WWII EC: The Nuremberg Trials and WWII Behind Closed Doors

NOTE: The following Extra Credits are for both US and World History classes. They are separated into topic areas, so read the directions to know what to do for each.

The Nuremberg Trials

Extra Credit: The Nuremberg Trials - These trials of Nazi  leaders were conducted in Nuremberg, Germany after WWII. Set up by the International Military Tribunal (IMT) by the victorious Allies, twenty-two former officials were tried in court for war crimes. Twelve were sentenced to death, but many of the highest officials of Nazi Germany, including Hitler, Joseph Goebbels and Heinrich Himmler had committed suicide before they could be brought to trial, and Goering killed himself before he could be executed.

Extra Credit - View Historical Film clips from WWII and the Holocaust and write a summary of 1/2 page minimum about what you learned. http://www.ushmm.org/wlc/en/media_list.php?MediaType=fi

Extra Credit: WWII Behind Closed Doors - Although World War II is seen as a fight against the wrongs of fascism, winning the war required Allied leaders to make moral compromises that were often far from right. In the United States, Russian leader Josef Stalin was Time magazine’s 1942 “Man of the Year” and heralded as an American ally because he fought the Nazis in Europe. But before he became Hitler’s enemy, Stalin was his ally and worked with the German leader to carve up nations and eliminate political enemies. Recently unearthed documents reveal a clearer picture of the actions that gave Stalin his iron-fisted reputation and the extent to which the United States and Great Britain accommodated him so he would continue to fight Hitler. Secret Russian documents made available only briefly after the fall of Communism have helped historians get a deeper understanding about what happened between Allied leaders during the war. In WWII Behind Closed Doors, award-winning historian and filmmaker Laurence Rees (Auschwitz: Inside the Nazi State, Nazis – A Warning from History) uses these documents to tell the story of the backroom deals that cost many lives but were seen as necessary evils to keep the Soviet Union in the war. Although about 27 million Soviet citizens perished in the war, Stalin’s long-term payoff was Eastern Europe, which fell under the shadow of Communism after the war and remained there until 1989. For extra credit, watch the following clips and click on the following link to learn more. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.  http://www.pbs.org/behindcloseddoors/

WWII EC: The Atomic Bomb

NOTE: The following Extra Credits are for both US and World History classes. They are separated into topic areas, so read the directions to know what to do for each.

The Atomic Bomb

ADD NEW A BOMB VIDEOS

Extra Credit: The Atomic Bomb -Watch the following videos about the impact of US's use of the atomic bombs on the Japanese cities of Hiroshima and Nagasaki. US President Truman said he chose to use the bomb because it would allow the Allies to avoid an invasion of Japan, which most estimated would have been very costly to both the lives of Allied soldiers and Japanese civilians. After viewing the movies, write a minimum 1 page summary about what you learned, relating it to what we discussed in class.

Extra Credit: A Tale of Two Cities - The War Department produced this film in 1946 about the atomic bomb and its impact on Hiroshima and Nagasaki. In 1946, the U.S. War Department produced a twelve-minute film about the atomic bomb, called A Tale of Two Cities. The two cities were, of course, Hiroshima and Nagasaki. (The War Department, by the way, ran the Army and the Army Air Force. It was merged with the Department of the Navy in 1947 to become today’s Department of Defense.) Watch the movie and answer the following questions related to the film:    

Questions to consider

1. How would you describe the tone of the script and the narrator? Do you think it is appropriate to the topic?
2. How would you describe the music? Why might it have been chosen? Do you think it is appropriate?
3. The narrator says that there were 20,000 Japanese military personnel in Hiroshima, who are “among the missing.” Why would they be considered “missing”?
4. The priest who witnessed the destruction of Hiroshima says that the “deadly rain” that followed the bombing was just a rumor. By this time, though, the effects of nuclear fallout — radiation spread by the explosion — were well known to the army, and thousands of Japanese people had died from “atomic sickness.” Why does the film not mention this?
5. Does the film portray the atomic bomb as “just” a bigger bomb, or as an entirely new kind of weapon?
6. Why would the War Department have made a film like this?
7. What can you tell from this film about the way most Americans felt about Japan and the Japanese people by the war’s end?
8. How do you imagine this film would have been received in 1946?
9. How does the film make you feel today?
   
