Depth Studies B: Germany, 1918-45 (Part 3 of 4)

00:26:31
https://www.youtube.com/watch?v=8cCfuyCmMsk

Resumen

TLDRHierdie video is deel van 'n reeks oor die Nazi-beheerstelsel in Duitsland van 1933 tot 1945. Dit ondersoek hoe effektief die Nazi's beheer oor Duitsland uitgeoefen het met fokus op vyf hoofpunte: die omvang van teenstand teen die Nazi-regime, die manier waarop die Nazi's politieke teenstanders hanteer het, die gebruik van kultuur en massa-media vir beheer, die vervolging van sekere groepe in die Duitse samelewing, en of Nazi-Duitsland 'n totalitêre staat was. Martin Niemöller se beroemde aanhaling word gebruik om die gebrek aan samewerking tussen teenstandsgroepe te illustreer. Die Nazi's het veelvuldige strategieë soos staatsondersteunde vrees en propaganda gebruik om beheer te bewerkstellig, insluitend die bevordering van 'n "meester ras"-teorie. Dit word ook verken hoe die Nazi's verskeie groeperinge vervolg het, soos Jode, Sigeuners en die gestremdes, en die gebruik van kultuur, massamedia en sport as propagandamiddels. Hierdie strategieë het gelei tot 'n totalitêre staat waar individuele en regering se belange grootliks versmelt het.

Para llevar

  • 📜 Martin Niemöller se aanhaling illustreer gebrek aan solidariteit tussen opposisie.
  • ⚖️ Nazi-stelsel van vrees en informasie onderdruk vrye spraak.
  • 🎨 Nazi's hervorm kultuur deur kuns en films te beheer.
  • 📻 Massa-media en propaganda beïnvloed openbare mening.
  • 🏅 Die 1936 Berlynse Olimpiese Spele was 'n Nazi propagandatoerusting.
  • 👨‍👩‍👦 Nazi-meester-ras teorie: vals wetenskaplike rasbeoordeling.
  • 📚 Boekvernietigings: Onderdrukking van "ongewensde" stemme.
  • 🚔 Gestapo: Instrument van staatsterreur.
  • ⛪ Weerstand van verskillende groepe sonder koalisie.
  • 🏛️ Nazi-Duitsland as totalitêre staat deur alwetende beheer.

Cronología

  • 00:00:00 - 00:05:00

    Die video fokus op hoe effektief die Nazi's Duitsland beheer het van 1933 tot 1945. Die vyf hooffokusareas sluit in hoeveel opposisie daar teen die Nazi-regime was, hoe die Nazi's politieke teenstanders hanteer het, hoe hulle kultuur en massamedia gebruik het om die mense te beheer, hoekom hulle verskillende groepe in die samelewing vervolg het, en of Nazi Duitsland 'n totalitêre staat was. Die onderwyser stel ook vyf groot idees bekend, insluitend staatsgeborgde vrees en hoe Hitler homself as die "Führer" geposisioneer het.

  • 00:05:00 - 00:10:00

    Daar was verskeie opposisiegroepe teen die Nazi-regime, insluitend linkse, regse en jeug- en kerkgroepe, maar hulle kon nie 'n effektiewe koalisie vorm om die Nazi's teë te staan nie. Die Nazi's het sinvol gevaar versprei en gewone mense aangemoedig om ander aan te kla. Die Gestapo, SS, konsentrasiekampe en Nazi-howe speel 'n sleutelrol in die onderdrukking van vryheid van spraak en die beheer van die politieke klimaat.

  • 00:10:00 - 00:15:00

    Die Nazi's het kultuur en massamedia sterk beheer om hul ideologie te bevorder. Hulle het kuns, musiek, films en boeke gesensor wat nie met hul ideologie ooreengestem het nie, en het massa-propaganda gebruik om mense se gedagtes te beïnvloed, insluitend in sport met die 1936 Olimpiese Spele. Goeppels het massamedia gebruik om die Nazi-boodskap te versprei, insluitend radio's wat aan die publiek uitgedeel is.

  • 00:15:00 - 00:20:00

    Die Nazi's het verskillende groepe vervolg gebaseer op die "meester ras" teorie, insluitend Jode, Gypsies, en mense met gestremdhede. Hierdie teorie was geskoei op vals wetenskaplike studies wat beweer het dat Ariërs beter is as ander. Die Jode was die hoofteiken, met kinders wat geleer is om hulle te haat deur onder andere kinderboeke. Hierdie vervolging het gelei tot aanvalle soos die Kristallnacht en die Neurenberg-wette.

