Königshütte KindergartenAt the Borsig worksUpp.docx

Königshütte Kindergarten
At the Borsig works
Upper Silesia
German Emigration
The Dresden Daily 18.2.1906
Postcard
(c1900-1910)
*

Annual overseas emigration 1871-1914 (1000s)
*
1880-1893 Third and (in absolute numbers) largest wave
1881, 1882 Peak years: 4-5% of population leave
Vast majority to U.S. , some to Brazil, Canada, Argentina, Chile
1890 Germans 1/3rd foreign-born U.S. population
1893- Steep decline in overseas emigration
(Depression in U.S. ,boom in Germany )
Annual Overseas Emigration 1871-1914
*
Origin and Causes
Ag. N-E provinces disproportionately affected
Land inheritance (eldest son), Emigration an option for the
others
For rural wage labourers …

1870s- Ag. ec. crisis, & modernization. (seasonalization,
mechanization)
Attraction of self-sufficiency in U.S.
Planned route: German agriculture. -> U.S urban work -> U.S.
Farm
But increasingly German agriculture. -> U.S. urban life.
*
Emigrationist Colonialism
Idea of the ‘unbounded German nation’ (Sauer, 2007).
Germans could be Germans away from new German nation state
The nation as ‘imagined community’ centred on culture
Breaking in and farming the soil of ‘new territory’ the core
‘national’ economic task
Colonialist also because displacement of indigenous peoples
taken for granted, seen as a natural effect of necessary German
expansion.
A refutation of state-based nationalism & core duty - military
service
Bismarck (1884) ‘A German who jettisons his Fatherland like
an old coat, to me is no longer a German’

Hamburg and Bremen – regulating departure
1867 Weekly Bremen- NY 1871 Norddeutscher Lloyd 20
steamers (NY, Baltimore, Galveston, New Orleans). 1881 9 day
crossings.
1880-1893: 100,000 p.a. Hamburg and Bremen
1892 Hamburg Cholera, blamed on Russian migrants, temporary
closure of border
1894 Companies & ticket agencies broker deal with Govt.
Separate carriages and trains, separation at ports, medical
checks at border, at Ruhleben & ports, 4% rejected at European
checkpoints (1% NY)
1893- as German emigration peters out, large-scale East
European emigration begins, Missler agencies across C. and E.
Europe
Numbers fluctuate 1893-1914, but high after 1900 230,000+
through ports in 1907 and 1913
Quarantine Village on the Veddel
Mary Antin, traveling in 1894. From Hoerder, ‘Traffic’

On the following day, the 22nd [of August 1895] ..[t[owards
half past twelve our steamer anchored in Queenstown harbour
on the Irish coast to take on board new passengers. Long before
we had reached the harbour however, several small boats
approached our steamer propelled by powerful oar-strokes and
in no time had fastened themselves to the ship’s sides. Nimble
boys climbed on board and secured rope ladders, and in a matter
of moments a dozen Irish pedlar-women (Händlerinnen) were on
board hawking all manner of things to the passengers. You can
bet that a lot of us – still so far from land – were fairly amazed
to see these chattering (zungenfertig) women suddenly appear,
though for all that also pleased, since after a twenty-four-hour
journey many people had discovered that they well needed this
or that after all. Because these pedlars knew the requirements of
ocean going passengers, they had everything with them
The Journey
Heinrich Horstmann, Meine Radreise um die Erde (1895), 10-
11.
*
At three o clock the steamer turned around and headed for the
open sea, but the pedlar women were still wandering around the
deck. We had been about half an hour out of port when the
captain finally gave the order for the women to leave the ship.
The last-minute trading and haggling needed to be seen to be
believed. It was like a waterfall, and, as if by prior agreement,
suddenly every item became significantly cheaper. In the end
the sailors hurried proceeding to an end and it did not take long
before the women with their wares were off the deck. The
sailors untied the ropes with which the small craft were tied to
the ship, and , one by one, they sped back towards the already

distant coast, which itself soon sank out of sight.
*
Statistical atlas of the US, (1890, eleventh census)
https://www.loc.gov/item/07019233/
Cincinnati
Pittsburg
Indianapolis
Destinations
Germans concentrated in N-E States & increasingly urban
1890s Milwaukee 2/5 population 1884 Chicago 6th largest
German population
160,000 German born, 1/3rd of city population (1.1M) incl.
second generation
4 German dailies inc Freie Presse, Illlinois Staatszeitung .
‘Germanness’ in common.. but heterogeneous background: pre-
unification emigrants S-E, 1880s- N-E and agricultural &
divided by class and occupation
*

*
Generation and Immigration
Chicago’s ‘Germans’ in 1900:
1) Older generation livening in a German community with its
own churches, associations, theatres, businesses & press but
who are American-born children of mid-19C settlers.
2) 3rd wave (1880s) immigrants raised in Germany, who help
reinvigorate community ties with German culture (The core of
1900 ethnic community).
3) Young adults born in Germany but who arrive with parents as
children in the 1880s and remember little of Germany.
Socialised in Chicago, usually skilled workers or small
businessmen.
4) 1890s arrivals, least adapted to American culture. From a
much more industrialized Germany and more likely to find work
in unskilled trades.
*

Carl Schurz to his wife, Margarethe (née Meyer) July 8, 1867,
describing his visit to Augusta, Missouri
After the dinner, however, came the great event. Our arrival had
become well known in the town; and the population of Augusta,
old and young, male and female, gathered together in a small
grove to welcome us. They brought along their band, which was
made up wholly of amateur musicians, but not at all bad. There
was plenty of Augusta wine. Quite naturally speeches had to be
made. First I had to talk to the men, then to the women, then to
both. Following this, Preetorius came on; then the old Münich
until we all declared it was enough of a good thing. Of course
all the speeches were in German, for in Augusta there are no
Americans except the shoemaker's apprentice, who has recently
arrived and who is learning German, and several negro families,
among whom the children can already speak German. An
evening meal at the home of a German doctor concluded the
delightful affair. About eleven o'clock we went up and down the
hills until we reached the home of the sixty-eight-year-old
"young" Münich, that offered us a welcome bed.
Letters of Carl Schurz 1841-1869
Preserving German Identity and Assimilation
Continued…
The little German colony in Augusta certainly gives the
impression of prosperity. The old people have preserved the
tradition of the German spirit and German training, but they are
unable to bequeath this tradition to their children. It is an
observation which I have almost everywhere, that here in
America, perhaps with the exception of individual cases in the
great cities, the children of educated Germans contrast
strikingly with their elders. The German spirit fades away. If
the training remains wholly German and all contact with

Americanism is avoided, a stupid Pennsylvania Germanism
results. Where that is not the case, the waves of Americanism
soon overwhelm the second and third generations. "The mission
of Germanism" in America, about which some speak so loudly,
can consist in nothing other than a modification of the
American spirit, through the German, while the nationalities
melt into one. In a few years the old patriarchs in pleasant little
Augusta will be dead and their successors must be carried away
by the universal movement.
Preserving or Creating German identity?
Cultural memory in the U.S.
Inventing traditions?
www.germanfest.com
http://www.gacl.org/
US Germans in WW1
Hard hit by anti German movement after US entry (April 1917)
One case of lynching (Robert Prager)
St Louis.
German language disappears from schools & Lutheran church
services
Books removed from City Library

