Nazi+Germany

– Hitler’s role in the Nazi state
 * Nazism in power**

– Nazism as totalitarianism

– the role of propaganda, terror and repression; SA and SS; opposition to Nazism


 * __ Nazi Germany: The SS and SA __**

· ‘Masters of death’ à SS viewed as the personifications of death. · Majority of members actually normal in lifestyle and mental health à men of fine standing, loving husbands, fathers, brothers, etc. · 1945 à 2 out of 3 of all Jews in Europe had been killed by the SS. · Worked in ‘killing centers’ along with police à efficient mass murder. **– See Source (C)** · Murdered nearly 2,700,000 Jews in the killing centers either by asphyxiation with poison gas or by shooting. · Members had to swear an oath à mystical/religious ring to it o “I swear to thee Adolf Hitler As Fuhrer and Chancellor of the German Reich Loyalty and Bravery. I vow to thee and to the superiors of your choosing Obedience unto death So help me God.” · Toughness was imperative à developed through humiliation · Random killings à instill fear à men were hanged ·  · 1925  o Founded; Adolf Hitler’s personal bodyguard. · 1926 o SS independence from SA (Sturm Abteilung). o Dietrich put in charge of bodyguard à Himmler focus on building the SS.  · 1929 o Heinrich Himmler appointed as SS leader by Hitler. o Only 280 members. o Same uniform as the SA except for a black cap with a silver death’s head badge and a black tie à they were quasi-legendary qualities. o Permeated every aspect of German life (police, security, army, concentration camps) · 1931   o Himmler institutes SS Race and Settlement Office à determines eligibility for entry into the SS à establishes the SS as ‘racial elite’. · 1932 o All black SS uniform introduced. · 1933 o Nazi Party gained power à 52,000 SS members. o Himmler head of all German political police outside Prussia. · June 1934 o **Night of the Long Knives** à SA purged; threat to German army (as believed by Himmler) **– See Source (B)** à also symbol of SS fall into barbarity o SS now most primary tool of internal German rule. · 1936 o Gestapo (Secret police) now also under Himmler’s control. o SS put in all key posts of Nazi Germany. · 1937 à SS venture into foreign policy; take control of Ethnic German Liaison Office. o Office was responsible for supplying to needs of ethnic Germans living outside the Reich. o Initially involved economic and culture assistance prior to war à SS now distributed clothing, furniture, etc. for newly resettled ethnic German communities throughout Europe during WWII. o Many of these items from personal property taken from Jews murdered by the SS at the killing centers **– See Source (A)** · Third Reich and SS needed each other in order for reign to continue à help with power struggle. · SS believed à “only following orders” à “impossible to refuse” ·  · Also: Storm Troopers, Brown Shirts · Power à citizens arrested merely due to suspicions of being an enemy of the state. No evidence or proof required. Once named an enemy of the state, there was no protection for any citizen or their family. · Spread Nazi propaganda · Röhm’s ambition was to make his Brown Shirts into a people’s army that would absorb the regular army, with the whole army under his command · 1921 o Founded in Munich o Early members; Free Corps (Freikorps) and armed opportunist groups consisting of ex-soldiers responsible for street fighting with leftists during early days of Weimer Rep. o Brown uniforms. o Protected Party meetings and marched in Nazi rallies. o Used physical force against political opponents. · 1925 o In disorder from Munich Putsch (1923) à reorganised, resuming methods of violence and intimidation. · January 1931 o Controlled by Ernst Röhm à radical anti-capitalist notions; envisioned making SA Germany’s main military force. · 1932 à SA numbers 400,000. · 1933 à est. 2,000,000 members (twice size of regular army). · Initially carried out unconstrained street fights against Jews and anti-Nazi individuals. · ‘Eyed with suspicion’ o Röhm pressed for socialist revolution & merging SA with the regular army with him as leader (Against Hitler’s wishes). o Mistrusted by regular army and wealthy industrialists (whose support was needed by Hitler). · 1934 o **Night of the Long Knives** à ‘Blood Purge’ SA leadership o Röhm and other leaders executed. o SA strength reduced à no longer major player in Nazi politics · 1939 o Trained soldiers for Home Guard units.
 * //__ SS; TheSchutzstaffel __//**
 * //__ SA; Sturmabteilung __//**


 * //__ SOURCES __//**

__SOURCE (A):__ //‘One day I was instructed to drive my truck outside the town. I was accompanied by a Ukrainian. It must have been about ten o'clock. On the way there we overtook Jews carrying luggage marching on foot in the same direction that we were traveling. There were whole families. The farther we got out of town the denser the columns became. Piles of clothing lay in a large open field. These piles of clothing were my destination. The Ukrainian showed me how to get in there.// //After we had stopped in the area near the piles of clothes the truck was immediately loaded up with clothing. This was carried out by Ukrainians. I watched what happened when the Jews - men, women and children - arrived. The Ukrainians led them past a number of different places where one after the other they had to remove their luggage, then their coats, shoes and overgarments and also underwear. They also had to leave their valuables in a designated place. There was a special pile for each article of clothing. It all happened very quickly and anyone who hesitated was kicked or pushed by the Ukrainians to keep them moving. I don't think it was even a minute from the time each Jew took off his coat before he was standing there completely naked. No distinction was made between men, women and children. One would have thought that the Jews that came later would have had a chance to turn back when they saw the others in front of them having to undress. It still surprises me today that this did not happen.// //Once undressed, the Jews were led into a ravine which was about 150 meters long, 30 meters wide and a good 15 meters deep. Two or three narrow entrances led to this ravine through which the Jews were channeled. When they reached the bottom of the ravine they were seized by members of the Schutzpolizei and made to lie down on top of Jews who had already been shot. This all happened very quickly The corpses were literally in layers. A police marksman came along and shot each Jew in the neck with a submachine gun at the spot where he was lying. When the Jews reached the ravine they were so shocked by the horrifying scene that they completely lost their will. It may even have been that the Jews themselves lay down in rows to wait to be shot.// //There were only two marksmen carrying out the executions. One of them was working at one end of the ravine, the other at the other end. I saw these marksmen stand on the layers of corpses and shoot one after the other. The moment one Jew had been killed, the marksman would walk across the bodies of the executed Jews to the next Jew, who had meanwhile lain down, and shoot him. It went on in this way uninterruptedly, with no distinction being made between men, women and children. The children were kept with their mothers and shot with them.’//
 * A truck driver witnessed the killing of Jews by the SchutzStaffeinel (SS) at BabiYar in the Soviet Union in September 1941. **

