1. How did the Nazi Regime attempt to win the loyalty of its workers? Define the following:
a. Strength Through Joy program:through labour, workers were offered cinema tickets, and trips.
b. Volkswagen Beetle (the people's car): Money was taken out of the pay check every week for workers, being told that it was being saved for a volkswagen beetle for them. however, the workers never recieved such.
c. Beauty of Labor movement: improved working conditions in factory, providing washrooms and canteens for workers.
2. Define the following Farming Programs. Be sure to provide the pros and cons of each program:
a. Reich Food Estate: Garunteed Set prices and market for farmes while helping to distribute their food accross Germany.
b. Reich Entailed Farm Law: farmer's protection of their farms,not the bank, nor the state could take their farms.
3. Define Volksgemeinschaft. (Hint: It is in the reading, plus my notes)
The idea that all germans would live without social classes. For the nazis, they had wanted to make Germans be above all other countries, and all existing in prosperity without inconsistancy.
Thursday, April 7, 2011
Monday, April 4, 2011
How did the Nazis Implement Women's Policies?
Area 1:INCREASED BIRTHS
Key Measures Attempted
improved maternity services, provided financial aide to those with children, propaganda to increase the social status of women who birth more children (MutterKrauz). Also, those who were single had been more heavily taxed, and abortion was frowned upon, except in the case of "undersirables." later in the war, inter-marraige relations were incouraged if it was for the birthing of children.
Successes
A general slight increase in the population up until 1939.
Limitations and Failures
Eugenics program limitted the potential of population increase. Also, birth rates barely rose and started to decline after 1939.
Area 2:REDUCED EDUCATION
Key Measures Attempted
To decrease the female enrollemnt of high education to 10%, how ever as the war began, restrictions were relazed.
Successes
It further separated the women and men to their desired duties of the state.
Limitations and Failures
A large percentage of the population lacked proper education, and as the war called for the women to partake in the direct effort, they had lacked the education needed to effectively aide the state.
Key Measures Attempted
improved maternity services, provided financial aide to those with children, propaganda to increase the social status of women who birth more children (MutterKrauz). Also, those who were single had been more heavily taxed, and abortion was frowned upon, except in the case of "undersirables." later in the war, inter-marraige relations were incouraged if it was for the birthing of children.
Successes
A general slight increase in the population up until 1939.
Limitations and Failures
Eugenics program limitted the potential of population increase. Also, birth rates barely rose and started to decline after 1939.
Area 2:REDUCED EDUCATION
Key Measures Attempted
To decrease the female enrollemnt of high education to 10%, how ever as the war began, restrictions were relazed.
Successes
It further separated the women and men to their desired duties of the state.
Limitations and Failures
A large percentage of the population lacked proper education, and as the war called for the women to partake in the direct effort, they had lacked the education needed to effectively aide the state.
Wednesday, March 30, 2011
: Nazi Youth Policies and Education Assessment
1. 3 paragraphs explaining in detail how the Nazis attracted young people to their regime. Include the following points:
-why the Nazis wanted to control young people
-how they set about doing it
-what the attractions of the youth movements were
2.Add a fourth paragraph of how the Nazis were rejected by some young people.
After international education, the older generations of Germany were more aware of what was going on in the world around them, and questioned, greatly, with back up evidence, the ideology of the Nazis. Since a person's personality and overall decisive opinion making, as well as general knowledge, are mostly made within the first 20 years of their lives, and more so in the first 5, adults were much more resistant to the differences in views that the Nazis pressured. Instead, the Nazis targeted the youth, at such a young age that their commitment to the third Reich would expose itself at the base of their education and thought process. The young were easy to control, and take favour, and would serve as a more organised and loyal society to the goals of the Nazis.
To undergo such a goal, the regime had to target both the existing educational system, and create a new one, that would take a step further into effecting the lives of children without exposure to other ideals. The curriculum and teachers had been changed to increase nationalism in the children while training them to unconditionally serve the state. By setting up youth programs, that most male children did attend, the Nazis had achieved a new generation, that was idealy and virtually, loyal to Hitler.
These youth programs were for the older children, who may have already been partially educated by Nazi standards, that were either naturaly attracted because of there acceptance of Hitler, or because it offered a greater education that brought many people into a community that withheld many activities.
Resistance had come from the global revolution in dance, music and culture, the swing movement. The passive discusion of personal lives, Westernized dance, and Enlgish and American music removed nationalism from those active in this movement. Not organised or violent, it still posed a threat to the absolute cultural control that the Nazis were attempting to seige the populous with. A more violent group, the Eidelweiss Pirates, although not organised, were several teenagers that actively opposed the Nazi Regime. They explored cultural freedom, and at times attacked the youth groups that Nazis had formed in their dissaproval of the direction that Hitler was taking the Country.
-why the Nazis wanted to control young people
-how they set about doing it
-what the attractions of the youth movements were
2.Add a fourth paragraph of how the Nazis were rejected by some young people.
After international education, the older generations of Germany were more aware of what was going on in the world around them, and questioned, greatly, with back up evidence, the ideology of the Nazis. Since a person's personality and overall decisive opinion making, as well as general knowledge, are mostly made within the first 20 years of their lives, and more so in the first 5, adults were much more resistant to the differences in views that the Nazis pressured. Instead, the Nazis targeted the youth, at such a young age that their commitment to the third Reich would expose itself at the base of their education and thought process. The young were easy to control, and take favour, and would serve as a more organised and loyal society to the goals of the Nazis.
To undergo such a goal, the regime had to target both the existing educational system, and create a new one, that would take a step further into effecting the lives of children without exposure to other ideals. The curriculum and teachers had been changed to increase nationalism in the children while training them to unconditionally serve the state. By setting up youth programs, that most male children did attend, the Nazis had achieved a new generation, that was idealy and virtually, loyal to Hitler.
These youth programs were for the older children, who may have already been partially educated by Nazi standards, that were either naturaly attracted because of there acceptance of Hitler, or because it offered a greater education that brought many people into a community that withheld many activities.
Resistance had come from the global revolution in dance, music and culture, the swing movement. The passive discusion of personal lives, Westernized dance, and Enlgish and American music removed nationalism from those active in this movement. Not organised or violent, it still posed a threat to the absolute cultural control that the Nazis were attempting to seige the populous with. A more violent group, the Eidelweiss Pirates, although not organised, were several teenagers that actively opposed the Nazi Regime. They explored cultural freedom, and at times attacked the youth groups that Nazis had formed in their dissaproval of the direction that Hitler was taking the Country.
Thursday, March 24, 2011
Nazi Education Policies
1. Identify three important changes made by the Nazis to the education system. Explain the purpose of each change.
A. The Nazis had either replaced the teachers with their members, or had changed (or forced to teach) the views of the teachers to the idealogy of the NSPAD.
By 1936, 30% of teachers had willingly accepted and supported the Nazis, and as pressure increased, 97% had accepted by 1938. If any teacher should lack complete commitment to the Nazi party, they could be removed.
B.The curriculum had been changed by the Nazis for the education that the children recieved. Extended time for physical education, pressure for history, and biology all were set to force the ideas upon German children that they were superior to all others around them. Religion was eventualy abolished, and girls and boys were seperated in their education, to each be developped intellectually into their use for the state according to the NSPAD.
C.They changed existing universities into schools speciaized to training the youth to be politcal and military leaders. The were chosen by skill, looks, and physical health. Their education was much like that of the military where they would be in the system for up to 2 decades of their lives. Boys between the age of 10 and 18 had been the targetted students.
2. Give specific examples of how the Nazis tried in schools to develop the spirit of Volksgemeinschaft in the following seven goals:
Anti-intellectualism: The specialisation of education was very limmited under the Nazi regime. Each student received physical education alonf with false history and biology. Racism was incorperated into all subjects, even math.
Anti-semitism: In the spirit of Nazi education, the German youths were taught that they had been the master race, above all else. Jews, especially, were taught to be evil masterminds who lived to destroy the state. Biologically and historically, they were told to be inferior to the aryan child.
Indifference to the weak: Euology was introduced to the education, showing the children that in order to be the perfect Master Race they had to stand out from the weak, and stand above. That the ultimate goal by time and violence, would be to remove the weak from the world. By using the mentally and physically weak in things so simple as a math problem, it was quickly taught that they were a hinderance to society holding back the German people.
Nationalism: The general ideology of the Nazi education system was that the state was more important that the individual, and that, if necessary, the indivual must sacrifice themselves for the state. False history focused mainly on Germany gave children a sense of superiority of their country over all others.
Militarism: The Nazis had set up schools, Ordensburgen, that trained boys in a military sense to prepare them to join the SS elite and become the next politcal and militant leaders of Germany.
Obedience and discipline:
Hitler Worship: From what little religion was left in schools, an example of what was taught to the students is that of the comparison of Jesus and Hitler. It stated that both had suffered, and died for the sins of others, for the greater good of the people around them. In addition to state, Hitler was another worth for the individual to sacrifice themselves to.
3. What methods did the Nazis use to try to ensure schools were teaching correctly? (This is from Friday's in-class work.)
Source 14.5
In order to educate the youth in the Nazi idealogy, one must first ensure that the educators who teach the children, are those dedicated to the Nazi ideas.
Source 14.6
The youth are often the ones who begin protest against the government, when thier impressionable, and free minds, take the ideas of foreign countries. By removing the exposure, even the known existence of other countries, the Nazi regime could expose the youth to only one ideology, of theirs. Also, if the teachers would not teach the ideas of Nazism, then they would be replaced by Nazi members.
4. Write out a statement that explains the main educational aims of the Nazi Education System. (Reference some of the sources.)
A. The Nazis had either replaced the teachers with their members, or had changed (or forced to teach) the views of the teachers to the idealogy of the NSPAD.
By 1936, 30% of teachers had willingly accepted and supported the Nazis, and as pressure increased, 97% had accepted by 1938. If any teacher should lack complete commitment to the Nazi party, they could be removed.
B.The curriculum had been changed by the Nazis for the education that the children recieved. Extended time for physical education, pressure for history, and biology all were set to force the ideas upon German children that they were superior to all others around them. Religion was eventualy abolished, and girls and boys were seperated in their education, to each be developped intellectually into their use for the state according to the NSPAD.
C.They changed existing universities into schools speciaized to training the youth to be politcal and military leaders. The were chosen by skill, looks, and physical health. Their education was much like that of the military where they would be in the system for up to 2 decades of their lives. Boys between the age of 10 and 18 had been the targetted students.
2. Give specific examples of how the Nazis tried in schools to develop the spirit of Volksgemeinschaft in the following seven goals:
Anti-intellectualism: The specialisation of education was very limmited under the Nazi regime. Each student received physical education alonf with false history and biology. Racism was incorperated into all subjects, even math.
