Discussion Questions: Why Is It Important To Study The Holocaust
Eve Machtakova
U.S. History
10/15/13
11th grade
Holocaust Discussion Lesson Plan
1. Essential Questions:
What is the difference between a holocaust and The Holocaust?
What makes The Holocaust uniquely different form other genocides in history?
Why is it important to study the Holocaust?
2. Standard(s): US 4.2
Analyze World War II crimes against humanity: Holocaust
3. Objective/Purpose:
Evaluate responses of students to violations of human dignity
Understand how Germany's conditions and Hitler could make the Holocaust possible and force doctors, scientists, and ordinary German citizens into murder
Describe the feelings of Holocaust left upon Europe, the rest of the world, and students themselves
4. Assessment:
The lesson will begin by the teacher reading the “Arrival at Auschwitz” story. The students will be asked to respond to what was read, how they felt about it, who could have been talking, what the …show more content…
person could have been feeling, what thoughts could have been running through his or her head. Discuss what that person's life might have looked like prior to arriving in Auschwitz. Explain to the students that before the Holocaust, life for European Jews was family oriented and fairly successful and content.
Ask the students if they could imagine their own country turning against them?
What could that be like? Give each student the time to respond and ask for more volunteers to share their thoughts. If there are too many volunteers for this question explain that there are more important issues to discuss coming up.
Inquire how were Hitler and the Nazi's able to accomplish what they did? Allow the student to brainstorm and look at previous lecture notes if they need to. What was happening in Germany economically and socially before the Holocaust? Why was Hitler so successful in what he had created? Call upon more students, volunteers first. Attempt to engage every student in the discussion.
Move on to the next part of the discussion. Ask the students if they have ever been so moved and inspired that they wanted to act upon it. By a speaker or by a movie or a concert? Have you ever felt connected to total strangers by a cause or a mutual feeling? Do you think you could have been convinced as a German to follow Hitler and his
cause?
The final step of the discussion will be gathering the general feelings about the Holocaust. Students will share family stories if they know some, speculate about the importance of studying the Holocaust. Why is it so crucial that we learn about this? What about some modern day dictators? Could another Holocaust be possible?
5. Acceptable Evidence/Professional Reflection:
Students will display understand and interest by engaging in the discussion. The subject is extremely appealing to high school students and most should be willing to participate.
If a student seems particularly disinterested ask him or her individually, what does he or she think about the subject? Be careful of “I don't know's” or “I don't care's.” If a student seems touched on a deeply personal level, avoid provoking his or her feelings further.
The teacher will overall lead the discussion by asking prepared questions, but also allow for the students to ask the instructor or other students questions
The success of the lesson depends on respect and participation
6. Closure/Transition:
It is vital that we keep the stories of Holocaust alive and honored. If you know any survivors or somebody related to a survivor, talk to them, ask a few questions, write them down and share them with the class tomorrow at the start of the lesson. If you do not know a survivor then look up some stories online (check your source!!!!) and tell the class why you found that story particularly interesting or memorable.
7. Materials/Resources:
http://www.oakland.k12.mi.us/scope/tenth_lessons/index.html
Unit 4, lesson 8 (The Auschwitz account)
U.S. History
10/15/13
11th grade
Holocaust Discussion Lesson Plan
1. Essential Questions:
What is the difference between a holocaust and The Holocaust?
What makes The Holocaust uniquely different form other genocides in history?
Why is it important to study the Holocaust?
2. Standard(s): US 4.2
Analyze World War II crimes against humanity: Holocaust
3. Objective/Purpose:
Evaluate responses of students to violations of human dignity
Understand how Germany's conditions and Hitler could make the Holocaust possible and force doctors, scientists, and ordinary German citizens into murder
Describe the feelings of Holocaust left upon Europe, the rest of the world, and students themselves
4. Assessment:
The lesson will begin by the teacher reading the “Arrival at Auschwitz” story. The students will be asked to respond to what was read, how they felt about it, who could have been talking, what the …show more content…
person could have been feeling, what thoughts could have been running through his or her head. Discuss what that person's life might have looked like prior to arriving in Auschwitz. Explain to the students that before the Holocaust, life for European Jews was family oriented and fairly successful and content.
Ask the students if they could imagine their own country turning against them?
What could that be like? Give each student the time to respond and ask for more volunteers to share their thoughts. If there are too many volunteers for this question explain that there are more important issues to discuss coming up.
Inquire how were Hitler and the Nazi's able to accomplish what they did? Allow the student to brainstorm and look at previous lecture notes if they need to. What was happening in Germany economically and socially before the Holocaust? Why was Hitler so successful in what he had created? Call upon more students, volunteers first. Attempt to engage every student in the discussion.
Move on to the next part of the discussion. Ask the students if they have ever been so moved and inspired that they wanted to act upon it. By a speaker or by a movie or a concert? Have you ever felt connected to total strangers by a cause or a mutual feeling? Do you think you could have been convinced as a German to follow Hitler and his
cause?
The final step of the discussion will be gathering the general feelings about the Holocaust. Students will share family stories if they know some, speculate about the importance of studying the Holocaust. Why is it so crucial that we learn about this? What about some modern day dictators? Could another Holocaust be possible?
5. Acceptable Evidence/Professional Reflection:
Students will display understand and interest by engaging in the discussion. The subject is extremely appealing to high school students and most should be willing to participate.
If a student seems particularly disinterested ask him or her individually, what does he or she think about the subject? Be careful of “I don't know's” or “I don't care's.” If a student seems touched on a deeply personal level, avoid provoking his or her feelings further.
The teacher will overall lead the discussion by asking prepared questions, but also allow for the students to ask the instructor or other students questions
The success of the lesson depends on respect and participation
6. Closure/Transition:
It is vital that we keep the stories of Holocaust alive and honored. If you know any survivors or somebody related to a survivor, talk to them, ask a few questions, write them down and share them with the class tomorrow at the start of the lesson. If you do not know a survivor then look up some stories online (check your source!!!!) and tell the class why you found that story particularly interesting or memorable.
7. Materials/Resources:
http://www.oakland.k12.mi.us/scope/tenth_lessons/index.html
Unit 4, lesson 8 (The Auschwitz account)