hitler questions for essay

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36 Questions About the Holocaust

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		When speaking about the "Holocaust," what time period are we referring to?
A 01.		The "Holocaust" refers to the period from January 30, 1933, when Hitler became Chancellor of Germany, to May 8, 1945 (V-E Day), the end of the war in Europe.
		How many Jews were murdered during the Holocaust?
A 02.		While it is impossible to ascertain the exact number of Jewish victims, statistics indicate that the total was over 5,860,000. Six million is the round figure accepted by most authorities.
		How many non-Jewish civilians were murdered during World War II?
A 03.		While it is impossible to ascertain the exact number, the recognized figure is approximately 5,000,000. Among the groups which the Nazis and their collaborators murdered and persecuted were: Gypsies, Serbs, Polish intelligentsia, resistance fighters from all the nations, German opponents of Nazism, homosexuals, Jehovah's Witnesses, habitual criminals, and the "anti-social," e.g. beggars, vagrants, and hawkers.
		Which Jewish communities suffered losses during the Holocaust?
A 04.		Every Jewish community in occupied Europe suffered losses during the Holocaust. The Jewish communities in North Africa were persecuted, but the Jews in these countries were neither deported to the death camps, nor were they systematically murdered.
		How many Jews were murdered in each country and what percentage of the pre-war Jewish population did they constitute?
A 05.		(Source: Encyclopedia of the Holocaust) Austria 50,000 -- 27.0% Italy 7,680 -- 17.3% Belgium 28,900 -- 44.0% Latvia 71,500 -- 78.1% Bohemia/Moravia 78,150 -- 66.1% Lithuania 143,000 -- 85.1% Bulgaria 0 -- 0.0% Luxembourg 1,950 -- 55.7% Denmark 60 -- 0.7% Netherlands 100,000 -- 71.4% Estonia 2,000 -- 44.4% Norway 762 -- 44.8% Finland 7 -- 0.3% Poland 3,000,000 -- 90.9% France 77,320 -- 22.1% Romania 287,000 -- 47.1% Germany 141,500 -- 25.0% Slovakia 71,000 -- 79.8% Greece 67,000 -- 86.6% Soviet Union 1,100,000 -- 36.4% Hungary 569,000 -- 69.0% Yugoslavia 63,300 -- 81.2%
		What is a death camp? How many were there? Where were they located?
A 06.		A death (or mass murder) camp is a concentration camp with special apparatus specifically designed for systematic murder. Six such camps existed: Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka. All were located in Poland.
		What does the term "Final Solution" mean and what is its origin?
A 07.		The term "Final Solution" (Endl"sung) refers to Germany's plan to murder all the Jews of Europe. The term was used at the Wannsee Conference (Berlin; January 20,1942) where German officials discussed its implementation.
		When did the "Final Solution" actually begin?
A 08.		While thousands of Jews were murdered by the Nazis or died as a direct result of discriminatory measures instituted against Jews during the initial years of the Third Reich, the systematic murder of Jews did not begin until the German invasion of the Soviet Union in June 1941.
		How did the Germans define who was Jewish?
A 09.		On November 14, 1935, the Nazis issued the following definition of a Jew: Anyone with three Jewish grandparents; someone with two Jewish grandparents who belonged to the Jewish community on September 15, 1935, or joined thereafter; was married to a Jew or Jewess on September 15, 1935, or married one thereafter; was the offspring of a marriage or extramarital liaison with a Jew on or after September 15, 1935.
		How did the Germans treat those who had some Jewish blood but were not classified as Jews?
A 10.		Those who were not classified as Jews but who had some Jewish blood were categorized as Mischlinge (hybrids) and were divided into two groups: Mischlinge of the first degree--those with two Jewish grandparents. Mischlinge of the second degree--those with one Jewish grandparent. The Mischlinge were officially excluded from membership in the Nazi Party and all Party organizations (e.g. SA, SS, etc.). Although they were drafted into the Germany Army, they could not attain the rank of officers. They were also barred from the civil service and from certain professions. (Individual Mischlinge were, however, granted exemptions under certain circumstances.) Nazi officials considered plans to sterilize Mischlinge, but this was never done. During World War II, first-degree Mischlinge, incarcerated in concentration camps, were deported to death camps.
		What were the first measures taken by the Nazis against the Jews?
A 11.		The first measures against the Jews included: April 1, 1933: A boycott of Jewish shops and businesses by the Nazis. April 7, 1933: The law for the Re-establishment of the Civil Service expelled all non-Aryans (defined on April 11, 1933 as anyone with a Jewish parent or grandparent) from the civil service. Initially, exceptions were made for those working since August 1914; German veterans of World War I; and, those who had lost a father or son fighting for Germany or her allies in World War I. April 7, 1933: The law regarding admission to the legal profession prohibited the admission of lawyers of non-Aryan descent to the Bar. It also denied non-Aryan members of the Bar the right to practice law. (Exceptions were made in the cases noted above in the law regarding the civil service.) Similar laws were passed regarding Jewish law assessors, jurors, and commercial judges. April 22, 1933: The decree regarding physicians' services with the national health plan denied reimbursement of expenses to those patients who consulted non-Aryan doctors. Jewish doctors who were war veterans or had suffered from the war were excluded. April 25, 1933: The law against the overcrowding of German schools restricted Jewish enrollment in German high schools to 1.5% of the student body. In communities where they constituted more than 5% of the population, Jews were allowed to constitute up to 5% of the student body. Initially, exceptions were made in the case of children of Jewish war veterans, who were not considered part of the quota. In the framework of this law, a Jewish student was a child with two non-Aryan parents.
		Did the Nazis plan to murder the Jews from the beginning of their regime?
A 12.		This question is one of the most difficult to answer. While Hitler made several references to killing Jews, both in his early writings (Mein Kampf) and in various speeches during the 1930s, it is fairly certain that the Nazis had no operative plan for the systematic annihilation of the Jews before 1941. The decision on the systematic murder of the Jews was apparently made in the late winter or the early spring of 1941 in conjunction with the decision to invade the Soviet Union.
		When was the first concentration camp established and who were the first inmates?
A 13.		The first concentration camp, Dachau, opened on March 22, 1933. The camp's first inmates were primarily political prisoners (e.g. Communists or Social Democrats); habitual criminals; homosexuals; Jehovah's Witnesses; and "anti-socials" (beggars, vagrants, hawkers). Others considered problematic by the Nazis (e.g. Jewish writers and journalists, lawyers, unpopular industrialists, and political officials) were also included.
		Which groups of people in Germany were considered enemies of the state by the Nazis and were, therefore, persecuted?
A 14.		The following groups of individuals were considered enemies of the Third Reich and were, therefore, persecuted by the Nazi authorities: Jews, Gypsies, Social Democrats, other opposing politicians, opponents of Nazism, Jehovah's Witnesses, homosexuals, habitual criminals, and "anti-socials" (e.g. beggars, vagrants, hawkers), and the mentally ill. Any individual who was considered a threat to the Nazis was in danger of being persecuted.
		What was the difference between the persecution of the Jews and the persecution of other groups classified by the Nazis as enemies of the Third Reich?
A 15.		The Jews were the only group singled out for total systematic annihilation by the Nazis. To escape the death sentence imposed by the Nazis, the Jews could only leave Nazi-controlled Europe. Every single Jew was to be killed according to the Nazis' plan. In the case of other criminals or enemies of the Third Reich, their families were usually not held accountable. Thus, if a person were executed or sent to a concentration camp, it did not mean that each member of his family would meet the same fate. Moreover, in most situations the Nazis' enemies were classified as such because of their actions or political affiliation (actions and/or opinions which could be revised). In the case of the Jews, it was because of their racial origin, which could never be changed.
		Why were the Jews singled out for extermination?
A 16.		The explanation of the Nazis' implacable hatred of the Jew rests on their distorted world view which saw history as a racial struggle. They considered the Jews a race whose goal was world domination and who, therefore, were an obstruction to Aryan dominance. They believed that all of history was a fight between races which should culminate in the triumph of the superior Aryan race. Therefore, they considered it their duty to eliminate the Jews, whom they regarded as a threat. Moreover, in their eyes, the Jews' racial origin made them habitual criminals who could never be rehabilitated and were, therefore, hopelessly corrupt and inferior. There is no doubt that other factors contributed toward Nazi hatred of the Jews and their distorted image of the Jewish people. These included the centuries-old tradition of Christian antisemitism which propagated a negative stereotype of the Jew as a Christ-killer, agent of the devil, and practitioner of witchcraft. Also significant was the political antisemitism of the latter half of the nineteenth and early part of the twentieth centuries, which singled out the Jew as a threat to the established order of society. These combined to point to the Jew as a target for persecution and ultimate destruction by the Nazis.
		What did people in Germany know about the persecution of Jews and other enemies of Nazism?
A 17.		Certain initial aspects of Nazi persecution of Jews and other opponents were common knowledge in Germany. Thus, for example, everyone knew about the Boycott of April 1, 1933, the Laws of April, and the Nuremberg Laws, because they were fully publicized. Moreover, offenders were often publicly punished and shamed. The same holds true for subsequent anti-Jewish measures. Kristallnacht (The Night of the Broken Glass) was a public pogrom, carried out in full view of the entire population. While information on the concentration camps was not publicized, a great deal of information was available to the German public, and the treatment of the inmates was generally known, although exact details were not easily obtained. As for the implementation of the "Final Solution" and the murder of other undesirable elements, the situation was different. The Nazis attempted to keep the murders a secret and, therefore, took precautionary measures to ensure that they would not be publicized. Their efforts, however, were only partially successful. Thus, for example, public protests by various clergymen led to the halt of their euthanasia program in August of 1941. These protests were obviously the result of the fact that many persons were aware that the Nazis were killing the mentally ill in special institutions. As far as the Jews were concerned, it was common knowledge in Germany that they had disappeared after having been sent to the East. It was not exactly clear to large segments of the German population what had happened to them. On the other hand, there were thousands upon thousands of Germans who participated in and/or witnessed the implementation of the "Final Solution" either as members of the SS, the Einsatzgruppen, death camp or concentration camp guards, police in occupied Europe, or with the Wehrmacht.
		Did all Germans support Hitler's plan for the persecution of the Jews?
A 18.		Although the entire German population was not in agreement with Hitler's persecution of the Jews, there is no evidence of any large scale protest regarding their treatment. There were Germans who defied the April 1, 1933 boycott and purposely bought in Jewish stores, and there were those who aided Jews to escape and to hide, but their number was very small. Even some of those who opposed Hitler were in agreement with his anti-Jewish policies. Among the clergy, Dompropst Bernhard Lichtenberg of Berlin publicly prayed for the Jews daily and was, therefore, sent to a concentration camp by the Nazis. Other priests were deported for their failure to cooperate with Nazi antisemitic policies, but the majority of the clergy complied with the directives against German Jewry and did not openly protest.
		Did the people of occupied Europe know about Nazi plans for the Jews? What was their attitude? Did they cooperate with the Nazis against the Jews?
A 19.		The attitude of the local population vis-a-vis the persecution and destruction of the Jews varied from zealous collaboration with the Nazis to active assistance to Jews. Thus, it is difficult to make generalizations. The situation also varied from country to country. In Eastern Europe and especially in Poland, Russia, and the Baltic States (Estonia, Latvia, and Lithuania), there was much more knowledge of the "Final Solution" because it was implemented in those areas. Elsewhere, the local population had less information on the details of the "Final Solution." In every country they occupied, with the exception of Denmark and Bulgaria, the Nazis found many locals who were willing to cooperate fully in the murder of the Jews. This was particularly true in Eastern Europe, where there was a long standing tradition of virulent antisemitism, and where various national groups, which had been under Soviet domination (Latvians, Lithuanians, and Ukrainians), fostered hopes that the Germans would restore their independence. In several countries in Europe, there were local fascist movements which allied themselves with the Nazis and participated in anti-Jewish actions; for example, the Iron Guard in Romania and the Arrow Guard in Slovakia. On the other hand, in every country in Europe, there were courageous individuals who risked their lives to save Jews. In several countries, there were groups which aided Jews, e.g. Joop Westerweel's group in the Netherlands, Zegota in Poland, and the Assisi underground in Italy.
		Did the Allies and the people in the Free World know about the events going on in Europe?
A 20.		The various steps taken by the Nazis prior to the "Final Solution" were all taken publicly and were, therefore, reported in the press. Foreign correspondents commented on all the major anti-Jewish actions taken by the Nazis in Germany, Austria, and Czechoslovakia prior to World War II. Once the war began, obtaining information became more difficult, but reports, nonetheless, were published regarding the fate of the Jews. Thus, although the Nazis did not publicize the "Final Solution," less than one year after the systematic murder of the Jews was initiated, details began to filter out to the West. The first report which spoke of a plan for the mass murder of Jews was smuggled out of Poland by the Bund (a Jewish socialist political organization) and reached England in the spring of 1942. The details of this report reached the Allies from Vatican sources as well as from informants in Switzerland and the Polish underground. (Jan Karski, an emissary of the Polish underground, personally met with Franklin Roosevelt and British Foreign Minister Anthony Eden). Eventually, the American Government confirmed the reports to Jewish leaders in late November 1942. They were publicized immediately thereafter. While the details were neither complete nor wholly accurate, the Allies were aware of most of what the Germans had done to the Jews at a relatively early date.
		What was the response of the Allies to the persecution of the Jews? Could they have done anything to help?
A 21.		The response of the Allies to the persecution and destruction of European Jewry was inadequate. Only in January 1944 was an agency, the War Refugee Board, established for the express purpose of saving the victims of Nazi persecution. Prior to that date, little action was taken. On December 17, 1942, the Allies issued a condemnation of Nazi atrocities against the Jews, but this was the only such declaration made prior to 1944. Moreover, no attempt was made to call upon the local population in Europe to refrain from assisting the Nazis in their systematic murder of the Jews. Even following the establishment of the War Refugee Board and the initiation of various rescue efforts, the Allies refused to bomb the death camp of Auschwitz and/or the railway lines leading to that camp, despite the fact that Allied bombers were at that time engaged in bombing factories very close to the camp and were well aware of its existence and function. Other practical measures which were not taken concerned the refugee problem. Tens of thousands of Jews sought to enter the United States, but they were barred from doing so by the stringent American immigration policy. Even the relatively small quotas of visas which existed were often not filled, although the number of applicants was usually many times the number of available places. Conferences held in Evian, France (1938) and Bermuda (1943) to solve the refugee problem did not contribute to a solution. At the former, the countries invited by the United States and Great Britain were told that no country would be asked to change its immigration laws. Moreover, the British agreed to participate only if Palestine were not considered. At Bermuda, the delegates did not deal with the fate of those still in Nazi hands, but rather with those who had already escaped to neutral lands. Practical measures which could have aided in the rescue of Jews included the following: • Permission for temporary admission of refugees • Relaxation of stringent entry requirements • Frequent and unequivocal warnings to Germany and local populations all over Europe that those participating in the annihilation of Jews would be held strictly accountable • Bombing the death camp at Auschwitz
		Who are the "Righteous Among the Nations"?
A 22.		"Righteous Among the Nations," or "Righteous Gentiles," refers to those non-Jews who aided Jews during the Holocaust. There were "Righteous Among the Nations" in every country overrun or allied with the Nazis, and their deeds often led to the rescue of Jewish lives. Yad Vashem, the Israeli national remembrance authority for the Holocaust, bestows special honors upon these individuals. To date, after carefully evaluating each case, Yad Vashem has recognized approximately 10,000 "Righteous Gentiles" in three different categories of recognition. The country with the most "Righteous Gentiles" is Poland. The country with the highest proportion (per capita) is the Netherlands. The figure of 10,000 is far from complete as many cases were never reported, frequently because those who were helped have died. Moreover, this figure only includes those who actually risked their lives to save Jews, and not those who merely extended aid.
		Were Jews in the Free World aware of the persecution and destruction of European Jewry and, if so, what was their response?
A 23.		The news of the persecution and destruction of European Jewry must be divided into two periods. The measures taken by the Nazis prior to the "Final Solution" were all taken publicly and were, therefore, in all the newspapers. Foreign correspondents reported on all major anti-Jewish actions taken by the Nazis in Germany, Austria, and Czechoslovakia prior to World War II. Once the war began, obtaining information became more difficult, but, nonetheless, reports were published regarding the fate of the Jews. The "Final Solution" was not openly publicized by the Nazis, and thus it took longer for information to reach the "Free World." Nevertheless, by December 1942, news of the mass murders and the plan to annihilate European Jewry was publicized in the Jewish press. The response of the Jews in the "Free World" must also be divided into two periods, before and after the publication of information on the "Final Solution." Efforts during the early years of the Nazi regime concentrated on facilitating emigration from Germany (although there were those who initially opposed emigration as a solution) and combatting German antisemitism. Unfortunately, the views on how to best achieve these goals differed and effective action was often hampered by the lack of internal unity. Moreover, very few Jewish leaders actually realized the scope of the danger. Following the publication of the news of the "Final Solution," attempts were made to launch rescue attempts via neutral states and to send aid to Jews under Nazi rule. These attempts, which were far from adequate, were further hampered by the lack of assistance and obstruction from government channels. Additional attempts to achieve internal unity during this period failed.
		Did the Jews in Europe realize what was going to happen to them?
A 24.		Regarding the knowledge of the "Final Solution" by its potential victims, several key points must be kept in mind. First of all, the Nazis did not publicize the "Final Solution," nor did they ever openly speak about it. Every attempt was made to fool the victims and, thereby, prevent or minimize resistance. Thus, deportees were always told that they were going to be "resettled." They were led to believe that conditions "in the East" (where they were being sent) would be better than those in ghettos. Following arrival in certain concentration camps, the inmates were forced to write home about the wonderful conditions in their new place of residence. The Germans made every effort to ensure secrecy. In addition, the notion that human beings--let alone the civilized Germans--could build camps with special apparatus for mass murder seemed unbelievable in those days. Since German troops liberated the Jews from the Czar in World War I, Germans were regarded by many Jews as a liberal, civilized people. Escapees who did return to the ghetto frequently encountered disbelief when they related their experiences. Even Jews who had heard of the camps had difficulty believing reports of what the Germans were doing there. Inasmuch as each of the Jewish communities in Europe was almost completely isolated, there was a limited number of places with available information. Thus, there is no doubt that many European Jews were not aware of the "Final Solution," a fact that has been corroborated by German documents and the testimonies of survivors.
