Unit+4+-+The+Nazis+in+Power

=Unit 4 - The Nazis in Power=

** //" the gift of translatting commonplace thoughts into actions.//" Hitler had this unique gift. ..".//He took seriously what was to others mere talk. ... Hitler // **// took th e Germans at their word ." // A.J.P. Taylor, British historian.

====Adolf Hitler became chancellor of Germany in January, 1933. Immediately he began to destroy the government of the Weimar Republic and replace it with a totalitarian government one small step at a time. German people were desperate for a strong leader who would improve their lives so they willingly comprised some of the their individual rights. Many Germans were ready to listen to the powerful messages of pr​opaganda.==== ====This session will examine how Hitler replaced the democratic government of Germany with a totalitarian regime and why the people of Germany allowed this to happen. Students will consider how people defined their universe of obligation, both in Germany and the international community.====


 * Essential Questions: **
 * How does our identity influence our view of others?
 * What choices did people have to speak out against the Nazi regime during this time period?
 * What does it take to turn a democracy into a dictatorship?
 * How did propaganda shape the choices people made?


 *  Key Content The me s **
 * Democracy is destroyed gradually with one "small" compromise after another
 * Absolute authority provided an excuse for people not to think
 * Stripping people of citizenship rights through the rule of law
 * Conformity and Obedience
 * Propaganda must lead to success
 * Escalating

**Materials and Resources **





On-line resource for Facing History and Ourselves, [|http.www.facinghistory.org/resources]
1933-1938 Nazi’s in Power Timeline –

**The following reading is from Chapter Four of the book, __Holocaust and Human Behavior:__**

Reading 21, “ Defining a Jew.” text pgs. 201-202

Readings 3, "Propaganda," text pgs. 218-220. Reading 4, "Propaganda and Sports," text pgs. 221-222. Reading 5, "Art & Propaganda," text pgs. 223-224. Reading 6," Using Film as Propaganda" text pgs. 225-227. text pgs. 218-228.
 * The following readings are from Chapter Five of the book, __Holocaust and Human Behavior:__**

Reading 10, “The Birthday Party” Text pgs. 237-239
 * The following reading is from Chapter Five of the book, __Holocaust and Human Behavior__**

Reading 6, “Taking a Stand” Text pgs. 268-269
 * The following readings are from Chapter Six of the book, __Holocaust and Human Behavior__**

“Kristallnacht”

Reading 10, “The Failure to Help - text pgs. 275-277


 * Benchmark Activity **

__** Activity 1: **__ **Think/Write:** Open the document below. Examine the images of Life in Eastern and Western European Jews living during the inter-war years. As you look at these images, answer the following questions:

 1.  Which photos can you relate to and why? Does it remind you of a moment from your own life experiences? Was there something about a particular photo that surprised you? 2. Having read the description provided in the archive, if you were to create an identity chart for one of the individuals in a particular photograph, what are some of the categories and qualities you would list? 3. Finally, after looking at these photos, what do the portraits tell you about the diverse life of Eastern and Western European Jews living during the inter-war years ?

Pair/Share: share responses with a partner Revise your answers based on your discussion.

**__Activity 2:__** This is one of the 265 photographs in a book called "the Eternal Jew", published by the fNazi Party in 1937. The photos chosen generally make Jews look as unpleasant as possible.

Examine the photo, **__The Eternal Jew__**, to help you **determine how the Nazi Party portrayed Jews at this time.**






 * Directions**
 * open the document above
 * examine the photo
 * complete the I See column then Pair/Share significant, observable details
 * complete the It Means column then Pair/Share your interpretations
 * write a brief summary to determine POV of the Nazi Party, highlight key terms used in your summary
 * Pair/share and revise as needed
 * Pairs will share with the class and revise as needed
 * print photo and final analysis


 * Assessment: **

Write an essay using your responses from Activities 1 and 2 to answer the following question: Support your answers with evidence from the photos.
 * //Compare the life of the Jews during the inter-war years to the way the Nazi Party portrayed the Jews duirng the Holocaust.//**

//Instructional Strategy Jigsaw//

Propaganda Pictures, “The Eternal Jew, ”

Poster Image of African Americans


 * <span style="color: #ff0000; font-family: Georgia,serif;">Massachusetts Curriculum Frameworks: **

WHII.20: Describe the various causes and consequences of the global depression of the 1930s, and analyze how governments responded to the Great Depression. (H, E) <span style="font-family: Georgia,serif; font-size: 90%;">2. unemployment and inflation 3. political instability

<span style="color: #3800ff; font-family: Georgia,serif; font-size: 11.5pt;"> 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)