Using Propaganda to Teach about the Holocaust TIMOTHY HURSLEY
Considerations on Propaganda • Is it different from advertisement? • Is propaganda always negative? • What is the purpose of propaganda? • Do “those in charge” have a responsibility to truthfully inform their audience?
Origins of the Word Propaganda • Propagand – Latin stem word • “That which out to be spread” • Term originates with the Sacred Congregation for the Spreading of the Faith in 1622 • Modern Connotation: mainly associated with politic, or dissemination by political groups
DIGITAL AND MEDIA LITERACY QUESTIONS • - Who created this message and what is the purpose? • -What creative techniques are used to attract and hold attention? • How might different people understand this message differently? • What values, lifestyles, and points of view are represented in this • message? • -What is omitted from the message? • Thinking critically about sources of information!
Rallying the Nation "Women! Millions of men without work. Millions of children without a future. Save the German family. Vote for Adolf Hitler!” (1932)
Making a Leader In the Beginning was the Word (1937)
Indoctrinating Youth "You too belong to the Führer” (1937)
Defining the Enemy “The Eternal Jew” (1937)
Rallying the Nation “Yes!” (1938)
Rallying the Nation “Pure Aryan” Family (1938)
Defining the Enemy "Behind the enemy powers: the Jews” (1942)
Deceiving the Public "Victory or Bolshevism” (1943)
Deceiving the Public "Removing the Third Tier of Bunks before the Red Cross Visit” (1944)
Assessing Guilt Leni Riefenstahl directs the shooting of a film about the Reich Party Day (1936) Roma women forced to work as extras in Leni Riefenstahl’s film, Tiefland(1940-1944)
Five Competencies of Digital and Media Literacy • Assess • Analyze and Evaluate • Create • Reflect • Act The real danger of propaganda is when competing voices are not allowed to express opposing viewpoints.
Contact: Christina E. Chavarría 202.488.0466 CChavarria@ushmm.org