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N O T E B O O K #7
CULTURE & SOCIETY IN
NAZI GERMANY
Nazi Germany & the Holocaust
Mr. Konecke
Name:_______________________
Period:______
PROJECT #7
NAZI PROPAGANDA POSTER
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DIRECTIONS:
For this project, you will create your own version of a Nazi propaganda poster. Below is a chart of
the different types of propaganda techniques you can use to make your poster. Pick any one of
those types and create a propaganda poster designed to gain support for Hitler, another Nazi leader,
the Nazis in general, or any specific action the Nazis carried out. I will show you several examples
to get you started.
OPTIONS:
1. You must draw the main image of your poster yourself, but you can cut & paste additional
images if you like
2. You may focus on any aspect of Nazi Germany that you like
3. Your poster may be any size above 8.5 x 11
4. You may use color in your poster, but you do not have to
Grade:
1. Poster must contain one large picture drawn yourself – 75 points
2. poster must contain a slogan summarizing what you are trying to get the germans to support – 25
points
3. on the back of your poster, you must explain in at least 5 sentences where you got your idea and
what exactly your poster is meant to convince the germans – 25 points
4. effort, creativity, & originality – 25 points
Due date:
________________________________________
TECHNIQUES:
A. BANDWAGON - following the crowd, Vote for candidate A, everyone is.
B. TESTIMONIAL - endorsement by/of celebrity, The President thinks the V.P. is doing a great job.
C. GLITTERING GENERALITIES - broad and vague statements. The US Is doing that in the interest of
peace and prosperity.
d. Plain folk - pretend to be one of the common people. I'm the working man's friend.
e. card stacking – presenting only one side of the issue. Capital punishment is morally wrong and 90% of the
countries of the world do not practice it.
f. name calling – give the opposition a bad name. He’s un-American.
g. transfer – use symbol to accomplish purposes for which they were not intended. Put picture of uncle sam
next to a candidate.
NOTEBOOK #7: CULTURE & SOCIETY IN NAZI GERMANY
1. Culture
The Next Step

To Hitler, gaining political power was only 1st step in reaching his real mission:
o
Making Germany strong again, acquiring “living space,” creating a pure racial state, & building an empire

o
Institutional Controls

Joseph Goebbels & Alfred Rosenberg fought over control of Nazi cultural policy
o

Chief of propaganda – Goebbels – given control
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
Goebbels had one goal –

So Goebbels felt his office should control culture in Germany
Directions: Look at the TWO propaganda posters designed to get germans to subscribe to nazi ideas and then answer the analysis
questions that follow each. WORTH 20 POINTS.
“Shame on you,
chatterer! The
enemy is listening.
Silence is your
duty.”
What are the main colors used in the poster?
1.
2.
What symbols (if any) are used in the poster?
3.
If a symbol is used, is it
a. clear (easy to interpret)? ________________________
b. memorable? _________________________________
c. dramatic? ___________________________________
4.
Are the messages in the poster primarily visual, verbal, or both?
5.
Who do you think is the intended audience for the poster?
6.
What does the Government hope the audience will do?
7.
What Government purpose(s) is served by the poster?
8.
The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
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“BE
TRUE
TO
THE
FÜHRER”
What are the main colors used in the poster?
1.
2.
What symbols (if any) are used in the poster?
3.
If a symbol is used, is it
d. clear (easy to interpret)? ________________________
e. memorable? _________________________________
f. dramatic? ___________________________________
4.
Are the messages in the poster primarily visual, verbal, or both?
5.
Who do you think is the intended audience for the poster?
6.
What does the Government hope the audience will do?
7.
What Government purpose(s) is served by the poster?
8.
The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
Alfred Rosenberg

Goebbels had a fanatical rival –
o
Before 1933, Rosenberg was head of Combat League for German Culture

o

After 1933, Rosenberg led Office for the Supervision of Ideological Training & education
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o

Goebbels was not – practical was more important than Nazism
Eventually, Goebbels won control over culture in Third Reich
Reich Chamber of culture

September 1933 –
o
Had 7 divisions – music, theater, literature, radio, press, visual arts, film

The Press

Press was hard for Nazis to control
o
Why –

So Nazis used 3 different approaches to gain control of press
Coordinating Journalists

As with all other groups, Nazis coordinated journalists

o
If you were involved in journalism, you had to join


Thus amann had control over everyone in publishing business
But Goebbels fought him for control
o
Goebbels (as propaganda chief) issued rules for newspaper editors

Reorganization of Newspapers

Amann started major reorganization of german newspapers
o

1932 –

1942 – less than 1000 newspapers

o
Nazi party controlled 70% of them
Nazi party newspaper –
Supervision of Content

Nazis also tried to control content of what was in newspapers
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
o
All newspapers received foreign news from German press agency (controlled by Goebbels)
o
Goebbels also supervised press conferences of govt., decided which journalists could attend, & had
rules on what could be printed
o
Goal of THE Press

Goebbels told press –
o
Press had no choice – had to cooperate (if wanted to keep job)
o
Result – boring newspapers (same thing daily)



