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Name: ____________________________________Group_______

The Use of Propaganda in Nazi Germany:

How are People’s Attitudes and Actions Influenced by the

Media?

Grade Level:

5

Subject:

Social Studies

State Standards Addressed:

WHII.21 Describe the rise and goals of totalitarianism in Italy, Germany, and the

Soviet Union, and analyze the policies and main ideas of Mussolini, Hitler, Lenin,

and Stalin. (H)

WHII.26 Describe the background, course, and consequences of the Holocaust,

including its roots in the long tradition of Christian anti-Semitism, 19th century

ideas about race and nation, and Nazi dehumanization of the Jews. (H)

Definition:

Propaganda is a type of message aimed at influencing the opinions (attitudes) or

behavior (actions) of people. Often, instead of providing factual information,

propaganda can be deliberately misleading. Propaganda techniques include:

patriotic flag-waving, glittering generalities, simple slogans, stereotyping, and

testimonials from authority figures or celebrities.

Unit Focus:

The activities in this lesson are intended to help students learn how to analyze

propaganda by identifying the messenger, the message, and the specific

audience the message was intended to influence. Students will be exposed to

various forms of Nazi propaganda that appeared in different forms of media to

specifically foster an understanding of the power and influence of propaganda. It

is my hope that students will recognize the power of propaganda an develop the

ability to interpret the images that influence them on a daily basis.

Essential Questions Explored:

1. What is propaganda?

2. How did Nazi Germany use propaganda to formulate the thoughts and

opinions of its people?

3. How did Nazi propaganda influence the attitudes and actions of the German

people?

4. If the purpose of propaganda is to influence people, than what is influencing

you?

5. Can good people be influenced to do bad things?

Learner Outcomes:

1. demonstrate an understanding of propaganda

2. demonstrate an understanding of the use of propaganda by the Nazi’s to

influence the attitudes and actions of the German people.

3. analyze and evaluate the propaganda techniques used to influence a

particular audience. Understand “message, messenger, and audience”.

4. analyze and interpret visual images and evaluate their effectiveness to impact

the thoughts and opinions of our modern society.

Student Products:

1. “Analyze Images of Nazi Propaganda” Worksheet. Students will analyze

examples of Nazi propaganda and identify basic information about the image.

2. “The Poisonous Mushroom” Analysis worksheet. Students will read an exert

from an anti-Semitic children's book entitled “Der Giftpilz”. The exert is entitled,

“The Poisonous Mushroom”. Students will analyze the message presented in the

story and describe its purpose and its intended audience.

3. A propaganda poster that demonstrates the student’s ability to influence the

opinions and behaviors of his/her audience.

Unit Activities:

Background:

Students will have already been introduced to the concept of propaganda.

Students will investigate how they could convince an audience that their idea was

correct. What strategies would they utilize in order to convince their audience?

What powerful words would they employ? Would the way they construct their

message change depending on the audience (parent, teacher , or friend) that

they are trying to convince?

Student will then view a powerpoint presentation on propaganda and the many

forms it takes (patriotic flag-waving, glittering generalities, simple slogans,

stereotyping, and testimonials from authority figures or celebrities). The

powerpoint can be found at the following web address:

http://www.authorstream.com/Presentation/mmaguire-313238-propaganda-

techniques-Entertainment-ppt-powerpoint/

1. “Introduction to Nazi Propaganda” Activity

Duration: Two class periods

Outcome:

Students will analyze examples of Nazi propaganda. Students will present their

findings in the “Propaganda Analysis” worksheet.

Procedure:

a. Students will be presented with three images of nazi propaganda.

b. As a class, we will analyze the first example.

c. Students will focus on:

a. Describe what you see in detail.

b. Who do you think created this image?

c. Why was this image created?

d. Who was the intended audience?

e. What was the intended message of this image?

d. Students understanding will be assessed on the “Analyze Images of Nazi

Propaganda”

worksheet, using the remaining two images.

2. “The Poisonous Mushroom” Activity

Duration: Two Class Periods

Outcome: As a whole class activity, students will read and analyze an excerpt

from an anti-Semitic children's book entitled “Der Giftpilz”. The exert is entitled,

“The Poisonous Mushroom”. Students understanding of the use of Nazi

propaganda will be assessed on the “Poisonous Mushroom” Analysis worksheet.

Procedure:

a. As a whole class, students will read the anti-Semitic story entitled, “The

Poisonous Mushroom”.

b. Students will actively participate in a whole class discussion focused on the

following:

1. Who do you think wrote this story?

2. Why was this story created?

3. Who was the intended audience?

4. What was the intended message of this image?

c. Students will demonstrate their understanding of the use of Nazi propaganda

by completing the “Poisonous Mushroom” Analysis worksheet.

