GDR Flashcards

1
Q

Describe the formation of the German Democratic Republic (GDR).

A

The GDR was formed from the Soviet zone in October 1949 with a new constitution. It had a temporary government structure, with Wilhelm Pieck as the formal head of state and Otto Grotewohl as the head of government. However, real power remained with the SED general secretary Ulbricht and the party’s Politburo and central committee.

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2
Q

Explain the role of the Volkskammer in the GDR.

A

The Volkskammer was the parliament of the GDR, which claimed to represent the people. However, it was not democratically elected, as seats were allocated before elections.

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3
Q

How did the Stasi function within the GDR?

A

The Stasi, established in 1950, operated as a secret police force, effectively creating a ‘state within a state’ to monitor and control the population.

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4
Q

Define the causes of the 1953 Uprising in the GDR.

A

The causes included tightening border controls, the government’s failure to persuade the populace of the need for changes, Ulbricht’s policy of ‘Building of Socialism’, demands for increased productivity without pay raises, enforced collectivization of agriculture, and the death of Stalin which suggested potential for greater freedoms.

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5
Q

What events triggered the 1953 Uprising in the GDR?

A

On June 16, 1953, workers on Stalinallee demanded an end to increased working hours without pay, leading to a general strike that evolved into a political movement calling for the removal of Ulbricht and reunification.

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6
Q

Describe the consequences of the 1953 Uprising in the GDR.

A

The consequences included the end of increased working hours, a push for more consumer goods to improve living standards, realization that the West would not intervene, a harder line taken by the SED due to political unrest, and a strengthening of Ulbricht’s power.

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7
Q

Explain the land reform process in the GDR.

A

Land reform involved mechanization and the establishment of tractor-lending stations for efficiency. However, 13% of agricultural land was deserted, leading to food shortages and decreased production levels. Large estates were given to peasants in 1945, but they struggled to farm profitably due to a lack of resources and machinery.

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8
Q

How did collectivization affect agriculture in the GDR?

A

By 1952, collectivization was implemented, forming land production cooperatives (LPGs). By 1958, one-third of East German farms had been collectivized, impacting agricultural productivity and farmer livelihoods.

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9
Q

Describe the impact of the first Five-Year Plan (FYP) implemented in 1951.

A

The first FYP led to a 100% increase in productivity levels, although it did not account for quality and largely ignored consumer goods.

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10
Q

Explain the significance of the Berlin Wall built in 1961.

A

The Berlin Wall stabilized the workforce and allowed for some economic freedoms, reducing the fear of losing workers.

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11
Q

Define the economic changes that occurred in the DDR during the 1960s.

A

The DDR saw the introduction of the New Economic System for Planning and Direction in 1963, which allowed for more flexibility, worker input, and an emphasis on quality over quantity.

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12
Q

How did the nationalization of industries during the Allied occupation affect the economy?

A

Many large industries were nationalized and operated in People’s Own Factories, which were state-owned and managed, leading to the party setting targets and handling discipline.

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13
Q

Do the production targets set in the Five-Year Plans reflect consumer demands?

A

No, the production targets often ignored consumer demands, focusing instead on unrealistic quantity goals.

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14
Q

Explain the living standards in the DDR compared to the Federal Republic of Germany (FRG).

A

Living standards in the DDR improved slowly compared to the FRG, with significant wage disparities; for example, a metalworker earned less than 300 marks per month while a manager earned between 4000-15,000 marks.

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15
Q

Describe the changes in agricultural practices for farmers in the DDR.

A

Farmers were given access to better machinery and gained land, but they were forced to join collectives.

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16
Q

What was the outcome of the Second Five-Year Plan (FYP)? (1956-60)

A

The Second FYP resulted in a 12% growth in the economy and improved living standards, although the DDR was still falling behind the West.

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17
Q

How did the introduction of food rationing in 1961 reflect the economic conditions of the DDR?

A

The introduction of food rationing in 1961 indicated a severe shortage of food, highlighting the economic struggles faced by the DDR.

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18
Q

Explain the role of factory workers in the DDR during the social changes.

A

Factory workers had more opportunities for higher education and could receive promotions for loyalty to the party, allowing them to manage factories.

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19
Q

What was the purpose of the Seven Year Plan implemented in 1959?

A

The Seven Year Plan aimed to align the economic development of the DDR with that of the USSR.

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20
Q

Describe the consumer goods situation in the DDR during the 1960s.

A

Consumer goods were expensive and not produced in large quantities, contributing to dissatisfaction among the population.

21
Q

How did the New Economic System for Planning and Direction introduced in 1963 differ from previous plans?

A

The New Economic System allowed for more worker input, shared profits, and emphasized quality over quantity, leading to better growth levels compared to other Eastern Bloc countries.

22
Q

What were the consequences of fixed prices in the DDR economy?

A

Fixed prices were not linked to supply and demand, leading to inefficiencies and a lack of responsiveness to market needs.