To make up for this decline, Nazis issued illustrated magazines (popular)
Directions: BELOW IS AN EXCERPT FROM A STORY FROM A NAZI NEWSPAPER ABOUT A TRIAL AGAINST A
JEW WHO WAS SENTENCED TO DEATH AS A “RACE DEFILER.” READ IT CAREFULLY AND ANSWER THE
QUESTIONS AS YOU GO. Worth 16 points.
Death to the Race Defiler!
The Prosecutor reads the charge.
The Jew Katzenberger had committed “race defilement” with the now 31 year old business proprietress in Nuernberg Irene S., of
German blood, from the year 1930.. UNTIL THE YEAR 1940 by exploiting this woman’s financial difficulties. He did not even
shrink back from exploiting the conditions caused by the war and the absence of the husband of S. who had been conscripted for
his talmudic activity for military service. Irene S. is charged with attempting to withhold the deserved punishment from the Jew
by committing perjury in the pre-trial interrogation.
1. What charges are being filed against katzenberger? Against Irene s.?
How Katzenberger defends himself
How will Katzenberger try to deceive the Court and get away from the avenging justice?
The Jew Katzenberger made a quite special tactic his own. Allegedly he has not engaged in a “race-defiling”’ but a “fatherly”
relationship with Irene S. Only out of “pure fatherly” sentiment has he thrown her cigarettes through the window and given her
shoes in whole quantities.
2. The newspaper immediately assumes what about katzenberger?
3. what does katzenberger claim was the nature of his relationship with Irene s..?
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Before the verdict
After the presentation of evidence has been concluded, the Prosecutor rises. With sharp words he characterizes the defendant as a
criminal, who did not even shrink back from exploiting war conditions for his shameless activities. As a race defiler and public
parasite in the sense of the law, Katzenberger had forfeited his life. Therefore the death sentence should be pronounced against
him. The other defendant, Irene S., should be sentenced to two years’ penal servitude and to the loss of her civic rights for two
years. In his final words the Jew Katzenberger finally tries at least to save what can be saved. Once more
he tries to play the “benefactor” in order to appeal to the pity of the judges. With an impudence, which only a Jew can possess, he
characterizes all that, has been presented against him, as “backstairsgossip” and finally even went to claim Frederick the Great as
his principal witness, but the president does not permit a Jewish race defiler to soil the figure of the great Prussian King. court
then adjourned for deliberation.
4. What negative terms does the prosecutor use to define katzenberger?
5. was any evidence actually presented to prove katzenberger’s guilt? Why?
6. does katzenberger stand any chance of getting a fair trial? Why?
Sentenced to death!
When the court re-enters the court-room to announce the verdict, one can already see from the serious faces of the judges, that the
fate Of the jewish criminal has been sealed.
As a race defiler and public parasite Katzenberger is sentenced to death. The co-defendant Irene S. gets two years penal servitude
and loss of her civic rights for two years for perjury. The President brands the depravity of the defendant and stamps him as an
evil public parasite. “Racial defilement is worse than murder! Whole generations until the most distant future will be affected by
it!”
7. what term do the judges continuously use to describe katzenberger? Why?
8. Do you have an understanding of what they mean by “race defilement now? EXPLAIN.
The Visual Arts

Hitler & Nazis appeared to place value on visual arts
o
1st public building dedicated by third reich was house of German art

Changes in the art world

Nazis viewed art in ideological terms (art can express ideas)
o
o
Racial defeat & weak Weimar govt. led to modern degenerate art
o
Nazi art would glorify strong, healthy, & heroic people –
Degenerate Modern Art

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o
Modern art put on display 1937 in museum in munich

Included cubists, futurists, expressionists, Dadaists

Then these works disappeared


To german people, the Weimar system (of govt. & culture) had been overthrown
Reich Chamber of visual arts

Reich Chamber of visual arts was in charge of changing art
o

Jewish, communist, Socialist art directors or professors were fired



Others just left germany
By mid-1930s, reich chamber of visual arts had 42,000 members
o
Had to be Aryan to join – they controlled art world of germany
Nazi Battle for Art

Nazis attempted to discredit & eliminate modern art & replace it with “new german art”
o
o
Instead, they allowed artists not involved in modern art to take center stage


Painted realistic scenes (landscapes, animals, everyday life)

But these paintings also had to reflect national socialism
o
o

Also stressed importance of family & children
But these “realistic” scenes were not at all realistic
o
Ex: a painting celebrating farmers had farmers in fields with horses
pulling plows (but all farmers used tractors now)
Military paintings

o
So many paintings depicted sa & ss men as well as regular army troops

This art made it obvious that the military was important to nazi regime
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Nazi Art
Directions: analyze the 3 paintings below and then answer the analysis questions that follow each. Worth 24 points.
What is happening in the artwork?
Who is the intended audience?
Who or what is depicted?
Is the background significant?
What is the mood? How is it created?
What is the centre of attention in the artwork? What does it suggest or represent?
What do you learn about the society or time period in which the piece was created?
Does the work reflect the attitudes or values of the period?
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What is happening in the artwork?
Who is the intended audience?
Who or what is depicted?
Is the background significant?
What is the mood? How is it created?
What is the centre of attention in the artwork? What does it suggest or represent?
What do you learn about the society or time period in which the piece was created?
Does the work reflect the attitudes or values of the period?
Architecture
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

o
Hitler wanted new buildings to represent superiority of germany
o
They would symbolize to other countries the dominance of the Aryan race
To hitler, nazi architecture had to be heroic =
o
Gigantic monuments, temples, & large-scale city planning were all part of hitler’s plans for future
of germany
o
Speer designed new Chancellery building & buildings for Nuremberg rallies

Theater

Almost all directors & playwrights (many Jewish) of Weimar era were blacklisted after Nazis took over
o

New Plays focused on nazi ideology
o

Used ceremonies with dramatic plots, speakers, choruses, audience participation

But by 1937, few people were attending these plays

Music


o
Jewish influences ruined modern music
o
While Aryan races produced works of composers like Mozart & Wagner
German folk songs & military marches were most common music of nazi era

o
City of Bayreuth – where yearly Wagner festival took place – became national shrine

