Xavier University Lesson # 4 Page 1 of 2 Name: Andrew Glibbery Class: 11th Grade World Studies Date of Presentation: October 24, 2011 Purpose: (Include Standards Addressed) The purpose for this lesson is introduce the students to several forms of Nazi Propaganda, to discuss the manipulative nature of propaganda, and to show the effects it had on the German people. ACS Benchmarks and Grade Level Indicators: Grade 9: Citizenship Rights and Responsibilities Benchmark A, GLI: 3 (page 256) History Benchmark D, GLI: 10b (page 255) People in Societies Benchmark B, GLI: 2b (page 260) Social Studies Skills and Methods Benchmark A, GLI: 1 (page 271) Instructional Objectives: C: The student will be able to define the term propaganda and identify elements of it in Nazi art, literature, and popular culture. A: The student will be able to encounter Nazi propaganda and determine its effects on the German people. P/S: The student will be able to watch Confessions of a Hitler Youth and independently pick out elements of propaganda in the film. Materials: Teacher: Computer hooked up to a projector, video clip of Hitler speaking, video clip of Dwight Shrute copy of the film Confessions of a Hitler Youth, 25 copies of “Christmas 1931”. Student: Pencil and Paper Page: 2 of 2 Procedure: 1. As the class gets settled, quietly write the following quote on the board, “The great masses of the people will more easily fall victim to a big lie than to a small one.” 2. Ask the students to evaluate and respond to the quote. 3. Let the students know that Hitler said this in Mien Kampf and use this as an introduction to the day’s topic: The role of Propaganda in Nazi Germany 4. Discuss what the students already know about Nazi propaganda and discuss how the Nazis used their propaganda to indoctrinate the public and manipulate schools, the mass media, and the arts into accepting their philosophy. 5. Introduce and define the following terms as elements of propaganda: scapegoating, symbol manipulation, emotional appeals, moral justification/superiority, and convoluted reasoning. 6. I will show a short clip from The Office where Dwight Shrute gives an enthusiastic speech and follow it with a discussion about what made his speaking style appealing. 7. I will follow this with a clip of Hitler giving a speech have kids make connections between the two. 8. I will get on the computer and project several Nazi propaganda posters on to the wall. 9. Initially I will point out the terms as they appear in the posters so that the students will begin to recognize them. 10. I will then ask the students to identify them as we look through more posters. 11. I will pass out “Christmas 1931” an essay written by Joesph Goebbels and read this aloud in class. The students will identify what makes it a piece of propaganda. 12. The last 30 minutes of class, we will watch Confessions of a Hitler Youth Assignment: They will have no reflection due for the night. Instead I will ask that they write a 2 page essay on the video specifically. This will be collected the last day with their journal. Evaluation: The students’ essays will serve as their evaluation tool. The essay will show their comprehension of the lesson and their ability to independently draw conclusion based on what they learned.