Megalomania in the German Reich

Evaluating the Nazi Choice

How Could It Happen? by Angela Dixon

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Adolf Hitler and The

Rising Nazi Party:

Nationalistic Antisemitic Totalitarian

Nazi Rally in City of Nürnberg in 1927

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1 Refer Back to this Encyclopedia Before Beginning Writing Tasks

Nazi SS Troopers Control Youth Crowd at 1938 Rally

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In 1933, about 600,000 Jews lived in Germany, less than one percent of the total population. Most Jews in Germany were proud to be Germans, citizens of a country that had produced many great poets, writers, musicians, and artists. More than 100,000 German Jews had served in the German army during World War I, and many were decorated for bravery.

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The following citations of text from this book and the USHMM website serve to introduce related events.

Click on the Task link above to read through directions for the two required tasks with rubric guidelines, and then return to the Introduction to begin.

You may wish to notate slide numbers of particular interest as you progress.

Throughout history Jews have faced prejudice and discrimination, known as antisemitism. Driven from the land now called Israel by the Romans nearly two thousand years ago, they spread throughout the globe (Diaspora), and tried to retain their unique beliefs and culture while living as a minority. In some countries Jews were welcomed, and they enjoyed long periods of peace with their neighbors.

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In European societies where the population was primarily Christian, Jews found themselves increasingly isolated as outsiders. Jews do not share the Christian belief that Jesus is the Son of God, and many Christians considered this refusal to accept Jesus’ divinity as arrogant. For centuries the Church taught that Jews were responsible for Jesus’ death, not recognizing, as most historians do today, that Jesus was executed by the Roman government because officials viewed him as a political threat to their rule.

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Added to religious conflicts were economic ones. Rulers placed restrictions on Jews, barring them from holding certain jobs and from owning land. At the same time, since the early Church did not permit usury (lending money at interest), Jews came to fill the vital (but unpopular) role of moneylenders for the Christian majority.

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In more desperate times, Jews became scapegoats for many problems people suffered. For example, they were blamed for causing the “Black Death,” the plague that killed thousands of people throughout Europe during the Middle Ages. In Spain in the 1400s, Jews were forced to convert to Christianity, leave the country, or be executed. Picture Courtesy: Vigilance Voice

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In Russia and Poland in the late 1800s the government organized or allowed violent attacks on Jewish neighborhoods, called progroms, in which mobs murdered Jews and looted their homes and stores.

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Many of the Jews of Eastern Europe lived in predominantly Jewish towns or villages, called shtetls. The Jews lived a separate life as a minority within the culture which combines elements of German and Hebrew. They read Yiddish books, and attended Yiddish theater

and movies.

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In comparison, the Jews in Western Europe—Germany, France, Italy, Holland, and Belgium– made up much less of the population and tended to adopt the culture of their non-Jewish neighbors. They dressed and talked like their countrymen, and traditional religious practices and Yiddish culture played a less important part of their lives.

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As ideas of political equality and freedom spread in western Europe during the 1800s, Jews became almost equal citizens under the law. At the same time, however, new forms of antisemitism emerged.

Early 1900s Jewish Professionals Vienna, Austria

They tended to have had more formal education than Eastern European Jews and lived in towns or cities.

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European leaders who wanted to establish colonies in Africa and Asia argued that whites were superior to other races and therefore had to spread and take over the “weaker” and “less civilized” races.

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Some writers applied this argument to Jews, too, mistakenly defining Jews as a race of people called Semites who shared common blood and physical features. In fact, Jews are not a race, even by nineteenth-century definitions. There are many Semites who are not Jews, including Arabs.

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There are also many Jews, including those who convert to Judaism, and their descendants, who are not Semites. Semites, in any case, are simply a branch of the Caucasian (white) race.

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Rising to the position of Mayor of Vienna, Austria, by focusing on antisemitism, Lueger appealed to voters by blaming Jews for economic difficulties.

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Some politicians began using the idea of racial superiority in their campaigns as a way to get votes.

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Karl Lueger, (1844-1910), was one such politician .

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Hitler’s ideas, including his views of Jews, were shaped during the years he lived in Vienna, where he studied Lueger’s tactics and the antisemitic newspapers and pamphlets that multiplied during Lueger’s long rule.

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Lueger was a hero to a young man named Adolf Hitler, who was born in Austria in 1889.

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In 1933 the largest Jewish populations were concentrated in Eastern Europe, including Poland, the

Soviet Union, Hungary, and Romania.

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A total of roughly nine million Jews lived in the twenty-one countries that would be occupied by Germany during World War II.

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When the Nazis came to power in Germany in 1933, Jews were living in every country of Europe.