		How many Jews were able to escape from Europe prior to the Holocaust?
A 25.		It is difficult to arrive at an exact figure for the number of Jews who were able to escape from Europe prior to World War II, since the available statistics are incomplete. From 1933-1939, 355,278 German and Austrian Jews left their homes. (Some immigrated to countries later overrun by the Nazis.) In the same period, 80,860 Polish Jews immigrated to Palestine and 51,747 European Jews arrived in Argentina, Brazil, and Uruguay. During the years 1938-1939, approximately 35,000 emigrated from Bohemia and Moravia (Czechoslovakia). Shanghai, the only place in the world for which one did not need an entry visa, received approximately 20,000 European Jews (mostly of German origin) who fled their homelands. Immigration figures for countries of refuge during this period are not available. In addition, many countries did not provide a breakdown of immigration statistics according to ethnic groups. It is impossible, therefore, to ascertain.
		What efforts were made to save the Jews fleeing from Germany before World War II began?
A 26.		Various organizations attempted to facilitate the emigration of the Jews (and non-Jews persecuted as Jews) from Germany. Among the most active were the Jewish Agency for Palestine, the American Jewish Joint Distribution Committee, HICEM, the Central British Fund for German Jewry, the Reichsvertretung der Deutschen Juden (Reich Representation of German Jews), which represented German Jewry, and other non-Jewish groups such as the League of Nations High Commission for Refugees (Jewish and other) coming from Germany, and the American Friends Service Committee. Among the programs launched were the "Transfer Agreement" between the Jewish Agency and the German government whereby immigrants to Palestine were allowed to transfer their funds to that country in conjunction with the import of German goods to Palestine. Other efforts focused on retraining prospective emigrants in order to increase the number of those eligible for visas, since some countries barred the entry of members of certain professions. Other groups attempted to help in various phases of refugee work: selection of candidates for emigration, transportation of refugees, aid in immigrant absorption, etc. Some groups attempted to facilitate increased emigration by enlisting the aid of governments and international organizations in seeking refugee havens. The League of Nations established an agency to aid refugees but its success was extremely limited due to a lack of political power and adequate funding. The United States and Great Britain convened a conference in 1938 at Evian, France, seeking a solution to the refugee problem. With the exception of the Dominican Republic, the nations assembled refused to change their stringent immigration regulations, which were instrumental in preventing large-scale immigration. In 1939, the Intergovernmental Committee on Refugees, which had been established at the Evian Conference, initiated negotiations with leading German officials in an attempt to arrange for the relocation of a significant portion of German Jewry. However, these talks failed. Efforts were made for the illegal entry of Jewish immigrants to Palestine as early as July 1934, but were later halted until July 1938. Large-scale efforts were resumed under the Mosad le-Aliya Bet, Revisionist Zionists, and private parties. Attempts were also made, with some success, to facilitate the illegal entry of refugees to various countries in Latin America.
		Why were so few refugees able to flee Europe prior to the outbreak of World War II?
A 27.		The key reason for the relatively low number of refugees leaving Europe prior to World War II was the stringent immigration policies adopted by the prospective host countries. In the United States, for example, the number of immigrants was limited to 153,744 per year, divided by country of origin. Moreover, the entry requirements were so stringent that available quotas were often not filled. Schemes to facilitate immigration outside the quotas never materialized as the majority of the American public consistently opposed the entry of additional refugees. Other countries, particularly those in Latin America, adopted immigration policies that were similar or even more restrictive, thus closing the doors to prospective immigrants from the Third Reich. Great Britain, while somewhat more liberal than the United States on the entry of immigrants, took measures to severely limit Jewish immigration to Palestine. In May 1939, the British issued a "White Paper" stipulating that only 75,000 Jewish immigrants would be allowed to enter Palestine over the course of the next five years (10,000 a year, plus an additional 25,000). This decision prevented hundreds of thousands of Jews from escaping Europe. The countries most able to accept large numbers of refugees consistently refused to open their gates. Although a solution to the refugee problem was the agenda of the Evian Conference, only the Dominican Republic was willing to approve large-scale immigration. The United States and Great Britain proposed resettlement havens in under-developed areas (e.g. Guyana, formerly British Guiana, and the Philippines), but these were not suitable alternatives. Two important factors should be noted. During the period prior to the outbreak of World War II, the Germans were in favor of Jewish emigration. At that time, there were no operative plans to kill the Jews. The goal was to induce them to leave, if necessary, by the use of force. It is also important to recognize the attitude of German Jewry. While many German Jews were initially reluctant to emigrate, the majority sought to do so following Kristallnacht (The Night of Broken Glass), November 9-10, 1938. Had havens been available, more people would certainly have emigrated.
		What was Hitler's ultimate goal in launching World War II?
A 28.		Hitler's ultimate goal in launching World War II was the establishment of an Aryan empire from Germany to the Urals. He considered this area the natural territory of the German people, an area to which they were entitled by right, the Lebensraum (living space) that Germany needed so badly for its farmers to have enough soil. Hitler maintained that these areas were needed for the Aryan race to preserve itself and assure its dominance. There is no question that Hitler knew that, by launching the war in the East, the Nazis would be forced to deal with serious racial problems in view of the composition of the population in the Eastern areas. Thus, the Nazis had detailed plans for the subjugation of the Slavs, who would be reduced to serfdom status and whose primary function would be to serve as a source of cheap labor for Aryan farmers. Those elements of the local population, who were of higher racial stock, would be taken to Germany where they would be raised as Aryans. In Hitler's mind, the solution of the Jewish problem was also linked to the conquest of the eastern territories. These areas had large Jewish populations and they would have to be dealt with accordingly. While at this point there was still no operative plan for mass annihilation, it was clear to Hitler that some sort of comprehensive solution would have to be found. There was also talk of establishing a Jewish reservation either in Madagascar or near Lublin, Poland. When he made the decisive decision to invade the Soviet Union, Hitler also gave instructions to embark upon the "Final Solution," the systematic murder of European Jewry.
		Was there any opposition to the Nazis within Germany?
A 29.		Throughout the course of the Third Reich, there were different groups who opposed the Nazi regime and certain Nazi policies. They engaged in resistance at different times and with various methods, aims, and scope. From the beginning, leftist political groups and a number of disappointed conservatives were in opposition; at a later date, church groups, government officials, students and businessmen also joined. After the tide of the war was reversed, elements within the military played an active role in opposing Hitler. At no point, however, was there a unified resistance movement within Germany.
		Did the Jews try to fight against the Nazis? To what extent were such efforts successful?
A 30.		Despite the difficult conditions to which Jews were subjected in Nazi-occupied Europe, many engaged in armed resistance against the Nazis. This resistance can be divided into three basic types of armed activities: ghetto revolts, resistance in concentration and death camps, and partisan warfare. The Warsaw Ghetto revolt, which lasted for about five weeks beginning on April 19, 1943, is probably the best-known example of armed Jewish resistance, but there were many ghetto revolts in which Jews fought against the Nazis. Despite the terrible conditions in the death, concentration, and labor camps, Jewish inmates fought against the Nazis at the following sites: Treblinka (August 2, 1943); Babi Yar (September 29, 1943); Sobibór (October 14, 1943); Janówska (November 19, 1943); and Auschwitz (October 7, 1944). Jewish partisan units were active in many areas, including Baranovichi, Minsk, Naliboki forest, and Vilna. While the sum total of armed resistance efforts by Jews was not militarily overwhelming and did not play a significant role in the defeat of Nazi Germany, these acts of resistance did lead to the rescue of an undetermined number of Jews, Nazi casualties, and untold damage to German property and self-esteem.
		What was the Judenrat?
A 31.		The Judenrat was the council of Jews, appointed by the Nazis in each Jewish community or ghetto. According to the directive from Reinhard Heydrich of the SS on September 21, 1939, a Judenrat was to be established in every concentration of Jews in the occupied areas of Poland. They were led by noted community leaders. Enforcement of Nazi decrees affecting Jews and administration of the affairs of the Jewish community were the responsibilities of the Judenrat. These functions placed the Judenrat in a highly responsible, but controversial position, and many of their actions continue to be the subject of debate among historians. While the intentions of the heads of councils were rarely challenged, their tactics and methods have been questioned. Among the most controversial were Mordechai Rumkowski in Lodz and Jacob Gens in Vilna, both of whom justified the sacrifice of some Jews in order to save others. Leaders and members of the Judenrat were guided, for the most part, by a sense of communal responsibility, but lacked the power and the means to successfully thwart Nazi plans for annihilation of all Jews.
		Did international organizations, such as the Red Cross, aid victims of Nazi persecution?
A 32.		During the course of World War II, the International Red Cross (IRC) did very little to aid the Jewish victims of Nazi persecution. Its activities can basically be divided into three periods: 1. September, 1939 - June 22, 1941: The IRC confined its activities to sending food packages to those in distress in Nazi-occupied Europe. Packages were distributed in accordance with the directives of the German Red Cross. Throughout this time, the IRC complied with the German contention that those in ghettos and camps constituted a threat to the security of the Reich and, therefore, were not allowed to receive aid from the IRC. 2. June 22, 1941 - Summer 1944: Despite numerous requests by Jewish organizations, the IRC refused to publicly protest the mass annihilation of Jews and non-Jews in the camps, or to intervene on their behalf. It maintained that any public action on behalf of those under Nazi rule would ultimately prove detrimental to their welfare. At the same time, the IRC attempted to send food parcels to those individuals whose addresses it possessed. 3. Summer 1944 - May 1945: Following intervention by such prominent figures as President Franklin Roosevelt and the King of Sweden, the IRC appealed to Miklós Horthy, Regent of Hungary, to stop the deportation of Hungarian Jews. The IRC did insist that it be allowed to visit concentration camps, and a delegation did visit the "model ghetto" of Terezin (Theresienstadt). The IRC request came following the receipt of information about the harsh living conditions in the camp. The IRC requested permission to investigate the situation, but the Germans only agreed to allow the visit nine months after submission of the request. This delay provided time for the Nazis to complete a "beautification" program, designed to fool the delegation into thinking that conditions at Terezin were quite good and that inmates were allowed to live out their lives in relative tranquility. The visit, which took place on July 23, 1944, was followed by a favorable report on Terezin to the members of the IRC which Jewish organizations protested vigorously, demanding that another delegation visit the camp. Such a visit was not permitted until shortly before the end of the war. In reality, the majority were subsequently deported to Auschwitz where they were murdered.
		How did Germany's allies, the Japanese and the Italians, treat the Jews in the lands they occupied?
A 33.		Neither the Italians nor the Japanese, both of whom were Germany's allies during World War II, cooperated regarding the "Final Solution." Although the Italians did, upon German urging, institute discriminatory legislation against Italian Jews, Mussolini's government refused to participate in the "Final Solution" and consistently refused to deport its Jewish residents. Moreover, in their occupied areas of France, Greece, and Yugoslavia, the Italians protected the Jews and did not allow them to be deported. However, when the Germans overthrew the Badoglio government in 1943, the Jews of Italy, as well as those under Italian protection in occupied areas, were subject to the "Final Solution." The Japanese were also relatively tolerant toward the Jews in their country as well as in the areas which they occupied. Despite pressure by their German allies urging them to take stringent measures against Jews, the Japanese refused to do so. Refugees were allowed to enter Japan until the spring of 1941, and Jews in Japanese-occupied China were treated well. In the summer and fall of 1941, refugees in Japan were transferred to Shanghai but no measures were taken against them until early 1943, when they were forced to move into the Hongkew Ghetto. While conditions were hardly satisfactory, they were far superior to those in the ghettos under German control.
		What was the attitude of the churches vis-a-vis the persecution of the Jews? Did the Pope ever speak out against the Nazis?
A 34.		The head of the Catholic Church at the time of the Nazi rise to power was Pope Pius XI. Although he stated that the myths of "race" and "blood" were contrary to Christian teaching (in a papal encyclical, March 1937), he neither mentioned nor criticized antisemitism. His successor, Pius XII (Cardinal Pacelli) was a Germanophile who maintained his neutrality throughout the course of World War II. Although as early as 1942 the Vatican received detailed information on the murder of Jews in concentration camps, the Pope confined his public statements to expressions of sympathy for the victims of injustice and to calls for a more humane conduct of the war. Despite the lack of response by Pope Pius XII, several papal nuncios played an important role in rescue efforts, particularly the nuncios in Hungary, Romania, Slovakia, and Turkey. It is not clear to what, if any, extent they operated upon instructions from the Vatican. In Germany, the Catholic Church did not oppose the Nazis' antisemitic campaign. Church records were supplied to state authorities which assisted in the detection of people of Jewish origin, and efforts to aid the persecuted were confined to Catholic non-Aryans. While Catholic clergymen protested the Nazi euthanasia program, few, with the exception of Bernhard Lichtenberg, spoke out against the murder of the Jews. In Western Europe, Catholic clergy spoke out publicly against the persecution of the Jews and actively helped in the rescue of Jews. In Eastern Europe, however, the Catholic clergy was generally more reluctant to help. Dr. Jozef Tiso, the head of state of Slovakia and a Catholic priest, actively cooperated with the Germans as did many other Catholic priests. The response of Protestant and Eastern Orthodox churches varied. In Germany, for example, Nazi supporters within Protestant churches complied with the anti-Jewish legislation and even excluded Christians of Jewish origin from membership. Pastor Martin Niem"ller's Confessing Church defended the rights of Christians of Jewish origin within the church, but did not publicly protest their persecution, nor did it condemn the measures taken against the Jews, with the exception of a memorandum sent to Hitler in May 1936. In occupied Europe, the position of the Protestant churches varied. In several countries (Denmark, France, the Netherlands, and Norway) local churches and/or leading clergymen issued public protests when the Nazis began deporting Jews. In other countries (Bulgaria, Greece, and Yugoslavia), some Orthodox church leaders intervened on behalf of the Jews and took steps which, in certain cases, led to the rescue of many Jews.
		How many Nazi criminals were there? How many were brought to justice?
A 35.		We do not know the exact number of Nazi criminals since the available documentation is incomplete. The Nazis themselves destroyed many incriminating documents and there are still many criminals who are unidentified and/or unindicted. Those who committed war crimes include those individuals who initiated, planned and directed the killing operations, as well as those with whose knowledge, agreement, and passive participation the murder of European Jewry was carried out. Those who actually implemented the "Final Solution" include the leaders of Nazi Germany, the heads of the Nazi Party, and the Reich Security Main Office. Also included are hundreds of thousands of members of the Gestapo, the SS, the Einsatzgruppen, the police and the armed forces, as well as those bureaucrats who were involved in the persecution and destruction of European Jewry. In addition, there were thousands of individuals throughout occupied Europe who cooperated with the Nazis in killing Jews and other innocent civilians. We do not have complete statistics on the number of criminals brought to justice, but the number is certainly far less than the total of those who were involved in the "Final Solution." The leaders of the Third Reich, who were caught by the Allies, were tried by the International Military Tribunal in Nuremberg from November 20, 1945 to October 1, 1946. Afterwards, the Allied occupation authorities continued to try Nazis, with the most significant trials held in the American zone (the Subsequent Nuremberg Proceedings). In total, 5,025 Nazi criminals were convicted between 1945-1949 in the American, British and French zones, in addition to an unspecified number of people who were tried in the Soviet zone. In addition, the United Nations War Crimes Commission prepared lists of war criminals who were later tried by the judicial authorities of Allied countries and those countries under Nazi rule during the war. The latter countries have conducted a large number of trials regarding crimes committed in their lands. The Polish tribunals, for example, tried approximately 40,000 persons, and large numbers of criminals were tried in other countries. In all, about 80,000 Germans have been convicted for committing crimes against humanity, while the number of local collaborators is in the tens of thousands. Special mention should be made of Simon Wiesenthal, whose activities led to the capture of over one thousand Nazi criminals. Courts in Germany began, in some cases, to function as early as 1945. By 1969, almost 80,000 Germans had been investigated and over 6,000 had been convicted. In 1958, the Federal Republic of Germany (FRG; West Germany) established a special agency in Ludwigsburg to aid in the investigation of crimes committed by Germans outside Germany, an agency which, since its establishment, has been involved in hundreds of major investigations. One of the major problems regarding the trial of war criminals in the FRG (as well as in Austria) has been the fact that the sentences have been disproportionately lenient for the crimes committed. Some trials were also conducted in the former German Democratic Republic (GDR; East Germany), yet no statistics exist as to the number of those convicted or the extent of their sentences.
		What were the Nuremberg trials?
A 36.		The term "Nuremberg Trials" refers to two sets of trials of Nazi war criminals conducted after the war. The first trials were held November 20, 1945 to October 1, 1946, before the International Military Tribunal (IMT), which was made up of representatives of France, Great Britain, the Soviet Union, and the United States. It consisted of the trials of the political, military and economic leaders of the Third Reich captured by the Allies. Among the defendants were: G"ring, Rosenberg, Streicher, Kaltenbrunner, Seyss-Inquart, Speer, Ribbentrop and Hess (many of the most prominent Nazis -- Hitler, Himmler, and Goebbels -- committed suicide and were not brought to trial). The second set of trials, known as the Subsequent Nuremberg Proceedings, was conducted before the Nuremberg Military Tribunals (NMT), established by the Office of the United States Government for Germany (OMGUS). While the judges on the NMT were American citizens, the tribunal considered itself international. Twelve high-ranking officials were tried, among whom were cabinet ministers, diplomats, doctors involved in medical experiments, and SS officers involved in crimes in concentration camps or in genocide in Nazi-occupied areas.

