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Paul Von Hindenburg's First Term
Volume 6. Weimar Germany, 1918/19–1933 Reelection of Paul von Hindenburg (August 13, 1932) Paul von Hindenburg’s first term as president came to an end in the middle of severe political and financial crisis. Now 84 years old, the old field marshal’s health was worsening and he relied increasingly upon the assistance of his son and the political advice of General Kurt von Schleicher, who urged von Hindenburg to run again for president. The political landscape had changed drastically since the previous presidential election in 1925. Then, von Hindenburg had received his greatest support from the conservatives. In 1932, his support came from defenders of the republic (SPD, DDP, Zentrum) against attacks from the increasingly radical Right. The March 1932 election failed to provide any candidate with a majority. Hindenburg received 49.6% of the vote; Hitler 30.1%; the Communist Party’s (KPD) Ernst Thälmann 13%; and the German Nationalist People’s Party candidate (DNVP) Duesterberg 6.8%. Although von Hindenburg won the run-off election one month later with 53% of the vote, Hitler had been able to win over much of the conservative, nationalist vote in the second election, as the Associated Press report details below. Hitler Falls Short of Claim BERLIN, April 10 (AP). – Adolf Hitler fell short of reaching the 15,000,000 votes he had claimed in the run-off election for the German presidency today. The Nazi leader again carried Pomerania, however, receiving 511,000 votes to President von Hindenburg’s 369,000 and Ernst Thaelmann’s 64,000, and apparently obtained most of Colonel Theodor Duesterberg’s following of last month. -
Nazi Party and Other Early 20Th Century German History Related Posters; Rare Book and Special Collections Division, Library of Congress, Washington, D.C
Nazi Party and Other Early 20th Century German History Related Posters; Rare Book and Special Collections Division, Library of Congress, Washington, D.C. ; 2017 Nazi Party Posters from the Third Reich Collection A Finding Aid to the Collection in the Library of Congress Compiled by Debra Wynn Rare Book and Special Collections Division, Library of Congress Washington, D.C. 2017 Contact information: http://www.loc.gov/rr/rarebook/contact.html Catalog Record: http://lccn.loc.gov/2006590669 Finding aid encoded by Elizabeth Gettins, Library of Congress.2017 Finding aid URL: http://hdl.loc.gov/loc.rbc/eadrbc.rb017001 file:///lcdataserver/LOCPROF.003/eget/Desktop/naziposters.html[10/18/2017 4:19:12 PM] Nazi Party and Other Early 20th Century German History Related Posters; Rare Book and Special Collections Division, Library of Congress, Washington, D.C. ; 2017 Table of Contents Collection Summary Selected Search Terms Administrative Information Processing History Copyright Status Access and Restrictions Preferred Citation Scope and Content Note Arrangement of the Records Other Related Finding Aids Description of Series Container List Nazi Posters, 1941-1944 file:///lcdataserver/LOCPROF.003/eget/Desktop/naziposters.html[10/18/2017 4:19:12 PM] Nazi Party and Other Early 20th Century German History Related Posters; Rare Book and Special Collections Division, Library of Congress, Washington, D.C. ; 2017 Collection Summary Title: Nazi Party and Other Early 20th Century German History Related Posters Span Dates: 1917-1945 ID No.: rb0170001 Creator: Library of Congress. Rare Book and Special Collections Division Extent: 16 containers ; Linear feet of shelf space occupied: 30 linear feet ; Approximate number of items: 425 Language: Collection material is primarily in German and some items in Polish. -
Braunschweig, 1944-19451 Karl Liedke
