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The Use of Propaganda in Nazi Germany:
How are People’s Attitudes and Actions Influenced by the
Media?
Grade Level:
5
Subject:
Social Studies
State Standards Addressed:
WHII.21 Describe the rise and goals of totalitarianism in Italy, Germany, and the
Soviet Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin,
and Stalin. (H)
WHII.26 Describe the background, course, and consequences of the Holocaust,
including its roots in the long tradition of Christian anti-Semitism, 19th century
ideas about race and nation, and Nazi dehumanization of the Jews. (H)
Definition:
Propaganda is a type of message aimed at influencing the opinions (attitudes) or
behavior (actions) of people. Often, instead of providing factual information,
propaganda can be deliberately misleading. Propaganda techniques include:
patriotic flag-waving, glittering generalities, simple slogans, stereotyping, and
testimonials from authority figures or celebrities.
Unit Focus:
The activities in this lesson are intended to help students learn how to analyze
propaganda by identifying the messenger, the message, and the specific
audience the message was intended to influence. Students will be exposed to
various forms of Nazi propaganda that appeared in different forms of media to
specifically foster an understanding of the power and influence of propaganda. It
is my hope that students will recognize the power of propaganda an develop the
ability to interpret the images that influence them on a daily basis.
Essential Questions Explored:
1. What is propaganda?
2. How did Nazi Germany use propaganda to formulate the thoughts and
opinions of its people?
3. How did Nazi propaganda influence the attitudes and actions of the German
people?
4. If the purpose of propaganda is to influence people, than what is influencing
you?
5. Can good people be influenced to do bad things?
Learner Outcomes:
1. demonstrate an understanding of propaganda
2. demonstrate an understanding of the use of propaganda by the Nazi’s to
influence the attitudes and actions of the German people.
3. analyze and evaluate the propaganda techniques used to influence a
particular audience. Understand “message, messenger, and audience”.
4. analyze and interpret visual images and evaluate their effectiveness to impact
the thoughts and opinions of our modern society.
Student Products:
1. “Analyze Images of Nazi Propaganda” Worksheet. Students will analyze
examples of Nazi propaganda and identify basic information about the image.
2. “The Poisonous Mushroom” Analysis worksheet. Students will read an exert
from an anti-Semitic children's book entitled “Der Giftpilz”. The exert is entitled,
“The Poisonous Mushroom”. Students will analyze the message presented in the
story and describe its purpose and its intended audience.
3. A propaganda poster that demonstrates the student’s ability to influence the
opinions and behaviors of his/her audience.
Unit Activities:
Background:
Students will have already been introduced to the concept of propaganda.
Students will investigate how they could convince an audience that their idea was
correct. What strategies would they utilize in order to convince their audience?
What powerful words would they employ? Would the way they construct their
message change depending on the audience (parent, teacher , or friend) that
they are trying to convince?
Student will then view a powerpoint presentation on propaganda and the many
forms it takes (patriotic flag-waving, glittering generalities, simple slogans,
stereotyping, and testimonials from authority figures or celebrities). The
powerpoint can be found at the following web address:
http://www.authorstream.com/Presentation/mmaguire-313238-propagandatechniques-Entertainment-ppt-powerpoint/
1. “Introduction to Nazi Propaganda” Activity
Duration: Two class periods
Outcome:
Students will analyze examples of Nazi propaganda. Students will present their
findings in the “Propaganda Analysis” worksheet.
Procedure:
a. Students will be presented with three images of nazi propaganda.
b. As a class, we will analyze the first example.
c. Students will focus on:
a. Describe what you see in detail.
b. Who do you think created this image?
c. Why was this image created?
d. Who was the intended audience?
e. What was the intended message of this image?
d. Students understanding will be assessed on the “Analyze Images of Nazi
Propaganda”
worksheet, using the remaining two images.
2. “The Poisonous Mushroom” Activity
Duration: Two Class Periods
Outcome: As a whole class activity, students will read and analyze an excerpt
from an anti-Semitic children's book entitled “Der Giftpilz”. The exert is entitled,
“The Poisonous Mushroom”. Students understanding of the use of Nazi
propaganda will be assessed on the “Poisonous Mushroom” Analysis worksheet.
Procedure:
a. As a whole class, students will read the anti-Semitic story entitled, “The
Poisonous Mushroom”.
b. Students will actively participate in a whole class discussion focused on the
following:
1. Who do you think wrote this story?
2. Why was this story created?
3. Who was the intended audience?
4. What was the intended message of this image?
c. Students will demonstrate their understanding of the use of Nazi propaganda
by completing the “Poisonous Mushroom” Analysis worksheet.
