A discussion of the key ideas of Mussolini, Hitler and the National Socialists, focusing on the relatively mainstream roots - nationalism, fascism, racial theory - and the implementation of these ideas as policy targetting the Jews and other non-Aryan peoples.
The ‘25 Point Program’ of the NSDAP National-Sozialistische Deutsche Arbeiter...Yaryalitsa
The ‘25 Point Program’ of the NSDAP
National-Sozialistische Deutsche Arbeiterpartei
“National Social German Workers’ Party”
Nazi Ideology, Nazi Propaganda
FELIX RODRIGO MORA - DOWN THE PEPA! – 18 REASONS TO DENOUNCE THE CADIZ CONSTI...Proyecto Matriz
Since the age of 18, Felix Rodrigo Mora is committed to efforts, goals and social, political, environmental, moral, epistemological, reflexive and cultural struggles. This forced him to live in a hard and difficult existence, sometimes dangerous and almost always on the edge of bearable.
He lacks academic credentials and do not want to have them: life, in particular failures and sufferings, has been his university.
He is the author of several books, among them, highlighting, "Nature, rurality and civilization" and "Democracy and the triumph of the state."
http://elproyectomatriz.wordpress.com
Greece proletarians free yourselves from the syriza government of collaborati...humbertogomezsequeira
This is a critique of the Syriza Government in Greece, its program of collaboration with the bourgeoisie, and the defeat of the proletariat under its leadership and the anti-revolutionary ideas of Social Democracy and Stalinism.
The ‘25 Point Program’ of the NSDAP National-Sozialistische Deutsche Arbeiter...Yaryalitsa
The ‘25 Point Program’ of the NSDAP
National-Sozialistische Deutsche Arbeiterpartei
“National Social German Workers’ Party”
Nazi Ideology, Nazi Propaganda
FELIX RODRIGO MORA - DOWN THE PEPA! – 18 REASONS TO DENOUNCE THE CADIZ CONSTI...Proyecto Matriz
Since the age of 18, Felix Rodrigo Mora is committed to efforts, goals and social, political, environmental, moral, epistemological, reflexive and cultural struggles. This forced him to live in a hard and difficult existence, sometimes dangerous and almost always on the edge of bearable.
He lacks academic credentials and do not want to have them: life, in particular failures and sufferings, has been his university.
He is the author of several books, among them, highlighting, "Nature, rurality and civilization" and "Democracy and the triumph of the state."
http://elproyectomatriz.wordpress.com
Greece proletarians free yourselves from the syriza government of collaborati...humbertogomezsequeira
This is a critique of the Syriza Government in Greece, its program of collaboration with the bourgeoisie, and the defeat of the proletariat under its leadership and the anti-revolutionary ideas of Social Democracy and Stalinism.
This presentation was done on 20 Nov 2014 in Quaid-E-Azam College Of Commerce, University of peshawar, Pakistan.
This was presented in Global Business Environment Class.
Presentation prepared for lectures on Marxism for PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
This presentation was done on 20 Nov 2014 in Quaid-E-Azam College Of Commerce, University of peshawar, Pakistan.
This was presented in Global Business Environment Class.
Presentation prepared for lectures on Marxism for PS 240 Introduction to Political Theory at the University of Kentucky, Spring 2007. Dr. Christopher S. Rice, Instructor.
The economic crisis in Greece, deepened by the measures imposed by the Troika, have brought the country into a state of decay. Almost all layers of the population are hit and despair is reigning supreme. The support for the traditional 'moderate' parties is fading away, resulting a a polarization of the society. The missed chances of the radical left resulted in a serious push of fascism. They are increasingly, openly and proudly using violence against migrants. The weakening Greek state and the police force, of which over 50% voted for the fascists, do not intervene. The radical left has the historical responsibility to put forward appealing, radical left policies in order to counter the fascist threat.
1 Heinrich von Treitschke Selections from Political Wr.docxhoney725342
1
Heinrich von Treitschke: Selections from “Political Writings”
& “German History in the Nineteenth Century”
If Mazzini best exemplifies the ties between early nineteenth-century nationalism and liberalism,
the German historian Heinrich von Treitschke (1834-1896) represents the end-of-the-century
connections of nationalism with militarism and state authoritarianism. The son of a Saxon general,
Treitschke was a historian and politician who came to believe that the future of all German states
rested on their capacity to unite under Prussia’s rule in order to form a strong, well-integrated
nation. In his numerous writings, lectures and speeches, Treitschke acclaimed war, state control
over society, and the creation of an empire as the path to German greatness. His views struck a
responsive chord among many Germans who feared liberalism and democracy, and yearned for the
day when Germany would be recognized as the world's most powerful nation.
