Annotated Bibliography

Standards​:
Criterion A 1-2:
I will assess how well you argue and explain what are the useful aspects and limits of your
sources. To do well, your reasoning, logic, and explanations must be clear and detailed. Even if
the conclusion/reasoning seems obvious, write it down anyway.

Criterion B1:
I will be examining how well you can prove why your research question is important and how the
concepts of the unit are relevant to the research question. To do well, make sure the connection
with a concept is clear and your description of the importance of the research question is
connected to a global context (Think news or empathy/relationships with people)

Criterion C:
I will be examining whether each element of the OPVL is clearly addressed. I will also look to
see if you follow the format of an annotated bibliography and if you used proper citations.

Criterion D1,3:
1. I will be examining how well you describe to the concept(s) when you are justifying your
research question.
2. I will be looking to see how well the three sources you chose fit in with each other. One
way to do well is to make sure the Value of one source helps the limitations of another
chosen source. (MAKE SURE YOU EXPLAIN HOW THE SOURCES ARE
CONNECTED IN YOUR VALUE/LIMITATIONS OF EACH SOURCE)
3. Similar to the strand above

Instructions​:
Step 1: Think of a potential research question about​ anything related to Nazism​.
Step 2: Provide ​justification ​for why your research question is important and how does a
concept from this unit connect to it.
-For justification, you can look at recent news from around the world. Or you can connect it to
an important social issue that is still a problem now (like homophobia).
Step 3: Find and analyze three sources using the ​OPVL structures ​to show how the sources
could help answer your research question
A) Resource #1: Must be a ​secondary source​. This means it is a source created
AFTER the time period you are researching.
B) Resource #2: Must be a ​primary source. ​This means it is a source created
DURING the time period you are researching.
C) Resource #3: This could be a ​choice ​between a secondary source or a primary
source.
Step 4: Make sure you follow the annotated bibliography format. This means citations in (APA
format) ​goes on TOP ​of the analysis (paragraphs)
 Step 1:​ Research question

How Nazi’s fascism affect the rights and role of women in germany?

Step 2​: Provide justification for your research question. Explain why it is ​IMPORTANT f​ or
people to learn about this topic you are research and how one of the ​CONCEPT ​is connected
to this topic.
Provide an explanation for each of the following

Importance​:
There is plenty of area in this topic to expand, but I would like to learn more about how Nazi’s
fascism affect the rights and freedom of women in germany. This is an important piece of
knowledge to learn about because it can show us how different genders are treated within the
idea of Hitler and his belief. However, society before the rule of nazi is familiar with the idea of
women stays home and men working, which make it easier for Hitler to spread and take
action on this idea of his. The beliefs and ideology shaped this stereotype of women being
housewives and men as breadwinners. This created the traditional judgement of gender roles
that still exist in nowadays, which then leads to bigger issues like toxic femininity or
masculinity inside our society. Elliot Rodger is a great example of toxic masculinity, because
of his supporting idea towards monosphere and the strong dislike for women. His opinion has
provoked him to killing 6 and injuring 14 people. This shows the impact of Nazi’s ideology that
can still affect us till this day.

Concept​:
This research question target on the impact Nazi’s fascism have on german women. Showing
us the result of how ideology impacts society and each individual. Like the issue of
normalizing the inequality between genders remains because of ideology. Children can get
educated with a personal ideology of their teacher and continue to believe for the rest of their
lives. This is a main aspect of how ideology can impact a concept.

Step 3-4. Analyze the sources using OPVL

Source #1: PRIMARY SOURCE

Schrimpff, M. (N.A). Retrieved September 30, 2020, from

https://scroll.in/article/959951/why-i-became-a-nazi-essays-from-1934-highlight-womens
-role-in-the-rise-of-hitler

This a passage by a women on her experience during the rule of nazi. There isn’t a specific year
of when this essay was written but from the context, it is clear that the author is telling the
situation at around the beginning of political parties' election period. She wrote this to express
her perspective on women’s position in Germany, mainly targeting people nowadays who are
interested in her experience. This is definitely a biased piece of information because it is written
from a woman's point of view and what she experienced during the meeting and conference of
political parties.

In these two paragraphs, the author focuses on what the situation is like within each conference
and what impact women have done. For example she wrote, “Far from it. Not one man made a
sound, they stayed dead quiet. However, a miserable, frail little woman from the so-called
‘weaker sex’ raised her hand and forcefully rejected the Jew’s brazen remarks; he had in the
meantime allegedly disappeared to attend another meeting.” With this simple narration of the
meeting, it presented to us how women who are considered not capable of anything other than
housework are the only one who stand up and defend themselves. It informs us that there are
women who try to join in politics and areas where it was meant for men. However, this source
didn’t address any information on the impact these women have made. Since Nazi took over
later in time, women’s position in politic party aren’t stable anymore. So what happened to
them? I will need to future research on why nazi continue on the policy with gender role when
women also seems to perform well in political area.

Source #2: A CHOICE BETWEEN SECONDARY OR PRIMARY SOURCE

Hitler, A. (1953). Retrieved September 30, 2020, from

https://spartacus-educational.com/ExamRHU8.htm

This quote is taken from the book by Adolf Hitler called “Hitler's Table Talk”. It is published
around the end of nazi germany and world war 2, the content inside the book are quotes and
speech from Hitler but putted together by Heinrich Heim, Henry Picker, Martin Bormann and
other editors who transalated the german. This source talks about Hitler’s opinion on all kinds of
different aspects like his ideology, political ideas, beliefs, etc. Hitler is known for this extreme
fascist idea, so the following information in this source is biased. Taking into account that most
text from this book is speeches given out by Hitler, which means there is a definite persuasion in
it. Since those speeches are targeting those german citizens.