Anti-semitism: In the spirit of Nazi education, the German youths were taught that they had been the master race, above all else. Jews, especially, were taught to be evil masterminds who lived to destroy the state. Biologically and historically, they were told to be inferior to the aryan child.
Indifference to the weak: Euology was introduced to the education, showing the children that in order to be the perfect Master Race they had to stand out from the weak, and stand above. That the ultimate goal by time and violence, would be to remove the weak from the world. By using the mentally and physically weak in things so simple as a math problem, it was quickly taught that they were a hinderance to society holding back the German people.
Nationalism: The general ideology of the Nazi education system was that the state was more important that the individual, and that, if necessary, the indivual must sacrifice themselves for the state. False history focused mainly on Germany gave children a sense of superiority of their country over all others.
Militarism: The Nazis had set up schools, Ordensburgen, that trained boys in a military sense to prepare them to join the SS elite and become the next politcal and militant leaders of Germany.
Obedience and discipline:
Hitler Worship: From what little religion was left in schools, an example of what was taught to the students is that of the comparison of Jesus and Hitler. It stated that both had suffered, and died for the sins of others, for the greater good of the people around them. In addition to state, Hitler was another worth for the individual to sacrifice themselves to.
3. What methods did the Nazis use to try to ensure schools were teaching correctly? (This is from Friday's in-class work.)
Source 14.5
In order to educate the youth in the Nazi idealogy, one must first ensure that the educators who teach the children, are those dedicated to the Nazi ideas.
Source 14.6
The youth are often the ones who begin protest against the government, when thier impressionable, and free minds, take the ideas of foreign countries. By removing the exposure, even the known existence of other countries, the Nazi regime could expose the youth to only one ideology, of theirs. Also, if the teachers would not teach the ideas of Nazism, then they would be replaced by Nazi members.
4. Write out a statement that explains the main educational aims of the Nazi Education System. (Reference some of the sources.)
Sunday, March 20, 2011
How Hitler Got Away with Murder in NOLK
1. Find the sources on page 178. What reasons can you infer from each source (Sources 10.12 to 10.20) as to why Hitler got away with the Night of the Long Knives?
Source 10.12:Self defense of the government against revolutionary actions.
Source 10.13:Hitler took judicial action in his own hands to personally serve Germany.
Source 10.14: Hitler not only purged great threaths, he uncovered a network of enemies to the state.
Source 10.15: Other, unjustified casualties were performed without the will of Hitler.
Source 10.16: Hitler is supported by the army in removing traitors and murderers.
Source 10.17:Out of fear, the German people did not oppose Hitler.
Source 10.18:The president shows great support to the actions of Hitler.
Source 10.19:The nation is with Hitler in imprisoning enemies of the state.
Source 10.20: in the end, Hitler had done what was needed.
2. Read page 179. Why was the Night of the Long Knives so significant in Hitler's consolidation of power? (Be sure to use specific details in your answer.)
By the purging of political oppenents in both the right and left, Hitler eliminated potential threats to his power. He then gained the support of the army and thus the generals, and further their oath to him. The power of th SS elite body guards was expanded with the purging in the SA, giving Hitler even more strength in terror. The people also, in majority, favoured Hitler as a main of desicive action, to take control of situations without political prejudice, in ranks of his own men.
Source 10.12:Self defense of the government against revolutionary actions.
Source 10.13:Hitler took judicial action in his own hands to personally serve Germany.
Source 10.14: Hitler not only purged great threaths, he uncovered a network of enemies to the state.
Source 10.15: Other, unjustified casualties were performed without the will of Hitler.
Source 10.16: Hitler is supported by the army in removing traitors and murderers.
Source 10.17:Out of fear, the German people did not oppose Hitler.
Source 10.18:The president shows great support to the actions of Hitler.
Source 10.19:The nation is with Hitler in imprisoning enemies of the state.
Source 10.20: in the end, Hitler had done what was needed.
2. Read page 179. Why was the Night of the Long Knives so significant in Hitler's consolidation of power? (Be sure to use specific details in your answer.)
By the purging of political oppenents in both the right and left, Hitler eliminated potential threats to his power. He then gained the support of the army and thus the generals, and further their oath to him. The power of th SS elite body guards was expanded with the purging in the SA, giving Hitler even more strength in terror. The people also, in majority, favoured Hitler as a main of desicive action, to take control of situations without political prejudice, in ranks of his own men.
Wednesday, March 9, 2011
Nazi Propaganda
Read Nazi Propaganda - Aims and Methods - Part 1
Using the information and the primary sources describe: (Pgs. 245-247)
a. The chief aims of Nazi propaganda
The general aims of the Nazis when it came to propaganda was to lure a majority of people within their target areas into their Weltanshauung, or way of viewing life, by means of symbolism that represented greater ideals in simplified depictions for the average person, while ensuring that those of more complex ideals would understand further meanings, and the least educated could still comprehend the basics. They had hoped that with propaganda, that the people would be held contented, and policies that the Nazi party pushed for would gain popularity. In Source 13.4, Goebbels states that the propaganda must appeal to every person, to gain maximum popularity within the people. He lists "the worker, the peasant, the middle class[...] different faiths", and all within a language by which they may understand. It was the ideal goal by propaganda to reach out and appeal to everyone within the target populous.
b. The means used to achieve those aims
To acheive support for radical ideals, the message of propaganda must appeal to the intellectuals, and the average civilian, worker, and farmer. Using pictures instead of words simplifies the understanding of the work, while also, symbols may represent multiple ideals that may not be able to be described fully by words. And in using words, the propagandist must speak on terms by which anyone can understand, that reaches out to all religions, ethnicities, locations and nationalities, not to a estimated common idea. (Goebbels source 13.4). Source 13.5, Hitler expresses his thoughts, explaining further the method of simplifying propaganda, while "paint[ing] your contrasts black and white", all the time exposing the public to the ideals through constant repition until, essentially, it is forced into the lives of people.