ON THE GERMAN CHARACTER
Depth of thought, idealism, cosmopolitan views; transcendent philosophy which boldly oversteps
(or freely looks over) the barriers separating finite existence from the infinite; familiarity with
every human thought and feeling, the desire to go beyond the ideas held by the intellectuals of all
nations at all times - all of these have always been the characteristics of the Germans, and have
always been praised as the essence of German character and breeding.
The simple, genuine loyal spirit of the Germans contrasts remarkably with the lack of
faithfulness and valor in the English character. This seems to be due to the fact that in England
bodily training is sought nor in the exercise of noble arms [which build courage and loyalty], but
in sports like boxing, swimming, and rowing, sports which undoubtedly have their value, but
which obviously tend to encourage a brutal and purely athletic point of view, and the single and
superficial ambition of getting a first prize.
ON THE STATE
The state’s ultimate object is to educate the nation so all of its members come to embody the
national character. To achieve this state is the highest moral duty for nation and individual alike.
All private quarrels must be forgotten when the state is in danger. At the moment when the state
cries out that its very life is at stake, social selfishness must cease and party hatred be hushed.
The individual must forget his egoism, and feel that he is a member of the whole body.
The most important possession of a state, its be-all and end-all, is power. He who is not man
enough to look this truth in the face should not meddle in politics. The state is not physical
power as an end in itself, it is power to protect and promote the higher interests. Power must
justify itself by being applied for the greatest good of mankind. Therefore it is the highest moral
duty of the state to increase its power.
The true greatness of the state i ...
DOCUMENT A SOURCE Speech made by Jomo Kenyatta at the Ken.docxmadlynplamondon
DOCUMENT A
SOURCE: Speech made by Jomo Kenyatta at the Kenya African Union Meeting in Nyeri, Kenya
on July 26, 1952.
NOTE: Jomo Kenyatta (1893-1978) served as the first Prime Minister (1963–1964) and President
(1964–1978) of Kenya. He is considered the founding father of the Kenyan nation.
... I want you to know the purpose of the Kenya African Union. It is the biggest purpose
the African has. It involves every African in Kenya and it is their mouthpiece
(messenger) which asks for freedom. Kenya African Union is you and you are the
Kenya Africa Union. If we unite now, each and every one of us, and each tribe to
another, we will cause the implementation (achievement) in this country of what the
European calls democracy.
True democracy has no colour distinction (difference). It does not choose between
black and white. We are here in this tremendous gathering under the Kenya African
Union flag to find which road leads us from darkness into democracy. In order to find
it we Africans must first achieve the right to elect our own representatives. That is
surely the first principle of democracy. We are the only race in Kenya which does not
elect its own representatives in the Legislature and we are going to set about to rectify
(fix) this situation. We feel we are dominated by a handful of others who refuse to be
just.
God said this is our land . . . . We want our cattle to get fat on our land so that our
children grow up in prosperity (wealth); we do not want that fat removed to feed
others . . . . We want to prosper as a nation, and as a nation we demand equality, that
is equal pay for equal work. Whether it is a chief, headman, or laborer he needs
increased salary. He needs a salary that compares with a salary of a European who
does equal work. We will never get our freedom unless we succeed in this issue. We
do not want equal pay for equal work tomorrow - we want it right now . . . . If we
work together as one, we must succeed.
DOCUMENT B
SOURCE: History of the Pan-African Congress: Colonial and Coloured Unity, a Programme of
Action. Edited by George Padmore, London, England.
NOTE: The Pan-African Congress was a series of seven meetings that were intended to address the
issues facing Africa as a result of European colonization of most of the continent. This excerpt comes
from the Fifth Pan-African Congress held in 1945 in Manchester, northwest England. There were
ninety delegates, twenty six from all over Africa. These included a number of men who would later
become political leaders in their newly independent African countries, such as Jomo Kenyatta of
Kenya. There were also people like radical George Padmore, a journalist and author, from Trinidad,
an island in the Caribbean that later received its independence from Great Britain in 1962.
Despite the turnout, this conference scarcely got a mention in the British press. There were ma ...
