Daily Doses of Nazism
Explore the power that propaganda can have on young people, especially when it is presented as part of everyday culture.
Wisconsin Academic Standard: PS3.c: Power in Government
Power in Government
Lesson Plan
Pseudoscience
Students will learn the history of antisemitism and how it was transformed into Nazi racial antisemitism through the years.
Enduring Understanding
Antisemitism was not invented with the rise of the Nazi party. It had deep roots that were transformed to fit the racist ideology of the time.
Essential Question
- 1How can we be sure that what we're learning is accurate?
Readiness
Begin by prompting your students to think about forms of intolerance. What kind of ‘isms’ can they think of that separate one group from another in a detrimental way?
Do they believe that certain ‘isms’ are more powerful than others? Why might this be?
Input
This lesson can be found in an expanded form here.
Divide students into groups or pairs.
Distribute the first definition card within this three page bundle, which defines the terms ideology, racists and ethnicity.
In groups, pairs, or individually students work to define the yellow highlighted words. After the group defines the word, they use dictionaries to check their definitions.
After 5 minutes come together and have students briefly share:
- How their definitions of highlighted words were similar/different to the dictionary.
- If defining the highlighted words increased their understanding of the definitions of ideology, racists, and race.
Pivot toward the question of pseudoscience: Now that we have definitions of racists and race, let’s examine the pseudo science behind beliefs that human behavior is biologically determined. See if they know what pseudo means.
Distribute and read definition cards two and three which defines pseudo, science and racial antisemitism.
–> Students can repeat the definitional activity used with the first definition cards for the second and third cards as well..
Check for understanding of the concept of pseudoscience and racial antisemitism.
Answer questions or clear misconceptions before proceeding.
Output
Watch this short clip from USHMM about racism in the Nazi party. Then ask students to respond to the following questions either in writing or small groups before opening up for a large group discussion. You may also assign certain questions to groups or individuals to reduce the time for responses.
- At the beginning of the video, the narrator remarks that the Nazis “wanted to create a racially pure Germany”. What about this statement is already a red flag, given what you know about race?
- During the Nazi era, racial science was taught in schools, and this helped create a youth that was complicit with the racism that Nazi’s were promoting. Why were such violent biases taught to young people in school?
- Sometimes people claim something as “scientific” to make it sound legitimate, even if it is patently false. Why is the legitimizing stamp of science so important?
- How can racism help keep a party or political group in power?
- Despite overwhelming scientific data to the contrary, many people still believe in the superiority of certain races. Why might individuals hold onto a belief that has been discredited because it’s not factually true? How might they change their minds?
- What information do racists use to justify their beliefs? How can radical beliefs, like these, be challenged and countered?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
BH1.a: Individual Cognition, Perception, and Behavior
BH1.b: Personal Identity and Empathy
BH2.a: Relationship of People and Groups
BH3.a: Social Interactions
Hist1.a: Cause
Hist1.b: Effect
Hist2.a: Patterns stay the same over a period of time
Hist3.c: Current Implications
Inq4.b: Critique conclusions
PS3.c: Power in Government
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Defying the Treaty of Versailles
Explore the preparations made by Hitler as he geared up for war. Read through a secondary source, with excerpts from some primary sources, in order to get an understanding of how these actions were viewed. Explained as defensive measures, Hitler began increasing the military, reconstructing the German air force, and taking back the Rhineland.
Enduring Understanding
Hitler openly defied restrictions set forth in the Treaty of Versailles with seemingly no repercussions.
Essential Question
- 1If there are no consequences, what stops someone from breaking the rules?
Readiness
Ask students who the initial aggressor was in WWII?
Given that it was Germany, and given that Germany was not supposed to be capable of war, how did they become the aggressor?
Tell students that they will be reading about the initial actions taken by Hitler that would ultimately drive Germany toward war. Note that they will also be exploring how these illegal actions were perceived by people at the time.
Input
Direct students to the source, Battle for Work, which is an excerpt from Facing History and Ourselves. Have them read through the document individually first, taking note of sections, words or ideas that they didn’t understand clearly. Give students about 10 minutes to read this text.
Then, divide the class into five groups. Start them on the path toward understanding by having them attempt to answer one another’s questions about the text.
