Seen Sources IA1

Question 1

What is source 6?

Answer 1

Source 6 is a NAZIfied version of the Lord’s Prayer where Hitler is made to be a god. It was often restated by German Youth.

Question 2

What is the significance of the Lord’s Prayer in source 6?

Answer 2

The use of the Lord’s Prayer in terms of Hitler being a god is highly significant as it establishes him as a provider to the German people and somone who the German’s are willing to devote their lives to.

Question 3

What is Source 7?

Answer 3

Source 7 is an image of German youth in the Hamburg Jungvolk, firing Carbine rifles at a Hitler Youth Camp

Question 4

What is the Jungvolk?

Answer 4

The Jungvolk is a separate branch of the Hitler Youth for boys aged 10-13.

Question 5

What is the implicit meaning of Source 7?

Answer 5

Given the young children are wielding firearms, source 7 implies that the aim of the Hitler Youth, and particulary the Jungvolk, is to get young Germans ready to fight for their country and their Fuhrer.

Question 6

What is source 8?

Answer 6

Source 8 is a set of 3 quotes from Adolf Hitler about the importance of Youth.

Question 7

What does source 8 show about Hitler’s broader vision for Germany’s future?

Answer 7

Source 8 shows that Adolf Hitler always considered the Youth of German as his most significant weapon with his quote about “who owns the youth, gains the future” strongly supporting this ideology. Also by stating “indifferent to pain” he is essentially saying they are tools for a purpose rather than children.

Question 8

What is source 9?

Answer 8

It is an analysis of the devasting effects of NAZIfying on Germany.

Question 9

What does source 9 imply about Hitler’s plan?

Answer 9

Source 9 implies that Hitler was successful in brainwashing a generation who began to be weary of their parents and abandoned all non regime specific education.

Question 10

What is source 10?

Answer 10

Source 10 is an account of a German based, American teacher who walked into a Geography class.

Question 11

What do the childrens responses in source 10 say about the effects of the 3rd Reich’s propaganda efforts?

Answer 11

There responses support that the regime was highly successful as every answer validates Germany, and their style of government under the Fuhrer as the best and only right way. They also discredit America and say they “waste time”, “no real leadership” and “run by rich Jews”.

Question 12

What is source 11?

Answer 12

Source 11 is an account of a German child (b. 1930s), who retells his first encounter with a NAZI Youth parade.

Question 13

What does the childs views in source 11 say about Germany’s culture at that point?

Answer 13

The fact the boy could hardly believe he could some day be among those marching as it “seemed too good to be true” is a testamate as to how well executed the NSDAP were with the Hitler Youth. It also shows that every young child wanted to be part of it, due to the grand sense of national pride.

Question 14

What is source 12?

Answer 14

Source 12 is an account from a 10 year old German girl who participated in the Jungmadel.

Question 15

What was the Jungmadel?

Answer 15

It was the branch of the German League of Girls for 10-13 year olds.

Question 16

What is similar between sources 11 & 12

Answer 16

In both sources, the young children are in awe of the Hitler Youth and are ecstatic to be a part of it.

Question 17

Why was exercise prevalent in the Jungmadel?

Answer 17

It was important as the NSDAP wanted a generation of fit young girls who would be mothers to the next generation of Aryan children.

Question 18

What is Nelson Mandela’s famed quote on education? [Exact Phrasing]

Answer 18

Education is the most powerful weapon which you can use to change the world.

Question 19

What was the official name of NAZI Germany, and when did it span from?

Answer 19

Greater German Reich from 1933-1945

Question 20

What was the predecessor to the Reich and why did Hitler and many German’s despise it?

Answer 20

The Weimar Republic from 1918-1933 was despised by German’s as it reminded them of their loss in World War 1, and the insult to injury of the Treaty of Versailles.

Question 21

If the question was (below), what sources would be used.

Examine the role of Nazi propaganda in shaping the beliefs and behaviors of German youth.

Answer 21

This question encourages students to analyze how different forms of propaganda, such as the Hitler Youth Prayer (Source 6), the cover of “Der Pimpf” (Source 7), and classroom education (Source 10), were designed to indoctrinate youth with Nazi ideology.

Question 22

If the question was (below), what sources would be used.

Discuss how the Nazi regime’s policies and programs for youth aimed to foster loyalty to Adolf Hitler and the Third Reich. How did these efforts impact family dynamics and education in Nazi Germany?

