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D'antonio, Michael Senior Thesis.Pdf
Before the Storm German Big Business and the Rise of the NSDAP by Michael D’Antonio A thesis submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Honors Degree in History with Distinction Spring 2016 © 2016 Michael D’Antonio All Rights Reserved Before the Storm German Big Business and the Rise of the NSDAP by Michael D’Antonio Approved: ____________________________________________________________ Dr. James Brophy Professor in charge of thesis on behalf of the Advisory Committee Approved: ____________________________________________________________ Dr. David Shearer Committee member from the Department of History Approved: ____________________________________________________________ Dr. Barbara Settles Committee member from the Board of Senior Thesis Readers Approved: ____________________________________________________________ Michael Arnold, Ph.D. Director, University Honors Program ACKNOWLEDGMENTS This senior thesis would not have been possible without the assistance of Dr. James Brophy of the University of Delaware history department. His guidance in research, focused critique, and continued encouragement were instrumental in the project’s formation and completion. The University of Delaware Office of Undergraduate Research also deserves a special thanks, for its continued support of both this work and the work of countless other students. iii TABLE OF CONTENTS ABSTRACT .................................................................................................................. -
Starring Hitler! Adolf Hitler As the Main Character in Twentieth-First Century French Fiction," Studies in 20Th & 21St Century Literature: Vol
Studies in 20th & 21st Century Literature Volume 43 Issue 2 Article 44 October 2019 Starring Hitler! Adolf Hitler as the Main Character in Twentieth- First Century French Fiction Marion Duval The College of Wooster, [email protected] Follow this and additional works at: https://newprairiepress.org/sttcl Part of the French and Francophone Literature Commons, Holocaust and Genocide Studies Commons, and the Modern Literature Commons This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Recommended Citation Duval, Marion (2019) "Starring Hitler! Adolf Hitler as the Main Character in Twentieth-First Century French Fiction," Studies in 20th & 21st Century Literature: Vol. 43: Iss. 2, Article 44. https://doi.org/10.4148/ 2334-4415.2076 This Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Studies in 20th & 21st Century Literature by an authorized administrator of New Prairie Press. For more information, please contact [email protected]. Starring Hitler! Adolf Hitler as the Main Character in Twentieth-First Century French Fiction Abstract Adolf Hitler has remained a prominent figure in popular culture, often portrayed as either the personification of evil or as an object of comedic ridicule. Although Hitler has never belonged solely to history books, testimonials, or documentaries, he has recently received a great deal of attention in French literary fiction. This article reviews three recent French novels by established authors: La part de l’autre (The Alternate Hypothesis) by Emmanuel Schmitt, Lui (Him) by Patrick Besson and La jeunesse mélancolique et très désabusée d’Adolf Hitler (Adolf Hitler’s Depressed and Very Disillusioned Youth) by Michel Folco; all of which belong to the Twenty-First Century French literary trend of focusing on Second World War perpetrators instead of their victims. -
H.E. Ms. Angela Merkel, Chancellor of the Federal Republic of Germany, Addresses 100Th International Labour Conference
H.E. Ms. Angela Merkel, Chancellor of the Federal Republic of Germany, Addresses 100th International Labour Conference In the first ever visit of a German Chancellor to the International Labour Organisation (ILO), H.E. Ms. Angela Merkel today addressed the Organization’s annual conference. Speaking to the historic 100th session of the International Labour Conference (ILC) Ms Merkel highlighted the increasing role played by the ILO in closer international cooperation. The G8 and G20 meetings would be “unthinkable without the wealth of experience of this Organisation”, she said, adding that the ILO’s involvement was the only way “to give globalization a form, a structure” (In German with subtitles in English). Transcription in English: Juan Somavia, Director-General, International Labour Organization: “Let me highlight your distinctive sense of policy coherence. Since 2007, you have regularly convened in Berlin the heads of the IMF, World Bank, WTO, OECD and the ILO, and urged us to strengthen our cooperation, and this with a view to building a strong social dimension of globalization and greater policy coherence among our mandates. These dialogues, under your guidance, have been followed up actively by the ILO with important joint initiatives with all of them, whose leaders have all addressed the Governing Body of the ILO. You have been a strong voice for a fairer, more balanced globalization in which much needs to be done by all international organizations.” Angela Merkel, Chancellor of Germany: “Universal and lasting peace can be established only if it is based on social justice.” This is the first sentence of the Constitution of the ILO and I also wish to start my speech with these words, as they clearly express what the ILO is all about and what it is trying to achieve: universal peace. -
