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

The SA and Political Violence

Examining the role of the SA (Brownshirts) in intimidating political opponents and creating an atmosphere of fear.

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

About This Topic

The Reichstag Fire and the Enabling Act represent the rapid dismantling of German democracy in the spring of 1933. This topic covers how the Nazis used the fire (blamed on a Dutch Communist) to pass the 'Decree for the Protection of People and State', which suspended civil liberties. This was followed by the Enabling Act, which gave Hitler the power to pass laws without the Reichstag's consent for four years.

Students must understand how these events allowed Hitler to achieve 'legal' dictatorship. The concept of 'Gleichschaltung' (co-ordination) is central here, as the Nazis began to take control of all aspects of German life. This topic is highly effective when taught through a 'legal investigation' or a mock parliamentary debate, where students see how fear and intimidation were used to coerce other political parties into voting away their own power.

Key Questions

1. Explain the primary functions of the SA in the Nazi Party's rise to power.
2. Analyze the role political violence played in the German elections of 1932.
3. Assess the extent to which the SA's actions contributed to the breakdown of law and order.

Learning Objectives

• Explain the primary functions of the SA within the Nazi Party's organizational structure.
• Analyze the methods used by the SA to intimidate political opponents and disrupt public meetings.
• Evaluate the impact of SA violence on the perceived legitimacy of the Weimar Republic's democratic processes.
• Assess the extent to which the SA's actions created an atmosphere of fear that influenced electoral outcomes in 1932.

Before You Start

The Treaty of Versailles and its Impact

Why: Understanding the post-WWI context and the widespread resentment in Germany is crucial for grasping the appeal of extremist groups like the Nazis.

Early Years of the Weimar Republic

Why: Students need foundational knowledge of the Weimar Republic's political instability and the challenges it faced from extremist groups on both the left and right.

Key Vocabulary

SA (Sturmabteilung)	The original paramilitary wing of the Nazi Party, known for its brown uniforms and its role in street violence and intimidation.
Brownshirts	A common nickname for the SA, derived from the color of their uniform shirts, symbolizing their street presence and aggressive tactics.
Political intimidation	The use of threats, harassment, or violence to discourage individuals or groups from participating in political activities or expressing opposing views.
Atmosphere of fear	A pervasive sense of anxiety and apprehension within a society, often created by political violence or repression, which discourages dissent and free expression.
Gleichschaltung	The Nazi policy of 'coordination' or bringing all aspects of society under the control of the Nazi Party, which was facilitated by the suppression of opposition.

Watch Out for These Misconceptions

Common Misconception

Hitler took power by force in a coup.

What to Teach Instead

The Enabling Act was passed legally by a two-thirds majority in the Reichstag (though under extreme duress). A 'legal vs. illegal' sorting activity helps students understand the 'veneer of legality' Hitler maintained.

Common Misconception

The Reichstag Fire was definitely started by the Nazis.

What to Teach Instead

Historians are still divided; it may have been a lone act by van der Lubbe that the Nazis simply exploited. A 'weighing the evidence' activity helps students engage with historical uncertainty.

Active Learning Ideas

Inquiry Circle: The Fire Evidence

Students act as 'historical detectives' examining the evidence surrounding the Reichstag Fire. They look at the arrest of Marinus van der Lubbe and the Nazi response, debating whether it was a lucky break for Hitler or a planned 'false flag' operation.

30 min·Small Groups

Mock Parliamentary Debate: The Enabling Act

Set up the classroom as the Kroll Opera House. Some students represent the Nazis (using intimidation), while others represent the Centre Party and the SPD. They must decide whether to vote for the Act, experiencing the atmosphere of fear that surrounded the actual vote.

40 min·Whole Class

Think-Pair-Share: The End of Liberty

Students read the terms of the 'Protection of People and State' decree. They discuss in pairs which suspended right (e.g., freedom of press, freedom of assembly) was most damaging to the opposition's ability to fight back.

15 min·Pairs

Real-World Connections

• Historians studying the rise of totalitarian regimes, such as those in Eastern Europe during the 20th century, analyze the role of paramilitary groups in suppressing political opposition and consolidating power.
• Investigative journalists reporting on modern political extremism examine tactics of intimidation and violence used by fringe groups to disrupt public discourse and influence public opinion.

Assessment Ideas

Exit Ticket

Provide students with a short primary source quote describing an SA rally or confrontation. Ask them to write two sentences explaining how this event contributed to an 'atmosphere of fear' and one specific function the SA served for the Nazi Party.

Discussion Prompt

Pose the question: 'To what extent was political violence, specifically the actions of the SA, a necessary component for the Nazi Party's rise to power by 1933?' Facilitate a class discussion where students must support their arguments with specific examples of SA activities and their consequences.

Quick Check

Present students with a list of actions (e.g., 'holding rallies', 'protecting Nazi speakers', 'clashing with communists', 'disrupting opposition meetings'). Ask them to identify which actions were primarily carried out by the SA and explain the intended effect of at least two of these actions on political opponents.

Frequently Asked Questions

What was the Reichstag Fire Decree?

Passed the day after the fire in February 1933, it officially suspended constitutional rights like freedom of speech, assembly, and the press. It gave the central government the power to arrest political opponents without trial, which the Nazis used to imprison thousands of Communists before the next election.

Why did the Centre Party vote for the Enabling Act?

The Centre Party was intimidated by the SA presence but also received a verbal promise from Hitler that he would protect the rights of the Catholic Church. They believed that by cooperating, they might be able to restrain him, a fatal miscalculation that gave Hitler the legal majority he needed.

What does 'Gleichschaltung' mean?

It translates to 'co-ordination' or 'bringing into line.' It was the process by which the Nazi regime systematically took control of all independent organizations, from trade unions and political parties to local governments and even social clubs, ensuring every part of society served the Nazi state.

How can active learning help students understand the Enabling Act?

By simulating the vote for the Enabling Act, students experience the 'climate of fear.' When they see 'SA members' (other students) standing in the aisles while they try to debate, they understand why the opposition crumbled. This active approach makes the 'legal' transition to dictatorship far more understandable than just reading a list of constitutional changes.