Berlin Avenue become Pershing Avenue
Semi-official American Protective League investigate cases of
espionage, pro-German propaganda, pacifism and radicalism,
draft-dodging, disloyalty and enemy alien activity
1924 Immigration Act. 2% p.a. of 1890 Germans
Emigrant Letters
Kamphoefner (ed) News from the land of freedom. German
immigrants write home
*
Matthias Dorgarthen series
Arrives in NY April 24, 1881
Navare, May 7, 1881
Here you can go fishing and hunting as much as you like ,
we’ve already done some fishing since we are near a stream, it’s
called Rebbe
Here you are free to do anything, you don’t have to register
with the police when you move in or out , you also don’t have
to pay any taxes. If you rent a house here , you can move out
any day, you just go there and say, I’m moving out tomorrow,
that’s all, but as long as I pay my rent I don’t have to move out

, for that time the house is mine. It’s the same at work, when I
have a place in the mine no foreman can boot me out unless I do
something no good, for example stealing, that’s punished hard
here, otherwise the job is mine, but I can leave whenever I want
to , if I want to quit then I just pick up my tools, that’s all, and
I can go wherever I want
*
Massilon, May 26, 1881
Write and tell me if it is true that there’s a war in Germany,
they talk about it a lot here, they’re always going on about it
that France declared war on Germany , if need be then I’ll come
back to Germany and help beat up the French, for we are still
Germans here in America and German-minded, when we go to a
saloon here in the evening and sing songs then we don’t have to
pay for anything, they like to listen to German songs so much
here , they can all understand German here, too [..] We are a
group of 12 men here in Massilon, I knew them all from home,
that is me and Keffen, Vos, Goldschmid, 2 Hinde, Bckel,
Heisterkamp, Brus and Kiphen from Alstaden, Ers and Gißenand
many more that have come [..] Give my best to all friends and
relatives and all the neighbour girls and tell them they should
just come on over to America
Massilon, November 7, 1881
..that business about sending the girls was just a joke, but give
my best to all the girls that I know and tell them I’m coming
back soon and want to bring one back to America with me.

*
Massilonn, November 7, 1881
We also got very thin, as you can well imagine, from sweating
so much and drinking so much water and not eating very much,
you can’t get fat from that. Now it should be different, I think,
if I am still healthy, that’s the main thing here in America, and I
keep working then we should do all right, but otherwise the
streets aren’t paved with gold here like people always write,
more lies are written home than truth.
Massilonn, October 12, 1881
Dear parents and brothers and sisters, you write that agents are
running around at home, trying to collect people to take them
along to America, don’t anybody be fool enough to go with
agents like that, because I believe it’s all a swindle. Here in
Massilonn and Navarre we can’t even get on at the mines, the
Schlössers, Damers and everyone are working on the new
railroad, they couldn’t even get work at the mines
*
Massillonn, November 20th
If I get the fever again and have enough money then I’m coming

home. But I would still like to stay here, otherwise everyone
will say he hardly left and now he’s back again.
Bakinghamm, 6th May 1882
I think that in two weeks I’ll be leaving here, first of all
because I don’t like it here and secondly I want to know now if
things are this bad all over America [..] I want to know this , if
I come home again then they shouldn’t be able to say, he always
stayed in one place.
Backinghamm October 1st 1882
If you would be so kind, please send me a translator, a book
where English is translated into German , but something
different from the other one, but not expensive
*
Interview with the Brodbecks
(Federal Writers Project)
See also related Immigrant interviews from the
New Jersey Ethnic Survey 1939-1941
David Steven Cohen (ed.), America, the Dream of My Life
(Rutgers UP, New Brunswick, NJ, 1990).
*

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The German Overseas Empire
First Phase
April 1884. German S.-W. Africa declared a protectorate.
July 1884. Togo & German Cameroon follow.
February 1885. Territory bought, negotiated at gun point , or
otherwise claimed by the Society for Colonisation in East
Africa brought under formal protection.
May 1885. Territory administered by German business in South
Pacific (New Guinea company) follows.

Second Phase
March 1898. Kiatschou & Tsingtao 99 yr lease from China
June 1899. Following defeat vs U.S. Spain sells Germany
Caroline islands, Palau, Mariana islands in S. Pacific
March 1900. Samoa divided between U.S. & Germany
1911. Germany takes part of Congo.
1914. Germany claims sovereignty over 13.7 million inhabitants
in overseas empire
1918. Defeat in WW1 and loss of colonies
1914

German South-West Africa
German S.-W. Africa
Only colony with significant German settlement
Windhuk & Swakopmund have German character
As elsewhere, failure to keep order and run economy
effectively..
= increased involvement of Berlin & arrival of more troops &
officials.
In this way ‘protectorates’ developed into formal colonial
possessions (not envisaged by Bismarck)

As elsewhere, however, colonial officials retain significant
autonomy. (‘The Leutwein-system’ 1894-1905). ‘Puttkamerun’
Violence and Colonial rule
Three major colonial wars
Boxer Rebellion in China (1899-1901), where German troops
perpetrated numerous massacres,
Genocide of Herero and Nama in German S-West Africa (1904–
7)
The Maji Maji war (1905–8): suppression of rebellions in E.
Africa that developed from a religious awakening (cult worship
of water (Maji in Swahili). African dead c300,000, most a result
of famine caused by the destruction of crops.
Also…63 ‘penal expeditions’ (1891 and1897) against non-
compliant in the interior,
& violent nature of everyday relations, especially use of
corporal punishment.
Indigen laws: beatings for disobedience, or ‘breaking contract’,
(threat & use needed for labour in the colonial economy)
Hide or rope whips: 15,000 p.a. 1912/13

German S.-W. Africa:
Herero and Nama uprisings (1904)
Causes
1896- Cattle disease, malaria, typhus, locusts, drought force
many Herero to sell land to settlers and
increases indebtedness to German traders, who use military to
force repayment.
Policy to deny Herero enough land for nomadic self-sufficiency,
make them sedentary and dependent on wage labour
..& leave only some (poor quality) land for reservations.
Further German settlement follows Swakopmund-Windhuk
railway (1902)
Herero support for German-sanctioned leader (Maharero)
collapses

Rebellion to re-take land launched 11.1.1904 (German troops
away in south)
German farms plundered / occupied. 123 killed.
The German Response
Leutwein tries to make contact with Maharero
But Berlin requests immediate, unconditional defeat of Herero,
replacing Leutwein with v. Throtha
Throtha intends to surround Herero at Waterberg and execute
leadership. Sets up prison camps.
Attack (11.8.04) succeeds in defeating Herero, but many escape
Warfare Radicalised
Troops force Herero away from water sources.
Oct 2 – Dec 9 1904.
Policy to shoot all rebellious Herero. No more prisoners.
Existing prisoners put to forced labour.

Throtha seen as a pioneer of 20 C. genocide
Believed in unavoidable racial struggle and had no use for
Herero as labour (unlike missionaries, colonial administration
and most settlers).
Berlin eventually backs off slightly (although Trotha still feted
as a national hero)
Missionaries resettle and return some Herero
Oct 1904. Herero uprising sparks rebellion by Nama, who fear
disarmament and loss of remaining autonomy.
Guerrilla war –ends Oct 1905 (Hendrik Wittbooi killed.)
*
Trophy shots

Colonial Policies and National Socialism
Pascal Grosse: a ‘shared governing structure […] based on
eugenicist ideas of racial selection, racial re-production and
territorial expansion’.
Benjamin Madely: Massacre of Herero and Nama
‘incubator’ of ideas, methods and a vocabulary for Nazis
Methods: forced labour.
The Human Cost
For native populations..
80% of Herero 50% of Nama
Remaining expropriated, resettled on reservations.
‘Indigenous Peoples Laws’ tie remaining Herero to farm work
(work permits and passports, moves to tattoo non-compliant)
Psychological effects of massacre.
Destruction of social organisation..

