History · Year 11 · The Weimar Republic 1918–1929 · Autumn Term

Hindenburg, Papen, and Schleicher

The complex political manoeuvres involving President Hindenburg and his chancellors.

• National Curriculum Attainment Targets
• GCSE: History - Weimar and Nazi Germany

About This Topic

The topic examines the political instability of the Weimar Republic's final years, focusing on President Paul von Hindenburg and his chancellors, Franz von Papen and Kurt von Schleicher. Students explore Hindenburg's initial resistance to appointing Adolf Hitler as Chancellor in 1933, driven by his conservative nationalism and distrust of the Nazis' radicalism. Papen and Schleicher's 'backstairs intrigues' involved secret negotiations and power plays to control the government amid economic crisis and electoral fragmentation.

This content aligns with GCSE History standards for Weimar and Nazi Germany, addressing key questions on Hindenburg's reluctance, the chancellors' self-interested motivations, and the role of these manoeuvres in Hitler's rise. Students analyze primary sources like letters and diaries to evaluate causation, developing skills in source utility, judgement, and balanced argument essential for exam responses.

Active learning suits this topic because complex intrigues become clear through role-play and collaborative timelines. Students embody figures like Papen to debate decisions, making abstract politics concrete and revealing motivations through peer interaction.

Key Questions

1. Explain why Hindenburg initially resisted appointing Hitler as Chancellor.
2. Analyze the motivations of von Papen and von Schleicher in their political intrigues.
3. Evaluate the extent to which these political 'backstairs intrigues' facilitated Hitler's rise.

Learning Objectives

• Analyze the motivations of Franz von Papen and Kurt von Schleicher in their political dealings with President Hindenburg and Adolf Hitler.
• Evaluate the extent to which the political strategies of Hindenburg, Papen, and Schleicher contributed to Hitler's appointment as Chancellor.
• Explain President Hindenburg's initial reservations about appointing Hitler and the factors that ultimately changed his mind.
• Compare the different political factions and their objectives within the late Weimar Republic, as represented by Hindenburg, Papen, and Schleicher.

Before You Start

The Rise of the Nazi Party

Why: Students need to understand the Nazi Party's platform and growing influence to analyze why Hindenburg might have been reluctant to appoint Hitler.

Political Structures of the Weimar Republic

Why: Understanding the roles of the President, Chancellor, and Reichstag is essential for comprehending the political maneuvers within the government.

Key Vocabulary

Backstairs Intrigue	Secret, often manipulative, political plotting and maneuvering that occurs away from public view, typically within influential circles.
Article 48	A clause in the Weimar Constitution that allowed the President to rule by decree in emergencies, bypassing the Reichstag, and was frequently used in the Republic's final years.
Coalition Government	A government formed by two or more political parties working together, often necessary in a fragmented political landscape like the late Weimar Republic.
Presidential Decree	An order issued by the President with the force of law, often used during times of political crisis or when parliamentary consensus was impossible.

Watch Out for These Misconceptions

Common Misconception

Hindenburg always opposed Hitler personally.

What to Teach Instead

Hindenburg resisted due to Nazi extremism and electoral weakness, but appointed him under pressure from intrigues. Role-plays help students test this by arguing from his perspective, revealing contextual conservatism over outright hatred.

Common Misconception

Papen and Schleicher acted only as Hindenburg's puppets.

What to Teach Instead

Both pursued personal ambitions, like Papen's belief he could control Hitler. Group source analysis uncovers their agency, as students compare documents and debate self-interest versus loyalty.

Common Misconception

Backstairs intrigues alone caused Hitler's rise.

What to Teach Instead

They were one factor alongside Depression and Nazi votes. Timeline activities let students weigh multiple causes collaboratively, building nuanced evaluation skills.

Active Learning Ideas

Role-Play: Backstairs Intrigue Summit

Assign roles to Hindenburg, Papen, Schleicher, and Hitler. Groups prepare positions using source extracts, then negotiate in a 20-minute summit. Debrief with class vote on outcomes and historical accuracy.

50 min·Small Groups

Timeline Debate: Key Decisions

Pairs construct a shared timeline of appointments from 1932-1933. Debate at checkpoints whether each event facilitated Hitler's rise, using evidence cards. Class compiles a final annotated version.

45 min·Pairs

Source Stations: Motivations Analysis

Set up stations for Hindenburg, Papen, and Schleicher with document excerpts. Small groups rotate, noting motives and reliability. Regroup to present findings on a class chart.

40 min·Small Groups

Intrigue Mapping: Causal Web

Individuals draw a web linking intrigues to Hitler's appointment. Pairs merge maps, adding evidence. Whole class discusses strongest links in a structured vote.

35 min·Individual

Real-World Connections

• Political historians studying the fall of the Weimar Republic often analyze correspondence between figures like Hindenburg and Papen, similar to how modern political scientists examine leaked memos or private communications to understand decision-making processes.
• The machinations of Papen and Schleicher echo historical instances of unelected advisors or powerful figures attempting to influence national leadership, a dynamic seen in various presidential administrations and royal courts throughout history.

Assessment Ideas

Discussion Prompt

Pose the question: 'Imagine you are a journalist in 1933 Berlin. Write a short news report (150 words) detailing the secret meetings between Hindenburg, Papen, and Schleicher. What are the potential consequences of these 'backstairs intrigues' for Germany?'

Quick Check

Provide students with a list of key figures (Hindenburg, Papen, Schleicher, Hitler) and a list of motivations (e.g., preserving conservative order, regaining political influence, gaining power). Ask students to draw lines connecting each figure to their primary motivation(s) and briefly justify one connection.

Exit Ticket

On an index card, students should write one sentence explaining why Hindenburg was hesitant to appoint Hitler, and one sentence explaining the main goal of either Papen or Schleicher in their political maneuvering.

Frequently Asked Questions

Why did Hindenburg resist appointing Hitler as Chancellor?

Hindenburg viewed Hitler as unreliable and the Nazis as a threat to traditional elites, preferring conservative chancellors like Papen. Sources show his Junker background clashed with Nazi populism. Teaching this through decision trees helps students grasp the balance of power and ideology in 1932-1933 crises.

What motivated von Papen and von Schleicher in Weimar politics?

Papen sought influence through aristocratic networks, believing he could tame Hitler; Schleicher aimed for military dominance via cabinet intrigue. Both underestimated Nazi resolve. Diary extracts reveal ambition over ideology, key for GCSE causation questions on Weimar collapse.

How did backstairs intrigues help Hitler's rise to power?

Secret deals, like Papen's promise of a Hitler chancellorship with conservative control, eroded opposition. They fragmented rivals and pressured Hindenburg. Students evaluate extent via source cross-referencing, distinguishing facilitation from inevitability in exam essays.

What active learning strategies work for teaching Hindenburg, Papen, and Schleicher?

Role-plays and source stations engage Year 11 students with intrigues' complexity. Groups negotiate as figures using evidence, then debrief motives and outcomes. This builds empathy for decisions, improves source skills, and makes abstract politics memorable for GCSE assessments.