Stories Behind the Berlin Wall: Lesson Modules

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1 Utah State University All Graduate Plan B and other Reports Graduate Studies Stories Behind the Berlin Wall: Lesson Modules Nicholas Redmon Utah State University Follow this and additional works at: Part of the Cultural History Commons, Eastern European Studies Commons, European History Commons, Geographic Information Sciences Commons, German Literature Commons, Human Geography Commons, Secondary Education Commons, and the Social History Commons Recommended Citation Redmon, Nicholas, "Stories Behind the Berlin Wall: Lesson Modules" (2018). All Graduate Plan B and other Reports This Creative Project is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact dylan.burns@usu.edu.

2 1 StoriesBehindtheBerlinWall:LessonModules NicholasRedmon UtahStateUniversity November18,2017

3 2 IntroductiontoLessonModule Thiswebsiteisacollectionofprimarydocumentsfocusedinthreepivotalyears, 1961,orattheconstructionoftheWall,1980,almosttwodecadesintothemidstof GermanDemocraticRepublic(GDRorEastGermany)sincetheWall serection,and1989, asthewallisbroughtdown.thiscomponentonthewebsiteisalessonmodule,whichisa roadmapforteachersandstudentsstudyingwhatlifewaslikeinthegdr,behindthe BerlinWall.Theselessonplansincludelearningobjectives,primarydocumentswith interpretationsandprompts,secondaryliteraturediscussionsanddebates,bibliographic linksforfurtherlearning,interactivelessonideas,andarestructuredasdaybyday curriculum.feelfreetousetheselessonplansinanyformthatbenefitsyourclassroom, whetherinwholeorbytheutilizationofspecificprimarydocumentsordayplans.

4 3 PrimarySourceAnalysis Thiswebsitewascreatedfortwopurposes:1)Allow studentsandindividuals interestedinthecoldwarandtheberlinwalltoanalyzetheeventswithavarietyof primaryandsecondarysourcesinaninteractivemethod;2)tofosteranunderstandingof howtoanalyzeprimarydocumentslikenewspapers,photographs,andoralhistoriesto makesenseofthemandlookforelementssuchasbiasandobjectives.thereareessential questionsandworksheetstiedtothedocumentstoaidintheirevaluation. TheLibraryofCongressexplains, Primarysourcesaretherawmaterialsofhistory. Anyprimarydocumentsuchasajournalentry,postcard,ornewspaperarticle,hasareason foritscreation.thesedocumentshelpusunderstandthecomplexitiesofthepastandcan giveusagreaterdepthofknowledgefrombygoneevents.whenstudentsunderstandthe intricaciesofprimarydocuments,andtheirrelationshiptopastevents,theygaincritical thinkingskillsandtheabilitytoanalyze. Pleaseenjoythiswebsiteandsubsequentlessonmodules,andusethemtoempower ourrisinggenerationtobeabletothinkcritically.

5 4 FormatofLessonModules Hereisaskeletonofhoweachmodulesectionlooks: Pivotal(Year:Exampleof1961 Essential(Questions:Thesearethemainoverarchingthemesinquiredaboutinthisera. Thesequestionsareaskedofstudentsseveraltimestoanswerthroughoutthemodules usingprimarydocuments toeffectivelyrespondtothequestions. Learning(Outcome:Thisisthemaingoalofwhatstudentsshouldknowattheendof thelessonunitmodule. Main(Project:Eachunitwillspecifyaperformancetaskorassessmenttoassessifthe learningoutcomewasmet.ashortessaysectionisincludedtoaskstudentstoeffectively answertheessentialquestionsbyreferencingprimarydocuments. Unit(Days:Afterthebeforementionedessentialsandoutcomes,therearesequential dailylessonsandprimarydocumentstiedtothem.thedailylessonsareformattedtofitan average60`minuteclassroomlength. Primary(and(Secondary(Documents:Theactualdocumentscanbefoundafterthe bibliographysectionintheappendixcorrelatingwiththeirname(example:*photograph #3,*Video#2).Studentswillanalyzetheseandwhenprompted,filloutaprimary documentanalysisworksheetandansweressentialquestions

6 Module#1 Essential(Questions:HowandwhywastheBerlinWallconstructed?HowdidtheWall disruptthelivesoffamilies,workers,theeconomyandtransportation,andgermany politically? Learning(Outcome:StudentscanexplainwhytheBerlinWallwasconstructedandits impactonthelivesitdivided.thefocusofthismoduleisthedisturbanceongermanswhen thewallsolidifiedtheboundarybetweeneastandwest. Main(Project((Assessment):Theassessmentisaproctoredtest,withmultiplechoice, shortanswersections,andareflectionsectionafterreadingaprimaryaccount. Note(on(Unit:Isuggestthetopicsthatwouldbeappropriatetocoverandinclude primaryresources,butdonotgivewordforwordrecantationsofwhattosayfor presentations.thismeansihavenotcreatedatestforthisunit sassessments,asiam 100%surewhatimportantvocabularyandconceptsyouwillexactlycoverinthisunit.Ido thistoallowforcreativityinyourclassroom.ihaveincludedpowerpoints,worksheets,and notesundermylinkspageonthewebsiteifyoudowantmore.additionalresourcesare provided Day(1:ThisisapresentationofColdWarbeginningsandwhyGermanywasdivided. StudentslearnaboutthetruereasonstheGDRbuilttheWall.Keypointsinpresentation:1) Focusonthe3.5milliondrainofGDRcitizensfromEasttoWest.2)ExplaintheNightofthe BarbedWire,akatheovernightbuildingoftheWall.ThenightofAugust12,1961, thousandsofbordertroops,police,fireman,andotherswerestationedalongtheborderof WestBerlin,andbegancreatingabarbedwireandbrickfenceborderbetweenthetwo.

7 6 CitizenshadbeenfleeingfromtheGDRtotheFederalRepublicofGermany(BRD)sincethe endofworldwariiin1945.itisestimatedthatover3.5millioncitizensfledforfinancial, family,political,orotherreasonstothewest.theeastgermangovernmentdebated, soughtadvicefrommoscow,anddecidedtobuildthebarricadetostoptheoutflowof youngworkingagecitizensfromtheircountry. Day(2:SecondarySourceAnalysisDay.Studentswillreadtheargumentputforthby theauthor(s)andassessitsaccuracyorapplicability.therearetwosecondarysourcesto analyze.themainquestionstudentsshouldtrytoanswerafterreadingtheliterature,is howwastheberlinwallwasportrayedineastandwesternmedia? *SecondarySource#1:BurnedBridgebyEdithSheffer. ThistextanalyzeshowEastandWestGermanscreatedthedivisionbeforetheWall wascreatedandhowthroughdiscourseitwasmaintained.shefferinvestigatesthecityof Coburg,whichisthelargestpopulationofEastandWestGermansinacityoutsideof Berlin,andtheirallegiancesandintereststhatdividedwhentheSovietandAmericans occupieditafterworldwarii. Day(3:StudentswilllearnaboutthetransportationdisruptionscausedbytheWall suchashighwayscutoff,subwaystravelingby ghoststations, etc.discusstheimpacton jobs,likethosewhoworkedinthewestbutlivedintheeast. *Photograph#1:MapoftheU`BahninBerlin. Analysis:ThismapisoftheSubwayraillinesinEastGermany.Let stakethe Nordbahnhofstopforexample,tounderstandmoreabouttheWall simpacton transportationinberlin:thenordbahnhofwasaheavilyguardedghoststationwhereno trainsstoppedfrom1961to1989.moreover,itcontainedbothanexittoeastberlin

8 7 (Invalidenstraße)andonetoWestBerlin(Gartenstraße),whichmadeitideallysuitedfor escapeattempts.anumberofbarrierswerebuilttopreventpeoplefromescaping.toget frominvalidenstraße(east)acrosstothegartenstraßeexit(west),afugitivehadtobreak throughsixwallsandasteelgrate.thesebarriers madeobsoletein1989afterthewall fellandthesocialistunitypartyofgermany(sed)governmenthadbeendeposed were graduallyremovedandthestationwasre`openedonseptember1,1990. AfterstudentsanalyzedtheSubwaymapandunderstoodanexplanationtheimpact onthetransportation,taketherestoftheclasstimetoanalyzeseveralprimary photographsfromthebuildingofthewall.studentsshallwritereflectionparagraphson whythesephotographsweretaken,whatstoriestheytelling,andanalyzewhythewallwas built? *Photographs#2`5arelocatedintheAppendix. AnalysisofPhotographsofWall(Photographs(from( Die(Mauer:(Fakten,(Bilder,( Schicksale (by(kai(diekmann):itwasunknownthroughoutwestandeastberlinthat citizenswouldwakeupaugust13,1961tobedividedbyacrudelybuiltbrickandbarbed wirewall.soonafter,inthecomingweeksandmonths,thewallslowlytookonitselevated menacingform.reviewthephotographsandtrytointerpretthereasonsforthe photographsbeingtakenandwhatimpactthewallhadonberlinerlives. EssentialQuestions:Write(2Q3(sentences(for(these(questions(using(this(primary( documents(as(evidence(towards(the(answers.(( 1)HowdidtheWalldisruptthelivesoffamilies,workers,theeconomyand transportation,andgermany? 2)WhywastheWallbuilt?

9 8 Day(4:ThisdayshallbeapresentationandsubsequentanalysisontheBerlinWall s fortificationsthroughtime.youshoulddiscusshowthegovernmentcreatedthewall overnightwithouttheconsentofthepublic,andwhowasinvolvedinitserection.explain howtherehavebeenaccountsofsoldiersabandoningtheirposts.thiswillbean investigationontheofficialreasonsforthecreationofthewallandthereactionstoit. StartclasswiththevideoclipfromDieterZander svideointerview. ThevideoislistedinAppendixtitled*VideoInterview#1. DieterlivedinBrandenburganderHavelwithhiswifeandtwochildren.Hewas activeindiekirchederheiligenderletztentage(ldschurch),asthedistrictpräsidentof theberlinarea,andwasvisitingachurchgatheringinberlin`spandautheeveningbefore thewallwasbuilt.hisparentsweretendinghischildrenasheandhiswifewerein Spandau.TheywereontheirwaybacklaterthatnightandwitnessedtheWall preparations.watchthevideoclipanddiscusshowquicklythewallwasbuilt,literally overnight. StudentswillexplorethenotionthatthisWallwasthe Anti`FascistFortification by reading*primarydocument#1,anexcerptfromthenewspaperberliner(zeitung(onaugust 14,1961. Summary:TheBerliner(Zeitungisanewspaperestablishedin1945inEastGermany. AfterthereunificationofGermany,ithasstillbeenoneoftheprominentnewspapersinthe Berlin`Brandenburgregion.ThisparticularissueoftheBerliner(Zeitungisexplainingthe reactionandjustificationfortheberlinwallbeingbuiltthedayprior.sincethisnewspaper isaneastgermanpublication,itfocusesonthewallbeingameasurenecessary,andthat thepeoplewerepleasedwithitsestablishment.

