Nazism and the Rise of Hitler

1. As a schoolchild in Nazi Germany — As a young schoolchild growing up in Nazi Germany, my world was shaped by propaganda, fear, and conformity. Our Jewish friends were no more studying with us. Our textbooks were carefully curated to promote Aryan supremacy. Our teachers emphasized loyalty to the state, obedience, and racial purity. We learned about the glorious past of the Germanic tribes, the heroism of medieval knights, and the need to defend our homeland against perceived enemies. I was a member of the Hitler Youth which was an organisation for young children like me. Fear permeated our lives. Neighbours spied on neighbours, and even innocent remarks could lead to accusations of disloyalty.

2. As a Jewish survivor of a concentration camp — As a Jewish survivor of a concentration camp, my memories are etched in pain, loss and resilience. I was stripped of my identity, my name replaced by a number. The daily brutality, hunger, and forced labor drained my spirit. The tattoo on my arm serves as a permanent reminder of the atrocities. I lost family-parents, siblings, friends. The smell of burning flesh, the hollow eyes of fellow inmates haunt my nightmares. Survival meant clinging to hope, even when hope seemed impossible.

3. As a political opponent of the Nazi regime — As a political opponent, my life was a precarious dance between defiance and survival. I joined anti-Nazi groups, risking my life. We operated in secret, communicating through coded messages and hidden meetings. We were highly oppressed. We had no permission to ask questions. We were forced to watch all the atrocities. It felt like our hands were tied. The clouds of fear always hovered above us.

I know our society is changing, and there are many things we’re told to believe. But I can’t ignore what I’ve seen and experienced. My Jewish friends—they’re just like us. They laugh, cry, dream, and hope. They’re not the enemy. They don’t deserve the hatred that’s spreading like wildfire. They don’t fit the terrible stereotypes we hear about. I think we should help them. They need us. I understand the fear, the uncertainty. But maybe it’s time we should question the decree. Maybe it’s time to see beyond the propaganda.

1. In source A, Hitler argues that the earth is not a gift to anyone but is awarded to those who have the strength and courage to conquer and cultivate it. According to Hitler, a vigorous nation should adapt its territory to match its population size, implying a need for territorial expansion. In source B, Hitler criticises the notion of a world power with limited territorial space. This reflects his disregard for small states and suggests a desire for Germany to expand significantly to be considered a world power.
   Together, these sources indicate Hitler's belief in territorial expansion as a necessity for national strength and survival. He saw expansion as a means to provide for the population and achieve world power status, justifying aggressive conquest and colonisation.

2. Mahatma Gandhi would have fundamentally disagreed with Hitler's ideas on imperial expansion. He would argue that true strength lies in nonviolence, compassion, and justice, not in military might or conquest. He would have told Hitler that true progress and power come from cooperation, mutual respect, and peaceful coexistence rather than domination and control. Mahatma Gandhi would likely have offered a strong moral rebuttal to Hitler’s imperial ambitions, promoting peace, justice, and the rights of all nations to live free from aggression and domination.

1. Citizenship refers to the legal status of an individual as a member of a sovereign state or as a member of a nation. It reflects the essence of belonging. It implies both rights of an individual and responsibilities towards the nation and its people.
   The French Revolution (1789-1799) brought significant changes to the concept of citizenship. The Declaration of the Rights of Man and of the Citizen, adopted in 1789, played a crucial role in shaping these ideas. According to the Declaration, all “men are born and remain free and equal in rights.” These rights included liberty, private property, inviolability of the person, and resistance to oppression. Citizens were equal before the law and had the right to participate in legislation directly or indirectly. It emphasized individual rights and the concept of the general will.
   Nazi Germany redefined citizenship based on racial discrimination. The National Socialist Program explicitly denied citizenship to Jews and those of Jewish descent. The Nazi definition of citizenship centered around the “pure Aryan” Nordic race. Jews and other “undesirable” populations were excluded from being considered citizens of Germany. The Nazis propagated extreme nationalism, antisemitism, anti-communism, and white supremacy. Citizenship was no longer about equal rights but became a tool to enforce exclusion and persecution based on racial criteria. Therefore, we can say that the French Revolution championed individual rights and equality, while Nazism distorted citizenship to serve its racist and totalitarian agenda.

2. Once in power, the Nazis quickly began to implement their dream of creating an exclusive racial community of pure Germans by physically eliminating all those who were seen as ‘undesirable’ in the extended empire. Nazis wanted only a society of ‘pure and healthy Nordic Aryans’. They alone were considered ‘desirable’. This meant that even those Germans who were seen as impure or abnormal had no right to exist. Under the Euthanasia Programme, they had condemned to death many Germans who were considered mentally or physically unfit. Other undesirables were the Jews, Gypsies, black people because they were considered as racial ‘inferiors’ who threatened the biological purity of the ‘superior Aryan’ race. They were widely persecuted. Even Russians and Poles were considered subhuman, and hence undeserving of any humanity.
   Following were the other legal measures taken against them to make them feel unwanted:

   1. Boycott of Jewish businesses
   2. Expulsion from government services
   3. Forced selling and confiscation of their properties
   4. Jewish properties were vandalised and looted, houses attacked, synagogues burnt and men arrested.

