From Prejudice to Oppression
Students will go through resources on antisemitism in the early modern era as well as a resource on the Nazi book burning of 1933.
Author: Samantha Goldberg
Lesson Plan
Auschwitz Through Art
Explore art created by victims of Auschwitz and the reasons and risks people took in order to create them.
Enduring Understanding
Art created by survivors from Auschwitz paint a picture of what life was like in the notorious death camp.
Essential Question
- 1What makes art a significant resource for telling history?
Readiness
To begin this lesson, pull up the first image from the Yad Vashem resource you will use below. This would be the piece by Yehuda Bacon. Be sure to expand the image before sharing with your students so they don’t see the context.
Ask students to take a few minutes to write down:
- What do you see?
- What questions do you have?
- What do you think the artist might be feeling?
Discuss the responses as a class. Explain to your students that art can be a powerful way to learn about people and places.
Input
Explain to your students the Auschwitz is known as the most notorious death camp that the Nazis created. Over one million Jewish individuals were killed there.
Pull up the resource, Teaching about Auschwitz through Art, by Yad Vashem. As a class or in small groups, read through the sections: Art as Evidence (1), Portraits (2) and Art as a Means of Conveying (4). While you go through each section, expand the accompanying art and ask students to share what they see and how it makes them feel.
Output
In partners, ask students to discuss their answers to the questions below. Provide 10 minutes for this discussion and then ask for people to share.
- What are the different reasons why people created art about their experiences?
- How do these pieces help tell the story of the Holocaust?
- What does it say about the importance of art that people risked their lives to create it in the camp?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Shanghai Ghetto
Walk students through the challenges of obtaining U.S. visas and the horrible conditions many faced in seeking refuge in Shanghai.
Enduring Understanding
Jews fleeing Nazi persecution created a large refugee problem. Challenges in getting visas to the U.S. and other countries left people with very few options.
Essential Questions
- 1What challenges did Jews face when trying to flee persecution?
- 2Were other countries welcoming to the influx of refugees?
Readiness
Explain to students that as persecution for Jewish people in Nazi occupied territories worsened, more and more people were seeking refuge in other countries. Many countries, including the United States, had a long waiting list to obtain visas.
Pull up this checklist from the US Holocaust Memorial Museum’s Americans and the Holocaust virtual exhibition. Examine one or two of the steps in greater detail.
Up until August 1939, no visas were required to enter Shanghai.
Input
Read the following excerpt from a diary entry about entrance to Shanghai:
“We have to go to Shanghai. Terrible letters come from there. One runs again to see if our names are on the list to leave. Before, when one saw his name on the list, one was happy. Today…one cries.”
-Rose Shoshana Kahan diary entry, 1941
Ask students why they think people continued to seek refuge in Shanghai despite hearing such terrible things from there? What does that say about the desperation people had to leave Europe?
Output
Teacher's Note
If students do not know about Pearl Harbor, they can click on it within the article and it will take them to a page telling them more about it.
In partners or individually, have students read through this article by the U.S. Holocaust Memorial Museum about Polish Jewish Refugees in the Shanghai Ghetto and answers the questions below.
- What were conditions like for the refugees that ended up in Shanghai?
- How did things change after the attack on Pearl Harbor?
- How did the Jewish refugees maintain a sense or ordinary life?
Come together as a class to go over their answers.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
The Protocols of the Elders of Zion
Students will learn about a piece of antisemitic literature that was spread in the early 20th century. Open into a conversation about how false information spreads and how difficult it is to be taken back once shared.
Enduring Understanding
Antisemitism and conspiracy theories against Jewish people did not begin, nor did it end, with Nazi Germany.
Essential Question
- 1Why is it easier to continue believing a lie than it is to admit wrongdoing?
Readiness
Begin by asking your students, how does false information spread? Prompt students by asking them to think of social media. How credible are the posts they see? How easily are they shared? What is the danger in being able to easily and quickly post and share information?
Input
Pull up the resource, A Hoax of Hate: The Protocols of the Learned Elders of Zion by the Anti-Defamation League. Start by reading the introduction and stop after the section titled, “The Protocols and Nazi Germany.”
Output
Divide your class into small groups of 3-5 and provide them with the instructions below. Provide 10-15 minutes for the group activity before coming back together as a class to go over their answers.
- Read through the document at the designated sections. (Introduction through The Protocols in Nazi Germany)
- As a group, write out your answers to the following questions:
- What are the Protocols? What were they used for?
- How did they spread? How many countries did they reach?
