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Teaching the Holocaust and other Genocides

Nazi Persecution

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Activity Overview
This learning activity focuses on the experiences of groups of people who were persecuted by the Nazis. Students will learn about the persecution of “Asocials,” Jehovah’s Witnesses, LGBTQ+ individuals, and Roma and Sinti by participating in a Jigsaw activity. Students will also reflect on the dangers of “othering” groups of people within a society.
Grade Level
9-12
Learning 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.
RH7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
RH8: Distinguish among fact, opinion, and reasoned judgment in a text. Identify and distinguish between a primary and secondary source on the same topic.
WHST6: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source by applying discipline-specific criteria used in the social sciences.
WHST7: Draw evidence from informational texts to support analysis, reflection, and research.
Social Studies Framework
10.5 UNRESOLVED GLOBAL CONFLICT (1914–1945): World War I and World War II led to geopolitical changes, human and environmental devastation, and attempts to bring stability and peace.
10.5d Nationalism and ideology played a significant role in shaping the period between the world wars.
10.5e Human atrocities and mass murders occurred in this time period.
SEL Benchmarks
2B. Recognize and affirm individual identities as well as individual and group similarities and differences, including those rooted in culture, ethnicity, race, religion, sexual orientation, gender identity or expression, ability, etc.
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 compare the experiences of “Asocials,” Jehovah’s Witnesses, LGBTQ+ individuals, and Roma and Sinti during the Holocaust to reveal larger patterns of oppression by the Nazis.
Students will be able to analyze how Nazi ideology led to the persecution of multiple groups of people.
Students will be able to examine the consequences of persecution and exclusion on communities and societies.

Essential Questions
  • What are the effects, both short-term and long-term, to a society when certain people are excluded or “othered”?
  • What does it mean to “belong” in a society and who gets left out?
Materials
Activities

Ask students to provide examples of times they felt excluded and how those instances made them feel.

Explain the concepts of “othering,” “in-groups,” and “out-groups.”

Merriam-Webster Dictionary definitions:

  • Othering: Treating or considering (a person or a group of people) as alien to oneself or one's group (as because of different racial, sexual, or cultural characteristics)
  • In-group: a group with which one feels a sense of solidarity or community of interests
  • Out-group: a group that is distinct from one’s own so usually an object of hostility or dislike

Explain that students will be reading about specific groups of individuals that were excluded from society and persecuted during the Holocaust.

Create a “jigsaw” activity using the readings above. Divide the class into even groups and assign each group one reading. Students will read and answer the questions for their assigned readings, becoming “experts” in their topic.

After students have read, answered the questions, and discussed their topic, create new “jigsaw” groups. Each new group should have one student from each “expert” group. In their “jigsaw” groups, each student will teach their peers about their “expert” topic.

After each student presents, groups will discuss the following:

  • Compare and contrast the experiences of each group during the Holocaust. What patterns of persecution do you notice?
  • Why is it important to learn about the experiences of all targeted groups when studying the Holocaust?

Ask students to share takeaways from the discussions with their “jigsaw” groups. Then, have a class discussion around the following question: What do these examples of persecution teach us about the dangers of “othering” and dehumanization?             

As an exit ticket, students should write their reflections from the class discussion.