__SOURCE (B):__ //“In the months that have gone by since we met in June 1942 many of our comrades were killed, giving their lives for Germany and the Fuhrer. In the first rank - and I ask you to rise in his honor and in honor of all our dead SS men, soldiers, men and women - in the first rank our old comrade and friend from our ranks, SS Lieutenant General Eicke. [The SS Gruppenfiihrers have risen from their seats.] Please be seated.// //One basic principle must be the absolute rule for the SS men - we must be honest, decent, loyal, and comradely to members of our own blood and to nobody else. What happens to a Russian or to a Czech does not interest me in the slightest. What the nations can offer in the way of good blood of our type we will take, if necessary by kidnapping their children and raising them here with us. Whether nations live in prosperity or starve to death interests me only so far as we need them as slaves for our culture; otherwise, it is of no interest to me. Whether ten thousand Russian females fall down from exhaustion while digging an antitank ditch, interests me only so far as the antitank ditch for Germany is finished. We shall never be rough and heartless when it is not necessary, that is clear. We Germans, who are the only people in the world who have a decent attitude toward animals, will also assume a decent attitude toward these human animals.// //I also want to talk to you, quite frankly, on a very grave matter. Among ourselves it should be mentioned quite frankly, and we will never speak of it publicly. **Just as we did not hesitate on 30 June 1934 to do the duty we were bidden and stand comrades who had lapsed up against the wall and shoot them, so we have never spoken about it and will never speak of it.** It was that tact which is a matter of course and which I am glad to say, inherent in us, that made us never discuss it among ourselves, nor speak of it. It appalled everyone, and yet everyone was certain that he would do it the next time if such orders are issued and if it is necessary.// //I mean the evacuation of the Jews, the extermination of the Jewish race. It's one of those things it is easy to talk about, "The Jewish race is being exterminated," says one party member, "that's quite clear, it's in our program-elimination of the Jews and we're doing it, exterminating them." And then they come to me, eighty million worthy Germans, and each one has his decent Jew. Of course the others are vermin, but this one is an A-1 Jew. Not one of all those who talk this way has watched it, not one of them has gone through it. Most of you must know what it means when one hundred corpses are lying side by side, or five hundred, or one thousand. To have stuck it out and at the same time - apart from exceptions caused by human weakness - to have remained decent fellows, that is what has made us hard. This is a page of glory in our history which has never been written and is never to be written, for we know how difficult we should have made it for ourselves, if with the bombing raids, the burdens and the deprivations of war we still had Jews today in every town as secret saboteurs, agitators, and troublemakers. We would now probably have reached the 1916-1917 stage when the Jews were still in the German national body.”// __SOURCE (C):__
 * Heinrich Himmler, speech to Schutzstaffel (SS) officers at Poznan (4th October, 1943) **
 * Jewish children in a German death camp. **


 * //__ BIBLIOGRAPHY __//**

//Internet// "Schutzstaffel (SS)." Spartacus Educational. [] (accessed March 7, 2011).

"Hitler's SS Henchmen." Gates To Hell - The Nazi Death Camps. [] (accessed March 11, 2011).

"SA (Nazi organization)."Britannica Online Encyclopedia. [] (accessed March 8, 2011).

"Hitler's Nazi Storm Troopers (SA), the SS, and the Gestapo."Online Magazine and Writers' Network. [|http://www.suite101.com/content/hitlers-nazi-storm-troopers-sa-the-ss-and-the-gestapo-a341558://www.ushmm.org/wlc/en/article.php?ModuleId=10007402] (accessed March 9, 2011).

//Books// Fulbrook, Mary. //German National Identity after Holocaust//. United States of America: Blackwell Publishers Ltd, 1999.

Elson, Robert T..//Prelude to War: World War II//. United States of America: Time Incorporated, 1977.

– social and cultural life in the Nazi state: role of Hitler Youth, women, religion **//__The Youth of Nazi Germany__//** **//__Schools and Education__//** ® Burnhard Rust (German Minister for Education) o “The whole purpose of education is to create Nazis.” o Introduced Nazi National Curriculum § Higher emphasis on sport & physical education · Aim to promote ‘racial health’. Military style drill introduced · “The weak must be chiselled away. I want young men and women who can suffer pain. A young German must be swift as a greyhound, as tough as leather, and as hard as Krupp’s steel”//(Hitler)// § History – including origins of Nazi party & nationalistic propaganda · German defeat in 1918 - work of Jewish and Marxist spies who had weakened the system from within · [|Treaty of Versailles] was the work of nations jealous of Germany's might and power; · [|Hyperinflation of 1923] - Jewish saboteurs § German – ‘consciousness of being German’ § Biology – Racial science/evolution/survival of the fittest § Amount of time spent on religious education/instruction reduced § Attendance at school prayer optional · ‘Prayers written by [|Baldur von Schirach], the head of the [|Hitler Youth], that praised [|Adolf Hitler], were introduced and had to be said before eating school meals’ § Essays - rewriting of propaganda handouts · Theme of an essay set for school leavers - ‘//The educational value of the Reich Labour Service’//. § Mathematics – · bomb trajectories – "A bomber aircraft on take-off carries 12 dozen bombs, each weighing 10 kilos. The aircraft takes off for Warsaw the international centre for Jewry. It bombs the town. On take-off with all bombs on board and a fuel tank containing 100 kilos of fuel, the aircraft weighed about 8 tons. When it returns from the crusade, there are still 230 kilos left. What is the weight of the aircraft when empty ?" · Racial Hygiene - "To keep a mentally ill person costs approximately 4 marks a day. There are 300,000 mentally ill people in care. How much do these people cost to keep in total? How many marriage loans of 1000 marks could be granted with this money?" o o Established elite schools Nationalpolitische Erziehungsanstalten //Napolas – National Political Institutes of Education// § Boys 10-18 § Selection for entry · Racial origins · Physical fitness · Membership of Hitler Youth § Run by SS   · Training ‘next generation of high-ranking people in the Nazi Party and German Army o Boys physically fitter and stronger - Adolf Hitler Schools - future leaders of Germany. § 6yrs tough physical training § Left aged 18 - they went to the army or to university o The very best pupils went to Castle of Order (//Ordensburg)//. § 25-30yrs § Took pupils to the limits of physical endurance § War games used live ammunition and pupils were killed at these schools. § Those who graduated from the Order Castles could expect to attain a high position in the army or the [|SS]. ® All school textbooks vetted for ideological correctness by Education Ministry & new textbooks produced ® Local Nazi officials kept an eye on what was happening in schools o Teachers aware they could be denounced by students ® Schools run on //Fuhrerprinzip// ‘Leadership principles’ o Teachers obliged to accept orders from above ® Girls o “Girls were to be trained as submissive wives and mothers, and men into dominating soldiers” //(Collier, M and Pealy, P 2000)//. o Study needlework & homecraft – preparation for life as homemaker o Staying on @ high school – put into domestic science/language o Eugenics – characteristics to look out for in a perfect husband and father o 1931 – 35% @ grammar schools / 1940 – 30% o January 1934 – law passed – limited no. of places for females in universities to 10% § Competition – prepared to denounce classmates to Gestapo for place o Napolas – 2/39 catered for young women ® 1935 - Nuremburg Laws - [|Jewish] school children not allowed to attend schools o The Nazi government claimed that a German pupil sitting next to a Jew could become contaminated by the experience. ® National Socialist Teacher’s League – 1936 – 97% of teachers involved ® Universities o No of students attending decreased between 1933-1939 o Women restricted to 10% of places o November 1933 – all teacher made to sign a ‘Declaration in support of Hitler and the National Socialist State’ o Students had to join German Students League (DS) o Twice weekly political indoctrination & physical education sessions o Curriculum modified

The overall emphasis was on Nazi racial doctrines and physical education with far less emphasis on intellectual pursuits. This had a dramatic effect on standards. There was a combination of a severe reduction of opportunities for girls, the distraction of the Hitler Youth, a shortage of trained teachers and the radical removal of standard educational practices that were replaced by coloured political views of the world. All this reduced education in Nazi Germany to an elementary level.

