Students view a famous photograph from the period of the Holocaust and brainstorm the thoughts of one of the people depicted. Then they learn about the Holocaust and create a timeline. Next they analyze the Warsaw Ghetto uprising and they imagine the reaction of Allied soldiers liberating a concentration camp. Finally they analyze Martin Niemöller’s speech, “They came for…”
Students are introduced to the Holocaust and its targeted groups, then 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 post at least two complete thoughts to a class wall describing what might be going through that person’s mind during the event.
Teacher MovesProvide an overview of the experience and its sensitive content, highlighting that students will explore how the Holocaust occurred and its impact. Select and share at least one student response for each of the four perspectives, using them to prompt discussion about how thoughts differ by point of view and how such events could happen. As needed, draw on background information about the photograph to deepen context.
Students study an image of prisoners being selected at Auschwitz-Birkenau and read explanatory text about Nazi racial ideology, antisemitic laws, ghettos, concentration camps, and extermination camps. Using the Timeline of the Holocaust, they select four significant events or periods and place them on a brief timeline graphic organizer. They then read Essential Facts About the Holocaust, focusing on differences between concentration and extermination camps, and complete a class table by listing up to three memorable details about the Holocaust.
Teacher MovesClarify key terms and phases of the Holocaust as needed. Review students’ timelines, highlighting especially significant events such as the Nuremberg Laws, Kristallnacht, the sealing of ghettos, the start of deportations, mass extermination, and death marches. After students complete the table of memorable details, lead a discussion that surfaces and organizes their selected details to build a shared understanding of what the Holocaust was and how it unfolded.
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 reasons resistance was so difficult. They post to a class wall explaining why someone might choose to resist despite extreme danger. Next, they read US Forces Liberate Buchenwald to learn about the liberation of a concentration camp, then imagine themselves as American troops arriving at a camp and post a description of their first reaction. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesShare an interesting or exemplary response about motives for resistance to spark discussion about courage, survival, and helping others. Encourage students who are interested to explore additional information about resistance at The Warsaw Ghetto Uprising. After students imagine the reactions of liberating troops, monitor and support the peer-response discussion, helping students connect emotional reactions to the historical realities of liberation.
Students read background information about Martin Niemöller and then study his quotation beginning “First they came for the Socialists…”. They post to a class wall explaining how Niemöller might answer the questions “How could we have let it happen?” and “How can we prevent similar evils from ever happening again?” and share their own views on whether people have an obligation to stop persecution of minorities.
Teacher MovesHighlight one or more thoughtful student posts to launch a discussion of the historical and ethical issues raised by the Holocaust and Niemöller’s words. Explain that Niemöller was criticizing ordinary Germans for remaining silent instead of defending persecuted neighbors, and, if appropriate, direct students to read Martin Niemöller: “First They Came for the Socialists…” for more context. Prompt students to consider the quotation as a primary source, discussing its validity and point of view, and remind them that the Geneva Convention was adopted in response to the Holocaust and other war crimes.
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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