3.7. Activities and Questions

Write a one page history of Germany as a schoolchild in Nazi Germany.

In this activity, students are prompted to write from the perspective of a schoolchild growing up during the Nazi regime, allowing them to explore the indoctrination and experiences faced by youth. They should consider what they learned in school, the propaganda they were exposed to, and the social atmosphere that encouraged loyalty to Hitler and Nazism.

This is similar to how children in certain cultures may only learn one-sided historical narratives, affecting their view of the world. For instance, a child growing up during a dictatorship may believe that their government is always right, similar to how this schoolchild in Nazi Germany might have been taught to view Jews and other 'undesirable' groups with hate.

Write a one page history of Germany as a Jewish survivor of a concentration camp.

This activity encourages students to empathize with the experiences of Jewish individuals who survived the horrors of concentration camps during the Holocaust. Students should reflect on the challenges faced, such as fear, loss, and resilience, possibly narrating their survival story, interactions with others, and the impact of the trauma.

Think of the story as similar to a refugee recounting their life during a war, where every day brings uncertainty and fear, yet they find strength in memories of their past life or in the hope for a better future.

Write a one page history of Germany as a political opponent of the Nazi regime.

Here, students take on the role of a dissenting individual who opposed the Nazi regime. They can explore the risks and sacrifices involved in resistance, including the need for secrecy, the formation of opposition groups, and the consequences they faced if caught.

Imagine a whistleblower in a company exposing unethical practices. Just as they risk their job and safety for truth and justice, a political opponent of the Nazis faced potentially fatal consequences for their beliefs.

Imagine that you are Helmuth. You have had many Jewish friends in school and do not believe that Jews are bad. Write a paragraph on what you would say to your father.

This activity asks students to channel their inner thoughts and emotions as Helmuth, who struggles against his father's ingrained views. Helmuth's experience reflects the conflict between familial loyalty and moral conviction. Students should express their feelings about friendship, compassion, and the injustices faced by Jews.

Consider a scenario where a child stands up against bullying, defending their friend regardless of what their parents or peers think. This represents Helmuth's courage to speak out against societal biases and parental beliefs.

1. Describe the problems faced by the Weimar Republic. 2. Discuss why Nazism became popular in Germany by 1930. 3. What are the peculiar features of Nazi thinking? 4. Explain why Nazi propaganda was effective in creating a hatred for Jews. 5. Explain what role women had in Nazi society. Return to Chapter 1 on the French Revolution. Write a paragraph comparing and contrasting the role of women in the two periods. 6. In what ways did the Nazi state seek to establish total control over its people?

These discussion questions challenge students to critically analyze various aspects of Nazi Germany, including the socio-political background of the Weimar Republic, the rise of Nazism, and the roles different groups played in society, particularly women. Students explore the effectiveness of Nazi propaganda and how it shaped public sentiment. They also connect historical timelines through comparative analysis, linking the roles of women in both the French Revolution and Nazi Germany.

This might be likened to analyzing different leadership styles across history. For example, comparing how American women’s roles transformed during the World War II era to highlight shifts in societal expectations and responsibilities during times of crisis.

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