... Guida Diehl was the founder and leader of the Newland Movement, which pre-dated the Nazi Party by at least six years. She came from a nationalist and anti-Semitic family, and only joined the Nazi Party in August 1930. Following the advice of Adolf Stocker, who hated Jews and supported the emancipation of unmarried women, she attended social-work school and later worked as a teacher of social work in Frankfurt. Diehl constantly preached a spiritualist, quasi-Christian, and nationalist message, that went against the postwar values of Americanism, materialism, and mammonism, which threatened to overpower Volk, God, and fatherland. Diehl wholly supported National Socialist goals, the Nazi’s anti-communism and anti-Semitism, and was particularly concerned with stemming the tide of moral ‘filth’ including the campaign to legalize abortion. Diehl was installed as ‘cultural advisor’ in the Nazi Party, but by 1936 had lost any appreciable political influence or organizational role. The Document in its Historical Context The title of the document undergoing analysis is, “A New Type of Woman”, and “Principles of the National Socialist Women’s Organizations” (the document), both from the book ‘Die deutsche Frau und der National Sozialismus (The German Woman and National Socialism), and published in 1932. “A New Type of Woman”, as written by Guida Diehl, outlines what characteristics a German woman should possess, and what type of woman she should aspire to become. “Principles...
Words: 1815 - Pages: 8
...belongs to us already. What are you? You will pass away and your descendants now stand in a new camp”. The Nazis uused the education of young people to indoctrinate them and to create soldiers who would later go on to fight for the Reich. Education was carried out not just at school but in youth movements. The Nazis understood that adults were harder to influence than children, so indoctrinating the young with Nazi beliefs was essential if Nazism was to continue and develop in the future. The Nazis changed the curriculum and rewrote all textbooks to indoctrinate and reinforce Nazi ideology. Subjects underwent a major change in schools. Some of the most affected were history and biology. History teaching was based on the glory of Germany – it had to be taught in a nationalistic way. The German defeat in 1918 was explained as the work of Jewish and Marxist spies who had weakened the system from within. The treaty of Versailles considered to be the work of nations jealous of Germany’s might and power. The hyperinflation of 1923 was the work of Jewish saboteurs. In geography, pupils were taught about the land that had been taken away under the Treaty of Versailles, and that Germany needed Lebensraum (living space). Children studied the German language to create a 'consciousness of being German'. Biology became a study of the different races to ‘prove’ that the Nazi belief in racial superiority was a sound belief. ‘Racial Instruction’ started at the age of 6 and pupils were...
Words: 960 - Pages: 4
...Elwood 4-15-10 PLS 240 Educators and Their Influence on German Youth Leading Up to the Holocaust Teaching is a profession that is very influential. I.L. Kandel describes how education is an instrument of social control and he was right. When Adolf Hitler came into the power of Germany the entire educational system tried to transform the youth into non-Aryan hating, militaristic, strong, and very obedient members of the Nazi society. If a government can control the educational system, it can most likely control society a lot more easily. However, some of the nationalistic views that many of the main Nazis had were brought to them during World War I in the classroom. Many classrooms celebrated the military aspect of war and they celebrated and taught nationalism for Germany. Classrooms did not really do that until the war. It was after the loss in World War I that the attitudes perpetuated by the enormous let down where teachers helped with the Nazi effort and taught the essentials to the Nazi party. Teachers did not do much to fight the Nazi effort and even though not all of them directly participated in the Holocaust, they did breed a nation of young extreme German nationalists whose ideals perpetuated the event. Extreme nationalism was a very popular topic for classrooms during and after World War I, which played a contribution to some of the main Nazis during the Nazi era. A large percentage of the Nazi base was born between 1900 and 1908 including Martin Bormann...
