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Propaganda and Censorship in Nazi Germany - Weimar and Nazi Germany GCSE History

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Kids Meet a Holocaust Survivor | Kids Meet | HiHo Kids

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The US Congress established Days of Remembrance as the nation's annual commemoration of the Holocaust. The Museum is responsible for leading the nation in observing Days of Remembrance and for encouraging observances throughout the United States.

Days of Remembrance was commemorated on Thursday, April 8, 2021. Observances and remembrance activities occured nationwide between Sunday, April 4, and Sunday, April 11.

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The US Congress established Days of Remembrance as the nation's annual commemoration of the Holocaust. The Museum is responsible for leading the nation in observing Days of Remembrance and for encouraging observances throughout the United States. Days of Remembrance was commemorated on Thursday, April 8, 2021.

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Dr. Edith Eva Eger/ Dancing With the Devil

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Dr. Edith Eva Eger/ Dancing With the Devil

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The Journey of Grieving, Feeling and Healing  | Dr. Edith Eva Eger | TEDxSanDiego

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Take a "virtual tour" of The Secret Annex, and document three observations about the Annex in your Google Classroom assignment.

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Hiding in the Secret Annex on the Prinsengracht

In July 1942, the Frank family went into hiding. The Van Pels family followed a week later. The two families already knew each other: Hermann van Pels worked for Otto's company. Four months later, they were joined by an eighth person: Fritz Pfeffer, an acquaintance of the Frank family.

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Take a look around and explore the Secret Annex where Anne Frank was in hiding for more than two years during World War II, and where she wrote her diary.

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Read the information about the history of antisemitism and Nazi antisemitism. Record THREE noteworthy facts in your Google Classroom assignment.

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The word antisemitism means prejudice against or hatred of Jews. The Holocaust is history’s most extreme example of antisemitism. Learn more.

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Review this timeline of WWII, and make note of three surprising facts in your Google Classroom assignment.

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Read the article on Nazi propaganda and note THREE key facts that you found most interesting in your Google Classroom assignment.

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"task is not to make an objective study of the truth, in so far as it favors the enemy, and then set it before the masses with academic fairness; its task is to serve our own right, always and unflinchingly."

Communicating the Nazi Message

Nazi Following the seizure of power in 1933, Hitler established a Reich Ministry of Public Enlightenment and Propaganda headed by Joseph Goebbels. The Ministry's aim was to ensure that the Nazi message was successfully communicated through art, music, theater, films, books, radio, educational materials, and the press.

There were several audiences for Nazi propaganda. Germans were reminded of the struggle against foreign enemies and Jewish subversion. During periods preceding legislation or executive measures against Jews, propaganda campaigns created an atmosphere tolerant of violence against Jews, particularly in 1935 (before the Nuremberg Race Laws of September) and in 1938 (prior to the barrage of antisemitic economic legislation following Kristallnacht ). Propaganda also encouraged passivity and acceptance of the impending measures against Jews, as these appeared to depict the Nazi government as stepping in and "restoring order."

Real and perceived discrimination against ethnic Germans in east European nations which had gained territory at Germany's expense following World War I, such as Czechoslovakia and Poland, was the subject of Nazi propaganda. This propaganda sought to elicit political loyalty and so-called race consciousness among the ethnic German populations. It also sought to mislead foreign governments-including the European Great Powers-that Nazi Germany was making understandable and fair demands for concessions and annexations.

After the German invasion of the Soviet Union , Nazi propaganda stressed to both civilians at home and to soldiers, police officers, and non-German auxiliaries serving in occupied territory themes linking Soviet Communism to European Jewry, presenting Germany as the defender of "Western" culture against the "Judeo-Bolshevik threat," and painting an apocalyptic picture of what would happen if the Soviets won the war. This was particularly the case after the catastrophic German defeat at Stalingrad in February 1943. These themes may have been instrumental in inducing Nazi and non-Nazi Germans as well as local collaborators to fight on until the very end.

The Role of Film

(1938), depicted the Films in particular played an important role in disseminating racial antisemitism, the superiority of German military power, and the intrinsic evil of the enemies as defined by Nazi ideology. Nazi films portrayed Jews as "subhuman" creatures infiltrating Aryan society. For example, The Eternal Jew (1940), directed by Fritz Hippler, portrayed Jews as wandering cultural parasites, consumed by sex and money. Some films, such as The Triumph of the Will (1935) by Leni Riefenstahl , glorified Hitler and the National Socialist movement. Two other Riefenstahl works, Festival of the Nations and Festival of Beauty and promoted national pride in the successes of the Nazi regime at the Olympics. 1936 Berlin Olympic Games

The Role of Newspapers

Newspapers in Germany, above all Der Stürmer (The Attacker), printed cartoons that used antisemitic caricatures to depict Jews. After the Germans began World War II with the invasion of Poland in September 1939, the Nazi regime employed propaganda to impress upon German civilians and soldiers that the Jews were not only subhuman, but also dangerous enemies of the German Reich. The regime aimed to elicit support, or at least acquiescence, for policies aimed at removing Jews permanently from areas of German settlement.

