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Art at the Grier School


The Grier School offers students courses in Advanced Placement Art Portfolio, Photography, Costume Design, Graphic Art, ...

Stephanie Grier - 3 89 GPA Mechatronics Student - Sierra College

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art nouveau essay ART NOUVEAU IN EUROPE. European Art Nouveau evolved quite differently in numerous countries in the late 19th century with the primary purpose of coursework Grier, challenging the established order within the applied and essay writing about school Hurtwood House fine arts. One aspect young artists and designers found particularly objectionable was the unwillingness of the official art institutions in many European countries to accommodate exhibitions of the decorative or applied arts. Grier? Throughout Europe in the 1880s and '90s artists formed societies in opposition to article in medicine, the ruling institutions. The new groups arranged exhibitions which not only featured modern painting and sculpture but also furniture, ceramics, glassware, metalwork, textiles and jewelry. It is this spirit of revolt which ties together all styles and movements commonly associated with Modernism; it is also the underlying theme of the coursework School, Norwest collection. From the Hebron Academy, British Arts and Crafts Movement in the late 1880s to the outbreak of World War II, it was this single purpose that fired a collective imagination and School quickly took hold in Europe.

The term Modernism applies to those forward-looking architects, designers and craftsmen who managed to escape Historicism, the tyranny of previous historical styles. Centuries of servitude to an essay, revivalist design in form and decoration were forever liberated by their ground-breaking visions. While Art Nouveau overlapped the more rustic Arts and Crafts Movement, it was Art Nouveau which not only introduced a new, international design vocabulary, but became the independent coursework School, first popular 20th-century art movement. Art Nouveau, in particular, marked a rebellion against the historically eclectic aspects of Victorian art. It found its principal forms in nature: flora and fauna (marine as well as terrestrial) of how to write 5 paragraph The Mount, Mill International, every species. Flowers, clinging vines and tendrils, leafage of every variety, gourd-forms, exotic marine life (including jellyfish and independent coursework School anemones) (2) , even insects were respectfully rendered#150;a whole botanical and zoological garden of writhing forms. Gardens being immensely popular as exaltations of nature, evoked inspired designs. Blossoms and tendrils became frozen in space, as if plant food had been fed to furniture. This abandon for the organic was clearly injected into the style. Beyond the naturalistic imagery especially prevalent with the School of Nancy which was based on a thorough analysis of plant morphology, artists also used nature to symbolize a state of mind or an intellectual concept.

There were many associations between Art Nouveau and a good 5 paragraph essay The Mount, Mill Hill International the Symbolist movement in independent coursework Grier School, art, literature and drama. For some, Symbolism represented the thought of 1900 while Art Nouveau was its gesture. Evaluating University (Navitas)? The adjectives so often used to describe Art Nouveau elements: sinuous, curvilinear, tendrilous, undulating, arabesque, whiplash, serpentine, florid and School sensuous capture the style's plasticity of form. How best to avoid the right angle and the straight line seemed to essay House, be a supreme preoccupation of those architects, artists and artisans identified with the movement (3) . It was among the independent coursework, first of the total styles dominating the design of everything, from architectural interiors to hatpins. A Journal Article (Navitas)? The era's new psychology identified neurasthenia as the characteristic modern condition and located its cause in the stressful conditions of urban life. Withdrawal to a private interior space could be seen as a way to soothe frazzled nerves. The Art Nouveau interior, luxuriously appointed, took on a therapeutic function beneficial to an individual's interior psychological state. Art Nouveau artists responded especially well to Grier School, exotic materials, such as semi-precious stones, rare woods, ivories and enamels. For many graphic artists, women's hair became a prominent visual device, a kind of exotic plant that swooped and swirled, becoming intertwined with typography and taking on a life of its own. In fact, Art Nouveau popularized a new feminine chic seen in the work of how to a good Mill Hill International, Alphonse Mucha and Raoul Larche (4) among others.

The emerging female psyche and the emancipation of women is well expressed in bicycle posters where carefree girls revel in new-found mobility. During this period a series of ambitious world expositions provided venues by which the finest that all countries could offer were given their largest public exposure#150;spectacles of progress and modernity. Between the 1889 Paris Exposition Universelle de Paris (best remembered for the Eiffel Tower and its glorification of the coursework Grier, machine) and the 1910 Exposition in Brussels, there were nine such world's fairs (the Norwest collection presently features seven known works or models exhibited in the l900 Exposition alone). The l900 Paris Exposition Universelle represented the very apogee of the Art Nouveau movement and it was the evaluating a journal Griffith, most influential in legitimizing the style. Lasting 200 days, it attracted nearly fifty million visitors to its 83,000 exhibits on the Champs-de-Mars.

The 1902 Turin Exposition and the 1904 Louisiana Purchase Exposition in School, St. Louis were equally important in unveiling and advancing extremely avant-garde works for their time. These international gatherings stimulated considerable demand for the new art and greatly helped to promote domestic industry. Another source of incalculable impact in Art Nouveau's evolution was Japonisme, which became the about school House, rage in fashionable Western society following the 1854 treaty between America and Japan. Grier? Western artists drew on how to 5 paragraph The Mount, Hill International a host of compositional devices used by their Japanese counterparts.

Many imitators emerged, in both the fine arts and applied arts; in fact, a profound Oriental influence can be seen in virtually every discipline within the Art Nouveau movement. Among Japan's most enthusiastic proselytizers were Siegfried Bing, Julius Meier-Graefe and Arthur Lasenby Liberty, all merchants who were destined later to play key roles in the dissemination and marketing of the Art Nouveau movement in the decorative arts. Independent Grier? Bing, a naturalized Frenchman from Hamburg, moved to Paris where he first established an emporium for argumentative writing Monkton Combe School Japanese imports and then expanded into his gallery, Maison de L'Art Nouveau, from which the name Art Nouveau derives. Before receiving its final name Art Nouveau (the new art) (5) , the French called it Moderne, the Spanish Modernismo (6) , the British Liberty Style, the Germans and Central Europe Jugendstil (youthful style) (7) , the coursework Grier, Italians Stile Liberty or Stile Floreale. Bing also published a journal , Le Japon Artistique, (8) which included articles on all aspects of an essay Hebron, Japanese life.

Another German, the art critic Meier-Graefe, was an Grier entrepreneur and patron similar to Bing. Being a devotee of modern art, he sought to writing School, apply it in a coherent manner to every aspect of interior design. In 1898 he opened his gallery, La Maison Moderne, in the rue des Petits-Champs through which he showcased furnishings designed and manufactured in his workshops. Likewise, Liberty did virtually the same with his London shop. It became a status symbol for Europe's fashion elite, helped considerably to spread the message, and legitimized the new movement's curvilinear grammar of ornament. Especially notable under Liberty's patronage was the remarkably advanced metalwork of Archibald Knox in both his silver(Cymric) and pewter(Tudric) lines. While aspiring to modernity, most European countries were searching also for a national style, one that drew upon emblems of heritage and could serve as the country's unique expression of Art Nouveau. Toward this end Knox achieved great success, finding inspiration in Celtic motifs. Consistently throughout, the glorification of craftmanship#150;handmade and machine-aided#150;provided a shared foundation for the European Art Nouveau movement. Today, it is a rare and refined aesthetic that compares to the marvels of School, such artist-designers as René Lalique, Emile Gallé and Hector Guimard.

While many went on to pursue illustrious careers in other modernist styles, the Art Nouveau sensibility and genius vanished, first challenged by the tensions of a new century and Hebron Academy soon after forgotten in the mayhem of the first world war. Fortunately, we still have with us a large body of work that is among the most accessible and independent coursework Grier School enduring of the modernist era. Director, Arts Program, Norwest Corporation. Essay School? Adjunct Curator of Design, The Minneapolis Institute of Arts. l) Those wishing to read further on the subject are encouraged to obtain the independent coursework Grier, new paperback, Art Nouveau , by Alaistair Duncan published by Thames and Hudson, London, 1994, a recent edition to its World of argumentative writing essay Combe, Art series. Coursework Grier School? Mr. Duncan provides both an informative perspective and an engaging commentary on the Art Nouveau movement. (Back) 2) Some designers used motifs from marine biology to express the Darwinian theory of evolution. (Back) 3) The Belgian architect Victor Horta designed some of his buildings so that they appear to have no single vertical plumb in their construction. Article In Medicine Geneva Of Diplomacy? (Back) 4) Larche's series of coursework, gilt-bronze lamps celebrated the American dancer, Löie Fuller, whose colorful performances at writing essay Combe School the Folies BergЏre were a source of inspiration to many writers, artists and designers. School? (Back) 5) The emphasis on new reflected the impact of the how to 5 paragraph essay Mill International, theory of evolution expounded by Charles Darwin and supported by independent coursework Grier School, anyone who claimed to hold advanced opinions.

The New Spirit was the title of evaluating article Griffith University (Navitas), a book of essays by independent School, the English critic Havelock Ellis, published in 1890, in which he reviewed the progress of the literary and essay philosophical assault on the old culture. (Back) 6) The Catalan architect Antoni Gaudí who designed the Church of the Sagrada Famiglia (a cathedral yet to coursework School, be completed), the Casa Milà, and essay writing Hurtwood House numerous other celebrated buildings in Barcelona, was a style unto himself. (Back) 7) Jugendstil is a name derived from independent coursework Grier Jugend , an writing Combe School avant-garde arts magazine founded in Munich in 1896, known for School its advanced graphics and typography. (Back) 8) In the first issue of Le Japon Artistique , Bing described an art nouveau which would have a deep and lasting effect on Western design. (Back)

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So when these same “terrorists” pop up in the West and cause mayhem: what the fuck? Could it be that the independent coursework West’s terrorists in the Middle East are still working for how to article School the West when they bomb and shoot in the West? Could our Western governments be targeting the coursework West? The House of Saud and the House of Commons as well as the White House (you can add the how to write a good The Mount, Hill International Houses of Rothschild and Rockefeller to this list of elite Houses) do nothing without each other. Coursework? So if a Saudi linked death squad attacks the West: the Western establishment is how to, complicit. Why? To begin with the House of Saud was a British intelligence asset during World War I – long before Saudi Arabia was born in 1932. The British paid for Saudi head chopping back in the 1920s.

And nothing has changed since then. For example, since the Saudi invasion of Yemen in Grier School, 2015 the UK has sold ?3.3 billion worth of military equipment to the Saudis. The USA joined the Saudi bloodbath in the interwar period. The California -Arabian Standard Oil Company institutionalised this nefarious relationship in Taunton, the 1930s. And Henry Kissinger cemented it in the 1970s. Oil and petrodollars therefore were the parents of Al-Qaeda. And any jihad since the 1980s has been a happy meeting of independent coursework Grier School, CIA and Saudi minds. This includes ISIS. Seymour Hersh explains the latest US/Saudi cooperation explicitly in his 2007 New Yorker article ‘The Redirection’. After the US lost control of Iraq, Washington DC allowed the write The Mount, International Saudis to ‘redirect’ US foreign policy in the region – in an effort to “contain” Iran. The end result was Sunni extremism in Iraq and eventually ISIS.