   

   
   

WWII EC: The US and the Homefront

The US on the Homefront 

Extra Credit: The US on the Homefront Choose from the following topics that relate to the US on the homefront during WWII.  Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.

Japanese American Internment 

Smithsonian: Exploring Japanese American Internment 

George Takei Recalls 'Degrading' Internment of Japanese Americans

Utah internment camp museum breaks ground  

Japanese American Internment ADD REST...

Fred Korematsu  ADD REST...

Various Homefront Topics
African Americans: The "Double V" Campaign

Mexican American Women in the Home Front in World War II

WWII EC: The Holocaust

Extra Credit: Holocaust Overview - The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jewish people by the Nazi regime and its collaborators. "Holocaust" is a word of Greek origin meaning "sacrifice by fire." The Nazis, who came to power in Germany in January 1933, believed that Germans were "racially superior" and that the Jewish people, deemed "inferior," were an alien threat to the so-called German racial community. In addition the the Jewish targets, there were also 5-6 million other types of people who were also targeted by the Nazi regime. For extra credit watch the videos that give an overview of the Holocaust and write a minimum 1 page summary about what you learned, relating to what was discussed in class.

Extra Credit: The The United States Holocaust Memorial Museum - The The United States Holocaust Memorial Museum is America’s national institution for the documentation, study, and interpretation of Holocaust history, and serves as this country’s memorial to the millions of people murdered during the Holocaust. The Holocaust was the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany and its collaborators between 1933 and 1945. Jews were the primary victims — six million were murdered; Gypsies, the handicapped and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including homosexuals, Jehovah’s Witnesses, Soviet prisoners of war and political dissidents, also suffered grievous oppression and death under Nazi tyranny. The Museum’s primary mission is to advance and disseminate knowledge about this unprecedented tragedy; to preserve the memory of those who suffered; and to encourage its visitors to reflect upon the moral and spiritual questions raised by the events of the Holocaust as well as their own responsibilities as citizens of a democracy. For extra credit, click on the links below to the museum's wepage and write a minimum 1 page summary about what you learned, relating it to what was discussed in class. http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

http://www.ushmm.org/wlc/en/

Extra Credit: Conspiracy - In January 1942 a conference is assembled in Wannsee to discuss the "evacuation" of Germany's Jews and other "undesirables". "Evacuation" is a code word for the Nazi government's  extermination policy. It is quickly established by those present that there is a significant "Jewish problem", in that the Jews of Europe cannot be efficiently contained, nor can they be forced onto other countries. As the movie progresses and attendees of the conference discuss how to deal with the "Jewish problem", it becomes evident that a "comprehensive, final solution" has already been decided upon and this intense meeting is more of a mere informative informality. This intense drama, which peeks into the mentality of those behind the organization of the systematic murder of millions of people, is based on the only surviving records of the conference and is HIGHLY recommended! For extra credit watch the videos that and write a minimum 1 page summary about what you learned, relating to what was discussed in class.

Full length film - https://drive.google.com/file/d/0By3zlzk3Z1HxVVhZanlIRkYxaUU/view?usp=sharing

Extra Credit: Targets of the Nazi Holocaust/"Ethnic Cleansing" Programs - "Ethnic cleansing" has been defined as the attempt to get rid of (through deportation, displacement or even mass killing) members of an unwanted ethnic group in order to establish an ethnically homogeneous (meaning, the same in kind) geographic area. Though "cleansing" campaigns for ethnic or religious reasons have existed throughout history, the rise of extreme nationalist movements during the 20th century led to an unprecedented level of ethnically motivated brutality, including the the Nazi Holocaust's annihilation of some six million European Jewish people and 5-6 million others. For extra credit watch the videos that and write a minimum 1 page summary about what you learned, relating to what was discussed in class.

Extra Credit: Band of Brothers - Liberation of a Concentration Camp - Watch the following clip from the HBO series Band of Brothers and write a minimum 1 page summary/response to what you watched and learned about the camps, relating it to what we have discussed in class. Following the episode, watch the interview of a real WWII soldier who played a part in liberating one of the concentration camps.

Extra Credit: Remembering the Holocaust  - For extra credit watch the videos and write a minimum 1 page summary about what you learned, relating to what was discussed in class.

