Section 4 Weimar and Nazi Germany Work Book

Section 4

Work Book

Life in Nazi Germany 1933-39

What did a Nazi Woman look/act like?

- Blonde hair/blue eyes and broad hips – Nazis did not want women to be slim as they believed it had an impact on how many children they would have. - They were seen as home bearers, they would not be allowed professional jobs such as teaching and doctors as they were banned for women. - They must act lady like and actions such as swearing and smoking were seen as degenerate behaviour and discouraged - WOMEN LOST THEIR PROGRESSIVE RIGHTS. Why did Nazis need women?

- Population was not rising significantly, it had a population of 67million in 1914 and this was still the population in 1939! Germany had lost population due to deaths in WW1, so had to build back up - Nazis needed children to form their master race so they could build their 1000 year Reich. - More German people meant that could reclaim German land lost in the Treaty of Versailles. How did the Nazis encourage births?

- The Law for the Encouragement of Marriage 1933 – You could apply for a loan of 600 marks (which was around 9 months’ salary). This was to encourage youn couples to marry, provided the woman left her job. Couples were allowed to keep one quarter of the loan for each child born up to four - Honour Cross – A medal system in which women would get a medal for the amount of children that they had (4 children BRONZE, 6 children SILVER, 8 children GOLD). The ceremony would happen on Hitler’s mum’s birthday (12th August Day of Honour of the German Mother) - If you could not have children with your husband or wife, a divorce was allowed so they could remarry try again - Women encouraged to live by the 3 K’s – Kinde, Kuche, Kirche (In English it translated to Children, Church and Kitchen). - Young, married women were given free child care classes. - Lebensborn programme (1936) – If women did not have an Aryan husband they could go to a centre to be impregnated by a SS Aryan solider. They could then keep the baby and be paid by the government to look after it, or hand it to the government to be taken into care and raised by the Nazis. - Propaganda made women look like one of the most important groups in Germany in building Hitler’s empire. How did the Nazis stop the weakening of the Master Race?

- Contraception and abortion clinics were banned (apart from abortions for children with disabilities/Jews etc.) - Marriage loans were limited to ARYANS only - If a woman had undesirable elements, she would be sterilised (remove the ability to have children) 320,000 people were sterilised due to ‘mental deficiency’ - In 1935, the Nazis introduced the Nuremburg Laws, which prohibited sexual relationships between Jews and Aryans. If Germans were married to a Jew, they had to divorce or risk being punished severely. - The Marriage Health Law of 1935 stressed the racial purity of women when marrying.

How successful were the Nazi tactics surrounding women?

Success Failure - For many women these were good times. Those hardest hit - The birth rate was still only 1.5 million births per year, which in the Great Depression were much better off in 1935 due to was still shorter than the pre-World War 1 level. measures - Some women, including Nazi party members, rebelled - Due to Nazi propaganda women’s employment actually against Nazi policies towards them. Some secretly joined increased. From 1937, the Nazis began to rearm and men underground SPD (Socialist Democrat Party) or Communist were to join the army. This then meant women were needed Parties, arguing women had talents and should not be to go out and work confined to the home. - Women found employment easily as they were cheaper - Pressure to bear children was so great that a few women than employing men (two thirds cheaper!) were who physically could not have children, kidnapped babies to - Women’s wages rose fast than prices been seen as providing for Germany - Many women s upported Hitler – he received love letters and - Women were removed from the home and forced back into letters of admiration. Some women asked him to father their the workplace. The Nazis got rid of marriage loans and children introduced a ‘duty year’ that all women had to do (work for 1 - Women felt like they were doing their part in building yea r) usually on a farm or in a family home Hitler’s 1000 year Reich and building his master race - The number of women working increased from 11.6 million in 1933 to 14.6 million in 1939 (taking places of men fighting - Women felt supported and important, as they were bearing in the war) children and building families. - Women were expected to return to work but also still have children - Women were banned from certain employment (judges) and female students were not encouraged

How did women’s lives change as the war approached? Why was this a problem?

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Education in Nazi Germany Geography:

Taught about the German land that was Nazi Timetable lost in the Treaty of Versailles (Alsace Lorraine, West Prussia, Posen etc) History: Taught about how Nazis wanted to gain Taught about heroes of WW1 and how back German land (LEBENSRAUM) Germany were cheated after the war. Taught about the awful Weimar and how the Race Study: Nazis had saved Germany. Teaching on how to identify the undesirable History of Hitler and his rise to power. elements in society.

For example you would be taught

measurements of a Jews skull and nose. German: Daily lessons on how to speak the language. Nazis believed that speaking the language in Eugenics:

their country was part of being a proud This taught women how to choose the right German. partner (SS man) so that children were born and were Aryan so that Hitler could build his 1000-year Reich, based on his Master Race.

Maths: Warned girls on the perils of breeding with

Math would focus of having an Jews. understanding of military problems. For example the weight of bombs on an aircraft

and weights of food to ensure left overs were Singing: used. Taught students to sing the German national anthem, would be sung daily.