If I were a student sitting in one of these classes, I would have felt very bad for Jews. For me all humans are same and should be treated with dignity. Stereotyping looks, out-casting and humiliating any individual or community is against humanity. It demoralises people and shatters their confidence. I have seen many stereotypes that people around me believe in. One of them is untouchability. Although their are laws against it still it can be seen in remote parts of the country. From childhood, the untouchables experience exclusion: not allowed to sit at the front of the class, eat with others, or play with kids from other higher castes. Such stereotypes are acquired through various channels like propaganda, socialization, historical events and rituals etc. Understanding the origins of stereotypes helps us challenge them and promote empathy, tolerance, and critical thinking.

I woke up to the sound of distant boots echoing in the streets. My heart raced as I remember the new decree: the Star of David. We are marked now, like cattle branded for slaughter. I dressed quickly, my trembling hands fumbling with the fabric of my shirt. The yellow star sewn onto my chest felt like a lead weight, a constant reminder of my otherness. Outside, the air smelt of fear and desperation. The non-Jewish neighbours glanced away as I passed, their silence was louder than any insult. I somehow gathered the courage and reached the school. I knew, I was not welcome. Once familiar faces, look no more familiar now. I was told bluntly not to enter the campus. Broken and shattered, I came back home. Tomorrow, we’ll wake up and face it all over again.

1. A Jewish woman — As a Jewish woman, I would have felt a deep sense of fear, anger, and betrayal upon hearing Hitler’s ideas. His anti-Semitic rhetoric was a direct threat to my life, my family, and my community. I would have witnessed the gradual erosion of our rights: the Nuremberg Laws, the ghettos, and the forced labour. Yet, I would also find strength in our shared history, resilience, and the bonds formed within the Jewish community. I would have sought ways to resist, despite the terror.

2. A non-Jewish German woman — As a non-Jewish German woman, my reaction would have been more complex. I might have initially been indifferent, dismissing Hitler’s ideas as political rhetoric. However, as the regime tightened its grip, I would have faced a moral dilemma. Would I remain silent or speak out? Would I risk my safety to help my Jewish neighbours? Fear of reprisals, social pressure, and the normalisation of hatred would have influenced my choices.

The given poster features a Jewish man sitting on a big sack of money. It is intentionally exaggerated, portrayal of Jews. The man is sitting on money bag, emphasizing the stereotype that Jews are obsessed with wealth and financial gain. The poster aims to dehumanize Jews by portraying them as greedy, unscrupulous, and morally corrupt. I think that this poster is one of the propaganda which fuels anti-Jewish sentiment among the German population. The imagery reduces Jews to a single negative trait (greed), making it easier to justify their mistreatment.

The first poster is addressed to the German farmer. It is condemning the Capitalists and the Bolsheviks, because they are the enemies of Nazism. The second poster is addressed to the German worker. It is telling them to vote for Hitler, who has fought on the front line in the First World War. It depicts Hitler as their only saviour. Both these posters tell us about the Nazi art of propaganda. They show how Nazis tried to mobilise different sections of the population for their selfish cause.

Erna Kranz’s statement, “I could only say for myself,” reflects her personal perspective and acknowledges that her experience may not be universal. She doesn’t claim to speak for everyone; instead, she shares her individual viewpoint.
She highlights some positive changes in Germany during the 1930s, such as increased salaries and a sense of regained purpose. These factors likely contributed to her favorable view. However, her viewpoint is limited to her own circumstances. As a teenager, she might not have been fully aware of the broader political and social implications. She may not have been directly affected by the persecution of Jews, political repression, or the suppression of dissent. Her experience might not reflect the reality faced by marginalized groups.

The Weimar Republic was born out of the chaos following World War I and the abdication of Emperor William II. It faced many problems:

1. Many Germans held the new Weimar Republic responsible for not only the defeat in the war but the disgrace at Versailles. The republic carried the burden of war guilt and national humiliation.
2. The Republic was financially crippled by being forced to pay compensation.
3. The birth of the Weimar Republic coincided with the revolutionary uprising of the Spartacist League on the pattern of the Bolshevik Revolution in Russia.
4. Germany had fought the war largely on loans and had to pay war reparations in gold. Germany printed paper currency recklessly. With too much printed money in circulation, the value of the German mark fell.
5. The Weimar constitution had some inherent defects, which made it unstable and vulnerable to dictatorship viz. proportional representation and Article 48.
6. Article 48 gave the President the powers to impose emergency, suspend civil rights and rule by decree.