- The Protocols were widely proven to be false, yet the conspiracy theory continued to spread. How difficult is it to retract or “undo” a lie?
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
A Priest in Dachau
Analyze primary source documents for Rev. Stanley Dabrowski. Use secondary sources to contextualize the history in the larger picture of the Holocatust.
Enduring Understanding
German forced wanted to eliminate any opposition to the Third Reich, often imprisoning political and religious leaders they feared would speak out against them.
Essential Question
- 1How did religious opposition threaten the Third Reich?
Readiness
Begin by providing your students with background information on concentration camps. Concentration camps were created for a variety of reasons, including forced labor, detention of individuals viewed as enemies of the state, and eventually, mass murder.
Input
Pull up the resource, Polish Victims, by the US Holocaust Memorial Museum. As a class, read the first two paragraphs of this article, ending where it begins to talk about “Germanizing Poland.”
Open into a brief class discussion with the following critical thinking question:
Why did German forces eliminate or arrest not just leaders of political groups, but of religious organizations as well?
Output
Explain to your students that they will be examining documents from a Polish victim of Nazi persecution, Rev. Stanley Dabrowski.
In groups of 2-3, have students look through and analyze the primary documents from series 1 and 2 of the Rev. Stanley Dabrowski papers from the US Holocaust Memorial Museum.
In groups, provide students with the following instructions below. Provide 10-15 minutes for this activity.
- Look through the documents from series 1 and series 2.
- What can you gather from these documents about Rev. Stanley Dabrowski’s life?
- What was happening around this time in the greater context of the Holocaust leading up to Stanley’s arrest?
Once students have had an opportunity to research for themselves, provide this overview of Rev. Stanley Dabrowski’s life, compiled from research by the US Holocaust Memorial Museum.
How does Rev. Dabrowski’s story contribute to your overall understanding of the Holocaust?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
German-American Bund
Students will watch a short film showing a pro-Nazi demonstration from 1939 in New York.
Enduring Understanding
American citizens were aware of Nazi ideology and some supported and embraced these values.
Essential Question
- 1What impact did Nazi ideology have on people in the United States?
Readiness
Explain to your students that while the Nazi party only resided in Germany, Nazi ideology and practices sprouted in areas within the United States. The German-American Bund was a pro-Nazi organization for Americans of German descent. The Bund’s leader, Fritz Kuhn, tried to portray himself as the “American fuhrer,” although the organization never received support from the Nazi party.
Input
Explain to your students that the German-American Bund was present in multiple states. The largest Bund rally was held in 1939 at Madison Square Garden in New York.
Play this 7-minute film, A Night at the Garden by filmmaker Marshall Curry. Warn students that the video contains hateful speech and that some of the clip may be difficult to watch.
While they watch, ask students to take notes on what they see. When the film is over, take 5 minutes for students to share what they wrote down.
Output
Use the remaining time to open a discussion with the questions below:
- What did you notice about the blend of American and German values?
- What did you think about the way in which the leader, Fritz Kuhn, spoke to the crowd?
- Why do you think the man at the end rushed the stage? What were the reactions from those on the stage and in the crowd?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
The Circle
Learn the story of Mildred Fish Harnack, a Milwaukee-born woman famous for her role in the underground resistance in Germany. Mildred was the only American civilian killed on the direct order of Hitler.
Enduring Understanding
Some people risked their lives to speak out against Nazi ideology.
Essential Questions
- 1How does one combat harmful ideology?
- 2In what way can education encourage people to become free thinkers?
Readiness
Begin by asking your students, how far would you go to stand up for what you believe in?
Input
Teacher's Note
Mildred Harnack was executed for her role in the resistance as well as for her political views. Mildred and her husband were both communists. You may want to take time in this lesson to discuss the reasons why other groups were targeted by the Nazis.
Read through this resource on Mildred Fish Harnack as a class.
Explain that neither Mildred nor Arvid were Jewish or deemed “undesirable” by Hitler’s standards. To the contrary, Arvid was employed by the government and was considered to fit the mold of the ideal Aryan. Despite not being affected by discriminatory policies imposed by the Third Reich, Mildred and Arvid went to great lengths to oppose Nazi ideology.
Output
In pairs or small groups, have the class answer the following questions:
- Why do you think Mildred wasn’t swayed by Nazi propaganda
- Why do you think Mildred risked her life to denounce Hitler and Nazi ideology?
- How can education help combat hateful propaganda?
