Holocaust Links

 

 

TRANSCRIPT HELP/SCOPE

 

REGULAR GUIDEBOOK LINKS (Growing – Advanced Guidebooks)

Lesson 1

Teacher Moment

Teacher Moment 2 (end of lesson). *Parental discretion advised as mention of substance abuse, etc.

Activity 2 – Radio

Activity 3 – Watergate

Activity 3 BONUS – More on the Journalists and Extra Activity

Lesson 2

*Remember: Propaganda can be used for good or bad.  You can determine if these are positive or negative pieces of propaganda as you go through them!*

Bandwagon 1 Sample

Bandwagon2 Sample

Bandwagon3 Sample

Just Like You Sample (Note: many politicians of all political parties use some form of this in commercials)

Glittering Generalities Sample (Note: many politicians of all political parties use some form of this)

Fear Sample

Transfer Sample

Testimonial Sample (Note: many politicians of all political parties use some form of this in commercials)

CTM – this video kept getting removed by YouTube.  We have yet to find a good replacement that simplifies it in one video.

ACTIVITY 1 – OPTION 1 (note: this one falls into many categories and is used by many politicians of all political parties) ***ANSWERS AT BOTTOM OF PAGE***

ACTIVITY 1 – OPTION 2  ***ANSWERS AT BOTTOM***

ACTIVITY 1 – OPTION 3 (falls into more than 1 category) ***ANSWERS AT BOTTOM***

ACTIVITY 1 – OPTION 4 (first minute; falls into multiple categories)***ANSWERS AT BOTTOM***

ACTIVITY 1 – OPTION 5 (falls into multiple categories.  Note: this is a technique commonly used by all political parties)***ANSWERS AT BOTTOM***

ACTIVITY 1 – OPTION 6 ***HIDE VIDEO TITLE*** (first 45 seconds) ***ANSWERS AT BOTTOM***

ACTIVITY 1 – BONUS **WATCH MM 1:05 – 1:30 ONLY** See how many pieces of propaganda you can find.  This is a BIG one that can really be dissected! High school students can write an entire essay on it!  See answers at bottom of page.

Lesson 2

ACTIVITY 2 – ETHICS IN JOURNALISM

ACTIVITY 2 – TRELLO HELP

ACTIVITY 2 – DIGITAL ARCHIVES

Lesson 3
**Turn on closed captioning on these videos**

TEACHER MOMENT (HITLER SPEECH) **Watch mm 0:20 – 1:20 -and- mm 5:00 – 6:00 only, as the rest of the video is for a later lesson.

TEACHER MOMENT OPTION 2 (HITLER SPEECH REFERENCING GOD AND SPEAKING PURE HYPOCRISY)

Lesson 4/5

TEACHER MOMENT – VW BEETLE **This video is not entirely accurate.  It’s quick and to the point and highlights some good footage for a visual reference, but keep in mind some of the data is misleading.

TEACHER MOMENT – SURVIVOR OF KRISTALLNACHT

Lesson 6

TEACHER MOMENT – AUSTRIA ANNEXATION

TEACHER MOMENT – MEIN KAMPF SECTION **Point out how he pulls the reader into his message by at first sympathizing with their view of “Maybe Jews aren’t really that bad..”  He goes to their side only for the purpose of pulling them to his side.  Helping young learners to see this will help!  Also notice how he focuses on making himself personable and relatable, but he speaks with authority, encouraging the reader to want to look up to him or ask him for advice.

ACTIVITY 2 – CASE STUDY: PAXMAN AND HOWARD (You can fast forward to mm 1:30 if desired to speed things along.  Make sure you keep watching until mm 5:15 )

ACTIVITY 2 – CASE STUDY: NIXON

ACTIVITY 2 – CASE STUDY: PRINCESS DIANA OVERVIEW (JUST TO GET YOU STARTED)

ACTIVITY 2 – CASE STUDY: SINATRA [original video removed by YouTube user; looking for replacement without controversial content]

Lesson 7

TEACHER MOMENT – BACKGROUND FOR THE READING

Lesson 8

DUTCH PHRASES

BONE GLUE

THINK TANK *HIGHLY RECOMMENDED (Start with the color portion, as much as desired, then fast forward to mm 28:30 – 30:30)

Lesson 9

TEACHER MOMENT (HITLER NUMBERS–ALSO PAY ATTENTION TO THE PROPAGANDA) **Watch mm 1:30 – 2:00 -and- mm 3:00 – 4:30.

