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FACING HISTORY AND OURSELVESCHAPTER 4

CREATING A TOTALITARIAN STATE

Essential Questions:

1. How did Hitler destroy the Weimar Republic and replace it with a totalitarian government--one that controls every part of a person’s life? (Small steps, gradually, compromises)

2. Why did so few Germans protest the loss of their freedom and many even applaud the changes the Nazis brought to the nation? (Aware of danger? Isolated and alone. Few protested — promise of absolute authority, clarity, simplicity)

3. How did Nazi racist beliefs become codified in public policy? (Anti-Semitism NOT new. Everything followed logically from racial doctrines most Germans believed)

SMALL STEPS TO GENOCIDEI. EMIGRATION (1933-1935)“You cannot live here as Jews”Presentations and Illustrations

The Democrat and the Dictator Journal Entry

Stones From the River Chapters 7 & 8

“No Time to Think”

“Do You Take the Oath?”

Confessions of a Hitler Youth Journal Entry

The Hangman

SMALL STEPS TO

GENOCIDE

1933 1934 1935

1936 1937

1938 1939 1940

1941 …… 1945

I. EMIGRATION

(1933-1935)“YOU CANNOT LIVE

HERE AS JEWS”

II. CONCENTRATION

GHETTOIZATION

(1936-1938)

“YOU CANNOT LIVE HERE”

III. ANNIHILATION

(1939-1945)“YOU CANNOT

LIVE”

FACING HISTORY AND OURSELVESSMALL STEPS TO GENOCIDE 1933-1945

Time Line Activity(40 points total)

We will construct a chronology of significant events occurring in German history from 1933 to 1945. We will create an illustrated time line based on readings in the Facing History Resource Book, and other classroom sources and art materials.

Our investigation can be thematically divided into three periods:

I. EMIGRATION (1933-1936)“You cannot live here as Jews”

II. CONCENTRATION/GHETTOIZATION (1936-1939)“You cannot live here”

III. ANNIHILATION (1939-1945)“You cannot live”

Each student will be assigned readings from chapters 4, 5, and 6 of the Facing History and Ourselves Resource Book. You will be required to research and present 2 events to the class! For each presentation:

1. Research your event using the FHAO book as well as other sources.

2. Provide at least one page of written information on your topic; this will be what you present to the class.

3. Illustrate the main event in your reading and add it to the time line. Illustrations MUST include the name of the event/topic and the date. In addition the following guidelines MUST be adhered to:

a. For EMIGRATION January 1933-December 1935: Use as many materials and mediums as you wish for your illustration; include lots of color, make it 3-D. Go for it!

b. For CONCENTRATION January 1936-December 1938: Use watercolor only, any colors you wish.

c. For ANNIHILATION January 1939-December 1945: Use black and white only.

4. Present your research to the class.

***For this activity only, late work will be accepted in order to maintain the integrity of the time line. However, it will be only worth ½ credit.

FACING HISTORY AND OURSELVESSMALL STEPS TO GENOCIDE


CONFORMITY AND OBEDIENCE6.1 Hitler’s Saturday Surprises (March 1936)

5.4 Propaganda and Sports (August 1936)

(Video: Degenerate Art)(Lesson: German Degenerate Art)(PowerPoint: Nazi Propaganda)

ESCALATING VIOLENCE6.2 Taking Austria – Allied with Italy (Fall 1936)

6.2 Taking Austria (March 1938)

6.3 Stateless People (July 1938)

6.4 Appeasing Hitler (September 1938)

6.5 The Night of the Pogrom (November 1938)

(6.6: Taking a Stand)

6.7 World Responses (November 1938)

(Video: Not in our Town – Contemporary Response)

6.8 The Narrowing Circle (November-December 1938)



CONFORMITY AND OBEDIENCE6.1 Hitler’s Saturday Surprises (March 1936)

5.4 Propaganda and Sports (August 1936)

(Video: Degenerate Art)(Lesson: German Degenerate Art)(PowerPoint: Nazi Propaganda)

ESCALATING VIOLENCE6.2 Taking Austria – Allied with Italy (Fall 1936)

6.2 Taking Austria (March 1938)

6.3 Stateless People (July 1938)

6.4 Appeasing Hitler (September 1938)

6.5 The Night of the Pogrom (November 1938)

(6.6: Taking a Stand)

6.7 World Responses (November 1938)

(Video: Not in our Town – Contemporary Response)

6.8 The Narrowing Circle (November-December 1938)

FACING HISTORY AND OURSELVESTIME LINE EVALUATION

I. PRESENTATIONMaterial is clearly organized, with an introduction, main body, and conclusions.The student addresses the key concepts/models/topics/figures/events etc...The student has a firm grasp of the event and its significance.

II. SMALL STEPS TO GENOCIDE TIME LINEThe student has neatly added relevant information for their topic on the time line.The student has created an illustration for the time line according to established

guidelines.The student refers to the time line in their presentation.

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PRESENTATION..................................................................................................

TIME LINE.............................................................................................................

FACING HISTORY AND OURSELVESSMALL STEPS TO GENOCIDE TIMELINE

As an alternative summative assessment for this unit (A-level) and an additional summative assessment for Honor’s students, you will be creating an illustrated and annotated timeline.

USE BLACK INK! Using a ruler, draw a bold timeline on your paper. Measure off years, and add

appropriate dates. Use the title SMALL STEPS TO GENOCIDE at the top center of your timeline.

Beneath the title, add the appropriate sub-titles (Emigration, Concentration/Ghettoization or Annihilation; “You can’t live…….).

At a minimum, boldly label the events noted below near the appropriate date on your timeline.