Holocaust Memory of Millions 

Holocaust Teenage Experience

Voices of the Holocaust 

Extra Credit: The History Channel - Click on the following link to learn more about the Nuremberg Laws under Hitler's Nazi Germany. These laws were among the first of the racist Nazi laws that culminated in the Holocaust. Write a minimum 1 page summary about what you learned, relating it to what we have discussed in class. http://www.history.com/topics/nurnberg-laws

Extra Credit: The History Channel - Click on the following link to learn more about the Holocaust. For exta credit, write a 1 minimum 1 page summary about what you learned, relating it to what we have discussed in class.  http://www.history.com/topics/the-holocaust    

Extra Credit: Holocaust Movie Clips - For extra credit, watch the following movie trailers related to the Holocaust and write a 1 minimum page summary of what you learned, relating it to what was discussed in class.

Defiance:

Anne Frank, The Whole Story:

The Boy in the Striped Pajamas:

Schlindler's List:

The Pianist:

Life is Beautiful:

Extra Credit: The Voyage of the St. Louis - On May 13, 1939, the German transatlantic liner St. Louis sailed from Hamburg, Germany, for Havana, Cuba. On the voyage were 937 passengers. Almost all were Jews fleeing from the Third Reich. The German annexation of Austria in March 1938, the increase in personal assaults on Jews during the spring and summer, the nationwide Kristallnacht ("Night of Broken Glass") pogrom in November, and the subsequent seizure of Jewish-owned property had caused a flood of visa applications. The plight of German-Jewish refugees, persecuted at home and unwanted abroad, is illustrated by the voyage of the St. Louis. For extra credit, click on the following link and watch the animated map. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.  http://www.ushmm.org/wlc/en/media_nm.php?ModuleId=10005267&MediaId=3544

Extra Credit: The Secret Intel Mission of Jan Karski - Jan Karski was a liaison officer of the Polish underground who infiltrated both the Warsaw Ghetto and a German concentration camp and then carried the first eyewitness accounts of the Holocaust to a mostly disbelieving West. Learn more about the life and story of this amazing man who took great risk to alert the leaders of the West about what was happening to the Jews of Europe under the Nazi Regime. Watch the following interviews from 1988 where he tells the story in his own words. For more information, follow the link below to the Jan Karski Educational Foundation. For extra credit, write a minimum 1 page summary about what you learned, relating it to what was discussed in class.  http://www.jankarski.net/en

Extra Credit: Deadly Medicine - From 1933 to 1945, Nazi Germany carried out a campaign to "cleanse" German society of individuals viewed as biological threats to the nation's "health." Enlisting the help of physicians and medically trained geneticists, psychiatrists, and anthropologists, the Nazis developed racial health policies that began with the mass sterilization of "genetically diseased" persons and ended with the near annihilation of the European Jewish population. To relate this history, the United States Holocaust Memorial Museum presents high-quality photo reproductions of historical artifacts and documents, as well as photographs and film footage, in settings that evoke medical and scientific environments. Deadly Medicine: Creating the Master Race inspires reflection on the continuing attraction of biological utopias that promote the possibility of human perfection. From the early twentieth-century international eugenics movements to present-day dreams of eliminating inherited disabilities through genetic manipulation, the issues remain timely.

For exta credit, watch the following overview and then click the link to the museum exibit, then write a  minimum 1 page summary about what you learned, relating it to what we have discussed in class.

Link to exibit - http://www.ushmm.org/museum/exhibit/online/deadlymedicine/

Extra Credit: Anne Frank Biography - For extra credit, watch the following video and click on the following links to learn more about Anne Frank. 

http://www.annefrank.org/  

http://annefrank.com/

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005210

http://www.biography.com/people/anne-frank-9300892

Extra Credit: The Boy in the Striped Pajamas - "Set during World War II, a story seen through the innocent eyes of Bruno, the eight-year-old son of the commandant at a concentration camp, whose forbidden friendship with a Jewish boy on the other side of the camp fence has startling and unexpected consequences". Click on the following link to watch the full length movie and write a minimum 1 page  summary of the movie, relating it to what we discussed in class.