Hitler attended festival regularly & donated money to it every year

Directions: listen to wagner’s most famous piece of music – the ride of the valkyrie – by itself and then listen to It being used in
a war movie. Write down how it makes you feel by itself, how it makes you feel in the movie. Worth 15 points.
Ride of the valkyrie – music
http://www.playlist.com/searchbeta/tracks#ride%20of%20the%20valkyries/all/1
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Ride of the valkyrie – Apocalypse Now
http://www.youtube.com/watch?v=vHjWDCX1Bdw
Think of the song that has the most meaning to you personally. Name the song below, and briefly explain how it makes you feel
and why.
Literature

After Nazis took over, over 2500 writers left germany

o
Nazi literature focused on 4 themes


Propaganda ministry had to approve every book published
o

Reich chamber of literature came up with list of damaging & undesirable literature
o

All communist & foreign writers’ books

Any books on pacifism, criticizing nazi germany, birth control, pornography, & any other “jewish”
works
Directions: After reading the story from a Nazi children’s book, answer the questions that follow. Worth 10 points. Then we will
create our own Nazi children’s story. Worth 30 points.
Once a Jew, always a Jew
Jew Itzig had a brainwave:
“I know what, I’ll be baptized.”
These stupid folk will surely say:
“Look, there goes a Christian man.”
Itzig Iphraim one fine day
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“You ought to know that on your plate
There should be no meat today!
Strict penance you must pay for this!”
The sinner said: “ei waich ei waich!
Why make such trouble all at once?
What you upon my plate do see,
It is no goose: It’s just a fish!
I bought myself a goosie-gander,
Bethought myself to christen it!”
On this fried morsel I pronounced:
“You were a goose, now you are a fish!”
Now children, on the other page
The Jew you’ll see. Can you believe
Since baptism he’s really changed?
Five pails of water o’er his head
Makes no changes in his heart.
One thing always keep in view,
Once a Jew, always a Jew!!
Called on the local village priest,
Asked to be sprinkled from the font.
The priest was all agog to please him.
“Hear my words, Jew Iphraim,” he said,
“Thee I baptize: Gotthilf Joachim
Fridericus Christian Itzig.
Now hear what I say:
Once a Jew, now a Christian you are,
And obedience is required of you.
Promise never to forget
To eat no meat on Friday,
For that would be a sin
Hardly to be pardoned!”
When next Friday he came to see
Our Itzig in great glee
Was making short work of a goose.
“Itzig, my man, what does that mean?”
Cries reverend father in furious spleen.
1. In three sentences, explain what message this story is supposed to give to german children.
2. think back to when you were a child and some of the books you read or cartoons you watched. Would you be convinced into
thinking bad things about jews if you read this as a child?
TITLE
MORAL
Once upon a time…there lived a man named __________________________________ in the land of
_______________________________________. One day, he was walking down the road and he saw
_____________________________________________. So he decided to _____________________________________.
But he had a problem - ____________________________________________________________. He didn’t
know what to do, so he asked ____________________________________________ for help. But no
one could help him, so he went to the Reich Chancellery to talk to _______________________.
But ____________________________ wasn’t there, so he was forced to talk to _____________________.
And ______________________________ came up with a brilliant plan - ________________________________
__________________________________________________________. Now the man’s problem was solved, or
so he thought. As he was walking home, he was attacked by _________________________________.
He managed to get away, but when he returned home he found his wife & daughter
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_________________________________________. The man had learned his lesson the hard way.
STORY
Popular Culture

Goebbels & propaganda ministry realized value of popular culture (film, radio, sport)
Importance of Film


o
Goebbels believed film was easiest way to influence masses
o
Four of major film studios taken over by govt.
Goebbels realized people wanted films that were different from their everyday lives
o
German Movies

Germany produced over 1100 films 1933-1944
o
Only 96 of these were made by propaganda ministry
o

These films focused on greatness of germany & its organizations, anti-semitism,
euthanasia, etc.

Hitler asked her to make film about Nuremberg rally 1934 –
o


Film demonstrates unity of nazi party & their devotion to hitler
Hitler then asked Riefenstahl to make documentary about 1936 olympic games in berlin
Directions: after watching the first 10 minutes or so of Triumph of the will, answer the questions below. Worth 12 points
http://www.youtube.com/watch?v=ftdQHnOBoI8 (first 10-13 minutes)
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1. In a 2002 interview with the NY Times, Reifenstahl states: "I didn't do any harm to anyone." Do you think that she is guilty of
harming other people? Why or why not?
2. How would this film be different (including sight and sound) if it were made in the current year?
3. Describe how the film makes Hitler, Germany, and the Nazis look. Be as detailed and specific as possible.
Radio

o

Propaganda Ministry was In control of radio in germany
Nazi regime encouraged all germans to buy a radio
o
How –

By 1939, 70% of german houses had radio (highest rate in world)

Nazis encouraged people to listen to radio together (would have better impact in group than by yourself)

Nazis used radio to spread their ideas & propaganda
o
o
To make sure people did not get bored, Goebbels encouraged entertaining (music) radio broadcasts
Sport

Sports were also used for propaganda
o
NAZI GERMANY STRESSED IMPORTANCE OF KNOWLEDGE & HEALTHY BODIES

o
Nazis wanted to use Olympic games 1936 to show world greatness of germany


Nazis were furious at victories of jesse owens – black American

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2. The Manipulation of Youth
The Hitler Youth