Why was the Nazi school day timetabled like this? What was the focus of education? PE:

Timetable would make up 15% of PE. There ______was significant focus on physical training. The ______boys would do close combat fighting such as ______boxing, this was to help them prepare for ______war when they go on to join the SS. ______

Control of Teachers - SS soldiers would walk into class and observe teachers. If they felt as if teacher was not following teaching of the Nazis they would be led off. - Teachers had to teach the curriculum of the Nazis, this caused anger with some teachers. - Teachers had to swear an oath of loyalty. - By 1939, 200,000 teachers attended a course which told them how to teach. - Nazis had power to sack anyone they did not approve of. In one German state, 180 headteachers were sacked. Indoctrination of Students - Students had to give the Heil Hitler in class, show respect of teachers. - Students were made to analyse Hitler’s speeches in lesson – Reading his ideas - Mein Kampf was studied in depth. - Curriculum was fully based around ideas of Nazis. - Boys and girls learnt different subjects based on their future job for the Nazis. - Boys education was focussed on preparing them for life in the military - Girls education was focussed on girls becoming housewives and mothers Treatment of Jews - Jews would be ridiculed in lesson and if a teacher noticed a Jew in their class, they would be brought to the front and used as practical subjects in race studies. - Jews were banned from education in 1938, had their own separate schools. - Jewish teachers were banned from teaching. - Anti-Semitism was in children’s textbooks to indoctrinate the German race further. Focus on Physical Strength - PE made up 15% of timetable, focus on physical supremacy. - Students who failed exams in PE could have been expelled. Preparation for War - Military focus on certain subjects, for example Maths that focused on bombs and fuel allowance in planes.

Why do you think the Nazis focussed their attention on pushing Nazi ideologies into lessons?

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Exam Practice: How useful is Source A for an enquiry into Education in Nazi Germany

All subjects, German, History, Geography, Chemistry and Mathematics must concentrate on military subjects …Chemistry will provide a knowledge of chemical warfare, explosives, rubber manufacture etc. while Mathematics will help young people to understand artillery calculations, ballistics, etc.

Source A: Der Angriff, Nazi newspaper, 1939

Source A is useful for an enquiry into education in Nazi Germany because ______

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Hitler Youth

Nazi Boys organisations Name of group Age Activities Little Fellows 6-10 years Sport, hiking, camping (Pimpfe) German Young People 10-13 years Military preparation (Deutsches Jungvolk) Hitler Youth 14-18 years Training for the military (Hitlerjunged)

Nazi Girls Organisations

To join, girls had to be of German heritage, a German citizen and free of hereditary diseases.

Name of group Age Activities Young Girls’ League 10-14 years Sport, camping (Jungmadelbund) League of German Maidens 14-18 years Lessons in preparation for motherhood, a (Bund Deutscher Madel) compulsory year working on the land, domestic science, physical exercise, parades and marches Faith and Beauty 18-21 years (Glaube und Schonheit) (voluntary membership)

Why did the Nazis separate the youth organisations by gender?

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Boys Activities Girls Activities Political – Had to swear oath of loyalty to Some activities similar to boys – camping, Hitler, attend residential courses where they hiking, rallies and marching. were told about Nazi ideas, reporting anyone who went against Nazi ideas. They learned to cook, make beds, sew, iron, and prepare to be homemaker and mother. Physical training – Regular camping, regional and national sports competitions, intended to Girls would also be taught the important of make German boys fit and healthy. racial hygiene – The ideas that they keep the German race ‘pure’. This would be focussed on Military training – Practised skills such as map- choosing the correct husband reading and signalling. By 1938, 1.2m boys were trained in small-arms shooting, there were separate military divisions of the Hitler Youth.

Character training – Loyalty and comradeship, swearing an oath to Hitler, being plunged into ice cold water and severe punishments if they disobeyed.

What does this tell you about the expectations of children in Nazi Germany?

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Not all children were willing to agree with the Nazis plans and ideas for them. Below is information about groups opposing Nazi rule. Edelweiss Pirates

One such opposition group was the Edelweiss Pirates. They listened to forbidden swing music (Hitler did not like it and banned it) and covered walls with anti-Nazi graffiti. Their badges, for example the edelweiss flower or skull and crossbones could recognise them. They wore clothes, which were considered outlandish by the Nazis – check shirts, dark short trousers and white socks. The earliest recorded groups were in 1934 and by 1939; they had a membership of 2,000. They were not a specific unified group but simply a loose band across many cities. In Cologne, they were called the Navajos, in Dusseldorf, they were called the Kittel Bach Pirates and in Essen, they were called the Roving Dudes. The Pirates tended to be working class youths. They created no-go areas for the Hitler Youth in their cities. Despite their activities, the Nazi authorities did not consider the Pirates to be a serious threat.

