3C+Role+of+education,+arts,+media,+and+propaganda


 * __3C: Role of education, arts, media, and propaganda__**

// 1. “Single party states use education as propaganda to obtain support rather than to instil [increase] knowledge.” How far do you agree with this judgement? [HL] [1999] // // 2. Examine the role of education and / or the arts in two single party states, each chosen from a different region. [HL] [2003] //
 * IB Sample Questions about this topic: **

==**Propaganda - **//organized spreading of information to promote the views of a government with intention of persuading people to change their views//== = = Nazi propaganda was used through: = = = = //Who was responsible for the propaganda? - // = = = = //The roles of propaganda and terror: // = = In Nazi Germany, two very important organizations were used to implement Nazi ideas: the Ministry of Propaganda, led by Goebbels, as well as the SS and the Gestapo (the Secret State Police). The main role of these two organizations was dealing with opposition and brainwashing people into believing what the Nazi state told them to believe. The main part of propaganda in regards to culture was rejecting anything that was created and established during the Weimar rule. Whether it was arts, philosophy, economic and social policies, all of that changed with the rise of Nazi state. = =
 * Radio, press, film
 * Posters, paintings, sculpture, architecture, literature
 * Parades, rallies, sport, schools, youth movements, social policies.
 * Josef Goebbels, Reich propaganda minister, along with other bodies like Reich Ministry for Popular Enlightenment and Propaganda (had many departments) and Central Propaganda office of the Nazi Party

= = Adolph Hitler had written //Mein Kampf// in 1925, which contained what he envisioned as the goals for creating a perfect, prosperous Aryan race. Therefore Hitler used all kinds of propaganda, to accomplish several things: = =

= = = = - Anti-Semitism, through film, arts, education, rallies, etc. = = - His foreign policy, through great speeches, media = = - The need for a perfect race, containing Germans of Aryan descent, through arts and education as well as social policies = = <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">- <span style="font-family: Arial,sans-serif; font-size: 12pt;">The roles of men and women, implemented through educational propaganda = =
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Establish himself as a great leader
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Rejecting ideology from Weimar Germany
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Implement his own ideology into the minds of Germans
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">Role of Education **

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Hitler saw the children of Nazi Germany for what they are: the next generation. He took advantage of these children being the future, and, even from the early days of his power, was adamant about raising children being raised according to his ideology. Education in the schools of Nazi Germany was “intended to capture the youth” (p.172, “Hitler and Nazi Germany: A History”, Spielvogel, J.)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Caption: “All Youth Serves the Fuhrer” (Source 2)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Education in Nazi Germany was distorted. Teachers were under close watch, by both higher administration, and their own students, who were encouraged to report their teachers should suspicious comments be said. 97% of all teachers joined the Nazi Teacher’s Association and those who didn’t, or who were deemed “disloyal” were fired (Source 1).

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Subjects that were highly affected were history and biology. History became the study of the significance of the Aryan race to world history, and it focused on Hitler’s role in the coming-about of Nazi Germany.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">“The German defeat of 1918 was explained as the work of Jewish and Marxist spies who had weakened the system form within; the Treaty of Versailles was the work of nations jealous of Germany’s might and power; the hyperinflation of 1923 was the work of Jewish saboteurs…” //<span style="font-family: Arial,sans-serif; font-size: 12pt;">(Source 1)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">A Walt Disney anti-Nazi propaganda cartoon, titled //Education for Death//, released in 1943, shows the true nature and horror of Nazi education. Being an American film, it shows Nazi education in the worst light, showing the sad consequences, of what the kids were growing up to be like. Below is an excerpt from the film:

