Pupils were physically and mentally prepared for Nazis through subjects (mentally through physical education and mentally through History, German, Biology and many more). In biology, they were taught how to measure their skulls and to be able to classify different racial types and that Aryans were superior. The Aryans were ‘typical Nazi’s’ that are blue eyed and Blond haired. Boys and girls had different subjects as they had different roles in Nazi Ideology; Men were meant to grow up to be soldiers whereas women were meant to be house wives, for example girls were taught domestic science which emphasised their role as housewives and mothers. So far the youth and education movement was a huge success for the Nazi’s.
World War 2 & Hitler Nationalism was a large part of the second world war. Hitler wanted to achieve the status he desired for Germany, and there for he displayed multiple forms of ultranationalism. I agree with Margret MacMillan that Hitler would have always wanted more power no matter what happened, but I do not agree that the Treaty of Versailles had no effect on world war two. The Treaty of Versailles had a direct impact on the second world war, without Hitler violating the treaty Britain would not have declared war in 1939 kick-starting the second world war. I agree with Margret MacMillan that Hitler would want to gain more power no matter what happened.
Meanwhile, other Historians, such as Steven Ozment in, sources one, believe the First World War started from various other reasons such as alliances, arms race and all countries just slithered into war. In this essay I will analyse the sources and make a judgement on whether World War I was a result of planned German aggression or due to many other reasons. Firstly, source one completely agrees with the source, that the war did not arise primarily as a result of planned German aggression. “A deliberate German programme to occupy Central Europe came after, not before”. This disagrees with the argument that Fischer states.
This propaganda continued even once they had won the election. Furthermore, once the Nazi’s had gained power, they began to push anti-Jew and other very racist and fascist propaganda on the people of Germany. Hitler was shown in newspapers and presented on the radio as a strong and just leader; with the Jews being represented as evil. Propaganda was therefore crucial to the maintenance of power by the Nazis as it meant when they began their attack on the Jews, they had the support of their people. Furthermore, it can be argued that propaganda was crucial to the maintenance of power by the Nazis as they portrayed Hitler as powerful and showed him to be good for the country, making sure people continued to show support for the Nazis and it portrayed Hitler as above all party politicking and as a figure for national focus and loyalty.
The Nordic people. Today their decedents live in Finland, Denmark, Sweden, Norway and GermanyAll of these things and issues:Represent Hitler's views, attitudes, plans and programmes to achieve his Weltanschauung (or World View) as expressed in Mein KamphHard work, isnt it?But once you know what Hitler believed in, then you can explain nearly everything about Nazi Germany. THE BOS HSC QUESTION QUESTIONAccess/Explain/Describe/Evaluate the role of Adolf Hitler as leader of Germany between the years of 1933-1939?The Big Tips are:Understanding WHY hitler did what he did. There was a motive behind EVERY programme he started.What were his viewpoints on selected issues?Part 1: Mein KampfWhat were his comments on: The Aryan Race', TerrorHitler's Inner Circle:Helped to define, and enforce, Hitler's policies. You must know them, jyst enough.
What were the causes of the Sudetenland invasion and what effects did it have? The invasion of Sudetenland was a key event leading up to World War ll. It was caused by various things, primarily Adolf Hitler’s ideologies and the policy of appeasement. The invasion greatly affected both Hitler and the Czechs in Sudetenland. Hitler had strong ideologies about the Aryan race of pure Germans, who he considered the superior race.
The aim of this foreign policy was to spread German influence throughout the world, the meaning of which is interpreted differently by different people. ‘Weltpolitik’ meant colonial expansion to the armed forces, and ‘Lebensraum’ (living space) throughout Europe to the Pan-German League. These promises made by ‘weltpolitik’ can easily be interpreted as aggressive, and this view is supported by Corrigan who says ‘At least as early as 1906, Germany had in place a plan for an
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
For example, a teenager who has friends that are aggressive. That teenager can change his behaviour and come also aggressive due to the environment influences that he is around nearly everyday of the individual’s life.There are debates that argue that people are shaped by biology and genetics. The nurture that if it is the social, economic or environmental influences around a person that makes them a certain way, such as life experience. Some say that social life is the most important factor in determining who are and how we behave. The nature or nurture debate is concerned the with the contributions of genetic inheritance, and environmental factors to human development.
The ‘final solution’ of genocide was introduced at the Wannsee Conference of 1942. (Nichols, 2008). Most Historians divide into two schools when interpreting the Holocaust; the intentionalists and structualists. The intentionalists believe that Hitler’s intentions were clearly set out in Mein Kampf, early in his career, and when he came to power he and the Nazi party followed a step-by–step path to fulfilling these plans. Historians, Bracher and Jackel believed the holocaust was a completely intentional act, as Wyman states: “Intentionalism anchored Nazi behaviour in Hitler’s and his cohorts' deeply felt anti-Semitism, which they had formulated well before their ascent to power; once in power, they had put into practice what their intention had been all along.” (Wyman, p.419, 1996) Intentionalists argue everything in the Nazi period, was a deliberate move towards Hitler’s ultimate goals.