Many seek stability in Christianity of missionaries
For Germans
German forces and settlers: 1750 dead (many non-white)
(17,000 troops in action 1904-6.)
Cost. 400,000,000 M.
Subjugation of Herero (+ diamonds & better infrastructure)
increases German settlement
4640 (1903) to 14,830 (1913)
Labour shortage (despite contract labour system).
Workers imported from Ovamboland and Br. S. Africa
Renewed criticism of colonial policy at home.
German – Colonial Subject Relations

The Loss of the Colonies
Article 22 of the Treaty of Versailles
To those colonies and territories which as a consequence of the
late war have ceased to be under the sovereignty of the States
which formerly governed them and which are inhabited by
peoples not yet able to stand by themselves under the strenuous
conditions of the modern world, there should be applied the
principle that the well-being and development of such peoples
form a sacred trust of civilisation and that securities for the
performance of this trust should be embodied in this Covenant.
The best method of giving practical effect to this principle is
that the tutelage of such peoples should be entrusted to
advanced nations who by reason of their resources, their
experience or their geographical position can best undertake
this responsibility, and who are willing to accept it
Pro colonial lobby after 1918
- resent implication that Germany is not advanced (Kämper)
- argue that Germany is an advanced nation and therefore has a
right to colonies
- fabricate a history of good treatment and good relations with
subject peoples in response
Karl Goetz’s, Black Shame Medal (Bavarian State Mint, 1920)

The ‘Black Horror’
Black soldiers policing the Rhineland under French occupation
25,000 / 85 000 from North Africa and Senegal
‘Spectre of reverse colonialism’ (E. Martin)
Propaganda war depicts French colonial troops as rapists
Fear of racial contamination / national degeneracy
The use of black soldiers in Europe reveals French as unworthy
imperial masters
Hannah Höch, Mischling [mixed race] 1924
Kolmanskop – mining town
*
Colmarer Kreisblatt 2.10.1886
For some time now, for the purposes of military training, three

Cameroon negroes have been staying in Berlin. They will return
to their homeland with the ‘Louise’ in the next few days. They
have learnt to speak German fairly well and also adopted
respectable manners. In Cameroon it is intended that they will
serve as policemen and interpreters.
Colmar District Bulletin 2.10.1886
Colmarer Kreisblatt 2.10.1886
Agriculture and Rural Society
*
Agricultural modernization
entails..
The increase land of under cultivation,
increased use of natural (later chemical) fertilisers to maximise
yield,
a shift to the most profitable crops,
changes in labour recruitment and deployment

and mechanization
*
*
Kali - potash
*
Sugar beet (tonnes) 1880 4.7 m. 1900 16 m
*
Meat crisis! (Fleischnot)
Rising price of meat:
National production insufficient to keep price low, and
restrictions on imports from 1895.
Meat regarded as essential for good health. (Value of vitamins

(fruit & veg) not properly understood)
Protest by consumers, and fears over impact on working class
diet / national public health.
Government refuses to lift restrictions, (argues imports risk
disease)
landowner interest to keep profits high wins.
*
*
Bund der Landwirte
Carl Robert Arthur Thiele (1860-1936)
Postcards for Fleischnot (‘need for flesh’) c1900
*
*

*
*
Agricultural society
Estate villages
predominant in Eastern Prussian Provinces & Mecklenburgs
Mecklenburg-Schwerin
1300 estates 100 ha + own 60% of land. Farms of 5-20 ha, share
8%
Squire or ‘Junker’ major landowner
Village labourers live in tied cottages
Owner has local government and some judicial and police
powers.

*
The traditional model
relationship between owner’s family and workforce is personal,
and stretches back generations.
and is characterised by dependency of estate worker on his
master
Owners see the estate as a livelihood for himself and the
villagers
Estate is projected as a community (festivals, funerals)
Paternalism: The squire takes care of ‘his’ villagers. Housing,
health care and education in return for deference and obedience.
*
..or rural factories?
Absentee owners. Leaseholder and/or inspector manages the
estate.
Absence of personal ties to villagers.

Estate a business, production geared to profitable crops like
sugar beet.
Local, resident workforce shrinks for reasons of cost, and out-
migration.
Seasonal workers imported for planting and harvesting. c1900
usually Poles from Austro-Hungary or Russia.
housed in barracks and work long hours. Many young or female
& do not need to be paid over the winters or require other
financial / medical support.
Few villages resemble healthy communities. Remaining local
families and foreign workers are housed and work separately.
Foreign workers cannot settle.
*
..or prison farms?
Codes and Contracts commit workers for a year, criminalise
withdrawal of labour.
Convict labour. labour shortage saw some employers recruit
from prisons and workhouses. Mecklenburg: discharged
prisoners (freed or on parole) hired as ‘ancillary workers’.
1914-1918. Model adopted everywhere. Migrants interned as
forced labour. Estates also hired POWs. c. 1.5 million deployed
in German economy.
The ‘penal estate’ existed in a pure form in peace time. Many

prisons, workhouses and borstals were run as estates.
*
*
Postcard no. 7 Wahre Jacob
*
*
Child Labour
No national restrictions 1871-1914
1904 survey of paid employment for -14s. (9.3 million
questionnaires)

1.7 million (c20%) employed, inc. 445,000 -10
Planting, weeding, harvesting and sorting potatoes and beet.
Feeding animals, shepherding, berry picking, acting as beaters,
service
c. 90% engaged in paid and unpaid work
Boehnert (2007) trend towards greater use of child labour
(migration and root-crop production - shortage)
(40% of children work for money in sugarbeet areas Pr. Saxony)
Employers and families benefit, and child labour also defended
as healthy.
Critics: school exemptions, exhaustion.
*
Landowner in western Saxony (1892 Verein für Socialpolitik)
Children are only deployed at agricultural work on a small
scale, most at age eight or ten, during the school holidays for
about 8-9 hours per day, or on afternoons when there are no
lessons for 4-5 hours turning hay, tying up corn-bales, pulling
up beet, sorting potatoes and tending livestock. As recompense
they receive 4-5 pfennigs per hour, around Zittau 6-8 pfennigs.
If they are working piece-rate then they are supposed to be able
to earn up to 15 pfennigs per hour.
Normal hourly rate here: Women, 7-10 Pf., Men 11-16 Pf.

*
Kinder beim Sammeln von Pferdeäpfeln
Jöhstadt, Steinbach,
Sachsen
Krauße, Hermann, um 1920
Beerenkinder
Erzgebirge
Krauße, Hermann, um 1910
Eigentümer: SLUB Deutsche Fotothek
Rybnik Kreisblatt 13.6.1914
*
Rybnik Kreisblatt 13.6.1914
Landflucht (‘The flight from the land’)
*

