Hitlers Rise to Power (a-Grade History Lectures Book 2)

Tell students that they may see and hear a variety of related names for the Nazis in resources throughout this unit, including National Socialists and the initials NSDAP.

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If you can devote an additional day to the rise of the Nazi Party in Germany, consider teaching the lesson Choices in the Weimar Republic Elections. This lesson provides students with the opportunity to explore the issues at play in the Reichstag election from the viewpoints of German citizens with different perspectives and values. The lesson helps students understand the complexity of the choices citizens make at the voting booth and leads to additional insight into the appeal of not only the Nazi Party but also the Social Democratic and Communist Parties in Germany at the time.

To deepen their understanding of the challenges democracy faced during the Weimar years, show students the image Reichstag Election Ballot , and then lead a discussion with the following questions:. The handout Election Results provides two tables of data showing the results of the elections for both president and the Reichstag. Share these two tables with students and lead a discussion about the results that focuses on the following questions:. Students identify the social and cultural factors that help shape our identities by analyzing firsthand reflections and creating personal identity charts.

Students create working definitions of stereotype as they examine the human behavior of applying categories to people and things.

Students learn a new concept, universe of obligation, and use it to analyze the ways that their society designates who is deserving of respect and caring. Students draft a working thesis statement for an argumentative essay about the impact of choices in history. Students analyze the socially constructed meaning of race and examine how it has been used to justify exclusion, inequality, and violence throughout history. Students explore the long history of discrimination against Jews and come to understand how anti-Judaism was transformed into antisemitism in the nineteenth century.

Students begin the unit's historical case study by exploring the brutal realities of World War I and the impact of the armistice and the Treaty of Versailles. Students reflect on the idea of democracy as they analyze the politics, economics, and culture of Germany during the period of the Weimar Republic. Students start to gather evidence that supports or challenges their initial thinking about the writing prompt. Students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the s and s.

Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible. Students consider the choices and reasoning of individual Germans who stayed quiet or spoke up during the first few years of Nazi rule.

Students respond to the writing prompt in a journal reflection and begin to evaluate the quality of the evidence they are gathering. Students analyze several examples of Nazi propaganda and consider how the Nazis used media to influence the thoughts, feelings, and actions of individual Germans. Students learn about the experiences of people in Nazi Germany through a variety of firsthand accounts and identify the range of choices that they faced.

Students learn about the violent pogroms of Kristallnacht by watching a short documentary and then reflecting on eyewitness testimonies. Students think about the responsibilities of governments as they consider how countries around the world responded to the European Jews trying to escape Nazi Germany.

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Students share their ideas about the writing prompt in groups and continue to build their evidence logs. Students are introduced to the enormity of the crimes committed during the Holocaust and look closely at stories of a few individuals who were targeted by Nazi brutality. Students deepen their examination of human behavior during the Holocaust by analyzing and discussing the range of choices available to individuals, groups, and nations. Students grapple with the meaning of justice and the purpose of trials as they learn how the Allies responded to the atrocities of Nazi Germany.

Students approach the unit writing prompt in its entirety through journal reflection, evidence, gathering, and discussion. Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.

Students complete activities that help them think about the unit as a whole as they prepare a strong thesis statement for their essay.

Introducing The Unit 3. Universe of Obligation 6. The Concept of Race 7. The Roots and Impact of Antisemitism 8. The Weimar Republic The Rise of the Nazi Party Do You Take the Oath? Laws and the National Community The Power of Propaganda Youth and the National Community Responding to a Refugee Crisis Race and Space The Range of Responses Justice and Judgment after the Holocaust How Should We Remember?

Add or Edit Playlist. Essential Questions Unit Essential Question: How did the Nazi Party, a small and unpopular political group in , become the most powerful political party in Germany by ? Employing his characteristic mix of negotiation and intimidation, Hitler offered the possibility of friendly co-operation, promising not to threaten the Reichstag, the President, the States or the Churches if granted the emergency powers. With Nazi paramilitary encircling the building, he said: The Act allowed Hitler and his Cabinet to rule by emergency decree for four years, though Hindenburg remained President.

Non-Nazi parties were formally outlawed on 14 July , and the Reichstag abdicated its democratic responsibilities. The Act did not infringe upon the powers of the President, and Hitler would not fully achieve full dictatorial power until after the death of Hindenburg in August Hitler combined the two positions, so that all governmental power lay in his hands. All soldiers took the Hitler Oath on the day of Hindenburg's death, swearing "unconditional obedience" to Hitler. From Wikipedia, the free encyclopedia.

The program is not the question. The only question is power. Power is only the means of accomplishing the program. These are the opinions of the intellectuals. Shirer , pp. Toland , pp. Hitler, in hospital at the time, was informed of the upcoming cease-fire and the other consequences of Germany's defeat and surrender in the field—including Kaiser Wilhelm II 's abdication , and a revolution leading to the proclamation of a republic in Berlin to replace the centuries-old Hohenzollern monarchy—on Sunday morning, 10 November, by a pastor attending to patients.

Days after digesting this traumatic news, by his own account Hitler made his decision: He was wounded twice in action; at the time of the Armistice, he was recovering in a German hospital in Pomerania northeast of Berlin from temporary blindness that had resulted from a mid-October British gas attack at the last Battle of Ypres. The prisoners were Russian, and Hitler had volunteered for the posting. Shirer , p. Toland , p. Shirer states that Hitler had attracted the attention of a right-wing university professor who was engaged to educate enlisted men in "proper" political belief, and that the professor's recommendation to an officer resulted in Hitler's advancement.

I was able to perform useful services to Hitler , p. The notion of "Breaking Interest Slavery" was, by Hitler's account, a "powerful slogan for this coming struggle. The membership numbers were also apparently issued alphabetically, and not chronologically, so one cannot infer that Hitler was in fact the party's 55th member. In a Hitler speech shown in Triumph of the Will , Hitler makes explicit reference to his being the seventh party member and he notes the same in Mein Kampf. He initially fled to Austria, but later turned himself in to the authorities. Inside the Third Reich. SA and SS banned".

Federal Chancellor Willy Brandt Foundation. Bracher, Karl Dietrich Bullock, Alan []. A Study in Tyranny. University Press of Kentucky. Retrieved 2 January The Coming of the Third Reich. The Fontana History of Germany: Press and Politics in the Weimar Republic. A History of Us: War, Peace and All That Jazz. A Portrait of the Tyrant as a Young Man. Hitler, Adolf []. Kershaw, Ian [].

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Kolb, Eberhard []. Manvell, Roger ; Fraenkel, Heinrich []. Nesbit, Roy Conyers; van Acker, Georges []. The Flight of Rudolf Hess: The Rise and Fall of the Third Reich. The Making of a Nazi Hero: The Murder and Myth of Horst Wessel. Weimar National Socialism and Historians". Shadows of the Dictators: Staff 2 July Archived from the original on 17 April Retrieved 13 May Thacker, Toby []. The Encyclopedia of the Third Reich. Hitler's Globe Private library. The Rise of Evil Downfall.

Hitler's possible monorchism Conspiracy theories about Hitler's death Streets named after Hitler Mannerheim recording. Retrieved from " https: Adolf Hitler Weimar Republic Rises to prominence by individual. Wikipedia articles needing page number citations from January CS1 German-language sources de Use dmy dates from March All articles with unsourced statements Articles with unsourced statements from October Articles containing German-language text Interlanguage link template link number. There was a problem loading comments right now. There's a problem loading this menu right now.

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