Destruction Through Work: Lodz Jews in the Büssing Truck Factory in Braunschweig, 1944-19451 Karl Liedke By early 1944, the influx of foreign civilian workers into the Third Reich economy had slowed to a trickle. Facing the prospect of a severe labor shortage, German firms turned their attention to SS concentration camps, in which a huge reservoir of a potential labor force was incarcerated. From the spring of 1944, the number of labor camps that functioned as branches of concentration camps grew by leaps and bounds in Germany and the occupied territories. The list of German economic enterprises actively involved in establishing such sub-camps lengthened and included numerous well-known firms. Requests for allocations of camp prisoners as a labor force were submitted directly by the firms to the SS Economic Administration Main Office (Wirtschafts- und Verwaltungshauptamt, WVHA), to the head of Department D II – Prisoner Employment (Arbeitseinsatz der Häftlinge), SS-Sturmbannführer Gerhard Maurer. In individual cases these requests landed on the desk of Maurer’s superior, SS-Brigaderführer Richard Glücks, or, if the applicant enjoyed particularly good relations with the SS, on the desk of the head of the WVHA, SS-Gruppenführer Oswald Pohl. Occasionally, representatives of German firms contacted camp commandants directly with requests for prisoner labor-force allocation – in violation of standing procedures. After the allocation of a prisoner labor force was approved, the WVHA and the camp commandant involved jointly took steps to establish a special camp for prisoner workers. Security was the overriding concern; for example, proper fencing, restrictions on contact with civilian workers, etc. -
Der Fuehrer, Der Lehrer Sally K
Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 8-1995 Der Fuehrer, Der Lehrer Sally K. Sorensen Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Sorensen, Sally K., "Der Fuehrer, Der Lehrer" (1995). Honors Theses. Paper 209. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. Sorensen i I AbstrAr-t I Adolf Hitler and the National Socialist party made many changes I to Germany's educational system. They changed overall aspects of education such as its goals and its purpose. They also changed the I classroom by rearrAnging the curriculum and the educational I environment. The Nazis originated an enormous movement towards deintellectualization. They taught boys and girls somewhat different I lessons and attempted to persuade students to completely give themselves to the Reich; mind, body, and soul. All of the r-hanges in I the educational system were constructed to promote the Nazi party and I help it prosper. I I I I I I I I I I I I Sorensen ii Oer ~l.lehrer, Der Lehrer I I. The general changes in the SCOP8 of the 8ducational program A. The changes In educational goals I B. The changes in education's purpose II. The changes in the classroom I A. Propaganda present I B. Changes in the academic environment C. The anti-intellectualization movement I III. -
Der Fuehrer, Der Lehrer Sally K
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by OpenSIUC Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 8-1995 Der Fuehrer, Der Lehrer Sally K. Sorensen Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Sorensen, Sally K., "Der Fuehrer, Der Lehrer" (1995). Honors Theses. Paper 209. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. Sorensen i I AbstrAr-t I Adolf Hitler and the National Socialist party made many changes I to Germany's educational system. They changed overall aspects of education such as its goals and its purpose. They also changed the I classroom by rearrAnging the curriculum and the educational I environment. The Nazis originated an enormous movement towards deintellectualization. They taught boys and girls somewhat different I lessons and attempted to persuade students to completely give themselves to the Reich; mind, body, and soul. All of the r-hanges in I the educational system were constructed to promote the Nazi party and I help it prosper. I I I I I I I I I I I I Sorensen ii Oer ~l.lehrer, Der Lehrer I I. The general changes in the SCOP8 of the 8ducational program A. The changes In educational goals I B. The changes in education's purpose II. The changes in the classroom I A. -
Bombed, 128, 142, 160; Surrenders, 153 Aarhus: and an Air Attack, 209