//“ In my great educative work, I am beginning with the young. We older ones are used up…we are rotten to the marrow...with them [youngsters] I can make a new world. “//
 * //Sources//**

Adolf Hitler 1933

//“The chief purpose of the school is to train human beings that the State is more important than the individual, that the individuals must be willing and ready to sacrifice themselves for Nation and Fuher.”//

Bernhard Rust

//"Acted as incubators of nationalism."//

Grunberger

The illustration is the cover of the issue in which this article appeared. The caption next to the young lad is: “Germany’s youth belong to the Führer!”

//“The Hitler Youth Movement and Nazified school system were driving a wedge between parents and their children, who were being indoctrined at every stage of their lives.”// Evan, R. J 2005

**//__Youth Organisations__//** ® Before 1933 youth groups encouraged ‘free youth’ – independence of mind and action among the young. o Most were linked to church or political organisations. ® //Hitler Jugend// created in 1926. ® Unsuccessful in its early years. ® Nazi takes over in 1933 – all youth organisations (bar the ones of the Catholic Church) were banned or taken over by //HJ//. o Nazi youth movement began to flourish. o HJ member ship at 50 000. ® 1936 – Law for the Incorporation of German Youth. o HJ gained status of official education movement. § Equal in status to schools and homes. o Catholic Church organisations banned. § HJ only official youth organisation. ® 1936 – HJ gained monopoly over all sports facilities and competitions for children under 14. ® 1939 – Membership of HJ made compulsory. ® Constant political in doctrine and physical activity (15% of school time). o Set emphasis of political doctrine in syllabus and military drill. ® Emphasis on competition, struggle, heroism and leadership. ® Boys from 10 taught motto – //“Live faithfully, fight bravely and die laughing.”// ® Swore a personal oath of allegiance to Fuhrer. ® Taught to sing Nazi songs and encouraged to read Nazi political pamphlets. ® Sports and camping trip made it appealing to young boys. ® Accepted nor through HJ and Nazism: o Struggle o Sacrifice o Loyalty o Discipline ® Many children joined against parents will. o They were not Nazi sympathisers and grew up in a different era. ® Offered an outlet for teen rebellion. ® Enthusiasm waned as it became: o More bureaucratic o More emphasis placed on military drill and training ® Poor attendance to weekly parades. ® Buy resented the harsh punishments for minor infringements of the rules.
 * //Hitler Youth – Hitler Jugend//**

® Female equivalent to the HJ followed Jungmadel (girls ages 10 – 14). ® Motto – //“Be faithful, be pure, be German.”// ® Prepared girls for future roles as housewives and mothers in the //Volksgemeinschaft.// ® Became compulsory in 1939. ® Taught to be healthy – bodies had a duty to the nation. o Fit for future role as child bearers. ® Instructed in hygiene, cleanliness and healthy eating. ® Formation dancing and group gymnastics served purpose of raising fitness and developing comradeship. ® Weekly ‘home evenings’ girls taught handicrafts, sewing and cooking. ® Sessions of political education and racial awareness. o Important element of indoctrination. ® Annual summer camps (highly structured): o Sports o Physical exercise o Route marches o Indoctrination o Flag waving o Saluting ® Faith and beauty groups gave instructions on: o Baby care o Social skills (such as ballroom dancing) ® Many girls found experience liberating. ® Could escape from constraints of home and do things their mothers couldn’t. ® Developed comradeship. ® It was classes, girls coming from a range of backgrounds. o A strategy to capture minds of youth moulding them into the purpose of the Nazi regime. ® Jutta Rudiger (leader) instructed girls in future patterns in marriage. o //“Only the best German soldier is suitable for you, for it is your responsibility to keep the blood of the nation pure. German girl, your honour lies in being faithful to the blood of your race.”// ® Ages 6 – 10. ® Wear uniforms. ® Go on hikes. ® Learn to read maps and pitch a tent. ® Would move to HJ at age of 10. //“What I liked about the Hitler Youth was the cadetship. I was full of enthusiasm when I joined the Junvolk at the age of ten. What boy isn’t fired by being presented with the high ideas such as comradeship, loyalty and honour?”// Recollections from a former Hitler youth member, quoted in Noakes, J. and Pridham, G., Nazism 1919-45, Volume 2, 1984. //“Later…the negative aspects became very obvious. I found the compulsion and requirement for absolute obedience unpleasant. I appreciated that there must be order and discipline in such a large group of boys, but it was exaggerated. It was preferred that people should not have a will of their own and should totally subordinate themselves.”// A former Hitler youth member recounts his growing disillusionment, quoted in Noakes, J. and Pridham, G., Nazism 1919-45, Volume 2, 1984. //“We wanted the ‘New German Women’ to be the bearer of German culture and moral standards of the whole people. Our aim was that they should achieve health, self-discipline, courage and, later on with the gymnastics, gracefulness – in the sense of beautiful harmonious movement which also reflects a healthy mind and body.”//  Jutta Rudiger, BDM leader, quoted in Haste, C., //Nazi Women,// 2001. //Your body belongs to your nation, to which you owe your existence and for which you are responsible.// //Always keep yourself clean, tend and exercise your body. Light, air and water can help you do this.// //Look after your teeth. Strong and healthy teeth are a sense of pride.// //Eat plenty of raw fruit, uncooked greens and vegetable, first washing them thoroughly in clean water.// //Drink fruit juice. Leave coffee to the coffee addicts.// //Shun alcohol and nicotine; they are poisons which impair your development and capacity for work.// //Take physical exercise. It will make you healthy and hardy. Sleep at least nine hours every night.// //Practice first aid for use in accidents. It can help you save your comrades’ lives.// //All your activities are governed by the slogan: “Your duty is to be healthy.”// Rule of the BDM, quoted in Haste, C., Nazi Women, 2001. Hitler wanted, “A violently active, dominating, intrepid, brutal youth…There must be no weakness and tenderness in it.” Quote: Adolf Hitler.
 * //The League of German Girls – Bund Deutscher Madel (BDM)//**
 * //Pimpf – ‘Little Fellow’//**
 * //Sources//**