http://historylovesyou.blogspot.com/2012/02/boy-in-stripped-pajamas.html

Extra Credit:  Anne Frank - The Whole Story - "When the war began, she was only a little girl. When it ended, she was the voice of a generation... A compassionate and sensitive visual portrait of the Holocaust's greatest diarist".  Click on the following link to watch the full length movie and write a minimum 1 page  summary of the movie, relating it to what we discussed in class.  http://historylovesyou.blogspot.com/2012/02/anne-frank-whole-story.html 

Extra Credit: Simon Wiesenthal - Nazi Hunter - Simon Wiesenthal, who died in Vienna, Austria in 2005 at age 96, was former Holocaust survivor who became known as the "Nazi hunter" because he pursued hundreds of war criminals after World War II and was central to preserving the memory of the Holocaust for more than half a century. Following four and a half years in the German concentration camps during WWII, fugitive Nazis so that they could be brought to justice for war crimes and crimes against humanity. Wiesenthal said he helped bring 1,100 ex-Nazis to trial Wiesenthal dedicated his life to tracking down and gathering information on. Watch the following movies and write a minimum 1 page summary about what you learned, relating it to what we discussed in class.

Extra Credit - View Historical Film clips from WWII and the Holocaust and write a summary of 1/2 page minimum about what you learned. http://www.ushmm.org/wlc/en/media_list.php?MediaType=fi

WWII EC: Nazi Ideology - Propaganda

Extra Credit: Nazi Propaganda - Propaganda is biased, one-sided information designed to shape public opinion and behavior. Hitler wrote that in his book Mein Kampf (1926) that "Propaganda tries to force a doctrine on the whole people... Propaganda works on the general public from the standpoint of an idea and makes them ripe for the victory of this idea." In his book, he first advocated the use of propaganda to spread the ideals of National Socialism -- among them racism, antisemitism, and anti-Bolshevism. For extra credit, watch the following video and click on the related links to learn more about the use of propaganda in Nazi Germany. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class. VERY interesting!!! 

• US Holocaust Memorial  Museum Online exibit - http://www.ushmm.org/propaganda/
• USHMM article -  http://www.ushmm.org/wlc/en/article.php?ModuleId=10005202
• USHMM lecture podcast - http://www.ushmm.org/museum/exhibit/focus/antisemitism/voices/transcript/?content=20090423

Extra Credit: Calvin German Propaganda Archive - Propaganda was central to Nazi Germany. This page is a collection of English translations of National Socialist propaganda for the period 1933-1945, part of a larger site on German propaganda. The goal is to help people understand the great totalitarian systems of the twentieth century by giving them access to primary material. The archive is substantial. For extra credit, click on the following link and learn more about the use of propaganda in Nazi Germany. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class.  http://www.calvin.edu/academic/cas/gpa/ww2era.htm 

Extra Credit: Nazi Propaganda (BBC) - The story of the Nazi rise to power in the Germany of the 1930s is often seen as a classic example of how to achieve political ends through propaganda. The Nazis themselves were certainly convinced of its effectiveness, and Adolf Hitler devoted two chapters in his bookMein Kampf ('My Struggle', 1925), to an analysis of its use. He saw propaganda as a vehicle of political salesmanship in a mass market, and argued that it was a way of conveying a message to the bulk of the German people, not to intellectuals.  For extra credit, click on the following link and learn more about the use of propaganda in Nazi Germany. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml

WWII EC: Nazi Propaganda - The Poisonous Mushroom

Extra Credit: The Poisonous Mushroom - The children's book "Der Giftpilz" was published by Julius Streicher’s publishing house in 1938. The title is German for "The Toadstool" or "The Poisonous Mushroom" and the book was intended as anti-Semitic propaganda. It was aimed particularly at kids, and was sometimes used in the schools. Propaganda Minister Joseph Goebbels did not think a lot of the book. In his diary entry for 29 May 1938 he writes: “Streicher has published a new children’s book. Terrible stuff. Why does the Führer put up with it?” For his contribution for infesting the minds of young Germans with feelings of hatred and malice towards Jewish people and others, Julius Streicher was executed as a war criminal in 1946 after WWII's end. For extra credit, click on the following link and read the book. Write a minimum 1 page summary about what you learned, relating it to what was discussed in class. http://archive.org/stream/ThePoisonousMushroom/PoisonousMushroom#page/n0/mode/2up

