• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Use your own knowledge to assess how far the sources support the interpretation that the Nazis and the German Democratic Republic pursued the same aims towards youth and education. 70 marks

Extracts from this document...


´╗┐History Essay ? June 2010 (a) Study Sources B and D Compare these Sources as evidence for the success of policies on youth and education before 1933 and 1963. On balance the two sources suggest different levels of success between the two different dictatorships during these periods. Both Sources B and D share similarities in the tone of the evidence they are giving, suggesting that both regimes were strict and regimented in their attempts to control the youth, as shown in source B by the quote ?development of creative imagination was stifled.?, and this suggests some small evidence of success as they are able to control the youth and bring them towards the strict values of the two different dictatorships. However Source B suggests that there was some level of freedom in activities which the Nazi?s were less interested in, such as ?stories, dance and handicraft?, whereas source D, by the Stasi, seem to be concerned by the freedom of similar activities in 1962 and wanted to bring them under control which suggests a lack of success in the Soviets control of the youth. Both sources B and D disagree on the actual successfulness of the policies implemented. ...read more.


This suggests that he wanted the German youth to be devoid of creativity and work just in the interest of the state. This is backed up by source B, a source by a leader of the BDM, which suggests that the ?creative imagination was stifled?. This shows that Hitler was able to implement this youth policy through the BDM and the Hitler youth. These policies and aims compare well with the GDR?s aims and policies towards youth. Source C, a Youth law implemented by the GDR in 1950, states that the GDR wanted to create a ?younger generation that was educated, physically sound, strong and progressive?. This is similar to the Nazi?s aims to create a ?dominating? youth and this can be seen as the Nazis and the GDR pursuing similar youth policies. Source C also goes on to talk about ?participation in the life of the state and society?. This suggests similarities to the Nazi aims in source A suggesting they both want the youth to be obedient and ready to serve the state and the community in their respective periods. This idea is further backed up by source E which suggests that the GDR?s governments aim was ?to produce obedient subjects rather than intellectually active citizens? this ...read more.


can be seen as a reliable account as it was for the GDR government to see only, which suggests that it will be a truthful account on the policy of the GDR towards youth and education. The final source, which is source E, comes from a modern historian. This suggests that the source can be seen to give a reliable balanced assessment of the policy of the GDR towards youth and education as they have been able to evaluate all the evidence and come to a conclusion on the facts. To conclude, on balance the sources suggest and overwhelming similarity in the aims of the two governments in their aims towards education and youth. Both governments were one party dictatorships which controlled the youth through police states, the Gestapo and the Stasi (as shown in source D), and pursued the same aims of creating a physically strong, obedient youth ready to work in the interest of the state. The only real difference between the two different governments was the ideology behind the youth and education movements. With the Nazi?s focusing on a racially pure classless community (volksgemeinschaft) while the GDR were aiming to create a youth with class warfare, with the event of the cold war during the period. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Modern European History, 1789-1945 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Modern European History, 1789-1945 essays

  1. Marked by a teacher

    Was it the policies pursued by Henry VIII that caused "the mid-Tudor crisis"?

    4 star(s)

    Government under Henry VIII had been strong, and he had managed Parliament relatively well - but this was due to his force of personality and the same system, whereby the power of the monarch was based in Parliament, was not workable with a king who was only a minor, and a weaker leader, such as Somerset.

  2. How successful were Nazi policies towards women?

    19 000 female civil servants in both regional and local governments lost their jobs, as did around 15% of women teachers. By early 1934 there were no women left working in the Prussian Civil Service and the 3% of lawyers who were women faced a dramatic decline in their status.

  1. Reasons for Napoleon's Success (to 1807).

    parts would be excluded and seized. As the Empire expanded, so Napoleon's hopes of success rose. By 1807, the Treaty of Tilsit brought Austria, Russia, Denmark, Sweden and Portugal into the blockade. In December 1807, the Milan Decrees turned the screw still tighter - if any neutral ship had called at a British port, its cargo could be confiscated.

  2. Use your own knowledge to assess how far the sources support the interpretation that ...

    This is an example of the Nazi propaganda working for its intended purpose. Propaganda such as: speeches, posters, literature, radio shows etc, were aimed at the German public, trying to persuade them that the Jews were the root of what was wrong in Germany.

  1. Soviet State

    During the early 1930s the government took over control of all forms of communication, and used this monopoly to hide evidence of all conflicts except those it chose to publicise itself. It even managed to hide most of the evidence of peasant resistance to collectivisation.

  2. The people(TM)s community(TM). How far did Nazi policies between 1933 and 1939 go ...

    Overall, they were politically programmed to obey the Nazis and the Hitler Youth did create enthusiasm. However, in the rural areas, there was a sharp decline in participation in the Hitler Youth as it was regarded as burdensome and they were increasingly irritated by the lack of freedom and the mindless drilling.

  1. Using all Sources and your own knowledge, assess the view that the Nazis successfully ...

    In 1934 regional radio stations were removed from the control of the lander and the Reich Radio Company took over. This meant that any music or anything that was played on the radio had been accepted by the Nazis and so was probably Nazi-related.

  2. Nietzsche and the Nazis.

    Nietzschean phrases and themes, such as "lords of the earth, the will to power, herd instinct," were most often used in public speeches, and written expressions of Nazi leaders, furthermore, appeared even in Hitler's book, "Mein Kampf," many times. Nietzsche's open-ended philosophy gave big opportunities to Nazis as a means of support for their war.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work