Hate, Anti-Semitism, & Propaganda in the Holocaust Overviewcivics.sites.unc.edu/files/2012/05/HateAnti... · Hate, Anti-Semitism, & Propaganda in the Holocaust Overview In this lesson,

1

Hate,Anti-Semitism,&PropagandaintheHolocaust

OverviewInthislesson,studentswillexplorecontroversialsymbols,thehistoricalsignificancebehindthesesymbols,andtheharmfuleffectsofsuchwhenusedtoday.StudentswillfurtherexploreeverydayactivitiesthatareimportanttothemandgainacomparativeunderstandingofhowJewswererestrictedfromthesesameactivitiesbasedonanti-SemiticlawsandregulationspassedbytheNaziparty.Studentswillexaminetheroleofanti-Semiticpropagandainschools,aswellasHitler’suseofpropagandaasameansofsettingthestageformassgenocide.Thislessonwillassiststudentsinunderstandingtherootsandramificationsofprejudice,racism,anti-Semitism,andstereotypingduringtheHolocaust.Grade9NorthCarolinaEssentialStandardsforWorldHistory• WH.1.2-Usehistoricalcomprehension…• WH.1.3-UseHistoricalanalysisandinterpretation…• WH.1.4-Usehistoricalresearch…• WH.8.1-Evaluateglobalwarsintermsofhowtheychallengedpoliticalandeconomicpowerstructuresand

gaverisetonewbalancesofpower(e.g.,SpanishAmericanWar,WWI,WWII,VietnamWar,ColonialWarsinAfrica,PersianGulfWar,etc.).

• WH.8.2-Explainhowinternationalcrisishasimpactedinternationalpolitics(e.g.,BerlinBlockade,KoreanWar,HungarianRevolt,CubanMissileCrisis,OPECoilcrisis,IranianRevolt,“911”,terrorism,etc.).

• WH.8.3-Explainhowliberaldemocracy,privateenterpriseandhumanrightsmovementshavereshapedpolitical,economicandsociallifeinAfrica,Asia,LatinAmerica,Europe,theSovietUnionandtheUnitedStates(e.g.,U.N.DeclarationofHumanRights,endofColdWar,apartheid,perestroika,glasnost,etc.).

EssentialQuestions• Howdoeshistoryaffecthowweviewcertainsymbols?• Whymightsomepeoplebeoffended,hurt,orfrightenedbyparticular“hatesymbols?”• Why,throughouthistory,havepeopleoftendisliked,distrusted,orevenhatedpeoplewhoareviewedas

“different”?• Whatareracism,stereotyping.prejudice,anti-Semitism,andintolerance?Whatroledidtheseissuesplay

intheHolocaust?• Inwhatwayswasanti-SemiticpropagandausedtoostracizeJewsandother“non-Aryans”?• WhatwastheexperienceofJewishstudentsinGermanschoolsintheearlystagesoftheHolocaust?• HowdidHitlerandtheNazisusepropagandatosetthestageforgenocideinNaziGermany?• Whatexamplesofracism,stereotyping,prejudice,andanti-Semitismexisttoday?Whatcancitizensdoto

countersuchintolerance?Materials• Hate,Anti-Semitism,&PropagandaintheHolocaustPowerPointaccompaniment,availableinthe

DatabaseofK-12Resources(inPDFformat)o ToviewthisPDFasaprojectablepresentation,savethefile,click“View”inthetopmenubarofthe

file,andselect“FullScreenMode”o TorequestaneditablePPTversionofthispresentation,[email protected]

• Laptop/dataprojector(ifteachersareunabletoprojectimages,makephotocopiesforstudentviewing)

2

• TheLittleThingsinLife,worksheetattached• TimelineofRacistPersecutionbytheNazis,attached(cutapartfordistributiontogroups)• TimelineofRacistPersecutionbytheNazisResponseSheet,attached• TimelineofRacistPersecutionbytheNazisNoteSheet,attached• TestimonyExcerpts-SchoolsDuringtheHolocaust,attached• ExploringPropaganda,6worksheetsattached• Anti-SemitismToday,attachedDurationTwoclassperiodsTeacherPreparation• Itisimportantthataclassdiscussingthethemespresentinthislessonhaveafoundationofrespectand

responsiblecommunication;forsuggestedactivitiesonbuildingatolerantclassroomcommunity,seethe“Activities”sectionofCarolinaK-12’sDatabaseofK-12Resourcesandsearch“ClassroomManagement/SettingExpectations”and/or“CharacterEducation.”

• Eitheronthefloororalongawall,labelallthenumbersbetween-5to+5(with0placeddirectlyinthecenter)alongalinethatspansthelongestlengthoftheclassroom.

StudentPreparationStudentsshouldhaveabasicunderstandingoftheeventsoftheHolocaust;seeCarolinaK-12’slesson“IntroductiontotheHolocaust”locatedintheDatabaseofK-12Resources.ProcedureDay1

ExploringHate1. Asawarm-up,projectthefollowingquestionforstudentstosilentlyconsiderandindividuallyanswer:

• Whatis“hate?”

2. Allowstudentstofreewrite,doalistofwordassociations,sketchapicture,orexhibittheirthoughtsonthewordinwhateverwrittenmannertheychoose.

3. Afterseveralminutesofconsiderationandwriting,askafewvolunteerstosharetheirinitialthoughtswiththeclass.Then,tellstudentstheywillfurtherexploretheconceptofhatebyexaminingandrespondingtoparticularimages.

4. Directstudentattentiontothenumberspostedonthefloororalongawalloftheclassroom(see“TeacherPreparation”above).Informthestudentsthatyouaregoingtoshowthemaseriesofimages.Basedontheimage,theywillchooseaplacetostandalongthenumberlinebasedonthefeelingtheyhavetowardsthepicture.Providethesedirectionsforchoosingwheretostand:• Ifyoufeeltheimagerepresentshate,and/oritarousesaverynegativeemotion,standatthe-5.You

canalsochoosetostandanywherebetween-5and0forlesserdegreesofnegativefeelings.• Ifthesymbolarousesnoemotionoryoufeelitsymbolizesnothing,standatthe0.• Iftheimagedoesnotrepresenthateand/orarousesaverypositiveemotion,standatthe+5.Youcan

alsostandinbetween0and+5toshowvaryingdegreesofpositivefeelings.5. Projectvisualssuchasthoseonslides2-14oftheaccompanyingPowerPoint(availableinCarolinaK-12’s