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Rise of Hitler: 5 SEQ Samples

The rise of Hitler is a well-known historical event. After all, he is a well-known dictator and mass murderer. Unfortunately, he continues to fascinate many people decades after his death. Hence, we still study the rise of Hitler for O level History .

Just like the previous part of this series, I have 5 sample Structure Essay Questions. Just like previous articles, these sample essays are not for memorisation. They are meant as a reference for students on how these questions can be answered. You can download the pdf below.

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1. Explain how Hitler was able to become Fuhrer.

( P ) Hitler was able to become Fuhrer because of the Reichstag Fire.

( E ) In February 1933, an unknown person set the German parliament building on fire. As a result, President Hindenburg granted Hitler emergency powers to stabilise the situation. Hitler immediately blamed it on the communists and used this opportunity to suspend civil liberties. He attacked the communist party by arresting them and breaking up their meetings.

( E ) Thus, the communists could not campaign for the March 1933 elections and were excluded from the Reichstag. With this, he had eliminated his most potent political opponent, and no single party could secure a majority during the March elections.

( L ) The Reichstag Fire gave Hitler the chance to destroy his greatest opponents and paved the way for him to slowly but steadily consolidate power.

( P ) The Enabling Act also allowed Hitler to become the Fuhrer.

( E ) The March 1933 elections ousted the communists. Hitler’s Nazi Party thus held a majority in the Reichstag. Accordingly, he called upon the Reichstag members to vote for the Enabling Act. The Act granted him the ability to pass laws without the President’s approval.

( E ) With the emergency powers coupled with the Enabling Act, it was enough to transform Hitler’s government into a legal dictatorship. The Nazi Party became the only legal party, and they enforced a one-party rule in Germany.

( L ) With no opposition, Hitler moved one step closer to becoming Fuhrer.

2. Explain how the Great Depression helped Hitler rise to power.

( P ) The Great Depression helped Hitler rise to power because it caused an economic crisis in Germany.

( E ) For example, factories closed down, and poverty, homelessness, and starvation were commonplace. By 1932, 6 million people, or one-third of the working population, were unemployed.

( E ) The Great Depression made people desperate for a leader who had a clear plan to help Germany out of its depression. As a result, Hitler’s Nazi Nazi ideology appealed to the Germans despite its radical ideas, enabling him to gain power.

( L ) Thus, the Great Depression helped Hitler gain power as it caused an economic crisis in Germany.

( P ) The Great Depression also helped Hitler rise to power because it painted the Weimar Government negatively and created a political crisis.

( E ) For example, the coalition government could not decide how to resolve the economic crisis, and no government had enough support in the Reichstag to pass laws.

( E ) This means that the Great Depression helped Hitler gain power as Germans grew dissatisfied and angry at the government and more likely to support extreme parties like the Communist Party and Nazi Party.

( L ) Thus, the Great Depression helped Hitler gain power as it caused a political crisis in Germany.

3. “Hitler’s rise to power was the result of the weakness of the Weimar government.” How far do you agree with this statement? Explain your answer.

( P ) Hitler’s rise to power resulted from the weakness of the Weimar government.

( E ) The Weimar government lacked strong support from the people, politicians and soldiers. For example, in 1920, right-wing extremists attempted to overthrow the government in the Kapp Putsch. Therefore difficult for the Weimar government to gain their support and loyalty. Thus, it remained weak and struggled to hold on to power and authority.

Furthermore, Germany struggled with poverty, high unemployment and a fragile economy. The reparation payments were very unpopular, and the government kept up with the expenses by printing more money. The money printing flooded the economy and led to hyperinflation, and it caused the Weimar government to lose the support of the middle and lower-middle classes.

( E ) The people felt that the government was incapable and unable to look after the needs of the people. Therefore, people became disillusioned with the government and withdrew their support for the government. So the Germans supported Hitler as they believed that the Nazi government would make a better government compared to the Weimar government.

( L ) Thus, the weakness of the Weimar government led to the rise of Hitler.

( P ) However, there are other reasons why he rose to power, such as his charisma and rhetorical skills.

( E ) Hitler was a powerful speaker and confident communicator. He believed it was his mission to rule not only Germany but the world. He was a true orator who prepared and practised his speeches. Hitler had a gift for public speaking. He was able to move people with his emotions and arouse their feelings with his words and voice.

( E ) People listened to him talk for hours because he seemed to understand their problems. He also told them what they wanted to hear. Thus the people believed in Hitler and supported him and the Nazi party.

