Show Triumph of the Will: 46:55-1:00

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“Propaganda, propaganda, propaganda. All that matters is propaganda.” -Adolf Hitler

(The importance of propaganda in relation to Nazi Germany)

A Lesson Plan for Secondary Educators

Created by Lauren MacManus, SED 741 2003-2004

10^th Grade World History

Standards Addressed: 10.7 (3), 10.8 (1,2,4,5)

Timeline: 3 class days (50 min. each class)

Themes: Propaganda, propaganda, propaganda. All that matters is propaganda.

-Adolf Hitler

We must learn from the action of others, so not to repeat their mistakes.

The minds of a few can control the masses.

Hook: Political cartoon by Dr. Seuss. See attached copy.

Have students discuss what Seuss’s points were in the cartoon. What does this cartoon say about German society under Hitler’s control? How does propaganda have a part in this cartoon?

Lecture: The importance of propaganda in relation to Nazi Germany. (Notes on overhead)

Definition of propaganda: ‘the organized spreading of doctrine, true or false information, opinions ect., especially to bring about change or reform.’ (dictionary)
Question to class: Why did millions of Germans vote from the Nazi Party in free elections and how did the party eventually acquire an extensive European empire?

-answer: Relentless propaganda campaigns issued by the Nazis changed the democratic state into a totalitarian regime.

Nazis used fear to create a Jewish scapegoat, as the cause for Germany’s troubles. Examples: bad economy, loss of jobs, stereotypes of Jews. Examples seen in posters, films “The Eternal Jew”, and mass propaganda.
Hitler and Goebbel’s (Head of Propaganda) believed that propaganda could be used to not only pacify the masses, but make them into active supporters.

-Germans were to not only accept Nazi policies, but also truly believe them and act on the ideology and beliefs. Example: Germans believed that Jews were racially inferior and should actively implement the policy by boycotting Jewish businesses.

-This type of activism can also be seen in the Berlin University Book Burning of 1933. Every book by non-Aryan authors was destroyed.

Nazi used propaganda for two main purposes.

Use for the task of restructuring German values. Nazis wanted to make Germans believe in the ‘solidarity of the national community’ and the need for racial purity.
In the years immediately before the war propaganda was used to build a new “Nazified society.” This included both psychological preparation and mobilization for war.

Nazi propaganda translated poorly for printed words. Nazis used public meetings, rallies, posters, and other party activities to issue propaganda.
Examples of poster propaganda: see overhead examples included: Poster from the anti-Semitic film “The Eternal Jew,” this film was created to justify the separation, exclusion and destruction of the Jewish people. The narrator describes Jews as “filthy, sly, and ugly.”; the next poster requests that young boys join the Hitler Youth. Notice the picture of the white, Aryan boy with Hitler’s image in the background. Question: Why could these posters be seen as examples of propaganda? What specific symbols and text are used to support your thoughts?
Film became an important propaganda tool for Hitler.
Using film sent a powerful message to Germans that the Third Reich was a forward-looking government and was willing to embrace the future.
Goebbels realized the power of film as a channel for propaganda.

-Example: As an audience is relaxed and enjoying a film they would be unaware of the Nazi ideological messages subconsciously being delivered.

Pass out “Questions to Ask When Watching a Film” to students. (Please see attached copy)

Review questions and have students think about the questions as they watch Triumph of the Will.

Background on Triumph of the Will and director Leni Riefenstahl: lecture using overhead. Students should take notes on the below information.

· The film was made to show a microcosm of 1934 Germany. It does not document so much of what Germany was, but “of the Germany Hitler willed it to become.” The film was made 18 months after the 1933 election that created the National Government. By this time, the offices of Chancellor and President were controlled by Hitler.

· Since this was a time before television and radio were in wide use, most Germans had never seen or heard Hitler, even though he was the new leader of the country. The film was a means of introducing Hitler and the Third Reich to Germans. The film played to sold out movie theaters across Germany. It also served as a warning to foreign (especially European) countries that “Germany had awakened and they could not be pushed around any more.”

