History Through Literature · The Holocaust The Holocaust was the Nazi regime’s deliberate, organized, and state-sponsored persecution and murder of approximately six million European

History Through LiteratureThe Holocaust

FILL IN THE FOLLOWING KWL TABLE: ( /15)

1. In the following table fill in what you already know about the Holocaust in the ‘K’ column and what you want to learn in the ‘W’ column. Include at least 5 points in each column.

2. After you have completed the ‘K’ and ‘W’ columns of the table, visit the following link: https://www.youtube.com/watch?v=h8H_alCdY8c (Helga’s Diary: The Holocaust Through the Eyes of a Child). View the video once in its entirety, then play it a second time with this chart in front of you, and fill in five facts you learned about the Holocaust from the video, that you didn’t know before in the ‘L’ column.

K W L

The HolocaustThe Holocaust was the Nazi regime’s deliberate, organized, and state-sponsored persecution and

murder of approximately six million European Jews. Holocaust is a word of Greek origin that means “sacrifice by fire.”

Nazi ideology said that Germans were racially superior and that Jews were an inferior race and a threat to the survival of Germany. Anti-Semitism, or hatred of Jews, had a centuries-long history in Germany and throughout Europe, but reached its height during the Nazi era (1933-1945). The Nazis also claimed that Roma (Gypsies), Slavs (Poles, Russians), and physically and mentally disabled people were Untermenschen, or sub-human, and could therefore be treated inhumanely. Communists, socialists, Jehovah’s Witnesses, homosexuals and anyone who publically disagreed with the Nazi regime were also persecuted, imprisoned, and murdered.

The Nazis came to power in 1933 when their leader, Adolf Hitler, was made chancellor. Hitler rose to power in part by using Jews as scapegoats (made to bear the blame) for everything that had gone wrong in Germany—the loss of WWI, the Treaty of Versailles that punished Germany after the war, and the Great Depression. Jews were soon after forcibly removed from civil service jobs, medicine, the judicial system, and the military. Jewish businesses were boycotted or shut down. The Nuremberg Laws of 1935 denied Jews their German citizenship, forbade Jews to marry non-Jews, and took away most of their political rights.

During Kristallnacht, or the Night of Broken Glass (November 9, 1938), a violent riot against Jews organized by the Nazis, over 1,440 synagogues were burned, at least 91 people were murdered, countless Jewish businesses and homes were vandalized and destroyed, and 30,000 Jews were sent to Dachau, Buchenwald, Sachsenhausen and other concentration camps. By this point it had become very difficult for German Jews to leave Germany because few countries would take them in. At this point, too, it was difficult, if not impossible, for the world to claim it did not know how Jews were being treated in Nazi Germany.

Once WWII began (September 1, 1939) and the Nazis overran Europe, Jews in conquered countries were herded into ghettos—walled off sections of a city where the inhabitants lived in overcrowded, unsanitary conditions with a lack of food, medical services, and heat. Starvation and disease led to hundreds of thousands of deaths in the ghettos of Warsaw, Lodz, Vilnius, and many others. Many Jews went into hiding, often relying on the kindness and bravery of non-Jewish friends. To hide a Jew was dangerous and to be caught doing so meant prison or even death. Few Jews were able to survive the war by hiding, as most—like Anne Frank and her family—were found out and sent to concentration camps.

In January 1942, high-ranking Nazi party members met at in the town of Wannsee to discuss “the Final Solution of the Jewish question.” Hundreds of thousands of Jews were already in Nazi concentrations camps being used as slave labor for the German war effort. Beginning later that year, the Nazis started deportations from the ghettos and concentration camps to extermination camps—killing centers in Poland with specially designed gassing facilities, like Auschwitz, Treblinka, and Chelmno. With the efficiency of the entire German state behind the effort, trains loaded with Jewish men, women and children rolled daily into these killing centers. Most were sent directly to the gas chambers to be murdered.

There were notable efforts to resist the Holocaust. A number of armed uprisings in the ghettos and camps surprised the Nazis, but were ultimately put down. Some Jews escaped ghettos and joined partisan movements fighting against the Nazis. Within the ghettos and camps acts of defiance, small or large, were met with brutality and murder, but occurred all the same.