**//__Evaluating Hitler Jugend__//** ® Nazi Youth Organisations were originally unsuccessful, due to the lack of popularity and publicity of the NSDAP. This troubled beginning was referred to as “the years of struggle.” ® The Nazi Youth Movement began to flourish in the early 1930s due to Hitler’s rise to power within the NSDAP. ® The popularity of the Youth Organisations can be attributed to the deliberately designed and calculated appeal and attraction to such organisations that drew in the young people (although not the entire Youth population) of Germany, especially due to the changing nature of the dominating world cultures of the time (such as USA and UK) ® Why Kids? The popularity of Hitler’s Youth Organisations can also be attributed to the fact that they were ultimately organisations for young people. The organisations taught “life skills” (cooking, for example) and concepts (sacrifice, loyalty, for example) that attracted youths, as well as recreational and cultural activities (athletics, camping, music, etc.) that created a positive light for Hitler’s Youth Organisations to thrive in, and established them as a positive influence on rebellious or rambunctious teenagers (it can be said, however, that whilst these life skills are a necessity, they were only bred into the Youth to satisfy the future aims/goals of the Nazi party, and to form a nation unified by the concepts of National Socialism). This is regardless of the fact that Youth are the most impressionable, persuadable, and easily moulded of most age brackets within any society ® A great sense of community and collective spirit, a sense of being “one” and “united,” was created through mottos, songs, group and teamwork building activities that were undertaken by the Youth Organisations. These factors were essential in guaranteeing that the Youth would be dedicated and determined by Hitler’s causes ® The importance of the Organisations was so profound that legislation was initiated/amended/passed/etc. that approved and legitimised the role of the Youth Organisations in Germany. The Organisations controlled key aspects in the lives of German Youth: they were almost completely under the control of National Socialism. This brought about a ratification of and consent to the indoctrination of the Youth and the complete reformatting in thinking and philosophy of the German Youth at this time—this was especially significant in the way this education was carried out from such young ages ® Hitler’s indoctrination of the young served one ultimate purpose: Hitler. His aims of racial purity, militarism, unified nationalism and the re-instatement of Germany to its position as a Great Power, culminated in his education of Youth ® Nazism and Education o “Race, military training, leadership and religion!” [1] were the key elements or “iron pillars” of Nazification (Nazism permeated and saturated the education system) and were the basis of the new Nazi education system o The education system/curriculum was almost entirely amended or re-written to serve Hitler’s purposes. Education was a means (almost to the extent that the entire education system could be called propaganda) within which he could edify the future of Germany (the Youth) and transform them into his “master race” o Hitler’s education of Youth almost ensured his future potential power (considering the Youth were being groomed as not only instruments of, but property of, the Nazi party) o The standard of education fell dramatically while under the regime/rule of Nazism. The education standards of Nazi Germany were reduced so much so that students were barely prepared for the future (university, the military, etc.) o The intellect of the German Youth suffered greatly as emphasis was placed on Nazi doctrine (most often racial, biological and historical in nature à agents of propaganda/indoctrination) and physical education/strength/fitness as opposed to the academic and intellectual pursuits of the students ® Nazism and Gender o Hitler’s Youth Education stereotyped: it changed the perception of young people and was, looking through a modern context, extremely sexist against both genders § Males: strong, healthy, a capable tool for the Nazis, Nazi § Females: healthy, capable of much child bearing of Nazis, maintaining a Nazi household, Nazi o The employment and future opportunities for males—which could be said to be relatively expansive—could be said to have lessened due to Nazi simplification of gender roles: boys were expected to keep strong and healthy for the process of military adventures as well as breeding a healthy, Aryan population o Initially, the Organisations attracted males due to the sense of adventure and discovery that could satisfy the curiosities and, as Hitler believed, sexual desires of young men o The employment and future opportunities for females—already limited—were lessened further through the Nazi education of young girls (as they were educated in domesticity and raising a Nazi/Aryan family, as well as keeping healthy purely for this process) o Initially, however, the Organisations attracted females due to the liberation and freedom it provided through the subjects/activities of study that allowed them to gain more skills/insights into life than their mothers/previous generations o The specific indoctrination redefined gender roles within Nazi Germany, purely to suit the future needs of Hitler’s //Reich// and religion ® Nazism and Family o Nazism was seen to be “driving a wedge” between German families. Nazism was not, in all cases, loved by the German people. It caused outrage for parents due to the nature of the indoctrination and education of their children o The extent of resistance against the Youth Movement can be seen in the punishments that were exercised over parents should they deny/exclude/refuse the participation of their children in the education systems and Youth Organisations of Nazi Germany: removal/dispossession of the children from within the family and concentration camps for the parents ® Nazism and Youth Resistance o The Youth Movement was not as all-consuming and comprehensive as Hitler would have liked it to be; ambitious, it was not as grand or revered (respected) a process as it could have portended (threatened, indicated) to be. This was due to the eventual conformist, militarist nature that became evident of the Organisations o Disillusionment: the propaganda style publicity/beginnings of the Youth Movement were soon extinguished, and the realities of regimentation, conformity, working/occupations and an overhaul in the education system (an emphasis on physical education and sports while academic and intellectual pursuits/standards suffered as well as strict definition of gender roles within society) were realised by young people and their families o Youth Resistance groups [2] did exist, and often the encounters between Non- and Anti-Nazism groups with pro-Nazi Youth/police/authority were violent. Death of young people as a result of fanatical, maniacal supporters of the Youth Movement stands testament to the significance of the Youth on Germany, with young people willing to die and fight either for or against the Nazi cause ® Hitler’s Youth Movement was not as consuming or encompassing of the masses as Hitler believed it to be. There did exist some pockets and minorities of resistance among Youth, families and in some cases teachers. Hitler’s Youth Movement was successful in gaining a substantial following through attractive and somewhat propagandised means, but lost power due to the stringent authoritarian conformist and militarist nature of the Organisations and did produce some strong opposition. Generally, however, the Youth Movement was successful in indoctrinating and completely converting the thinking and philosophy of the young people of Nazi Germany to totally commit and support the ideas and ideals of Hitler: healthy and strong Nazi soldiers or housewives, and most importantly, racial purity and consciousness.

[1] [] <-- Pamphlet: ‘//The Educational Principles of the New Germany:// // What Schools and Parents Need to Know About the Goals of National Socialist Education // ’ [2] Such as the //Edelweiss Piraten// and the //Kittelbach Piraten// (“//Piraten//” meaning “pirate”)

 Women in Nazi Germany

Women during the Weimar Republic had greater rights and freedoms. They were in the process of integrating into society as productive members of the social order at the time. Women were able to control much more of their lives, such as the radio; a new technology introduced to female control as early as 1924. Women were able to broadcast programs conceived and executed for them. Giving them a valuable piece of the media, to transmit women’s ideas and influences to the women of the Weimar Republic. Women in the time of pre-Hitler rule were on the path to changing their traditional role to becoming a “new” type of German women. One where, they can control their own fate and destiny without the male hovering over their shoulder, restricting them from certain opportunities that a woman could accomplish until Hitler was in control in 1933. · The role of women was based on the German Phrase //Kinder Kirche Kueche// (children, church, kitchen) · This was the ideal phrase of description of Nazi women · What this means Women, as a distinct social group, had a clearly defined place in the Nazi world. · In a rally at Nuremberg in 1934 Hitler said that ‘man’s world is the State’, while the ‘world of woman is a smaller world. For her world is her husband, her family, her children and her house · They played a vital role for Hitler for creating the ideal Germany · Hitler had set out ten commandments for women which were : o Remember that you are a German. o If you are genetically healthy you should not remain unmarried. o Keep your body pure. o You should keep your mind and spirit pure. o As a German choose only a spouse of the same or Nordic blood. o In choosing a spouse ask about his ancestors. o Health is also a precondition for physical beauty. o Marry only for love. o Don't look for a playmate but for a companion for marriage. o You should want to have as many children as possible · The Third Reich's aggressive population policy encouraged "racially pure" women to bear as many "Aryan" children as possible