10 9 ExplorethewesternperspectivethattheWallreducedfreedombyreading*Primary Document#2,excerptfromthenewspaperMorgen(Post,fromAugust15,1961. Summary:TheBerlinerMorgen(Postisthesecondmostreadnewspaperpublication inberlin,andhasbeenaroundsince1898.thisperiodicalisoneofthemainperiodicals scrutinizingtheberlinwallfromthewesternside.theheadquartersfortheberliner Morgen(PostwereinWestGermany,andWestGermanybecameisolatedfromtherestof thecountryin1961,withtheconstructionofthewall.thisissueisthefirstmentionofthe Wall sconstruction,whichexplainstheeconomicalimpactanditisacalltotheworldto react. *PrimaryDocument#3:LetterfromWalterUlbrichttoNikitaKhrushchevin September1961,explaininghowtheprocessofbuildingstheWallwent.Studentsshould analyzewhowasultimatelyresponsibleforthewall. Answerthefollowingquestionsforeachprimarydocumentandcompleteaprimary sourceanalysisworksheetforone. EssentialQuestions:Write(2Q3(sentences(for(each(of(these(questions(using(this(primary( document(as(evidence(towards(your(viewpoint.(( 1)HowandwhywastheBerlinWallconstructed? 2)Howcanthewallbeseenasagoodthing? Day(5:ThislessoninvestigatestheimpactonWestBerlinmovietheaterslocated geographicallyclosetoeastberlin.studentswillreadprimaryaccountsfromindividuals livinginbernauerstraße,ahotspotinberlin,whichwasastreetthatwassplitdownthe middle,eastandwest.theseexcerptsarelabeledas*primarydocument#4:sixoral

11 10 historiesrecordedfrombernauerstraße,andtheirreactionstothewall.fromoral( Histories(from(Gendenkstätte(Berliner(Mauer(Berliner(Straße. BeforetheWallwaserectedin1961,therewere Grenzgängers. Thismeanspeople livedintheeastandworkedinthewest,foreconomicbenefit,astheeastwascheaperfor housing,andthewesthadhigherwages.oreasterncitizenswouldgotothewesttowatch cheap,westernmoviesintheaterswiththeirostmarks.thewestprofitedfromtheeast Germancitizensspendingmoneyintheirmovietheaters,grocerystores,departmentstores andmoreontheborder,wholookedforwesternentertainmentorgoods.whenthewall waserected,theseborderbusinesseswereseverelydrainedeconomicallyfromthelackof theostmarkandvisitationbyeastgermans.withthecreationofthewall,eastgermans couldnotlongercomeovertheborderandexploittheircircumstancesoflivingin communismbutexperiencingthecapitalisteconomy. Day(6:Thisisasplitupactivitywherestudentsresearchwallsthroughouthistoryand presentitthenextday:1)jerusalemwestbankwall,2)greatwallofchina,3)mexican BorderProposal,4)Hadrian swall,5)belfastpeacewalls,6)hungarianwall.have studentsanswerthefollowingfortheirwall:whatisit?whywasthereawallbuiltthere? Whatweretheconsequencesofthewall?HowdoesthisrelatetotheBerlinWall?Howcan youapplythistotoday,ortoyourlife?studentsshouldturninaworkscitedpage,citing thesourcestheyutilized. Day(7:Studentswillhavefifteenminutestostudyandpreparefortheirpresentation andthengroupswillpresenttheirpreparedinformationontheimpactsofwalls throughouthistory.

12 11 Day(8:TestDay.Youshouldincludeareflectionsectiontobefilledout,askingfor studentstoreflectonthedifferingviewpointsexpressedbythenewspapersandthewall s impactonindividuals,byansweringtheessentialquestions.

13 Module#2 Essential(Questions:WhatwaslifelikeforthosewithoutanymemoryoftheGDR beforethewallwasbuilt?whywouldsomeonewanttoescapethegdr?whatwould causethemtoattempttodoso?whatwerethedifferencesbetweenthissocialistsociety andacapitalistonelikewestgermany?whatwastheeducationsystemlike?didchildren knowanydifferentthanwhattheyweretaught(mediainfluencesfromwest)? Learning(Outcomes:StudentswillunderstandthatGDRcitizensandthosebornafter itsformation,andespeciallyafterthewallin1961,hadnoimpressionofitserrorsand livednormallives.childrenwereeducatedandsocializedtoliveandloveeastgermany. Someattemptedtoescape,perhapsfromtheireconomicstatusesorduetoStasipressure. ChildrenmighthaveseenacontradictionbetweenwhattheEastGermanygovernment promotedandwhattheywitnessedinwesternmedia,wheretelevisionsignalscame throughineastberlinregionsorcitiesclosetotheborder. Major(Project((Assessment):Studentswillresearchseveralprimaryaccountsof escapesaswellastheirreasoningandbackgrounds,andsomeaccountsofthosewholived inthegdrwithoutthedesiretoescape.afterthis,theywilldeveloptheirownauthentic backgroundstoryandescapeattemptoutthegdr.adetailedexplanationhandoutofthe performancetaskislistedintheappendixtitled*classroomdocument#1. Day(1:ExperientialLearningDay.Studentswillcometoclass,andbegivenarolecard ofeastcitizen,westcitizen,stasi,etc.andtrytofindpeoplewithsimilarlastnames`their family.thedocumentwiththefamilycardsistitled*classroomdocument#2inthe Appendix.ThentheclassroomwillbesplitbetweenEastandWestGermany.Theteacher

14 13 willgiveapresentationontheeventsleadinguptothewallbeingbuilt:endofwwii, Sovietcontrol,Capitalismvs.Socialism,Airlift,etc. Introduction:Aroundthe1970sandearly1980s,somethinginterestinghappenedin EastGermany`wholegenerationsofGermanswerebornaftertheWallwaserectedand knewnothingelsebuthowlifewas.evenstill,thousandsofeastgermanschoseto abandontheirlivesinthegdrincludingtheirfamilies,jobs,forthehopeofabetterlifein thewest.themainquestionweareinvestigatingis`whatwouldleadsomeonetodevelop theneedforsuchadrasticchoicelikeriskingdeathoveranimpenetrablewall? StudentsontheEastwillbeforcedtocolorpicturesusingblackandgraycrayons,and begivenonechoiceoftreat.thoseonthewestwillbeallowedtouseallcolorstocolor theirpictureandgetavarietyoftreats.studentswhoarestasiwillbelisteningfor dissentingviewpointsontheeastandarrestanyonewhenneeded.after5`10minutes,tell studentsthatthewalliscomingdownanditistimetopaintit.explainthedifferentvisions GermanshadoftheWall,thatintheWestithadgraffitionit,andintheEastitwasgrayand bleak.showimageofeastsidegalleryandexplainitsimportance,thatthiswallwasvisibly grayandbleakfor28years,andnowit hascolorfulgraffiti,illustratingthe freedomnowfeltinberlin.anypicture oftheeastsidegallery,suchasthe imagebelow,worksfine. ss.com/2011/09/berlinqeastqsideq gallery.jpg

15 14 Day(2:ReadPrimaryDocumentAccountsathttp:// Studentsshouldgoto VictimsattheWall sectionofthewebsiteandreadaccountsof JohannesSprenger,OlgaSegler,LotharLehmann,PeterFechter,andtwoothersoftheir choice.foreachaccounttheyreadtheyshouldwriteashortsummaryofthevictim s backgroundandtheindividual sreasonsforescape. After,for10minutesofclassexplainspecificfreedomsnotavailableintheGDRsuch asschoollife(pioneere,forcedtotakerussian),economy(jobs),infrastructure(focuson Wall sfortifications),andshopping(grocerystore,availabilityoffruit). ShowfilmexcerptfrominterviewwithLuiseWinklerfoundinAppendixtitled*Video Interview#2.Youshoulddiscusswhatsheexperienced,andthedifferencefromGDR supermarketsandthoseinwesterncountries.luisewasallowedtotravelwithher husbandtotheunitedstatestowardstheendofthe1980sfromeastberlin.thiswasa rareoccurrence,andwasallowedtowardstheendofthe1980sasthesedgovernment easedtheirtravelrestrictions.onlyoldermarriedcoupleswhowerenotimportanttothe jobforcewereallowedtotravel,buttheirchildrenandgrandchildrenwerenotallowedto travel,givingthemincentivetoreturntoeastgermany. Withtheremainingclasstime,explaintheconceptof Stasi. IntheGDR,therewere over100,000stasionthegovernment sbooks,andmoreunpaidcollaborators.atthe heightofthegdr,outofthe17millioncitizens,over6millioncitizenshadreportskepton thembythestasi.conductthefollowingactivitytoshowstudentshowlikelyitwasthata neighbororfriendcouldbespyingonyou.thepurposeofthisactivityisalsosothat studentswillcreateescapeattemptswithsmallergroupsofpeople,astheyshouldrealize thatlargergroupsweremorelikelytohavestasiinfiltrations.

16 15 Studentswillbegivenrolecards,withCitizenorStasiwrittenonit.Thereare5Stasi inthemidstofthestudents.theaimofthegameistoformgroupsofstudents,andthe largeststudentgroupwithoutastasiwins.stasiwillgettheprizeiftheyinfiltrateagroup withouttheirclassmatesknowingtheyarestasi.ifthereisevenonestasiinagroup,that grouploses,representingafailedescapeattemptorcapture.studentswillenjoythis red scare andhaveahardtimedecidingwhotokeeporkickoutoftheirgroups.bürgerand StasiRolePlaycardslocatedinAppendixas*ClassroomDocument#3. Day(3:Studentswillwatch7videointerviewclipsfromindividualslivingintheyears 1975`80,andread1audiotranscriptfromanother,toanalyzewhatlifewaslikeintheGDR. TheseaccountswillbesplitintodifferentthemessuchasBrigit(videointerview) discussingtheschoolsystemandhernegativeopinionofthegdr,andgünther(video interview)explainingtherequiredmilitaryserviceandhispositiveperspectiveofthegdr. See*VideoInterviews#2`8forclipsand*PrimaryDocument#5fortheaudiotranscriptin theappendix.aftereachvideocliportranscriptshown,theclassshoulddiscussthe viewpointfromtheindividualandhowitappliestoouressentialquestions. Day(4:Studentswillreadsegmentsfromthehistoricalfictionnovel ANightDivided byjennifernielsen.theexcerptscanbefoundas*fictiondocument#1intheappendix. Thisactivitywillbedoneasagraffitiwallgroupproject,whereoncetheyreadasection, theywillwriteordrawtheirreactionsonabutcherpaper.after5`10minutesatastation, theywillrotatewiththeirgroup,andreadanewsectionfromthebookatanewstation, andwritetheirreactionsonthegraffitiwallandreplytoclassmates reactions. Oncethereis20minutesofclassleft,leadaclassroomdebateaboutColdWartopics. Explainthatstudentswillbeaskedquestionsandtoldtostandonoppositesidesofthe

17 16 classroom(yesorno,badorgood,etc.),andthengetstudent sresponses,andclarifyand addyourthoughtsasneeded.herearesomeexamplesofquestionstoask:doyoubelieve communismisbadorgood?wouldyouagreetobeastasiagentandspyonyourneighbors andfamilyifyouwerelivinginthegdr?isthewallabadthing?didgermanydeservethe BerlinWall?WastheUnitedStatesinnocentduringtheColdWar?Whowasresponsiblefor startingthecoldwar?isthecoldwarstillgoingon?how?didthecoldwarcontributeto thewaronterrorism? Day(5Q7:Studentswillhave3daystoworkontheirescapeattempts.Showadiagram ofthewalltoshowhowintricatethewallanddeathstripwere.hereisagooddiagram shownbelow`

18 17 Also,itwouldbewisetoprovidethestudentsseveralwebsitesasexamplestosee actualescapeattemptssuchashttps:// escapeqstories_n_ html Day(8:PresentationofEscapeAttemptDay.Whenthestudentsarepresenting,they shouldfirstexplaintheirbackgroundstory,andthenpresenttheirescapeintheirformat prepared.beforethepresentationday,encouragestudentstocreatethepresentationin anyformatbutapowerpointsuchasaskit,poster,story,rap,puppetshow,etc.

19 Module#3 Essential(Questions:WhydidtheWallcollapse?Whatwasthetransitionoflifelikefor thecitizensofthegdrtoawesternlifestyle(howwasitforwesternerstomeet easterners?andviceversa?)? Learning(Outcome:StudentswilllearnthecomplicatedsituationGermansfeltat reunificationandstillfindthemselvesintoday,duetoacurrentlastingdivisionbetween EastandWest.TheyshouldunderstandthattheWallfellandColdWarendedthrougha combinationofpolitical,social,andculturalfactors.lastly,theywillapplythewallandits impactonotherpastandcurrenteventslikekoreaandmexico. Main(Project((Assessment):Studentswillgiveapresentationonthechangesthat occurreddirectlyafterthewallfellandinthecomingyear.theyshouldexplainthe positivesandnegativesofthedissolutionofthegdr,andhowreunificationcouldhave gonebetter.studentswillselectoneelementfromsocietysuchassocialismtocapitalism transformation,economy(jobsleavingeast,trabisafterthewall,etc.),education, shopping,families,etc.topresenton.theycannotchooseasocietalelementthatanother studentchose,sotheyneedtoreservetheircomponent. Day(1:ThisdaywillbeapresentationofmajoreventsleadinguptotheWall s collapse.handout*classroomdocument#4,foundintheappendix,whichisatimelinethe studentsshouldfilloutastheylistenandparticipateinthepresentation.importantevents toincludearegorbachev,hungary sborderopenings,octandnovemberprotests, televisionblunderofsayingtheborderisopen,tearingdownofthewallatbrandenburger Tor,andthesubsequentelectionandreunification.