First, film and radio were targetted, as being new technology, that had changed dramatically, the people had not committed to their lives the companies or sources the originally provided. Slowly, the Nazis took control of local newspapers by first putting in clips of their propaganda, until they were recognized, and then took control of a more common form of communication within the people. And additional to the new technologies, aeroplanes were used to target anyone who was below for the campaigns of Hitler.
c. Explain how the Nazis used the press, radio, and film as forms of propaganda. (Pgs. 247-253)
By 3 main methods, the Nazis had controlled the press. In taking authority of the journalists, editors and publishers they could indirectly control what was written by directed effecting these persons through intimidation. Any misinformation of falsification of facts, of offense to the ideal German tradition and the government (and all of its ideals) were considered treason against the state, and thus was handled as such. Das Deutsches Nachrichtenburo was controlled by the RMVP, evaluating the content, length and position of each article, with over half the newspapers produced within the country. And by 1943, 4/5 of newspapers were under direct, of indirect Nazi influence, while keeping many of the original names, integrating the nazi ideal into to public opinion in the press.
The Nazis were given a head start when it came to radio, as in 1934, they created a unified radio radio system from the already state controlled radio stations. Goebbels had thought that radio would replace the press and would be the key factor of propaganda for the Nazi party. A major effort by the radio, was the presentation of Hitler's speeches. With 70 percent of housholds owning a radio, along with many factories in 1939, about 80% of the population listened to Hitler's key speeches, after the announcement by siren in the cities. Work was stopped for these.
With film, Goebbels might argue that its potential was never reached. With, ultimately, the dissaproval by Hitler, Goebbel's idea of discreetly adding propaganda into film was not used enough, as with the 1000 films made under the regime, 15% overtly political propaganda. Although television was rare and lacking in obvious potential, the cinema worked well in achieving support from target groups of people and changing racial views through entertainment, despite the lack of consistency in their success. As Goebbels predicted, the discreet propaganda worked much more effectively than Hitler's obvious political attempts. Leni Reifenstahl was the most prominant film producer, creating those of informative news, details accounts of rallies and political events, and that of international competitions (Olympics 1936). For anti Jew propaganda films the overt "Der Ewige Jude" was drastically unsuccessfull, and, as Goebbels ensured, the more hidden propaganda in a very enterprising film "Jud Süss", was totally successful. Simply, "the need for entertainment took priority" in film, and so propaganda needed to be based around story, not the other way around, for a successful message within the people.
d. Explain Goebbels' contribution to the creation and development of the Third Reich
By Goebbel's ideal that the government is made, elected and run by the people, he quite effectively used, and thoroughly understood, propaganda in rallying the nation into support of the Nazi party. The principle that when a party is supported by the people, acknowledgement for its similarities in the majority populous's views, it is elected into power and stays with the cooperation and of the people. The party must appeal to existing beliefs and its methods must seemingly solve the presented conflicts of the historical situation, where the party appears as the best candidate for logical action. Which would all present a considerable problem to a radical group such as a Nazis when attempting to retain support. In response, Goebbels, as the most educated man in the NSPAD, used propaganda, not for the party to appeal to the people, but to change the views of the population to accept and appeal to the party. From 1926-1945, Goebbels had gained support for Hitler in his presidential campaign, and in acheiving the high standard and wide spread (and enforced belief) for the Fürher, and mainting support in the war. Goebbels was head of the most influencial propaganda organization for the Nazi party, that directly or indirectly controlled the press, radio, film and smaller medias, personaly evaluating, accepting and at times producing the output of the propaganda. For the rise and consolidation of the Nazi's power, Goebbels worked for his goal in creating "One public opinion."
Read Nazi Propaganda - Other Methods - Part 2
e. Explain how the Nazis used the activities described on pages 254-259 as a form of propaganda.
Propaganda in the media may attempt to convince the common person of ideals, but action dictates the back up of the promisses made by the Nazi party. With the combination of Hitler, Speer and Goebbels, the mass collected speeches won people over with the power of the presentation, not the ideaology that was pushed.
Read Nazi Propaganda - Culture - Part 3 and Part 4
f. Explain how the Third Reich used painting, sculpture and architecture for propaganda purposes (Pgs. 260-270).
Using the information and the primary sources describe: (Pgs. 245-247)
a. The chief aims of Nazi propaganda
The general aims of the Nazis when it came to propaganda was to lure a majority of people within their target areas into their Weltanshauung, or way of viewing life, by means of symbolism that represented greater ideals in simplified depictions for the average person, while ensuring that those of more complex ideals would understand further meanings, and the least educated could still comprehend the basics. They had hoped that with propaganda, that the people would be held contented, and policies that the Nazi party pushed for would gain popularity. In Source 13.4, Goebbels states that the propaganda must appeal to every person, to gain maximum popularity within the people. He lists "the worker, the peasant, the middle class[...] different faiths", and all within a language by which they may understand. It was the ideal goal by propaganda to reach out and appeal to everyone within the target populous.
b. The means used to achieve those aims
To acheive support for radical ideals, the message of propaganda must appeal to the intellectuals, and the average civilian, worker, and farmer. Using pictures instead of words simplifies the understanding of the work, while also, symbols may represent multiple ideals that may not be able to be described fully by words. And in using words, the propagandist must speak on terms by which anyone can understand, that reaches out to all religions, ethnicities, locations and nationalities, not to a estimated common idea. (Goebbels source 13.4). Source 13.5, Hitler expresses his thoughts, explaining further the method of simplifying propaganda, while "paint[ing] your contrasts black and white", all the time exposing the public to the ideals through constant repition until, essentially, it is forced into the lives of people.