23
Q

Explain the educational opportunities available to peasants and factory workers in the DDR.

A

Both peasants and factory workers gained increased access to educational opportunities, particularly in higher education.

24
Q

Describe the role of women in the workforce during the post-war period in Germany.

A

Many women became heads of families due to the war, and the ideal woman was seen as both a mother and a worker. The Two Year Plan of 1949 required 250,000 more workers, predominantly women, leading to increased support such as maternity care and after-school facilities.

25
Explain the significance of the Free German Trade Union League (FDGB) in the workforce.
The FDGB was controlled by the SED and eventually had a membership of 98% of the workforce, playing a crucial role in labor organization and policy enforcement.
26
How did the Democratic Women’s League of Germany contribute to women's rights?
The Democratic Women’s League aimed to represent women's interests and promote their rights within the socialist framework, although actual opportunities remained limited.
27
Define the impact of the state campaign against Junge Gemeinde in 1952-3.
The campaign targeted members of Junge Gemeinde, preventing them from continuing their education, taking final exams, or attending university, reflecting the state's opposition to religious influence.
28
Explain the concept of Jugendweihe and its implications for youth in the GDR.
Jugendweihe was a state-imposed Youth Dedication Service that conflicted with Christian confirmation, leading to discrimination against those who refused to participate, as it was tied to Marxist ideology.
29
Describe the educational changes implemented by the 1946 Law for the Democratisation of German Schools.
The law removed religious studies from the curriculum, reflecting the SED's desire to reduce religious influence in education.
30
How did youth movements like the Young Pioneers and Free German Youth (FDJ) shape the lives of children in the GDR?
Children joined the Young Pioneers at age 6 and the FDJ at 14, which aimed to indoctrinate them with socialist education and provide military training, influencing their future opportunities.
31
Discuss the relationship between the church and the state in the GDR.
Despite the SED's desire for a secular state, the church remained relatively autonomous, with no churches closed and ministers not removed, indicating a complex relationship.
32
What was the role of the Society for Sports and Technology in the GDR?
The Society for Sports and Technology provided sporting opportunities and prepared youth for military service, aligning with the state's goals of fostering a disciplined and capable populace.
33
How did the percentage of women in higher education change by 1961?
By 1961, the percentage of women in higher education had only increased by 5%, indicating limited progress in educational opportunities for women.
34
What were the economic factors influencing women's participation in the workforce?
Many women joined the workforce out of economic necessity rather than being offered equal opportunities, highlighting the socio-economic pressures of the time.
35
Explain the role of the League of Culture in the GDR.
The League of Culture garnered support from intellectuals who aimed to establish an anti-fascist state, contributing to the cultural and ideological landscape of the GDR.
36
Describe the efforts made to improve German-Soviet relations post-war.
The German-Soviet Friendship Society was established to improve relations and promote the idea that the Soviets had liberated Germany from fascism.
37
Describe the education system in the 1960s regarding school-aged children.
Membership reached 98% of school-aged children, with compulsory education from ages 6 to 17, crèches available from age 3, and kindergartens catering for more than 95% of children.
38
Explain the impact of teacher dismissals in the education system during this period.
80% of teachers were dismissed, leading to the organization of emergency teacher-training classes.
39
Define the changes in secondary education during this time.
All students were required to study Russian, and schools transitioned to a polytechnic model.
40
How did access to higher education change by 1958?
The number of universities and colleges rose from 21 to 46, with scholarships available for disadvantaged students and universities open to all.
41
What was the trend in school attendance by 1970?
By 1970, 85% of pupils attended school for more than eight years.
42
Describe the discrimination faced by certain social classes in the education system.
Students from professional and aristocratic classes often faced discrimination in the education system.
43
Explain the significance of the Berlin Wall in the context of East and West Berlin relations.
The Berlin Wall physically divided the city, denying free access to the West and symbolizing the tensions between East and West.
44
How did the events of 1958 contribute to the Berlin Wall's construction?
In 1958, K demanded recognition of the DDR and withdrawal of Western powers from West Berlin, leading to increased tensions and eventual travel restrictions.
45
What were the consequences of the Berlin Wall's erection in 1961?
The wall led to a physical division of Berlin, limited liberalization in the East, and increased tensions, while also serving as propaganda for the West.
46
Describe the exodus of workers from East Berlin before the wall was built.
By 1961, around 3 million people had left East Berlin, including many skilled workers, leading to concerns about a 'capitalist infection'.
47
Explain the role of JFK and K during the Berlin crisis of 1961.
JFK rejected proposals to withdraw from Berlin, appearing strong, while K's failure to remove the West from Berlin made him appear weak.
48
What was the impact of the Berlin Wall on the workforce in East Berlin?
The wall prevented the exodus of workers, stabilizing the workforce in East Berlin.
49
How did the Berlin Wall serve as propaganda for the West?
The existence of the wall suggested that if communism was a workers' paradise, there would be no need to prevent people from escaping; tensions increased, encouraging development of nuclear weapons.