Index compiled by the author Aachen: bombed, 128, 142, 160; surrenders, 153 Armed Forces of the Committee for the Liberation of the Aarhus: and an air attack, 209 Peoples of Russia (VS-KONR): 176 Abbeville: 160 Armenians: 230 Abdul Kalam, A P.J.: quoted, 226 Arnhem: 163, 207, 210, 214 Abyssinia (Ethiopia): 16, 116, 206, 213, 222; war dead, Arromanches: 150, 151, 222 257 Ascension Island: 121 Acasta (destroyer): 131 Aschaffenburg: bombed, 167 ‘Ace of the Deep’: 91 ‘Asia Women’s Fund’: to make reparations, 200 Adam, Ken: 210 Assam: 192, 218, 244 Adenauer, Konrad: 240 Athens: 33, 34, 98, 107, 109; Churchill in, 220; liberated, Admiral Graf Spee: 5 162 Admiral Hipper: 83 Atlantic Charter: 220, 221 Admiral Scheer: 28, 83 Atlantic Ferry Organisation (ATFERO): 29 Adriatica (Displaced Persons’ (DP) camp): 238 Atlantic Ocean: 51, 52, 70, 74, 119, 120 Afric Star (merchant ship): sunk, 30 atom bomb: 134, 198, 222; dropped, 201, 202 African-American soldiers: in action, 168, 211 atrocities against civilians: 35, 40, 57, 59, 61, 79, 98, 100, Agent Zigzag: 117 101, 102, 103, 105, 106, 112, 156, 173, 192, 229, Akashi: bombed, 193 233 Alamein: 80, 109, 213, 226 Attlee, Clement: and Dresden, 175 Alaska-Canada (Alcan) Highway: 82 Attu Island: 82 Albania: 16, 33, 162, 209, 229, 230; war dead, 256 Aung San, General: leads resistance, 192 Albanian volunteers with the SS: 73 Auschwitz: 88, 90, 91, 101, 103, 109; deportations to, Alderney Island: 224 107, 158; revolt in, 108, 218; escapees from, and a Aleutian Islands: 56, 63, 82 bombing request, 158; evacuated, -
Volunteer Translator Pack
TRANSLATION EDITORIAL PRINCIPLES 1. Principles for text, images and audio (a) General principles • Retain the intention, style and distinctive features of the source. • Retain source language names of people, places and organisations; add translations of the latter. • Maintain the characteristics of the source even if these seem difficult or unusual. • Where in doubt make footnotes indicating changes, decisions and queries. • Avoid modern or slang phrases that might be seem anachronistic, with preference for less time-bound figures of speech. • Try to identify and inform The Wiener Library about anything contentious that might be libellous or defamatory. • The Wiener Library is the final arbiter in any disputes of style, translation, usage or presentation. • If the item is a handwritten document, please provide a transcription of the source language as well as a translation into the target language. (a) Text • Use English according to the agreed house style: which is appropriate to its subject matter and as free as possible of redundant or superfluous words, misleading analogies or metaphor and repetitious vocabulary. • Wherever possible use preferred terminology from the Library’s Keyword thesaurus. The Subject and Geographical Keyword thesaurus can be found in this pack. The Institutional thesaurus and Personal Name thesaurus can be provided on request. • Restrict small changes or substitutions to those that help to render the source faithfully in the target language. • Attempt to translate idiomatic expressions so as to retain the colour and intention of the source culture. If this is impossible retain the expression and add translations in a footnote. • Wherever possible do not alter the text structure or sequence. -
Annotierte Chronik Zur Einbürgerung Hitlers in Braunschweig
Nr. 114 Ulrich Menzel Die Steigbügelhalter Annotierte Chronik zur Einbürgerung Hitlers in Braunschweig Juni 2014 ISSN-Nr. 1614-7898 http://www.digibib.tu-bs.de/?docid=00057405 03/09/2014 1 Inhalt 1. Sechs Thesen zur Einbürgerung Hitlers in Braunschweig 2 2. Die Quellen 10 3. Annotierte Chronik zur Einbürgerung, deren Vorgeschichte und deren Konsequenzen 13 3.1. Die Vorgeschichte bis zur Regierungsbildung aus BEL und NSDAP in Braunschweig 1930 14 3.2 Die Braunschweiger Koalition aus BEL und NSDAP und der Konflikt um die Einbürgerung 1930-1933 43 3.3 Die Alleinregierung der NSDAP in Braunschweig 1933-1945 186 3.4 Die Nachgeschichte I: Entnazifizierungsverfahren und gegenseitige politische Belastung der an der Einbürgerung Beteiligten 1945-1960 238 3.5 Die Nachgeschichte II: Die wissenschaftliche und politische Aufarbeitung der Einbürgerung seit 1960 269 4. Quellen und Literatur 293 4.1 Ungedruckte Quellen 293 4.2 Quelleneditionen 300 4.3 Erinnerungen/Autobiographien von Zeitzeugen (gedruckt und ungedruckt) 301 4.4 Behördenschrifttum 303 4.5 Sonstige gedruckte Quellen 304 4.6 NS-Publikationen 307 4.7 Zeitgenössische Zeitungsartikel 308 4.8 Zeitungsartikel nach 1945 312 4.9 Literatur 315 4.10 Internetseiten 323 4.11 Fotos 324 4.12 Karten 324 4.13 Interviews/Befragungen 324 http://www.digibib.tu-bs.de/?docid=00057405 03/09/2014 2 1. Sechs Thesen zur Einbürgerung Hitlers in Braunschweig Der Forschungsbericht „Die Steigbügelhalter. Annotierte Chronik zur Einbürgerung Hitlers in Braunschweig“ versteht sich als Fortschreibung und thematische Ausweitung des For- schungsberichts „Professor oder Regierungsrat? Hitlers Einbürgerung in Braunschweig zwi- schen Provinzposse und Weichenstellung zur Machtergreifung“.1 Es geht nicht mehr nur um die näheren und weiteren Umstände der Einbürgerung Hitlers im Freistaat Braunschweig im Februar 1932, sondern auch um deren Konsequenzen sowie um die politische und wissen- schaftliche Aufarbeitung der Vorgänge seit 1945 bzw. -
A Photographic Record of Yad Vashem Fiche Listing
Archives of the Destruction: A Photographic Record of Yad Vashem Fiche Listing Bergen Belsen. Bergen Belsen. Ben Gurion visits Bergen Belsen. Child after liberation. Frame 001A03. Frame 001G07. Fiche: 001 Fiche: 001 Bergen Belsen. Bergen Belsen. Bodies left to rot after liberation. Child after liberation. Frame 001F09. Frame 001E09. Fiche: 001 Fiche: 001 Bergen Belsen. Bergen Belsen. Bodies of starved men. Children after liberation. Frame 001B01. Frame 001G09. Fiche: 001 Fiche: 001 Bergen Belsen. Bergen Belsen. Bodies of the dead in field. Children after liberation. Frame 001E02. Frame 001G08. Fiche: 001 Fiche: 001 Bergen Belsen. Bergen Belsen. Bodies of the dead in field. Children with typhus washed, re-clothed, April Frame 001D08. 20, 1945. Fiche: 001 Frame 001A06. Fiche: 001 Bergen Belsen. British burning baracks for health reasons. Bergen Belsen. Frame 001B04. Children, asleep or dead. Fiche: 001 Frame 001D04. Fiche: 001 Bergen Belsen. British burning barracks for health reasons. Bergen Belsen. Frame 001B06. Cooking meal after liberation; bodies in back. Fiche: 001 Frame 001F04. Fiche: 001 Bergen Belsen. British force SS to load dead onto trucks. Bergen Belsen. Frame 001B05. Crematorium. Fiche: 001 Frame 001B08. Fiche: 001 Bergen Belsen. British officer marries former prisoner. Bergen Belsen. Frame 001B09. Death in Bergen Belsen, April 15, 1945. Fiche: 001 Frame 001A05. Fiche: 001 Bergen Belsen. Burning of Bergen Belsen by British, May 21, Bergen Belsen. 1945. Entrance to H.Q., Bergen Belsen. Frame 001F08. Frame 001E07. Fiche: 001 Fiche: 001 Bergen Belsen. Bergen Belsen. Burning the clothes of the dead. Female inmate after liberation. Frame 001A01. Frame 001F02. Fiche: 001 Fiche: 001 Bergen Belsen. -
Waffen-SS Foreign Volunteers and Conscripts
Waffen-SS foreign volunteers and conscripts The Waffen-SS foreign volunteers and conscripts dur- a fact which deeply troubled the traditional officer corps ing World War II were members of the Waffen-SS who of the German Army.[11][10] In 1933, a group of 120 have been recruited or conscripted mainly from among SS men were chosen to form the Leibstandarte SS Adolf the nationals of Nazi-occupied Europe. The recruitment Hitler.[12] A year later, Hitler approved the formation of began in April 1940 with the creation of two regiments: the SS-Verfügungstruppe (SS-VT), which together with the Waffen SS Regiment Nordland (for Danish, Norwe- the Leibstandarte SS Adolf Hitler, made up the early ele- gian, and Swedish volunteers), and the Waffen SS Regi- ments of what would became the Waffen-SS.[12] It was ment Westland (for Dutch, and Flemish volunteers). As Hitler’s wish that unit should never be integrated into the Waffen SS Freiwilligen grew in numbers, the volun- the army nor the state police, but remain an independent teers were grouped into Legions (with the size of bat- force of military-trained men at the disposal of the Führer talion or brigade); their members included the so-called in times of both war and peace.[13][14] It was commanded Germanic non-Germans as well as ethnic German offi- by Heinrich Himmler in his capacity as Reichsführer- cers originating from the occupied territories (i.e. the SS.[15] Volksdeutsche). Following Operation Barbarossa – as the Himmler initially in 1934 set stringent requirements for war on the Eastern front raged – the Freiwilligen made up [1][2] Waffen-SS recruits. -