The Swing Youth

Other young people who challenged the Nazis became known as the ‘swing groups’ and tended to come from the middle classes. They took part in activities that were frowned on by the Nazis. These

8 young people loved swing music, which was hated by the Nazi government who classed it as non- German and as developed by black people and Jews. They rebelled against the order and discipline of the Nazis. Swing boys often grew their hair long and the girls wore make-up, using bright colours on their lips and fingernails.

Some students supported Nazis, the others opposed. Here are some summary points about opposing and supporting groups.

Support Oppose Young people liked the feeling of togetherness. Edelweiss Pirates would mock the Hitler Youth They were being loyal to the Fuhrer and helping by singing mock Hitler Youth songs and telling him build the German Reich. One example of anti-Nazi jokes. this was the 1936 Olympics. Some young people did not like the fact that Before it was made compulsory in 1936, 2/3rd they did not have any free time of boys and girls were members of the Hitler Youth. Edelweiss Pirates was a group that went against the military display and lack of freedom in Nazi Edelweiss Pirate membership was around 2,000 Germany while Hitler Youth was about 8 million. Swing Youth would oppose Hitler Youth by admiring American Culture, listening to jazz and Popularity was high at the start. As war came wearing American clothes. closer, children lost their enthusiasm. Swing Youth would arrange illegal dance parties German Maiden members loved the fact they that were attended up to 6,000 young people could do activities that were similar to the boys. Edelweiss Pirates hung around on street corners to make them hard to identify for the Gestapo. They taunted Hitler Youth members and sometimes attacked them.

For some children, the military regime was too strict for them. They felt like they were only being trained to be obedient.

Some members had little enthusiasm as they did not like being commanded. Some members purposely missed roll call (register).

How effective were student movements such as the Edelweiss Pirates in challenging the Nazis? Explain.

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Exam Practice

Source B: From a private letter, written by a Hitler Youth member to a friend in Germany in 1936

What is life like in this camp, which is supposed to be the best example of all the Hitler Youth camps? There is little enthusiasm. We don’t have a minute of the day to ourselves. This isn’t camp life, no sir! It’s army life. Drill starts right after a very small breakfast. We would like to have athletics but there isn’t any. Instead, we have military exercised, down in the mud, till our tongues hand out of our mouths. We have only one wish: sleep, sleep and more sleep.

Source C: From a book about the Hitler Youth, published in 1954. A Hitler Youth leader is remembering what the Hitler Youth was lie in the mid-1930s

What I liked about the Hitler Youth was the comradeship. I was full of enthusiasm when I joined the Jungvolk* at the age of ten. I can still remember how deeply moved I was when I heard the club mottoes: ‘Jungvolk are hard. They can keep a secret. They are loyal. They are comrades.’ And then there were the trips, especially camping! Is anything nicer than enjoying the beauty of the homeland in the company of one’s comrades?

Interpretation 1: From Germany 1918-45 by J Cloake, published in 1997

Many young people were attracted by the exciting and interesting activities of the youth movements. There were many outdoor events such as camping and hiking as well as sports. Some enjoyed the military aspects of the youth movements, the uniforms, the marching and the discipline. Other young people liked the music that was a frequent part of the cultural activities of the military parades. There was great comradeship among the Hitler Youth.

Interpretation 2: From Germany 1858-1990: Hope, Terror and Revival by A Kitson, published in 2001

The movement became less popular towards the late 1930s as the activities became increasingly focused on preparations for war and the discipline became more strict when membership became compulsory. There was a growing resentment at the way Hitler Youth leaders acted as if they were better than members who were barely younger than they were. Some youngsters began to kick against the restrictions of the Hitler Youth.

3a. How useful are sources B and C for an enquiry into the attitudes of young people towards the Hitler Youth movement? (8 marks)

Think about – nature (does the nature of the source make it useful? Can you support with your own knowledge?) origin (does the origin of the source make it useful? Can you support with your own knowledge?) purpose (what is the purpose of the source? Does it make it useful?)

Source B is useful because ______Source C is useful because ______

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Feedback

3b. Study Interpretations 1 and 2. They give different views about the attitudes of young people towards the Hitler Youth movement. What is the main difference between these views? Explain your answer, using details from both interpretations. (4 marks)

______Identify the main ______view that Interpretation 1 ______has about German ______recovery ______

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Use evidence ______from ______Interpretation 1 ______to support this ______view

______Identify the main ______view that Interpretation 2 ______has about German ______recovery ______

______Use evidence ______from ______Interpretation 2 to support this ______view ______

3c. Suggest one reason why Interpretations 1 and 2 give different views about the attitudes of young people towards the Hitler Youth movement. Use the interpretations and sources to help you answer the question (4 marks)

The reason the two interpretations give different views is because the authors have different emphases. Interpretation one focuses on ______

______Whereas, Interpretation 2 focuses on ______

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3d. How far do you agree with Interpretation 2 about the attitudes of young people towards the Hitler Youth movement? Explain your answer, using both interpretations and your knowledge of the historical context (16 and 4 SPAG marks)

State the view ______given in ______Interpretation 2 using evidence ______from the interpretation ______Agree with the view in Interp. 2 ______using your own knowledge ______Disagree with the view given ______in Interp. 2 using evidence ______from Interp. 1 ______

Disagree with ______the view in Interp. 2 using ______your own knowledge ______Make a final ______judgement. Overall, I agree/disagree with Interp. 2 14 because… ______

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Feedback

Did Hitler and the Nazis remove unemployment?