Words: 4047 - Pages: 17
...party in the world, was under the role of Adolf Hitler, their violence remained a deep gash in the western world history. National socialism (common English short form Nazism) was the ideology of the Nazi Party and Nazi Germany. Many of their beliefs included biological racism and antisemitism. Nazism has been described as far-sighted, because it was designed to allow domination of society by people considered racially superior, while ”cleaning” society up by killing off people who were declared inferior which were said to be a threat to national survival. Their philosophy claimed that the so-called Aryan master race was superior to all other races. To maintain what it regarded as the purity and strength of the Aryan race, the Nazis sought to ethnically cleanse Jews and Romani, and exterminate the physically and mentally disabled. Other groups considered targets included the homosexual, black people, Jehovahʼs witnesses and other political groups. During the 1930s, the Nazi Regime attempted to construct what it believed to be a utopian society. The Nazis’ rise to power can be viewed as a modern revolution, in which their objective to create an ideal Nazi Volksgemeinschaft (community of people) was achieved by highly regulating all areas of German life. From the arts and literature to sexual activity and race relations, the Nazi Party implemented legislation that restricted what the German public could see, hear, read, do and even think! The Nazis were able to maintain...
Words: 357 - Pages: 2
...Italian Fascism vs. German Nazism By Christina Dixon HIS306: Twentieth-Century Europe (BPI1434A) Instructor: Max Fassnacht May 4, 2015 Fascism and Nazism came during a time when there was an economic crisis that was sweeping through Europe. Fascism and Nazism was two familiar totalitarian regimes that was able to arise from Germany and Italy. In Germany, the National socialist party was conducted by Adolf Hitler, while Benito Mussolini conducted the fascist party in Italy. Italy and Germany’s future was based on the education in the schools, since education played an important role between these two nations. The people’s image of Benito Mussolini and Adolf Hitler as two leaders was profoundly the important factors to their popularity. The most essential tool that was allowed in both countries and played a very important role in both political parties was propaganda, which gave both parties the ability to influence the perspectives of the people to their partiality. Italy and Germany are two natural allies, but however they are both different from each other and can be connected in many salutations. “Largo ai Giovani”, Italian for "make way for the young" (Clayton, 2009) was just one of the mottos that was used by Benito Mussolini’s regime. Mussolini’s saying highlights one of the most important aspects during the Fascist Italy and Nazi Germany’s education system. The education system in both countries was not just used for learning but also was the...
Words: 1295 - Pages: 6
...Evaluation of Sources The question being researched and investigated is “How effective was the White Rose in challenging Nazism ideology?”. This will analyze each White Rose leaflet written by a group of university in Germany within the peak of Nazism, and how they exposed the flaws in this ideology and how others reacted. The first source being evaluated is Kathryn J. Atwood’s book, “Women Heroes of World War II”, published in 2011 by Chicago Review Press. Atwood writes young adult non-fiction books featuring women who make courageous choices in the midst of war and occupation. She has contributed to War, Literature, and the Arts, PopMatters.com, Midwest Book Review, and Women's Independent Press. Atwood attended University of Illinois at Chicago and majored in English and History. This book tells of influential women during World War II. In the chapter I am focusing on, Atwood writes of Sophie Scholl, a German teenager, who decides to stray off from the Naziest expectations and fight against it along with her schoolmates....
Words: 1868 - Pages: 8
...it was a political system where the state, usually under one organisation, recognises no limits to its authority and strives to control every aspect of public and private life. This was what Hitler wanted for Germany under the control of the Nazi party. From 1933 to 1939 Hitler tried to control every aspect of Germany and its people. To create a totalitarian state Hitler would have to insure that one party and one party only controlled Germany. He would also have to ensure that he could keep the economy, the opposition, the media, the army and the police fully under his control. This essay will closely examine if he achieved this or not. Carl Freidrichs, a German historian believes that to have a totalitarian state all of these features are needed. In other words for a country to be a totalitarian state then the following features were essential. These included: suppression of all sources of opposition, total control of the media, total control of all groups in society, the total control of education, total control of the economy and finally total control of all civil life. If these things could be controlled then Hitler would have indeed created a totalitarian state. Firstly Hitler would have to crush all opposition to ensure that he could create his totalitarian state. Although Hitler had quickly established a one party state and silenced his political opponents, even though their use of threats and violence the Nazi party could never fully silence their opponents. The...
