Lesson 11 of 23
Duration:
One 50-minute class period

Dismantling Democracy

From the Unit:

Essential Questions

Unit Essential Question: What does learning about the choices people made during the Weimar Republic, the rise of the Nazi Party, and the Holocaust teach us about the power and impact of our choices today?

Guiding Questions

  • What steps did the Nazis take to transform Germany into a dictatorship during their first two years in power?
  • What can we learn from the rise of the Nazis about what makes democracy fragile?

Learning Objectives

  • Students will learn about the transformation of Germany into a dictatorship in 1933–1934 and draw conclusions, based on this history, about the values and institutions that might serve as a bulwark against dictatorship and make democracy possible.

Overview

In previous lessons, students traced the rise of the Nazi Party during the years of the Weimar Republic in Germany, and they explored the political climate that led both to the Nazis becoming the most popular political party in Germany and to the appointment of Adolf Hitler as chancellor. In this lesson, students will continue this unit’s historical case study by learning about the National Socialist revolution that followed Hitler’s appointment as chancellor and analyzing the steps the Nazis took in 1933 and 1934 to dismantle democracy in Germany and establish a dictatorship. In the process, students will continue to deepen and extend their study of democracy and reflect on the idea of democracy’s fragility. By examining how democracy was replaced with dictatorship in a relatively short period of time in Germany, students will begin to draw conclusions about the responsibilities shared by both leaders and citizens for democracy’s survival.

Context

Historians point out that Hitler’s political position upon his appointment as chancellor in January 1933 was precarious. Yet, by July of 1933, Hitler and the Nazis had succeeded in dismantling democracy and laying the foundation for dictatorship in Germany. Few Germans believed this could happen. In fact, many did not believe Hitler would remain in power for long. After all, in the 14 years since the creation of the Weimar Republic, Germany had had 14 chancellors, most of whom served for less than a year. Recalling a discussion with his father on the day Hitler became chancellor, journalist Sebastian Haffner wrote in 1939:

I discussed the prospects of the new government with my father. We agreed that it had a good chance of doing a lot of damage, but not much chance of surviving very long...How could things turn out so completely different?1

The events described in this lesson begin to answer Haffner’s question. The Nazis moved swiftly in early 1933 to take advantage of the weaknesses of the Weimar Republic. Previous chancellors had already invoked emergency powers under Article 48 of the Weimar Constitution (see Lesson 8: The Weimar Republic) to bypass the Reichstag and enact their own laws to try to pull the country out of the Great Depression. According to the constitution, only the president could invoke Article 48, so Paul von Hindenburg had to approve each of the measures chancellors took under emergency powers. Hitler seized on those powers, relying on Hindenburg’s willingness to sign off, to eliminate opposition, increase his power, and dismantle democracy.

On February 27, 1933, less than a month after Hitler became chancellor, the Reichstag building in Berlin was set on fire. While historians continue to debate who set the fire, Hitler chose to immediately blame the Nazis’ chief political competitors, the Communists. The day after the fire, Hitler used emergency powers under Article 48 to issue two decrees that suspended every part of the constitution that protected personal freedoms and also legalized the arrest of Communists and other political opponents of the Nazis. A few weeks later, on March 21, Hitler issued another decree making it illegal to speak out against the government or criticize its leaders. And three days after that—while many Reichstag deputies from opposing parties were in prison, exile, or hiding—the Reichstag passed the Enabling Act, which gave Hitler and his cabinet the power to enact laws that overrode the constitution and the power to imprison anyone Hitler deemed an enemy of the state. That day, the Nazi government also announced the opening of the first concentration camp at Dachau to hold Communists and other political prisoners. The Nazis continued to attack opposing parties and organizations through the summer of 1933, dissolving trade labor unions in May and outlawing the Social Democratic Party in June. By July, remaining political parties dissolved and the Nazi Party was the only legal party in Germany.

In the first six months of Hitler’s chancellorship, the Nazis also stepped up violence, intimidation, and terror toward the German people. The SA and SS attacked political dissenters in the streets, and the secret police force known as the Gestapo was created in April to spy on, interrogate, and imprison citizens in order to “protect public safety and order.” The Nazis initiated attacks on homosexual men, imprisoning dozens under a long-existing law (Paragraph 175) that was not regularly enforced by the Weimar Republic. The Nazis also targeted Jews, imprisoning Jewish immigrants and attacking Jewish judges, lawyers, and shopkeepers. On April 1, the Nazis called for a nationwide day-long boycott of Jewish businesses. The boycott did not receive the widespread support the Nazis had hoped for; in some places in Germany people embraced the attack on Jewish businesses, but in other places people deliberately shopped in Jewish-owned businesses in defiance. Regardless, the event signaled the Nazis’ intent to target German Jews and foreshadowed the onslaught of discrimination that would soon follow. On April 7, a new law to “restore” Germany’s civil service went into effect, forcing the firing of Jews (and individuals deemed disloyal to the nation) who worked for government institutions.