( L ) Thus, Hitler’s charisma and ability to speak well allowed Hitler to rise to power.

( J ) I agreed with the statement as the weakness of the Weimar government provided an opportunity for Hitler to showcase his power and might. If the government was not weak and could provide for the welfare of the Germans, the Germans would not be disillusioned and would not then look for an alternative party to support during election time.

It was also this weakness that Hitler used to make himself and the Nazi party look good to win support. Though he was an excellent speaker, he would not be able to win over the Germans if not for the weakness of the Weimar government.

4. Explain how Hitler used propaganda to control the people in Germany.

( P ) Hitler used propaganda to control Germany by setting up a Reich Ministry of Public Enlightenment with Joseph Goebbels as its head.

( E ) Goebbels organised public displays of German power in massive rallies, marches, torch-lit processions and public meetings. Goebbels showcased Germany’s might to give Germans a sense of belonging during these enormous propaganda shows by highlighting Hitler as Germany’s ‘saviour’. These shows emphasised Hitler’s contribution to making Germany strong again.

( E ) As a result, many Germans believed that Hitler was responsible for the resurgence of Germany as a power. The German people trusted Hitler as a leader.

( L ) Hence, Hitler used propaganda to control the people in Germany.

( P ) Hitler also controlled people’s access to other forms of information restricted.

( E ) For instance, Hitler controlled the media tightly. They were not allowed to print information or commentary that went against Hitler and the Nazi Party. Hitler even burned books to control access to information.

( E ) Thus, Germans were only allowed to listen to the ‘right’ content and messages that the Nazi government wanted them to hear, read and see. So the people were biased towards Nazism. Over time, the Germans behaved and thought in ways acceptable to the Nazis. There was blind acceptance of Nazism and unquestioned loyalty and support for the government.

( L ) So the Germans were brainwashed to support Hitler, allowing him to control the people in Germany easily.

5. Explain why instability in Germany after World War One contributed to Hitler’s rise to power.

( P ) Political instability in Germany after WWI contributed to Hitler’s rise to power because it made Germans lose confidence in the political authority of the Weimar government to govern the country.

( E ) The newly established Weimar government struggled to maintain political control over the country. Ordinary Germans perceived the government as weak and ineffective. Hence this weakened their support for the government. As a result, Hitler exploited their fears and gain support for his leadership.

( E ) For example, from 1919 to 1922, the Weimar government came under violent attacks from left- and right-wing factions who demanded radical reforms. One attack was the Kapp Putsch in 1920, which consisted of right-wing extremists who wanted to overthrow the Weimar Republic. Another was the Spartacist Rebellion in 1919, where a group of radical socialists organised a general strike against the Weimar government. It was against this political backdrop that Hitler promised to deliver a strong central government, which appealed to the German public.

( L ) Hence, political instability exposed the weaknesses of the Weimar government to the public, which allowed Hitler to manipulate the political situation to his advantage. (P) Economic instability in Germany after WWI contributed to Hitler’s rise to power because it made Germans desperate for more decisive leadership to address the financial crisis.

( E ) Post-war Germany struggled with poverty, high employment and a fragile economy. Germany suffered from hyperinflation in 1923, and it also suffered from the effects of the Great Depression in 1929, which caused poverty, homelessness, and starvation. The widespread and prolonged economic instability made the Weimar government appear helpless as they could not improve the situation. As a result, many supported Hitler, who promised to provide employment and ensure economic recovery.

( E ) For example, hyperinflation prevented many Germans from affording necessities. In 1919, 1kg of bread was 0.29 marks. By November 1929, it was 428 million marks. With the Great Depression, the economic crisis worsened as factories closed down and millions lost their jobs.

( L ) Hence economic instability made Hitler appear to be a better source of leadership to address the financial problems compared to the weak Weimar government.

For more information about the rise of Hitler, this Wikipedia entry is most informative.

You can download a pdf copy of these sample essays below.

This is part of a Structured Essay Question series. To find other parts of this series, click on the list below:

Treaty of Versailles
League of Nations
Rise of Stalin
Stalin’s Rule
Hitler’s Rule
Reasons for World War II in Europe
Reasons for the Defeat of Germany
Reasons for World War II in Asia-Pacific
Reasons for the Defeat of Japan
Reasons for the Cold War
Cuban Missile Crisis
Reasons for the End of the Cold War

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Korean War: 4 SEQ Samples

The topic of the Korean War revolves around the reasons why it happened and whether it was a proxy war or just a civil war. These are just samples for students to refer to so that they have a model to use when answering a similar question.

O Level History Elective Paper 2273: How to Ace the Paper!

The O Level History Elective paper forms part of the Combined Humanities paper. Read on to find out more about this subject and how students can score better!

Social Studies Purpose Format

Do you have trouble answering the ‘O’ Levels Social Studies Purpose question? If you do, read on to find out how to score full marks for this question!

Reasons for the Cold War: 4 Essay Questions

The reasons for the Cold War essay question comes out frequently for O and N levels. I am sharing some essays to help students answer these questions. Read on!

Hitler’s Rule: 4 SEQ Examples

Hitler’s rule is a common O Level History Structured Essay Question. The following samples will help you ace your examinations!

Social Studies Comparison Format

Is your child confused about the Social Studies Comparison question? If they are, read this blog to understand how to answer these sort of questions!

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116 Hitler Essay Topic Ideas & Examples

Inside This Article

Adolf Hitler, the infamous dictator of Nazi Germany, is one of the most studied figures in history. His rise to power, his policies, and his impact on the world have been the subject of countless essays and research papers. If you are tasked with writing an essay on Hitler, you may be overwhelmed by the sheer volume of information available. To help you narrow down your focus, here are 116 Hitler essay topic ideas and examples:

The early life and upbringing of Adolf Hitler
Hitler's experiences in World War I and their impact on his worldview
The role of propaganda in Hitler's rise to power
Hitler's policies towards women and the family
Hitler's views on race and eugenics
The role of anti-Semitism in Nazi ideology
Hitler's economic policies and their impact on Germany
Hitler's foreign policy and the outbreak of World War II
The Holocaust: Hitler's Final Solution
Hitler's leadership style and its impact on Nazi Germany
Hitler's relationship with other Nazi leaders
Hitler's mental health and possible psychological disorders
Hitler's artistic ambitions and their influence on his political career
Hitler's views on religion and the church
Hitler's impact on the arts and culture in Nazi Germany
Hitler's propaganda machine and its effectiveness
Hitler's obsession with power and control
Hitler's views on education and youth indoctrination
Hitler's relationship with his inner circle and advisors
Hitler's health and dietary habits
Hitler's military strategy and decision-making during World War II
Hitler's views on gender roles and masculinity
Hitler's architectural ambitions and the construction of Nazi buildings
Hitler's relationship with other world leaders, such as Mussolini and Stalin
Hitler's views on democracy and authoritarianism
Hitler's legacy and impact on modern politics
Hitler's personal relationships and romantic life
Hitler's role in the Munich Beer Hall Putsch
Hitler's use of symbolism and iconography in Nazi propaganda
Hitler's views on art and culture
Hitler's role in the Night of the Long Knives
Hitler's speeches and public speaking abilities
Hitler's impact on the German economy
Hitler's relationship with the German military
Hitler's views on technology and science
Hitler's role in the Spanish Civil War
Hitler's views on international relations and diplomacy
Hitler's relationship with the German people
Hitler's impact on the German education system
Hitler's role in the annexation of Austria
Hitler's views on the role of women in society
Hitler's impact on the German healthcare system
Hitler's role in the Nuremberg Laws
Hitler's role in the invasion of Poland
Hitler's views on the arts and literature
Hitler's impact on the German legal system
Hitler's role in the Kristallnacht pogrom
Hitler's views on the role of the family in society
Hitler's impact on the German transportation system
Hitler's relationship with the German business community
Hitler's views on the role of the church in society
Hitler's impact on the German agricultural system
Hitler's role in the Munich Agreement
Hitler's views on the role of youth in society
Hitler's impact on the German energy sector
Hitler's relationship with the German labor unions
Hitler's views on the role of the state in society
Hitler's impact on the German housing market
Hitler's role in the invasion of the Soviet Union
Hitler's views on the role of the media in society
Hitler's impact on the German social welfare system
Hitler's relationship with the German intelligence services
Hitler's views on the role of the arts in society
Hitler's impact on the German environmental policies
Hitler's role in the Holocaust
Hitler's views on the role of religion in society
Hitler's views on the role

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What made it possible.

Discussion Question How did the Nazis and their collaborators implement the Holocaust?

Discussion Question What does war make possible?

Discussion Question How and why did ordinary people across Europe contribute to the persecution of their Jewish neighbors?

Discussion Question How did German professionals and civil leaders contribute to the persecution of Jews and other groups?

Discussion Question What conditions, ideologies, and ideas made the Holocaust possible?

Discussion Question Which organizations and individuals aided and protected Jews from persecution between 1933 and 1945?

Discussion Question How did leaders, diplomats, and citizens around the world respond to the events of the Holocaust?

Discussion Question How did the United States government and American people respond to Nazism?

After the war.

Discussion Question What have we learned about the risk factors and warning signs of genocide?

Discussion Question How did postwar trials shape approaches to international justice?

Discussion Question How did the shared foundational element of eugenics contribute to the growth of racism in Europe and the United States?

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Discussion Question How did different goals and political systems shape racism in Nazi Germany and the United States?

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95 Nazism Essay Topic Ideas & Examples

🏆 best nazism topic ideas & essay examples, 💡 most interesting nazism topics to write about, 📌 simple & easy nazism essay titles, 👍 good essay topics on nazism.

