Germany Revision Guide
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The Development and Character of the Nazi Political Machine, 1928-1930, and the Isdap Electoral Breakthrough
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 The evelopmeD nt and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough. Thomas Wiles Arafe Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Arafe, Thomas Wiles Jr, "The eD velopment and Character of the Nazi Political Machine, 1928-1930, and the Nsdap Electoral Breakthrough." (1976). LSU Historical Dissertations and Theses. 2909. https://digitalcommons.lsu.edu/gradschool_disstheses/2909 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. « The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing pega(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
A Historical Retrospect of the Nazi Party and Its Leaders," (Set No, I, Set of Fourty)
A historical retrospect of the Nazi Party and its leaders," (Set No, I, set of fourty) 1. November 9th 1923, the Nazi Party with Hitler as its leader felt strong enough to kick the Bavarian G-overnement out of its sad- dle. The marching Nazis when reaching the Odeonsplatz in Munich, were odered to stop. After ignoring the order tostop, they were fired upon and a total of 16 men were killed by machinegun fire. The Nazi Party thereafter was declared as illegal and was forbidden by law. Hitler himself, as the head and leader of the party was cobvicted to spend five years in jail. 2. The"BLOODFLAG", under which the first 16 Nazi victims were killed on November 9th 1923 on the Odeonsplatz at Munich* Later on this flag only was shown to the public when political events of im- portant nature took place. More or less, this flag was considered as a symbol of the party. 3. Hitler in his cell during imprisonment 1924 at Landsberg/Lech The party which had been forbidden, went underground so it couldn't be controlled by governement officials. Fin^llythe Bavarian governe- ment decided to set Hitler free because of J~oo much dangerous un- derground activities of the illegal Nazi party. 4. Adolf Hitler after becoming chancellor of the state, visiting the prison cell at Landsberg/Lech, where he spent nearly ten months. 5. Hitler, holding a speech in Munich on the stairs of the fa- mous " FELDHERRNHALLE ", eleven years after the first 16 members of his party were killed. -
Year 9 Grammar Stream Knowledge Organiser 2020
Year 9 – Grammar Stream Knowledge Organisers Term 3 Swindon Academy 2020-21 Name: Tutor Group: Tutor & Room: “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Using your Knowledge Organiser and Quizzable Knowledge Organiser Knowledge Organisers Quizzable Knowledge Expectations for Prep and for Organisers using your Knowledge Organisers 1. Complete all prep work set in your subject prep book. 2. Bring your prep book to every lesson and ensure that you have completed all work by the deadline. 3. Take pride in your prep book – keep it neat and tidy. 4. Present work in your prep book to the same standard you are expected to do in class. Knowledge Organisers contain the These are designed to help you quiz essential knowledge that you MUST yourself on the essential Knowledge. know in order to be successful this year 5. Ensure that your use of SPAG is accurate. and in all subsequent years. 6. Write in blue or black pen and sketch in pencil. Use them to test yourself or get They will help you learn, revise and someone else to test you, until you 7. Ensure every piece of work has a title and date. retain what you have learnt in lessons are confident you can recall the in order to move the knowledge from information from memory. your short-term memory to long- 8. Use a ruler for straight lines. term memory. 9. If you are unsure about the prep, speak to your teacher. Top Tip Don’t write on your Quizzable Knowledge Organisers! 10. -
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book
Paper 3 Weimar and Nazi Germany Revision Guide and Student Activity Book Section 1 – Weimar Republic 1919-1929 What was Germany like before and after the First World War? Before the war After the war The Germans were a proud people. The proud German army was defeated. Their Kaiser, a virtual dictator, was celebrated for his achievements. The Kaiser had abdicated (stood down). The army was probably the finest in the world German people were surviving on turnips and bread (mixed with sawdust). They had a strong economy with prospering businesses and a well-educated, well-fed A flu epidemic was sweeping the country, killing workforce. thousands of people already weakened by rations. Germany was a superpower, being ruled by a Germany declared a republic, a new government dictatorship. based around the idea of democracy. The first leader of this republic was Ebert. His job was to lead a temporary government to create a new CONSTITUTION (SET OF RULES ON HOW TO RUN A COUNTRY) Exam Practice - Give two things you can infer from Source A about how well Germany was being governed in November 1918. (4 marks) From the papers of Jan Smuts, a South African politician who visited Germany in 1918 “… mother-land of our civilisation (Germany) lies in ruins, exhausted by the most terrible struggle in history, with its peoples broke, starving, despairing, from sheer nervous exhaustion, mechanically struggling forward along the paths of anarchy (disorder with no strong authority) and war.” Inference 1: Details in the source that back this up: Inference 2: Details in the source that back this up: On the 11th November, Ebert and the new republic signed the armistice. -
