"Return to the Ghettos," "Mechanizing Death," and "Blueprint for the Final Solution"

The first reading was about how the Jews were persecuted in the ghettos. What was the significance did "changing the face of Warsaw" have? How did the Nazis separate Jews while still keeping a functional city? What atmosphere does it create for other citizens, when their city is changed to fit the needs of a group you are taught is bad? To me, the most interesting part of the reading was about how little power the Judenrat really had. How did the Nazis use the Judenrat to convince the Jews that they were safe and had some authority?

In "Mechanizing Death," how the killing of minorities became a mechanized system was explained. How did this further rationalize (in the head of an Nazi) the idea that it wasn't really his or her fault? How did the mechanized death chambers create further disparity between individual Jews? What did the Polish fear if Grojanowski was a Jew? How did the Nazis make allegations of death camps seem "mad"? Did it work?

The last reading, "Blueprint for the Final Solution," was about how the Final Solution began. What changed because the Nazis met in Wannsee, even though many Jews had died before? Why was the term "Jewish Question" used? What did that imply? The Nazis seem very keen on not mentioning killing explicitly, why do you think that is?

These are just guidelines, answer what you want, etc, etc.

"Conquests in the East" and "Blame the Rabbits"

The first reading was about the Nazi oppression of the Poles and the German response. How and why did the Nazis take small steps to carry out this oppression? If you were a Jew in Poland, would you rather live in one of these ghettoes and be persecuted or simply die? I found the most interesting parts of the reading to be the two diary stories by the Hebrew school principal. What do these stories say about Nazi methods of ruling? If you were a German at the time, how would you respond to hearing these stories? Why was nothing done in response?

In "Blame the Rabbits," the Wolves use the rabbits as a scapegoat on which they blame all of their misfortune. How do the wolves compare to Nazis, and the rabbits to Jews? What kind of blame did the Nazis place on the Jews? Is any of this blame justified? How does the rabbits attempted escape resemble what happened when the Jews were being persecuted in the 1930's? Why didn't the other animals let them escape? Answer ALL of these questions or else...(empty threats).

"Those Considered Unworthy to Live" And "Opposition to 'Euthanasia'"

In the first reading, "Those Considered Unworthy to Live," we see how disabled children were treated during the war. While I was reading and I saw that someone petitioned Hitler to kill their child, I was amazed. Why would anyone what to kill their child because it had a disability? We talked about this already a couple weeks ago in class. Why do you think the Germans wanted to kill the disabled? Why did Hitler target the epileptics, alcoholics, people with birth defects, etc.? Why do you think they didn't even consult with other physician or talk to the families before killing the child?

In the other reading, " Opposition to Euthanasia," now the Nazis are reaching out to disabled elderly. Braune, a minister in the Confessing Church and head of institutions that served disabled adults, fought back. Why do you think he was imprisoned? Would you have stood up and fought with Braune if you didn't know the consequences? Do you think you could stand up against these people for something you truly believed in? Although Hitler signed the order to end program, why didn't they follow through with it?

You may answer all of these questions of none! Go on a completely different track, if you wish!

"Failure to help" "Night of the Pogram"

In "Failure to Help" hundreds of Jews pay 150 dollars (account for the ridiculous amount of inflation) to travel to Cuba, with hopes of eventually being allowed into the United States.  They quickly passed through Cuba and were nearly to Miami, when they were forced to turn around and go back to Germany.  Belgium and the Netherlands took these people.  America citizens were outraged that the Jews weren't coming to America, but the government made no move to take in the Jews. America's immigration laws stated that they were allowed to let in 26,000 jews a year, but they never let in even half that.  Why do you think the government was hesitant to take in Jews?  Do you think Hitler had an impact on how American's view Jews? Expand on these ideas.
     In the second article, a jewish family tells their story of their experiences in Germany and a run in with the storm troopers.  The most interesting thing I found about this article is when the father says he will go to his Nazi boss that is a "good nazi."  Is any nazi a good nazi?  why do you think the man was sent to Dachau? Why do you think the father stood one foot in front of his children?  Do you think it was to protect his kids?
post this on your own blog....coool!

"The Birthday Party" & "A Lesson in Current Events"

The first article really puts into perspective how much power the Hitler Youth, specifically the Jungvolk had. What are your thoughts on the roll reversal in this article? Do you think this ties into the Hitler quote in "School for Barbarians?" ("When an opponent declares, 'I will not come over to your side,' I calmly say, 'your child belongs to us already...")
-How would you feel being the father in this situation?
-Would you do what he did, or would you have done something else?
-What are the downsides of the children being somewhat superior in rank to the adults?
-Why do you think it was so hard for the father to buy his son a bicycle?

"The teacher's voice got mysterious. "Roosevelt he calls himself. But his real name is Rosenfeldt. What does that show you?"
.... More brain washing.
Once again Hitler is making sure that the children share all of his opinions, whether they are true or not. In "A Lesson for Current Events,"The teacher spent the entire class ranting about the racial impurities around the world.
-Why do you think the teacher focused so much of his rant on America?
-Is the teacher saying these things because he believes them, or because he is required to? (or both?)
-Is anything the teacher said true?
-Why did the Nazis want the children to portray America in this way?




Sorry for late post.. put it on the wrong blog.

"School for Barbarians" & "School for Girls"

In School for Barbarians, Hitler is literally brainwashing the youth. Why do you think he wants them to only think and act Germans? Refer to the quote, "These young people will learn nothing else but how to think German and act German...and they will never be free again, not in their whole lives." What do you think about the children constantly saying "Heil Hitler,"? How does the natural routine for the children, effect their everyday life? How do you think the quote "UNHEARD-OF ACTS OF VIOLENCE..." & "THE COMMUNIST TERROR IN SPAIN..." effect the youth?
In School for Girls, do you agree or disagree with the teacher and the state persuading girls to have children at such a young age? How do you feel about the difference in education between the boys and the girls? How will the girls not having a full, proper education, but having children at such a young age, effect their life in the long run? Why do you think Hitler encourages the boys to read "Mein Kampf"?

"A Substitute for Religion"

In the reading, Hitler manipulated multiple factors in society to gain control over Germany. One of these ways was creating Holidays. What were the advantages of Hitler doing this? Why would Hitler want to pose as a religious leader? and do you think you would have done the same (was this a good strategy)?

Refer to the quote "Never try to convert a crowd to your point of view in the morning sun. Instead dim lights are useful-especially the evening when people are tired, their powers of resistance are low. and their complete emotional capitulation' is easy to achieve." Why would Hitler want to have rallies at night?  What kind of figure and position did this give Hitler? 

Refer to the quote: "Suddenly one was somebody, part of a better class of people, on a higher level-a German" How did Hitler use inequality to unite people? How did Hitler use flags to unite people? What does that say about the person using the flag? Do you think the flag was used as paraphernalia, in the sense that people got it because every one else had it or do you think they actually thought about becoming a Nazi? 

"Defining a Jew" and "Hangman"

The first reading talks about how Hitler slowly and subtly took away all the rights of the Jews in Germany. This reading also talks about how Hitler defined what a Jew was.

• Do you think that they correctly defined how a person could be Jewish? Do you think that this is fair?
• "Being a Jew was no longer a matter of self definition or self identification. Now a person was considered a Jew because what his or her grandparents had chosen to believe. Who you were no longer depended upon you." How do you think Hitler validated this and made it seem ok and good? Or do you think that he didn't even bother to cover up how unfair this was?
• How do you go about defining a person, a religion or a race?
• What does it mean to lose the right to define yourself?
• What does having the right to define yourself mean to you? How important is it to you? How important is it personally compared to trying to define bigger groups around the world?

The second reading was a poem about a hangman and his slow killing of a towns occupants. In this poem the Hangman kills people in search for the "real victim," when the narrator comes to help him clean up all the dead people at the end he/she is killed because she or he, in fact, is the perfect victim because they did nothing when everyone else was being killed.

Think of Nazi Germany:

• What do you think the deeper meaning of this poem was?
• Who was the hangman referring to? Who was the bystander referring to?
• What did this poem mean to you?
• Do you think that there is a way to stop the hangman?
• What was the responsibility of the townspeople?