- What is your biggest takeaway from learning about Mildred Harnack?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Black Germans Under Nazism
Students will learn about the descrimination against Black Germans from 1933 to the end of the war under Nazi rule.
Enduring Understanding
All groups that did not meet Nazi criteria, Aryan race were subject to violence and discrimination.
Essential Questions
- 1How were African Germans discriminated against in Nazi Germany?
- 2How does the discrimination against Black Germans expand your understanding of Nazism?
Readiness
Ask students what they know about the other groups persecuted by Nazi Germany during the Holocaust. Can they come up with other examples of groups that were the targets of Nazi violence?
Explain to students that the Nazis’ idea of creating a superior Aryan (white, European descent) race meant that anyone who did not meet these criteria was endangered . Although there was not a specific organized pogrom to eliminate the African Germans, an unknown number were sterilized, incarcerated, or murdered.
Input
Direct students to the resource by The Holocaust Explained from the Wiener Holocaust Library. Scroll down to the section titled, ‘Black People’ or choose it from the list on the left side of the page.
Have students read through this section, taking notes on each of the topics: Employment, Education, Sterilization and Imprisonment, and End of War. When taking notes, students should build a list of acts of social and legal discrimination as well as physical actions and violence against Black people in Germany.
Output
Come together as a class. Ask students to look down at the notes they have written down. Ask students if they are surprised by their list. Did they expect there to be so many actions taken against Black people? What actions stood out the most?
At the end of this resource it implies that Black people could have been targeted for mass murder if Germany had not been defeated. What can you deduce from the parallels between the mistreatment of Jews and Blacks that supports this statement?
If necessary, review the Nuremberg Race Laws or the Law Against Overcrowding in Schools.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Law Against Overcrowding in Schools
Students will learn about the laws enacted in 1933 restricting the number of Jewish students in German public schools.
Enduring Understanding
Laws limiting the number of Jewish students in schools and universities helped to segregate Jews and allowed for antisemitic ideas to be spread in classrooms.
Essential Question
- 1How can segregation of a group increase prejudice against them?
Readiness
Explain to students that a string of anti-Jewish legislation came into effect in Germany in 1933. These laws segregated Jews from Germans and restricted where they could work, who they could marry, and where they could attend school.
Input
Direct students to the resource, Law Limits Jews in Public Schools by the US Holocaust Memorial Museum.
Output
Discuss the following questions in an open discussion:
- Why did the Nazis call this a law “against overcrowding”?
- What purpose(s) did it serve to reduce the amount of Jewish students in schools and universities?
- How might separating Jewish children from their German classmates impact how they will view one another later in life?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Pledging Allegiance
Students will compare the original German soldiers’ oath to the one created by Hitler.
Enduring Understanding
Dictatorial leaders consolidate power by requiring absolute loyalty to them.
Essential Questions
- 1How does taking an oath affect a person’s actions?
- 2How does an oath to defend a Constitution differ from an oath to support a specific leader?
Readiness
Ask the class, What is an oath? What purpose does it mean to take an oath?
Input
Direct students to the resource, ‘Pledging Allegiance’ by Facing History and Ourselves. Divide the class into groups of 3-5 and have them read through the resource as a group.
Output
In their groups of 3-5, have students discuss the Connection Questions at the bottom of the resource page.
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
War Guilt Clause
Students will learn about the War Guilt Clause added to the Treaty of Versailles.
Enduring Understanding
As part of the Treaty of Versailles, Germany was forced to sign the War Guilt Clause, taking full responsibility for starting World War I. Germans bitterly resented this addition to the treaty.
Essential Question
- 1How was German aggression in World War II a response to Germany’s feelings of humiliation at the end of World War I?
Readiness
Teacher's Note
This short lesson on the Treaty of Versailles would best be paired with a lesson on Weimar Germany.
Explain to students that World War I was known to be the most destructive war the world had seen. It ended with the signing of the Treaty of Versailles in June 1918.
Share this image by Facing History and Ourselves with your students. What can you gather from this picture?
Input
Direct students to the resource ‘Treaty of Versailles: The War Guilt Clause’ by Facing History and Ourselves.
Explain to the class that in addition to taking full responsibility for the war, Germany would have to pay heavy reparations, had considerable territory losses, and was required to dramatically reduce their military.
Output
As a class, discuss the following questions:
- What is the significance of Germany taking the responsibility for starting World War I?
- How do you think the resentment in signing the War Guilt Clause played into the rise of Nazism?
Wisconsin Academic Standards
This lesson meets the following Academic Standards required by the Wisconsin Department of Public Instruction.
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.