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Monday
Read and annotate pp. 140-148.

Tuesday
1. Read and annotate pp. 149-154
2. Revise for a keyword test on the following terms: Volksgemeinschaft, Social Darwinism, Untermenschen, Herrenvolk, Lebensraum, Mischlinge, Drang nach Osten, and Volk ohne Rau.

Wednesday

Produce Revision cards for the following groups' treatment at the hands of the Nazi party:
1. Mentally ill and physically handicapped
2. The Homeless
3. Homosexuals
4. Religious sects
5. Roma and Sinti

Thursday
Research and establish a clear definition of Volksgemeinschaft. Aim to write around 400-500 words. When you are writing, consider:

a. The extent to which it was more about exclusion than inclusion. Think about the Gleichschaltung policies we have looked at so far.

b. The emphasis on race rather than any other criteria

c. The suppression of the individual in favor of the common good.

d. Its mythical origins, before the Germany had been 'polluted' with alien blood and before industrialization had divided society between class lines

e. The emphasis on 'blood and soil', that is on German's rural peasants who they believed that retained their racial purity and traditional values.

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Homework - Weds 27 Feb (Due date: Monday 4 March)

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Homework - Weds 27 Feb (Due date: Monday 4 March)

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1. Read, annotate and revise p. 135 to p. 139 in the textbook. Monday's lesson will begin with a test on Nazi policy towards the Churches.

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Even the best answers to the source-based question in January were not completely able to draw upon a consistent range of examples to support their analysis of the sources themselves. For example, I remember marking one paper that discussed Otto Dix’s Tripych as an example of Weimar art that shows how gender roles had changed. This was a poor choice. Dix’s Tripych (also known as ‘The Dresden War’ painting) does not offer any commentary on gender or social changes: it is an example of anti-war work. A much better example would have been Dix’s androgynous portrait of the journalist Sylvia Von Harden.

Details, details, details. Therefore:

1 Please research the four main areas that the three sources touched upon:

Alienation of returning WW1 soldiers

Changing social values in the 1920s

The economic and political power of women (note: these are not the same thing)

The Jewish experience in 1920s Weimar

And

2 Create revision cards with examples from each topic, that outline in substantial detail, a number of points that can be used in exams to support your explanations. For example:

“Otto Dix’s 1926 painting of the journalist Sylvia Von Harden. Dresden based Dix was one of the pioneers New Objectivity, an artistic movement that sought to reject the romantic and self-involved mores of the Second Reich (the same values that the Third Reich would later embrace). Dix painted journalist Sylvia von Holle sat at a cafe table. The

deliberately androgynous physical features (monocled with bobbed hair) and

behaviour (smoking and drinking) were representative of the ‘new women’ (similar to the American ‘Flapper’.)”

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Firstly, plan a response to either Q2 or Q3. Secondly, write an introduction and a conclusion. Think carefully about using language that weighs up or judges which factor is most important and/or how the factors relate to one another.

Extension: visit the exhibition on Weimar Art at the Tate Modern. Pay careful attention to how 1920s Weimar is presented. What sort of values are shown? How does this contrast to Nazi Propaganda/values.

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Dear all,

My apologies for only updating this now. Hopefully, you have all had a restful weekend with at least some relaxation and/or fun. But going forward, we need to use the rest of the following week constructively.

This is firstly because the mock examinations were distinctly disappointing, with the main weakness being a lack of factual knowledge (read: revision). But moreover, because we only have eleven weeks of teaching remaining.

I have set five days of work over the following week consisting of around 2-3 hours work per day. For those of you who were in school on Friday and know about this page, I would be very grateful if you could share the link with other members or the class.

Day 1. Nazi policies towards workers

We have already looked at this very briefly on pp. 112-113, covering the establishment of the Deutsch Arbeitsfront (DAF), the uptick in strikes between 1935 and 1937, and the rise in absenteeism. To supplement this:

Read pp. 133 to 135.

Write notes on: 1. why the working class presenting such a challenge to Nazi control, 2. The DAF, 3. Strength through Joy.

Then, answer the following question: to what extent was Nazi policy towards workers successful?

Day 2. Revising the economy

1. Please produce a three column table outlining the successes and/or failures of Nazi economic policies in each of the three areas: Reducing unemployment, Raising living standards, and achieving economic autarky.

2. In general, factual knowledge of the economic policies of the Third Reich were poor during the factual test in class. Please spend 30-40 revising your factual knowledge, and researching/clarifying any misconceptions.

Day 3: TBC

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This will be updated by 16th February. But for starters....

1. Make sure all notes are up to date:
a. Nazi Consolidation of power.
b. The terror state
c. Resistance by workers
d. Political resistance
e. Resistance by the Churches
f. Resistance by young people
g. Propaganda and its effectiveness
h. Economic policies
i. Social policies towards young people
j. Social policies towards women