  • 00:20:00 - 00:26:31

    Nazi Duitsland word gesien as 'n totalitêre staat, aangesien hulle godsdiens, massamedia, samelewing, ekonomie en die politieke stelsel beheer het. Teen 1938 was dit baie duidelik dat Hitler se sienings die landswette was en individuele vryhede was streng beperk. Die regering het gesorg dat geen kritiek teen die staat geduld word nie, en dit het gelei tot 'n verenigde beheer oor alle aspekte van mense se lewens.

Ver más

Mapa mental

Mind Map

Vídeo de preguntas y respuestas

  • Hoe het die Nazi's teenstand onderdruk?

    Deur 'n staatsondersteunde stelsel van vrees wat vrye spraak onderdruk het.

  • Wat was die rol van propaganda onder die Nazi's?

    Propaganda is gebruik om openbare mening massa-mediawys te beïnvloed.

  • Hoe het die Nazi's kultuur gebruik om beheer uit te oefen?

    Deur kuns, films en literatuur te beheer met propaganda en onderdrukking.

  • Wat was die doel van die meester-ras teorie?

    Om die beweerde superioriteit en vervolging van spesifieke groepe te regverdig.

  • Waarom is die 1936 Berlynse Olimpiese Spele belangrik?

    Dit was 'n groot propagandatoerusting om Nazi-Duitsland se krag te wys.

