Transcript January 18, 2017 - Spokane Public Schools

January 18th, 2017
Learning Target: I will be able to identify what led to the
Holocaust so that I can understand how the Holocaust
proceeded.
Literacy Target: To gain general and content specific knowledge.
Opener:
Why are we learning about the Holocaust NOW in our
WWII unit?
Between 1933 and 1945, the German
government, led by Adolf Hitler and the
Nazi Party, carried out the systematic
persecution and murder of Europe’s Jews.
This genocide is now known
as the Holocaust.
The Nazi regime also persecuted and killed
millions of other people it considered
politically, racially, or socially unfit.
The Allies’ victory ended World War II, but
Nazi Germany and its collaborators had left
millions dead and countless lives shattered.
Takeover of Power, 1933 (REVIEW)
• All political parties in the Reichstag,
except the Socialists and Communist
parties, passed the “Enabling Act” giving
Hitler the power to rule by emergency
decree.
• In March 1933, Adolf Hitler addressed
the first session of the German
Parliament (Reichstag) following his
appointment as chancellor.
THE TERROR BEGINS
Stormtroopers (sturmtruppen,
meaning “assault soldiers”) were
specialist soldiers in the German
Army
They had the power to arrest those
targeted by Hitler
THE TERROR BEGINS
▪ Communists, Socialists,
and other political
opponents of the Nazis
were among the first to be
rounded up and
imprisoned by the regime.
FROM CITIZENS TO OUTCASTS
▪  A woman reads a boycott sign posted on the
window of a Jewish-owned department store.
The Nazis initiated a boycott of Jewish shops
and businesses on April 1, 1933, across Germany.
Many Germans continued to enter the Jewish
stores despite the boycott, and it was called off
after 24 hours.
In the subsequent weeks and months more
discriminatory measures against Jews followed
and remained in effect.
Take a Moment…
▪ Take a moment to quietly summarize what you have
learned/reviewed so far
▪ Share with a partner
▪ Initial
NAZI RACE LAWS
▪ A series of laws issued in September 1935
restricted future German citizenship to those of
“German or kindred blood,” and excluded those
deemed to be “racially” Jewish or Roma
(Gypsy).
The laws also prohibited marriage and sexual
relation-ships between Jews and non-Jews.
THE “SCIENCE” OF RACE
▪ The Nazi ideal was the Nordic type,
displaying blond hair, blue eyes, and tall
stature.
▪ According to their ideology, the “Aryan race,”
to which the German people allegedly
belonged, stood at the top of this racial
hierarchy.
▪ Members of the Hitler Youth received
instruction in “racial hygiene.” The Nazis
divided the world’s population into superior
and inferior “races.”
“NIGHT OF BROKEN GLASS”
▪ On the night of November 9–10, 1938, the Nazi
regime unleashed orchestrated anti-Jewish
violence across greater Germany.
▪ This became known as Kristallnacht (“The Night
of Broken Glass”)
▪ Within 48 hours, synagogues were vandalized
and burned, 7,500 Jewish businesses were
damaged or destroyed, 96 Jews were killed, and
nearly 30,000 Jewish men were arrested and
sent to concentration camps.
“ENEMIES OF THE STATE”
▪ Jews were forced to wear the yellow Star of
David to identify them to the public as Jews
▪ Within the concentration camp system,
colored, triangular badges identified various
prisoner categories, as seen in this image
▪ Jews were their primary targets, but the
following were also persecuted:
• Roma (Gypsies)
▪ Jehovah’s Witnesses
• Persons with mental and physical disabilities
• Soviet prisoners of war
• Poles for racial, ethnic, or national reasons
• Political dissenters
• Homosexuals
Take a Moment…
▪ Take a moment to define the ideal race for Nazi Germany
▪ Share with a partner
▪ Initial
SEARCH FOR REFUGE
▪ Many Austrian Jews attempted to leave
the country after the unleashing of a
wave of humiliation, terror, and
confiscation upon Jews
Before being allowed to leave, however,
Jews were required to get an exit visa,
plus pay large sums of money in taxes
and additional fees.
Jews in Vienna wait in line at a
police station to obtain exit visas.
AMERICAN RESPONSES
▪ Government policies in the 1930s made it
difficult for Jews seeking refuge to settle in the
United States.
