Oppression in Nazi Germany (1939 – 1945)
/ Resources and Supplies
  • Overhead projector
  • Access to internet, Youtube
  • Recordings of German jazz
  • Copy of films, Swing Kids, Propaganda Swing: Dr. Goebbels' Jazz Orchestra
  • Handout, Appendix D
/ Standards Addressed
10.7 – Students analyze the rise of totalitarian governments after World War I.
10.8 – Students analyze the causes and consequences of World War II.
California Common Core Content Standards for English Language Arts and Literacy in Social Studies (see Appendix A)
Key Terms/Phrases/People
  • National Socialist German Workers’ Party (Nazi)
  • der Fuhrer
  • Adolph Hitler
  • Schutzstaffel (SS)
  • Joseph Goebbels
  • Propaganda
  • Degenerate
  • Mein Kampf
  • Aryans
  • Racial purity
  • Anti-Semitic
/ Key Questions
  1. What conditions lead to the rise of dictators?
  2. What role does propaganda play in the rise of fascism?
  3. What effect do government controls and sanctions have on
society?
  1. In what ways can people resist governmental controls and
sanctions?
Suggested Time
Block – 2 class periods;
Standard– 3 class periods
Topic Outline / Suggested Teaching Activities / Suggested Resources / Important Points
In response to political turmoil and economic crises, many nations in Europe, including Italy and Germany, turned to Fascist dictators. This new political movement required loyalty to the state and obedience to its leader.
In Germany, that leader was Adolph Hitler and the German brand of fascism became known as Nazism. Hitler demanded dictatorial control, banned all other political parties, created an elite black-uniformed unit called the SS (Schutzstaffel, or protection squad), took command of the economy, banned strikes, dissolved labor unions and took steps to control public opinion through propaganda, suppression of ‘degerate’ literature, art and music, and all encompassing anti-semitism. / 1. Introduce students to the ideas of fascism and its rise in Italy and Germany
Show the clip, The Rise of Hitler, Part 1 from BBC’s History File.
2. Write the following quote on the board, “Hungry men are angry men.”
Remind students of the depression, that was affecting nations around the world, none more so than Germany. As a whole class discussion, ask them to consider the following questions:
  • Would fascism and dictatorships have been successful in Italy and Germany if a worldwide depression had not occurred?
  • What might the scenario have been if prosperity had returned to Italy and Germany during the interwar years?
  • We are experiencing one of the most severe economic downturns since the depression. Could something like fascism happen here in the United States? Why, or why not?
  • Would you be willing to surrender some measure of your constitutional protection limiting the government’s power for any reason (i.e., to reduce crime)?
  • Would you be willing to surrender the right to a speedy trial if it meant we could keep suspected terrorists and other felons in jail indefinitely?
  • Should the freedom of religion apply to fundamentalist groups that deny women the same rights as men within their culture, or should those religions be prohibited within the United States?
While students are discussing the questions, play some selections from the suggested recording, German Jazz Bands During WWII.
3. Explain to students that American jazz was forbidden and considered to be degenerate. Reflect back on previous conversations about music that has been deemed degenerate. In groups of two or three, have students discuss the following:
  • Why might a government try to suppress music?
  • What would life be like for the musicians who defied the government and continued to play jazz?
  • Are there ever good reasons for suppression? Defiance?
  • What conditions might cause you to agree with suppression?
  • Have you ever been punished for an artistic expression?
4. Show the clip, What was life like for young people in Nazi Germany?
After viewing the clip, ask students to think about a situation when their actions went against their parent’s beliefs. How did they handle the conflict? What was the outcome?
5. Hand out a copy of “Leisure Time in Nazi Germany.” Give students time to read through the contents of the handout.
6. Play selections from the suggested recording, Swing Tanzen Verboten or Charlie and his Orchestra. Explain to students that the music they have just listened to was created as propaganda by Joseph Goebbels. In the same small groups, as students to continue their discussion, including the following questions and ideas:
  • Think about the purpose of propaganda – Why did Goebbels chose to form an orchestra to play jazz after it was deemed degenerate?
  • Do the changes significantly alter your listening pleasure?
  • How do you think the changes affected the German people?
  • Who did the changes benefit?
  • How might the musicians have felt about their role in creating government sponsored music?
7. Show the film Swing Kids.
Wrap-up the film by reading from the Rich Ministry of Justice Report (Appendix D).
As a class, discuss how the music was a form of protest and resistance for young Germans. Use some of the following questions as guides.
  • What values are held by the Swing Kids? What qualities and characteristics do the Swing Kids embody?
  • In what ways do the values of the Swing Kids and the values of the Nazi Youth clash? Meet?
  • What is the significance of placing art /music expression outside of the boundaries of accepted social behavior? Think about other discussions we have had regarding oppression and suppression and rebellion and resistance.
  • The film deals intensively with loyalty and comradeship. What dilemmas arise from the need to be loyal to one's friends, family, country?
  • Hitler says, in addressing the Hitler Youth, that "Youth leads the way." Do you agree with this, in relation to your ability to influence those around you, the world? Explain your answer using examples from your life, from history, or current events.
  • What were the Nazis' reasons for resisting the Swing dance and the movement? What was the significance of condemning degenerated art and condoning the burning of books?
  • The film deals with social, political and ideological aspects of Germany in the 1930's. Are there similarities to the United States in 2012?
  • In what ways are people able to determine what is morally correct when making decisions that could impact themselves and society?
8. Have students read the Hans Massaquoi excerpt from The Good War by Studs Terkel (Appendix D).
9. As the culminating assessment, tell students that they are charged with creating a depiction of suppression and resistance or defiance, on a question of their own choosing. The final product must have a rendering of some sort, showing the act of oppression, and a clear indication of the oppressed individual or groups act of resistance or defiance. / The Rise of Hitler, Part 1

Swing and Nazi Germany: Jazz in Wartime Europe

This website has valuable information regarding the impact that Nazi propaganda and repression had on jazz musicians and fans. On the website, In Jazz: A Film by Ken Burns, go to World War II: History in the Key of Jazz, the last section entitled "Jazz in Occupied Europe."
Help students to broaden their thinking by bringing up Guantanamo Bay, The Patriot Act, cameras at intersections, etc.
Music:
German Jazz Bands During World War II / Recordings 1937 – 1944 (Various Artists)
See Table 1 for recording details.


Music:
Swing Tanzen VerbotenLambeth Walk,(Nazi propaganda swing)

Charlie and his Orchestra Musik! Musik! Musik!

This outstanding film shows how swing music became a form of resistance for young Germans who were anti-Nazi. It also shows how jazz musicians were scorned for being African American and Jewish.
For the Teacher: Resource for information about the swing kids Inside Nazi Germany by Detlev Peukert (Cambridge University Press, 1987).
Reich Ministry of Justice Report on the Emergence of "Youth Cliques and Gangs" and the Struggle against Them (early 1944) from the German History in Documents and Images (GHDI) website

There is a definite relationship to gang initiation, membership, and violence and its effect on society. Students will probably make the connection on their own.
The Good War by Studs Terkel (Ballantine, 1984; pp.498-505). Massaquoi was a real swing kid and served as technical advisor for the film. / In the 1920s, the Nazi party attracted few supporters outside of a few fanatical anti-Semites, ultra-nationalists, and disgruntled war veterans. However, the 1929 Depression made the ranks of the Nazi Part swell.
Germany’s economic problems and fear of communists infiltrating the government helped Hitler take power legally. Hitler then used his power to turn Germany into a totalitarian state.