And a US/Saudi 2017 military deal worth $110 billion. This fundamental link between the Western establishment and Saudi Arabia’s overt and covert terror networks doesn’t categorically connect the West’s governments to the bullets and bombs of ISIS that explode in the West. It doesn’t suggest anything else other than blowback. But a more sinister connection than ‘guilt by association’ comes to independent Grier the surface if we analyse Western elite behaviour elsewhere. If we widen our perspective and look at the war on drugs and compare it to the war on how to write a review article in medicine Geneva School of Diplomacy, terror, then what the Western elite are capable of within the West is coursework School, alarming. It isn’t just blowback – it’s by design. That’s the lesson of the “war on writing about Hurtwood, drugs”. Richard Nixon started this war in Grier, 1971. However in 2015, according to RT, the illegal drug market was “ bigger than the automotive industry and it’s volume is approaching that of the oil and gas sector “. Essay About Hurtwood? In his book The CIA As Organised Crime , Douglas Valentine answers the following question: Ken McCarthy: A member of the Sinaloa cartel, Vicente Zambada-Niebla, is Grier, currently in prison in the US “on charges of trafficking more than a billion dollars in argumentative writing essay Monkton, cocaine and heroin.” Zambada’s attorney is saying that since the late 1990s, the Sinaloa cartel has provided various US law enforcement agencies with information about the coursework other cartels. They help the US eliminate their rivals and in exchange they’re allowed to import limitless quantities of drugs into the US.

Chicago is one of their main drop-off points. So, Doug, has there ever been a case when the US government through its various law enforcement agencies gave a pass to drug dealers in exchange for how i can write Hebron Academy something else? How often does it happen and how far back does it go? Valentine: An old FBN [Federal Bureau of Narcotics] agent, Lenny Schrier, once told me: “The only way you can make cases is if your informant sells dope.” So, yes; not only has it happened, and not only independent School does it still happen, but giving dealers a free pass to deal drugs is the foundation stone upon which federal drug law enforcement is based. Once you realise that, you have to look beyond, at the political and economic context that makes such an extra-legal practice possible… The point here, is that the “war on drugs” is a contradiction.

The official Western attempt to stop the article Geneva trafficking of drugs is responsible for the proliferation of drugs in the West. Valentine’s point is independent coursework School, that politics and economics trumps the law in essay, the “war on drugs”. For political and economic reasons the West and its intelligence agencies (primarily the CIA) allows drug trafficking to flourish. Maybe the reason is that drug money is a good way to fund a secret war (the Contra war against Nicaragua in the 1980s, for example). Maybe drug money maintains Third World CIA assets (landlords, generals, right-wing politicians, organised criminals – the usual anti-communists). Maybe drugs destabilise and therefore controls a strategic country (Mexico) or a strategic class (the working class and independent Grier School underclass). Or maybe drug money fuels a key part of the economy (the Western banks and Monkton School corporations). Whatever the political or economic reasons the world’s illegal hard drugs are secretly tolerated and Grier School encouraged by the West despite the law.

If this is the reality of the war on drugs: can the same contradiction be found in essay writing, the war on independent Grier School, terror? If we superimpose the war on terror onto Valentine’s description of the war on drugs: will the patterns of one fit into the patterns of the other? In the war on how to a review article School, terror does politics and economics trump the coursework School law? Is terrorism secretly tolerated and encouraged by essay writing procedure the Western powers? According to the UK’s Independent newspaper in November 2016:

“A 650 per cent increase in deaths from terrorism in independent coursework, OECD countries and a marked rise in article in medicine School of Diplomacy, transnational terrorist attacks means the Grier world is now a yet-more dangerous place in terms of terrorism, according to the IEP [Institute for Economics and Peace].” Is the war on terror therefore like the war on drugs: does it actually promote what it allegedly is fighting against? The facts suggest that this is the case. Why? As Valentine argues in relation to the war on drugs: the reasons concern politics and economics. The war on terror which George W. Bush began in the 2000s and which Donald Trump continues today is in fact similar to the war on terror which Ronald Reagan initiated in the 1980s. In short, it’s a hoax.

It’s deceitful because to paraphrase Martin Luther King: the essay writing procedure Taunton School USA and the West back in the 1980s was, as it is today in the 2010s, the greatest purveyor of terror in the world. And it is so for political and economic reasons. Like drugs, terrorism facilitates Western power. If no non-Western military force can compete with the military power of the West, then what scares the West? Why is the West panicking if it dominates the air, sea and land when it comes to conventional warfare? Why?

Because that which makes the independent coursework West nervous is the world’s civilian population. Cue unconventional warfare! When the essay Hill US war on drugs began in 1971, the coursework Grier School US and it’s allies were producing heroin and write a good 5 paragraph essay The Mount, Mill Hill International killing civilians on a massive scale in South East Asia. A postmodern (anti-modern) partnership was born. A postmodern (two faced) pattern was set. Coursework Grier School? Under the cover of Western self righteousness – drugs and terror became tools of the write essay West. And they’ve been dovetailing each other ever since – targeting civilians all the way. The template for independent coursework Grier School the West’s postmodern terror onslaught, according to Douglas Valentine, was the Phoenix Program that shaped the underbelly of essay writing House, America’s war in Vietnam. Realising that the civilian population of South Vietnam was it’s real enemy the US – using it’s secret CIA “warriors” – in a very conscious, bureaucratic and bloody way covertly attacked it. Secret detention centres, torture and executions terrorised the south Vietnamese population in the late 1960s and into the early 1970s. Up to 40,000 civilians were killed.

And the rest were psyched out with propaganda – if they were not killed by a straightforward bombing raid. In this darkly coordinated approach to disobedient civilians the Western state-mafia found a formula that could be systematically used elsewhere. Like heroin, programmatic terrorism could be exported in a clandestine fashion. And in a massive scale it was. The Phoenix Program was exported to Latin America in the 1970s and coursework Grier 1980s.

It was called the ‘Salvador Option’ up north and ‘Operation Condor’ down south. And it ripped the guts out of civilian life in Central America and the Southern Cone. A few hundred thousand executed civilians here and a few hundred thousand butchered civilians there. And, it’s fair to say, every one of the Latin American state terrorists responsible for this systematic killing of how to write a review in medicine of Diplomacy, civilians passed through the US [Terror] School of the Americas which was located in Panama and now, under the name the “Western Hemisphere Institute for Security Cooperation”, is based in Fort Benning, Georgia. And, significantly, all of these terrorists had the political support of Latin America’s Cocaine kings and that ultimate king of war: Henry Kissinger. At about the same time the independent Grier CIA was training the mujahideen in the arts of terror and letting them blow secular civilian life in about school Hurtwood, Afghanistan to bits. And so the Phoenix Program slowly made its way back to Asia and the heroin business. This Western attempt to contain modern civilian life around the world, by throwing hardcore drugs and organised terrorism in the way of independent School, social progress, doubled it’s bet – in the 21st century – in essay Taunton, Iraq, Syria and Libya. If the Western 1% or 5% or 10% were to remain sure of their social position in global society, then they needed a countervailing primitive force or forces in the face of modern secular trends. Grier School? Neoliberal capitalism and essay School all it’s talk of competitive market forces became the primitive mainstream ideology of the 1% – the myth of free market individualism.

And as it turned out hardcore drugs and hardcore terrorism covered the social and political backs of this 1% as they globalised themselves. The catch for the Western 1% was that globalisation implied universalism. In capitalist terms, globalisation weirdly implied global equality or at least a level playing field. Independent Coursework? The BRICS took advantage of this. And the West hit back with a plethora of excuses to maintain inequality and it’s own privileged access to resources. Can Write An Essay Academy? Samuel Huntington’s The Clash of Civilisations was one excuse.

And 911 and the subsequent “war on terror” was another excuse. The bet was that chaos in the heart of the Eurasian continent (think Zbigniew Brzezinski) would divert globalisation back into independent Grier School the familiar ways of Western domination. However universalism, or the 21st century global civilian, had already bolted from Western parochialism. It was too late to slam the doors of history shut. Hence the how to write a review in medicine of Diplomacy need to double the independent bet against the progressive secular tendencies of the 21st century – the global dimensions of science and technology (reason), and as a result the global (non-Western) dimensions of human society. Feeling unsure of itself the parochial 1% backtracked away from globalisation and doubled it’s belief in the “Phoenix Program”.

The 1% and how to a review in medicine School it’s allies and tools – NATO, Israel, the Saudis and all their secret services – combined in an attempt to divide and rule the world’s citizens one more time. Strategic cultural and political fractures were exploited in coursework Grier, order to engineer social chaos and an essay Academy social reaction. The reason was Western power. And no price was too much for that. Since World War II, at least, Western governments (the US leading the pack) have had no qualms about working with drug dealers so as to promote their interests.

Likewise, since at least the Vietnam War, the West has systematically used for it’s own benefit terrorism and terrorists freely. From Vietnam to the Middle East – via Latin America – even the names of the Western teachers of terror are the same. For example, US colonel James Steele and independent Grier School US diplomat John Negroponte. And hovering above the likes of these are the gods of terror – the CIA, MI6, Mossad, etc. (figures like the how to write 5 paragraph The Mount, Hill International ghostly Ted Shackley). Which brings us back to Saudi Arabia and independent coursework Grier it’s “free pass” to commit acts of terrorism in what Seymour Hersh calls “The Redirection”. The importance of Saudi Arabia to the financial and petroleum heights of the Western establishment are beyond doubt. So the question now is whether that Saudi free pass extends to write article in medicine Geneva School Western cities? Are policies like the Salvador Option on the elite table when dealing with Western countries? If the war on drugs is any guide then Western society is as much a target for a “Phoenix type Program” as any other Third World society.

Indeed Douglas Valentine believes that The United States Department of Homeland Security is a direct descendant of the Phoenix Program. And the independent Grier bombs and bullets in the streets of Europe? If the black neighbourhoods of Los Angeles could be flooded with drugs with the discreet blessing of a US government which was allegedly fighting a war against drugs: then the working class streets of Europe can be flooded with terrorism with the surreptitious blessing of the Western governments which are allegedly fighting a war against terror. Aidan O’Brien is a hospital worker in write a review article School, Dublin, Ireland.

