The HolocaustQuestions this lesson will answer:
How was the Holocaust able to occur?

Purpose/Rationale/Goals of the day’s lesson:
The purpose of this lesson is to introduce the student to the holocaust that occurred during World War II.  This holocaust is not an isolated event.  Many holocausts have occurred prior to and after this horrific event.  It is important for students to understand the factors behind a holocaust so that these events may not be repeated in the future.  The Jewish Holocaust is probably the most publicized holocaust in American History.  It may even be considered one of the most efficient.  Students will discover the meaning of the term “genocide” by creating a definition through cartoons, examples, and non-examples.  Thus, the students will have a sound set of examples and definitions for “genocide.”

Objectives:
SWBAT:

• Write a definition of the term “genocide” using examples and non-examples.
• Observe a filmstrip with examples of genocide during the holocaust.
• Hypothesize how the Holocaust was able to occur.

• The Nazi Holocaust and other examples of genocide

• The Holocaust and its impact

• Analyze documents, records, and data (such as cartoons)

• Have learners evaluate the impact of anti-Semitism in Nazi Germany.

• Help learners analyze group and institutional influences on the Jewish population in Europe.

Key Concepts and generalizations:

• Anti-Semitism:  Hostility toward or discrimination against Jews.
• Genocide: Attempt to destroy an entire ethnic or religious group.
• Holocaust:  Act of genocide by Nazis during World War II in which more than six million Jews died.
• Nazi Party:  National Socialist Workers party; fascist political party that controlled Germany from 1933 until it was abolished in 1945, led by Adolf Hitler.

Methods and Activity
Anticipatory set (lesson opening)

• Students will look at a World War II cartoon and record what they see.
• What does this cartoon trying to express?
• See the Cartoon attached.

• Begin by giving some examples and non-examples of genocide.
• Have the class take a minute or so individually to come up with some common attributes.
• As a class, go over the attributes and make a list on the board.
• As a class, form a hypothesis to describe the examples.
• View a segment of Schindler's List in order to turn the discussion back to the Holocaust.
• Briefly begin to discuss how the Holocaust was able to occur.
• Pass out notes.

• Give an overview of the Milgrim Experiment.
• Have students write down one hypothesis of how they believe holocaust could have occurred.
• Hand out homework assignment
• examples of students work