Question Answers Who was in charge of the Golden Years in 1924- 29? What plan was signed in 1924 which secured a loan from USA? What happened in American in 1929 that caused a worldwide depression? What was the number of unemployed in Germany in 1933?

Autobahns Rearmament RAD Motorway project. Nazis Rearmament helped reduce RAD was known as the Reich planned a 7,000 mile network unemployment in 2 ways: Labour Service. This provided of dual-carriageway roads to 1. In 1935, Hitler paid employment for the improve transport in Germany. announced military unemployed. Provided conscription. All young workers for public works such September 1933, Hitler began German men had to as repairing roads, planting construction of first autobahn. serve a period in the trees etc. First motorway opens in 1935. German army. By By 1935, 125,000 men were 1939, 1.36m men In 1935, RAD became employed to help create were in the German compulsory for all young men motorway. By 1938, 3,500 km army. REDUCED to serve 6 months service (18- was completed. UNEMPLOYMENT. 25). By 1935, 422,000 men 2. A bigger army meant were in work because of the This was only one of many more weapons. RAD. public works schemes. They Government spending created public buildings, on arms were up to 26 It was organised like an army, bridges, coastal walls and billion marks by 1939. workers wore uniforms, lived sports facilities. SPENDING Hitler needed people in camps and did military drills. GREW. to help build weapons, Rates of pay was poor and the by 1939, 72,000 working conditions were poor. Public works created many people were employed Some men saw it as Nazi jobs and this helped boost to do this compared to service rather than normal Germany in terms of cheap only 4,000 in 1933. employment. transport. 3. Heavy industry expanded (coal and chemicals) as the need for oil, iron and steel increased for weapons

Invisible unemployment

The Nazis used some dubious methods to keep down the unemployment figures. The officical figures released did not include Jews dismissed from their jobs, unmarriend men under 25 who were push into National Labour schemes, women dismissed from their jobs or who gave up work to get married, opponents of the Nazis put in concentration camps. The figures also included part-time workers as well as fully employed.

Did the Nazis successfully lower unemployment? Explain yes or no (think about what they hid and HOW they employed people)

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Exam Practice: How useful is Source A for an enquiry into employment methods introduced by Hitler [8 marks]

Source A: A photograph taken in 1933. It shows Hitler personally turning the first turf to start construction of the first Autobahn.

(Remember – does the nature/origin/purpose make it useful? Explain how using your own knowledge)

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Were people better off under the Nazis? Task: Colour code the statements with better off and worse off and complete the task below

Farmers were told they For some unskilled workers Wages went up for unskilled workers, were incredibly important their wages were often however it did not make much difference and had their debts written lower than unemployment as prices and hours went up. off. Prices were fairer and benefits. Their working they had a 40% increase in week also increased from Small businesses did well as Jewish income 43 to 49 hours a week competition was shut down.

Big businesses were Nazis set farmers By 1939, wages had risen by 20% for controlled by the Nazis. unrealistic targets to workers meet. For example their They had their prices, hens had to lay 65 eggs a wages and profits Beauty through Labour scheme improve year or they would be monitored by the factory and working conditions. punished (The farmer not government. Some the hen!!!) businesses were forced Number of car owners trebled in the 1930’s to make certain items People such as Jews found for the rearmament it next to impossible to get Strength through Joy offered Germans programme jobs. Also a lot of Germans discounted leisure activities (e.g. a trip to did not enjoy their jobs as Italy for 2 weeks for 155 marks!) VERY VERY Strength through Joy they were forced to do it. LOW! meant that Nazis were still controlling the RAD forced young men from people as they did the ages 18-25 to work for 6 Low earners in Germany found it activities run by Nazis, with some of the events months in poor conditions, increasingly difficult to keep up with the low pay and at threat of price rises. indoctrinating them, concentration camps. such as theatre tickets, NAZIS CHOSE WHAT

SHOWS YOU COULD SEE.

