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Teaching the Holocaust and other Genocides
 
Created in collaboration with the Holocaust & Human Rights Center, the NYS Education Department, and the NYS Archives Partnership Trust.

Antisemitism

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Activity Overview 
This activity is designed to enable students to examine multiple historical documents (primary and secondary sources, text and visual) related to the discrimination and persecution of Jews from the Middle Ages to the early 20th century, to respond to a series of questions and to share their work with their peers. This activity could be either a Gallery Walk or a Jigsaw Cooperative exercise.
Grade Level
9-12
ELA Standards for Literacy in History/Social Studies
RH1: Cite specific textual evidence to support analysis of primary and secondary sources.
RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate, objective summary of the source distinct from prior knowledge or opinions.
RH9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework
9.2a Belief systems developed beliefs and practices to address questions of origin, the requirements to live a good life, and the nature of the afterlife.
9.2b Belief systems were often used to unify groups of people, and affected social order and gender roles.
9.9b The Reformation challenged traditional religious authority, which prompted a counter reformation that led to a religiously fragmented Western Europe and political conflicts. This religious upheaval continued the marginalization of Jews in European society.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars.
SEL Benchmarks
3A: Consider individual and collective social, emotional, and physical safety and well-being, as well as social context in making decisions.
Objectives
Students will be able to understand the history and development of antisemitism – the “longest hatred.”   

Note: This lesson contains information, images, and text that reveal the extensive discrimination that Jews have faced historically and continue to face in the modern world. This information can be difficult; allow time to reflect and process. ​​​​​​​

Essential Question

How did the targeting and persecution of Jews show continuity and/or change over time?   

Materials

The narrative on The History of European Antisemitism provides a comprehensive overview from ancient times to the 20th century.  There are questions to accompany this reading. 
Have students watch the video “European Antisemitism From its Origins to the Holocaust” https://www.ushmm.org/confront-antisemitism/european-antisemitism-from-its-origins-to-the-holocaust 

Introduction

Before beginning an extensive study of the Holocaust, it is essential that one begin with an examination of the history of antisemitism.  It’s critically important to first define the term and ensure that everyone has a clear understanding of what it means. One should start by asking the students how they would define antisemitism. Then, ask them to consider their answers in light of the definition of antisemitism outlined below. Definitions for antisemitism vary but ultimately, they all come down to the same thing: Antisemitism is hatred, discrimination, fear, and prejudice against Jews.  This may be based on stereotypes and myths that target their ethnicity, culture, religion, traditions, right to self-determination, or connection to the State of Israel. 

Every definition of antisemitism identifies and condemns hatred of Jews as well as the prejudice, discrimination, and violence that targets them. Even so, there is no single, agreed upon definition of antisemitism, especially in recent years. In an attempts to clarify the meaning of antisemitism and provide political leaders, scholars, students, and others with a useful working definition, in 2016, the International Holocaust Remembrance Alliance, an intergovernmental organization with 35 member nations and  8 observer countries adopted the following working definition of antisemitism: “Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or non-Jewish individuals and/or their property, toward Jewish community institutions and religious facilities.”   

Jigsaw Activity

There are 17 documents listed in the Gallery Walks below which trace the history of European antisemitism.  

Have students view the documents and answer the questions below each document to establish a basic understanding of what historical  anti-Jewish views and attitudes looked like. 

Students should then work together to establish a chronology of anti-Judaism and antisemitism from the Crusades to the early 20th century. Students should focus on the following questions: 

  1. How were Jews identified or defined as “different” from the rest of the population? 
  2. How were Jews persecuted by society during this time period? 
  3. How did the identification and persecution of Jews stay the same or change over time? 
Gallery Walk Activities

There are two possible Gallery Walk Activities: one specifically on Antisemitism in the Middle Ages and Antisemitism from Medieval Times to the early 20th century.  

During a Gallery Walk, students explore multiple texts or images that are placed around the room.  This activity allows students to examine multiple historical documents (primary and secondary sources, text and visual), to respond to a series of questions and to share their work with peers. 

Procedure 

Display the documents around the classroom.    These documents should be displayed “gallery style,” at different stations in a way that allows students to disperse themselves around the room.  The documents should be arranged in chronological order (see accompanying list of documents).  They can be hung on walls or placed on tables. The most important factor is that the stations are spread far enough apart to reduce significant crowding. 

Since there are up to seventeen stations for this activity, the teacher may divide the class into groups of two or three and assign each group two or three stations depending on the number of students in the class.   Of course, the teacher may decide to use fewer documents, depending upon the amount of time to spend on this lesson, or what content you want to emphasize.  

Instructions for visiting each station 

At each station there should be a specific set of questions for the students to answer.  Students should write their responses in the space provided on the question sheet.  

Station Documents and Questions

Report out 

After the students have had a chance to visit their stations, they should share their responses with the rest of the class.  These should be in the order of the stations, since they are in chronological order which will allow the students to discover the evolution of antisemitism over the centuries in Europe and the intersection of the four contributing factors: religious, economic, social/political, and racial.   Depending upon the number of students assigned to each topic and the time allotted for this activity, it could be a Think-Pair-Share strategy, or a modified Jigsaw Cooperative Learning strategy.   

Concluding Activity 

The teacher should distribute the two documents written by Adolf Hitler – the letter to Adolf Gemlich (September 16, 1919) and excerpts from Mein Kampf and assign the question sheet.  The students should share their answers.   

Two possible essay prompts that might be assigned as a follow-up to this lesson: 

  1. Throughout history, Jews have been viewed as the “other” because … 
  2. How did the targeting and persecution of the Jews show continuity and/or change over time?