Ask the large group whether they think Hitler’s jobs program might have been attractive to Germans, amidst a depression and in the wake of the defeat of WWI. Then, ask each person to read, Rearming Germany by Facing History and Ourselves.
Output
In the same small groups, have students discuss the questions available on the ‘Rearming Germany’ page. For the first fifteen minutes, ask each group to talk through each question and discuss what they think about each. Then, assign one question to each group and ask them to quickly prepare a short response to their question to kick off the broader, full class discussion about that question.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
A Solution to Weimar
Learn about the complex and trying time that Germany experienced during the Weimar Republic (1919-1933).
Enduring Understanding
The Weimar Republic was Germany’s first democracy; meaning leaders were tasked with a complete makeover of institutions, political culture, education, and judiciary systems.
Essential Question
- 1How do fragile democracies create fertile ground for extremism?
Readiness
Teacher's Note
Prior to this lesson students should have general knowledge and understanding of the Treaty of Versailles. If necessary, go over a lesson on the Treaty of Versailles before moving on.
Ask students how they might go about solving a problem under difficult circumstances. (Maybe they want money for a game system that their parents do not want to pay for. Perhaps their parents do not approve of them spending time with a new friend.) How does being faced with a difficult problem help inspire creativity?
Input
Watch the video, Facing History Scholar Reflections: The Weimar Republic by Facing History and Ourselves once through as a class. Watch it a second time pausing after the following sections to discuss. Ask students what questions they have about the clips. Go through the questions that accompany each clip.
Beginning – 1:11 Intro to Weimar and the end of WWI
- How did the end of WWI set the stage for what was to come?
- Do you think the Allies had other options than the terms they set at Versailles?
1:20-2:32 Politics and the arts
- Name some ways German society changed during the early Weimar years?
- What are some of the most interesting developments during this era, in your opinion?
2:32-4:08 Outsiders and Insiders
- What was the event that led to rising popularity for the extremists?
- What is opportunism?
4:09-End Growing popularity with the Nazi party
- How do you think the Nazi party was able to gain so much traction?
- Why did people follow Nazism? Was it because of their anti-Jewish stance or for other reasons?
Output
Teacher's Note
Often students will wish to pull this conversation into the present day, Be ready to either engage with this carefully or redirect to the topic at hand.
Open up a discussion about how the Nazi party aimed to solve the problems prevalent during the Weimar years.
- What problems were people facing?
- How did the Nazi party benefit from these hard times?
- How were people convinced by their rhetoric?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Understanding the Weimar Republic
Navigate the complex and trying time of the Weimar Republic (1919-1933) by exploring readings and testimonies from the era.
Enduring Understanding
The Weimar Republic was Germany’s first democracy; meaning leaders were tasked with a complete makeover of institutions, political culture, education, and judiciary systems.
Essential Question
- 1How can changes in government affect all aspects of society?
Readiness
Teacher's Note
Prior to this lesson, students should have general knowledge and understanding about the Treaty of Versailles. If necessary, go over a lesson on the Treaty of Versailles before continuing on.
Ask students what they think Germany was like following the end of World War I. What might they expect it to have been like, after a war that saw them lose a great deal of power? Would they expect that the initial response would be radical democracy? Would they expect that democracy could lead to Nazism?
Input
Pull up the resource, ‘The Weimar Republic: The Fragility of Democracy‘ by Facing History and Ourselves. Scroll to the bottom where all of the readings are located. Point out the different titles of resources that represent all that was happening during this brief period in German history.
Click on the reading titled, ‘Virtual Essay: Free Expression in the Weimar Republic‘ Read through the first paragraph and click through some of the images with the class. They will be assigned different readings from this page.
Output
Divide the class into groups of three to five. Assign each group a reading. You may choose others, but recommendations include ‘Rumors of Betrayal’, ‘When Money Had No Value’, ‘Women in the Weimar Republic’, ‘A New Economic Crisis’ and ‘Voices in the Dark.’
Have students read through their article in groups and prepare to share what they learned from it with the class. Students should be able to answer what contribution it played into the fragile democracy.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
How Public Opinion is Built
Examine opinion polls throughout the era of war and investigate key figures in American politics who helped shape the landscape of public opinion and action in this time period.
Enduring Understanding
Public opinion is shaped by multiple factors and does not guarantee that action will be taken on behalf of that opinion.