TEACHER MOMENT – WHITE ROSE

TEACHER MOMENT (HITLER AND CHILDREN)

FORMER MAID AND OPINION OF HITLER

ACTIVITY 1 – SHARK TANK RING (PREVIOUSLY DOORBOT)**NOTE: ONE FOUL WORD AT MM 8:50 – 9:00**

Lesson 10

FAITH TALK – **HIGHLY RECOMMENDED** ABORTION AND HITLER… PARENTAL DISCRETION ADVISED

ACTIVITY 1 – VIRTUAL TOUR (USE THE BUTTONS TO SPIN THE CAMERA AROUND)

ACTIVITY 1 – MOVIE CLIP (ZONE OF INTEREST) *PARENTAL DISCRETION ADVISED- WATCH UNTIL THE END OF CLIP

ACTIVITY 2 – FIELDWORK  **Some ads may pop up on the side*.
**Note the disassociation between her comment “just like every mother, she wants to protect her son” and her justification of what happened to Jewish mothers and sons.

Lesson 11

ACTIVITY 1 – JOURNALIST TURNED FREEDOM FIGHTER & NAZI HUNTER

ACTIVITY 1 – JOURNALIST TIPS AND TRICKS

Lesson 12

CORRIE TEN BOOM VIDEO

CORE CONNECTIONS LINKS

Lesson 3 & 4 CTM

Lesson 3 & 4 Electrolyte Drink

Lesson 3 & 4 Abdominal Thrusts

**BONUS: The inventor of this move finally gets to use it himself!

Lesson 9 & 10 Diaphragm

Lesson 11 & 12 CTM

Lesson 11 & 12 CPR

 

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BOOK LIST

This is here as a courtesy only.  No books are required for the unit.  Customers may also write in and suggest to add books to this list.  These come recommended to us by others, and if you have any suggestions to add to this list, please email in so we can do so.  Some of these books may contain more mature themes or theology that we do not necessarily endorse, so we advise all parents to screen for content and personal beliefs. Books can also be sub-categorized into different age groups, so feel free to jump around!

Growing:

• The Butterfly by Patricia Polacco
• Terrible Things by Eve Bunting
• The Lily Cupboard by Shulamith Levey Oppenheim
• Number the Stars by Lois Lowry
• North to Freedom by Anne Holm
• When Hitler Stole Pink Rabbit by Judith Kerr
• A Traitor Among Us by Elizabeth Van Steenwyk
• The Bicycle Spy by Yona Zeldis McDonough
• The Boy on the Wooden Box by Leon Leyson
• Wednesday Wars by Gary Schmidt

Advanced:

**Note on Anne Frank’s Diaries: Please be aware that the uncensored versions include her attempting to sexually coerce a female friend along with other sexual references, etc.  Not advised for younger students.**
• The Hiding Place by Corrie Ten Boom
• Rescue by Jennifer A. Nielsen
• Resistance by Jennifer A. Nielsen
• Night by Elie Wiesel
• The Last Bookshop in London by Madeline Martin
• Schindlers List by Thomas Keneally
• The Boy in the Striped Pajamas by John Boyne (this one is controversial in some of the Jewish community)

ACTIVITY LIST (SUPPLIES LIST TO FOLLOW)

***NOTE: This unit is intentionally less “Campfire-y” in its learning extensions, as the tone of the unit is a somber one, and we had to balance the heaviness with sensitivity and impact, etc.  With Campfire, always presume you’ll need balloons, straws, and random cups or plastic bottles. :-). The rest is listed below.