Extra Credit: Propaganda and Children during the Hitler Years -  Propaganda and Children during the Hitler Years.

http://www.calvin.edu/academic/cas/gpa/story2.htm

WWII EC: Propaganda Cartoons - Anti-Axis Propaganda Medium

Background - When it was clear that World War II was approaching, Americans did not want to go to war. Having sustained losses in World War I and only now coming out of an economic crisis, most Americans thought that energies should be spent here at home, improving America, instead of becoming involved in war overseas. Even as the war started in Europe with the invasion of France, many Americans thought that the U.S. should avoid becoming involved. However, the government recognized that American participation was necessary, and quickly stepped up pro-war propaganda. During World War II (1941–45), American propaganda was used to increase support for the war and commitment to an Allied victory. Using a vast array of media, propagandists fomented hatred for the enemy and support for America's allies, urged greater public effort for war production and victory gardens, persuaded people to save some of their material so that more material could be used for the war effort, and sold war bonds. Patriotism became the central theme of advertising throughout the war, as large scale campaigns were launched to sell war bonds, promote efficiency in factories, reduce ugly rumors, and maintain civilian morale. In addition to the familiar use of propaganda posters, comic books, cartoons, animation, and film were also used as well by both the Allies and Axis powers.

• Comic books and cartoons - Comic strips, such as Little Orphan Annie introduced war themes into their stories.Even before the war, sabotage and subversion were common themes in action-oriented strips.Just as is done today, editorial cartoonists also sought to sway public opinion. For example, Dr. Seuss supported interventionism and an end to US neutrality even before the attack on Pearl Harbor.
• Many comic book superheroes were shown combating Axis spies or activities in America and elsewhere, for example comic books depicting Superman attacking German forces. 

Extra Credit: Dr Seuss Goes To War - Dr. Seuss’s World War II Political Propaganda Cartoons - 
http://www.brainpickings.org/index.php/2012/08/10/dr-seusss-wartime-propaganda-cartoons/
http://libraries.ucsd.edu/speccoll/dswenttowar/
http://www.comicsalliance.com/2009/11/13/dr-seuss-goes-to-war-WWII-nazis/
http://www.pbs.org/independentlens/politicaldrseuss/gallery.html\
http://www.thebreman.org/the-museum/winter10w.pdf

http://www.teacheroz.com/WWIIpropaganda.htm

http://blogs.baylor.edu/propagandaovertime/

http://library.thinkquest.org/C0111500/ww2/american/amerprop.htm

Scene from Disney's Education for Death 

Animation Films/Cartoons - World War II transformed the possibilities for animation. Prior to the war, animation was seen as a form of childish entertainment, but that perception changed after Pearl Harbor was attacked. On 8 December 1941, the U.S. Army immediately began working with Walt Disney. Army personnel were stationed at his studio and lived there for the duration of the war. A military officer was actually based in Walt Disney’s office. The U.S. Army and Disney set about making various types of films for several different audiences. Most films meant for the public included some type of propaganda, while films for the troops included training and education about a given topic. Films intended for the public were often meant to build morale. They allowed Americans to express their anger and frustration through ridicule and humor. Many films simply reflected the war culture and were pure entertainment. Others carried strong messages meant to arouse public involvement or set a public mood. Cartoons such as Bugs Bunny Bond Rally and Foney Fables pushed viewers to buy war bonds, while Scrap Happy Daffy encouraged the donation of scrap metal, and Disney's The Spirit of '43 implored viewers to pay their taxes. WARNING: Viewed through today's lens we can see the "cultural insensitivity" that existed at the time towards "the enemy" as was depicted in the cartoon images. Today we would correctly see many of the images in the cartoons as not only culturally insensitive, but downright racist, and as a result may rightfully find them offensive. 

US Anti-Axis Cartoons/Animated Film

Education for Death (1943)

In Der Fuehrer's Face (1943)

The Ducktators (1942)

WWII propaganda cartoon

The New Spirit

Three Little Pigs 

The Income Tax  

WWII Cartoon (1942)

Donald Duck Army Ranger (1944)

Any Bonds Today

Bury the Axis (1943) 

Stop That Tank! (1942)

Donald Duck  Sky Trooper (1942)

Goofy - How to be a Sailor 

War Dogs (1943)

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Private Snafu - Booby Traps

Private SNAFU  Camoflague 

Private Snafu Fighting Tools 

Private Snafu Gas (1944)

Private Snafu The Outpost 

Soviet Anti-Axis Animated Films

How was propaganda used in WWII?

http://www.schoolhistory.co.uk/lessons/propaganda/propaganda_lesson.html

WWII EC: Hitler

Extra Credit: Hitler Overview - Watch the various clips below that relate to Hitler's life. For extra credit, write a minimum 1 page summary about what you learned, relating it to what was discussed in class. 