Illustrate the events listed below in pictorial form. Use enough details to enable the viewer to understand what event/place you are portraying.

Events should be drawn in black ink and then colored (pencils, paint…) ANNOTATE or describe each event under your illustration. Annotations must answer

WHO, WHAT, WHEN, WHERE, WHY, and most importantly, SO WHAT? or the SIGNIFICANCE of the event.

Neatness and Effort Count!! (NOT artistic ability).

Events: All events listed on your guided note sheet, INCLUDING VIDEOS AND READINGS FROM THE BOOK where noted below.

Part I: 18 Events, two readings, and video: Confessions of a Hitler YouthPart II: 9 Events, and one readingPart III: 12 Events, two readings (6.15 and 6.19)

SMALL STEPS TO GENOCIDE

FHAO CH 1 INDIVIDUAL AND SOCIETY

FHAO CH 2 WE AND THEY STONES CH 1 (1915-18) Post WWI

STONES CH 2 (1918-19) Treaty of Versailles

STONES CH 3 (1919-20)STONES CH 4 (1920-21)STONES CH 5 (1921-23) Unemployment

French Occupation, RhinelandInflation, Poverty, Jewish MythsCommunist Party, One Strong Leader

STONES CH 6 (1923-29)FHAO CH 3 GERMANY IN 1930'S STONES CH 7 (1929-33) Jewish Boycott

3.15 Hitler Chancellor (Jan 1933) Torch Parade, Rise Nazis, Book Burnings,

Hitler and PopeFHAO CH 4 NAZIS TAKE POWER

4.1 FDR Elected (March 1933)Video: The Democrat and the Dictator

4.3 Reichstag Fire (Feb-March 1933)Suspended ConstitutionElectionsGoebbels PropagandaEnabling ActDachau

4.8 Taking Over Universities4.4 Jewish Business Boycott (April 1933)4.5 & 4.6 Law Restoration of Civil Service4.7 Gestapo

Read Aloud 4.15 No Time to Think

4.11 Book Burnings (May 1933)4.12 Whenever 2 or 3 are Gathered4.13 Prevention of Hereditary Disease (July 1933)4.14 Hitler and Pope Concordat

6.1 Withdraw from League of Nations (Oct 1933)

4.17 Night of the Long Knives (June 1934)

4.19 Hitler President and Chancellor (Aug 1934)

Read Aloud Portions 4.20 Do You Take the Oath?

Video: Confessions of a Hitler Youth: Journal Entry

4.18 Attacks on Gays (Oct 1934)STONES CH 8 (1933) Nuremberg

Laws

6.1 1st Saturday Surprise (Mar 1935)

4.21 Nuremberg Laws (Sept 1935)Mischling Defined (Nov 1935)

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FHAO CH 5 CONFORMITY AND OBEDIENCE STONES CH 9 (1934) Obedience, FilmAnd Propaganda, Hitler Youth, School, Useless Eaters

Lesson: The Milgram and Zimbardo Experiments

6.1 2nd Saturday Surprise (Mar 1936)

5.4 Olympics (Aug 1936)

6.1 Allied With Italy (Fall 1936)

5.4 True German Art (July 1937)

Video: Degenerate ArtLesson: PropagandaSlides: Nazi Propaganda

STONES CH 10 (1934-38) Law RestorationCivil Service, Long Knives, Nuremberg Laws, Film Propaganda

6.2 Anschluss (March 1938) Hitler Youth, Anschluss6.3 Evian Conference (July 1938)6.5 Jewish 1st Names (Aug 1938)6.4 Sudentenland (Sept 1938)

STONES CH 11 (1938) Anschluss, Jewish

1st Names, Kristallnacht6.5 Passports (Oct 1938)

Kristallnacht (Nov 1938)

Read aloud: 6.6 Taking a Stand

6.7 World Responses (Nov 1938)

Video: Not In Our Town: Contemporary Response6.8 Narrowing Circles (Nov-Dec 1938)

.............................................................................................................................................................................

.......

6.9 Hitler Takes Czech (March 1939)STONES CH 12 (1939-41)

Narrowing Circle6.10 Ship to Cuba (May 1939) Useless Eaters, Polish Occupation6.11 Hitler and Stalin Pact (Aug 1939)6.12 Useless Eaters (1939-41)6.14 Gypsy Menace (1939)6.15 Invasion of Poland (Sept 1939)6.16 Surrender of Poland (Fall 1939)

Educated Poles to Camps (Nov 1939) Yellow Stars (End 1939)

400 Ghettos, 437 Labor Camps

5.16 Swing Festival (1940)

Video: Swing Kids

6.19 Denmark and Norway (Apr 1940)Belgium, Neth, Luxembourg (May 1940)Winston Churchill PM (May 1940)

6.16 200,000 Polish Children Kidnaped (May 1940)6.19 France Falls (June 1940)

Video: Varian Fry

6.19 Netherlands Gentile Strike (Feb 1941)6.20 Invasion of Russia (June 1941)6.17 Ghettos in E. Europe (Summer 1941)6.16 Warsaw Ghetto (Fall 1941)

Video: Warsaw Ghetto

6.20 700,000 Russian Jews Dead (Dec 1941)6.21 Pearl Harbor (Dec 1941)

Video: America and the Holocaust.............................................................................................................................................................................

.......

