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Welcome to the EC Ning Online Workshop on Nazi Propaganda presented by the United States Holocaust Memorial Museum. Your facilitators are Carol Danks and Laurie Schaefer, both Museum Teacher Fellows and members of the Regional Education Corps for the USHMM.  This workshop will last for 21 days, from January 30-February 19th. So that you can best plan your time, here is the general outline for the workshop: Introduction & Overview: "State of Deception: Nazi Propaganda Online Workshop" January 30-February 1: Orientation to the State of Deception Website and Media Literacy questions February 2nd -7th Module 1: Exploring the concept of Inclusion through the theme: Defining the Enemy, Making a Leader, Rallying the Nation, and Indoctrinating the Youth. February 8th-12th: Module 2: Exploring the concept of Exclusion through the theme: Defining the Enemy February 13th-16th: Module 3: Propagating messages of Inclusion and Exclusion through the themes: Writing the News and Deceiving the Public February 17th: Module 4: Exploring Post Holocaust Propaganda and De-Nazification through the theme: Assessing the Guilt February 18th-19th: Teaching about Propaganda in the classroom: Resources, Lessons, Online Polls  

Links to online magazines from around the world

A good site for finding online magazine in different categories.

"hey may be digital natives with instincts that allow them to use the latest app and easily share photos and video on social media platforms, but when it comes to evaluating information they access on the web, those from middle school through college aren't nearly as knowledgeable as some might think. In fact, they can't tell an ad from a news story or hate group propaganda from factual material from a respected news outlet. In fact, the Stanford History Education Group described students' reasoning ability when it comes to Internet information as "bleak." The group's 18-month project, "Evaluating Information: The Cornerstone of Civic Online Reasoning," looked at "the ability to judge the credibility of information that floods young people's smartphones, tablets and computers.""

"The surge in demand for its resources comes at a time of transition for Facing History. Since taking over as CEO and president from co-founder Margot Stern Strom in December 2014, Roger Brooks has been working on a five-year strategic plan to vastly expand the program's reach. He wants to employ more interactive digital tools, partner more with complementary organizations, and tap descendants of Holocaust survivors to perpetuate their stories. Facing History has more than 160 staff members in nine offices, as far-flung as San Francisco, Memphis, Toronto, and London. It has trained 48,000 teachers - a number it hopes to raise to 200,000 in five years - and hosts forums, seminars and workshops, both in person and online. Facing History's multimedia-rich website (www.facinghistory.org) offers free access to many of its resources."

"Media literacy is suddenly a front-burner issue for schools, thanks to the recent presidential election, a spate of reports on "fake news," and new research demonstrating just how ill-equipped young people are to critically evaluate information they encounter online and via social media. As a result, educators find themselves behind the eight ball, expected to help students negotiate everything from internet hoaxes, to partisan policy advocacy disguised as unbiased news, to a President-elect who has used Twitter to spread baseless claims originating in unfounded conspiracy theories."

"The online survey is not scientific but offers a wealth of information and insight about the post-election school climate. Participants included teachers from nearly all states and the District of Columbia. According to the report, those who responded may have been more likely to perceive problems than those who did not. It was distributed among several organizations that reach a large teacher population, including the American Federation of Teachers.  The report also offers a set of recommendations to help school leaders manage student anxiety and combat hate speech and acts of bias. In short, these recommendations are: Set the tone. Take care of the wounded. Double down on anti-bullying strategies. Encourage courage. Be ready for a crisis. Teaching Tolerance will further analyze the survey results and use the data to shape our resources and offerings to K-12 teachers and others who work in schools. Visit Voting and Elections: Resources for a Civil Classroom to view a package of materials currently available to help educators navigate these troubling times.

"To holistically prepare this new generation for life in an open society, what's needed is a new model for high-school civics; one that integrates American history and government, critical thinking, media literacy, and digital literacy. The goal of such education should not be merely to instill understanding of our online civic landscape, but how to navigate and participate in it in constructive and meaningful ways: Not what to think, but how to think."

"The case can be made that all subject areas are important, but students often lack the educational opportunities to put their learning from these subject areas to work in the real world. My students now take part in community research projects where I ask them to identify a problem or issue that they care about in our local community. Their topics have included the school dress code, teen drug use, bullying, rural road conditions, and suicide prevention. In this process, students undertake a variety of research efforts. They work with primary sources. They interview community members, fellow students, and school officials. They create online surveys, and they visit the library, the museum, and the courthouse. They seek out knowledge from experts (including other teachers) regarding statistics, technology, and hazardous chemical compounds. They even become experts on the ins and outs of state laws that are relevant to their causes. They learn to value evidence. Sometimes that causes students to change their minds too. But just gathering the information isn't enough. We have to do something with that information. We have to take action and argue for reasonable solutions to our community issues based on the best information available. The secret is harnessing the spirit each student holds for the issue they seek to solve and allowing that spirit to develop each student's ability to reason. If I can accomplish that, I find that my students care enough about their writing to revise, edit, spell, and punctuate just fine. A recent study also confirmed that students' mastery of conventions can improve as a by-product of writing arguments on topics they care about. But first I had to go bigger with my expectations and with the lessons I valued. I had to believe they could change the world around them if I gave them the opportunity."

SOMETIME back in 2000, Allen S. Rout, a systems programmer from Gainesville, Fla., posted a few photos of his 5-month-old son, Stephen, on his personal Web site. They were the kind of photos that every parent takes, but one in particular stood out: Stephen wearing a pair of red overalls, smiling in a crib. " The photo had faded from memory until last July, when Mr. Rout, curious about his online reputation, did a Google search of himself. Deep within the results pages, he found the picture of Stephen. Only, it wasn't exactly the same picture. He was surrounded by cartoonish word bubbles filled with Japanese writing: "Don't call me baby!" they read. "Call me Mr. Baby!" And there were other images in which the photo was transformed further: Stephen has a pompadour in one, a head full of snakes in another. His face was pasted onto Kurt Cobain's head, carved into Mount Rushmore and tattooed onto David Beckham's torso. He was an eight-bit video game character. He became a three-dimensional sculpture.

In this lesson, students experience various works of fine and performance art in the classroom and online as well as consider artists' and critics' definitions of art. They then create their own definitions and express them in the form of original works for an evening gallery opening.

" iCivics, a set of free online educational games developed by a nonprofit organization founded by former U.S. Supreme Court Justice Sandra Day O'Connor. Last November, as the contentious presidential election came and went, the game was played roughly 3 million times, nearly twice as many as the year prior. Much of that uptick was fueled by teachers hoping to engage their students without further inflaming often-raw emotions. "One of the things I like about iCivics is that it's a place for students to go where they're not going to get angry, because you know it's not going to be slanted," said Jo Phillips, a veteran civics teacher at West Virginia's Ripley High."

"Our own study of over 1.25 million stories published online between April 1, 2015 and Election Day shows that a right-wing media network anchored around Breitbart developed as a distinct and insulated media system, using social media as a backbone to transmit a hyper-partisan perspective to the world. This pro-Trump media sphere appears to have not only successfully set the agenda for the conservative media sphere, but also strongly influenced the broader media agenda, in particular coverage of Hillary Clinton."

McCain comments on the legacy of Giap who died recently. "To defeat any adversary, the late North Vietnamese Gen. Vo Nguyen Giap permitted immense casualties and the near total destruction of his country."

The moral is that the brevity of an e-mail message, a blog post, a text message, even a tweet, is no obstacle to powerful information, a persuasive argument, a literary moment, a zinger, a joke.