how did nazi try to control the society according to their wish
Aaryan111111111:
ankita didi
Answers
Answered by
1
The purpose of this lesson is to help students:
Reflect on these guiding questions:
What are the main ideas in the Nazi Party platform?
According to the Nazi Party platform, who is included in German society? Who is excluded?
What might be the consequences for the people who are not included in how a group, or nation, defines itself?
Practice these interdisciplinary skills:
Analyzing primary documents
Deepening understanding of historical documents by making text-to-text, text-to- self, and text-to-world connections
Deepen understanding of these key terms:
Nazi
Political party
Party platform
Inclusion
Exclusion
Versailles Treaty
Democracy
(See the main glassary in the unit's "Introduction" for definitions of these key terms.)
Overview
To deepen your understanding of the ideas in this lesson, read Chapters 3 and 4 of Holocaust and Human Behavior.
The purpose of Lessons 6 and 7 is to help students understand the conditions in the Weimar Republic that resulted in Germany’s transition from a democracy to a dictatorship. Part of understanding this history, or any history, is not simply to memorize dates, events, and people, but to understand the reasons why and how things occurred in the past. By establishing a context for Weimar Germany and helping students understand the main beliefs of the Nazi Party, this lesson provides the background information students need to answer the question: In 13 years, how did the Nazi Party go from being an
unknown political party to the most powerful political party in Germany? [Note: Students are not expected to have an answer to this question until after Lesson 7.]
At its core, this lesson is about membership. Reading the Nazi Party platform provides important information about how the Nazis defined German citizenship, and these ideas are fundamental to understanding the laws Hitler put in place once he came to power in 1933. This lesson helps students continue to develop their awareness of how rules of membership—norms that establish who is included and who is excluded—have implications for an entire community. This issue is not only relevant to understanding Germany in the 1920s and 1930s, but also relates to how communities and nations today welcome or reject immigrants and establish citizenship policies. Students will be able to tap into their experience as adolescents, many of whom are preoccupied with issues of belonging, as they try to make sense of this history. In this way, this lesson helps students see how their own experience can help them understand the past, and vice versa.
Context
In this lesson, students analyze the Nazi Party platform, written in 1920. To understand this document requires going backwards in time a few years to World War I. Because of inaccurate or incomplete record keeping, it is impossible to know the exact number of military and civilian casualties of World War I. Researchers have estimated that at least 40 million women, children, and men were killed or wounded as a result of the Great War. Considering the indirect impact of the war in terms of disease, malnutrition, and mental illness, the actual number of people who suffered as a result of the First World War was likely significantly higher than this estimate. Moreover, World War I devastated Europe, not only in terms of loss of lives, but also in terms of damage to basic infrastructure (i.e., factories, roads, bridges, hospitals, homes, etc.). While the fighting ceased in 1918, the signing of the Treaty of Versailles in 1919 marked the official end to this war and firmly established Germany’s defeat to the victorious Allied powers (primarily Britain, France, Russia, and later others including the United States).
The harsh penalties for Germany authorized by the Treaty of Versailles following World War I came as quite a shock to most Germans. The German people knew nothing about Germany’s surrender until November 9—the day the Kaiser, the monarch ruling Germany, fled to the Netherlands....
Reflect on these guiding questions:
What are the main ideas in the Nazi Party platform?
According to the Nazi Party platform, who is included in German society? Who is excluded?
What might be the consequences for the people who are not included in how a group, or nation, defines itself?
Practice these interdisciplinary skills:
Analyzing primary documents
Deepening understanding of historical documents by making text-to-text, text-to- self, and text-to-world connections
Deepen understanding of these key terms:
Nazi
Political party
Party platform
Inclusion
Exclusion
Versailles Treaty
Democracy
(See the main glassary in the unit's "Introduction" for definitions of these key terms.)
Overview
To deepen your understanding of the ideas in this lesson, read Chapters 3 and 4 of Holocaust and Human Behavior.
The purpose of Lessons 6 and 7 is to help students understand the conditions in the Weimar Republic that resulted in Germany’s transition from a democracy to a dictatorship. Part of understanding this history, or any history, is not simply to memorize dates, events, and people, but to understand the reasons why and how things occurred in the past. By establishing a context for Weimar Germany and helping students understand the main beliefs of the Nazi Party, this lesson provides the background information students need to answer the question: In 13 years, how did the Nazi Party go from being an
unknown political party to the most powerful political party in Germany? [Note: Students are not expected to have an answer to this question until after Lesson 7.]
At its core, this lesson is about membership. Reading the Nazi Party platform provides important information about how the Nazis defined German citizenship, and these ideas are fundamental to understanding the laws Hitler put in place once he came to power in 1933. This lesson helps students continue to develop their awareness of how rules of membership—norms that establish who is included and who is excluded—have implications for an entire community. This issue is not only relevant to understanding Germany in the 1920s and 1930s, but also relates to how communities and nations today welcome or reject immigrants and establish citizenship policies. Students will be able to tap into their experience as adolescents, many of whom are preoccupied with issues of belonging, as they try to make sense of this history. In this way, this lesson helps students see how their own experience can help them understand the past, and vice versa.
Context
In this lesson, students analyze the Nazi Party platform, written in 1920. To understand this document requires going backwards in time a few years to World War I. Because of inaccurate or incomplete record keeping, it is impossible to know the exact number of military and civilian casualties of World War I. Researchers have estimated that at least 40 million women, children, and men were killed or wounded as a result of the Great War. Considering the indirect impact of the war in terms of disease, malnutrition, and mental illness, the actual number of people who suffered as a result of the First World War was likely significantly higher than this estimate. Moreover, World War I devastated Europe, not only in terms of loss of lives, but also in terms of damage to basic infrastructure (i.e., factories, roads, bridges, hospitals, homes, etc.). While the fighting ceased in 1918, the signing of the Treaty of Versailles in 1919 marked the official end to this war and firmly established Germany’s defeat to the victorious Allied powers (primarily Britain, France, Russia, and later others including the United States).
The harsh penalties for Germany authorized by the Treaty of Versailles following World War I came as quite a shock to most Germans. The German people knew nothing about Germany’s surrender until November 9—the day the Kaiser, the monarch ruling Germany, fled to the Netherlands....
Kuch nai bacha
Chal hat lol
pehle mummy se rumal manke apne asu pochle
bache isss khel me tu mere se bahat chota he
chal pehle ashu pochle
tera to sayad eyes bhi nahi hoga kya ashu ayenge
dar gaya kya
tera name he unique ashu he sayad tera eyes ka asu unique tareke se nikalta hoga
unique ashu teri surat athu
unique ashu banjAyega masu
Answered by
1
Nazi thought that they were superior to any other race,caste,sex.Jesse Owen's the athlete winning an gold medal in relay removing the supermacy of Germans.
Similar questions