and excites the audience. Point out that it
is Hitler’s oratory skills that gain him control over the Nazi Party.
 Key Points:
o Hitler’s oratory skills gained him massive popularity. The fire and anger in
his speaks spoke to the German public, who were angry themselves.
b. Discussion Questions
o What makes a good speaker?
o What does Hitler do to energize and excite the crowd?
4. (5 min) Power Point Slide 4. Discuss Nazi ideals and philosophy, and how these will
affect Party policy later. Include discussion on their ideas of a master Aryan Race, AntiSemitism, hatred of the government, and fear of Communism. But only touch on these
things lightly here, as more in-depth discussion will come during the students’ activity.
 Key Points:
o Nazism focus heavily on a superior Aryan Race—a pure race of Germans
that is above all other races. This will become important when the
Germans start seeking Lebensraum (“living space”—discussed next
lesson).
o As a way to gain support, Hitler points out things for the German public to
hate and fear: Communism, the Treaty of Versailles and the countries
responsible—including their own current government—and, wrapping all
those fears together into one, the Jews. Anti-Semitism is a common thread
throughout European history, and here Hitler uses it, blaming Jews for
everything wrong at that time. The Nazis promote the idea of a Jewish
World Conspiracy, that Jews control all major powers, governments, and
economies, and are the reason the world is in such terrible condition.
o After pointing out things to fear and hate, Hitler promises that he will
protect the German people from them, restore Germany to its former
glory, and combat the worldwide Jewish “menace.”
b. Discussion Questions:
o How do politicians gain support of the citizens?
o In what ways to politicians play on people’s emotions to gain their
support?
o Why is emotion so important in political speeches and campaigns?
o Are there any other examples of racial superiority like the Nazi’s ideas of
the Aryan Race? Why would people be drawn to these ideas?
o How does Hitler convince many of the German people that the Jews are to
blame for their problems?
5. (5 min) Power Point Slides 5&6. Outline the steps Hitler took that eventually led him to
becoming the Fuhrer. Make sure students realize that brute force did not work, and Hitler
had to resort to political, democratic means to gain popularity and power.
a. Key Points :
o Hitler at first tries to take over the government through a failed violent
coup called “the Beer Hall Putsch.” He is subsequently sent to prison,
where he writes “Mein Kampf,” a book promoting Nazi ideals.
o Its country in tatters and economy ruined, Germany is already in shambles
when the Great Depression hits. When the Depression comes, things
become even worse, which gives Hitler a lot of political ammunition to
use when he gets out of prison.
o After failing to overtake the government by violence, Hitler switches to
diplomacy, deciding to take over Germany through democratic means. It is
because of the way Hitler antagonizes the publics fear and anger that the
Nazi party gains support and power in the Reichstag (German Congress).
o In the end, Hitler is able to come to power not by a violent coup, but by
playing on the public’s emotions, gaining power democratically.
b. Discussion Questions:
o Would it be more possible to take over a democratic government by force,
or by democratic means?
o How do Hitler’s techniques for getting support resemble techniques of
campaigning politicians in our own society? How do they differ?
6. (15 min) Divide the class into groups. They will search the Internet for 2 propaganda
posters of their own. Each poster should be dealing with a different issue (i.e., don’t have
2 posters that both deal with Jews).
a. Possibilities for Posters:
 Anti-Semitism
 Communism
 Anger at German government
 Anger at other countries
b. Examples at:
http://www.calvin.edu/academic/cas/gpa/posters1.htm
7. (15 min) Class discussion on groups’ posters. Discuss what statements they are making,
how they are seeking to influence public perception, and what the posters reveal about
the Nazi philosophy.
8. Assignment Lesson 1 Homework.
Appendix B: Instructor Materials
Slide 1
The Rise of Hitler and the
Nazi Party
Slide 2
Treaty of Versailles
• Negotiated by main
countries of the war
– Winners got what they
wanted; losers had to pay.
•
•
•
•
War Reparations
Loss of the Rhineland
German Army disbanded
War Guilt Clause
Slide 3
Adolf Hitler: Orator
•What makes a good speaker?
•In the video, look for ways that Hitler excites and
moves the crowd.
•Look for things that make Hitler a powerful speaker.
•http://www.youtube.com/watch?v=_Q-6H4xOUrs
Slide 4
The Nazi Party
• National Socialist
German Workers
party (NSDAP =Nazi)
• Hatred of Weimar
Gov.
• Fear of Communism
• Anti-Semitism
• Aryan Master Race
Slide 5
Attempts at Power
•
•
•
•
Beer Hall Putsch
“Mein Kampf”
The Great Depression
Nazi Party gains seats
in Reichstag
• Reichstag Fire
Slide 6
Collapse of Weimar Democracy
• Reichstag
– Rule by appointed
Chancellor
• Hitler appointed
Vice Chancellor
• Death of
Hindenburg
– Hitler becomes
Chancellor
• The Enabling Act
• The Fuhrer
Appendix C: Assignment/Homework (next page)
World War II
Section 1: The Rise of Hitler and the Nazi Party
Name_________________________
Part 1: Short Answer
4) What does this poster say about the German government and WWI? What does it say about
Jews?
(Don’t worry, you don’t have to be able to read German)
5) This poster lists several problems in the world, including Communism, Marxism, Versailles,
unemployment, war guilt lie, lies and betrayal, etc. At the head of the snake is the Star of David,
stabbed by a Nazi dagger. What does this poster say is the source of all of Germany’s problems?
What does this poster say is the only solution to end those problems?
6a) What does this poster portray Hitler as ? What imagery does it use to convey this idea?
Part 2: Essay (1 paragraph/3-5 sentences)
Write answers on a separate piece of paper. Staple to this worksheet. Use complete sentences and
correct grammar.
1. Why were the German people angry at their government after WWI?
2. Describe the terms of the Versailles Treaty that pertained to Germany, and explain why
the German people were angered by it.
3. What was the Great Depressions effects on Germany, and how did Hitler use it to his
advantage?
4. Why did many of the German people support Hitler and the Nazi Party?
Appendix D: References
Bytwerk, R. L. (2005). “The Argument for Genocide in Nazi Propaganda.” Quarterly Journal of
Speech 91.1: 37-62. ERIC. EbscoHost. <http://web.ebscohost.com/>.
Carjuzaa, J., & Kellough, R. D. (2009). Teaching in Middle and Secondary Schools (9th ed.).
Boston, MA: Pearson Education, Inc.