In addition to people, the Nazis also began to attack ideas. On March 13, 1933, Hitler established the Reich Ministry of Public Enlightenment and Propaganda and put Joseph Goebbels in charge. The ministry set out to coordinate every form of expression in Germany—from music to radio programs to textbooks, artwork, newspapers, and even sermons—crafting language and imagery carefully to praise Nazi policies and Hitler himself and to demonize those who the Nazis considered enemies. On May 6, Goebbels led the first book burning, which the German Student Association declared was a nationwide “Action against the Un-German Spirit.”

After July 1933, Hitler grew more concerned with his opposition within the Nazi Party itself. He feared that the SA, whose members outnumbered the German military, and its leader, Ernst Röhm, had become too powerful. On June 30, 1934—in what became known as “the Night of the Long Knives”—Hitler ordered the SS and the regular army to murder more than 200 SA leaders, including Röhm, and other high-profile political threats to the regime. According to historian Lucy S. Dawidowicz, the massacre was accepted by many Germans who “believed that the purge of the SA represented Hitler’s wish to halt the arbitrary terror of the SA in the streets and to restore a measure of legality to the country."2

On August 2, 1934, President Hindenburg died and Hitler combined the positions of president and chancellor into a new position he called Führer. The dictatorship was complete.

In response to his own question—how could things turn out so differently?—Sebastian Haffner answered:

Perhaps it was just because we were all so certain that they could not do so—and relied on that with far too much confidence. So we neglected to consider that it might, if worse came to worst, be necessary to prevent the disaster from happening...3

In this lesson, and especially in the lessons that follow, students will wrestle with the question of how Germans like Haffner might have tried to resist or prevent the Nazis’ takeover and the atrocities that followed. The rapidity of the events that transformed Germany during that time suggests a sense of inevitability. However, it is important to help students look closely at each of these events and consider the agency of individuals, groups, and the public at large to influence the actions of the Nazi Party and resist the revolution. That level of agency varied from person to person and depended on circumstances and time.

There is evidence, after all, that Hitler and the Nazis were responsive to pressure against their policies from leaders such as Hindenburg as well as from public opinion. Historian Doris Bergen writes: “Hitler and his associates in the new German leadership struck in dramatic, decisive ways, but they also tested the public response to each move before proceeding further.”4 Yet public opinion did not stop Germany’s descent into Nazi dictatorship. While a few Germans resisted or protested, others were true believers in the Nazi program. Still others were swept up in the energy and excitement of Nazi rallies and parades, or appreciated the order that the Nazis appeared to bring to German society in an unsettled time. Crucially, still others were troubled by the Nazis but felt intimidated and afraid to act. This lesson asks students to begin to consider the human behavior that may have influenced all of these responses, a topic that will be explored more deeply in subsequent lessons.

Citations

  • 1 : Sebastian Haffner, “Street-Level Coercion,” in How Was It Possible? A Holocaust Reader, ed. Peter Hayes (Lincoln, NE: University of Nebraska Press, 2015), 118–19, excerpt from Defying Hitler: A Memoir, trans. Oliver Pretzel (New York: Farrar, Straus and Giroux, 2002), 106–08. Reproduced by permission from Farrar, Straus & Giroux.
  • 2 : Lucy S. Dawidowicz, The War against the Jews, 1933–1945 (New York: Holt, Rinehart and Winston, 1975), 82.
  • 3 : Haffner, “Street-Level Coercion.”
  • 4 : Doris L. Bergen, War and Genocide: A Concise History of the Holocaust, 3rd ed. (Lanham: Rowman & Littlefield, 2016), 73.

Notes to Teachers

  1. Assigning Reading: Heterogeneous or Leveled Groupings of Students
    To learn about the many ways the Nazis created a dictatorship in Germany, groups of students will read one of five articles highlighting significant events from 1933 and 1934. The readings vary in length from half a page to two pages, so you might consider in advance how you will group students for this activity. One option is to create heterogeneous groupings of readers so that the stronger readers can assist struggling ones with pacing, vocabulary, and comprehension. Alternatively, you might group students by level and work more closely with struggling readers to target specific literacy skills while allowing the more confident readers to tackle the content independently.