· Leni Riefenstahl co-wrote and directed Triumph of the Will. She was born as Berta Helene Amalie Riefenstahl on August 22, 1902, in Berlin. As a successful dancer, a career in film acting gave way when she attracted the attention of film director Arnold Fanck. With Fanack as a guide, Riefenstahl began directing film. After earning acclaims and awards for her artistic work, she was hired by Adolf Hitler to make “Triumph of the Will.” For her work, Riefenstahl was awarded a Cultural Achievement award from the Third Reich, as well as a gold medal at the 1937 World Exhibition in Paris. Although protesting otherwise, Riefenstahl is considered an instrumental part of the Third Reich’s propaganda powerhouse. After the war ended, Riefenstahl refused to admit that she had any part in Nazi atrocities, and was not associated with the party whatsoever. Shunned, she did not make a movie for the rest of her life. She died in September 2003.

Film Summary: Share with students after film, in context with discussion questions.

Triumph of the Will covers aspects of Germany’s social rebirth under the Nazi party. This documentary includes riveting speeches by Adolf Hitler and his party associates as to where the German nation is headed. Without a commentator, the speeches and crowd reaction are the only vocal element of the film. “To aid continuity and to embellish the visual rhythm a heavy musical score was added and underscore by interaction from the crowd.

Show Triumph of the Will: 46:55-1:00

(Students are not to take notes during the film, should only focus on techniques of propaganda seen in film, light, music, historical accuracy, ect.)

Immediately after film, begin lecture on exactly the 14 minutes viewed:

· Parade of Hitler Youth, drum and fife music.

· Boys on tip-toe to see Fuhrer.

· Arrival of Hitler, Schirach (Youth leader) and Goebbels.

· Schirach speech: “This hour makes us proud and happy. We know no differences in class. (turns to Hitler) Loyalty. We’ll be loyal to you for ever and ever.”

· Hitler approaches youth to speak (camera pans Hitler Youth assembled in tight rows, then back to Hitler): “No longer will there be classes. You are only part of millions who are not here. You must educate yourself to obedience. Be peaceloving and brave. Don’t be effeminate. Be hard and tough. Live austerely. We will die, but you are the future. The flag we have raised from nothing we shall hand on to you, flesh of our flesh. Follow us everywhere. In us, in front of us, around us and behind us is Germany.”

· Masses shout “Heil, Heil, Heil…” Drum beats with the applause as Hitler drives away through the cheering youth.

After lecture, assemble students into five groups. In groups students should brainstorm the following questions:

Is this clip an example of propaganda? Why or why not?
How does the director use light, shadowing, camera cuts, and music to portray Hitler, the Hitler Youth, and Germany as a whole?
How would Hitler use Triumph of the Will to motivate Germans?
How would he use the film to discourage actions of force from other European Nations?
How would the popularity of the film affect Germans? How would the popularity of the film affect Aryans, Jews, Gypsies, ect.

Students should have 20-30 minutes to work on the above questions.

Each group will be responsible for discussing one question in front of the class.

Tell each group which questions they are to discuss, and begin discussion. Each group has 5 minutes or less to present their answer to the class. (25 min.)

*Answers disclosed on following sheet.

Hand out propaganda assignment to class. Review assignment and any questions. Students will work in group assembled above.

“Triumph of the…”

A Propaganda Film Assignment

After viewing and discussing the Nazi propaganda film “Triumph of the Will” by Leni Riefenstahl, you and your group are to write, produce, and film your own propaganda based film. Each film must discuss the current War with Iraq. Your stance on the war should be clear throughout the context of the film (For or Against). The film must include the following criteria:

Your primary objective is to persuade your audience to support or not support the war. Explain how the character and script support your decision.
A written script of the film. Please type.
A summary of the film. Include themes, main characters, ect.
A summary of your choice of music, lighting, color, and images used throughout the film.
The film should be 5-8 minutes in length
Every group member must have a speaking role in the film.

*You are free to develop any ideas necessary to get your theme across in the film. Please remember to be tactful in your portrayals. Have fun and enjoy.

· This assignment will be worth 100 points. You will be judged on effort and the above criteria. The group will be graded as a whole.

Questions to Ask When Watching a Film

1. What was the theme of this film? What were the makers trying to tell us? Did they succeed? Support your statements with at least 3 specific moments from the film.

2. What did you learn from this movie?

3. What did you like best about the movie? What did you like least?

4. Was there something you didn’t understand about the movie? What was it?

5. Describe the use of color in the film. Did it add to the emotions of the film?

6. Analyze the use of music in the film. Would the film have the same effect on an audience without music?

7. Were all events in the film historically accurate?

8. How did the editing of the film advance the story the film makers were trying to tell? Explain your answers.