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Hard Hearts; the Volksgemeinschaft As an Indicator of Identity Shift Kaitlin Hampshire James Madison University
James Madison University JMU Scholarly Commons Masters Theses The Graduate School Summer 2017 Hard times; Hard duties; Hard hearts; The Volksgemeinschaft as an indicator of identity shift Kaitlin Hampshire James Madison University Follow this and additional works at: https://commons.lib.jmu.edu/master201019 Part of the European History Commons, Military History Commons, and the Other German Language and Literature Commons Recommended Citation Hampshire, Kaitlin, "Hard times; Hard duties; Hard hearts; The oV lksgemeinschaft as na indicator of identity shift" (2017). Masters Theses. 488. https://commons.lib.jmu.edu/master201019/488 This Thesis is brought to you for free and open access by the The Graduate School at JMU Scholarly Commons. It has been accepted for inclusion in Masters Theses by an authorized administrator of JMU Scholarly Commons. For more information, please contact [email protected]. Hard Times; Hard Duties; Hard Hearts; The Volksgemeinschaft as an Indicator of Identity Shift Kaitlin Hampshire A thesis submitted to the Graduate Faculty of JAMES MADISON UNIVERSITY In Partial Fulfillment of the Requirements for the degree of Master of Arts Department of History August 2017 FACULTY COMMITTEE: Committee Chair: Dr. Christian Davis Committee Members/ Readers: Dr. Michael Gubser Dr. Gabrielle Lanier To Mom and Dad, I do not know how I could have done this without you! II Acknowledgements Foremost, I would like to express my sincere gratitude to my director Dr. Christian Davis for his support of my Master’s Thesis. Besides my director, I would like to thank the rest of my thesis committee: Dr. Michael Gubser and Dr. Gabrielle Lanier. My deepest thanks goes to my Graduate Director and Mentor Dr. -
Militarism As a Theme in Nazi Education and Youth Organizations Matthew .J Smith Elizabethtown College, [email protected]
Elizabethtown College JayScholar History: Student Scholarship & Creative Work History Spring 2018 Militarism as a Theme in Nazi Education and Youth Organizations Matthew .J Smith Elizabethtown College, [email protected] Follow this and additional works at: https://jayscholar.etown.edu/hisstu Part of the European History Commons Recommended Citation Smith, Matthew J., "Militarism as a Theme in Nazi Education and Youth Organizations" (2018). History: Student Scholarship & Creative Work. 2. https://jayscholar.etown.edu/hisstu/2 This Student Research Paper is brought to you for free and open access by the History at JayScholar. It has been accepted for inclusion in History: Student Scholarship & Creative Work by an authorized administrator of JayScholar. For more information, please contact [email protected]. Smith 1 Matthew J. Smith Militarism as a Theme in Nazi Education and Youth Organizations Italian fascist Achille Starace stated, “Fascist education must be an education for battle.”1 This idea of militarism as a core concept of education was integral not only to Fascism in Italy, but also to Europe’s other rising fascist movement, Nazism. The Nazis reinforced their militaristic education by creating mandatory youth organizations that promoted militarism to young German boys and girls. The twin pillars of a militaristic education system and para- military youth organizations helped Nazi officials achieve their goals by creating a generation of ready servants of the state. Many scholars have researched the militarism that was infused into the German state education system. Lisa Pine, a scholar at London South Bank University, examined the educational system and youth groups that socialized German children with Nazi ideology and militaristic practices. -
Domesticating the German East: Nazi Propaganda and Women's Roles in the “Germanization” of the Warthegau During World Wa
DOMESTICATING THE GERMAN EAST: NAZI PROPAGANDA AND WOMEN’S ROLES IN THE “GERMANIZATION” OF THE WARTHEGAU DURING WORLD WAR II Madeline James A thesis submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Master of Arts in the History Department in the College of Arts and Sciences. Chapel Hill 2020 Approved by: Konrad Jarausch Karen Auerbach Karen Hagemann © 2020 Madeline James ALL RIGHTS RESERVED ii ABSTRACT Madeline James: Domesticating the German East: Nazi Propaganda And Women’s Roles in the “Germanization” of the Warthegau during World War II (Under the direction of Konrad Jarausch and Karen Auerbach) This thesis utilizes Nazi women’s propaganda to explore the relationship between Nazi gender and racial ideology, particularly in relation to the Nazi Germanization program in the Warthegau during World War II. At the heart of this study is an examination of a paradox inherent in Nazi gender ideology, which simultaneously limited and expanded “Aryan” German women’s roles in the greater German community. Far from being “returned to the home” by the Nazis in 1933, German women experienced an expanded sphere of influence both within and beyond the borders of the Reich due to their social and cultural roles as “mothers of the nation.” As “bearers of German culture,” German women came to occupy a significant role in Nazi plans to create a new “German homeland” in Eastern Europe. This female role of “domesticating” the East, opposite the perceived “male” tasks of occupation, expulsion, and resettlement, entailed cultivating and reinforcing Germanness in the Volksdeutsche (ethnic German) communities, molding them into “future masters of the German East.” This thesis therefore also examines the ways in which Reich German women utilized the notion of a distinctly female cultural sphere to stake a claim in the Germanizing mission. -