20 19 Day(2:Studentswillreadaprimaryinterviewtranscript,watchvideoclipstalking aboutmemoryofthecollapseandaftermath,andanalyzephotographsfromtheevents. Theaimforthisdayistohavestudentsanalyzethegoodandbadfromthecollapseand reunification,sostudentsshouldtrytowriteabouttheopposingviewpoints,whichisthat thecollapsewasbadordamagingtosome.studentsshouldprepareargumentsfora classroomdebateaboutthecollapse. PrimaryDocuments:ReadsegmentoftranscriptfromPeterRichterofhisfeelingson thereunificationandtransition.canbefoundas*primarydocument#6intheappendix. Then,watchasegmentfromthevideointerviewwithFrauClaußandneighbor Kerstinabouttheirfeelingsofthereunification.FrauClaußexpressesherregretsofwhat hasbeenlostsincethereunification,suchasneighborfriendliness,andwhatshehas enjoyedsincethen.findintheappendixtitled*videointerview#9. Next,watchaasegmentfromvideointerviewwithWestGermanIngeBüschlen,who tookpartintheteardownofthewall,november9,1989andherfeelingsofthe reunification.canbefoundinappendixas*videointerview#10. Lastly,analyzethephotographsfromthenighttheWallfellandfromreunification. Onepicture(*Photograph#6)isofNovember9,1989,whenthemassesgatheredand bypassedtheguardstobegintheteardownatthebrandenburgertor.thenexttwo (*Photographs#7`8)showtherushofEasternerswhofloodedwesternbusinessesfor westerngoods. Discusstheimpactofreunificationviewpointsasaclassfromdifferentsourcessuch asfrauclaußandpeterrichter sapprehensionversusinge swestgermanviewpoint.

21 20 Day(3:DebateDay DiscusshowEastGermanyshouldhavebeenadmittedtobe apartofgermany.posethequestion Ifitwasdoneeffectivelyornot?Aretherestill impactsfelttoday? ReadtheexcerptsfromAngelaMerkel sspeechesaboutreunificationfoundin *PrimaryDocuments#7`8intheAppendix. AfterevaluatingChancellor smerkel sperspective,studentsshouldwritetheir opinionsinaone`pageessayduringthelasthalfofclass.encouragethemtoadd perspectivesfrominge,kerstein,frauclauß,andthephotographstheyanalyzed. Day(4Q7:Study/ResearchDaysforPresentation.Providesufficientprimaryand secondarysourcestobeanalyzedbystudentsduringresearchdays.thesecanincludeclips fromthevideointerviewsshowninthe1980lessonmodule.mostoftheintervieweesfrom the1980sunithaveclipswheretheydiscusstheirmemoryofthecollapseofthewalland reunificationapprehensionorexcitement.therearedocumentsforthcomingandinthe processofbeingtranscribed. Article(titled,( Winners(and(Losers(of(1989 (Q( losers Day(8:PresentationofProjects.Studentswillpresenttheirelementfromsocietythat transformedduringthereunificationprocess.everyoneelsewatchingthepresentation shouldtakenotesonthatsocietalchangeandturninnotesforcredit.

22 21 ConclusiontoLessonModule Theselessonmodulesandindividuallessonsspantheconstructionandfallofthe BerlinWall,withspecificfocusesonthepivotalyears1961,1980,and1989.By investigatingprimaryandsecondaryaccounts,withinteractivestudentactivitiesand projects,higher`levelthinkingandknowledgeoftheeracanbeachieved.theselesson moduleswerecreatedtohelpstudentsandthoseinterestedintheberlinwallnavigatethe websitefullofprimaryandsecondarysources.pleaseusetheseinwhatevershapeorform desired.

23 22 Bibliography Here(are(a(list(of(sources(cited(from(the(lesson(modules(and(other(links(to(learn(more(about( the(berlin(wall( PrimarySources Novels( Bailey,George,SergejA.Kondraschow,andDavidE.Murphy.Battleground(Berlin.Berlin: YaleUniversityPress,1997. Hoffmann,Matthias.Living(with(the(Wall.Berlin:NicolaiBerlin,2002. Hörnigk,Therese,andAlexanderStephan.The(New(Sufferings(of(Young(W.(and(Other(Stories( from(the(german(democratic(republic.newyork:continuum,1997. Hutchinson,Peter.Die(DDR(erzählt:(Nine(Stories(from(the(German(Democratic(Republic. Berlin:Harap Maron,Monika.Flugasche.Berlin:FischerTaschenbuchVerlagGMbH,1981. Millar,Peter.1989,(The(Berlin(Wall:(My(Part(in(its(Downfall.London:ArcadiaBooks,2014. Millar,Peter.Tomorrow(Belongs(to(me:(Germany(Through(the(Extraordinary(Lives(of( Ordinary(People.London:Bloomsbury,1992. Monson,ThomasS.Faith(Rewarded:(A(Personal(Account(of(Prophetic(Promises(to(the(East( German(Saints.SaltLakeCity:DeseretBookCo.,1996. Schneider,Peter,etal.The(Wall(Jumper.London:PenguinBooks,2005. Wander,Maxie,andChristaWolf.Guten(Morgen,(du(Schöne:(Frauen(in(der(DDR.Darmstadt: Luchterhand,1986. Wolf,Christa.Der(geteilte(Himmel.Berlin:SuhrkampVerlagGmbH,1963.

24 23 Vaizey,Hester.Born(in(the(GDR.UnitedKingdom:OxfordUniversityPress,2014. Films(during(GDR( Der(Dritte(Die(Kunst(zu(lieben(und(zu(leben.Video.DirectedbyEgonGünther Potsdam`Babelsberg:DEFASpielfilme,1998.DVD. Hostess.Video.DirectedbyRolfRömer.1976.Potsdam`Babelsberg:DEFASpielfilme. The(Man(on(the(Wall.Video.DirectedbyReinhardHauff.1982.WestGermany:Arthaus, 2009.DVD. Meier.Video.DirectedbyPeterTimm.1986.WestGermany:Studiocanal,2007.DVD. Solo(Sunny.Video.DirectedbyKonradWolf.1980.Potsdam`Babelsberg Traces(of(Stones.Video.DirectedbyFrankBeyer.1966.Potsdam`Babelsberg:DEFA Spielfilme,2013. Films(after(GDR( Bis(ans(die(Grenze:(der(Private(Blick(auf(die(Mauer.Video.DirectedbyGeraldGroteand ClausOppermann.2012.Schleswig`Holstein:FastbreakEntertainmentGmbH,2014. DVD. Good(bye(LeninVideo.DirectedbyWolfgangBecker.London:WarnerHomeVideo,2003. DVD.( The(Lives(of(others.Video.DirectedbyFlorianHenckelvonDonnersmarck.UK:LionsGate HomeEntertainmentUKLtd,2007.DVD. Die(Stille(nach(dem(Schluß.Video.DirectedbyVolkerSchlöndorff.Strasbourg:Arte,2000. DVD.

25 24 (Sonnenallee.Video.DirectedbyLeanderHaußmann.1999.Berlin:DelphiFilmverleih GmbH.DVD. ( Photography(Collection( Bahr,Christian,andGünterSchneider.Wo(stand(die(Berliner(Mauer.Berlin:JasonVerlag, Leben(in(der(Platten.(München:BucherVerlag,2013. Melis,Roger.In(einem(stillen(Land:(Fotografien(1965(Q(1989.Leipzig:Lehmstedt,2010. Morgenstern,Klaus.DDR(in(Color.Berlin:DDRBildarchiv,2012. Petro,Wolfgang.Die(Berliner(Mauer:(Ihr(wahres(Gesicht.(Berlin:JaronVerlag,2010. Viergutz,Volker.(The(Berlin(Wall(1961Q1989:(Photographs(from(the(Stock(Archives(of(the( Land(of(Berlin.(Berlin:BerlinStoryVerlag,2016. ( Newspapers((I(have(several(months(from(these(years(saved,(and(I(don t(have(specific(issues( selected,(but(when(i(do(i(will(cite(this(section)( Bild,(November2009. Berliner(Zeitung,August14,1961. Morgen(Post,(August15,1961. Neue(Zeit,1961,1979,1989. ( Oral(&(Video(Interviews AndreaClaußandKerstinRathke,interviewbyNicholasA.Redmon,June15,2017,video format.

26 25 BerndRüschel,interviewbyNicholasA.Redmon,June13,2017,videoformat. BirgitHeinemann,interviewbyNicholasA.Redmon,June15,2017,videoformat. BruderGröschke,interviewbyNicholasA.Redmon,June16,2017,videoformat. GunterBooltz,interviewbyNicholasA.Redmon,June15,2017,videoformat. IngeBüschlen,interviewbyNicholasA.Redmon,October10,2017,videoformat. KurtSchultEhepaar,interviewbyNicholasA.Redmon,June17,2017,videoformat. MartinaMieth,interviewbyNicholasA.Redmon,June13,2017,videoformat. PeterRichter,interviewbyNicholasA.Redmon,June11,audioformat. SigurdundSiegrunWinkler,interviewbyNicholasA.Redmon,June14,2017,videoformat. ThomasRost,interviewbyNicholasA.Redmon,June15,2017,videoformat. ThomasThummler,interviewbyNicholasA.Redmon,June13,2017,videoformat. ZanderEhepaar,interviewbyNicholasA.Redmon,June14,2017,videoformat. SecondarySources Ahonen,Pertti.Death(at(the(Berlin(Wall.Oxford:OxfordUniversityPress,2011. Ahonen,Pertti."TheBerlinWallandtheBattleforLegitimacyinDividedGermany."German( Politics(and(Society29,no.2(2011).doi: /gps Davis,GaroldandNorma. BehindtheWall:TheChurchinEasternGermanyPart1:Saints inisolation, Ensign,April1991. Die(DDR:(Eine(Chronik(deutscher(Geschichte.Renningen:GarantVerlagGmbH,2017. Fenemore,Mark.Nonconformity(on(the(Borders(of(Dictatorship.(Youth(Subcultures(in(the( GDR((1949Q1965).London:UniversityCollegeLondon,2002.

27 26 Fulbrook,Mary:The(People s(state.(east(germany(society(from(hitler(to(honecker,new Haven:YaleUniversityPress,2005. Funder,Anna,andMireilleVignol.Stasiland:(Stories(Behind(the(Berlin(Wall.Paris:Harper Perennial,2011. Hall,BruceW. AndTheLastShallBeFirst:TheChurchofJesusChristofLatter`DaySaints intheformereastgermany. Journal(of(Church(&(State42,no.3(Summer2000). Hertle,Hans`Hermann,andMariaNooke.The(Victims(at(the(Berlin(Wall(1961Q1989:(A( Biographical(Handbook.Berlin:FederalGovernmentCommissionerforCultureand themedia,2011. Hilton,Christopher.The(Wall:(The(People's(Story.Gloucestershire:TheHistoryPress,2011. Kuehne,RaymondM.Henry(Burkhardt(and(LDS(Realpolitik(in(Communist(East(Germany.Salt LakeCity:UniversityofUtahPress,2011. Kuehne,RaymondM.Mormons(as(Citizens(of(a(Communist(State:(A(Documentary(History(of( the(church(of(jesus(christ(of(latterqday(saints(in(east(germany,(1945q1990.saltlake City:UniversityofUtahPress,2010. Major,Patrick.Behind(the(Berlin(Wall:(East(Germany(and(the(Frontiers(of(Power.Oxford: OxfordUniversityPress,2011. Ross,Corey."EastGermansandtheBerlinWall:PopularOpinionandSocialChangebefore andaftertheborderclosureofaugust1961."journal(of(contemporary(history39, no.1(2004):25`43.doi: / Ross,Corey.The(East(German(Dictatorship:(Problems(and(Perspectives(in(the(Interpretation( of(the(gdr.london:arnold,2010. Rückel,Robert.GDR(Guide:(A(Journey(to(a(Bygone(State.Berlin:DDRMuseumVerlag,2012.

28 27 Sheffer,Edith.Burned(Bridge:(How(East(and(West(Germans(Made(the(Iron(Curtain.New York:OxfordUniversityPress,2014. Willner,Nina.Forty(Autumns:(A(Family s(story(of(courage(and(survival(on(both(sides(of(the( Berlin(Wall.NewYork:HarperCollins,2016. OnlineCollections BerlinWallMemorial. Die(Beauftragte(der(Bundesregierung(für(Kultur(und(Medien.June 20, ChronicleoftheBerlinWall. Bundeszentrale(für(politische(Bildung.(July17, GedenkstätteBerlinHohenschönhausen. Die(Beauftragte(der(Bundesregierung(für(Kultur( und(medien.september3, JugenderOppositioninderDDR. Bundeszentrale(für(politische(Bildung.August29,2017.( MemorialLandscapeBerlinWall. Berlin(Wall(Foundation.September11, TheBerlinWall. National(Education(Association.September2, TheBerlinWall:AMultimediaHistory. Rundfunk(BerlinQBrandenburg.August20, Wirwarensofrei. Bundeszentrale(für(politische(Bildung.July11, waren`so`frei.de.