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  • 00:00:00
    [Music]
  • 00:00:05
    hi everyone this is Mr Trio and I'm
  • 00:00:08
    happy to present the third video in our
  • 00:00:11
    series the depth studies be Germany
  • 00:00:15
    1918 to
  • 00:00:19
    1945 this third chapter focuses on the
  • 00:00:23
    question how effectively did the Nazis
  • 00:00:27
    control Germany from 1933 to
  • 00:00:34
    1945 there are five Focus points for
  • 00:00:37
    this particular chapter let's take a
  • 00:00:39
    look at
  • 00:00:40
    them how much opposition was there to
  • 00:00:44
    the Nazi
  • 00:00:45
    regime how effectively did the Nazis
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    deal with the political
  • 00:00:51
    opponents how did the Nazis use culture
  • 00:00:55
    and the mass media to control the
  • 00:00:57
    people why did the Nazis persecute many
  • 00:01:01
    groups in German Germany
  • 00:01:05
    Society was Nazi Germany a totari
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    state so let's begin by looking at the
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    five Big Ideas Behind these um focus
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    points the first one is no one left to
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    speak for me and we'll have a short
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    discussion about the man that's pictured
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    here a Protestant Pastor who was living
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    in Germany during this time
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    period the second Focus point is what I
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    like to refer to as state sponsored
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    fear what I mean by that is that there
  • 00:01:48
    are vigilante groups that are a part of
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    communities from time to time one of the
  • 00:01:55
    big differences that we will be looking
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    at with this Nazi regime
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    is that these vigilante groups these
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    groups that bring about fear are a part
  • 00:02:06
    of the government and
  • 00:02:08
    essentially they are state sponsored
  • 00:02:11
    instruments of
  • 00:02:15
    Terror we're going to be looking at
  • 00:02:17
    popular culture and in particular the
  • 00:02:20
    use of propaganda in Nazi
  • 00:02:24
    Germany we're going to be looking at the
  • 00:02:27
    theory of the master race and this
  • 00:02:30
    belief system that the Nazis had about
  • 00:02:33
    their superiority to other
  • 00:02:36
    groups and then finally I am the state
  • 00:02:40
    which is a statement that was first made
  • 00:02:43
    by a French monarch in the 18th century
  • 00:02:48
    in which the leader is essentially the
  • 00:02:51
    government and we are going to look at
  • 00:02:54
    how Adolf Hitler portrays himself as the
  • 00:02:58
    leader or as in German uh the German
  • 00:03:01
    word
  • 00:03:06
    furer so let's begin with the first
  • 00:03:09
    Focus point which is how much opposition
  • 00:03:12
    was there to the Nazi
  • 00:03:14
    regime and I'd like to begin by taking a
  • 00:03:17
    look at this quote from Martin neh
  • 00:03:22
    Hummer first they came for the Socialist
  • 00:03:25
    and I did not speak out because I was
  • 00:03:28
    not a socialist then they came for the
  • 00:03:31
    trade unionist and I did not speak out
  • 00:03:34
    because I was not a trade
  • 00:03:37
    unionist then they came for the Jews and
  • 00:03:39
    I did not speak out because I was not a
  • 00:03:41
    Jew then they came for me and there was
  • 00:03:45
    no one left to speak for
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    me I think that Martin helps to
  • 00:03:52
    illustrate one of the fundamental points
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    about opposition groups to the Nazi
  • 00:03:58
    regime and there were
  • 00:04:01
    several this um little diagram helps to
  • 00:04:06
    illustrate how there were different
  • 00:04:08
    groups some left-wing groups right-wing
  • 00:04:12
    groups youth groups Army groups Church
  • 00:04:15
    groups and many of them did oppose the
  • 00:04:19
    rise of the Nazi regime but what they
  • 00:04:22
    did not do is they didn't work together
  • 00:04:26
    in order to oppose the Nazi regime
  • 00:04:30
    and thus the Nazi regime really was able
  • 00:04:32
    to come to power because they had the
  • 00:04:35
    largest group but they did not have a
  • 00:04:39
    majority this is one of the themes that
