1 / 17

State of Deception

State of Deception. Day 1 - Definition of the Holocaust.

fisk
Download Presentation

State of Deception

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. State of Deception

  2. Day 1 - Definition of the Holocaust • The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews by the Nazi regime and its collaborators. The Nazis, who came to power in Germany in January 1933, believed that Germans were "racially superior" and that the Jews, deemed "inferior," were an alien threat to the so-called German racial community. • During the Holocaust, German authorities also targeted other groups for racial or biological reasons: Roma (Gypsies), people with disabilities, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah's Witnesses, and homosexuals.

  3. Do Now - • Read the definition of the Holocaust • Answer the following questions: • Who were the targeted groups? • Who were the perpetrators? • Was it supported by the government?

  4. Propaganda Handout • underline or highlight 3 words from the definition of propaganda that stand out • Why did you choose the words you did?

  5. Why is understanding Propaganda important? • You have the choice to believe a message or not by thinking critically about the message • Understanding context and what makes individuals and societies vulnerable to propaganda helps us identify messages that may threaten our communities

  6. Jews are to Blame for the War

  7. Day 2 - State of Deception Exhibit • https://www.youtube.com/watch?v=Af44Slin7lg • Take notes on what you learn about Propaganda • Consider this – • When analyzing propaganda, it is important to understand the cultural context surrounding the piece. Propaganda doesn’t just work any time, any place, with any audience since it is designed for a specific purpose. There were reasons why propaganda was effective and the ideas attractive when it was displayed.

  8. Group Activity • You will travel around the classroom at each station to investigate the pieces of propaganda before you • Fill out the corresponding sheets that go with it

  9. Homework • Find an example of Propaganda • It can be positive or negative • Can bring in the picture or just the wording • Must meet the definition of Propaganda: propaganda as biased information spread to shape public opinion and behavior. • Look within your environment – (Social Media, TV, Magazines) • Turn it into me tomorrow

  10. Day 3 - Survivor Story • https://www.youtube.com/watch?v=yEEuTEDfFqc

  11. Discussion • How did people communicate during this time period? • How are these means of communication similar and different than those commonly used today? • How do Bob’s anecdotes help students to relate to the broader history explored in State of Deception? • What does it reveal about the impact and pain of propaganda on young people in Nazi Germany? • Why can propaganda have such a powerful impact on youth?

  12. When Analyzing Propaganda ask these ?’s – Print this out and give them a copy • How is the message is communicated: How is color, line graphics, depictions of people, words, and symbols used in this example to communicate a message? What is the message? • What is the importance of context: Given the hopes, fears, and grievances present in society at the time, why might this message have had power? • Who is the intended audience: Who is the target audience? • What about this message would be appealing to this group? What reactions might difference audiences have had? Could people access and express alternative viewpoints? • Ask questions about the propagandist: Who created this? What do they hope the audience would think, feel, and do? • What impact does this message have on society: What were the consequences of this propaganda?

  13. Homework • Find an example of Propaganda • It can be positive or negative • Can bring in the picture or just the wording • Must meet the definition of Propaganda: propaganda as biased information spread to shape public opinion and behavior. • Look within your environment – (Social Media, TV, Magazines) • Turn it into me

  14. Day 4 – Do Now • Using your analysis questions I gave you yesterday, analyze the propaganda below Behind the enemy Powers – The Jew

  15. Homework - Modern Day Propaganda • What are some examples of Propaganda in your world today? • Today we are going to look at Modern Day Propaganda and analyze it using your analysis sheets

  16. Discussion Questions • Which propaganda example do you think is most problematic and why? • Are certain categories of propaganda more problematic than others? • Is propaganda always deceptive, or could the audience seek more information with some effort to consider the propaganda message more thoughtfully? • How can different audiences interpret messages differently? • Why are debate, dialogue, and opportunities to access or voice alternative points of view important? • What happens when debate is eliminated?

  17. What should be done? • What can you do to combat negative Propaganda? • What can be accomplished through these actions? • What are the consequences of inaction?

More Related