The Nazis could not effectively mobilise popular support till the early 1930s. It was during the Great Depression that Nazism became a mass movement. After 1929, banks collapsed and businesses shut down, workers lost their jobs and the middle classes were threatened with destitution. In such a situation Nazi propaganda stirred hopes of a better future. Hitler was a powerful speaker. His passion and his words moved people. He promised to build a strong nation, undo the injustice of the Versailles Treaty and restore the dignity of the German people. He promised employment for those looking for work, and a secure future for the youth. He promised to weed out all foreign influences and resist all foreign ‘conspiracies’ against Germany. Nazi propaganda skilfully projected Hitler as a messiah, a saviour, as someone who had arrived to deliver people from their distress. All this helped him to gain popularity.

Nazism was not one or two isolated acts. It was a system, a structure of ideas about the world and politics. Nazi ideology was synonymous with Hitler’s worldview. According to this there was no equality between people, but only a racial hierarchy. In this view blond, blue-eyed, Nordic German Aryans were at the top, while Jews were located at the lowest rung. They came to be regarded as an anti-race, the arch-enemies of the Aryans. All other coloured people were placed in between depending upon their external features. Ideas of Charles Darwin and Herbert Spencer were used by racist thinkers and politicians to justify imperial rule over conquered people. The Nazi argument was simple: the strongest race would survive and the weak ones would perish. The Aryan race was the finest. It had to retain its purity, become stronger and dominate the world. Also, Hitler believed that new territories had to be acquired for settlement. This would enhance the area of the mother country, while enabling the settlers on new lands to retain an intimate link with the place of their origin. It would also enhance the material resources and power of the German nation.

Jews remained the worst sufferers in Nazi Germany. Nazi hatred of Jews had a precursor in the traditional Christian hostility towards Jews. They had been stereotyped as killers of Christ and usurers. Until medieval times Jews were barred from owning land. They survived mainly through trade and moneylending. They lived in separately marked areas called ghettos. However, Hitler’s hatred of Jews was based on pseudoscientific theories of race, which held that conversion was no solution to ‘the Jewish problem’. It could be solved only through their total elimination.

In Nazi Germany, women were assigned a specific role within the national community. According to Nazi ideology, women’s importance would be demonstrated through their traditional roles as wives and mothers. While boys were taught to be aggressive, masculine and steel hearted, girls were told that they had to become good mothers and rear pure-blooded Aryan children. Girls had to maintain the purity of the race, distance themselves from Jews, look after the home, and teach their children Nazi values. They had to be the bearers of the Aryan culture and race.

Prior to the French Revolution, women had no political rights and were considered “passive” citizens. For instance, women were denied entry to the assembly of the Estates General to pass proposals for new taxes. They had limited opportunity of educating themselves and had no right to vote. However, during the Revolution, they advocated for their own rights, formed political clubs, and wrote pamphlets. The Society of Revolutionary Republican Women was a notable vehicle for agitation. Despite facing criticism, women adopted positions of political power and became symbols of liberty and equality. While Nazi society confined women to traditional roles as wives and mothers, the French Revolution empowered women to challenge norms, advocate for their rights, and participate actively in political life. But the struggle and stereotyping women was common in both the periods.

The Nazi regime under Adolf Hitler aimed to establish totalitarian control over the German population. Here are some key methods they employed:

1. Crushing Opposition — The Nazis systematically eliminated political opponents, dissenting voices, and rival parties. They even used violence to suppress political opponents. Citizens were afraid to express dissenting views. On 3 March 1933, the famous Enabling Act was passed. This Act established dictatorship in Germany. It gave Hitler all powers to sideline Parliament and rule by decree. All political parties and trade unions were banned except for the Nazi Party and its affiliates.
2. Successful Foreign Policy — Hitler’s foreign policy achievements, such as the reoccupation of the Rhineland, the Anschluss with Austria, and the Munich Agreement, garnered widespread support. These victories bolstered the regime’s image and maintained public approval.
3. Propaganda — Aggressive war propaganda and national honour occupied centre stage in the public sphere. Nazi propaganda skilfully projected Hitler as a messiah, a saviour, as someone who had arrived to deliver people from their distress.
4. Censorship — Mass killings were termed special treatment, final solution (for the Jews), euthanasia (for the disabled), selection and disinfections. ‘Evacuation’ meant deporting people to gas chambers. Gas chambers were labelled ‘disinfection-areas’.
5. Surveillance — Special surveillance and security forces were created to control and order society in ways that the Nazis wanted. Apart from the already existing regular police in green uniform and the SA or the Storm Troopers, these included the Gestapo (secret state police), the SS (the protection squads), criminal police and the Security Service (SD).