Nazi Deception and “Night” by Elie Wiesel Eliezer, the main character of the novel and the prototype of the author, became one of the victims of the Nazi occupation in Europe.
Dehumanization of Jews by Nazi Germany During the persecution of the Jews by Nazi Germany, they were named parasites and diseases, making it easier for Hitler to justify their termination.
Nazism in Germany and Communism in the Soviet Union In particular, it is essential to note that they were characterized by totalitarian thinking as one of the distinguishing features of the first half of the twentieth century and the times of faith in science […]
Military Effectiveness of Nazi Germany in 1939-1941 World War II is one of the most well-documented conflicts in military history, and there is an extensive amount of academic literature depicting the military effectiveness of the German army.
Erwin Rommel: Military General in the Nazi Army Nevertheless, in early 1941, Hitler promoted Rommel to the commander of the German troops in North Africa, and shortly after, the whole world recognized the military genius of Rommel.
Nazi Propaganda and Triumph of the Will Based on this, the filming of the Triumph of the Will took place with the help of the vision of the world and the situation by the directors, omitting a number of significant events or […]
Treaty of Versailles and Its Impact on Nazi Germany War loss led to the implications of the Treaty of Versailles, which was a peace pact that required Germany to undergo a loss of territory, colonies and some of the world power as a consequence […]
Book Burnings in Nazi Germany: “The Book Thief” by Markus Zusak The theme which corresponds to the discussion of the selected book is “Individuals, groups, and institutions” since the topic reflects on the link between these elements and their political significance.
The Liberation of the Nazi Concentration Camps Most camp inmates were put to work in stone quarries, other extractive industries, and in SS-owned factories With the invasion of Poland in 1939 and the rest of Europe soon after, the opportunity came to […]
Ways of Controlling Neo-Nazi Despite the fact that people of Spanish roots have been part and parcel of the American fabric since the signing of the Guadalupe Hidalgo Treaty ended the 1848 Mexican-American War and signaled the incorporation of […]
“Auschwitz: Inside the Nazi State”: Film Description This essay is intended to describe the inner workings of the concentration camps, the system of implementation of the annihilation of millions of European Jews, horrible experiments under prisoners, and mass murders.
Age of Dictators Soviet Russia and Nazi Germany Only one party existed, and the leader of it was the head of the state. Propaganda was spread to inspire the people to work hard for the prosperity of the new state.
Homosexuality Aspects in Nazi Germany Dominating such a household would be quite easy for the German authorities because all they had to do was to convert the husband and the rest of the family would follow without question.
Account for the Appeal of the Nazi Party in Germany The state of things in Germany was terrible, the country had to pay immense reparations to the Entente which was the winner of the war.
Sociology. Simon Wiesenthal, Nazi Hunter’s Ethics In view of Wiesenthal being a Jew, the dying man begged for his forgiveness, but Wiesenthal, after hearing all that the soldier had to say, kept quiet and walked out of the room after the […]
Nazi’s Propaganda in the XX Century At first, Nazis used propaganda technologies to draw attention of other political organizations of the right wing, then, after the departure of imprisonment by Hitler, the party becomes better organized and, finally, propaganda is used […]
Nazi Suppression of the German Avant-Garde The influence of the Nazi regime on the Avant-Guarde art in general and on architecture in particular with the style of the architecture the Third Reich implemented that distanced itself from the modern style that […]
Nationalistic Traditions Fueled Nazi Influence This discussion analyzes the influence of Volkish thought in the shaping of Nazi policies beginning with a historical definition of the term ‘Volk’ and the reasons for its integration into German society of the 1800’s.
Holocaust Tragedy in Nazi Germany Since the forties of the twentieth century, another such theory, called the Holocaust, came into use in the context of the mass extermination of Jews in Europe by the Nazis. It is the education of […]
Albert Speer’s Architectural Scale as a Tool of Nazi Propaganda In the center of attention of Hitler, there was the restructuring of Berlin by the architect Albert Speer. Such buildings as the Volkshalle and the Cathedral of Light were the most expressive projects that illustrated […]
1942-1945 Holocaust: Nazi Germany’s Political Reasons Started in 1942 and taking place until the end of the war, the Holocaust was the genocide of Jewish people arranged by Hitler and implemented by the Nazi army.
Comparison of Genocide in Rwanda and Nazi Germany The proponents of the emancipation movement called the Rwandan Patriotic Front returned to the country in the fall 1990 to live within the population of Tutsi.
Nazi Anti-Jewish Policy and Its Evolution The Nazi implemented a number of policies that were detrimental to the wellbeing of the Jews. By the start of the Second World War in 1939, the Nazi regime was seeking a final solution to […]
Social Darwinism and Nazi Genocide Ideology It is possible to trace the way the Jews settled and assimilated in western countries and the way the ideas of Social Darwinism affected the society to see the link between Nazi genocidal ideology and […]
Holocaust: Nazi Anti-Jewish Policies and Actions The major policy that the Nazi implemented was the Law for the Restoration of the Professional Civil Service that excluded Jews from government jobs.
Holocaust and Nazi’s Racial Imperialism The scholar argues that the event was a result of the racial imperialism championed by the Nazi Party in the country.
Nazi Movies and Their Purpose There is a great value in the Nazi movies as during this era Hitler and his supporters needed to manipulate others applying to the propaganda via mass media and choosing the movies Hitler was sure […]
Nazi Regime in «Maus» by Art Spiegelman The author describes the life of his father Vladek Spiegelman before the Nazi occupation of Poland, during the Second World War, and the later influence of the Holocaust experiences on his personality.
Nazi Revolution: Violence as a Tool of Control As a result of the contributions made by the members of the party most notably of whom is Hitler and the socio-economic realities of the time, the party was able to grow in size and […]
Nazi Germany & Holocaust The Nazi movement is a revolutionary movement that was associated with the mass murder of Jews and Communists in an attempt to restore the reputation of Germany at the international level. The Nazi regime under […]
The Holocaust and Nazi Germany The rise of the Nazis to power in 1933 led to the establishment of thousands of concentration camps, which were centers of mass murders of Jews.
Nazi Deception and the Demoralization and Dehumanization of Eliezer and His Fellow Prisoners The novel describes one of the most horrible periods in the history of humanity. The prisoners of the Nazis little knew about their future and they were likely to deceive themselves.
Exploiting Nazism in Abortion Debate In his essay “Exploiting Nazism in Abortion Debate,” Colleen Connell argues that the recent Supreme Court ruling that abortion and family planning should be left to be decisions of an individual and not the state […]
History of Hitler’s Nazi Propaganda According to Hitler, the German’s defeat in the First World War, the Bolshevik Revolution, German’s post war inflation, and the economic crisis of the year 1929 were accredited to International Jewry. Over time, the masses […]
Dahrendorf and Eley on the Rise of Nazism in Germany It is possible to refer to the ideas of Ralf Dahrendorf who argues that the problems faced by this country after World War I could be explained by the absence of liberal revolution in this […]
The Nazi Holocaust’s Effects This study aims at analyzing the claim that social and psychological effects of the Holocaust linger in areas of political systems in which the survivors of the holocaust currently reside.
Nazi Germany in Adam Czerniakow’s “Warsaw Diary” Since he was at the centre of the Jewish Council of elders in the ghettos, he was in touch with new developments in his community.
Use of Arts in the Second World War by Nazi The films featured several themes such as the virtue of the Nordic or Aryan, the strength of the military and the German industry, and the evils of those who were perceived to be enemies.
Doris Bergen: Nazi’s Holocaust Program in “War and Genocide” The discussion of the Holocaust cannot be separated from the context of the World War II because the Nazi ideology of advancing the Aryans and murdering the undesirable people became one of the top reasons […]
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Ultranationalism: Nazism and Black Sudanese People
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The March of Nazism: The Theoretical and Ideological Justification of Violence in Nazi Germany
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Home — Essay Samples — History — Nazi Germany — Adolf Hitler

Essays on Adolf Hitler

When it comes to writing an essay about Adolf Hitler, it's important to choose a topic that is not only interesting but also impactful. There are countless topics to explore, ranging from his rise to power to his influence on modern politics. In this article, we will discuss the importance of the topic, provide advice on choosing a suitable topic, and offer a detailed list of recommended essay topics, divided by category.

The study of Adolf Hitler and his impact on history is crucial for understanding the complexities of human nature and the potential for extreme ideologies to lead to catastrophic consequences. By delving into the life and actions of Hitler, students can gain valuable insights into the power dynamics, propaganda, and the consequences of unchecked authority. Furthermore, gaining a comprehensive understanding of Hitler's reign can help prevent similar atrocities from occurring in the future.

When choosing a topic for an essay about Adolf Hitler, it's essential to consider the specific area of interest or focus. Whether it's his early life, his rise to power, or his impact on global events, there are various aspects to explore. It's also important to consider the availability of credible sources and the ability to present a well-researched and balanced argument. Additionally, it's crucial to choose a topic that is relevant and can contribute to the existing body of knowledge about Adolf Hitler.

Early Life and Background

The Childhood and Family Life of Adolf Hitler
Adolf Hitler's Education and Early Influences
Impact of World War I on Adolf Hitler's Ideology

Rise to Power

Adolf Hitler's Role in the Formation of the Nazi Party
The Beer Hall Putsch and Its Impact on Hitler's Political Career
Hitler's Appointment as Chancellor of Germany

Nazi Regime and Policies

The Implementation of Hitler's Totalitarian Regime
The Nuremberg Laws and Their Impact on Jewish Citizens
The Holocaust: Hitler's Final Solution

Impact on Global Events

Adolf Hitler's Influence on World War II
The Axis Powers and Hitler's Alliance with Mussolini and Japan
The Post-War Legacy of Adolf Hitler

Modern Relevance

Comparing Adolf Hitler's Leadership Style with Modern Political Figures
The Use of Propaganda in Hitler's Regime and Its Relevance Today
The Rise of Far-Right Movements and Their Connection to Hitler's Ideology

Choosing an essay topic about Adolf Hitler should not be taken lightly, as it requires careful consideration of the specific area of interest and relevance. By exploring various aspects of Hitler's life and impact, students can gain a deeper understanding of the complexities of history and its enduring influence on the present. The recommended essay topics provided in this article offer a diverse range of options for students to explore and analyze, providing a comprehensive understanding of Adolf Hitler and his lasting impact on the world.

A Report on Adolf Hitler

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The Ways Adolf Hitler Brainwashed People

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The Use of Rhetoric by Adolf Hitler

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The Life of Adolf Hitler and His Defeat in World War Ii

Great inventions of the world war ii, analysis of the progression and influence of the german nazi movement, the reasons of why hitler chose the swastika, analysis of the conspiracy theories of adolf hitler on netflix, legacy of ss: lebensborn program, the role of the treaty of versailles, the nazi campaign election and wall street crash in hitler’s rise to power, the role of social darwinism in the construction of nazi ideology, killing centers of world war two, comparative analysis of the films casablanca and triumph of will, a study of communication persuasion of adolf hitler, barack obama and nelson mandela, the swastika: a symbol of the holocaust, graphic novel series "maus": world war ii and the holocaust, the sydney holocaust museum and its significance, working towart the führer: hitler's and stalin's regimes, nothing could save the world from the second world war, the significance of hitler’s security system, analysis of ethos in adolf hitler’s proclamation to the german nation, d-day: a day that changed the course of history, the harman’s theories and idea of morality: hitler's activity.

20 April 1889

30 April 1945 (aged 56)

Adolf Hitler was born on April 20, 1889, in Braunau am Inn, a small Austrian town. Hitler became interested in politics during his years in Vienna, after his mother death. During his time in Vienna, he developed many of the ideas that would shape Nazi ideology. Also, nationalism would become the motivating force of Hitler's life.

In 1913, Hitler relocated to Munich. At the outbreak of World War I, he was allowed as a volunteer in a reserve infantry regiment. Hitler was wounded twice during the conflict and received the Iron Cross First Class and the Black Wound Badge. The war experience reinforced his passionate German patriotism.

After World War I, Hitler returned to Munich. In September 1919, Hitler joined the Nationalsozialistische Deutsche Arbeiterpartei (NSDAP) — often abbreviated to Nazi. In 1921, he became the Nazi party chairman. Hitler was arrested and sentenced to nine months in prison after his failed coup d'état known as the Beer Hall Putsch.

During his nine months in prison in 1924, he began to dictate his autobiographical book and political manifesto that would become "Mein Kampf" ("My Struggle"). The first volume was published in 1925, and a second volume came out in 1927.

In January 1933, Paul von Hindenburg named the 43-year-old Hitler as chancellor. January 30, 1933 marked the birth of the Third Reich. Hitler used his position as chancellor to form a de facto legal dictatorship. In 1933, Hitler's Nazi Party was declared the only legal political party in Germany. In next few years, Hitler begun to militarize the nation in anticipation of his plans for territorial conquest.

Adolf Hitler developed the idea of the Jews as an evil race struggling for world domination. Hitler was obsessed with the idea of the superiority of the “Aryan" race. Following his appointment as chancellor, the regime built a network of concentration camps for political opponents and those deemed "undesirable." Also, the Nazis used propaganda, persecution, and legislation to deny human and civil rights to German Jews.

On September 1, 1939, Germany invaded Poland, sparking the beginning of World War II. In 1940 Hitler invaded Norway, Denmark, France, Luxembourg, the Netherlands and Belgium. Hitler violated the 1939 non-aggression pact with Joseph Stalin, and launched the attack against the USSR on June 22, 1941. By the end of 1942, the tide of the war turned against Germany. On May 7, 1945, Germany surrendered unconditionally to the Allies, bringing the war in Europe to a close.

Between the start of World War II and its end, Nazis and their collaborators were responsible for the deaths of at least 11 million noncombatants. In concentration and extermination camps were imprisoned and killed Catholics, homosexuals, political dissidents and the disabled, and especially Jews. On January 20, 1942, the policy of extermination of Europe's Jews began with a plan known by the Nazis as "The Final Solution to the Jewish Problem". The death camps were to be the essential instrument of the “final solution.” From 1942 to 1945, Jews were deported to the camps from all over Europe. At Auschwitz alone, more than 2 million people were murdered.

On 29 April 1945, he married his longtime lover Eva Braun. The couple committed suicide on April 30, 1945, fearful of being captured by enemy troops. Their bodies were burned according to Hitler’s instructions.

The Nazi regime was responsible of death of tens of millions of people, including more than 20 million in the Soviet Union and six million Jews in Europe.

"If you win, you need not have to explain...If you lose, you should not be there to explain!" "Do not compare yourself to others. If you do so, you are insulting yourself." "if you want to shine like sun first you have to burn like it."

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Adolf Hitler Essay Topics & Writing Assignments

Essay Topic 1

How did Adolf Hitler's childhood affect and shape him later in life? Be sure to talk about his ancestry, his parents and schooling.

Essay Topic 2

Compare and contrast Adolf's life with his roommate in Linz. What kind of success does one have other the other? How did this affect Adolf?

Essay Topic 3

How do you think history would be different had Adolf Hitler become a priest rather than a politician? What might have changed during the 1940s? What may have happened anyway?

Essay Topic 4

Hitler took advantage of the problems in Germany to blame the Jews and help his rise to power. Explore why you think people were so desperate for a new leader. What kinds of government problems had filtered down to the average citizen?

Essay Topic 5

Compare and contrast Hitler's strengths as a leader compared to the current leader of Germany at that time...

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(approx. 2 pages at 300 words per page)

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Adolf Hitler - Essay Examples And Topic Ideas For Free

Adolf Hitler was a dictatorial leader of Nazi Germany from 1933 to 1945, known for his aggressive foreign policies and the orchestration of the Holocaust. Essays on Hitler could explore his early life, his rise to power, his ideological beliefs, and his impact on Germany, Europe, and the world. His leadership during World War II and the lasting implications of his regime could also be examined. A vast selection of complimentary essay illustrations pertaining to Adolf Hitler you can find at Papersowl. You can use our samples for inspiration to write your own essay, research paper, or just to explore a new topic for yourself.

Adolf Hitler and the Holocaust

Introduction Have you ever visited the holocaust museum? Located in Washington D.C., it is a place were we honor the people who died in the Final Solution . The Final Solution was a plan made by adolf hitler to kill off the jews. German authorities persecuted other groups on political, ideological, and behavioral grounds. Among them were Communists, Socialists, Jehovah's Witnesses, and homosexuals. I wonder what the reality was in that time and place. Adolf hitler The one who started […]

Adolf Hitler and Responsibility for the Holocaust

Adolf Hitler became leader of Germany in 1933. Adolf was a soldier for Germany in the first world war. Germany lost the war due to betrayal from within. Socialists, communists, and particularly Jews were blamed. Hitler joined a new extreme right wing party, The National Socialists German workers Party. He would inspire people with his speeches. On April 1st, 1933 the Nazi party began their plan to remove Jews from society by announcing a boycott against all Jewish-owned businesses. Laws […]

Causes and Effects of World War II

World War II, in terms of casualties and actual material destruction, was the most devastating war in human history. It cost a lot of countries a lot of money, a lot of soldiers, and much more. Economies crashed, governments crumbled, and some would even say that for the countries in the Axis Coalition, that they were in worse shape after World War II then they were during the Great Depression World War II left destruction in many countries, but not […]

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The Chancellor of Germany Adolf Hitler

Adolf Hitler became the Chancellor of Germany in the early 1930s. After taking over, he began to build the German Army by constructing warships and strengthening his air force. Other countries like Britain and France were aware of Hitler's actions, and with growing concerns about the rise of Communism, they believed that Germany might join the fray. In the mid-1930s, Hitler ordered his troops to enter Rhineland, even though his army wasn't as strong and could easily be defeated. Regardless, […]

Adolf Hitler and Joseph Stalin

Adolf Hitler and Joseph Stalin were the greatest familiar and known totalitarian leaders in Europe. Hitler is to fault for the burst out of the II World War and for the idea of an ideology which caused the holocaust and agony of many countries. Stalin was a head of the Soviet Union up until 1953. He was the originator of the Great Purges in 1937 and the collectivization which have affected an enormous quantity of victims in his own country. […]

Is Holocaust Denial Real?