29 28 HistoricalFiction Hensel,Jana.After(the(Wall:(Confessions(from(an(East(German(Childhood(and(the(Life(That( Came(Next.NewYork:Perseus,2008. Nielsen,Jennifer.A(Night(Divided.NewYork:ScholasticPress,2015. Sington,Philip.The(Valley(of(Unknowing.London:VintageBooks,2013. Young,David.Stasi(Child.London:MinotaurBooks,2017.

30 29 AppendixofPhotographs Photograph#1:U`BahnMapinGDR

31 30 Photograph#2:1961WestGermangirlsvisittheirgrandparents

32 31 Photograph#3:1961FreieDeutscheJugend(FreeGermanYouth)HelpBuilduptheWall

33 32 Photograph#4:1961MauerbauinReinickendorf

34 33 Photograph#5:1961SowjetischePanzerfahrermitBlumen(SovietTankDriverwith Flowers)

35 34 Photograph#6:November9,1989,thenighttheWallwasovercomewithEastand WesternGermansattheBrandenburgerTor.

36 35 Photograph#7:EasternGermansvisitWestGermanyforproducts.

37 36 Photograph#8:AnotherphotographoftheGetränkesolddaysafterthecollapseoftheWall innovember,1989,showingtheeasternenthusiasmforwesternproducts.

38 37 AppendixofDocuments PrimaryDocument1:ExcerptfromBerlinerZeitung14.August,1961

39 38 Montag14.August1961Zeitungsauschnitt TextclipsinGerman: BerlinerzudenSchutzmaßnahmen. Sicherheitfürunsalle Berlin(BZ).DieRegierungderDDRhatgehandelt.InderNachtzumSonntagsindanden GrenzenWestberlinsKontrollmaßnahmeneingeführtworden,diederWühltätigkeitaus derfrontstadtdenwegverlegenwerden.vorherhattendiewarschauervertragsstaaten ineinererklärungaufdienotwendigkeitsolchermaßnahmenhingewiesen.jetztistander GrenzeeineOrdnunghergestellt,diedenMenschenhändlernundGrenzgängerndas Handwerklegt. KurznachMitternachtwurdendiebeschlossenenMaßnahmenschlagartigdurchgeführt. VolkspolizeieinheitenbesetzendieÜbergangsstellennachdemWestsektor. DieBerlinerBevölkerungbegrüßteamSonntagmorgenmitGenugtuungdieneuen Maßnahmen,dievonderüberwiegendenMehrheitseitlangemerwartetundgefordert wurden. DerSonntaginBerlin BerlinlagandiesemSonntagindenfrühenMorgenstundeninstrahlendenSonnenschein. EingewöhnlicherSommersonntagbegann.VieleBerlinermachtensichwieüblichmit Autos,Mopeds,unddenöffentlichenVerkehrsmittelnaufdenWeg,hinausinsGrüne.Ein gewöhnlichersommersonntag,dieser13.august1961? Vielevondenen,diefrühunterwegswaren,hattensichnochnichtinformiert.Siewurden erstaufmerksam,alssieaufdenautobushaltestellenmitarbeiterndernationalenfront

40 39 begegneten,dieanallenbürgerextrablättermitdemwortlautderregierungsmaßnhamen verteilten. "Sehrrichtig"`EineverständlicheMaßnahme"`"EswarhöchsteZeit"`Daswaren spontanemeinungen. Weilsienichthörenwollten... "Dieser13.August1961isteinschwarzerTagfürdiewestdeutschenMilitaristen.Ein schwarzertagfürdenmilitarismusaberisteintagdessiegesfürdiedeutsche ArbeiterklasseundalleFreundedesFriedens. TextClipsinEnglish Berlintotheprotectivemeasures. Safetyforallofus Berlin(BZ).TheGDRgovernmenthasacted.OnthenightofSunday,controlmeasureshave beenintroducedonthebordersofwestberlin,whichwillsetanallowanceforthewayout ofthecity.previously,thewarsawstatespartieshadpointedoutinastatementtheneed forsuchmeasures.nowanorderhasbeenestablishedattheborder,whichstopsthe bordercrossers. Shortlyaftermidnighttheresolvedmeasureswerecarriedoutabruptly.People'spolice unitsoccupythetransitionpointstothewestsector. OnSundaymorning,theBerlinpopulationgreetedwithsatisfactionthenewmeasuresthat theoverwhelmingmajorityhadlongexpectedanddemanded. TheSundayinBerlin

41 40 BerlinwasintheearlymorninghoursonthisSundayinbrightsunshine.Anordinary summer'sdaybegan.manyberlinerswentoutintonatureasusualwithcars,mopeds,and publictransport.anordinarysummerday,thisaugust13,1961? Manyofthosewhoweretravelingearlyhadnotyetbeeninformed.Theyonlynoticed whentheymetemployeesofthenationalfrontonthebusstops,whodistributedexcerpts toallcitizenswiththewordingofthegovernmentmeasures. "Verygood"`Areasonablemeasure"`"Itwashightime"`Thesewerespontaneous opinions. Becausetheydidnotwanttohear... "ThisAugust13,1961isablackdayfortheWestGermanmilitarists,ablackdayfor militarismbutitisadayofvictoryforthegermanworkingclassandallfriendsofpeace. TheBerlinerZeitungisanewspaperestablishedin1945inEastGermany.Afterthe reunificationofgermany,ithasstillbeenoneoftheprominentnewspapersintheberlin` Brandenburgregion.ThisparticularissueoftheBerlinerZeitungisexplainingthereaction andjustificationfortheberlinwallbeingbuiltthedayprior.sincethisnewspaperisaeast Germanpublication,itfocusesonthewallbeingameasurenecessaryandthatthepeople werepleasedwithitsestablishment.

42 41 PrimaryDocument#2:ExcerptfromMorgenPost15.August,1961

43 42

44 43 Dienstag15.August1961Zeitungsauschnitt TextclipsinGerman: WirrufendieWelt SehtherAndieserwaffenstarrendenMauervordemBrandenburgerTorinBerlinendet diefreiheit NichtnurdieFreiheitWestberlins.HierendetauchdieFreiheitderfreienWelt WirinWestberlin,diewirnochdasfreieWortaussprechendürfen,wirrufenderWeltzu: LegtdiesesBildaufdieVerhandlungs`undKonferenztische.DrucktesinallenZeitungen. ZeigtundsagtalleMenscheninunsererfreienWelt,vonwoausdernächsteSchlaggeführt werdenkanngegenwestdeutschland,jeneeuropa`wennwirnichtwachsamund standhaftsind. HabtdiesesBildvorAugen,wennausdemKonzentrationslager"DDR"dielockenden EinladungkommenzuHandelsmessen,zukulturellenVeranstaltungen,zusportlichen Treffen,zuAusstellungen. Fragteuch,obesnocheineBrückegebenkannüberdieserPanzerundBajonette,dieseit Sonntagaufgefahrenundaufgeplatztwordensind,um16MillionenendgültigdasRechtauf Selbstbestimmungzunehmen. DieBewohnerWest`Berlinswerdennichtaufhören,diesesRechtzufordern.Siewerdenes immerwiedertun.stellvertretendfürjenesechzehnmillionen,dienunnichteinmalmehr mitdenfüßenwählenkönnen. Telefonverkehrunterbrochen SeitgesternfrühbestehtzwischenderBundesrepublikundderSowjetzonekeine Telefonverbindung.DiePostbehördenderZonevermittelnkeineGesprächemehr.Auch

45 44 derfernschreibverkehristvondensowjetzonalenbehördenunterbrochenworden. GesternNachmittagkonntenlediglichnochTelegrammevonderBundesrepublikindie Zonegesandtwerden. LädenundKinosanderGrenzeverlorenTausendevonKunden GeschäftsleutehabenSorgen``keineOstmarkinderKasse Etwa500,000OstmarkwandertentäglichindirKassenderWestberlinerLädenentlang dersektorengrenze.gesternnahmendiesegeschäfte,kioske,undkaufhäuserkeineeinzige Ostmarkein.AlsdieReporterder"BerlinerMorgenpost"diebetroffenenGeschäftsleute aufsuchten,warensieoftdieeinzigen"kunden." EinechterBerlinWurst`Maxesagteschließlich:"DetGeschäftwarheutemies.Nochmieser ist,daßdieleuteausdemostennurnochvolkseigenewurstzukauenhaben.aberwasich besondersfiesfinde:dieostlerkönnensichnichtmehrbeimirausquatschen.hierkonnten sefreireden..."l.r. TextclipsinEnglish: Wearecallingontheworld LookhereOnthisarmor`piercingwallinfrontoftheBrandenburgGateinBerlinends freedom. NotonlythefreedomofWestBerlin.Thefreedomofthefreeworldalsoendshere WeinWestBerlin,whoarestillallowedtospeakfreely,wearecallingontheworld:Put thispictureonthenegotiatingandconferencetables.printitinallnewspapers.showand tellallpeopleinourfreeworld,fromwherethenextblowcanbemadetowestgermany, thateurope`ifwearenotvigilantandfirm.

46 45 Havethispictureinmindwhentheconcentrationcamp"GDR"invitesyoutotradefairs, culturalevents,sportingevents,exhibitions. Askyourselfiftherecanstillbeabridgeoverthetanksandbayonets,whichhavebeen calledupandstationedsincesundaytotakeawaytheself`determinationandrightfrom16 millionpeopleaway.theinhabitantsofwestberlinwillnotceasetodemandthisrightfor theeastgermans.theywilldoitagainandagain.forthosesixteenmillionwhocannot evenchoosetheirpath. Telephonetrafficinterrupted SinceyesterdaymorningthereisnotelephoneconnectionbetweentheFederalRepublic andthesovietzone.thepostalauthoritiesofthezonearenolongerarrangingfortalks. TelecommunicationshasalsobeeninterruptedbytheSovietauthorities.Yesterday afternoononlytelegramsfromthefederalrepublicweresenttothezone. Shopsandcinemasontheborderlostthousandsofcustomers Businessmenareworried`noOstmarkatthecashdesk About500,000OstmarkemigrateddailytoyouinthecashregistersofWestBerlinstores alongthesectorborder.yesterday,theseshops,kiosks,anddepartmentstoresdidnotget anysingleostmarks.whenthereportersofthe"berlinermorgenpost"visitedtheaffected businessmen,theywereoftentheonly"customers." ArealBerlin`sausage`Maxefinallysaid:"Thebusinesswasbadtoday,evenworseisthat thepeoplefromtheeasthaveonlychewedsausage,butwhatifindespeciallyevenworse: istheeasternerscannolongertalkwithme,becauseheretheycouldtalkfreely..."lr TheBerlinerMorgenpostisthesecondmostreadnewspaperpublicationinBerlin,andhas beenaroundsince1898.thisperiodicalisoneofthemainsourcesanalyzingtheberlin

47 46 Wallfromthewesternside.TheBerlinerMorgenpostwassurroundedin1961whenwas thewallwasbuilt,essentiallyblockingoffwestberlinfromeastgermany,eventhough WestBerlinwasinthemiddleofEastGermany,asanislandinthemiddleoftheocean.This issueisthefirstmentionofthewall sconstruction,whichexplainstheeconomicalimpact andisacalltotheworldtoreact.

