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Samples from Exploring History Through Primary Sources: The

Holocaust

● Table of Contents ● Sample Lessons

#3937 Primary Sources-The Holocaust

How to Use This Product . . . . . . . . . . . 3

Introduction to Primary Sources. . . . . 5

Using Primary Sources . . . . . . . . . . . 15

Photographs

Adolf Hitler . . . . . . . . . . . . . . . . . . . . . .15–16The Rise of Adolf Hitler . . . . . . . . . . . . .15

Police Searches . . . . . . . . . . . . . . . . . . .17–18Hitler’s Terror Begins . . . . . . . . . . . . . . .17

Kristallnacht . . . . . . . . . . . . . . . . . . . . .19–20The Night of Broken Glass . . . . . . . . . . .19

Concentration Camp Workers . . . . . . . .21–22Forced Labor Camps . . . . . . . . . . . . . . . .21

Gypsies . . . . . . . . . . . . . . . . . . . . . . . . .23–24Other Targets . . . . . . . . . . . . . . . . . . . . . .23

Mass Graves . . . . . . . . . . . . . . . . . . . . .25–26The Final Solution . . . . . . . . . . . . . . . . . .25

Liberated Prisoners . . . . . . . . . . . . . . . .27–28Picking Up the Pieces . . . . . . . . . . . . . . .27

Nuremberg Trials . . . . . . . . . . . . . . . . .29–30Paying for the Crimes . . . . . . . . . . . . . . .29

Primary Sources

Bar Mitzvah Invitation . . . . . . . . . . . . . .31–34Life Before War . . . . . . . . . . . . . . . . . . .31Celebrating Heritage . . . . . . . . . . . . . . . .33Invitation to a 1936 Bar Mitzvah . . . . . . .34

Boycott Poster . . . . . . . . . . . . . . . . . . . .35–38Banning Jewish Business . . . . . . . . . . . .35Boycott Power . . . . . . . . . . . . . . . . . . . . .371933 Boycott Poster . . . . . . . . . . . . . . . .38

The Nuremberg Laws Poster . . . . . . . . .39–42Nazi Legislation . . . . . . . . . . . . . . . . . . .39Making a Difference . . . . . . . . . . . . . . . .41The Nuremberg Laws Poster . . . . . . . . . .42

German Identification Card . . . . . . . . . .43–46Identification . . . . . . . . . . . . . . . . . . . . . .43Analyzing Identification Cards . . . . . . . .45German Jew’s Identification Card . . . . . .46

#3937 Exploring History—The Holocaust 2 ©Teacher Created Materials, Inc.

Table of ContentsWarsaw Ghetto Postcard . . . . . . . . . . . .47–50

Life in the Ghetto . . . . . . . . . . . . . . . . . .47Packages to Warsaw . . . . . . . . . . . . . . . .49Postcard Translation . . . . . . . . . . . . . . . .50

The Poisonous Mushroom . . . . . . . . . . .51–54Anti-Semitism in Schools . . . . . . . . . . . .51Promoting Cultural Differences . . . . . . . .53The Poisonous Mushroom Book Cover . .54

Anne Frank’s Diary . . . . . . . . . . . . . . . .55–58In Hiding . . . . . . . . . . . . . . . . . . . . . . . .55Living with Anne . . . . . . . . . . . . . . . . . .57Translated Diary Text . . . . . . . . . . . . . . .58

Dachau Sketch . . . . . . . . . . . . . . . . . . .59–62Memorials and Museums . . . . . . . . . . . .59Dedicated to the Victims . . . . . . . . . . . . .61Dachau Map . . . . . . . . . . . . . . . . . . . . . .62

Document-Based Assessments . . . . . . 63Comparing Forced Labor . . . . . . . . . . . . . .63