**__ Education __** · Girls from the age of ten joined the (Jungmadel) Hitler youth · From fourteen they enter the German girls league (Bund Deutscher Madel). Were they are taught their role was to be a good wife and mother and their place was in the home. The 3 Ks :Kinder, Kuche, kirche · females were expected to be involved only in domestic issues · Therefore their learning is more concentrated within the household. Learning how to cook clean and house duties for their husbands/father. · Many men began to realize that women would be better mothers and wives if they were educated in intellectual matters as well as in cooking and housekeeping. · This resulted in the encouragement of aristocratic women to pursue an education, although not a professional education at the university

**__ Marriage __** · 1933: law for the encouragement of marriage which gave newlyweds a government loan of 1000 marks · This encouraged them to have children · 1934 10 commandments for choice of spouse which encouraged people fitting the German ideal to marry and keep race pure. · Once marriage has undertaken a women’s role as a house wife her role was to understand the male superiority and the importance of child-bearing. **__ Physical constraints __** · Not allowed to wear make-up, have hair dyed or have perms · Only to wear flat shoes and no trousers allowed · No slimming as thought unhealthy and would upset child-bearing · No smoking as seen as ‘un-German’ · Long hair or put in bun plaits **__ Employment __** · Women taken out of the lobour market · 1934: women dismissed from the professions · 1936: women could not be judges or sit on jury · Women’s Bureau persuaded women to work for good of Nazi government · 1937 ‘Duty Year’ as skills shortage **__ Breeding Programs __** · Women had biological purpose · Medals for women who had more than 4 children · Encouraged unmarried women to have children via Lebensborn’s where women pregnant by racially pure SS officers · Banned contraception and abortion · Sterilized racially ‘impure’ **__ Opposition from women __** · Large numbers of women joined left wing political groups · 1933 Nazis opened first concentration camp for women at Moringen and followed by others such as Ravensbruck · Some women committed suicide in opposition to Nazis **__ http://www.casahistoria.net/totalitarianwomen.htm __** **__ Last updated on 16-Feb-2011 __** **__Sources __** []

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 Cartoon from Dr. Kurt Plischke's "Der Jude als Rassenschaender: Eine Anklage gegen Juda und eine Mahnung an die deutschen Frauen und Maedchen" [The Jew as Race Defiler: An Accusation against Judah and a Warning to German Women and Girls]. Circa 1935, Germany.

· Hitler was raised as Roman Catholic and yet he respected only the power and organization of the Roman Catholic Church, not its tenets. · The greatest threat to Hitler was religion- a belief stronger than Nazism. Hitler tried to make a peace with the churches claiming that he was catholic on some occasions. Many Christians refused to accept Nazi ideas and some died for their beliefs. Others were prepared to accept Nazi ideas, especially when Hitler set up a Reich Church. The swastika and the cross were put side by side. This shows how they were finally at peace and had come to an agreement. What Hitler was really trying to do was stop people thinking for their selves · Christianity in Germany has, since the Protestant Reformation, been divided into Catholicism and Protestantism. As a specific outcome of the Reformation in Germany, the large Protestant denominations are organized into Landeskirchen (roughly: Federal Churches). · About two thirds of Germany’s populations were protestant and the remainder was Jew and Roman Catholic. · Hitler was raised as Roman Catholic and yet he respected only the power and organization of the Roman Catholic Church, not its tenets. · The greatest threat to Hitler was religion a belief stronger than Nazism. Hitler tried to make a peace with the churches claiming that he was catholic on some occasions. Many Christians refused to accept Nazi ideas and some died for their beliefs. Others were prepared to accept Nazi ideas, especially when Hitler set up a Reich Church. The swastika and the cross were put side by side. This shows how they were finally at peace and had come to an agreement. What Hitler was really trying to do was stop people thinking for their selves. · During this time period and before the main religions in Germany were: § Jewish § Catholic § Lutheran § Methodist § Protestant § Jehovah’s witness · Religion was no longer completely accepted during this time and except for individual acts of resistance, the established churches were unable or unwilling to mount a serious challenge to the supremacy of the state. · During 1930 a number of Jehovah’s witnesses and churches were resistant towards Hitler and soon became persecuted by him and the Nazi’s as they were seen as problems. · In July 1933 the Nazis scored their first diplomatic success by concluding a concordat with the Vatican, regulating church-state relations. · In April 1933 the German Christians adopted a constitution, one article of which reads, "Christian faith exacts war against atheistic Marxism and ultramontanism. A religion such as ours conforms to nature in being a message of salvation to all men, though it is given to each folk in a special way." (Shuster, 99) · When Hitler came to power he didn't start to provoke the churches. He only started to do this when he knew he could win. On the 23rd of March 1933 at a Reichstag speech, Hitler said "Christianity was the unshakeable foundation of the moral life of our people" · In July 1933 on the 20th the Catholic Church signed a concordat with Hitler. Hitler promised Catholics could carry on religious work but they had to leave catholic schools and youth groups alone. The pope also promised that the Vatican would stay out of politics. However towards the late 1930’s Nazi’s violated the concordat’s term and almost all denominational schools were abolished. · Article 24 of the Nazi Party program demanded "liberty for all religious denominations in the State so far as they are not a danger to...the moral feelings of the German race. The party stands for positive Christianity." However, that rosy view of the future for Christianity changed as the following views from the Minister for Church Affairs in 1937 show. "Positive Christianity is National Socialism. National Socialism was the doing of God's will. God's will reveals itself in German blood. The Führer is the herald of a new revelation." · The Führer was what Hitler was seen as, a god. · In 1936, the Reich Church was created. This did not have the Christian cross as its symbol but the swastika. The Bible was replaced by "Mein Kampf" which was placed on the altar. By it was a sword. Only invited Nazis were allowed to give sermons in a Reich Church. · For the next election, the Nazis openly supported the German Christians, and in many places only German Christians were placed on the ballot. At the national synod to confirm Muller as Reich bishop, the 75 out of 229 delegates who were not German Christians walked out when the synod passed a measure prohibiting pastors or their wives from having Jewish blood. This was seen as one of the first things as Hitler’s hate towards the Jews grew. · It was at this point that serious Protestant opposition to Hitler's government began. The opposition stemmed not from the anti-Semitic views expressed by the German Christians, but the interference in Church matters that the Aryan paragraph and police pressure signaled. In 1933, the Pastors' Emergency League formed to help pastors who were arrested or threatened by the police. · There were three primary ideological issues separating the Nazi state and the German Evangelical Church became apparent. The first two, traditional state supremacy over the church and the trend toward the separation of church and state conflicted with each other, and were a source of conflict within the Protestant opposition to Nazism. The third issue questioned the very legitimacy of the Nazi state. · The German Christians were strongly nationalistic, and adopted Luther's anti-Semitism, as well as his respect for state authority. · By late 1938 the majority of Protestant clergy took an oath binding themselves legally and morally to obey the commands of the Führer. The conclusion of the attacks on the churches is best summed up in some of the thirty articles of the National Reich Church: o The Reich Church has the power to control all churches within the borders of the Reich. o Only Reich Church orators are to speak in the churches, not priests or pastors. o The Bible is no longer to be published. Mein Kampf is to replace it as the most important document in the Reich Church. o There are to be no crucifixes, bibles or pictures of saints in the Church. o On the altars there is to be nothing but Mein Kampf and a sword. o The Christian cross must be removed and replaced by the swastika. o Because of the Methodist church’s loyalty, Hitler soon began to drift away from Christianity and more towards favoring the Methodists church. In 1939 he made a gift of 10,000 marks to a Methodist congregation to purchase an organ. This was easily the largest gift Hitler made to any German church. o Methodists along with the Lutheran churches were very supportive of the nationalism and had a desire for a strong German state however cause of their small numbers they were easily engulfed by Nazi propaganda.
 * __Religion in Germany during 1918-1939__**
 * __Background__**
 * __During Hitler’s rise to power__**