FHAO CH 7 HOLOCAUST

FHAO CH 8 BYSTANDERS AND RESCUERS STONES CH 13 (1941-42) Eaters, Choices Fear, Teaching, Silence, Relocation

STONES CH 14 (1942) Hiding, Narrowing Circle

STONES CH 15 (1942) Deportment, Betrayal, Amnesia

STONES CH 16 (1942) Gold Mother’s Cross

DetainmentSTONES CH 17 (1943) Air RaidsSTONES CH 18 (1943-45) Holocaust,

Hunger, Fire Bombs, AmericansFHAO CH 9 JUDGEMENT

STONES CH 19 (1945-46) War’s End,FHAO CH 10 HISTORICAL LEGACIES

Family Legacies, Shame, Amnesia,Investigations, Bystanders, Truth

STONES CH 20 (1946-1949) Silence, Sorrow, Legacy, Secrets, Damage, Prejudice

STONES CH 21 (1949-1952)

SMALL STEPS TO GENOCIDE

FHAO CH 1 INDIVIDUAL AND SOCIETY

FHAO CH 2 WE AND THEY STONES CH 1 (1915-18) Post WWI

STONES CH 2 (1918-19) Treaty of Versailles

STONES CH 3 (1919-20)STONES CH 4 (1920-21)STONES CH 5 (1921-23) Unemployment

French Occupation, RhinelandInflation, Poverty, Jewish MythsCommunist Party, One Strong Leader

STONES CH 6 (1923-29)FHAO CH 3 GERMANY IN 1930'S STONES CH 7 (1929-33) Jewish Boycott

3.15 Hitler Chancellor (Jan 1933) Torch Parade, Rise Nazis, Book Burnings,

Hitler and PopeFHAO CH 4 NAZIS TAKE POWER

4.1 FDR Elected (March 1933)4.3 Reichstag Fire (Feb-March 1933)

Suspended ConstitutionElectionsGoebbels PropagandaEnabling ActDachau

4.8 Taking Over Universities4.4 Jewish Business Boycott (April 1933)4.5 & 4.6 Law Restoration of Civil Service4.7 Gestapo4.11 Book Burnings (May 1933)4.12 Whenever 2 or 3 are Gathered4.13 Prevention of Hereditary Disease (July 1933)4.14 Hitler and Pope Concordat6.1 Withdraw from League of Nations (Oct 1933)4.17 Night of the Long Knives (June 1934)4.19 Hitler President and Chancellor (Aug 1934)4.18 Attacks on Gays (Oct 1934)

STONES CH 8 (1933) Nuremberg Laws

6.1 1st Saturday Surprise (Mar 1935)4.21 Nuremberg Laws (Sept 1935)

Mischling Defined (Nov 1935)....................................................................................................................................................................................

FHAO CH 5 CONFORMITY AND OBEDIENCE STONES CH 9 (1934) Obedience, FilmAnd Propaganda, Hitler Youth,

School, Useless Eaters6.1 2nd Saturday Surprise (Mar 1936)5.4 Olympics (Aug 1936)6.1 Allied With Italy (Fall 1936)5.4 True German Art (July 1937)

STONES CH 10 (1934-38) Law RestorationCivil Service, Long Knives, Nuremberg Laws, Film Propaganda

6.2 Anschluss (March 1938) Hitler Youth, Anschluss6.3 Evian Conference (July 1938)6.5 Jewish 1st Names (Aug 1938)6.4 Sudentenland (Sept 1938)

STONES CH 11 (1938) Anschluss, Jewish

1st Names, Kristallnacht6.5 Passports (Oct 1938)

Kristallnacht (Nov 1938)6.7 World Responses (Nov 1938)6.8 Narrowing Circles (Nov-Dec 1938)

.............................................................................................................................................................................

.......

6.9 Hitler Takes Czech (March 1939)STONES CH 12 (1939-41)

Narrowing Circle6.10 Ship to Cuba (May 1939) Useless Eaters, Polish Occupation6.11 Hitler and Stalin Pact (Aug 1939)6.12 Useless Eaters (1939-41)6.14 Gypsy Menace (1939)6.15 Invasion of Poland (Sept 1939)6.16 Surrender of Poland (Fall 1939)

Educated Poles to Camps (Nov 1939) Yellow Stars (End 1939)

400 Ghettos, 437 Labor Camps5.16 Swing Festival (1940)6.19 Denmark and Norway (Apr 1940)

Belgium, Neth, Luxembourg (May 1940)Winston Churchill PM (May 1940)

6.16 200,000 Polish Children Kidnaped (May 1940)6.19 France Falls (June 1940)6.19 Netherlands Gentile Strike (Feb 1941)6.20 Invasion of Russia (June 1941)6.17 Ghettos in E. Europe (Summer 1941)6.16 Warsaw Ghetto (Fall 1941)6.20 700,000 Russian Jews Dead (Dec 1941)6.21 Pearl Harbor (Dec 1941)

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FHAO CH 7 HOLOCAUST

FHAO CH 8 BYSTANDERS AND RESCUERS STONES CH 13 (1941-42) Eaters, Choices Fear, Teaching, Silence, Relocation

STONES CH 14 (1942) Hiding, Narrowing Circle

STONES CH 15 (1942) Deportment, Betrayal, Amnesia

STONES CH 16 (1942) Gold Mother’s Cross

DetainmentSTONES CH 17 (1943) Air Raids

STONES CH 18 (1943-45) Holocaust, Hunger, Fire Bombs, Americans

FHAO CH 9 JUDGEMENT

STONES CH 19 (1945-46) War’s End,FHAO CH 10 HISTORICAL LEGACIES

Family Legacies, Shame, Amnesia,Investigations, Bystanders, Truth

STONES CH 20 (1946-1949) Silence, Sorrow, Legacy, Secrets, Damage, Prejudice

STONES CH 21 (1949-1952)


NAME:

3.15 Hitler in Power (January 1933)1. Why did President Hindenburg and his advisers chose Hitler as the new chancellor in 1933?

