Decision-Making in Times of Injustice Lesson 8

8/14/2019 Decision-Making in Times of Injustice Lesson 8

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Lesson 8 114

The Fragility of Democracy: Hitlers Rise to Power

?WHY teach this material?Rationale

In the previous lesson, students learned that the Nazis wonmore votes than any other political party in Germany duringthe elections held in July and November of 1932. The pur-pose of this lesson is twofold: 1) to help students understandhow Hitler was able to use the Nazis victory in these elec-tions to suppress opposition, control the spread of informa-

tion, use fear to establish authority, and, ultimately, to makehimself Fhrer, the supreme leader of Germany, and 2) tohelp students recognize how the choices made by Germancitizens, members of parliament, and other leaders con-tributed to Hitlers rise to power. Focusing on the choicesmade by ordinary people helps students appreciate how his-tory is shaped by the everyday actions of individuals andcounters the popular narrative that only leaders have thepower to influence society. An awareness of how people likethem have impacted the past encourages adolescents to seethemselves as potential change-makers as well. The materialsand activities suggested in this lesson also help students

understand how democracy can be undermined without anindependent judiciary, civil liberties, and citizens who areencouraged to think critically.

L E A R N I N G G O A L S :

The purpose of this lesson is to help students:

Reflect on these guiding questions about history and human behavior: What is a dictator? What is a dictatorship? What happened to allow Hitler to become dictator of Germany? What makes a democracy fragile? What can be done to protect and strengthen democracy?

Practice these interdisciplinary skills: Paraphrasing Understanding the chronology of events on a timeline Presenting information to others

To deepen your understanding of the ideas in this lesson, read Chapter Four in Facing

History and Ourselves: Holocaust and Human Behavior.

Lesson 8

This 1930 postcard depicts Hitler and a stormtrooper

watching over a Nazi Party rally.


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Using historical evidence to answer questions about the past

Deepen understanding of these key terms: Dictator/dictatorship Democracy Article 48

President Hindenburg Reichstag (parliament) Veto Chancellor Citizen Gestapo

(See the main glossary in the units Introduction for definitions of these keyterms.)

?WHAT is this lesson about?In the previous lesson, students learned that the Nazis won more votes than any otherpolitical party in Germany during the July 1932 elections. Even though they only won37% of the votes, signifying that more than half of the German electorate did notvote forthe Nazi Party, this was during an election that included over thirty political parties.Some of these parties endorsed ideas similar to those of the Nazis. While the results ofthe July 1932 elections demonstrated substantial support for the Nazis, they still did nothave the support of the entire populace. Less than two years later, with the support of90% of the electorate, Hitler declared himself Fuhrer (dictator) and announced thebeginning of Germanys Third Reich (empire). How did this happen?

One way of answering this question is through the lens of what Hitler did to make him-

self dictator. A more sophisticated understanding of this history requires us to look notonly at Hitlers actions, but also to recognize how the choices made by German citizens,members of parliament, and other leaders contributed to Hitlers rise to power. For exam-ple, the election of 1932 put Hitler in the position to become Chancellor, and from thatposition of power he was able to manipulate Germanys democratic system. Hitler hadspent years trying to obtain a leadership position in German government. Twice he hadrun for president and twice the German citizens had decided to elect someone else. In1932, however, with the Nazi Party obtaining more votes than any other political party(although still not a majority), Hitler could now pressure Germanys aged president, Paulvon Hindenburg, to appoint him as Chancellor, head of Germanys Reichstag (parlia-ment). President Hindenburg and his advisers knew that in order to pass the laws neededto improve the economy, they would need the support of the Nazi Party. Even though

they were wary of Hitlers ultimate intentions (after all, he had spoken against having ademocratic Germany on multiple occasions), President Hindenburg and his advisers stillhad several reasons for appointing Hitler to the position of Chancellor. Some ofHindenburgs advisers believed that Hitlers ambitions could be tempered once he hadreal leadership. And other advisers believed that Hitler and the Nazis would lose credibil-ity as soon as they showed that they could not right Germanys economy. Imagine howhistory might have been different if President Hindenburg had decided that, based onHitlers earlier rhetoric, he could not be trusted in this powerful position.

