FilmQ07_Ch23-24: World War Looms!
Over the Edge
How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events.
Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
SOURCE: The Century: America’s Time Video Series by CenturyAmericasTime ! a!t https://www.youtube.com/playlist?list=PLC8D9DC28C3EC5223!
OVER THE EDGE
This episode documents the years that led up to the beginning of World War II. From burning books to Kristallnacht, this episode examines the anti-Semitism that eventually dominated German thinking. It also analyses the new ways in which leaders were able to use the technology of the twentieth century, such as the media for propaganda purposes and offers a d!omestic view to the European conflict, and how and where Americans received their information.
Context: United States, 1933- 1941, The impact of the New Deal and the coming of World War.
1. Germany hosted the 1936 Summer Olympics. How did Hitler use the 1936 Olympics to promote his Nazi Party?
2. American Jesse Owens’ stunning victory in the 100-meter race angered Adolph Hitler. How did Owens’ victory shatter the Nazi propaganda about Aryan supremacy?
3. Franklin Delano Roosevelt was a master of the media. How did he use the media to do battle in the Great Depression? How did he use the media to rally support during World War II?
4. How did Adolph Hitler use propaganda and the media to achieve his desired goals?
5. In the late 1930s, the Nazi Party in Germany burned books. Why did they do this?!
How can books be considered such a threat that some might find it necessary to burn!
6. What were the Nuremberg Laws? How did they affect the Jewish population of!
Germany and German-occupied states?
7. England and its Prime Minister, Neville Chamberlain, seemed to appease Hitler.
Why did they choose this passive strategy?
8. What was Kristallnacht? What prompted this show of Nazi aggression?
9. Why did the United States refuse to let the St. Louis dock in the United States and allow its passengers to emigrate?