Rural-urban migration
Landflucht dominant solution by the mid 1890. No longer
overseas
Hans-Dieter Laux: in migration accounts for 46% of population
growth of Prussian cities
1907: 2 million residents of Berlin
800,000 born in Berlin, .5 million born in eastern Prussian
provinces, further .3 million born elsewhere in Brandenburg
Causes
Conditions in the countryside:
And the pull of the cities
Punitive labour laws, lack of personal freedom, poor wages and
medical care
*
Berufliche Landflucht (exodus from agricultural work )
‘Commuting’ worker-peasants (peasant villages)
Railways, cheap fares
Work on the docks, in construction
Transmission: Commuters and returning migrants
transmission of ideas.
Priester (1913)
The connection with the village community is lost completely.
They bring ‘modern’, usually strongly socialist ideas back
home, which are largely incompatible with those of the
residents. They set up Social Democratic associations, and

thereby create conflict between the villagers
*
Police Reports (S.C. translations from Richard Evans (ed),
Kneipengespräche im Kaiserreich. Stimmungberichte der
Hamburger politischen Polizei 1892-1914(Reinbeck bei
Hamburg, 1989) (Pub conversations in the Empire)
193
Visited Strandt’s tavern (Schlump 3, cellar). There were about
10 people (workers apparently) in the small room, three of them
were committee members of the SPD. Those present were
discussing this month’s Sunday May Day celebrations. They
talked about the police authority ban on a mass march to the
festival square. “Because of this we will march to the square in
twos and threes (vereinzelt) and through a number of different
streets and show the police authorities that they [the party
members] will adhere to the regulations. The party committee
and the Echo have informed all members that they should abide
by the police regulations exactly. This is to show the capitalists
here that this celebration is organised by the party of social
democracy and that police intervention is unnecessary. Even if
it is the case that the Capitalists portray us as needlessly rough
and raw, we will prove to them in this way that we have studied
human life and we belong to a party which has woken up to this
[?] . We need to proceed calmly. We cannot yet achieve
anything with force. That day has not yet come. Here in
Hamburg there are still too many workers who carry out their
work in an unenlightened state. For this reason it is the duty of
every member to enlighten these unenlightened workers, to
wake them from their deep sleep and persuade them to attend
our meetings and eventually to join our party. When we reach

the stage where all workers have joined, then we can say that
the day has come. Then we can say to the capitalist ‘Do you
want to, or not?- otherwise we will proceed with force’. If we
were to use force now then half the party would withdraw
because honestly speaking there is at no real cohesion amongst
us any more. Even if they shout Bravo at meetings, those are the
ones who carry their hearts in their trousers [ in English ‘boots’
= scared ] They only want to show their colleagues and
neighbours that they are present at the meeting, it means
nothing else. We will probably not live to see the day. (Jochum
2.5.1893)
205
Linke’s tavern at 81 Humboldt St. was visited between 9.15 and
10 O Clock. There were three workers present and in
conversation. One worker said “The disputes within the party
are never ending. It is regrettable how people who play a major
role and who are really clued up keep tripping up and giving the
capitalist press all the material they want [literally: ‘providing
water for the Capitalist mill’ S.C.] There has not been a single
day recently without them [the capitalist press] criticising and
cashing in on some stupid mistake by one or other of the party
comrades. Only too often it is easy to see the envy and ill-will
which results result when older party comrades are confronted
with new questions”
Another worker said “Unfortunately there is this idea in the
party that only the leadership and exceptional agitators have the
right to express their opinnion . Instead of training every party
member so they can become agitators and suchlike, most [lit:
‘The big heap’] are shoved to the side, although it is still seen
to that the large mass pay their subs on time. People curse the
employers a good deal over the way they treat the workers. But
the treatment of comrades by the party leadership leaves a lot to
be desired. They talk a lot about equality, brotherhood and

justice, but they don’t act accordingly.” (Graumann 27.6.1896)
The German Labour Movement
German Social Democratic Party (SPD)
History:
1863: ADAV (Allgemeiner Deutscher Arbeiterverein – General
Society of German Workers ) Lasalle
1869 SDAP (Sozialdemokratische Arbeiterpartei )– Social-
Democratic Workers Party)- Bebel & Liebknecht
1875 unite as SAPD (Sozialische Arbeiterpartei)
1890 SPD
August Bebel c1908
http://www.geschichte-der-
sozialdemokratie.de/index.php?id=75&tx_igbildarchiv_pi1[p]=0
*
The SPD
Anti-establishment party

Moderates: reform of system. Parliamentary democracy, greater
social equality.
Radicals: An end to capitalism, if necessary through violence.
Leading parliamentarian August Bebel
Karl Kautsky theoretician & author of theoretical part of Erfurt
programme (1891) committed to overthrowing existing order
..practical strategy outlined here owed more to reformist vision
of Eduard Bernstein
The Growth of the Party
1871-1914 a story of electoral success, despite ban 1878-1890
By 1880 more votes than any other party
(but electoral boundaries, and joint anti-socialist candidates in
runoff votes, prevent this translating into seats in parliament)
1912 Largest party in Parliament (Reichstag )
1914: Over 1 M members (mostly industrial
workers).& 1/3rd of national vote.
Seats in Parliament

Chart118711871187118711871187118741874187418741874187
41877187718771877187718771878187818781878187818781881
18811881188118811881188418841884188418841884188718871
88718871887188718901890189018901890189018931893189318
93189318931898189818981898189818981903190319031903190
31903190719071907190719071907191219121912191219121912
SPD
1
9
12
9
12
24
11
35
44
56
81
43
110
Sheet118711874187718781881188418871890189318981903190
71912SPD191291224113544568143110
Number of Reichstag seats won by the major parties / factions.
The reactionary response
Expensive bread and meat

The increasing costs of army, navy and colonies
The robbery of the right to association
An aggressive Foreign policy
The exploitation of women and children
The continuation of class rule
Poster for the 1912 elections
So whom should every friend of liberty and fatherland, every
true and just man of the people, vote for on 12th January?
The Social Democrats
Social democracy
Votes for all!
Right of association!
Press freedom!
Affordable meat!
Affordable bread!
An end to indirect taxation!
Peace between nations!
The eight hour day!
Social reform!
An end to exploitative class rule!

*
Pickelhaube (spiked helmet)
Phyrgian / Liberty hat / Bonnet Rouge
Liberty Cap
Pickelhaube
*
Kaethe Kollwitz - Deutschlands Kinder hungern, Ende 1923 (um
1931)
Brot! 1924

Labour movement more than an electoral machine…
Unions
1848/9 First unions – printers and cigarmakers
1860s second phase. Unions with strong occupational identity,
and tradition of organisation
‘Free’ trade union membership increase 1890: 300,000 1913:
2.5 M
1914-1918. Cooperation in war years
1918- Revolution/Weimar. Constitutional recognition, & of
freedom of association. Works councils, 8 hr day, collective
bargaining. Kapp.
Legal advice centres, labour exchanges, health insurance funds,
Cooperatives.
The tailor apprenctices of Harburg 1861
*

Workers of the world unite! 8 hours of work, 8 hours for
oneself, 8 hours of sleep.
Longer hours
NO
Affiliated Cultural Associations
1914:
200,000 Federation of Workers Choral Societies.
190,000 Workers Gymnastics and Sports Federation
130,000 Solidarity (Solidarität). Workers Cycling Federation
Workers Libraries
Significance 1878-1890

