Lesson 10: Hitler’s Sensationalism

Key Words: National Socialist Party (Nazi Party), Socialist, Reich, millenia, Volk, revel(ing),
Sieg Heil, Fuhrer, Sudetenland

Common Core State Standard(s):

● CCSS.ELA-Literacy.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'

ideas and expressing their own clearly.

● CCSS.ELA-Literacy.SL.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CSS.ELA-Literacy.SL.8.4

Present claims and findings, emphasizing salient points in a focused, coherent manner

with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate

eye contact, adequate volume, and clear pronunciation.

● CCSS.ELA-Literacy.SL.8.5

Integrate multimedia and visual displays into presentations to clarify information,

strengthen claims and evidence, and add interest.

● CCSS.ELA-Literacy.W.8.1

Write arguments to support claims with clear reasons and relevant evidence

● CCSS.ELA-Literacy.W.8.4

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

● CCSS.ELA-Literacy.W.8.6

Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas efficiently as well as to interact and

collaborate with others.

● CCSS.ELA-LITERACY.RI.8.1

Cite the textual evidence that most strongly supports an analysis of what the text says

explicitly, as well as, inferences drawn from the text.

● CCSS.ELA-LITERACY.RI.8.2

Analyze the purpose of information presented in diverse media and formats (e.g.,

visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial,

political) behind its presentation.

● CCSS.ELA-LITERACY.RI.8.3

Analyze how a text makes connections among and distinctions between individuals,

ideas, or events (e.g., through comparisons, analogies, or categories).

● CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of the source distinct from prior knowledge or opinions.

● CCSS.ELA-LITERACY.RH.6-8.4

Determine the meaning of words and phrases as they are used in a text, including

vocabulary specific to domains related to history/social studies.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 ● CCSS.ELA-LITERACY.RH.6-8.5

Describe how a text presents information (e.g., sequentially, comparatively, causally).

● CCSS.ELA-LITERACY.RH.6-8.6

Identify aspects of a text that reveal an author's point of view or purpose (e.g. loaded

language, inclusion or avoidance of particular facts).

● CCSS.ELA-LITERACY.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

other information in print and digital texts.

● CCSS.ELA-LITERACY.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

● CCSS.ELA-LITERACY.RH.6-8.10

By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8

text complexity band independently and proficiently.

Time Needed: 2 - 4 hours

Materials Needed:
● LCD Projector
● Class Set of Computers with Internet Access
● CML’s Five Key Questions and Core Concepts (Q/TIPS) for Consumers and Producers
● Rubrics:
○ Teacher Assessment Rubrics (see below)
○ Peer Evaluation: Oral Presentation Rubric
● Provided Resources:
○ Nazi Propoganda - Triumph of Will (just visual - no speaking)

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 ○ Adolph Hitler Closing Speech Triumph Of The Will (1935 English Subtitles)
■ Hitler's Last Speech Transcript
○ Clips from Triumph of the Will (1935) - Hitler Speeches
■ Hitler’s Sensationalism - Short Clips Transcript
○ Propaganda Cartoons/Images:
■ Heil Dir Im Siegeskranz
■ Picture Collage of Hitler Speaking at a Rally
■ “Only the Stupidest Cows Vote for Their Own Butcher”
● Lesson 10 - Student Guide (with project directions) (Shared via Google Classroom)
● Assignment Rubrics
○ Propaganda Speech Rubric
○ Superimposed Captions Rubric
○ Political Cartoon Rubric
● Peer Oral Presentation Rubrics
● Adobe Publisher
● Political, Propaganda Cartoon media

Essential Question:
● How did Hitler inspire the German people and how did it affect his rise to power in
Germany prior to World War II?

