Ordinary People and the Crimes Against Humanity

Railways organised deportation and sending people to camps. Exam tip: identify misuse of technology.

Dehumanisation reduced sympathy towards victims. Exam tip: understand dehumanisation as preparation for violence.

Under Nazi rule, some doctors participated in racist policies, forced sterilisation and so-called euthanasia crimes. This raises the ethical question that professional knowledge can harm people when it is separated from compassion, human rights and medical ethics. Option B is wrong because a doctor's duty is not to unquestioningly obey unjust state policies, but to protect the dignity and life of patients. Exam tip: include the terms ‘professional ethics’ and ‘human rights’ in your answer.

Kristallnacht increased the intensity of violence against Jews. Exam tip: treat it as an event of rising persecution.

Nazis saw women as mothers of supposedly pure race children. Exam tip: connect gender role with racism.

The response of religious society was not uniform. Some individuals and religious leaders opposed Nazi policies, many remained silent because of fear or indifference, and some compromised with the regime. Therefore, option B is correct. Option A is incorrect because people did not respond in the same way. Exam tip: remember opposition, silence, and collaboration as different social responses to Nazism.

Gas chambers were part of the cruel plan of the Holocaust. Exam tip: connect them with organised genocide.

Nazis diverted public anger through false blame. Exam tip: scapegoating is a propaganda technique.

Lists could help processes like deportation and arrest. Exam tip: identify the role of paperwork.

Economic boycott brought hatred into market and society. Exam tip: understand everyday discrimination.

Remembrance teaches society to avoid repeating injustice. Exam tip: connect remembrance with human rights.

The diary shows Holocaust suffering through personal experience. Exam tip: connect personal source with larger history.

The Nazi regime used repression, surveillance and the threat of arrest to silence many people and discourage resistance. At the same time, some people gained jobs, positions, confiscated property or social opportunities and therefore supported the regime. Option B is wrong because not everyone rebelled. Exam tip: when explaining ordinary people’s behaviour under Nazism, mention both fear and personal benefit.

Taking identity weakened and humiliated victims. Exam tip: connect identity with human dignity.

One sided information strengthened propaganda. Exam tip: connect information control with public opinion formation.

Leadership institutions and social behaviour were all linked with the crimes. Exam tip: write multi level responsibility.

Some stayed silent some cooperated and some helped. Exam tip: write diverse social responses.

Education was made a medium to spread Nazi ideology. Exam tip: understand the link between curriculum and politics.

A is correct. Fear, repression and the risk of arrest were important under Nazi rule, but they were not the only reasons for ordinary people’s silence. Some people saw employment, social advancement or other benefits in Nazi policies, while propaganda reinforced prejudice against Jews and other targeted groups. B is wrong because fear and repression did exist. Exam tip: when explaining public behaviour under Nazism, include multiple factors such as fear, propaganda, personal benefit and prejudice.

The Nazi regime used laws such as the Nuremberg Laws to give legal form to discrimination against Jews and other groups. At the same time, propaganda portrayed Jews as enemies of the nation and tried to make discrimination and violence seem acceptable. Option B describes a democratic system, the opposite of Nazi rule. Exam tip: remember that Nazi repression combined discriminatory laws, propaganda, and police terror.