When the Soviets, Americans, and British began to close in on Germany in early 1945, the Nazis forced Jews on long marches away from the advancing Allied armies. Hundreds of thousands died of exposure, violence, and starvation on these death marches. As the Allies moved into Germany and Poland they liberated the concentration and extermination camps and were horrified by what they found. Although news reports about camps had earlier informed the world of these atrocities, it wasn’t until the camps were liberated that the full extent of the Nazi crimes against the Jewish people was exposed to the world.

(http://www.nationalww2museum.org/learn/education/for-students/ww2-history/at-a-glance/the-holocaust-at-a-glance.pdf)

“First they came for the Socialists, and I did not speak out—Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out— Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out— Because I was not a Jew.

Then they came for me—and there was no one left to speak for me.”-Martin Niemöller

The words above are attributed to Martin Niemöller, an outspoken Protestant pastor and enemy of Adolf Hitler. He spent the last seven years of Nazi rule in concentration camps because he spoke out against the Nazis. After liberation, he gave lectures in which several variations of the quote above were shared at different venues. The variation presented here is on display in a permanent exhibition at the United States Holocaust Memorial Museum.

ANALYZE MARTIN NIEMÖLLER’S STATEMENT: ( /6)

1. What are your initial thoughts on what Martin Niemöller is trying to say here?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Who do you think are the ‘they’ Martin Niemöller is referring to?________________________________________________________________________________________________________________________________________________________

3. Define the word ‘complicit.’____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. A great parliamentarian, Edmund Burke, once wrote: “The only thing necessary for the triumph of evil is for good men to do nothing.” How do you think this relates to what Martin Niemöller says in the quote above? Is there other people beyond the Nazis to blame for the Holocaust? Why or why not?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYZING NAZI PROPAGANDA

“Check the war-mongers of the world. Every vote for the Führer!”

Describe what is being depicted in the Nazi propaganda poster above, and how the image and attached message promotes Nazism in Germany, pre-1930. ( /4)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

“The Jewish nose is bent. It looks like the number six…”

The above illustration comes from a children’s book published in 1938 called ‘Der Giftpilz.’

1. What negative myth about Jewish people is being perpetuated in the above illustration?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What do you think the goal of this children’s book was?________________________________________________________________________________________________________________________________________________________

3. Can you think of any negative myths being perpetuated about other peoples today, that may be linked to political propaganda and the media?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

( /3)

“Chorus of People: Can’t you give me your hand, my good comrade?”

1. What is the Star of David?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. In the graphic above, what is keeping these ‘comrades,’ represented carrying various national flags, from reaching out to each other? What negative myth is being perpetuated by this image?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

( /4)

THE BOOK THIEF

View the film ‘The Book Thief,’ based on the book written by Markus Zusak, in order to complete the following section.

1. In your own words, provide a plot summary for the film ‘The Book Thief.’ ( /15)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. At about the 19 minute mark in the film, a night known as Kristallnacht (November 9, 1938) is depicted. What does the film show happening on this night?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Who do you find out is the narrator of ‘The Book Thief,’ and what do you learn about this person in the film?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. In the film, the narrator says “It’s always been the same. The excitement and rush to war. I met so many young men over the years who have thought they were running at their enemy, when the truth was, they were running to me.” Knowing who the narrator is, what do you think is meant by this quotation?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Why would or wouldn’t you recommend the film ‘The Book Thief’ to other students your age? Was there anything about life during World War II and the Holocaust that it helped enhance your understanding of?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

EXCERPTS FROM ‘THE DIARY OF ANNE FRANK’

“After May, 1940, good times rapidly fled: first the war, then the capitulation, followed by the arrival of the Germans. That is when the sufferings of us Jews really began. Anti-Jewish decrees followed each other in quick succession. Jews must wear a yellow star, Jews must hand in their bicycles, Jews are banned from trains and are forbidden to drive. Jews are only allowed to do their shopping between three and five o’clock and cannot even sit in their own gardens after that hour. Jews are forbidden to visit theatres, cinemas and other places of entertainment. Jews may not take part in public sports.”

- June 20, 1942____________________________________________________________________________

“So we walked in the pouring rain, Daddy, Mummy, and I, each with a school satchel and shopping bag filled to the brim with all kinds of things thrown together anyhow.

