Ask students what they know about Adolf Hitler. What were his ideas?

Explain to the students that they will be reading an overview of some major events in Hitler’s life and his growing interest in antisemitism.

Direct students to the reading, Hitler’s antisemitism, Why did he hate the Jews? by Anne Frank House. Have students take notes according to the 3Ps method- noting what they find a) Powerful b) Puzzling and c) Propelling.

In order to familiarize yourself, and your class with this model, please look over this guide: 3Ps: A Critical Reading Guide.

As a class, go over what students wrote down for their 3Ps. Take some time to clear up any questions students may have from their puzzling section.

Divide the students into groups of three for a group discussion. Let students know that there is no right or wrong, the exercise is here to foster discussion.

1. Why do you think Hitler targeted the Jewish people?
2. What events in his life could have triggered the ideology that he would adopt in his political career?
3. Looking back at things now, it seems fairly clear what Hitler’s intentions were. What do you think people thought back then? Do you think they could have imagined what would transpire?

If time permits, come back together as a class and ask groups to share what they discussed.

Begin by asking students, What is the difference between patriotism and nationalism?
After giving them a few minutes to come up with their definitions, you can share the official definitions provided by Dictionary.com.

Patriotism: Devoted love, support, and defense of one’s country; national loyalty.
Nationalism: The policy of doctrine asserting the interests of one’s own nation viewed as separate from the interests of other nations or the common interests of all nations. In short, nationalism is a kind of excessive, aggressive patriotism.

Explain to students that political parties and candidates create platforms that help translate their ideas and goals into actions. Tell the class that during this lesson they will read through the National Socialist German Workers’ Party Platform to read through provisions that Hitler proposed to the party.

Direct students to the Facing History and Ourselves source titled, National Socialist German Workers’ Party Platform and read through it together as a class. After you go through the platform, ask the class what their initial thoughts are. Does any one provision stick out to them?

Ask students to get together in small groups of two or three. Give 10-15 minutes for groups to go over the following questions:

1. Do you notice a general theme in the party platform?
2. The party puts the needs of German’s above all else, belittling other cultures and languages in German society. Do you see this sort of rhetoric happening in today’s environment?

Read the quote below by a German Nationalist in 1810 to help you answer the remaining questions:

“A state without a Volk (a people who share a language and culture) is nothing, a soulless artifice; a Volk without a state is nothing, a bodiless airy phantom, like the Gypsies* and the Jews. Only state and Volk together could forma Reich (great empire), and such a Reich cannot be preserved without Volkdom.” -Taken from Facing History and Ourselves.

1. Does this quote represent patriotism or nationalism? How can you tell?
2. Is nationalism a dangerous concept? Does it always foster an “us versus them” narrative?

Go over the questions as a class, collect answers to the main themes to use in future discussions about nationalism and propaganda.

Ask students what they know about Adolf Hitler. Has anyone heard of any of the books he has written?

Explain to students that the first two excerpts come from Hitler’s books, both published before he took office. The first, Mein Kampf, was written while he was in jail after a failed attempt to overthrow the government. His second book, Zweites Buch, was written on his thoughts on foreign policy but was not published in his lifetime. The last came from a speech he gave in the Reichstag after he became chancellor.

Direct students to the document, Nazi Ideology from Echoes & Reflections to read excerpts from three of Hitler’s writings. Prep students by informing them that much of what they will read of Hitler’s words are disturbing and hateful. We are reading them to learn how destructive and wrong these beliefs are. 

Have students pair up in groups of two to try to understand and rewrite each excerpt. Give students 10-12 minutes for these rewrites.

Ask the students to share their summaries with the class. Did everyone get the same general take-aways for each one? Open the class into a discussion asking the following questions:

1. Was it difficult to understand what Hitler was trying to say?
2. Were you surprised by the blatant hatred depicted in these writings? 
3. How did his wording change before and after he took the chancellorship?
4. How do you think people would react nowadays if they heard a politician speaking so harshly?

Record some of the students’ answers to be used in other discussions about propaganda and Nazi ideology.