  • 00:04:41
    we've explored in other series but I
  • 00:04:45
    think that this is really important to
  • 00:04:47
    better understand how the Nazis were
  • 00:04:49
    able to come to power because when
  • 00:04:52
    groups were being
  • 00:04:54
    persecuted the other groups did not
  • 00:04:57
    stand up for them and they did not
  • 00:04:59
    create a Coalition in order to oppose
  • 00:05:03
    this
  • 00:05:04
    group let's take a look at our topic
  • 00:05:08
    sentence there was opposition to the
  • 00:05:11
    rise of the Nazi party however
  • 00:05:14
    opposition groups failed to work
  • 00:05:15
    together to fight against a common
  • 00:05:18
    threat and thus each were
  • 00:05:21
    vulnerable in our textbook you can take
  • 00:05:24
    a look at each of these different groups
  • 00:05:26
    whether it was the trade unions uh the
  • 00:05:29
    youth revolts that didn't happen certain
  • 00:05:32
    church members that opposed the Nazi
  • 00:05:34
    regime such as Martin however like I
  • 00:05:38
    said each of these groups would be
  • 00:05:41
    individually targeted by the Nazi regime
  • 00:05:44
    and none of them really worked together
  • 00:05:46
    in order to oppose
  • 00:05:50
    it Focus Point number two how
  • 00:05:53
    effectively did the Nazis deal with the
  • 00:05:56
    political
  • 00:05:58
    opponents
  • 00:06:00
    this diagram which is also from our
  • 00:06:02
    textbook helps to illustrate the five
  • 00:06:05
    major groups that were the instruments
  • 00:06:09
    which the Nazi party used in order to
  • 00:06:13
    suppress free speech and the people who
  • 00:06:16
    may oppose them at the very top I want
  • 00:06:20
    to focus on informers first one of the
  • 00:06:23
    reasons why I think informers are
  • 00:06:26
    important is that at the heart of Nazi
  • 00:06:30
    Society there was
  • 00:06:32
    fear and one of the things that the
  • 00:06:34
    Nazis were able to do is they were able
  • 00:06:37
    to get Ordinary People to inform upon
  • 00:06:42
    their neighbors their children um would
  • 00:06:46
    uh inform upon their parents husbands
  • 00:06:48
    and wives would inform against each
  • 00:06:50
    other in which the Nazis took advantage
  • 00:06:54
    of spreading this fear so individuals
  • 00:06:59
    would essentially blame others and point
  • 00:07:02
    to others for the Nazis to arrest or to
  • 00:07:07
    question or in other words
  • 00:07:09
    suppress the idea of free
  • 00:07:13
    speech the Gestapo which is
  • 00:07:16
    here is the secret police which the
  • 00:07:20
    Nazis
  • 00:07:22
    created uh individuals could be at home
  • 00:07:25
    there could be a knock on the door the
  • 00:07:27
    gapo could come in side arrest you take
  • 00:07:31
    you away and you could disappear never
  • 00:07:34
    be seen from again in other words at
  • 00:07:37
    this time individuals were fearful that
  • 00:07:41
    their civil Li civil liberties uh could
  • 00:07:45
    essentially be taken away from them
  • 00:07:46
    without any um cause there was no
  • 00:07:52
    evidence or habus Corpus uh to use the
  • 00:07:55
    legal term um that could protect an
  • 00:07:58
    individual
  • 00:08:00
    other groups such as the
  • 00:08:02
    SS uh were very important in that the SS
  • 00:08:06
    were a military group that enforced the
  • 00:08:10
    rules concentration camps which are very
  • 00:08:14
    important as we talk about the Holocaust
  • 00:08:16
    later on but concentration camps were
  • 00:08:20
    also used very early on uh also against
  • 00:08:24
    political opponents communist and also
  • 00:08:27
    individuals that oppose the Nazi
  • 00:08:31
    regime and last but not
  • 00:08:33
    least Nazi courts and judges so
  • 00:08:37
    essentially the Nazis were able to use
  • 00:08:40
    the system in order to reinforce their
  • 00:08:43
    own
  • 00:08:45
    ideas let's take a look at our topic
  • 00:08:50
    sentence the Nazis created a state
  • 00:08:53
    sponsored system of fear that relied on
  • 00:08:56
    professional branches of the government
  • 00:08:59
    and everyday citizens to suppress the
  • 00:09:01
    people's voice of
  • 00:09:07
    opposition Focus Point number three how
  • 00:09:11
    did the Nazis use culture and the mass
  • 00:09:14
    media to control the people so we are
  • 00:09:18
    essentially going to talk about three
  • 00:09:20
    different areas there were many of
  • 00:09:23
    course others that um are mentioned in
  • 00:09:26
    our textbook and you can certainly take
  • 00:09:28
    a look at them
  • 00:09:29
    but um we're going to begin with
  • 00:09:33
    culture the Nazis had a very clear
  • 00:09:37
    vision of what it meant to be German and
  • 00:09:41
    what it meant to be German was very
  • 00:09:44
    narrowly
  • 00:09:46