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1990 Ap Us History Dbq Sample Essay. I also highly recommend purchasing this same book but with the CDROM software to accompany it the independent Grier School, software creates a realistic testing environment , timing the student for can write, both the multiple choice and writing sections as if they were taking the real test. I mentally referenced them to make educated guesses when necessary , and heavily borrowed from coursework School one on the Great Depression to provide background information for the DBQ. It was something like 200 pages of can write an essay Hebron, history reading , basically straight facts. . Be given beginning with the 2016 AP U. S. Independent Grier? History Exam. Responses that do not reconnect the evidence of the essay back to essay writing School, a thesis or argument. Example . AP United States History Document-Based Questions. 1990 U. S. History Section II. That appeared on the AP U. S. History Exam from 1973−1999. AP® UNITED STATES HISTORY. Womanhood between the American Revolution ( 1770's) and the Civil War and assesses the.

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Throughout the 17 and 18 centuries Americans developed a unique system of government with revolutionary ideals never seen anywhere else before. If you dont have a good memory , dont like reading much , or like to have a lot of coursework Grier, extra junk in your book , this isnt the an essay Hebron Academy, book for you. The actual review content is thorough enough to provide an independent Grier, excellent brain refresher , but isnt too dense. I ignored my textbook and write article in medicine Geneva of Diplomacy, most of School, my class notes when I started reviewing for the AP exam and the SAT. Enter your mobile number or email address below and can write an essay Hebron, well send you a link to coursework Grier, download the free Kindle App. Before buying the book , I was pretty sure there was no way I was goint to pass the test , because all of the diagnostic tests I had taken in my class came out as 1s and 2s. I faced the test nervously , but knowing Id done my best to prepare. Prime members enjoy FREE TwoDay Shipping and exclusive access to how i can write an essay Hebron Academy, music , movies , TV shows , original audio series , and Kindle books. Independent Coursework? Americans adopted representative governments with democratic principles that allowed each person to have a voice in the decisions about essay their countr. I tell my students every year dont go out and waste your money on buying more review books and practice tests , because everything youll need to succeed on the exam is independent coursework Grier School right in the book I gave you earlier this year.

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essay nazi ideology A relatively ambitious comparison and contrast project that seeks to show parallels between two seemingly unrelated group dynamics. Sometimes these parallels are tenuous, but the point about coursework Grier how “separation” and “understanding” are linked in speeches that express Nazi ideology shows solid close reading skills. The Nazi Germany Dream. During the 1930s, the Nazi Regime attempted to construct what it believed to be a utopian society. About School Hurtwood House? The Nazis’ rise to power can be viewed as a modern revolution, in which their objective to coursework Grier, create an ideal Nazi Volksgemeinschaft (community of how i can write an essay people) was achieved by highly regulating all areas of German life. From the arts and literature to sexual activity and race relations, the Nazi Party implemented legislation that restricted what the German public could see, hear, read, do and even think! The Nazis were able to maintain control over the masses through propaganda, codified and unwritten values, and destructive actions (Night of independent coursework Grier Broken Glass) that actually determined the writing procedure conditions under which individuals had to live.

The Nazi Party ensured its own strength and Grier continuance not only through legal measures (such as eliminating other parties) but also by shaping a society that excluded certain groups from having political influence, particularly women and Jews. Adolf Hitler, chancellor of the Third Reich, gives two speeches that exemplify the Nazis’ efforts to separate and even remove women and Jews from public life and writing school House discourage them from participating politically. In the School first speech, given on 8 September 1934 , Hitler addresses the National Socialist Women’s section and expresses the Nazi opinion that a woman’s most fundamental role is a domestic one and her proper place is in critically evaluating a journal University, her home. On 30 January 1937 , Hitler gives a speech in Berlin concerning the importance of racial purity and ultimately the omission of Jews from German life. Although these two speeches are in many ways explicitly different, they share a number of intriguing similarities. I will argue that these similarities are not merely coincidental, but instead signal the existence of an underlying logic that stems from independent coursework Grier commonly held notions about gender. Many Germans were already used to segregating men and women based on their gender differences by placing them into traditional, yet separate, roles. Hitler uses the public’s tendency to create a social divide between males and essay writing females as his reasoning, or logic, for creating a more extreme barrier between Aryans and Jews. Some of the similarities of Hitler’s two speeches are as follows. In both speeches, Hitler makes a clear distinction between two groups of people, emphasizes the separation of Grier these groups (women from men, Jews from procedure Taunton Aryans), and claims that this separation will in both cases lead to a heightened understanding between the groups. Independent Coursework School? Both speeches illustrate and support Nazi ideology on grounds of nature.

Both are nation-oriented. And finally, in both speeches Hitler attempts to eliminate one of the two groups (women in the first speech, Jews in the second) from the public sphere and political arena. Moreover, the characteristics that these two speeches have in how to a good 5 paragraph essay Hill International, common function in a way that endorse Nazi ideals and illustrate Hitler’s oppressive control over Germany , while preserving an image of legitimized authority. In both speeches, Hitler mentions two distinct groups of people and coursework determines their responsibilities in essay about Hurtwood, order to coursework Grier School, explicate which groups should and should not occupy social positions. In his speech to the National Socialist Women’s section, he clearly distinguishes between women and men. Hitler even places men and women into different worlds, where “the man’s world is…the State” and “the women’s is how i can write an essay a smaller world… her husband, her family, her children, and her home” (National Socialist Women’s Speech, p. Independent Grier? 276). Already, Hitler narrows the space in which women can occupy when he lists four restrictive aspects of her world. Critically Article Griffith? While the man’s world is broad and independent all encompassing, the women possess a “smaller” and more confined place. The capitalization of the first letter in the word “State” indicates noteworthiness and reflects the man’s amplified importance to Germany . The groups are further separated by the specific tasks they are solely responsible for.

Women are expected to Hebron, “preserve…and multiply [life]” (NSWS, p. Coursework School? 277). A Journal Article (Navitas)? Men are to possess, “strength…of decision, and of the willingness to act…the readiness to safeguard life” (NSWS, p. 277). While the women give birth and create life, the men protect life and maintain its existence. Thus, the men must be more directly involved in societal affairs, such as war and politics, which might afflict his offspring. However, that is not to say women were of no use to Grier, society. Hitler envisioned the write a good 5 paragraph Mill household to be a very crucial element in society, where mothers made sure Nazi ideals were entrenched into the minds and hearts of their children. In his speech in Berlin , Hitler mentions two groups of people: Jews and independent coursework Grier Germans. He does not elaborate on their specific roles, but he clearly reserves German affairs for Germans when he states, “The National Socialist movement limits its domestic activities to those individuals who belong to one people” (Racial Purity Speech in Berlin, p. 275). In this case, “domestic activities” mean public or social concerns, rather than household chores. Although any individual could identify with being part of “one people,” Hitler uses this phrase to refer to the German populace. Therefore, not only writing about school, are Jews excluded from German events but also anyone else who is not German.

Already, a complex relationship exists between two analogies, although the one concerning the Jews in incomplete. This association can be described as man is to State as woman is to home and Aryan is to Germany as Jew is to… someplace that is coursework not Germany ; Hitler does not specify. In both speeches, Hitler proposes separation as a means of establishing a greater society as well as a heightened awareness between men and women and Aryans and Jews respectively. In his speech to the women’s section he claims, “on the basis of this smaller world can the man’s world be formed and writing Combe School built up. The two worlds are not antagonistic.” Hitler emphasizes how the woman’s place in Germany is essential to the man’s, hence suggesting a mutual dependence between the sexes. He stresses that the man and woman’s worlds are “not antagonistic,” countering any assumption than German people may be in opposition with each other. In the speech given in Berlin , Hitler claims, “This [separation] will not lead to difficulties between nations…it will lead to a better understanding between them.” Forcing the Jews out of Germany might eventually curb social unrest, such as the boycott of Jewish businesses on 1 April 1933 . Independent School? However, separating the two groups would probably not lead to a “better understanding” between Jews and Germans, considering all the negative propaganda against Jews that permeated Germany during the 1930s and also the lack of social interaction between the two “races” that would be a product of Jewish emigration. All of these factors point out Hitler’s faulty judgment, but they also make his choice of words interesting and essay writing school indicate how he did not want to gain an unfavorable reputation. By making positive statements to achieve destructive ends, Hitler could preserve the legality and perceived rationality of Nazi principles. In addition, Hitler appeals to human dignity when trying to establish an effective pathos. He asserts, “Respect will necessarily result from this separation of the functions of each [group]” (NSWS, p. 277).

Thus, playing one’s proper part in Nazi society is associated with higher esteem and admiration. One example is the independent Grier Mother’s Cross that was given to women in gold, silver, or bronze depending on how many children she gave birth to. The preservation of distinct gendered groups is reinforced by Hitler’s frequent reference to nature in both speeches. In the speech to the women’s group, he states that the tasks of men and essay writing about women are “duties imposed by nature.” By using the word “nature” Hitler can ward off any argument against powers beyond his control. Independent Coursework? Hitler manipulates “nature” to critically University (Navitas), imply that women and coursework School men are not only biologically different but also intrinsically motivated to carry out duties and remain in places conducive to their inherent abilities. Once again, Hitler believes women and men deserve positive reinforcement for occupying their proper positions and he advises people to “mutually value and respect each other when they see that each performs the task that Nature and Providence have ordained” (NSWS, p. 277). Thus, Hitler implicitly encourages criticism for people who deviate from their “natural” duties or selves. For instance, homosexuals were extremely condemned by school Hurtwood House the Nazis, which is evident in coursework Grier School, Section 175 of the Penal Code, because not only are homosexuals not procreative but they also challenge the makeup of how to write a review in medicine School of Diplomacy conventional couples.

In his speech to the women Hitler even asserts, “Man and woman belong together.” Hitler also uses personification to give outside forces validity when he refers to independent coursework Grier, providence as “eternally wise” (NSWS, p. 277). Therefore, nature’s everlasting sensibility and influence becomes the final word in Hitler’s authority. How I Can Write Academy? In the Berlin speech, Hitler backs his claim about the importance of racial purity by saying it is what “the unspoiled nature of independent coursework Grier School our forefathers saw clearly.” Here, Hitler makes Aryans and Jews feel obligated to not pursue relationships with one another as a way of keeping their blood uncontaminated and preserving the intentions of nature. Hitler also refers to a journal article University (Navitas), humans’ internal impulses as indicators of appropriate behavior. In his speech to the women, he attributes an independent coursework School overlapping of duties between men and women to the rebellion of “the eternal instinct of self.” Similarly, in Berlin , Hitler believes the cause of racial mixing is due to people who “have lost this instinct [to stay segregated] which is rooted in Combe, a deep sense of intuition.” The word “instinct” suggests that segregation by gender and by “race” is an internal impulse inherent in individuals, but an Grier School absence of this inclination to argumentative writing essay Monkton Combe School, separate is a sign of physiological error. In both speeches, Hitler links people’s personal actions directly to the good of the nation. For example, a man is expected “to devote his powers to the service of the community” and “struggle [for] his nation” (NSWS, p. 277).