Hitler Mini-Biography 

The Ideas of Hitler 

Hitler's Rise to Power 

Hitler's Germany and the "Master Race" 

About Hitler and the Nazi Party 

How Hitler Died

Extra Credit: 42 Ways to Kill Hitler (Assassination plots) - Adolf Hitler is perhaps the most feared and despised man of the 20th century. Not surprisingly, there were over 40 documented attempts on Hitler’s life.
Assassins ranged from simple craftsmen to high-ranking soldiers in the Hitler's own military. The following documentary is aided by cutting-edge CGI, security experts who explain why the plots failed. Using modern weapon and explosive experiments, the film determine what slight change could have made the missions successful. Historians theorize how history would have been altered had just one of the killers eliminated Hitler. This documentary from National Geographic examines the numerous historical plots to kill the Fuhrer and why they floundered, either way one could get the picture that Adolph Hitler was not well liked. For extra credit, watch the following video and write a minimum 1 page summary about what you learned, relating it to what was discussed in class.

Extra Credit: The Rise of Hitler Interactive Webpage - Click on the following link to learn more about the rise of Hitler. On the site, there are five sections to this lesson - you can work through them by following the links below. The key objective to the lesson is to be able to explain how and why Hitler was able to come to power. For extra credit, write a minimum 1 page summary about what you learned, relating it to what was discussed in class. Link to webpage. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm

Resistance to the Holocaust: Jewish Partisans and others

Add Jewish Partisans
defiance PLUS site

http://www.jewishpartisans.org/t_switch.php?pageName=students+default

Partisan definition:
an adherent or supporter of a person, group, party, or cause, especially a person who shows abiased, emotional allegiance.
Military . a member of a party of light or irregular troops engaged in harassing an enemy, especially amember of a guerrilla band engaged in fighting or sabotage against an occupying army.

WWII EC: Nazism/Nazi Ideology: Nazi Party

Nazism/Nazi Ideology: Hitler and The Nazi Party 

Extra Credit: Conspiracy - In January 1942 a conference is assembled in Wannsee to discuss the "evacuation" of Germany's Jews and other "undesirables". "Evacuation" is a code word for the Nazi government's  extermination policy. It is quickly established by those present that there is a significant "Jewish problem", in that the Jews of Europe cannot be efficiently contained, nor can they be forced onto other countries. As the movie progresses and attendees of the conference discuss how to deal with the "Jewish problem", it becomes evident that a "comprehensive, final solution" has already been decided upon and this intense meeting is more of a mere informative informality. This intense drama, which peeks into the mentality of those behind the organization of the systematic murder of millions of people, is based on the only surviving records of the conference and is HIGHLY recommended! For extra credit watch the videos that and write a minimum 1 page summary about what you learned, relating to what was discussed in class.

Full length film - https://drive.google.com/file/d/0By3zlzk3Z1HxVVhZanlIRkYxaUU/view?usp=sharing

Extra Credit: The History Channel - Click on the following links to learn more about the Nazi Party and the rise of Nazism. For extra credit, write a 1 page summary about what you learned from each of the following links, relating it to what we have discussed in class. 

1. Overview of the Nazi Party, including Hitler's rise to power - http://www.history.com/topics/nazi-party
2. Overview of the Nazi "SS", founded in 1925, the "Schutzstaffel," German for "Protective Echelon," initially served as Nazi Party leader Adolf Hitler's personal bodyguards, and later became one of the most powerful and feared organizations in all of Nazi Germany - http://www.history.com/topics/ss
3. History of the Gestapo - the political police of Nazi Germany. The Gestapo ruthlessly eliminated opposition to the Nazis within Germany and its occupied territories and was responsible for the roundup of Jews throughout Europe for deportation to extermination camps. http://www.history.com/topics/gestapo 

Extra Credit: Nazi Rallies and Nazism - Watch the following clips about Nazism and write a minimum 1 page summary of what you learned and your impressions about Nazism.

