Hitler & Propaganda
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Lesson 12: Handout 4, Document 1 German Youth in the 1930S: Selected Excerpted Documents
Lesson 12: Handout 4, Document 1 German Youth in the 1930s: Selected excerpted documents Changes at School (Excerpted from “Changes at School,” pp. 175–76 in Facing History and Ourselves: Holocaust and Human Behavior ) Ellen Switzer, a student in Nazi Germany, recalls how her friend Ruth responded to Nazi antisemitic propaganda: Ruth was a totally dedicated Nazi. Some of us . often asked her how she could possibly have friends who were Jews or who had a Jewish background, when everything she read and distributed seemed to breathe hate against us and our ancestors. “Of course, they don’t mean you,” she would explain earnestly. “You are a good German. It’s those other Jews . who betrayed Germany that Hitler wants to remove from influence.” When Hitler actually came to power and the word went out that students of Jewish background were to be isolated, that “Aryan” Germans were no longer to associate with “non-Aryans” . Ruth actually came around and apologized to those of us to whom she was no longer able to talk. Not only did she no longer speak to the suddenly ostracized group of class - mates, she carefully noted down anybody who did, and reported them. 12 Purpose: To deepen understanding of how propaganda and conformity influence decision-making. • 186 Lesson 12: Handout 4, Document 2 German Youth in the 1930s: Selected excerpted documents Propaganda and Education (Excerpted from “Propaganda and Education,” pp. 242 –43 in Facing History and Ourselves: Holocaust and Human Behavior ) In Education for Death , American educator Gregor Ziemer described school - ing in Nazi Germany: A teacher is not spoken of as a teacher ( Lehrer ) but an Erzieher . -
Speer: an Artist Or a Monster?
Constructing the Past Volume 7 Issue 1 Article 14 2006 Speer: An Artist or a Monster? Emily K. Ergang Illinois Wesleyan University Follow this and additional works at: https://digitalcommons.iwu.edu/constructing Recommended Citation Ergang, Emily K. (2006) "Speer: An Artist or a Monster?," Constructing the Past: Vol. 7 : Iss. 1 , Article 14. Available at: https://digitalcommons.iwu.edu/constructing/vol7/iss1/14 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by editorial board of the Undergraduate Economic Review and the Economics Department at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Speer: An Artist or a Monster? Abstract This article discusses the life of Albert Speer, who was hired as an architect by Hitler. It describes him as being someone who worked for a career and ignored the political implications of who he was working for. This article is available in Constructing the Past: https://digitalcommons.iwu.edu/constructing/vol7/iss1/14 Constructing the Past Speer: An Artist or a Monster? Emily Kay Ergang The regime of Adolf Hitler and his Nazi party produced a number of complex and controversial. -
Hitler's Germania: Propaganda Writ in Stone
Bard College Bard Digital Commons Senior Projects Spring 2017 Bard Undergraduate Senior Projects Spring 2017 Hitler's Germania: Propaganda Writ in Stone Aaron Mumford Boehlert Bard College, [email protected] Follow this and additional works at: https://digitalcommons.bard.edu/senproj_s2017 Part of the Architectural History and Criticism Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Boehlert, Aaron Mumford, "Hitler's Germania: Propaganda Writ in Stone" (2017). Senior Projects Spring 2017. 136. https://digitalcommons.bard.edu/senproj_s2017/136 This Open Access work is protected by copyright and/or related rights. It has been provided to you by Bard College's Stevenson Library with permission from the rights-holder(s). You are free to use this work in any way that is permitted by the copyright and related rights. For other uses you need to obtain permission from the rights- holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. For more information, please contact [email protected]. Hitler’s Germania: Propaganda Writ in Stone Senior Project submitted to the Division of Arts of Bard College By Aaron Boehlert Annandale-on-Hudson, NY 2017 A. Boehlert 2 Acknowledgments This project would not have been possible without the infinite patience, support, and guidance of my advisor, Olga Touloumi, truly a force to be reckoned with in the best possible way. We’ve had laughs, fights, and some of the most incredible moments of collaboration, and I can’t imagine having spent this year working with anyone else. -