DatabaseofK-12Resourcesorbye-mailingarequesttoCarolinaK12@unc.edu.)SymbolsinthePowerPointarelistedbelow.Aftereachpicture,allowstudentstosharetheirreasoningforchoosingwheretostandalongthenumberline.• Flag• BurningFlag

3

• Cross• Burningcross• Knot• Noose• Yin-yang• Swastika• StarofDavid• StarofDave“Jude”• Pinktriangle• Prisonertrianglechart

6. Afterthestudentshavetakentheirseats,debrieftheactivitywiththefollowingquestions:• Whydidsomesymbolsarousepositivefeelingsbutothersymbolsarousednegativefeelings?• Whichsymbolcausedthestrongestnegativeresponseforyouandwhy?• Inyouropinion,whichoftheseshouldbeclassifiedashatesymbolsandwhy?• Inwhatwaysdotheitemsintheseimageshavemultiplemeanings?• Howmuchdoeshistoryaffecthowweviewsomeofthesesymbols?Whatsignificancedosomeof

theseimageshavehistoricallyaswellasinourcurrentsociety?• Whichimagesmightsomepeoplebeoffended,hurt,orfrightenedbyandwhy?

7. Againdisplaythefollowingsymbolsanddiscusssomeoftheirhistoricalsignificance:

• Burningcross:ThissymbolismostcloselyassociatedwiththeKuKluxKlan(KKK),agroupadvocatingforwhitesupremacy.TheKKK,firstformedbyConfederateveteransoftheCivilWarin1866,oftenusedterrorism,violence,andintimidationmeasuressuchascrossburningandlynchingtooppressAfricanAmericansandothergroupstheyfeltwere“different”or“inferior.”

• Noose:“Fromthe1880stothe1960s,atleast4,700menandwomenwerelynchedinthiscountry.Lynchingistheprocessofhumiliating,torturing,andkillingpeoplebymobsactingoutsidethelaw.Thesemurders,mostofthemunpunished,oftentooktheformofhangingandburning.Thenooserepresentsthisprocessandremainsaterrifyingsymbol.ItcontinuestobeusedbyraciststointimidateAfricanAmericans,whomadeupmorethan70percentoflynchingvictims.(Source:NYTimes)

• Swastika:TheswastikabecamethesymbolofHitler’sNaziPartyduringWWII,whenapproximatelysixmillionEuropeanJews(andotherswhowereconsidered“different”)werepersecuted,tortured,andkilled.ThisperiodoftimeandmurderisknownastheHolocaust.

• StarofDavid:WhiletheStarofDavidisareligioussymbolcherishedbypeopleoftheJewishfaith,JewswereforcedtowearaclothpatchintheshapeoftheStarofDavidwith“Juden”writtenonit.Thiswasintendedtobeabadgeofshameassociatedwithanti-Semitism.

• Triangles:UpsidedowntrianglesofvariouscolorswereusedinNaziconcentrationcamps.Thebadges,sewntotheuniformofprisoners,wereusedtoidentifythereasontheprisonershadbeenplacedthere.Thesemandatorybadgesofshamehadspecificmeaningsindicatedbytheircolorandshape.Thepinktrianglesymbolizedinnocentpersonsimprisonedforbeinghomosexual.

ThemesoftheHolocaust

8. Instructstudentstospecificallyconsidereachofthe5symbolsdiscussedabove.Displayslide15ofthePowerPointandaskifanyonecanidentifywhattheyallhaveincommon.Allowstudentstosharetheirthoughtsthenfocusstudentsonthefactthateachofthesesymbolswasusedtointimidate,label,restricttherightsof,orharm(emotionallyand/orphysically)innocentpeopleinvarioussocietieswhowereviewedas“different”or“others.”FocusstudentsonthefactthatitwastheNazi’sintolerancetowards“others”,or“non-Aryans,”thatleadtothekillingofmillionsofhumanbeingsduringtheHolocaust.Discuss:• Whydopeopledislike,distrust,orevenhatepeoplewhoareviewedas“different?”Wheredoes

hatredofpeoplewhoaredifferentthanuscomefrom?

4

• Whatisyourdefinitionorunderstandingofthefollowingwords:o Racismo Stereotypeo Prejudiceo Anti-Semitismo Intoleranceo Propaganda

9. Afterstudentshavediscussedtheirownunderstandingofthesewords,compileaclassdefinitionandhave

studentswritethedefinitionsdown,suchas:• Racism:hatredofonepersonbyanother--orthebeliefthatanotherpersonislessthanhuman--

becauseofskincolor,language,customs,placeofbirth,oranyfactorthatsupposedlyrevealsthebasicnatureofthatperson.(Source:Anti-DefamationLeague,http://www.adl.org/hate-patrol/racism.asp)

• Stereotype:abelieforassumption,oftennegative,aboutindividualcharacteristicsgeneralizedtoallpeoplewithinaparticulargroup

• Prejudice:prejudgment;forminganopinionormakingajudgmentaboutapersonbasedontheirrace,religion,class,etc.

• Anti-Semitism:ThebelieforbehaviorhostiletowardJewsjustbecausetheyareJewish.ItmaytaketheformofreligiousteachingsthatproclaimtheinferiorityofJews,forinstance,orpoliticaleffortstoisolate,oppress,orotherwiseinjurethem.ItmayalsoincludeprejudicedorstereotypedviewsaboutJews.(Source:Anti-DefamationLeague,http://www.adl.org/hate-patrol/antisemitism.asp)

• Intolerance:unwillingnessorrefusaltotolerateorrespectcontraryopinionsorbeliefs,personsofdifferentraces,backgrounds,orcultures,etc.

• Propaganda:atypeofmessageaimedatinfluencingopinionsand/orthebehaviorofpeople.Propagandamayprovideonlypartialinformationorbedeliberatelymisleading.Propagandatechniquesareoftenfoundontelevisionandradio,aswellasmagazinesandnewspapers

TheLittleThingsinLife

10. Tellstudentstheywillreturntothesedefinitions,butthatyoufirstwantthemtoconsidertheirlivesandthethingstheyvaluehavingtherighttodo.Passouttheattachedworksheet,TheLittleThingsinLifeinwhichstudentsrankparticularactionsonascaleof1-5,basedontheimportanceoftheactiontothemortheirlevelofenjoymentdoingsuchanaction.Goovertheinstructionswithstudentsthengivethemapproximately5minutestocompletetheirrankings.Whenfinished,allowafewstudentvolunteerstosharewhichactionstheyfeltweremostimportantorenjoyabletothem.Then,tellstudentsthatbetweentheyearsof1933-1943,everysingleoneoftheseactionsbecameillegalforJewsandother“non-Aryans”inEurope.Fromshoppinginstorestosittingonaparkbenchtoowningapuppy,theNazisensuredtheJewshadfewerrightsandfeltlessandlesshuman.Tellstudentsthatwhileitmightbeimpossibletoimagine,itactuallyhappened.