We got sympathetic looks from people on their way to work. You could see by their faces how sorry they were they couldn’t offer us a lift; the gaudy yellow star spoke for itself.”

- July 9, 1942____________________________________________________________________________

“All students who wish to either get their degrees this year , or continue their studies, are compelled to sign that they are in sympathy with the Germans and approve of the New Order. Eighty percent have refused to go against their consciences and their convictions. Naturally they had to bear the consequences. All the students who do not sign have to go to a labour camp in Germany.” - May 18, 1943____________________________________________________________________________

____________________________________________________________________________

“I can shake off everything if I write; my sorrows disappear, my courage is reborn. But, and that is the great question, will I ever be able to write anything great, will I ever become a journalist or a writer? I hope so, I hope so very much, for I can recapture everything when I write, my thoughts, my ideas and my fantasies.”

-April 4, 1944

“To our great horror and regret we hear that the attitude of a great many people towards us Jews has changed. We hear that there is anti-Semitism now in circles that never thought of it before. This news has affected us all very, very deeply.”

- May 22, 1944____________________________________________________________________________

“Again and again I ask myself, would it not have been better for us all if we had not gone into hiding, and if we were dead now and not going through all this misery, especially as we should no longer be dragging our protectors into danger? But we recoil from these thoughts too, for we still love life; we haven’t yet forgotten the voice of nature, we still hope, hope about everything. I hope something will happen soon now, shooting if need be - nothing can crush us more than this restlessness. Let the end come, even if it is hard; then at least we shall know whether we are finally going to win through or go under.”

- May 26, 1944____________________________________________________________________________

____________________________________________________________________________

“Now I am getting really hopeful, now things are going well at last. Yes, really, they’re going well! Super news! An attempt has been made on Hitler’s life and not even by Jewish communists or English capitalists this time, but by a proud German general, and what’s more, he’s a count, and still quite young. The Fuhrer’s life was saved by Divine Providence and, unfortunately, he managed to get off with just a few scratches and burns. A few officers and generals who were with him have been killed and wounded. The chief culprit was shot.

- July 21, 1944____________________________________________________________________________

“Certainly I’m a giddy clown for one afternoon, but then everyone’s had enough of me for another month. Really, it’s just the same as a love film is for deep-thinking people, simply a diversion, amusing just for once, something which is soon forgotten, not bad, but certainly not good. I loathe having to tell you this, but why shouldn’t I, if I know it’s true anyway? My lighter superficial side will always be too quick for the deeper side of me and that’s why it will always win.”

- August 1, 1944

‘THE DIARY OF ANNE FRANK’ ( /15)

After reading through the attached excerpts from Anne Frank’s diary, return to the text and reread them again, looking for the necessary information to fill in both columns in the following table. You will need to include at least 6 facts in each column.

THINGS YOU LEARN ABOUT ANNE FRANK(Appearance, personality, beliefs, interests, family etc.)

THINGS YOU LEARN ABOUT LIFE DURING WWII & THE HOLOCAUST

1 1

2 2

3 3

4 4

5 5

6 6

WHAT HAPPENED TO ANNE AND THE OTHER ‘HIDERS?’The August 1, 1944 entry in Anne Frank’s diary was her last. The Gestapo, who were

also known as the Nazi secret police, forced their way into the annexe Anne and her friends and family were hiding in. Everyone was arrested and interrogated before being taken to a Dutch concentration camp known as Westerbork. Eventually they ended up on the infamous landing ‘ramp’ in Auschwitz Death Camp, but it was determined the ‘hiders’ were still capable of contributing to the German war effort, and they were sent to the less than human living quarters in the barracks. They were tattooed with prison numbers, shaven, dressed in rags, treated horribly and tortured by the ‘Kapos’ who ran the barracks. It was a life of fear, degradation and cruelty beyond anything you could imagine.