The Holocaust was the killing and persecution of over six million Jews and other groups such as the disabled, Gypsies, Slavics, homosexuals, and Jehovah's Witnesses. The Holocaust was performed and executed by the Nazis in the 1930s and 1940s. Although there is overwhelming evidence of the existence of the Holocaust, people still deny that the Holocaust was real and wrong. In fact, only one-third of the world believes the entirety of the Holocaust (Stuart, 1). There are 3 main reasons […]

To what Extent did Adolf Hitler Change the Course of History

Introduction Hitler was judge of Germany from 1933 to 1945, serving as leader of the Nazi Party, for the bulk of his time in power. With defeat on the horizon, Hitler committed suicide with wife Eva Braun on April 30, 1945, in his Berlin bunker.The fourth of six children, Adolf Hitler was born to Alois Hitler and Klara Pölzl. As a child, Hitler Fought often with his emotionally harsh father, who also didn't approve of his son's later interesting fine […]

Adolf Hitler’s Ultimate Goal

Adolf Hitler was born on April 20, 1889. Hitler was the fourth of six children and his parents were Alois Hitler and Klara Polzl. As a child, Hitler argued frequently with his emotionally harsh father who, in the future, did not approve of Hitler's interest in fine art as a career. In May of 1913, Hitler moved to Munich, Germany to avoid arrest for avoiding his military service obligation to Habsburg Austria. In Munich he entertained himself with his watercolors […]

The Holocaust is One of the Worst Events in Human History

The Holocaust is one of the most horrific events to occur in the twentieth century, it lasted from 1933 to 1945. For years the question that still remains is was this final solution an intentional plan created by Hitler, made ahead of time or was it a last minute decision based off of the circumstances surrounding Germany? These two groups have been in disagreement for years attempting to find the answer when the truth is, there is no real answer. […]

Adolf Hitler Biography

On April 20, 1889 Adolf Hitler was born in Braunau am Inn, Austria to Alois Hitler and Klara Polzl. Adolf was the fourth child out of six. Growing up Adolf and his father always butted heads. His father was very emotionally harsh on him pushing Adolf further away from his family. In 1900, Adolfs younger brother Edmund died, and that was when Adolf cut the strings and became detached to his family. At an early age Hitler began showing an […]

Adolf Hitler’s Life

Adolf Hitler, born in Braunau am Inn, Austria, on April 20, 1889, has an interesting history to say the least. He had five siblings and was born to Alois Hitler and Klara Polzl. His father was an emotionally harsh man and didn't accept Adolf's career choice in fine arts later on in his life. He attempted to grow as much as he can in what he loved but he changed courses into something he never imagined of doing. During his […]

The Holocaust and Human Nature

There are less than eighty Holocaust survivors today. As they pass away we need to tell their stories so we know the truth. We want to remember them and never forget what they did. Throughout this paper, we will examine the rise, fall and the impact of the Holocaust. We want to be thankful that there some survivors to bring us there stories so we can prevent this event from happening again. Let's not have this event happen again. The […]

Dictators of the World – Adolf Hitler

When it comes to the worst dictators of the world, there is undeniably only one that many think of when that word is discussed, Adolf Hitler. Adolf Hitler was born on April 20th, 1889 in Braunau am Inn, Austria. Adolf Hitler was one of six children born to Alois Hitler and Klara Polzl. As stated in Hitler's biography, often times Hitler would clash with his father who was emotionally harsh. Later discovered, apparently Hitler's father never truly approved of his […]

About Adolf Hitler in History

One of the most devastating events to happen in the world caused by a man who could have done good instead of bad. Having thousands stand with him, he could have changed the world for the better. From the essay about Hitler, you can learn that he was not always a jew hating german.. Hitler was once just an ordinary boy who was born on April 20th 1889 in Austria-Hungary. Adolf grew up with a family of 6 being the […]

The Rise of Adolf Hitler and his Nazi Party

To what extent did the rise of Adolf Hitler and his nazi party cause WW2. "Adolf Hitler As for the Origin of this article, it doesn't state who created it, when was it created, or where did it come from but the Purpose of this article was to inform people who were curious as to how Adolf Hitler and the rise of his nazi party caused World War 2. This essay on Adolf Hitler tells how he grew to be […]

Adolf Hitler Ended Germany’s Democracy

Adolf Hitler ended Germany's democracy and doomed six million Jews. To this day, Hitler is one of the cruelest people the world has ever seen because of his persecution of not only Jews but of 11 million people. After reading the book Night and completing my research on the topic of Adolf Hitler Birth - 1933, I have learned so much about the dark period known as the Holocaust. Adolf Hitler was reportedly distant and sometimes depressed as a child […]

Societal Impacts of World War II on America

On September 1, 1939, World War II began with Germany invading Poland due to Adolf Hitler’s belief that the Aryan race was superior and that the Jews were the cause of all of Europe’s problems at the time, especially Germany. During this war, Franklin D. Roosevelt wanted to remain neutral, but after the Japanese attack on Pearl Harbor in 1941, the United States joined into the war effort. During 1941 the United States was still trying to recover from the […]

Adolf Hitler’s Rise to Power: the Confluence of Factors Leading to a Dark Era

Introduction The ascent of Adolf Hitler to power in Germany is a haunting chapter in the annals of history. This essay delves into the complex web of circumstances, ideologies, and events that facilitated Hitler's rise to power, shedding light on the socio-political climate in post-World War I Germany and the consequences that followed. 1. Germany's Post-World War I Landscape: In the aftermath of World War I, Germany was a nation reeling from the catastrophic effects of defeat and the crippling […]

Short Biography of Adolf Hitler

Adolf Hitler was born on 20 april 1889 in Austria-Hungary where he lived with his family: Klara Polzi (his mother), Alois Hitler (his father)and Alois's children from his previous marriage. When Adolf became three, they moved to Passau, Germany. There he got influenced by west Germanic or bavarian accents,this would linger in his speech trough adult-hood which in my opinion helped him with his speeches when he came to power. After living in Germany for a couple of years, Adolf […]

Untangling the Myth: Adolf Hitler’s Dietary Habits

One of the most notorious figures in modern history, Adolf Hitler, has been the subject of countless biographies, studies, and analyses. Beyond his political maneuvers and heinous war crimes, scholars have often been intrigued by various aspects of his personal life. One such aspect that has garnered attention and led to significant speculation is his diet. The question arises: Was Adolf Hitler really a vegetarian? Historical records and personal accounts of those who were close to Hitler suggest that he […]

How did the Treaty of Versailles Caused World War 2

The only thing needed for evil to triumph is for good men to do nothing. Those who act selfishly and maliciously are not particularly part of the majority in their ways of thinking and behaving. All it takes is a few good people to get the tail blazing and doing what needs to be done to keep evil from prevailing. Over the course of history many have been the victims of tyranny and overt xenophobic ruling. World War II and […]

World War II as the most Influential Events in History

World War II was one of the most influential events in world history. Not only did it shape the way the modern world works, it influenced the multitude of governments within it and changed the course of history. There was 16 allied nations fighting with 7 axis nations killing 40,000,000 to 50,000,000 people making it the deadliest conflict in human history. Nazi Germany had one of the biggest roles in WW2 because of many reasons. WW2 started on September 1, […]

Genocide: the Nazis’ Original Plan

The Holocaust, which took place during 1933-1945, was a devastating period of time when the German Nazi's planned to mass murder European Jews. The literal term 'Holocaust' originates from the Hebrew Bible's term olah meaning a sacrifice that is offered up. This was a frightening time for everyone, Jewish and non-Jewish. Approximately six million people were killed as a result of the Holocaust (Roth). Adolf Hitler, the leader of Germany at the time, hated Jews and blamed them for all […]

Comparing World War i and World War II

World War I was one of the greatest wars of all time. It was very hard times for the world, as people all around were constantly in fear of what could be their tomorrow. But it wasn't always this horrid, as certain events let to this point in history. Everyone surrounded by moods changing before, during, and after the Great War. The conflict between different countries led to what could've been an even greater disaster. Before World War I, the […]

The Dictatorial Leader of Germany in World War II

Adolf Hitler, the dictatorial leader of Germany in World War II, made many tragic mistakes that cost Germany the war and prevented them from gaining Lebensraum. Throughout the course of the war, Hitler made many decisions that ultimately did not benefit the country as a whole, like invading Russia. The Germans were easily defeated in Russia due to Blitzkrieg being delayed five weeks because Hitler decided to aid his friend Mussolini, prime minister of Italy, in Greece. This resulted in […]

Jonathan Schaeffer: a Glimpse into Erwin Schulhoff’s Life

In 1901, Louise Wolff spent time trying to convince Antonio Dvorak to examine her son, Erwin Schulhoff, for his extraordinary talent displayed at a young age. Antonio Dvorak who wasn't too fond of child prodigies tested young Schulhoff on his ability to recognize pitches and harmonies. Schulhoff must have impressed Antonio Dvorak because he was rewarded with a recommendation for private piano study at Prague Conservatory. Schulhoff studied at Prague Conservatory until 1906 and continued to study piano, theory, and […]

What is it that Made Germany and Japan do such a Terrible Act?

It has been a while since World War II, but the atrocities committed against humans in Germany and Japan are still vivid: human trials, massacres, racial discrimination, bacterial weapons, etc. are all unforgivable crimes committed against the world. So what is it that made Germany and Japan do such a terrible act? What horrible things have they done? First, why are they doing such atrocious things? As the leader of the Nazi Party, Hitler was very hated for the Jews. […]

World War Ll in History

Over 6 million jews died all in one period of time. All those people died in the holocaust because of Adolf Hitler and his Nazi group. The Holocaust changed the world forever, and is something we will never forget. Jews and many others had to experience harsh conditions, and the Holocaust made such a huge impact on our world. On the evening of April 20, 1889, at an inn called the Gasthof Zum Pommer in the village of Braunau Am […]

The Effects that World War i and World War II had on Minority Groups in America

At the beginning of the 1900s, many problems were arising overseas that would eventually lead to the First World War. The expansion of the war happened quickly. Overall, thirty-two nations were involved. Twenty-eight of which were a part of the Associated powers (the Allies). The Allies included the British Empire, France, Serbia, the United States of America, Italy, and Russia. The Central Powers that opposed them were Bulgaria, Austria-Hungary, Germany, and the Ottoman Empire. In the beginning, President Woodrow Wilson […]

Why should we Never Forget the Holocaust

I think that it is important to learn about the holocaust and what had happened during it. From the beginning of the holocaust when it all started, 1933, when hitler became power over germany, none of it was right or acceptable. Learning about the holocaust is something that everyone in the world should know about. Knowing what happened should be enough to make sure that this action never takes place again because of how brutal and harsh it was. Humans […]


Height :	175 cm
Nationality :	German
Spouse :	Eva Braun (m. 1945–1945)

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About Adolf Hitler

Born: April 20, 1889, Braunau am Inn

Died: April 30, 1945

Cause of death: Suicide

Spouse: Eva Braun

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Hitler Essay Topics & Ideas

Persuasive Essay Topics About Hitler
Interesting Essay Topics About Hitler

Informative Essay Topics About Hitler

Hitler essay topics for college students, hitler essay topics for high school students, ✒️ persuasive essay topics about hitler.