Overall do you think people were better off or worse off? Explain

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Policies introduced in Germany to ‘improve’ standard of living

Organisation Purpose Positives Negatives Beauty of Labour Improve - Working conditions - Workers had to the working improved, healthier work improvements themselves conditions environment - Longer hours and no extra pay - Encouraged Germans to - If they didn’t do the work, they work more because they could be sent to concentration wanted to be at work camps - DAF (German Replaced - Gave rights to workers in the - Workers lost rights to ask for Labour Front) trade unions, workplace pay rises which were - Set a minimum wage - Workers could be punished by banned. It set - Ensured their working week the DAF for poor production wages and was not too many hours - Workers week went up to 49 always hours (currently a full time job followed the is at 35 hours a week!) wishes of employers Strength through Provide leisure - Gave German people cheap - Always under Nazi control and Joy activities holidays such as a 2 week being watched holiday in Italy for 155 marks - Even though you were loyal, - Gave people a chance to do you could easily be things they could not do backstabbed by others before like leave the country - Volkswagen – people paid - It rewarded workers loyalty towards a car, but the money went to the war – they never received their vehicle!

Did these methods ACTUALLY improve the German standard of living? Explain

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Changes in the Standard of Living

Better off – to win workers over they needed to make Worse off – not all workers benefitted as women were them feel part of the creation of the peoples denied employment opportunities, and basic rights of community (Volksgemeinschaft) workers removed Strength Through Joy (KdF) Lack of freedom This was set up by the German Labour Front. The KdF tried to Workers lost their rights under the Nazis. In 1933. Trade improved leisure time of german workers by sponsoring a unions were banned and were replaced by the German wide range of leisure and cultural trips including: concerts, Labour Front. The Labour Front was designed to have all theatre visits, museum tours, sporting events, weekend trips, workers and employers striving to create the holidays and cruises. All were provided at a low cost, giving Volksgemeinschaft (peoples community). The Labour Front ordinary workers access to activities normal for the better did not allow workers to negotiate for better pay or reduced off. In 1938 more than 10 million people took KdF holidays. hours of work and strikes were banned. People who opposed this were rounded up and sent to concentration camps for re- Beauty of Labour education. The Reich Labour Service (RAD) made six months This was part of the KdF that tried to improve working labour service compulsory for all men aged 19-25. conditions. It organised the building of canteens, swimming pools and sports facilities. It also installed better lighting in Strength Through Joy workplaces and improved noise levels. Very few workers could actually afford the expensive activities such as cruises to Madeira and Scandinavia. The Volkswagen scheme Beauty of Labour programme also caused much resentment In 1938 the Labour Front organised the Volkswagen as worked had to carry out improvements in their spare time (‘people’s car’) scheme, giving workers an opportunity to and without pay. subscribe five marks a week to fund eventually allowing them to own a car. Volkswagen Swindle The idea to encourage people to save to by a Volkswagen was Wages a trick. Despite being encouraged to put aside money every Average weekly wages rose from 86 marks in 1932 to 109 week, by the time war broke out in 1939 not a single mark in 1938 customer had taken delivery of a car! None of the money was refunded Food consumption Food became a target of Nazi propaganda. Women were Cost of Living informed which food to buy and how to cook simple meals The cost of living increased during the 1930s. all basic which were healthy and cheap. The ‘Eintopf’ (a one-pot dish groceries, except fish, cost more in 1939 that they had in of meat and vegetables) was encouraged and became known 1933. Food items were in short supply partly because it was as the ‘meal of sacrifice for the nation’ government policy to reduce agricultural production.

Hours of Work The average working hours in industry increased from 42.9 per week in 1933 to 47 in 1939.

Evidence life was better for workers Evidence life was worse for workers

Overall, I think life was better/worse because…..

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Persecution of Minorities and Jews What were Nazi Racial beliefs?

Central to Nazi policy was the creation of a pure German state. This meant treating all non-German groups, especially Jewish people, as second class citizens. Hitler's theory of race was based on the idea of the ‘master race’ and the ‘sub humans’. He tried to backup this theory by saying the Bible showed there were only two races - the Jews and the Aryans - and that God had a special purpose for the Aryans. Hitler's view was that the Aryans would be a Volksgemeinschaft - a people's community - which would work for the good of Germany. The Nazis believed that the Germans were a pure race of Aryan descent - from the Herrenvolk or ‘master race’. They were shown in art as blonde, blue-eyed, tall, lean and athletic - a people considered fit to master the world. However, this race had been contaminated by the ‘sub humans’. Hitler believed that Germany's future was dependent on the creation of a pure Aryan racial state. This would be achieved by:

• selective breeding • destroying the Jews

Selective breeding meant preventing anyone who did not conform to the Aryan type from having children. The SS was part of the drive for selective breeding. It recruited men who were of Aryan blood, tall, fair haired and blue eyed. They were only allowed to marry women of Aryan blood. Mixed marriages or mixed relationships are not allowed. Indeed the Nazis even encouraged SS members and Aryan women to have children out of wedlock in order to further the Herrenvolk. Jews and Slavs (people from Slavic Countries) on the other hand were believed by the Nazis to be Untermenschen or ‘sub humans’. Nazi propaganda portrayed Jews as evil moneylenders. Hitler wished to drive out the Slavs of Eastern Europe so that he could secure more land for Germany. He would enslave any who remained, though he did think that a few might be ‘Germanised’. He began to carry out this policy after 1939 when the war started. Hitler regarded the Jews as an evil force and was convinced of their involvement in a world conspiracy to destroy civilization. Hitler wanted to portray the Jews as a wandering race of people who had over the centuries infiltrated all aspects of civilized society and had to be removed.