First, film and radio were targetted, as being new technology, that had changed dramatically, the people had not committed to their lives the companies or sources the originally provided. Slowly, the Nazis took control of local newspapers by first putting in clips of their propaganda, until they were recognized, and then took control of a more common form of communication within the people. And additional to the new technologies, aeroplanes were used to target anyone who was below for the campaigns of Hitler.
c. Explain how the Nazis used the press, radio, and film as forms of propaganda. (Pgs. 247-253)
By 3 main methods, the Nazis had controlled the press. In taking authority of the journalists, editors and publishers they could indirectly control what was written by directed effecting these persons through intimidation. Any misinformation of falsification of facts, of offense to the ideal German tradition and the government (and all of its ideals) were considered treason against the state, and thus was handled as such. Das Deutsches Nachrichtenburo was controlled by the RMVP, evaluating the content, length and position of each article, with over half the newspapers produced within the country. And by 1943, 4/5 of newspapers were under direct, of indirect Nazi influence, while keeping many of the original names, integrating the nazi ideal into to public opinion in the press.
The Nazis were given a head start when it came to radio, as in 1934, they created a unified radio radio system from the already state controlled radio stations. Goebbels had thought that radio would replace the press and would be the key factor of propaganda for the Nazi party. A major effort by the radio, was the presentation of Hitler's speeches. With 70 percent of housholds owning a radio, along with many factories in 1939, about 80% of the population listened to Hitler's key speeches, after the announcement by siren in the cities. Work was stopped for these.
With film, Goebbels might argue that its potential was never reached. With, ultimately, the dissaproval by Hitler, Goebbel's idea of discreetly adding propaganda into film was not used enough, as with the 1000 films made under the regime, 15% overtly political propaganda. Although television was rare and lacking in obvious potential, the cinema worked well in achieving support from target groups of people and changing racial views through entertainment, despite the lack of consistency in their success. As Goebbels predicted, the discreet propaganda worked much more effectively than Hitler's obvious political attempts. Leni Reifenstahl was the most prominant film producer, creating those of informative news, details accounts of rallies and political events, and that of international competitions (Olympics 1936). For anti Jew propaganda films the overt "Der Ewige Jude" was drastically unsuccessfull, and, as Goebbels ensured, the more hidden propaganda in a very enterprising film "Jud Süss", was totally successful. Simply, "the need for entertainment took priority" in film, and so propaganda needed to be based around story, not the other way around, for a successful message within the people.
d. Explain Goebbels' contribution to the creation and development of the Third Reich
By Goebbel's ideal that the government is made, elected and run by the people, he quite effectively used, and thoroughly understood, propaganda in rallying the nation into support of the Nazi party. The principle that when a party is supported by the people, acknowledgement for its similarities in the majority populous's views, it is elected into power and stays with the cooperation and of the people. The party must appeal to existing beliefs and its methods must seemingly solve the presented conflicts of the historical situation, where the party appears as the best candidate for logical action. Which would all present a considerable problem to a radical group such as a Nazis when attempting to retain support. In response, Goebbels, as the most educated man in the NSPAD, used propaganda, not for the party to appeal to the people, but to change the views of the population to accept and appeal to the party. From 1926-1945, Goebbels had gained support for Hitler in his presidential campaign, and in acheiving the high standard and wide spread (and enforced belief) for the Fürher, and mainting support in the war. Goebbels was head of the most influencial propaganda organization for the Nazi party, that directly or indirectly controlled the press, radio, film and smaller medias, personaly evaluating, accepting and at times producing the output of the propaganda. For the rise and consolidation of the Nazi's power, Goebbels worked for his goal in creating "One public opinion."
Read Nazi Propaganda - Other Methods - Part 2
e. Explain how the Nazis used the activities described on pages 254-259 as a form of propaganda.
Propaganda in the media may attempt to convince the common person of ideals, but action dictates the back up of the promisses made by the Nazi party. With the combination of Hitler, Speer and Goebbels, the mass collected speeches won people over with the power of the presentation, not the ideaology that was pushed.
Read Nazi Propaganda - Culture - Part 3 and Part 4
f. Explain how the Third Reich used painting, sculpture and architecture for propaganda purposes (Pgs. 260-270).
Thursday, February 17, 2011
Jan. '33: Hitler is Appointed Chancellor
1. Why did Hinderburg's advisers agree to the appointment of Hitler as chancellor in January 1933?
His increase in popularity instiled fear in the SPD, and, as comprimise without presenting threat, they had appointed Hitler chancellor. They surrounded him with a conservitive cabinet, for influence on the descisions and on Hitler's ideals himself.
2. Why is the term "totalitarianism" used to describe Nazi Germany?
The government had complete control of the people, and the leader of the government controlled all of it. By dismissing the rights of freedom of speech, religion and party freedoms, Hitler was in complete control.
3. Why did the Enabling Law allow Hitler to overcome the constitutional restraints of the Weimar system?
The enabling law gives excpetions of actions taken in the Weimar Parliment in times of emergency when it is absolutely necessary. Hitler used this to take freedom of speech away, appoint himself president and put the Nazis in power.