4.1 The Democrat and the Dictator (March 1933)2. What did Roosevelt mean when he said “the only thing to fear is fear itself---nameless, unreasoning, unjustified terror”? Contrast this with how Hitler used that fear.

4.3 Targeting the Communists (February 1933)3. In every case of genocide, the effects of singling out a group cannot be overestimated. In every case of genocide, the victims have previously been defined as outside the universe of obligation of the dominant group. How had the Communists been previously singled out by Hitler?

4. After the fire in the Reichstag building, Hitler suspended the parts of the constitution that protected individual rights. How did he use language to mask his goals?

5. What enabled Hitler to ignore the new election results which did NOT give the Nazi party a majority in the Reichstag?

6. Why did Hitler create the Ministry of Public Enlightenment and Propaganda?

7. Why did the Reichstag agree to pass the “Enabling Act”? Why did people accept it?

8. In March 1933, the government announced the opening of the nation’s first concentration camp.

Where was it and who were its first inmates?

4.4 Targeting the Jews (April 1933)9. What affected the decisions of German Jews, and “Aryan” Germans regarding the choices they made during the boycott of Jewish businesses? (Address the reasons each group would or would not boycott)

“Aryan” GermansGerman Jews

Would:

Would Not:

10. How did the boycott suddenly turn German neighbors against their Jewish neighbors?

4.5 Legalizing Racism (April 1933)11. “The truth is less important in understanding the past than what people think is true.” Comment on this statement in the context of the Law for the Restoration of the Professional Civil Service.

12. Which of the steps leading to genocide had been taken by April 1933?

4.7 Turning Neighbor Against Neighbor13. The Gestapo was created to “protect public safety and order.” The storm troopers operated outside the law but encountered very little opposition. Why?

4.8 Taking Over the Universities (Feb-March 1933)14. Why did the Nazis choose to take over Frankfurt University first?

15. “In the first weeks of the new regime the possibility of cautious criticism still existed without the price of martyrdom.” Even though a few individuals and groups did protest, most did not. How do you account for the failure of most individuals to protest the dismissal of Jews?

4.15 No Time to Think 16. In this reading, a college professor speaks of taking small steps. What does he mean by this and what was the result for him?

4.11 Killing Ideas17. Why do you think the Nazis began the book burnings by casting books about gays into the flames?

18. How can a book burning affect what is written? Published?

4.13 Breeding the New German “Race” (July 1933)19. “The precondition for mass extermination was dehumanization.” What evidence of that process of dehumanization can you find in this reading?

20. How do you think the fact that the law was the work of doctors and professors affected the way people responded to it?

4.14 “One Nation! One God! One Reich! One Church! (July 1933)21. What did the Catholic Church hope to gain from a concordat signed with Germany?

22. What did Hitler hope to gain?

6.1 Hitler’s “Saturday Surprises” (October 1933)23. How did Hitler justify his withdrawal from the League of Nations?

24. What was the reaction of most world leaders? Why?

4.17 Eliminating Opposition (June 1934)25. How did Germans view the “Night of the Long Knives”?

26. What does it mean that Hitler’s actions were “legal retroactively”?

27. What is Hitler’s relationship to the law?

4.19 Pledging Allegiance (August 1934)28. What’s the main difference between the oaths German soldiers had taken in the past and the new oath Hitler created after combining the position of chancellor and president?

4.20 “Do You Take the Oath?” (August 1934)29. In this reading a German employed in a defense plant was asked to pledge loyalty to the regime. After thinking it over, he took the oath. What was the “problem of the lesser evil”? Is it possible to distinguish among evils?

4.18 Isolating Gays (October 1934)30. Many Germans applauded Nazi attacks on “Aryan” gay men. Why?

31. How were gays later discriminated against even inside concentration camps?

6.1 Hitler’s “Saturday Surprises” (March 1935)32. What was the response to Hitler’s first Saturday Surprise? Why? (2 points)

a. At Home:

b. Abroad:

4.21 Defining a Jew (September 1935)33. How was the dilemma confronting Germans of Jewish descent in 1935 similar to that of the bear in the bear that wasn’t?

34. What did the three new Nuremburg laws accomplish?

35. The fact that the Nazis needed to include the definition of a Mischling in the Nuremberg Laws indicated what?


I. EMIGRATION “You cannot live here as Jews”

NAME:

3.15 Hitler in Power (January 1933)1. Why did President Hindenburg and his advisers chose Hitler as the new chancellor in 1933? What did they think would eventually happen?

The Democrat and the Dictator (January 1933) Video with Journal Entry

4.3 Targeting the Communists (February 1933)2. Why did Hitler blame the Reichstag fire on the Communists?

3. After the fire in the Reichstag building, Hitler suspended the parts of the constitution that protected individual rights. What language did he use to mask his goals? Why did people willingly give up their personal freedoms?

4. Hitler called for a new election in order for the Nazi party to have a majority in the Reichstag. He only ended up with 44% of the votes, but he could ignore the results and act as if he did have a majority. How was this possible?

5. What was the purpose of the Ministry of Public Enlightenment and Propaganda? Why was it such an important part Hitler’s plan?

6. The Enabling Act allowed Hitler to punish anyone he considered to be an enemy of the state. Why would the Reichstag ever agree to pass the “Enabling Act”? What language did Hitler use in order for the German people to accept it?

7. In March 1933, the government announced the opening of the nation’s first concentration camp. Where was it and who were its first inmates?

4.8 Taking Over the Universities (Feb-March 1933)8. Why did the Nazis choose to take over Frankfurt University first?

9. How did this become another means of economic isolation for the Jews?

10. “In the first weeks of the new regime the possibility of cautious criticism still existed without the price of martyrdom.” Even though a few individuals and groups did protest, most did not. What are some of the reasons for the failure of most individuals to protest the dismissal of Jews?

4.4 Targeting the Jews (April 1933)11. What reasons did Hitler give for the reason to boycott Jewish businesses?

12. What happened to Germans if they did not participate in the boycott?

13. How did the boycott suddenly turn German neighbors against their Jewish neighbors?

4.5 Legalizing Racism (April 1933)14. Why did Hitler claim the Law for the Restoration of the Professional Civil Service was needed?

15. “The truth is less important in understanding the past than what people think is true.” Comment on this statement in the context of the Law for the Restoration of the Professional Civil Service.

16. By the end of the year, how had Jews been affected by this law?

4.7 Turning Neighbor Against Neighbor (April 1933)17. The Gestapo was created to “protect public safety and order.” The storm troopers operated outside the law but encountered very little opposition. Why?

4.15 No Time to Think—Class Reading

4.11 Killing Ideas (May 1933)18. Why do you think the Nazis began the book burnings by casting books about gays into the flames?

19. How can a book burning affect what is written? Published?

4.13 Breeding the New German “Race” (July 1933)20. Who was to be sterilized under the Law for the Prevention of Hereditary Disease?

21. “The precondition for mass extermination was dehumanization.” What evidence of that process of dehumanization can you find in this reading?

22. How did the fact that the law was the work of doctors, professors and judges affect the way people responded to it?

4.14 “One Nation! One God! One Reich! One Church! (July 1933)23. What did Hitler hope to gain from a concordat signed with the Catholic Church?

24. What did the Catholic Church hope to gain? Did they?

25. How did the Nazis create one Reich Church for all German Protestants?

4.17 Eliminating Opposition (June 1934)26. What happened during the “Night of the Long Knives”?

27. How did Germans view it?28. What does it mean that Hitler’s actions were “legal retroactively”?

29. What is Hitler’s relationship to the law?

4.20 “Do You Take the Oath?”—Class Reading

Confessions of a Hitler Youth—Video and Journal Entry

4.18 Isolating Gays (October 1934)30. Many Germans applauded Nazi attacks on “Aryan” gay men. Why?

6.1 Hitler’s “Saturday Surprises” (March 1935)31. What was Hitler’s first Saturday Surprise?

32. What was the response to Hitler’s first Saturday Surprise? At Home:

WHY?

Abroad:

WHY?

4.21 Defining a Jew (September-November 1935)33. What were the three new September Nuremburg Laws, and what did they accomplish?

34. How was the dilemma confronting Germans of Jewish descent in 1935 similar to that of the bear in the bear that wasn’t?

35. The fact that in November, the Nazis needed to include the definition of a Mischling in the Nuremberg Laws, indicated what?

FACING HISTORY AND OURSELVESQUEST: CHAPTER 4

( Points)

NAME:1. Totalitarian government can be defined as one which controls every aspect of a person’s life. Hitler came to power in January, 1933. How did he take control of the following spheres of life? (5 points)

Personal Freedom:

Education:

Freedom of Press:

Courts:

Political View:

8. In “The Hangman,” what is the meaning of the riddle: “He who serves me best,” said he, “shall earn the rope on the gallows-tree”? How does this relate to other readings in Chapter 4? (3 points)

The Democrat and the DictatorViewing Guide and Reflection

Name:

As you view the film, list the values and approaches of both FDR and Hitler below. After the film reflect and respond to the question on the reverse.

FDR HITLER___________

Childhood:

Values/Beliefs:

Approach to Youth:

Approach to Artists:

Approach to Opposition:

Use of Fear:

Approach to Masses:

Use of Faith:

How was the United States able to preserve its democracy at a time when Germany could not? Use specific examples from the video to support your thoughts.

FACING HISTORY AND OURSELVESSMALL STEPS TO GENOCIDE--PART IQUEST 40 pointsNAME:

In every case of genocide, there are warning signs. Early warning signs often include the following:Cultural Genocide: discrimination based on language, religion or traditions

Dictatorship: elitist, racist government, use of scapegoating

Using the information obtained from class presentations and your FHAO resource book, list AND explain, in chronological order, examples of each warning sign that will eventually lead to the genocide of Jews and other targeted groups in Nazi Germany.

CULTURAL GENOCIDEMONTH--YEAR EVENT

EXPLANATION

DICTATORSHIPMONTH--YEAR EVENT

EXPLANATION

Bonus: A third condition for genocide is a crisis situation--such as war. What events could be considered as warning signs of war?

FACING HISTORY AND OURSELVES

CHAPTER 5HOW THE NAZIS TOOK POWER: CONFORMITY AND OBEDIENCE

Essential Questions:1. How were people in Germany taught to hate?2. Why did the German people support the Nazis?3. Do we still have a choice when we are given orders? Key Themes:How Nazi regime exploited our need to belongHow propaganda was used to define who was ‘in’ and who was ‘out’ in societyThe insidious effects of Nazi educationHow language is used to disguise and distort the truth

HOLOCAUST AND HUMAN BEHAVIOROBEDIENCE

FHAO 5.1 A Matter of Obedience (p. 210)

The Milgram Experiment

1. What percentage of volunteers would “go all the way” and administer 450 volts?

2. Which of the following would Encourage (E) or Discourage (D) obedience?

___Less academic setting

___Receive instructions by telephone rather than in person

___No authority present

___Authority figures in the room argue about continuing the experiment

___ Three ‘teachers’ give shocks at the same time. Two ‘quit’

___ The ‘learner’ is in the same room with the ‘teacher’

___ Volunteers have to place the ‘learner’s’ hand on a metal plate to give the shock

___ Volunteers don’t give shocks, someone else does

___ Men are volunteers

___Women are volunteers

3. What do you think encourages obedience?

4. How do you think the disobeying minority acted?

5. What pressures were placed on volunteers as the experiment continued?

Zimbardo Prison Experiment

1. How did the “guards” behave in the mock prison experiment? The “prisoners”?

2. What was the result of the experiment?

FACING HISTORY AND OURSELVESCONFORMITY AND OBEDIENCE

5.1 A Matter of Obedience (The Milgram Experiments)

What encourages obedience?

