Year 10 History Weimar and Nazi
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Spencer Sunshine*
Journal of Social Justice, Vol. 9, 2019 (© 2019) ISSN: 2164-7100 Looking Left at Antisemitism Spencer Sunshine* The question of antisemitism inside of the Left—referred to as “left antisemitism”—is a stubborn and persistent problem. And while the Right exaggerates both its depth and scope, the Left has repeatedly refused to face the issue. It is entangled in scandals about antisemitism at an increasing rate. On the Western Left, some antisemitism manifests in the form of conspiracy theories, but there is also a hegemonic refusal to acknowledge antisemitism’s existence and presence. This, in turn, is part of a larger refusal to deal with Jewish issues in general, or to engage with the Jewish community as a real entity. Debates around left antisemitism have risen in tandem with the spread of anti-Zionism inside of the Left, especially since the Second Intifada. Anti-Zionism is not, by itself, antisemitism. One can call for the Right of Return, as well as dissolving Israel as a Jewish state, without being antisemitic. But there is a Venn diagram between anti- Zionism and antisemitism, and the overlap is both significant and has many shades of grey to it. One of the main reasons the Left can’t acknowledge problems with antisemitism is that Jews persistently trouble categories, and the Left would have to rethink many things—including how it approaches anti- imperialism, nationalism of the oppressed, anti-Zionism, identity politics, populism, conspiracy theories, and critiques of finance capital—if it was to truly struggle with the question. The Left understands that white supremacy isn’t just the Ku Klux Klan and neo-Nazis, but that it is part of the fabric of society, and there is no shortcut to unstitching it. -
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. -
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. -
Czech Republic Page 1 of 5
Czech Republic Page 1 of 5 Czech Republic International Religious Freedom Report 2008 Released by the Bureau of Democracy, Human Rights, and Labor The Constitution provides for freedom of religion, and other laws and policies contributed to the generally free practice of religion. The Government generally respected religious freedom in practice. There was no change in the status of respect for religious freedom by the Government during the period covered by this report. There were some reports of societal discrimination based on religious affiliation, belief, or practice. Occasional acts and expressions of anti-Semitism were reported among some elements of the population. The U.S. Government discusses religious freedom with the Government as part of its overall policy to promote human rights. Section I. Religious Demography The country has an area of 30,442 square miles and a population of 10.2 million. The population is largely homogeneous with a dominant Christian tradition. However, in part as a result of 40 years of communist rule between 1948 and 1989, the vast majority of citizens do not identify themselves as members of any organized religion. In a 2007 opinion poll sponsored by the Stredisko Empirickych Vyzkumu (STEM) agency, 28 percent of respondents claimed to believe in God, while 48 percent identified themselves as atheists. Only 18 percent of citizens under 29 professed a belief in God. Similarly, in a May 2007 poll by the Public Opinion Research Centre (Centrum pro vyzkum verejneho mineni, or CVVM), 55 percent of citizens voiced a mistrust of churches, while only 28 percent stated that they trust them. -
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. -
5/3/2011 FBI Records Page 1 Title Class # File # Section NARA Box
FBI Records 5/3/2011 Title Class # File # Section NARA Box # Location Abe, Genki 064 31798 001 039 230 86/05/05 Abendroth, Walter 100 325769 001 001 230 86/11/03 Aberg, Einar 105 009428 001 155 230 86/16/05 Abetz, Otto 100 004219 001 022 230 86/11/06 Abjanic, Theodore 105 253577 001 132 230 86/16/01 Abrey, Richard See Sovloot (100-382419) Abs, Hermann J. 105 056532 001 167 230 86/16/06 Abualy, Aldina 105 007801 001 183 230 86/17/02 Abwehr 065 37193 001 122 230 86/08/02 Abwehr 065 37193 002 123 230 86/08/02 Abwehr 065 37193 003 124 230 86/08/02 Abwehr 065 37193 004 125 230 86/08/02 Abwehr 065 37193 005 125 230 86/08/02 Abwehr 065 37193 006 126 230 86/08/02 Abwehr 065 37193 007 126 230 86/08/02 Abwehr 065 37193 008 126 230 86/08/02 Abwehr 065 37193 009 127 230 86/08/02 Abwehr 065 37193 010 128 230 86/08/03 Abwehr 065 37193 011 129 230 86/08/03 Abwehr 065 37193 012 129 230 86/08/03 Abwehr 065 37193 013 130 230 86/08/03 Abwehr 065 37193 014 130 & 131 230 86/08/03 Abwehr 065 37193 015 131 230 86/08/03 Abwehr 065 37193 016 131 & 132 230 86/08/03 Abwehr 065 37193 017 133 230 86/08/03 Abwehr 065 37193 018 135 230 86/08/04 Abwehr 065 37193 BULKY 01 124 230 86/08/02 Page 1 FBI Records 5/3/2011 Title Class # File # Section NARA Box # Location Abwehr 065 37193 BULKY 20 127 230 86/08/02 Abwehr 065 37193 BULKY 33 132 230 86/08/03 Abwehr 065 37193 BULKY 33 132 230 86/08/03 Abwehr 065 37193 BULKY 33 133 230 86/08/03 Abwehr 065 37193 BULKY 35 134 230 86/08/03 Abwehr 065 37193 EBF 014X 123 230 86/08/02 Abwehr 065 37193 EBF 014X 123 230 86/08/02 Abwehr -
