|
|
|
History at key stage 3 (Year 9)
Unit 19: How and why did the Holocaust happen?
Section 3: Rights denied: how did Nazi persecution of the Jews develop?
|
|
Objectives |
| Children should learn: |
- about the treatment of Jews in Nazi Germany
- that the Nazi military conquests of much of Europe and Soviet Russia brought millions more Jews under their direct control
- that, through Nazi eyes, Jews represented a 'problem' and a 'threat' which required a 'solution'
- to use prior knowledge and further information to suggest possible explanations
|
Activities |
|
Outcomes |
|
Children: |
- Tell pupils, in outline (using the world in the 1920s and early 1930s as context), about the rise to power of Hitler and the Nazis.
- Use textbook and video resources to identify steps in Nazi persecution of the Jews before the Second World War, such as the Nuremberg Laws 1935 and
Kristallnacht. Pose the question
Why did the outbreak of war in 1939 increase the suffering of Jewish and other non-Aryan groups?
- Draw on pupils' knowledge of the events of the Second World War to suggest reasons.
- Provide further pieces of information for pupils to consider, such as population statistics of Jews in European countries, maps of occupied countries, the start of enforced sterilisation in October 1939, etc.
- Ask pupils to study pieces of information and suggest reasons why some events led to an increase in measures against the Jews. Ask pupils to record their conclusions.
|
|
- explain some consequences of laws against the Jews in Nazi Germany
- use sources of information to suggest a tentative explanation of why the Nazis intensified their persecution of the Jews
|
|
Points to note |
- This activity is designed to ensure that pupils have sufficient background knowledge to events leading to the Holocaust, which began 'officially' in 1941 with the decision to implement the Final Solution -
Endlosung. It is not intended to be a detailed study of Nazi Germany, although teachers might want to develop some aspects further.
- The use of sources, including videos, outlining the consequences for a Jewish family living in Germany in the 1930s will help pupils to understand the impact of both laws and events.
- Pupils will be able to draw on their knowledge of the Second World War from work undertaken in unit 18 'Hot war, cold war'.
- It is important that pupils are aware that anti-Jewish behaviour was not restricted to Nazi Germany. Examples could be provided from other periods/countries,
eg medieval England, nineteenth-century Russian pogroms, the Dreyfus case in France, other twentieth-century European countries.
- Citizenship: this work encourages pupils to think about political, spiritual, moral, social and cultural issues.
|
|
|
This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
|
|
|
|