Brienner 45 an Art Project by Benjamin Und Emanuel Heisenberg
Brienner 45 An art project by Benjamin und Emanuel Heisenberg and Elisophie Eulenburg en Brienner 45 – An art project at the NS-Dokumentations - zentrum Munich by Benjamin and Emanuel Heisenberg and Elisophie Eulenburg Countless reports have etched the images and narratives of the Nazi regime into our collective memory. They accompany us and are yet disconnected from our life today. How can we translate the historical past into our present? What do people who lived in extreme situations actually have in common with us? We may speak the same language, but how do we use the concepts from this time and what kind of images do they evoke in us? These are the questions the work “Brienner 45” asks of the viewer. Through the medium of film the distance between the present and history is nullified and the timespan between today and back then ruptured. In how they juxtapose and sequence images and concepts, the films generate a kind of “stream of consciousness” 1 Excerpt from the “Jäger-Report” on mass across time. This method has an emotional impact and enables executions in Lithuania, written on 1 December past experiences and thoughts to be connected directly with the 1941 by Karl Jäger, Commander of ‘Einsatz- viewer’s here and now. One of the concerns of this work is to kommando (Mobile Killing Squad) 3’ establish a relationship – based on critical reflection – between 2 Chaim, the 14-year-old son of Jewish farmers, our experiences today and the accounts drawn from everyday inserted his last letter in the barbed wire life and the ideological tracts and depiction of crimes committed of the Pustków concentration camp in Galicia in the “Third Reich”. -
Georg Elser (1903–1945)
Peter Steinbach/Johannes Tuchel Georg Elser (1903–1945) m 8. November 1939, wenige Wochen nach dem Beginn des Zweiten Weltkrie- A ges, schreckte die deutsche Öffentlichkeit ein Anschlag auf, den ein „Mann aus dem Vol- ke“ verübt hatte. Dieser Regimegegner kam sei- nem Ziel, den verhassten Diktator auszuschal- ten, denkbar nahe. Allerdings hatte Hitler nur wenige Minuten vor der Explosion den Ver- sammlungssaal verlassen. Der zunächst uner- kannt gebliebene Attentäter wurde wenig spä- ter eher zufällig beim Versuch festgenommen, in die Schweiz zu entkommen. Überführt wur- de er wegen einiger verdächtiger Gegenstände, die man in seinen Taschen fand, nachdem Zoll- Georg Elser beamte ihn der Polizei übergeben hatten. Nach (1903–1945) tagelangen Verhören gestand der Inhaftierte sei- ne Tat und bekräftigte dabei immer wieder sei- ne Absicht, durch die Tötung Hitlers den Weg zu einem europäischen Frie- den gebahnt haben zu wollen. Es handelte sich um die Tat eines einzelnen Mannes, des schwäbischen Tischlers Georg Elser, der entschlossen, beharr- lich und konsequent den Anschlag geplant hatte. Neben Claus von Stauffen- bergs Anschlag vom 20. Juli 1944 war es die einzige Tat, die dem Leben des deutschen Diktators direkt gefährlich wurde. Während seit den 50er-Jahren Stauffenberg und seine Mitverschworenen langsam nicht mehr primär als „Verräter“, sondern als Widerstandskämpfer gewürdigt wurden, blieb diese Ehrung Elser noch lange Zeit versagt. Er wurde diffamiert, als verschrobe- ner Sonderling oder gar als Handlanger der Gestapo abgestempelt. Obwohl alle seit Ende der 60er-Jahre vorliegenden Quellen seine Alleintäterschaft bezeugen, setzte sich erst langsam seine öffentliche Anerkennung durch.1 Entschluss zum Tyrannenmord Der 1903 im württembergischen Hermaringen geborene Georg Elser wuchs in Königsbronn unter schwierigen Familienverhältnissen auf. -
Edexcel GCSE History Paper 3 - GERMANY Revision Checklist Section/Topic Revised (How?) Practised? the Weimar Republic 1.1 the Origins of the Weimar Republic