& with the shortening of working day / meaningful leisure time
‘ a dense undergrowth of politicised sociability’ (Eley)
*
German Workers Cyclist Federation. Nuremberg 1910.
Living life immersed in the movement
‘A member of the party could read Social Democratic
newspapers and borrow from a Social Democratic library books
which covered every aspect of life from a Social Democratic
point of view; he could spend his leisure in Social Democratic
pubs or gymnastics clubs, choirs or cycling societies; he could
enrich his life through Social Democratic cultural and artistic
associations; his wife could enlist in the Social Democratic
women’s movement and his son in the Social Democratic youth
movement; if he was injured or ill, he could call upon the
Working Men’s Samaritan Federation to help him; if he died,
there were Social Democratic burial clubs to see he received a

decent funeral’
(Evans, Rethinking German History, 196)
State Persecution
Law against the dangerous activities of Social Democracy
(1878)
(renewed annually until 1890)..
Approved by Reichstag. 221 votes to 149.
‘Parties of order’ hold Socialists responsible, indirectly or
directly, for assassination attempts and vote in favour
Catholics, Left Liberals & SPD against.
Von Kleist-Retzow (German Conservative Party):
‘I stick to my view that the whole of Social Democracy is the

road to high treason; like a mole it is working away to
undermine the foundations of the political order .. Social
democracy is preparing for revolution, if not yet the thing itself,
a school of high treason for the workers – all their associations
and their whole press are intended to encourage high treason
and, as a result, are subject to the criminal law […] Do you
demand facts which prove and demonstrate that these attitudes
and preparations are such as deliberately to lead to revolution?
Are the two assassination attempts on the Emperor not fact
enough to prove it? [...] It is nothing but war, an offensive war
against an enemy who we know for certain will attack us when
the time seems favourable to him , when the right of self-
defence is justified and imperative’
The 1878 ‘Anti-Socialist Law’:
http://germanhistorydocs.ghi-
dc.org/sub_document.cfm?document_id=1843
criminalises political organisation & SPD-affiliated union
activity
Membership / agitation = 1500 Mk fine or 3 month sentence
.. .. Leaders up to 1 year
SPD press suppressed, meetings & recruitment forbidden
1500 arrests, c. 900 forced to leave their homes
1500 years in prison sentences for editors and leadership
(banning orders for key activists and leaders from certain cities)

Party congresses held outside Germany
But ..party still allowed to contest elections
Election rallies were not expressly forbidden,
..and Reichstag delegates still allowed to speak in parliament
Just a short-term set-back? 1878-early 1880s, weaker showing
at the polls in 1881
‘temporary discouragement and inactivity under the gagging
act’ Strachey (1884)
State persecution beyond the ban
Laws against associations and meetings 1871-1918 & tightened
after 1890 in some states (e.g. Saxony)

Strikes 1889 Ruhr miners. Send in the troops. Violent
confrontation.
1894/5 proposed ‘anti-subversives law’ restricting
demonstration & press freedom rejected by Reichstag
1897 Proposed ‘House of correction law’ to facilitate strike
breaking, ban picket lines, & strikers persuading others to strike
1898 Kaiser suggests penitentiary sentences &.
courts begin passing sentences (4, 8,10 years) as if law.
1899 (June) defeated in Reichstag
Lèse Majesté : defamation laws: Prison sentences for Socialist
editors
We want to vote!..
Quiet there! Pay your taxes and shut your trap..
We have money!
We rule the world!..

Pubs, Politics and Police
Tavern as centre of associational life & key to SPD political
organisation
Organisational HQ for local trade unions & election campaigns
‘The sole bulwark of the proletarian’s political freedom […] is
the tavern […] Without the tavern the German proletariat would
have no social but also no political life’ Karl Kautsky, Die Neue
Zeit, 9/II (1891), p. 107.
Pubs, consequently, an object of police surveillance
From 9:45-10:45 a.m. a visit was made to the tavern Schweer,
Rostocker Straße 9. About 14 workers were present; they sat at
various tables, some playing cards, others talking. The
conversation of a few workers concerned, among other things,
the right of association [Koalitionsrecht], in that one worker
said: “The government could save itself the attack it is willing
to launch on the right of association, because under the laws
today the courts already have so much leeway that there is
really no need for new legal regulations to constrain the
workers in the exercise of the rights given to them by the law.

Just recently the court issued another decision, brought on by
the joiners’ strike on Südstraße, which demonstrates clearly
enough that the court doesn’t give a damn about the rights of
the workers if it can strike a blow at Social Democracy. These
sorts of decisions are not rare, because every strike has cases
where workers who acted in good faith – that is, who struggled
in accordance with the rights granted to them by the
Commercial Code – were punished with long prison terms for
doing so.”
Another worker said: “Our laws are full of holes, because the
judge has so many ways to sentence any accused person if he
thinks it is appropriate. For example, the situation with the
pickets during the joiners’ strike was such that it was not
possible for the judges to arrest the individuals in question on
the basis of the Commercial Code; for that reason the judges got
themselves an emergency paragraph from the Traffic Code
[Straßenordnung], on the basis of which any person can be
sentenced who fails to comply with the orders of police officers,
even if he is within his rights ten times over. You can see from
this case, for example, that anything is possible in our vaunted
Rechtsstaat [state under the rule of law]. What one paragraph of
the law permits, the other abolishes; and, in any case, where it
is a matter of preventing the workers from their organizational
work, everything possible is done to make this work difficult
for them.”

A third worker said: “Even though the government has the
power to limit the organizational work of the workers through
the laws already in existence, even harsher laws are being
planned, whereby the worker who participates in a strike and
directs careless comments at strike-breakers is supposed to land
in jail. In England, even the courts see a strike breaker as a
traitor and punish him. But here they want to protect those
kinds of people, precisely to give the employer the chance to
continue working undisturbed in spite of a strike, so he won’t
lose any of his capital.”
Source: Graumann, October 31, 1898. Staatsarchiv der Freien
und Hansestadt Hamburg (Call number: S 2502-12).
(available at http://germanhistorydocs.ghi-dc.org )
May Day
*
Magdeburg Mayday 1911

The National Archives
FO 215 - Foreign Office: Consulate and Legation, Dresden and
Leipzig, Kingdom of Saxony; General Correspondence 1890-
1893
0
10
20
30
40
50
60
70
80
90
100
110

120
130
140
150
160
1871187418771878188118841887189018931898190319071912
SPDNational LiberalsCatholic CentreConservatives/German
ConservativesLeft LiberalsPoles
Working-Class Women in the Empire
Gender and Experience
All German women legally disadvantaged relative to men
Marriage. Civil Code. (BGB). Patriarchy (obedience)
Decision-making (property and possessions ), legal
guardianship
Divorce: relatively liberal, but proof of adultery or cruelty
required – courts
But, beyond this, history of women characterised by difference
Because social class, ethnicity, location, also determine life
course

No vocalised common bond of ‘sisterhood’ felt across the social
divide
(Although Quataert on Female factory inspectors )
Workplace divisions
hierarchies even within the same class
Bielefeld 1905: within ranks of female textile workers (Frevert)
Linen factory workers look down on weavers
weavers look down on spinners
‘Rank’ partly a question of ethnicity here.
Linen workers local,
but spinners often from Bohemia (Czech or German speakers in
Austro-Hungary ) or Polish speaking areas of the Reich (Silesia
and East Prussia)
Problematic to talk of general female experience.

Key areas of Employment
Agriculture
Life course: Servant girl- labourer’s wife (Schulte)
tasks traditionally gender-allocated e.g milking, thinning
Housekeeper (including of household finances)
Usually: Lynchpin of peasant household
Esp. where men absent for seasonal employment or as
commuters Mecklenburg, Marpingen (Blackbourn)
Women sometimes work away. Oberlausitz (Quataert)
Domestic Service
Servants in agriculture and in the cities subject to Master and
Servants laws ‘Gesindeordnungen’
Restrictive of personal freedom
Work dusk till dawn, at the beck and call of mistress or master
Wages low 150 M p.a. (although bread and board provided)
Dependency
1/3rd of all females employed in the capital are servant girls
(largest single sector of employment nationwide )

Factory Work
Esp. in textiles (cotton, linen etc), clothing, tobacco, food and
paper industries
Wages low at c. 600 M p.a.
Relative independence
Regular (if long) hours = some free time at the weekend.
Majority young, single women although ever greater numbers of
married women also employed
Maternity leave (but no pay)
Bourgeois perception that female factory work disrupts family
life, because they neglect household duties. (rather than view
that wage benefits household)
Textile towns: presence of female wage earners = greater female

public presence? Economic influence?
Section on Plauen, Saxony
German Life and Labour (1906), p.141.
http://www.digitalis.uni-koeln.de/Life/life_index.html
Cigar manufacture , Leipzig 1897
Illustrirte Zeitung : wöchentl. Nachrichten über alle wesentl.
Zeitereignisse, Zustände u. Persönlichkeiten d. Gegenwart, öff ;
1897, 3, p. 489
Home workers (‘outworkers’)

