Comparing Propaganda
Critical to the Nazi Party's success in taking over most of Europe between 1938 and 1945 was their use of propaganda. The Minister for Propaganda, Josef Goebbels was instrumental in fueling the Anti-Semitic ideology of the German people, simultaneously indoctrinating the idea of Hitler as a God-like hero for Germany.
Equally as important as the propaganda used in Germany, the United States had it's own form of propaganda as well, casting a deeply unfavorable light on the Nazi Party and Germany. Even children were exposed to this kind of propaganda, as Disney and Warner Bros. Company created cartoon propaganda, exposing the "true" evils of the Nazi Party.
Before watching the propaganda videos, students will write in their journals about what the Josef Goebbels quote in the picture means, how it influenced his propaganda campaign, and how it effected the people of Europe. Additionally in this journal entry, they will talk about what message the picture of Adolf Hitler (below) is supposed to send to the German people. As a class, we will watch the Education for Death video, to prompt our thinking for group work.
Students will view the remaining 3 videos in small groups - 1 video per group - and discuss with each form of propaganda. Individually, students will complete an writing assignment about the purpose and effectiveness of propaganda.
These artifacts were selected with the following learning goals in mind:
Common Core State Standards/GLCE's
Equally as important as the propaganda used in Germany, the United States had it's own form of propaganda as well, casting a deeply unfavorable light on the Nazi Party and Germany. Even children were exposed to this kind of propaganda, as Disney and Warner Bros. Company created cartoon propaganda, exposing the "true" evils of the Nazi Party.
Before watching the propaganda videos, students will write in their journals about what the Josef Goebbels quote in the picture means, how it influenced his propaganda campaign, and how it effected the people of Europe. Additionally in this journal entry, they will talk about what message the picture of Adolf Hitler (below) is supposed to send to the German people. As a class, we will watch the Education for Death video, to prompt our thinking for group work.
Students will view the remaining 3 videos in small groups - 1 video per group - and discuss with each form of propaganda. Individually, students will complete an writing assignment about the purpose and effectiveness of propaganda.
These artifacts were selected with the following learning goals in mind:
- I will be able to compare and contrast the propaganda from Germany with the propaganda from the United States.
- I will interpret the intent and purpose behind each form of propaganda.
- I will be able to identify and criticize stereotypes from each form of propaganda.
- I will assess the effectiveness of each kind of propaganda.
- I will work collaboratively and effectively in a group setting.
Common Core State Standards/GLCE's
- CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
- CCSS.ELA-Literacy.L.8.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CCSS.ELA-Literacy.W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
- R.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.