Lesson Objectives:
Students will be able to:
● Use critical analysis & evaluation skills to determine the meaning behind the Nazi
propaganda.
● Focus on cultural relevance and social injustices presented in the speeches and images by
answering the five key questions of Critical Media Literacy.
● Exercise critical autonomy by thinking for themselves and “controlling the interpretation
of what they see” (Loucky, 2015) to justify why they feel their final project best fits their
interpretation of the Nazi propaganda.
● Complete a project of choice to demonstrate their understanding of and re-construction of
an antithesis or counterstatement of the Nazi propaganda.
● Present their final products in an oral presentation, providing personally relevant
evidence and arguments to justify their interpretation of the inherent message in the Nazi
propaganda.
○ Student will be empowered by recognition and validation of their ideas and
thoughts, as well as, ‘voicing’ their perspective on the image.
● Students will be able to produce rigorous, quality products that convey their
understanding of the bias in the Nazi propaganda and writing a concise counterstatement
to exemplify the concept of social justice. (Morrell, et al., 2013)

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

Bellwork:
Blog Activity:
1. Open: ‘Class Blog URLs’
2. Choose one of you peer’s blog posts to reply to. (Reply to a different person than you
have before.)
3. Read their LP9 - Media Manipulation Tactic post
[Original Response: What’s something you never considered before learning about the
tactic that will make you think differently about media?]
4. In three to four sentences, comment on their post with one or more of the following:
a. What is your opinion about what they wrote?
b. Do you agree or respectfully disagree with what they wrote? Why?
c. Can you add any other ideas to what they wrote to make them think about the
tactic or media in another way?

Anticipatory Set:
1. Elicit student responses and discuss as a class the following:
a. What do you know about Hitler?
2. Review vocabulary words:
a. National Socialist Party/Nazi Party; Under the leadership of Adolf Hitler (1889-
1945), the National Socialist German Workers’ Party, or Nazi Party, grew into a
mass movement and ruled Germany through totalitarian means from 1933 to
1945. (www.history.com)
b. Socialist: A socialist is a person who believes in socialism or who is a member of
a socialist party. (www.collinsdictionary.com)
c. Nazi: The Nazis were members of the right-wing political party, led by Adolf
Hitler, which held power in Germany from 1933 to 1945.
(www.collinsdictionary.com)
d. Totalitarian: form of government that theoretically permits no individual freedom
and that seeks to subordinate all aspects of individual life to the authority of the
state (www.britannica.com)
e. Reich: (with reference to Germany) empire; realm; nation; the German state,
especially during the Nazi period. (www.dictionary.com)
f. Millenia: period of a 1,000 years + [millenia is plural of millenium]
(www.dictionary.com)
g. Volk: the natural unit of mankind was the Volk (“the people”), of which the
German people was the greatest or superior (www.brittanica.com)

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 h. revel(ing): celebrate
i. Sieg Heil: hail to victory - a Nazi salute, often accompanied by the raising of the
right arm (/www.collinsdictionary.com)
j. Fuhrer: leader; tyrant (www.merriam-webster.com)
k. Chancellor: the chief minister of state in certain parliamentary governments, as in
Germany (www.dictionary.com)
l. Sudetenland: Germany speaking part of Czechoslovakia (www.brittanica.com)
3. For this lesson, we are going to learn about Hitler and his influence on the people of
Germany when he first became Chancellor and Fuhrer of Germany.

Lesson:

1. Individual Work -
a. Open: 5 Core Principles & Key Questions of CML (Thoman)
b. Read the document silently
2. Whole Group -
a. Discuss what they gathered from the document (the meaning of Critical Media
Literacy).
b. Present the Nazi propaganda resources; watch and discuss videos and cartoons:
i. Nazi Propoganda - Triumph of Will (just visual - no speaking)
1. Notice the: what is going on, people’s reactions & expressions, the
background sounds, Hitler’s reactions, etc.
ii. Adolph Hitler Closing Speech Triumph Of The Will (1935 English
Subtitles)
1. Hitler's Last Speech Transcript
2. Watch the speech at a low volume.
3. Students open transcript in a second window displayed, side by
side, and follow along with the speech
4. Notice the:
a. Camera angles: where is the camera placed/viewpoint when
Hitler is speaking, important Party members are shown, the
audience, etc.
b. Audience’s reactions and behavior (individuals and the
entire crowd) and what happened right before their
reactions
c. Hitler’s voice, speaking patterns, expressions (facial and
body), reaction to the crowd, gestures, etc.
d. As you watch this video segment, ask yourself, “What is it
about Hitler’s performance that so strongly captivates his
audience?”
iii. Clips from Triumph of the Will (1935) - Hitler Speeches