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">“Hans was taught that the Wicked Witch was democracy and Sleeping Beauty? What can she be? A-ha, here comes the Prince. The Prince is victorious, democracy has fled. The Prince breaks the magic spell with a kiss. The beautiful Princess is Germany, and the brave handsome knight, you know who he is! Heil Hitler!” //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> (“Education for Death”)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">In this film, the traditional tale of Sleeping Beauty has been warped to make Hitler appear to be the hero. We see the progression of a little boy, Hans, who turns into “the perfect Nazi” through his education under Hitler’s watch.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">“…the grim years of regimentation have done their work. He [Hans] is now a good Nazi. He sees no more than the party wants him to, says nothing but what the party wants him to say, and he does nothing but what the party wants him to do, and so he marches on, with his millions of comrades, trampling on the rights of others, for now his education is complete, his education for death.” //<span style="font-family: Arial,sans-serif; font-size: 12pt;"> (“Education for Death”)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">This animation film shows how the German youth was brought up and educated for exactly one purpose: Hitler’s army.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Watch the whole film at: media type="youtube" key="tHbzJ4tHv0U" height="315" width="560" <span style="font-family: Arial,sans-serif; font-size: 12pt;">Sciences, like biology, were also warped to be what Hitler needed to create his next generation of Nazis. Biology focused on racial purity and how to choose the proper spouse to produce children of the proper race. Hitler is quoted as saying “no boy or girl should leave school without complete knowledge of the necessity and meaning of blood purity” (Source 1). The biological idea of 'survival of the fittest' was the main idea behind Hitler's ideology, with the goal of creating a pure race.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">There were also certain preconceptions of the roles of males and females. From a young age, boys were taught to be the perfect soldier, and girls were taught to be the perfect mother and wife.

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">Source 1: http://www.historylearningsite.co.uk/Nazis_Education.htm // //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Source 2: http://www.calvin.edu/academic/cas/gpa/posters/hj.jpg //

<span style="font-family: Arial,sans-serif; font-size: 12pt;">The 1983 book “Nazism: A History in Documents and Eyewitness Accounts, 1919-1945” features multiple quotes representing the aims, successes, and effects of Nazi education: http://thecounterpunch.hubpages.com/hub/Nazi_Education.

<span style="font-family: Arial,sans-serif; font-size: 12pt;">“What we long for and expect from the future Germany must be provided by you, my boys.” (“Hitler’s Children: Education”)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">A documentary titled “Hitler’s Children: Education” examines how education was conducted to form the next generation of Nazis. Common themes were encouraging fighting and physical strength, the “Evil Jew”, and Nazis becoming the new ruling class in Europe (they were the “elite”). Watch the whole documentary at: <span style="font-family: Arial,sans-serif; font-size: 12pt;">http://www.youtube.com/watch?v=E0u03gM505k (Part 1) <span style="font-family: Arial,sans-serif; font-size: 12pt;">http://www.youtube.com/watch?v=7b2E4Hh9CjU&feature=related (Part 2; 0:15-1:35) <span style="font-family: Arial,sans-serif; font-size: 12pt;">http://www.youtube.com/watch?v=AQKHvMWXSzo&feature=related (Part 3) <span style="font-family: Arial,sans-serif; font-size: 12pt;">http://www.youtube.com/watch?v=myDjNFU50YI&feature=related (Part 4; 0:14-0:25, 4:30-5:10) <span style="font-family: Arial,sans-serif; font-size: 12pt;">http://www.youtube.com/watch?v=f3WnLwWjwAM&feature=related (Part 5; 0:00-0:55)

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Anti-Jewish propaganda was seen not only in the public, but also in classrooms, often shown in textbooks which children used in school. Here is an example of a children’s book from 1938, called //Der Giftpilz// (trans. The Poisonous Mushroom), which taught the kids of how to recognize Jews and why they were bad. A translated version of the book can be found here: [|http://webpages.sedona.k12.az.us/~goldsmith/FOV2-0001A176/FOV2-0001A17C/5%20Poisonous%20Mushroom.pdf?FCItemID=S0058BD2F] <span style="font-family: Arial,sans-serif; font-size: 12pt;">

<span style="font-family: Arial,sans-serif; font-size: 12pt;">In addition to regular classroom education, Hitler valued youth movements, which would also help him to raise generations of young people according to Nazi values and ideals. Some of those youth movements involved:

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Source: Hite, Hinton. //Weimar & Nazi Germany.// Pg. 277
 * **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Boys ** || **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Girls ** ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">6-10 years – Pimpfen (Cubs) || <span style="font-family: Arial,sans-serif; font-size: 12pt;">10-14 years Jung Madel (JM) – Young Girls ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">10-14 years – Deutsches Jungvolk (Young German Boys) || <span style="font-family: Arial,sans-serif; font-size: 12pt;">14-18 Bund Deutscher Madel (BDM) – League of German Girls ||
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">14-18 years – Hitlerjugend (HJ) – Hitler Youth || <span style="font-family: Arial,sans-serif; font-size: 12pt;">18-21 Glaube und Schonheit – Faith and Beauty ||