4. What was the goal of Goebbels' Ministry of Public Enlightenment and Propaganda?
To create an entirely German community that is dedicated to the NSPAD, while eliminating opposition to the NSPAD through "necessary" drastic means. Burning the books of ideology that opposed the "morals" of the Nazis.
5. How did Hitler destroy potential sources of opposition?
Hitler dismissed all who were not of German or Austrian blood, recognized honourably, those who were jewish and non-aryans from government positions.
6. Which laws served as the first steps in Hitler's plan to eliminate Germany's Jewish community?
All jews in Germany were to be removed from work, power and any attempt of them to show pride for Germany. Marraige with Jews was forbiden and the jewish population had no power in the Reich.
His increase in popularity instiled fear in the SPD, and, as comprimise without presenting threat, they had appointed Hitler chancellor. They surrounded him with a conservitive cabinet, for influence on the descisions and on Hitler's ideals himself.
2. Why is the term "totalitarianism" used to describe Nazi Germany?
The government had complete control of the people, and the leader of the government controlled all of it. By dismissing the rights of freedom of speech, religion and party freedoms, Hitler was in complete control.
3. Why did the Enabling Law allow Hitler to overcome the constitutional restraints of the Weimar system?
The enabling law gives excpetions of actions taken in the Weimar Parliment in times of emergency when it is absolutely necessary. Hitler used this to take freedom of speech away, appoint himself president and put the Nazis in power.
4. What was the goal of Goebbels' Ministry of Public Enlightenment and Propaganda?
To create an entirely German community that is dedicated to the NSPAD, while eliminating opposition to the NSPAD through "necessary" drastic means. Burning the books of ideology that opposed the "morals" of the Nazis.
5. How did Hitler destroy potential sources of opposition?
Hitler dismissed all who were not of German or Austrian blood, recognized honourably, those who were jewish and non-aryans from government positions.
6. Which laws served as the first steps in Hitler's plan to eliminate Germany's Jewish community?
All jews in Germany were to be removed from work, power and any attempt of them to show pride for Germany. Marraige with Jews was forbiden and the jewish population had no power in the Reich.
Thursday, February 10, 2011
The Troubled Infancy of the Weimar Republic
1. Explain why several segments of German society never accepted the legitimacy of the Weimar system.
It had been formed by the people who had signed the treaty of Versailles, and the armasist. They had come to prefer the autocracy persent with Kaiser Wilhem II, and hated the terms of the treaty which severly crippled the economy.
2. How did Hitler use anti-Semitism to further his political aspirations?
Hitler had blamed people like the Jewish and Marxists for the defeat of the German army in WWI, stating that they had masterminded a plot to destroy Germany. Their interference had lowered troop morale and they had sabotaged the government.
3. How was the French occupation of the Ruhr tied to Germany's hyperinflation?
Without the industrial region, which was key to Germany, the economy buckled and lead to hyperinflation.
4. Describe "Weimar culture" and explain why many Germans rejected its values.
Westernization had begun in Germany, changing Music, art and literature to be muc like that of the United States. Rejection had begun due to the disruption of traditional values, including equality of women. The NSPD had protested against the film "Quiet on the Western Front".
5. How did the conflict between the Catholic Center Party and the SPD contribute to the political crisis of the Weimar Republic?
Instead of weakening members, those under the KKP had only become more radical. The splitting and distinction of parties had shown that power was too greatly divided along with ideals.
6. How did the economic depression that began in 1929 create an opportunity for extremist political parties in Weimar Germany?
Desperate times call for desperate measure, the radical parties had promised ideals that would ensure economic recovery, as the current party wasn't accomplishing gain.
It had been formed by the people who had signed the treaty of Versailles, and the armasist. They had come to prefer the autocracy persent with Kaiser Wilhem II, and hated the terms of the treaty which severly crippled the economy.
2. How did Hitler use anti-Semitism to further his political aspirations?
Hitler had blamed people like the Jewish and Marxists for the defeat of the German army in WWI, stating that they had masterminded a plot to destroy Germany. Their interference had lowered troop morale and they had sabotaged the government.
3. How was the French occupation of the Ruhr tied to Germany's hyperinflation?
Without the industrial region, which was key to Germany, the economy buckled and lead to hyperinflation.
4. Describe "Weimar culture" and explain why many Germans rejected its values.
Westernization had begun in Germany, changing Music, art and literature to be muc like that of the United States. Rejection had begun due to the disruption of traditional values, including equality of women. The NSPD had protested against the film "Quiet on the Western Front".
5. How did the conflict between the Catholic Center Party and the SPD contribute to the political crisis of the Weimar Republic?
Instead of weakening members, those under the KKP had only become more radical. The splitting and distinction of parties had shown that power was too greatly divided along with ideals.
6. How did the economic depression that began in 1929 create an opportunity for extremist political parties in Weimar Germany?
Desperate times call for desperate measure, the radical parties had promised ideals that would ensure economic recovery, as the current party wasn't accomplishing gain.
Monday, February 7, 2011
Unrest and the Treaty of Versailles
1. Using the information from Chapter 4, what were the threats to the new Weimar Republic? How did the Free Corps assist the government
A like to the conditions present in Russia after its abdication of its king, organisation was limited and power was in the streets for the taking. The threat of communism was great, where popularity was great, as well as miliatry power, leading to revolutions from the party against the newly established government. The Weimar republic used the Free Corps to kill all hostile threats in the revolting cities, to remove the communist party alltogether (in these ares). Also, the issue of the the peace treaty with the allies put an enourmous amount of pressure on the government and people alike, for such an extreme request for war damages.