“Mein Kampf” a Historical Book by Adolf Hitler
“Mein Kampf” by Adolf Hitler
“The Blitzkrieg Myth: How Hitler and the Allies Misread The Strategic Realities of World War II” by John Mosier
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A Look at what made Hitler such a Powerful Leader in Germany
A Report on Adolf Hitler
A Rising Dictator: Hitler and the Third Reich
Abigail Williams compared to Adolf Hitler and Joseph McCarthy
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✨ Best hitler Topic Ideas & Essay Examples

Adolf Hitler to Machiavelli’s “The Prince” When Machiavelli wrote “The Prince” In the sass’s, his Intentions did not apply to the twentieth century. Some very important figures of the twentieth century used basic ideals from “The Prince” to obtain and maintain their position in power. One of ….
Was Hitler a Weak Dictator? The two schools of thought in contemporary studies of the holocaust origins fall under the categories of functionalism and intentionalism. Functionalists believe that Hitler was an anti-Semite yet held no permanent orchestrated plan to eliminate the ….
Essay – Adolf Hitler Biography On April 20, 1889, the world was changed forever when Adolf Hitler was born to Alois and Klara Hitler in a little town named Braunau-am-Inn, Austria. Alois worked as a customs officer on the border crossing near their hometown. Adolf was the third ….
Did Hitler succeed in creating a Volksgemeinschaft? Hitler had a vision- he wanted to use his power to create Volksgemeinschaft, what he called the ‘all pure’ German nation. Hitler interpreted the social revolution as an uncontaminated ‘Aryan’ nation working together for the benefit of the German ….
How did Hitler and Mussolini gain and maintain power? Hitler and Mussolini both came in to power in the early days when their countries, Germany and Italy were facing problems after the Great War. Even then, both Hitler and Mussolini successfully gain and maintain power and control the country. In ….
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Description:	Adolf Hitler was an Austrian-born German politician who was the dictator of Germany from 1933 until his death in 1945. He rose to power as the leader of the Nazi Party, becoming the chancellor in 1933 and then assuming the title of Führer und Reichskanzler in 1934.
Born:	April 20, 1889, Braunau am Inn, Austria
Died:	April 30, 1945, Führerbunker
Height:	5′ 9″
Nationality:	German
Spouse:	Eva Braun (m. 1945–1945)

Hitler - Free Essay Examples and Topic Ideas

Adolf Hitler was a German politician and leader of the Nazi Party during World War II. He rose to power in the 1930s, promoting ultra-nationalism and anti-Semitism. Under his leadership, Germany engaged in a series of military campaigns, including the invasion of Poland, which sparked the start of World War II. Hitler’s regime was responsible for the genocide of six million Jews and millions of other individuals deemed undesirable by the Nazi party. Eventually, Hitler’s leadership led to the defeat of Germany, and he committed suicide in his bunker in Berlin in 1945 as Allied forces closed in.

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Grade 11 Topic 3 – Source-Based Questions

The source below shows how the Nuremberg laws affected Jews living in Germany

Imbued (infused) with the insight that the purity of German blood is prerequisite for the continued existence of the German people and inspired by the inflexible will to ensure the existence of the German nation for all times, the Reichstag has unanimously adopted the following law, which is hereby promulgated:

(1) Marriages between Jews and subjects of German or kindred blood are forbidden. Marriages nevertheless concluded are invalid, even if concluded abroad to circumvent this law.

(2) Only the state attorney may initiate the annulment suit.

(3) Extramarital intercourse between Jews and subjects of German or kindred blood is forbidden.

(4) Jews must not employ in their households’ female subjects of German or kindred blood who are under forty-five years old.

(5) Jews are forbidden to fly the Reich and national flag and to display the Reich colours.

(6) They are, on the other hand, allowed to display the Jewish colours. The exercise of this right enjoys the protection of the state.

. Accessed on 16 June 2021]

3.1.1 What, according to the source, was the prerequisite for the existence of the German people? (1 x 1) (1)

The purity of German blood

3.1.2 Use your own knowledge to define the concept ‘Anti-Semitism’. (1 x 2) (2)

Hatred towards Jews
Any other relevant answer

3.1.3 Describe TWO ways in which the German blood could be kept pure. (2 x 1) (2)

Marriages between Jews and subjects of German or kindred blood are forbidden.
Extramarital intercourse between Jews and subjects of German or kindred blood is forbidden

3.1.4 Use your own knowledge to explain how the Nuremburg laws affected Jews living in Germany. (2 x 2) (4)

Many shops and restaurants did not serve the Jewish population
Jews were banned from public parks, swimming pools and public transport
Germans were also encouraged not to use Jewish doctors and lawyers
Jewish civil servants were dismissed
Jews were banned from universities
Jews had to wear a Star of David that identified them as Jews

3.1.5 What do you think was the impact of the Nuremburg laws on Jews? (2 x 2) (4)

Many Jews could not earn a living in Germany
Many Jews emigrated
Many Jews lost their citizenship
Any other relevant response

The source below is an extract from David Buffam’s (American Consul in Leipzig) account of the Kristallnacht (Night of Broken Glass) in November, 1938.

The shattering of shop windows, looting of stores and dwellings of Jews took place in the early hours of 10 November 1938, and was hailed in the Nazi press as a ‘spontaneous wave of righteous indignation throughout Germany, as a result of the cowardly Jewish murder of Third Secretary von Rath in the German Embassy in Paris.’

.....

In one of the Jewish sections an 18-year-old boy was hurled from a three-story window to land with both legs broken on a street littered with burning beds. The main streets of the city were a positive litter of shattered plate glass. All of the synagogues were irreparably gutted by flames. One of the largest clothing stores was destroyed. No attempts on the part of the fire brigade were made to extinguish the free. It is extremely difficult to believe, but the owners of the clothing store were actually charged with setting the fire and on that basis, were dragged from their beds at 6 a.m. and clapped into prison and many male German Jews have been sent to concentration camps.

. Accessed on 16 June 2021.]

3.2.1 What, according to the source, triggered the attack of Jewish shops on 10 November 1938? (1 x 2) (2)

Result of the cowardly Jewish murder of Third Secretary von Rath in the German Embassy in Paris.

3.2.2 List THREE targets of the Nazi attacks on the Jews. (3 x 1) (3)

Jewish Shops
Jewish stores and dwellings

3.2.3 Use the source and your own knowledge to explain why Hitler hated the Jews. (2 x 2) (4)

He blamed the Jews for Germany’s defeat in WWI
He blamed the Jews for Germany’s economic crisis after WWI
He perceived the Jews as an inferior race
He believed that the Jews were conspiring to control the world

3.2.4 Why do you think this event is known as the Kristallnacht (Night of Broken Glass)? (1 x 2) (2)

It refers to the thousands of pieces of broken glass that were lying in the street.

3.2.5 What was the impact of Kristallnacht on the Jews living in Germany? (2 x 2) (4)

Many more Jews left the country
Thousands were arrested
Many Jews were sent to concentration camps

This source is an extract from Rudolf Höss’ (commandant of Auschwitz) experience of killing Jews at the Auschwitz death camp.

In the spring of 1942 the first transports of Jews, all earmarked for extermination, arrived from Upper Silesia. It was most important that the whole business of arriving and undressing should take place in an atmosphere of the greatest possible calm. People reluctant to take off their clothes had to be helped by those of their companions who had already undressed, or by men of the Special Detachment.

Many of the women hid their babies among the piles of clothing. The men of the Special Detachment were particularly on the look-out for this, and would speak words of encouragement to the woman until they had persuaded her to take the child with her.

I noticed that women who either guessed or knew what awaited them nevertheless found the courage to joke with the children to encourage them, despite the mortal terror visible in their own eyes.

One woman approached me as she walked past and, pointing to her four children who were manfully helping the smallest ones over the rough ground, whispered: “How can you bring yourself to kill such beautiful, darling children? Have you no heart at all?”

One old man, as he passed me, hissed: “Germany will pay a heavy penance for this mass murder of the Jews.” His eyes glowed with hatred as he said this. Nevertheless, he walked calmly into the gas-chamber.

. Accessed on 16 June 2021.]

3.3.1 Define the concept ‘extermination’ within the context of the persecution of Jews. (1x 2) (2)

Mass murder of the Jews

3.3.2 Quote evidence from the source that indicates that not only Jewish men were killed in the gas chambers. (2 x 1) (2)

Women hid their babies
They persuaded her to take the child with her
How can you bring yourself to kill such beautiful, darling children?

3.3.3 Use the source and your own knowledge to explain Hitler’s Final Solution. (2 x 2) (4)

There were too many Jews in the German occupied territories – impossible to emigrate
Death camps were built in Poland
Jews were put to death with poisonous gas
Six million Jews died in these death camps

3.3.4 Comment on the woman’s statement to the soldier: “Have you no heart at all? (2 x 2) (4)

Soldiers had no sympathy
Soldiers did not show remorse
Soldiers were inconsiderate
Soldiers did not care about the feelings of others

3.3.5 Explain the reliability of this source to a historian researching the Final Solution. (1 x 2) (2)

Reliable because it is a first-hand account of the event
primary source Rudolf Höss, was the commandant of Auschwitz – well-renowned death camp
The information can be verified/corroborated by other historical sources
Any other relevant answer.

This source depicts the Jewish victims at the Auschwitz death camp.

Accessed on 16th June 2021.]

3.4.1 Compare Sources 3C and 3D. How does the information in Source 3C support the evidence in Source 3D with regards to the Final Solution? (1 x 2) (2)

Source 3C mentions that both women and children were killed in the gas chambers whilst Source 3D shows the Jewish women and children that arrived at the death camp

3.5 Using the information from the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining the measures Hitler implemented to persecute the Jews.

Hitler believed that Germans were a master race and Jews were inferior
Hitler blamed Jews for all Germany’s problems
He passed the Nuremburg Laws – banned marriages between Jews and non-Jews (Source 3A)
He banned sexual relationships between Jews and non-Jews (Source 3A)
Kristallnacht – a Jew murdered a German diplomat (Source 3B)
Thousands of Jewish shops and synagogues smashed (Source 3B)
Thousands of Jews were arrested and some were sent to concentration camps (Source 3B)
From 1940 Jews were moved to ghettos
Many Jews died as a result of starvation and diseases in the ghettos
Final Solution – death camps and gas chambers built to destroy Jews (Source 3C)
&Jewish men, women and children were killed with poisonous gasses (Source 3D)
Death camp in Auschwitz where German soldiers showed no mercy (Source 3C)

[50]

This content was originally produced for the SAHO classroom by Ayabulela Ntwakumba and Thandile Xesi

National Senior Certificate. “Grade 11 November 2019 Paper 1 Addendum”, National Senior Certificate, Eastern Cape Education, November 2018.

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'Who were the Nazis?': This book asks key questions about men behind Hitler

Richard j evans' 'hitler's people: the faces of the third reich' is being justifiably lauded for its elegance and scope.

HITLER’S PEOPLE: The Faces of the Third Reich

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His Trilogy Explored the Nazi Era. Now He Looks at the People Behind It.

In “Hitler’s People,” the renowned historian Richard J. Evans takes a biographical approach to the Third Reich.

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This black-and-white image shows Adolf Hitler and Rudolf Hess standing next to a Nazi flag, surrounded by men giving the Nazi salute. The foreground shows a blurred line of helmeted Nazi soldiers.

By Jennifer Szalai

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HITLER’S PEOPLE: The Faces of the Third Reich, by Richard J. Evans

“Who Goes Nazi?” is an old essay by Dorothy Thompson that has been making the rounds over the last several years. Writing for Harper’s Magazine in 1941, Thompson suggested playing a “macabre parlor game” to figure out who would sign on to fascism “in a showdown.” (This was before the Wannsee Conference of January 1942, where Hitler’s underlings planned the “final solution.”) Decades later, Thompson’s proposal resonated with Americans who were seeking any glimmer of insight into how far-right extremism — once the marginal purview of dedicated fanatics — had gathered startling levels of popular support.

For Thompson (one of the first American journalists to be kicked out of Germany, in 1934), the crucial factor distinguishing potential fascists from those who would “never go Nazi” was not “race, color, creed or social condition.” Rather, she argued, it was “something in them.”

Such a fixation on individual character would probably irritate the eminent historian Richard J. Evans, but the question he poses in his kaleidoscopic new book, “Hitler’s People,” isn’t so different from the one that preoccupied Thompson. “Who were the Nazis?” he asks in the first sentence of his preface. Were they criminals? Psychopaths? Ordinary Germans? How did seemingly respectable citizens go from rejecting the democracy of the Weimar Republic to countenancing genocide?

Evans, whose trilogy on the Third Reich has been justifiably lauded for its elegance and its scope, previously shied away from a biographical approach to his subject. For a half-century after World War II, focusing on individual personalities was deemed “unfashionable,” he writes, an unseemly reprise of Nazi Germany’s cult of personality, which pinned so much on Hitler that it risked letting “the great mass of Germans” off the hook. But the availability of new documents, as well as the “emergence in our own time of a class of unscrupulous populist politicians,” prompted Evans to revisit a history he already knew well.

The result is a fascinating exploration of individual agency that never loses sight of the larger context. “Hitler’s People” is divided into four parts, beginning with a long section on Hitler himself, before turning to his immediate circle (the “Paladins”), the “enablers and executors” they relied on (the “Enforcers”) and, finally, the “lower-level perpetrators,” or “Instruments,” who served the regime.

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Michigan State sued by quiz creator over Hitler question streamed on videoboards at football game

FILE - Michigan State players take the field before an NCAA college football game against Western Michigan, Friday, Sept. 2, 2022, in East Lansing, Mich. (AP Photo/Al Goldis, File)

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EAST LANSING, Mich. (AP) — Michigan State has been sued over the Adolf Hitler question that appeared on Spartan Stadium screens before a game last season, with the quiz’s creator saying the university didn’t have permission to use its product that “was not created for a mass-market use at an American college football game.”

Floris van Pallandt, owner of Carsilius Media, BV, and operator of The Quiz Channel on YouTube, filed a federal lawsuit against the school’s Board of Regents last week that asks for $150,000 in damages plus legal fees. Van Pallandt alleges using the quiz was copyright infringement and the company was subject to disparagement and ridicule for Michigan State’s public showing of the Hitler question, “especially in light of current events.”

The question appeared Oct. 21 during pregame of Michigan State’s matchup with Michigan. Spartan Stadium videoboards ran a stream of the the YouTube channel, and among the 40 questions on the European history quiz was one asking where Hitler was born. A photo of him was displayed before Austria was shown as the answer.

University spokesperson Emily Gerkin Guerrant did not immediately respond to a message seeking comment.

The employee responsible for showing the quiz was disciplined, the university issued a public apology and athletic director Alan Haller said his department was accountable for all content on its videoboards.