Extra Credit: Hitler's Germany and The Master Race - According to Nazi theories of race, Germans and other northern Europeans were "Aryans," a superior race. During World War II, Nazi physicians conducted bogus medical experiments seeking to identify physical evidence of Aryan superiority and non-Aryan inferiority. Despite killing countless non-Aryan prisoners in the course of these experiments, the Nazis could not find any evidence for their theories of biological racial differences among human beings. During World War II, the Nazi leadership set about what they referred to as an "ethnic housecleaning" in the occupied Eastern territories of Poland and the Soviet Union. This policy included the murder and annihilation of so-called enemy "races," including the genocide of European Jews and the destruction of the leadership of the Slavic peoples. Nazi racism produced murder on an unprecedented scale. For extra credit, write a 1 page summary about what you learned from the following video and link, relating it to what we have discussed in class. http://www.ushmm.org/wlc/en/article.php?ModuleId=10005184

About Hitler and the Nazi Party

Extra Credit: Inside the Nazi State: Suppoters - This documentary presents the recoellections and opinions of a number of people who supported Hitler and the Nazis. It’s particularly interesting to see the reasons they give for why they supported them. For extra credit, watch the following video clips about how and wht the Nazi party gained support during this period and write a minimum 1 page summary of what you learned and about support for Nazism.

Extra Credit: Rise and Fall of the Third Reich - The documentary The Rise and Fall of Third Reich uncovers familiar anecdotes and fascinating details about the people who comprised the Nazi Party, and raids the treasure trove of archives the Nazis left behind, including rarely seen German newsreel recordings along with other unique footage carried home by Russian troops. For extra credit, write a 1 page summary about what you learned from each of the following video, relating it to what we have discussed in class. 

Extra Credit: Women During the Nazi Era - Hitler had very clear ideas about the woman's role in the Nazi state: she was the center of family life - a housewife and mother. Women in Nazi Germany were to have this role and Hitler was very clear on this. They should be good mothers bringing up children at home while their husbands worked. Outside of certain specialist fields, Hitler saw no reason why a woman should work. Education taught girls from the earliest of years that this was the lifestyle they should have. Women played a vital role in Adolf Hitler's plan to create an ideal German Community ("Volksgemeinschaft"). Hitler believed a larger, racially purer population would enhance Germany's military strength and provide settlers to colonize conquered territory in eastern Europe. The Third Reich's aggressive population policy encouraged "racially pure" women to bear as many "Aryan" children as possible. Women were expected to stay at home and look after the family. Women doctors, teachers and civil servants were not only forced, but expected to give up their careers. Their job was to keep the home nice for their husband and family - their life should revolve round the three "C"s: cooking, children, and church. Hitler even introduced a medal for women who had eight or more children! The Nazis had clear ideas of what they wanted from women. For extra credit, watch the following video and click on the links below, then write a 1 page summary about what you learned from each of the following links, relating it to what we have discussed in class. 

Women in the Nazi state - http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/womenrev1.shtml

Women in the Third Reich - USHMM 

http://www.ushmm.org/wlc/en/article.php?ModuleId=10005205

Women in Nazi Germany interactive - http://www.schoolhistory.co.uk/lessons/germany/women.html

The Role of Women in Nazi Germany - http://www.historylearningsite.co.uk/Women_Nazi_Germany.htm

The Frauen Warte was the Nazi Party’s biweekly illustrated magazine for women. This 1934 article explains what the role of women in the Nazi state was to be. Rather than being active in politics and public life, they were to form their homes and raise their children in ways consistent with the Nazi worldview.

http://www.calvin.edu/academic/cas/gpa/fw2-17.htm

Extra Credit: Life in Hitler's Germany - Watch the following brief videos that describe what everyday life was like in Hitler's Germany. For extra credit, write a minimum 1 page summary about what you learned, relating it to what was discussed in class. 

WWII EC: Nazism/Nazi Ideology - The Nazi Youth

NOTE: The following Extra Credits are for both US and World History classes. They are separated into topic areas, so read the directions to know what to do for each.

