New Zealand Identity:

The Women Suffrage Movement:

Key Events:

 Women’s suffrage petitions presented in parliament.

 Massive women’s suffrage petition presented to parliament.
 Women win the right to vote.
 Women vote for general election.
 Women vote in Māori seats.

Important Dates:

1885
NZWCTU founded.

1893
Right to vote for women.

Key Words:

Suffrage: The Right to Vote.

NZWCTU: Helped push the women’s suffrage movement.
Kate Sheppard: Founder of NZWCTU, wrote short pamphlets.
The monster: Women’s suffrage movement petition signed by Kate Sheppard.

World War I:

Key Events:

 NZ goes to war because of the British Government.

 Capture of German soldiers at Western Germany.
 Gallipoli campaign—harsh conditions—ANZAC day
 Passchendaele Battle—800 deaths.

Key Words:

 Gallipoli: ANZAC day and harsh conditions

 The Western Front: Passchendaele, 800 deaths in 1 day
 Conscription: Forced enrolment in way
 Shirkers: Avoiding military service deliberately
 Conscientious Objectors: Believe the war is not good.
Māori in WWI and WWII:

Key Events:

 Digging trenches because the British didn’t want people of colour to fight against whites.
 28th Māori Battalion and Pioneer Battalion.
 Fighting in war

Key Words:

Pioneer Battalion: dug the trenches.

28th Māori Battalion: Infantry Battalion, fought in the war.

1975 Land March:

Key Events:

 From Northland to Wellington

 Dame Whina Cooper led the march.
 The Ngāti Whatua gain their land rights back.

Key Words:

Whina Cooper: The person who led the Land March

Mana Motuhake: Self Determination.

Dawn Raids:

Key Words:

Dawn Raids: Police officers target people of Polynesian backgrounds and ask for their passports at
dawn.
Polynesian Panthers: Did community work to prove that they weren’t a gang and protested against
the dawn raids.
Overstayer: People that overstay their visas. 2/3 of overstayers were European.

Bastion Point:

Key Words:

Joe Hawke: Leader of Bastion Point

Ngāti Whatua o Orakei: The tribe that protested against their land being taken.
Orakei Bank: Culturally important land was returned to them after it being stolen.
Waitangi Tribunal: Institution that investigates breaches of the Treaty.
 Politics and Legal Studies:
Separation of Powers:

Executive: Enforcing laws

Legislative: Makes Laws
Judicial: Puts laws into action.

Political System:

Democracy:
 Direct Democracy: Citizens directly participate in decision-making (e.g., Referendums)
 Representative Democracy: Citizens elect representatives that make decisions on their behalf
Anarchy: Absence of a formal government or stable authority.
Communism: Classless society, all property publicly owned, paid by needs.
Authoritarianism:
 Autocracy: A single individual holds absolute power
 Oligarchy: Small group of individuals or a single party with control.

NZ Political Parties:

2 Main Parties (Oppositions):

National: Right Wing

Labour: Left Wing

Other Parties:

Greens: Left, Forms coalition with Labour

Act: Right, Forms coalition with National
Māori: Described as Left but focuses on Māori Rights.

Elections:

 Total Seats: 120 / MMP (Mixed Member Proportional)

 Seats required to form Government: 65%
 71 electorate seats & 49 list seats
 List of Electorates given list seats

Two Types of Votes:

Electorate: The party that wins are given 71 electorate seats with the threshold being only 5% of
party votes to be allowed those seats. (Party Seats = Electorate Seats)
Party: List seats are given from Party Votes. (List Seats = Party Votes)
Court:
Court Hierarchy:

Supreme Court

Employment Court Māori Appellate Court

Court of Appeal

Employment High Court Māori Land Court

Relation Authority

District Court Environment Court

Family Youth Civil Criminal
Court Court Court Court

Tribunal & Authorities

No right to Appeal to Appeal to

Appeal District Court High Court

Appeals:

 Allows People to go to a higher court if dissatisfied from the sentence of their current court.
 Needs to be on recognised grounds.

2 Types of Law:

Criminal: Offence against the state or society & establish penalties for individuals who commits the
offences. (e.g., theft, murder, assault)

Civil: Deals with disputes between individuals or organisations. (e.g., Defamation, Contracts, Family
matters)

Types of Crimes:

Crimes against: Examples

The person Abuse, Murder
The property Trespassing, Graffiti
Country Terrorism, Treason
Legal system Tax Evasion, Perjury
Elements of Crime:

Actus Reus  Guilty Act

Mens Rea  Guilty Mind
Both Don’t have to be present to prove guilt.

