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7. Literacy Focus:
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1. How did propaganda change opinions?
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- Inferring underlying messages in sources
- Considering how authorship affects interpretation - Applying knowledge to solve a problem |
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What does the film suggest it means to be German?
WE CAN INFER FROM THE SOURCE THAT BEING GERMAN MEANS... |
What was the process of Nazification?
SUBTITLE 'NAZIFICATION'. Bullet point as many methods as you can see in the clip. Discuss: This was produced by Walt Disney during the war. Should we trust it? |
Case Study: The dehumanisation of Jews as part of the education system
1. We are going to investigate how schools changed under the Nazis. To start with challenge yourself with a little Nazi mathematics; try and complete the maths problems in this file:
| education_in_nazi_germany.pdf |
2. Getting the answers right is not especially important (although you can check on page 4). Consider though, what are the implicit and explicit messages that come from these textbooks. What do you think would be the impact on students who studied in this way? Record your thoughts.
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3. Now read through one of the children's stories you have been given. Write the title of the story and summarise it in at least 5 to 10 bullet points. Finish with a sentence that states: 'The real message of the story is..'
Discuss: who is this aimed at? How do you know? What makes it memorable? Why would this be so effective at dehumanising Jews? |
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Giving NLCS Jeju a Nazi makeover:
Think about our school, how would it change if this was Germany in 1937? In groups: - Redesign the school motto (first explain why 'Global Citizenship' wouldn't work in Nazi Germany). - Redesign your school day - which lessons would stay, increase in time, lose time. Why? - Redesign the curriculum of one of your subjects - what would you study and why? |
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****Checkpoint****
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Literacy 8:
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2. Did any Germans resist the process of dehumanisation?
Click on image for lesson presentation:
1. Click here for White Rose Article to use with the above activity
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2. Make a grid:
1st column 'Name of Group', 2nd column 'Who Involved?', 3rd column 'Kind of Activities', 4th column 'Motives' Add a row and complete for each of the groups discussed here. |
3. Now choose one of the opposition groups and research into them adding into the table you completed above. Use these sites as a starting point but then go further and corroborate the research