    defined this included looking at
  • 00:09:51
    art
  • 00:09:53
    books
  • 00:09:55
    films and the Nazi regime was very
  • 00:09:58
    effective in that it would essentially
  • 00:10:01
    tell the people what was acess um
  • 00:10:04
    acceptable and what was not Hitler in
  • 00:10:08
    particular was very interested in art
  • 00:10:11
    and wanted to develop a German art which
  • 00:10:14
    the people could be proud of in fact he
  • 00:10:17
    had plans to build a national museum in
  • 00:10:21
    which it was filled with all the great
  • 00:10:23
    Treasures of Europe that represent the
  • 00:10:26
    German ideas and that all the art would
  • 00:10:29
    which came from degenerate groups would
  • 00:10:32
    be
  • 00:10:34
    destroyed the Nazis in particular were
  • 00:10:37
    very effective at use in film this is a
  • 00:10:40
    poster of one of the most famous
  • 00:10:42
    propaganda films of the day Triumph of
  • 00:10:44
    the
  • 00:10:45
    wills um Germans uh reinforced ideas
  • 00:10:50
    such as music such as Beethoven as being
  • 00:10:53
    a good example of music that you should
  • 00:10:55
    listen to and last but not least as you
  • 00:10:59
    may know the Nazis were well known for
  • 00:11:02
    uh suppressing free voices by um such
  • 00:11:06
    ideas as book burnings authors that were
  • 00:11:10
    Jewish or
  • 00:11:12
    undesirable leftwing um groups their
  • 00:11:16
    books were banned burned and a new crop
  • 00:11:20
    of books would arrive which were
  • 00:11:23
    essentially propaganda materials that
  • 00:11:25
    were created by the Nazi
  • 00:11:28
    regime
  • 00:11:30
    topic
  • 00:11:32
    sentence the Nazis sought to influence
  • 00:11:35
    all forms of popular culture including
  • 00:11:38
    art music film and
  • 00:11:41
    books art forms that were foreign or
  • 00:11:45
    undesirable were
  • 00:11:47
    banned often when the Nazis used the
  • 00:11:50
    word foreign this was a code word
  • 00:11:54
    meaning
  • 00:11:58
    Jewish the Nazis sought to create many
  • 00:12:02
    forms of mass
  • 00:12:04
    media propaganda could appear in forms
  • 00:12:07
    of
  • 00:12:09
    posters um in the
  • 00:12:12
    streets official
  • 00:12:15
    newspapers uh the man who is pictured
  • 00:12:17
    here is um Geral who was to propaganda
  • 00:12:22
    Minister that helped to craft a message
  • 00:12:26
    for the German people and one of the
  • 00:12:29
    things that Geral came up with is what
  • 00:12:33
    was known as The People's receiver in
  • 00:12:36
    which people would receive a free radio
  • 00:12:40
    for their homes and people were very
  • 00:12:42
    excited to receive a free
  • 00:12:44
    radio uh who wouldn't like a free radio
  • 00:12:48
    however when the people brought the
  • 00:12:50
    radio home and turned it on what they
  • 00:12:53
    would receive is essentially messages
  • 00:12:57
    from the Nazi government Direct to the
  • 00:12:59
    people's homes reinforcing the ideas
  • 00:13:02
    that the Nazi government wanted the
  • 00:13:04
    people to
  • 00:13:05
    hear so this is a a very interesting and
  • 00:13:10
    very deliberate um plan that the Nazis
  • 00:13:14
    had to influence people's
  • 00:13:19
    minds topic
  • 00:13:21
    sentence the Nazis could Influence
  • 00:13:24
    People by using State controlled mass
  • 00:13:27
    media to argue argue for the Nazi
  • 00:13:32
    cause let's take a look at the last
  • 00:13:34
    topic for number
  • 00:13:37
    three
  • 00:13:40
    sport in
  • 00:13:42
    1936 the Olympics were held in Berlin
  • 00:13:46
    Germany now you may remember in previous
  • 00:13:49
    years such as year nine we studied about
  • 00:13:52
    the African-American sports star Jesse
  • 00:13:56
    Owens who won three gold medals at the
  • 00:13:58
    olymp
  • 00:13:59
    ipcs but in the context of this
  • 00:14:02
    particular story what's very important
  • 00:14:05
    is is that the Olympics were a huge
  • 00:14:11
    propaganda machine for the Nazis to show
  • 00:14:15
    the world that they had risen From the
  • 00:14:18
    Ashes of the Great Depression that they
  • 00:14:21
    had recovered from World War I and that
  • 00:14:24
    they were now the most powerful nation
  • 00:14:26
    in the world and the na created a huge
  • 00:14:30
    Stadium they had um athletes from all
  • 00:14:35
    over Germany come and
  • 00:14:37
    compete and it was their opportunity to
  • 00:14:40
    show that Germany was once again uh at
  • 00:14:43
    the
  • 00:14:44
    top topic
  • 00:14:47
    sentence the 1936 Olympics held in
  • 00:14:50
    Berlin was a public spectacle for the
  • 00:14:54
    world to witness how far Germany had
  • 00:14:56
    recovered from the first World War and
  • 00:14:59
    Great
  • 00:15:01
    Depression one other thing that I will