Lieder, Totalitarianism, and the Bund Deutscher Madel
Lieder, totalitarianism, and the Bund deutscher Madel: girls' political coercion through song. Rachel Jane Anderson Faculty ofMusic Department ofTheory McGill University, Montreal July 2002 A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment ofthe requirements ofthe degree ofMaster's ofArts (Musicology). © Rachel Jane Anderson, 2002. National Library Bibliothèque nationale 1+1 of Canada du Canada Acquisitions and Acquisisitons et Bibliographie Services services bibliographiques 395 Wellington Street 395, rue Wellington Ottawa ON K1A DN4 Ottawa ON K1A DN4 Canada Canada Your file Votre référence ISBN: 0-612-85844-8 Our file Notre référence ISBN: 0-612-85844-8 The author has granted a non L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant à la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or sell reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/film, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts from it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou aturement reproduits sans son permission. autorisation. Canada Lieder, totalitarianism, and the Bund deutscher Madel: girls' political coercion through song The Bund deutscher Madel (BdM), a Nazi youth organization for girls, was sponsored, organized, and promoted by AdolfHitler's National Socialist Party. -
The Hitler Youth: Blind Fanaticism
The Hitler Youth: Blind Fanaticism Janessa Hansen Senior Division Individual exhibit Student Composed Words: 500 Process Paper Word Count: 500 Process Paper I’ve always had an interest in The Holocaust. I’ve watched films and read books on it for many years. Last summer my grandpa and I were watching a documentary on National Geography about The Hitler Youth. It was fascinating to me how millions of children could believe the ridiculous rhetoric the Nazis preached. I decided it would be a fascinating project and proceeded to rid of my research from my old topic I had thought of. To begin, I started with doing background research. I learned some interesting information about how the group was started and what kind of activities they took part in from The Holocaust Memorial Museum and books. After some time, I decided I should try to find books written by people who were actually in the Hitler Youth, and found quite a few. After that, I began researching how the Hitler Youth was able to thrive. By that time I had established that the barrier they broke through, which was their ignorance and prejudice, so I started researching how they were able to break through that barrier. Using this knowledge, I looked for textbooks the Nazis had used for the Hitler Youth to teach them, and I also looked at education standards at the time. I looked at letters and diaries written by the Hitler Youth at the time to understand how their feelings and perspectives, and how those thoughts progressed after the war. -
Between Gretchen and Valkyrie1 the Model of Womanhood in the Concepts and Practice of the League of German Girls (1933–1945)
PRZEGLĄD ZACHODNI I, 2017 KATARZYNA JEDYNAKIEWICZ-MRÓZ Łódź BETWEEN GRETCHEN AND VALKYRIE1 THE MODEL OF WOMANHOOD IN THE CONCEPTS AND PRACTICE OF THE LEAGUE OF GERMAN GIRLS (1933–1945) The history of the League of German Girls (Bund Deutscher Mädel, BDM) has long remained a marginal topic in research concerning the history of the Third Reich. The organisation has been presented either as an element of the history of the Hit- lerjugend2 or in the context of analyses of the position of women in the structure of the Nazi state.3 It was only in 1983 that a monograph was published by Martin Klaus devoted in its entirety to the BDM, being a development of that author’s doc- toral thesis.4 Further academic studies concerning the League would not appear for almost another two decades. In 2000 a book by Sabine Herring and Kurt Schilde was published about the Glaube und Schönheit (“Faith and Beauty”) organisation, a structure set up in 1938 within the BDM.5 Deeper knowledge about the League itself was also supplied by a work by Gisela Miller-Kipp6 and a collection of texts edited by Dagmar Reese.7 The first Polish article about the history of the structure 1 The terms “Gretchen” and “Valkyrie” come from a 1937 article in the magazine Das Deutsche Mädel. Cf. Die BDM-Generation. Weibliche Jugendliche in Deutschland und Östrerreich im National- sozialismus, D. Reese (ed.), Belin 2007, p. 238. 2 A key role here is played by the works of Arno Klönne, Guido Knopp and Michael Kater: A. Klönne, Jugend im Dritten Reich. -
