Hitler's pursuit of Lebensraum resulted in Germany exhibiting ultranationalism towards its neighbours. The ultranationalism that Germany was demonstrating led to expansionism and ultimately led the world to a second world war. Hitler created a distorted version of Darwin's Theory of Evolution, known as Social Darwinism. This principle stated that a nations strength was measured by its ability to fight and win wars; any nation displayed to be weak or unable to fight was a target for conquest. Hitler displayed ultranationalism when he put Social Darwinism into action, he was creating a master race.
‘German aggression was responsible for the outbreak of a general European war in August 1914.’ How far do you agree with this judgement? The above judgement outlines a clear debate among historians as to whether German aggression was the main reason the First World War began in August 1914, or whether it was due to various other factors. Gordon Corrigan claims that it was due to German aggression and therefore represents the closest argument to the one made in the question. Corrigan also references Fischer to support his argument, and so supports the Fischer Theory, which holds Germany to be responsible for the outbreak of the First World War due to their aggressive foreign policy. Contrastingly, James Joll suggests that Germany’s defensive offensive war rooted from a fear of encirclement from the countries that it borders, and so presents the opinion most opposing to that of the question.
The Germans weren’t the only ones using propaganda……the British and the Americans found this useful too! The Germans lost World War I and Hitler used propaganda to inflame the Germans over their loss and to emphasize their cultural and military achievements. Germany was now ready to take over Europe in World War II. German propaganda consisted of emphasizing the prowess of the German army and differentiated it with the allied armies (“World”). Although Hitler’s tactics were successful, the enemy began to use propaganda as well and it had a negative effect on Berlin.
the changes in the mechanisms of ‘volkisch’ anti-semitism and how it developed throughout the preceding decades, with particular scholarly movements including the inception of scientific racism, the volkisch movement in correspondence with new imperialism and militant nationalism. The approach suggests that the holocaust was exclusively akin to Germany’s rising ‘volkisch’ culture and that the aggressive notions of supremacy produced in the late nineteenth century influenced their attitudes towards the other races within Germany at the time and subsequent to the century’s turn. This particular approach is therefore beneficial for understanding how the very concept of a civilised genocide was manifested and how anti-semitism transformed according to the circumstances of the nineteenth and twentieth centuries, and is therefore the synthesis of the intentionalist and functionalist schools as the German anti-semitism was developed in the long-term through cumulative radicalisation. It adds to our understanding of how ‘völkisch-antisemitisch’ developed from mere prejudice into genocide and how it was influential in the development of advancement of National Socialism, being spawned through nineteenth century scholarly ideologies and social movements including Social Darwinism as a product of emerging ‘scientific racism’, with this and the association with romantic nationalism being
This is demonstrated heavily through: * Architecture * Radio * Film ( triumph of the will) * Meetings and rallies * Speeches Goebbels, minister for propaganda was appointed in 1929, and the rest of the cabnet drew upon a variety of techniques in establishing a positive and progressive view of the Nazi state, Techniques: * Repetition * Stereotypes * Low intellectual level * Slogans * Appeal to emotion tather than rationality * Subtle, subliminal! The use of propaganda was highly effective as its aims achieved: * a single view, a one sided attitude which most of society clung to ignorantly * propoganda riled up the peoples emotions, suppressing logic and with the Nazis use of fabricated stories and figures, the people became deluded * allowed the Nazis to Marginalise people enabling them to create scapegoats, stereotypes, the intolerance and predjudice of certain groups in society especially Jews and communists which created
The word powerful makes it clear to the reader that Atkinson was heavily impacted by the performance. Atkinson’s diction automatically creates the impression that the dramatization served a greater purpose than just to entertain. In many instances during the review, Atkinson used short, deliberate sentences. These changes in sentence structure were used to emphasize his emotion. When speaking of the differences between Arthur Miller’s works, Atkinson said “The literary style of “The Crucible” was cruder.” He said this abruptly because he wanted to assure that his point would be made.
While their methods of acting differed widely, they both worked towards enhancing the actor-audience relationship. Brecht’s method of acting centered on two major ideas: Epic Theater and the Alienation Effect. Brecht wanted to transform acting into a more narrative, non-representational experience. He believed that acting was supposed to be figurative of reality, not depict reality. In order to achieve this, Brecht used the Alienation Effect that was prominent in Chinese theater.
In the 1993 film “Swing Kids” directed by Thomas Carter deals with social, political and ideological aspects of Germany in the 1930's and the clash of those ideas and values shared by youth, the champions of swing music. Peter (Robert Sean Leonard), Thomas (Christian Bale), and Arvid (Frank Whaley) are three "Swing Kids" who are young rebel Germans who have fallen in love with the forbidden: American movies, British fashion, and of course Swing music. Swing Kids was a film exposing some of the techniques of the Nazi dictatorship in Germany during the early 1900’s. The film uses accurate information to draw a clear picture of how fearful the populace was of their government, and the assimilation of the peoples into a regime. Hitler was very adamant about the youth of Germany because his dream of “A Thousand-Year Reich” can only be possible through its youth.
What plays might it be compared to? What is the effect of mingling comedyand tragedy in the same play?9. Bertold Brecht was one of the great innovators of the twentieth-century stage because of his "epic theater"; manycritics have seen a similarity between Brecht and Wilder's works, and this despite the fact that their politicalviews are very different from each other. Read Brecht's Mother Courage (also a war play) and discuss howBrecht and Wilder use non-realistic staging. What are the similarities?
e) Out of the Volkish Movement came the Thule Society, a Volkish movement that dotted German Landscape. This became useful to the early founders of NSDAP. f) Thus instead of NSDAP being a direct reaction to being betrayed or to the Treaty of Versailles. The NSDAP may be traced to the attempt by German Military and Industrial leadership to manipulate labor in support of the war effort. 2) 1915: Hugenberg established the Petitions of The Six Associations and of the Intellectuals who represent the war