Teaching about the Holocaust in High School History

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Teaching about the Holocaust in High School
History

• Part B
• WWI, the Rise of the Nazis, and the Holocaust

Jen Ciardelli, MTF 2004Champlain Valley Union
High School, Vermont
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• http//departments.cvuhs.org/jennifer

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WWI, the Rise of the Nazis, and the Holocaust

• What conditions enable extreme groups to rise?
• Who determines the culture of a society?
• How did race and space lead to the Holocaust?
• What was the Holocaust?

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Avoid simple answers to complex questions

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Evil
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Influences

• World War I and
• the Treaty of Versailles
• (its not just about Hitler)

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From the Treaty of Versailles

• Article 231. The Allied and Associated
  Governments affirm and Germany accepts the
  responsibility of Germany and her allies for
  causing all the loss and damage to which the
  Allied and Associated Governments and their
  nationals have been subjected as a consequence of
  the war imposed upon them by the aggression of
  Germany and her allies.

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Workers Party Platform, 1920

• Read your assigned point. What is the main idea
  of this point?
• To what segment of the population would this
  appeal?
• Switch in American everytime you see the word
  German. Does this change your attitude about
  the point?
• Would your point appeal to people today?

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• We demand the union of all Germans in a Great
  Germany on the basis of the principle of
  self-determination of all peoples.
• 3. We demand land and territory (colonies) for
  the maintenance of our people and the settlement
  of our surplus population.
• 4. Only those who are our fellow countrymen can
  become citizens. Only those who have German
  blood, regardless of creed, can be our
  countrymen. Hence no Jew can be a countryman.
• 5. Those who are not citizens must live in
  Germany as foreigners and must be subject to the
  law of aliens.
• 6. The right to choose the government and
  determine the laws of the State shall belong only
  to citizens. We therefore demand that no public
  office, of whatever nature, whether in the
  central government, the province, or the
  municipality, shall be held by anyone who is not
  a citizen.

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• 7. We demand that the State shall above all
  undertake to ensure that every citizen shall have
  the possibility of living decently and earning a
  livelihood. If it should not be possible to feed
  the whole population, then aliens (non-citizens)
  must be expelled from the Reich.
• 8. Any further immigration of non-Germans must be
  prevented. We demand that all non-Germans who
  have entered Germany since August 2, 1914, shall
  be compelled to leave the Reich immediately.
• 9. All citizens must possess equal rights and
  duties.
• 10. The first duty of every citizen must be to
  work mentally or physically. No individual shall
  do any work that offends against the interest of
  the community to the benefit of all.

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• What do these points reveal about the beliefs and
  ideals of the soon-to-rise Nazi party?

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Skills and Understandings

• Critical Thinking Analyzing a source and
  drawing conclusions
• Cause and Effect WWI and its impacts
• Complexity many factors involved
• Not Inevitable people making choices
• Connections modern (immigration (7, 8),
  English language)

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The Rise of the Nazis

• Timeline Dates are crucial example 1928
  Nazi party have 2.6 of Reichstag
• 1932 Nazi party has 37 of Reichstag
• Politics scheming 1933 - weve hired him
• Propaganda and Brutality force used against
  opposition Munich Post shut down in 1933
• EXCELLENT SOURCE
• Evil Rising Twentieth Century, ABC.

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PropagandaA tool to influence a society
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Some Views on Propaganda

• USHMM Definition
• Some Views on Propaganda

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Der Stuermer Caricatures
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Analyzing An Image

• 1. Describe what you see in the picture.
  Identify details such as people, facial
  expressions, physical characteristics,
  landscapes, light/dark
• 2. In what ways does your image connect to Nazi
  ideology and/or antisemitism (classical,
  Christian or biological).

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Skills and Understandings

• Evidence Identifying evidence in image to use
  for further analysis.
• Making connections to prior knowledge
  antisemitism, WWI, nazi race ideology
• Critical Thinking what do these images say
  about cultural beliefs of the day?

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• What happens
• if these are considered without a
• background
• in Shtetl life
• or antisemitism?

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Race and Space Driving Ideologies

• Race Science/Eugenics
• Lebensraum
• WWII

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Hilbergs Stages

• Decree 1933 1939 anti-Jewish legislation
• Concentration 1940 -ghettos, camps
• Mobile killing units 1941 Einsatzgruppen
• Death Centers 1941 Six Chelmo, Belzec,
  Sobibor, Treblinka, Auschwitz, Majdanek

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Anti-Jewish Legislation Little by Little
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Strive for balance in establishing whose
perspective informs your study of the Holocaust.
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Kristallnacht
A consideration of Perspectives
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Kristallnacht A Consideration of Perspectives

• Frederic Morton, JEWISH
• While they were destroying down there, they
  would not come up here. As long as the shaking
  of the floor continued, the axe blowswe might
  liveI laced on my sneakers. I knew I never
  would see school that morning. I didnt care
  that I knew. I only cared not to cry

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Kristallnacht A Consideration of Perspectives

• Melita Maschmann, GERMAN
• I was clearly aware that something terrible
  had happened thereBut almost at once I switched
  over to accepting what had happened as
  overavoiding any critical reflection. I said to
  myself the Jews are the enemy of the New
  GermanyI forced the memory of it out of my
  consciousness.

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Kristallnacht A Consideration of Perspectives

• FDR, World Response
• The news of the last few days from Germany has
  deeply shocked public opinion in the United
  States..I myself could scarcely believe that such
  things could happen in a twentieth-century
  civilization...