Shanghai Cartoon . . . . . . . . . . . . . . . . . . . .64

Children in the Holocaust . . . . . . . . . . . . . .65

Trust No Fox in the Green Meadow . . . . . .66

The S.S. St. Louis . . . . . . . . . . . . . . . . . . . .67

Auschwitz . . . . . . . . . . . . . . . . . . . . . . . . . .68

Anne Frank’s Diary . . . . . . . . . . . . . . . . . . . . . .69

Liberated Barracks . . . . . . . . . . . . . . . . . . .70

The Star of David . . . . . . . . . . . . . . . . . . . .71

Hitler Youth . . . . . . . . . . . . . . . . . . . . . . . .72

Prison Uniforms . . . . . . . . . . . . . . . . . . . . .73

Prisoner Markings . . . . . . . . . . . . . . . . . . . .74

Appendix . . . . . . . . . . . . . . . . . . . . . . 75About Your CD-ROM . . . . . . . . . . . . . . . . .75

Suggested Young-Adult Literature . . . . . . . .77

Suggested Websites . . . . . . . . . . . . . . . . . . .78

Document-Based Assessment Rubric Example . . . . . . . . . . . . . . . . . . . .79

Answer Key . . . . . . . . . . . . . . . . . . . . . . . .80

Using Primary Sources Adolf Hitler

The Rise of Adolf HitlerStandard/Objective

• Explain how information and experiences may be interpreted by people from diverse culturalperspectives and frames of reference. (NCSS)

• Students will participate in a brief simulation that shows how Adolf Hitler and the Nazi Partydeceived the people of Germany. Students will analyze the situation from their own perspectives.

MaterialsCopies of both sides of the Adolf Hitler photograph card; Copies of the historical backgroundinformation (page 16)

Discussion Questions• What does the word Nazi mean?

• Who is the main person in this photograph?

• What do you think the arm bands symbolize?

• What is the leader doing and why?

Using the Primary SourceWhen the students come into class, announce that the school is being taken over by new leadership.This new leader will probably want to change the school in many ways. Tell students that the newleader’s name is Adolf Hitler. Write his name on the board. Tell students to make a list of the changesthat they think this new leader will make in their school. Do not permit students to talk about theirideas yet. When students have completed their lists, let them form small groups of three or four andallow them to talk about their ideas. Have them combine their lists to make a group list with the topfive ways their school would change. Tell each group to put its list aside.

Show students the photograph card titled Adolf Hitler. Ask the discussion questions above, thendistribute the historical background information (page 16) to each student. Read this information aloudas a class.

Each group should now refine their lists to include newly obtained information. Have each grouppresent its list to the class. Tell students to think about how their lists changed after they read thebackground information on Hitler. Allow time for student discussion. Point out to students that theGerman people did not really know what kind of leader Hitler would be before he actually ruled them.

Assign students various activities from the back of the Adolf Hitler photograph card.

Extension Ideas• Have students compare Adolf Hitler with other world leaders (include the choice of dictators,

democratic leaders, and leaders of ancient civilizations).

• If possible, obtain a video or audio tape of Hitler presenting a speech. Let students analyze hispublic speaking ability. Have students look at a written copy of one of his speeches. Is it asimpressive on paper, or was it his public speaking ability that persuaded the German people?

©Teacher Created Materials, Inc. 15 #3937 Exploring History—The Holocaust

Using Primary Sources Adolf Hitler

The Rise of Adolf Hitler (cont.)

Historical Background InformationOne of the most powerful dictators of the twentieth century was Adolf Hitler. Born in1889 in Austria, he was the fourth child in the Hitler family. Two siblings died at avery young age, and Hitler was left with only a sister. While his mother spoiled him,his father was extremely strict. As he entered his teenage years, Hitler decided hewanted to be an artist. His father strongly disagreed. His father soon died, and Hitlerwas able to pursue his plans to enter art school. In 1907, he applied to the ViennaAcademy of Fine Arts, but was rejected. The following year his mother died, andHitler spent all of his inheritance in a short amount of time. He refused to take a joband wandered the streets living in homeless shelters. It was around this time thatHitler began forming his extreme views against the Jewish race.

He moved to Germany just before World War I and joined the war on Germany’s sidein 1914. He received many medals and recognition for his work, but he was neverpromoted. Many at the time described him as a loner and an eccentric man. Whenthe war ended, Hitler was very upset that Germany had lost. He vowed to seekrevenge for the honor of Germany.