11. TellstudentstheyaregoingtofurtherexplorethevariousactionsofHitlerandtheNazis.Dividestudents

into6groupsandprovideeachgroupwithcopiesofoneofthe6timelinesegments(attached.)AlsoprovideeachstudentwithacopyoftheTimelineofRacistPersecutionbytheNazisResponseSheet&NoteSheet(attached).Givestudentsapproximately10minutestoreadtheirsectionofthetimelineanddiscussthequestionsposedontheResponseSheet.Explaintostudentsthattheywillbeteachingtheremainderoftheclassaboutwhatoccurredduringtheiryear(s),soitisimportantforthemtoreadandanswerthequestionsthoroughly.Tellgroupstoselect1-2spokespeoplewhowillreportthegroup’sworktotheremainderofclass.Eachgroupshouldalsobepreparedtoansweranyfollow-upquestionsfellowclassmatesmayhave.

5

12. Oncestudentsarereadytopresent,tellstudentstolistencarefullyandfillintheirNoteSheetbasedonwhattheyhearregardingtheotheryearstheydidnotreadabout.Allowstudentstoaskquestionsthroughoutthepresentations.Note:Asstudentsworkandduringthetimestudentsreportbacktotherestofclass,teachersmayneedtofurtherexplainorprovidebackgroundonthewordsthatareinboldonthetimeline.Onceallgroupshavepresentedontheirsectionofthetimeline,discuss:

• Lookatyourworksheetinwhichyourankedtheimportanceofparticularactivitiestoyou.Aswehavejustlearned,JewswererestrictedovertheyearsduringtheHolocaustfromeverysingleoneoftheseactivities.Whatdoyouimaginethatwouldbelike?

• Ofeverythingyoulearnedtoday,whatwasmostshockingortroublesometoyouandwhy?Whichrestrictiondoyouthinkwouldhavebeenthehardesttodealwithandwhy?

• WhatdoyouthinkittookforJewsandother“non-Aryans”toperseverethroughoutthisunjusttreatment?

13. Inclosing,pointouttostudentsthatwhethertheyrealizeitornot,atsomepointineachofourlives,ifnotalready,wewillconfrontprejudiceordiscrimination,beitbasedonourrace,ourculture,ourreligiousbeliefs,ourage,oursexualorientation,etc.Andontheflipside,mostpeople(sometimesknowingly,sometimesunconsciously)holdanger,hatred,ornegativefeelingstowardspeoplewhotheyfeelare“different”thanthemselves.Ifwedon’tthenexaminethesepiecesofourselves,reflectonourroleintheworld,andrespectfullyandhonestlydiscusswithoneanother,evenifitmakesusuncomfortable,wearedoomedtorepeatthemistakesofhistory.

14. Giventhis,askstudentstothinkbacktothesymbolstheyexaminedearlierinclassandtodiscuss(eitherasaclassorinawrittenreflection)whysymbolssuchasthesearedangerouswhenusedtoday.ExplaintostudentsthattheAnti-DefamationLeaguearguesthathatesymbolsaremorethanmeresigns:“Thesesymbolsaremeanttoinspireasenseoffearandinsecurity.[They]givehatersasenseofpowerandbelonging,andaquickwayofidentifyingwithotherswhosharetheirideology.”

Day2

Anti-SemitisminSchools15. Asawarm-up,projectslide16forstudentexamination,acartoonwiththecaption“TheJewishNoseis

WideattheEndandLooksliketheNumberSix”(teachersshouldwithholdsharingthecartoon’scaptioninitially).Allowstudentstoexaminetheimageandrespondwiththeirinitialthoughtsinwriting,thendiscussasaclass:• Whatareyourinitialthoughtsregardingthispicture?Whatspecificpartoftheimagestruckyoufirst?• Yesterday,wediscussedthedefinitionofstereotypesandanti-Semitism(haveastudentvolunteer

refreshtheclass’smemoryofthedefinitions.)Doyouseeanystereotypicaloranti-Semiticmessagesinthispicture?Explain.Howwouldyoudescribethecaricatureshighlightedontheblackboardinthepicture?

• Ifyouweretogivethisdrawingatitle,whatwoulditbe?o Atthispoint,sharethecaptiontranslationwithstudentsforthepicture:“TheJewishNoseis

WideattheEndandLooksliketheNumberSix.”• Nowthatyouknowthecaptionoftheimage,doesyourimpressionofitchange?Explain.• Whatdoyouthinkthisimagewasusedfor?Whatisitspurposeandwhodoyouthinkwasitsintended

audience?16. ExplaintostudentsthatmuchofAdolfHitler’sstrategytoostracizeJewsreliedonanti-Semitic

propaganda,particularlypropagandaintheeducationalsystem.JustashebecameChancellorofGermanyin1933,manyJewishpupilsinpublicschoolbeganfeelingostracizedfromtheirpeersandteachers.Almostovernight,JewishstudentsinNaziGermanyhadbecomesocialoutcasts.

6

“NosingletargetofnazificationtookhigherprioritythanGermany'syoung.By1937,97%ofallteachersbelongedtotheNationalSocialistTeachers'Union.Everymemberofthisunionhadtosubmitanancestrytableintriplicatewithofficialdocumentsofproof.CoursesandtextbooksinNazischoolsreflectedtheaimsofHitler.Ofthetopicsthatteacherswererequiredtoteach,themostimportantwasracialtheoryand,byextension,theJewish“problem.”(Source:http://www.nizkor.org/hweb/people/m/mills-mary/mills-00.html)• Projectslide17andsolicitstudentinterpretation:

o Whatdoyouseehere?(havestudentsfirstpointoutthefeaturesthattheynotice)o Whatdoyouthinkwasoccurringthemomentthepicturewastaken?Whatevidencemakes

youthinkthis?§ Explaintostudentsthatthisa1943picturefromaschoolforGermanGirlsinwhich

studentsarebeingtaughtaboutthesuperior(Aryan)andinferior(non-Aryan)races.Studentswereconstantlybarragedwithteachingssuchasthis-fromteacherspointingoutphysicaldifferencesasseeninthisimage,tolearningskewedhistoricalinformationthatinsinuatedJewswereresponsibleforthedestructionofcertaincivilizations,andthatifleftwiththeirfreedomtheywoulddestroyGermany.(Formoreinformation,seehttp://www.nizkor.org/hweb/people/m/mills-mary/mills-00.html)

• Projectslide18andhavestudentsreadthesampleMathproblemanddiscuss:o Wouldyouclassifythemathproblemasanti-Semitic?Why?o Whyisthistypeofanti-Semitism,evenwheninsomethingassimpleasamathproblem,

dangerous?o Ifyouaretaughtinschool,dayafterday,thatacertaingroupis“lessthan”or“sub-human”

andthatyouarebetterthanthem,orifyouaretaughtthatanothergroupofpeopleistherootofalltheproblemsinyourcommunity,howmighttheseongoingstereotypesaffectstudentsofdifferentages?

o IfyouareJewish,andyouarecontinuallyhearingfromyourteachersandfellowstudentsthatyouare“lessthan”and“different”,howmightthisaffectyou?