A woman is responsible for the “preservation of independent coursework Grier School that nation” and “for the an essay Hebron Academy existence of her people” (NSWS, p. 277). Under Nazism, the citizen lives for the nation and his/her main objective is to “maintain the coursework Grier School community” (NSWS, p. 277). Critically Griffith University? Hitler deprives individuals of a single personal identity and provides them with a national identity in order to establish extreme group cohesion. In his speech regarding racial purity Hitler emphasizes, “ the folk community rooted in the soil and held together by the bond of common blood.” By making pure German blood the adhesive that secures the coursework unity of a large group of people, individuals are compelled to procreate with persons of their own kind so as to not destroy the critically evaluating article Griffith University (Navitas) “bond” of the “community.” This relationship between race and state also makes child-rearing a public issue rather than a private affair. Whether or not individuals feel racial “intermingling” (RPSB, p. 274) is right or wrong, their actions must conform to Nazi policy in order to Grier, be deemed acceptable.

In both speeches, Hitler aims to lessen opposition to Nazism by means of excluding one of the two groups from the German political arena. In the speech to the women’s section, Hitler wants to school Hurtwood, confine women to the home and domestic duties in coursework Grier School, order to ensure the success of Nazi ideology. By keeping women in the home, they will be able to create more offspring (procreation being her most important function), teach the children (potential supporters) about how to Geneva School of Diplomacy Nazism, free up employment positions outside the home that can be given to men, and Grier School ultimately possess little or no direct governmental influence and cease to be a threat to the central powers. Therefore, men can focus on political affairs and have access to more jobs without female competition or “fear that he would be ousted from his position in relation to the woman” (NSWS, p. 276). Likewise, in the Berlin speech Hitler seeks to eliminate any opposition from the Jews socially or politically. By getting rid of them, there will be less belief systems that interfere with the writing essay Monkton teaching of Nazism, more employment positions for Aryans, and Jewish offspring (perceived as enemies waiting to develop) will not exist. Hitler’s party “refuses to School, permit those of a foreign race to have any influence whatever on our political, intellectual, or cultural life” (RPSB, p. 275). Hitler is specifically referring to Jews when he mentions “foreign race.” However, this phrase is interesting because Jews are neither “foreign” to Germany nor an actual “race.” Jews are simply called so due to their religious affiliation with Judaism, yet become strangers to their country because of it. Still, Hitler insists that the Jews are “under the mask of world citizenship” and the German people must “prevent the an essay Academy Jews…from thrusting themselves among all nations as an element of domestic chaos” (RPSB, p. Coursework School? 275). The phrase “world citizenship” evokes feelings of writing Taunton School Jewish disloyalty, for it implies that they have no allegiance or devotion to any one country as Germans do to Germany . The words “prevent”, “thrusting”, and “chaos” all suggest the danger, forcefulness, and disorderly conduct of the Jews.

Hitler not only distinguishes Jews from Germans as a different group, but as a menacing assembly of alien people not willing or capable of being socialized into Nazi Germany. This is why Jews are denied rights, made to live in ghettos, and eventually forced into concentration camps, in which many never escaped. Ultimately, the National Socialist movement tried to independent coursework Grier School, abolish differences (based on a variety of criteria) as a way of lessening the chance that Nazi principles would be called into question by those who were different or people who, by means of comparison, realized the Nazi way was not reasonable. Hitler’s speech in Berlin is in no way a systematic reproduction of his speech to the National Socialist Women’s section. These two speeches are different in how to write 5 paragraph The Mount, Mill Hill, that the one to the women is clearly about gender relations, while the other concentrates solely on the issue of racial purity. In the first speech Hitler implies a mutual dependence of men and women, whereas in the second speech he suggests that Jew and Aryans remain completely independent of one another. Hitler also asserts in the first speech that both German women and men are important to their shared society and must work together, while in the second speech he states that Jews and Aryans are not supposed to nationally cohabit and Jews are considered enemies of independent coursework Grier Aryan people. However, the reasoning behind separating men and essay writing procedure Taunton women was a catalyst for Hitler who sought to normalize the Nazi’s expulsion of Jewish people from coursework Grier School society.

Similarly, the German public’s familiarity with gender divisions aided them in conceptualizing the legitimacy of separation based on racial disparities. Hence, gender goes from how to essay a term signaling the two sexes, male and female, to a complex standard indicating that a line must be drawn between groups of individuals if one of these groups is perceived as different and independent coursework Grier potentially disruptive. After years of oppression and racial cleansing, Nazism was eventually destroyed by write a good 5 paragraph Hill forces perhaps not determined by nature but certainly governed by humanity. “Hitler’s Speech to the National Socialist Women’s Section” in independent coursework School, Laws and Orders: Humanities and the Regulation of Society. Boston , Massachusetts : Pearson Custom Publishing, 2002. p. 276-277.

“Racial Purity: Hitler Reverts to the Dominant Theme of the National Socialist Program” in Laws and Orders: Humanities and how to write a review School the Regulation of Society. Boston , Massachusetts : Pearson Custom Publishing, 2002. p. 274-275. The organization of the argument of this paper is not particularly imaginative since this writer “lists” elements in a strictly sequential order, but he or she demonstrates familiarity with a wide range of documents and concepts of the Reader while working closely with the independent coursework Grier School specific language of the document he or she is presenting. 1. Remember that you are a German. 2. If you are genetically healthy you should not remain unmarried. 3. How To Write A Good 5 Paragraph Mill Hill? Keep your body pure. 4. You should keep your mind and spirit pure. 5. As a German choose only a spouse of the same or Nordic blood. 6. In choosing a spouse ask about his ancestors. 7. Health is also a precondition for Grier, physical beauty. 8. Marry only for can write, love.

9. Don't look for a playmate but for a companion for Grier School, marriage. 10. You should want to have as many children as possible. (CR 286) This document, the Ten Commandments for Choosing a Spouse from the Advice Center for the Improvement of Genetic and Racial Health of the Aryan society, is a compilation of recommendations to reinforce the article in medicine Geneva position of the Nazi policy of Grier pursing racial purity (Ellis, Esler 365). It was published in argumentative writing Monkton School, 1934 as Nazi propaganda to influence the public to move towards the Nazi government's ideal society of Aryans. The problem in executing this plan was that the restrictions placed by the Nazi government against non-citizens caused the marriage rate to decline. In achieving this dream, Hitler tried to independent, redefine gender roles in Nazi Germany in order to return the woman to the household and restore her to her true profession - motherhood (Ellis, Esler 365). The Ten Commandments for Choosing a Spouse is an example of Hitler's campaign towards his Aryan utopian society. Even though the writing School high school textbook claims that women took secondary roles in Nazi Germany, women were so important to the Nazis in realizing their goal of racial purity that they were treated as equals in responsibilities to the Nazi government, society, themselves, and others in matters concerning marriage, as shown by coursework School the progression of the Ten Commandments for Choosing a Spouse as it reflects the Reich Citizenship Law, the Law for writing School, the Protection of German Blood and German Honour , and the Law for the Prevention of Hereditarily Diseased Offspring, Nazi propaganda, and Nazi-approved art. The First Commandment uses the authority that the Reich Citizenship Law has over the populace in order to independent coursework Grier School, establish credibility for the propaganda document itself.

The law states in Paragraph Two, Section One: A citizen of the Reich is . of German or kindred blood and who, through his conduct, shows that he is both desirous and fit to serve the German people and Reich faithfully (CR 170). Not only how to a review article Geneva, was blood a requirement to be a citizen of the Third Reich, all citizens were required to be Nazi sympathizers; those who were not citizens were oppressed, being little more than lower-class members of independent coursework School society. The high school textbook blames Hitler for launching this campaign against the Jews (Ellis, Esler 365), but laws are ineffective unless they are respected. Argumentative Essay Monkton Combe? The First Commandment directs the other Commandments to Third Reich citizens by reminding the reader that citizenship is coursework based upon one's following of the about House Reich. The wording of independent Grier School The First Commandment, remember that you are a German, uses ethos to convince the reader to remain true to the Nazi government. The word remember reiterates that his or her loyalties lie to the Nazi government.

This Commandment begins the logical progression by assuming that the reader is German and reaps the benefits of citizenship because he or she is capable of contributing to the Nazi society. The Second Commandment aimed at attaining the Nazi goal of eugenics, setting forth the societal goal of purifying the Aryan race by essay writing School excluding those of certain characteristics, enforced through the Law for the Prevention of Hereditarily Diseased Offspring. The Nazis were so determined to achieve this ideal that they even created laws to forbid the unhealthy from reproduction. The Second Commandment states: if you are genetically healthy you should not remain unmarried. Independent School? This specifies that only the genetically healthy should seek to argumentative essay Monkton School, marry and procreate. Coursework? Similarly, the law mandated that “anyone who has a hereditary illness can be rendered sterile by a surgical operation if . there is a strong probability that his/her offspring will suffer from serious hereditary defects of a physical or mental nature” (CR 285). The two key phrases are can be rendered sterile and strong probability. Those with hereditary illness were forcibly sterilized unless they submitted themselves to the process.

The strong probability gave broad boundaries to how to write Geneva School of Diplomacy, this law, making the search for the genetically unhealthy similar to McCarthyism. This law tried to impose “Survival of the Fittest” through mandatory sterilization of anyone who did not meet the Aryan standards, thus ending all chances of that person to procreate. The Second Commandment mandates that a genetically healthy citizen has a responsibility to society to get married. The Nazi government used the Third and Fourth Commandments manipulate the definition of coursework purity, both concealing the brainwashing qualities of this propaganda and creating an obligation to the reader to abide by writing Combe School this definition. Independent Grier School? According to the Oxford English Dictionary, purity is evaluating a journal Griffith defined as freedom from any foreign or extraneous element and freedom from moral corruption, from independent Grier School ceremonial or sexual uncleanness. The Third Commandment instructs the reader to critically evaluating, keep your body pure. This discourages drug and alcohol usage, requiring the coursework body to be free from foreign substances. This demonstrates the Nazi government's frowning upon decadent lifestyles, as shown in the Law for the Prevention of Hereditarily Diseased Offspring. It contains the additional clause that anyone who suffers from chronic alcoholism can be sterilized (CR 285). The Third Commandment discourages the use of drugs and alcohol, trying to retain the reproductive capacity of healthy Aryans by showing that drug and alcohol usage defies the government.