Prosecution must prove that the offender is guilty.

 In Criminal Trials, they must prove this beyond any reasonable doubt.

Key Words:

Age of Responsibility: Presumption that children under the age of 10 are mentally incapable of
forming mens rea.
Doli Incapax: Presumption that children aged 10-14 are mentally incapable of committing actus reus.
Principles of Justice: Access, Equality, Fairness

The Legal System:

Bicameral Legislature:
Contains 2 houses:
 House of Representatives (Elected Members)
 Sovereign (Monarch, represented by Governor General)

The Jury:

Advantages:
 Diverse Perspectives
 Checks and Balances
Disadvantages:
 Bias and Prejudice perspectives
 Lack of expertise

Nazi Germany and the Holocaust:

How Hitler Became Chancellor/Rise to Power:

Treaty of Versailles:

 Created National anger for other countries & New Weimar government.
 Destabilised economy, increase in unemployment.

Great Depression:

 Completely Crashes Germany’s economy.

 High unemployment rate.
 Caused mass anger in Germany.

Weaknesses of Weimar Republic:

 Had to pay reparations for Treaty of Versailles, and as they didn’t have much money, paying
back was difficult.

How Hitler Became Chancellor:

Hitler Manipulated Germany’s hatred for these problems into a promise of hope. Hitler convinced
the citizens that he will be their saviours and solve all their problems if he wins the election.

Despite not winning the election, Hindenburg’s Advisors persuaded him that Hitler’s support was
needed, so Hitler became Chancellor.

How Hitler Established a Dictatorship/Consolidation of Power:

Reichstag Fire:
 th
27 February 1933
 Helped Hitler achieve access to the Enabling Act.
 Arson attack suspected to be started by Hitler.
 But blamed on Dutch Communist: Marinus Van Der Lubbe.
 Used this opportunity to punish Communist generals without trial.

Enabling Act:

 23rd March 1933

 Granted Hitler to enact laws without the Reichstag’s approval.

Night of the Long Knives:

  June 30th—July 2nd, 1934
 Elimination of any opposition, SA leader Rohm being killed.
 Reaffirmation of loyalty, with Hitler asking the German Army to pledge loyalty directly to
Hitler.

Death of Hindenburg:

 Granted Hitler presidency & solidified his authority.

Nazi Ideology & Propaganda:

Nazi Ideology:

 Lebensraum: Living room, idea of German Territories.

 Family was important: Women’s role was to stay home and be a mother.
 3 K’s: Kinder, Kirche, Kuche (Children, Kitchen, Church)
 Volksgermeinschaft: Uniting people across class divides to achieve a national purpose.

Repentance of other nations for creating the Treaty of Versailles and rebuild Germany’s armed forces

Propaganda:

Head of Propaganda: Joseph Goebbels

Ideas:
 Shows Communists & Jews as bad & horrible people.
 Shows Hitler as Germany’s Saviour & Leader.
 Showing family
 Promoting Hitler youth & League of German Maidens
 Showing the Aryan Race as superior to any other race.

Film:
 Masses of Films created to either shows other nations in bad light or to show Hitler and Nazi
Germany in good light.

Radio:

 Broadcasting Hitler’s Speeches to the radios given to each household.

 Limiting pick-up range to prevent other nations radios to be picked up.

Radio:
 Hitler used it to spread his speeches, declarations & directive.
 Hitler only allowed Nazi Propaganda to be published. Others were banned.
Cultures:
  Music related to Nazi Germany
 Artists focused to draw propaganda art.

Olympics:

 Set up Nazi propaganda around the Stadium, but no racist ones.

 Used this opportunity to demonstrate the Aryan Superiority.

Education—Hitler Youth & League of German Maidens:

Hitler Youth:

The Boys version of the camps.

Subjects that contained Indoctrination:
 Race study (Fuel Hatred for races that aren’t Aryan)
 Eugenics (Same as above)
 Ideology (Teaches Loyalty to Germany and how it is superior)
Military and Athletic subjects prepared Boys for War

League of German Maidens:

The Girls version of the camps.

Same Indoctrination Subjects
Sports to strengthen girls & keep them fit.
Domestic Science & sexual education to teach girls how to raise Aryan children and how to
“produce” more children—Prepare for Motherhood

Impact on future:

These camps helped Hitler manipulate the future generation’s loyalty to Hitler and Nazi Germany

Nazi Law:

Courts:

 Controlled by Nazis
 In the courts, people were tried for offences against the “Third Reich”.

