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Aim (central question): How did fascist propaganda degrade its targets and other recipients? Objectives: 1. 2. Students will be able to analyze the efficacy of visual representations when accompanied by narratives. Students will be able to present and defend an argument that describes three ways in which messages issued by the state (particularly the Nazi regime of 1930s and '40s Germany) can degrade their recipients. Rationale: To help ensure that the memory of the Holocaust remains in the consciousness of the youngest generations of Americans. This lesson will push students to see greater complexity in—and close relationships among— propaganda, technique, and ideology. Duration: 4 days Sunshine State Standards: (Grades 9 - 12) LA.A.2.4.1, 2.4.5, 2.4.8 SS.A.1.4.3, 3.4.9, 5.4.5 SS.C.1.4.1, 2.4.3 Materials/Procedures Sketch pads Cornell-style notes from previous lecture/discussion on Holocaust Lesson Context: The lesson appears at the end of a unit on World War II. It comes after a short sequence of lessons in a unit on the Holocaust. Background knowledge of the Holocaust for which lessons have already been given and on which students have already been quizzed: -overview of Holocaust, via inquiry-based lecture/discussion -anti-Semitism in Europe (and the U.S.) prior to the 1930s (pogroms, Protocols of the Elders of Zion, Pale of Settlement, etc.) -National Socialism in Germany, Mein Kampf, Krystallnacht, ghettos, concentration camps Day One Nazi Propaganda Illustrations In groups, read and discuss the primary sources given on the web page. Record your answers for all of the following items: 1. What are the main colors used in the poster? 2. What symbols (if any) are used in the poster? 3. If a symbol is used, is it clear (easy to interpret)? memorable? dramatic? 4. For each source, are the messages in the source primarily visual, verbal, or both? 5. Who do you think is the intended audience for each source? 6. Consider the tabloid by Julius Streicher, "Der Stürmer," in which a medieval illustration depicts ritualistic murder of children, a medieval antisemitic myth. What irony can you identify? 7. What does the Nazi Government hope the audience will do? 8. What Nazi purpose(s) is served by the tabloid? 9. Go to the antisemitic cartoon by Seppla (Josef Plank) - an octopus with a Star of David over its head has its tentacles encompassing the globe. Compare this imagery with the song - "He's Got the Whole World in His Hands." Is there a correlation? 10. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster? Day Two Discussion 1. Consider the Stürmer footer “Die Juden Sind Unser Unglück!” (“The Jews are our misfortune!”). Whose misfortune is referenced? In other words, who are “we” in this statement? Whom would the “our” include and whom would it exclude? 2. Now do the same exercise as you did in number 5 as you consider the headline “Die Geissel Gottes” (“The Scourge of God”). 3. Suppose you are a person who did not support the Nazi cause before the 1930s but who came to support the Nazis by the beginning of WW2. Describe the ways in which your thoughts about yourself as a German have changed. Imagine why they changed. Use events from your notes and the primary sources on this page to explain the change (this part can be done either in the first person or third person). 4. Review your work from yesterday and today. Revise any answers that you think need to change— particularly item 5 from yesterday and all of the above items for today. Be as specific and descriptive as possible. 5. For each item below, imagine that you are a member of the group indicated. Then suppose, for each item, that you are reading one of the headlines translated above when it was first published. Using your understanding of German/European events in the 1930s and 1940s, including those about ghettos and concentration camps, what is your reaction from each perspective? Is it the same or does it change from group to group? A. Nazi party B. Roma (gypsies) C. Communists D. homosexuals E. German Jews 6. In what ways does the Stürmer footer “Die Juden Sind Unser Unglück!” (“The Jews are our misfortune!”) dehumanize or degrade Jewish people? In what ways does it degrade or dehumanize people in general? 7. What might be the difference between the “target” of propaganda and the “recipient” of propaganda? (How might this be represented with a venn diagram, e.g.?) Day Three Discuss questions and possible responses from Day 2 (in groups, then as a class) (Alternatively or supplementally:) Create a cartoon or the front page of a tabloid depicting a message of propaganda relating to current events. Create a second item combining a current event which parallels [to some degree] with the Holocaust. Day Four (if alternative/supplemental assignment is used): Have students share their items with the class Have each student defend his or her use of their particular imagery color subject matter composition HOMEWORK AND DAY FIVE: Assessment: Write a five-paragraph essay that answers the aim. PROMPT: Present and defend an argument that describes three ways in which messages issued by the state (particularly the Nazi regime of 1930s and '40s Germany) can degrade their recipients. See link to rubric on web page.