1. 02 World War II (1939–1945)
2.2 Causes of World War II: the Nazis' rise to
power CAC CAE
Teaching points
This four-page spread addresses the following Australian Curriculum History content description:
 An overview of the causes and course of World War II (ACDSEH024).
This is the first of three spreads that deal with the causes of war. Spreads 2.2 and 2.4 focus on the
European theatres of war while spread 2.3 examines the growth of Japanese militarism. The focus here is
on the rise of Nazism as the dominant political force in Germany and Hitler's contribution to that rise. It is
a story that both fascinates and horrifies because of events still to unfold.
What made the rise of Nazism possible? (ACDSEH024 elaboration 1) CCT
EVI CAE
Before students read this four-page spread, pose the question ‘What do you think made the rise of Nazism
possible?’ List student responses. Challenge students to question any reasons given and to explain why
they might challenge any of these ideas. Students now read the first three sections of text, deciding if they
agree with the list and, if necessary, making further additions or corrections to it. They then indicate the
evidence that supports each of the reasons given. Students complete textbook activity 3 after this
discussion.
A leader for all?
The opening sentence of annotation A in Source 4 notes that ‘Hitler appealed to almost all members of
[German] society’. Students read ‘The rise of the Nazis’ and any other sections of the text they consider
relevant to respond to the statement. Students first unpack the five dot points before deciding to whom
each of these basic ideals would appeal. For example, ‘the strong’ in the first dot point could be fit and
healthy young people such as members of the Hitler Youth, strong-minded people determined to support
the Nazi cause and/or the German people as opposed to other Europeans.
To achieve and maintain power, as the text indicates, Hitler sought the support of particular groups such as
youth, school students, the military and the middle class. He also sought to eliminate those who opposed
his ideas or who he believed were unfit to be called ‘German’. Using a graphic organiser of their choosing,
students identify these types — supporters, opponents and people of ‘inferior race’ (including gypsies, the
disabled, homosexuals, eastern Europeans and Jews). They explain why different groups have been
classified in this way. Suggest students return to this graphic organiser from time to time as they identify
any other groups not already listed in their organiser. Spread 2.15 will be particularly relevant here.
The Nazification of Germany CCT ETH CCE EVI CAC SIG PER
Read the first sentence to students and stop. Ask: What examples of this have you read about already? In
groups, students list these under the headings social, political, economic and cultural life. They then
classify the nine dot points that follow. Explain that ‘political’ includes legal actions such as specific laws
and controlof the military. Challenge students to think of any areas of national and personal life that were
not included. Religion is a contested area and historians are still out on this issue. TEST As an extension,
students could research ‘Nazism and religion’ and list the different ideas, facts and opinions about this

2. issue. They prepare a summary indicating the different interpretations of historians and social
commentators on the issue, and concluding with a personal reflection on the issue.
The use of propaganda LIT ETH CCT EVI SIG
Students examine Source 4 and read its four annotations. They can view video footage of Nazi rallies at:
 www.youtube.com/watch?v=yIyF3B1_0bk
 www.youtube.com/watch?v=syI_B8a5IV4&feature=related (first speech as Chancellor with translation;
relate this to annotation B).
They also use the weblink Nazi propaganda to view a range of Nazi posters. These posters willhave
German slogans. If students are learning German at school, these posters provide a ‘real-life’ experience.
LOTE Other students could use a research toolsuch as Google Translate (http://translate.google.com) or
Full Text Translator (http://translate.reference.com) to find out what these slogans mean.
To complete textbook activity 10 students meet in small groups and discuss how the Nazis made effective
use of public rallies, film and slogans. Examples of Nazi films can also be viewed online. Make sure
students use actual historical film footage, not post-1945 films about Nazi Germany. Students list their
impressions about the use of these forms to communicate the Nazi message and instill unquestioning
loyalty. Groups share their ideas with the class without repeating ideas already provided.
What type of leader was Hitler? CCT ETH CCE EVI SIG PER
From the evidence available to them and using any prior knowledge, students list Hitler's strengths and
weaknesses as a leader. Then ask:
 Do you think he was a good or bad leader?
 Why do you say this?
 Do you think he was an effective or successfulleader?
 Why do you say this?
 Do you think being a good, effective or successfulleader are the same thing? Why?
These questions help to prepare students for the assessment task.
Other resources
eBookPLUS
Weblink: Nazi propaganda (ACDSEH109, ACHHS188) LIT ETH
Students can use the Nazi propaganda weblink in their eBookPLUS to view a gallery of Nazi propaganda
posters. The story of the Nazi rise to power in the Germany of the 1930s is often seen as a classic example
of how to achieve political ends through propaganda.
Other websites
The Night of Broken Glass (Kristallnacht)
 www.ushmm.org/outreach/en/article.php?ModuleId=10007697