What discourages obedience?

How did the disobeying minority react?

PROPAGANDA VS. ADVERTISING

Purpose

Techniques

Government

Harm

DON’T FORGET TO READ THE CONNECTIONS SECTION!!!5.1 A Matter of Obedience (The Milgram and ZimbardoExperiments) ON REVERSE!!

5.2 A Substitute for Religion How and why did Nazi rallies resemble religious gatherings?

What tricks did Hitler use to manipulate the people?

5.3 Propaganda How did Hitler and Goebbels assure that propaganda achieved its purpose?

How and why were euphemisms used? Examples?

5.5 Art and Propaganda What were the three exhibits the Nazi’s sponsored?

How did the Nazis define degenerate art?

5.6 Using Film as Propaganda How did the Nazis incorporate propaganda into film? Examples?

Why was the negative portrayal of Jews so successful as propaganda?

FACING HISTORY AND OURSELVESOBEDIENCE AND CONFORMITY

Quest: 32 pointsNAME:

1. In the Milgram Experiments, (5 points)a. Explain 2 things that encouraged obedience.

b. Explain 2 things that discouraged obedience

c. How did the disobeying minority react?

2. The Zimbardo experiment is described by the following. “In less than a week the experience...undid a lifetime of learning, human values were suspended, self-concepts were challenged and the ugliest, most base, pathological side of human nature surfaced.” Describe the experiment, when it ended, and why. (3 points)

3. Complete the following comparison. (12 points)

PROPAGANDAADVERTISING

Message or Subject:

Techniques: 1.

1.

2. 2.

3. 3.

Government Type:

Harm:

4. Provide 2 examples of how Nazi rallies resembled religious gatherings. (2 points)

5. How did Hitler manipulate people “like an artist manipulates clay?” Describe at least 3 techniques (these are NOT propaganda techniques referred to in question 3). (3 points)

6. Why were euphemisms used? Provide an example. (2 points)

7. What was the greatest irony of the 1936 Olympic Games in Berlin? (1 point)

8. Describe 2 artistic subjects/themes defined as “degenerate” by the Nazis. (2 points)

9. Why was the negative portrayal of Jews so successful as propaganda? (1 point)

10. Describe a Nazi propaganda poster used in a Nazi occupied nation. (1 point)

Bonus: Who was the antisemitic German composer of operas that portrayed German legends and myths?

FACING HISTORY AND OURSELVESTIMELINE II. CONCENTRATION/GHETTOIZATION

Quiz: 20 points

NAME:

1. Which of the following is true regarding Hitler’s Second Saturday Surprise?a. Hitler had been totally confident of the outcomeb. France felt that Hitler wanted peace, and didn’t mind that Germany was rearmingc. Roosevelt talked of choices between dishonor and ward. France and England feared war

2. Hitler told Mussolini he was an “equal Axis power.” Why did Hitler need Mussolini?a. He needed Mussolini’s help when conquering Ethiopiab. He would need Italy’s help when war started with Francec. He didn’t want Italy to interfere when he annexed Austriad. He wanted access to the Adriatic Sea

3. How did the Austrians view the Anschluss in 1938?a. They were furious, and begged for help from the alliesb. 99.7% of Austrians approvedc. They were afraid but quiet; they feared ward. They were thrilled that Hitler was able to restore order

4. Which of the following countries accepted Jews after the Evian Conference of July 1938?a. Palestineb. Colombiac. Dominican Republicd. France

5. Hitler was given the Sudentenland in Czechoslovakia for all of the following reasons EXCEPTa. “Nobody wants these criminals”b. It was his “last” territorial demandc. There were 3 million German-speaking people thered. The allies wanted to avoid war

6. Which of the following DID NOT lead to Kristallnacht in November 1938?a. Jewish businesses in Germany had to be sold to Aryansb. Polish Jews were expelled from Germanyc. A Nazi official was shot in Parisd. The U.S withdrew its German Ambassador from Berlin

7. In the reading Taking a Stand, a boy decidesa. he had better throw stones at Jewish businesses or his family would be punishedb. he won’t throw stones and the family leaves Germany the next dayc. he would only throw stones at Jewish businesses who had competed with his family’s businessd. he would not throw stones, but he would leave the Hitler Youth

8. Which of the following response to Kristallnacht is false?a. There was worldwide outrage, but no one offered to help Jews b. It ended the policy of appeasementc. Jews were fined for property damaged. Most German officials were opposed to the street violence

9. In Billings Montanaa. the town was not able to stop the hate crimes that had been occurringb. every minority group had been targeted by hate crimes at some pointc. some Christian churches would not display Menorahsd. the labor unions repainted the Jewish family’s home

10. Throughout November and December 1938, many new laws were enacted in the war against the Jews in Germany. Why can this be titled “The Narrowing Circle”?

a. Jews were not allowed on walking paths in city parksb. Jews were not allowed to own or drive a cars outside of Berlin city limitsc. Jews needed to carry a circular-shaped police permit with them at all timesd. Jews were now being literally encircled in the Ghetto

BONUS:Why did Hitler say, “Nobody wants these criminals”

Explain Churchill’s statement: “You were given a choice of war or dishonor, you chose dishonor and we will have war.”