48 47 PrimaryDocument#3:LetterfromWalterUlbrichttoNikitaKhrushchev The(following(letter(does(not(follow(the(page(numbers(in(this(document,(only(page(one( correlates(with(page(32(in(this(document,(and(the(rest(are(nonqnumbered.(( Digital Archive International History Declassified digitalarchive.wilsoncenter.org September 15, 1961 Letter from Ulbricht to Khrushchev on Closing the Border Around West Berlin Citation: Letter from Ulbricht to Khrushchev on Closing the Border Around West Berlin, September 15, 1961, History and Public Policy Program Digital Archive, Published in CWIHP Working Paper No. 5, "Ulbricht and the Concrete 'Rose.'" Translated for CWIHP by Hope Harrison. SED Archives, IfGA, ZPA, Central Committee files, Walter Ulbricht's office, Internal Party Archive, J IV 2/202/ Summary: Ulbricht writes to Khrushchev regarding the closing of the border between east and west Berlin. Credits: This document was made possible with support from the Leon Levy Foundation. Original Language: German Contents: English Translation

49 Letter from Ulbricht to Khrushchev, 15 September SED Archives, IfGA, ZPA, Central Committee files, Walter Ulbricht's office, Internal Party Archive, J IV 2/202/130.. Now that the first part of the task of preparing the peace treaty has been carried out, I would like to inform the CPSU CC Presidium about the situation. The implementation of the resolution on the closing of the border around West Berlin went according to plan. The tactic of gradually carrying out the measures made it more difficult for the adversary to orient himself with regard to the extent of our measures and made it easier for us to find the weak places in the border. I must say that the adversary undertook fewer countermeasures than was expected. The dispatch of 1500 American bandits would bother the West Berliners more than we do. The drawing-up of the Soviet troops into a position of readiness as well as the employment of units of the National People's Army in Berlin had a very sobering effect on the adversary. It was of decisive significance that the Warsaw Pact states acted unanimously under Soviet leadership and that the Soviet press reported comprehensively after August 13 and took a position supporting the GDR measures. We achieved the following things by closing the border around West Berlin: 1.) The protection of the GDR against the organization of a civil war and military provocations from West Berlin. 2.) The cessation of the economic and cultural undermining of the capital of the GDR by the West Berlin swamp. 3.) A change in the political situation will occur. The Bonn government has understood that the policy of revanch and the plan to roll back the GDR by the organization of a civil war and a small war has been destroyed for all time. This will later have great effects on the tactics of the Western powers regarding Poland and Czechoslovakia. 4.) The authority of the GDR state, which was weakened by its tolerance towards the subversive measures from West Berlin, was strengthened and a revolution in the thinking of the population of the capital and the GDR has occurred. The experiences of the last years have proven that it is not possible for a socialist country such as the GDR to carry out peaceful competition with an imperialist country such as West Germany with open borders. Such opportunities first appear when the socialist world system has surpassed the capitalist countries in per-capita production. The adversary tried to answer our defense measures with a cry about the division of Germany. The attempt to call forth difficulties for us through chauvinistic propaganda and the use of the slogan of the "right to self-determination" failed, because large groups of the population had believed for a long time that it could not continue further as it was. The revolution in the mood of the GDR population was expressed in the happiness that the adversary was dealt a real blow. The authority of the GDR state grew significantly in the people's consciousness. Not only broad groups of the industrial workers, but also the collective farm 126

50 workers, are working better than before. The main discussions in the weak sections of the population, especially in parts of the intelligentsia, are basically about perspectives. Many people say that they will no longer be able to visit their uncle and their aunt regularly, but they really think that now the Western orientation is shattered and that there is no longer any other way than to orient themselves on the workers-and-peasants state of the GDR and on the socialist camp. Each citizen of the Republic who hoped for the reunification of Germany through an inexplicable compromise between the four powers or in general through any kind of "concessions by both sides" was forced to think the issue through to its conclusion, i.e., the resolution of the national issue of the German people presupposes the conquest of German imperialism and the victory of socialism in the GDR. The people learned in the days after August 13 to completely think through many questions to the end. I would like to mention that the organized adversaries, who let themselves be led in their struggle against the GDR by RIAS [Radio in the American Sector] and West Berlin agencies, on the basis of the hatred of the West Berlin radio stations in July and the first half of August, were released from prison and some were made safe. I must say that the intelligentsia in general understood the situation relatively quickly. They respected the measures of the state, and there were fewer difficulties with them than before. There were bigger conflicts only with a part of the young intelligentsia which felt the experiences of the capitalist time. In the GDR capital, some of the citizens who had worked in West Berlin factories took work in our factories. There are young people who were infected strongly by the Western imperialist propaganda and asphalt culture. Some of the younger workers refused to work and roamed around the streets. We transported some of them from the streets into work camps to teach them to work. There were difficulties, because some of the doctors of Charity hospital and other hospitals live in West Berlin and were influenced there not to come to work in the capital of the GDR. Also several large orchestras and theater ensembles are having difficulties which we are trying to overcome by enlisting artistic forces from the Republic (50% of the musicians of the orchestra of German State Opera were West Berliners; the majority of artists at the Comic Opera live in West Berlin). The present elections for the district parliaments, district councils, and district assemblies help us to carry out great educational work in the entire population and to further consolidate the situation. A measure of the drastic change in the working class is the resolution on production intentions for raising the production in the same period of time and with the same pay, as well as making the economy free from interference. The agricultural production cooperatives have begun a plan for raising the production for the market in a similar way. We not only want to raise production with this campaign, but also at least in part to correct the violations of the economic laws which occurred due to influences from West Berlin. The raising of consciousness of struggle is reflected in the commitment of more than 50,000 young men to voluntary duty in the National People's Army. Of course, the older workers also helped with this, since they made it clear to the young men that every young man must complete his military service with defense of the fatherland. There are many resolutions from the factories which request the President of the Volkskammer to move for the Volkskammer to resolve on the institution of the draft. We have stopped this now and postponed these appeals until after the peace treaty. 127

51 The visit of the cosmonaut Comrade Major Titov was a great help for us. His visit gave us the opportunity to connect the questions of the securing of peace with friendship with the Soviet Union and with the issues of the future as they are set forth in the CPSU program. Comrade Titov behaved extraordinarily. Even in the most complicated situation he reacted quickly and properly politically, like a true cosmonaut. So, thank you very much for this great help. Due to our measures of August 13, the whole election exercise was muddled up in West Berlin and West Germany. When Mr. Brandt was summoned to Berlin on August 13, he made an overwhelming impression and demanded countermeasures by the Bonn government and the Western powers, even if they meant extreme risk. The adventurer Brandt overtook even Mr. Adenauer in regard to chauvinism and anti-communism. This does not however change the reality that both Adenauer and Brandt came to West Berlin to see for themselves the fragments of their policy of revanch and the policy of strength. In West Berlin itself the border areas have become desolate. Many stores and cinemas are closed, many members of the bourgeoisie are moving their homes to West Germany. There are now many villas for sale in West Berlin. The new aspect of the situation is that West Berlin has finished playing its role as a show window of the capitalist West and also will continue to function only partially as a center of subversion. Further, it has been made clear that by the regulation of the use of the transit routes of the GDR to West Berlin, this part of the city will not escape from the difficulties. West Berlin can develop only on the basis of normal relations with the GDR. Until now West Berlin received about one and half million marks in subsidy from the USA and the Bonn government per year. In addition, there are the many buildings which were made with money from the USA and Bonn. The West Berlin Senate demands in addition from Bonn a further one billion mark subsidy each year. From this it is clear how much West Berlin has lived at the cost GDR. After the closing of the border, suddenly there was still present in the GDR capital even in the evenings enough meat of the best quality, while before, especially on weekends, it was already sold out by midday. We also do not have any more problems with bread or butter in the capital. Even the women are satisfied that they can now go to the hair dresser's, since until now the big hair dressing salons were occupied by West Berlin women. In West Germany, the defense measures of August 13 also led to a sobering up among a part of the bourgeoisie. War Minister Strauss was somewhat repressed and Economics Minister Erhard was pushed more into the foreground. Unfortunately the time until the elections in West Germany on September 17 was too short so that August 13 had only a little influence in West Germany. The German Peace Union cannot master the new main questions in so short a time, although it takes great pains and its resolution on a neutral Germany has gained ground gradually. The international effect of August 13 was generally a very positive one. The citizens of the people's democracies realize more and more now that the struggle against German militarism and for a peace treaty is the business of every people's democracy. The danger of German militarism has become more clearly visible in the capitalist countries of Western Europe. In the majority of neutral countries the governments have come to the realization that there is a German Democratic Republic, and it is no longer prepared to support the occupation rights in West Germany and West Berlin claimed by the USA. Regarding the USA, it obviously will play the 128

52 strong man by bare-faced demands and thinks it will gain a better negotiating position from this. Otherwise, it cannot be explained that the USA claimed an unrestricted right to occupation in West Germany and West Berlin in its last note. The American-oriented West Berlin daily newspaper "Der Tagesspiegel" even refers to the Haager Convention of 1898 in which the conduct of occupation troops in a country captured in war was regulated. This position of leading politicians in the USA and West Germany has induced us to carry out a systematic campaign for the right to self-determination of the West German population with the demand of the right of West Germany to leave the Paris Treaties and the demand for the removal of American occupation troops from West Germany. Since the resolution of the national question of the German people is only possible through the overcoming of German imperialism, we put forward the liberation of West Germany from the shackles of the Paris Treaties of NATO and the departure of foreign troops from West Germany as prospects for the militarily neutral Germany. The strengthening of the workers-and-peasants state of the GDR and the victory of socialism is the basic condition to overcoming the imperialist past and present in all of Germany and to establishing a militarily neutral and flourishing Germany. We assess the situation such that the GDR will be strengthened further. In this we must see that also when the borders are closed the competition with West Germany will continue. Thus, we must overcome in the next years the losses which we have suffered because of West Berlin aggression; we must carry out economic cooperation with the USSR consistently, and reach the figures of the Seven-Year Plan again in This requires a corresponding plan for 1962 which will enable the preparation for this goal. What are our next measures? We are preparing ourselves for the conclusion of the peace treaty. By the time of the talks in the second half of October, we would like to inform you of our view "On the question of the air connections to West Berlin." The question of the air connections over the air space of the GDR is already playing the main role in discussions in the circle of Western powers. We have prohibited the false term "air corridors" to be used. In the attached, I send you a report of a discussion with a group of House of Commons parliamentarians of the British Conservative Party, which took place on the occasion of the visit to the Leipzig Fair. The West Berlin commandants are trying through various protests to awaken in the public the impression that a four-power status still exists in Berlin. We believe that we should no longer publish such reports of complaints of the West Berlin commandants to the chief of the Soviet garrison in Berlin. It would be best if such complaints were not accepted in general any more. When the Western powers have requests, they can report these to the Soviet government. In the Volkskammer session of September 20, we will adopt the law for the defense of the GDR. In addition, we will carry out now the agreed-upon measures on the safe-guarding and strengthening of the GDR border with West Germany. The key thing is economic, to make the GDR economy safe from subversion by December 1. It will facilitate the international talks if the Bonn government knows that we are well prepared for any possible blockade measures, that such measures will concern us much less than they will concern West Berlin. 129

53 We think it is important that the anniversary of the foundation of the GDR, October 7, be celebrated on a greater scale than has been common until now. We ask your opinion as to whether it is possible for the USSR to send a delegation of leading comrades of the party and government. We had the intention of inviting you, dear Comrade Nikita Sergeevich for October 7, but we do not presume to express the request directly, since no doubt you are busy with the preparation for the Party Congress. We request your view on the composition of the Soviet delegation so that we can propose to the people's democracies that they all send delegations of leading comrades. I have written little about West Germany in this letter. I think, though, that we must essentially change and improve much in our work in West Germany. I will write about this later. We are very grateful to you that you sent us Comrade Marshal [I.S.] Konev [Commander in Chief of the Group of Soviet Forces in Germany]. This is a great help. Our cooperation is very good. Thank you very much for the information about your interesting meeting with Mr. [Amintore] Fanfani [the Italian Prime Minister]. Your statements were very important for my further orientation. I wish you good health and remain, with communist greetings, Yours, W. Ulbricht 130

54 48 PrimaryDocument#4:ExcerptsfromoralhistoriesofindividualslivinginBernauerstraße ineastgermany. JoachimBayer WirlebtenfrüheretwasprivilegiertfürOst`BerlinerVerhältnisse,weilmeinVaterbis 1961inWest`Berlinartbeitete. Ichhabe13JahrelangRussischgelernt:inderSchuleabderfünftenKlasse,inderLehre, indervolkshochschuleundnochmalimstudium. "WewereprivilegedtoliveinEastBerlinbecausemyfatherworkedinWestBerlinuntil 1961." "IhavelearnedRussianfor13years:atschoolfromthefifthgrade,inteaching,atcollege, andagainatuniversity." ChrarlotteObst DerMauerbauwarnichtabsehbar.EsgingimmerdasGerüchtherum,aberdemhabensie jaimmerwidersprochen.ichwaramabendvorhernochdrüben,beimeinertantein Reinickendorf.Ichhab michnochgewundert,daßamgesundbrunnenkeinegrenzer standen.undamnächstentagwardiemauer.ichhab sausdemfernsehenerfahren.es warfürchterlich.siehabenalle,diemauerodersowaren,zurmauerbeordert.rechtsund linksstandendieleute eswargrausam.wievielenochausdenfensterngesprungen sind. "Thebuildingofthewallwasnotforeseeable.Therewasalwaystherumorgoingaround, buttheyalwaysdeniedit.iwastherethenightbefore,withmyauntinreinickendorf.iwas stillsurprisedthattherewerenobordermaterialsingesundbrunnen.andthenextday wasthewall.ihearaboutitfromtv.itwasterrible.theyhaveorderedallwhowereable

