WWII Vocab

Nazi – a member of a German fascist party controlling Germany from 1933 to 1945 under Adolf Hitler

Holocaust – the mass slaughter of European civilians and especially Jews by the Nazis during WWII

Axis forces ­– Coalition headed by Germany, Italy, and Japan that opposed the Allied Powers

Allied forces – After 1941, the leaders of the British Empire, the Union of Soviet Socialist Republics (USSR), and the United States of America, known as the "Big Three"

Tribunal – a court or forum of justice

Hostility – deep-seated usually mutual ill will; conflict, opposition, or resistance in thought or principle

Nazi Propaganda

(discussed on 3/14)

Analyzing Propaganda Posters

http://interactives.mped.org/view_interactive.aspx?id=571&title=

http://interactives.mped.org/preview_mg.aspx?id=116&title=

Go to the above websites and complete the activity.  Don’t forget to do all four steps in “Analyzing a World War II Poster” activity.

Circle what grade you believe you should get for each category and staple this to your printouts.

Poster Analysis Rubric CATEGORY	4	3	2	1
Poster Details	The name, source and Web address of the poster are credible and cited correctly.	The name, source and Web address of the poster are credible and most of the information is recorded correctly.	The name, source and Web address of the poster are included but the citations are incorrect.	The name, source or Web address of the poster are missing.
Focus on Analysis	There is one clear, well-focused topic. Main idea stands out and is supported by detailed information.	Main idea is clear but the supporting information is general.	Main idea is somewhat clear but there is a need for more supporting information.	The main idea is not clear. There is a seemingly random collection of information.
Support for Topic	Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable analysis.	Supporting details and information are relevant, but one key issue or portion of the analysis is unsupported.	Supporting details and information are relevant, but several key issues or portions of the analysis are unsupported.	Supporting details and information are typically unclear or not related to the analysis.
Grammar & Spelling	Writer makes no errors in grammar or spelling that distract the reader from the content.	Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.	Writer makes 3-4 errors in grammar or spelling that distract the reader from the content.	Writer makes more than 4 errors in grammar or spelling that distract the reader from the content.

Research an Artist

Research Activity

The Nazis removed over 16,000 works of modern art from museums in Germany.
These pieces were deemed unacceptable to Nazi ideology. At the same time, 650 of these works, taken from over thirty museums, were selected for a public exhibit, Entartete Kunst (Degenerate Art). The goal of the exhibit was to increase public disgust and hatred for art that was “ruining” German culture. The exhibit was wildly popular and was seen by nearly three million viewers. The exhibit begun in Munich and then traveled to eleven other cities in Germany and Austria.

The following list is a sample of the artists exhibited in Entartete Kunst (1937). The exhibition featured more than one hundred artists.

Jankel Adler
Ernst Barlach
Max Beckmann
Marc Chagall
Lovis Corinth
Otto Dix
Max Ernst
Lyonel Feininger
George Grosz
Erich Heckel
Karl Hofer
Johannes Itten
Alexej von Jawlensky
Wassily Kandinsky
Ernst Ludwig Kirchner
Paul Klee
Oskar Kokoschka
Wilhelm Lehmbruck
El Lissitzky
Franz Marc
Jean Metzinger
Constantin von Mitschke-Collande
Laszlo Moholy-Nagy
Piet Mondrian
Otto Mueller
Emil Nolde
Max Pechstein
Christian Rohlfs
Oskar Schlemmer
Karl Schmidt-Rottluff
Kurt Schwitters

Answer the following questions about the artist you picked:

1. Brief description of the life of the artist (born, died, school, siblings, etc):
2. Why do you think the artists’ works were seen by the Nazis as “degenerate”?  Be specific.
3. Name and describe your favorite work by this artist:
4. What happened to this artist during and following World War II?
5. How did your artists respond to the rise of the Third Reich, the censorship of modern art, and to events of the war?

Relating to Jewish Youth

They tell you, “You are no longer such and

such, but you are such and such.” You

keep repeating it to yourself until you actually

believe that you are this other person.

And it gets extremely confusing.

—Anna Leiser-Kleinhauser, who with her mother hid

their Jewish identity by passing as Catholics while

living in France.

Think about your own identity. What does identity mean to you? What makes you who you are?

Some possibilities to think about:

• thoughts

• beliefs

• actions

• your name

• family history

• physical characteristics

• personality

• skills/talents

• language

• religious background

• your preferences in clothing, food, purchases, recreation, hobbies, and television and radio

programs

Answer these questions to the best of your ability on the back of this page.  Please use complete sentences and write at least 3 sentences for each numbered question. 

1.     Which of these are you able to change? Which of these can’t you change?

2.     Do you ever make a conscious effort to change any of these things? When and why does this happen? 

3.     Do you know people who pretend to be what they’re not? Why do you think they do this?

4.     Are you always the same, or are you different around certain people? If actions are part of what defines you, and you act differently around different groups of people, then are you a different person depending on whom you’re with?

5.     Do you know someone with whom you can always “be yourself”? What do you like or dislike about the self you are when you’re with them?

Vocabulary - Propaganda

This vocabulary will be on the test after the propaganda/WWII unit.  I will introduce you to five more words in the coming weeks.

Advertising – a notice in print or other media intended to sell or attract attention to a product, service, event, etc.

Fallacy – A statement or argument based on false or invalid reasoning.