Summarise the Nazi racial beliefs into 5 sentences!

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You will need to do a bit of your own research for this!

Questions Answers Why were minorities a threat to Hitler?

What does asocial mean?

What does Aryan mean?

What is the difference between Eugenics and Racial Hygiene?

How did Hitler and the Nazis spread the message for minorities?

What is another term for hatred of Jews?

Was the hatred of Jews something new? Was it just based in Germany?

Slavs - Seen as subhuman - They were seen as different origin to Germans and threatened the Master Race. - Nazis threatened to invade Slav countries in Eastern Europe for Lebensraum. - SLAVS WERE PERSECUTED LESS THAN SOME. Homosexuals - Homosexuals lowered moral standards. - 1935 – Nazis strengthened laws against homosexuality. By 1938, 8,000 were imprisoned. - Released homosexual prisoners were often sent to concentration camps. - Laws encouraged voluntary castration. Gypsies - Nazis believed they did not work enough or contribute enough taxes. - Posed a threat to the racial purity. - 1936 some were forced to live in special camps with awful conditions. One example was 600 gypsies who were forced to share 3 taps. - 1939 – All gypsies told to prepare for deportation

Disabled - 1933 – Law for the prevention of Hereditarily Diseased Offspring – Compulsory for people to be sterilised if they were mentally ill etc. - T4 Programme – 1939 – Nazis ordered the murder of babies and children who had mental or physical disabilities. 6,000 were killed.

Why did Hitler and the Nazis not want these groups of people to be in German Society? (use examples)

______Persecution of Jews

Date Event

April 1933 German citizens told to boycott Jewish shops, lawyers and doctors all over Germany.

September Jews were not allowed to inherit land 1933

1934 Anti-Jewish Propaganda increased – Became more Anti-Semitic

1934 Some local councils banned Jews from parks and swimming pool. Some provided separate yellow park benches for Jews, to keep normal Germans safe May 1935 Jews forbidden to join the army September Nuremberg Laws – Banned marriages between Jews and Aryans and 1935 forbade them to have sexual relations outside of marriage.

September Jews became subjects rather than citizens – They lost majority of their 1935 rights. - Not allowed to vote

- Had to wear a yellow star on their clothes - Had to return German passports

1936 Anti-Semitism died down because of the Berlin Olympic games September First time in 2 years, Hitler made a public attack on Jews. Jewish businesses 1937 were confiscated and replaced by Aryans.

April 1938 Jews had to register all their goods – Making them easier to confiscate

June-July 1938 Jewish doctors, dentists, lawyers and teachers were forbidden to treat Aryans. July 1938 Jews had to carry identity cards, making it easier for them to be persecuted October 1938 Jews had to have a J stamped in their passport.

November Kristallnacht – Nazis destroyed Synagogues, Jewish homes and shops 1938

Explain how the persecution of Jews escalated in Germany 1933-1938

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Exam Practice – Give 2 things you can infer from Source A about Nazi attitudes towards Jews

(inference – what can you learn?) Source A suggests …..…………………………………...... ……………………………………………..………………………………………..……..…………………………………………………………… ……………………………………………..…………………………………………..…..…………………………………………………………… ……………………………………………..……………………………………………....……………………………………………………………

(quote or description of what you can see in the source) I know this because the source says ………… ……………………………………………..……………………………………………..…………………………………………………………… ……………………………………………..……………………………………………..…………………………………………………………… ……………………………………………..……………………………………………..……………………………………………………………

Kristallnacht

Reasons for happening

Propaganda before this event had become seriously Anti-Semitic, some Germans had been indoctrinated in the beliefs of the Nazis.

On 7th November, a 17 year old Polish Jew, Herschel Grynszpan, went into the German embassy in Paris and shot a random German, Ernst Von Rath. He died on the 9th November.

On 8th November, Goebbels used the assassination to stir up trouble. He ordered local papers to print articles blaming the Jews. Before the serious trouble, the events only happened in Rath’s hometown.

Events

On the 9th November, the events of Kristallnacht begun. Gangs smashed and burned Jewish property and attacked Jews. One example of violence was a Jew thrown from a third floor window

814 shops, 171 homes and 191 synagogues were destroyed. Furthermore around 100 Jews were killed. Damage was so severe the event was known as the ‘Night of the Broken Glass’

Police were told to not prevent any violence against Jews but they were told not to harm Jews themselves. Instructions were also given to the SS to arrest as many Jews as the prisons could take. Was difficult to tell who was doing what due to the fact that SS and SA were not in uniform! Some Germans were horrified and did not take part, others watched with pleasure and joined in.

During the violence, fashionably dressed women clapped and cheered the serious violence towards the Jews.