The Shadow of the Habsburgs: Memory and National Identity in Austrian Politics and Education, 1918-1955
ABSTRACT Title of dissertation: THE SHADOW OF THE HABSBURGS: MEMORY AND NATIONAL IDENTITY IN AUSTRIAN POLITICS AND EDUCATION, 1918-1955 Douglas Patrick Campbell, Doctor of Philosophy Dissertation directed by: Marsha L. Rozenblit Department of History This dissertation examines how the people of Austria portrayed their past as part of the centuries -old, multinational Habsburg Monarchy in order to conduct a public debate about what it meant to be an “Austrian” during a tumultuous era in Europe’s history. As its main sources, It draws upon the public writings of Austrian politicians and intellectuals, as well as on educational laws, curricula and history textbooks used by the different Austrian go vernments of the era in order to describe how Austrian leaders portrayed Austria’s past in an attempt to define its national future, even as Austrian schools tried to disseminate those national and historical ideals to the next generation of Austrian citiz ens in a practical sense. The first section describes how the leaders of the Austrian First Republic saw Austria’s newfound independence after 1918 as a clean break with its Habsburg past, and consequently pursued a union with Germany which was frustrated by the political interests of the victors of World War I. The second section details the rise of an “Austro -fascist” dictatorship in Austria during the mid -1930s which promoted an Austrian patriotism grounded in a positive portrayal of the Habsburg Monarc hy in order to remain independent from Nazi Germany. The third section examines Austria’s forcible incorporation into the Nazi German state, and the effort by the Third Reich to completely eradicate the existence of a distinctive Austrian identity by cast ing the Habsburg era in a negative light. -
Bulletin of the GHI Washington
Bulletin of the GHI Washington Issue 28 Spring 2001 Copyright Das Digitalisat wird Ihnen von perspectivia.net, der Online-Publikationsplattform der Max Weber Stiftung – Stiftung Deutsche Geisteswissenschaftliche Institute im Ausland, zur Verfügung gestellt. Bitte beachten Sie, dass das Digitalisat urheberrechtlich geschützt ist. Erlaubt ist aber das Lesen, das Ausdrucken des Textes, das Herunterladen, das Speichern der Daten auf einem eigenen Datenträger soweit die vorgenannten Handlungen ausschließlich zu privaten und nicht-kommerziellen Zwecken erfolgen. Eine darüber hinausgehende unerlaubte Verwendung, Reproduktion oder Weitergabe einzelner Inhalte oder Bilder können sowohl zivil- als auch strafrechtlich verfolgt werden. POLITICAL RELIGION IN MODERN GERMANY: REFLECTIONS ON NATIONALISM, SOCIALISM, AND NATIONAL SOCIALISM Wolfgang Hardtwig The question of whether it makes sense to view National Socialism as a "political religion" - in addition to rather than instead of other interpretive approaches - is based on a simple fact of electoral history: Hitler was particularly successful in Protestant areas. All Reichstag elections from 1928 onward showed a significant statistical correlation between the proportion of Protestant voters and the success of the NSDAP.1 Various explanations have been offered for this phenomenon. I would like here to concentrate on the question of whether the situation of Christianity - and of Protestantism in particular - at the beginning of the twentieth century contributed to this susceptability to the National Socialist message. This question cannot be separated from the further question of whether the Nazi message itself exhibited quasi-religious traits, both in its content and in the way it was conveyed. Clearly, the extreme irrationality of the Nazi regime and its crimes, as well as the ongoing search for a satisfactory explanation for genocide and the Holocaust, force us to consider religious concepts and interpretations.