FACING HISTORY AND OURSELVESTIMELINE II. CONCENTRATION/GHETTOIZATION

HONORS Quiz: 20 pointsNAME:

1. How did the allies respond to Hitler’s Second Saturday Surprise?a.

b. Why was it so nerve-wracking for Hitler?

2. Hitler told Mussolini he was an “equal Axis power.” Why did Hitler need Mussolini?

3. How did the Austrians view the Anschluss in 1938?a. b. Why?

4. Which countries accepted Jews after the Evian Conference of July 1938?a.

b. Why?

5. When Hitler was given the Sudentenland in Czechoslovakia, Winston Churchill said “You were given a choice of war or dishonor, you chose dishonor, we will have war.” What did he mean?

6. What events inside and outside of Germany led to Kristallnacht in November 1938?a. inside

b. outside

7. How did the following countries respond after the events of Kristallnacht? a. US:

b. France:

c. Britain:

d. Germany:

8. In the reading Taking a Stand a German boy needs to decide whether or not to participate in

Kristallnacht. a. What did he decide to do?

b. What was the result of his decision?

9. How did Billlings, Montana unite to fight hate crimes against the following groups?a. Native Americans

b. Jews

10. Throughout November and December 1938, many new laws were enacted in the war against the Jews in Germany.

a. Describe one new law.

b. Why can this be titled “The Narrowing Circle”?

BONUS:Why did Hitler say, “Nobody wants these criminals”

What is the following quote referring to: “The hoodlums were banished and the bureaucrats took over.”


Quest: 30 points

NAME:

1. In the Milgram Experiments, which one of the following encouraged obedience?a. “Teachers” don’t give shocks, someone else doesb. No authority presentc. Less academic settingd. Receive instructions by telephone, not in person

2. In the Milgram Experiments, the disobeying minoritya. Protested to higher authorities b. Went to the “learner’s” aidc. Were verbally abusive to the authorityd. Politely remained in their seats waiting to be dismissed

3. The Zimbardo prison experiment ended only six days after it began becausea. Zimbardo and his colleague’s research practices were questioned by higher authoritiesb. All of the prisoners quit the experimentc. The subjects and experimenters lost the line between reality and role-playingd. Guards began shocking prisoners with 450 volts

4. The first killing mission of Reserve Police Battalion 101 was an important dividing line becausea. The commander gave his men the option to be relieved of their killing dutiesb. Subsequent murders were easier to performc. Anti-Semitism was the motivating factord. It was obvious that ordinary men could not be cold-blooded killers

5. Christopher Browning wrote Ordinary Men about Reserve Police Battalion 101. He concluded thata. The perpetrators were blameless because they had no choice and would be punished.b. The perpetrators indoctrination and training in obedience were the reasons for obediencec. The perpetrators killed because Germany was “pregnant with genocide.”d. The perpetrators killed due to group dynamics and to cope with Cognitive Dissidence.

6. The MAIN purpose of propaganda is to a. Tell people what to buyb. Tell people who to vote forc. Tell people drugs are dangerousd. Tell people what to think

7. Nazi rallies resembled religious gatherings in all of the following ways EXCEPTa. Religious leaders stood at the podium with Hitlerb. The lights were configured to resemble a cathedralc. There was ritual and pageantryd. People felt that they were part of something greater than themselves

8. Hitler manipulated people “like an artist manipulates clay.” Propaganda tricks used by Hitler included

all of the following EXCEPTa. He held evening rallies when people were tired and resistance lowb. He approached topics using many different arguments c. He created holidays associated with the Nazisd. He often held parades with up to 25,000 flags

9. Euphemisms were used by the Nazis for all of the following reasons EXCEPTa. To disguise eventsb. To give a military aura to everyday lifec. To eliminate responsibilityd. To defend party critics

10. The greatest irony of the 1936 Olympic Games in Berlin wasa. The Germans did show the world that they were the most powerful people b. Foreign visitors were arrested in gay barsc. Jesse Owens won the most gold medalsd. Jewish athletes refused to shake Hitler’s hand

11. German Expressionist Artists before World War I painted subjects whicha. showed the corruption and materialism of Europeb. criticized Hitlerc. did not welcome WWId. rejected primitive artifacts as “art”

12. German Expressionist artists criticized society after World War I bya. portraying the heroism of warb. depicting modern cities as troubling and dysfunctionalc. destroying propaganda postersd. portraying what the true German family should look like

13. Hitler disapproved of the Bauhaus for all of the following reasons EXCEPTa. its architectural designs represented the new industrialismb. furniture was light and mobilec. he had been rejected by the Bauhaus when he was an art studentd. they believed in utopia and social equality

14. The Nazis sponsored three art exhibits listed below. Which one didn’t they sponsor?a. A Retrospective of The Berlin Olympicsb. The Eternal Jewc. Degenerate Artd. True German Art

15. Why was the negative portrayal of Jews so successful as propaganda? a. Because Hitler and Geobbels kept repeating the same liesb. Because Hitler used tricks to manipulate the peoplec. Because the Nazis controlled every word spoken or printedd. Because the entire ideology of anti-Semitism was already there


HONORS Quest: 30 pointsNAME:

1. Describe two things in the Milgram Experiments which encouraged obedience.a.

b.

2. In the Milgram Experiments a. How did the disobeying minority act?

b. Why?

3. The Zimbardo prison experiment ended only six days after it began.a. Why did it end early?

b. How can we apply the experiment’s results to Nazi Germany?

4. a. Why was the first killing mission of Reserve Police Battalion 101 an important dividing line?

b. There were many killing missions in Poland. Why was this one so extraordinary?

