Holocaust Poster Assignment
Post or project the The Eternal Jew(Der Ewige Jude) poster from the Holocaust and Human Behavior Chapter 6 visual essay, The Impact of Propaganda.
- Tell students that this is a poster representing a museum exhibit in Germany in 1937 and 1938 that was titled The Eternal Jew.
- Walk the class through the four-step procedure described on the Image Analysis Procedure handout to analyze the poster.1
- Give students a few minutes to respond to each prompt on the handout or in their journals, and then encourage them to share their thoughts using the Think, Pair, Share teaching strategy before moving on to the next step.
Note: The Eternal Jew and other images in the visual essay from this chapter portray inaccurate, offensive stereotypes of Jews. Teachers have the responsibility to acknowledge that these images contain stereotypes and to prepare their students to discuss the material in a thoughtful and respectful manner. Beginning the lesson with a whole-group analysis of this poster provides the opportunity to set an appropriate tone for students throughout the lesson and the unit.
Tell students that The Eternal Jew is an example of Nazi propaganda. You might ask students to work together to brainstorm a definition of propaganda based on their analysis of the poster, or you might simply provide them with the following definition:
propaganda: information that is intended to persuade an audience to accept a particular idea or cause, often by using biased material or by stirring up emotions
It is important that students know that propaganda can take many forms and that it was one of the tools the Nazis used to consolidate their power and create a German “national community” in the mid-1930s. For additional background, you can read aloud the introduction to the Chapter 6 visual essay, The Impact of Propaganda.
Divide the class into groups of two or three and assign one of the propaganda images from the visual essay, The Impact of Propaganda, to each group. Provide each student with a blank copy of the Image Analysis Procedure handout.
- Ask each group to analyze their assigned image using the procedure on the handout. They should discuss their responses to each step of the procedure and then record them on the handout.
- Once all of the groups have completed their analyses, ask each group to share the image they were assigned and report on their analysis to the class. If you are able to print out the images, you might choose instead to apply the Gallery Walk teaching strategy, enabling students to see and engage with each other’s work.
- Once sharing is complete, lead a discussion about the common themes and patterns students observed in the propaganda pieces. The connection questions that follow the visual essay’s introduction can help to guide the discussion.
Holocaust Posters Assignment
STAGES OF ISOLATION:Holocaust
Stripping of Rights
o labour camps
1. As a class, discuss the (five) Stages of Isolation that occurred during the Holocaust.Discuss the differences in the stages and how the treatment of Jews and other peoples became more violent and destructive to suit the aims of the Nazis.
2. On a separate piece of paper, draw 5 boxes under each heading above.
3. Take a close look at each of the posters. Read the captions and pay attention to the pictures. Once you have had the chance to read a variety of posters, write down information that fits under each of the Stages of Isolation.Each student should have a minimum of 5 points under each stage.
4. Additional information may be found on the internet or on the history website under “Additional Handouts” (there is a Holocaust timeline and statistics of the causalities during the Holocaust).
Students will take all information from each of the stages and generate a visual product that includes:
a) title of each stage
b) one image or picture per stage that is representative of the events that occurred (during this stage)
c) typed information that includes at least five pieces of information that explains each stage
d) visual, symbols, colours etc. that enhance the visual product
e) 100 word reflection of the lessons learned or your feelings of the Holocaust
§ who is to blame?
§ if you and your family were in during WWII, in to which group of people would you have fit?
§ you were a German during WWII, what do you think your attitudes and actions would have been?
Knowledge / Understanding
-all stages include captions that are complete and historically accurate and include detailed evidence
-each stage includes captions that are complete and are historically accurate with evidence
-stages have captions that have accurate information and some details or evidence
-some stages have captions that are incomplete or lack historical accuracy and evidence
Thinking / Inquiry
-reflection is insightful, critical, and makes connections that relate to themes of Holocaust
-reflection is logical and makes connections to issues and themes of Holocaust
-reflection needs to be more critical and focus more consistently to the themes of the Holocaust
-reflection lacks insight and needs to make more concrete connections to the themes of the Holocaust
-captions and paper is typed and demonstrates mature language conventions
-captions and paper are typed and achieve grade level language conventions
-captions and paper have some errors in language conventions
-no proofreading is apparent as captions have numerous errors in language conventions
-final product is creative, colorful and eye-catching
-pictures are clear and easy to interpret
-final product is colourful and neat
-pictures are clear
-final product has some colour
-some picutres are blurry and unclear
-final product lacks colour and creativity
-pictures are unclear and difficult to interpret