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Lessons from the Holocaust What studying the Holocaust teaches us about Fascism,Totalitarianism, and Contemporary Genocide. Opening Activity Write down everything you already know about the topic below. Holocaust Click Me! Defining the Holocaust The Holocaust was the statesponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945. Jews were the primary victims six million were murdered; Gypsies, the handicapped and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including homosexuals, Jehovah's Witnesses, Soviet prisoners of war, and political dissidents, also suffered grievous oppression and death under Nazi tyranny. Definition developed by the USHMM Opening Assignment Define the following: 1. Genocide 2. StateSponsored 3. Systematic 4. Collaborator Answer the following: 5. Who carried out the Holocaust? 6. Who were the victims of the Holocaust? 7. Where did the Holocaust take place? Defining Fascism (Click below to reveal definition and information on fascism) A political philosophy, movement, or regime that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition. MiriamWebster's Dictionary Fascism Simplified: • A political ideology that values nation over the individual, • Combines racial identity with national identity • Usually led by a dictator • Outlaws any opposition Fascism Examples: • Italy (Benito Mussolini) Germany (Adolf Hitler) •The Ku Klux Klan, revived in the US in 1915, had many fascist Japan (Hiro Hito) •characteristics. • Spain (Ferdinand Franco) Extremist sense of national pride, often combining concept of nation and race. Hatred of Marxism and Communism. Contempt for cultural or political freedom Establishment of strong totalitarian Glorifies the governments with elaborate propaganda traditional rural life, traditional roles for machines women, and value of the young. Characteristics of Fascist States 19221945 Corporatist economic programs where main industries controlled by "employee unions" Have imperialistic and militaristic aims Belief in a natural social hierarchy with elitist rule Reasons Fascist Governments Appealed to People Appealed to people's fears and weaknesses Promised solutions to tough economic conditions that seemingly benefited all social classes Promised to return the nation to its "glory days," and glorified traditional images of "the Good Life." Volksgemeinschaft Able to adapt image to attract people from a wide variety of social and political groups (example: Christian groups) Gave people someone to blame for their problems or failures (scapegoating) Charismatic leaders and effective recruiting strategies Evolution of a Genocide "How the Holocaust happened" It was statesponsored: able to pass legislation and laws to carry out program able to control or influence all methods of disseminating information (schools, military, newspapers, radio, etc.) The government was opportunistic: manipulated people's desire to restore national honor and pride exacerbated preexisting antiSemitic sentiment It was a highly organized stepbystep process: Step 1: make the National Socialists a mainstream political party Step 2: get the National Socialists in the Reichstag Step 3: get Adolf Hitler in the office of the President or Chancellor Step 4: turn public opinion against the Jews & other undesirables Step 5: isolate the Jewish people through legislation. Step 6: centralize the Jewish population in ghettos Step 7: exterminate the Jews and other undesirables. Core Components of Nazi Ideology Racial Social Darwinism: survival of the fittest can be applied to race history is the struggle of racial primacy over other races some races are better than others + superior races must protect themselves from weaker ones + racial strength comes from racial purity Malthusian Economic Theory: nature controls population growth through food supply & natural disasters Earth is able to produce a finite supply of food and resources Lebensraum: in order for a race to survive, must have sufficient "living space" to support races needs living space must be expanded to support needs of the people "First their synagogues... should be set on fire, and whatever does not burn up should be covered or spread over with dirt so that no one may ever be able to see a cinder or stone of it. And this ought to be done for the honor of God and of Christianity in order that God may see that we are Christians... Secondly, their homes should likewise be broken down and destroyed... For, as has been said, God's rage is so great against them that they only become worse and worse through mild mercy, and not much better through severe mercy. Therefore away with them... To sum up, dear princes and nobles who have Jews in your domains, if this advice of mine does not suit you, then find a better one so that you and we may be free of this insufferable devilish burden the Jews." Martin Luther 1543 A Brief History of AntiSemitism Implementation of Final Solution 19411945 Germany passes AntiSemitic legislation, denying civil rights to Jews (19281942) Spanish Inquisitors define Jews as race, cannot become "unJewish" by conversion. (1400s) Martin Luther calls Jews a threat to Christianity. (1543) Jews in Jerusalem murdered by Christians during Crusades (1300s) Christianity embraced by the Roman Empire (312 AD) Early Christians accuse Jews of murdering Christ. (100 AD) Romans take over Israel, subjugating the Jews.