 * <span style="font-family: Arial,sans-serif; font-size: 16pt;">Role of the Arts **

//<span style="font-family: Arial,sans-serif; font-size: 12pt;">“**Characteristics of Nazi art:** // // 1) ////<span style="font-family: Arial,sans-serif; font-size: 12pt;">The first was the rejection of internationalism // // 2) ////<span style="font-family: Arial,sans-serif; font-size: 12pt;">In its place, it demanded stress upon, and glorification of, those values that Nazism preached in other areas of policy. // // 3) ////<span style="font-family: Arial,sans-serif; font-size: 12pt;">It was frequently dominated by a conservatism, often philistinism (having no feeling for art) that reflected the intellectual mediocrity of many of Germany’s new leaders. “ (Europe book, p 313) //

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;"> In the mind of the Nazis, not only political and economic strength was needed to make a powerful Germany. For the sake of its popularity, the government wanted to give people ways of entertainment, however, it would have to meet Nazi standards and be under state supervision. So called “degenerate art” sprung out from ‘cultural Bolshevism’ (Spielvogel, 158) back in the day of Weimar Germany. Hitler however, placed a high value on the arts and but rejected ‘degenerate’, modern art movements like cubism, futurism, and expressionism.

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;"> In Soviet Russia, **Joseph Stalin** created a whole separate art movement, //socialist realism//, while Hitler created standards which art should meet, in order to show an idealistic image portraying National Socialist ideology.

<span style="font-family: Arial,sans-serif; font-size: 17px;">(check out Soviet artworks here: [] <span style="font-family: Arial,sans-serif; font-size: 17px; line-height: 25px;">)media type="youtube" key="-AAV8mVxjQA" height="315" width="420"

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;">According to Nazi standards, art had to do the following:

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;"> “Portraits of farmers, hunters, and wood cutters were supposed to convey figures close to nature, examples of a healthy and pure race. Artisans symbolized the importance of work. Representations of mother and child, children, and family circles were supposed to represent the sacred, eternal values important to the Aryan race. Landscape paintings were intended to portray the sacredness of German soil and the German fatherland. Female nudes were to be vibrant beings demonstrating the biological value of the individual as a precondition for racial rebirth.” (Spielvogel, 159).

<span style="background-color: white; font-family: Arial,sans-serif;">Stephen Roth, //Art Has Become Very Spontaneous and// //<span style="background-color: white; font-family: Arial,sans-serif;">Sincere Under the Supervision of National Socialism //<span style="background-color: white; font-family: Arial,sans-serif;"> (1940); An American cartoon showing how artists were suppressed by the Nazi police. <span style="background-color: white; font-family: Arial,sans-serif; font-size: 12.5pt;">( <span style="color: black; font-family: Arial,sans-serif; font-size: 12.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 12.5pt;">)

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;">Sculpture was, one could say, an important tool of Nazi propaganda, as was painting. Germans considered ancient Greek-style sculpture appropriate for portraying the pure-race Germans. [Include sculpture examples (Arnold Breker,Joseph Thorak)

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;">Architecture played a great role in the arts as well. The Nazi’s main goal was to get rid of the ‘degenerate’ Weimar Bauhaus style architecture. “All Nazi buildings were to stress the new community spirit of their racial community. To the outside world those buildings should also speak of the power of that race” (Spielvogel, 161); therefore, Nazi architecture was ‘monumental’, large scale, and urban, featuring large domes, collumns, and other Greek-style architectural elements. “The 1930’s saw resurgence of monumental styles using neoclassical forms, folk revivals, and modern Weimar styles elsewhere is Europe and in the United States.” (Spielvogel, 162)

<span style="color: #000099; font-family: Arial,sans-serif; font-size: 8pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 8pt;">(Article about Germania: <span style="color: #000099; font-family: Arial,sans-serif; font-size: 8pt;">[] <span style="font-family: Arial,sans-serif; font-size: 8pt;">)

<span style="font-family: Arial,sans-serif; font-size: 12.5pt;">This photo is an example of Hitler’s unrealistic dreams for a perfect country - the model of Germania. Hitler wanted to rebuild Berlin as a brand new city, and thus he assigned his architect Albert Speer to create a model of this vision. His architectural aspiration was quite insane, featuring //<span style="font-family: Arial,sans-serif; font-size: 12pt;">Volkshall //<span style="font-family: Arial,sans-serif; font-size: 12pt;">, a building with an enormous dome, 250m in diameter and 300m in height, taller than some of today’s New York skyscrapers. Here is a great video illustrating just how enormous all of these structures were planned to be: []

<span style="font-family: Arial,sans-serif; font-size: 12pt;">Go here to view further Nazi architecture: []


 * <span style="font-family: Arial,sans-serif; font-size: 11pt;">Role of Media **

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Although Media was a tool of passing on information, it was mostly played into propaganda. The effects of the media in Nazi Germany were expected by the party because it was them who controlled it.

