1. GCSE Master Race Studies

2. Heil Hitler!

3. 1.Physical Exercise

4. 2.Boys - Maths

5. 3. Girls – Homemaking

6. 4. Race Studies

7. 5. School Policy

8. What can we learn from the start of the lesson about how the Nazis controlled young people?

9. ‘When an opponent declares “I will not come over to your side,” I calmly say, “Your child belongs to us already”. Adolf Hitler

10. To find out How the Nazis attempted to control young people and why How successful the Nazis were in controlling the youth of Germany Indoctrinate/indoctrination – A set of beliefs constantly repeated to implant ideas in the mind Ideology – A set of ideas

11. ‘In my great educational work I am beginning with the young. My magnificent youngsters! With them I can make a new world!’ Adolf Hitler How did Nazi Ideas and Propaganda affect education within German Schools?

12. A visit to a Nazi girls’ school, recorded in ‘Education for Death ’ by Gregor Ziemer, 1942. ‘The school bell called the girls…before I visited the classes I spoke to the headteacher. She told me that every class in the school was built around a course called ‘Activities of Women’. This course was divided into handwork, domestic science, cooking, house and garden work – and the most section – breeding and hygiene. This section dealt with sex education, birth, childcare…’ What does this source tell us about the types of lessons taken by girls after the Nazis came to power? How was the education of girls affected?

13. Taken from Germany 1918-1945 by Greg Lacey and Keith Shepherd. ‘Girls usually had a different curriculum from boys. They also studied domestic science and eugenics (how to produce perfect offspring by selecting ideal qualities in the parents). Girls took part in sport most days and were encouraged to study German, History, Geography and Race Study. The boys studied more scientific subjects regularly, such as Maths and Chemistry. How was the education of girls affected? How does this source and the table on the next slide confirm what you have learnt about the education of girls?

14. Periods MonTuesWedThursFriSat 1 German 2 GeogHistorySingingGeogHistorySinging 3 Race Study Party Beliefs 4 Break - Sports with Special Announcements 5 Domestic Science with Mathematics 6 Eugenics, Health Biology and Sport A typical timetable followed at a girls’ school. How was the education of girls affected?

16. The Hitler Youth marches. Otto is with them. He has his new boots on. They are the best of all. Otto, why are you limping? Are you worn out? Oh dear, his feet hurt! But he grits his teeth. Two good comrades help him along with some white ointment. Soon his feet will be healthy again. There is a lot of fun in camp. Look at the sack race! They hop like frogs. Otto is the best at it. He wins a chocolate lady bug. They also play tug-of-war. Pull, pull, they cry. One has fallen on his face and the others have won. That’s what the Hitler Youth say when they are back home. I want to be one of them, too When I am bigger. A simple reading book for 7 year olds - 1935

17. Extracts from A Boy in Your Situation, 1988 In the History classes the French were the hereditary enemy and all the lessons were about the wars against the enemies of Germany. There were no History textbooks. They had all been withdrawn and until new National Socialist versions come out there was nothing but the teacher, who dictated notes and gave inspiring addresses. He was a reserve officer in the army. He told boys all about it. ‘We have got marvellous tanks now, fantastic; and good guns to use against French tanks.’ How was the education of boys affected? What does this source tell us about History lessons for boys after the Nazis came to power?

18. An official statement on the purpose of education for boys ‘German Language, History, Geography, Chemistry and Mathematics must concentrate on military subjects – the glorification of military service and of German heroes.’ How was the education of boys affected? Why do you think that the Nazis wished to influence the boys curriculum in this way?

20. BOYSGIRLS Copy and complete this table in order to highlight the difference between the education of boys and girls.

21. Example activities

22. Questions that appeared in two math textbooks used in German schools during the Nazi era: 1.The construction of a lunatic asylum costs 6 million RM. How many houses at 15,000 RM each could have been built for that amount? 2.To keep a mentally ill person costs approx. 4 RM per day, a cripple 5.50 RM, a criminal 3.50 RM. Many civil servants receive only 4 RM per day, white collar employees barely 3.50 RM, unskilled workers not even 2 RM per head for their families. Illustrate these figures with a diagram.

23. According to conservative estimates there are 300,000 mentally ill, epileptics, etc. in care. A. How much do these people cost to keep in total, at a cost of 4 RM per head? B. How many marriage loans at 1000 RM each … could be granted from this money?

24. Not all youths supported the Nazis. Why would these young people have attracted the attention of the Nazi authorities?

25. Not all youths supported the regime – Sophie Scholl and her brother Hans, members of White Rose

26. Mein Kampf Membership of the Nazi Teachers’ Association became compulsory after 1933. Those teacher’s who were thought to be lacking in loyalty and not willing to ‘defend without reservation the National- Socialist state’ were sacked. 32% of teachers by 1936 were also members of the Nazi Party itself. This made the process of indoctrination much easier for the Nazi Party, with teacher’s being only too willing to pass on Nazi Ideas within the classroom.

27. Virtually all Jewish teachers were dismissed in 1933 as it was deemed ‘undesirable’ to allow Jewish teachers to teach ‘Aryan’ pupils. This was made possible by the Law for the Restoration of the Professional Civil Service. Some teachers remained as teachers in Jewish schools until these schools were banned altogether in 1942. Those teachers who taught in ‘Aryan’ schools however suffered increasing levels of harassment and by 1935 no Jewish teachers were left in these schools at all.

28. How did Nazi Ideas and Propaganda affect university and college education?

29. Minister of Culture’s statement to German universities, 1933 ‘From now on, it will not be your job to determine whether something is true, but whether it is in the spirit of the National Socialist Revolution.’ Robert Ley, Leader of Reich Organisation ‘A roadsweeper sweeps a thousand microbes into the gutter with one brushstroke; a scientist preens himself on discovering a single microbe in the whole of his life.’ How would attitudes such as these affect standards within German Universities after 1933? Clue: How ignorant is Robert Ley regarding the importance of scientific research?

30. The Nazis made it extremely difficult for young women to go on to further education. Michael Burleigh and Wolfgang Wippermann, ‘The Racial State’, 1991. ‘Female secondary school pupils had to choose between two alternative subjects on offer to them: domestic science and modern languages. The successful completion of a course in domestic science…did not count toward a place in university. School graduates with qualifications in modern languages also found it difficult to gain admission, because they lacked an education in Latin, which was a language requirement for many subjects at university.’ In 1932 about 20,000 women attended university. By the outbreak of World War Two that number had fallen to roughly 5,500.

31. How did the Nazis attempt to control Education and why?

32. How successful were the Nazis in controlling Education within Germany?

33. http://www.historylearningsite.co.uk/Nazis_Education.htm http://www.spartacus.schoolnet.co.uk/GEReducation.htm For further information and sources relating to Education within Nazi Germany you may like to visit:

34. http://www.learnhistory.org.uk/germany/index.htm Read the section ‘Education in Nazi Germany’ then click on ‘Revise this topic’ to test your knowledge.