After the war, the army employed Hitler as a spokesman. This is where Hitlerpracticed his public speaking and became very gifted at it. Soon Hitler became thespokesman for the Nazi Party, also known as National Socialists German Worker’sParty. The Nazi Party was anti-Semitic, which means it opposed the Jewishpopulation. It did not take long before Hitler was the leading fundraiser for the NaziParty. His speeches were in high demand. Whenever anyone opposed him within theNazi Party, he threatened to leave. In July 1921, he was chosen to be absolute leaderof the Nazi Party.

In 1923, Hitler and his followers formed a coup against the ruling government. Itfailed and Hitler was put in prison. While in prison, Hitler wrote a book called MeinKampf (or My Struggle). In this book, his views on the Jewish race were made clear.He believed that the German (or Aryan) race was the superior race, and all other racesmust be defeated, especially the Jews. He blamed Germany’s defeat in the warspecifically on the Jews. Hitler was especially bitter against the Treaty of Versaillessigned just after World War I. He felt this agreement had taken away land that rightlybelonged to Germany. It was his goal to rescue Germany by ruling the country.

With each year that passed, the Nazi Party gained more support from the commonworkers. Finally in 1933, the Nazi Party won the elections in Germany. Since Hitlerwas the party’s leader, he quickly took over as chancellor. He outlawed all otherpolitical parties. He also passed the Enabling Act, giving him the power to enact laws without the legislature’s approval. All opposed to the Nazi Party were takenaway from their homes. These people were sent to special areas called concentrationcamps. Although he spoke of peace, Hitler’s main goal was war.

To the common person, it appeared that everyone supported Hitler. He traveled thecountry promoting his views with enthusiastic rallies. He possessed an amazingability to persuade the masses with his speeches. He did not allow the people to thinkfor themselves, instead he thought and spoke for them. In the end, his actionsaffected not only the German people he deceived, but the whole world.


©Teacher Created Materials, Inc. #3937 Exploring History Through Primary Sources—The Holocaust

Adolf HitlerHistorical Background InformationOf all the dictators in history, many people regard Adolf Hitler as the most dangerous. Just after WorldWar I, he rose to power in the German Nazi Party. His charismatic speaking style persuaded the Germanpeople to follow his leadership. In 1933 he was named chancellor of Germany. He immediately set upyouth camps to train teenagers. He produced children’s books as propaganda for young children. Thosewho opposed his views were sent to special locations called concentration camps, where many of themdied. He passed the Enabling Act that allowed him to make laws without the approval of the Germanlegislative body. He proudly took the title, Führer, which means “absolute leader.”

Analyzing History

KnowledgeUsing this picture, describe a Nazi soldier.

ComprehensionWhy is Hitler standing with his arm extended?

ApplicationWhat are the most important facts about Hitler’s life? Makean outline to show your answer.

AnalysisCompare Hitler with any president of the United States. How are they alike and how are they different? Use a Venndiagram to show your comparison.

SynthesisTo make the most ideal political leader, what qualities shoulda leader possess? Take some characteristics from Hitler andcombine them with other qualities to make this ideal leader.Write a résumé for this “perfect” political leader.

EvaluationImagine you live in Germany during Hitler’s rule. Youoppose the Nazi Party. Do you let your views be known, ordo you keep silent? Why? Write a letter to a family memberexplaining your actions.

Historical WritingFictionWhat if you had been at one of Hitler’srallies? What do you think it wouldhave been like to hear him speak?Write about this experience as if youwere in the crowd.

NonfictionHitler was a powerful leader. Whatmakes a leader powerful? Whatqualities (good and bad) did he possessto make him so powerful? Explainyour answer.

History ChallengeResearch to find out if Hitler evermarried or had children.

Using Primary Sources Dachau Sketch

Memorials and MuseumsStandard/Objective

• Describe how people create places that reflect cultural values and ideals as they buildneighborhoods, parks, shopping centers, and the like. (NCSS)

• Students will create memorials or monuments for a liberated concentration camp.

MaterialsCopy of the facsimile Dachau Sketch; Copies of the historical background information (page 60);Copies of the student activity sheet, Dedicated to the Victims (page 61); Copies of the Dachau Map(page 62); Index cards; Art materials like clay, dough, and recycled items

Discussion Questions• What places are described on this map?

