Lesson 2: Nazism and the Holocaust
Created
by: Adrienne Chong
CHC 2D1
Markville Secondary
Time: 4 - 5 periods
CGV.04D - demonstrate an understanding of
CGV.04D - ask questions, identify problems and effectively use historical
research methods to investigate topics and issues in history;
CCV.03D - explain how and why
SPV.01D - evaluate how and why changing economic conditions and patterns have affected Canadians
MHV.01D - ask questions, identify problems and effectively use historical research methods to investigate topics and issues in history;
MHV.02D - use a variety of information sources effectively when researching historical topics or issues, accurately record relevant information, and then organize information in a meaningful way;
MHV.03D - analyse and evaluate information when researching historical topics or issues;
MHV.04D - communicate effectively the results of research in presentations, and demonstrate an ability to apply insights from history to other situations.
Specific Expectations
CG2.05D - produce a timeline that charts and identifies significant historical events related to the Holocaust and World War II;
CG2.06D - analyse
MH2.03D - record and organize information effectively using notes, lists, concept webs, timelines, charts, maps, graphs, and mind maps.
MH3.01D - identify different viewpoints and explicit biases when evaluating information for a research report or participating in a discussion;
MH3.02D - distinguish between primary and secondary sources of information, and demonstrate an understanding of how to use each appropriately in historical research;
MH3.04D - use relevant and adequate supporting evidence to draw conclusions;
MH4.04D - demonstrate, after participating in dramatizations of historical events, insights into historical figures situations and decisions;
MH4.02D - demonstrate competence in research and writing.
CG2.05D - produce a timeline that charts and identifies significant historical events related to the Holocaust and World War II;
PRINT RESOURCES
Cruxton, J. Bradley,
Holocaust Posters (property
of Markville Secondary)
REPRODUCILBE
WORKSHEETS
The Wave http://www.markville.ss.yrdsb.edu.on.ca/history/chong/thewave.html
Hitler’s
Holocaust Poster
Assignment and Rubric http://www.markville.ss.yrdsb.edu.on.ca/history/history/can_holocaust1.html
VIDEOS
The Wave
Hitler’s Germany BBC
Cartoons of Rise of Nazi
Schindlers List
Band of Brother’s “Why we Fight”
Genocide Y.R.D.S.B
WEBSITE
“Markville Secondary
School: Grade 10 History” www.markville.ss.yrdsb.edu.on.ca/history/index.html
“Rise of Hitler and the Nazis” http://www.schoolhistory.co.uk/year9links/hitler.shtml
“Rise of Hiter
and Nazis” http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
“A Teacher’s Guide to the Holocaust” http://fcit.coedu.usf.edu/holocaust/timeline/VOCAB
“Timeline of the Holocaust” http://fcit.coedu.usf.edu/holocaust/timeline/timeline.htm
Description
In this activity students understand reasons for the rise
of Nazism; its nature; and, in particular, its racism. Students see how Nazi
racism grew over time and its impact upon its victims. Students assess
Day 1
1. Grabber: Teacher can put on overhead or PowerPoint the
following quotes. Have students reflect
on each quote. Teacher can disclose the
author of these quotes during discussion:
The
great masses of the people will more easily fall victims to a big lie than to a
small one.
How fortunate for leaders that men do not think.
The victor will never be asked if he told the truth.
The broad masses of a population are more amenable to
the appeal of rhetoric than to any other force.
The personification of the devil as the symbol of all evil assumes the living
shape of the Jew.
Class discussion:
·
How much
truth is embodied in these quotes (especially first four quotes). Do
they agree or disagree?
·
What is
the major difference between first four quotes and the last one? What feelings do you get from reading,
hearing and seeing the last quote?
·
How much
can one person sway or convince a crowd?
Has this ever happened to you?
·
Was
Hitler a good leader? Note the
difference between a good leader and a good man.
·
What are
the characteristics of a good leader?
·
Why
would people turn to a leader who stands for dictatorial and racist ideas and
policies?
·
How does
a leader maintain control over a country and its peoples?
2. Teacher
should recap ideologies of the Nazi Party.
A brief history (timeline) of the life of Hitler up to the 1930s can
also be given. Special notes to: youth, role in WWI, introduction to the Nazi
Party, the Munich Putsch 1923, prison term and Mein Kampf,
rise of Nazi Party, Reichstag Fire, Elections and Appointment to Chancellor in
1933. See website http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
3. Students think/pair/share effective methods of gaining and
maintaining power. Using a variety of print, video Hitler’s Germany, (see
handout http://www.markville.ss.yrdsb.edu.on.ca/history/chong/hger.html
) and visual material students develop an organizer on the methods Hitler and
the Nazis used to take advantage of existing unrest and social problems. A jigsaw activity or scavenger hunt format
can be used to build co-operative learning and teamwork skills. Students should note the use of force and
threat; the use of promises to various groups; the ability of Hitler to use
rhetoric, emotion, and paranoia to influence crowds; and Hitler's use of the
political structures to gain power legally at first. Teacher discusses with
students the ethics of using such methods.