  • 00:15:03
    mention is that Sports were also a very
  • 00:15:06
    important vehicle to attract young
  • 00:15:10
    people to the Nazi cause when we get to
  • 00:15:15
    uh sub uh the fourth Topic in a later
  • 00:15:18
    film we'll talk a little bit more about
  • 00:15:20
    the Hitler Youth um groups and how sport
  • 00:15:25
    was integrated into that Nazi message
  • 00:15:30
    but that will come a little
  • 00:15:35
    later Focus Point number
  • 00:15:37
    four why did the Nazis persecute many
  • 00:15:41
    groups in German
  • 00:15:43
    Society so in order to better understand
  • 00:15:46
    this we have to create sort of a
  • 00:15:48
    foundation of theory and this theory was
  • 00:15:52
    known as the master race and that is is
  • 00:15:56
    that Germans or people of Germanic
  • 00:16:00
    Heritage often known as
  • 00:16:02
    Aryans they were
  • 00:16:05
    Superior and they were pseudo scientists
  • 00:16:09
    that would travel throughout Germany and
  • 00:16:12
    they would do things such as measure a
  • 00:16:14
    person's nose look at their uh eye color
  • 00:16:18
    look at their hair look at their skin
  • 00:16:22
    and they would be able to make
  • 00:16:24
    predictions on what percentage of this
  • 00:16:27
    person is Aryan and what percentage is
  • 00:16:30
    something else something undesirable and
  • 00:16:33
    essentially they would use this fake
  • 00:16:36
    science in order to show how German
  • 00:16:41
    people Aryan people were better than
  • 00:16:44
    other people and essentially
  • 00:16:47
    reinforce their
  • 00:16:50
    superiority by rooting it in science
  • 00:16:54
    they were able to essentially justify
  • 00:16:58
    why they wanted to
  • 00:17:00
    eliminate persecute and get rid of those
  • 00:17:04
    groups that they did not
  • 00:17:08
    like topic sentence the master race
  • 00:17:12
    theory was based on fake scientific
  • 00:17:15
    studies that proved that Aryans were
  • 00:17:18
    smarter stronger and more moral than
  • 00:17:22
    other
  • 00:17:24
    races the biggest enemy according to the
  • 00:17:27
    Nazis were the
  • 00:17:30
    Jews Jews had lived in German Society
  • 00:17:36
    for centuries in many cases they were
  • 00:17:39
    fully um a part of the
  • 00:17:44
    community and it is not to say that the
  • 00:17:47
    Nazis created
  • 00:17:50
    anti-Semitism because anti-Semitism of
  • 00:17:52
    course has existed for centuries before
  • 00:17:56
    but this is the root
  • 00:17:59
    of the German belief system that the
  • 00:18:02
    Jews were the
  • 00:18:04
    problem and shortly after the Nazis come
  • 00:18:08
    to power they put into effect many
  • 00:18:12
    measures laws and policies in order to
  • 00:18:17
    get rid of Jews and blame Jews for
  • 00:18:21
    Germans
  • 00:18:23
    problems the book which is displayed
  • 00:18:26
    Here is known as the poisonous mushroom
  • 00:18:30
    and this is a children's
  • 00:18:32
    book this is a book that would
  • 00:18:34
    essentially say that the Jews were like
  • 00:18:38
    a poisonous mushroom that if you eat one
  • 00:18:41
    it will kill you or in other words they
  • 00:18:44
    cannot be
  • 00:18:47
    trusted it's important to understand
  • 00:18:50
    that the
  • 00:18:51
    Germans
  • 00:18:53
    persecuted Jews directly but they also
  • 00:18:56
    did great damage by rein forcing these
  • 00:18:59
    ideas to a new generation especially the
  • 00:19:02
    young for them to also hate Jews in the
  • 00:19:09
    future the culmination of these events
  • 00:19:14
    took place uh in
  • 00:19:16
    1938 in what is often known as Crystal
  • 00:19:19
    knock the night of broken glass in
  • 00:19:23
    which Jewish homes businesses synagogues
  • 00:19:28
    were essentially destroyed and
  • 00:19:31
    any pretending about the fact that they
  • 00:19:35
    were not persecuting Jews went out the
  • 00:19:38
    window and at that point German Society
  • 00:19:41
    was openly at war with Jewish
  • 00:19:46
    citizens let's take a look at our topic
  • 00:19:50
    sentence Jews were seen as the main
  • 00:19:53
    enemy of the new Nazi Germany the
  • 00:19:56
    nerenberg laws in 1935 St
  • 00:19:59
    Jews of their citizenship property and
  • 00:20:02
    position in society by 1938 38 Crystal
  • 00:20:07
    KN attacks on Jews was openly
  • 00:20:12
    tolerated one of the other groups that
  • 00:20:15
    was also targeted by the Nazis were
  • 00:20:20
    gypsies gypsies once again had lived in
  • 00:20:22
    Germany for
  • 00:20:24
    centuries their Origins were mainly that
  • 00:20:27
    of nomad
  • 00:20:29
    people um gypsies by the way is often a
  • 00:20:33
    slang term uh there are two main groups
  • 00:20:37
    of gypsies U the cinti and the
  • 00:20:41
    Roma and like the Jews they were