The Michigan-Michigan State game was two weeks after the start of the war between Israel and Hamas.

An athletic department spokesman, in a separate apology, characterized the quiz as “inappropriate content by a third-party source” and said the school would not use the third-party source going forward.

In his lawsuit, van Pallandt said MSU did not have permission to use the quiz and that “once its theft was uncovered” the university attempted to damage the reputation of van Pallandt and Carsilius Media.

“The quiz that was used without permission was not created for a mass-market use at an American college football game, and Plaintiff does not believe it should have been used at such a time or at such an event, especially in light of current events,” the lawsuit said.

Van Pallandt, a citizen of the Netherlands whose business is based in Colombia, said in the lawsuit that if MSU had reached out to him, he could have put together a customized quiz appropriate for the venue and event and charge an appropriate fee.

“At a minimum, this attempt to deflect blame is dishonest by ommitting any comments about Michigan State’s role in this fiasco,” the lawsuit said.

AP college football: https://apnews.com/hub/college-football

Michigan State sued by quiz creator over Hitler question at game

Associated Press

EAST LANSING, Mich. -- Michigan State has been sued over the Adolf Hitler question that appeared on Spartan Stadium screens before a game last season, with the quiz's creator saying that the university didn't have permission to use its product and that the quiz "was not created for a mass-market use at an American college football game."

Floris van Pallandt, owner of Carsilius Media BV and operator of The Quiz Channel on YouTube, filed a federal lawsuit against the school's board of regents last week that asks for $150,000 in damages plus legal fees. Van Pallandt alleges that using the quiz was copyright infringement and that the company was subject to disparagement and ridicule for Michigan State's public showing of the Hitler question, "especially in light of current events."

The question appeared Oct. 21 during pregame of Michigan State's matchup with Michigan. Spartan Stadium videoboards ran a stream of the YouTube channel, and among the 40 questions on the European history quiz was one asking where Hitler was born. A photo of him was displayed before Austria was shown as the answer.

University spokesperson Emily Gerkin Guerrant did not immediately respond to a message seeking comment.

The employee responsible for showing the quiz was disciplined; the university issued a public apology; and athletic director Alan Haller said his department was accountable for all content on its videoboards.

The Michigan-Michigan State game was two weeks after the start of the war between Israel and Hamas.

An athletic department spokesperson, in a separate apology, characterized the quiz as "inappropriate content by a third-party source" and said the school would not use the third-party source going forward.

In his lawsuit, Van Pallandt said that MSU did not have permission to use the quiz and that, "once its theft was uncovered," the university attempted to damage the reputation of Van Pallandt and Carsilius Media.

"The quiz that was used without permission was not created for a mass-market use at an American college football game, and Plaintiff does not believe it should have been used at such a time or at such an event, especially in light of current events," the lawsuit said.

"At a minimum, this attempt to deflect blame is dishonest by omitting any comments about Michigan State's role in this fiasco," the lawsuit said.

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Michigan State Sued Over Adolf Hitler Quiz Question Displayed at Football Game

University spokesperson Emily Gerkin Guerrant did not immediately respond to a message seeking comment.

The Michigan-Michigan State game was two weeks after the start of the war between Israel and Hamas.

“At a minimum, this attempt to deflect blame is dishonest by ommitting any comments about Michigan State’s role in this fiasco,” the lawsuit said.

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August 22 HO-14: More Than a Mature HO-4

How To Tackle The Weirdest Supplemental Essay Prompts For This Application Cycle

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Writing the college essay

How do you write a letter to a friend that shows you’re a good candidate for the University of Pennsylvania? What reading list will help the Columbia University admissions committee understand your interdisciplinary interests? How can you convey your desire to attend Yale by inventing a course description for a topic you’re interested in studying?

These are the challenges students must overcome when writing their supplemental essays . Supplemental essays are a critical component of college applications—like the personal statement, they provide students with the opportunity to showcase their authentic voice and perspective beyond the quantitative elements of their applications. However, unlike the personal essay, supplemental essays allow colleges to read students’ responses to targeted prompts and evaluate their candidacy for their specific institution. For this reason, supplemental essay prompts are often abstract, requiring students to get creative, read between the lines, and ditch the traditional essay-writing format when crafting their responses.

While many schools simply want to know “why do you want to attend our school?” others break the mold, inviting students to think outside of the box and answer prompts that are original, head-scratching, or downright weird. This year, the following five colleges pushed students to get creative—if you’re struggling to rise to the challenge, here are some tips for tackling their unique prompts:

University of Chicago

Prompt: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents. – Inspired by Ramsey Bottorff, Class of 2026

What Makes it Unique: No discussion of unique supplemental essay prompts would be complete without mentioning the University of Chicago, a school notorious for its puzzling and original prompts (perhaps the most well-known of these has been the recurring prompt “Find x”). This prompt challenges you to invent a new color-based expression, encouraging both linguistic creativity and a deep dive into the emotional or cultural connotations of color. It’s a prompt that allows you to play with language, think abstractly, and show off your ability to forge connections between concepts that aren’t typically linked—all qualities that likewise demonstrate your preparedness for UChicago’s unique academic environment.

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How to Answer it: While it may be easy to get distracted by the open-ended nature of the prompt, remember that both the substance and structure of your response should give some insight into your personality, perspective, and characteristics. With this in mind, begin by considering the emotions, experiences, or ideas that most resonate with you. Then, use your imagination to consider how a specific color could represent that feeling or concept. Remember that the prompt is ultimately an opportunity to showcase your creativity and original way of looking at the world, so your explanation does not need to be unnecessarily deep or complex—if you have a playful personality, convey your playfulness in your response; if you are known for your sarcasm, consider how you can weave in your biting wit; if you are an amateur poet, consider how you might take inspiration from poetry as you write, or offer a response in the form of a poem.

The goal is to take a familiar concept and turn it into something new and meaningful through a creative lens. Use this essay to showcase your ability to think inventively and to draw surprising connections between language and life.

Harvard University

Prompt: Top 3 things your roommates might like to know about you.

What Makes it Unique: This prompt is unique in both form and substance—first, you only have 150 words to write about all 3 things. Consider using a form other than a traditional essay or short answer response, such as a bullet list or short letter. Additionally, note that the things your roommate might like to learn about you do not necessarily overlap with the things you would traditionally share with an admissions committee. The aim of the prompt is to get to know your quirks and foibles—who are you as a person and a friend? What distinguishes you outside of academics and accolades?

How to Answer it: First and foremost, feel free to get creative with your response to this prompt. While you are producing a supplemental essay and thus a professional piece of writing, the prompt invites you to share more personal qualities, and you should aim to demonstrate your unique characteristics in your own voice. Consider things such as: How would your friends describe you? What funny stories do your parents and siblings share that encapsulate your personality? Or, consider what someone might want to know about living with you: do you snore? Do you have a collection of vintage posters? Are you particularly fastidious? While these may seem like trivial things to mention, the true creativity is in how you connect these qualities to deeper truths about yourself—perhaps your sleepwalking is consistent with your reputation for being the first to raise your hand in class or speak up about a cause you’re passionate about. Perhaps your living conditions are a metaphor for how your brain works—though it looks like a mess to everyone else, you have a place for everything and know exactly where to find it. Whatever qualities you choose, embrace the opportunity to think outside of the box and showcase something that admissions officers won’t learn about anywhere else on your application.

University of Pennsylvania

Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge.

What Makes it Unique: Breaking from the traditional essay format, this supplement invites you to write directly to a third party in the form of a 150-200 word long letter. The challenge in answering this distinct prompt is to remember that your letter should say as much about you, your unique qualities and what you value as it does about the recipient—all while not seeming overly boastful or contrived.

How to Answer it: As you select a recipient, consider the relationships that have been most formative in your high school experience—writing to someone who has played a large part in your story will allow the admissions committee some insight into your development and the meaningful relationships that guided you on your journey. Once you’ve identified the person, craft a thank-you note that is specific and heartfelt—unlike other essays, this prompt invites you to be sentimental and emotional, as long as doing so would authentically convey your feelings of gratitude. Describe the impact they’ve had on you, what you’ve learned from them, and how their influence has shaped your path. For example, if you’re thanking a teacher, don’t just say they helped you become a better student—explain how their encouragement gave you the confidence to pursue your passions. Keep the tone sincere and personal, avoid clichés and focus on the unique role this person has played in your life.

University of Notre Dame

Prompt: What compliment are you most proud of receiving, and why does it mean so much to you?

What Makes it Unique: This prompt is unique in that it invites students to share something about themselves by reflecting on someone else’s words in 50-100 words.

How to Answer it: The key to answering this prompt is to avoid focusing too much on the complement itself and instead focus on your response to receiving it and why it was so important to you. Note that this prompt is not an opportunity to brag about your achievements, but instead to showcase what truly matters to you. Select a compliment that truly speaks to who you are and what you value. It could be related to your character, work ethic, kindness, creativity, or any other quality that you hold in high regard. The compliment doesn’t have to be grand or come from someone with authority—it could be something small but significant that left a lasting impression on you, or it could have particular meaning for you because it came from someone you didn’t expect it to come from. Be brief in setting the stage and explaining the context of the compliment—what is most important is your reflection on its significance and how it shaped your understanding of yourself.

Stanford University

Prompt: List five things that are important to you.

What Makes it Unique: This prompt’s simplicity is what makes it so challenging. Stanford asks for a list, not an essay, which means you have very limited space (50 words) to convey something meaningful about yourself. Additionally, the prompt does not specify what these “things” must be—they could be a physical item, an idea, a concept, or even a pastime. Whatever you choose, these five items should add depth to your identity, values, and priorities.

How to Answer it: Start by brainstorming what matters most to you—these could be values, activities, people, places, or even abstract concepts. The key is to choose items or concepts that, when considered together, provide a comprehensive snapshot of who you are. For example, you might select something tangible and specific such as “an antique telescope gifted by my grandfather” alongside something conceptual such as “the willingness to admit when you’re wrong.” The beauty of this prompt is that it doesn’t require complex sentences or elaborate explanations—just a clear and honest reflection of what you hold dear. Be thoughtful in your selections, and use this prompt to showcase your creativity and core values.

While the supplemental essays should convey something meaningful about you, your values, and your unique qualifications for the university to which you are applying, the best essays are those that are playful, original, and unexpected. By starting early and taking the time to draft and revise their ideas, students can showcase their authentic personalities and distinguish themselves from other applicants through their supplemental essays.

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Company sues MSU over 'unauthorized' use of quiz featuring Adolf Hitler question

EAST LANSING — The designer of a quiz that displayed an image of Adolf Hitler at Spartan Stadium before the start of Michigan State University's October 2023 football game against the University of Michigan is suing MSU for unauthorized use of the trivia.

The quiz, displayed on the scoreboard about 80 minutes before kickoff, showed an image of Adolf Hitler as part of a question about the German dictator's birthplace. The image appeared to match an image shared in an Oct. 13 episode on " The Quiz Channel ," a YouTube channel that posts a variety of quizzes.

In a two-count lawsuit filed Aug. 9 in federal court in Grand Rapids, the operator of The Quiz Channel, Carsilius Media, based in the Netherlands, and its owner, Floris van Pallandt, who lives in Colombia, claimed the university engaged in copyright infringement and invasion of privacy - false light. Van Pallandt names the university’s board of "regents" as defendants.

Jeremy Kennedy, van Pallandt's Ann Arbor-based lawyer, said his client was essentially thrown under the bus after MSU was caught using the content without permission.

MSU spokesperson Mark Bullion said the university is aware of the lawsuit, but will not be commenting on it.

After the question and image of Hitler on the Spartan Stadium scoreboard went viral at the Oct. 21, 2023, event, MSU released a statement disavowing the quiz and placing blame on the creator of the quiz: "This is not representative of our institutional values. MSU will not be using the third-party source going forward and will implement stronger screening and approval procedures for all videoboard content in the future.”

In the lawsuit, van Pallandt accuses the university of attempting to place the blame on his company despite not obtaining permission from the company to use the quiz.

“Once this story became national and international news, Michigan State University’s first response was to attempt to place the blame on Plaintiffs, stating that the use of Hitler in the quiz was the fault of the company who created the quiz,” the lawsuit said.

Van Pallandt acknowledged his company created the quiz and included the question, but the quiz was not meant for “mass market use at an American college football game, and Plaintiff does not believe it should have been used at such an event, especially in light of current events.

"Given the timing of the football game, approximately two weeks after the start of the war between Israel and Hamas, the inclusion of a question regarding Adolf Hitler during the Michigan-Michigan State football game garnered an extremely high degree of attention, most of it negative," the suit claims.

Van Pallandt said if the university had contacted his company about using a quiz, he would have created a custom trivia series for an "appropriate" fee.

Van Pallandt is seeking actual damages, to be determined at trial, or a civil fine of $150,000 for the “willful infringement of copyright.” He is also asking that the university be prohibited from using any of The Quiz Channel’s content in the future, that the school pay attorney's fees, interests and costs, and all other relief to which he is entitled.

Contact Sarah Atwood at [email protected]. Follow her on X @sarahmatwood .

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Rise of Hitler: 5 SEQ Samples

1. Explain how Hitler was able to become Fuhrer.

2. Explain how the Great Depression helped Hitler rise to power.

3. “Hitler’s rise to power was the result of the weakness of the Weimar government.” How far do you agree with this statement? Explain your answer.

4. Explain how Hitler used propaganda to control the people in Germany.

5. Explain why instability in Germany after World War One contributed to Hitler’s rise to power.

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