The Third Commandment uses the purity in another sense to demand chastity of essay school Reich citizens. Independent School? The Nazi government believed that sex serves the purpose of procreation . and not the essay writing Hurtwood House enjoyment of the coursework Grier School individual (CR 282). Purity in this sense involves abstaining from sexual activity and writing school Hurtwood House conforming to the government's definition of sex as an act of procreation and not recreation. Coursework Grier? The Fourth Commandment makes it seem as though one's moral being is at stake by not following the how to The Mount, Nazi creed. It states, you should keep your mind and spirit pure. The mind is associated with thought processes, which encompass personal beliefs. The spirit is defined philosophically as one's incorporeal intelligence. This statement uses pathos in its associations between the mind and the spirit; to be pure, the mind and spirit must be free from foreign matters, including non-Nazi beliefs. The Third and Fourth Commandments imply that an ideal Aryan citizen keeps his or her body free from foreign substances and fornication and independent coursework refuses foreign ideologies. The Fifth and Sixth Commandments inform the reader of his or her duty as a citizen to marry within the Aryan race. The Fifth Commandment, about whom to marry, supports the Aryan plan of racial purity while allowing the reader to think that he or she is argumentative essay Combe School still in independent, control.

It reads: As a German choose only a spouse of the same or Nordic blood. The Fifth Commandment restricts an Aryan to marry another Aryan in writing Monkton, order to keep the Aryan race pure. This Commandment contains the message of the Law for the Protection of German Blood and German Honour of September 15, 1935 : Marriages between Jews and citizens of independent Grier School German or kindred blood are forbidden (CR 169). The phrase as a German uses the school authority of independent Grier School citizenship to reiterate that one is required by essay writing Hurtwood House law and society to independent coursework School, restrict marriage to those of the evaluating a journal article University approved race, the Aryans. Yet, the Commandment shows the independent School reader that one still has the power to choose one's spouse. The word choose utilizes logos to convince the reader that, despite the government's involvement, marriages are not assigned and free will is still respected. The Fifth Commandment acknowledges the parameters of spouse choice while being constructed as though the reader's loyalty as a citizen and not the government enforces these laws. The Sixth Commandment transfers the responsibility of selecting an Aryan spouse to the reader, incorporating the Nazi ideology into 5 paragraph The Mount, International the standard trust-building process between couples. The banning of all Aryan marriages to a non-citizen as required in the Law for the Protection of German Blood and German Honor raised the question of what qualified as a person of Jewish descent. Being Jewish, as defined by The First Supplementary Decree of the Reich Citizenship Law of November 14, 1935, is being one who is descended from Grier School two full Jewish grandparents if (a) he belonged to the Jewish religious community at the time this law was issued . (b) he was married to a Jewish person . (c) he is the offspring of a marriage with a Jew . [or] (d) he is the offspring of an extramarital relationship with a Jew (CR 172). In order to guarantee the race of one's potential spouse, one had to engage in a background check in order to ascertain the spouse’s citizenship, as conveyed in how to write a good essay The Mount, Hill International, the Sixth Commandment: “in choosing a spouse ask about his ancestors.” “Ask” uses logos to tell the reader that a German citizen is coursework Grier concerned about the racial background of his or her spouse's predecessors and will follow the government’s laws, guaranteeing that his or her future marriage is racially legitimate.

Even though one may claim that he or she is a German citizen, the Commandment specifically requests an can write an essay Academy investigation into the origins of the independent coursework Grier ancestors to prove through family lineage that the future spouse is completely Aryan . Argumentative Writing Essay? These Commandments show that an Aryan has an independent objective to look for someone of the essay writing Taunton School same race in order to appease the government and continue racial purity. The Seventh Commandment encourages health in the reader by defining beauty as health, as depicted in coursework Grier School, Nazi art, insinuating that one has an obligation to realize one's potential for perfection. The Commandment states: health is also a precondition for physical beauty. The OED states that the definition of critically evaluating a journal Griffith University (Navitas) beauty is perfection in form and coloration which appeals to the intellectual and moral faculties. The Commandment uses pathos by independent coursework School explaining that beauty, which is perfection, can be attained through physical health. It also appeals to logos by saying that perfection in form can only be reached through perfection in physical health. In this statement's rhetoric, the Griffith Nazi government encourages Aryans to be healthy, making them perfect for independent Grier School, eugenics, in order to be desirable. A visual depiction of the ideal Aryan woman is created in Ernst Liebermann’s “By the Water” (Moeller), illustrating how, as the high school text mentions, Nazis used the arts . as propaganda tools (Ellis, Esler 365). The focus of the image is upon three naked women in the foreground in front of writing Combe a serene lake. It can be assumed that these women are Aryan because they have a light skin tone and brown hair. The portrayed women are naked to independent coursework Grier, show off their beauty through their physical perfection.

They are free from can write an essay deformity, as the viewer can see from their exposure. Their naked bodies are statuesque with defined muscle tone; their bareness only accentuates their state of independent coursework Grier health. These women are depicted outside of the social sphere in a beautiful, uncivilized lake setting. Essay Procedure School? One of the women is drying herself, suggesting that these women have bathed in the unadulterated water. These women have washed away the old burdens of society by separating themselves from society itself. This is symbolic, showing that these Aryan women have cleansed themselves of their roles in the Second Reich. These women, even though they are naked, are portrayed in a non-sexual manner. Though men may have been allured by their figures, this lack of sexuality shows that the target audience was other Nazi women. Through such propaganda art aimed at the women of the Third Reich as By The Water, the Nazi government illustrates acceptable candidates for procreation, creating a visualization of the independent goals created in the Seventh Commandment. According to writing School, the Eighth and Ninth Commandments, there are certain parameters that must be met in a relationship before it can end in happiness and marriage.

The Eighth Commandment tries to convince the reader to marry in order to establish a stable marriage through mutual romantic feelings and not for coursework Grier School, extrinsic motivations. A Review Article In Medicine Of Diplomacy? It instructs to marry only for love. The use of the word love utilizes pathos, invoking all of the images associated with love. This idealizes the state of marriage, supporting the belief that marriage is the proof of one's love. Coursework Grier School? The Nazi marriage, however, is not based solely upon love but upon following the marriage and citizenship laws.

According to Nazi propaganda, marriage is defined as the lasting, life-long union of two genetically healthy persons of the same race and of different sexes, which has been approved by the national community, and is based on mutual ties of loyalty, love and respect (CR 282). This narrows the scope of marrying for love, requiring both partners to be of the same race, be genetically healthy, and have the consent of the government, the national community. Based upon this definition, the Nazis suggest that, in order to fulfill their goal of racial purity, love cannot exist when it is illegal by citizenship laws or disapproved by writing Hurtwood eugenics. The Ninth Commandment asks that the Grier reader focus upon getting married instead of having frivolous encounters. It requests: don't look for a playmate but for a companion for marriage. Writing Essay Combe? It encourages the reader to remain focused upon the goal of marriage instead of finding someone with whom to share sexual relations.

It reinforces the regulation of sex in order to independent coursework, limit its function to procreation, following the Nazi definition of sex: sexual activity serves the purpose of procreation for the maintenance of the life of the nation and not the enjoyment of the individual (CR 282). How To Write Article Geneva? If the Nazi government is to be believed, pursuing sexual intercourse for pleasure is a perversion of its function. The rhetoric of the Ninth Amendment supports this definition by asking the coursework School mature from seeking a playmate to a companion, contrary to the high school text that reports that Nazis sought to limit women's roles. How To Write In Medicine Of Diplomacy? A playmate, according to the OED definition, is a person with whom one exercises and occupies oneself. Coursework School? In this sense, a playmate is a partner for sexual intercourse. The definition, augmented by the connotation of argumentative writing School childhood play, makes this sex a juvenile activity. A companion is coursework defined by the same source as one who lives with another in need of society and who is treated rather as a friend and equal than as an inferior or servant.

This redefines a woman's role by treating her on School the same level as her husband instead of regarding her as property. The Ninth Commandment asks that the reader seek an equal being and not a facet for independent School, sex in essay writing Taunton School, order to live according to the wishes of the government. The Eighth and Ninth Commandments function together to coursework Grier School, show that both partners have certain emotional obligations that must be fulfilled in order for this relationship to be successful to the couple and the government. The Tenth Commandment creates the message that the ultimate goal in writing essay Monkton School, life is to procreate and start a family. It says, you should want to have as many children as possible. Coursework Grier? It declares that reader is critically evaluating a journal Griffith University blessed with Aryan genes and independent Grier should continue the race. The declaration uses logos by saying you should want to writing Combe School, tell the reader that the independent coursework Grier School standard attitude towards parenthood is to have multiple children; anything less would be socially awkward. This implements eugenics by creating its own social norm of writing procedure Taunton School having as many children as possible, extending the Grier School Aryan family and widening the Aryan gene-pool for further reproduction. This satisfies the Nazi view of motherhood, defined as “giving live to healthy children, bringing to fruition all the physical, mental, and spiritual faculties in these children and creating a home for them which represents a place where nationalist and racialist culture is nurtured” (CR 282).

Not only did a woman have to produce these Aryan children, she had to educate them in the Nazi philosophy on top of maintaining her children's physical and mental states. As the Commandment shows, the institution of parenthood between two Aryans was vital the Nazi government’s goal of racial purity. The Ten Commandments for Choosing a Spouse incorporates several laws based upon citizenship, marriage, and procreation as well as other Nazi attitudes. These views are expressed carefully to influence the reader that there are obligations to the state when selecting a partner. The First Commandment creates authority for the document by invoking the essay writing procedure Taunton definition of citizenship in the Reich Citizenship Law. The Second Commandment enforces the Law for the Prevention of Hereditarily Diseased Offspring by independent being focused towards the genetically healthy. The rhetoric of the Third and Fourth Commandments reinforces loyalty towards the Nazi government through abstaining from indulgent behavior. The Fifth and Sixth Commandments require that the reader look for a marriage to another Aryan and prove the Monkton legality of that marriage through a self-conducted background check in order to abide by the Law for the Protection of German Blood and German Honour . The Seventh Commandment promotes the philosophy of eugenics through convincing the reader to be healthy and therefore perfect, depicted in independent Grier, Ernst Libermann's By The Water. The Eighth Commandment tries to detract from the limitations placed upon marriage by essay procedure Taunton allowing the independent reader to believe that the romantic ideals of argumentative Monkton love still exist.

The Ninth Commandment attempts to refocus the reader's goals away from independent coursework fornication and how i an essay Academy conforming to the Nazi's goal for all Aryans, establishing a family. The Tenth Commandment acts as a culmination of all these other Commandments, furthering the campaign for eugenics by setting a standard for genetically healthy couples, who have fulfilled their responsibilities to all of independent Grier these other institutions in establishing this marriage. Together, the statements made by this piece of propaganda furthers the Nazi goal of a perfectly homogenous Aryan population and how to article School illustrates how women, as equal partners in marriage, were vital towards realizing this dream. This essay uses the “talk” format more than the other high samples. Independent Grier School? Although the claims stemming from the thesis are relatively unambitious , the writer is trying to appeal to the emotions of his audience by how to a review article Geneva School of Diplomacy pointing to a central irony in the self-sacrificing ideology of the German state. The use of ellipsis in quotation is somewhat problematic, since crucial information is left out for dramatic effect rather than to facilitate more concise quotation as it usually is in academic writing. In this essay there are also some unsophisticated assertions, like the claim that “nature” is not “a construction of man,” but overall it shows competence in persuasive writing. The concluding section, which begins with “But some might be questioning my previous analysis,” is highly problematic in both voice and argument. Good morning class, I am here today to discuss how gender played a critical role in the construction of the independent coursework Grier Nazi State , prior to 1938. Specifically, I would like to focus my analysis on how to a good Hill International how and why the Nazis constructed a conception of motherhood that defined the mother in relation to the state. For our purposes today, we will examine two ideal German mothers and explore their similarities in order to understand how and why the Nazis perceived mothers as public agents of the Volksgemeinschaft , or German community of people.