Edexcel GCSE History Paper 3 - GERMANY Revision Checklist Section/topic Revised (how?) Practised? The Weimar Republic 1.1 The origins of the Weimar Republic Setting up the Weimar Republic, Weimar Constitution (weaknesses and strengths) 1.2 Early challenges to the Republic 1919-23 Unpopularity, Treaty of Versailles, Challenges from the left and right wing (Spartacist Uprising & Kapp Putsch, Occupation of the Ruhr, Hyperinflation, Munich Putsch) 1.3 The recovery of the Republic 1924-29 Role of Stresemann (Economy – Dawes and Young Plan, Rentenmark. Foreign Policy – Locarno Pact, League of Nations, Kellogg-Briand Pact. Impact of these. 1.4 Changes in society 1924-29 Living standards – employment, wages, housing. Women – at work and leisure. Cultural changes – Art, architecture, cinema, opposition Hitler’s rise to power 1919-33 2.1 Early development of the Nazi Party 1920-22 Birth of the Nazi party, Hitler’s role, Nazi leadership, organisation, Nazi policy, SA Nazi lean years (Not doing well) 1923-29 Munich Putsch and its consequences, Mein Kampf, party reorganisation, national party and headquarters, SS, Bamberg Conference 2.3 Growth in Nazi support 1929-32 Wall Street crash and impact, unemployment, failures of the Weimar Republic, Communist support, sense of unity, appeal of Hitler and SA to big businesses, workers, middle class, farmers, women and young people 2.4 How Hitler became chancellor 1932-33 Hitler trying and failing to be president, turns to trying to be chancellor, failure of other chancellors, Hitler appointed chancellor (they think they can control him) Nazi control and dictatorship 1933-39 3.1 The creation of a dictatorship Reichstag fire. -
The Evolution of Adolf Hitler's Weltanschuung
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. THE EVOLUTION OF ADOLF HITLER'S WELTANSCHAUUNG: A CRITICAL STUDY OF HIS RHETORIC, 1920 - 1926 A thesis presented in fulfilment of the requirements for the degree of Master of Arts at Massey University CAROLYN READ MASSEY UNIVERSITY 1997 For Max ACKNOWLEDGEMENTS This year has been a learning experience, especially in respect of self motivation, but I made it! I would like to take this opportunity to thank all those people who helped me bring this thesis to completion. The Staff of Massey University History Department, in particular my supervisor Dr. Joel Hayward for first suggesting the topic, for his generosity with time and resources, and for his guidance and support in my frequent moments of uncertainty. Also a special thanks to the History Department Secretaries, Mary Lou Dickson and Lynne Coates. To Dr. Axel Laurs, my second supervisor, for patiently reading numerous drafts and always having a bottle of red wine on offer. Also to Jiirg Br6nnimann for all his assistance. Annette Holm at Massey University Library lnterloans for her unbelievable speed in acquiring books, articles, and microfilm from all over New Zealand, Germany, and America. To my family and friends, for making me hang in there and get it finished . A special thanks to the crew at George St. Deli, especially Jo, for keeping me sane and for the constant supply of caffeine. -
Germany Depth Study Content Revision Guide 1
Germany Depth Study Content Revision Guide 1. Armistice – November 1918 • Kaiser abdicated (gave up being King) 10th November • Ebert signed the German surrender (admitted defeat) 11th November • Many people, especially soldiers, were angry that they had been betrayed by the government • Ebert was known as one of the ‘November Criminals’ • The ‘Dolchtosslegende’ (‘Stab in the Back’ myth) developed as a consequence • Jews were also blamed for the Armistice – people felt they should have used their influence to help the government and the country to keep fighting 2. Spartacist Uprising, January 1919 Events: • The Spartacists were a LEFT WING Communist group who tried to overthrow Ebert • 100,000 people protested – the army REFUSED to help Ebert out because of the Armistice • Ebert called on the FREIKORPS – ex-army, had their own weapons – to sort it out • The Freikorps didn’t like Ebert, but hated communists more, so they helped • The Spartacist leaders (Liebknecht and Luxemberg) were killed • Uprising failed after a week long street fight in Berlin Effects: • Negative/Political: Showed that Ebert was weak, had no authority over his own army, and that some people did not support him • Positive/political: Ebert was able to defend his own country and after calling an election to make himself legitimate, began to establish some laws over Germany 3. Treaty of Versailles, June 1919 Terms: LAND ARMY • 13% of land lost, including… • German army reduced to 100,000 soldiers (from - Alsace-Lorraine to France 1.5M before WW1) - Saarland coalfields (50% of Germany’s coal) • No air force/No submarines • 10% of population displaced • Maximum of 6 battleships • Rhineland (border between France and Germany = demilitarised) MONEY BLAME • $6.6 billion reparations to be paid to Belgium and • ‘War Guilt Clase’ (Article 231) – Germany had to France for the damage accept total responsibility for losing WW1 Effects: • Political – made Ebert’s position difficult, Germans saw him as a traitor. -
Life in Nazi Germany – Alarming Facts of the Past