Some Germans were shocked at the violence and helped Jewish friends escape. Most Germans were scared, as the SS were not in uniform and fearful of being informed on for sticking up for Jews.

Aftermath Jews were fined 1 billion marks for the damage that had happened. 20,000 Jews were taken because of the events and taken into concentration camps. Seen as a trigger event to the Holocaust

Exam Practice: How far do you agree with interpretation 1 in relation to the events of Kristallnacht and Jewish Persecution (16 marks) Interpretation 1

The violence (during Kristallnacht) was familiar from the behaviour of the Brownshirts in 1933. However, this time it went much further. It was clearly more widespread and more destructive. It demonstrated the hatred of Jews now gripped not only the stormtroopers and Nazi party activists but was spreading to other parts of the population – above all to the young, upon whom give years of Nazism in schools and the Hitler Youth had clearly had an effect.

Interpretation 2

This led to Kristallnacht, so called because of the thousands of Jewish shop windows which were smashed… many Germans watched the events with alarm and concern. However, the Nazi- controlled press presented it as a reaction of ordinary Germans against Jews. Most Germans did not believe this, but hardly anyone protested for fear of arrest and death.

State the view ______given in _ Interpretation 1 ______using evidence _ from the ______interpretation ______Agree with the _ view in Interp. 1 ______using your own_ knowledge ______Disagree with _ the view given ______in Interp. 1 _ using evidence from Interp. 2 ______Disagree with_ the view in ______Interp. 1 using your own _ knowledge ______Make a final _ judgement. Overall, I ______agree/disagree_ with Interp. 1 ______

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Life in Nazi Germany 1933-39

1. What were the Nazis view of women? ______2. Hitler wanted to build a 1000-year Reich, what does this mean? ______3. What did Hitler do to encourage women to have more children, give three ways. a. ______b. ______c. ______4. Why was it important for women to have more children in Germany? ______5. What were the 3Ks women had to follow? a. ______b. ______c. ______6. How did Hitler prevent a weakening of the Master Race? ______7. What was Lebensborn? ______8. What was the Honour Cross system? ______9. What were the marriage loans? ______10. What happened to women in employment during Hitler’s reign? ______

11. Give 2 ways women opposed Nazi rule over their lives a. ______b. ______12. What were the two main groups of the Hitler Youth? a. ______b. ______

13. How many Hitler Youth members were there by 1938? ______14. How did the Hitler Youth do the following: - Prepare for war ______- Indoctrinate children ______- Prepare women for motherhood ______15. Why was the Hitler Youth exciting for children? ______16. Give an example of 3 subjects children were taught at school and explain how they were taught a. ______b. ______c. ______17. How did the Nazis control teachers, give three ways using specific evidence? a. ______b. ______

c. ______18. How were Jewish children and teachers taught within the education system? Give 3 specific pieces of evidence a. ______b. ______c. ______19. The Nazis reduced unemployment from 6 million to what? ______20. How did Hitler get the unemployment figure down? ______21. Give 3 ways Hitler ‘hid’ the employment figures a. ______b. ______c. ______22. Give 4 ways people were better off under the Nazis a. ______b. ______c. ______d. ______

23. Give 4 ways people were not better off under the Nazis a. ______b. ______24. What was Strength through Joy? Give one positive and one negative of it. ______

Positive: ______

Negative ______25. What was Beauty of Labour? ______26. What was the DAF? ______27. What were Hitler’s views on minorities? ______28. How did Hitler and the Nazis treat the following groups, give 3 pieces of evidence for each: - Slavs ______- Gypsies ______- Homosexuals ______- People with disabilities ______29. When were the Nuremberg Laws passed? ______30. What event caused the beginning of Kristallnacht? ______31. How many Jews were arrested and taken to concentration camps by 12th November after Kristallnacht? ______32. Give 5 other ways the Nazis persecuted the Jews between 1933-39 a. ______b. ______c. ______d. ______e. ______

How far do you agree with interpretation 2 about the role of the SS in the Nazi police state? Explain your answer using both interpretations and your own knowledge of the historical context

Interpretation 1 An extract from Documents on Nazism 1919-45 by J. Noakes and G. Pridham, published in 1974.

Hitler needed an organisation which would not feel restrained by the law. It would act with ruthlessness and would be dedicated to expressing his will and the ideas of the Nazi movement. He found what he needed in the SS.

Interpretation 2 An extract from Years of Weimar and the Third Reich by D. Evans and J.Jenkins, published in 1999.

The SS members were totally dedicated to what they regarded as the supreme virtues of Nazi ideology- loyalty and honour. They saw themselves as protectors of the Aryan way of life and the defenders of the people against agitators, the criminal classes and those they saw as being responsible for the Jewish- Communist threat.

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How far do you agree with interpretation 2 about the reasons for increased support for the Nazis in the years 1929-32? Explain your answer using both interpretations and your own knowledge of the historical context.