17. Tellstudentsthatashurtfulasbeingvictimsofracistandanti-Semiticeducationintheirschoolswas,the

situationinGermaneducationworsenedwhen“onNovember15,1938,JewishchildrenwereofficiallybannedfromGermanschools.Thislaw,promulgatedafterKristallnacht(the“NightofBrokenGlass”)expelledJewishpupilsfromthegeneraleducationsystem,evenwherespecialclassesforJewsexisted.Evenbeforetheofficialban,manychildrenhadswitchedfrompublicschoolstoJewishschoolsbecauseoftheanti-Semiticclimateandharassmentonthepartofnon-Jewishteachersandstudents.”(Source:http://www1.yadvashem.org/education/lessonplan/english/antisemitism/antisemitism.htm)

18. Cutaparttheattached“TestimonyExcerpts-SchoolsDuringtheHolocaust”andaskfourstudent

volunteerstoreadthewordsaloud.Discuss:• Whichperson’swordsstruckyouthemostandwhy?• HowwouldyoudescribethefeelingsofRosemarieandMosheasstudentsinpublicschoolsunderNazi

rule?• CompareandcontrasttheactionsofMoshe’steacherwiththoseofRosemarie’sprincipal.Doyou

thinkthatRosemarie’sprincipalwasanti-Semitic?Whyorwhynot?Intheend,bothRosemarieandMoshehadtoleaveschool.Thewayinwhichbotheducatorsrelatedtotheirstudentswasdifferent,yettheendresultwasthesame.Shouldweplacebotheducatorsinthesamecategory?Explain.o PointouttostudentsthatitishardtoimaginewhatiswasliketoexperiencewhatRosemarieand

Moshewentthrough.Manyofustakeschoolforgrantedtodaybecausewe’veallalwayshadtherighttobehere.Somestudentsmayevenjokethatnothavingtoattendschoolwouldbepreferable.Butintruth,wecan’timaginewhatthistypeofinjustice–tobehumiliatedthenbannedfromschoolbecauseofyourrace,religion,orculture–wouldtrulyfeellike.

7

• ConsiderNachman’swordsasateacher.Whatwereteachersriskingbyholdingsecretclasses?Whatwerestudentsriskingbyattending?Whydoyouthinktheyallchosetoattendsecretclasses,regardlessoftherisks?

• ReconsiderNeese’swords.Whatstrikesyouaboutthisseeminglysimplecomment?19. Explaintostudentsthatfromeveryangle,youngpeoplewerebeingtaughttohatefellowhumanbeings

forbeingdifferent.Eventheyoungestofchildrenweresaturatedwiththesameanti-Semiticpropaganda.Projectslide19anddiscuss:• Whatdoyouseehere?• Whatdoyouthinkthismightbeandwhy?Whatisthemessagebeingconveyed?Whodoyouthink

thetargetedaudienceis?• Doesanythingthatyouseestrikeyouasstereotypicaloranti-Semitic?Explain.

o ExplaintostudentsthattheimageoftheJewassomethinglessthanhuman,unnaturaland/orimmoralwasoftenfoundinpicturestorybooksforyoungchildren.Tellstudentsthattheimagetheyareexaminingisanexampleofsuchabook,calleda“primer”,anditstitlereads:“Don’tTrustaFoxinaGreenMeadowortheWordofaJew.”

ExploringPropaganda

20. TellstudentsthattheyaregoingtofurtherexploreexamplesofGermanpropaganda.Teachersshouldchooseoneofthefollowingoptionsforleadingthisactivity:• GroupCarousel:o Print6examplesofpropagandaimages(ifpossibleincolor)andposteachatthetopofapieceof

chartpaper(examplescanbefoundontheattached“ExploringPropaganda”worksheetsoronslides21-26oftheaccompanyingPowerPointforthislesson.Foradditionalexamplesgotohttp://www.calvin.edu/academic/cas/gpa/ww2era.htm.)Undereachimage,writethefollowingquestions(thesequestionscanalsobeprojectedusingslide20ofthePowerPoint):

§ Whatmessagedoesthisimagesend?§ Whodoyouthinktheintendedaudiencewas?§ Whatdoyouthinkitspurposewas?§ Whatstereotypesoranti-Semiticmessagesdoyouidentifyinthisimage?

o Hangthechartpaperwiththepropagandaimagesatthetoparoundtheclassroom.Dividestudentsinto6equalgroups(orasmanygroupsastherearepropagandaimagestoexamine)andplaceeachgroupatoneparticularpieceofchartpaper.Provideeachgroupwithadifferentcoloredmarker.Instructeachgrouptospend3minutes(teacherscanchoosethetimeframetheyfeelisappropriatefortheirlevelofstudents)examininganddiscussingtheimage,thenanswerthequestionsposedunderneaththeimage.After3minutes,useabellorflickthelightswitchtosignalstudentstorotateclockwisetothenextpieceofchartpaper.Studentsshouldrepeattheprocess,firstexaminingthenewimageanddiscussingtheirthoughts,thenreviewingthewrittenthoughtsofthepreviousgroupregardingtheimage.Thecurrentgroupcanthenaddanynewthoughtstotheimage,placeacheckmarkbyparticularcommentstheystronglyagreewith,ornotecounterargumentstopreviouscomments.

• SeatedPartnerorGroupWork:o Makecopiesoftheattached“ExploringPropaganda”worksheetsanddistributethemtostudentsto

examineandcompleteinpartnersorgroupsof3-4.Afterstudentshavehadtimetoreviewtheirimage,teacherscanhavedifferentpartners/groupstradepaperswithalternatepartners/groupsandrepeattheprocess,similartotheaboveprocessin“GroupCarousel.”Teacherscanalsochoosetoprojectthepropagandaimages(foundonslides21-26)andhaveeachgroupreporttheirthoughtstotheclassregardingtheirimage.