Folk Songs, Youth, and Propaganda: Music of the Third Reich Patrick Scott Etp Erson Butler University
Butler University Digital Commons @ Butler University Undergraduate Honors Thesis Collection Undergraduate Scholarship 5-10-2014 Folk Songs, Youth, and Propaganda: Music of the Third Reich Patrick Scott etP erson Butler University Follow this and additional works at: http://digitalcommons.butler.edu/ugtheses Part of the Ethnomusicology Commons Recommended Citation Peterson, Patrick Scott, "Folk Songs, Youth, and Propaganda: Music of the Third Reich" (2014). Undergraduate Honors Thesis Collection. Paper 235. This Thesis is brought to you for free and open access by the Undergraduate Scholarship at Digital Commons @ Butler University. It has been accepted for inclusion in Undergraduate Honors Thesis Collection by an authorized administrator of Digital Commons @ Butler University. For more information, please contact [email protected]. BUTLER UNIVERSITY HONORS PROGRAM Honors Thesis Certification Please type all information in this section: Applicant (Name as it is to appear on diploma) Thesis title Intended date of commencement fv1 0..\/ 10 201'1 I Thesis adviser(s) Lf--2Jl- f if Date Reader(s) Date Date For Honors Program LIse: Level of Honors conferred: University ClAM Lc..lA.cLe.. Departmental Folk Songs, Youth, and Propaganda: Music of the Third Reich A Thesis Presented to the Department of Music Jordan College of Arts and The Honors Program of Butler University In Partial Fulfillment of the Requirements for Graduation Honors Patrick Scott Peterson April 28,2014 Dr. Nicholas Johnson 1 Wir werden weiter marschieren Wenn alles in Scherbenfdllt, Denn heute erhort uns Deutschland Und morgen die ganze Welt. We will continue to march, Even if everything shatters; Because today Germany hears us, And tomorrow the whole World. -
De-Nazification and Reeducation: the Akm Ing of Socialism in the Soviet Occupation Zone of Germany 1945-1949 Elizabeth L
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Lake Forest College Publications Lake Forest College Lake Forest College Publications Senior Theses Student Publications 4-18-2016 De-Nazification and Reeducation: The akM ing of Socialism in the Soviet Occupation Zone of Germany 1945-1949 Elizabeth L. Lakeman Follow this and additional works at: http://publications.lakeforest.edu/seniortheses Part of the European History Commons, and the Political History Commons Recommended Citation Lakeman, Elizabeth L., "De-Nazification and Reeducation: The akM ing of Socialism in the Soviet Occupation Zone of Germany 1945-1949" (2016). Senior Theses. This Thesis is brought to you for free and open access by the Student Publications at Lake Forest College Publications. It has been accepted for inclusion in Senior Theses by an authorized administrator of Lake Forest College Publications. For more information, please contact [email protected]. De-Nazification and Reeducation: The akM ing of Socialism in the Soviet Occupation Zone of Germany 1945-1949 Abstract In this thesis I have studied the processes of de-Nazification and reeducation carried out by the Soviet Military Administration in Eastern Germany from 1945 to 1949 to create a socialist country. It begins with a background on the political developments across Germany after World War II. Attention is paid to the creation of the Socialist Unity Party of Germany and the relationship between the Soviet Union and the United States. The thesis moves into a discussion of the de-Nazification process as the purging of National Socialists from society. While punitive measures were utilized at first, I highlight the transition that takes place to more rehabilitative measures in 1947. -
German Captured Documents Collection
German Captured Documents Collection A Finding Aid to the Collection in the Library of Congress Prepared by Allan Teichroew, Fred Bauman, Karen Stuart, and other Manuscript Division Staff with the assistance of David Morris and Alex Sorenson Manuscript Division, Library of Congress Washington, D.C. 2011 Contact information: http://hdl.loc.gov/loc.mss/mss.contact Finding aid encoded by Library of Congress Manuscript Division, 2011 Finding aid URL: http://hdl.loc.gov/loc.mss/eadmss.ms011148 Latest revision: 2012 October Collection Summary Title: German Captured Documents Collection Span Dates: 1766-1945 ID No.: MSS22160 Extent: 249,600 items ; 51 containers plus 3 oversize ; 20.5 linear feet ; 508 microfilm reels Language: Collection material in German with some English and French Repository: Manuscript Division, Library of Congress, Washington, D.C. Abstract: German documents captured by American military forces after World War II consisting largely of Nazi Party materials, German government and military records, files of several German officials, and some quasi-governmental records. Much of the material is microfilm of originals returned to Germany. Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Wiedemann, Fritz, b. 1891. Fritz Wiedemann papers. Organizations Akademie für Deutsches Recht (Germany) Allgemeiner Deutscher Gewerkschaftsbund. Deutsches Ausland-Institut. Eher-Verlag. Archiv. Germany. Auswärtiges Amt. Germany. Reichskanzlei. Germany. Reichsministerium für die Besetzten Ostgebiete. Germany. Reichsministerium für Rüstung und Kriegsproduktion. Germany. Reichsministerium für Volksaufklärung und Propaganda. -
