Title: Hitler’s Rise to Power-Webquest
Lesson Author: Jamie Bates and Michael Hincker
Key Words: Adolf Hitler, Weimar Republic, dictatorship, depression, anti-Semitism, nationalism, Beer
Hall Putsch, Mein Kampf, Treaty of Versailles, reparations, National Socialist German Workers Party
(Nazi Party)
Grade Level: 10th grade, World History and Geography: 1500 A.D. to the Present, general education
Time Allotted: 90 minutes
Rationale/ Purpose (so what?)
Political instability, revolutions, and rebellions arise for many reasons. The rise of Adolf Hitler and the Nazi Party in
Germany during the 1930s is a prime example of various forces interacting to lead to a political revolution. It is
essential that students fully understand the events, ideas, and attitudes that contributed to Hitler’s assumption of
power. Only with this understanding can students fully grasp the reasons World War II began, continued, and was so
vital to maintaining liberty around the world. This period in German history also serves as a case study for similar
situations in which a leader has emerged by taking advantage of national and international conditions and sentiments.
Key Concept(s) include definition:
dictatorship- a form of absolute rule where the leadership of the state is unrestricted by laws, constitution, or other
political and social factors in the state; one person or a small group of people has total control of the state
depression- a severe or very long recession, where the overall economic activity of a country falls; this can include the
Gross Domestic Product (GDP-all goods and services produced within a country), employment, investment, and corporate
profits; can be accompanied by falling prices (deflation) or rising prices (inflation)
anti-Semitism- hostility towards or prejudice against the Jewish people as a religious, racial, or ethnic group; can range
from individual hatred to institutionalized, brutal persecution
nationalism- extreme devotion and loyalty to one’s nation, often combined with a desire for national advancement or
independence and the belief one’s national culture and interests are above everything else
NCSS Standard(s)
SOL Information (As written in the Virginia SOL “Curriculum Framework” for the grade level)
NCSS Theme (s) with indicators: VI. Power, Authority, and Governance
Teachers of Social Studies at all levels should provide developmentally appropriate experiences as they guide learners in the study of power,
authority, and governance. They should:
-help students to explain the purpose of government and how its powers are acquired, used, and justified;
-have learners explain conditions, actions, and motivations that contribute to conflict and cooperation within and among nations;
SOL:
WHII.9
The student will demonstrate knowledge of the worldwide impact of World War I by
b) explaining the outcomes and global effect of the war and the Treaty of Versailles.
WHII.10
The student will demonstrate knowledge of political, economic, social, and cultural developments during the Interwar Period by
b) citing causes and assessing the impact of worldwide depression in the 1930s.
c) examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan, and
identifying their major leaders, i.e. Joseph Stalin, Adolf Hitler, Benito Mussolini, Hirohito, and Hideki Tojo
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Essential Knowledge
Essential Skills
(minimum for SOL Resource Guide)
(minimum for SOL Resource Guide)
Treaty of Versailles
Forced Germany to accept guilt for war and loss of territory and
pay reparations
Limited the German military
Identify, analyze, and interpret primary and secondary sources to make
generalizations about events and life in world history. (WHII.1a)
Causes of worldwide depression
German reparations
Expansion of production capacities and dominance of the United
States in the global economy
High protective tariffs
Excessive expansion of credit
Stock Market Crash (1929)
Use maps, globes, artifacts, and pictures to analyze the physical and
cultural landscapes of the world and to interpret the past. (WHII.1b)
Identify and compare contemporary political boundaries with the
location of civilizations, empires, and kingdoms. (WHII.1d)
Analyze trends in human migration and cultural interaction. (WHII.1e)
Impact of world depression
High unemployment in industrial countries
Bank failures and collapse of credit
Collapse of prices in world trade
Nazi Party’s growing importance in Germany; Nazi Party’s blame of
European Jews for economic collapse
Germany during the Interwar Period—Adolf Hitler
Inflation and depression
Democratic government weakened
Anti-Semitism
Extreme nationalism
National Socialism (Nazism)
German occupation of nearby countries
Guiding Question(s):
1. What events and attitudes led to Hitler’s rise to power in Germany?
2. What was significant about each of the causes that brought Hitler to power?
Assessment Tool(s):
Just Do It! Discussion (Informal)- Student understanding and prior knowledge of Hitler’s emergence as the leader of
Germany in the 1930s will be assessed during the Just Do It! activity and discussion.
Class Discussion (Informal)- Student understanding of the factors that brought Hitler to power in the 1930s will be
assessed during the class discussion.
Illuminated Causes Homework (Formal)- Student knowledge and understanding of each of the major causes of
Hitler’s rise to power will be assessed through the Illuminated Causes homework assignment.
Background: How does this lesson fit into a unit of study?
Looking backwards,
looking forwards
Prior to this lesson, students will have studied the causes, events, and consequences of
World War I. This unit was followed by a study of the worldwide depression of the 1930s.
This lesson brings all of this information together to study how Hitler came to power in
Germany in the 1930s. Knowledge of the consequences of World War I and the Treaty of
Versailles and well as the worldwide depression of the 1930s are essential for this lesson.
