![]() Caution should be exercised in using graphic images. Teachers are encouraged to be sensitive to students’ reactions and to assure them that experiencing a range of emotions-anger, sadness, outrage, melancholy-are all natural responses to this kind of material, and that they should feel free to express and discuss those feelings with others. This unit contains difficult and complex subject matter. Only a few were chosen to work and of those, very few survived the harsh conditions, the beatings, the lack of food, extreme weather, and forced labor. It is important that students realize, however, that the vast majority of Jews who arrived at the Nazi extermination camps were murdered. In this unit, students learn about the intense struggle for survival of Jews imprisoned in the extermination camps. These were Nazi German extermination camps in Nazi-occupied Poland. Even though these camps were on Polish soil, the Poles were not responsible for initiating the camps, nor for the policies carried out in them. In addition, Poland was far from the eyes of the Western Allies, yet it had a well-developed railway system that made transporting Jews from all over Europe to Poland feasible. There were several important reasons for this: Poland had the largest population of Jews before the war, and Poland was considered a location where the Nazis could do as they pleased, without any concern for the Poles, who were considered inferior. Reflecting on the Holocaust as a human story will make it more meaningful in students’ lives and will make them more likely to take the messages that can be learned from it to heart.Īll six extermination camps were located in occupied Poland. They were mothers, fathers, sons, daughters, and grandparents young and old tradesmen, teachers, students, scientists, and doctors. While it is important for students to realize that millions of Jews died at the hands of the Nazis, it is equally important that they see the victims of the Holocaust as individuals. Students’ information about the Nazi extermination camps is often in the form of dates, place names, and numbers. The Nazis ultimately murdered two-thirds of European Jews. In the Nazis’ racial and antisemitic world view, the Jews were seen as their foremost enemy, and the “solution” of the so-called “Jewish Question” was paramount for them. ![]() While many other groups and millions of individuals suffered and died at the hands of the Nazis, only the Jewish people were targeted for complete annihilation. ![]() ![]() It replaced earlier policies for forced relocation with a policy of systematic annihilation, and resulted in the murder of 6 million European Jews. “The Final Solution of the Jewish Question” or “Final Solution” (written here in quotations to signify that it was a phrase created by the Nazis) was the Nazi policy to murder all of the Jews. As always, teachers should review the content fully in advance to determine its appropriateness for their student population. Note: Due to the subject nature, the podcast is appropriate for older students, grades 10-12. This document provides essential questions for students, as well as additional resources and content to help build context and framing for students’ understanding of the historical events addressed in the podcast.Īccess to the podcast, as well as additional supporting materials-including IWitness student activities, academic standards alignment, and general strategies for teaching with podcasts-can all be found at the We Share The Same Sky page in IWitness. In order to enhance its classroom use, USC Shoah Foundation and Echoes & Reflections have created a Companion Educational Resource to support teachers as they introduce the podcast to their students. A self-portrait of Rachael while she is living on a Danish farm that is owned by the granddaughter of Hana’s foster mother from World War II. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |