Youth Movements & Education in Nazi Germany (SQA National 5 History): Revision Note

Exam code: X837 75

Hannah Young

Written by: Hannah Young

Reviewed by: Bridgette Barrett

Updated on

Summary 

The Nazis took control of schools and youth groups to spread their ideas. Teachers had to join the Nazi Teachers’ League and teach a set curriculum.

Biology taught “racial superiority", and textbooks pushed militarism. Physical exercise was increased for all, while girls also learned homemaking and motherhood. Special Napola schools trained future leaders.

Outside school, boys joined groups leading to the Hitler Youth for camping, drill, and basic military skills, and girls joined the League of German Maidens to focus on fitness, service, and preparing for family life. Together, education and youth movements aimed to create loyal young Germans who accepted Nazi beliefs.

Nazi control in schools

  • Teachers had to join the Nazi Teachers’ League

    • They were checked for loyalty

    • Made to swear oaths of allegiance to Hitler

    • Subject to intense surveillance by the Nazi Party, colleagues and students

  • Anti-Nazi and Jewish teachers were sacked

  • The Education Ministry set a fixed curriculum and sent inspectors to make sure lessons followed Nazi ideals and beliefs

    • History praised Germany and Hitler and blamed enemies for the past problems the country had faced

    • Biology taught false ideas about “race” and said “Aryan” Germans were "superior"

    • Textbooks were rewritten to stress obedience and militarism

    • PE time rose sharply to build fitness

    • Girls also had lessons in homemaking and motherhood

  • Napola schools and Adolf Hitler Schools trained selected pupils for leadership

  • After 1936, joining youth groups was pushed very hard in schools and by 1939, membership of the youth groups was compulsory

Nazi youth groups

  • Boys joined the Deutsche Jungvolk at 10 and the Hitler Youth at 14

    • Activities included:

      • Camping

      • Marches

      • Drill

      • Map reading

      • First aid

      • Signals

      • shooting practice

  • Girls joined the Jungmädelbund at 10 and the League of German Maidens at 14

    • Activities for the girls included:

      • Fitness

      • Camping

      • Service

      • Preparation for family life

  • Uniforms, songs, ranks, and badges aimed to build pride and loyalty

  • Church and scout groups were closed or taken over

  • After 1936, joining youth groups was pushed very hard

  • By 1939, membership in a youth group was compulsory

  • Members of the youth groups swore an oath to Hitler

    • They were urged to report disloyal talk

  • Older boys helped on anti-aircraft guns and as messengers during air raids

  • Girls supported air-raid relief, first aid, and evacuations

  • By the late 1930s, millions of children were enrolled, so almost every child passed through this system

Worked Example

Describe how the Nazis used education and youth movements to control young people in Germany between 1933 and 1939.

[4 marks]

Teachers had to join the Nazi Teachers’ League and anti-Nazi and Jewish teachers were sacked. [1] Lessons were rewritten: history praised Germany and Hitler, biology taught “racial” ideas, and PE time increased. [1] Boys joined groups leading to the Hitler Youth for camping, drill, map reading, and shooting; girls joined the League of German Maidens for fitness, service, and homemaking. [1] After 1936, membership in youth movements was pushed hard and by 1939, it was compulsory; uniforms, oaths, and camps built obedience. [1]

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Hannah Young

Author: Hannah Young

Expertise: Content Writer

Hannah is an experienced teacher, education consultant, and content specialist with a strong track record of raising attainment through high-quality teaching and curriculum design. A Fellow of the Chartered College of Teaching and a Chartered History Teacher, she specialises in History and Politics. Hannah is passionate about helping students succeed through clear explanations, strong subject knowledge, and evidence-informed teaching approaches.

Bridgette Barrett

Reviewer: Bridgette Barrett

Expertise: Geography, History, Religious Studies & Environmental Studies Subject Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 30 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.