Ask the class if they know who Adolf Eichmann is.

Explain to students that Eichmann was named chief executioner of the Final Solution. In this role he was responsible for organizing the identification, assembly, and transportation of Jews from all over Europe to Auschwitz and other extermination camps.

Play the video The Eichmann Trial by Emory University (3 min) then ask the questions below in an open discussion. (Note: Some of the comments on the video on YouTube may be inappropriate.)

1. What do you think of Eichmann being kidnapped and taken to Israel for trial? Do you think this was fair or unjust? Why do you think it was done?
2. Deborah Lipstadt calls the Eichmann trial “A trial by the victims of one of the perpetrators.” What significance did this have on the proceedings?
3. What do you think of what she said about the nature of evil? Why was it so important to put a face to the perpetrator?

Direct students to the resource ‘Eichmann Trial‘ by the United States Holocaust Memorial Museum. Have students pair up to read through the resource and answer the critical thinking questions.

Eichmann, as well as other Nazi perpetrators put on trial, gave a similar defense. What do you think of Eichmann’s defense that he was “merely a little cog in the machinery” of destruction? Do you think there is any case where this defense could be valid?

Ask the class how they would define the terms “justice” and “accountability.” Write the words or phrases they come with on the board, then ask them the following questions:

• What role does justice and accountability play in the healing process for victims of crimes?
• What does it say to the people responsible for those crimes?
• In what ways can courts of justice and accountability fail victims of crimes?

Familiarize students with the resource, Justice and Accountability by the US Holocaust Memorial Museum. Show students that there are three sections of images and texts followed by a quote; Documenting the Crimes, The Trials, and Lasting Legacies.

Divide the class into three groups and assign them one of the three categories: Documenting the Crimes, The Trials, and Lasting Legacies and one of the quotes. These groups can end up being quite large depending on class size. Allow groups to divide up the images to go over in subgroups, as long as they all get together to discuss.
Provide the following instructions while they get into their groups:

1. Prepare a brief presentation in order to share your section with the class. Presentations can be done orally, preferably sharing the image being discussed with the rest of the class. Use the guidelines below to structure your presentation:
   1. Describe the images and tell their significance.
   2. Share what you thought of your group’s quote. What do you think it means? What relevance does it have in today’s society?

Ask students if they have heard of the Nuremberg Trials. If so, what do they know about them?

Direct students to the resource, War Crimes Trials by Echoes & Reflections. If not all students have access to a computer, print copies of the resource for your students so they can fill in the Discussion Questions worksheet on the last page.

Read through the resource as a class before having the students answer the questions on their own.

Go over the questions as a class. Did everyone come up with the same answers?

Did anything stand out to them when they read through the charges against the perpetrators?

*Hint* The term “genocide” was coined by Raphael Lemkin in 1943-44 but the crime against genocide was not put into effect until 1948.