The Nazi Camp System
Students will read through resources by the United States Holocaust Memorial Museum on the different types of camp systems established by the Nazi regime.
Grade Level: Intermediate (Grades 5-8)
Lesson Plan
A Solution to Weimar
Learn about the complex and trying time that Germany experienced during the Weimar Republic (1919-1933).
Enduring Understanding
The Weimar Republic was Germany’s first democracy; meaning leaders were tasked with a complete makeover of institutions, political culture, education, and judiciary systems.
Essential Question
- 1How do fragile democracies create fertile ground for extremism?
Readiness
Teacher's Note
Prior to this lesson students should have general knowledge and understanding of the Treaty of Versailles. If necessary, go over a lesson on the Treaty of Versailles before moving on.
Ask students how they might go about solving a problem under difficult circumstances. (Maybe they want money for a game system that their parents do not want to pay for. Perhaps their parents do not approve of them spending time with a new friend.) How does being faced with a difficult problem help inspire creativity?
Input
Watch the video, Facing History Scholar Reflections: The Weimar Republic by Facing History and Ourselves once through as a class. Watch it a second time pausing after the following sections to discuss. Ask students what questions they have about the clips. Go through the questions that accompany each clip.
Beginning – 1:11 Intro to Weimar and the end of WWI
- How did the end of WWI set the stage for what was to come?
- Do you think the Allies had other options than the terms they set at Versailles?
1:20-2:32 Politics and the arts
- Name some ways German society changed during the early Weimar years?
- What are some of the most interesting developments during this era, in your opinion?
2:32-4:08 Outsiders and Insiders
- What was the event that led to rising popularity for the extremists?
- What is opportunism?
4:09-End Growing popularity with the Nazi party
- How do you think the Nazi party was able to gain so much traction?
- Why did people follow Nazism? Was it because of their anti-Jewish stance or for other reasons?
Output
Teacher's Note
Often students will wish to pull this conversation into the present day, Be ready to either engage with this carefully or redirect to the topic at hand.
Open up a discussion about how the Nazi party aimed to solve the problems prevalent during the Weimar years.
- What problems were people facing?
- How did the Nazi party benefit from these hard times?
- How were people convinced by their rhetoric?
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
Placing the Blame
Watch videos by Simple History explaining the signing of the Treaty of Versailles and the reparations on Germany that followed.
Enduring Understanding
The admittance of the “War Guilt Clause” forced Germany to accept complete responsibility for initiating World War I, meaning they would be liable for all material damages.
Essential Question
- 1What is a fair punishment for waging war?
Readiness
Teacher's Note
Prior to this lesson students should have a general knowledge and understanding of World War I. If not, please go back and look at one of the lessons on World War I that could help prepare students for this lesson.
Explain to students that they are going to be watching a video that will help explain the Treaty of Versailles, which brought an end to World War I and set the terms for the interwar period. Since Germany started WWI, do they suppose the Treaty was kind to them or unkind?
Input
Watch YouTube videos, The Treaty of Versailles, What Did the Big Three Want? 1/2 and The Treaty of Versailles, Terms of the Treaty 2/2 from Simple History.
While the students are watching, have them take note of some things that stood out to them. Were they aware that Germany did not have a seat at the negotiation table?
Output
Divide the class into groups of four. Have them discuss their first reactions to the contents of the video amongst themselves. Give 5 minutes for them to address their first impressions and questions that they have about the video. Ask them thereafter to share these thoughts with the large group and ask their questions to make sure everyone is on the same page.
Then review the discussion questions as a class.
- Did you think the reparations decided in the Treaty of Versailles were fair?
- What are the consequences of imposing such harsh punishments on Germany?
- Would it have been more constructive to focus on how to settle international disputes during this conference?
- What do you think the long-term consequences and challenges ahead for Germany might be?
Ask each group to return to discussion and address these questions. Give 10 minutes for discussion and then ask each group to respond to one question in an effort to kick off broader conversations about each.
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 St Louis Tragedy
Introduce students to the tragic story of the St. Louis, an ocean liner carrying hundreds of Jewish refugees who escaped Nazi-occupied territories only to be turned back to Europe after arriving in the Americas.