  • 00:20:46
    considered uh below human inferior to
  • 00:20:51
    True
  • 00:20:54
    Germans gypsies um suffered in many of
  • 00:20:58
    the same ways that the Jews did um let's
  • 00:21:01
    take a look at our topic
  • 00:21:03
    sentence gypsies were also seen as
  • 00:21:07
    undesirables they also face loss of
  • 00:21:10
    citizenship imprisonment and
  • 00:21:14
    death one last group that I would like
  • 00:21:17
    to highlight is the
  • 00:21:20
    handicapped handicapped people were
  • 00:21:23
    persecuted because they were viewed by
  • 00:21:28
    the government as a strain on the people
  • 00:21:32
    and that if you were a handicapp person
  • 00:21:35
    then you could not contribute to German
  • 00:21:37
    society and thus you should be
  • 00:21:40
    eliminated and one of the things that
  • 00:21:43
    was often done in addition to being
  • 00:21:47
    murdered is that um people who suffered
  • 00:21:52
    from physical handicaps or mental
  • 00:21:54
    handicaps were
  • 00:21:57
    sterilized uh many of these individuals
  • 00:21:59
    were sterilized without their knowledge
  • 00:22:02
    or they were sterilized against their
  • 00:22:05
    will topic
  • 00:22:08
    sentence handicap people were also seen
  • 00:22:11
    as undesirable because they did not
  • 00:22:13
    represent the ideal German and they were
  • 00:22:17
    a burden on society some mentally
  • 00:22:21
    handicapped people were forcibly
  • 00:22:27
    sterilized
  • 00:22:29
    now let's take a look at our last Focus
  • 00:22:32
    point for this
  • 00:22:33
    unit was Nazi Germany a tarian state and
  • 00:22:38
    as the textbook points out there are
  • 00:22:40
    many levels to look at as we relate to
  • 00:22:44
    tarian
  • 00:22:45
    system were the Nazis able to control
  • 00:22:48
    religion mass media Society economy and
  • 00:22:53
    political system and in most cases this
  • 00:22:56
    is true so as we look at German society
  • 00:23:01
    and as you climb these
  • 00:23:03
    steps as the Nazis became more powerful
  • 00:23:07
    took over the government and certainly
  • 00:23:10
    by
  • 00:23:10
    1938 it can be stated that it was very
  • 00:23:14
    clear that it was a totalitarian state
  • 00:23:18
    in which the views of the
  • 00:23:21
    fur were the views of the country that
  • 00:23:25
    the individual and the state were
  • 00:23:27
    essentially
  • 00:23:31
    one topic
  • 00:23:34
    sentence the Nazi regime can be seen as
  • 00:23:36
    a totalitarian state because it
  • 00:23:39
    controlled most of all aspects of
  • 00:23:42
    people's
  • 00:23:45
    lives this can be supported by examining
  • 00:23:48
    how much tolerance and freedom people
  • 00:23:51
    had to criticize the
  • 00:23:57
    state
  • 00:23:59
    so for our main points for number three
  • 00:24:02
    let's go through the main ideas behind
  • 00:24:06
    each of the different Focus
  • 00:24:09
    points there was opposition to the rise
  • 00:24:12
    of the Nazi party however opposition
  • 00:24:15
    groups failed to work together to fight
  • 00:24:17
    against a common threat and thus
  • 00:24:20
    each uh each were vulnerable I'll have
  • 00:24:25
    to look at that sentence again it's a
  • 00:24:27
    little wonky
  • 00:24:29
    sorry number
  • 00:24:31
    two the Nazis created a state sponsored
  • 00:24:34
    system of fear that relied on
  • 00:24:37
    professional branches of government and
  • 00:24:39
    everyday citizens to suppress the
  • 00:24:41
    people's voice of
  • 00:24:45
    opposition the Nazi regime sought to
  • 00:24:47
    control all aspects of people's lives
  • 00:24:50
    whether it was through ART mass media
  • 00:24:53
    and
  • 00:24:54
    sports and then
  • 00:24:56
    finally minority
  • 00:24:59
    and defenseless populations were subject
  • 00:25:02
    to arrest and imprisonment
  • 00:25:05
    sterilization and death by the Nazi
  • 00:25:08
    regime because they did not fit into the
  • 00:25:11
    mold of an ideal
  • 00:25:13
    German when we get to our fourth video
  • 00:25:17
    we'll talk more about what is referred
  • 00:25:20
    to as the final
  • 00:25:22
    solution the Nazis plan to eliminate
  • 00:25:26
    these individuals
  • 00:25:30
    so thank you very much everyone I hope
  • 00:25:32
    you're enjoying this video series and as
  • 00:25:36
    a reminder please use your textbook with
  • 00:25:40
    the videos and the presentations which
  • 00:25:42
    are on our Google Classroom to go
  • 00:25:45
    through the different points and
  • 00:25:47
    reinforce one back to the
  • 00:25:50
    other thanks again
  • 00:25:54
    [Music]
  • 00:25:57
    everyone
  • 00:25:58
    [Music]
  • 00:25:59
    [Laughter]
  • 00:26:01
    [Music]
  • 00:26:24
    [Music]
  • 00:26:27
    oh
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