Dear reader, This is a historical newspaper made by pupils of the 10 th grade. It´s in English because of the so called “bilingual lessons” which means that we have got some subjects in English. The following articles deal with the main topic “What was life in National Socialism like?” While reading you will see there are many articles on different topics made by different groups. In the index you may choose an article and turn to the page you like to. Please enjoy! Yours, 10bil (may 2008) Life in Nazi Germany – alarming facts of the past INDEX Women and Family in Nazi Germany Amelie 2 Laura 4 Young People in Germany at the time of National Socialism Linda & Marike 6 What happened to cultural life in National Socialism? Hannah & Leonie 9 Propaganda Sophie 13 Workers and work Basile 16 Economy in Nazi Germany Josephin 18 Terror in Nazi Germany Paul 20 Opposition / Resistance Greta & Stefanie Sa. 24 German Army Ian 27 Nationalsozialistische Deutsche Arbeiterpartei (NSDAP) (National Socialist German Workers’ Party) Marie 31 Fascism Stefanie St. 34 Sources 36 1 Women and Family in Nazi Germany Amelie In Nazi Germany women had to fulfil a specific role as mothers and wives. Instead of working they should stay at home, cook and take care of their children. Many high-skilled women like teachers, lawyers and doctors were dismissed. After 1939 only few women were left in professional jobs. A common rhyme for women was: "Take hold of kettle, broom and pan, Then you’ll surely get a man! Shop and office leave alone, Your true life work lies at home." To encourage married couples to get many children Hitler introduced the “Law for the Encouragement of Marriage”. -
Topic Booklet Weimar and Nazi Germany
Option 31 Topic booklet Weimar and Nazi Germany, 1918–39 GCSE (9-1) History Pearson Edexcel Level 1/Level 2 GCSE (9-1) in History (1HI0) Contents 1. Overview 2 1.1 Assessment 2 2. Content guidance 4 2.1 Summary of content 4 2.2 Content exemplification and mapping 6 3. Student timeline 16 4. Resources 18 4.1 Resources for students 18 4.2 Resources for teachers 20 © Pearson 2015 1. Overview 1. Overview In contrast to the proud, patriotic and celebratory mood with which Germany entered the First World War in 1914, it was a shocked and defeated Germany in 1918 that then bitterly resented its treatment by the victorious allies with the Treaty of Versailles. A new, democratic Weimar Germany was burdened with severe political and economic dislocation and by 1923 faced the humiliating invasion by the French of its industrial centre of the Ruhr. However, a mixture of Stresemann’s work and more favourable international conditions allowed Weimar Germany to undergo a period known as ‘the Golden Years’ until the Wall Street Crash in 1929 had significant economic and thus political consequences for Weimar Germany. Immediately at the end of the First World War, the right wing of German politics were especially resentful at Germany’s defeat, at the peace treaty and at the new democratic style of government. Hitler had become leader of the National Socialist Workers’ Party. After having attempted coming to power by means of force in Munich in November 1923, Hitler determined to achieve power by democratic means. Once power had been achieved, democratic government could then be abandoned. -
The NSDAP and the German Working Class, 1925-1933
8 The NSDAP and the German Working Class, 1925-1933 PETER D. STACHURA Throughout the pre-1933 period, the National Socialist party (NSDAP) projected an image of being a broadly-based Volksbewegung whose aim was to restore the fortunes of all Germans regardless of status or class. The party's ideological and propagandistic appeal was modelled to attract to the swastika as many sections of \~eimar society as possible. This approach made sense, after all, if the NSDAP were to exoand its electoral constituency to the point where it could establish a popular mandate for power. Following the unsuccessful 11unich putsch in 1923, Hitler renounced violent, revolutionary tactics in favor of a long-term parliamentary strategy that would allow him to assume governmental responsibility within the letter of the law. In the end, of course, the NSDAP did win power legally even if it constantly violated the spirit of the law. While failing to attain an overall majority in Reichstag elections in July and November 1932, the NSDAP, despite showing incipient signs of having passed its peak, was ultimately brought into the government, thanks to the last-minute interventionist power politics of industrial and agrarian elitist groups representing propertied, nationalist, and Protestant Germany.l Contrary to Joseph Goebbels's assertion in early 1933 that the !1achtergreifung signified "a revolution of a workers' movement,"2 empirical historical inquiry has established that by 1933 the NSDAP drew its electoral support overwhelmingly from the small town and rural Protestant Mittelstand, comprising men and women in roughly equal numbers, in northern, central, and eastern Germany.3 Although by 1930-31 the lower 11ittelstand, particularly of the "old" or traditional type, predominated among the party's voters and members, the upper Hittelstand were beginning to flock into the ranks in ever-increasing numbers in 1932,4 thus making the NSDAP more of a catch-all movement of middle-class protest, a movement of bourgeois integration.