This lesson will be followed with a study of early German aggression and other events that
led to World War II. It is necessary that students have the knowledge and understanding of
what brought Hitler to power in the 1930s for them to comprehend the causes, events, and
consequence of World War II.
Lesson Objective(s) (Please number):
Students will be able to (SWBAT):
1. Identify the major factors that allowed Hitler to seize power in Germany in the 1930s.
2. Explain the significance of each factor.
Materials: Historical Source(s):
Additional Materials/Resources:
(include copies in materials section)
(include copies in materials section)
Just Do It! Overhead Material A
Webquest Worksheet Material B
Hitler’s Rise to Power Factsheet Material
C
Teacher Guide- Questions for Class
Discussion Material D
Illuminated Causes Homework Sheet
Material E
Procedure/Process:
JUST DO IT! The “Hook”: (A high-interest activity that introduces new content with connections to students’ prior
knowledge. Between 1-5 minutes (Could also introduce the days guiding question)
An overhead with the following image and questions will be displayed:
Write your responses in the “Just Do It” section of your notebook.
Do you recognize anyone in this image?
Do you recognize any symbols in this image?
What country do you think this image is from? Why?
What message is this poster trying to convey?
What is the purpose of this poster?
Guiding Questions:
1. What events and attitudes led to Hitler’s rise to power in Germany?
2. What was significant about each of the causes that brought Hitler to power?
{10 minutes} Material A
Obj #
See
above.
Just do it.
Processing Activity and Procedure -include directions,
Check for Evidence of Understanding
-Either Formal or Informalquestion frames, assignment detail to be given to
students (these should all be made into explicit materials (Checks Essential Knowledge and Skills)
(e.g. see material A), and time estimates
An overhead with an propaganda poster of Hitler will be
displayed along with some questions for students to answer. The
overhead will be displayed and students will write the answers to
the questions in the Just Do It! section of their notebook.
Students will then be asked to share their answers to the
questions. A short class discussion, based on the questions
students were expected to answer (Do you recognize anyone in
this image? Do you recognize any symbols in this image? What
country do you think this image is from? Why? What message is
Student understanding and prior
knowledge of Hitler’s ascension to power
in the 1930s will be assessed informally
through the answers given during the
class discussion.
this poster trying to convey? What is the purpose of this
poster?), will be initiated by the teacher. The guiding questions
for the day will then be displayed (1. What events and attitudes
led to Hitler’s rise to power in Germany? 2. What was significant
about each of the causes that brought Hitler to power?). {10
minutes} Material A
Earlier, we talked about the end of World War I and what the Treat of Versailles meant for Germany. We
also discussed the economic depression that took over the entire world in the 1930s. Both of these events,
along with other occurrences and attitudes, set the stage for dictators to take over many of the weakened
Transition:
European and Asian nations. Germany is just one example. Hitler was able to assume power in the 1930s for
many reasons. Today, you are going to explore those reasons, become an expert on one, and share your
findings with your group.
Student understanding of the activity and
Students will count off into 5 groups. Each group will be
content will be assessed through teacher
assigned one major factor to research during the Webquest
activity. The 5 factors are: Treaty of Versailles, Economic
monitoring of student work.
Depression, Weakness of the Weimar Republic, Hitler and Nazi
Party Beliefs and Promises, and German Nationalism. The
teacher will then remind students of the school and classroom
Objective AUP policy. Students will log onto the following site:
1
http://filebox.vt.edu/users/jabates1/hitlerwebquest.htm .
Students should only use the links on that site to find the
information they need. Each student will work individually and
answer the questions on their worksheet about the factor they
are researching. The teacher should circulate, making sure
students are on task, understand the assignment, and are
finding the appropriate information. {30 minutes} Material B
Each of you is now an expert on one of the major factors that allowed Hitler to take power in Germany in the
Transition: 1930s. Now you will get into groups with other experts, share your findings, complete a factsheet based on
the information you share, and rate the significance of each event.
The students will get into groups of 5, with each group having a Student understanding of the activity and
Objective
content will be assessed through teacher
student expert on each of the major factors. The students will
1, 2
take turns explaining their factor to the group. Each student will
monitoring of student work. The teacher
Transition
Objective
1, 2
Closure
have 5-6 minutes to explain his or her factor to the group. The
teacher will signal when it is time for each group to change
topics. During each explanation, students should take notes on
the factor being presented on their “Hitler’s Rise to Power
Factsheet”. After each factor is explained, the group will rate the
significance of that factor on a scale of 1-10, 10 being the most
significant. The group should try to reach a consensus on a
rating for each factor. All group members should record all
information, including the rating and justification of rating, on
their factsheet. {30 minutes} Material C
Each expert has now informed the entire group about how the
factor they studied led to Hitler’s rise to power. And each group
has rated the significance of each factor. We will now discuss the
findings and ratings as a class.
