Assess the Effectiveness of the Nazi Party in Creating Changes in German Society in the Period 1933-39

Many of the ways the Nazis enforced the Volksgemeinschaft was effective, because citizens were reporting suspicious behavior and enemies of the state were being purged from civil service positions. The implementation of Volksgemeinschaft was largely effective, but also had unintended consequences and backlash that proved it also party ineffective, whether it was suspicion reports getting out of control or youths rebelling against the Hitler Youth in order to seek a more open culture.

The document serves to support Hitler’s plan to create a community of German people, the Volksgemeinschaft, in which women played a crucial role. Nazi ideology defined the community in opposition to the individualistic society produced by liberal democracies and the false sense of community promoted by the communists. In other words, Hitler aimed to create a German community of people that

The application of Nazi ideas and ideology was based on two types of force against individuals and social groups. One of these took the form of propaganda and indoctrination, the other was based on terror (Kühl, 2002). The Nazi ensured that not to appear

Back in Nazi Germany, during the years 1934-1945, the Führer and Nazis controlled the German population to his will through various methods and means. This e6ssay will discuss and examine how significant oppression was in comparison to other methods of control such as propaganda, indoctrination in youth and the use of political laws. For us to fully comprehend how significant was oppression in the Nazi Germany, we must understand what oppression is.

The Jewish race is now known as a corrupt, thieving people, and makes us the public enemy. Goebbels is the cause of all of this, as the establishment of the Reich Chamber of Commerce in 1933 was started because of him. Importantly, he controls our freedom; something that was taken away from us in all forms. A product of this propaganda is the vile education system that Hitler has enforced. Education is an accomplice in destroying what is left of the opposition against the Nazis. The Nazis are aware that if they were able to cultivate and poison our youth, they would grow to become a race of obedient slaves, listening to Hitler as if his words came from God. History was reworked – the power of Germany was the only thing depicted. The German defeat in 1918 was blamed on us, the Treaty of Versailles a jealous work of Germany’s power, and the collapsing economy was apparently the fault of the Jews. Biology is now racist, and ‘proves’ why the Germans are the superior race. Another way these pigs are controlling us is simply by the use of fear. No one dears to stand against the Sturmabteilung, due to what they

With Adolf Hitler coming to power, he wanted to increase the power of Germany to rule the world. To do this, he has to start off small, and to do this, he created the Hitler Youth in the 1930’s. In “Hitler Youth: Growing up in Hitler’s Shadow,” author Susan Campbell Bartoletti discusses the ways Hitler used education to further Nazi ideals. He implemented new textbooks, made students salute him and say “Heil Hitler,” and did not let them express their own ideas in order to mold them into “good Nazis.”

In order to successfully address this question, one must first consider the definition of the very nebulous term Volksgemeinschaft. It was an expression used to depict the harmonious, classless national community ideal made up of the Herrenvolk, or master race. As a term used polemically by the Nazis to engender a form of "identity politics" and therefore oppose any notion of politics based on universal and objective class interests that it aimed to transcend, it helped them gain collective support from an already economically, psychologically and politically distraught post-war nation. The Volksgemeinschaft ideal was one of the key elements of Nazi ideology and was used to legitimate much of the regime's social policy whilst also

The Nazi policies were extremely successful and had a widespread appeal across Germany. These policies were very appealing to the middle classes, pensioners, nationalists,

The rise and subsequent take-over of power in Germany by Hitler and the Nazi Party in the early 1930s was the culmination and continuation not of Enlightenment thought from the 18th and 19th century but the logical conclusion of unstable and cultural conditions that pre-existed in Germany. Hitler’s Nazi Party’s clear manipulation of the weak state of the Weimar Republic through its continued failure economically and socially, plus its undermining of popular support through the signing the Treaty of Versailles all lead to the creation of a Nazi dictatorship under the cult of personality of Hitler. This clear take-over of power and subsequent destruction of any

Dr. I.L. Kandel’s article entitled “Education in Nazi Germany” highlights Nazi policy regarding the reeducation of the citizenry with the goal of showing that totalitarian states utilize education as a method of subordinating all individuals comprising the nation. During his analysis, Kandel makes the claim the Nazi Party’s policies regarding education were influenced by the idea of Gleichschaltung – coordination; all policies aimed to construct a uniform citizenry answer to the whim of its single governmental entity. In constructing his argument, Kandel references four major types of educational reform – both informal and formal – that allowed the Nazi Party to consolidate power and gain total control over the beliefs, attitudes, and

In the early years when the party was called the DAP no one would have thought it would become any major driving force but only a short lived Stammtisch creation. When there greatest gem in the form of Hitler resigned and was put in jail it looked bleak for the now new NSDAP. When he was released the party was in shambles, there were divisions among the party itself and membership was on the decline and Germany found itself in political and economic calm.

This investigation will analyze the question: What was the role of women in Nazi Germany? The years 1934 through 1945 will be used to allow analysis on the women’s role from when Hitler first rose to power to the end of World War II.

The Weimar Republic existed in Germany between 1918 and 1933 (The Weimar Republic). The new Weimar Constitution of 1919 gave German women suffrage as well as access to educational initiatives like sexual hygiene and birth control (Pine, 199). Women got the chance to join political parties, trade unions, and immerse themselves in political life (Frevert, 175). The Weimar Republic wanted to give German women a chance at political success so they created the Ausschuss für die Vorbereitung von Frauen für die Nationalversammlung, or the Committee for the Preparation of Women for the National Assembly, to help and inform new German female electorates (Frevert, 175). The changed perception and role of the German woman was dubbed the “New Woman” (Beyond). The phrase “New Woman” was a combination of modernity and tradition (Frevert, 176).

One way that they are represented within many is how virtually all authority figures are always in a tug-of war, from beginning to end. An excellent example of this would be when Hans, a father and so thus an authority figure, fights with a social and potentially physical death. Soon after, Hans gave some bread to a Jew who is parading on a death walk; he, “[is] whipped on the street” (266). Now, while this whipping causes physical pain, it leads to a social death, it almost immediately causes him not to be accepted into the Nazi Party, thereby losing many valuable work opportunities. With fewer opportunities the less money goes into the family’s coffers, forcing them to use the dredges of the money that they have left from the better

The Success of Nazi Policies Toward Education and Youth Hitler and the Nazi party had a range of policies to control education and the German youth. This was mainly to ensure loyalty to Hitler and the Nazi party. Some believed in these policies and other did not but it was fear and glory and the fear of social inadequacy that made most comply. Hitler and the Nazis wanted to control the education system and youth by controlling the teachers, pupils and the curriculum.