Exam (elaborations)
To what extent did the Nazi regime bring about a social revolution from 1933 to 1939?
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Charlotte CorriganTo what extent did the Nazi regime bring about a social revolution from 1933 to 1939?
From 1933 to 1939, Hitler cultivated a ‘social revolution’ in Germany, adopting social policies
aimed at workers, women, young people and the Church, extolling the principle of
‘volksgemeinschaft’, ‘a people’s community’. Hitler indoctrinated Germany, perpetuating the
Nazi ideology, promoting autarky and eliminating the class system. Many historians argue
that Hitler’s ‘social revolution’ was an illusion, propelled by Nazi propaganda. Whilst the
policies were seen as ‘revolutionary’, it could be argued that ‘revolutionary’ refers to the
successful change of something; many of Hitler’s policies temporarily transformed the social
positions of social groups through reforms. However, the long term effects failed to amount
to any revolution as the introduction of war in 1939 eradicated any possibilities. Therefore,
Hitler’s main goal was to unite the German people into a unified community devoid of class
and impose a sense of loyalty to himself and the Nazis through his attempt to instigate a
social revolution.
Arguably, young people in Nazi Germany experienced a ‘social revolution’ in terms of the
curriculum in education, the instigation of the Hitler Youth, and the reconditioning of
Universities. Hitler’s amendment of these educational establishments promoted a Nazi-
oreinated curriculum, instilling hatred towards Jews. In 1934, Hitler’s first step was to remove
any teachers or University Professors who were ‘politically unreliable’, enabling a revolution
to take root. The Nazis placed a greater emphasis on physical education over academic
studies arguing, ‘education is for the production of bodies physically sound. Intellectual
ability is second’. Arguably, the focus on physicality was to produce children who were ready
to join the SS, in preparation for war. Furthermore, the curriculum also centred around
‘eugenics’ to promote the superiority of the Aryan race, whilst depicting the Jews as
‘untermenschen’. The introduction of the HJ, Hitler Youth, perpetuated the Nazi mindset and
essentially brainwashed the youth. The HJ placed emphasis on the political indoctrination,
physical fitness and military drill, radicalising the lives of young people, reinforced by making
membership compulsory after 1936.. On the whole, the Nazi Regime revolutionised Nazi
youth. Universities were radicalised which bolstered the policy of Volksgemeinschaft. This is
evident through the restriction of courses which limited only 10% of women to secure places
at University and 1.5% of Jews. However, despite this ‘revolutionary’ change to the lives of
young people, many Nazi social policies could be deemed as contradictory. Truthfully, hardly
any teachers were removed as most schools were right-wing and most teachers feared the
Third Reich, so they abided by these new policies. Whilst the regime succeeded in bringing
educational establishments under their control, after making attendance to the HJ and BDM
compulsory in 1936, the popularity of youth cliques started to re-emerged. Therefore, this
illustrates the failure of social policies for youth and highlights the lack of revolution
experienced by this younger generation.
Furthermore, women in Germany arguably experienced a ‘revolution’ in social change to
their lives. The role of the woman within Nazi Germany was almost microcosmic as Hitler
wanted to perpetuate his ideology that women were equally as important as male soldiers.
Initially, Hitler wanted to eradicate women in working roles and wanted to increase the birth
rate in Germany in preparation for war. Initially, Hitler offered married women with loans to
leave work and focus on raising a family, which reduced the liberation of working women.
Furthermore, women experienced a social revolution as now Hitler formed the policy of
‘donating a baby to the Fuhrer’; the more babies that the woman had would mean that they
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