If Nazis succeeded, the youth would lead them in future
Nazi Youth Leagues

1st Nazi youth leagues started 1922
o
But ended quickly after beer hall putsch failure
o
Schirach joined Nazis 1925
o
1931, hitler made him head of Hitler youth
o
1932 –


But that year, the group was given independence from SA & allowed to grow
Growth of the Hitler Youth

When Hitler youth became independent from SA, Schirach helped it grow
o
He successfully coordinated all youth groups under hitler youth

Young people in these groups were pressured to join hitler youth

o

Hitler youth then divided into two groups

Young people – 10-14 year olds

Hitler youth – 14-18 year olds
By 1936, 63% of kids 10-18 joined hitler youth

o
All new members must swear oath to hitler
Hitler Youth activities

Hitler youth members took part in many fun activities
o
Arts & crafts, building model planes, group singing, storytelling, camping, hiking, sports
o
Collecting charity contributions & farm work

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
Nazi indoctrination

o
Hitler youth leaders stressed patriotism, the need to serve germany, & devotion to hitler


Above all, hitler youth stressed military values – duty, obedience, honor, strength, courage
o
Everyone wore uniforms, took part in drilling, & were told they needed to become manly & heroic
o
Directions: Below are two math word problems taken from textbooks in nazi germany. Read the problems and answer the
questions that follow. Then watch the scene from the Disney movie about how someone becomes a nazi and answer the questions
that follow. Worth 30 points.
QUESTION #1
“A bomber aircraft on take-off carries 12 dozen bombs, each weighing 10 kilos. The aircraft takes off for Warsaw the
international centre for Jewry. It bombs the town. On take-off with all bombs on board and a fuel tank containing 100 kilos of
fuel, the aircraft weighed about 8 tons. When it returns from the crusade, there are still 230 kilos left.
1. What is the weight of the aircraft when empty?”
QUESTION #2
“To keep a mentally ill person costs approximately 4 marks a day. There are 300,000 mentally ill people in care.
2. How much do these people cost to keep in total?
3. How many marriage loans of 1000 marks could be granted with this money?”
The Making of the NAZI
http://www.youtube.com/watch?v=ASW3UCc17AI&feature=related
1. When does nazi control over a german child begin?
2. What do the parents of a child have to prove to the Nazis?
3. Why were there 12 spaces on the parents’ passport for future children?
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4. How does the nazi sleeping beauty differ from disney’s sleeping beauty?
5. Who is the prince who comes to rescue sleeping beauty?
6. How does Disney make hitler seem in the scene with sleeping beauty?
7. When hans gets sick, what is his mother worried about?
8. In school, what do german children pledge to do?
9. What happened to hans when he showed some sensitivity & compassion?
10. What kind of answers do the children give to the question of what they learned from the wolf and the rabbit lesson?
11. according to the video, what is the ultimate goal of the Nazis?
12. According to the video, what are the Nazis training their children to do?
Impact of the Hitler Youth

Many hitler youth members claimed after war to like many of activities they took part in (camping, hiking,
sports, etc.)
o
Many other members hated military aspect of it (drill, uniforms, obedience)
o
Members became more rebellious at home & school
o
o
Spent too much time away from home, growing up too fast
o
Kids were leaders of hitler youth but then had to follow directions at school or home – hard for
them


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DIRECTIONS: BELOW IS AN Excerpt from A Hitler Youth Manual. READ IT CAREFULLY AND ANSWER THE
QUESTIONS AS YOU GO. WORTH 14 points.
Chapter I: Human Inequality
The foundation of the National Socialist worldview is the knowledge of human inequality. No one will likely disagree with this
as long as we stick to physical appearance. It is obvious that the “red skins,” the “yellow people,” the Negroes and the whites are
very different. And all whites are not the same. The careful observer can find differences in physical size and shape. The color of
the eyes, hair, and skin also varies greatly.
1. What is the foundation of the national socialist worldview?
2. according to the Nazis, what is an obvious way to tell if someone is superior to someone else?
Just as deep, and with no way of bridging the gap, is the differences in spirit and soul. Body, spirit, and soul together make up the
whole person, since they form a unified whole. Their inner relationships must therefore be studied. Then we will clearly
recognize the vast difference between those of German blood and the Jews, although their physical characteristics might
otherwise suggest that they were both members of the same human grouping. We then understand human inequality. We act
according to this understanding.
3. according to the Nazis, while some jews may look like human beings, what is another way to tell they are not like
germans?
The past era either entirely ignored human inequality, or else acted contrary to its better knowledge. In our time, too, certain
people occasionally lacked a feeling for racial honor or racial defilement. The numerous bastards resulting from relations with the
black occupation forces in the Rhine region, or those that came from relations between Jews and Germans, are tragic examples.
Even the highest government offices of the Weimar Republic intentionally ignored racial knowledge.
4. according to the manual, when a german and a jew or a black person have a child together, what have they
committed?
5. Why are these such dangerous thoughts to put into the minds of children?
Despite these major opponents, however, racial thinking is constantly winning ground. Truth is gradually winning. We need only
think of the growing front of countries that are resisting the destructive influence of Jewry. And we recall the immigration laws of
many countries that ban Jews or other unwanted groups.
6. The Nazis seem to think that hatred of the jews is growing in other countries based on immigration laws. Were they
right?
But we do not want to remain with superficial matters. We need still greater clarity in this matter. Only then can we understand
the fourth point of the program of the National Socialist German Workers Party, which says: “Only racial comrades may be
citizens. A racial comrade must be of German blood, without regard to religion. No Jew can be a racial comrade.”
7. If you were a german teenager, what would you think about your jewish friends after reading this manual?
The Female hitler youth

