Home/Guidance material for university and general education teachers/How I, a teacher, can prevent extremism in a classroom?/Exercises/Exercise 2: “…but Hitler built strong roads!”

Exercise 2: “…but Hitler built strong roads!”

The main aim of the exercise: analyse statements and drain of thoughts that can support radicalisation and extremist milieu

Duration: 45-90 minutes

Form: an individual essay and group discussion

Methods: essay writing and group work

Age group: upper secondary school

Teaching materials: Paper, pencils

Instruction for the teacher

Every now and then, dictators, extremists, and even terrorists are supported by their followersby setting up arguments based on selective focus on accomplishments in areas other than domestic and foreign policy, e.g. the construction of highway (Reichsautobahn). This can take place especially when extremism is discussed in the classroom. Can the accomplishments in selected domains (e.g. infrastructure, employment rate, economic growth) of a regime that used the outcomes of these achievements for inhuman and morally evil purposes be morally assessed without due consideration of crimes of war and the Holocaust? Or, in a more complex way, were the abovementioned accomplishments an instruments that contributed to the ability of the Hitler’s regime to do evil deeds?

First, ask students to read the following article: Trump told chief of staff Hitler ‘did a lot of good things’, book says | Donald Trump | The Guardian

Second, let them write an essay about the article answering to following questions:

  • What was the perspective of Trump?
  • Why it is dangerous to ‘sugar coat’ Hitler’s actions?
  • Can you bring any examples of ‘sugar coating’ extremists, dictators or terrorists?
  • Can the accomplishments in selected domains (e.g. infrastructure, employment rate, economic growth) of a regime that used the outcomes of these achievements for inhuman and morally evil purposes be morally assessed without due consideration of crimes of war and the Holocaust? Or, in a more complex way, were the abovementioned accomplishments an instruments that contributed to the ability of the Hitler’s regime to do evil deeds?

Third, ask the students to exchange their essays and discuss and feedback each others’ work.

Fourth, ask them to bring out the main themes and ideas and write them down together.