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Wielding his new authority, one of the first moves Hitler made was to begin arresting andintimidating members of the Communist Party, one of the Nazis most powerful politicalrivals. Still, Hitler could not eliminate the communists entirely because the WeimarConstitution protected citizens rights to form political parties. When the Reichstag wasset on fire on February 27, 1933, Hitler seized an opportunity for increasing his power.Immediately after the fire, Hitler blamed the communists. To this day, historians havenot proven who started the fire, but regardless of who actually committed the crime,many Germans believed Hitlers claim that the communists were responsible for thiscrime. The nation was in a state of crisis, and amidst crisis people generally seek the com-fort of certitude rather than begin investigations that may lead to further questions anduncertainty. In this context, Hitlers request for President Hindenburg to invoke Article48 for the purpose of protecting public safety might not have seemed strange or suspi-cious to the German people. After all, they had just witnessed one of the major symbolsof government, the parliament building, go up in flames.

Excerpt of Article 48 from the Weimar Constitution1

In case public safety is seriously threatened or disturbed, the ReichPresident may take the measures necessary to reestablish law and order, ifnecessary using armed force. In the pursuit of this aim, he may suspendthe civil rights described in articles 114, 115, 117, 118, 123, 124 and153, partially or entirely.

Article 48 was written into the Weimar Constitution to help the government cope duringtimes of crisis. This clause allowed the president to issue edicts which had the force of lawduring a crisis, even those that suspended civil liberties normally protected by the consti-tution. Article 48 was viewed by many as a safety valve to protect Germany during stateemergencies. When the constitution was being drafted in the aftermath of World War I,

Germany endured considerable economic and political challenges. At this time, it was notuncommon for political parties to fight against each other both verbally and physically.The drafters were concerned that there might be occasions when competing political par-ties would not be able to reach any agreement, and this could be a serious problem ifGermany were faced with a crisis, such as the hyperinflation that plagued Germany in1923. Indeed, Germanys first elected president invoked Article 48 over one hundredtimes during his six years in office.2 Thus, it was not without precedent when PresidentHindenburg invoked Article 48 and suspended parliament after the Reich fire.

Article 48 allowed Hitler to use the emergency power of the president to issue two lawsthat suspended civil liberties, especially for those who opposed Hitler and the Nazis.Hitlers main targets were communists and anyone suspected of being a communist.

Hitler knew that even with Article 48, the members of the Reichstag still had somepower. Hitler could pass laws, but those laws could be vetoed with a majority of votes inthe parliament. Thus, Hitlers first priority was silencing those who might oppose his laws.He did this in several ways: Hitler created his own secret-service agents, the Gestapo, whodid not work under the supervision of the judiciary. He also established a concentrationcamp at Dachau for anyone suspected of treason, which according to Hitler meant any-one associated with the communists. So, even though after new elections were held inMarch the communists were entitled to 81 deputies in the Reichstag, most of these


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representatives never claimed their seats; they were either already jailed or in hiding. Notonly did communists have reason to fear the Gestapo; anyone suspected of speakingagainst the Nazis could be physically threatened or jailed.

Without sufficient opposition to veto his proposals, Hitler was now able to push manylaws through the Reichstag. Hitler established a new government department, the

Ministry of Public Enlightenment and Propaganda, under the leadership of his top aide,Joseph Goebbels. Goebbels helped organize book burnings to eliminate information con-trary to Nazi ideology. He also used newspapers, political posters, and artists to spreadlies about Jews, communists, and other groups deemed undesirable, and to publicize howthe Nazi Party would improve the fate of the German people. Less than five months afterHitler was appointed Chancellor, the Reichstag approved the Enabling Act, a law whichsuspended the constitution indefinitely, and the Law Against the Establishment of Parties,

which outlawed all political parties except for the Nazi Party. By establishing these laws(which will be explored in Lesson 10), Hitler manipulated the tools of democracy toremove opposition and consolidate his power.