Female branch of hitler youth –
o
Started 1927 – formally part of hitler youth 1932
o
1932 – 15,000 members (but grew greatly when Nazis took over)
o
1937 –


BDM also broken into two age groups (10-14 & 14-18)
Hitler Youth girls were indoctrinated with ideas of service, order, obedience, discipline
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o

Participated in same types of activities & wore uniforms like boys
o
Older girls also taught domestic chores, nursing, & how to be healthy mothers
3.
Education
Control of the schools


Nazis attempted to control schools in several ways
Directions: The Poisonous Mushroom was a children’s book in Nazi Germany. Read the excerpt from it below and answer the
questions as you go. Worth 12 points.
A mother and her young boy are gathering mushrooms in the German forest. The boy finds
some poisonous ones. The mother explains that there are good mushrooms and poisonous
ones, and, as they go home, says:
“Look, Franz, human beings in this world are like the mushrooms in the forest. There are
good mushrooms and there are good people. There are poisonous, bad mushrooms and there
are bad people. And we have to be on our guard against bad people just as we have to be on
guard against poisonous mushrooms. Do you understand that?”
1. according to the mother, who might be some examples of “bad mushrooms”?
“Yes, mother,” Franz replies. “I understand that in dealing with bad people trouble may arise,
just as when one eats a poisonous mushroom. One may even die!”
“And do you know, too, who these bad men are, these poisonous mushrooms of mankind?”
the mother continued.
Franz slaps his chest in pride:
“Of course I know, mother! They are the Jews! Our teacher has often told us about them.”
The mother praises her boy for his intelligence, and goes on to explain the different kinds of “poisonous” Jews: the Jewish pedlar, the Jewish
cattle-dealer, the Kosher butcher, the Jewish doctor, the baptised Jew, and so on.
2. if franz is taught these things as a child, how might his mind be changed when he gets older?
“However they disguise themselves, or however friendly they try to be, affirming a thousand times their good intentions to us, one must not
believe them. Jews they are and Jews they remain. For our Volk they are poison.”
“Like the poisonous mushroom!” says Franz.
“Yes, my child! Just as a single poisonous mushroom can kill a whole family, so a solitary Jew can destroy a whole village, a whole city, even an
entire Volk.”
3. How can one jew, according to the Nazis, destroy a whole city or even an entire group?
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Franz has understood.
“Tell me, mother, do all non-Jews know that the Jew is as dangerous as a poisonous mushroom?”
Mother shakes her head.
“Unfortunately not, my child. There are millions of non-Jews who do not yet know the Jews. So we have to enlighten people and warn them
against the Jews. Our young people, too, must be warned. Our boys and girls must learn to know the Jew. They must learn that the Jew is the
most dangerous poison-mushroom in existence. Just as poisonous mushrooms spring up everywhere, so the Jew is found in every country in the
world. Just as poisonous mushrooms often lead to the most dreadful calamity, so the Jew is the cause of misery and distress, illness and death.”
4. Why would the author compare the jews to mushrooms?
Control of teachers

Many teachers hated Weimar govt. & were already supported Nazis
o
1936 –

Starting 1933, Nazis fired all communist, socialist, & jewish teachers

o
Sent them to special centers to teach them about history of race, german history, etc.
Reorganizing german schools

During Weimar, each state was in charge of education
o

Rust was teacher until 1930 (fired for molesting female student)

Rust also had mental problems (wounded in head in wwi)

Changing the curriculum

Late 1930s, Nazis issued new rules & textbooks based on hitler’s ideas of education
o

As a result, new school policies stressed importance of physical education



Kids with disabilities & failing grades in P.E. were not allowed to go to college
3 subjects most affected by new curriculum were german, history, biology
o
German classes now focused on racial ideas & used literature stressing military values, nationalism,
& praise of hitler
P a g e | 22
o

World history focused struggle between races (Aryan race best)
o
o
Even math focused on nazi ideas (world problems focused on numbers of guns, bullets, tanks, etc.)
Quality of education

o
Hitler youth presented biggest problem

students were given new activities & routines in hitler youth but then had to settle back
into school routine


they were often given leaves of absence (to attend hitler youth activities) and their school
performance suffered

university professors & army officers complained that new students/recruits
lacked basic elementary skills
Nazi elite schools

Nazis also created own schools to create future leaders of third reich
Napolas

By 1943, 39 of these schools were in operation –
o
Bernhard rust originally ran them – later taken over by SS
o
THEY LEARNED GERMAN, HISTORY, GEOGRAPHY, BIOLOGY, PHYSICAL
EDUCATION, MILITARY TRAINING, & OBEDIENCE TO NATIONAL SOCIALISM
o
THEIR MOTTO: “


MANY GRADUATES BECAME OFFICERS (MOSTLY IN WAFFEN-SS)
Adolf Hitler schools (ahs)

o
Students attended for 6 years (12-18)

”
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
Education in AHS was similar to Napolas
o
Ordensburgen