Austria's Failed Denazification
Student Publications Student Scholarship Spring 2020 The Silent Reich: Austria’s Failed Denazification Henry F. Goodson Gettysburg College Follow this and additional works at: https://cupola.gettysburg.edu/student_scholarship Part of the European History Commons, and the Holocaust and Genocide Studies Commons Share feedback about the accessibility of this item. Recommended Citation Goodson, Henry F., "The Silent Reich: Austria’s Failed Denazification" (2020). Student Publications. 839. https://cupola.gettysburg.edu/student_scholarship/839 This open access student research paper is brought to you by The Cupola: Scholarship at Gettysburg College. It has been accepted for inclusion by an authorized administrator of The Cupola. For more information, please contact [email protected]. The Silent Reich: Austria’s Failed Denazification Abstract Between 1945 and 1956, the Second Austrian Republic failed to address the large number of former Austrian Nazis. Due to Cold War tensions, the United States, Britain, and France helped to downplay Austria’s cooperation with the Nazi Reich in order to secure the state against the Soviets. In an effort to stall the spread of socialism, former fascists were even recruited by Western intelligence services to help inform on the activities of socialists and communists within Austria. Furthermore, the Austrian people were a deeply conservative society, which often supported many of the far-right’s positions, as can be seen throughout contemporary Austrian newspaper articles and editorials. Antisemitism, belief in the superiority of Austro-Germanic culture, disdain for immigrants, and desire for national sovereignty were all widely present in Austrian society before, during, and after the Nazi period. These cultural beliefs, combined with neglect from the Western powers, integrated the far-right into the political decision-making process. -
What Do Students Know and Understand About the Holocaust? Evidence from English Secondary Schools
CENTRE FOR HOLOCAUST EDUCATION What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster, Alice Pettigrew, Andy Pearce, Rebecca Hale Centre for Holocaust Education Centre Adrian Burgess, Paul Salmons, Ruth-Anne Lenga Centre for Holocaust Education What do students know and understand about the Holocaust? What do students know and understand about the Holocaust? Evidence from English secondary schools Cover image: Photo by Olivia Hemingway, 2014 What do students know and understand about the Holocaust? Evidence from English secondary schools Stuart Foster Alice Pettigrew Andy Pearce Rebecca Hale Adrian Burgess Paul Salmons Ruth-Anne Lenga ISBN: 978-0-9933711-0-3 [email protected] British Library Cataloguing-in-Publication Data A CIP record is available from the British Library All rights reserved. Except for the quotation of short passages for the purposes of criticism or review, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permissions of the publisher. iii Contents About the UCL Centre for Holocaust Education iv Acknowledgements and authorship iv Glossary v Foreword by Sir Peter Bazalgette vi Foreword by Professor Yehuda Bauer viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. -
Guides to German Records Microfilmed at Alexandria, Va
GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA. No. 32. Records of the Reich Leader of the SS and Chief of the German Police (Part I) The National Archives National Archives and Records Service General Services Administration Washington: 1961 This finding aid has been prepared by the National Archives as part of its program of facilitating the use of records in its custody. The microfilm described in this guide may be consulted at the National Archives, where it is identified as RG 242, Microfilm Publication T175. To order microfilm, write to the Publications Sales Branch (NEPS), National Archives and Records Service (GSA), Washington, DC 20408. Some of the papers reproduced on the microfilm referred to in this and other guides of the same series may have been of private origin. The fact of their seizure is not believed to divest their original owners of any literary property rights in them. Anyone, therefore, who publishes them in whole or in part without permission of their authors may be held liable for infringement of such literary property rights. Library of Congress Catalog Card No. 58-9982 AMERICA! HISTORICAL ASSOCIATION COMMITTEE fOR THE STUDY OP WAR DOCUMENTS GUIDES TO GERMAN RECOBDS MICROFILMED AT ALEXAM)RIA, VA. No* 32» Records of the Reich Leader of the SS aad Chief of the German Police (HeiehsMhrer SS und Chef der Deutschen Polizei) 1) THE AMERICAN HISTORICAL ASSOCIATION (AHA) COMMITTEE FOR THE STUDY OF WAE DOCUMENTS GUIDES TO GERMAN RECORDS MICROFILMED AT ALEXANDRIA, VA* This is part of a series of Guides prepared -
