Holocaust Scheme of Work

Big Question – Why should we remember the Holocaust?

LessonTitleContentSuggested activities
1How have attitudes towards Jews changed between 70AD–1881?Introduce Judaism & the Holocaust – definitions – key facts & figures

Timeline of the persecution of Jews: 70 AD-1881
• Starter – Mind map: what do you already know about the Holocaust?
• Plot the severity of persecution on a graph to show rate & extent of continuity & change
• Identify & colour code factors causing change on timeline: economic, religious, social, political
• Game: See how many questions you can answer in 15 minutes. Each colour square corresponds to a different amount of points (see persecution activity)
2What was Jewish life like before the Holocaust?Photographs capturing pre-war Jewish life

Demographics of communities: population, age, language, location, religious tradition
•Starter – Questions about ‘photographs as evidence: Why do we take photographs? What questions do we need to ask a photograph? How useful are photographs?
• Group work – jot down what the images suggest/tell us about Jewish life e.g. ‘happy’, ‘family oriented’, ‘business owners’
• Complete the comparison table for Jewish life pre-WWII in Germany, Poland, Norway & Greece (see Ppt. for example of final piece). This could be done by dividing the class into groups of 4, with each member being responsible for a country before sharing their findings
• Plenary – ‘Too simple’ game – generalisations of Jewish life; pupils counter with more specific statements based on their findings
3How did Jewish life change under Nazi rule 1933-1941?Laws (see Anti-Jewish Laws card sort activity)

Aryan Race
• Starter: Think-Pair-Share. Imagine that as of tomorrow, you would have no longer have access to education, friends, leisure centres, books, newspapers and the internet for the foreseeable future. How would you feel?
• Card sort – most -> least severe laws. Explain why most & least.
• Is there a pattern (e.g. increasing severity over time)?
• Create a diary entry in response to a law/laws being enforced. How has your life changed? What do you miss? How do you think your life is going to change? How does this make you feel?
• Extract from Anne Frank’s diary as End product example
• Plenary: What do you think the Nazis were trying to achieve by creating these laws?
4What was life like for the Jews at Auschwitz?• Diary entries
• Testimonies of Holocaust survivors
• Physical – objects/preserved sites
• Photos
• Nazi records
• Propaganda videos
• Reminder of what propaganda is (having already covered in WWI&II)
• Complete evidence table: Type of source, what it tells us, what it suggests; which other pieces of evidence support this?
• End product: Diary entry/poem/drawing ‘life in Auschwitz’ based on: photos, diaries, testimonies, physical evidence
• Plenary – Why might we hear a different story from the Nazi records/propaganda? Is this evidence still useful; what for? (Think about covering tracks, imposing views onto others/hiding reality from other countries)
5How were other minority groups treated during the Holocaust?• Homosexuals
• Soviet POWs
• Roma (gypsies)
• Jehovah’s Witnesses
• People with disabilities
• Black people
• Starter – Images of Pink triangle memorials. What might these represent?
• Carousel grid of other minority groups’ experience
• Plenary – Why were non-Jews also persecuted under the Nazi regime? – link back to Aryan Race
6Who was the most significant Holocaust Resister?• Jan & Antonina Zabinski – The Zookeeper’s Wife
• Oskar Schindler
• Dita Kraus – The Librarian of Auschwitz
• The Frank Family & Employees
• Semmy & Joop Woortman
• Walter Süskind
• Starter – Think-pair-share: What does resistance mean? Does resistance have to be violent? How might one resist the Nazis? What options might have been available; what options weren’t?
• Identify what form of resistance each individual adopted e.g. hiding themselves, hiding Jews, reading (using handout)
• Heidi Poleman is writing a book called Courageous People who Changed the World for primary school children. She would like to include Holocaust resisters, but only has space for one. Decide which Holocaust resister is the most significant; write a letter to Heidi explaining why your chosen resister should be included in her book
7How useful is The Boy in the Striped Pyjamas for learning about the Holocaust?• The Boy in the Striped Pyjamas (film)• Watch film
• Create table of useful/not useful – should raise issues such as:
Good introduction to a sensitive topic for young people, raises awareness – if you had never heard of the Holocaust before you might then look into it further having seen the film)
-Bruno is oblivious to the War & Jews – this would not be the case as he would be in the Hitler Youth, the film doesn’t show much of Jewish life, Shmuel is unlikely to have survived for very long as he is too young to be put to work, end up feeling sorry for the Nazi father instead of the Jews.
8Why should we remember the Holocaust?
How should we remember the Holocaust?
•Memorials/Education facilities/Tourism
• Links to anti-Semitism, racism, homophobia today
• Starter: Why should we remember the Holocaust? – Think-Pair-Share
• Cards relating to ‘remembering the Holocaust’ Auschwitz, Holocaust Memorial Day, Holocaust Educational Trust Programmes, Bergen-Belsen, Anne Frank House, Homomonument, Dutch Resistance Museum, Jewish Quarter Tulips, Candles, Name Card
• Sort into ‘types’ of Remembrance: Education; Memorial; Tourism – perhaps as a Venn diagram to acknowledge that some can be both/all three
• Sort the cards into order of effectiveness as a memorial. Explain why most & least effective.
• Design own memorial
• Plenary: After the death of the last survivor (probably in the next 10 years or so), should we still make an effort to remember the Holocaust? When should we stop remembering, if ever?
AssessmentWhy should we remember the Holocaust?Might include: Contemporary & historic significance – lessons we can learn, victims, resisters, reference to films perhaps being inaccurate & misleading the general public• Write a letter to the DfE who are thinking about removing the Holocaust from the National Curriculum, explaining why it is important that we learn, and remember the Holocaust.

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