1. President William McKinley, letter to Congress, April 25, 1898.SantosConleyha
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
1. President William McKinley, letter to Congress, April 25, 1898.AbbyWhyte974
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
The Omaha PlatformAlthough historians often speak of a Po.docxcherry686017
The Omaha Platform
Although historians often speak of a “Populist movement” in the 1880s, it wasn’t until 1892 that the
People’s or Populist Party was formally organized. The Omaha Platform, adopted by the founding
convention of the party on July 4, 1892, set out the basic tenets of the Populist movement. The
movement had emerged out of the cooperative crusade organized by the Farmer’s Alliance in the
1880s. The preamble was written by Minnesota lawyer, farmer, politician, and novelist Ignatius
Donnelly. Delegates to the convention embraced the platform with great enthusiasm. Many of the
specific proposals urged by the Omaha Platform—the graduated income tax, the secret ballot, the
direct election of Senators, the eight-hour day—won enactment in the progressive and New Deal
eras of the next century. Yet at least one historian has argued that the fundamental cooperative and
democratic spirit of the agrarian radicals was lost along the way.
NATIONAL PEOPLE’S PARTY PLATFORM
Assembled upon the 116th anniversary of the Declaration of Independence, the People’s Party of
America, in their first national convention, invoking upon their action the blessing of Almighty God,
put forth in the name and on behalf of the people of this country, the following preamble and
declaration of principles:
PREAMBLE
The conditions which surround us best justify our co-operation; we meet in the midst of a nation
brought to the verge of moral, political, and material ruin. Corruption dominates the ballot-box, the
Legislatures, the Congress, and touches even the ermine of the bench. The people are demoralized;
most of the States have been compelled to isolate the voters at the polling places to prevent universal
intimidation and bribery. The newspapers are largely subsidized or muzzled, public opinion
silenced, business prostrated, homes covered with mortgages, labor impoverished, and the land
concentrating in the hands of capitalists. The urban workmen are denied the right to organize for
self-protection, imported pauperized labor beats down their wages, a hireling standing army,
unrecognized by our laws, is established to shoot them down, and they are rapidly degenerating into
European conditions. The fruits of the toil of millions are boldly stolen to build up colossal fortunes
for a few, unprecedented in the history of mankind; and the possessors of those, in turn, despise the
republic and endanger liberty. From the same prolific womb of governmental injustice we breed the
two great classes—tramps and millionaires.
The national power to create money is appropriated to enrich bondholders; a vast public debt
payable in legal tender currency has been funded into gold-bearing bonds, thereby adding millions to
the burdens of the people.
Silver, which has been accepted as coin since the dawn of history, has been demonetized to add to
the purchasing power of gold by decreasing the value of all forms of property as well as human
labor, and ...
Similar to Fascism, Adolf Hitler, National Socialism and the Holocaust (20)
Slides for an introductory lecture on history and historiography, based on my answer to the "Two Things about" meme.
Mark Mulligan's pyramid used with permission.
You can find the old version at https://www.slideshare.net/jdresner/two-things-about-history-and-history-teaching/jdresner/two-things-about-history-and-history-teaching
North Korea is often portrayed as a 'rogue state' and 'unpredictable' but like any other state it has a history which has to be taken into account to make sense of its present. Throughout the 20th century, Northern Korea has been on the front lines between empires, and between imperialists and liberators. The end of the Cold War globally has not solved the Korean separation the way it solved the German one, though the ideological rhetoric has changed. North Korean leadership invokes this history regularly to explain and justify its positions, and this has to be taken seriously in any analysis of North Korea's 21st century development.
Along with Imperialisms past and present, North Korea's nuclear weapons and missile programs are offshoots of 20th century processes of proliferation, in which weapons technology passed from state to state, sometimes intentionally, sometimes not. Perhaps more importantly, North Korea is drawing on the experience of disarmament over the last 25 years, a process that has not always gone well for states that surrender their nuclear weapons capacity.
All this is true, but perhaps more importantly, it appears to be the foundation of the North Korean understanding of how we got to this point, and what matters in this moment: regime survival in the face of multiple hostile controlling empires. We are historical beings, etc.
