Lessons of the Holocaust:
A Personal Reflection

And I Said Nothing
In Germany
They first came for the communists
and I didn’t speak up because I wasn’t a communist.
Then they came for the Jews,
and I didn’t speak up because I wasn’t a Jew.
Then they came for the trade-unionists,
and I didn’t speak up because I wasn’t a trade unionist.
Then they came for the Catholics,
and I didn’t speak up because I was a Protestant.
Then they came for me––
and by that time
no one was left to speak up.

-- Pastor Martin Niemoller, 1945

TASK:  The year is 1945. You are 15 years old and a German citizen. You have been witness to one of the greatest atrocities in human history.

In your journal, write a one page reflection on the holocaust using the above quote as a guide as well as the guiding questions listed below. 

Guiding Questions: 

• Who is to blame for the Holocaust? 
• Could the Holocaust have been stopped? 
• How do the "Stages of Isolation" show the gradual persecution leading to the annihilation of the Jews?
• What did you do in reaction to the stages of isolation as you lived in Germany during the Third Reich?   
• How does the passage "And I Said Nothing" portray the actions of the people in Germany during Third Reich?  What is the danger in saying or doing "nothing"? 
• What lessons must be learned from the Holocaust?
• How do we, as responsible and aware human beings, ensure that an event such as the Holocaust or any type of racial genocide never occurs again?

Instructions:

1. The essay should be typed, double spaced, using 12 point font.
2. Be creative, try to put yourself in the time period described.
3. Think critically

RUBRIC: Personal Reflection of the Lessons of the Holocaust

Criteria	Level 1	Level 2	Level 3	Level 4
Evidence of historical argument (T/I and A)	- little evidence of analysis (e.g., cause-effect relationships) displayed	- some evidence of analysis of situation shown with a mix of personal and historical detail	- evidence of analysis shown and the reader/listener can distinguish between historical and personal details presented	- arguments presented in presentation balance personal and historical details and analysis clearly to the reader/listener
Understanding of historical context (K/U)	- references are contemporary; role not clearly set in past	- some evidence that role is in an historical context	- role clearly viewed as being part of a particular time and place with considerable knowledge of topic	- role consistently viewed as being part of a particular time and place using rich detail to describe historical context
Assumption of role (C and A)	- limited attempt to be in role	- attempt to be in role clearly seen, though the role-taking may not be consistent	- role-taking is consistent	- role-taking is consistent and personal so that the reader/listener feel “transported back in time”
Organization of presentation/ communication (C)	- limited effort to organize so that communication lacks coherence	- some organization shown with conventions of speech and writing are observed at least some of the time	- organization shown with conventions of speech and writing are observed most of the time	- organization is clear and conventions of oral and written communication consistently observed
Persuasiveness (C and A)	- little sense of audience shown, little impact	- some sense of audience shown with some impact	- product has impact on audience	- product engages audience and is believable

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.