A study of Germany between 1919 and 1945 for AS and A Level History students. It is designed to fulfil the AS and A Level specifications in place from September 2000. The two AS sections deal with narrative and explanation of the topic. There are extra notes, biography boxes and definitions in the margin, and summary boxes to help students assimilate the information. The A2 section reflects the different demands of the higher level examination by concentrating on analysis and historians' interpretations of the material covered in the AS sections. There are practice questions and hints and tips on what makes a good answer.
Originally published in 1988, The Burden of German History 1919-45 examines the vast literature surrounding Weimar years and the National Socialist tragedy, daunting even for the specialist historian or political scientist. The essays included in this volume provide an invaluable guide to research of the time and provides a stimulating review of a wide range of topics in modern German cultural, political, economic and military history. The essays are based on a series of lectures given by German and Irish scholars to a conference on the theme ‘Weimar Germany and National Socialism’, which was held in March 1986 in University College, Dublin, under the auspices of the Goethe Institute, Dublin. This book offers a significant commentary on a period of German history which included the exciting and ambivalent freedom of the Weimar society and the repressive, murderous uniformity of National Socialism.
This balanced history offers a concise, readable introduction to Nazi Germany. Combining compelling narrative storytelling with analysis, Joseph W. Bendersky offers an authoritative survey of the major political, economic, and social factors that powered the rise and fall of the Third Reich. The book incorporates significant research of recent years, analysis of the politics of memory, postwar German controversies about World War II and the Nazi era, and more on non-Jewish victims. Delving into the complexity of social life within the Nazi state, it also reemphasizes the crucial role played by racial ideology in determining the policies and practices of the Third Reich. Bendersky paints a fascinating picture of how average citizens negotiated their way through both the threatening power behind certain Nazi policies and the strong enticements to acquiesce or collaborate. His classic treatment provides an invaluable overview of a subject that retains its historical significance and contemporary importance. -- Text refers to later edition.
This text is one in a series that meets the requirements of the revised GCSE syllabus. Looking at Nazi Germany, it covers the ghettos, propaganda and the individual's role, providing source material. There are exam questions at the end of each unit. A simplified foundation edition is available.
Germany, 1918-45 is a depth study that investigates how Germany became a democratic republic before being transformed into a dictatorship. The course focuses on the origins of the Weimar Republic, the challenges it faced and to what extent it overcame those challenges. The course also investigates why and how the Weimar Republic was dismantled by the Nazis, replaced by a dictatorship and then changed by the Second World War. You will focus on the crucial events and people of this period, as well as studying the different social, cultural, polical, economic, military and religious changes that occurred.
Madman, tyrant, animal—history has given Adolf Hitler many names. In Mein Kampf (My Struggle), often called the Nazi bible, Hitler describes his life, frustrations, ideals, and dreams. Born to an impoverished couple in a small town in Austria, the young Adolf grew up with the fervent desire to become a painter. The death of his parents and outright rejection from art schools in Vienna forced him into underpaid work as a laborer. During the First World War, Hitler served in the infantry and was decorated for bravery. After the war, he became actively involved with socialist political groups and quickly rose to power, establishing himself as Chairman of the National Socialist German Worker's party. In 1924, Hitler led a coalition of nationalist groups in a bid to overthrow the Bavarian government in Munich. The infamous Munich "Beer-hall putsch" was unsuccessful, and Hitler was arrested. During the nine months he was in prison, an embittered and frustrated Hitler dictated a personal manifesto to his loyal follower Rudolph Hess. He vented his sentiments against communism and the Jewish people in this document, which was to become Mein Kampf, the controversial book that is seen as the blue-print for Hitler's political and military campaign. In Mein Kampf, Hitler describes his strategy for rebuilding Germany and conquering Europe. It is a glimpse into the mind of a man who destabilized world peace and pursued the genocide now known as the Holocaust.
GERMANY 1918-1948 has been developed especially for senior secondary students of History and is part of the Nelson Modern History series. Each book in the series is based on the understanding that History is an interpretive study of the past by which you also come to better appreciate the making of the modern world. The Stahlhelm (steel helmet) was introduced to the German Army in early 1916 as a protective helmet. Replacing earlier cloth and leather headgear such as the Pickelhaube, the Stahlhelm has become a potent symbol of German militarism in the first half of the 20th century. During the 1920s the right-wing veteran's organisation, Der Stahlhelm, Bund der Frontsoldaten, which became the paramilitary wing of the German National People's Party and was later absorbed into the SA, used the helmet as both its name and symbol. With the establishment of the Third Reich, the Stahlhelm continued to be used by the German Wehrmacht but it was also used by the Schutzstaffel, the SS, as shown here in a photograph taken at the Nuremberg Party rally in 1938. Developing understandings of the past and present in senior History extends on the skills you learnt in earlier years. As senior students you will use historical skills, including research, evaluation, synthesis, analysis and communication, and the historical concepts, such as evidence, continuity and change, cause and effect, significance, empathy, perspectives and contestability, to understand and interpret societies from the past. The activities and tasks in GERMANY 1918-1948 have been written to ensure that you develop the skills and attributes you need in senior History subjects.
