The Rise of Hitler and the Nazis


When you think of the long and gloomy history of man, you find more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion.


Use for all assignments

Lesson One: Introduction to Hitler's Rise To Power

Use these websites to find information on Hitler's life and his rise to power. Use the inspiration software to create a web that details Hitler's rise to power. Be sure to include appropriate graphics in your timeline as well as explanations of the events.


Lesson Two: How Hitler Became the German Chancellor

Explore how Hitler was able to become the German Chancellor in January of 1933.

PowerPoint: Hitler's Rise to Power

Assignment: View Video and post a discussion "How Hitler given power by Paul von Hindenburg?"


 Lesson Three: From Chancellor to Dictator and Der Fuhrer

How did Hitler evolve from Chancellor of Germany to Dictator of Germany?

PowerPoint: Hitler as Dictator

Do the Reading: Pledging Allegiance from Facing History: The Holocaust and Human Behavior. Post a discussion to the message board and include:

  • What is the main difference between the two oaths?
  • How significant is that difference and what are the implications?
  • What oaths do people take today?
  • Which comes first- one's military duty or one's moral duty?
  • Can an oath excuse one from personal responsibility?

Do the Reading: Do You Take the Oath? from Facing History: The Holocaust and Human Behavior. Post a discussion to the message board and include:

  • What did the man mean when he said his education failed him? That "no human being and no government had the right to override my conscience?" Did he have a conscience -that is, did he know right from wrong? If so, did his conscience also fail him?
  • Milton Mayer wrote that there was a time in Nazi Germany when teachers could have madedifferent decisions. Why was the decision of most teachers to take and obey the new oath to Hitler a crucial step toward totalitarianism?
  • What is the "problem of the lesser evil"?

Up to this point, we have looked at how Germany became a totalitarian state. In the following lessons we will explore why the German people allowed it to happen.


Lesson Four: Keeping Control and the Role of the Churches

Once Hitler was in power, how did he stay in power?

PowerPoint: Keeping Control

Post a discussion: What was the reaction of the Churches to Hitler's rule?


 Lesson Five: Keeping Control: Racism

The Role of Racism in Keeping Hitler in Power


Lesson Six: Keeping Control: The Nazi Youth

View "Heil Hitler, Confessions of a Nazi Youth" and answer the discussion questions

Watch Video: Before the Fall


Lesson Seven: Keeping Control: Propaganda

View Nazi Propaganda Exhibit and complete the following handout

PowerPoint Presentation on Propaganda

View Documentary: Joseph Goebbels Speaks


Lesson Eight: How did Nazi Rule Affect German Citizens?

Handout: Life in Nazi Germany: Women and the Family.

How did Nazi rule affect German citizens?

PowerPoint: Nazi Rule and German Citizens


Lesson Nine: Interview Hitler Activity

Go back in time and do an interview with Hitler. Use the website to do an interview with Hitler. Make sure you click on the bottom of the page and print a copy of your interview with Hitler. This will need to be turned in along with the newspaper article that you created.


Lesson Ten:

Reading: If Hitler Asked You To Execute a Stanger, Would You? Probably.

Do the Reading: A Matter of Obedience from Facing History: The Holocause and Human Behavior. You should be prepared for a discussion tomorrow on the topic of obedience.

View Milgrim Experiment Video


Lesson Eleven:

Do the Reading: Reserve Police Battalion 101 and write your reaction to the article. You may want to consider the following points:
  • What part did peer pressure play in the masacre? What part did opportunism play? Antisemitism? What other factors may have influenced participation?
  • The officers described in the reading were concerned for their own psychological well-being and that of their men. Yet they showed no concern for their victims. What does this suggest about their sense of morality- of right and wrong?
  • What does Chris Browning mean when he writes, "Afer Jozefow, nothing else seemed so terrible"?
  • Browning writes of the men who took part in the murders, "A few who admitted that they had been given the choice and yet failed to opt out were quite blunt. One said that he had not wanted to be considered a coward by his comrades. Another- more aware of what truly required courage-said quite simply: 'I was cowardly.'" Write a working definition of the word coward.
  • The film Genocide shows Heinrich Himmler visiting a pit during an Einsatzgruppen action. As he bent forward to see what was happening, he "had the deserved good fortune to be splattered with brains." According to wtinesses, he was more shaken by the damage to his uniform than by the murders. How do you account for his response?


Assignment Twelve: Prepare for Exam

Use the flashcards and games to review for your exam over the rise of Hitler.

Mrs. Renken's Flash Cards

Fling the Teacher: Hitler

Penalty Shot Game : Hitler

Beat da Bomb Game: Rise of Hitler

Walk the Plank: Hitler and the beginning of WW II

Walk the Plank: Nazi Propaganda

Walk the Plank: Hitler's Rise to Power

Walk the Plank: The History of Hitler

Walk the Plank: Hitler taking Power 1933-1934


Many historians still think that the Second World War was Hitler's personal war, and that he always intended to fight a war - as a re-run of a First World War he did not believe that German had lost fairly.


This drawing by the British Cartoonist David Low (20 March 1935) is titled 'Cause comes before effect'. The cartoon shows Hitler's armies marching past him - but at the front are politicians such as Chamberlain, Clemenceau, Laval and Mussolini, and they are saluting Hitler too. They have rolled up the Versailles Treaty and carry a flag saying '10 years of lost opportunity'. The message of the cartoon is that Hitler may be bringing war, but it is the politicians of France, Britain and Italy who are to blame - for letting him.