The Holocaust Lesson 5

Lesson 5: Propaganda Techniques

Instructional Outcomes
Maine Learning Results:
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary
and expository texts by using a variety of strategies. They connect essential ideas, evaluate
arguments, and analyze the various perspectives and ideas presented in a variety of literary and
expository texts.
Content learning outcomes: Students will be able to identify, explain, and provide examples of
the following propaganda techniques used during the Holocaust: name calling, glittering
generalities, euphemisms, plain folks, band wagon, fear, transfer, and testimonials.
Literacy Support Strategies and Instruction
Before reading/learning: Quick Write – Two Questions
Materials: Excerpt from Mein Kampf at
http://www.hitler.org/writings/Mein_Kampf/mkv1ch06.html
During reading/learning: Two-Column Notes, Paired Reading Protocol
Materials: Propaganda Critic website at http://www.propagandacritic.com
After reading/learning:
Materials: Quick Write – Exit Slip (Formative Assessment)
Before Reading/Learning
Literacy outcome: Students will listen and follow along to a teacher read-aloud of an excerpt
from Mein Kampf by Adolf Hitler to build background knowledge by listening to a text (in Hitler’s
own words) about the types of propaganda he planned to use to gain public support during the
Holocaust. This will also create a purpose for learning about the tools of propaganda.
Teacher preparation: Excerpt from Mein Kampf and copies of text or website for students to
follow along.
Teacher facilitation: The teacher will read aloud an excerpt from Mein Kampf to build students’
interest in propaganda. This “hook” will help to motivate students to learn more about
propaganda. Discuss Hitler’s views regarding the masses’ intellect and his vision on how to use
propaganda. (Hitler basically said the general public was stupid, and that they need to see the
same thing over and over again. Also, he said that the message has to be to the point or the
general public won’t understand it. Hitler also learned a lot from the British and American WWI
propaganda.)
The teacher will then ask students to write two questions that they have about the use of
propaganda during the Holocaust. The teacher will ask students to share their questions aloud
with the entire class.
During Reading/Learning
Literacy outcome: Students will participate in the Paired Reading protocol and use Two-Column
Notes to identify key characteristics in texts about common propaganda techniques. Students

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will also practice finding textual examples for the various propaganda techniques.
Teacher facilitation: Tell students they will be using the Paired Reading and Two-Column Notes
literacy strategies together.
Place students into pairs, pass out the Two-Column Notes, then direct students to go to the
Propaganda Critic website at www.propagandacritic.com to see the common techniques used in
propaganda.
Show students how to navigate the website by clicking on the technique. Show students how it
opens the article that they will read. (Because this was new information to students, the
techniques were broken down into two separate Two-Column Notes.) See Lessons 5a and 5b
for template examples.
During the first class, tell the students to investigate name calling, glittering generalities, and
euphemisms. The teacher will circulate throughout the room and give assistance/direction as
needed to the pairs. Following the Paired Reading protocol, the teacher will help the students
process the information by filling in a Two-Column Notes template on the white board or
overhead projector with each pair of students contributing responses. Encourage students to
add or revise their notes during the processing time.
The next class period addresses the techniques of transfer, testimonials, plain folks, band
wagon, and fear. The teacher will circulate throughout the room and give assistance/direction as
needed to the pairs. Following the Paired Reading protocol, the teacher will help the students
process the information by filling in a Two-Column Notes template on the white board or
overhead projector with each pair of students contributing responses. Encourage students to
add or revise their notes during the processing time.
After this processing time, ask students to list all of the propaganda techniques they learned
about.
After Reading/Learning
Literacy outcome: Students will clarify their understanding of propaganda techniques by
identifying examples of them in modern day life.
Teacher facilitation: After the students complete the Two-Column Notes, the teacher will lead a
whole class discussion to add clarification for the students by discussing with them modern day
examples of the techniques. The teacher will first divide students into groups of four. Ask each
group to brainstorm and record examples of where the different types of propaganda techniques
can be found in their everyday life. The teacher will then lead a whole class discussion, listing
modern day examples on chart paper labeled with the various techniques.
At the end of class, the teacher will hand out a Quick Write – Exit Slip and ask students to list
three different propaganda techniques and provide an example of each. The teacher will review
this formative assessment to see if further practice or clarification is needed.
At the end of the class: Quick Write – Exit Slip
What are three propaganda techniques you feel like you have a good grip on after today’s
lesson?
Which propaganda techniques still seem confusing?
Assessment: Teacher will read the Exit Slips to determine where further clarification is needed.