Interpretation 1 From a History textbook, GCSE Modern World History. B. Walsh, published in 1996.

The Nazis won increased support after 1929 due to Hitler. He was their greatest campaigning asset. He was a powerful speaker and was years ahead of his time as a communicator. He travelled by plane on a hectic tour off rallies all over Germany. He appeared as a dynamic man of the moment, the leader of a modern party with modern ideas. At the same time, he was able to appear to be the man the people, someone who knew and understood the people and their problems. Nazi support rocketed.

Interpretation2 From a History text-book, Modern World History, T.Hewitt, J.McCabe, published in 1999.

The Depression was the main reason for increased support for the Nazis. The government was taken by surprise at the speed and extent of the Depression. It also had very few answers as to how to deal with it. The Depression brought out all the weaknesses of the Weimar Republic, which seemed to be incapable of doing anything to end it. It is not surprising that the German people began to listen to parties promising to do something. In particular they began to look to and support the Nazis.

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1) How far do you agree with interpretation 1 about the extent of German recovery in the years 1924-29? Explain your answer using both interpretations and your own knowledge.

Interpretation 1 From Weimar and Nazi Germany. F.Eynoldson, published in 1996.

From 1924 to 1929 the Weimar republic was much stronger than it had been just after the war. Led by Stresemann in the Reichstag, the different parties managed to work together. The extreme parties such as the Nazis gained fewer seats in the elections. The German people were better off and more contented. The Weimar Republic looked safe.

Interpretation 2 From Weimar and Nazi Germany, E Wimlott, published in 1997.

German prosperity was built on quick-sand foundations. The Weimar economy was dependent upon high-interest American loans, which usually had to be repaid and renewed within three months. In times of depression, US money lenders could demand rapid repayment. More-over, unemployment never fell below 1.3 million. Although big business grew in the 1920s, small firms struggled and many went bankrupt.

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How far do you agree with interpretation 2 about the terms of the Treaty of Versailles? Explain your answer using both interpretations and your own knowledge.

Interpretation 1 From Versailles and After, 1919-1933 by D.R. Hening published 1995.

Compared to the treaties which Germany imposed on defeated Russia and Rumania in 1918, the treaty of Versailles was quite moderate…The Treaty of Versailles was not excessively harsh on Germany, either territorially or economically, However, the German people were expecting victory not defeat. It was the acknowledgement of defeat as much as the treaty terms themselves, which they found so hard to accept.

Interpretation 2 From an online article, The Treaty of Versailles- the peace to end all peace, by A.Woods, 2009.

The Versailles Treaty of 1919 was one of the most outrageous treaties in history. It was a blatant act of plunder perpetrated by a gang of robbers against the helpless, prostrate and bleeding Germany, Among its numerous provisions, it required Germany and its allies to accept full responsibility for causing the war and, under the terms of the articles 231-248, to disarm, make substantial territorial concessions and pay reparations to the Entente powers.

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How far do you agree with interpretation 1 about the threat posed by Rohm to Hitler in 1934. Explain your answer using both interpretations and your own knowledge of the historical context.

Interpretation 1

From Life in Germany 1919-1945, by Steve Waugh, published in 2009. The greatest threat came from within the Nazi Party…Rohm, as a leader of the SA, was a genuine threat to Hitler’s own position as a leader. Rohm was the commander of a very large organisation of men whose members were increasingly violent and out of control…Moreover, Rohm favoured a ‘second revolution’…which would lead to more socialist policies. The purge was also the result of a power struggle (between Rohm) and leading Nazis, like Herman Goering, the leader of the SS.

Interpretation 2 From Germany 1918-45, by G. Lacey and K.Shephard, published in 1971. The smoothness with which the murders of 30 June were carried out is powerful proof that no Rohm plot was imminent. There was no resistance encountered anywhere. Many victims unsuspectingly surrendered voluntarily, believing it was a big mistake. The only shots fired were those of the executioners.

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How far do you agree with interpretation 1 about the early development of the Nazi Party? Explain your answer using both interpretations and your own knowledge of the historical context.

Interpretation 1 From Weimar and Nazi Germany, by S. Lee, published in 1996.

The (Twenty Five Point) programme contained policies which may be described as either nationalist or socialist, or both. The nationalist policies emphasised race, expansion, the army, power and relations with other countries. The Socialist policies were to do with state controls over the living conditions of the people and the economy.

Interpretation 2 An extract from The Weimar Republic by J. Hidden, published in 1996.

The NSDAP was built up not only on protest but on resentment. This is evident from its programme as well as… the party’s chief followers and leading officials. Hitler incorporated in his own person many of the major features on which his movement thrived: the deep sense of frustration, hate against Jews and Marxist (communists)…dislike of parliamentary democracy. To build up a mass movement from such beginnings and keep it together required unique personal qualities. It was clear, for example, from the very beginning that the NSDAP depended heavily on Hitler’s spectacular speaking skills.

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