4. Based
on the jigsaw activity, students submit a web chart for formative evaluation
indicating major elements and factors that Hitler and the Nazis used to gain
power and maintain control of
Day
2
1. Students brainstorm ideas and
formulate opinions on the “comforting” idea or feeling of “belonging” to a
group, team, family etc. A variety of
activities can be used to make the class grasp the sense of belonging to a group
/ team / club etc. Discuss the notion
of a leader within a group. What are the
necessary characteristics of a good or effective leader? (ie-
Discuss media or pop culture examples such as Survivor, The Apprentice
etc.) Have students brainstorm the
dangers of belonging to a group.
Initiate a discussion on the difference between a group of friends and a
gang? Ask: Why do people jump on the “bandwagon” at
certain times (ie. Maple Leafs, Raptors, Argos etc.)? What is the purpose? Students should also discuss the
differences and dangers of a leader, follower or “someone in-between”. More specifically—students should be albe to differentiate between a collaborator and a
bystander and assess which is more destructive.
Teacher should then make parallels to the rise of Nazism and the effects
of the Holocaust. (Quote: “The Holocaust
was not perpetrated or caused by hatred but by apathy” Agree or disagree?)
2. Show the class the video: The Wave. See handout http://www.markville.ss.yrdsb.edu.on.ca/history/chong/thewave.html
3. Class discussion: take up video handout. Could this happen today? Why or why not. Discuss the current hate crimes that have occurred in York Region / city / country / world in past year(s).
4. Students
identify major elements of Nazi ideology: beliefs and policies. Specifically,
they identify: extreme nationalism, authoritarian government, totalitarian social and cultural control, the use of force,
propaganda and racism as a method of scapegoating. Class discussion on the concept of anti-Semitism (examples)
and fascism and connections can be drawn to Nazi Germany.
Day 3 - 5
1. Teacher
should introduce and explain the concept of fascism and Anti-Semitism and
discuss its effects in
2. The
teacher focuses the attention of students on the effects of Nazi racism through
a reading of the Diary of Anne Frank, a clips of the movie Schindler's
List, Life is Beautiful, Band of Brother’s, Genocide or another emotive
piece. After a class debriefing on the material read or viewed, the specific
policies and events leading to the Holocaust are examined. Using a timeline on
the left-hand side of a sheet, students note laws that discriminated against
Jews and other minorities. The teacher asks students to recognize trends
appearing in these timelines. It becomes clear that from 1933 to 1945 increasing
harshness and infringement of rights, safety, and life became a reality for
Jews and other minorities in Nazi Germany. By 1941 the “final solution” was
being implemented across occupied
3. The
teacher shows the impact of Nazi racism on individuals and groups (statistics ) by using additional case studies and
documentary films. On the right hand side of the timeline sheet, students match
this new evidence with the timeline to see when it was implemented and the
impact on human beings.
4. The
class reads the passage: “And I Said
Nothing”. Students should brainstorm the
message of the passage to the reader. Teacher
introduces the “Five Stages of Isolation” = definition, stripping of rights,
segregation, concentration and extermination.
Student can draw connections for each stage from the timelines and
chronology of actions against Jews. As a
class, students examine Holocaust Posters in hallway. For homework and submission, students must
create a visual representation of an aspect of the Holocaust as viewed through
a stage(s) of isolation. Students must
collect quotes, statistics and images from the poster, timelines and internet
and create a visual representation. Work
periods in the library / computer lab can be booked for extended research. To be submitted with the visual product,
students must write a position paper of up to one page that identifies and
explains major factors that contributed to the Holocaust. This paper should
include a discussion of Nazi beliefs and policies, authoritarian political
structures in Nazi Germany and the responsibility of the German people for
accepting Nazi policies. It should also answer the question: Who bears the Guilt? The paper should include
a reflection paragraph of what each individual student thinks would have been
his / her own reaction (See Holocaust Poster Assignment and Rubric http://www.markville.ss.yrdsb.edu.on.ca/history/history/can_holocaust1.html
)
5. Students are provided with materials that
indicate the reactions of other nations and
6. Using
readings or audio-visual materials, the teacher leads the students to analyze
the post-war Nuremburg Trials as a major international response to the
Holocaust. The teacher leads students in a discussion of the charges laid,
defenses offered and the significance of the outcome for the future (subsequent
efforts to bring war criminals to justice, in
ü
Students write a paragraph assessing the rise of
Nazis and Hitler due to instability of
ü
Students submit a web chart for formative evaluation
indicating major elements and factors that Hitler and the Nazis used to gain
power and maintain control of
ü Students write a summative quiz to test knowledge of Nazi beliefs and policies.
ü Students complete a Holocaust Poster and write a position paper identifying and explaining major factors that contributed to the Holocaust. This can be assessed using rubric.
· Give instruction in, and provide time for, peer editing of paragraph.
· The teacher allows first language to be used to discuss concepts before translating into English.
· The teacher allows time and provides instruction in peer editing.
· The teacher reviews with students the processes of using information to draw conclusions. A sample can be provided in which the teacher lists a particular racist policy or action, and provides an example of the kinds of effects this might have on individuals.
· Extension activities can be provided for students who wish to research in more detail: (a) the ways in which Nazism affected various groups in Europe, (b) the groups that work to find and bring to trial individuals who participated in the Holocaust, (c) organization and laws that prohibit racism and protect human rights in Canada, such as: Canadian Human Rights Commission, the Charter of Rights, for example.