Diaspora and Modernity: Infrastructure and Nationalism in Transnational Immi...Jonathan Dresner
Wajahat Ali's play "Domestic Crusaders" is a family drama based on 1st and 2nd generation Pakistani immigrants in the US. It is funny, touching, intense, and lively, and nothing in it was surprising to someone like me who grew up with family dramas based on 1st and 2nd generation Eastern European Jews. This is why "Diaspora" is a useful scholarly term: there are patterns. Historians often shy away from that sort of talk, because we're more interested in particularity and complexity, but without abandoning our interest in what's distinctive, sometimes we have to admit that the sociologists are on to something and ask Why?
These patterns are structural, building on fundamental aspects of modernity: nationalism, infrastructure. Persistent racism in the US makes it hard for even third-generation Americans to be fully mainstream and enhances what might be considered the 'natural solidarity' of immigrants who share linguistic and cultural characteristics. The modern infrastructure of transportation and communication means that immigrants remain in contact with home countries, but also have resources with which to implant and expand their home cultures locally. This is enhanced on both sides by nationalism and the nation-state which, even in America, define citizenship culturally as much as legally. Parenting on a cultural frontier enhances tensions between assimilation and preservation of culture. Even in the 1st generation, the impossibility of fully replicating the home environment means that their attachment to home becomes focused on particular aspects of home culture and involves a great deal of assimilation.
Migration and modernity and identity in east asia (MWWHA 2016)Jonathan Dresner
A dramatic increase in physical mobility is a hallmark of the transition to modernity in any society. The combination of economic industrialization, mechanization of transportation and proletarianization of labor makes migration necessary for effective development. This paper will examine concepts of modernity to elucidate the central role played by migration in transition to economic, social, cultural, and political modernity. Changes in internal and external migration in 19th and 20th century China, Japan, and Korea will be examined along with conventional historiographical periodization to see how understanding modernity as movement can and should alter our understanding of East Asian history.
Migration and Modernity in East Asia (ASPAC 2015)Jonathan Dresner
A dramatic increase in physical mobility is a hallmark of the transition to modernity in any society. The combination of economic industrialization, mechanization of transportation and proletarianization of labor makes migration necessary for effective development. This paper will examine concepts modernity to elucidate the central role played by migration in transition to economic, social, cultural, and political modernity. Changes in internal and external migration in 19th and 20th century China, Japan, and Korea will be examined along with conventional historiographical periodization to see how understanding modernity as movement can and should alter our understanding of East Asian history.
Japanese Historical Process in Anglophone CinemaJonathan Dresner
A consideration of sampling of English-language films which address Japanese historical moments or processes. Ranging from John Wayne's "The Barbarian and the Geisha" to Tom Cruise's "The Last Samurai", the way in which Japanese history is d
Good Historical Writing is Good Historical Thinking and Good Writing. A summary of ideas and concepts from my own thoughts, and other clever peoples' ideas about history and writing.
Points of commonality in the English Bill of Rights (1689), US Declaration of Independence (1776), and French Declaration of Rights of Man and Citizen (1789). Also a few differences. This is based on an assignment I used in my 2012 World History survey.
My entry into the "Two Things About" discussion: History, History Writing, and History Teaching. Good for introductory lectures. I know "earlier antecedents" is redundant, but it's how I worded it originally, and I still like it: it emphasizes that the immediate causes are not always the important ones, and those causes have causes.... etc.
The newer version of this, with Mark Mulligan's pyramid, can be found at: https://www.slideshare.net/jdresner/two-things-about-history
You can find the original "Two Things" page at http://www.csun.edu/~dgw61315/thetwothings.html
Survey of last 150 years of Japanese food history, focusing on the stability of the Meiji era, the increasing diversity of the Taisho, the effect of military adventures and the globalization of sushi and Fortune cookies.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Thesis Statement for students diagnonsed withADHD.ppt
Fascism, Adolf Hitler, National Socialism and the Holocaust
1. Fascism,
Adolf Hitler,
National Socialism,
Genocide
2. Fascism
Fascism, now and always, believes in holiness and in
heroism; that is to say, in actions influenced by no
economic motive, direct or indirect. ... And above all
Fascism denies that class-war can be the preponderant
force in the transformation of society....
Fascism denies that the majority, by the simple fact that
it is a majority, can direct human society; it denies that
numbers alone can govern by means of a periodical
consultation, and it affirms the immutable, beneficial,
and fruitful inequality of mankind, which can never be
permanently leveled through the mere operation of a
mechanical process such as universal suffrage....