Take in cleaning, washing, ironing and sewing from middle
class households
(clothing industry also relies on large numbers of outworkers,
often rural setting)
Married workers often employed in this way
It enabled wives and mothers to make money and take care of
the household, husbands and children
(little recognition of childcare and housekeeping as equivalent
to paid work)
The Struggle for Better Lives
Women and the labour movement – initial exclusion
Long-standing union resentment at female wage labour per se as
cheap competition & exploitative, especially factory work
Eisenach 1869 ‘reduction of female wage labour’
Gotha 1875 ‘abolition of women’s work that is dangerous to
heath and morality’
But female wage-labour grows, - greater than male workforce in
clothing, tobacco & cigar manufacture by 1860s.
Cigar-makers Union, and Textile Factory Workers Union begin
to accept both sexes late 1860s, but most socialist unions do
not.

1892. less than 2% (4355) of total ‘free trade union’
membership women
Women and the labour movement – gradual inclusion
1880s- f. workers form associations, with & without middle
class influence.
focus on wages, and prepared to strike. Many dissolved 1878-
1890, but re-emerge
1890-presence in labour movement grows, though still contested
1890. Erfurt: full legal equality and vote.
Female-workers’ education societies 10,000 members (1907)
Clara Zetkin Die Gleichheit, & ‘On the emancipation of
women’ (1889) &,
Rosa Luxemburg.
August Bebel, Die Frau und der Sozialismus (F.P. 1879 – 50
editions by 1909)
full emancipation only with end of capitalism, but action
towards it can be taken now. Make common cause with middle-
class women’s movement, & join the labour movement
SPD 1906-1913, f. membership rises from 1.7% to 14.4%
(141,115), 1913. Free trade unions (8,8% / 223,676)
August 1903-January 1904 Strike and then lockout (8000) and
defeat

Key demands: 10 not 11 hr max, lunch break 1-1.5hrs, piece
rate wages 10%
Middle class initiatives
Some liberals argue ec. benefit, & independence of f. wage
labour…and also criticise long hours & poor pay for women &
sexual harassment
Educational & welfare associations for women e.g. 1869,
Berlin. Society for advancement and intellectual stimulation of
women workers
S. schools for workers’ daughters (Sewing, knitting, cleanliness,
hard work and orderliness)
.. Company-led home economics classes, kindergartens
Charitable concern & intent to ‘civilize’ according to bourgeois
norms, and in alleviating misery also intend to relieve class
tensions
Impact limited. Women have no time and resent strict,
moralising approach
A movement which emancipates the providers, giving middle-
class women recognition & status of a role in private and public
welfare provision (Frevert)
Married life
80% of married females were in full or part time paid
employment
Very few families able to do without at least two incomes

Combination of work, childbirth and child rearing and
housekeeping debilitating
Frevert refers to women’s strength..
whittled down further by frequent pregnancy, abortion and
childbirth
Nine pregnancies per marriage not unusual
1885, Berlin’s working class quarter of Wedding. ¼ of all
families have five or more children
“Mother, I’m hungry too”

Job insecurity and prostitution
F. work often poorly remunerated & irregular.
Service & waitressing often cyclical, seasonal, or part-time
..leads some to prostitution (a last resort to avoid destitution)
Some ‘registered’ and legal, subject to police-enforced medical
checks, and usually working from brothels.
(attempt to contain STDs, and ‘moral threat’ to ‘public
decency’)
Registration stigmatises prostitutes and makes return to ‘decent’
working life harder
Most illegal. Majority of Berlin’s 40,000 prostitutes (1909) are
unlicensed.
Repeat convictions can mean workhouse (361 -362 Criminal
code.)

In narrow alleys
Vice Cops again!
Well they can’t touch me – I’m registered and I’ve paid my fees
Gloomy prospects
Police registered and old-fashioned clothes on, no chance of
making the better sort of acquaintances
His first visit
“You sent for me, I’m the doctor..”
“Of course! Little Meyer!
Don’t you recognise Clara from the Heidelberg pub?!”

Otto Gerland, Der Polizeidienst bei städtischen
Polizeiverwaltungen in Preussen (Berlin, 1895)
‘Police service for urban police departments in Prussia’ – this is
an instruction manual containing fictitious cases for the
purposes of instruction. As in the following case, the book also
directs readers towards relevant (and real) legislation or
regulations. SC.
Gerland, Instructions for Police Service
Case heard at Police headquarters in Hildesheim, 6th March
1895
In detention, Marie Plattenberg, unmarried, born on 13th May
1877 in Celle, in the district of Celle, resident here at 22
Goschen street, daughter of the construction worker Hermann
Plattenberg and Auguste née Stanze in Celle. Of these the
mother still lives in Celle, whilst the father died three years
ago. The master tailor, Buchsbaum, became her legal guardian.
The detained, who has been convicted by the courts of
prostitution on multiple occasions, has contracted syphilis and
according to the police practices prostitution, and has been
informed that she is therefore to be placed under police
supervision.
She has been notified of the following regulations in force
in this police precinct for securing public health, public order,
and public decency.
A woman who has been placed under the supervision of
the vice department, is subject to the following restrictions:

She is duty-bound to submit to medical examination, and for
this purpose to present herself each week on Tuesdays at 10 am
at the specified room in the hospital at the old Karthaus
cloisters.
If she is found to be infected with a sexually transmitted
disease, or indeed any contagious disease, she is to present
herself for transfer to a sanatorium until she is cured
To be entered in the register for prostitutes under police
surveillance
Personal details to be placed on file
Office for the registration of residents to be notified
Constables to be tasked with checking any potential change of
abode by Marie Plattenberg
Local authorities of birth place to be notified of imposition of
supervision by vice department
Police doctor to be notified
Notification of the relevant pastorates
Ensure receipt of photograph within 14 days
Hidesheim, 6th March 1895
Police department N.N.
Description of person
Physique: slim
Height: 1m 68cm
Hair colour: blonde
Eye colour: blue
Distinguishing features: mole on the left cheek.
3. It is forbidden for her to live in houses and streets other than

those included in the list decided in this discussion.
In addition she is prohibited from living in taverns, or
even for her to enter such places, for the purposes of
prostitution. Living with persons who have been convicted of
procuring, or suspected of this offence, or entering their living
quarters, is also forbidden. A register of such forbidden
premises is available at the police station for consultation at any
time.
If one of the above restrictions applies, she shall be
obliged to vacate the premises allocated to her within the period
of notice authorised by the authorities.
4. It is not permitted for her to live with anyone of the male sex,
or for her pimp to live with her, while she receives visits from
men.
5. She may not live in a room or other sleeping place which
faces on to the street, and must never show herself from a
window looking out on the street in her own or other place of
abode. She is prohibited from standing in a house doorway, or
enticing men by calling, beckoning, coughing, hissing, or by
placing signs in the windows etc. or in any way offending
public decency.
6. She is to take care that her presence does not lead to any
trouble, both in the house where she lives and in the
neighbourhood.
Otherwise, following one unheeded warning, she is to follow
police orders to leave the house within the stated period of
notice.
7. Each time she moves accommodation she is personally to
notify the police authorities within 24 hours.