LESSON 1

OPTION 1 – Sound Mapping Exercise

OPTION 2 – Old Style Radio Show

OPTION 3 – Intro into Investigative Journalism

LESSON 2

OPTION 1 – Propaganda Detective

OPTION 2 – Ethical Dilemma Debate (Investigative Journalism)

LESSON 3

OPTION 1 – “Forensic Investigation”

OPTION 2 – Research Scavenger Hunt (Investigative Journalism)

LESSON 4/5

OPTION 1 – Broken Glass Collage

OPTION 2 – Resistance Badge

OPTION 3 – Developing Sources, Interactive simulation (Investigative Journalism)

LESSON 6

OPTION 1 – Eat What They Ate

OPTION 2 – Interview Techniques and Case Studies (Investigative Journalism)

LESSON 7

OPTION 1 – See Survivor Stories

OPTION 2 – Writing with Pushback (Investigative Journalism)

LESSON 8

OPTION 1 – Continuation from prior lesson (Investigative Journalism)

OPTION 2 – Animal or Bone Glue

LESSON 9

OPTION 1 – The Pitch (Investigative Journalism)

LESSON 10

OPTION 1 – See it on Film

OPTION 2 – Fieldwork (Investigative Journalism)

LESSON 11

OPTION 1 – Fieldwork (Investigative Journalism)

OPTION 2 – Make a Candle (suggestion)

LESSON 12

OPTION 1 – Corrie Ten Boom

OPTION 2 – Holocaust and Investigative Journalism

Supplies List

**BELOW WE WILL LIST ANY ITEMS THAT ARE NOT TYPICALLY FOUND AROUND THE HOUSE

LESSON 4/5 – Faux broken glass, craft items

LESSON 8 – Animal hide or rawhide dog bones from stores

 

SOURCES

Prologue:

1. Wyman, David S. The Abandonment of the Jews: America and the Holocaust 1941-1945. New York: Pantheon Books, 1984.
2. United States Holocaust Memorial Museum. “The Riegner Telegram.”  https://www.ushmm.org/information/exhibitions/online-exhibitions/special-focus/the-holocaust-and-the-united-nations-outreach-programme/the-riegner-telegram
3. Medoff, Rafael. “The Bergson Group, American Jewry, and the Holocaust.” American Jewish History. Johns Hopkins University Press. https://muse.jhu.edu/article/35380
4. Laqueur, Walter. The Terrible Secret: Suppression of the Truth About Hitler’s ‘Final Solution’. Boston: Little, Brown and Co., 1980.
5. National Archives and Records Administration. “World War II and the Holocaust.” Last modified April 6, 2021. https://www.archives.gov/research/alic/reference/military/ww2-holocaust.html

Lesson 1:

1. Kershaw, Ian. Hitler 1889-1936: Hubris. New York: W.W. Norton & Company, 1999.
2. United States Holocaust Memorial Museum. “Rudolf Höss.” https://encyclopedia.ushmm.org/content/en/article/rudolf-hoess
3. Hamann, Brigitte. Hitler’s Vienna: A Portrait of the Tyrant as a Young Man. Tauris Parke Paperbacks, 2010.
4. Jetzinger, Franz. Hitler’s Youth. Connecticut: Greenwood Press, 1976.
5. Rempel, Gerhard. “Hitler’s Early Years.” World Future Fund. http://www.worldfuturefund.org/wffmaster/Reading/Hitler/hitlerearly.htm
6. Toland, John. Adolf Hitler. New York: Doubleday, 1976.

Lesson 2:

1. Welch, David. The Third Reich: Politics and Propaganda. London: Routledge, 2002.
2. Bytwerk, Randall L. “Nazi and East German Propaganda Guide Page.” German Propaganda Archive, Calvin University. https://research.calvin.edu/german-propaganda-archive/
3. Kallis, Aristotle A. Nazi Propaganda and the Second World War. Palgrave Macmillan, 2005.
4. United States Holocaust Memorial Museum. “Nazi Propaganda.”  https://www.ushmm.org/learn/timeline-of-events/1933-1938/nazi-propaganda
5. Zeman, Zbynek. Nazi Propaganda. London: Oxford University Press, 1973.
6. Herf, Jeffrey. The Jewish Enemy: Nazi Propaganda During World War II and the Holocaust. Harvard University Press, 2006.