Many refugees that were refused passage to
the U.S. were forced to return to Germany, and
most were killed later in the concentration
camps
Other countries in South America were more
open to accepting refugees from Europe
Ghettos: city districts where the Jewish populations
were concentrated in order to control and segregate
them from the non-Jewish population.
-These existed in most large cities
LIFE IN THE GHETTO
Jews in the Warsaw ghetto wait in line for
food at a soup kitchen.
• In November 1940, German authorities sealed the
Warsaw ghetto, severely restricting supplies for
the more than 300,000 Jews living there.
• Survival was a daily challenge as inhabitants
struggled for the bare necessities of food,
sanitation, shelter, and clothing.
MOBILE KILLING SQUADS
▪ About a quarter of all Jews who perished in the
Holocaust were shot by SS mobile killing squads
and police battalions.
These units carried out the mass murder of Jews,
Roma, and Communist government officials.
 This man was murdered in the presence of
members of the German Army, the German Labor
Service, and the Hitler Youth.
DEPORTATIONS
• Between 1942 and 1944, trains carrying Jews from
German-controlled Europe rolled into one of the
six killing centers located along rail lines in
occupied Poland.
• 80 -100 people were crammed into railcars like the
one here. Deportation trains usually carried 1,000
to 2,000 people total.
• Many died during the extreme conditions of the
journey, and most survivors were murdered upon
arrival at the killing centers.
Take a Moment…
▪ GIVE ONE, GET ONE
▪ Write one thing you find interesting from above
▪ Share with a partner
▪ Initial
CONCENTRATION CAMPS
When Jews were unloaded from their
trains, they were sorted into who was
killed and who would work
Jews from Hungarian-occupied
Czechoslovakia (present-day Ukraine)
are taken off the trains and assembled
at the largest of the killing centers,
Auschwitz-Birkenau.
The overwhelming majority of Jews
who entered the Nazi killing centers
were murdered in gas chambers—
usually within hours of arrival—and
their bodies cremated.
CONCENTRATION CAMPS
▪ The German authorities confiscated all the
personal belongings of the Jews, including
their clothing.
These were then sold to make a profit.
Upon liberating the concentration camps,
Allied troops discovered tens of thousands of
shoes and other personal items from victims.
RESISTANCE
▪ In fall 1939, Jewish activists in Warsaw established a
secret archive to document Jewish life and death in
the ghetto and the extreme conditions of German
occupation.
In 1942–1943, they buried these documents in
metal containers, such as this milk can, to preserve
a record of Nazi crimes for future generations.
▪ Warsaw Ghetto Uprising
THE COURAGE TO RESCUE
▪ Many people tried to help Jewish refugees
In October 1943, Danish rescuers ferried 7,220
Jews to safety across the narrow strait to
neutral Sweden.
As a result of this national effort, more than
90% of the Jews in Denmark escaped
deportation to Nazi concentration camps.
Take a Moment…
▪ Describe the beginning of the Holocaust in one word (be
more creative than “bad”)
▪ Share with a partner
▪ Initial
***KEEP THESE NOTES TO STUDY FOR YOU TEST NEXT WEEK***
Identities
The cards in front of you are real people who experienced the
Holocaust.
Read through the information on your person quietly
Next: You will write a reflection in your journal as if you are your
person.
Identities
Stand if you are…
▪ From Germany
▪ An adult
▪ From Austria
▪ A child
▪ From Czechoslovakia
▪ A parent
▪ From France
▪ Elsewhere
JournalsPrompt: Explain “your” feelings about the anti-Jew movement. Include details
from your person and from the lecture . (Rubric is below)
4
3
2
1
0
Content
Response contains
at least two
accurate details
from your identity
Response contains
two details from
your identity but
one may not be
accurate
Response contains
at least one
accurate detail
from your identity
Response contains
one detail from
your identity but it
may not be
accurate
No response, OR
response contains
no details from
the identity
Prompt &
Accuracy
Response contains
at least two
accurate details
from the lecture to
answer the prompt
Response contains
at least two
details from the
lecture but may
not answer the
prompt
Response contains
at least one
accurate detail
from the lecture to
answer the prompt
Response contains
at least one detail
from the lecture
but may not
answer the prompt
No response, OR
response contains
no details from
the lecture
Length &
Grammar
At least 5
4 sentences; some 3 sentences
sentences; few
grammatical errors
grammatical errors
2 or fewer
sentences
No response
Closure
Define Ghetto
Self Evaluation (1-4): How well do you feel you understand the beginning of
the Holocaust?
“Today I learned…”