2. How did the Germans react to the Treaty of Versailles?
The German people were shocked by such extreme measures taken by the allies to compensate for war damages. Germany had thought that they had done as asked, remove Kaiser Wilhem II from mpower and establish a democracy, while surrendering to the allied powers. Instead, they had been blamed for starting the war and were forced to pay for the damage done by the conflict, that was so great that it would not pay it off for over 90 years. Th poeple of Germany thought it not to be fair and blamed their military leaders for the armasist. They had initially refused the terms of tghe treaty and prepared for an invasion.
3. Who were the "November Criminals"?
The November Criminals were the military leaders who agreed upon the Armasist in surrendering to the Allies.
4. Read chapter 5. Why didn't Field Marshal von Hindenburg and the other general fight instead of having the Weimar government sign the Treaty of Versailles?
The military strength was far too low to fight off an invasion, defeat was assured and there was nothing Germany could do to effectively defend itself.
5. What were the major aspects of the Treaty that caused Germans to object so strongly to it?
Over a tenth of the land, people and resources were lost, while cutting down the military to a number far too low to be effective. It also put all blame on Germany and prevented it from uniting with Austria.
A like to the conditions present in Russia after its abdication of its king, organisation was limited and power was in the streets for the taking. The threat of communism was great, where popularity was great, as well as miliatry power, leading to revolutions from the party against the newly established government. The Weimar republic used the Free Corps to kill all hostile threats in the revolting cities, to remove the communist party alltogether (in these ares). Also, the issue of the the peace treaty with the allies put an enourmous amount of pressure on the government and people alike, for such an extreme request for war damages.
2. How did the Germans react to the Treaty of Versailles?
The German people were shocked by such extreme measures taken by the allies to compensate for war damages. Germany had thought that they had done as asked, remove Kaiser Wilhem II from mpower and establish a democracy, while surrendering to the allied powers. Instead, they had been blamed for starting the war and were forced to pay for the damage done by the conflict, that was so great that it would not pay it off for over 90 years. Th poeple of Germany thought it not to be fair and blamed their military leaders for the armasist. They had initially refused the terms of tghe treaty and prepared for an invasion.
3. Who were the "November Criminals"?
The November Criminals were the military leaders who agreed upon the Armasist in surrendering to the Allies.
4. Read chapter 5. Why didn't Field Marshal von Hindenburg and the other general fight instead of having the Weimar government sign the Treaty of Versailles?
The military strength was far too low to fight off an invasion, defeat was assured and there was nothing Germany could do to effectively defend itself.
5. What were the major aspects of the Treaty that caused Germans to object so strongly to it?
Over a tenth of the land, people and resources were lost, while cutting down the military to a number far too low to be effective. It also put all blame on Germany and prevented it from uniting with Austria.
Monday, January 31, 2011
Stalin's Cult of Personality
1. Does the fact that images of Stalin appeared everywhere, as described by Steinbeck in Source 14.8, prove that Stalin attracted genuine adulation?
The sincereity that the people had for Stalin in the wake of his image across the country lacked truth, as in most probability efforts to put Stalin's image in a bright manner were for the safety of the citizen, or the expresed dilusion of an extreme loyalist. It does not not prove the attraction of genuine adulation, but more suggests at the prestige that Stalin had in power over the people's lives, putting his face everywhere.
2. Describe the various devices used to establish and spread the cult of Stalin.
The image of Stalin waas placed everywhere for every citizen to see, as a great leader and demigod. There was a portrait in every class room, statues littered the towns, and countless poems fueled the litterary mind. To further highten and establish a firm base of superiority, images where Trostsky and other leaders, the opposing members of Stalin were removed from the photographs, rewriting history for education and the overall understanding of the world of Stalin and the Soviet Union.
3. Account for the relative success of the cult - why do you think it worked with the Russian people?
It was the only power that the people knew, there had been either no point in resisting or no other ideals that the people were exposed to. The country shouted "Stalin", and there was no avoiding it.
4. What conclusions can you reach about whether the adulation Stalin received was genuine? Make notes of your answers.
Stalin might be refered to as the character that people loved to hate. Although it had been known what horrible things he had been doing, it was still the Soviet Union, the life of the people, and nothing else. After the death of Stalin, the idea of having an all powerfull political guardian, was lost, and in a way, the structure of the Soviet government had been extirpated.
The sincereity that the people had for Stalin in the wake of his image across the country lacked truth, as in most probability efforts to put Stalin's image in a bright manner were for the safety of the citizen, or the expresed dilusion of an extreme loyalist. It does not not prove the attraction of genuine adulation, but more suggests at the prestige that Stalin had in power over the people's lives, putting his face everywhere.
2. Describe the various devices used to establish and spread the cult of Stalin.
The image of Stalin waas placed everywhere for every citizen to see, as a great leader and demigod. There was a portrait in every class room, statues littered the towns, and countless poems fueled the litterary mind. To further highten and establish a firm base of superiority, images where Trostsky and other leaders, the opposing members of Stalin were removed from the photographs, rewriting history for education and the overall understanding of the world of Stalin and the Soviet Union.
3. Account for the relative success of the cult - why do you think it worked with the Russian people?
It was the only power that the people knew, there had been either no point in resisting or no other ideals that the people were exposed to. The country shouted "Stalin", and there was no avoiding it.