Covering up Atrocities and Mass Murder

During the implementation of the " ," the mass murder of European Jews, SS officials at Final Solution killing centers compelled the victims of the Holocaust to maintain the deception necessary to deport the Jews from Germany and occupied Europe as smoothly as possible. Concentration camp and killing center officials compelled prisoners, many of whom would soon die in the gas chambers, to send postcards home stating that they were being treated well and living in good conditions. Here, the camp authorities used propaganda to cover up atrocities and mass murder.

In June 1944, the German Security Police permitted an camp-ghetto, located in the Protectorate of Bohemia and Moravia (today: Czech Republic). The SS and police had established Theresienstadt in November 1941 as an instrument of propaganda for domestic consumption in the German Reich. The camp-ghetto was used as an explanation for Germans who were puzzled by the deportation of German and Austrian Jews who were elderly, disabled war veterans, or locally known artists and musicians "to the East" for "labor." In preparation for the 1944 visit, the International Red Cross team to inspect the Theresienstadt ghetto underwent a "beautification" program. In the wake of the inspection, SS officials in the Protectorate produced a film using ghetto residents as a demonstration of the benevolent treatment the Jewish "residents" of Theresienstadt supposedly enjoyed. When the film was completed, SS officials deported most of the "cast" to the Auschwitz-Birkenau killing center.

Mobilizing the Population

The Nazi regime used propaganda effectively to mobilize the German population to support its wars of conquest until the very end of the regime. Nazi propaganda was likewise essential to motivating those who implemented the mass murder of the European Jews and of other victims of the Nazi regime. It also served to secure the acquiescence of millions of others-as bystanders -to racially targeted persecution and mass murder.

Author(s): United States Holocaust Memorial Museum, Washington, DC

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Nazi propaganda had a key role in the persecution of Jews. Learn more about how Hitler and the Nazi Party used propaganda to facilitate war and genocide.

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Choose THREE sections of the Learn section of the US Holocaust Memorial Museum's site to explore, and document what you learned in each section in your Google Classroom assignment.

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The Holocaust was the systematic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its allies and collaborators. The US Holocaust Memorial Museum teaches millions of people each year about the dangers of unchecked hatred and the need to prevent genocide. Learn more about the Holocaust, antisemitism, and genocide below.

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Learn About the Holocaust, Antisemitism, and Genocide - United States Holocaust Memorial Museum

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The US Holocaust Memorial Museum teaches millions of people each year about the dangers of unchecked hatred and the need to prevent genocide.

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Read through the information regarding the timeline, types, locations, etc. of the Nazi camps. Note THREE key facts that stuck out to you in your Google Classroom assignment.

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Nazi Germany and its allies established over 44,000 concentration camps and incarceration sites during the Holocaust. Read about the Nazi camp system.

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Explore and research this web page to learn more about Anne Frank, then, document the three most interesting things you learned in your Google Classroom assignment.

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The official website of the Anne Frank House, with the most complete and up-to-date information about Anne Frank, her diary, and the Secret Annex. Visit our museum and read more about our educational activities across the world.

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Choose THREE of the atrocities listed on this page to read about. List the name of the country the genocide took place and one thing that you learned for each.

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The cases here represent areas of focus for the Simon-Skjodt Center and are not an exhaustive list of mass atrocities in the past and present. You will find information here on historical cases of genocide and other atrocities, places where mass atrocities are currently underway or populations are under threat, and areas where early warning signs call for concern and preventive action.

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Browse the topics/links attached here to research various other topics of your choice. Note THREE things you found most memorable in your Google Classroom assignment.

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Thank you for supporting our work

We would like to thank The Crown and Goodman Family and the Abe and Ida Cooper Foundation for supporting the ongoing work to create content and resources for the Holocaust Encyclopedia. View the list of all donors.

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Thank you for supporting our work We would like to thank The Crown and Goodman Family and the Abe and Ida Cooper Foundation for supporting the ongoing work to create content and resources for the Holocaust Encyclopedia. View the list of all donors.

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List the most interesting fact you read about Anne in your Google Classroom assignment.

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Annes first years

Anne spent the first four years of her life in Frankfurt am Main (Germany). She was a cheerful and naughty toddler. Housekeeper Kathi later remembered the time when Anne sat down in a puddle of rain and made Kathi tell her a story there.