21. Afterstudentshavereviewedtheimages,discuss:

8

• Wehavelearnedthatpropaganda,anti-Semitism,stereotypes,etc.werefoundinjustabouteveryareaoflifeduringtheHolocaust.SummarizehowyouthinkthisaffectedGermans.SummarizehowyouthinkthisaffectedJewsandother“non-Aryans.”

• Hitlersaid:"Propagandaattemptstoforceadoctrineonthewholepeople...Propagandaworksonthegeneralpublicfromthestandpointofanideaandmakesthemripeforthevictoryofthisidea."Whatdoyouthinkhemeant?

• Whatisgenocide?Howdidanti-SemitismandpropagandasetthestageforgenocideinWorldWarII?• Inwhatwaysdoanti-Semitism,racism,stereotypes,andotherformsofprejudicepersisttoday?• Inwhatwaysispropagandastillevidenttoday?Citeexamplesthatyouhaverecentlyviewed.• Whatcanwedotocountersuchnegativeimagesandmessagesthatcontainstereotypes,racism,anti-

Semitism,etc.–pastandpresent?22. Asahomeworkassignment,havestudentscompletetheattached“Anti-SemitismToday”worksheet.AdditionalActivities• Createananti-hateposter

o Assignstudentstocreateaposterwiththepurposeofstoppinghateand/orpromotingtolerance.Postersshouldcontainaclearandcreativeanti-hateslogan(forexample,“PutYourFiststoaBetterUse”).Postersmustalsocontainawellthoughtoutanddetailedimage(forexample,awhitehandandblackhandclaspedtogetherinahandshake).

• WriteaPersonificationPoemo Explaintostudentsthattheywillbeexaminingoneofthethemesexploredinthislessonfurtherina

creativewritingactivity(suchashate,prejudice,racism,stereotyping,etc.)Forexample,assumingastudentchosetoexplorehate,first,helpstudentspersonifytheirchosenwordbyaskingthemtowritedowntheirresponsestoquestionssuchas:§ Whatdoeshatelooklike?(Exampleresponses:heisredandcoveredinfire;hatelookslikeaballof

barbedwireandbrokenglass;hatelookslikeablackstone)§ Whatdoeshateeat?(acid;brokenglass;snakes;bullets)§ Whatdoeshatewear?(acloakofknives;asuitofspikes)§ Whodoeshatehangaroundwith?(Anger;Rage;Violence)§ Wheredoeshatelive?(inacave;inHell;inthedarkness)§ Whatdoeshatedo?(tease;hit;murder)

o Oncestudentsunderstandtheconceptofpersonification,allowthemtocontinuebrainstorming.ExplainthattheywillcompiletheircreativethoughtsintoaPersonificationPoemofhate.Forexample:

Hateenterstheroomwithasneerandacrash.Hestormsaroundseekingwindowstosmash.Fillinghisbellywiththejagged,brokenglass,Helooksaroundforsomeonehecanharass.Swoopinghiscoatofbarbedwirearoundhimtight,Hetargetsthevictimofhisnextfight.Butwhatcruel,ignorantHateisn’tawareof,Isbehindhimstandshisarchenemy,Love.AndsheisbraveandwillputherselfonthelineToensurethatHatedoesn’tovercomethistime.Andevenifshehastodoitallalone,She’ssendingHatepacking,backtohiscaveofahome.

o Givestudentssomeguidelinesfortheirfinalproject(e.g.thepoemdoesnothavetorhyme;thepoemmustbeatleast10sentences;etc.)andallowthemtosharetheirworkwiththeclasswhenfinished.

• Debate/DiscussFreeExpressiono Foradeliberationactivityonfreedomofexpressionversushatespeech,goto

http://www.deliberating.org/.UndertheLessonstab,goto“FreeExpression”forthelessonmaterials

9

andcontent.TheprocedureforleadingstudentdeliberationsonthissubjectcanbefoundundertheLessonstabbyclickingon“LessonsProcedure.”

• JewishAmericans&Prejudice:o TofurtherexplorethestrugglesofJewishAmericans,usetheactivitieslocatedat

http://www.pbs.org/jewishamericans/jewish_life/anti-semitism.html,orexplore“VoicesonAnti-Semitism,”apodcastseriesbytheUSHMMathttps://www.ushmm.org/confront-antisemitism/antisemitism-podcast

10

Name:__________________________

TheLittleThingsinLifeConsiderthethingsyoudoduringyoureverydaylife.Someofthethingsyoumaydobecauseyouenjoythem,someofthethingsyoumaydooutofnecessity.Considerthefollowingactionsandonascaleof1-5,giveeachascorebasedonhowimportantitistoyou(1beingNOTatallimportant/somethingyoudon’tcareaboutnotbeingabletodo/somethingyoudon’tenjoy;and5beingVERYimportant/somethingyoulovedoingorcareaboutverymuch.)Ranking(1-5) Action

_______ Getagoodjob(doctor,lawyer,teacher,shopowner)

_______ Readwhateverbookyouareinterestedin

_______ Playsports/workoutatthegym

_______ Dateorgetmarried

_______ Hangoutintheparkwithyourfriends

_______ Eatoutatyourfavoriterestaurant

_______ Attendyourchurch

_______ Readyourfavoritemagazine

_______ Attendschool

_______ Gotothemoviesorconcerts

_______ Feelsafeandprotected

_______ Comeandgofromyourhomeasyouplease

_______ Usethetelephone

_______ Travel

_______ Ownapet

_______ Purchasefreshfood.

Ofalltheactionslistedabove,whichwouldyousayismostimportanttoyouandwhy?