3. “Modern Day Marketing and Propaganda Activity

Duration: two class periods

Outcome:

Students will be understand that they are bombarded with advertisements in

various forms of media that are intended to influence public opinion. Students will

demonstrate the ability to interpret and evaluate advertisements advertisements

that they are exposed to daily. Students will also create their own form on

advertisement meant to influence the opinion and actions of a specific group of

people.

Procedure:

a. Students will view and analyze a “propaganda in advertising” powerpoint found

at the following web address:

http://www.yesnet.yk.ca/schools/wes/webquests_themes/media_sofie/pp_presen

tations/naomi_shaun/naomi_shaun.html

b. Students will participate in a whole class discussion on the information

presented in the powerpoint.

c. Students will present two advertisements that have influenced their attitude or

behavior.

d. Students will complete the “Advertisement Analysis” worksheet.

e. Students will create their own advertisement to impact the attitudes or

behaviors of their fellow classmates. Please refer to the “Advertising” Activity

worksheet for more detailed information.

Differentiated Instruction Extension Activities:

These activities are tiered in product according to learning profile.

Tier I: Concrete Random Learners

Tier II: Concrete Sequential Learners

Tier III: Abstract Random Learners

Tier IV: Abstract Sequential Learners

Concrete Random Learners can choose one of the following:

1. Create a computer generated poster that illustrates your understanding of

propaganda techniques and their impact on the attitudes and actions of their

intended audience.

2. Create a cartoon strip that illustrates your understanding of propaganda

techniques and their impact on the attitudes and actions of their intended

audience.

3. Create a newspaper editorial that demonstrates your understanding of

propaganda techniques and their impact on the attitudes and actions of their

intended audience.

4. Create a video that investigates the impact of propaganda techniques on the

attitudes and actions of their intended audience.

Concrete Sequential Learners can choose one of the following:

1. Construct a “Memory Game” that would assist your fellow classmates in

understanding the relationship between propaganda and the attitudes and

actions of their intended audience.

2. Design a model that gives a visual representation of the relationship between

propaganda and the attitudes and actions of the intended audience.

3. Create a Venn Diagram that illustrates the connection between propaganda

and the attitudes and actions of the intended audience.

Abstract Random Learners can choose one of the following:

1. Create a play that demonstrates the impact of propaganda on an audience.

2. Create a poem or a song that may influence the thoughts and actions of a

particular group of people.

3. Create a talk show program that will focus on the purpose of propaganda and

its impact on society.

Abstract Sequential Learners can choose one of the following:

1. Create a newspaper or newspaper article that explains the meaning of

propaganda and its purpose.

2. Create a research paper that investigates the meaning of propaganda and its

impact on society.

3. Formulate a lesson that will teach your fellow classmates about propaganda

and its impact on society.

Name: __________________________________ Group:________

“Analyze Images of Nazi Propaganda”

Worksheet

Directions:

Please answer the following questions on white-lined paper for each of the

images presented.

Questions:

1. Please take the whole image and break it into parts. Can you list and describe

the different elements of the image (images, words, colors, facial expressions,

etc.)?

2. Who do you think created this image and why?

3. Who do you think the intended audience was and why?

4. What was the intended message presented by this image?

5. How do you think this image may have influenced the attitudes and actions of

the German people?

6. What type(s) of propaganda techniques were used inthis image?

Due Date: TBA

Name: ___________________________________________ Group: ________

“Nazi Propaganda” Assessment

Does your work list and describe the different elements of each image?

A. Thorough understanding of the concept

B. Solid understanding of the concept

C. Some understanding of the concept

D. Work does not reflect an understanding of the concept

Do you present evidence as to who created this image and why??





Does your work provide evidence that you understand the author’s

intended audience?





Does your work provide evidence as to the intended message presented in

this image?





Do you present evidence as to the impact the images had on the German

people?





Do you present the different types of propaganda techniques used in these

images?





3. Is your work neat, and easy to read?

A. Work is neat and easy to understand

B. Work is neat and can be understood

C. Work is difficult to understand

D. Work does not reflect an understanding of the directions

Name: __________________________________ Group:________

“Poisonous Mushroom” Analysis

Worksheet

Directions:

Please answer the following questions on white-lined paper.

Questions:

1. Can you describe the point of view of the author?

2. What is the author’s message?

3. What words does the author use to influence the attitudes and actions of her

readers?