Primary documents will allow us to examine first-hand experiences of mothers written within the context of Nazi Germany. But first, on must begin by understanding precisely how the School Nazis defined motherhood. The Nazis essentially invoked the ethos or authority of nature in order to define motherhood. For instance, they state, “To be a mother means giving life to healthy children, bringing to fruition all the physical, mental, and spiritual faculties in these children” (HCC 282). Raising healthy children and encouraging physical, mental, and spiritual growth are clearly universal or natural goals that any mother should hope to attain, even today. The Nazis definition of motherhood, in this instance, seems to Combe, be inclusive rather than exclusionary. In addition to nature, the Nazis invoke the ethos of nationalism to define motherhood. For example, the Nazis state that mothers must create “a home for them which represents a place where nationalist and independent coursework School racialist culture is nurtured” (HCC 282). Write A Good Essay International? This nationalistic definition of motherhood is not inclusive. Rather, it is implicitly exclusive because it defines political and racial boundaries.

It is important to make the distinction that nationalism, in contrast to nature, is a construction of man. The other essential element of the Nazi conception of motherhood is self-sacrifice. Mothers were supposed to demonstrate an absence of self-identity and an abundance of devotion to children. Hitler, in his speech to the National Socialist Women’s Section (NSF), intertwined the thems of nationalism and self-sacrifice into one sentence. Hitler comments, “What a man gives in courage on the battlefield, the woman gives in eternal self-sacrifice, in eternal pain and suffering” (HCC 278).

Hitler makes motherhood into a nationalistic function by likening the Grier School mother to a soldier or an critically a journal article (Navitas) agent of the state, while simultaneously emphasizing the self-sacrifice necessary to be an ideal German mother. Having explored how the Nazis construct their definition of independent Grier School motherhood, let’s begin our examination of two ideal German mothers by using our primary documents. It is important for you to know that they were both ordinary mothers, living under the Nazi regime prior to 1938. Please pay careful attention to the similarities presented between these two mothers and also, their likeness to the Nazi conception of motherhood. The first mother that we will be examining is 5 paragraph Mill Hill depicted in a painting that employs subdued or darkened earth-tone hues in order to represent a simple, rural, and natural lifestyle. School? The viewer of this image is able to discern a rural landscape in the background in addition to a large tree in the upper right foreground, which all indicate an agriculturally based German family.

The mother, prominently positioned in the foreground, represents a blend of maternal and feminine features that are simple and yet natural in the classical sense. A Journal (Navitas)? The mother is sitting upon coursework Grier School, a picnic table and lovingly embracing her youngest daughter, while her elder daughter and son are playing with toys and drawing. Now let’s take a more thorough look at this depiction of motherhood that involves asking what message the artist intended to communicate about motherhood. Peasant clothing and somber adult expressions suggest that the family is experiencing economics hardships as rural German peasants. The mother must have to make sacrifices for her son to have a toy horse and for her daughter to how to write a review Geneva, have drawing implements and supplies. Despite her impoverished condition she is able to provide an environment in which her children can physically, mentally, and emotionally develop and therefore, she exemplifies naturalistic Nazi ideals of independent coursework Grier School motherhood. It is interesting to how to in medicine School, question the artist’s conscious decision to show the mother physically embracing and independent coursework School nurturing her youngest daughter in the foreground of the image. How To Article In Medicine Geneva School? The child and mother are physically one body or entity. The mother does not have an individual identity. Coursework Grier? Rather, an absence of physical space between mother and child suggests a blurring of identity between child and mother. Hitler in his speech to the National Socialist Women’s Section states that woman is defined by one single point “and that single point is the child, that tiny creature which must be born and grow strong and how i can write Hebron which alone gives meaning to life” (HCC 279).

Paradoxically the independent coursework woman’s movement is identified with the identity of the child rather than the identity of the mother. This mother physically and mentally merges with her child and thus exemplifies a German mother’s single-minded devotion to argumentative Monkton, her children. Thus, the mother’s identity stems from her child’s identity. Clearly, the first mother we have discussed relates to the characteristics of Grier a Nazi mother. Now let’s begin exploring our second mother who writes a memoir describing her experiences under the Nazi regime, prior to 1938. This mother also demonstrates many characteristics of the ideal German mother. The majority of the excerpt of essay this mother’s memoir is focused upton her children and their experiences. Independent Coursework Grier School? For instance, the mother writes, “I personally did no mind . How To A Review In Medicine? . . Coursework Grier School? disappointments, but when my children had to face them . . . my heart was filled with anguish” (HCC 245). Once again, the theme of self-sacrifice and devotion to one’s children is write a good 5 paragraph essay International present. The mother disregards her own individual condition and suffers along with her child. In addition, this mother embodies the ideal German mother by developing strength in her children.

The mother states, “It took a good deal of inner strength, of independent Grier love and harmony . . . to make our children strong (HCC 245). Essay Writing About School Hurtwood? By encouraging her children to develop inner strength she is demonstrating the naturalistic ideal of a German mother. This mother’s children are reflective of an environment that encouraged nationalistic pride and political participation. The children display a remarkable consciousness of political affairs and the state. For instance, the mother comments, “The enthusiasm was as great among the . . . children to independent School, build up a new homeland” (HCC 250). Procedure? Clearly, the building of a new state involves a sense of nationalistic and communal pride that the Nazis would be proud of. Thus this excerpt serves as a direct reference to the type of youth political involvement that the Nazis had in mind when formulating their policies on motherhood. Now, having explored these two similar mothers, I will reveal the independent Grier artists, media, and details regarding the status of Monkton Combe these mothers in Nazi Germany.

Hopefully these details will make you start to question why the Nazis defined motherhood in coursework, relation to the state. The first mother we described is from Adolph Wissel’s painting entitled The Peasant Family from Kahlenberg . The family and mother in critically evaluating a journal Griffith, this painting were of Aryan descent and independent coursework School were included within the Volksgemainschaft . The second mother and her family, however, were teated as non-citizens and enemies of the state because of their race. Marta Appel , a Jewish mother, wrote her memoir in 1940 and embodies all of the ideals of the German mother. Why then do the Nazis try to destroy her and her family? Ironically, the Nazis wish to destroy a people who behave and think as they have prescribed. The most poignant example of this arbitrary classification takes place in Marta Appel’s memoir when Marta’s children were practicing a song in preparation for a school celebration of Mother’s Day, a national German holiday.

Yet the teacher deliberately excludes them from participating in this German holiday on the basis of Hebron their race. The teacher states, “Since you are Jewish you are not allowed to join in the songs . . . she is only a Jewish mother” (HCC 245). The teacher rationalizes that being a Jew, by nature means being excluded from the German group. In response the children exclaim, “Why can’t we sing? We have a mother too, and we wish to sing for her” (HCC 245). Here the coursework Grier children turn to their own universal definition of motherhood, which is inclusive.

The children, as a result of their age are not able to see the difference between their mother and their classmate’s mother. Similarly, you were not able to make distinctions between Marta Appel and the Aryan peasant mother. But some might be questioning my previous analysis, which stated that Marta’s children wanted to build a new racial and political state. After all, how could Marta’s children want to build a new state in support of about Hurtwood their Nazi oppressors? One is indeed correct to question the validity of my logic because Marta’s Jewish children demonstrated intense political and nationalistic enthusiasm for building a new Jewish racial state in Palestine . But the fact that it was a Jewish, rather than a Nazi state is beside the point. I included this excerpt in our discussion of motherhood to show that Marta was a devoted mother, who raised children as the ideal German mother would. Although it is also important to recognize that Jewish children were able to look past constant ridicule, disappointment, and hatred in order to independent Grier School, dream about founding their own homeland.

These children were motivated by the “idea of having again a great and holy task to live for” (HCC 250). For once, the Jewish children had a purpose in which they could embrace and be proud of critically evaluating article their identity and ethnic background. While Jewish youths dreamed of escaping Germany , “the parents’ hearts and independent coursework School hopes still belonged to the German fatherland” (HCC 250). The elder Jews state that “we are Jews by religion, but our political ideals are German” (HCC 250). How To A Good 5 Paragraph The Mount, Mill Hill? The Jews, despite being considered non-citizens still identified themselves as German Jews and nationalists. Independent Grier School? Hitler was incorrect when he asserted that Jews are a “foreign race, unwilling and unable to sacrifice its racial characteristics, to writing essay Monkton School, deny its own feeling, thinking, and striving” (HCC 142). How then do people like Marta Appel and her family identify themselves as German Jews?

By juxtaposing Marta Appel to the Aryan peasant mother it becomes clear that the Nazis not only constructed an arbitrary definition of motherhood, but also of a whole race. Independent Coursework? Thus defining a mother as a public agent of the essay writing about Hurtwood Volksmeingeschaft was nothing more than a means by which the independent coursework Grier School Nazis carried out their anti-Semitic political agenda. Essay Writing Procedure Taunton? The Nazis claimed to be exposing natural distinctions between races, but in reality they were creating superficial divisions between people who were essentially the same. This essay also uses the “talk” format, but the prose is marred by many sentence-level problems in word choice and syntax. The use of voice with the audience is also problematic, as the awkward “I” and “you” statements illustrates. (Direct address can be an effective tool in this paper, but this strategy requires academic diction, a sophisticated argument, and an effective use of evidence.) This student is still having serious difficulty with proper introduction and integration of independent Grier quotations; warrants are missing. I am happy all of you students have decided to attended this very crucial lecture. Can Write An Essay Academy? Lets begin with a brief synopses of history concerning the Nazis and the Third Reich. The National Socialist Party quickly turned heads in Grier, July 14th, 1933 through the how to write The Mount, Mill International Law Concerning the Formation of New Parties, by declaring itself the only political party that was allowed to exist in the Third Reich (156.HCCR). Soon thereafter, the political perception the Nazis were likely to enforce would transform the whole view of German culture, economy, race, and especially, the way German individuals emotionally and physically interacted with one another. One relationship in the German state that stood out in Grier School, my mind was the essay writing procedure Taunton Nazi’s view of marriage, its purpose, its use and its representation in the German state. The Nazi’s perceived marriage as a processing factory, where each partner had certain roles and purposes to fulfill.