Anne’s mother died of starvation in 1945. The boy she was falling in love with in their secret annexe was taken with thousands of others on one of the Nazi ‘death marches,’ which led to his death. This boy’s father was murdered in the gas chambers, and his mother died in another camp she was transferred to. Anne and her sister were taken from their parents to a concentration camp called Belsen. Here “there was none of the organization of Auschwitz. Prisoners were left to themselves. There was, recalled a survivor, ‘nothing but the heath and hunger and people as fluttery from starvation as a flock of chickens, and there was neither food nor water, nor hope.’ This was Anne’s final home” (Schnabel, The Footsteps of Anne Frank). In Belsen there is mass graves where thousands lie buried together, and Anne lies somewhere among these corpses.

**Regarding ‘The Diary of Anne Frank, former First Lady, politician and activist Eleanor Roosevelt once wrote “This is a remarkable book. . . . It is one of the wisest and most moving commentaries on war and its impact on human beings that I have ever read.”____________________________________________________________________________

SOME STATISTICS ON DEATH DURING THE HOLOCAUST (1933-1945)

Jews 6 millionSoviet Civilians 7 million (1.3 Soviet Jewish included in the 6 million)Soviet P.O.W.s 3 million (50 000 Jewish soldiers included)Polish Civilians (Non-Jewish) 1.8 millionSerb Civilians 312 000People w/Disabilities in Institutions 250 000Roma (Gypsies) 196 000 - 220 000Jehovah’s Witnesses 1900Repeat Criminals & Homosexuals 70 000 - 100 000

People Killed in Death Camps:Auschwitz Complex 1 millionTreblinka 2 925 000Belzec 434 508Sobibor 167 000Chelmno 156 000 - 172 000

**Deaths in other German facilities, known as concentration camps topped 150 000 people.**Deaths in ghettos topped 800 000 people.**Deaths in German-occupied Soviet Union by shootings/gas wagons topped 1.3 million.**Deaths by shooting operations in German-occupied or annexed Poland topped 220 000.

Escape Tunnel, Dug by Hand, Is Found at Holocaust Massacre Site

(https://www.nytimes.com/2016/06/29/science/holocaust-ponar-tunnel-lithuania.html)

By: Nicholas St. Fleur, New York Times

Jewish forced labourers dug a tunnel from this holding pit near Vilnius, Lithuania, into the surrounding forest. Credit: Ezra Wolfinger for NOVA

A team of archaeologists and mapmakers say they have uncovered a forgotten tunnel that 80 Jews dug largely by hand as they tried to escape from a Nazi extermination site in Lithuania about 70 years ago.

The Lithuanian site, Ponar, holds mass burial pits and graves where up to 100,000 people were killed and their bodies dumped or burned during the Holocaust.

Using radar and radio waves to scan beneath the ground, the researchers found the tunnel, a 100-foot passageway between five and nine feet below the surface, the team announced on Wednesday.

A previous attempt made by a different team in 2004 to find the underground structure had only located its mouth, which was subsequently left unmarked. The new finding traces the tunnel from entrance to exit and provides evidence to support survivor accounts of the harrowing effort to escape the holding pit.

“What we were able to do was not only solve one of the greatest mysteries and escape stories of the Holocaust,” said Richard Freund, an archaeologist from the University of Hartford in Connecticut and one of the team leaders. “We were also able to unravel one of the biggest problems they have with a site like this: How many burial pits are there?”

Dr. Freund and his colleagues, working with the PBS science series NOVA for a documentary that will be broadcast next year, also uncovered another burial pit containing the ashes of perhaps 7,000 people. That would be the 12th burial pit identified in Ponar; officially known today as Paneriai.

From 1941 until 1944, tens of thousands of Jews from the nearby city of Vilnius, known as the Jerusalem of Lithuania, were brought to Ponar and shot at close range. Their bodies were dumped into the pits and buried.

“I call Ponar ground zero for the Holocaust,” Dr. Freund said. “For the first time we have systematic murder being done by the Nazis and their assistants.” According to Dr. Freund, the events at the site took place about six months before the Nazis started using gas chambers elsewhere for their extermination plans.

An estimated 100,000 people, including 70,000 Jews, died at Ponar. Over four years, about 150 Lithuanian collaborators killed the prisoners — usually in groups of about 10. In 1943 when it became clear the Soviets were going to take over Lithuania, the Nazis began to cover up the evidence of the mass killings. They forced a group of 80 Jews to exhume the bodies, burn them and bury the ashes. At the time they were called the Leichenkommando, or “corpse unit,” but in the years that followed they were known as the Burning Brigade.