4. Who was the author’s intended audience?

5. Does the author use lies or stereotypes to express her message? Please

provide clear examples from the text to support your opinion.

Due Date: TBA

The Poisonous Mushroom

A mother and her young boy are gathering mushrooms in the German forest. The

boy finds some poisonous ones. The mother explains that there are good

mushrooms and poisonous ones, and, as they go home, says:

“Look, Franz, human beings in this world are like the mushrooms in the forest.

There are good mushrooms and there are good people. There are poisonous,

bad mushrooms and there are bad people. And we have to be on our guard

against bad people just as we have to be on guard against poisonous

mushrooms. Do you understand that?”

“Yes, mother,” Franz replies. “I understand that in dealing with bad people trouble

may arise, just as when one eats a poisonous mushroom. One may even die!”

“And do you know, too, who these bad men are, these poisonous mushrooms of

mankind?” the mother continued.

Franz slaps his chest in pride:

“Of course I know, mother! They are the Jews! Our teacher has often told us

about them.”

The mother praises her boy for his intelligence, and goes on to explain the

different kinds of “poisonous” Jews: the Jewish pedlar, the Jewish cattle-dealer,

the Kosher butcher, the Jewish doctor, the baptised Jew, and so on.

“However they disguise themselves, or however friendly they try to be, affirming

a thousand times their good intentions to us, one must not believe them. Jews

they are and Jews they remain. For our Volk they are poison.”

“Like the poisonous mushroom!” says Franz.

“Yes, my child! Just as a single poisonous mushrooms can kill a whole family, so

a solitary Jew can destroy a whole village, a whole city, even an entire Volk.”

Franz has understood.

“Tell me, mother, do all non-Jews know that the Jew is as dangerous as a

poisonous mushroom?”

Mother shakes her head.

“Unfortunately not, my child. There are millions of non-Jews who do not yet know

the Jews. So we have to enlighten people and warn them against the Jews. Our

young people, too, must be warned. Our boys and girls must learn to know the

Jew. They must learn that the Jew is the most dangerous poison-mushroom in

existence. Just as poisonous mushrooms spring up everywhere, so the Jew is

found in every country in the world. Just as poisonous mushrooms often lead to

the most dreadful calamity, so the Jew is the cause of misery and distress, illness

and death.”

The author then concludes this story by pointing the moral:

German youth must learn to recognise the Jewish poison-mushroom. They must

learn what a danger the Jew is for the German Volk and for the whole world.

They must learn that the Jewish problem involves the destiny of us all.

“The following tales tell the truth about the Jewish poison-mushroom. They show

the many shapes the Jew assumes. They show the depravity and baseness of

the Jewish race. They show the Jew for what he really is:

The Devil in human form.

Name: ___________________________________ Group:________

“Poisonous Mushroom” Assessment Guide Does your work provide evidence that you understand the author’s message? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Do you present the words the author used to influence the attitudes and actions of the reader? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Does your work provide evidence that you understand the author’s intended audience? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Does your work provide any lies or stereotypes that the author uses to influence the audience? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept 3. Is your work neat, and easy to read? A. Work is neat and easy to understand B. Work is neat and can be understood C. Work is difficult to understand D. Work does not reflect an understanding of the directions

Name: __________________________________ Group:________

“Advertising” Activity Worksheet

Mission:

The student will present a magazine or TV advertisement to the class that has

influenced his/her attitude or behavior and convey how they were influenced. The

student will be able to identify the message, messenger, audience and

propaganda techniques used within the advertisement.

Procedure:

1. The student will choose an advertisement that has influenced his/her attitude

or behavior.

2. The student will identify how his/her attitude or behavior changed due to the

advertisement.

3. The student will answer the questions presented below.

Questions:

Please provide detailed answers to the folowing questions on white-lined

paper.

1. How did this advertisement influence your attitude or behavior?

2. Who created this advertisement?

3. What message does this advetisement convey?

4. Who is the intended audience for this advertisement?

5. What propaganda techniques are used within this advertisement?

Due Date: TBA

Name: __________________________________________ Group___________

“Advertising” Activity Assessment Guide

Does your work provide evidence as to how you were influenced by this advertisement? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Do you identify the messenger? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Do you identify the message? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Does you identify the intended audience? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept Do you identify the propanda techniques used in the advertisement? A. Thorough understanding of the concept B. Solid understanding of the concept C. Some understanding of the concept D. Work does not reflect an understanding of the concept 3. Is your work neat, and easy to read? A. Work is neat and easy to understand B. Work is neat and can be understood C. Work is difficult to understand

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