“The Germans Are Coming”
Annotated Bibliography
My family gathers at my Oma’s house for Christmas. Normally we would be at home in Savannah celebrating with my dad’s side of the family, but this year the holiday is even more special.
Before we left our house to make the two hour journey to Augusta, I asked my mom why we were going there instead. Her response was one I have heard many times before: “The German’s are coming!” Looking back, this sounds pretty weird, but as a kid, I never questioned it. What she meant was, our great aunts who live in Germany are flying out to visit. I will admit, I was definitely not as excited about seeing these people I barely knew as the adults in my family were, but there excitement must have rubbed off on me because I could not sit still while waiting for “the Germans” to arrive.
My Nana, my mom’s mom, made me, my sister, and the rest of my cousins practice saying German phrases during the car ride. Hello, Hallo. Thank you, Danke. I love you, Ich Liebe Dich. Despite our repetition and practice, we would get shy when it came time to actually use these words.
German culture was a large part of my upbringing and affected me in an immense way. My Oma grew up in Germany, so she is the reason for my family’s German identity. Through my research, I believe I can find people with similar stories to her’s; there are many others who grew up in Germany and immigrated to America. I believe these sources can give me insight into her life.
Immigration and German Identity in the Federal Republic of Germany from 1945 to 2006
Cooper, Duncan. Immigration and German Identity in the Federal Republic of Germany from 1945 to 2006. Lit, 2012.
Immigration has always transformed and shaped various cultures and the lifestyles of the immigrants. After the second World War, there was an enormous increase in German emigration into America, most likely because of the hardships the country would have to face after such a large defeat. These German emigrants came from many different areas, some from former parts of the German Reich, others from areas outside of Nazi power, and even some from outside of Germany altogether.
Many sources and books relating to German immigration to America take place during earlier immigration in the 1700s and 1800s. My great grandmother emigrated to America in 1956, so her motives were definitely not the same as these early immigrants, who traveled to colonize the new world and find opportunity. Immigration that took place after World War 2 was mostly due to the German defeat, and a desire to go somewhere with a stable economy in order to succeed.
My great grandmother, my Oma, was born in Germany on 17 December 1934. My great grandfather was in the army and stationed there after World War 2. They met, fell in love, and got married on 31 December 1955. About a year later, on 29 December 1956, their small family was moved from Germany to the United States. Her motives were not the same as a lot of German immigrants; however, I think that the German economy after World War 2 was a factor for almost all Germans, even if it was not the primary reason.
Born Guilty: children of Nazi families
Sichrovsky, Peter, and Jean Steinberg. Born Guilty: Children of Nazi Families. Basic Books, 1988.
During World War 2, children in Nazi Germany were taught certain beliefs and ideals that make it seem as if they shared those ideals. Like the title says, these children were pretty much “born guilty” because of their lifestyles and culture, even though it was all they had ever know. The book consists of a series of interviews with children who grew up under Hitler’s power in which they talk about their childhood, their parents, and their current lives. Most of the children do not believe what they were raised to believe, and they see that the Nazi outlook was wrong, now. However, many people accuse them for just living in Nazi Germany during World War 2, even if they do not support what their society believed at the time.
It can be easy for the “innocent” to place blame on people for things that they cannot control; this philosophy can be applied to many points in history, but most strongly for World War 2 and the reign of Hitler in Germany. Children were forced to do and say things that they were told was the “right” thing to do, and they did not know any other way.
My grandmother grew up in Germany, during World War 2, and she has first-hand experiences with this way of thinking. Her parents and school taught her that Hitler’s views were right, and even if she had tried to go against these beliefs, she would have been punished. One of the stories that I have heard her tell from her childhood, was when Hitler visited her elementary school and her class lined up to shake his hand. At the time, she was told that Hitler was a sort-of God, but now she knows that what she was taught was not the best way of thinking.
Children’s literature in Hitler’s Germany: the cultural policy of National Socialism
Kamenetsky, Christa. Children’s Literature in Hitler’s Germany: the Cultural Policy of National Socialism. Ohio University Press, 1984.
When we look back at World War 2 and the Nazi reign over Germany, we often don’t consider the effect it had on the children living there at the time. It can be hard to imagine young children learning Nazi ideals and being taught that Hitler was, in a way, divine. However, schools in Nazi Germany did teach children the belief systems that Nazi’s possessed in order to carry there belief system through multiple generations and hopefully let it continue and spread over time. These beliefs were taught through many different mediums, including children’s books that were read in schools. An example of one of these books is called “The Poodle-Pug-Dachshund-Pinscher” by Ernst Heimer. At many points throughout the book, Jews are compared to “unpleasant forms of life” such as poisonous snakes, bed bugs, hyenas, and bacteria.