Modern History
MODERN HISTORY The Role of Youth Organisations in Nazi Germany: 1933-1939 It is often believed that children and adolescents are the most impressionable and vulnerable in society. Unlike adults, who have already developed their own established social views and political opinions, juveniles are still in the process of forming their attitudes and judgements on the world around them, so can easily be manipulated into following certain ideas and principles. This has been a fact widely taken advantage of by governments and political parties throughout history, in particular, by the Nazi Party under Adolf Hitler’s leadership between 1933 and 1939. The beginning of the 1930’s ushered in a new period of instability and uncertainty throughout Germany and with the slow but eventual collapse of the Weimar Government, as well as the start of the Great Depression, the National Socialist German Workers’ Party (NSDAP) took the opportunity to gain a large and devoted following. This committed and loyal support was gained by appealing primarily to the industrial working class and the rural and farming communities, under the tenacious direction of nationalist politician Adolf Hitler. Through the use of powerful and persuasive propaganda, the Nazis presented themselves as ‘the party above class interests’1, a representation of hope, prosperity and unyielding leadership for the masses of struggling Germans. The appointment of NSDAP leader, Adolf Hitler, as chancellor of Germany on January 30th 1933, further cemented his reputation as the strong figure of guidance Germany needed to progress and prosper. On March 23rd 1933, the ‘Enabling Act’ was passed by a two thirds majority in the Reichstag, resulting in the suspension of the German Constitution and the rise of Hitler’s dictatorship. -
The Eastern Front, 1941-45, German Troops and the Barbarisation of Warfare the Eastern Front, 1941-45, German Troops and the Barbarisation of Warfare
THE EASTERN FRONT, 1941-45, GERMAN TROOPS AND THE BARBARISATION OF WARFARE THE EASTERN FRONT, 1941-45, GERMAN TROOPS AND THE BARBARISATION OF WARFARE Orner Bartov Palgrave Macmillan ISBN 978-1-349-18191-9 ISBN 978-1-349-18189-6 (eBook) DOI 10.1007/978-1-349-18189-6 ©Orner Bartov 1986 Softcover reprint of the hardcover 1st edition 1986 978-0-333-38458-9 All rights reserved. For information, write: St. Martin's Press, Inc., 175 Fifth Avenue, New York, NY 10010 Published in the United Kingdom by The Macmillan Press Ltd. First published in the United States of America in 1986 ISBN 978-0-312-22486-8 Library of Congress Cataloging-in-Publication Data Bartov, Orner. The eastern front, 1941-45. Bibliography: p. Includes index. 1. World War, 1939-1945-Campaigns-Eastern. 2. Germany. Heer-History-World War, 1939-1945. 3. World War, 1939-1945-Atrocities. 4. Soldiers German-History-20th century. 5. Sociology, Military Germany-History-20th century. I. Title. D764.B233 1986 940.54'13'43 85-14600 ISBN 978-0-312-22486-8 To my Mother and Father Jen, or humaneness, is a way to be followed 'In fear and trembling With caution and care, As though on the brink of a chasm As though treading thin ice' (Confucius, Analects, 5:3) 'The era of the Hitler regime, with its gigantic, unprecedented crimes, constituted an unmastered past ... for the rest of the world, which had not forgotten this great catastrophe in the heart of Europe either, and had been unable to come to terms with it.' (H. -
'Kristallnacht' Commemoration
