Ordinary People and the Crimes Against Humanity

Small participation could help repression operate. Exam tip: do not underestimate everyday roles.

Dehumanisation is the process of portraying a group as inferior, dangerous, or less than fully human in order to deny its rights. Nazi propaganda used such portrayals of Jews and other targeted groups to justify discrimination, violence, and mass murder. Assimilation, the closest distractor, means becoming integrated into the wider society, so it is the opposite idea. Exam tip: connect dehumanisation with Nazi racism, propaganda, and genocide.

Some people resisted based on religious morality. Exam tip: remember diverse sources of resistance.

Jews were economically weakened by job exclusion. Exam tip: remember employment exclusion.

Office work could become part of a repressive system. Exam tip: remember the role of paperwork.

Nazi ideology was based on a racial hierarchy. It portrayed the so-called Aryan or German race as superior and treated Jews, Roma and several other groups as inferior. Thus, teaching children about Aryan superiority promoted this racial order. Racial equality is the opposite of Nazi thinking. Exam tip: link Nazi education and propaganda with racism and the belief in Aryan superiority.

The Nazi regime used songs, textbooks, schools and youth organisations to shape children’s thinking. Making children sing anti-Jewish songs was propaganda: it spread Nazi ideology and prejudice through entertainment and education. It was not democratic culture or peace education, because it promoted hostility towards a particular community. Exam tip: link the Nazi use of children and culture with propaganda and ideological control.

Stopping access to needs like food was harsh discrimination. Exam tip: write the effect on basic needs.

The correct answer is bystander inaction. Under Nazi rule, many people witnessed violence and discrimination against Jews but did not oppose it. Such silence allowed persecution to continue. Active protest is the opposite because it involves speaking out against injustice. Exam tip: identify a bystander as someone who sees wrongdoing but remains passive.

Under Nazi rule, treating violence, discrimination and persecution as normal reduced public sensitivity to state crimes. This weakened resistance and could create social acceptance for oppression. Protection of democratic rights is the opposite outcome. Exam tip: link the ‘normalisation of violence’ with public acceptance of crimes by an authoritarian state.

Stories also became a tool to teach prejudice. Exam tip: connect children's literature with propaganda.

Questioning propaganda is a sign of independent thought. Exam tip: connect critical thinking with civic responsibility.

Mocking victims shows an inhuman mindset. Exam tip: connect insensitivity with the effect of propaganda.

Accepting discriminatory laws as normal was dangerous. Exam tip: examine law and morality.

This is an example of moral resistance because the teacher takes personal risk to protect a student against the Nazi regime’s anti-Jewish policies. State repression means the government suppressing people; here, the teacher is resisting that repression. Exam tip: a courageous individual action against an unjust state policy is a form of resistance.

Nazi history teaches civic courage and protection of humanity. Exam tip: connect historical lessons with the present.

Parts of society also had a role along with the state. Exam tip: write both leadership and public role together.

Propaganda tried to make hatred appear right and normal. Exam tip: connect propaganda with mental control.

Ghettos increased isolation and insecurity. Exam tip: connect ghettos with social exclusion.

Informers created fear even in neighbourhoods and families. Exam tip: write surveillance as a tool of dictatorship.