Answer 22

This question invites students to explore the impact of indoctrination on family and educational structures, referencing sources such as the Hitler Youth Prayer (Source 6), the account of educational experiences (Source 10), and the tensions noted in Source 9.

Question 23

If the question was (below), what sources would be used.

To what extent did the Nazi regime succeed in creating a generation fully aligned with its ideology? Evaluate both compliance and resistance among German youth as shown in the provided sources.

Answer 23

This question encourages a balanced analysis of youth responses, referencing the commitment illustrated in sources like Source 8 (Hitler’s speech on youth) and Source 11 (a child’s admiration for Hitler Youth parades), alongside resistance or dissatisfaction discussed in Source 9.

Question 24

If the question was (below), what sources would be used.

Analyze the Nazi regime’s use of militaristic and nationalistic values to develop a loyal and obedient youth. How were these values promoted, and what was their impact on youth behavior and aspirations?

Answer 24

This question asks students to focus on the militaristic and nationalistic values instilled through the Hitler Youth and Jungmädel programs, as seen in Source 8 (Hitler’s speech) and Source 12 (Jungmädel account), and how these values influenced the youth’s actions and self-perceptions.

Question 25

If the question was (below), what sources would be used.

Evaluate the effectiveness of Nazi propaganda in merging political and religious symbolism to establish Hitler as a revered figure among German youth. Use specific examples from the sources provided.

Answer 25

This question allows students to focus on how the Nazi regime adopted religious-like reverence in its propaganda, referencing the Hitler Youth Prayer (Source 6) and Source 11, which describes the near-deification of Hitler by children at a parade.

Question 26

What would be a good hypothesis statement for the following question?

How did the Hitler Youth shape the ideology, loyalty, and identity of German youth during the Nazi era, and what effects did this organization have on family, education, and individual beliefs?

Answer 26

The Hitler Youth was a pivotal tool in the Nazi regime’s strategy to create a generation of loyal, ideologically committed youth who embodied and enforced Nazi values. Through targeted indoctrination, manipulation of social and family structures, and emphasis on militaristic and racial ideologies, the Hitler Youth cultivated obedience, nationalism, and a willingness to sacrifice personal interests for the Third Reich.

Question 27

For the argument below, what sources would be used.

Indoctrination through Religious Symbolism and Ideological Messaging

Answer 27

Sources Used: Source 6 (Hitler Youth Prayer), Source 8 (Hitler on Youth), Source 12 (Jungmädel account).

Question 28

For the argument below, what sources would be used.

Impact on Family Dynamics and Social Relationships

Answer 28

Source 9 (impact on home and school), Source 11 (parade experience), Source 7 (cover of Der Pimpf magazine).

Question 29

For the argument below, what sources would be used.

Diminished Academic Focus and Emphasis on Militarism and Physical Fitness

Answer 29

Sources Used: Source 10 (classroom conversation), Source 8 (Hitler on Youth), Source 12 (Jungmädel account).

Question 30

For the argument below, what sources would be used.

Psychological Manipulation Through Emotional Appeal

Answer 30

This argument would focus on how the Hitler Youth organization exploited children’s emotions and psychological need for belonging. Sources like Source 6 (the Hitler Youth Prayer) and Source 12 (the Jungmädel account) show how the Nazi regime capitalized on reverence, loyalty, and pride, molding children’s feelings toward Hitler and the Nazi ideology. This approach could be linked to other Nazi propaganda materials, such as the film Hitlerjunge Quex (1933), which told the story of a boy who sacrificed himself for the Nazi cause. By using emotionally charged stories and symbols, the Nazis fostered deep loyalty, even romanticizing sacrifice.

Question 31

For the argument below, what sources would be used.

Building an “Aryan” Identity Through Racist Indoctrination

Answer 31

This paragraph could discuss how the Hitler Youth indoctrinated children with racial ideology, positioning them as the future of a “pure” German state. Source 10, which recounts a geography class where children were taught about Germany’s “deserved place” and “race purity,” illustrates this racial indoctrination. The anti-Semitic children’s book Der Giftpilz (The Poisonous Mushroom) (1938) would be a likely unseen source, exemplifying how Nazi propaganda targeted children with racist messages. The goal was to shape children’s identities in alignment with Nazi racial ideology, preparing them to uphold the regime’s vision of a “racially pure” Germany.