5. Christopher Browning wrote Ordinary Men about Reserve Police Battalion 101. How does he refute the following statements?

a. The perpetrators were blameless because they had no choice and would be punished.

b. The perpetrators killed because Germany was “pregnant with genocide.”

6. The Nazis incorporated propaganda into films by making two types. Explain how each was propaganda.

a. Historic

b. Anti-Semitic

7. List two specific ways in which Nazi rallies resembled religious gatherings.a.

b.

8. Hitler manipulated people “like an artist manipulates clay.” List two specific tricks Hitler used.

a.

b.

9. Euphemisms were used by the Nazis toa.

b.

10. The greatest irony of the 1936 Olympic Games in Berlin wasa.

b. What did Germany do to prepare Berlin for the games?

11 German Expressionist Artists before and after World War I painted the following subjects. Explain each.

a. Cultural metaphors of sickness and health:

b. The meaning and influence of the “primitive”:

12. German Expressionist artists criticized society after World War I. Explain each topic below.a. Responses to WWI:

b. Post-WWI Berlin:

13. List two reasons Hitler disapproved of the Bauhaus.a.

b.

14. List and describe two of the three art exhibits sponsored by the Nazis.a.

b.

15. Why was the negative portrayal of Jews so successful as propaganda?

FACING HISTORY AND OURSELVESNEW ENGLAND HOLOCAUST MEMORIALName:

In the 1980's, a group of New Englanders, many of them survivors of the Holocaust, formed a committee to build a memorial. A site was selected across from Boston’s City Hall. Unlike the Holocaust monuments in Poland, it would not be located in a place where mass murders took place. Instead it would stand along the Freedom Trail, near monuments to the freedoms of Americans won in Revolutionary times.

Why do you think this site was selected?

A number of open meetings were held during 1990 for advice on what kind of monument to build. Many ideas and perspectives were expressed during those gatherings.

Describe what you saw, heard, and felt as you studied the New England Holocaust Memorial.

What parts of the Memorial had the greatest effect on you? What details contributed to your response?

NAUSET REGIONAL HIGH SCHOOLCABLE ROAD, NORTH EASTHAM MA 02651

United States Holocaust Memorial Museum100 Raoul Wallenberg Place, SWWashington, DC 20024-2150

Dear Museum Staff,

As a first year history teacher, I have had the challenge of introducing and implementing a comprehensive course of study based on a program designed by the Facing History and Ourselves Institute in Brookline, Massachusetts. After a recent visit to Washington, students were asked to reflect upon their reactions to the Holocaust Museum. The enclosed essays are a sampling of those responses.

These responses reveal the powerful impact of effective museum design and content, and reinforce the fact that the museum has successfully realized its primary mission. I am pleased to share them with you in the hope that you, in turn, will share them with others.

Sincerely,

Diane Smith KeonDecember 20, 1997

NAUSET REGIONAL HIGH SCHOOLCABLE ROAD, NORTH EASTHAM MA 02651

Facing History and Ourselves Institute16 Hurd RoadBrookline, MA 02146-6919

Dear Facing History Staff,

As a first year history teacher, I have had the challenge of introducing and implementing a comprehensive course of study based on the Facing History and Ourselves program. After a recent visit to Washington, students were asked to reflect upon their reactions to the Holocaust Museum. The enclosed essays are a sampling of those responses.

These responses reveal the powerful impact of effective museum design and content, and reinforce the fact that the museum has successfully realized its primary mission. In addition, they reflect the effectiveness of the Facing History and Ourselves content and methodology. I am pleased to share them with you in the hope that you, in turn, will share them with others.

Sincerely,

Diane Smith KeonDecember 20, 1997

As I stand before the exhibit on the 4th floor, I can’t help but think back to the year before. It was my first time in the Holocaust Museum and I was apprehensive as to what I might encounter. In school we were taught nothing more than the WWII basics including Hitler’s surge to power. As we approached the display it didn’t take long for the message to hit home. I look at the pictures in front of me, masses of dead bodies thrown into piles, left to rot. It is then that I become aware of the silence around me. I have never seen so many 11th and 12th graders so somber, so respectful. Within moments a friend next to me burst into tears, others around us also begin to tear, I too have trouble holding them back. But why should we? We should be crying, there is no possible way to feel the pain these people endured. This was more than a crime, for many it was a hideous way of life. I feel so angry, but where can one place the blame? There are far too many people at fault, far too many all over the world who knowingly allowed this to happen. It is sad, all I can feel is sadness for a world who allowed this to happen, and pity for those who suffered because of it.

In the year that followed I was fortunate to expand upon my experience. While in Munchen, Germany, I visited the concentration camp Dachau. I have never felt such a ghostly presence in all my life. I could feel the knots in my stomach as I walked around the camp. I stood in front of the iron gate which loudly proclaimed above its entrance: “Work Kamp.” I stood inside a bunker and tried to imagine the dying people forced to live in such a small but definite hell. I felt like an intruder, it didn’t matter to me how much later I was standing there after the war, I was an observer, I was there at my own will, I would walk out of those gates alive. I could not stand to watch some of my group take pictures of the place like it was a generic tourist attraction. I could not even bear to make the trip to the crematorium, I could not believe that any of it was still standing.

This experience was brought back to me as I stood for the second time in front of the picture of the dead bodies. I shivered as I read the picture’s caption: “Dachau.” I did not cry, I didn’t need to. I was looking at the gap that had been missing in my Holocaust lesson. I was actually seeing what I had felt and could only try to imagine while I was in Germany. As I looked about me, one picture caught my attention. The picture showed a bunk full of starving, dying men looking up at the camera. They were in Dachau, I was standing there, they were looking up at me.

Rebecca KnowlesNauset Regional High School Senior

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