3. Fascism, cont.
The foundation of Fascism is the conception of the
State, its character, its duty, and its aim. Fascism
conceives of the State as an absolute, in
comparison with which all individuals or groups
are relative, only to be conceived of in their relation
to the State...the Fascist State is itself conscious
and has itself a will and a personality
The Fascist State organizes the nation, but leaves a
sufficient margin of liberty to the individual; the latter
is deprived of all useless and possibly harmful
freedom, but retains what is essential; the deciding
power in this question cannot be the individual, but
the State alone....
4. Fascism, cont.
For Fascism, the growth of empire, that is to
say the expansion of the nation, is an essential
manifestation of vitality, and its opposite a sign
of decadence. Peoples which are rising, or rising
again after a period of decadence, are always
imperialist; and renunciation is a sign of decay and
of death. Fascism is the doctrine best adapted to
represent the tendencies and the aspirations of a
people, like the people of Italy, who are rising
again after many centuries of abasement and
foreign servitude.
5. Fascism, cont.
But empire demands discipline, the coordination
of all forces and a deeply felt sense of duty and
sacrifice: this fact explains many aspects of the
practical working of the regime, the character of many
forces in the State, and the necessarily severe
measures which must be taken against those who
would oppose this spontaneous and inevitable
movement of Italy in the twentieth century, and would
oppose it by recalling the outworn ideology of the
nineteenth century - repudiated wheresoever there
has been the courage to undertake great experiments
of social and political transformation; for never
before has the nation stood more in need of
6. Nazism And Existing Ideas
• Nationalism
• Racialism
• Industrialization
• Imperialism
• Fascism
• Modern Bureaucratic State
8. NSDAP Platform, 1920
1. We demand the unification of all Germans in the
Greater Germany on the basis of the right of self-
determination of peoples.
2. We demand equality of rights for the German
people in respect to the other nations; abrogation of
the peace treaties of Versailles and St. Germain.
3. We demand land and territory (colonies) for the
sustenance of our people, and colonization for
our surplus population.
4. Only a member of the race can be a citizen. A
member of the race can only be one who is of
German blood, without consideration of creed.
Consequently no Jew can be a member of the
9. 5. Whoever has no citizenship is to be able to live in
Germany only as a guest, and must be under the
authority of legislation for foreigners.
6. The right to determine matters concerning
administration and law belongs only to the citizen.
Therefore we demand that every public office, of any
sort whatsoever, whether in the Reich, the county
or municipality, be filled only by citizens. We
combat the corrupting parliamentary economy, office-
holding only according to party inclinations without
consideration of character or abilities.
10. 7. We demand that the state be charged first with
providing the opportunity for a livelihood and way
of life for the citizens. If it is impossible to
sustain the total population of the State, then
the members of foreign nations (non-citizens)
are to be expelled from the Reich.
8. Any further immigration of non-citizens is to be
prevented. We demand that all non-Germans,
who have immigrated to Germany since the 2
August 1914, be forced immediately to leave
the Reich.
9. All citizens must have equal rights and
obligations.
11. 10. The first obligation of every citizen must be to
work both spiritually and physically. The activity
of individuals is not to counteract the
interests of the universality, but must have its
result within the framework of the whole for
the benefit of all. Consequently we demand:
11. Abolition of unearned (work and labour)
incomes. Breaking of rent-slavery.
12. In consideration of the monstrous sacrifice in
property and blood that each war demands of the
people personal enrichment through a war must
be designated as a crime against the people.
Therefore we demand the total confiscation of
all war profits.
12. 13. We demand the nationalization of all (previous)
associated industries (trusts).
14. We demand a division of profits of all heavy
industries.
15. We demand an expansion on a large scale of
old age welfare.
16. We demand the creation of a healthy middle
class and its conservation, immediate
communalization of the great warehouses and their
being leased at low cost to small firms, the utmost
consideration of all small firms in contracts with
the State, county or municipality.
13. 17. We demand a land reform suitable to our
needs, provision of a law for the free expropriation of
land for the purposes of public utility, abolition of
taxes on land and prevention of all speculation in
land.
18. We demand struggle without consideration
against those whose activity is injurious to the
general interest. Common national criminals,
usurers, Schieber and so forth are to be
punished with death, without consideration of
confession or race.
19. We demand substitution of a German common
law in place of the Roman Law serving a
materialistic world-order.