Crimes punishable by death:

 Sexual Relationships with Jews

 Listening to Anti-Nazi radios
 Habitual criminality
Concentration Camps:
  First camp set up in March of 1933
 Set up for enemies of the state such as:
 Communists
 Jews
 Gypsies
 Run by the “Death’s Hand”.
 Those arrested go to the police cell & were forced to sign a document which stated that they
were allowed to be sent to prison.
 Helped influence the terror of being caught by the Gestapo.

Nazi Police State:

Heinrich Himmler:

 Head of the SS & the police, including the Gestapo

 Set up the first concentration camp in 1933.
 Obsessed with racial purity.

The SS:

 Schutz-Staffel
 Run by Heinrich Himmler
 24,000 fit Aryan members by 1929
 Had power to arrest & imprison anyone without any sort of trial.

2 Divisions of the SS:

 Death Head: Responsible for the Camps.

 Waffen-SS: Fought along in the Army.

The Gestapo:

 Secret State Police

 Gathered intel on people who seemed suspicious. Formed terror upon the German residents
 Power to arrest & imprison anyone without trial.

Informers:

 Created terror around the fact that anyone could be an informer.

 A network was created.
 Created self-censorship around Germany as anyone could be sent to the concentration
camps for deforming Germany.

Life in the Concentration camps:

 Daily life in the Camps:

 Dehumanisation
 Lack of food
 Hard to live in the stench.
 No blankets
 Bunk bed for 15 people
 Whipped
 Forced labour.

Survival:

 Using body heat to stay warm.

 Using the clothes of dead members.
 Mutual teamwork & support
 Understanding the language of the Camp
 Choosing the right jobs

Perpetrators, Collaborators, Bystanders, & Rescuers:

Perpetrators & Collaborators:

 The Death Head subdivision of the SS

 The “Final Solution” was being carried out—to eliminate all Jews in Europe.
 But they didn’t work alone, relying upon other German institutions & professionals.
 Ordered & organised or carried out the killing/persecution.

Bystanders:

 A witness of the events but didn’t interfere in any sort of way.

 Many countries agreed to help, but only a few didn’t take part.

Rescuers & Resistors:

 Few people decided to resist the Jews, High Risk.

 Many Jews throughout occupied Europe attempted armed resist from bases & ghettos.
20,000-30,000 Jews fought against the Germans.

Nazi persecution of Jews & other groups:

 Nuremberg Laws:
There are 2 laws:

The Reich Citizenship law:

 This law Defined a citizen as a person who is “of German or Related Blood”.
 Set in place to allow only racially pure Germans to hold a German Citizenship.

The law for the protection of German blood & honour:

 Banned intermarriages & sexual relationships between Germans & Jews

 Nazis believed that such relationships would undermine the purity of the German race due
to the Children & Descendants.

Kristallnacht/Night of the Long knives:

 Carried out by:
o Nazi Party
o SA + SS
o Hitler Youth
o Some German Citizens
 Was a violent riot against Jewish shops, buildings, and Synagogues (worship temple)
 Several hospital & homes were ransacked.
 9-10 November 1938
 30,000 Jewish men arrested & sent to camps.

Deportation:

 Several Jews were ‘Deported’ by trains & trucks and sent to concentration camps. This is part
of the “Final Solution”.
 Many Jews were taken out of ghettos to be deported to camps.

Genocide:

 Mass killing of mainly Jewish men, women, & children.

 Gas chambers, harsh conditions, firing squad, were ways many died in the camps.

People who were targeted:

 Jews
 Roma/gypsies, Sinti (Sub-group of Roma)
 Disabled
 Homosexuals
 African Germans
Anti-Semitism in Europe:
 Ancient Anti-Semitism:

 Egypt: Pharoh’s oppression of the Israelites—biblical account of Israelites enslavement.

 Rome: Jews faced various forms of discrimination, destruction of the Second Temple, leading
to further Jewish Dispersion and Persecution.
 Greece: Jews often regarded as outsiders and faced discrimination.

Medieval Anti-Semitism:

 Religious Prejudice: Christians blamed Jews for killing Christ.

 Economic Prejudice: Regulated money lending, as it was presumed that Jews were exploiting
Christians.

Segregation:

 Segregated in ghettos.
 Enforced separation of Christians & Jews

Modern Anti-Semitism:

 Nazi Germany segregation of Jews into camps

 Hate crimes carried out in Germany.
 Online Hate
 Discriminatory laws in Europe in the 19th Century.