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 * __Sources__**

**//__ART + ARCHITECTURE OF THE Third Reich __//** - **Officially approved art produced in Nazi Germany between 1933 – 1945 **‘Degenerate Art’ - **‘Degenerate Art’ is the English translate of ‘entarteKunst’ – A term adopted in the Nazi regime to describe all modern art - **“**Entartung” (“Degeneracy”) gained favour in Germany by the late 19th century as a result of theory by art critic Max Nordau in 1892. Nordau drew upon the writings of criminologist Cesare Lombroso’s ‘The Criminal Man’ that outlined that there were those ‘born criminals’ and whose atavistic personality traits could be detected by scientifically measuring abnormal physical characteristics - His theory of artistic degeneracy was adopted and placed into effect by German National Socialists as a rallying point for their strong anti-Semitic and racist demand for Aryan purity in art ** The Purge **- Hitler’s rise to power on January 31st, 1933 was immediately followed by mass actions to ‘cleanse’ the culture of degeneracy. - Book burnings were organized - Artists and musicians who fit the category of ‘entarteKunst’ were dismissing from teaching positions and had their work removed from circulation or public display - In September 1933, the Reichskulturkammer (Reich Culture Chamber) was established and Joseph Goebbels, Hitler’s Reich Minister for Pubic Enlightenment and Propagandas in charge - Sub chambers within the Culture Chamber that represented the individual arts were created and consisted of ‘racially pure’ artists supporting of the party, or willing to be compliant - “In future only those who are members of a chamber are allowed to be productive in our cultural life. Membership is open only to those who fulfill the entrance condition. In this way all unwanted and damaging elements have been excluded.” - By 1935, the Culture Chamber had 100 000 members
 * Overview
 * -** Characterised by a style of Romantic Realism based on classical models
 * -** Nazis banned modern styles, labeling them as ‘degenerate’ and promoted paintings and sculptures that were narrowly traditional in manner and that expressed the values of militarism, racial purity and obedience.
 * -** There were often themes presented that were sympathetic to the National Socialist struggle
 * -** Music was expected to be tonal and free of jazz influence
 * -** Films and plays were heavily censored
 * -** Artists who echoed the values of the Nazi regime were endorsed whilst others faced restrictions against the further creation or selling of art
 * -** Whilst high culture was strictly watched over and regulated, mass culture was less stringent – possibly because of authorities fearing the consequence of heavy-handed interference in popular entertainment 
 * -** Art was judged as ‘degenerate’ based on the grounds that it was either anti-German and Jewish Bolshevik in nature

-** Significant individuals such as Albert Speer and Ludwig Troost rose to prominence as serving and reflecting Hitler’s concepts and expressions of architecture - Adolf Hitler admired the structure of imperial Rome and considered them an early Aryan empire. He sought to emulate their architecture, which led o the emergence of an original style that was inspired by both neoclassicism and art deco known as ‘severe’ deco and was the style in which edifices were constructed - Buildings were built on an enormous scale and with the intention of symbolizing the power and steadfast dominance of the state. Hitler’s fixation on constructing monuments larger than those of antiquity represented his desire to be the founder of a new Reich - Through architecture, Hitler sought to establish order that reflected the social and political order desired by the Nazi state  **//__MEDIA OF THE Third Reich __//****Newspapers **<span style="font-family: "Franklin Gothic Book","sans-serif"; font-size: 22pt;"> <span style="font-family: "Franklin Gothic Book","sans-serif";">- [|//VölkischerBeobachter//]<span style="font-family: "Franklin Gothic Book","sans-serif";"> ("People's Observer") → official daily newspaper of the NSDAP since December 1920. It spread Nazi ideology in the form of brief hyperboles directed against the weakness of the parliament, the evils of Jewry and Bolshevism, the national humiliation of the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Versailles Treaty] <span style="font-family: "Franklin Gothic Book","sans-serif";"> and other topics ~ [|//Der Angriff//]<span style="font-family: "Franklin Gothic Book","sans-serif";"> ("The Attack") joined as additional paper → founded by Joseph Goebbels; dedicated to attacks against political opponents and Jews ~ features: anti-semitic cartoons by <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Hans Schweitzer] <span style="font-family: "Franklin Gothic Book","sans-serif";"> - after Hitler rise to power (1933) → all of regular press came under complete Nazi editorial control through the policy of [|//Gleichschaltung//]<span style="font-family: "Franklin Gothic Book","sans-serif"; font-size: 22pt;"> **<span style="font-family: "Franklin Gothic Book","sans-serif";">Speakers **<span style="font-family: "Franklin Gothic Book","sans-serif";">- Nazi party relied heavily on speakers to make propaganda presentations → heavily before rise to power - [|//Mein Kampf//]<span style="font-family: "Franklin Gothic Book","sans-serif";">→ Hitler recognised that it was not written matter but the spoken word that brought about changes, as people would not read things that disagreed, but would linger to hear a speaker = own oratory a major factor in his rise, despised those who came to read pre-written speeches. - speakers particularly important when information was not intended to reach foreigners who could access the mass media - Nazi party propaganda headquarters sent the //Redner-Schnellinformation//(Speakers’ Express Information) guidelines for immediate campaigns, such as anti-Semitic campaigns and what information to present - specific groups targeted → Hitler Youth; lecture on the need to produce more children. **<span style="font-family: "Franklin Gothic Book","sans-serif";">Posters **<span style="font-family: "Franklin Gothic Book","sans-serif";">- mainstay of the Nazi propaganda effort → aimed at Germany and occupied territories ~ several advantages= visual effect striking (attract viewer easily), imagery drew on heroic realism (Nazi youth/SS depicted monumentally, lighting posed to produce grandeur), difficult to avoid - <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Hans Schweitzer] <span style="font-family: "Franklin Gothic Book","sans-serif";">, under the pen name "Mjölnir" produced many Nazi posters
 * Architecture