Like the previous source, this book gives insight into what it was like to grow up in Germany during World War 2. They were taught that the Nazi was of life was “right,” and they were not shown anything else. These children should not be blamed for believing the only thing they were shown. It makes me a little sad that some children were not even given the opportunity to know that this belief system was wrong, and they ended up living their whole lives believing in something evil. Even if they had decided to go against these teachings, they would face severe punishments.
My Oma went through all of her school in Germany during this horrible time. Looking back, she knows that the ideals she was taught are not good, but it was all she had ever known at the time. She has experiences that further show how the Nazi beliefs were forced onto children who did not know any better. She has told stories of how Hitler visited and made speeches at her elementary school.
Deines Dynasty
Mai, Brent Alan. Deines Dynasty. B.A. Mai, 1982.
My family has always shown pride in our German roots, which extended from my great grandmother, who was from Germany. However, her husband, who was born in America, also had German roots.
Deines Dynasty is a book written by Brent Alan Mai that compiles my family’s entire history and traces my ancestry. The book opens with the origins of the Deines family and tells why and when they came to America; it continues by listing the entire Deines family, including my great grandparents and all of their children. I thought this was extremely interesting because it is very similar to ancestry.com, it just didn’t offer any extra paperwork or documents showing when things happened in my ancestors’ lives. Mai, in the intro, discovered that the Deines family has German origins. Another thing he wrote about concerning the Deines’ is that they built many Lutheran churches when they came to America.
I was unsure if this book would help because I wanted to talk about her immigrating from Germany and focus on our German roots; however, with this book, I discovered that the Deines family also has German roots, and this was largely beneficial to my project. Now I have even more standing with the fact that my family has come from Germany and we celebrate this background in our everyday lives. I was also intrigued by the fact that they built Lutheran churches when they first arrived in America; my family still attends a Lutheran church, including my extended family.
Not only has Brent Mai’s research been helpful for my project, but the fact that someone wanted to map out my family’s history makes me see our ancestry in a new light. My family has an interesting past that I never thought to explore, and I am glad this project has encouraged me to learn more.
German Potato Pancakes
“Crispy German Potato Pancakes.” KitchMe, www.kitchme.com/recipes/crispy-german-potato-pancakes.
Potato pancakes are a popular dish across Germany, that can be made and served at home or served during festivals by street vendors. German potato pancakes, also called Kartoffelpuffer, can be salty and served as a side dish, or sweet and topped with fruit or, more commonly, applesauce. This delicious treat can be served at any time for any meal.
Potato pancakes are significant to me and the rest of my family. My earliest memories of visiting my Oma in Augusta involve drawing with felt-tipped markers and eating potato pancakes for breakfast, with applesauce on the side. I remember all the times I would get excited about travelling to see Oma, not only to see her, but to enjoy the traditional German cuisine. I long for the time when I can make her potato pancakes for my children and pass the recipe on to future generations.
Ingredients: 2 eggs, 2 tbsp all-purpose flour, 1/4 tsp baking powder, 1/2 tsp salt, 1/4 tsp black pepper, 6 medium potatoes (peeled and shredded), 1/2 cup onion, finely chopped, 1/4 cup vegetable oil
Directions:
1. In a large bowl, beat together eggs, flour, baking powder, salt, and pepper.
2. Mix in potatoes and onion.
3. Heat oil in a large skillet over medium heat.
4. Working in batches, drop heaping tablespoonfuls of the potato mixture into the skillet. Press to flatten.
5. Cook until each side is brown and crispy (about 3 minutes). Drain on paper towels. Optional: serve with applesauce.
Scholar Contact Email
“Hello,
My name is Kira Byrd. I am a first-year student at the University of Georgia. In my English class, I have been assigned a project in which I must look at my family history. I am focusing on my mother’s side of the family, the Deines’, and our German roots.
The book “Deines Dynasty” by Brent Alan Mai has been extremely helpful for this project. I am intrigued by all the family history Mr. Mai has collected and how he traced my family’s roots.
Unfortunately, I have been unable to request an interview with Mr. Mai, but I believe this would be very interesting and helpful for my research. When I searched for his contact information, your website came up, so I was hoping you could send me in the right direction and help me contact him.
I appreciate your time, and look forward to hearing from you.
Thank you,
Kira Byrd
B.S.Ed. English Education | Religion Minor
University of Georgia | Class of 2022
Kira.Byrd@uga.edu”
I sent this email to Fairfield University (the library department) hoping to find the contact information of the author I was hoping to interview. Instead of receiving his contact information, he emailed me back directly, and he already seemed to know who I was. His email stated, “You found me! Is your mother Amanda?”
If I interview him, some of the questions I would like to ask are why he chose to compile this book and look into the Deines family history, as well as if he knows anything about traits that have run in our family. I was very excited when I saw that he had replied to my email, and I look forward to learning more about my family through this.
Coco
“Coco.” Walt Disney, 2018.
