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Teaching the Holocaust and other Genocides
 
Created in collaboration with the Holocaust & Human Rights Center, the NYS Education Department, and the NYS Archives Partnership Trust.

Rise of Nazism

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Activity Overview
Organized as a gallery walk, this learning activity gives students several primary and secondary sources to analyze to answer the essential question, "How did the social, economic, and political conditions after World War I contribute to the rise of Nazism?" The learning activity can be done in the classroom or assigned as an online activity. The link to the teacher page of the online activity is given at the bottom of this page. 
Grade Level
7-12
ELA Standards for Literacy in History/Social Studies
RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
RH9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors    take.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars.
SEL Benchmarks
2A. Recognize and build empathy for the feelings and perspectives of others.
2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.
3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.
Objectives
Students will examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s.
Students will read parts of political platforms and make a reasoned judgement of how each citizen voted.
Students will consider why voters may have chosen the Nazi Party.

Essential Question

How did the social, economic, and political conditions after World War I contribute to the rise of Nazism?

Materials

Graphic Organizer
Document 1 - Excerpts from the Treaty of Versailles (1919) with map
Document 2 - “The Stab in the Back – Myth or Reality”
Document 3 - The Weimar Republic
Document 4 - The Occupation of the Ruhr Valley (1923)
Document 5 - Hyperinflation  (1923)
Document 6 - Unemployment
Document 7 - The Election of 1932: Party Platforms

Instructional Plan and Activities

In Classroom 

(Print out each document to place at stations around the classroom): 
Print out Graphic Organizer for students to fill out.

Gallery Walk Activity 

Before the lesson, the teacher should hang a few copies of Documents 1-6 around the room so that students can visit each.

Do Now 

Teacher sets the scenario and gives instructions by reading the following:
Imagine that you are a German citizen living between the World Wars. As you visit the six stations posted around the room, imagine that you are bearing witness to these events and issues as they are occurring. Answer the questions as you go to each station    
The Questions: YOUR NOTES (You should include the main idea & as many specific details as you can. You may use bullet form. How do you feel as a German about the event being shown? Explain.

Main Activity 

Have the students, either individually or with a partner, visit the stations with their graphic organizer. Give 20-25 minutes depending on the class.

Share Out 

Take an opportunity to ask students to share out any information that they find interesting, or to clear up anything that they find confusing. Ask about how they felt as Germans living at this time.

Election of 1932 

Hand out Document 7, “The Election of 1932: Party Platforms” Have students read the platforms and decide which of the three political parties they might support in the coming election. Go over their responses and find out which party was elected. Have students answer the “Essential Question: How did the social, economic, and political conditions after World War I contribute to the rise of Nazism?”

Growth of Nazi Germany Map
The Growth of Nazi Germany
Credit: Facing History & Ourselves
 
Online Version of Learning Activity
Rise of Nazism

Rise of Nazism