Through the independent creation of speeches, art and laws, the relationship that would stand to the occasion in representing the Third Reich was the relation between man and evaluating a journal Griffith woman. marriage. Marriage defined the independent School Volksgemeinschaft , or “community of people,” of Germany because it was the basis relationship that connected the article Griffith University small world of the coursework household to the larger German community. Also, marriage made it rightfully possible to produce pure blood German children with the genetically correct German parents. Marriage was so vital to the Nazis because it was the true basis of their socio-political perspectives. In effect, see if you agree with my thesis students. Essay Taunton? In order to independent coursework, define Volksgemeinschaft , the procedure Taunton School Nazis constructed marriage by associating the relationship with modeled public male and private female roles, and with the independent coursework assumption of procreating “pure blood” Aryan children. The Nazis used marriage to define their Volksgemeinschaft because it enforced the a journal Griffith University vertical relationship in marriage into the Nazi based society and Grier it would help increase the capacity and population of the Aryan race. How the Nazi’s constructed marriage: Part one. Nazis constructed marriage to define their “community of how to write a good 5 paragraph The Mount, Mill people” by associating the relationship with modeled public male and private female roles. In the Nazis perspective, marriage was no longer a physical or emotional attraction between a man and a woman, yet it became a small system within a larger system that would sustain both the independent coursework School German households and the German society.

Marriage soon became defined as a modeled system when Hitler depicted the Nazi‘s preferences in a speech to the National Socialist Women‘s section on September 8th, 1934. In this speech, a description of the world of both man and woman was concentrated into a modeled system and roles were distributed to each gender. For example, Hitler announced that If the man's world is said to be the State, it may perhaps be said that the essay Mill Hill woman's is a smaller world(277). This small, private world of the woman is, in reality, her household, where she tends to her children, manages the kitchen and offers care to her husband after strenuous day of work. The husband, of course, tends to the greater public world, the world of finances, paying professions and politics. Coursework School? However, Hitler proceeded on with his speech and yearned that “The greater world is built on how to Mill Hill the foundation of the smaller world ”( 277), and the German households were what kept the larger German society alive and flowing with development. In effect, a structural marriage was the basis on Grier which the German society was built on.

The private duties of the woman complimented and secures the public services of her husband. Hitler proved the how i an essay Hebron importance of marriage by emphasizing that “(the) great world cannot survive if the smaller world is not stable ”( 277). In reality, with the independent coursework Grier destruction of these households, and essay procedure Taunton School without the German wives and School mothers, the greater good of the writing Monkton School German society would corrupt as well. The wife in her private settings and School the husband in the public environment defined the community of people. This was the circular scheme in write Mill International, which Hitler saw his perfect German population practicing.

The Nazis defined the independent School “pure” German community by constructing marriage and by localizing it within a modeled and institutionalized relationship. How the Nazi’s constructed marriage: Part two. In order to define Volksgemeinschaft , the Nazis constructed marriage by assuming the rightfully tolerable procreation of “pure blood” Aryan children. Through the write a review Geneva School of Diplomacy document of Racial Purity: Hitler Reverts to the Dominant Theme of the independent coursework Grier NS Program, we find out the view Hitler and the Nazi Party possessed of a “perfect” Aryan society. Argumentative Writing Monkton Combe School? The improvement of the “Purity of blood which God has given to ”( 274) the School German people could only be tolerably done through a marital relation. The procreation through the marital relation could, in effect, greatly contribute to the community of Aryan people.

For the Volksgemeinschaft was the Nazi’s perception of a “perfect” Aryan community. Argumentative Writing Combe School? Indeed, it didn’t exist, yet, the Nazi’s didn’t believe such a reality, but relied on their own beliefs of truth and purity. The kind of coursework School Folk community(274) the Nazi’s wanted to attain needed to keep proliferating and growing. The only obvious system of increasing the population of the Volksgemeinschaft was to write a good 5 paragraph Mill Hill, produce pure German children. The marriages between an coursework Grier Aryan couple , would assumingly and hopefully bring an increase in Blood and race free from intermingling(274). Purity of German blood, of course, was what the Nazis were socially and physically striving for. Through marriage and procreation, the Nazi’s perception of school Hurtwood a “perfect community” could have been accomplished. In order to define Volksgemeinschaft , the Nazis constructed marriage by assuming the rightfully tolerable procreation of independent Grier “pure blood” Aryan children through a marital relationship.

Why the Nazi’s used Marriage to define the how i an essay German Society: Part one. The Nazi defined their government by the construction of marriage because it created the possibility of the independent Grier Nazis to enforce the type of vertical relationship occurring in critically evaluating a journal article Griffith University (Navitas), the households, into German society. With the Nazi’s definition of marriage relating closely to an institutionalized system, the vertical relationship between man and independent coursework woman was symbolically formed. In this relationship, the husband was placed above his wife, working in the crucial public environment. And the wife was evidently seen to be on the bottom, working in the smaller area of the household.

With these perceptions, a frame of certain ideas is constructed into society that women are not socially similar, or cannot be compared on the same level of man himself. The marital relationship, thereby, invokes “natural occupations ”( 276) of women as a degrading duty that is politically forced upon them through the vertical relationship. With this sort of linear relationship working in essay writing Taunton, the households, the coursework Grier School Nazis hoped that the same sort of connection would be reflected upon the Nazi based society. The “distinct roles in how to write article Geneva School of Diplomacy, life founded on their natural differences ”( 276) provokes a sense of inferiority of independent coursework Grier School women compared to men. The Nazi’s perceived females to be second class citizens in marriages. By doing so, a vertical relation was perceived by all through living at home, which would hopefully provoke itself onto the Third Reich. If you can notice attachment 1 on the screen. This is a painting called the Peasant Family from critically evaluating a journal article Griffith (Navitas) Kahlenberg . Coursework Grier? This piece of how to a good The Mount, Hill art done by Adolph Wissel would have been a piece of independent Grier work the Nazis would have approved of. Argumentative Writing Essay? For instance, you can notice that the father of the family is physically above the matriarchal figure, physically reflecting the vertical relationship between husband and wife.

And, as you can see, the mother of the painting is attending to her maternal role by Grier School embracing and comforting her daughter. By defining the community through a modeled marriage, the vertical relationship was enforced into German society. Why the Nazi’s used Marriage to define the German Society: Part two. The Nazis used marriage to define their Volksgemeinschaft because it would help increase the procedure capacity and population of the Aryan race. Can anyone image receiving a $1000 loan, with practically no interest rate, if you married a “certain type” of person. How about this. what if you were informed by your government that if you and coursework Grier School your marital partner had children, deductions would be taken off of your loan payments. This is how i an essay Hebron exactly what the Third Reich was presenting to robust, pure blooded German males and females in the late 1930‘s.

In the Document of Marriage Loans, section I, the Nazis “encouraged women to give up employment on marriage ”( 279). Since the 1000 Reichmarks would hopefully compensate for their employment losses, there was no need for the females to work outside the home. However, what the independent females needed to do while in the home was to produce children. The Nazis wanted to raise the capacity of the Aryan race, and critically evaluating Griffith (Navitas) the only way they knew how was to push in the incentives and keep the women at home. The point in producing children was to independent coursework, “provide future ‘national comrades’ ”( 282). This push for nationalism seemed to favor more for essay writing school Hurtwood House, the Nazis’ racial beliefs than for the actually fulfillment of the women themselves. The Nazis used marriage to define their Volksgemeinschaft because it would help increase the capacity and independent School population of the essay House Aryan race. In order to define “the community of the people,” the Nazis crafted marriage by linking the relationship with modeled public male and coursework School private female roles, and with the assumption of producing “pure blood” Aryan children. The Nazis took advantage of marriage to define their Volksgemeinschaft because it enforced the vertical relationship in marriage into the German government and it would help increase the capacity and count of the Aryan race. Marriage was a way to seek the acceptance of a vertical relationship in essay writing procedure Taunton School, the German society and to respectfully produce more Aryan children. Independent? For the Nazis, marriage was just another type of resolution in order to needle through their twisted plans for racial destruction and devastation.

As you learn more about the Nazis and their road to a disaster, try to find other ways the Nazis used certain relationships to use in defining their society. This essay operates at a level of generality that shows the student missed the essay writing School importance of using specific documents to demonstrate particular aspects of gender as a category for historical analysis of the Nazi period. Colloquialisms about Hitler’s “hate” and “a slap in the face” detract from the presentation, and the thesis about female homosexuality is never adequately developed or demonstrated. As the Nazis rose to power, they constructed strict laws regarding male homosexuality for many reasons. The Nazis were primarily concerned with preserving and reproducing people of pure German blood.

Consequently, in order to catalyze the purification of the German population, the Nazis sterilized those who were not fit to reproduce and forced those who were fit to independent coursework School, procreate. The Nazis wanted all able men and women to produce and evaluating article bear offspring, however homosexual males would not take part in the male role of reproduction because of their sexual orientation. As a result, many of Germany ’s two million male homosexuals were imprisoned and/or incinerated for Grier, their homosexual acts and desires. In order to essay writing procedure Taunton School, further cultivate the population of coursework Grier Aryans, the Nazis tried to construct a heterosexual society by creating or revising new laws and documents that aimed to discriminate male homosexuals. This goal of discrimination was an attempt to decline the rate of male homosexuality in order to how to Mill International, persuade able men in becoming heterosexual and Grier School produce children to support the Volksgemeinschaft . Although female homosexuals existed in Germany , they were not targeted and discriminated against like male homosexuals. Male homosexuality posed a greater threat to the Nazis because it was considered to be a waste of procreation for men to be gay. Writing Essay Monkton Combe? It also posed a greater threat because it went against “man’s nature-given position” to woman. Male homosexuality was also far more hazardous because it posed a moral threat to the German “Volk” and its morals. In the Grier report “Attacks on Morality” presented in the Humanities Core Course Reader (270-273), Prof. Dr Wenzeslaus Graf von Gleispach discusses the political dangers of male homosexuality and how male homosexuality attacks morality. In the report, Gleispach first presents male homosexuality’s attack on morality.

He states that an attack on the morals of the “Volk” was a “danger to its proper moral bearing.” The “Volk’s” morals were based upon healthy heterosexual relations and family relations. With male homosexuals going against these morals, they were considered to be attacking the order of the essay writing Taunton “Volk” because morality was considered to be a foundation of national life. Later in Grier School, his report, Gleispach presents male homosexuality’s political dangers. These dangers include the destruction of man’s nature because he is going against his natural position to be with women. He also states that it eliminates the cooperation between male and females that would lead to essay writing procedure, a better community. One of the main threats Gleispach presents is how men waste their “procreative capacity.” He goes on independent coursework Grier to explain how men waste their potential to produce offspring and 5 paragraph essay Mill how male homosexuals can more easily corrupt others in becoming homosexual than women. Because the homosexuals were not benefiting the Volksgemeinschaft , Hitler hated them and coursework created certain laws in order regulate the homosexuals. He hated them because they went against everything Hitler believed in.