14. 20. The state is to be responsible for a
fundamental reconstruction of our whole national
education program, to enable every capable and
industrious German to obtain higher education
and subsequently introduction into leading
positions. The plans of instruction of all
educational institutions are to conform with the
experiences of practical life. The comprehension
of the concept of the State must be striven for by
the school [Staatsbuergerkunde] as early as the
beginning of understanding. We demand the
education at the expense of the State of
outstanding intellectually gifted children of poor
parents without consideration of position or
15. 21. The State is to care for the elevating national
health by protecting the mother and child, by
outlawing child-labor, by the encouragement of
physical fitness, by means of the legal
establishment of a gymnastic and sport obligation,
by the utmost support of all organizations
concerned with the physical instruction of the
young.
22. We demand abolition of the mercenary troops
and formation of a national army.
16. 23. We demand legal opposition to known lies and their
promulgation through the press. In order to enable the
provision of a German press, we demand, that: a. All writers
and employees of the newspapers appearing in the
German language be members of the race; b. Non-German
newspapers be required to have the express permission of the
State to be published. They may not be printed in the German
language; c. Non-Germans are forbidden by law any financial
interest in German publications, or any influence on them, and
as punishment for violations the closing of such a publication
as well as the immediate expulsion from the Reich of the non-
German concerned.
Publications which are counter to the general good are to be
forbidden. We demand legal prosecution of artistic and
literary forms which exert a destructive influence on our
national life, and the closure of organizations opposing the
above made demands.
17. 24. We demand freedom of religion for all
religious denominations within the state so
long as they do not endanger its existence or
oppose the moral senses of the Germanic race.
The Party as such advocates the standpoint of a
positive Christianity without binding itself
confessionally to any one denomination. It
combats the Jewish-materialistic spirit within
and around us, and is convinced that a lasting
recovery of our nation can only succeed from
within on the framework: common utility
precedes individual utility.
18. 25. For the execution of all of this we demand the
formation of a strong central power in the
Reich. Unlimited authority of the central
parliament over the whole Reich and its
organizations in general. The forming of state and
profession chambers for the execution of the laws
made by the Reich within the various states of the
confederation. The leaders of the Party promise, if
necessary by sacrificing their own lives, to support
by the execution of the points set forth above
without consideration.
19. Independence Kansas Daily,
July 1933
Meanwhile, the convention of the American
Zionist organization got underway Sunday with
the 3,500 delegates pledging $8,000,000 to
German Jewish refugees for colonization of
Palestine.
"The plea for financial aid was voiced by Rabbi
Stephen S. Wise, of New York, when he called
the convention "the first important meeting of
American Zionists since the Hitler catastrophe
hit Germany."
Rabbi Wise demanded a two-fold answer to
Hitler, the first to be uttered by the judgement of
mankind out of the conscience of Christendom,
and the second, to create, develop and maintain
the Jewish national home in Palestine.
"The Jew is always ready to die for his country,"
said Dr. Wise, "but he is not ready to die at the
hands of his country."
20. Moving Against Jews
• 1933: Jews excluded from Civil Service, Eugenics
law.
• 1935: Nuremberg Laws remove citizenship from
Jews, bar intermarriage
• 1938: November 9-10, Kristallnacht. Jews barred
from owning businesses
• 1939: War begins.
– Jewish bank accounts, property confiscated
– Identifying papers and clothing in some areas
– Jewish relocation, concentration, elimination
– "Aktion T-4" Euthanasia programs
• 1941: "Final Solution" programs implemented. All
22. Partial Accounting of Victims
• Jews: approx. 5.7M, 2/3 of Jews in Europe
• Romany (aka Gypsies): 150K-.5M; almost
90% eradicated in occupied areas
• Polish intellectuals; religious leadership;
political and labor leaders, others: approx
2M
• Russian POWs and civilians: millions
• Germans: Disabled, Homosexuals (at
least those not in the SS), Catholics, some
Protestants, Jehovah's Witnesses,
Freemasons, Communists, Socialists
23. Sources
• What is Fascism, Mussolini & Gentile, 1932
– http://www.fordham.edu/halsall/mod/mussolini-
fascism.html
• NSDAP Platform
– http://www.fordham.edu/halsall/mod/25points.html
• Chronology of the Holocaust
– http://www.ushmm.org/education/foreducators/resour
ce/pdf/chronology.pdf
• "Jews of nation in convention" (AP), Daily,
Independence, Kansas, 3 July 1933
– http://www.flickr.com/photos/jondresner/
• Background: Rose, by Jonathan Dresner