Ordensburgen (“castles of the knightly order”) –
o

After 6 years in ahs, labor service, military service, & party service, one was supposed to attend
ordensburgen
3 huge castles built to educate these future leaders
o
o
But castles were never more than 70% full
directions: below are some excerpts from some of hitler’s speeches. The excerpts focus on hitler’s thoughts on the children of
germany. Read his words below and answer the questions as you go. Worth 16 points.
In my great educative work," said Hitler," I am beginning with the young. We older ones are used up. Yes, we are old already. We are rotten to
the marrow. We have no unrestrained instincts left. We are cowardly and sentimental. We are bearing the burden of a humiliating past, and have
in our blood the dull recollection of serfdom and servility. But my magnificent youngsters! Are there finer ones anywhere in the world? Look at
these young men and boys! What material! With them I can make a new world.
1. If Hitler believes all the old people in germany are “rotten to the marrow,” what does that say about him?
2. Hitler says his youngsters are the finest in the world. But notice, who is he speaking about specifically when he says “youngsters”?
3. hitler refers to the youngsters as “material” he can use to make a new world. What does he mean by “material”?
"My teaching is hard. Weakness has to be knocked out of them. In my Ordensburgen a youth will grow up before which the world will shrink
back. A violently active dominating, intrepid, brutal youth - that is what I am after". Youth must be all those things. It must be indifferent to pain.
There must be no weakness or tenderness in it. I want to see once more in its eyes the gleam of pride and independence of the beast of prey.
Strong and handsome must my young men be. I will have them fully trained in all physical exercises. I intend to have an athletic youth - that is
the first and the chief thing. In this way I shall eradicate the thousands of years of human domestication. Then I shall have in front of me the pure
and noble natural material. With that I can create the new order.
4. if there is no tenderness and no feelings in youth, what kind of men will these boys grow up to be?
5. If the germans grow up thinking they are the greatest people in the world, how will they behave all of their lives?
6. if education focuses only on physical training, what problems can you see happening to these boys as they get older?
"I will have no intellectual training. Knowledge is ruin to my young men. I would have them learn only what takes their fancy. But one thing they
must learn - self-command! They shall learn to overcome the fear of death, under the severest tests. That is the intrepid and heroic stage of youth.
Out of it comes the stage of the free man, the man who is the substance and essence of the world, the creative man, the god-man. In my
Ordensburgen there will stand as a statue for worship the figure of the magnificent, self-ordaining god-man; it will prepare the young men for
their coming period of ripe manhood."
P a g e | 24
7. Hitler wants his boys to grow up to be gods. But he wants them to practice self-control as well. If you believed you were a god, would
you control yourself?
8. according to hitler, what is the only real job his children will be qualified for? So in a sense, what is hitler really training these boys to
do?
Universities

German universities were well-respected around world
o
But these universities also hated Weimar govt.

New professors

When Nazis took over, fired 1200 (15%) professors (mostly jews & socialists)
o

As a result, germany no longer leader in science world

Reorganization of universities

Nazi universities were now run like dictatorship by rector (head of university)
o
Most rectors were loyal Nazis

All hirings had to be approved by minister of education (rust)

New professors had to complete training camp in nazi ideology
o

New student body

New teaching ideas led to new types of students
o
o
All students required to spend time in labor service & sa
o

As a result of nazi control of universities, university enrollment dropped considerably
o
1933 – 128,000 students
o
1939 –
P a g e | 25
4.
The Role of Women

Women in the Third Reich
Men & women in nazi germany had very different roles to play
o
Men were meant to be warriors & political leaders
o

As a result, they needed little education (except for domestic duties)
Directions: read the rules women were supposed to abide by when considering who to marry. Then come up with a list of the 10
most important things you think you should think about when choosing a boyfriend/girlfriend. Then answer the questions that
follow. Worth 16 points.
1. Remember you are a German.
2. Remain pure in mind and spirit!
3. Keep your body pure!
4. If hereditarily fit, do not remain single!
5. Marry only for love.
6. Being a German, only choose a spouse or similar or related blood!
7. When choosing your spouse, inquire into his or her forebears!
8. Health is essential to outward beauty as well!
9. Seek a companion in marriage, not a playmate.
10. Hope for as many children as possible! Your duty is to produce at least four offspring in order to ensure the future of
the national stock.
Your own rules:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11. do any of your rules fit with any of the german rules?
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12. which of the german rules actually sounds like a good idea? Explain.
13. which of the german rules sounds absolutely ridiculous? Explain.
Women’s rights

o

But in all other matters, women were subordinate to men
Nazi’s idea of women staying at home was nothing new
o
Nazi organizations for women

Nazis never allowed women to have leadership positions in party

German women’s bureau created 1933 to include all women’s organizations
o

Perfect representative of nazi women:

4 children, Aryan physical features, accepted male dominance, but was also a strong
leader

Women & nazi policy

o
Even scholtz-klink complained she was always in public w/ hitler, but never got to talk to him
about policy towards women
German Women’s Bureau

German Women’s bureau had 1.6 million members by 1938
o
o
bureau also created reich mother’s service – provided instruction & welfare for mothers

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Directions: below is a rhyme commonly used in nazi germany to describe the role of women. Read it and then write your own
rhyme about the role of women in America in 2010-2011. Worth 12 points.
"Take hold of kettle, broom and pan,
Then you’ll surely get a man!
Shop and office leave alone,
Your true life work lies at home."
Empl0yment

o
White collar jobs (clerks, typists, shop assistants)
o
Factory jobs (clothing & food/drink)


During depression, people (including nazis) complained women took men’s jobs
Female workers in nazi germany

Nazis believed men were providers for family
o
Men’s employment was therefore more important than women’s


To get engaged women to give up job, Nazis gave them loans if they left their
job before they got married


By 1937, however, Nazis needed workers (men were becoming soldiers & germany needed to rearm)
o