Anne never really got to know Germany well, though, and would always struggle with the German language, because the family moved to Amsterdam when she was only four years old.

During the first few years in the Netherlands, Anne suffered from health problems. The family called her 'Zärtlein' [delicate puppet]. In November 1937, mother Edith wrote in a letter to an old neighbour in Frankfurt: 'Anne stays home from school to sleep in the afternoon, which does her well; she is very cheerful, but sensitive and nervous, too.' ﻿

The centre of attention

Otto Frank wrote about 'cheerful Anne': 'As soon as she entered the living room, things would get turbulent, especially since she often took a whole bunch of friends home. She was very popular because she always had plans for games they could play or things they could get up to.' ﻿

Anne loved being the centre of attention. Her teacher at the Montessori school in Amsterdam said as much. In the sixth grade, the pupils performed self-written plays. 'Anne was in her element. Of course she was full of ideas for the scripts, but since she also had no shyness and liked imitating other people, the big part fell to her. She was rather small among her classmates, but when she played the queen or the princess she suddenly seemed a good bit taller than the others.' ﻿

'I've often told you that you must raise yourself.'

Favourite subject: history

Anne was a sharp observer of other people. Otto: 'I remember very well how my wife once took her with her on a visit and when she came home she described exactly how everyone had been dressed, from top to toe.' ﻿

When he turned 50, Otto Frank wrote letters to his wife, Margot, and Anne. To Anne, he wrote that things did not go as smoothly with her as with Margot, because Anne often struggled not to say 'Yes, but...' all the time. Anne thought the letter 'lovely' and pasted it in her diary. On the envelope, she glued a picture of her dad. Her father was her idol. ﻿

At school, Anne - unlike her sister Margot - was not in the top of her class. According to Otto, she disliked mathematics, but was enthusiastic about history. When Anne had to give a talk about the Roman emperor Nero, she even wanted to go beyond the material covered in her history book. A friend of Otto's gave Anne books about Nero. Otto: 'Some time later, I asked about her talk. "Oh," she said, "my classmates had trouble believing what I told them, because it was so different from what they had learned about Nero." "And the teacher?" I asked. "He was very pleased," she said.' ﻿

A strong opinion about others

When Anne went to secondary school, she had to take the tram. Margot's friend Laureen Nussbaum recalled: 'Anne was always surrounded by other children, boys and girls, and was always the centre of attention.' ﻿

Jacqueline van Maarsen was one of Anne's friends from school. About Anne's outspoken character, she said: 'Anne could be outspoken in her opinion about others. She was quick to judge and not afraid to voice her views, and I think that's why not everyone liked her. To me, Anne was above all a dear friend. She wanted us to spend time together every day to talk or play or do homework. When she was alone, she was easily bored. I liked to be with her, too, but sometimes I just had other things to do.' ﻿

The Benjamin of the Secret Annex

And then, all contact with her friends came to an abrupt end. Anne had to go into hiding with her parents and sister, as the Nazi anti-Jewish measures in the Netherlands made it too dangerous for them to stay in their own home.

In the Secret Annex, Anne was left to her own resources. She had a hard time being the Benjamin in the Secret Annex, surrounded by adults. Adults who constantly commented on her behaviour, too. 'If I talk, everyone thinks I am showing off; when I'm silent they think I'm ridiculous; rude if I answer, sly if I get a good idea, lazy if I'm tired, selfish if I eat a mouthful more than I should, stupid, cowardly, crafty, etc., etc. The whole day long I hear nothing else but that I'm an insufferable baby.' ﻿

'Though my mother is an example to me in most things she is precisely the example that I do not want to follow.'

Write or suffocate

Anne had the hardest time dealing with her mother Edith. Instead of 'mother' Anne calls her 'Mums': 'the imperfect mother, as it were'. Anne believed that a mother should be tactful, 'not laugh in my face when I cry about something - not about pain, but about other things - like "Mums" does.' ﻿

Otto noticed that Edith and the adolescent Anne did not get along well. 'Of course, I was worried about my wife and Anne not having a good relationship. However, she truly was an excellent mother, who put her children above all else. She often complained that Anne would oppose everything she did, but she was comforted to know that Anne trusted me.' ﻿

For Anne, writing became the means to persevere in the oppressive hiding place. 'The brightest spot of all is that at least I can write down my thoughts and feelings, otherwise I would be absolutely stifled.' ﻿ In addition to the diary, her religion was a source of support as well. 'God has not left me alone and will not leave me alone.' ﻿

In love with Peter

Anne still wanted to talk to someone her own age. She decided to talk to Peter, the 17-year-old son of the other family in hiding in the Secret Annex. At first, she thought he was dull, but before long, the two grew closer and talked about everything that concerned them: their parents, the hiding place, and even intimate topics, such as sexuality. They fell in love and kissed and cuddled in Peter's room and in the attic.