Life in Nazi Germany Revision Guide
Life in Nazi Germany Revision Guide Name: Key Topics 1. Nazi control of Germany 2. Nazi social policies 3. Nazi persecution of minorities @mrthorntonteach The Nazi Police State The Nazis used a number of Hitler was the head of the Third ways to control the German Reich and the country was set up to population, one of these was follow his will, from the leaders to the Police State. This meant the the 32 regional Gauleiter. Nazis used the police (secret and regular) to control what the As head of the government, Hitler people did and said, it was had complete control over Germany control using fear and terror. from politics, to the legal system and police. The Nazis use of threat, fear and intimidation was their most powerful tool to control the German All this meant there was very little people opposition to Nazi rule between 1933-39 The Gestapo The Gestapo, set up in 1933 were the Nazi secret police, they were the most feared Nazi organization. They looked for enemies of the Nazi Regime and would use any methods necessary; torture, phone tapping, informers, searching mail and raids on houses. They were no uniforms, meaning anyone could be a member of the Gestapo. They could imprison you without trial, over 160,000 were arrested for ‘political crimes’ and thousands died in custody. The SS The SS were personal bodyguards of Adolf Hitler but became an intelligence, security and police force of 240,000 Ayrans under Himmler. They were nicknamed the ‘Blackshirts’ after their uniform They had unlimited power to do what they want to rid of threats to Germany, The SS were put in charge of all the police and security forces in Germany, they also ran the concentration camps in Germany. -
A/HRC/41/55 General Assembly
United Nations A/HRC/41/55 General Assembly Distr.: General 29 April 2019 Original: English Human Rights Council Forty-first session 24 June–12 July 2019 Agenda item 9 Racism, racial discrimination, xenophobia and related forms of intolerance, follow-up to and implementation of the Durban Declaration and Programme of Action Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance Report of the Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance Summary The present report of the Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance, E. Tendayi Achiume, is being submitted to the Human Rights Council pursuant to General Assembly resolution 73/157. In the report, the Special Rapporteur provides an update on trends in and manifestations of glorification of Nazism, neo-Nazism and related ideologies; and a human rights analysis of efforts by contemporary Nazi, neo-Nazi and other extremist groups to recruit and radicalize young people. GE.19-06906(E) A/HRC/41/55 I. Introduction 1. The Special Rapporteur submits the present report to the Human Rights Council pursuant to General Assembly resolution 73/157 on combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance. In the resolution, the Assembly requested the Special Rapporteur to, inter alia, submit to the Human Rights Council a report on the implementation of that resolution. Pursuant to the resolution, the Special Rapporteur sent a call for submissions to all Member States, and solicited input from other relevant stakeholders, including civil society, through a call for submissions posted on her web page and transmitted in a newsletter. -
World War Two and the Holocaust
DOCUMENT RESUME ED 388 556 SO 025 375 AUTHOR Boas, Jacob TITLE World War 'Iwo and the Holocaust. INSTITUTION Holocaust Center of Northern California, San Francisco. PUB DATE 89 NOTE 11(4.; Photographs may not reproduce clearly. AVAILABLE FROMThe Holocaust Center of Northern California, 639 14th Avenue, San Francisco, CA 94118. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Anti Semitism; Conflict Resolution; Ethnic Bias; *Ethnic Discrimination; *Jews; Justice; Modern History; *Nazism; Peace; *Religious Discrimination; Secondary Education; Social Studies; Western Civilizatiol; *World War II IDENTIFIERS *Holocaust ABSTRACT This resource book presents readings that could be used to teach about the Holocaust. The readings are brief and could be appropriate for middle school and high school students. Several photographs accompany the text. The volume has the following chapters:(1) "From War to War" (history of Germany from late 19th Century through the end of World War II with an emphasis on the rise of Hitler and his campaign against Jews);(2) "The Holocaust" (the victims, the ghetto life, death camps, the consequences, etc.); (3) "Chronology 1918-1945" (chart showing by year and month the rise and fall of Nazi Germany, Persecution and Holocaust, and Jewish Response);(4) "Glossary";(5) "100 Holocaust Discussion Questions (Weimar, Hitler, WWII; Nazism and Jewry; Perpetrators, Bystanders, Rescuers; and General)";(6) "Selected Bibliography"; and (7) "Illustration Credits." Contains