3. “Modern Day Marketing and Propaganda Activity
Duration: two class periods
Outcome:
Students will be understand that they are bombarded with advertisements in
various forms of media that are intended to influence public opinion. Students will
demonstrate the ability to interpret and evaluate advertisements advertisements
that they are exposed to daily. Students will also create their own form on
advertisement meant to influence the opinion and actions of a specific group of
people.
Procedure:
a. Students will view and analyze a “propaganda in advertising” powerpoint found
at the following web address:
http://www.yesnet.yk.ca/schools/wes/webquests_themes/media_sofie/pp_presen
tations/naomi_shaun/naomi_shaun.html
b. Students will participate in a whole class discussion on the information
presented in the powerpoint.
c. Students will present two advertisements that have influenced their attitude or
behavior.
d. Students will complete the “Advertisement Analysis” worksheet.
e. Students will create their own advertisement to impact the attitudes or
behaviors of their fellow classmates. Please refer to the “Advertising” Activity
worksheet for more detailed information.
Differentiated Instruction Extension Activities:
These activities are tiered in product according to learning profile.
Tier I: Concrete Random Learners
Tier II: Concrete Sequential Learners
Tier III: Abstract Random Learners
Tier IV: Abstract Sequential Learners
Concrete Random Learners can choose one of the following:
1. Create a computer generated poster that illustrates your understanding of
propaganda techniques and their impact on the attitudes and actions of their
intended audience.
2. Create a cartoon strip that illustrates your understanding of propaganda
techniques and their impact on the attitudes and actions of their intended
audience.
3. Create a newspaper editorial that demonstrates your understanding of
propaganda techniques and their impact on the attitudes and actions of their
intended audience.
4. Create a video that investigates the impact of propaganda techniques on the
attitudes and actions of their intended audience.
Concrete Sequential Learners can choose one of the following:
1. Construct a “Memory Game” that would assist your fellow classmates in
understanding the relationship between propaganda and the attitudes and
actions of their intended audience.
2. Design a model that gives a visual representation of the relationship between
propaganda and the attitudes and actions of the intended audience.
3. Create a Venn Diagram that illustrates the connection between propaganda
and the attitudes and actions of the intended audience.
Abstract Random Learners can choose one of the following:
1. Create a play that demonstrates the impact of propaganda on an audience.
2. Create a poem or a song that may influence the thoughts and actions of a
particular group of people.
3. Create a talk show program that will focus on the purpose of propaganda and
its impact on society.
Abstract Sequential Learners can choose one of the following:
1. Create a newspaper or newspaper article that explains the meaning of
propaganda and its purpose.
2. Create a research paper that investigates the meaning of propaganda and its
impact on society.
3. Formulate a lesson that will teach your fellow classmates about propaganda
and its impact on society.
Name: __________________________________ Group:________
“Analyze Images of Nazi Propaganda”
Worksheet
Directions:
Please answer the following questions on white-lined paper for each of the
images presented.
Questions:
1. Please take the whole image and break it into parts. Can you list and describe
the different elements of the image (images, words, colors, facial expressions,
etc.)?
2. Who do you think created this image and why?
3. Who do you think the intended audience was and why?
4. What was the intended message presented by this image?
5. How do you think this image may have influenced the attitudes and actions of
the German people?
6. What type(s) of propaganda techniques were used inthis image?
Due Date: TBA
Name: ___________________________________________ Group: ________
“Nazi Propaganda” Assessment
Does your work list and describe the different elements of each image?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you present evidence as to who created this image and why??
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Does your work provide evidence that you understand the author’s
intended audience?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Does your work provide evidence as to the intended message presented in
this image?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you present evidence as to the impact the images had on the German
people?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you present the different types of propaganda techniques used in these
images?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
3. Is your work neat, and easy to read?
A. Work is neat and easy to understand
B. Work is neat and can be understood
C. Work is difficult to understand
D. Work does not reflect an understanding of the directions
Name: __________________________________ Group:________
“Poisonous Mushroom” Analysis
Worksheet
Directions:
Please answer the following questions on white-lined paper.
Questions:
1. Can you describe the point of view of the author?
2. What is the author’s message?
3. What words does the author use to influence the attitudes and actions of her
readers?
4. Who was the author’s intended audience?
5. Does the author use lies or stereotypes to express her message? Please
provide clear examples from the text to support your opinion.