Nazism/Nazi Ideology: Hitler and the German Youth 

Extra Credit:  Hitler Youth - Watch the following clip showing German children being indoctrinated through the "Hitler Youth". Consider the ways in which the Hitler Youth spread the Nazi Party doctrine and beliefs to the young, and why would they want to focus on the male and female youth of Germany to support the Nazis? Write a 1 page summary about what you have learned, relating it to what we have discussed in class.

Hitler's Children, Part 1 

Part 2

Part 3

Part 4

Part 5 

Extra Credit: Swing Kids - Watch this trailer and edited clip from the movie Swing Kids, which tells the story of a close-knit group of young kids in Nazi Germany who listen to banned swing music from the US. In Nazi occupied Germany, the youth of the nation were pressed into joining a pro-Nazi Youth League called the "Hiterjugend", or Hitler Youth. A group of rebel teenagers, however, chose to defy Nazi directives and grew their hair long and listened to American music while calling themselves the "Swing Kids." This is the story of one group of Swing Kids and how Nazi rule and persuasion tore them apart and set them against each other. In World War II Germany, Swing music becomes the underground movement of young people. Two engineering students attempt to be Swing Kids by night and Hitler Youth by day. 

Soon dancing and fun leads to more difficult choices as the Nazi's begin tightening the grip on Germany. Each member of the group is forced to face some tough choices about right, wrong, and survival. 

The impact of this decision is felt acutely by their friends and families. Watch the following clips then click the link below to watch the entire movie online. For extra credit, write a 1 page summary about how what you have seen relates to the Nazi Hitler Youth program during WWII.

Full length link - http://historylovesyou.blogspot.com/2010/01/blog-post.html

Movie Trailer:

WWII EC: True Meaning of Aryan and the Swastika

NOTE: The following Extra Credits are for both US and World History classes. They are separated into topic areas, so read the directions to know what to do for each.

The True Meaning of Aryan and the Swastika

Extra Credit:The True Meaning of Aryan and the Swastika - In modern English Aryan it is often used to signify the Nordic racial ideal of blond hair and blue eyes promoted by the Nazis. As the American Heritage Dictionary of the English Language states at the beginning of its definition, "Aryan, a word nowadays referring to the blond-haired, blue-eyed physical ideal of Nazi Germany, originally referred to a people who looked vastly different. Its history starts with the ancient Indo-Iranians, peoples who inhabited parts of what are now Iran, Afghanistan, Pakistan and India (see map)."In fact, the word "Iran" is the Persian word for land/place of the Aryan. In modern times, the terms "Indo-Iranians" and "Indo-Europeans" have, according to some, made most uses of the term 'Aryan' no longer necessary. Watch the following movies and click on the related link below that highlight the TRUE meaning of the Swastika. For extra credit, write a minimum 1 page summary about what you learned, relating it to what we discussed in class.

The History of the Swastika 

for more information, visit the following website - http://history1900s.about.com/cs/swastika/a/swastikahistory.htm

WWII EC: Diversity in the US Armed Services - Women

Diversity in the US Armed Services: Women 

Extra Credit: Diversity of the US Armed Services - Write a minimum 1 page summary about what you learned from the following videos about women in the armed services during WWII, remembering to relate it to what was discussed in class.

Diversity in the US Armed Services - Women 

Click on the following link to read more about women in the Armed Services during WWII. http://www.mnhs.org/library/tips/history_topics/133women_military.htm

WWII EC: Diversity of the US Armed Services - Native Americans

Diversity of the US Armed Services: Native Americans  

Extra Credit: Diversity of the US Armed Services -  Write a minimum 1 page summary about what you learnedfrom the following links and videos in relation to Native American in the Armed Services. Remember to relate your summary to what was discussed in class.

Diversity in the Armed Services - Native Americans 

Click on the following links to read more about Native Americans in the Armed Services during WWII.
http://www.shsu.edu/~his_ncp/NAWWII.html
http://www.history.navy.mil/faqs/faq61-2.htm

The Navajo Code talkers were a small band of warriors who created an unbreak

able code from the ancient language of their people and changed the course of modern history. Click on the following link to learn more about the Code Talkers of WWII.

http://www.navajocodetalkers.org/

Hollywood Portrayls of Navajo Code Talkers - "Windtalkers"