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. -
Administration of Joseph R. Biden, Jr., 2021 Joint Statement
Administration of Joseph R. Biden, Jr., 2021 Joint Statement by President Biden and Chancellor Angela Merkel of Germany— Washington Declaration July 15, 2021 Today, the President of the United States and the Chancellor of Germany affirm their commitment to close bilateral cooperation in promoting peace, security, and prosperity around the world. The foundation of our relationship is a shared commitment to democratic principles, values, and institutions. Together, we will uphold the rule of law, promote transparency and good governance, and support civil society and independent media. We will defend the rights and dignity of all individuals, and counter injustice and inequality wherever it occurs. We uphold the universal values at the heart of the United Nations Charter and stand together in our commitment to promote respect for human rights everywhere, including by rejecting and responding in concert to violations of human rights. We must act now to demonstrate that democracy delivers for our people at home and that democratic leadership delivers for the world. We commit ourselves to defending an open world. Across the globe, all nations must be free to determine their political futures free from foreign interference, coercion, or domination by outside powers. As two nations whose economies depend on the free transit of goods around the world, we affirm the critical importance of the freedoms of navigation and overflight and other lawful uses of the sea, consistent with international law. This vision is unachievable in a world carved into competing spheres of influence and we will resist attempts to create them, be it through attempts at territorial annexation, control of digital infrastructure, transnational repression, or weaponized energy flows. -
Die Deutsche Jugendbewegung
Deinz S. Rosenbusch Die deutsche Jugendbewegung in ihren pädagogischen Formen und Wirkungen dipa-Verlag Frankfurt am Main INHALT Seite Vorbemerkung 7 Abkürzungen 9 Einleitung 11 Erstes Kapitel 15 Die Phasen der deutschen Jugendbewegung I. Die gesellschaftliche Situation für die Entstehung der 15 Jugendbewegung 11. Die Schule als besonderer Kritikpunkt 19 III. Ludwig Gurlitts Bedeutung für die frühe Jugendbewegung 22 IV. Der geschichtliche Ablauf der Jugendbewegung 24 V. Topologische Darstellung der Jugendbewegung 37 VI. Das Verhältnis zur Schule 39 VII. Das Verhältnis der Jugendbewegung zu Parteien 44 VIII. Das Menschenbild der Jugendbewegung 50 Zweites Kapitel 63 Praxis und Prinzipien jugendbewegter Erziehung I. Erziehung als tertiäre, partikularistische Kategorie in der 63 vital-regressiven Phase 11. Hans Breuers Vorstellungen von der Erziehung zum Wandervogel- 67 deutschen III. Das Prinzip der Sel~sterziehung in der introversiv-reflektorischen 69 Phase 1. Die Erziehungsvorstellungen der studentischen Verbände 69 a) Die Akademischen Freischaren 69 b) Die Akademischen Vereinigungen 71 2_ Die Erziehungsvorstellungen des Wandervogels 72 3. Die DefInition der Selbsterziehung durch Bruno Lemke 73 4. P'adagogische Betrachtung der Meißnerformel 75 IV. Erziehung als gesellschaftliche Aufgabe in der utopisch-progressiven 76 Phase 1. Die Erfahrungen mit der Selbsterziehung im Krieg 76 2. Erziehung als gesellschaftlich defmiertes Engagement 78 3. Erziehungspolitische Forderungen der Jenaer Tagung - Erziehung 80 als Instrument der Revolution v. Der pädagogische Aktivismus der resignativ-sektiererischen Phase 83 VI. Die Gemeinschaft in ihrer Erziehungsfunktion ' 84 Drittes Kapitel 91 Das Führerturn als wichtige erzieherische Konponente der Jugendbewegung I. Vorbemerkungen 91 ll. Funktionsdifferenzierung der Führerrollen 92 llI. Führertypen der vital-regressiven Phase und die Bedeutung von 93 Führern flir die Entwicklung der Jugendbewegung überhaupt IV. -
The Failed Post-War Experiment: How Contemporary Scholars Address the Impact of Allied Denazification on Post-World War Ii Germany