Jürgen Habermas and the Third Reich Max Schiller Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2012 Jürgen Habermas and the Third Reich Max Schiller Claremont McKenna College Recommended Citation Schiller, Max, "Jürgen Habermas and the Third Reich" (2012). CMC Senior Theses. Paper 358. http://scholarship.claremont.edu/cmc_theses/358 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Introduction The formation and subsequent actions of the Nazi government left a devastating and indelible impact on Europe and the world. In the midst of general technological and social progress that has occurred in Europe since the Enlightenment, the Nazis represent one of the greatest social regressions that has occurred in the modern world. Despite the development of a generally more humanitarian and socially progressive conditions in the western world over the past several hundred years, the Nazis instigated one of the most diabolic and genocidal programs known to man. And they did so using modern technologies in an expression of what historian Jeffrey Herf calls “reactionary modernism.” The idea, according to Herf is that, “Before and after the Nazi seizure of power, an important current within conservative and subsequently Nazi ideology was a reconciliation between the antimodernist, romantic, and irrantionalist ideas present in German nationalism and the most obvious manifestation of means ...modern technology.” 1 Nazi crimes were so extreme and barbaric precisely because they incorporated modern technologies into a process that violated modern ethical standards. Nazi crimes in the context of contemporary notions of ethics are almost inconceivable. -
Indictment Presented to the International Military Tribunal (Nuremberg, 18 October 1945)
Indictment presented to the International Military Tribunal (Nuremberg, 18 October 1945) Caption: On 18 October 1945, the International Military Tribunal in Nuremberg accuses 24 German political, military and economic leaders of conspiracy, crimes against peace, war crimes and crimes against humanity. Source: Indictment presented to the International Military Tribunal sitting at Berlin on 18th October 1945. London: Her Majesty's Stationery Office, November 1945. 50 p. (Cmd. 6696). p. 2-50. Copyright: Crown copyright is reproduced with the permission of the Controller of Her Majesty's Stationery Office and the Queen's Printer for Scotland URL: http://www.cvce.eu/obj/indictment_presented_to_the_international_military_tribunal_nuremberg_18_october_1945-en- 6b56300d-27a5-4550-8b07-f71e303ba2b1.html Last updated: 03/07/2015 1 / 46 03/07/2015 Indictment presented to the International Military Tribunal (Nuremberg, 18 October 1945) INTERNATIONAL MILITARY TRIBUNAL THE UNITED STATES OF AMERICA, THE FRENCH REPUBLIC, THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND, AND THE UNION OF SOVIET SOCIALIST REPUBLICS — AGAINST — HERMANN WILHELM GÖRING, RUDOLF HESS, JOACHIM VON RIBBENTROP, ROBERT LEY, WILHELM KEITEL, ERNST KALTEN BRUNNER, ALFRED ROSENBERG, HANS FRANK, WILHELM FRICK, JULIUS STREICHER, WALTER FUNK, HJALMAR SCHACHT, GUSTAV KRUPP VON BOHLEN UND HALBACH, KARL DÖNITZ, ERICH RAEDER, BALDUR VON SCHIRACH, FRITZ SAUCKEL, ALFRED JODL, MARTIN BORMANN, FRANZ VON PAPEN, ARTUR SEYSS INQUART, ALBERT SPEER, CONSTANTIN VON NEURATH, AND HANS FRITZSCHE, -
Modern History
MODERN HISTORY Albert Speer (1905 – 1981) Examine the degree to which Albert Speer was culpable in Hitler’s organization and implementation of crimes against humanity from 1937 to 1945. In the perspective of Israeli historian Omer Bartov1: “…our understanding of the Third Reich, revealing it as a consensual dictatorship whose popularity was rooted in…the profits of crimes against humanity on an unimaginable scale.” There is no doubt, based on the historical evidence, that Albert Speer2 (1905-1981) was intimately culpable, to some degree, in Nazi Germany’s appalling crimes against humanity from 1937 to 1945. At the Nuremberg Trials3 in 1945, Speer was convicted and sentenced to 20 years' imprisonment - largely on the basis of evidence showing his participation as Reich Minister for Production and Armaments, in the use of deportation and forced labour. The Court found Speer innocent on Counts One and Two; ‘planning, initiating and waging war of aggression’ and ‘crimes against peace’ respectively, and guilty on the counts of ‘war crimes’ and ‘crimes against humanity’. The charges which Speer faced at Nuremberg did not include reference to his earlier involvement, as Adolf Hitler’s (1889-1945) (Chief) First Architect of the Third Reich, and responsibility for re-planning Berlin in the ‘Germania’ project, which resulted in the forced removal of Jewish citizens from their homes in the city for the new Reich capital. Speer’s level of involvement in enslavement, the persecution of the Jews and his level of knowledge of the Holocaust remain subjects of historical debate. The unanswered question, as to which Speer was given the benefit of the doubt at Nuremberg, is whether he had any knowledge of Hitler’s initiated crimes against humanity and the awful fate that awaited Jews who were deported and ‘resettled’. -