3.  www.holocaustresearchproject.org/holoprelude/kristallnacht.html (includes quotes from primary
documents)
 http://history1900s.about.com/od/holocaust/a/Kristallnacht.htm
 www.historyplace.com/worldwar2/timeline/knacht.htm
 www.holocaust-education.dk/baggrund/krystalnatten.asp
 www.history.com/this-day-in-history/the-night-of-broken-glass
Jacaranda World History Atlas/myWorld History Atlas
Causes of World War II
The German invasion of Poland forced Britain and France into the war.
Assessment
Were Hitler and Nazism a positive and/or negative force for
Germany?: PMI chart or argumentative essay (ACDSEH024, ACHHS193) CCT
ETH CCE EVI CAC PER TEST
Students prepare a PMI (Plus, Minus, Interesting to know) chart or argumentative essay of 450 to 750
words in response to the title question. Remind students that they could reach a number of conclusions that
he was one or the other or a mix of positive and negative forces. Conclusions might also vary as time
passes, for example before and after the war began. Explain that this is a cumulative assessment task and
that students can add ideas as work in this depth study continues. Set a due date to coincide with work for
spread 2.17, ‘Review and reflect’. At that stage students provide a summative statement that expresses
their personal opinion about Hitler's role.
Assessment criteria could include:
 identifying and selecting different kinds of questions about the past to inform historical inquiry
(ACHHS184)
 changing a key question or related questions in an inquiry depending on the suitability of the sources
available (ACHHS184 elaboration 1)
 developing questions about aspects of the past that require historical argument (ACHHS184 elaboration 2)
 identifying, planning and investigating specific historical questions or issues (ACHHS184 elaboration 3)
 identifying and locating relevant sources using ICT and other methods (ACHHS186)
 processing and synthesising information from a range of sources for use as evidence in a historical
argument (ACHHS188)
 combining historical data from a range of sources to identify and explain the impact of World War II
(ACHHS188 elaboration)
 identifying and analysing different historical interpretations (including their own) (ACHHS191)
 developing texts that use evidence from a range of sources that are referenced (ACHHS192)
 selecting and using a range of communication forms (oral, graphic, written) and digital technologies
(ACHHS193).

4. Suggested responses to activities
CHRONOLOGY, TERMS AND CONCEPTS
1. Remind students of the conventions for creating timelines — correct chronologicalorder, consistent time
scale, use of arrows before and after the time shown to denote that time began before and continued after
the timeline period.
Students include the following dates, 1914–1934:
 1919 The Treaty of Versailles sets harsh reparation terms on Germany
 1921 Hitler becomes first president of the National Socialists (Nazis)
 1923 Nazis gain support of some army officers. Munich Putsch fails. Nazis focus on building new support
 1924 Dawes Plan: German reparation payments spread over a longer period of time
 1926 Treaty of Locarno: Germany's western borders agreed on as initially set by the Treaty of Versailles
Germany admitted to the League of Nations
Hitler Youth founded
 1929 Great Depression. Germany hit hard. Goebbels appointed to head Nazi propaganda, organise election
campaigns and gain the support of middle-class voters
 1930 In elections moderate parties lost ground. Nazi vote increased from 2.6 to 18.3 per cent (compared
with the Communists, who increased their vote from 10.6 to 13.1 per cent).
 1932 Six million Germans unemployed
 27 July 1932 New elections scheduled. Nazis gain 37.3 per cent of the vote
 November 1932 After a vote of no confidence in the government, fresh elections are called. Nazi vote falls
by 4 per cent.
 30 January 1933 Hindenburg invites Hitler to become Chancellor
 February 1933 Hindenburg issues the Decree for the Protection of People and State, abolishing freedom of
the press, speech and assembly, and allowing imprisonment without trial
 March 1933 In elections Nazis restrict campaigning. Coalition with the Nationalist Party formed.
Communists barred from taking their seats
 23 March 1933 Hitler given dictatorial powers, his government able to change laws and the Constitution at
will
 30 June 1934 Night of the Long Knives. SA leadership including Ernst Röhm purged
 2 August 1934 Hindenburg dies. Hitler assumes total power as Fuhrer.
(ACDSEH024 elaboration 1, ACHHS182) NUM EVI