Anne worried that her parents might not agree and felt that they should inform her father. At first, Otto did not seem to object, but later, he changed his mind and said that he did not want 'that Knutscherei' (that cuddling). Anne was upset, she felt that her father should trust her.

Anne's declaration of independence

She went on to write Otto an angry letter, her 'declaration of independence'. She was convinced that she had become independent on her own - without any support from her parents - and that she did not need anyone. Her father was not to look upon her as a regular 14-year-old, she had grown older because of the unusual situation of living in the Secret Annex. She did not have to answer to anyone and only wrote him the letter, because she did not want to do things in secret. Anne gave her father the choice: he could either trust her and allow her to see Peter, or not trust her and forbid her to do anything. She left the letter in his coat pocket.

Margot told Anne that Otto had been upset all evening. Anne's claim that she had had no support from her parents in particular had hurt him deeply and he told her as much. Anne realised that she had gone too far and regretted her harsh words. 'It is very good that I have been brought down from my unreachable heights, that my pride is a bit injured, because I was much too taken with myself.'

'I know exactly how I would like to be, how I am... on the inside. But unfortunately I'm only like that with myself.'

Two Annes

The cause of the conflict more or less resolved itself: Anne fell out of love. And from 20 May 1944 onwards, her thoughts were dominated by a new desire: after the war, Anne wanted to publish a book about her time in the Secret Annex and become a writer and journalist.

From May 1944, she worked hard on her book. Her diary formed the basis, but 15-year-old Anne looked critically at the 13-year-old girl she had been at the beginning of the period in hiding. Much was left out or rewritten. Alongside working on the book, Anne still kept her diary.

In her last diary letter - three days before her arrest - she concluded that there were really two Annes inside of her: a superficial, funny Anne and a serious Anne. In the company of others, the superficial Anne was dominant, while she would so much like to show her serious side. It saddened her that she had not succeeded in doing so yet.

Six months

After the arrest, Anne lived for another six months. After the Westerbork and Auschwitz camps, she ended up in Bergen-Belsen. With regard to those final months, we only have the testimonies from others about her. Some said that Anne, Margot, and Edith were always together and that all the quarrels from the Secret Annex were a thing of the past.

The conditions in the Bergen-Belsen concentration camp were horrible. The prisoners were hungry and cold, and many of them fell ill due to the poor hygiene in the camp. Anne became ill as well, with spotted typhus. Anne Frank died in February 1945. She was 15 years old.

References

1. Anne Frank Stichting [AFS], Anne Frank Collection [AFC]: Edith Frank to Gertrud Naumann, 8 November 1937.

2. Frank, Otto, "Erinnerungen an Anne" (typescript, 1968).

3. Schnabel, Ernst, The footsteps of Anne Frank (London etc.: Longmans, Green and Co, 1959), p. 34-35.

4. Frank, Otto, "Erinnerungen an Anne" (typescript, 1968).

5. Otto Frank to Anne Frank, 12 May 1939. In: Netherlands State Institute for War Documentation [NIOD], The Diary of Anne Frank: the revised critical edition (New York, NY: Doubleday, 2003), A-version, 28 September 1942.

6. Frank, Otto, "Erinnerungen an Anne" (typescript, 1968).

7. "Anderen over Anne: Laureen Nussbaum". In: Anne Frank Krant 2011.

8. "Anderen over Anne: Jacqueline van Maarsen". In: Anne Frank Krant 2011.

9. NIOD, The Diary of Anne Frank, B-version, 30 January 1943.

10. NIOD, The Diary of Anne Frank, A-version, 6 January 1944.

11. Frank, Otto, "Erinnerunge an Anne" (typescript, 1968).

12. NIOD, The Diary of Anne Frank, A-version, 16 March 1944.

13. NIOD, The Diary of Anne Frank, A-version, 31 March 1944.

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Annes first years Anne spent the first four years of her life in Frankfurt am Main (Germany). She was a cheerful and naughty toddler. Housekeeper Kathi later remembered the time when Anne sat down in a puddle of rain and made Kathi tell her a story there.

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List the helpers (other than Miep) and what their role was in helping the residents of the Secret Annex remain hidden in your Google Classroom assignment.

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The people living in the Secret Annex

From 1942 to 1944, these eight people all lived in the Secret Annex. They were completely dependent on six helpers; employees and friends of Anne's father. The helpers provided food and clothing, as well as books, magazines and newspapers. Click on the person you want to learn more about.

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During the Second World War, Anne Frank's family went into hiding in the Secret Annex with the Van Pels family and Fritz Pfeffer. Get to know them here.