Lesson 3:

1. Shirer, William L. The Rise and Fall of the Third Reich: A History of Nazi Germany. Simon & Schuster, 1960.
2. Evans, Richard J. The Coming of the Third Reich. Penguin Books, 2005.
3. Kershaw, Ian. Hitler: 1936-1945 Nemesis. W.W. Norton & Company, 2000.
4. United States Holocaust Memorial Museum. “The Reichstag Fire.”  https://www.ushmm.org/information/exhibitions/online-exhibitions/special-focus/the-reichstag-fire
5. Turner, Henry Ashby. Hitler’s Thirty Days to Power: January 1933. Addison-Wesley, 1996.
6. Sax, Benjamin and Kuntz, Dieter. Inside Hitler’s Germany: A Documentary History of Life in the Third Reich. D.C. Heath, 1992.

Lesson 4/5:

1. Burleigh, Michael and Wippermann, Wolfgang. The Racial State: Germany 1933-1945. Cambridge University Press, 1991.
2. United States Holocaust Memorial Museum. “The Nuremberg Race Laws.”  https://encyclopedia.ushmm.org/content/en/article/the-nuremberg-race-laws
3. Longerich, Peter. Kristallnacht 1938. Belknap Press, 2015.
4. Baranowski, Shelley. The Sanctity of Rural Life: Nobility, Protestantism, and Nazism in Weimar Prussia. Oxford University Press, 1995.
5. Mommsen, Hans. From Weimar to Auschwitz. Princeton University Press, 1991.
6. Koonz, Claudia. The Nazi Conscience. Belknap Press, 2003.
7. https://www.ushmm.org/

Lesson 10:

1. Rees, Laurence. Auschwitz: A New History. PublicAffairs, 2005.
2. Gilbert, Martin. Auschwitz and the Allies. Henry Holt and Co., 1981.
3. United States Holocaust Memorial Museum. “Auschwitz.” https://encyclopedia.ushmm.org/content/en/article/auschwitz
4. Pressac, Jean-Claude. Auschwitz: Technique and Operation of the Gas Chambers. Beate Klarsfeld Foundation, 1989.
5. Levi, Primo. Survival In Auschwitz. Simon & Schuster, 1996.
6. Caplan, Jane. Nazi Germany. Oxford University Press, 2008.

Lesson 11:

1. Fest, Joachim C. Plotting Hitler’s Death: The German Resistance to Hitler, 1933-1945. Weidenfeld & Nicolson, 1996.
2. Hoffmann, Peter. The History of the German Resistance, 1933-1945. McGill-Queen’s University Press, 1996.
3. von Lang, Jochen. The Secretary. Martin Bormann: The Man Who Manipulated Hitler. Random House, 1979.
4. United States Holocaust Memorial Museum. “July 20, 1944, Assassination Attempt on Hitler.”  https://www.ushmm.org/information/exhibitions/online-exhibitions/special-focus/july-20-1944-assassination-attempt-on-hitler
5. Gill, Anton. An Honourable Defeat: A History of German Resistance to Hitler, 1933-1945. Henry Holt and Co., 1994.
6. Manvell, Roger, and Fraenkel, Heinrich. July 20th. Coward-McCann, 1965.

Lesson 12: Nazi Doctors and Scientists

1. Lifton, Robert Jay. The Nazi Doctors: Medical Killing and the Psychology of Genocide. Basic Books, 1986.
2. Caplan, Arthur L., ed. When Medicine Went Mad: Bioethics and the Holocaust. Humana Press, 1992.
3. United States Holocaust Memorial Museum. “Nazi Medical Experiments.” https://encyclopedia.ushmm.org/content/en/article/nazi-medical-experiments
4. Kater, Michael H. Doctors Under Hitler. University of North Carolina Press, 1989.
5. Neufeld, Michael J., and Berenbaum, Michael. The Rocket and the Reich: Peenemünde and the Coming of the Ballistic Missile Era. Free Press, 1995.
6. Spitz, Vivien. Doctors from Hell: The Horrific Account of Nazi Experiments on Humans. Sentient Publications, 2005.