For months, the Jewish prisoners dug up and burned bodies. One account tells of a man who identified his wife and two sisters among the corpses. The group knew that once their job was finished, they, too, would be executed, so they developed an escape plan.____________________________________________________________________________

According to NOVA:

“Freund is working with the Vilna Gaon Jewish State Museum and the Tolerance Center of Lithuania to create an exhibit so that visitors from around the world can hear the story of the courageous Jews that dug their way out of the death pits.

Freund said it will be a refreshingly different piece of Holocaust history—‘a story about life instead of death.’”

**11 of the 80 Jews that made up the ‘Burning Brigade,’ and attempted to escape, survived.

( http://www.pbs.org/wgbh/nova/next/military/vilnius-tunnel/ )____________________________________________________________________________

Using the attached current event article related to the Holocaust, fill in the graphic organizer above with the appropriate information. ( /10)

HOLOCAUST POETRYThe Burning of the Books

by Bertolt Brechttranslated by Michael R. Burch

When the Regimecommanded the unlawful books to be burned,

teams of dull oxen hauled huge cartloads to the bonfires.

Then a banished writer, one of the best,scanning the list of excommunicated texts,

became enraged: he’d been excluded!

He rushed to his desk, full of contemptuous wrath,to write fiery letters to the morons in power—

Burn me! he wrote with his blazing pen—Haven’t I always reported the truth?

Now here you are, treating me like a liar!Burn me!

____________________________________________________________________________

Shemaby Primo Levi

You who live secureIn your warm houses,

Who return at evening to findHot food and friendly faces:

Consider whether this is a man,Who labors in the mudWho knows no peace

Who fights for a crust of breadWho dies at a yes or a no.

Consider whether this is a woman,Without hair or name

With no more strength to rememberEyes empty and womb cold

As a frog in winter.

Consider that this has been:I commend these words to you.Engrave them on your hearts

When you are in your house, when you walk on your way,When you go to bed, when you rise.

Repeat them to your children.Or may your house crumble,

Disease render you powerless,Your offspring avert their faces from you.

UNDERSTANDING HOLOCAUST POETRY ( /10)

1. Each of the poems presented on the previous page take very different tones and approaches to discussing aspects of the Holocaust. Each poem does however finish with a statement of contempt toward someone. Discuss who is treating the speaker “like a liar” in‘The Burning of the Books,’ and who the speaker in ‘Shema’ is talking to when the statement is made “may your house crumble, Disease render you powerless, Your offspring avert their faces from you.”____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. How does the speakers feelings in ‘The Burning of the Books’ compare and contrast with Liesel Meminger’s feelings towards this atrocity in the film ‘The Book Thief?’____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Describe the victims of the Holocaust as depicted in the poem ‘Shema.’____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What is the overall message presented by the speaker in ‘Shema,’ and do you take offence to the threat in the last three lines or see it as an attempt for this Holocaust survivor to turn bad experiences into something positive for future generations? Discuss in a few sentences.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

FINAL ASSIGNMENT: ( /30)Choose ONE of the following assignments:

1. RESEARCH ESSAY - Write a 2-3 page (typed, size 11 or 12 font) research essay about how the concentration and death camps were run, and how they fit into the Nazi’s ‘Final Solution.’ You may choose to talk about concentration and death camps in general, or choose a specific one to focus on. You must include at least 3 different sources in your bibliography.

2. BIOGRAPHY OF OTTO FRANK - Visit http://www.annefrank.org/en/Subsites/Timeline to review events and primary documents recorded on this timeline. Using information you find, write a 2-3 page (typed, size 11 or 12 font) biography about Anne Frank’s father, Otto, tracking his life from World War I through World War II and beyond. In your introductory paragraph, include a thesis statement introducing Otto Frank and explaining what kind of person he is.

3. CREATE A COMIC/GRAPHIC NOVEL - Scan through the book ‘The Diary of Anne Frank’ and choose one of her entries. Using the descriptions of scenery, people, events etc. in this entry, bring these visuals to life by creating a ten panel comic book where you will illustrate the images. There should be some text included, though you may not need to include the text of the entry in its entirety. If anyone is speaking in this entry, you may need to use text bubbles in your comic book rendition, or caption boxes if it is just the narrator speaking. Review the format of comic books and graphic novels and also design and practice drawing your main characters before beginning. Effort to create effective art must be present. Stick figures will not suffice.