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 1. Hitler’s Sensationalism - Short Clips Transcript
2. Students open transcript in second window, side by side, and
follow along with the speeches
iv. Propaganda Cartoons/Images:
1. Picture Collage of Hitler Speaking at a Rally
2. Heil Dir Im Siegeskranz Cartoon
3. “Only the Stupidest Cows Vote for Their Own Butcher”
c. Explain counterstatement project activities:
i. Using two (or more) media options, determine Hitler’s agenda and
construct a counterstatement revealing his true intent:
ii. Adolph Hitler Closing Speech Triumph Of The Will (1935 English
Subtitles)
1. Hitler's Last Speech Transcript
iii. Clips from Triumph of the Will (1935) - Hitler Speeches
1. Hitler’s Sensationalism - Short Clips Transcript
iv. Propaganda Cartoons/Images:
1. Heil Dir Im Siegeskranz
2. “Only the Stupidest Cows Vote for Their Own Butcher” Political
Cartoon
d. Activity Options:
i. Write and give a three to four minute speech about the true meaning you
deducted from the Nazi propaganda - OR -
ii. Write four (4), five to six (5 - 6) word captions that capture Hitler’s true
intention as he spoke to the German people and superimpose them on the
‘Picture Collage of Hitler Speaking at a Rally’ - OR -
iii. Create a political, propaganda cartoon illustrating Hitler’s agenda
iv. Allow students to ask clarifying questions.

3. Individual Work
a. Sign into your blog and click ‘New Post’
b. Label your post: LP10 - CML Essential Questions
i. Copy and paste which media options you will use to construct your
counterstatement
1. Video: Adolph Hitler Closing Speech Triumph Of The Will
2. Video: Triumph of the Will (1935) - Hitler Speeches
3. Cartoon: Heil Dir Im Siegeskranz
4. Cartoon: Stupidest Cows political, propaganda cartoon (Teacher
provided)
c. Hit ‘Enter’ three times
d. Number each question (1 - 5) and answer them for each media option you chose:
1. What do I hear in the speech(es) [voice inflection, tone, etc.]?

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 AND/OR What am I looking at in the image(s) [subject matter,
style (abstract, realistic, etc.), artistic elements (hue, foreground,
background style, etc.)] ?
2. What techniques are used to attract my attention?
3. What does the media mean to me? What is my interpretation of
the media? What thoughts does it provoke?
4. How might others interpret the same image differently and why?
5. What is the purpose or agenda of the media?
4. Small Group (2 - 4 people max)
a. Discuss your answers to questions (1 - 5)
b. In your blog (each student will do this), number the new questions (6 - 10);
students will type brief notes to serve as a reminder of what the small group
discussed for reference purposes during the whole group discussion.
c. Answer the questions (6 - 10)
6. From whose perspective is the ‘story’ being told?
7. What lifestyles, values, and points of view are represented in, or
omitted from, this message?
8. Why is this message being sent?
9. How is this message effective or ineffective?
10. What is the underlying message behind this image?

5. Whole Group -
a. Small group’s share their thoughts and answers to the essential questions (1 -10)
b. Teacher records students’ key points/answers to the essential questions on the
whiteboard. (Will have a list for each media type.)

6. Students work on individual counterstatement construction assignment

a. Propaganda Speech Student Directions
a. Superimposed Captions Student Directions
b. Political Cartoon Student Directions

Closure/Culminating Tasks:
1. Using the CML Five Key Questions and Core Concepts (Q/TIPS) for Consumers and
Producers as a guide, to either:
a. Superimpose a caption on the “Propaganda Cartoon - Hitler Speaking”
b. Write their own speech
c. Create a political propaganda cartoon

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

2. Students will generate a counterstatement expressing their understanding, analysis,
reflection, evaluation, and individual perception of the media messages in the Nazi
propaganda

3. Students will share their work while orally presenting their justification for why they feel
their product best fits their interpretation of the inherent message in the Nazi propaganda.