Essential Questions
- 1How do we balance and respond to the varied opinions that we accept about ourselves and the world around us?
- 2Why can we condemn actions elsewhere and accept similar actions here?
Readiness
Ask students to reflect on what they think contributes to their opinion on something? Who are the influencers in their world? Do all influences carry equal weight? How do they balance the difference of opinions that they hear and that they may agree with?
Input
Cycle through the opinion polls that run the length of the Holocaust, presented via the US Holocaust Memorial Museum exhibit on Americans and the Holocaust.
As you cycle through, prompt students to quickly jot down answers to the following questions that pair with each slide:
- What do you make of the disparity between disapproval of persecution and willingness to allow more refugees into the country in 1938?
- Why do you think Americans were uncomfortable entering a war with Germany in 1940?
- Americans were widely opposed to information they heard about Nazi concentration camps, what do you suppose puts them in favor of Japanese Internment?
- The United States and our allies won the war – in both Europe and the Far East. Why do you suppose we weren’t more welcoming to immigrants at that time? Who did we welcome?
Output
Students will explore the writings and primary sources about various influential people from the 1930s and 40s. Groups should be created, each assigned to a different person of influence. Begin at the bottom of this page from the U.S. Holocaust Memorial Museum with the public voices and extend into the political voices if need be.
Groups should prepare a brief presentation about the person to which they are assigned. Each group should answer at least the following questions:
- What was this person’s role in US society? How influential were they, based on examples?
Did they influence policy, public opinion or both? In what ways? - What were the main actions they took during this time?
- How were they able to influence public opinion – especially the publics’ opinion on war, immigration, concentration camps, Internment camps? Why do you think their perspectives were so pertinent to this subject?
- How do you judge them in light of our current situation? What lessons can they teach us?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
BH2.a: Relationship of People and Groups
BH2.b: Cultural Patterns
BH3.a: Social Interactions
Econ1.a: Choices and Decision Making
Econ3.b: Money
Hist1.a: Cause
Hist1.b: Effect
Hist2.b: Patterns Change over a period of time
Hist3.b: Perspective
Hist3.c: Current Implications
Hist4.a: Historical Context
Hist4.d: Point of View
Inq5.a: Civic Engagement
PS1.a: Values & Principals of American Constitutional Democracy
PS2.a: Civil Rights and Liberties
PS2.c: Asserting and Reaffirming of Human Rights
PS3.c: Power in Government
PS3.d: Public Policy
PS4.b: Compromise, Diplomacy, and Consensus Building
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
American Obstruction
Why did the US fail to act after there was confirmation of mass murder against European Jews? Guide students through the disappointing history of the US State department’s obstruction of the truth of the Holocaust.
Enduring Understanding
The U.S. knew about the Holocaust, but failed to act in response to it until it was almost over.
Essential Question
- 1Why are governments prone to using censorship?
Readiness
Briefly, ask students if they believe that the US was heroic in their effort to stop the Holocaust. Why do they believe what they do? What evidence do they have to support their position? Then, review the Holocaust Timeline at Echoes & Reflections to take a look at 1941 and 1942. Note some key dates, including the deployment of the Einsatzgruppen in 1941 and the Wannsee Conference in 1942.
Input
Then introduce the Ringer Telegram, by way of the USHMM Americans and the Holocaust online exhibit, (can be found under the section titled “Cold-Blooded Extermination”) which found its way to US officials in August 1942. Begin by showing the full image of the telegram and asking students to read it. What do they understand of the messages that is being conveyed? What is the warning in these words?
After they have investigated the primary source document, read together the description of “cold-blooded extermination” on that same page for context.
Ask students to reflect on this historical monument. What would they have done if they were in a position of power and heard of these acts of violence?
Then, introduce students to the State Department cover up. Read the first part of this section together and ask students what questions emerge in their minds. Ask them to record for themselves, what would they still like to know and what confuses them about this response.
Output
Ask the students to pair up and read the biography of Breckenridge Long via the USHMM Americans and the Holocaust site. Before they begin, prompt them to say their questions aloud to their partner. As they read, they should be attempting to answer these questions by writing down information that pertains to them.
Finally, if time permits, groups can share what they discovered and what remains unknown about this cover-up story.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Mock Paris Peace Conference
Students will simulate the negotiations done during the Paris Peace Conference. This activity will help students to understand the challenge faced when negotiating terms after World War I.