Words: 2135 - Pages: 9
...systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators. Holocaust is a word of Greek origin meaning "sacrifice by fire." Adolf Hitler and the German Nazis were responsible for the innocent people who had died during this tragic time. The Nazis set up giant prisons called concentration camps, where prisoners were starved, tortured, and worked to death. Approximately nine million Jews lived in the twenty-one countries. It is impossible to know the real amount of people who died, but six million is a estimate. The Jews were not a threat, they were people who lived in a society where they were alone, hurt, and died brutally in the Holocaust, for no reason....
Words: 552 - Pages: 3
... From time to time, Jewish population has experienced deliberate attacks (pogroms) yet have managed to survive as a group and as a religion. * Nazi policy towards the Jews was the most brutal and horrific example of anti-Semitic behaviour in history * Nazis developed a deliberate policy to kill the Hews who lived in Germany — In 1922, 60% of the worl’d’s population of Jews occupied land in German and its area. By 1945, 2/3 of the Jewish population had been killed * By the 19th Century: German-Jews had won greater acceptance in that they made very important contributions to the intellectual, financial, educational and cultural life of the nation. * During WW1, 100 000 Jewish soldiers died during the conflict. * In the Weimar Republic, Jews enjoyed equal rights with all other Germans and some even rose to high positions in the civil service and the government. * Late 19th Century: Jews represented a challenge to the concept of the nationalism, especially when there was a development of the Volkisch movement. * Bt the start of the 20th Century, ideology of the racially pure was being embraced by all, and the Jews were not part of it. * German Historian Heinrich von Treitschke in the 1880’s said that ‘The Jews are our misfortune’ — A quote which was quickly adapted by the Nazis in the 1930s * Hitlers hatred of the Jews was at the heart of his view of the world — an ‘obsession’ that never waned * In Hitlers view, civilisation...
Words: 3042 - Pages: 13
...Wiki Loves Africa: share African cultural fashion and adornment pictures with the world! Fascism From Wikipedia, the free encyclopedia For the original version of the ideology developed in Italy, see Italian Fascism. For the book edited by Roger Griffin, see Fascism (book). "Fascist" redirects here. For the insult, see Fascist (insult). Part of a series on | Fascism | | Core tenets[show] | Topics[show] | Ideas[show] | People[show] | Literature[show] | Organizations[show] | History[show] | Lists[show] | Variants[show] | Related topics[show] | * Fascism portal * Politics portal | * v * t * e | Fascism /ˈfæʃɪzəm/ is a form of radical authoritarian nationalism[1][2] that came to prominence in early 20th-century Europe. Influenced by national syndicalism, fascism originated in Italy during World War I, in opposition to liberalism, Marxism, and anarchism. Fascism is usually placed on the far-right within the traditional left–right spectrum.[3][4] Fascists saw World War I as a revolution. It brought revolutionary changes in the nature of war, society, the state, and technology. The advent of total war and total mass mobilization of society had broken down the distinction between civilian and combatant. A "military citizenship" arose in which all citizens were involved with the military in some manner during the war.[5][6] The war had resulted in the rise of a powerful state capable of mobilizing millions of people to serve on the front lines or provide economic...
Words: 17730 - Pages: 71
...position of women in Germany during the periods of the Weimar Republic and the Nazi regime. In particular, we try to understand whether the popular belief that the political and social position of women degraded during the Nazi regime is justified. The two main sources used to aid our investigation are Growing up Female in Nazi Germany (2006) by Dagmar Reese and From Nurturing the Nation to Purifying the Volk (2009) by Michelle Mouton. These books are then evaluated for their limitations and values. Several other books, of a more general nature, have been consulted in order to gain a better understanding of the overall social situation during the Third Reich. B...
Words: 1835 - Pages: 8
... Doctors under Hitler by Michael H. Kater The book Doctors under Hitler by Michael H. Kater, offers a lot more than its title suggests. Kater exposes us to a numerical image of the nazification of the German medical community through social, economic, and political views. He guides us through the years before and after Hitler’s regime with chapters full of statistical data, graphs, and tables demonstrating what it was like to be a doctor during this time. When preparing to read this book, I expected to read about a collection of twisted doctors under Hitler’s rule, performing atrocious “medical” experiments. Although this was discussed, the book detailed more on the entire medical profession under Hitler, and its primary focus being on the fortune and fate of physicians as one of the most significant specialized groups under the Nazi party. Kater states that, “doctors became Nazified earlier and more thoroughly than members of other professional groups and worked hardest to serve the regime (4).” Kater makes his thesis known within the first few pages of the book, saying that “physicians become Nazified more thoroughly and much sooner than any other profession, and as Nazi’s they did more in the service of the nefarious regime than any of their extra professional peers (4-5). He breaks this statement down into chapters, filled with sections of information regarding the organizational and socioeconomic setting of doctors at the end of the Weimar Republic, and Nazi organizations...