Due Date: TBA
The Poisonous Mushroom
A mother and her young boy are gathering mushrooms in the German forest. The
boy finds some poisonous ones. The mother explains that there are good
mushrooms and poisonous ones, and, as they go home, says:
“Look, Franz, human beings in this world are like the mushrooms in the forest.
There are good mushrooms and there are good people. There are poisonous,
bad mushrooms and there are bad people. And we have to be on our guard
against bad people just as we have to be on guard against poisonous
mushrooms. Do you understand that?”
“Yes, mother,” Franz replies. “I understand that in dealing with bad people trouble
may arise, just as when one eats a poisonous mushroom. One may even die!”
“And do you know, too, who these bad men are, these poisonous mushrooms of
mankind?” the mother continued.
Franz slaps his chest in pride:
“Of course I know, mother! They are the Jews! Our teacher has often told us
about them.”
The mother praises her boy for his intelligence, and goes on to explain the
different kinds of “poisonous” Jews: the Jewish pedlar, the Jewish cattle-dealer,
the Kosher butcher, the Jewish doctor, the baptised Jew, and so on.
“However they disguise themselves, or however friendly they try to be, affirming
a thousand times their good intentions to us, one must not believe them. Jews
they are and Jews they remain. For our Volk they are poison.”
“Like the poisonous mushroom!” says Franz.
“Yes, my child! Just as a single poisonous mushrooms can kill a whole family, so
a solitary Jew can destroy a whole village, a whole city, even an entire Volk.”
Franz has understood.
“Tell me, mother, do all non-Jews know that the Jew is as dangerous as a
poisonous mushroom?”
Mother shakes her head.
“Unfortunately not, my child. There are millions of non-Jews who do not yet know
the Jews. So we have to enlighten people and warn them against the Jews. Our
young people, too, must be warned. Our boys and girls must learn to know the
Jew. They must learn that the Jew is the most dangerous poison-mushroom in
existence. Just as poisonous mushrooms spring up everywhere, so the Jew is
found in every country in the world. Just as poisonous mushrooms often lead to
the most dreadful calamity, so the Jew is the cause of misery and distress, illness
and death.”
The author then concludes this story by pointing the moral:
German youth must learn to recognise the Jewish poison-mushroom. They must
learn what a danger the Jew is for the German Volk and for the whole world.
They must learn that the Jewish problem involves the destiny of us all.
“The following tales tell the truth about the Jewish poison-mushroom. They show
the many shapes the Jew assumes. They show the depravity and baseness of
the Jewish race. They show the Jew for what he really is:
The Devil in human form.
Name: ___________________________________ Group:________
“Poisonous Mushroom” Assessment Guide
Does your work provide evidence that you understand the author’s
message?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you present the words the author used to influence the attitudes and
actions of the reader?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Does your work provide evidence that you understand the author’s
intended audience?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Does your work provide any lies or stereotypes that the author uses to
influence the audience?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
3. Is your work neat, and easy to read?
A. Work is neat and easy to understand
B. Work is neat and can be understood
C. Work is difficult to understand
D. Work does not reflect an understanding of the directions
Name: __________________________________ Group:________
“Advertising” Activity Worksheet
Mission:
The student will present a magazine or TV advertisement to the class that has
influenced his/her attitude or behavior and convey how they were influenced. The
student will be able to identify the message, messenger, audience and
propaganda techniques used within the advertisement.
Procedure:
1. The student will choose an advertisement that has influenced his/her attitude
or behavior.
2. The student will identify how his/her attitude or behavior changed due to the
advertisement.
3. The student will answer the questions presented below.
Questions:
Please provide detailed answers to the folowing questions on white-lined
paper.
1. How did this advertisement influence your attitude or behavior?
2. Who created this advertisement?
3. What message does this advetisement convey?
4. Who is the intended audience for this advertisement?
5. What propaganda techniques are used within this advertisement?
Due Date: TBA
Name: __________________________________________ Group___________
“Advertising” Activity Assessment Guide
Does your work provide evidence as to how you were influenced by this
advertisement?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you identify the messenger?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you identify the message?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Does you identify the intended audience?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
Do you identify the propanda techniques used in the advertisement?
A. Thorough understanding of the concept
B. Solid understanding of the concept
C. Some understanding of the concept
D. Work does not reflect an understanding of the concept
3. Is your work neat, and easy to read?
A. Work is neat and easy to understand
B. Work is neat and can be understood
C. Work is difficult to understand