3. Hitlerâs Rise to Power
ï Like many countries, after WWI and
the Great Depression, Germany was
very poor and in bad shape.
ï People were hungry, and
unhappy, and scared about the
future. The entire country was
suffering. They were looking for a
solution to their problems.
4. ï Thatâs where Adolf Hitler came in â he became the
Chancellor of Germany in 1933 and started the Third
Reich, a dictatorship that promoted the anti-Semitic ideals
of the Nazi Party.
ï Hitler reassured Germans that there was a simple cause for
their problems, and that he had a solution.
5. ï Hitler convinced people that the Jewish
population of Germany was to blame
for their money problems, and that
Germany would be better off without
them.
ï In fact, there were lots of people that Hitler
thought were holding Germany back.
These groups included Gypsies,
homosexuals, the mentally impaired or
physically handicapped, Jehovah's
Witnesses, and other âoutsiders.â
7. ï Hitler promised that if these threats to Germany could be
eliminated, the countryâs problems would be fixed and
Germany would be restored to glory. Because people were
scared and didnât know what else to do, Hitler was able to
do this.
ï As the Nazi army rounded up âundesirableâ people and sent
them to concentration camps to be exterminated, Germany
began invading surrounding countries to get more territory,
and WWII began. As they entered new countries, they sent the
Jewish people they found to the camps.
10. The Hitler Youth
âąOnce Hitler had control of
Germany, he wanted to secure
the future of the Nazi party.
âąHe thought the best way to do
this was to make sure all young
people and children were
educated in the ideas of the Nazi
organization
âąThe Boy Scouts were outlawed in
Germany, and was replaced with
Hitler Youth groups for boys and
girls
âąHitler Youth were expected to
learn the beliefs of the Nazi party
âąBoys had to learn how to fight and be prepared
to join the army
âąGirls were expected to support the Nazi
government and be good German wives.
13. Book Burnings and Nazi Rallies
ï Why would the Naziâs want to burn books?
ï Control information
ï Create fear
ï Get rid of Jewish or âanti-Germanâ (anti-Nazi) writing
ï http://www.youtube.com/watch?v=jIF6hOy5LNg&skipco
ntrinter=1
ïČ Holocaust Museum - Nazi Book Burnings
15. Operation Valkyrie
ï Not all Germans wanted to follow Hitlerâs
government, but resisting could be dangerous.
ï A German soldier who disagreed with the Nazi
government worked with others to plant a bomb
in Hitlerâs secret lair, hoping to kill him and other
important leaders.
ï http://www.youtube.com/watch?v=FHtCaVtryiE
17. Warm Up
ï Look at a the following words. For each, make a list of
everything that comes to mind when you think about it.
Write about each one without stopping for at least one full
minute. What
words, ideas, places, memories, feelings, people, etc. do
you associate with the word?
ï RED
BLUE
ï PINK
WHITE
GREEN
SILVER
ï GOLD
YELLOW
PURPLE
GREY
18. Literary Lesson: Connotation
ï An association that a word calls to mind
in ADDITION to the dictionary meaning of
the word.
ï
Example: Grandma
ï JOURNAL: Write for one minute without
stopping about all the things that come
to mind when you hear this word.
19. Activity: Blue Paint
ï Paint brand lists dozens of shades of blue paint. None of
them are called simply âblue.â Below you will find a list of
names for shades of blue paint:
Waterside
Heavenly
ï
ï
ï
ï
Tiffany Blue
Blue Aquarius
Electric Blue
Patriot Blue
Sassy Blue
Beluga
What shade of blue do you think each name describes?
What are the connotations of these words?
How do the names serve as a type of advertising?
Based on the names alone, which shade would you choose
for your bedroom?
ï With your group, you will be assigned a color of paint
Come up with 10 names for 10 shades that will sell your
paint.
20. Mood, Color IMAGERY and
ASSOCIATION
ï Because there are so few words, artists associate certain
people, places or feelings with colors in graphic novels in
order to reveal things about them. They rely on the readerâs
knowledge of connotations as they read.
ï As you continue reading Magneto: Testament, you will
complete a âColor Imagery Journalâ worksheet, analyzing
color imagery and association.
ï Copy the following chart into your journal:
PAGE Passage from the
Related
Connotations/ What does this
#
Text (highlight the
color imagery)
Character(s)
associations
reveal about
the character?
21. âA Tattoo to Rememberâ
http://www.nytimes.com/interactive/2012/10/01/world/middleeast/01tattooslideshowwithaudio.html?ref=jodirudoren&_r=0
22. X-Men: Magneto in Auschwitz
ï http://www.youtube.com/watch?v=dI7SEIKaKwE
ï http://www.youtube.com/watch?v=kkVPTLh_HY
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