  2. Reviewing Characteristics of Democracy
    In Lesson 8, the class brainstormed characteristics of democracy. Students will refer to their notes from that discussion in this class. If you collected their ideas about democracy on chart paper, you might hang it in the room before class so it is ready to review in the first activity. As noted in Lesson 8: The Weimar Republic, make sure that the chart paper includes “free and fair elections,” “the rule of law,” “equality before the law,” “free expression,” “free press,” and “freedom of religion,” if they are not already there.

  3. Previewing Vocabulary
    The following are key vocabulary terms used in this lesson:

    • Dictatorship
    • Fragile
    • Dissent
    • Propaganda
    • Civil service

    Add these words to your Word Wall, if you are using one for this unit, and provide necessary support to help students learn these words as you teach the lesson.

Materials

Activities

  1. Contrast Democracy and Dictatorship
    • Start the class by asking students to review their notes, or the class chart, from their Lesson 8 discussion about the characteristics of democracy. Then introduce the concept of dictatorship. You might create a similar chart for dictatorship as you did for democracy, or you can simply provide students with the following definition:

      A government ruled by a single person (or a small group) who has absolute power to make and enforce laws without the consent of the people or other branches of the government.
    • Then show students the video From Democracy to Dictatorship (03:00), in which Holocaust survivor Alfred Wolf recalls how he realized that dictatorship was taking hold in Germany.
    • After watching the video, ask students to respond in their journals to the following prompt:

      For Alfred Wolf, what were the signs that a dictatorship was replacing democracy in Germany in 1933? What else do you imagine might be a sign of such a change? What might you be able to do if you lived in a democracy that you wouldn’t be able to do if you lived in a dictatorship?

      After a few minutes, ask students to share some of their ideas as you write them on the board.

  2. Introduce Key Events in the Nazis’ First Two Years in Power
    • Introduce the video Hitler’s Rise to Power, 1933–1934 (7:45). It provides an overview of the two years following Hitler’s appointment as chancellor of Germany. Explain to students that they will learn about some of the events that the video touches upon in more detail later in the lesson.
    • Pass out the handout Hitler’s Rise to Power, 1933–1934 Viewing Guide (Spanish version) and instruct students to respond to the first two questions on the handout as they watch the video. You might briefly pause the film two or three times to allow students some extra time to write their notes. After the film, ask students to complete the two reflection questions on the handout. They can complete this step independently or with a partner.
    • Debrief the video by reviewing the questions on the viewing guide and discussing the information students should have recorded.
  3. Explore Pivotal Choices in the Dismantling of Democracy
  4. Discuss Democracy’s Fragility
    • Have a short discussion with students about the meaning of the word fragile. What does it mean for something to be fragile?
    • Then have students review their Democracy to Dictatorship Reading Analysis (Spanish version) handouts, and discuss with them the questions below. Time permitting, use the Fishbowl teaching strategy to structure this conversation.

      • In what ways is democracy fragile?
      • What makes democracy strong (or less vulnerable to becoming a dictatorship)?
    • Make sure that students support their thinking with information from their analysis handouts and the readings they analyzed. Record on the board important points that come up in the conversation, and instruct students to copy them into their journals at the end of the discussion.

Assessment

  • To assess students’ understanding of the factors that led to the destruction of democracy and rise of dictatorship in Germany, assign them to create a pie chart to represent the distribution of responsibility for that transformation between the groups listed below. They can create the chart individually or in pairs, and they should use evidence from the video Hitler’s Rise to Power, 1933–1934 and the readings they analyzed in this lesson. Use the following prompt to spark their thinking:

    • What role did each of the following individuals or groups play in the destruction of democracy in Germany?
      • Adolf Hitler
      • President Hindenburg
      • Members of the Reichstag
      • German citizens
      • Other (label who on your pie chart)
  • Carefully observe the Fishbowl discussion about the fragility of democracy to assess students’ ideas about what the history covered in this lesson suggests about the importance of protecting democracy. You might tell students in advance that they will be assessed on these conversations in order to ensure that everyone contributes.

Extensions

  1. Watch Hitler’s First Victims
    The video Hitler’s First Victims (11:00) details the Nazis’ response to the Reichstag fire, the opening of Dachau, the first Nazi concentration camp, and the murders of four Jewish prisoners at the camp. The story of the murders and the response to them by investigators, bureaucrats, and Nazi officials sheds light on the relationship between the Nazi program, the law, the government bureaucracy, and public opinion in 1933, and it helps students consider the consequences of the choices made by a variety of individuals and groups at that crucial point in time.
  2. Examine How the Nazis Stifled Dissent
    The reading Storm Troopers, Elite Guards, and Secret Police introduces the Gestapo, or Nazi secret police. The resource book Holocaust and Human Behavior includes more information on the Gestapo and its tactics in the readings Spying on Family and Friends and Speaking in Whispers. You might include one or both of these readings in the main activity above, or you can share these readings with students after the main activity and discuss the following questions:

    • What is the role of dissent in a democracy?
    • How did the Nazis use fear and suspicion to stifle dissent?
    • Can democracy survive in a society in which neighbors do not trust each other?