55 49 tohelptothewall.ontherightandleftstoodthepeople`itwascruel.howmanyjumped outofthewindows." ChristaSchuchardt AnfangswardieMauerjanochrelativdurchlässig.HierausunsererGegendsind UnmengenLeutenochirgendwienachWest`Berlinrübergelangt.Wie,weißichnicht,aber dashatsicherstimlaufederjahregefestigt.unserefamiliehatauchimmerüberlegt: GehenwirnachWestdeutschlandodernicht? "Atfirst,thewallwasstillrelativelypermeable.Alotofpeoplestillsomehowcrossedto WestBerlinfromourarea.How?Idonotknow,butwe'veonlyfoundoutovertheyears. Ourfamilyhasalwaysthought:"ArewegoingtoWestGermanyornot?"" RenateChristian NachtsbinichmitderS`BahnzurückundmußteFriedrichstraßeraus,wegen Pendelverkehr.Ichhab gemerkt,daßetwasnichtstimmteunddawasgebautwurde.aber ichwarsoweinseligundschläfrigundverliebt...amnächstenmorgenmeintemeine Mutter,daßichmeinenFreundniemehrwiedersehenwürdeunddiedieGrenze zugemachthätten.ichhab daserstgarnichtgegelaubt.siehatdasradioangemacht,und meineschwesterwarganzaufgeregt.ichbinaufgesprungen,dennichwarumvieruhr nachmittagsmitwinfriedverabredetwirsindzurgrenze,aberdiekampfgruppenhatten schoneinpaarstraßenvorhermitmenschenkettenallesdichtgemacht.manhatdie eigentlichenbauarbeitenkaumvonweitemgesehen.ichkonntenurnochheulen. WenndieMauernichtgekommenwäre,wäreniemalsSozialismusentstanden.Wiesoll denndasgehen?allesindimwesteninskinogegangen.dawarenvielekinos,unddie LeutegingenalleinsKinoodereinkaufen.DieWestlersindjagarnichtindie

56 50 Grenzgängerkinosgegangen.DawarennurOstler.25Pfennighat sextrafürsiegekostet. Daskonntedochnichtgutgehen,mitderWirtschaftimKaltenKriegWenndasOstgeldim WestenlandetunddieLeutealleabhauen. "AtnightItooktheS`BahnbackandhadtogetoutFriedrichstraße,becauseofshuttle traffic.inoticedthatsomethingwaswrongandsomethingwasbeingbuilt.butiwasso wistful,sleepy,andinlove.thenextmorningmymothersaidthatiwouldneverseemy friendagain,andthattheymadetheborder.ididn'tbelieveher.sheturnedtheradioon, andmysisterwasquiteupset.ijumpedupangry,becauseihadarrangedtomeetwinfried atfouro'clockintheafternoon.wewenttotheborder,butthetroppshadalreadymadea fewopeningssealedwithchains.theactualconstructionworkhashardlybeenseenfroma distance.icouldonlycry." "Ifthewallhadnotcome,socialismwouldneverhaveworked.Howisthatsupposedto work?alleasternerswenttothecinemainthewest.thereweremanycinemas,andthe peoplewenttothemoviesortogoshopping.thewesternersdidnotevengototheborder movietheater.therewereonlyeasterners.itcost25pfennigextraforuseasterners.that couldnotdowellwiththecoldwareconomyiftheeasternmoneylandsinthewest,and thepeopleallrunaway." WaltraudGarstecki Ichhab keinereichtümerdadrübenhingebracht.wollteichauchnicht.ichhab wirklich nurdiebananenfürmeinekindergeholt.undmaleineeiskonfekt.bis13.augustkonnte manrüber,unddannwarschluß.abermirhatdanichtsgefehlt,michhatesnichtgestört. IchhabemichimInnerneigentlich...darübergefreut.Weilichsagenkonnte: Jetztkriegen wirostlerendlichauchmalplatzindengaststätten.undindenausflugslokalen.unddie

57 51 Dampfersindnichtsovoll. DenndiehabenjaalleshierbeiunsweggenommenSiesindzu unsindengaststätteessengekommen.siehabendieausflugslokaleunddiedampfer bevölkert. "Ihavenotbroughtanyrichesoverthere.Ididnotwantto.Ireallyonlygotthebananasfor mychildren.andsometimesanicecream.untilaugust13th,onecouldgoover,andthenit wasover.buttherewasnothingmissing,itdidnotbotherme.iwasreallylookingforward toit.becauseicouldsay:"nowwefinallygeteasternrestaurantsandthesteamboatsare notcrowded."becausetheyhavetakeneverythingawayherewithustheyhavecometo usintherestaurants.theyhavepopulatedthetouristareasandthesteamboats." WaltraudZiervogel EsgabLeute,dievomMauerbaugewußthaben.Einigewenige,dieimletztenMoment nochabgehauensind.geschäftsleutehauptsächlich.beiunswaresso:dashobbyvon meinenmannundmirwares,ein`oderzweimalinderwocheimwesteninskinozu gehen.amsonnabend,den12.august,sindwirrübergefahrenundinskinogegangen.wir laufenzurück,umhalfelf,halfzwölf,undguckennochschaufenster.ichsag zumeinen Mann: WillstdudirnichtnocheinpaarZigarettenmitnehmen? Ach,diekannichmir morgenholen. Naja,undamTagdanachistespassiert. "Therewerepeoplewhoknewaboutbuildingthewall.Afewleftrightatthelastmoment. Businessmenmainly.Withusitwaslikethis:ThehobbyofmyhusbandandIwastogoto thecinemaonceortwiceaweekinthewest.onsaturday,august12th,wewentovertothe cinema.wecamebackaround11:30,12:30ish,andwerelookingatshopwindows.isaidto myhusband,"donotyouwanttotakesomemorecigaretteswithyou?""oh,icangetit tomorrow."well,andthedayafterithappened."

58 52 PrimaryDocument#5:AudioInterviewwithKurtSchultandSusanneKöllner To(be(transcribed( PrimaryDocument#6:PeterRichterAudioInterviewwithNicholasRedmon(June11, 2017)segment WhentheWallcamedown,wedidn tbelieveit.ittookusweekstogetthecouragetogoto WestBerlin.Wewerejustnaturallyshyandprivatepeople,usEastGermans.Thethought ofgoingtothispartoftheforbiddenportionofberlindidn tfeelright.thefeelingthatifelt wheniwenttowestberlinwasshame.forexample,whenwedroveourtrabidowntheir streets,itpuffedoutastreamofsmokeforallthewestberlinerstosee,andwejustsunkin ourseats.oursonhadagoodfewyearsafterthewallcamedownbecauseeveryeast Germantoywascheap,andnoonewantedthemanymore,soweboughtalotofitcheap, andhelovedit.

59 53 PrimaryDocument#7:AngelaMerkelSpeechexcerptJanuary1,2007totheEuropean Parliament. Speech by Angela Merkel, Chancellor of the Federal Republic of Germany, to the European Parliame... Page 1 of 5 '\., : U i.*) I. CT. /)-Lí.-U-> (îi 'i < fci ' / ^i.è '.ù'. À. U í' È " January ^^"S C/^,^.,.4.-4:6, /' ïtl^f -.^È>- >:.'..-. -t~fl cto-^t-ht-lu-«. - >.' Speech by Angela Merkel, Chancellor of the Federal Republic of Germany, to the European Parliament in Strasbourg on Wednesday, 17 January 2007 Mr President, Hans-Gerd Pöttering, Mr President of the Commission, José Manuel Barroso, Deputies, Ladies and Gentlemen, I am delighted to be speaking to you today for the first time as the President of the Council here in this European Parliament, a parliament which now has members from 27 countries. Allow me, therefore, once again to extend a warm welcome to the deputies from Romania and Bulgaria. I would like once again to congratulate the President and Vice-President of the European Parliament, who were elected yesterday, on behalf of the whole Council, and express my hope that we will enjoy good, close, constructive and intensive cooperation, as we can expect from a Parliament which knows its own mind, as the President just said. Ladies and gentlemen, I have spent my whole life in Europe. And yet I am still a relatively youngster in the European Union. That is because I grew up in the former German Democratic Republic, and only 17 years ago, after German reunification and the collapse of the socialist system, was I, together with many millions of others, accepted into the European Union. Consequently, until the age of 35 I only knew the European Union from the outside, and have only been an insider since Almost everything in life looks slightly different from the inside than it does from the outside, as we well know. That goes for all houses, and it is also the case with Europe. From the outside, the European Union is a historic success story without precedent. The European Union is one of the most impressive works of peace on Planet Earth. European unification is a happy achievement for the people of Europe. It safeguards their freedom and paves the way for prosperity. The Treaties of Rome will soon be 50 years old. We will be celebrating this anniversary on 24 and 25 March in Berlin, a city which ÚÂÁ like no other the reunification of Europe following the end of the Cold War. But let's be honest. Fifty years is hardly more than linking of an eye in the context of history. Nonetheless, an incredible amount has been achieved in this short time ÿ That, then, is Europe as perceived from the outside. Yet from the inside, too, the European Union is a wonderful house. In fact I find it even more beautiful from the inside than from the outside. That, at least, has been my personal experience in the last 17 years. Ladies and gentlemen, I don't ever want to leave this house. I am convinced that there is no better place for us to live than in our shared European home We are now in the process of fitting it out. We are extending it. We are renovating parts of it. Sometimes I think we are so busy extending and renovating the building to allow almost half a billion Europeans to make their home there, that we could easily overlook its greatness and uniqueness in the midst of all the construction work. Then we are hardly able to see what is special about the building and what is at its heart. Ladies and gentlemen, when you are at home, you will sense that this is the situation for many people in Europe today. They are asking themselves, "What should Europe be?" "Why do we need Europe?" "What holds Europe together in its innermost being?" "What defines this European Union?" Some believe that the attempt to define the essence of Europe is pointless. To be quite honest, I beg to differ. Let me remind you of Jacques Delors' famous appeal that we have "to give a soul to Europe". Allow me to add my own thoughts - we have to find Europe's soul. For we do not really need to give a soul to Europe - it already has one. Is this soul synonymous with diversity? Hardly anyone has expressed this more beautifully than the author Karel?apek, a great European top 23/01/2007

60 54 PrimaryDocument#8:SpeechbyAngelaMerkelOctober3,2014aboutreunification. Foundathttp:// lessons`from`peaceful`german`unity`24`years`ago`iduskcn0hs17g MerkelsaidthebasicrightswhichsheandherfellowEastGermanswonwiththe falloftheberlinwallin1989andgermanunification11monthslateronoct.3,1990,had tobedefendedrepeatedlyeverywheretheywerethreatened. Theeventsof1989and1990inGermanycanhelpusbecausetheysymbolizethe victoryoffreedomoveroppression,theysymbolizewhatcanhappenwhenpartners cooperateandtrusteachotherandtheysymbolizewhatcanhappenwithpatience,and theysymbolizethatwecanworktohelpthingsturnforthebetter. Merkel,whogrewupinCommunistEastGermanyandwasayoungscientistinEast BerlinwhentheBerlinWallopened,saidGermany speacefulrevolutionin1989wasproof thatthetidecaneventuallyturnfortherightcause. Everythingispossible.That swhatiandmillionsofothereastgermans experiencedfirsthand, shesaid. Soweshouldn tbediscouragedbyeverythinghappening in2014.onthecontrary,unificationdayshowsuswhat spossible. MerkelsaidGermanunificationhasbeenagreatsuccessstoryeventhoughthere werestillsomeconsiderablegapseconomicallyandsociallybetweeneastandwest Germany. We veobviouslystillgotalotofworktodo, shesaid. AnopinionpollreleasedbytheEmnidinstituteonThursdaysaid23percentof easternersfelttheywerethe losers ofunification.