11

TimelineofRacistPersecutionbytheNazis

" 1933OnJanuary30,1933,PresidentPaulvonHindenburgappointedAdolphHitlerChancellor.OnFebruary27,1933,theReichstagbuilding(whereGermanParliamentwasheld;similartoAmerica’sWhiteHouse)wentupinflames.NazisimmediatelyclaimedthatthiswasthebeginningofaCommunistrevolution.(ThisfactleadsmanyhistorianstobelievethatNazisactuallyset,orhelpsetthefire.OthersbelievethataderangedDutchCommunistsetthefire.Theissuehasneverbeenresolved.)ThisincidentpromptedHitlertoconvincePresidentHindenburgtoissueaDecreefortheProtectionofPeopleandStatethatgrantedNazissweepingpowertodealwiththeso-calledemergency.Thislaidthefoundationforapolicestate.WithinmonthsofHitler'sappointmentasChancellor,theDachauconcentrationcampwascreated.TheNazisbeganarrestingCommunists,Socialists,andlaborleaders.Dachaubecameatrainingcenterforconcentrationcampguardsandlatercommandantswhoweretaughtterrortacticstodehumanizetheirprisoners.ParliamentarydemocracyendedwiththeReichstagpassageoftheEnablingAct,whichallowedthegovernmenttoissuelawswithouttheReichstag.Inordertogainfurthercontrol,theNaziscreatedSpecialCourtstopunishpoliticaldissent.InaparallelmovefromApriltoOctober,theregimepassedcivillawsthatbarredJewsfromholdingpositionsinthecivilservice,inlegalandmedicalprofessions,andinteachinganduniversitypositions.TheNazisencouragedboycottsofJewish-ownedshopsandbusinessesandbeganbookburningsofwritingsbyJewsandbyothersnotapprovedbytheReich.Jewswerebarredfromallsportsandathleticclubs.TheproductionofKoshermeatwasbanned.LawsforthepreventionofHereditaryandDefectiveOffspringallowedtheforcedsterilizationofSintiandRoma,peoplewithmentalandphysicaldisabilities,blacks,andothersconsidered“inferior”or“unfit.”NaziAnti-Semiticlegislationandpropagandaagainst"Non-Aryans"wasathinlydisguisedattackagainstanyonewhohadJewishparentsorgrandparents.JewsfeltincreasinglyisolatedfromtherestofGermansociety." 1934TheSA(Sturmabteilung)hadbeeninstrumentalinHitler'srisetopower.Inearly1934,therewere2.5millionSAmencomparedwith100,000menintheregulararmy.HitlerknewthattheregulararmyopposedtheSAbecomingitscore.Fearingthepoweroftheregulararmytoforcehimfromoffice,HitlercurriedtheirfavorbyattackingtheleadershipoftheSAinthe"NightoftheLongKnives."HitlerarrestedErnstRöhmandscoresofotherSAleadersandhadthemshotbytheSS,whichnowroseinimportance.OnAugust2,1934,PresidentHindenburgdied.HitlercombinedtheofficesofReichChancellorandPresident,declaringhimselfFührerandReichChancellor,orReichsführer(LeaderoftheReich).1935HitlerannouncedtheNurembergLawsin1935.TheselawsstrippedJewsoftheircivilrightsasGermancitizensandseparatedthemfromGermanslegally,socially,andpolitically.Jewswerealsodefinedasaseparateraceunder"TheLawfortheProtectionofGermanBloodandHonor."BeingJewishwasnowdeterminedbyancestry;thustheGermansusedrace,notreligiousbeliefsorpractices,todefinetheJewishpeople.ThislawforbademarriagesoranyromanticrelationshipbetweenJewsandGermans.Hitlerwarneddarklythatifthislawdidnotresolvetheproblem,hewouldturntotheNaziPartyforafinalsolution.Morethan120laws,decrees,andordinanceswereenactedaftertheNuremburgLawsandbeforetheoutbreakofWorldWarII,furthererodingtherightsofGermanJews.ManythousandsofGermanswhohadnotpreviouslyconsideredthemselvesJewsfoundthemselvesdefinedas"non-Aryans."InmanyplacesJewswerebannedfromparks,restaurants,andswimmingpools.RabbisandotherJewishleaderswerestoppedfrompreachingorspeakingpublicly.JewishnewspapersandmagazinesweresuspendedandJewishwritersandeditorswerearrested.

12

" 1936In1936,BerlinhostedtheOlympics.HitlerviewedthisasaperfectopportunitytopromoteafavorableimageofNazismtotheworld.MonumentalstadiumsandotherOlympicfacilitieswereconstructedasNazishowpieces.LeniRiefenstahlwascommissionedtocreateafilm,Olympia,forthepurposeofNazipropaganda.Somehavecalledherpreviousfilmin1935,TriumphoftheWill,oneofthegreatpropagandapiecesofthecentury.Init,sheportrayedHitlerasagod.Internationalpoliticalunrestprecededthegames.ItwasquestionedwhethertheNaziregimecouldreallyacceptthetermsoftheOlympicCharterofparticipationunrestrictedbyclass,creed,orrace.TherewerecallsforaU.S.boycottofthegames.TheNazisguaranteedthattheywouldallowGermanJewstoparticipate.Theboycottdidnotoccur.WhiletwoGermanswithsomeJewishancestrywereinvitedtobeontheGermanOlympicteam,theGermanJewishathleteGretelBergmann,oneoftheworld'smostaccomplishedhighjumpers,wasnot.ThegreatironyoftheseOlympicswasthat,inthelandof"Aryansuperiority,"itwasJesseOwens,theAfrican-Americantrackstar,whowastheundisputedheroofthegames.DuringtheOlympicGames,Berlin’sSintiandRomapopulationswereforcedtomovetoatemporarycampoutsidethecity.Jewswerenolongerallowedtobevets.Jewswerenolongerallowedtoownelectricalandopticalequipment,bicycles,typewriters,orrecords,andwereorderedtohandthemovertotheauthorities.

