Building on the foundation of long-standing anti-Judaism and anti-Semitism, the Nazi's added "new truths" to the stereotype, such as the link to Bolshevikism. In a way, stereotypes themselves are a kind of built "truth," something fabricated and modified outside of the light of reason and objective thinking.
What is very distressing is that the Nazis created and disseminated children's books and games designed to help little German boys and girls learn to recognize Jews and to understand how bad they were for Germany. The goal was to get those preconceptions hard-wired before any contraditions entered into the chilsren's lives.
A good example of this kind of children's propaganda is the second poster the page from a children's book showing a classroom of students learning how to recognize Jews. Take a look also at a children's game, in which the winner was the one who found the most hidden Jews and expelled them.
So, we have touched on propaganda as appealing to emotions rather than reason, as well as the use of both positive and negative associations, the cultural substratum of stereotypes and bias that serve as a foundation for much propaganda. We have opened the door en route to how human beings tend to gravitate toward unfounded generalizations and groupings, and we have raised the issue of whether we aren't unwitting accomplices. After wrestling with the Nazis, we've come back to wrestle with ourselves.
Carry this information - the new thoughts and unanswered questions - into the rest of our lesson. See what you can make of it. There is more to come . . .