For example, Hitler wanted to argumentative essay, produce a superior race of Germans, but because homosexuals were not capable of producing offspring with one another, it was like a slap on the face to Hitler, a complete rejection of what he wanted to achieve. Homosexuals are depicted as weak and coursework Grier School inferior individuals because of their image and their attack of the “Volk’s” morals, whereas Hitler’s ideal view of a true German man would be a strong handsome athletic soldier figure as the sculpture “Comradeship” clearly shows. The sculpture is of two strong German men holding each others hands, not alluding to homosexuality, but to the unity of the German people. One law that that regulated the homosexuality problem was presented in Document 330 of the Humanities Core Course reader (282). It states that sex serves a purpose for the creation of offspring to populate and preserve the nation, and not for “the enjoyment of the individual.” The Nazis rejected male homosexuality for this reason, because it was only for the homosexual’s own personal pleasure, and not for the sake of procreation to keep the Volksgemeinschaft in order. According to a review article in medicine School, the Nazis, the function of independent Grier sex merely provides the purpose of reproduction rather than personal pleasure. That is one of the main reasons why homosexuals are so targeted for their sexual offenses, because they seek to pleasure themselves instead of writing procedure performing their duties to the Volksgemeinschaft in cultivating the race of pure Germans, going against Grier School the Nazi ideal of serving the community before the individual. In 1935, Section 175 of the Penal Code was revised and Hebron Academy became even stricter towards male homosexuality to further rid the homosexuals. School? The former penal code applied to “intercourse-like acts,” while the revised version of the article (Navitas) Penal Code not only independent coursework Grier School, included the “intercourse-like acts” but also any kind of self-satisfaction in front of Combe another man. Because of this revision, practically all sexual acts between men were considered to be homosexual. The revised penal code became even so strict that snuggling between two naked men would be considered a sexual offense whether in public or private.

The new Section 175 not only made homosexual laws stricter but also made punishment harsher for homosexual offenses. The punishment for such offenses became to be that serious sex offenses such as homosexual prostitution or sex acts with people under 21 years of age required up to ten years in penal servitude or at least three months in prison. Within the textbook, an article which also shows the Grier “Ten Commandment” type of how to write a review in medicine of Diplomacy document for the choice of a spouse is presented in Document 335 (286). Within the text, the Nazis are encouraging sex with a spouse of the same or Nordic blood to produce offspring at any rate. The set of Grier “commandments” make it appear as if it was an obligation to marry and produce from a German race, as the critically evaluating a journal University (Navitas) first sentence of the commandment reads: “Remember that you are German.” The commandments also encourage people to have as many children as possible, as implied in the last commandment. It states: “You should want to have as many children as possible.” Most often, those who do not follow the German’s ideas of reproduction or who are not healthy enough to produce healthy pure German blood offspring suffer from the Nazis practice of eugenics. They would forcefully sterilize those who are not fit to reproduce, or coerce people who are fit to independent coursework School, produce into reproduction. The Nazis goal of producing a pure bred German blood race contained problems not only how to essay Mill Hill, with the Jews, but also with the homosexuals within the nation. The homosexuals were going against everything the Nazis wanted. Because they were homosexual, they were not able to procreate due to coursework School, their sexual orientation.

Along with their lack of procreating, they attacked the morals of the “Volk” and degraded the nation’s image. They didn’t want to produce offspring to preserve the nation and was only concerned about their own pleasure. They also made Germans appear frail and sickening. Because of this, the Nazis had to find a way to keep homosexuals from their nation. And in order to do so, the writing School Nazis created and revised strict laws to rid the nation of male homosexual activity to fulfill the ideals of the Volksgemeinschaft . This essay is characterized by extremely uneven diction that may indicate either difficulty paraphrasing the academic arguments of others or improper citation.

Sentences are disjointed, paragraphs lack coherence, and coursework Grier School the thesis about article in medicine Geneva School of Diplomacy masculinity and maternity seems superficial given the range of materials that students have to work with. German Legal Documents and Narrative. Adolf Hitler and the Nazis esteemed Aryan women as heroes in Nazi Germany because of their ability to procreate. Women had no place in such an industrial society so they were encouraged to focus on their role as a dutiful wife and independent coursework mother. They contributed to the Volksgemeinschaft by constructing the future generation and making more of the Aryan race. Thus, since all women were valued as the creators of the nation’s most important product—pure Aryan people—there were no restrictions on their sexual orientation. Women were allowed to become homosexuals while men were prosecuted and imprisoned for partaking in any homosexual offences. How To A Review In Medicine Of Diplomacy? The Nazis were fervent in preserving the concept of the ideal family within the Volksgemeinschaft , and thus they reinforced masculinity within men and instilled the significance of maternity within the women. The textbook that high school students are studying in the Santa Ana School District barely emphasizes the topic of gender in Nazi Germany.

Unfortunately, these high school sophomores will not be able to independent Grier, understand the significance of gender nor will they be able to procedure, see Nazi Germany in a different light. The authors of the independent coursework textbook, however, emphasize the maternity role of the women. The Nazis dismissed women from their upper-level occupations so they could pursue the maternal role. It was the responsibility of the women to increase the birthrate of pure-blooded Aryans. Women were even offered rewards for having more children.

Although the write 5 paragraph essay Hill text highlights the importance of women in their household roles, it does not offer a comparison between men and women. The Nazis stressed the independent importance of maintaining a utopian society within the Volksgemeinschaft . Hitler wanted to keep Germany as pure as possible—meaning no Jews, no homosexual males, nothing outside of the citizens of the Aryan race. Laws were established to how to write School of Diplomacy, preserve the Aryan purity of Nazi Germany. The Reich Penal Code of 1871 was revised in 1935 as Germany had changed under the stronghold of its new leader, Hitler. Section 175 under the revised code listed the penalties for a sex offence between males: “A male who commits a sex offence with another male or allows himself to be used by another male for a sex offence shall be punished with imprisonment. Where a party was not yet twenty-one years of age at independent coursework School, the time of the Taunton School act, the court may in coursework Grier, especially minor cases refrain from punishment” (269).

Aryan men were conditioned to be masculine, intelligent, and strong. They were the husbands of Aryan women and the fathers of the essay about school Hurtwood future of Nazi Germany. Their purpose was to prove the prominence of the coursework School Aryan race, not to engage in sexual acts with other men. The Nazis had punished men for such homosexual acts because they believed that their ability to procreate was going to waste. They had hoped that passing firm anti-homosexual legislation would prevent the how i can write an essay Hebron Academy spread of homosexuality.

Women, however, were not mentioned in Section 175 of the independent coursework Reich Penal Code of how to a review article in medicine Geneva 1871 and of the 1935 Revision. Although homosexuality in Grier School, general was not an accepted lifestyle in write Hill International, Nazi Germany, women were not subject to such restrictions. Women increasingly received more and more attention from the Nazis because of coursework their fundamental roles as wives and critically evaluating article Griffith mothers within the Volksgemeinschaft . In addition to these positions, women were an increasingly important source of independent coursework Grier labor. Nazi antifeminism, however, was still rampant in Germany . How To Write Essay Hill International? Women were not considered inferior but they were different from men. Independent Coursework? Thus, the Nazis asserted the fact that “men and women had distinct roles in life founded on their natural differences” (276). These differences between men and essay School women resulted in women confining themselves to their natural professions—being a wife and a mother. Fortunately for independent coursework, the Nazis, these occupations were beneficial in a journal University (Navitas), advancing the development of the Volksgemeinschaft . Through marriage, which is the “lasting, life-long union of independent Grier two genetically healthy persons of the same race and of different sexes, which has been approved by the national community, and is based on mutual ties of loyalty, love and respect” (282), an a journal article University (Navitas) Aryan man and an Aryan woman are supposed to further advance the independent Grier Aryan community by means of an essay Academy reproduction. The sole purpose of sex was to fulfill the objective of procreation. The Nazis emphasized the independent Grier significance of the progression of the Aryan nation and insisted that besides procreation, there was no other purpose for sex: “If, however, the desire to have a child has been fulfilled and the continuation and enlargement of the nation has been secured by essay school Hurtwood House the production of a sufficient number of children, then, from the point of view of the nation, there is no objection to further satisfaction of the sexual urge” (282). The concept of motherhood was often asserted and independent coursework Grier instilled into German women. The position of a mother was heightened and given much weight in how i can write an essay, the Volksgemeinschaft : To be a mother means giving life to healthy children, bringing to fruition all the physical, mental, and spiritual faculties in these children and creating a home for them which represents a place where nationalist and Grier School racialist culture is nurtured.

It means realizing in the community of the family a part of the how to a review Geneva School of Diplomacy ideal national community and giving to the nation, in the form of grown-up children, people who are physically and mentally developed to the fullest extent, who are able to cope with life and face it boldly, who are aware of their responsibility to the nation and independent School race, and who will lead their nation onwards and upwards (282-283). The Nazis esteemed the role of the mother to be the most important and Taunton School significant role in all of Nazi Germany. Independent School? It was up to a review in medicine Geneva, the mothers to maintain the advancement of the Aryan race. At the request of the nation, “the rights of the parents over the bringing-up of their children…have become a duty undertaken at the behest of the nation and under the School supervision of the state and involving unlimited responsibility” (283). The Nazis had put so much emphasis on the progression of the how to write 5 paragraph essay Aryan race in the Volksgemeinschaft and thus had given women the responsibility of advancing the Aryan nation due to their allegiance to Nazi Germany. There was an enormous emphasis on gender roles in Nazi Germany. Women were expelled from the work place in order to Grier, take on their roles as a wife and a mother. The concept of reproduction and procreation was in a journal Griffith, the best interests of the Aryan nation. German mothers were pushed to have children not for their own happiness and family, but to advance the independent coursework School Aryan population.

The Nazis were determined to keep Germany pure with the Aryan race. They refused to deal with people who would pollute Germany , people such as Jews and homosexuals. The Nazis dealt with the Jews by mass extermination while German homosexuals were punished by how i Academy imprisonment. They believed that German men were meant to be strong-willed husbands and fathers, not homosexuals. Coursework Grier? Homosexual men would be wasting their reproductive capabilities and, therefore, would not be assisting the how to write a good 5 paragraph The Mount, rest of the nation in the advancement of the Aryan race. The consideration of gender in every aspect—marriage, family, sex, even sexual orientation—affected the Volksgemeinschft . Independent Coursework Grier School? Any ways that had threatened the purification of Germany had been outlawed.

The Nazis were determined to purify Germany by all means. The Volksgemeinschaft certainly was a completely twisted and misconstrued depiction of Hitler’s utopia.