Many women, however, chose to stay home & have kids
Women hurt germany’s economy

By 1939, not enough german women were working to help improve economy
o
Nazis then forced unmarried women to work for year in agriculture or domestic service
o
Once war started, women did not want to work in munitions factories (bad conditions, low pay)
o
P a g e | 28
Education

During Weimar, women had more opportunities for higher education than ever
o

b/c men & women were different, they should receive different education

ex: instead of learning latin & science, women learned needlework & homecraft
o

Each state in germany had quota for how many women could attend local colleges
o
Women as professionals

After wwi, more & more women became professionals
o
o
25% of elementary teachers
o
50% of middle school teachers
o

Few women were lawyers or worked in civil service
o
o
Nazis continued removing women from all professions
o
But as war moved on, more women were required to fill positions
5.
Family & population policy
Importance of marriage

o
Some Nazis (Hitler & Himmler) were interested in breeding pure german race
o
Other Nazis were more interested in quantity of children

o
Why –
For hitler to achieve his goal of expansion, Nazis needed a huge population
P a g e | 29
Encouragement of Marriage
When Hitler came to power in 1933, he introduced a ‘Law for the Encouragement of Marriage’. The law said that the government would give all
newly married couples a loan of 1000 marks (about nine months wages). When the first child was born, the couple could keep a quarter of the
money. On the birth of the second child, they could keep the second quarter. They could keep the third quarter on the birth of the third child, and the
entire amount on the birth of a fourth.
In 1943, a further law was considered but never introduced. This proposed law stated that:
“All single and married women up to the age of thirty-five who do not already have four children should be obliged to produce
four children by racially pure … German men. Whether these men are married is without significance. Every family that already
has four children must set the husband free for this action”
The Nazis assumed there was a natural distinction between men and women. They stated that men were productive and creative in the world of
politics and war whereas women were reproductive, and had their important role in the family home.
The phrase the Nazis used to put across what was expected for women was:
“Kinder, kirche, küche”
This meant, ‘children, church and cooking’ - what the Nazis believed women should be limited
to. Women in Nazi Germany found themselves being forced to stay at home. Within months of
Hitler coming to power, many intelligent women doctors, civil servants were sacked. Soon
women lawyers and teachers were dismissed. By 1939 few women had professional jobs.
The Nazi party attempted to stop women following fashions. Make-up and wearing trousers was
frowned upon, and hair was ‘expected’ to be in certain styles. An arrangement in a bun or in
plaits was permitted, but dyed or permed hair was not.
Nazi propaganda poster illustrating every
woman’s duty for the Führer and
Germany.
Slimming was discouraged because being slim
was not thought to be good for childbearing. The only thing women were actively encouraged
to do was to have children. Every 12th August, the birthday of Hitler’s mother, the Motherhood
Cross was awarded to the women who had the most children. In 1938, gold was awarded to
those who had eight children, silver for those with six and bronze for those with four children!
Some local authorities introduced rent, water or electricity rebates for large families.
The Nazi government even set up homes for unmarried
mothers. These were called Lebensborn - Spring of Life - and
recognized by a white flag with a red dot in the middle. These
maternity homes were also brothels. An unmarried woman
could go there with the aim of becoming pregnant and would be introduced to ‘racially pure’
SS men.
“A Happy nazi german family”
Women and the war
Once war preparations began in Germany in 1937, the Nazi policy changed. As the armed forces and weapons production grew, there was a
shortage of workers. Having encouraged women to be the ‘perfect housewife’ who reared ‘pure’ children for the greater good of Germany,
the Nazis now had to persuade women to take jobs related to war production. Unsurprisingly, most women were not interested. The Nazi
government could not get enough women workers to cope with the demands of the wartime economy. The government’s message
promoting the ‘natural’ role of women during the peace of the 1930s resulted in the lack of workers during wartime.
1. How did Hitler try and encourage marriage as soon as he came to power?
P a g e | 30
2. According to Nazi ideology, what roles did men and women have?
3. Explain what women were expected to do, and what was not acceptable.
4. What are some differences between our society today and Nazi Germany?
5. Why do you think Hitler placed such importance on the role of women?
6. What evidence is there to suggest that there were some contradictions in Nazi policies towards women?
7. ”The Nazis were never really interested in the traditional family life”. Do you agree or disagree? Explain.
Increasing population growth

To increase birthrate, Nazis used several policies:
o 1000 reichsmark loan (150 rm was avg. monthly wage) to new married couples
o

Nazis provided mothers with material relief

Gave them food, housing (single moms), nannies, parenting counseling

Mothers w/ 4 kids – bronze cross

Mothers w/ 6 kids – silver cross
o


Crosses were awarded in special ceremony august 12 (hitler’s mom’s b-day)

Birth control clinics closed
o

These german policies were successful
o
Birthrate increased gradually 1934-1939
Toward a pure Aryan race