61 55 AppendixofVideos VideoInterview#1:DieterXander VideoInterview#2:LuiseWinkler

62 56 VideoInteview#3:"Bernd"Rüschel VideoInterview#4:MartinaMieth

63 57 VideoInterview#5:Gunter VideoInterview#6:ThomasRost

64 58 VideoInterview#7:Birgit VideoInterview#8:ThomasThummler

65 59 VideoInterview#9:AndreaundKerstin VideoInterview#10:IngeBüschlen

66 60 AppendixofFictionSources FictionNovel#1: ANightDivided byjennifernielsen 1 Therewasnowarningthenightthewallwentup. IawaketosirensscreamingthroughoutmycityofEastBerlin.Instantly,Iflewfrom mybed.somethingmustbeterriblywrong.whyweretheresomany? Althoughitwasawarmmorning,thatwasn tthereasonformysweatypalmsor flushedface.myfirstthoughtwasthatitmustbeanairraid myparentshaddescribed themtomefromthesecondworldwar.ipulledmycurtainsapart,expectingtheworst. ButwhenIlookedout,myheartslammedintomythroat.Noteventhedarkestpartofmy imaginationcouldhavepreparedmeforthis. ItwasSunday,August13,1961,adayIwouldrememberfortherestofmylife. Whenaprisonhadbeenbuiltaroundusasweslept. LinesofGrenzers ournicknamefortheborderpolice,thegrenztruppen stood gruardalongafenceofthornywire,insomeplaceshigherthantheirheads,andforasfar asmyeyescouldsee.theystoodlikeironstatueswithsternexpressionsandlongriflesin theirhands.itwasobviousthatanyonewhotriedtocrosswouldgetfarworsethanaripin theirclothes.becausethegrenzersdidn tfacethewesternersontheothersideofthe fence.theywatchedus. Itwasveryclearwhotheyplannedtoshootiftherewasanytrouble. IfIhadlooked,Icouldhavewarnedmyfamilyintime,justasourneighborHerr Krausetriedtowarnus. Heknewthiswascoming.Hadn thesaidforyearsthatourgovernmentwasnotto betrusted?thatwemightsalutetheflagofeastgermany,butthatitwasreallyrussiawe bowedto?andmyfatherhadknown. Myfather Asifshehadheardmythoughts,fromoutinthekitchenIheardMamacry, Aldous Thatwashisname.Andwithafinalglanceoutthewindow,Irememberedthe reasonformama sscreams. Myfatherwasn there.norwasmybrotherdominic.theyhadbeeninthewestfor twonights,andweresupposedtohavecomehomelatertoday.withanendlessrowof gunsandsoldiersbetweenus,thefencejustchangedthat. Eventually,MamadriedhertearsandtoldmeandFritztogogetdressed,thatwe oughttoseethefenceforourselves. Itwasstillveryearlyinthemorning,andlargebulldozerscouldbeheard,already tearingdownhomesorhundred`year`oldtreesthatwereinthewayofthefence.along withmostofthepeopleinmyneighborhood,istoodontheroad,facingthegunsthatfaced us.mamaheldoneofmyhandsandfritzheldtheother.noonearoundmecried,andnot eventhestrongestmenfoughtback. Whydidn twe?ilookedaround,waitingforsomeonetorushattheofficersinacry forfreedom.thenotherswouldjoininandfightuntilweoverpoweredtheguardsand showedthemwerefusedtobeheldinherelikecriminals. Oruntilenoughofuswereshot.Theguardslookedpreparedtodothat,ifnecessary.

67 61 Probablyeveryoneherealreadyunderstoodthat,becauselikeme,theyonlystood andwatched.maybewewerealltooemptyfortears,andtoohorrifiedforwords. Thepeoplearoundmehadalreadygivenanametothisday:BarbedWireSunday. Thedaythatdividedacity,andeventuallyacountry.Worstofall,thedaythatdividedmy family.

68 62 2 Itdidn ttakelongforthegovernmenttorealizethatcouldn tguardthefenceso heavilyforever.evenwiththefenceandarmedsoldiers,peoplewerestillfindingwaysout. Ifthingswerebadinourcitybefore,theywouldonlygetworsenow.Weallknewthat. Somepeoplemaderunsinthedarkandliterallytoretheirwaytofreedom.Others triedswimmingthecanalswherethebarbedwirecouldn treach.atleastonefamilysimply duckedlowtoavoidgunfireandcrashedtheircarthoughthefence. Nobodyaskedwhomighttryleavingnext,buteverybodywondered.Ikeptwaiting formamatotelluswewereleavingtoo.surelyshewould,anydaynow.butsheneverdid. Maybeshehadbeenaprisonerherelongbeforethefenceappeared. FritzturnedtoMamaandloweredhisvoicesoonlythethreeofuscouldhear. There stalkaboutanapartmentnearbythatsitsrightontheborder.youcanenterthe backofthebuildingfromtheeastandwalkoutthefrontdoorsintothewest.gostraight throughthefence. Mamashookherhead. Thegovernmentwonttoleratethatforlong.Idon twantto betherewhentheycome. Andtheydid.Onlyafewdayslater,thegovernmentbrickedupallthelowerexitsof thatbuilding,thinkingthatwouldsolvetheproblem.butthenpeoplestartedjumpingfrom theupperwindows,hopingthecrowdbelowonthewestsidewouldhelptocatchthem. Fritzwasthereaweeklater,watchingfromadistancewhenawomanthrewdowna mattressandallherbeddingfromthethirdfloorwhileourpolicebangedonherlocked apartmentdoor.whenthepolicegotinside,shefinallyleaptout.butthecushionsweren t enoughforthehardconcretebelow. Themorningafter,Fritzshowedmethenewspaperthatdescribedherasadeserter andsomeonewithaweakmindwhohadbelievedtheliesfromthewest. IbarelybreathedasIreadthearticle,butmanagedtosay, Shediedtryingtoget freewhydon ttheycare? Fritzpointedtothefinalparagraph,whichwarnedtherestofusnottotrythesame thing. TheycareplentyBecausetheywanteveryonetoknowherswon tbetheonly death. Hiswarmbrowneyesmetmine. Evenchildren,Gerta.

69 63 3 Thefencebegantobereplacedwithaconcretewallthatwastaller,thicker,and stronger.sharpedgesofbrokenglasswerecementedintothetoptopreventanyonefrom climbingoverit,andwatchtowerswerebuiltsofewerofficerscouldguardlargerareas. Withonestackedblockofconcreteoveranother,ourprisonslowlybecameafortress.And allwedidwaswatch. Witheachbrick,myhopesfadeduntilnothingwasleft.Iftherehadeverbeena chanceofdominicandmyfatherreturning,thenthewalltookthattoo.myschoolteacher taughtusanewsongthatthankedourleadersforbuildingawalltokeepthefascistsout.i mutedmyglareandonlymouthedthewordswhenmyteacherwaslooking Icouldn t beartosingthelies. Afteracoupleofmonths,thewestsenttankstowatchtheirsideoftheborder,so Russiasenttankstooursideoftheborder.Thesoldiersstaredatoneanotherthrough binoculars;eachtryingtoguesswhichsidewouldfirefirst.theyallhadfingersontheir triggers. Onesidehastobackdownorwe llhaveathirdworldwar, Mamasaidoverdinner onenight. Thetoneinhervoicesentshuddersthroughme,butIstillmumbled, Ifthewest winsthewar,papacouldcomehome. Fritzkickedmeunderthetable,butitwastoolate.Mamalookedupwitheyes widenedbydarkmemories. Ifthewestwinsagain,thenthere llbenothingtocomeback to, shesaid.hereyesglazedover,andiknewshewasrememberingthingsshehadoften describedtousfromthelastwar thenightlybombings,constanthunger,andmillionsof deathsofbothsoldiersandcivilians.nobodywantedanotherwar,notevenifitbroughtthe walldown. Wewillneverbeabletoleave, Mamasaid. Thesooneryoubothacceptthat,the happieryouwillbe. Inoddedbackather.ButIknewIcouldneveragainbehappyhere.AndIrefusedto acceptmylifeinsideaprison.

70 64 4 Mamaoncesaidthemostwonderfulthingaboutbeingyoungisourabilitytomake thingsnormal.thatwhateverlifedoestous,nomatterhowstrange,itisn tlongbefore insanityseemsordinary,asifupsidedownisthewaythingsshouldbe. Thatdidn tmakesensetomeatfirst,butoverthenextfouryearsafterthewall wentup,isawithappenmoreandmore.mostchildrenbarelynoticedthewallanylonger. Theyplayedhoopsbeneaththeeyesofarmedborderguardsintheirwatchtowers,rolled marblesintheshadeofthewall,andlearnedtodoastheyweretoldwithoutasking questions. Gerta,stopstaringatthewall, Annawhisperedtome. Doyouthinkthesoldiers don tnotice. Ithinkitstoocoldforthemtobotherwithme, Isaid. Theywatchtheuniversity students,andthemenwhosefamiliesareontheotherside.theydon twatchtwelve`year` oldgirlsontheirwaytoschool. Yes,theydo, Annainsisted. Turnaway,please.Lookatanythingelse. Atwhat? Igesturedaroundme. There snothingelsetosee.withallthisgray aroundus,it shardtorememberweliveinaworldofcolor WecalleditCommunistGray.ITwasthecolorofourbuildings,ourmarkets,our streets.thecolorofourbuildings,ourmarkets,ourstreets.thecolorofthewall.eventhe skiesweregraytoday.somehowthegdrmusthavefiguredouthowtobleachthatouttoo.

71 65 5 NothinginEastGermanyfrightenedmemorethantheStasi.Wealwaysknewthey werethere,evenwhenwecouldn tseethem.theyexistedtoprotectourcountryfrom enemies;eitherforeignspiestryingtogetin,ortraitorswhowantedtogetout.myfamily wasn teither,butthatdidn tmeanweweresafe. Aftermyfatherleft,Ihadthoughtthere dbenoneedforthemtovisitusanymore, buttheyobviouslydisagreed.theyhadlastcomealmosttwoyearsago,lateatnight,long afterweshouldhavebeeninbed.ithinktheirtimingwasmeanttomakeusnervous,and fromthelooksonmyfamily sfaces,itworked.fritzandihadsatoneithersideofmamaon thecouch.whilesheansweredtheirquestions,ikeptaneyeontheirweapons.ifthey d onlycometoaskquestions,whydidtheybringguns? TheStasiofficerwhohadsatinPapa soldchairwasonhissecondcigarettebefore thehardquestionscame. HasAldousLowereturnedtoEastBerlin? IwassureIcouldhearMama sheartpoundingbesideme.ormaybeitwasmine, becausetheofficer stonemadeitclearthathewasnofriendtomyfather.mamashookher head,andifshewastryingtoanswerinacalmvoice,itdidn twork. Ihavenotseenmy husbandsincethewallwentup. Good, theofficersaid. Wewillarresthimifhedoesreturn. Hetookalongdrag onhiscigarette. Doeshecontinuetoworkagainstthegovernment? Heneverdid, Mamasaid. Anothermanwhohadstoodbythedoorwalkedforwardwithphotosthatheplaced inherhands.ileanedoverjustenoughtoseeanoldpictureofmyfatherandherrkrause, bothwithstacksofleafletsintheirhands.ididn tknowwhatwasonthem,butfromthe terseexpressionontheofficer sface,itwasobviouslysomethingmorethanparty invitationsorstorecoupons. Mamaquicklyhandedthephotosback. Ihavenoideawhatmyhusbandisdoing now.hedoesnotinvolveusinthoseactivities,andneverdid. HeneverinvolvedMamaorme.ButFritzhadn tlookedatthepictures,andi wonderedifthatwasbecausehealreadyknewwhatmyfatherhadbeendoing. HasAldousLowertriedtocontactyou? theofficerasked. Mamashookherhead,butwhenshepausedfortoolong,Ispokeforher. Wehave noletter,andyoucutthephonelinestothewestonbarbedwiresunday. Theofficerturnedhisattentiontome.Hiseyeswerelikeiceonmybareskin. Icut someofthemmyself,child.doesthatangeryou? Ofcourseitdid,buthehadthegun,soIonlylookeddownwhileMamamade humbleapologiesformyboldnessandgrippedmywristlikeavise.thestasileftsoon afterward,butevennow,twoyearslater,istillfeltachillwheneverithoughtofthem. Sincethatnight,Mamacarefullymadesurewedideverythingthatmightbe expectedofagoodeastgermanfamily.wewavedourflagsattheparadesandsmiledat theleadersofthegdr GermanDemocraticRepublic ourcommunistgovernment.if anyonewaswatchingus andwesuspectedtheywere myfamilynowlookedasloyalas thebestofthem.