Premise – A statement from which a conclusion is drawn.

Propaganda – A systematic attempt to influence people through words, pictures,

symbols, etc.

Spin – To present in a way that is intended to influence how people perceive a fact or event; to apply a special point of view or interpretation.

Techniques in Propaganda

These are the techniques of propaganda that we will be studying during class.

Bandwagon: This is persuading people by telling them that other people are doing it.

Appeal to authority: This involves using a figure of authority or famous person to recommend or endorse a belief or activity.

Misleading with numbers: This is the use of statistic or percentage to impress.

Glittering generalities: This entails making broad, general statements that could fit anything or anyone and so have no significant meaning.

Repetition: This is saying a motto, slogan, or brand name over and over until it sticks in people’s minds as right, true, or memorable.

Emotional words: This is using words that stir up emotion (usually fear, patriotism, care, sense of family or pride).

Personal attack: This strategy attacks someone or something personally without dealing with ideas (example: “Look at the candidates stupid yellow tie. Would you want an ASB officer with such dorky clothing?)

Flattery: This uses compliments to make people listen to the propaganda

Sample Artist Statement

I believe everyone has experienced bullying in some way in their life.  This is an important issue because it can lead to negative self-image and even possibly cause death.  Some bullies go too far and physically hurt people more than intended.  They can also hurt the victim so emotionally that some victims of bullying commit suicide.  It is important that we address this issue and stop the violence and abuse especially in schools.

I created this poster in an effort to make people aware that bullying is an important issue and we must stop it.  That means not only not participating, but also calling it out when we do see it.  “Squash It” means to put a stop to something and is represented by the squashed bug on my poster.  I choose red for the type of “Stop Bullying” because I wanted to stand out and be more dramatic.

Bullying connects to the Holocaust because Hitler was a bully.  He tormented many people based on ignorance, insecurity, and hatred.  These feeling also fuel bullies in our schools.  We can learn from the Holocaust and truly see how horrible bullying truly is.  If we end bullying in the schools we may be able to prevent adults that bully and harass.  We have seen what can happen if people like that go unstopped.

Artist Statement - Due 2/29

In your artist statement answer the following questions:

How does bullying/racism/harassment effect you? Or why is it an important issue?

What inspired you to create this poster?

How does this connect to the Holocaust?  In other words, what does bullying have in common with what happened during the Holocaust?

This should be written in complete sentences in paragraph form and be about 6-15 sentences in length and no more than 100 words.

Assignment #1 - Due 2/18

Design an anti-bully, anti-racism, or anti-harassment poster that you could put around the school.  Use your knowledge of the Holocaust that we discussed in class and in your previous classes to write an artist statement.
http://www.youtube.com/watch?v=3pD4V7v6ZVc&NR=1
http://www.wsherc.org/writingcontest/contest.aspx
You may hand draw/paint, use PhotoShop, use Paint or any other computer program to create this.
You may also write a rap or poem and copy it onto a colorful background to create a "poster."

These posters will be entered into the WA Holocaust Art Contest.  If you win you can receive up to $100 in an Amazon gift card.  There are 1st, 2nd, and 3rd place prizes.

Here are some slogan ideas to get you started:

Stop the Hate

Erase Racism

No Bully Zone

Racism Makes Me Sick

Mobbing, Harassing, Bullying

Bullying Stops Here

Hate Hurts

Stamp Out Bullying

Bullying Hurts Us All

Say No to Hate

Burn Out Racism

Bullying Has Many Forms

Stomp Out Racism

Sometimes listening to songs about the topic may be helpful.  I used KRS-One lyrics (Squash the Beef) to inspire me to create this poster:

Tupac also had many poems that were written surrounding this topic:

Untitled

Please wake me when I'm free

I cannot bear captivity

where my culture I'm told holds no significance

I'll wither and die in ignorance

But my inner eye can c a race

who reigned as kings in another place

the green of trees were rich and full

and every man spoke of beautiful

men and women together as equals

War was gone because all was peaceful

But now like a nightmare I wake 2 c

That I live like a prisoner of poverty

Please wake me when I'm free

I cannot bear captivity

4 I would rather be stricken blind

than 2 live without expression of mind

For Mrs. Hawkins (In Memory of Yusef Hawkins)

This poem is addressed 2 Mrs. Hawkins
who lost her son 2 racist society
I’m not out 2 offend the positive souls
only the racist dogs who lied 2 me
An American culture plagued with nights
like the night Yusef was killed
if it were reversed it would be the work
of a savage but this white killer was just strong-willed
with the blood of Malcolm in my veins
America will never rest
if Yusef dies in vain!

And 2Morrow

Today is filled with anger
fueled with hidden hate
scared of being outcast
afraid of common fate
Today is built on tragedies
which no one wants 2 face
nightmares 2 humanities
and morally disgraced
Tonight is filled with rage
violence in the air
children bred with ruthlessness
because no one at home cares
Tonight I lay my head down
but the pressure never stops
gnawing at my sanity
content when I am dropped
But 2morrow I c change
a chance 2 build a new
Built on spirit intent of Heart
and ideals
based on truth
and tomorrow I wake with second wind
and strong because of pride
2 know I fought with all my heart 2 keep my
dream alive

Welcome

Hello Art History Students!  I will update the assignments on this page and we will also have class written discussions using blogger.