1937Jewswerenotallowedtobepharmacists.SintiandRomaalloverGermanywerephotographed,fingerprinted,andregisteredaspartofaNazicampaignto“fighttheGypsyMenace.”" 1938InMarch1938,aspartofHitler'squestforunitingallGerman-speakingpeople,GermanytookoverAustriawithoutbloodshed.Thetake-overoccurredwiththeoverwhelmingapprovaloftheAustrianpeople.NocountriesprotestedthisviolationoftheTreatyofVersailles.Jewswerenotallowedtobedoctors.Jewishmenweremadetotake“Israel”asamiddlename;Jewishwomenweremadetotake“Sara”asamiddlename.Jewshadtheirpassportsstampedwitha“J”(for“Juden”,theGermanwordforJew);somehadtheirpassportsremovedtopreventthemfromleavingthecountry.Jewswerebannedfromowningbusinesses.JewishchildrenwerebannedfromattendingGermanschools.Jewswereexcludedfromcinemas,theatres,concerts,exhibitions,beaches,andholidayresorts.Jewishpublishinghousesandbookshopswerecloseddown.Jewish,SintiandRomachildrenwereforbiddentoplaywith“Aryan”children.LargenumberofSintiandRomawereimprisonedinconcentrationcamps.InSeptember1938,HitlereyedthenorthwesternareaofCzechoslovakia,calledtheSudetenland,whichhadthreemillionGerman-speakingcitizens.HitlerdidnotwanttomarchintotheSudetenlanduntilhewascertainthatFranceandBritainwouldnotintervene.First,hemetwithBritishPrimeMinisterNevilleChamberlainandthreatenedtogotowarifhedidnotreceivetheterritory.ThenattheMunichConference,HitlerprevaileduponBritain,Franceand,ItalytoagreetothecessionoftheSudetenland.TheWesternpowerschoseappeasementratherthanmilitaryconfrontation.GermanyoccupiedtheSudetenlandonOctober15,1938.InGermany,openAnti-Semitismbecameincreasinglyaccepted,climaxinginthe"NightofBrokenGlass"(Kristallnacht)onNovember9,1938.PropagandaMinisterJosephGoebbelsinitiatedthisfree-for-allagainsttheJews,duringwhichnearly1,000synagoguesweresetonfireand76weredestroyed.Morethan7,000Jewishbusinessesandhomeswerelooted,aboutonehundredJewswerekilledandasmanyas30,000Jewswerearrestedandsenttoconcentrationcampstobetormented,manyformonths.Withindays,theNazisforcedtheJewstotransfertheirbusinessestoAryanhandsandexpelledallJewishpupilsfrompublicschools.TheNazisfurtherpersecutedtheJewsbyforcingthemtopayforthedamagesofKristallnacht.

13

" 1939Jewswerenotallowedtoleavetheirhomesafter8PM(9PMduringthesummer).Jewscouldbeevictedfromtheirhomeswithoutreasonandwithoutnotice.OnSeptember1,1939,HitlerinvadedPoland,officiallystartingWorldWarII.Twodayslater,BritainandFrance,nowobligedbytreatytohelpPoland,declaredwaronGermany.Hitler'sarmiesusedthetacticofBlitzkrieg,orlightningwar,acombinationofarmoredattackaccompaniedbyairassault.BeforeBritishandFrenchpowercouldbeorganizedindefense,inlessthanfourweeks,Polandcollapsed.Germany'smilitaryconquestputitinapositiontoestablishtheNewOrder,aplantoabuseandeliminateso-calledundesirables,notablyJewsandSlavs.

1940Jewsnolongerreceivedrationcardsforclothes.JewsinBerlinwereonlyallowedtopurchasegroceriesbetween4PMand5PM.Jews’telephonesweredisconnected.

1941Jewsnolongerreceivedsoapandshavingcream.Jewswereonlyallowedtousepublictransportontheirwaytowork.AllJewsovertheageofsixhadtowearaYellowStarwith“Jew”writtenonit.”Jewswerenotallowedtousepublictelephones.Jewswerebannedfrompubliclibraries.Jewswerebannedfromusingpublictransportduringrushhourandwereonlyallowedtositdownifnooneelsewasstanding.MassdeportationsofGermanJewstoovercrowdedghettosinNazi-occupiedPoland,Lithuania,andtheUkraineandCzechoslovakiabegan.JewswereforbiddentoleavecountriesruledbytheNazis." 1942Jewswereforcedtohandovertheirfursandwoolenclothing.Jewswerenotallowedtobuynewspapersandmagazines.AllJewishhomesweremarkedwiththeStarofDavid.Jewswerenotallowedtousepublictransportatanytime.Jewswerenotallowedtohavepets.AllschoolswereclosedtoJewishchildren.Jewswerenotallowedtoreceiveeggsorfreshmilk.Jewswerenotallowedtobuybooks.ThedeportationofGermanSintiandRomatoAuschwitzbegan.Bytheendof1942,150,000GermanJewshadbeendeportedtoghettosanddeathcampsineasternEurope.

1943Earlyintheyear;afurther20,000GermanJewsweredeportedtotheeast.InMay,Berlinwasdeclared“freeofJews.”JewsstilllivinginGermanyandAustrialostalloftheirremaininglegalrightsandweretosurrendertotheNazisecretpolice—theGestapo.

1945Anorderwasgiventodestroyallfilesdealingwithanti-Jewishactivities." Source:http://www.suite101.com/lesson.cfm/17387/728

14

Name:________________________ResponseSheet

TimelineofRacistPersecutionbytheNazisReviewtheyear(s)providedtoyouwithyourgroupmembersandtogether,summarizethefollowing.Bepreparedtoteachtheremainderofclassaboutwhatoccurredduringtheyear(s)assignedtoyou.1.WhatspecificthingswereJewsandother“non-Aryans”restrictedfromaccordingtoyourpassage?2.WhatwerethevariouswaysexplainedinthepassagethatHitlergainedstrength,power,andmomentum?3.Whatroledidracism,anti-Semitism,and/orprejudiceplayintheoccurrencestakingplaceinyourassignedyear(s)?4.Whatquestionsdoyouhaveregardingyourpassage?(Whatdon’tyouunderstand,whatwouldyouliketoknowmoreabout,etc.)5.Whatwasmostshockingtoyouregardingthepassageyoureadandwhy?

Asyoulistentoyourclassmatesreportontheyear(s)assignedtothem,usethechartonthebacktotakenotes.

15

TimelineofRacistPersecutionbytheNazisNoteSheetAsyoulistentoyouclassmatesreportbackontheirassignedyear(s),takenotesonthefollowingchart.

Date RestrictionsagainstJews/”Non-Aryans” HowdidHitlergainadditionalpowerthisyear?1933