- produced many films to promote views → themes= virtues of the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Nordic] <span style="font-family: "Franklin Gothic Book","sans-serif";"> or <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Aryan] <span style="font-family: "Franklin Gothic Book","sans-serif";"> type, German military and industrial strength, and the evils of the Nazi enemies - March 13, 1933, <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|The Third Reich] <span style="font-family: "Franklin Gothic Book","sans-serif";"> established a <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Ministry of Propaganda] <span style="font-family: "Franklin Gothic Book","sans-serif";">, appointing Joseph Goebbels as its Minister ~ September 22, 1933, a <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Department of Film] <span style="font-family: "Franklin Gothic Book","sans-serif";"> was incorporated into the Chamber of Culture → controlled the licensing of every film prior to its production (sometimes government would select the actors for a film, finance the production, grant tax breaks to the producers) - awards for "valuable" films would decrease taxes, thus encouraging self-censorhip among movie makers
 * Films**

- under Goebbels/Hitler, the German film industry became entirely nationalised → National Socialist Propaganda Directorate had at its disposal nearly all film agencies in Germany by 1936 - schools provided with motion picture projectors because film was regarded as particularly appropriate for propagandizing children → films specifically created for schools were termed “military education.” - Examples: ~ [|//Triumph des Willens//]<span style="font-family: "Franklin Gothic Book","sans-serif";"> (//Triumph of the Will//, 1934) by film-maker <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Leni Riefenstahl] <span style="font-family: "Franklin Gothic Book","sans-serif";">→ chronicles Nazi Party Congress in <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Nuremberg] <span style="font-family: "Franklin Gothic Book","sans-serif";"> = footage of uniformed party members marching to <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|classical] <span style="font-family: "Franklin Gothic Book","sans-serif";"> melodies, contains excerpts from speeches given by Adolf Hitler ~ [|//Der ewige Jude//]<span style="font-family: "Franklin Gothic Book","sans-serif";"> (//The Eternal Jew// or //The Wandering Jew//, 1940) was directed by <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Fritz Hippler] <span style="font-family: "Franklin Gothic Book","sans-serif";"> at the insistence of Goebbels → done in the style of a documentary, the central thesis being the immutable racial personality traits that characterize the Jew as a wandering cultural parasite which is contrasted to the Nazi state ideal (Aryan men find satisfaction in physical labour, Jews only find pleasure in money and a hedonist lifestyle) **<span style="font-family: "Franklin Gothic Book","sans-serif";">Books **<span style="font-family: "Franklin Gothic Book","sans-serif";">- Nazi ideology such as <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|German nationalism] <span style="font-family: "Franklin Gothic Book","sans-serif";">, <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|eugenics] <span style="font-family: "Franklin Gothic Book","sans-serif";"> and <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|anti-Semitism] <span style="font-family: "Franklin Gothic Book","sans-serif";"> had been in circulation since the 19th century, and the Nazis seized on this body of existing work in their own publications - most notable is <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Adolf Hitler] <span style="font-family: "Franklin Gothic Book","sans-serif";">'s [|//Mein Kampf//]<span style="font-family: "Franklin Gothic Book","sans-serif";">→ outlines major ideas that would later culminate in World War II; heavily influenced by <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Gustave Le Bon] <span style="font-family: "Franklin Gothic Book","sans-serif";">'s 1895 //The Crowd: A Study of the Popular Mind//(theorized propaganda as a way to control the seemingly irrational behaviour of crowds); violent anti-Semitism (claims that the international language <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Esperanto] <span style="font-family: "Franklin Gothic Book","sans-serif";"> was part of a Jewish plot and make arguments toward the old German nationalist ideas) - //Rassenkunde des deutschenVolkes// (Ethnology of German People) by <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Hans F. K. Günther] <span style="font-family: "Franklin Gothic Book","sans-serif";">→ classify the differences between the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|German] <span style="font-family: "Franklin Gothic Book","sans-serif";">, <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Nordic] <span style="font-family: "Franklin Gothic Book","sans-serif";"> or <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Aryan] <span style="font-family: "Franklin Gothic Book","sans-serif";"> type and other supposedly inferior peoples = used as texts in German schools during the Nazi era - "Red Indian" stories by <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Karl May] <span style="font-family: "Franklin Gothic Book","sans-serif";"> permitted despite the heroic treatment of "colored" races → instead argument was made that the stories demonstrated the fall of the Red Indians due to a lack of racial consciousness thus encouraging it in the Germans - Textbooks: ~ "Geopolitical atlases" → demonstrated the "encirclement" of Germany, depicting how the prolific Slav nations would cause the German people to be overrun ~ Geography text books stated how crowded Germany had become, the cost of disabled children as opposed to healthy ones, and how two-child families threatened the birthrate ~ Math books discussed military applications/word problems, physics and chemistry concentrated on military applications, grammar classes devoted to propaganda sentences ~ Fairy tales such as Cinderella were altered to present a tale of how the prince's racial instincts lead him to reject the stepmother's alien blood for the racially pure maiden. ~ Biology texts presented eugenic principles and racial theories → included explanations of the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Nuremberg Laws] <span style="font-family: "Franklin Gothic Book","sans-serif";"> (claimed to allow the German and Jewish peoples to co-exist without the danger of mixing), teachers took care to point out that in nature, animals associated with those of their own species ~ Teachers' guidelines on racial instruction presented handicapped and Jews as dangers → many photographs glamorizing the "Nordic" type, claimed that visual inspection was insufficient and genealogical analysis required to determine ‘types’/hereditary problems - In occupied countries: ~ France → translation of German works ~ only English classics to be sold ~ books with Jewish authors/ subject matter (such as biographies) → banned **<span style="font-family: "Franklin Gothic Book","sans-serif";">Magazines **<span style="font-family: "Franklin Gothic Book","sans-serif";">- [|//Neues Volk//]<span style="font-family: "Franklin Gothic Book","sans-serif";"> → the monthly publication of the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Office of Racial Policy] <span style="font-family: "Franklin Gothic Book","sans-serif";"> carried racial propaganda; stimulated ethnic pride through ideal Aryan types, included articles aimed at Jews and "defectives." - [|//NS-Frauen-Warte//]<span style="font-family: "Franklin Gothic Book","sans-serif";">→ aimed at women; topics such as the role of women in the Nazi state, defended anti-intellectualism, urged women to have children, put forth what the Nazis had done for women, urged women to greater efforts in <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|total war] <span style="font-family: "Franklin Gothic Book","sans-serif";"> - [|//Das deutsche Mädel//]<span style="font-family: "Franklin Gothic Book","sans-serif";">→ recommended for girls tending the wounded,preparing for care for children; lay far more emphasis than //NS-Frauen-Warte// on the strong and active German woman //- Signal:// ~ propaganda magazine published by the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Wehrmacht] <span style="font-family: "Franklin Gothic Book","sans-serif";"> during <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|World War II] <span style="font-family: "Franklin Gothic Book","sans-serif";">→ distributed throughout <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|occupied Europe] <span style="font-family: "Franklin Gothic Book","sans-serif";"> and neutral countries ~ published from April 1940 to March 1945 and peaked at two and a half million in 1943 ~ published in twenty languages ~ intended to place <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Nazi Germany] <span style="font-family: "Franklin Gothic Book","sans-serif";"> as the great benefactor of <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|European] <span style="font-family: "Franklin Gothic Book","sans-serif";"> peoples and of <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Western civilization] <span style="font-family: "Franklin Gothic Book","sans-serif";">→ Germany and its allies depicted as the humane liberators of the occupied nations **<span style="font-family: "Franklin Gothic Book","sans-serif";">Radio **<span style="font-family: "Franklin Gothic Book","sans-serif";">- Nazis recognised the importance of radio in broadcasting their message → Goebbels approved a scheme whereby millions of cheap radio sets (the [|//Volksempfänger//]<span style="font-family: "Franklin Gothic Book","sans-serif";">) were subsidised by the government ~ Goebbels claimed the radio was the "eighth great power" → by the start of the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Second World War] <span style="font-family: "Franklin Gothic Book","sans-serif";"> over 70% of German households had one of these radios; deliberately limited in range to prevent picking up foreign broadcasts - radio broadcasts played over loudspeakers in public places and workplaces - private homes → people eventually turned off the radio when bored once the novelty of the new technology wore off → Nazis introduced non-propaganda elements, such as music, tips, and serials ~ accelerated in war to prevent people from tuning in enemy propaganda - As well as domestic broadcasts, the Nazi regime also used radio to deliver its message to both occupied territories and enemy states ~ main target: <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|United Kingdom] <span style="font-family: "Franklin Gothic Book","sans-serif";">→ <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|William Joyce] <span style="font-family: "Franklin Gothic Book","sans-serif";"> appeared on German radio on 6 September 1939 reading the news in English but soon became noted for his often mischievous propaganda broadcasts ~ also made to the <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|United States] <span style="font-family: "Franklin Gothic Book","sans-serif";">, through <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Robert Henry Best] <span style="font-family: "Franklin Gothic Book","sans-serif";"> and ' <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Axis Sally] <span style="font-family: "Franklin Gothic Book","sans-serif";">' <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Mildred Gillars] <span style="font-family: "Franklin Gothic Book","sans-serif";">→Best= freelance journalist, became a feature on propaganda radio attacking the influence of the Jews in the US and the leadership of <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Roosevelt] <span style="font-family: "Franklin Gothic Book","sans-serif";">/Gilders= teacher in Germany, broadcast on similar themes, peppering speeches with allegations of infidelity against the wives of servicemen ~ France also received broadcasts from Radio-Stuttgart, where <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Paul Ferdonnet] <span style="font-family: "Franklin Gothic Book","sans-serif";">, an anti-Semitic journalist, was the main voice →figures such as <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Jacques Doriot] <span style="font-family: "Franklin Gothic Book","sans-serif";">, <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Philippe Henriot] <span style="font-family: "Franklin Gothic Book","sans-serif";"> and <span style="color: windowtext; font-family: "Franklin Gothic Book","sans-serif"; text-decoration: none;">[|Jean Hérold-Paquis] <span style="font-family: "Franklin Gothic Book","sans-serif";"> regularly speaking in support of the Nazis
 * //__<span style="font-family: "Cambria","serif"; font-size: 22pt;">