While it may appear that due to Hitlers support in parliament he could not be stopped,in truth, at any point, President Hindenburg could have removed Hitler from the posi-tion of Chancellorit was within his authority to do so. Yet, he believed that Hitlercould be controlled better from within the ranks of government, and, in a few instances,Hitler demonstrated a capacity for compromise with the President. For example, lettersexchanged between Hitler and Hindenburg in 1933 suggest that the President had somereservations about the Law for the Restoration of the Professional Civil Service, namelythat the law would have fired Jews who had loyally served in the German army during

World War I. To appease Hindenburg, Hitler amended the law to allow Jewish war veter-ans to keep their civil service positions. While the President could have used the powergiven to him by the Constitution to dismiss Hitler as Chancellor, other circumstancesmade it difficult for Hindenburg to take this dramatic action (e.g., his party was second

in popularity to the Nazi party, he was 85 years old, and he was in poor health).

On August 2, 1934, President Hindenburg died. After President Hindenburgs death,Hitler suggested that he should hold the positions of both President and Chancellor; hecalled this new position Fhrer. Hitler put his suggestion to a national vote. On August20, 90% of the German electorate agreed that Hitler should have complete control of allaspects of government. Ironically, it took an election to finally dismantle democracy inGermany. Hitler himself asserted that he became dictator through the will of the people.The German people would not vote again until after World War II.

In what ways were German citizens responsible for Hitlers rise to power? What couldhave happened to prevent Hitler from becoming a dictator? Why did the majority of

German citizens stand by while their power as citizens was undermined by Hitlers poli-cies? One way to begin answering these questions is to examine how fear, conformity,self-preservation, obedience, prejudice, and opportunism shaped the actions and attitudesof German citizens at this time. Because these factors exist in any society, studying the

Weimar Republic and Hitlers path to dictatorship can help us understand threats to ourown democratic way of life. Studying this history illuminates the fragility of democracyand warns us that, as citizens, it is our responsibility to protect the ingredients that arevital to maintaining a healthy democracy, ingredients such as an independent judiciary,state-protected dissent, freedom of speech, and an active, mindful citizenry.

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Related readings inFacing History and Ourselves: Holocaust and Human Behavior

Hitler in Power, pp. 15152The Democrat and the Dictator, pp. 15560Threats to Democracy, pp. 16062Targeting the Communists, pp. 16265Targeting the Jews, pp. 16567Dismantling Democracy, pp. 16970Turning Neighbor Against Neighbor, pp. 17172Taking Over the Universities, pp. 17273Killing Ideas, pp. 17982Whenever Two or Three Are Gathered, pp. 18283Breeding the New German Race, pp. 18386One Nation! One God! One Reich! One Church! pp. 18689Pledging Allegiance, pp. 19798

?HOW can we help students engage with this material?

Duration: one class period

Materials

Handout 1: Timeline: Hitlers rise to powerHandout 2: Timeline presentation: Hitlers rise to power

Opener

To appreciate the significance of Hitlers rise to power, students need to understand theconcepts dictator and dictatorship, especially in relation to living in a democracy.

One way to help students develop an understanding of these concepts is to ask them torespond to the following prompts:

What is a dictator? What is the difference between a democratic leader and a dictator? How might your life be different if you lived in a dictatorship instead of a democracy?

Or, you might ask students to respond to this scenario: Imagine waking up in the morn-ing to learn that the president of the United States shut down Congress, closed all of thecourts, and cancelled elections. How might you react to such news? How might your lifebe different as a result of this change in government? If you have time, this prompt canbe used as a creative writing activity, with students writing and sharing stories about how

life could change under a dictatorship.

Students sharing of responses to any of these prompts provides an opportunity to createa working definition of the words dictator and dictatorship. Students can record theirdefinitions in their journals and you can add them to a word wall. Explain to studentsthat in this lesson they will be learning about how Germany went from being a democ-racy to becoming a dictatorship. At this point in the unit, it is appropriate for students tohave only a basic understanding of these concepts. The material in this lesson, and in the

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remaining lessons in this section, will help students develop a more sophisticated under-standing of the distinction between a dictatorship and a democracy.

Main Activities

To understand Germanys transformation from a democracy to a dictatorship, it is impor-

tant for students to be familiar with the small steps made by Hitler and the Nazis to carveaway at political and civil liberties between 1933, when Hitler became Chancellor, andAugust of 1934, when Hitler became dictator of Germany. One way to teach studentsthis history is through a human timeline activity. This strategy enables teachers to usephysical activity to help students understand the chronology of events, and improves theretention of material by having students present historical information to their peers.

Alternatively, you could use the ideas in the timeline as the basis of a lecture.