72 66 6 Thensomemovementattheallcaughtmyattention,andwhenIsawwhatitwas,I laughed.arabbithadbecometrappedinthedeathstrip theyoftendid.butwasalways amusingtoseethegrenzerscomerunningtotrychasingitaway.theydidn tliketheprints therabbitsleftbehindintheirperfectlysmoothdirt. Overthepastfouryears,whatstartedasasimplebarbed`wirefencehadevolved intoanentiresystemdesignedtostop,capture,orkillanyonewhotriedtogetthrough.in mostplacesineastgermany,evenbeforereachingthewalltherewasanopenborderarea thatnobodywoulddaregetclosetounlesstheyhadadeathwish.peoplewhoencountered thegrenzersthereonpatroloftendisappeared,sometimesfordays.sometimesforever. BehinditwastheBacklandWall,whichIpassedeachday.Itwasasimpleconcrete wallthatsurroundedwestberlin,makingthatfreehalfofthecityanislandwithin CommunistEastGermany.WhatIknewoftheareabehindtheBacklandWallcameonly fromtheglimpsesisawfrommywindow,oroccasionallyfromanna sbedroomifshe didn tcatchmelooking,andfromwhatfritztoldmehehadseenwhileoutonbricklaying jobs.beyondthebacklandwallwasanotherbarbed`wirefencethatmighthavebeen electrified,whichifiguredwasbadenough,butfritzthoughtitwassomethingelse.he believeditsendasignaltotheguardsinthewatchtowers.ifitwastrue,thatwouldbe worse. PastthatwaswhatwecalledtheDeathStrip.Thegovernmenthadn tgivenitthat name,buttheydidn tdiscourageitsuseeither.soldiersandfiercedogsoftenpatrolledit, barriersanddeeptrenchesweresetuptostopanyvehiclesthattriedtocrashthrough,and thedirtwasleftsmoothsoontherarechancethatsomeonedidgetthatfar,itwouldbe easytofollowhim. Soldierswereorderedtoshootonsight,andshoottokill theyneverhidthatfact. Andtheyhaddoneitbefore.Westerntelevisionbroadcastthepicturesofborderguards carryingdeadbodiesoutofthedeathstriporpullingthemfromthewater.i dseenit myself,atleastwhenwecouldcatchthetelevisionsignalhere.ourgovernmentwouldthen respondwithridiculousexcusessuchasheartfailureoraswimmingdaygonebad.well, heartfailuredidn tcausebleedingwoundsrippedthroughaperson sgut,andnobodyever swamthespreeriverforfun.theyhadtriedtoescape,andhadfailed,remindersofour ownfateshouldwetryittoo.thereweresomesuccesses,nodoubt,thoughtwedidn thear aboutthemasoften.thosewhoescapedusuallykeptquietaboutit.theydidn twanttheir lovedonesleftbehindintheeasttobepunished. Eventually,therabbithoppedaway,orperhapssomeoneIcouldn tseechaseditoff. Inevercouldfigureouthowtherabbitsgotinsideinthefirstplace.Sincetheycouldn tpass throughsolidconcrete,theywould vehadtodigatunnelunderneath.eventheanimals wantedtoleaveeastberlin,isuppose.

73 67 7 Anna sparentsgotavisitfromthestasithisafternoon.peterattemptedanescape lastnight,hiddeninaspecialpanelofacarfromthewest.hewasdiscoveredbefore reachingtheborderandtriedtomakearuntothewest,buttheyshothimintheback.inall theconfusion,thestudentsdrivingthecarwereabletoescape,butpeterdidn tmakeit. Mamagrabbedmyhandandgaveitasqueeze. Annaprobablygotthenewsonceshehad comehomefromschool.thefamilyhasbeenallowedadayhometomorrowtomournhis loss,butthiswillbeaterribletimeforthem.ithoughtyoushouldknow.it sareminderto usallofwhathappenstothosewhotrytoescape. Theydie. It sacoldmorning, Fritzwasn tquiteascheeryasmamahadsounded,buthistone alsodidn tmatchhisbruiseortheheavybagsunderhiseyes. MaybeI llbuildusafire whileyoucook.helpmewithit,gerta. Fritzstackedafewsticksofwoodinourfireplaceandgrabbedahandfulofpaperstouseas kindling. HepickedupthefirstpaperandIsawhishandwritingonit,whichsaid,Becareful whatyousay.theapartmentisbugged. Bugged?Athousandquestionsinstantlyleaptintomymind.Wherewerethe microphones?howlonghadtheybeenhere?whowaslisteningtothem? HeknewI dreaditbecausemyeyeswerewidewithfear.thenhecrumpledupthe paperandstuffeditintothemiddleofthewoodstack. ThenextpaperhadalreadybeenwrittenoutforMama.Itsaid,TheStasiknewabout aprivateconversationbetweenmeandgertatheothernight.theylistentoeverywordwe sayinhere. Mymouthwentdry.IrememberedlisteningtotheBeatlesandIwassurewehad complainedaboutthegdr,becauseweusuallydidatnight.thatsameconversationin Fritz sbedroomwaswhereihadtoldmamathedetailsaboutseeingdominic.shehad comeinunexpectedly,cuttingoffourconversationaboutpeter. FritzsaidPeterhadtoldnooneelseabouthisescape.AndFritzhadtoldnobodyaboutit butme. Wewerethereasontheyhadcaughthim.Thereasonhewaskilled. TearsfilledmyeyesandIshookmyhead,horrifiedatwhatallofthismeant.But Fritzhadapaperforthattoo.Herummagedthroughafewinhisstackuntilhefoundone thatsaid,wedidn tknow.butwedonowandwe llbemorecareful.wemustsoundhappy.

74 68 8 Thiswasn tasurprise.papahadtoldmethesamethinghimself,andwe dhadvisits fromstasiagentstoourapartment. Fritzcontinued, Thentheyshowedmeanotherfile,onewithmynameonit. Istoppedwalkingtostareathim. Why?Whathaveyoudone? NothingOratleastIdidn tthinkihad.buttheyknowpapaisinthewestnowand sothey rewatchingtoseeifhecontactsme,orifhisfriendsdo.maybeondayi llhappento bumpintosomeonewhousedtoknowhim.ifanyoneeverasksaboutfather,someoneis boundtohearitandthenthatreportwillgointomyfile. Well,ifyouhaven tdoneanythingwrong,thentheycanmakeyourfileasbigas theywant.ifyouobeyalltherules,everythingwillbefine,right? Ilookedover,hopingto seehimagreewithme. Isn tthatright,fritz? Butheshookhisheadandloweredhisvoicetoalmostawhisper. Theytoldme whatthefilemeans.i vebeenbrandedapotentialenemyofthestate.itdoesn tmatterto themifi vedoneanythingwrong.theyjustfigureiwill,oneday.withthatfile,iwon tbe allowedtogotoauniversity,ortogetagoodjob.bytheendofjune,i llbeoldenoughfor themilitary,andbeforetheyputaguninmyhand,theatfilemeansi llgetspecialtraining untilthey resureibelievethewaytheydo.onceiwearthatuniform,i llgetthemost dangerousassignments,theonesfewpeoplesurvive.thatfilemeansihavenochancein life,none.they vealreadydeterminedthatiwillfail. AllbecauseofPaper? Iasked. Noneofthat syourfault. I mnotblaminghim, Fritzsaid. IsmuggledinthatBeatlesrecordandthatbanana onyourbirthday,andotherstuffyoudon tknowabout.nothingbad,butnothingi dwant togetcaughtwitheither.theymust veheardmecomplainaboutthegovernmentevery nightontheirmicrophones,andi venevermadeitanysecretidon twanttojointhe military.myfilesmight vestartedbecauseoffather,buti mtheonewho sbeenfillingit. Well,Iwon tletyoufail, Isaidstubbornly. Ifyoucan tgetajob,thenyou lllive withme.iftheybrainwashyou,theni llcometalkyououtofitwhenyoucomehome. Whatevertheydotoyou,MamaandIwillbetheretohelp. Fritzrubbedthetopofmyheadwithhishand.Usually,Ihatedthat,butnotthistime.Itwas hiswayofshowingaffection,andiwantedthatcomfortfromhimnow.thenhesighedand said, Youdon tunderstandhowbaditis,gerta.theyhaveafileonyouto

75 69 AppendixofPrimarySourceAnalysisWorksheets These(worksheets(do(not(follow(the(document s(page(numbers,(rather(they(are(inserted(in(and( are(nonqnumbered.((

76 Analyze a Written Document Meet the document. Type (check all that apply): Letter Speech Patent Telegram Court document Chart Newspaper Advertisement Press Release Memorandum Report Identification document Presidential document Congressional document Other Describe it as if you were explaining to someone who can t see it. Think about: Is it handwritten or typed? Is it all by the same person? Are there stamps or other marks? What else do you see on it? Who wrote it? Observe its parts. Who read/received it? When is it from? Where is it from? What is it talking about? Try to make sense of it. Write one sentence summarizing this document. Why did the author write it? Quote evidence from the document that tells you this. What was happening at the time in history this document was created? Use it as historical evidence. What did you find out from this document that you might not learn anywhere else? What other documents or historical evidence are you going to use to help you understand this event or topic? Materials created by the National Archives and Records Administration are in the public domain.

77 Analyze a Map What is the title? Meet the map. Is there a scale and compass? What is in the legend? Type (check all that apply): Political Topographic/Physical Aerial/Satellite Relief (Shaded or Raised) Exploration Survey Natural Resource Planning Land Use Transportation Military Population/Settlement Census Other What place or places are shown? Observe its parts. What is labeled? If there are symbols or colors, what do they stand for? Who made it? When is it from? Try to make sense of it. What was happening at the time in history this map was made? Why was it created? List evidence from the map or your knowledge about the mapmaker that led you to your conclusion. Write one sentence summarizing this map. How does it compare to a current map of the same place? Use it as historical evidence. What did you find out from this map that you might not learn anywhere else? What other documents or historical evidence are you going to use to help you understand this event or topic? Materials created by the National Archives and Records Administration are in the public domain.

78 Analyze a Photograph Meet the photo. Quickly scan the photo. What do you notice first? Type of photo (check all that apply): Portrait Landscape Aerial/Satellite Action Architectural Event Family Panoramic Posed Candid Documentary Selfie Other Is there a caption? yes no Observe its parts. List the people, objects and activities you see. PEOPLE OBJECTS ACTIVITIES Write one sentence summarizing this photo. Try to make sense of it. Answer as best you can. The caption, if available, may help. Who took this photo? Where is it from? When is it from? What was happening at the time in history this photo was taken? Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion. Use it as historical evidence. What did you find out from this photo that you might not learn anywhere else? What other documents, photos, or historical evidence are you going to use to help you understand this event or topic? Materials created by the National Archives and Records Administration are in the public domain.

79 Meet the video. What do you see in the video? Circle all that apply. Analyze a Video Observe its parts. Who do you see in the video? Try to make sense of it. Who do you think made this video? What activities do you see happening in the video? Who do you think was supposed to see the video? Is there a title? What places do you see in the video? When is this video from? If so, what does the title tell you about the video? Write two words that describe this video. What is the main idea of the video? List two things (people, activities, or places) from the video that support the main idea. Use it as historical evidence. Where do you think you could find out more information about the people, activities or places from this video? Materials created by the National Archives and Records Administration are in the public domain.

80 70 AppendixofSecondarySourceDocuments SecondarySource#1: TheBurnedBridge byedithsheffer,excerptfrompagesxv`xvii,3` 9,83`85,97`99,102`5,121,251`57. FOREWORD PET ER SCHNEIDER One of the impressive aspects of Edith Sheffer's major work is her method. In tead of writing a general historical overview of Germany's division and reunification- of which there are dozens-she takes one exemplary case and delves deeply into it. Rather than focusing a wide lens on German division as a whole, she provides a close-up of two small neighboring towns in the central German provinces. With great care and narrative skill, she follows the local history of her two "protagonists"-the neighboring towns of Sonneberg and Neustadt bei Coburg-which became the border towns between two hostile world powers. Using an extraordinary wealth of archival material and an eye for detail, the American author successfully paints a portrait of rural Germany in the great tradition of Studs Terkel. The questions that Edith Sheffer investigates are interesting not only from a historical perspective but also from human, even literary, points of view. How do the inhabitants of two neighboring towns, who previously shared "one heart and one soul," behave when a strange twist of history suddenly turns them into outposts of competing world orders? How do their relationships develop when they are unwillingly subjected to a powerful social experiment? When Neustadt, the city to the west of "Burned Bridge," lives according to the rules of the capitalist West, while Sonneberg, the city on the other side, must follow the principles of "really existing socialism"? Sheffer looks at the questions raised by this parallel research in terms of a large-scale experiment that was conducted, in a sense, by history itself and that is still not finished twenty years after reunification: which is stronger, nature or nurture? Which influence has proven more enduring after sixty years of political division and twenty-eight years of separation by the Walls hared traditions and history, or the effects of two different, even contrary, political systems and ways of life? One might, as some researchers and observers have done, see communism as a kind of freezer, putting traditional values and emotions on ice. According to this theory, the old passions and feelings pick up where xv