SOURCES:

__//** 'Stormtroopers Advancing Under Gas' etching and aquatint by Otto Dix, 1924** - distorted bodies reflecting the horror, reality and despair of war, were at odds with the desire to glorify the martial vigor and confidence of the German people. || statue representing the spirit of the Nazi Party ||
 * ** ART ** ||
 * [[image:file:///C:/Users/D5554%7E1.TEU/AppData/Local/Temp/msohtmlclip1/01/clip_image002.jpg width="418" height="281" align="left" caption="File:'Stormtroops Advancing Under Gas', etching and aquatint by Otto Dix, 1924.jpg" link="http://upload.wikimedia.org/wikipedia/en/2/2e/%27Stormtroops_Advancing_Under_Gas%27,_etching_and_aquatint_by_Otto_Dix,_1924.jpg"]] || **Degenerate Art:
 * [[image:file:///C:/Users/D5554%7E1.TEU/AppData/Local/Temp/msohtmlclip1/01/clip_image004.jpg width="398" height="270" align="left" caption="http://upload.wikimedia.org/wikipedia/commons/thumb/f/f9/ArnoBrekerDiePartei.jpg/800px-ArnoBrekerDiePartei.jpg"]] || **Die Partei by Arno Breker**

**__<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">English translation __<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">: 60000 RM this is what this person suffering from hereditary defects costs the Community of Germans during his lifetime Fellow Citizen, that is your money, too Read '[A] New People' The monthly magazines of the Office for Race Politics of the NSDAP || **<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">“Give me four years’ time” <span style="font-family: "Calibri","sans-serif"; font-size: 11pt;"> <span style="font-family: "Calibri","sans-serif"; font-size: 11pt;"> ||
 * ** MEDIA ** ||
 * [[image:file:///C:/Users/D5554%7E1.TEU/AppData/Local/Temp/msohtmlclip1/01/clip_image006.jpg width="219" height="303" align="left" caption="File:EnthanasiePropaganda.jpg" link="http://upload.wikimedia.org/wikipedia/commons/1/12/EnthanasiePropaganda.jpg"]] || **<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">Poster promoting Eugenics - Nazi Euthanasia Propaganda Poster
 * [[image:file:///C:/Users/D5554%7E1.TEU/AppData/Local/Temp/msohtmlclip1/01/clip_image008.jpg width="218" height="294" align="left" caption="File:“Give me four years’ time”.jpg" link="http://upload.wikimedia.org/wikipedia/en/9/91/%E2%80%9CGive_me_four_years%E2%80%99_time%E2%80%9D.jpg"]] || **<span style="font-family: "Calibri","sans-serif"; font-size: 11pt;">NAZI propaganda poster, photomontage, 1937
 * [[image:file:///C:/Users/D5554%7E1.TEU/AppData/Local/Temp/msohtmlclip1/01/clip_image010.jpg width="383" height="278" align="left" caption="http://upload.wikimedia.org/wikipedia/en/1/12/Rasse_und_Seele_photos_male.png"]]

|| **Books** Book Rasse und Seele (Race and Soul) used as Nazi proganda and a schoolbook.

"Race and Soul" showing characteristics of Nordic people

"Small Ethnology of the German People" showing differences in skull shape > the perfect and imperfect || <span style="font-family: "Franklin Gothic Book","sans-serif";">

– Nazi racial policy; anti-Semitism: policy and practice to 1939