Step One: Pre-class set up

Handout 1 presents a sample timeline you can use to help students identify the steps thatallowed the Nazis and Hitler to establish a dictatorship. The timeline of Hitlers rise to

power includes 16 items. Adapt this list to best meet the needs of your students; youmight combine items, delete items, or add additional items. Some teachers assign eachstudent their own timeline item to present and other teachers have found that this activ-ity works best if timeline items are presented by pairs. In preparation for this activity, wesuggest placing each of the events on an index card or an 8 1/2 x 11 sheet of paper,along with the date when it occurred.

[Note: Rather than distributing the timeline slips randomly, you might want to give cer-tain students easier or more challenging items. Some of the events on the timeline aremore challenging to understand and interpret than other items. For example, the firstitem on the timeline explains the Weimar Constitution. Because this material was coveredin the previous lessons, this information should already be familiar to many students. The

next item on the timeline goes into detail about Article 48. This is new material and maybe challenging to understand without reading the text several times.]

Next, because students are able to see and hear each other better in a U-shaped line thanin a straight line formation, identify a location in or near your classroom that will allowfor students to form a U-shape. You can have students stand for this activity, or you canarrange chairs in a U-shape.

Step Two: Establishing context for the timeline activity

Before students begin the human timeline activity, establish a context for thechronology students will be focusing on. The suggested opener activity meets this

goal. If you skipped the opener, we suggest taking a few minutes to review thematerial from the previous lesson. Then, explain to students that through this time-line they will learn about how the success of the Nazi Party in the 1932 electionsput Germany on the path from democracy to becoming a dictatorship. To remindstudents of the purpose of the timeline activity, you can write this lessons guidingquestion on the board: What happened to allow Hitler to become dictator ofGermany?

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The following terms are used throughout the timeline. If you think your students may beunfamiliar with these items, you might want to review them before they begin their

work.

Reichstag/Parliament the government institution where laws were made, like theU.S. Congress.

Chancellor the leader of the Reichstag. The Chancellor decided which laws getvoted on. President the head of state. The President controlled the military, appointed the

Chancellor, and decided when elections would be held. Constitution/Article The Weimar Constitution, like the U.S. Constitution, is

divided into articles. The articles explain how the government should be organizedand the rights citizens should have.

Veto To disapprove of a law.

Step Three: Individuals or pairs prepare timeline presentations

Whether students work individually or in pairs, here is an example of instructions you

can provide:1. Read over your timeline item once or twice.2. Rewrite the timeline item in your own words. You should not read from your time-

line slip when you present this event to the class; you should explain this event inyour own words. If you are having trouble writing the statement in your own words,ask for help.

3. How does knowing about this event help you answer the question, What happenedto allow Hitler to become dictator of Germany? You will share at least one connec-tion between this event and Germanys path to a dictatorship with the class.

Handout 2 has been designed to help students prepare for their timeline presentations.

Step Four: Building your human timeline

Invite students to line up in the order of their events. Once everyone is lined up, theypresent the event on the timeline and how they think that event contributed to Hitlerspath to dictatorship. Be sure to provide an opportunity for students to ask questions ifthey are confused about an events impact on the health of democracy in Germany. Asstudents present, record answers to the question, What happened to allow Hitler tobecome dictator of Germany? on the board. The first item on this list might be having aclause in the constitution giving power to one person or branch of government. Otheritems that will likely be added to the list include: silencing the opposition through fear orimprisonment, using the media to control information, and citizens who follow a leader

without questioning him or her.

Follow-Through

Once students have a basic understanding of the many steps involved in Germanys pathfrom democracy to dictatorship, you can ask students to discuss who they think wasresponsible for the death of democracy in Germany. Another way to get at this questionis to ask each student to record three steps or events that contributed to the decline ofdemocracy and the rise of dictatorship in Germany. Then ask students to share what they

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wrote, noting how many of the steps place Hitler as the main actor and how many focuson the decisions made by other Germans, such as voters, Reichstag members, orPresident Hindenburg. To stimulate students ideas about the powers that shape their

world, you can use the following prompt: To what extent do you believe that leaders areresponsible for what happens versus the general public? Applied to the classroom, is suc-cessful learning a product of what the teacher does or what the students do?

