Reading

The Common Interest before Self-Interest (en español)

Read the text of a widely distributed Nazi pamphlet that outlined National Socialism's central goals and defined what it meant to be German. This resource is in Spanish.

Last Updated: August 2, 2016

This resource is intended for educators in the United States who are applying Spanish-language resources in the classroom.

Reading

Language

Spanish

Also available in:

English — US

Asunto

History

The Holocaust

El interés común antes que el propio

Seis años antes de que Hitler tomara el poder en Alemania, Joseph Goebbels, el experto en propaganda del Partido Nacionalsocialista, publicó un panfleto que se reimprimiría muchas veces durante los años del nazismo. En él se enunciaban los objetivos del nacionalsocialismo:

¿Cuál es el primer mandamiento de todo nacionalsocialista?

¡Ama a Alemania más que a nada y a tus compatriotas alemanes más que a ti mismo!

¿Cuál es el objetivo de la idea nacionalsocialista de la libertad?

¡Crear la comunidad nacional de todos los alemanes honradamente creativos!

¿Cuál es el contenido de esa comunidad nacional?

¡Libertad y pan para todos los alemanes!

¿Quién es un compañero alemán, un camarada racial?

Todo alemán honestamente creativo lo es, ¡siempre que su sangre, sus costumbres, su cultura sean alemanas y siempre que hable la lengua alemana!

¿Cuál es el principio económico básico con el que el nacionalsocialismo desea sustituir la actual guerra económica de todos contra todos?

¡El interés común antes que el propio!¹

Preguntas de contexto

¿Cómo define este panfleto lo que significa ser alemán? ¿Qué cree que quería decir Goebbels con la expresión “comunidad nacional”? ¿Qué podría haber querido decir con “alemán honestamente creativo”?
¿Qué ofrecía el nacionalsocialismo a estos alemanes “honestamente creativos”?
¿Qué les pedía?
¿Por qué cree que este panfleto se reimprimió repetidamente? ¿Por qué querría un gobierno fomentar los valores expresados en el panfleto?
¿Cómo define este panfleto la relación entre el individuo y la sociedad?

1Citado en Joachim Remak, ed., The Nazi Years: A Documentary History (Nueva York: Simon & Schuster, 1969), 39.

Unit

Explore the motives, pressures, and fears that shaped Americans’ responses to Nazism and the humanitarian refugee crisis it provoked during the 1930s and 1940s.

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Unit

Designed for California 10th grade world history courses, this unit guides students through a study of the Holocaust and the Armenian Genocide that focuses on choices and human behavior.

Assessment

Students begin to understand and stake out a preliminary position in response to the assessment writing prompt.

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Assessment

After learning about the Armenian Genocide, students reflect on the writing prompt a second time by adding a historical lense.

Lesson

Students connect themes from the film to Chimamanda Ngozi Adichie's concept of “single stories," and then consider what it would take to tell more equitable and accurate narratives.

Assessment

Students incorporate new evidence from the history of the Weimar era into the position they are developing.

Assessment

Students consider how what they've learned about the rise of the Nazi Party influences their thinking about the essay prompt and practice making inferences.

Assessment

Students review the documents and videos from previous lessons and consider what information supports, expands, or challenges their thinking about the essay.

Lesson

Students view the film, analyze a primary source from the Oyneg Shabes archive, and consider why it matters who tells the stories of the Jews in the Warsaw Ghetto.

Assessment

Students reflect on, gather evidence for, and discuss the unit writing prompt in its entirety.

Assessment

Students reflect on the unit as a whole and begin to write a strong thesis statement for their essay.

Unit

Invite students to reflect on why it matters who tells our stories as they view a documentary film about the profound courage and resistance of the Oyneg Shabes in the Warsaw ghetto.

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The Common Interest before Self-Interest (en español)

At a Glance

Language

Asunto

El interés común antes que el propio

Preguntas de contexto

Get the Handout

You might also be interested in…

Americans and the Holocaust: The Refugee Crisis

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Adding to Evidence Logs, 2 of 4

Adding to Evidence Logs, 3 of 4

Watching Who Will Write Our History

Adding to Evidence Logs, 4 of 4

Refining the Thesis and Finalizing Evidence Logs

Teaching Who Will Write Our History

The Common Interest before Self-Interest (en español)

At a Glance

Language

Asunto

El interés común antes que el propio

Preguntas de contexto

Get the Handout

You might also be interested in…

Americans and the Holocaust: The Refugee Crisis

Teaching the Holocaust and Armenian Genocide: For California Educators

Introducing and Dissecting the Writing Prompt

Introducing Evidence Logs

Telling Our Histories

Adding to Evidence Logs, 1 of 4

Adding to Evidence Logs, 2 of 4

Adding to Evidence Logs, 3 of 4

Watching Who Will Write Our History

Adding to Evidence Logs, 4 of 4

Refining the Thesis and Finalizing Evidence Logs

Teaching Who Will Write Our History

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