(200 BC) Babylonian Captivity, Jewish Diaspora. (582 BC) Israel conquered by the Assyrians (300 BC) Some flee to Egypt where they are Enslaved (2000 BC) Hebrews persecuted in Mesopotamia, leave and settle in Canaan. (Prehistory) Nazi Ideology + AntiSemitism Jews are a race, not a religious group one is born Jewish one cannot become "unJewish" by converting to a different religion Jews are racially inferior to nonJews physically weaker than other races lack military ability as demonstrated by history Jews should have become extinct lack own living space repeatedly lost own living space (Israel) through takeover Jews are a parasitic race According to Darwin's laws, Jews should have become extinct only exist by "attaching" themselves to a superior race perpetuate their race through intermarriage thereby weakening the superior race AntiSemitic Legislation Activity Your group has been given a selection of laws passed by the Nazi government in the years leading up to the deportation of Jews to killing centers such as Auschwitz. Read through and discuss the laws you have been given. Think about the following: Why would the government pass this law (rationale)? What impact would the law have on someone who is Jewish? How would the law impact a nonJewish German citizen? Reflect and discuss the following: Which of the laws would most impact on YOU? Why? How would you react if YOUR government passed this law against another group of people in the US? (example: Muslims) Think back to Citizenship/Government class, has the United States ever passed similar legislation against a group of people? Explain. The laws have been placed on the class timeline; what trends or patterns do you notice when looking at the laws as a collection? How do they relate to other events on the timeline? "Serving Mein Fuhrer" from Voices of the Holocaust Think about the following question What is the difference between education and indoctrination? How are the goals different? What are the tools for indoctrination versus education? Which did fascist regimes use? Why? Power of Propaganda Define Propaganda: a systematic process of disseminating information aimed at shaping public opinion and behavior. Positive Examples: Smokey the Bear Only You Can Prevent Forest Fires Got Milk Pork The Other White Meat Basic Assumptions: Most people believe what they hear, see, and read if it seems to come from an acceptable source. Few people will attempt to check the "facts" of a propaganda campaign People are easily manipulated "Propaganda is a truly terrible weapon in the hands of an expert." Propaganda Analysis "Our Last Hope: Hitler" Directions Study the campaign poster Describe the images of the people? What message is Hitler trying to convey? To whom is he trying to appeal? Analyzing Propaganda You have been given several examples of propaganda used by nations from 19281945 and the handout "State of Deception: Propaganda Analysis". Study each example, discuss it within your group, and complete the propaganda analysis handout. You have 15 minutes (5 minutes per example) to complete this task. Each group must explain their analysis of their propaganda examples when the image is shown on the SmartBoard then place your example where indicated by the teacher. Study the propaganda examples as a collection. What patterns or trends do you notice as the propaganda campaigns evolve? Click Here to Access Propaganda Images Classifying the People of the Holocaust (Erase to reveal the definitions) Perpetrators: One who carries out or commits a crime or deception Collaborators: T One who cooperates or works jointly with an agency, government, or instrumentality Resisters: One who goes against an established authority or ideology Rescuers: One who attempts to save another Victims: One who is injured, destroyed or sacrificed; one who is subjected to oppression,hardship, or mistreatment Bystanders: One who is present but not taking part Life in the Camps Activity Using the technology available to you, research the concentration camp you have been assigned. Use only the websites given on the Links tap of the course website. On your poster paper, create a profile of your assigned camp. Your profile should include: year camp was established purpose of camp (Did the purpose change over time?) primary detainees (POWs, Jews, political dissidents, etc.) living conditions in camp (include nutritional information if available) Any other information you feel is important to the understanding of your camp. Present your poster to the class. Survivor Testimony Link to Interview with Henry Greenbaum Listen carefully to the following interview with Henry Greenbaum, a Holocaust survivor. As you listen to the interview, write down his descriptions of life in the labor camps. Also, keep in mind the timeline that we have been discussing in class about the slow progression leading up to the Final Solution. What testimony does Mr. Greenbaum give to illustrate this progression? Holocaust Reflection Activity You have completed the section of the unit on the road to the Holocaust. Walk along the Interactive Timeline Wall. Carefully study the different entries and images that we have added to the wall as the unit progressed. Reflect on the following quote by historian Ian Kershaw: The road to Auschwitz was built by hate, but paved by indifference. Based on what you have learned over the course of the unit and through reflection on the Interactive Timeline Wall, explain the quotation. Based on what you have learned, who bears the responsibility for the Holocaust? What lessons have you learned about humanity from studying the Holocaust, and what responsibilities do we have as a result of the lessons learned from the Holocaust? Attachments Defining the Holocaust.wmv Holocaust Activity HG 1.docx Holocaust Activity CP 1.docx Holocaust Activity CP 2.docx propaganda examples & captions.pptx