Unit

Introduction
Holocaust

Get Started

Begin here to find useful information and rationale for teaching this unit.

Lesson 1 of 23
Holocaust

Introducing The Unit

Students develop a contract establishing a reflective classroom community in preparation for their exploration of this unit's historical case study.

Lesson 2 of 23
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Exploring Identity

Students identify the social and cultural factors that help shape our identities by analyzing firsthand reflections and creating personal identity charts.

Lesson 3 of 23
Holocaust

Stereotypes and “Single Stories”

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

Lesson 4 of 23
Holocaust

Universe of Obligation

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.

Assessment

Topic

Holocaust
Step 1:

Introducing the Writing Prompt

Students draft a working thesis statement for an argumentative essay about the impact of choices in history.

Lesson 5 of 23
Holocaust

The Concept of Race

Students analyze the socially constructed meaning of race and examine how it has been used to justify exclusion, inequality, and violence throughout history.

Lesson 6 of 23
Holocaust

The Roots and Impact of Antisemitism

Students explore the long history of discrimination against Jews and come to understand how anti-Judaism was transformed into antisemitism in the nineteenth century.

Lesson 7 of 23
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World War I and Its Aftermath in Germany

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.

Lesson 8 of 23
Holocaust

The Weimar Republic

Students reflect on the idea of democracy as they analyze the politics, economics, and culture of Germany during the period of the Weimar Republic.

Assessment

Topic

Holocaust
Step 2:

Introducing Evidence Logs

Students start to gather evidence that supports or challenges their initial thinking about the writing prompt.

Lesson 9 of 23
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The Rise of the Nazi Party

Students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s.

Lesson 10 of 23
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European Jewish Life before World War II

Students analyze images and film that convey the richness of Jewish life across Europe at the time of the Nazis’ ascension to power.

Lesson 11 of 23
Holocaust

Dismantling Democracy

Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.

Lesson 12 of 23
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Do You Take the Oath?

Students consider the choices and reasoning of individual Germans who stayed quiet or spoke up during the first few years of Nazi rule.

Lesson 13 of 23
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Laws and the National Community

Students are introduced to the Nazis’ idea of a “national community” and examine how the Nazis used the Nuremberg Laws to define who belonged.

Assessment

Topic

Holocaust
Step 3:

Adding to Evidence Logs, 1 of 3

Students respond to the writing prompt in a journal reflection and begin to evaluate the quality of the evidence they are gathering.

Lesson 14 of 23
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The Power of Propaganda

Students analyze several examples of Nazi propaganda and consider how the Nazis used media to influence the thoughts, feelings, and actions of individual Germans.

Lesson 15 of 23
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Youth and the National Community

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.

Lesson 16 of 23
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Kristallnacht

Students learn about the violent pogroms of Kristallnacht by watching a short documentary and then reflecting on eyewitness testimonies.

Lesson 17 of 23
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Responding to a Refugee Crisis

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.

Lesson 18 of 23
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Race and Space

Students examine the Nazi ideology of “race and space” and the role it played in Germany’s aggression toward other nations, groups, and individuals.

Assessment

Topic

Holocaust
Step 4:

Adding to Evidence Logs, 2 of 3

Students share their ideas about the writing prompt in groups and continue to build their evidence logs.

Lesson 19 of 23
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The Holocaust: Bearing Witness

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.

Lesson 20 of 23
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The Holocaust: The Range of Responses

Students deepen their examination of human behavior during the Holocaust by analyzing and discussing the range of choices available to individuals, groups, and nations.

Lesson 21 of 23
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Justice and Judgment after the Holocaust

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.

Assessment

Topic

Holocaust
Step 5:

Adding to Evidence Logs, 3 of 3

Students approach the unit writing prompt in its entirety through journal reflection, evidence, gathering, and discussion.

Lesson 22 of 23
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How Should We Remember?

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.

Lesson 23 of 23
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Choosing to Participate

Students use the “levers of power” framework to identify ways they can bring about positive change in their communities.

Assessment

Topic

Holocaust
Step 6:

Refining the Thesis and Finalizing Evidence Logs

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

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