Marcus K. Billsonl/1 a Conversation with Albert Speer in the Summer Of
Marcus K. Billsonl/1 A Conversation with Albert Speer In the summer of 1942 a picture was taken of Albert Speer walking in stride with his Fuhrer through the pine-studded military headquarters at Vinnitsa in the Ukraine. In the picture Speer is wearing a simple uniform, unadorned except for the swastika armband. His knee boots have been so highly polished they reflect the sunlight. The summer cam paign against Russia had been going well, and Speer, as the recently ap pointed Reich Minister of Armaments and War Production, had flown far into occupied territory to report personally to Hitler on the state of the German war industrial effort. The report had been highly favorable. Production figures had begun to rise, and they would continue to in crease at an astounding rate. In the picture, Hitler is obviously pleased, but his look of ebullience contrasts sharply with the tension and anxiety on the face of his minister. Speer's arms are folded stiffly across his chest and his body is bent slightly forward to catch each of the FUhrer's words. This posture expresses the Minister's attentiveness, but it also betrays a mood of deep preoccupation. The look on his face is curiously ambivalent. Though steely, it conveys profound weariness and distrac tion. The picture hints that perhaps even then Speer suspected that Hitler's fervent hopes for colonizing the Ukraine were deluded dreams. As I drove to Speer's home in Heidelberg almost thirty-five years later, that picture kept returning to my mind. I wondered at the changes time and history had wrought on this man I was about to meet. -
Hermann Göring Und Albert Speer Bei Den Nürnberger Prozessen
Hermann Göring und Albert Speer bei den Nürnberger Prozessen. Unterschiede und Gemeinsamkeiten ihrer Verteidigungsstrategien Diplomarbeit zur Erlangung des akademischen Grades eines Magisters der Philosophie an der Karl-Franzens-Universität Graz vorgelegt von: Bernhard RAUTZ am Institut für Geschichte Begutachter: Univ.- Dozent Dr. Martin Moll GRAZ, Juli 2015 Danksagung: Zunächst möchte ich mich an dieser Stelle bei meinen Eltern Kurt und Martha, sowie meiner Schwester Katrin Rautz bedanken, die mich während der Anfertigung dieser Diplomarbeit unterstützt und motiviert haben. Ganz besonders gilt dieser Dank Herrn Dr. Martin Moll, der mich bei der Erstellung der Arbeit betreut hat. Vielen Dank für die Geduld und die Mühen. 2 Inhaltsverzeichnis 1. Einleitung .............................................................................................................. 4 2. Abstract Deutsch/Englisch ................................................................................... 5 3. Forschungsfrage und Methode ............................................................................ 6 4. Allgemeiner Teil .................................................................................................... 7 a. Albert Speer ....................................................................................................... 7 b. Hermann Göring ............................................................................................. 17 c. Der Nürnberger Prozess ................................................................................ -
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. -
Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1
