Students learn about the Nazi Holocaust through primary sources such as photos and oral histories, as well as secondary sources. Then, they learn about the liberation of the concentration camps by the victorious Allied armies at the end of the war. Finally, they survey other historical examples of genocide, such as in Rwanda and Myanmar (Burma).
Students read an introduction to the Holocaust and examine a historical photograph of Jews arrested during the Warsaw ghetto uprising. They choose a perspective (the boy with raised hands, a woman, a soldier, or the photographer) and write at least two sentences on a shared wall describing the thoughts that might be going through that person’s mind during the event.
Teacher MovesPreview the experience, emphasizing the sensitive nature of the content and, if needed, plan to teach it over multiple sessions. Review the lesson objectives and, using the Holocaust timeline resource in the teacher pack for background, prepare to contextualize the phases of the Holocaust. After students post, select at least one response for each of the four perspectives and lead a discussion comparing points of view and exploring how such events could happen, helping students begin to process the emotional and historical significance of the image.
Students view an image of German soldiers selecting prisoners at Auschwitz-Birkenau and read explanatory text about Nazi racial ideology, anti-Jewish laws, ghettos, concentration camps, and extermination camps. They use an online timeline resource to identify key events of the Holocaust and place four significant events or periods on a brief graphic-organizer timeline. Next, they read Essential Facts About the Holocaust to deepen their understanding of the differences between concentration and extermination camps, then record up to three memorable details in a shared class table.
Teacher MovesClarify key terms such as “Aryan,” “Final Solution,” ghettos, concentration camps, and extermination camps as students read. Support students in selecting historically significant events for their timelines and in sequencing them accurately. After students complete the table, facilitate a whole-class discussion of the details they chose, using their responses to build a general, accurate understanding of the Holocaust and to address misconceptions.
Students examine an image of armed members of the Jewish resistance and read about resistance efforts in ghettos and camps, including the Warsaw ghetto uprising and factors that limited resistance. They respond individually on a wall to the question of why someone might choose to resist despite the dangers. Next, they watch Scenes from the Liberation of Buchenwald and read Liberation to learn how Allied troops liberated the camps. Students then imagine themselves as American soldiers arriving at a concentration camp and post a description of their first reaction, followed by reading classmates’ posts and replying to at least two with questions or positive comments.
Teacher MovesHighlight examples of resistance and explain the severe constraints prisoners faced. Share one or more thoughtful student responses about resistance to prompt discussion of courage, risk, and moral choice, and direct interested students to additional information in The Warsaw Ghetto Uprising. Before and after students engage with the liberation video and reading, prepare them for the disturbing content and debrief their emotional reactions. Use selected student posts about liberation as a springboard to discuss the conditions in the camps at war’s end and the complex reactions of both liberators and survivors.
Students read background information about Martin Niemöller and then study his quotation beginning “First they came for the Socialists….” They post on a shared wall explaining how they think Niemöller would answer the questions “How could we have let it happen?” and “How can we prevent similar evils from ever happening again?” and then respond to at least two classmates’ posts with questions or comments.
Teacher MovesIntroduce Niemöller as a primary witness to the Holocaust and read the quotation aloud, emphasizing its progression and message about speaking out. After students post, select several insightful responses to launch a discussion about responsibility, bystander behavior, and the ethical lessons of the Holocaust. Encourage students to express their views constructively and, as appropriate, draw on the article Martin Niemöller: “First They Came for the Socialists…” to discuss why the quotation is considered a primary source and how his experience shapes the validity of his perspective.
Students read an explanation of the terms Holocaust and genocide and are reminded that genocide has occurred in other historical contexts. In small groups, each assigned a specific genocide (such as Armenia, Cambodia, Bosnia-Herzegovina, Rwanda, or the Rohingya in Myanmar), they research their topic using online sources and create a group report. The report includes when and where the genocide occurred, victim and perpetrator groups, causes and effects, victim statistics, international responses, and at least one relevant image, with optional multimedia. Groups post their report to a shared wall or link to a product created with a digital presentation tool.
Teacher MovesAssign each small group a different genocide case and specify the time available for research and preparation. Direct students to the suggested research resources in the student materials and monitor groups as they gather information, ensuring they address all required components and use sources appropriately. After reports are posted, have groups present their findings orally to the class, integrating their written and visual materials, and then guide a comparative discussion of the different genocides, drawing connections to the Holocaust and to the broader concepts of prevention and international response.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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