• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Study representation 1 and 2. They are both representations of how the Nazis were able to control Germany in the year 1933-1939. How far do these representations differ?

Extracts from this document...


Study representation 1 and 2. They are both representations of how the Nazis were able to control Germany in the year 1933-1939. How far do these representations differ? Representations in history, are important because they allow us to analyse different accounts of events; some representations are primary sources and some are secondary. Either way, they are important due to them enabling us to conclude in history. In this case, representation 1 is a primary source which once belonged to Hitler's Nazi party, it was part of their manifesto, and it circulated during the 1930's. Representation 2, however, is a secondary source which was composed by Ben Walsh as part of his 'Modern World History', which is a student book published in 2002. Representation one is a Nazi propaganda poster produced in the 1930's. ...read more.


The children seem happy and healthy, which gives awareness of their good upbringing. However, representation 2 is a historical account produced almost 70 years after the first representation in 2002. Representation 2 explores the factors which contributed to the Nazi's rise to power. It points the finger at the German citizens, though Ben Walsh impartially gives reason why the German people allowed this to happen; and that comes down to the Nazi party's scheming use of propaganda and threat. Because it was made for students, the author, Walsh was careful in that he does not just give conclusions, but instead gives an analytical as well as maintaining a factual prose. The representation also beholds a witty idiom: 'carrot and stick'; a strategy that offers a combination of reward and punishment which as a result encourages a certain reaction or behaviour. ...read more.


It is quite difficult to rationalise which representation is better than the other, because they both have different purposes and audiences. Representation 1, at the time, was produced to gain support from the German citizens in favour of the Nazis, therefore, it was completely partial and it did not explore 'another side of the story' merely because it was an election tool. And as for the second representation, it is a historical account for students in high school; it is written on a much later date and gives an evaluation. The similarities only exist because they both illustrate propaganda, though in different styles and for different objectives. But it is commonplace for representation 2 to prove to be the more favourable one, because it gives an 'objective' overview. Yet, I do not and cannot rationalise how one could come to this type of conclusion given the imbalance of differences over similarities. ?? ?? ?? ?? Jamila Hussein 11A1 ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Germany 1918-1939 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Germany 1918-1939 essays

  1. Assignment 1, Coursework

    to start with, and the German people wouldn't have noticed him or had something they could associate him with: he wouldn't be known by anyone and he would have had to make a greater effort than he did to be known.

  2. How did the Nazis control the German people between 1933-1939?

    The first people to be sent to these camps along with the Socialists and the Communists were the Jews. Hitler blamed the Jews for many things that had happened, including the Treaty of Versailles.

  1. To what extent did the Nazis achieve an economic miracle in Germany between 1933-1939?

    Nevertheless Hitler had managed something remarkable given the worldwide atrocity of the 1929 Economic Depression. Hitler succeeded where the Weimar Government had failed, in tackling the effects of the Depression. Many historians argue that had Gustav Streseman still been alive in 1929 then Hitler may never have come to power.

  2. How Far Did The Nazis Control Everyday Life In Germany After 1933

    They also adopted the emblem of a black swastika on a white disk imposed on a red armband. More frightening than the S.A were the S.S. original created as a paramilitary bodyguard group for Hitler. They wore a black shirted uniform with the emblem of a skull as their badge.

  1. Why did the Nazi Party gain popularity in the years 1933-1939?

    Because there were so many out of work at the start of Hitler's rule, heavy industry was able to dramatically increase. Germany had the workers to do the work, and somehow the money to finance it. Coal and chemical production tripled.

  2. Why did the Nazis come to power in Germany in 1933?

    The Nazis made people believe that Hitler and their party were the only way out of the depression that Germany was in. The final reason how the Nazi's came to power was the choice by Papen and hindenburg to appoint Hitler as chancellor in 1933.

  1. ­­How much support was there for the Nazi regime between 1933 and 1939?

    The fact that they do not, suggests that there was not much involvement by the Communists or Social Democrats, and that they were not using the Church to distribute anti-Nazi propaganda. However, I do not know that the Gestapo and the regular Police were that closely connected, so the police

  2. How and why do Historians approaches to the MunichAgreement differ from each other?

    Each historian has a strong and evident view point that they are able to express shamelessly. Firstly, some historians, like Martin Gilbert, argue it was because of the doubt and hesitations of 'new' and 'old' reasons for appeasement. The 'new' reasons are factors such as uncertainty towards Germany's growing military

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work