1 Proposed Holocaust Education Standards Grade 4 Standard 1: SS.4.HE.1. Foundations of Holocaust Education SS.4.HE.1.1 Compare and contrast Judaism to other major religions observed around the world, and in the United States and Florida. Grade 5 Standard 1: SS.5.HE.1. Foundations of Holocaust Education SS.5.HE.1.1 Define antisemitism as prejudice against or hatred of the Jewish people. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Teachers will provide students with an age-appropriate definition of with the Holocaust. Grades 6-8 Standard 1: SS.68.HE.1. Foundations of Holocaust Education SS.68.HE.1.1 Define the Holocaust as the planned and systematic, state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators between 1933 and 1945. Students will recognize the Holocaust as history’s most extreme example of antisemitism. Students will define antisemitism as prejudice against or hatred of Jewish people. Grades 9-12 Standard 1: SS.HE.912.1. Analyze the origins of antisemitism and its use by the National Socialist German Workers' Party (Nazi) regime. SS.912.HE.1.1 Define the terms Shoah and Holocaust. Students will distinguish how the terms are appropriately applied in different contexts. SS.912.HE.1.2 Explain the origins of antisemitism. Students will recognize that the political, social and economic applications of antisemitism led to the organized pogroms against Jewish people. Students will recognize that The Protocols of the Elders of Zion are a hoax and utilized as propaganda against Jewish people both in Europe and internationally. -
The Nuremberg Party Rallies, Wagner, and the Theatricality of Hitler And
University of Hawai‘i at Hilo HOHONU 2015 Vol. 13 Cathedral of Light: The his imagery and music by the Nazi Party.7 Hitler was obsessed with Wagnerian operas. It was the only type of Nuremberg Party Rallies, music he listened to with any enthusiasm, and he could Wagner, and The Theatricality be heard whistling it perfectly.8 He was witnessed to be visibly calmed by the music of Wagner when agitated. of Hitler and the Nazi Party According to Goebbels, Hitler had a “strong inner need Stacey Reed for art,” and was known to, in the middle of important History 395 political negotiations or tactical battles to go by himself Fall 2012 or with a few comrades, to sit in a theater and listen to “the heroically elevated measures of a Wagnerian music The National Socialist, or Nazi, Party was drama in artistic unison with his political being.”10 This keenly aware of the power of the arts, the elements of was a tendency that began long before his appointment the theatre, and the power of spectacle on the minds and as Chancellor. Already a passionate follower of Wagner's attitudes of the German people. This was especially true works, Hitler was further directed on his path towards of music, and they found fertile ground in the minds of Führer when, upon meeting Wagner's son-in-law at the people through the imagination of Richard Wagner his Villa Wahnfried in Bayreuth in September, 1923, and his great, nationalistic Operas. The Nazi Party the master of the house told him that he saw in Hitler, engaged with the political philosophy of the composer Germany's savior.11 Hitler would go on to make Wagner and elevated the enjoyment of his art to a key ritual of a central part of his Nazi Mythos, incorporating his works the cult of Nazism. -
NUREMBERG) Judgment of 1 October 1946
INTERNATIONAL MILITARY TRIBUNAL (NUREMBERG) Judgment of 1 October 1946 Page numbers in braces refer to IMT, judgment of 1 October 1946, in The Trial of German Major War Criminals. Proceedings of the International Military Tribunal sitting at Nuremberg, Germany , Part 22 (22nd August ,1946 to 1st October, 1946) 1 {iii} THE INTERNATIONAL MILITARY TRIBUNAL IN SESSOIN AT NUREMBERG, GERMANY Before: THE RT. HON. SIR GEOFFREY LAWRENCE (member for the United Kingdom of Great Britain and Northern Ireland) President THE HON. SIR WILLIAM NORMAN BIRKETT (alternate member for the United Kingdom of Great Britain and Northern Ireland) MR. FRANCIS BIDDLE (member for the United States of America) JUDGE JOHN J. PARKER (alternate member for the United States of America) M. LE PROFESSEUR DONNEDIEU DE VABRES (member for the French Republic) M. LE CONSEILER FLACO (alternate member for the French Republic) MAJOR-GENERAL I. T. NIKITCHENKO (member for the Union of Soviet Socialist Republics) LT.-COLONEL A. F. VOLCHKOV (alternate member for the Union of Soviet Socialist Republics) {iv} THE UNITED STATES OF AMERICA, THE FRENCH REPUBLIC, THE UNITED KINGDOM OF GREAT BRITAIN AND NORTHERN IRELAND, AND THE UNION OF SOVIET SOCIALIST REPUBLICS Against: Hermann Wilhelm Göring, Rudolf Hess, Joachim von Ribbentrop, Robert Ley, Wilhelm Keitel, Ernst Kaltenbrunner, Alfred Rosenberg, Hans Frank, Wilhelm Frick, Julius Streicher, Walter Funk, Hjalmar Schacht, Gustav Krupp von Bohlen und Halbach, Karl Dönitz, Erich Raeder, Baldur von Schirach, Fritz Sauckel, Alfred Jodl, Martin