'Kristallnacht' Commemoration 9 November 2009 • International Day HATRED KILLS ‘Active Commemoration Hatred Kills: Protect your Environment in 49 European Countries’ from Right-wing Extremism! In the frame of the International Day Against Fascism and Why do we need to take care about something that belongs to Antisemitism, hundreds of organisations from Azerbaijan to history books? Surely, it is better to concentrate on the future Cyprus, from Belarus to Ireland got active to commemorate the rather than the past? But how do we know the past is a closed 9 November ‘Kristallnacht’ pogrom Under the slogan ‘Hatred chapter? Can we be sure the events of 9 November 1938 are Kills - Protect your Environment from Right-Wing Extremism’ totally irrelevant to the present and the future? The answer is: a wide variety of activities took place in 49 different European no. The seemingly distant past is not distant at all; throughout countries. The campaign succeeded in raising consciousness Europe, violence against minorities happens every day. The of the history of racism and fascism and in making the public tragic lessons of history are not learnt by our societies, we aware of the dangers and consequences of prejudice, hatred, need to make sure the past is not forgotten. Even more im- ignorance and intolerance in our contemporary world. portantly, we must react against the rise of racism and intoler- Coordinated by the international secretariat of UNITED, ance here and now! Experience proves that Hatred Kills! the participating NGOs organised football games, concerts, marches and torchlight processions, to name only some 9 November Pogrom: A Short History activities. -
Poland Study Guide Poland Study Guide
Poland Study Guide POLAND STUDY GUIDE POLAND STUDY GUIDE Table of Contents Why Poland? In 1939, following a nonaggression agreement between the Germany and the Soviet Union known as the Molotov-Ribbentrop Pact, Poland was again divided. That September, Why Poland Germany attacked Poland and conquered the western and central parts of Poland while the Page 3 Soviets took over the east. Part of Poland was directly annexed and governed as if it were Germany (that area would later include the infamous Nazi concentration camp Auschwitz- Birkenau). The remaining Polish territory, the “General Government,” was overseen by Hans Frank, and included many areas with large Jewish populations. For Nazi leadership, Map of Territories Annexed by Third Reich the occupation was an extension of the Nazi racial war and Poland was to be colonized. Page 4 Polish citizens were resettled, and Poles who the Nazis deemed to be a threat were arrested and shot. Polish priests and professors were shot. According to historian Richard Evans, “If the Poles were second-class citizens in the General Government, then the Jews scarcely Map of Concentration Camps in Poland qualified as human beings at all in the eyes of the German occupiers.” Jews were subject to humiliation and brutal violence as their property was destroyed or Page 5 looted. They were concentrated in ghettos or sent to work as slave laborers. But the large- scale systematic murder of Jews did not start until June 1941, when the Germans broke 2 the nonaggression pact with the Soviets, invaded the Soviet-held part of Poland, and sent 3 Chronology of the Holocaust special mobile units (the Einsatzgruppen) behind the fighting units to kill the Jews in nearby forests or pits. -
Y9 HT4 Knowledge Organiser
History Paper 3 –- Germany- Topic 4: Life in Nazi Germany 1934-39 Timeline 14 Policies 1. Marriage and Family : Women were encouraged to be married, be housewives and raise large, healthy, German families. to 1933 Law for the Encouragement of Marriage gave loans to married couples with children. 1933 the Sterilisation Law 1 1933 Law for the Encouragement of Marriage women forced people to be sterilised if they had a physical or mental disability. As a result 320,000 were sterilised . On Hitler's Mother’s Birthday, 12th August, medals were given out to women with large families. They also received 30 marks per 2 1933 the Sterilisation Law child. Lebensborn ‘source of life’, unmarried Aryan women could ‘donate a baby to the Fuhrer’ by becoming pregnant by 3 1934 Jews banned from public spaces e.g. parks ‘racially pure SS men’ and swimming pools 2. Appearance: long hair worn in a bun or plaits. Discouraged from wearing trousers, high heels, make up or dyeing and styling their hair. 4 1936 Hitler Youth Compulsory 3. Work: Propaganda encouraged women to follow the three K’s – Kinder Kuche and Kirsche – ‘children cooking and church’. The Nazis sacked female doctors and teachers. 5 1933 Boycott of Jewish shops led by SA 4. Concentration camps: Women who disagreed with Nazi views, had abortions and criticised the Nazis were sent to concentration camps. By 1939 there were more than 2000 women imprisoned at Ravensbruck. 6 1935 Nuremburg Laws – Reich Citizenship Law and Law for the Protection of German 15 Policies 1. Education: Blood to youth • Schools: performance in PE more important than academic subjects. -
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.