<span style="font-family: Arial,sans-serif; font-size: 11pt;">The radio was one of the main media tools used for propaganda. Joseph Goebbels, the head of the Ministry for Popular Enlightenment and Propaganda had written in an essay entitled “<span style="font-family: Arial,sans-serif; font-size: 11pt;">The Radio as the Eight Great Power”, stating:

//<span style="font-family: Arial,sans-serif; font-size: 11pt;">“ //<span style="background-color: white; font-family: Arial,sans-serif; font-size: 11pt;">A government that has determined to bring a nation together so that it is once more a center of power in the scales of great world events has not only the right, but the duty, to subordinate all aspects of the nation to its goals, or at least ensure that they are supportive. That is also true for the radio. The more significant something is in influencing the will of the broad masses, the greater its responsibility to the future of the nation. ” (Goebbels) []

<span style="font-family: Arial,sans-serif; font-size: 11pt;">51% of radio was owned by the government, as opposed to broadcast companies, and when 70% of households owned radio sets by 1939 it became a very powerful tool for not only transmitting news, but also creating propaganda.

<span style="font-family: Arial,sans-serif; font-size: 11pt;">”The Whole of Germany hears the Fuhrer with the Volksempfanger”

<span style="font-family: Arial,sans-serif; font-size: 11pt;">The picture above is a propaganda poster from 1936, promoting the Volksempfanger (trans. People’s receiver), which was a radio developed on the request of Goebbels. It is quite obvious that the Nazi party had almost full control of radio, as the party managed to create an easy and convenient system for indoctrinating people without them even knowing about it. Because of the party’s control over it, it did not broadcast normal (Western,or even other European) news, and therefore could always be classified as propaganda.

//<span style="font-family: Arial,sans-serif; font-size: 11pt;"> “The ‘People’s Receiver’… cost only 76 marks. A smaller version cost just 35 marks. Goebbels believed that if Hitler was to give speeches, the people should be able to hear him. Loud speakers were put up in the streets so that people could not avoid any speeches by the Fuhrer. Cafes and other such properties were or ////<span style="font-family: Arial,sans-serif; font-size: 11pt;">dered to play public speeches by Hitler.” //<span style="font-family: Arial,sans-serif; font-size: 11pt;"> (historylearningsite.co.uk)

<span style="font-family: Arial,sans-serif; font-size: 11pt;">At times, the Nazis would use misleading propaganda in foreign languages, especially to Britain, as can be seen in the following video containing excerpts of radio broadcasts. <span style="font-family: Arial,sans-serif;"> media type="youtube" key="dkIVMYAewXs" height="315" width="420"

<span style="font-family: Arial,sans-serif; font-size: 11pt;">Here is an article by Glenn Aylett which discusses the importance and history of the radio in Nazi Germany : []

<span style="font-family: Arial,sans-serif;">The press was also used widely, containing much pro-Nazi and anti-Jew propaganda. Magazines such as Der Sturmer, and Der Angriff were widely popular in Nazi Germany.



In fact, these and more other Nazi propaganda newspapers are being reprinted nowadays in Germany for educational purposes. Watch the video along with the BBC article on this at:

[]

Generally, Nazi propaganda had a great influence on people, whether it was used through education, arts, or media. A whole generation of Germans was indoctrinated during the years of Hitler's rule, which shows the immense strength of the education system. Many who were taught that only pure-Aryan Germans were the 'right' race, grew up to be soldiers, and consequently many of them must have killed many innocent people due to having been brainwashed throughout childhood. Same goes for propaganda that was delivered through radio, press, and rallies, as millions of people went along with Hitler's regime for so many years without realizing what was really going on. This is probably the best example of propaganda in history - of people being blind to what the regime was doing to innocent people, only because they have been taught that it was right.