My family has a deep and interesting history that I never thought to explore further before being assigned this project. However, now that I have learned so much more about my family, I feel more connected to them than ever. Some may compare this to having a conversation with the afterlife, or taking a trip to the land of the dead.
Coco is a movie about a boy named Miguel who dreams of being a musician, despite his family’s hatred of music. When he tries to steal a guitar from who he believes is his great-great grandfather, he is transported to the land of the dead. He uncovers things about his family history that even his parents and grandparents didn’t know. Through his journey, he reestablishes a love for music in his family, and fixes all of the bonds between them, living and dead.
Though I am not physically travelling anywhere, this movie is very similar to the project we are completing. In order to find information, some of us may have to virtually travel to the afterlife. Like Miguel talking to Mama Coco, some may find that it can be difficult to find the information you are looking for with the living members of your family. This project will not just for you or for this class; this project is for your whole family, who may also learn from it.
The Book Thief
Zusak, Markus, and Trudy White. The Book Thief. Alfred A. Knopf, 2016.
World War 2 caused a lot of physical and emotional damage to people all over the world. People often view the negative toll it took on Germany to be deserved; however, a lot of innocent German’s were affected by the war, and they did not deserve that. Think of all of the children who grew up there at this time. They were deprived of certain things we take for granted every day, and they were brainwashed into believing certain ideologies that are definitely frowned upon. None of these kids had a choice, or there were horrible consequences.
In “The Book Thief,” a young German girl, Leisel, is forced to steal books in order to learn to read. She develops a love for reading and continues to steal them. The main issue with this is not the stealing, but the fact that these books are banned in Germany, and they would normally have been burned if she did not steal them. There are a very select few that are allowed to be read and taught in schools. This book, in a way, shows what it was like to be a child in Germany during World War 2.
Like Leisel, my great grandmother grew up in Germany. However, she did not have anyone teaching her that the Nazi powers were wrong. She was forced to believe what she was taught in school. She is one of the blameless children in Nazi Germany, who many people still blame for what her elders were doing at the time, even though she did not have a say.
Cruel World: The Children of Europe in the Nazi Web
Nicholas, Lynn H. Cruel World: the Children of Europe in the Nazi Web. Vintage, 2006.
There are not many books that show the point of view of German children during World War 2; most of these books show Jewish children’s point of views, which I think makes sense. However, I believe German children can offer a new perspective on the entire situation. They have the innocence of a child, yet they are able to witness what is “behind the scenes” of the Great War.
This book shows another view that a lot of books do not address: the “role” of children during the war. Nazi families seemed to use children as objects to help their own ideologies. There was a lot of pressure on children during the war to fit the role lain out for them, and if they did not do what they were told there were harsh punishments.
While my Oma did not face the same harsh reality as other German children, she was still fed the same lies and misconceptions as they were during school. I cannot imagine what it must have been like for them. Were they scared? Did they really believe what they were being taught? My Oma has told me that she only did certain things or said certain things because of what would happen if she did not, but now that I think about it more, I realize this is probably not true. She was only a child, so how would she know that the people she was learning from and looking up to were telling her things that were not true or good.
How the Hitler Youth Turned a Generation of Kids Into Nazis
Blakemore, Erin. “How the Hitler Youth Turned a Generation of Kids Into Nazis.” History.com, A&E Television Networks, 11 Dec. 2017, www.history.com/news/how-the-hitler-youth-turned-a-generation-of-kids-into-nazis.
During World War 2 in Germany, organizations were created to steer children in what they believed was the “right” direction. In the article, one of the organizations discussed was Boy Scouts. Instead of Boy Scouts, every non-Jewish boy in Germany was required to be a part of “the Hitler Youth- the Nazi’s Youth Army.” Basically, it was a way to use the children to further the Nazi agenda. Other groups that allowed all children, including Jews, were attacked by these youth groups, often violently. The children were given weapons and told to fight pretty much any other group. They were told these groups were supporting communism and were against Hitler. By the end of 1933, there were over 2 million members of the Hitler Youth, which shows just how powerful Hitler’s reign over Germany was.
Because of the groups violent tendencies and beliefs, it makes sense that people who lived outside of Germany and people now would deem them as evil Nazi supporters. However, this is not fair for those children who could not help what they were taught. My Oma has told me from experience that they were taught about Hitler in school, and they were basically made to see the good in him. If anyone, even a child, were to express any sort of opposition, they were punished. Though the group was violent, imagine what would have happened to them if they had disobeyed their orders; I believe a lot more people would have been harmed.
Almost all children in Nazi Germany were a part of the Hitler Youth. I have never talked to my Oma about this- I did not realize it even existed until now- but I would like to know if she was a part of this. Because she is a girl, I doubt she was involved in the violence, but I am sure there were other roles present in the Nazi Youth Army. I do not believe my Oma is a bad person, and despite knowing where she grew up and vaguely what her childhood was like, I cannot imagine her being a part of this.