The teacher should facilitate a class discussion on each of the 5
factors. The discussion should start with a simple definition and
explanation of each factor. The teacher will then ask groups to
share and defend their rating of the factor. At the end of the
discussion of each factor, the teacher should write the average
or most popular rating given to each factor on the board. At the
end of the discussion, a class rating of each factor will be on the
board. During the discussion, the teacher should randomly call
on students (using the note card system) to give a definition and
explanation of each factor. {15 minutes} Material D
To conclude the activity, the teacher should display the guiding
questions on the overhead once again (1. What events and
attitudes led to Hitler’s rise to power in Germany? 2. What was
significant about each of the causes that brought Hitler to
power?). Each student should discuss the answers to these
questions with the person sitting next to them. The teacher
should tell the students that the answers to these questions will
help them with the homework assignment. The teacher should
will also glance as student worksheets
and factsheets to gauge understanding.
N/A
Student understanding of the factors and
their significance will be informally
assessed during the class discussion.
explain the Illuminated Causes homework assignment. {5
minutes} Material E
Modifications/Accommodations for Diverse Learners: This lesson may be modified for diverse learners
by allowing extra time to complete the Webquest activity. Adapted materials and sites may also be made available. A
resource teacher or aide may work with students who need extra attention. Several computers will be available with a
larger resolution for students who have difficulty reading the screen. All language will be simple and clear. Directions will
be given both orally and in writing. Any directions may be simplified and broken down into steps for students who require
such an accommodation. Completed copies of the “Hitler’s Rise to Power Factsheet” will also be available. Students may
give an oral explanation of the Illuminated Causes homework in lieu of the written assignment.
Closure/Writing Prompt/Rubric:
Closure: To conclude the activity, the teacher should display the guiding questions on the overhead once again (1. What
events and attitudes led to Hitler’s rise to power in Germany? 2. What was significant about each of the causes that
brought Hitler to power?). Each student should discuss the answers to these questions with the person sitting next to
them. The teacher should tell the students that the answers to these questions will help them with the homework
assignment. The teacher should explain the Illuminated Causes homework assignment. {5 minutes} Material E
Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt
presentation.)
Material A Just Do It! Overhead
Material B Webquest Worksheet
Material C Hitler’s Rise to Power Factsheet
Material D Teacher Guide- Questions for Class Discussion
Material E Illuminated Causes Homework Sheet
Material A
Write your responses in the “Just Do It” section of your notebook.
Do you recognize anyone in this image?
Do you recognize any symbols in this image?
What country do you think this image is from? Why?
What message is this poster trying to convey?
What is the purpose of this poster?
Guiding Questions:
1. What events and attitudes led to Hitler’s rise to power in Germany?
2. What was significant about each of the causes that brought Hitler to power?
Material B
Hitler’s Rise to Power: Webquest Worksheet
Factor:_________________________________________
Directions:
1. Go to the site: http://filebox.vt.edu/users/jabates1/hitlerwebquest.htm
2. Find the section that deals with the factor you have been assigned.
3. Search the sites for information to answer the questions below.
1. Define your factor in 2-3 sentences.
2. Why is this factor significant?
3. How did this factor affect Germany?
4. How did Hitler take advantage of this factor?
5. How did this factor contribute to Hitler’s rise to power?
Material C
Hitler’s Rise to Power: Factsheet
Factor
Treaty of
Versailles
Economic
Depression
Weakness of
Weimar Republic
Hitler and Nazi
Party Beliefs &
Promises
German
Nationalism
What is it?
Why is it
important?
How did Hitler
use it to his
advantage?
Significance
Rating
Material D
Teacher Guide-Questions for Class Discussion on Hitler’s Rise to Power
-Go through each factor, asking the following questions.
1.
2.
3.
4.
5.
6.
What is the event?
Why was it so important?
How did Hitler use it to his advantage?
How did the factor aid Hitler in his rise to power?
What significance rating did you give the event, on a scale of 1-10?
Why did you give it that rating?
-Use this question frame to stimulate discussion.
1. How do you think the factor affected the German people?
2. Which factor would Hitler have identified as the most significant?
3. Which factor would the German people have identified as the most significant?
4. If you have lived in Germany during this time, which factor would have seemed the most important to you as a citizen?
5. As a modern historian, which factor seems the most significant in hindsight?
6. Was the nationalism that existed in Germany at this time positive or negative? Or both?
7. Why do you think the Nazi Party platform was so appealing to many Germans?
8. What impact did the conditions of the Treaty of Versailles have on German national pride? Why would these feelings
aid Hitler in his rise to power?
9. What impact do you think the depression had on the lives of the German people?
Material E
Illuminated Causes
Directions: For each of the 5 factors that facilitated Hitler’s rise to power in Germany in the 1930s, create a representative
symbol. The symbol should portray the factor clearly. Use as few words as possible in the symbol. For example, to
represent German Nationalism, I could draw a picture of European flags with the German flag raised high above all the
others to show that they thought their nation was superior. This assignment is worth 10 points total.
Treaty of Versailles
Economic Depression
Hitler and Nazi Party Beliefs and Promises
Weakness of the Weimar Republic
German Nationalism