4. Peer Evaluations Procedure Options:

Old Fashioned Method:

a. Paper/Pencil:
i. Photocopy the rubric so there are two on a page, side by side
ii. Cut down the middle
iii. Students fill out one (½ page) rubric for each person
iv. When finished evaluating, all students pass their rubrics to the presenter

Technological Based: (this may be a logistical nightmare)

b. Google Classroom:
i. Create an assignment for each student in the class titled: “_STUDENT’s_
Peer Evaluation”
ii. Assign all peer evaluation assignments to each student
iii. When peer presents, students will open their classmate’s assignment and
electronically complete the evaluation

c. Student Blogs:
i. All students log into their blogs.
1. Click “New Post”
2. Title your post: Nazi Propaganda Presentation - Peer Evaluations
3. In your post, type:
a. The project task you chose (speech, captions, cartoon)
b. The title or a short description to explain your final product
ii. Open a new tab and click: ‘Class Blog URLs’
iii. Open another window, copy & paste this link in the URL bar, and visit:
https://docs.google.com/document/d/1TgoiqA8MSJvMQoPgguNoWxeTq
UB0h6ufqz5BdYRIxKM/edit?usp=sharing
iv. Arrange the windows side by side to view both the presenter’s blog and
the oral presentation rubric
v. PEER EVALUATORS: As your classmates present their final projects,
evaluate their presentations
1. Click ‘Reply’ in the presenter’s blog

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 2. Copy & Paste the following in the text space:
Content:
Speaking Skills:
Volume:
Justification:
The things I liked about your work/presentation
Constructive Criticism:
3. Rate the presenter using the Oral Presentation Rubric in his/her
blog.

Assessment:

Formative:

● Individual Student Work

○ Blog Posts:
■ CML Essential Questions
■ Individual Assignment Posts
● Student Discussion about the:
○ Underlying meaning of the Nazi propaganda and what it represents
○ Interpretation of the Nazi propaganda using the CML 5 Core Concepts and
Questions
● Group Discussion
○ Key Points/Answers to the essential questions are reflective and expressed clearly
and succinctly to convey the media messages in the Nazi propaganda
○ Thoughtful responses are shared and relevant connections are made in regards to
the issues and problems inherent in the Nazi propaganda and how they were
influential on the German people prior to World War II.

Summative:
● Final Student Products
● Student Presentations

Rubrics:
● Propaganda Speech Rubric
● Superimposed Captions Rubric
● Political Cartoon Rubric

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

Student Evaluation:
● Peer Oral Presentation Rubric

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References:

Center for Media Literacy. (2009). CML's five key questions and core concepts (Q/TIPS) for

consumers and producers [Digital image]. Retrieved from

http://www.medialit.org/sites/default/files/QTIPS CHART_0.pdf

Costantin, E. (2012, January 26). Il potere che schiaccia l'uomo - seconda parte. Retrieved from

http://nebulosadipensieri.blogspot.com/2012/01/il-potere-che-schiaccia-luomo

-seconda.html

Green. (2011, January 30). Nazi Propaganda - Triumph of the Will. Retrieved from

https://www.youtube.com/watch?v=qXST0wF5T4s&bpctr=1533867241

Habbo, V. (2011, March 7). Adolph Hitler Closing Speech Triumph Of The Will (1935 English

Subtitles). Retrieved from https://www.youtube.com/watch?v=d0OtwfYahyg&bpctr=153

3867679

Husband, Tony. (Ed.). (2016). Hitler in Cartoons: Lampooning the Evil Madness of a Dictator.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

 China: Arcturus Holdings Limited.*

Loucky, J. P. (2015). Motivating and Empowering Students Language Learning in Flipped

Integrated English Classes. Flipped Instruction Methods and Digital Technologies in the

Language Learning Classroom Advances in Educational Technologies and Instructional

Design, 108-138. doi:10.4018/978-1-5225-0824-3.ch005

Lebedusya1. (2016, January 6). Knowledge, rule and order [Digital Image]. Retrieved from

https://doubtfulsea.com/tag/history/

Morrell, E., Duenas, R., Garcia, V., & Lopez, J. (2013). Critical media pedagogy: teaching for

achievement in city schools. New York: Teachers College Press.

Smits, T. (1945). Heil Dir Im Siegeskranz [Cartoon]. Retrieved from

http://holocaustonline.org/wp-content/uploads/2014/07/hitlers-speeches.jpg

Thoman, E., & Jolls, T. (2005). Literacy For the 21st Century: An Overview & Orientation

Guide to Media Literacy Education[PDF]. Center for Media Literacy.

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Great Reference for Additional Hitler Propaganda:

* Hitler in Cartoons: Lampooning the Evil Madness of a Dictator is all rights reserved. No part

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂

of the publication may be reproduced, stored, or transmitted without prior written permission

from the publisher.

⠂Sarah Taylor ⠂USofD ⠂Capstone ⠂ 2018 ⠂