1934

1935

1936

1937

1938

1939

1940

1941

1942

1943

1944

1945

16

TestimonyExcerpts-SchoolsDuringtheHolocaustRosemarieMoskin,14yearsoldduringtheHolocaust“Isatdownbymyselfinoneofthebackrowsoftheauditorium,wonderingwhattheprincipalwantedfromus.AndwithoutreallylisteningtohiswordsIknewwhathewasgoingtosay.‘Somedayyouwillreturn-wewillwelcomeyoubackwithopenarms.Butnowwemustpart.MyheartisheavyasItellyouthisnews.ButIhavenochoice.”Sourcematerialtakenfrom:I.B.Tatelbaum,ThroughOurEyes:ChildrenWitnesstheHolocaust(YadVashem:Jerusalem,2004)." MosheSandberg/Sanbar,17yearsoldduringtheHolocaust“...Oneteacherinparticularwentoutofhiswaytohumiliateme.HewasahistoryteachernamedBencur.DuringonelessonhebegantoquotefromaspeechofHitler’stotheeffectthattheJewsshouldbewipedofffromthefaceoftheearth.TurningtomeheaskedwhatIthoughtofthespeechandofthatparticularsentence.IdidnotknowwhattoreplyandIthinkIsaidnothing.Sohebegantoshout,sayingthatIwastreatingthequestionandhimandalloftheteachersdisrespectfully,andhefinallydismissedmefromtheclass.”Sourcematerialtakenfrom:I.B.Tatelbaum,ThroughOurEyes:ChildrenWitnesstheHolocaust(YadVashem:Jerusalem,2004)." NachmanKoren,aseniorteacher“SometwoweeksaftertheGermansentered,[we]appliedforalicensetoopenaJewishschool.WeconductedlessonsinthehallattheoldTarbutschool[...]Thisarrangementwasshort-lived[...]AftertheGermansbeganarrestingPolishteachers[inNovember1939]theybegandestroyingallthehighschools.OnedaytwoSSmenshowedupatthegymnasiumhallandorderedallthepupilssenthome.Theysarcasticallysaid,“Fromnowon,we’lleducatetheJewishyouth.”We’dsoonknowthemeaningofthis“education.”Allpublicschoolingwasimmediatelyshutdown.[...]Webegansearchingforwaystogetaroundtheorders.Coverteducationhadbegun.Thereweresome100teachersinLublin,andmostorganizedsecretclasses,taughtinprivatehomes.Eachclasshadsome10pupils,mostlyfromnearbyhomes,offittingageandlevel.Thelocationoftheseclasseswouldchangefromtimetotime,tomakethemdifficulttotrackdown.Thechildrenfeltverystronglyagainsttheoppressiveorders.Theywereawaretheywerepartofanactofdefiance,andstudiedwithglee.Withthumpinghearts,theywouldstudyandalsokeepwatch,lesttheyellofanSSmanbeheard.” Source:N.Koren,“TheTroublesofEducationandSufferingoftheChildrenintheGhetto,”inBlumenthal,N.&Kozhan,M.(eds.),TheEncyclopediaoftheJewishDiaspora.(Jerusalem-TelAviv:TheEncyclopediaoftheJewishDiasporaPublications,1957)p.725.[Hebrew]" NesseGodin,survivoroftheSiauliaighettoinLithuaniaIhadmanyfriendsattheageof13,andIhadmanydreams.Butmydreamsdidnotcometrue.

Source:https://www.ushmm.org/educators/online-workshop/personal-testimony/life-before

17

ExploringPropaganda

Image1

Texttranslation:“TheEternalJew”

Discussandrespondtothefollowingquestionsbasedontheaboveimageinyourgroup.1. Whatmessagedoesthisimagesend?2. Whodoyouthinktheintendedaudiencewas?3. Whatdoyouthinkitspurposewas?4. Whatstereotypesoranti-Semiticmessagesdoyouidentifyinthisimage?5. Whatmightwelearnaboutsocietybasedonthisimage?

18

ExploringPropagandaImage2


19



20


Discussandrespondtothefollowingquestionsbasedontheaboveimageinyourgroup.

1. Whatmessagedoesthisimagesend?2. Whodoyouthinktheintendedaudiencewas?3. Whatdoyouthinkitspurposewas?4. Whatstereotypesoranti-Semiticmessagesdoyouidentifyinthisimage?5. Whatmightwelearnaboutsocietybasedonthisimage?

21


Texttranslation:“LongLiveGermany!”


22


TextTranslation:Lifeisnotworthliving

Whenonedoesnotresisttheparasite,Neversatisfiedasitcreepsabout.

Wemustandwillwin.September1944


23

Name:____________________________

Anti-SemitismTodayTheHolocausthappenedapproximatelysixtyyearsago,yetanti-Semitismhasnotdisappeared.Wemustnotsimplisticallyequatetoday’ssituationtothatofNaziGermanyinthe1930s.Afterall,JewsinEuropeliveasequalcitizensindemocraticnationsandtheyenjoycivilrightsprotectedbylaw.However,inseveralEuropeancountries,Jewishpupilsandtheirfamilieshaverecentlybeenthevictimsofviolentanti-Semiticattacks.Synagogueshavebeenburned,Jewishcemeterieshavebeendesecratedwithswastikas,andwallsinJewishneighborhoodshavebeendefacedwithgraffiticallingfor“DeathtoJews”and“JewstoGasChambers.”Insummer2005,JewishcemeteriesacrosstheEuropeancontinentwerevandalized.Forinstance,inBudapestapproximately130gravesweredesecrated.IntheEastLondondistrictofWestHam,90headstoneswerevandalized.InPrestwichnearNorthManchester,96Jewishgravesweresmashed,andinKazan,thecapitalofTatarstan,vandalsspray-paintedredswastikason26tombstonesinthelocalJewishcemetery.Anationalpollof1,000AmericanadultsbytheAnti-DefamationLeague(ADL)conductedMarch10throughApril3,2015foundthat19%ofAmericans-orabout24millionadults-holdviewsaboutJewsthatare"unquestionablyanti-Semitic."AnADLsurveycompletedin2016foundthat“Thenumberofviolentanti-SemiticassaultstakingplaceintheUnitedStatesrosedramatically lastyear,contributingtoathree(3)percentrise inthetotalnumberofanti-Jewishincidentsreportedin2015.”Articlestakenfrom:http://www1.yadvashem.org/education/lessonplan/english/antisemitism/antisemitism.htm|http://global100.adl.org/public/ADL-Global-100-Executive-Summary.pdf|http://www.adl.org/press-center/press-releases/anti-semitism-usa/2015-audit-anti-semitic-incidents.html#.V-59cpMrLMU

DiscussionQuestions(answeronthebackofthissheet)1.DoesthesprayingofNazisymbolsinJewishcemeterieshurttheimageoftoday’sEurope?Explainyouranswer.2.Areyouawareofanti-Semiticincidentsthathavetakenplaceinyourschoolorinyourregion?Explain.Ifso,howweretheyhandledbytheauthorities?3.Haveyouseenexamplesofhate,racism,prejudice,orstereotypinginyourcommunity?Explain.Ifso,howwasithandled?4.Whatisourresponsibilityascitizenstocounterorspeakoutagainstsuchinjustice?

Documents

Hate, Anti-Semitism, & Propaganda in the Holocaust Overviewcivics.sites.unc.edu/files/2012/05/HateAnti... · Hate, Anti-Semitism, & Propaganda in the Holocaust Overview In this lesson,