Another way to end this class is to ask students to review the journal they wrote duringthe opening activity about dictatorship. Students can expand on their ideas based on theinformation they learned during the timeline activity. You might also ask students to pre-dict what might happen next in Germany now that Hitler is in complete control of thecountry and all of the democratic institutions (the constitution, independent courts, elec-tions, civil liberties, etc.) are gone.

Assessment(s)

To evaluate students understanding of how Germany grew into a dictatorship, you canask students to list at least five events or factors that contributed to the death of democ-

racy and the rise of dictatorship in Germany. This can be done during class (e.g., as partof the follow-through activity) or for homework. Students response to the following

journal prompt will also reveal their understanding of the material from this lesson: Whowas responsible for the death of democracy and the rise of dictatorship in Germany?Refer to evidence from the timeline activity in your answer. Think about an event thathas happened to you or taken place during your historical context. To what extent do youbelieve that leaders are responsible for what happened? To what extent do you believe thatindividuals or groups were responsible for what happened?

Extensions

Some teachers have found it useful to use a metaphor to represent Germanys grad-

ual transformation from democracy to dictatorship. One way to representGermanys path to dictatorship is by using a large picture of water. A full picturerepresents a healthy democracy. In January 1933, Germany was a functioningdemocracy, although there are several reasons why you might pour out some waterto represent some weaknesses in the German system. For example, as studentslearned in the previous lesson, the courts are not consistently upholding the consti-tution. You can pour out more water when students report that the president hasinvoked Article 48. More water can be poured out as students read of how Hitler islimiting opposition and controlling the spread of information. By the end of thetimeline activity, students should see that there is no water left in the pitcher, sym-bolizing the end of democracy in Germany. Teachers have also used a salami or loafof bread to illustrate this pointcutting off a slice each time something happens inGermany to weaken democracy. The main learning point is that Germany did notgo from being a democracy to a dictatorship overnight, but through a series of smallsteps.

After learning about Germanys transformation from democracy to dictatorship, stu-dents often wonder if what happened in Germany could ever happen in the UnitedStates. Thus, the material in this lesson provides an excellent opportunity to talkabout the differences and similarities between the Weimar Republic and the United

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States today. You might begin this discussion by evaluating the health of democracyin Germany at different points in time. Assuming it would receive an F by Augustof 1934, what grade would it receive in January 1933? What about July 1933? As ahomework assignment or group project, you could have students respond to theprompt, What grade would students give to the health of democracy in the UnitedStates today? Explain your answer. Identify one thing that could be done to

improve the health of democracy in the United States.

You might end this lesson by having students reflect on the phrase fragility ofdemocracy. What does it mean for something to be fragile? In what ways is democ-racy fragile? What ingredients make democracies strong (or less prone to becominga dictatorship)? You can ask students, individually or in groups, to visually represent(through drawing or collage) the phrase fragility of democracy, referring to ideasfrom this lesson.

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Purpose: To deepen understanding of the factors that protext and nurture democracy by studying Germanystransition from democracy to dictatorship. 123

Lesson 8: Handout 1

Timeline: Hitlers rise to power

1. 1919 Weimar Constitution is adopted. The constitution creates separate executive,

judicial, and legislative branches of government so that one group or person cannot

hold all of the power. It also includes articles protecting civil liberties (freedoms) such

as freedom of speech, freedom of assembly (freedom to meet in public), and freedom

of religion. The constitution also protects privacy so that individuals cannot besearched without the courts permission.

2. 1919 The constitution includes Article 48. This article suspends the constitution in

times of emergency, allowing the president to make rules without the consent of the

parliament and to suspend (put on hold) civil rights, like freedom of speech, in order to

protect public safety. Many people thought this article was a good idea because there

were so many political parties in Germany that sometimes it was difficult for them to

agree enough to pass any laws. At times of crisis, like the inflation Germany suffered in

1923 or the depression in 1929, it was important for government to respond quickly and

not be held from action by politicians who can not agree. Thus, many Germans thought

it would be wise to have a clause in the constitution that would allow the president to

take over and make quick decisions in times of emergency.

3. July 1932 The Nazi Party wins 37% of the votes. For the first time, the Nazis are the

largest and most powerful political party in Germany. Still, over half of the German citi-

zens do not vote for the Nazis and they still do not have enough seats in the Reichstag

(parliament) to be able to pass laws without getting additional votes from representa-

tives from other political parties.