8. If she wishes to travel without giving up her place of
accommodation, she must first notify the police authorities in
person of this, and the intended purpose of her journey and
period of absence, before beginning her journey.
9. She must wear modest and respectable clothing. Striking
jewellery or outfits are forbidden for occasions other than
mascarades at private functions
10. In the city streets and squares her behaviour should be such
that she in no way attracts the attention of others. She must not
be seen in the company of women subject to the control of the
police vice department or anyone convicted of procuring.
11. It is forbidden to loiter near churches, schools, educational
institutions, army barracks and places which are frequently
visited by persons in the military, and also to enter military
premises. She is to have absolutely no contact with any minors
of the male sex, pupils, or apprentices from civilian or military
educational establishments.
12 . It is forbidden for her to visit museums and exhibitions.
In the case of theatrical or other similar performances, and in
the case of circus shows, she is not permitted to sit in the boxes
or front stalls and other seating of this class.
13. She is not permitted to make herself noticeably conspicuous
in public houses, specifically in no way to entice men or pester
them.
She is absolutely not permitted to smoke, yell or sing.
She is not allowed to remain in public houses after
midnight.

14. Finally, it is not permitted for her to wander the city’s
streets, squares, promenades and parks at night, namely between
dusk and dawn.
Contraventions of this police order will be punished under § §
361, 6 and 362 of the German Imperial Criminal Code with
imprisonment for up to six weeks. After serving their sentences
convicted persons may also be placed in the custody of the state
police authority, who may commit them to a workhouse for up
to two years, or deploy them at work for the common good.
In addition she has been notified that she must provide a
photograph of herself – of a likeness which meets police
standards of quality – within 14 days from now, so that this may
be placed on file. If she is not able to comply with this
requirement, she shall be brought by the police to the
photographer to have the picture taken.
Faculty of Social Sciences – Assessment Brief for Students –
2017 / 2018
Module code and title
6HS011 from Reich to republic
Module leader
Simon Constantine
Diet
Re-sit
Assessment type

Coursework
Submission dates
15th may 2018
Submission method
In hard copy, in person to student centre
Assessment limits
Coursework 2: Source Analysis 2500 words
Assessment weighting
Coursework 2: 50%
Assessment brief (if appropriate, please refer to module
assessment briefing document)
Coursework – Assignment 2
Guidance for the Source Analysis (2000 words)
The sources you need to choose are those produced in the period
we have been studying on the course (1971-1924). They are
contained in the files. You need to choose 3-4 of the sources
that interest you, and may select from both visual and written
sources.
You need to analyse three or four of the primary sources from
the folder
For the purposes of this exercise ‘a source’ could be an
individual picture, or a series of pictures, or (to give another
example) one police report, or several. For longer texts, it could
also be that you decide to focus on a particular extract. This
could be your source, rather than the text as a whole, if you
choose.

The sources can be taken from one topic (one folder) or from
different ones. As you will see, there are points of connection
between the different topics we study. Identifying points of
connection could form part of your analysis. Comparing the
different sources you have selected, and the information in them
may also be a useful way to begin. Your source analysis should
cover aspects of the module which are substantially different
from those you tackled in your essay.
The seminar source material on CANVAS has been chosen, in
part, to indicate the variety of evidence available to historians.
It follows that you might want to consider the merits or
weaknesses inherent in the particular type of source in front of
you. What can it tell you that other sources cannot? What
information can it not reveal?
As always, your ability to evaluate the source in front of you
will improve as you learn more about the historical context in
which it was produced. The scholarship on the reading list (see:
CANVAS) will provide this, and you will probably need to draw
on the work of historians during the course of your analysis.
Finding out more about the author of the piece in front of you
may also help you develop your analysis.
It is good practice to quote from your sources, or refer to
specific passages of written text.
Finally, you should recognize the peculiar nature of your
enquiry here. Most of the written historical evidence from
German history is, of course, in German, yet the sources in
front of you are in English. Some of them have been translated,
and this raises issues of translation (and accuracy), many others
are written by contemporary British or American observers. We
are often seeing things through their eyes, and it is clearly
important to be aware of this.
Assessment Criteria (The actual assessment components for this

assignment)
Criteria
Weighting (If applicable)
Both assessments will test:
Your knowledge of German society between 1871 and 1924, and
its heterogeneous political, social, religious and ethnic
composition.
Your grasp of the significance of ethnicity, ‘race’, social class
and gender for the life-course of German subjects at home and
in the colonies.
Your understanding of the economic and social transformation
of Germany in this period, and of the impact of war on society
between 1914 and 1918.
Your assessment of the scholarship and of the different
approaches that have been taken by historians who have studied
this period.
Your ability to compose a structured, articulate answer to one of
the essay questions provided, drawing upon the scholarship
listed in the module guide.
The second assessment will also test:
Your ability to formulate a persuasive interpretation of the
meaning and worth of a selection of primary sources relating to
the module content.
Not Applicable
Pass mark
Undergraduate
40%
Performance descriptors in use;
· University of Wolverhampton
· PSRB
Return of assessments

(Instructions for return / collection of assessments)
We will endeavour to return your marked essay back to you as
soon as possible, but please allow up to four working weeks
after the submission date for this process to be completed.
This assessment is testing Module Learning outcomes
Tick if tested here
COURSEWORK 1
Tick if tested here
COURSEWORK 2
LO1
Critically analyse the problematic nature of interpreting the past
and the variety of approaches adopted by historians.
√
√
LO2
Critically evaluate the multiplicity of sources available to
historians, and
√
LO3
The historical construction and changing nature of identity in
Germany between 1871 and 1924, as defined principally by
place, ethnicity, gender and class.
√
Additional information for students
The University’s Learning Information Services have produced
a series of guides covering a range of topics to support your
studies, and develop your academic skills including a guide to
academic referencing
http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx
Your module guide and course guide contain additional and
important information regarding;

· The required referencing style for your assignment.*
Whilst many modules require referencing in accordance with the
Harvard Referencing convention, some modules – for example
those within the School of Law – require Oxford Referencing.
Please familiarise yourself with the requirements of your
module.
· Submission of your work
· Marking, feedback and moderation in accordance with the
University of Wolverhampton Assessment Handbook
· Extensions on submission dates *
· Additional support *
· Academic conduct with regards to cheating, collusion or
plagiarism *
· Links to appropriate sources of relevant information *
* Further information regarding these and other policies can be
accessed through your student portal on wlv.ac.uk.
Always keep a copy of your work and a file of working papers
The requirement to keep a file of working papers is important.
There may be circumstances where it is difficult to arrive at a
mark for your work. If this is the case, you may be asked to
submit your file and possibly meet with your tutor to answer
questions on your submission.
When you submit your work you will be required to sign an
important declaration confirming that:
· The submission is your own work
· Any material you have used has been acknowledged and
appropriately referenced
· You have not allowed another student to have access to your
work

· The work has not been submitted previously.
The following information is important when:
· Preparing for your assignment
· Checking your work before you submit it
· Interpreting feedback on your work after marking.
Module Learning Outcomes
Module Learning Outcomes are specific to this module, and are
set when the module was validated.
Assessment Criteria
The module Learning Outcomes tested by this assignment, and
precise criteria against which your work will be marked are
outlined in your assessment brief.
Performance Descriptors
Performance descriptors indicate how marks will be arrived at
against each of the assessment criteria. The descriptors indicate
the likely characteristics of work that is marked within the
percentage bands indicated.
To help you further:
· Re-sit opportunities are available for students who are unable
to take the first sit opportunity, or who need to re take any
component.
· Refer to the VLE topic for contact details of your module
leader / tutor, tutorial inputs, recommended reading and other
sources, etc. Resit details will also appear on the VLE module
topic.
· The University’s Learning Information Services offer support
and guidance to help you with your studies and develop your
academic skills
http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

