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ASSESSMENT

Here we will look at the skills needed to prepare for the assessment piece assigned to this unit of work. We will also practice these skills through activities that simulate the assessment and give the opportunity to exercise your understanding of the necessary criteria.

After completing all the EXTENDED WRITING TASKS, its time to put it all together!

Copy and paste all your writing into a Word Document and start editing your work in making it an essay that deals with the way in which the Nazis came to power and used antisemitic methods to maintain control within a totalitarian state. You will want to base your argument around:

1. Brief background to Nazi Germany - The period of history from 1923 considering the motivations behind the Nazi Party 
2. Then, you will need to focus on the events after the Nazis came to power in 1933 and through their control of Germany up to 1939 paying particular attention to the antisemitic nature and aspects of this period of history - discuss the causes and  motivations for the Nazi's legitimate election victory, the progression that ultimately led to Hitler's complete control of Germany as Fuhrer and the arguments against it, the way in which opposition was eliminated, and the effects of totalitarian control of Nazi Germany. 
3. You may touch briefly on the Holocaust and events after 1939, but this is not the focus of your essay!

Post your draft on this page below for peer and teacher feedback in the process of revision and preparation for the upcoming Category 1 exam.




Criteria for upcoming Exam:

Possible sources for the exam

IMAGE SOURCES

TEXT SOURCES

Extracts from 25 Points of National-Socialism

 2. We demand that the German people have rights equal to those of other nations; and that the Peace Treaties of Versailles and St. Germain shall be abolished.

3. We demand land and territory (colonies) for the maintenance of our people and the settlement of our surplus population.

4. Only those who are our fellow countrymen can become citizens. Only those who have German blood, regardless of creed, can be our countrymen. Hence no Jew can be a countryman.

14. We demand profit-sharing in large industries.

15. We demand a generous increase in old-age pensions.

20. In order to make it possible for every capable and industrious German to obtain higher education,  the State must assume the responsibility of organizing thoroughly the entire cultural system of the people… The conception of the State Idea (science of citizenship) must be taught in the schools from the very beginning. We demand that specially talented children of poor parents, whatever their station or occupation, be educated at the expense of the State.

21. The State has the duty to help raise the standard of national health by providing maternity welfare centers, by prohibiting juvenile labor, by increasing physical fitness through the introduction of compulsory games and gymnastics, and by the greatest possible encouragement of associations concerned with the physical education of the young.

Hitler, A. (1925) Mein Kampf

There must be no majority decisions, but only responsible persons ... Surely every man will have advisers by his side, but the decision will be made by one man ... only he alone may possess the authority and the right to command ... It will not be possible to dispense with parliament.
The strong man is mightiest alone ... by virtue of a natural order, the strongest man is destined to fulfil the great mission ... It must never be forgotten that nothing that is really great in the world has ever been achieved by coalitions, but that it has always been the success of a single victor. Coalition successes bear by the very nature of their origins the germ of future crumbling ... Great, truly world-shaking revolutions of a spiritual nature are not even conceivable and realizable except as the struggles of individual formations...

Hitler addresses the Youth (15 September 1935)

German Youth!

The ideal of manhood has not always been the same even for our own people.  There were times…when the ideal of the young man was the chap who could hold his beer and was good for a drink.  But now his day is past and we like to see not the man who can hold his drink, but the young man who can stand all weathers, the hardened young man.  Because what matters is not how many glasses of beer he can drink, but how many blows he can stand; not how many nights he can spend on the spree, but how many kilometres he can march.  We no longer see in the boorish beer-drinker the ideal of the German people: we find it in men and girls who are sound to the core, and sturdy.

What we look for from our German youth is different from what people wanted in the past.  In our eyes the German youth of the future must be slim and slender, swift as the greyhound, tough as leather, and hard as Krupp steel.  We must educate a new type of man so that our people is not ruined by the symptoms of degeneracy of our day.

A German father describes a question his child had to answer at school (1941)

‘A plane on take off carries 12 bombs, each weighing ten kilos. The aircraft makes for Warsaw, the centre of international Jewry. It bombs the town. On take off with all bombs on board and a fuel tank containing 1500 kilos of fuel the aircraft weighed 8 tonnes. When it returned from the crusade, there were still 230 tonnes of fuel left. What is the weight of the aircraft when empty?’

Tomorrow Belongs to Me (From the 1972 film Cabaret)

 The sun on the meadow is summery warm.

The stag in the forest runs free. But gather together to greet the storm. Tomorrow belongs to me.
The branch of the linden is leafy and green, The Rhine gives its gold to the sea. But somewhere a glory awaits unseen. Tomorrow belongs to me.
The babe in his cradle is closing his eyes The blossom embraces the bee. But soon, says a whisper; "Arise, arise, Tomorrow belongs..."