Enduring Understanding
The different players of the Paris Peace Conference all had their own agendas and ideas on repercussions.
Essential Question
- 1Is it possible to negotiate terms that everyone can be pleased with?
Readiness
Teacher's Note
Prior to this lesson students should have a general knowledge and understanding of World War I. If not, please go back to one of the lessons on WWI to prepare students for this lessons.
Open up the lesson with this simple activity: Imagine you have to split one pizza among four people. One person is gluten free, one is a vegetarian, one is allergic to olives, and the other LOVES meat. How do you compromise? What kind of pizza can you order that everyone could agree to?
You may want to draw a pizza on the board and have students raise their hands with options for crust and toppings.
Input
Teacher's Note
Mock trials and simulations are appropriate for this topic as it does not place students in the role of victim or perpetrator. In other lessons on the Holocaust, we caution against using simulations and role play activities.
Explain to the class that they will be divided into three groups in order to simulate the negotiations for the Paris Peace Conference. This document will provide the three groups with the information they will need in order to speak on behalf of either France, Britain, or the United States.
Divide the class into three groups and assign them to be France, Britain, or the US. Ask the students to read the materials for their country to understand where they stand in the negotiations.
Output
The worksheets that will be used below can be found on the Treaty of Versailles Simulation resource.
Provide students with the Options for Negotiation (page 4) so they are able to see what their options are during the negotiations.
It would be beneficial if you can arrange the classroom in a manner that would allow the three groups to converse openly during the negotiations, such as forming a giant circle with all chairs facing towards the center.
As the teacher you will be the one facilitating the negotiations. Using the Options for Negotiation (page 4), ask the first question to the class as a point for negotiation. You may not have time to go over every question so read them through and pick out which ones you find the most suited for your class. Provide students with the Negotiation Worksheet (page 5) to record the terms of agreement they were able to come up with.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
World Leaders Hesitate
Examine a detailed video about the international response to growing evidence of Nazi war crimes and learn about the effect that public pressure can have on the decisions of governments.
Enduring Understanding
International leaders were slow to respond to the evidence of the mass murder of Jews by the Nazi regime.
Essential Question
- 1Why are heads of state hesitant to intervene, even when there is evidence that atrocities are occurring?
Readiness
Prompt students to do a bit of pre-writing about the subject. Ask them to reflect briefly on the motivations of the Allied forces of World War II. Specifically, prompt them to see if the likes of Great Britain, the USA and France were focused on stopping the Holocaust. After a few minutes, ask students to voice their answers and orient them to the predominantly political nature of the conflict.
Input
Before showing the video, anticipate some of its content by asking students to pay close attention to the following questions:
- When was the information about the Holocaust revealed?
- Who received this information?
- What did the recipients of this information do with it?
- Did nations change their approach to war, in light of evidence about the Holocaust?
- What groups were responsible for initiating action?
Then, show the first 8:20 of the video, Did the world remain silent? produced by Tel Aviv University.
After the video, see if your students can answer the five questions listed above.
Output
After establishing the facts around these international responses, split the class into three groups, each of whom will respond to a different troubling fact discussed in the video. Ask each group to tackle these questions in depth, thinking about the context of the situation as much as they can.
Group 1: At 1:42, the speaker suggests that the Russians saw evidence of the Holocaust in early 1942, but concealed the fact that murders were taking place specifically against Jews. Why?
Group 2: At 5:08 the speaker mentions that even at the end of 1942, ‘no concrete action’ to stop the Holocaust was mentioned by the Allies, despite mounting evidence of the murders. Why would the Allies not develop a plan to stop the atrocities?
Group 3: At 5:28, the speaker mentions that the War Refugee Board, which helped save the lives of thousands of Jews, was created as a result of public pressure. What does this say about your role as a citizen?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
BH1.b: Personal Identity and Empathy
BH3.a: Social Interactions
Hist1.a: Cause
Hist1.b: Effect
Hist2.c: Contextualization
Inq1.a: Develop questions based on a topic
Inq4.a: Communicate conclusions
Inq4.b: Critique conclusions
PS2.c: Asserting and Reaffirming of Human Rights
PS3.c: Power in Government
PS4.b: Compromise, Diplomacy, and Consensus Building
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.