• Who do you think created this map?

• For what reasons was this map created?

• What do you think it was like to live in Dachau?

Using the Primary SourceHave the facsimile Dachau Sketch posted at the front of the room. Make copies of the Dachau Map(page 62) and place one on each student’s desk before they come into class. Give them a few minutesto look at the map. Then, ask the discussion questions above. Distribute copies of the historicalbackground information (page 60) and read it together as a class taking time to discuss any questions.

Tell students that they will be constructing models of monuments or memorials for a concentrationcamp. Distribute the student activity sheet, Dedicated to the Victims (page 61). Students will besketching their ideas on this page. Then allow students to use various art materials and recycledmaterials to make models of their sketches. Each model should have an index card that states thesignificance of the monument or memorial. When students are finished with their models and indexcards, place these monuments and memorials on display for others to see.

Extension Idea• There are many Holocaust museums throughout the world. Have students research to find out

where the major Holocaust museums are located. Post a world map and let them locate theseplaces on the map.



Memorials and Museums (cont.)

Historical Background Information

Museums and memorials have been erected at the site of some of the concentrationcamps. In particular, the first concentration camp, Dachau, has been converted into amemorial site that many people visit each year. Dachau does not resemble what itlooked like during the war. It is clean and most of the Nazi symbols are gone.

Several memorials were built at Dachau. During the 1960s, a Jewish memorial prayerhouse was built there to remember the Jews who were imprisoned and died at Dachau.A Russian Orthodox memorial chapel was also built to commemorate the Russianprisoners of war. At the time of liberation, there were 4,258 Russians in the camp. AProtestant memorial chapel was built in 1965. There were many Christiansimprisoned at Dachau, including some ministers. In 1960, the Catholic MemorialChapel was erected. Many Catholic priests from Poland were arrested because theywere resistance fighters. They were taken as political prisoners to Dachau.

Monuments were created forDachau as well. Onesculpture represents the thinbodies of the camp’s victims.It is an internationalmonument because Dachau’sprisoners were from 37countries. Another sculpturewas created with different-colored triangles. Itrepresented the variousprisoners and why they wereimprisoned.

Two small Jewish monumentsare also at the camp. One ofthem has the Star of David and a menorah on it. This monument is situated behindwhere the crematoria once stood and where the ashes of its victims were buried. Theother is a stone monument with the words, “Think about how we died here.” It standsat the entrance to the camp.

Another monument is called the Unknown Prisoners at Dachau. When the camp wasliberated, the Allied troops found stacks of dead bodies, none could be identified.This monument is a sculpture of a prisoner with a shaved head and a very thin body.His clothing is ragged. He represents all the men and women who died and wereburied in this area.


Monument representing the camp victims(Courtesy of Emily R. Smith)


Name_______________________________________________________

Dedicated to the VictimsBackground InformationA United States medical soldier sketched a map of Dachau. He was there the day Dachau was liberatedby the Allied troops. It is a crudely drawn map and shows the various locations within the camp. Helabeled the brick house that was used by the guards. He showed where the piles of bodies were foundand the rail cars where more bodies were stored. He described the camp saying that no grass could befound anywhere and barbed wire hemmed it in on all sides. Today, Dachau looks nothing like it didduring the Holocaust. Beautiful memorials and monuments grace the area in honor of the many victimswho died there.

ActivityDirections: Imagine you are an artist and have been commissioned to create a memorial or monumentfor a concentration camp. What will your piece look like and how will it help people to rememberthose who have died? Sketch your ideas in the space below and then create a model of this monumentor memorial.


ChallengeFind out about the Auschwitz concentration camp today. Compare it to the Dachau camptoday using a Venn diagram.


Dachau Map


Document Based Assessments

Name_______________________________________________________

Comparing Forced Labor


1. How is the work in these pictures similar and different?

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2. Describe the workers in each picture.

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3. Which do you think would have been harder work? Why?

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USHMM, Courtesy of the National Archives

USHMM, Courtesy of Lydia Chagol

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