4. CREATE A SERIES OF POEMS - Create a series of five, poems that highlight events or feelings attached to the Holocaust and World War II. You should experiment with different forms of poetry, structures, rhyme schemes and themes. Another suggestion for one of your poems may be to review Martin Niemöller’s words “First they came for the Socialists…” and recreate this piece, replacing ‘Socialist,’ ‘Trade Unionist’ and ‘Jew’ with terms relevant to current events.

5. PROFILE A POET - All three poets featured in this unit have their own interesting and tragic stories, as they all lived through the horrors of the Holocaust. You may choose either Martin Niemöller, Primo Levi or Bertolt Brecht to research and write a 2-3 page (typed, size 11 or 12 font) profile of their lives. Include in this who they were, where they were from, what their experience was during the Holocaust, how they survived and what happened to them after the war. You might also provide information about other literature, if any, that they wrote.

6. CANADA’S INTERNMENT CAMPS COMPARE AND CONTRAST - Canada is often known as a welcoming place that champions individual freedoms, but it has a few dark secrets not so often talked about. During World War II, for example, Canada set up ‘internment camps’ under the ‘War Measures Act,’ which at their height saw over 30 000 prisoners held in Canada based on race and political affiliations. Many prisoners were Japanese-Canadians interned after the attack on Pearl Harbour. Canadians with Japanese roots were subject to forced labour, internment, and extreme racial prejudice. Even if they were born in Canada, they were treated as the enemy. For this assignment, write a 2-3 page (typed, size 11 or 12 font) report where you compare and contrast Canadian internment camps with German concentration camps. There is debate over how similar or different these camps were and if it is fair to compare them. In the introduction to your report make a clear thesis statement, where you take a stand on this issue. In the proceeding paragraphs discuss conditions and philosophy behind internment camps versus concentration camps in Europe to support your stance. Include three sources.

HISTORY THROUGH LITERATURE - THE HOLOCAUST - EXIT CARD ( /3)

In this unit you had the opportunity to look at the Holocaust through a variety of text forms, such as; reference information, primary documents, video clips, dramatic film, poetry, news articles, diary entries, political cartoons/posters and more. Identify which text-form had the biggest impact on you in your exploration of the Holocaust and why. Discuss in a few sentences what it was about that text that connected with you.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SUGGESTED READING:

HISTORY THROUGH LITERATURE - THE HOLOCAUST - ASSIGNMENT CHECKLIST

HISTORY THROUGH LITERATURE - THE HOLOCAUST - CURRICULUM OUTCOMES

Alberta’s Program of Studies

____________________________________________________________________________

That I survived the Holocaust and went on to love beautiful girls, to talk, to write, to have toast and tea and live my life - that is what is abnormal.

- Elie Wiesel ____________________________________________________________________________

ASSIGNMENTS VALUE MARK

KWL CHART 15

ANALYSIS OF MARTIN NIEMÖLLER QUOTE

6

NAZI PROPAGANDA (PRIMARY SOURCES)

11

VIEWING OF THE BOOK THIEF 15

EXCERPTS FROM THE DIARY OF ANNE FRANK

15

CURRENT EVENT CONCEPT MAP

10

HOLOCAUST POETRY 10

FINAL ASSIGNMENT 30

EXIT CARD 3

TOTAL 115

ENGLISH LANGUAGE ARTS 1.1.1, 1.1.2, 2.1.1, 2.1.2, 2.1.3, 2.1.4, 2.2.1, 2.2.2, 2.3.1, 2.3.2, 2.3.3, 3.1.1, 3.1.2, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 4.1.1, 4.1.2, 4.2.1, 4.2.2, 4.2.3, 4.2.4, 5.1.1, 5.1.2, 5.1.3

SOCIAL STUDIES 10-2 1.1, 1.8, 2.2, 2.3, 3.5,4.2, 4.3, 4.4, 4.5, 4.7, 4.9, 4.11