4. November 1932 The Nazi Party wins 33% of the votes, but they still have more seats

in the Reichstag than any other political party.

5. January 1933 German President Paul von Hindenburg understands that he will needthe support of the Nazi Party to get any laws passed. As a result of the success of the

Nazi Party in the elections, President Hindenburg appoints Hitler to the position of

Chancellorthe head of parliament.

6. February 1, 1933 Hitler proclaims the new government of Germany by speaking

directly to the German people on the radio, not by speaking to members of parliament.

He declares, [The] new national government will consider it its first and supreme duty

to restore our nations unity of will and spirit. . . . In place of turbulent instincts, the

government will once again make national discipline our guide. A parade is held in

Hitlers honor.

7. February 27, 1933 The Reichstag (parliament) building is set on fire. Hitler quicklyblames the communists, a rival political party.


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Lesson 8: Handout 1

Timeline:Hitlers rise to power

8. February 28, 1933 Using the fire as a justification, Hitler convinces President

Hindenburg to invoke Article 48 of the Weimar Constitution in order to protect public

safety.

9. February 28, 1933 Hitler uses the emergency power of the president to issue twolaws. He says the purpose of these laws was to protect public safety. The first law

allows the government to search and confiscate private property. Government officials

are now permitted to read mail and to take belongings from peoples homes. The other

law allows him to arrest anyone belonging to rival political parties, especially commu-

nists. Because of Article 48 these laws do not need to be approved by the Reichstag. If

a majority of the members of the Reichstag do not approve of a law, they still have the

power to veto it. But, with many of his opposition jailed or scared to speak out, none of

Hitlers laws get vetoed.

10. March 11, 1933 Hitler creates a new government department, the Ministry of Public

Enlightenment and Propaganda. The purpose of this department is to spread Hitlers

ideas among the German public.

11. March 23, 1933 Hitler opens a jail for people he thinks are plotting to overthrow the

government, especially members of the Communist Party. These jails were called con-

centration camps because they concentrateda targeted or undesirable group of people

in one place where they can be monitored.

12. March 23, 1933 Hitler announces the Enabling Act, which is then approved by the

Reichstag. The Enabling Act gives Hitler dictatorial powers for four years. It allows (or

enables) Hitler to punish anyone he considers an enemy of the state. This law also

says that Hitler can pass laws that are against the ideas in the constitution. Some mem-

bers of parliament do not agree with this law. While some opponents of the Enabling

Act vote against it, many opponents of the law are in jail or in hiding. So there are not

enough votes in parliament to veto the Enabling Act.

1 3. April 26, 1933 Hitler organizes a secret state police called the Gestapo to protect

public safety and order. Gestapo police can arrest people and place them in jail with-

out any oversight by a court or judge.

14. May 6, 1933 Nazis begin holding public book burnings. Germans are asked to burn

any books considered offensive to Germany, including books by Jewish authors.

15. August 2, 1934 President Hindenburg dies. Hitler proposes a new law that would

combine the role of president and chancellor in a new position called the Fhrer (whichmeans leader in German). He calls for a vote of the German people.

16. August 19, 1934 95% of registered voters in Germany go to the polls. 90% of these

voters approve of Hitlers law making himself Fhrer. Now Hitler can say that he

became the supreme leader, or dictator, of Germany through the direct will of the

people.


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Lesson 8: Handout 2

Timeline Presentation: Hitlers rise to power

1. Read over your timeline item once or twice.

2. You cannot read directly from this paper when you give your presentation. You must

explain this specific event in your own words. If you are having trouble writing the

statement in your own words, ask for help.

Explain this event in your own words:

3. How does knowing about this event help you answer the question, What happened to

allow Hitler to become dictator of Germany? You will share at least one connection

between this event and Germanys path to a dictatorship with the class.


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Notes

1 Weimar Constitution, PSM-Data History website,http://www.zum.de/psm/weimar/weimar_vve.php#Third%20Chapter (accessed January 7, 2009).

2 Hindenburg into Dictator, Time, July 28, 1930, http://www.time.com/time/magazine/article/0,9171,739930-1,00.html?iid=perma_share (accessed January 7, 2009).

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Decision-Making in Times of Injustice Lesson 8