In this piece of information, we are able to see the clear rejection Hitler has towards female
leaders especially in the political area. As he quoted, “The woman loves more deeply than the
man. But in her, intellect plays no role... In political questions, the woman, even if she is
extremely intelligent, cannot separate reason from feeling... I am no friend of female suffrage.”
Notice that he talks about intelligence in women but pointed out a very stereotypical thought of
women is connected to emotions and feeling. This helps us understand that Hitler is aware that
women can have the quality to replace men in the brain, but not heart. It leads us to foresee
why qualified women are still not accepted as same level as men not because they are not
recognized but because of nazi’s fascist opinion on gender roles. This source told us about what
Hitler had to say about women behind the back of citizens, nonetheless, there isn’t an example
of how Hitler reacted to this “issue” of women’s political rights and what did he do to persuade
 women to still vote for him. My next step is to look at what policy or restriction Hitler has on
women specifically and how it affects women’s freedom.

Source #3: SECONDARY SOURCE

Mouton, M. (2010). FROM ADVENTURE AND ADVANCEMENT TO DERAILMENT AND

DEMOTION: EFFECTS OF NAZI GENDER POLICY ON WOMEN'S CAREERS AND LIVES.
Journal of Social History, 43(4), 945-971. Retrieved October 5, 2020, from
http://www.jstor.org/stable/40802012

This is an academic journal by Michelle Mouton, published by Oxford University Press in 2010.
The publisher is a part of the Oxford University department, which means that these texts are
mostly for education and research purposes. The purpose of this seems to be mainly for
research and exploration on social history. In this source, the author analysed how different
social groups of women are affected by Hitler's ideology and bias.

The author focuses on women who either successfully rise in their career or young women who
are in german school during that time period. She mentioned, “Women in all three cohorts tend
to remember Nazi policy as having no impact on their life choices.” this passage tell us how
actually that Nazi’s policy doesn’t affect as much as we see in those propaganda or purposal.
We are able to compare the changes in women’s life before and after the rule of nazi. But on the
other hand, this source fails to inform us on the situation of housewives or women with less
education, she only talked about the women with a decent amount of education. I will need to do
extra research on how the policy affects women in lower economic levels or those who are not
the ideal citizens.

Year 5 0 1-2 3-4 5-6 7-8

Criterion The student does not i. makes ​limited i. uses ​some i. uses a ​range ​of i. ​consistently ​uses a​
A: reach a standard relevant of terminology terminology range ​of terminology
Knowing described by any of terminology accurately ​and accurately ​and accurately
the descriptors below. ii. demonstrates ​basic appropriately appropriately ii. demonstrates
and
knowledge and ii. demonstrates ii. demonstrates detailed ​knowledge
understand understanding of adequate ​knowledge substantial and understanding of
ing content and concepts and understanding of knowledge and content and concepts
with ​minimal content and concepts understanding of through ​thorough,
descriptions and/or through ​satisfactory content and concepts accurate ​descriptions,
examples descriptions, through descriptions, explanations and
explanations and explanations and examples.
examples examples.

Criterion The student does not i.formulates a i. formulates/chooses i. formulates/chooses i. formulates/chooses

B: reach a standard research question a ​clear ​and ​focused a ​clear ​and ​focused a ​clear ​and ​focused
that is clear ​or a​ nd research question and
Investigati described by any of describes its describes ​its research question and research question and
ng the descriptors relevance relevance ​in detail explains ​its relevance justifies ​its relevance

Criterion The student does not i. communicates i. communicates i. communicates i. communicates

C: reach a standard information and ideas information and ideas information and ideas information and ideas
Communic described by any of in a limited way, satisfactorily ​by using accurately ​by using a effectively ​and
the descriptors using a style that is a style that is style that is ​mostly accurately ​by using a
ating
limited ​in its somewhat appropriate to the style that is
appropriateness to appropriate to the audience and purpose completely
the audience and audience and purpose ii. structures appropriate to the
purpose ii. structures information and ideas audience and purpose
ii. structures information and ideas in a way that is ii. structures
information and ideas in a way that is mostly ​appropriate to information and ideas
according to the somewhat the audience and in a way that is
specified format in a appropriate to the purpose completely
limited way specified format iii. ​often ​documents appropriate to the
iii. documents sources iii. ​sometimes sources of information specified format
of information in a documents sources of using a recognized iii. ​consistently
limited way information using a convention documents sources of
recognized convention information using a
recognized convention

Criterion The student does not i. ​begins to analyze i. ​analyses ​concepts, i. discuss concepts, i. completes a
D: reach a standard concepts, issues, issues, models, visual issues, models, visual detailed discussion ​of
Thinking described by any of models, visual representation and/or representation concepts, issues,
the descriptors representation and/or theories and/or theories models, visual
critically
theories in a limited ii. ​summarizes ii. ​synthesizes representation and/or
way information to make information to make theories
ii. ​begins to identify arguments valid ​arguments ii. ​synthesizes
connections between iii. ​analyses and/or iii. ​effectively information to make
information to make evaluates ​sources analyses ​and valid​, ​well-supported
simple arguments /data in terms of evaluates a wide arguments
iii. ​recognizes ​the origin and purpose, range ​of sources/data iii. ​effectively
origin and purpose of recognizing ​some in terms of origin and analyses ​and
few ​sources/data as values and limitations purpose, recognizing evaluates a wide
well as ​few ​values and values and limitations range ​of sources/data
limitations of in terms of origin and
sources/data purpose, recognizing
values and limitations