5. 2.
a. Weimar Republic: democratic form of government that operated in Germany from 1919 to 1933; named
after Weimar, the city where the new constitution was written
b. paramilitary: irregular organised armed units outside the official military forces of a country
c. Reichstag: German Parliament
d. Führer: leader or ruler with absolute power
e. concentration camp: a prison camp initially for political prisoners and later for other targeted groups
including Jews, Gypsies, homosexuals and the disabled. Prisoners were frequently beaten, tortured, starved
and used as slave labour, and many were exterminated in gas chambers or by firing squad.
(ACHHS183)
3. EXPLANATION AND COMMUNICATION
a. They argued that the Treaty of Versailles had treated the German people unfairly, that reparation
payments had crippled the German economy, and that the Treaty had destroyed Germany's self-respect
and dignity.
b. The ‘stab in the back’ myth was used to discredit the Social Democratic Party who had created the
republic, signed the armistice, and accepted the terms and conditions of the Treaty.
c. The Nazis argued that the combination of the need to meet Treaty terms and conditions and the Great
Depression compounded Germany's problems — foreign loans dried up, investment declined and
unemployment rose to six million by 1932.
(ACDSEH024 elaboration 1, ACHHS192)
4. Hindenburg invited Hitler to become Chancellor of a right-wing coalition government even though he
did not have a majority in the Reichstag and the Nazi vote had actually dropped. Within the month
Hindenburg had been persuaded by Hitler to issue the Decree for the Protection of People and State,
which removed important political freedoms, effectively allowing Hitler to controlelections and
information and to silence all critics (ACDSEH024 elaboration 1, ACHHS192).
5. Hitler sought total obedience and loyalty to him as leader. He needed the support of army leaders if he
was to prepare for war. This meant getting rid of the independent and ambitious SA leadership, which he
achieved on the ‘Night of the Long Knives’, and amalgamating the SA rank and file with the army.
(ACDSEH024 elaboration 1, ACHHS192)
6. The Nazis effectively removed citizens' rights, eliminating all avenues for criticism and ensuring one-
part rule. The measures taken to achieve this included:
 Hitler persuaded Hindenburg to issue the Decree for the Protection of People and State, which
abolished freedom of the press, speech and assembly, as well as allowing imprisonment without trial. This
permitted them to restrict campaigning by other political parties.
 The Enabling Act of 23 March 1933 gave Hitler dictatorial powers. His government could pass laws and
alter the Constitution to suit its purposes.
 Political parties were banned.
 Nazi courts were established to try ‘political criminals’.
 Trade unions were abolished; opponents were removed from the public service; and the German Labour
Front was established to control workers.

6.  Books critical of the Nazis and considered ‘un-German’ were burned, while education became a tool for
Nazi propaganda.
 Critics such as communists and socialists were imprisoned in concentration camps.
 Attacks on Jews, their property and businesses, and later their loss of citizenship and political rights
(1935)
 The power of the paramilitary SS was consolidated following their elimination of the SA leadership on
30 June 1934 during the ‘Night of the Long Knives’.
(ACDSEH024 elaboration 1, ACHHS192) EVI
7. ANALYSIS AND USE OF SOURCES
Hyperinflation was so extreme that German currency had become virtually worthless. The
middle class blamed the ruling Social Democrats for the current economic and political situation
and sought solutions elsewhere. When the National Socialists started promising the revival of a
politically and economically strong Germany, repudiation of the punitive Treaty terms that were the
main cause of their problems and the removal of Jews from the economic life of the country, many
listened (ACHHS187). LIT EVI
8. Gained votes: Communist, Centre, Nazi
Lost votes: Social Democrats, Democrats, People's Party, National Party
Voters generally had shifted to more extremist or radical political parties of both the left (Communists) and
the right (Nazis). NUM
9. March 1933. Hitler answers the call of the President, and therefore of Germany, in a period of political
and economic instability. Since the highly respected Hindenburg has called on Hitler at this time, so should
the German people. LIT CCT EVI
10. Nazi rallies were carefully orchestrated grand spectacles involving highly organised demonstrations of
patriotism, national strength, and the people's devotion and loyalty to the Führer. Hitler used his
powers of oratory to arouse emotive fervour in his audiences, which included fiercely devoted units of
Hitler Youth (see annotation C), phalanxes of youthful and healthy-looking girls, stirring martial music
and parade grounds festooned with Nazi flags and slogan-bearing banners. He exploited every
propaganda strategy to arouse people to support his ideals for Germany. His carefully rehearsed and
delivered speeches (see annotation B) promised a better, stronger Germany for all people (see
annotation A). Annotation D makes the point that Hitler was the first world leader to make political use
of film-makers and carefully staged scenes that not only showed Hitler as a man of his times but also
recorded the history of the Third Reich, which he predicted would last 1000 years (ACDSEH024
elaboration 1, ACHHS187, ACHHS192). LIT EVI