P a g e | 31
o
This racism had impact on population policy

Wanted to increase number of Aryans


Hitler believed society could improve through racial hygiene
o
Many german doctors supported this need for racial hygiene
Directions: analyze the cartoon below and then answer the questions that follow. Worth 20 points.
1. A story is being told with this cartoon. What is the storyline?
2. There are two artists shown. How would you characterize each artist? What differences (in terms of clothing, facial
expression, direction of the eyes, stance, pose, body language) do you see?
P a g e | 32
3. How is the “modern artist” represented in the cartoon?
4. What is a caricature? How is it used here and to what effect?
5. How does the author of the cartoon use Anti-semitic stereotypes? Why do you think he uses such stereotypes? Do you
think his use of Antisemitic stereotypes is effective?
6. How would you describe the differences between the two kinds of art/sculpture showcased?
7. How is the cartoon laid out? Why does the artist organize these four frames in this order, with two panels over two panels?
What does this composition accentuate? How does this layout create a study in contrasts which facilitates the viewer’s
comparison of the two artists and their artistic visions?
8. Hitler is one of the “artists” shown. In the caption beneath the cartoon, he is described as “Germany’s Sculptor.” What
does the cartoon suggest is the role for art in Nazi Germany? What does it suggest is the relationship between art and
power? What message is being communicated?
9. The Nazis used many types of propaganda to disseminate their messages to the masses. What are some of the advantages
of using visual images (such as this cartoon) as propaganda? How are visual images used as propaganda today?
10. One way to describe what is going on in this cartoon is “censorship.” What can this cartoon tell us about Nazi attitudes
towards freedom of expression? What does this image suggest about the role of the individual? About debate and
dissension within National Socialism?
Nazi racial policy

Nazi racial policy began 1933 w/ law for prevention of hereditarily diseased offspring
o

Schizophrenics, manic-depressives, epileptics, blind, alcoholics

Health courts (led by doctors) singled-out people to be sterilized



Law in 1935 prevented people with infectious or hereditary diseases from getting married
P a g e | 33
Euthanasia program

Mentally ill & physically deformed were also threat to racial purity
o

1st phase – killed 6000 mentally deficient & physically deformed babies


Nazi organizations chose victims & transported them to 6 euthanasia centers


Bodies then cremated
o
All workers in these centers had to stay silent (or would be killed)
o
6.
MORALITY IN THE THIRD REICH
Hypocritical moral leaders

Nazis saw Weimar era as degenerate time
o

Yet some of leading Nazis did not practice traditional moral values
o
o

Martin bormann & joseph Goebbels both had numerous affairs
Many other Nazis (HEINRICH HIMMLER) divorced their first wives and married younger, Aryan looking women
once Nazis came to power
THE ATTACK ON DEGENERACY

To nazis, MORAL PURITY COULD BE ACHIEVED BY HARSH MEASURES AGAINST MORALLY
DEGENERATE
o
o

MALE HOMOSEXUALS WERE ATTACKED

FEMALE HOMOSEXUALS attacked less (could have kids)
HITLER FEARED THAT HOMOSEXUALS IN LEADERSHIP POSITIONS WOULD WEAKEN
GOVT.
P a g e | 34
o
ALSO FEARED HOMOSEXUALITY WOULD SPREAD TO PURE ARYANS –
o
NAZIS BELIEVED HOMOSEXUALS COULD BE REHABILITATED IN CONCENTRATION
CAMPS

HIMMLER WANTED TO ELIMINATE THEM OLD FASHIONED WAY
(DROWNING THEM IN SWAMPS)


SS MURDERED HOMOSEXUALS

REGULAR COURTS PUNISHED THEM WITH CASTRATION
Directions: read about the story behind the pink triangle and the primary sources about homosexual victims of the Nazis below.
Then answer the questions that follow. Worth 12 points.
A pink triangle, two-and-three-quarter inches high, worn on the left side of the jacket and on the right leg of the trousers, was the
symbol which branded the homosexual inmates of the Nazi concentration camps. Most of them perished. In the words of a nongay survivor: "I saw quite a number of pink triangles. I don't know how they were eventually killed. ... One day they were simply
gone."
1. according to the source, one day the pink triangles were in camp; the next day they were gone. Why did the Nazis kill
homosexual men?
The daily agony of their lives is recalled by Dr L.D. Claassen von Neudegg, a gay survivor of the Sachsenhausen camp:
“After roll call on the evening of June 20, 1942, an order was suddenly given: "All prisoners with the pink triangle will remain
standing at attention!" Our detail commander barked: "Three hundred criminal deviants, present as ordered!" We were registered,
and then it was revealed to us that in accordance with an order from the Reichsfuehrer SS, our category was to be isolated in an
intensified-penalty company, and we would be transferred as a unit to the Klinker Brickwords the next morning. The Klinker
factory! We shuddered, for the human death mill was more than feared. ... Forced to drag along twenty corpses, the rest of us
encrusted with blood, we entered the Klinker works. ... We had been here for almost two months, but it seemed like endless years
to us. When we were "transferred" here, we had numbered around 300 men. Whips were used more frequently each morning,
when we were forced down into the clay pits under the wailing camp sirens. "Only 50 are still alive," whispered the man next to
me. "Stay in the middle — then you won't get hit so much."
2. Do the experiences of homosexual concentration camp inmates seem all that different from any other camp inmates
that you’ve heard about?
3. do you think you can judge who had it worse in concentration camps? Explain.
P a g e | 35
4. why were homosexual men sent to concentration camps in the first place?
Prostitution in the third reich

At first, Nazis condemned prostitution
o

Govt. threatened to send them to camps (but let them continue working)

o
Put listening devices in brothels to spy on other Nazis & foreign officials

All prostitutes had to work in brothels

Illegitimacy

Nazis considered all Aryan children (from marriages or illegitimate) to be important
o


Mother & child auxiliary service provided support to unwed mothers
Himmler even encouraged his ss men to have as many children (legitimate or illegitimate) as possible
o

One nazi leader even told group of underage league of german girls members that they could not be wives (b/c men
were at war) but they could still be mothers
Juvenile delinquency

Nazis had hard time controlling their own children
o

Most cases involved older soldiers or hitler youth teens having relationships with underage girls
Minor vices

Hitler did not have vices of normal people
o

He wanted all of germany to follow his example
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