John Carroll University Carroll Collected Masters Essays Master's Theses and Essays 2019 THE FAILED POST-WAR EXPERIMENT: HOW CONTEMPORARY SCHOLARS ADDRESS THE IMPACT OF ALLIED DENAZIFICATION ON POST-WORLD WAR II GERMANY Alicia Mayer Follow this and additional works at: https://collected.jcu.edu/mastersessays Part of the History Commons THE FAILED POST-WAR EXPERIMENT: HOW CONTEMPORARY SCHOLARS ADDRESS THE IMPACT OF ALLIED DENAZIFICATION ON POST-WORLD WAR II GERMANY An Essay Submitted to the Office of Graduate Studies College of Arts & Sciences of John Carroll University in Partial Fulfillment of the Requirements for the Degree of Master of Arts By Alicia Mayer 2020 As the tide changed during World War II in the European theater from favoring an Axis victory to an Allied one, the British, American, and Soviet governments created a plan to purge Germany of its Nazi ideology. Furthermore, the Allies agreed to reconstruct Germany so a regime like the Nazis could never come to power again. The Allied Powers met at three major summits at Teheran (November 28-December 1,1943), Yalta (February 4-11, 1945), and Potsdam (July 17-August 2, 1945) to discuss the occupation period and reconstruction of all aspects of German society. The policy of denazification was agreed upon by the Big Three, but due to their political differences, denazification took different forms in each occupation zone. Within all four Allied zones, there was a balancing act between denazification and the urgency to help a war-stricken population in Germany. This literature review focuses specifically on how scholars conceptualize the policy of denazification and its legacy on German society. -
The Experience of the German Soldier on the Eastern Front
AUTONOMY IN THE GREAT WAR: THE EXPERIENCE OF THE GERMAN SOLDIER ON THE EASTERN FRONT A THESIS IN History Presented to the Faculty of the University Of Missouri-Kansas City in partial fulfillment of The requirements for the degree MASTER OF ARTS By Kevin Patrick Baker B.A. University of Kansas, 2007 Kansas City, Missouri 2012 ©2012 KEVIN PATRICK BAKER ALL RIGHTS RESERVED AUTONOMY IN THE GREAT WAR: THE EXPERIENCE OF THE GERMAN SOLDIER ON THE EASTERN FRONT Kevin Patrick Baker, Candidate for the Master of Arts Degree University of Missouri-Kansas City, 2012 ABSTRACT From 1914 to 1919, the German military established an occupation zone in the territory of present day Poland, Lithuania, and Latvia. Cultural historians have generally focused on the role of German soldiers as psychological and physical victims trapped in total war that was out of their control. Military historians have maintained that these ordinary German soldiers acted not as victims but as perpetrators causing atrocities in the occupied lands of the Eastern Front. This paper seeks to build on the existing scholarship on the soldier’s experience during the Great War by moving beyond this dichotomy of victim vs. perpetrator in order to describe the everyday existence of soldiers. Through the lens of individual selfhood, this approach will explore the gray areas that saturated the experience of war. In order to gain a better understanding of how ordinary soldiers appropriated individual autonomy in total war, this master’s thesis plans to use an everyday-life approach by looking at individual soldiers’ behaviors underneath the canopy of military hegemony. -
ABSTRACT Title of Document: the FURTHEST
ABSTRACT Title of Document: THE FURTHEST WATCH OF THE REICH: NATIONAL SOCIALISM, ETHNIC GERMANS, AND THE OCCUPATION OF THE SERBIAN BANAT, 1941-1944 Mirna Zakic, Ph.D., 2011 Directed by: Professor Jeffrey Herf, Department of History This dissertation examines the Volksdeutsche (ethnic Germans) of the Serbian Banat (northeastern Serbia) during World War II, with a focus on their collaboration with the invading Germans from the Third Reich, and their participation in the occupation of their home region. It focuses on the occupation period (April 1941-October 1944) so as to illuminate three major themes: the mutual perceptions held by ethnic and Reich Germans and how these shaped policy; the motivation behind ethnic German collaboration; and the events which drew ethnic Germans ever deeper into complicity with the Third Reich. The Banat ethnic Germans profited from a fortuitous meeting of diplomatic, military, ideological and economic reasons, which prompted the Third Reich to occupy their home region in April 1941. They played a leading role in the administration and policing of the Serbian Banat until October 1944, when the Red Army invaded the Banat. The ethnic Germans collaborated with the Nazi regime in many ways: they accepted its worldview as their own, supplied it with food, administrative services and eventually soldiers. They acted as enforcers and executors of its policies, which benefited them as perceived racial and ideological kin to Reich Germans. These policies did so at the expense of the multiethnic Banat‟s other residents, especially Jews and Serbs. In this, the Third Reich replicated general policy guidelines already implemented inside Germany and elsewhere in German-occupied Europe.