Enduring Understanding
When given an opportunity to help Jews during the Nazi era, governments of North America often refused refuge.
Essential Question
- 1In what kinds of situations do we decide to help, and in which do we refuse to help?
Readiness
Ask students to discuss the term “refugee” and share what they think it means. Have students identify the distinction between a refugee (one who is compelled to emigrate from their home country due to an existential threat) and an immigrant (one who immigrates to a foreign country voluntarily, with the intention of settling there permanently). Also, ask your students what perceptions of refugees seem to be held by our world today.
Input
Distribute this handout from Echoes & Reflections to each student and ask them to consider the following questions individually by writing down answers on a piece of paper.
- Given when the ship left Germany, did these refugees have a reason to be scared for their lives?
- What were the reasons that the passengers were not allowed to depart in Cuba? How do you feel about these reasons for refusal?
- How are the men and women in the photograph dressed? Do you notice anything in particular about the photo that strikes you as distinct?
- What more would you like to know about this story?
Share individual responses in a group discussion. Then distribute this reading from Facing History and Ourselves. Have students read this and look for additional insight about the story of the St. Louis.
Output
Have students pair with one another after they finish reading to reflect on their understanding. Each group should prepare to report to the class what they think is the most important lesson we can learn from the story of the St. Louis. Prompt them with the question, if the St. Louis came to our shores today, would we be more accepting of refugees? Would we have learned from the tragedy? What gives you confidence in your answer?
Teacher Primer
Know Before You Go
Before you teach, use our teacher primer to freshen up on your content knowledge.
Lesson Plan
Ally with the Reich
Examine the concordat that tied the Catholic Church to the Nazi Regime and continues to spark controversy today via this expository reading from Facing History and Ourselves.
Enduring Understanding
The Catholic Church sought the approval and protection of the Nazi state.
Essential Question
- 1What motivates an institution to ally itself to another?
Readiness
Ask your students to reflectively write on one of the following prompts: Would you form an alliance with a bully if that bully promised to protect you from other people picking on you?
Or, is your protection enough of a reason to ally yourself with someone who you don’t trust and you don’t think is a good person? Why or why not?
After giving the students 5 minutes to write, ask them to share their thoughts about this subject.
Input
Have your students read An Agreement with the Catholic Church from Facing History and Ourselves.
Have them read with the 3Ps method: They should take notes on what they find to be the most a) Powerful b) Puzzling and c) Propelling.
In order to familiarize yourself, and your class with this model, please look over this guide: 3Ps: A Critical Reading Guide.
Give them 15 minutes to read and record their responses.
Output
Ask students to share their reflections. Help clarify any of the puzzling sections and point (if possible) toward further exploration when students are propelled toward another subject or thought that was sparked by the reading. Spend 15 minutes on the 3Ps.
Then ask them who they think got the better end of the deal. Ask them to clearly state why they feel the Catholic Church or the Nazi party benefitted most from the concordat.
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
Propaganda and the Third Reich
Gain an understanding of the depth of which Hitler and Joseph Goebbels were able to indoctrinate the general public with their ideology. This reading will help students understand the reach of propaganda during Nazi Germany and how this transformed the nation.
Enduring Understanding
Hitler and the Nazi party used propaganda to sway public opinion. They were able to create different messages for various audiences.
Essential Question
- 1What makes propaganda so effective?
Readiness
Ask students to define propaganda. Discuss ways that propaganda is used today.
Input
Go to the United States Holocaust Memorial Museum’s online exhibit about propaganda.
Explore the different timeline sections and look through the themes. Choose one or more to explore with your students. Read through some of the subsections under these themes and click through the attached propaganda associated with it.
For example, if you click on the ‘1918-1933: Democracy‘ section and read the introduction and the subsection, ‘Hitler and Nazi Propaganda.’ Then scroll down to the subsection titled, ‘Creating a Public Image‘ and read and look through the images connected to it.
Output
Divide the students into groups of 3 – 4 students Provide each with a current print advertisement or political ad. They can focus on these questions to present and discuss:
- Who is the target audience?
- What is their message?
- How is it conveyed through images and words?
- How effective is this message?
Come back together as a class and ask students: How do these messages shape a person’s perspective? How does this help to explain the effectiveness of Nazi propaganda?
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.