Words: 1888 - Pages: 8
...| How and why did the Nazi treatment of Jews change between the years 1933 and 1945? | Curran De Braganca | How and why did the Nazi treatment of Jews change between the years 1933 and 1945? Most of us have heard of the Nazi party’s horrific, genocidal regime on destroying the Jewish race, but what events led up to their dire judgement? In this study I aim to uncover the events, reasons and changes which led to the Holocaust and the further changes in the treatment of the Jewish race by Adolf Hitler and the Nazi party. In the aftermath of the First World War, Germany is under the Judgment of the Allies as a result of Allied victory Germany is being blamed for most of the war, The Treaty of Versailles stated that they: * Are to pay compensation to the Allies: £6.6 Million, which was well over Germany’s financial capacity at the time. * Portions of Germany’s land has been claimed and will distributed under Allied power to form new nations and also will be given to allied nations who lost land during the war. * Germany’s army will be reduced to only 100,000 men plus their naval vessels have been limited to 6 capital ships. The west of Rhineland had been Demilitarised and occupied by Allied forces. * Germany was not allowed to join with Austria to boost its economy. These were only just a few of the terms of the treaty. In Germany, many people were ‘pointing fingers’ and putting the blame on others, one group of people however, is taking...
Words: 3106 - Pages: 13
...describe what is seen to be wrong or evil to them as something good and innocence. This links to the how Amis describes the holocaust as an ironic and humorous thing to ridicule the nazi ideology and how it was ironic as the they set out to create the perfect race and make the Germany a better place by committing genocide because in their eyes they went against their idea of the perfect race, and doing this meant exterminating millions of jews and were doing the right thing. Amis explores the theme of morality through his use of temporal inversion as this allows him to reverse ideas of morality. In chapter 2 he reverses ideas of right and wrong. We can see this when he discusses the rape of women in the ‘crisis centres’ describing the perpetrator as “the men who suddenly heal them”. The word ‘heal’ implies that the men are heroes and take them away from a life of sadness which is problematic for a reader as it reverses the idea of right and wrong as it describes the men as the innocence and sinless and the women as weak and fragile. Also it says how “there's nothing wrong with them..that's a good six inches won't cure” this descibes women in a derogative way and all they need is sex and their problems would just go away. Amis could be doing this to mirror the German ideology during the holocaust ,as Nazis argued that they were killing Jews for the right reason. The reader would think this to be wrong and how killing millions of people would never be...
Words: 1039 - Pages: 5
...the Holocaust Ethnic cleansing and genocide are considered to coexist in a spectrum of assaults on nations or religio-ethnic groups. These threats were more prominent during the 20th century which caused massive violations of human rights and jeopardized the overall security of humans. Determinants of ethnic cleansing and genocide root from socio-political factors influenced by deeply embedded ideologies which are manifested by political leaders of specific regime types. During World War II, German authorities targeted Jews and other minority groups like the gypsies and Pols due to their perceived racial inferiority. The German ideology in attempt to eradicate these auxiliary groups led to the conflict known as the Shoah. The Shoah is the biblical word meaning destruction and it is the standard Hebrew term for the murder of European Jewry. The Shoah was the systematic, bureaucratic and state sponsored persecution of six million Jews. Comparable to other ethnic based genocides, Germans believed they were racially superior and that Jews were inferior; and deemed a threat to the “German racial community” resulting in their mass murder. Various interpretations of the Shoah has given rise to similar attitudes and opinions regarding its historical events. The Holocaust Survivors and Victims Database, is one of the largest resources of its kind which includes millions of personal records from the extensive collections of archival and library materials, oral histories, artifacts, photographs...
Words: 3519 - Pages: 15