FoSS Generic Assessment Performance Descriptors
Based on – University Performance Descriptors (updated
September 2015)
Note that these are generic descriptors that apply mainly,
though not exclusively, to written academic work. The relevant
performance descriptors for the appropriate level (as below)
should appear in the module guide.
Any further module-specific assessment criteria, such as number
of words, should be clearly stated in the assignment brief.
The pass rate at levels 3 -6 = 40%
Level 3
Level 4
Level 5
Level 6 (Graduate level)
90-100%
Very detailed answers to all parts of the question / task.
Extremely clearly structured and focused, demonstrating overall
coherence and in- depth understanding. Clear evidence of a
range of independently sourced material well applied in all
contexts.
No obvious errors in grammar as appropriate.
Focused and comprehensive engagement with the question,
showing evidence of in-depth understanding of the issues.
Extremely clearly structured and demonstrating a coherent
argument throughout.
Evidence of wide, independent reading.
No obvious errors in referencing or grammar or syntax as
appropriate.
Exceptionally detailed and original response to the assignment,
with critical use of independently sourced contextual

material. Outstanding demonstration of linked understanding
of relevant theory, concepts and models. Extremely well
structured with high level of analysis.
appropriate.
Exceptional level of analysis, showing deep critical engagement
with a comprehensive range of contextual material.
Demonstration of independent thought resulting in highly
original or creative responses to the assignment. Provision of
clear evidence of understanding of current scholarship and
research based on an extensive range of relevant sources.
Extreme clarity of structure demonstrating complete focus of
argument.
appropriate.
80-89%
Detailed answers to all parts of the question / task. Very clear,
logical structure and focus, demonstrating overall coherence.
Clear evidence of independently sourced material appropriately
applied.
Very few errors in grammar as appropriate.
Detailed response to all relevant parts of the question with
evidence of clear understanding of the issues. Well structured
with evidence of independent reading supporting the argument.
Very few errors in referencing or grammar or syntax as
appropriate.
Very full, independent response to the assignment with totally
relevant material which is well beyond any module input,
demonstrating independent study. Excellent understanding and
application of relevant theory, concepts and models. Very clear
logical structure.

appropriate.
Excellent links between relevant ideas, theories and practice.
Evidence of clearly independent scholarship and the ability to
engage critically and analytically with a wide range of
contextually relevant resource material.
Demonstration of original insights, supported by extremely well
structured overall argument.
appropriate.
70-79%
Full answers to all the parts of the question / task. Clear
structure and focus. Evidence of material not covered in taught
context and appropriately applied to given context.
Few errors in grammar as appropriate.
Identification and very good understanding of issues in the
assessment. Full answers to all questions/task. Very clear
argument with relevant examples used to illustrate response.
Clear evidence of reading outside the module list.
Few errors in referencing or grammar or syntax as appropriate.
Full response to the assignment with all content relevant and
focused. Very good understanding of relevant theory, concepts
and models. Application of appropriate theory to
examples/practice, demonstrating a rigorous approach to a
variety of ideas, contexts and frameworks.
Very good links between a range of different ideas and theories.
Places issues in a wider context. Evidence of clear
understanding of a range of relevant theories and application of
these appropriately. Independent ideas, well argued and
supported.

60-69%
All significant content accurate. All main points of question /
task covered. Identifiable structure. Some evidence of material
not directly covered in taught input.
Some small repeated errors in grammar as appropriate
Goodunderstanding of the issues. Engages directly with the
question. Clear argument with good examples used to support it.
All main points and important issues of the question/task
covered. Some evidence of reading outside the module list
Some small repeated errors in referencing or grammar or syntax
as appropriate
Answers most if not all detailed aspects of the question. Content
mainly relevant and accurate. Good knowledge and
understanding of relevant theory and concepts and application
of theoretical models. Evidence of a developing appreciation of
contextual issues.
as appropriate
Clear links between theory and practice. Good coverage of
assignment issues. Full understanding of core
issues. Evidenced level of understanding of appropriate theory
and concepts.
as appropriate
50-59%
Content generally accurate and relevant to the question / task.
Reasonable breadth of taught material used. Evidence of
structure.

Generally sound understanding of basic concepts. Content
relevant to the question/task. Competently deals with main
issues. Reading based on main texts or materials, but not always
fully utilised in supporting arguments.
Some repeated errors in referencing or grammar or syntax as
appropriate.
Main issues addressed and solid attempt to answer question.
Some relevant content applied. Sound knowledge and
understanding of relevant theory and concepts and identification
of main issues
appropriate.
Identifies main issues and relevant theory. Coverage of most of
assignment issues. Competent application of relevant theory and
states obvious links to practice.
appropriate.
40-49%
40% Pass mark
Satisfactory evidence of understanding of basic concepts/issues
and demonstration that the learning outcomes have been met.
Limited use of the breadth of taught content. Some attempt at
structure.
Satisfactory evidence of understanding of basic concepts/issues
and demonstration that the learning outcomes have been met.
Content broadly relevant but with limited or little application of
theory. Almost totally descriptive.

Satisfactory attempt to address question/issues with some
content relevant to assignment topic. Demonstration that the
learning outcomes have been met. Material engages with
relevant module materials, but largely repeats taught input and
lacks development or personal interpretation. Some general
understanding of topic
Demonstration that the learning outcomes have been met. Makes
few links between theory and practice. Answers question in a
very basic way.
Describes relevant theory accurately, and some relevant ideas
offered.
Limited coherence of structure.
30-39%
Compensatable Fail
Some learning outcomes and / or assessment criteria not met.
Repetition of taught content with minimal attempt to focus on
the given question or issue. Little evidence of structure.
Evidence of sufficient grasp of learning outcomes to suggest
that the student will be able to retrieve the module on
resubmission.
Superficial treatment of issues. Some is relevant to topic set.
Material merely repeats taught input. Lacks understanding of
basic theory or concepts. Possible use of extensive quoted
passages.
resubmission.
Questions not answered fully. Content not wholly relevant.
Little or no evidence of understanding of relevant theory. Very
repetitive of taught input – no development or application. The

use of extensive quoted passages evident.
resubmission.
Inadequate content with issues not addressed; insufficient
evidence of understanding of relevant theory and concepts and
only partial understanding shown. Very limited application of
theory. Use of extensive quoted passages is evident.
resubmission.
20-29% Fail
No learning outcomes fully met. Little evidence of attempts to
engage with module materials.
No learning outcomes fully met. Little evidence of attempts to
engage with module materials.
No learning outcomes fully met. Little attempt to engage with
the module materials or ideas.
No learning outcomes fully met. No demonstration of adequate
knowledge or understanding of key concepts or theories. There
is no recognition of the complexity of the subject.
10-19% Fail
Little attempt to engage with assignment brief and has not met
learning outcomes. Inadequate demonstration of knowledge or
understanding of key concepts, theories or practice.

0-9% Fail
No real attempt to address the assignment brief or learning
outcomes
outcomes
outcomes
outcomes.
PAGE
1
| Page
Authorised: Authorised: FoSS version 1 - Approved by: FAEC
November 8th 2016. Ref: 2 Module Assessment Briefing Form
German national election results. Number of Reichstag seats
won by the major parties.
0
10
20
30
40
50
60

70
80
90
100
110
120
130
140
150
160
1871187418771878188118841887189018931898190319071912
SPDNational LiberalsCatholic CentreConservatives/German
ConservativesLeft LiberalsPoles
_1534857934.

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