By the end of the war, two out of every three of these Jews would be dead, and European Jewish life would be changed forever.

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Concentration Camps Established for Political Opponents of the New Chancellor’s Nazi Party

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The document from the January 20, 1942 Wannsee Conference, correlates with the implementation of the Final Solution of the Jewish Question.

Distribution Of Jews in Territories to be Annexed by the German Reich

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Task 1 of 2

•As a team of three or four persons, you are to construct a news pamphlet with a minimum of one article per team member, detailing events related to the Nazi era.

•Historical details, grammatical accuracy, and citation of resources are required.

•You may chose to divide tasks as readers, writers, editors, and graphic designers, alternating roles within the pamphlet.

•A minimum of 150 words per article is required for the pamphlet.

•You may use any of the sources in the WebQuest for your articles, including the introductory information and those included in the process selections.

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Task 2 of 2

Included in these next selections are accounts of various individuals impacted by the activities of the Nazi era. Collectively record a minimum of one account for each member of your group. Photo Courtesy USHMM

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1. Open two new documents, a PowerPoint and a Word document for your group.

2. Include a minimum of two slides for each account recorded. 2. Read through the survivor accounts and personal testimonies,

selecting portions for a presentation. 3. Copy and paste the materials to your word document. You may

choose to copy and paste the graphics to the PowerPoint as you move through the accounts, saving both documents as you progress.

4. Use the word document to create text for your slides.

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Flash 6.0 Exhibits 53 Click Here to

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View Testimonials

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Bergen-Belsen Germany 1945

Survivors and Liberators Watch the Camp Burn

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Now, check your knowledge with a final 63 Click Here for QUIZ

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A Teacher’s Guide to the Holocaust Produced by the Florida Center for Instructional Technology,

College of Education, University of South Florida © 2005.

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Click Here for Optional Holocaust Lessons

Adolf Hitler Modern Antisemitism

Who Are the Jews? Stereotypes and Prejudices

Nazi Fascism and The Modern Totalitarian State

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http://remember.org/guide/index.html

Direct Links

Pamphlet

Rubric

Beginning 1

Developing 2

Accomplished 3

Exemplary 4

Score

Historical Facts Cited

Writing lacks historical fact; no citations

Weak historical foundation; few

citations.

Historical content

included, but rarely cited

Strong historical content; 600

words or more; citations accurate

Writing Style/ Journalistic Integrity

Statements unsupported

by fact; biased in approach

Little focus on the 5 W’s (who,

what, where, when, and

why); some bias noted

Well-written article with

some of the 5 W’s

addressed; minimal opinion

Well written, all facts supported, 5 W’s addressed; unbiased writing

style

Team Participation

All work individualized

Majority of work is done by one

member

All three members

contributed, but work load was unequally distributed

Group members worked well and

shared responsibilities

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Categories Outstanding Acceptable Developing Introductory

Creativity Ideas original; covers all three accounts; incorporates at least 6 technical aspects (fonts, backgrounds, graphics, animation, color, pictures/clipart, tables) 8 points

Most ideas original, a few taken directly from the information given; graphics are well chosen; incorporates at least 4 technical aspects of PowerPoint 6 points

Most ideas taken from information given; covers 1 to 2 accounts; incorporates at least 2 technical aspects of PowerPoint 4 points.

Few or none of the ideas are original; covers only 1 account; incorporates at least 1 technical aspect of PowerPoint; 1 points

Distribution of Work

Information from all members included; all members participate equally. 8 points

Information from most members included; members participate equally. 6 points

Information from two of the members included; some members participate. 4 points

Information from one of the roles included; only one member participates. 1 points

Accuracy All of the facts are correct; the facts are presented in context; and all accounts are properly cited 8 points

Most of the facts are correct, but there are a few mistakes; the accounts are presented in context; some incorrect citation 6 points

Some of the facts are correct, but there are a number of mistakes; there is some omission of important details 4 points

Accounts are incomplete and inaccurately describe events. 1 points

Presentation There are no spelling or grammatical errors; all of the slides are readable; Two slides per account are included. 6 points

There are a few spelling or grammatical errors; most of the slides are error-free. 4 points

There are numerous spelling or grammatical errors; accounts are complete, but not specific 2 points

Excessive spelling and grammatical errors; few of the slides are complete 0 points

Rubric for PowerPoint Introduction Task Process Evaluation Conclusion

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Congratulations! You have joined the ranks of humanitarians and historians who choose to learn from the errors of the past.

Thank you for your contributions, and for your acts of remembrance of the many victims of dehumanization.

HUMANITARIAN AWARD

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