The Depression which began in 1929 was a great mean for Hitler to come to his power. During the Depression (1929-33), the Weimar Republic was seriously undermined by the social and economic conditions, which were also exploited by the Nazi Party. The Nazi ideologies appealed to those people who had seen no hope on the Republic. The Party promised people jobs, money, and homes, plus, they also wanted to abolish the Treaty of Versailles so there wouldn’t be huge reparations. That’s what German people want; they liked to be reminded of the humiliation caused by the War, and they wanted to get it back from the Republic.
Hitler was known for his totalitarian government, which referenced his act based on Darwism. Hitler’s theories on racism was to cleanse them of the lower class, to filter out the weak and to brutally punish those for the “good of humanity and the survival of the fittest” (see Darwin’s “Natural Selection,” (897). On the other hand, Soviet Union’s justification in its totalitarianism government derived from a scientific method by Karl Marx (see Marx’s “Communist Manifesto,” (453) in the power of classes. Soviet Union believed in two types of classes, progressive and non-progressive. In the form of totalitarianism governments Soviet Union was considered progressive and if you are not a communist you were considered a non-progressive class that would not amount to anything.
For example, the Mass Observation team picked up that people didn’t feel safe using the government shelters. However, instead of making the shelters better, they did a propaganda campaign advertising how good the shelters were. One of the ways of controlling what the people of Britain knew and didn’t know was censorship. The government banned anything that would demoralise the public, or get people to think in a negative way; they didn’t print anything that would make people feel as if they were being defeated. Many photographs and stories were not published until after the Blitz had ended.
The political establishment in Germany succeeded in maintaining the political status quo through a policy of moderate reform. How far do you agree with this judgement? The political establishment in Germany did succeed in maintaining its power through a policy of moderate reform; however, it can also be argued that this was also achieved by using extreme reforms as well for instance the suppression of the SPD. The moderate reforms gave a small power to the Reichstag which looked great but as a whole it was completely useless in the part of the Reichstag because of the Kaiser’s power to easily dissolve it. Bismarck who recognised the appeal to Germany's growing working classes, initiated a "carrot and stick" approach of simultaneous repression and an overt effort to acquire popular support.
In the novel the wave, Morton Rhue demonstrates how the characters come to comprehend that social pressure is abhorrent and its threatening force not only in the German Nazi but in an average day life. Robert is one of the characters with an optimistic attitude towards the experiment thinking that it was positive and that it was authorized for everyone to feel equal. David also felt what Robert was feeling from the beginning of the trial until he recognized the negativity and the unconstructiveness of research. David has come to thought that the experiment has made him force and brainwash others to become a member of The Wave, how he peer pressured those who didn’t want to be in group or when he nearly hurt his girlfriend Laurie Saunders. This is evident when David held her tightly and whispered “God, I’m sorry”.
This experiment shows and proves that people will do anything for money even if it means hurting innocent people like what happened in the Holocaust. I decided to agree with John P. Sabini and Maury Silver because they give good points and proven facts using Milgram’s Obedience Experiment to back them up. They show you how people will follow the rules and do what they are told, even though they are hurting someone just like in the Holocaust. Many German soldiers would hurt and kill Jews because they were just following orders and getting paid to do so not thinking they were hurting innocent families. “In both cases the evil they did was not intended; it was perhaps easy to “feel” that the evil was not their doing, to feel that it had an accidental quality.” (p. 233) many of the people that participated in the experiment and the German soldiers that participated in the Holocaust believe that they are not responsible for what happened they were just following orders and doing what they were told to do.
Along with supporting their claim for a “Great Germany”, this revanchism would allow for the necessary lebensraum (living space) for all Germans. Another point in the Nazi’s ideology was their anti-Communism. Communism was a main factor at the time and the spread of a Bolshevik Communism was feared especially by businessmen and the right wing, which lead to their support of the Nazi party who aimed to keep Communism at bay. After
Woodrow Wilson’s idealist opinion was due to the United States late entry into the First World War, and thus the United States had emerged profitably from the war. The Treaty seemed to satisfy the "Big Three" as in their eyes it was a just peace as it kept Germany weak yet strong enough to stop the spread of communism; kept the French border with Germany safe from another German attack and created the organization, the League of Nations that would end warfare throughout the world. However if left Germany angry about the Treaty making them feel that they
Nazi ideas were the only right ones. A Nazi Propaganda on Hitler These ideas were reinforced by the Nazi propaganda created by Josef Goebell. They were proven effective through two simple techniques, Keep it simple and Repeat it. Many Germans were convinced by the propaganda. Some major industrialists and aristocrats supported Hitler’s strong ants of the anti-Jewish and anti communism stance.
Emile Durkheim identifies creating social solidarity as one of the main functions of education. Durkheim argued that society needed a sense of solidarity i.e. ‘the individual members feel like part of a single ‘body’ or community, Durkheim argued that without this social life and cooperation would be impossible because everyone would only seek to fulfil their own desires. Schools help to create a sense of social solidarity by transmitting society’s culture from generation to generation. However a Marxist would argue that this sense of social solidarity and these ‘shared values’ are actually in place to reproduce and justify class inequality by indoctrinating people into the belief that inequality is inevitable and that they deserve their subordinate role in society.