ANSWERS TO LESSON 2 ACTIVITY

OPTION 1) Glittering Generalities: “Your wins, too”, Bandwagon: “Grassroots supporters like you made up the majority…” Fear: “The vaccine shot” Testimonial: “Obama”; Plain Folks “bucks” instead of “dollars”

OPTION 2) Bandwagon

OPTION 2) Fear; Bandwagon, labeling/name-calling

OPTION 4) Glittering Generalities (Nike has nothing to do with someone’s greatness, and “greatness is not some precious thing… no more unique to us than breathing…” these are glittering generalities)

OPTION 5) Transfer: That old “American Spirit”‘; Plain Folks “Just like you, Farmers!”; Bandwagon (Song and imagery: “They’ve ALL come to look for America”); Glittering Generalities: Same quote “They’ve all come to look for America”

OPTION 6) Card Stacking

BONUS OPTION)  This one is SUCH a tricky one because most of the propaganda is negative or backwards propaganda.  In other words, it’s like reverse psychology.

• Part 1: Subtle Tricks with Name-Calling and Bandwagon

  • Key Moment at 1:33: The commercial states “If we get angry, [then others call us] hysterical… irrational…” and it’s framed in a negative way.
  • What’s happening here? Inferred Name-Calling: The ad subtly makes it seem like if you disagree what they’re saying or if you think that the behavior really is irrational, then you might be labeled a chauvinist. This nudges you to avoid criticizing or ever using those terms, so you won’t be viewed negatively. It changes your behavior for fear of being name called yourself.
  • Jumping on the Bandwagon: Again, the ad pushes the idea that everyone should agree with their view. It makes you think, “I don’t want to be the odd one out or labeled as different, so maybe I’ll just agree with everyone else.” This, therefore, has a “bandwagon” side to it.

  Part 2: Name-Calling Through Hypothetical Examples

  • Imagine This:  Imagine, instead, if the video portrayed a man who is a workaholic, at work all hours of the day and night, then he goes out to eat with his friend instead of going home. The commercial says, “If you work hard for your family, people call you an absent father…”.  **See what we did there?**
  • Another example: Alternatively, imagine you have a child who works hard to make good grades because they have high aspirations.  The commercial says, “If your student is a hard worker, peeople call them a lonely child…”
  • Point to Ponder:  Whether or not you agree with the ad’s point isn’t what matters.  Whether you think the people are behaving appropriately or not isn’t the point.  The point is that the ad makes you second-guess yourself, by suggesting you’re a bad person or perhaps too harsh if you feel differently than they do.
  • The viewer is being told what to think and what “name” (inferred) they will be called if they don’t align with the commercial’s agenda.  They are automatically on the wrong side if they disagree.

  Part 3: Tweaking Our Perception of Normal

  • Scene Breakdown: Return to the mm 1:33: someone takes off their jacket angrily, etc. The ad suggests labeling this as anything other than “angry” is wrong or inherently against women.
  • Discussion: It challenges the idea that an objective observer could possibly view such reactions as anything else than “anger.” The commercial advocates for viewing such expressions of anger as acceptable.  In reality, if a person saw such behavior in their local grocery store (by a male or female), they may personally describe it as more than “angry,” and this wouldn’t be unusual or wrong of them to do so as the ad is inferring.

  Part 4: Transfer

  • Transfer: Using powerful symbols like the American flag, the commercial connects its message with patriotic feelings, making the viewer feel that supporting the message is supporting their country and the American dream.

  Part 5: Flipping “Crazy” from Bad to Good

  • Negative to Positive Transition: The term “crazy” starts with negative implications but is rebranded to represent boldness and achievement.
  • Emotional Connection: This ties potentially controversial behaviors in the beginning to positive outcomes later, using the same word “crazy” to transform its meaning and impact.
  • While this seems powerful, it simultaneously encourages the viewer to see the former behaviors as if they are as desirable or admirable as the latter.
  • This is propaganda with ulterior motives (more than just the shoes being sold).

  Part 6: GLITTERING GENERALITIES

  • Phrases like “it’s only crazy until you do it” make their message sound inspiring without giving specific details.
  • Phrases like “If we dream of equal opportunity, we’re delusional..” are used to evoke strong emotional responses without providing substantial backing.
  • “When we stand for something, we’re unhinged…” Or “When we’re too good, there’s something wrong with us…”
  • These are not common sayings as the commercial infers. People don’t go around saying, “There’s something wrong with that person because they’re good at that.”  This is a backwards “glittering generality.” 
  • “Show them what crazy can do,” “Just do it…”