Transcript State of Deception

 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.
 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?
 underline or highlight 3 words from the definition of
propaganda that stand out
 Why did you choose the words you did?
 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
Jews are to
Blame for the
War
 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.
 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
 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
 https://www.youtube.com/watch?v=yEEuTEDfFqc
 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?
 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?
 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
 Using your analysis questions I gave you yesterday,
analyze the propaganda below
Behind the enemy
Powers – The Jew
 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
 Which propaganda example do you think is most
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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?
 What can you do to combat negative Propaganda?
 What can be accomplished through these actions?
 What are the consequences of inaction?