Power and Control

Overview

This 20-minute lesson explores how Adolf Hitler consolidated power in Germany between 1933 and 1934, focusing on the Reichstag Fire and the Night of the Long Knives. The lesson is designed for Year 10 students and aligns with the National Curriculum for History (England), specifically the key stage 4 programme of study concerning the development of dictatorship and totalitarian regimes.

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Curriculum Links

• National Curriculum - History - Key Stage 4
  • Pupils should develop an understanding of significant aspects of the history of the wider world, the nature of state power, and the impact of dictatorship.
  • Understand the methods one group or person used to create a dictatorship.
  • Explain how and why some regimes used propaganda, violence, and the law to enforce control.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Explain briefly the events of the Reichstag Fire and the Night of the Long Knives.
2. Analyse how these events helped Hitler consolidate power between 1933 and 1934.
3. Identify and describe specific methods Hitler used to establish a dictatorship.
4. Demonstrate critical thinking about how political power can be manipulated.

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Resources

• Whiteboard and markers
• Printed timeline cards of key events (Reichstag Fire, Enabling Act, Night of the Long Knives)
• Short primary source excerpts (e.g., Goebbels’ propaganda speech, Hitler’s public statements)
• Assessment worksheet (exit ticket)
• Timer or stopwatch
• Name badges for role-play

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Lesson Structure

1. Introduction (3 mins)

• Starter question: “What does it mean to ‘consolidate power’ in politics?”
• Whole group discussion to activate prior knowledge and set context: recap the fall of the Weimar Republic and Hitler becoming Chancellor in 1933.
• Establish lesson purpose: understanding Hitler’s rapid transformation from Chancellor to dictator.

Behaviour management: Use clear, calm voice; ensure all students face you when answering. Use proximity and eye contact to maintain attention.

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2. Mini Presentation & Timeline Activity (7 mins)

• Deliver a concise explanation of the Reichstag Fire (Feb 1933) and the Night of the Long Knives (June 1934). Include:

  • Reichstag Fire: event, blaming the Communists, enabling emergency powers through the Reichstag Fire Decree.
  • Night of the Long Knives: purge of SA leadership and political opponents, securing support of the army and elites.

• Distribute timeline cards and have students collaboratively arrange these key events in chronological order on the whiteboard.

Behaviour management: Assign roles to each student (e.g., timekeeper, leader, materials handler) to promote engagement and positive interdependence.

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3. Source Analysis Role-Play (7 mins)

• Divide 4 students into roles: Hitler, SA member, Army officer, German citizen.
• Provide each with a short primary source excerpt.
• Each student reads aloud and explains how their character might have felt about these events and Hitler’s actions.
• Facilitate brief group discussion guided by the question: “How did these events help Hitler gain control and why did different groups react differently?”

Behaviour management: Set clear expectations for respectful listening; model praise for participation.

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4. Assessment & Reflection (3 mins)

• Hand out a brief exit ticket with two questions:

  1. Identify one method Hitler used to consolidate power after the Reichstag Fire.
  2. Explain why the Night of the Long Knives was important for Hitler’s control.

• Collect responses to assess understanding and inform next lesson planning.

Behaviour management: Use positive reinforcement for on-task behaviour, thanking students individually as they hand in work.

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5. Plenary (Final 1 min)

• Quick round: each student says one word or short phrase that summarises the significance of the consolidation of power between 1933-34.

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Differentiation & Inclusion

• Provide primary source excerpts with simplified language or summary notes for students who need support.
• Challenge higher ability students by asking them to consider alternative historical interpretations or compare to other dictatorships briefly.

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Reflection & Teacher Notes

• Monitor student engagement during role-play to identify varying confidence levels.
• Use assessment answers to check for misconceptions about authoritarianism and political violence.
• Keep transitions swift to maintain energy and engagement in a small class setting.

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Key Skills Developed

• Chronological understanding
• Source analysis and interpretation
• Speaking and listening
• Critical thinking
• Collaborative learning and behaviour management

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This lesson blends historical knowledge with active learning techniques and classroom management strategies, demonstrating a clear link to the National Curriculum’s emphasis on understanding power and dictatorship in modern history.