4. What conclusions can you reach about whether the adulation Stalin received was genuine? Make notes of your answers.
Stalin might be refered to as the character that people loved to hate. Although it had been known what horrible things he had been doing, it was still the Soviet Union, the life of the people, and nothing else. After the death of Stalin, the idea of having an all powerfull political guardian, was lost, and in a way, the structure of the Soviet government had been extirpated.
Wednesday, January 26, 2011
Purges, Terror and Show Trials
1.What is the significance of Kirov's murder? (This is what I went over in class.)
athe death of Kirov gave brith the the Great Purges, to where Stalin's distrust in his party lead to the removal of many Communist members.
2. According to Stalin, who had Nikolayev been working for when he assassinated Kirov? Why is this significant?
he had been working for, as Stalin said, traitorous members of the NKVD.
3. What is a Trotskyite?
Those who had continued to believe in Trostky's ideas in government and wanted to continue global revolution.
4. There are three major "show trials." List them and a brief description of their significance.
the first was the public trial of Zinoviev and Kamenev for propaganda reasoning, saying that the two had planned out a terrorist act to kill staling and other soviet government members. in the second, 17 were tried, 13 put to death. these included Buhkarin and other important former opponents of stalin. The third accused the Leader of the NKVD of not paying attention and making it easy forthe murder of Kirov. He pleaded guilty. they had also tried Bukharin and rykov again.
5. During the Great Terror, there were three stages to the purges, staring with members of the Communist party. What were the next two stages and what type of people were purged?
athe death of Kirov gave brith the the Great Purges, to where Stalin's distrust in his party lead to the removal of many Communist members.
2. According to Stalin, who had Nikolayev been working for when he assassinated Kirov? Why is this significant?
he had been working for, as Stalin said, traitorous members of the NKVD.
3. What is a Trotskyite?
Those who had continued to believe in Trostky's ideas in government and wanted to continue global revolution.
4. There are three major "show trials." List them and a brief description of their significance.
the first was the public trial of Zinoviev and Kamenev for propaganda reasoning, saying that the two had planned out a terrorist act to kill staling and other soviet government members. in the second, 17 were tried, 13 put to death. these included Buhkarin and other important former opponents of stalin. The third accused the Leader of the NKVD of not paying attention and making it easy forthe murder of Kirov. He pleaded guilty. they had also tried Bukharin and rykov again.
5. During the Great Terror, there were three stages to the purges, staring with members of the Communist party. What were the next two stages and what type of people were purged?
Monday, January 24, 2011
Kirov Murder Myster
1. In what circumstances did the assassin carry out the murder?
Leonid Nikolayev had been a depressed man with poor health. He had been removed from the communist party on occassion and had developed a keen hatred for some parts for it. Also, it was thought that his wife had been having an affair with Kirov.
2. What strange coincidences surround the murder?
The key witness, the body guard of Kirov, had been in a car full of NKVD members where the car had crashed, killing the guard, without hurting anyone else. Also, the deputy of the NKVD had released Leonid Nikayev twice after being arrested in the area of Kirov. Also, a member of the NKVD had been reported to practice shooting the revolver, the one that was used ot kill Kirov, with Leonid.
3. Is there any evidence to link Stalin to the murder?
Kirov had recieved more votes that Stalin in the 17th committee of congress. He had also been one of the best orators in the party, who wanted a break in industrialization for the peasant popluation. His popularity exceeded Stalin, which wuold give Stalin reason to kill him off.
4. Is there any evidence to suggest that the NKVD was involved in the murder?
The deputy of the NKVD had released Leonid twice from imprisonment, as had a member of the NKVD practised shooting the revolver that killed Kirov with Leonid.
5. Who had the best motive for the murder?
Leonid would seem to have had the best motive for the murder, but so many pieces of unclear evidence would show that it seems to be much more to it.
6. What theories can you suggest about who was responsible - was it the assassin alone or were others involved?
It would seem that Stalin would have ordered the NKVD to set up an unstable man with reason himself to kill Kirov, for the assassination, while killing all witnesses of the crime, or viewers of evidence presented by imformation.
Leonid Nikolayev had been a depressed man with poor health. He had been removed from the communist party on occassion and had developed a keen hatred for some parts for it. Also, it was thought that his wife had been having an affair with Kirov.
2. What strange coincidences surround the murder?
The key witness, the body guard of Kirov, had been in a car full of NKVD members where the car had crashed, killing the guard, without hurting anyone else. Also, the deputy of the NKVD had released Leonid Nikayev twice after being arrested in the area of Kirov. Also, a member of the NKVD had been reported to practice shooting the revolver, the one that was used ot kill Kirov, with Leonid.
3. Is there any evidence to link Stalin to the murder?
Kirov had recieved more votes that Stalin in the 17th committee of congress. He had also been one of the best orators in the party, who wanted a break in industrialization for the peasant popluation. His popularity exceeded Stalin, which wuold give Stalin reason to kill him off.
4. Is there any evidence to suggest that the NKVD was involved in the murder?
The deputy of the NKVD had released Leonid twice from imprisonment, as had a member of the NKVD practised shooting the revolver that killed Kirov with Leonid.
5. Who had the best motive for the murder?
Leonid would seem to have had the best motive for the murder, but so many pieces of unclear evidence would show that it seems to be much more to it.
6. What theories can you suggest about who was responsible - was it the assassin alone or were others involved?
It would seem that Stalin would have ordered the NKVD to set up an unstable man with reason himself to kill Kirov, for the assassination, while killing all witnesses of the crime, or viewers of evidence presented by imformation.
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