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LOWER 4 – UNIT 4 – WHAT IS EFFECTIVE PROTEST?

LOWER 4, UNIT 5: DID ALL GERMANS HATE THE JEWS? ( Why did the Holocaust happen?) TEACHERS – YOU WILL NEED THE POWERPOINT ABOUT PROPAGANDA AND ALSO THE PICTURE FILES FOR VICTIMS AND PERPETRATORS AS WELL AS THIS SCHEME OF WORKKey Concepts [KC]:KC1: Chronological understandingKC2: Cultural, ethnic and religious diversityKC3: Change and continuityKC4: Cause and consequenceKC5: SignificanceKC6: Interpretation

Key Processes [KP]:KP1: Historical enquiryKP2: Using evidenceKP3: Communicating about the past

Delivery: Students should experience a combination of overview, thematic and depth studies.Students must be provided with a secure chronological framework covering at least medieval, early modern, industrial and 20th century periods.Contrasts and comparisons should be made between British, European and world history.

Compulsory Content [CC] (content not restricted to this):CC1. BRITAIN:

1a) Change and continuity in power from Middle Ages to 20th century1b) Different and converging histories of England, Ireland, Scotland, Wales1c) The impact of the movement and settlement of people to, from and within the UK. 1d) Changing lives, beliefs, ideas and attitudes of British people over time and factors that have driven these changes1e) The impact of the British Empire on Britain and colonies, decolonization

CC2. EUROPE AND WORLD:2a) The impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and world societies

LOWER 4 – UNIT 4 – WHAT IS EFFECTIVE PROTEST?2b) Changing nature of conflict and cooperation, including WW1&2, Holocaust, and conflict resolution organizations

Opportunities:To explore the relevance of Historical events to today’s societyTo experience historical sitesTo use ICTTo explore family/local history

Progression in History

What is progression?

Must be measured in substantive and conceptual terms; students must not only know more, but gradually become historians, rather than receiving the ‘referential illusion’ of commonly-held and politically-reinforced assumptions about the past

Students should develop the ability to…

understand increasingly complex concepts, which become wider ranging in the scope of their explanation (e.g feudal system to Marxism)

apply historical skills to an increasingly wide range of issues apply historical skills to issues of increasing difficulty apply historical skills with increasing independence construct historical understanding rather than receive a prepared version

Year 8 Key questions:

1. Who has power?2. How is power exercised? – Methods? Judgments on for good or ill?3. How do people challenge authority?4. How successfully is power challenged?5. For what reasons do people protest?

LOWER 4 – UNIT 4 – WHAT IS EFFECTIVE PROTEST?6. How has the source and exercise of power changed over time?


WHAT THIS UNIT PROVIDES:

Key Concepts [KC]:KC2: Cultural, ethnic and religious diversityKC3: Change and continuityKC4: Cause and consequence

Key Processes [KP]:KP1: Historical enquiryKP2: Using evidenceKP3: Communicating about the past

Compulsory Content [CC] (content not restricted to this):CC2. EUROPE AND WORLD:

2a) The impact of significant political, social, cultural, religious, technological and/or economic developments and events on past European and world societies2b) Changing nature of conflict and cooperation, including Holocaust


Overview SOW - 6 weeks

1. Precons ex about Nazis stored on separate document owing to file size

‘Describe a Nazi?’5 minute mind map

Then, simplified version of victims and perpetrators exercise from IWM

Put on 5 tables an image of each of the individuals and a blank circle map. Underneath each image put a sealed envelope with the relevant information about that individual, that confirms whether they were a victim or a perpetrator. Students visit each table and write down their thought about whether the individual is a V or P and, in the frame of reference of the circle map, why they think that.

Purpose is to help students unpack what their preconceptions are and enable them to start looking at the issue historically.

When students get to the last picture, they complete their preconceptions. Then they have to summarise the majority view from what everyone has written – write 1 sentence

Then they open the envelope and read the information. In 1 sentence they have to summarise what role the person really played and what the key evidence is. Then share with class. Teacher can show pics on board to everyone for clarity. The discussion is the important part. Learning outcomes: Heydrich is a family man and a perpetrator. Socha was a rescuer but only for money in the first place, which isn’t our conventional view of a rescuer. Women could be perpetrators too (Grese). It wasn’t just Jews who were victims (Amalile/Bondi family). Not all Nazis were perpetrators (Gerstein). These issues make the victim/perpetrator/rescuer discussion grey rather than black and white and show students that historians have to deal with ambiguity rather than make emotional value judgments

Precons ex – plenary questions below

Stage 1Making the Jews feel like outsiders

Stage 2Using violence

Stage 3Separating them out

[rough dates]E.GLaw for the Protection of German Blood and Honour

1935Law for the Protection of German Blood and Honour

1938Kristallnacht

1940Putting Jews into ghettos

This makes the Jews not German any moreThis is getting worse because people are really hurting the Jews

LOWER 4 – UNIT 4 – WHAT IS EFFECTIVE PROTEST?2. What happened to the Jews – narrative

Version 1 – Ask students to read the chronology and identify turning points. Depending on time available they can either then create a flow map timeline of the turning points, explaining how the treatment deteriorates, see partial example below, copied from one of my current students

Etc.

Version 2 – Give students a timeline with turning points already shaded in. Ask them to describe how the treatment of the Jews changes at each turning point. Then they can create a timeline, slightly different to that above. See example below, again copied partially from one of my students. For very weak students you could give them the complete first row.

Optional alternatives – give them the jumbled chronology first to sort– Give them the set of pictures – they have to select an appropriate

one to illustrate the turning points on their timeline

Extension: map work to find out how many perished. Either maps or, to increase geography link, could give table of data instead of the maps, so writing up their map means they have to think about/look up where the countries are. You could use this as DIFFERENTIATION


conceptual link for students: SO HOW WAS THIS POSSIBLE?

3. German attitudes

Possible opportunity for next year: Jewish life in Germany before the Third Reich; no time this year

Students are in groups of 5. Each person in a group assumes a different identity. This is to encourage discussion of the different viewpoints. They should write their responses on the cards, IN SINGLE WORDS or no more than 5 words (depending on the question). The real writing up comes in the ‘thinking it through’ plenary work.Students discuss their starting point attitudes.

Then students are given/study 1 development at a time. Allow time for consideration and annotation of the stimulus question sheets. Students should discuss the similarities and differences between their responses, to ensure that everyone has a rounded understanding. I made this part of the group work task, hence the group work pro forma at the start of this resource.

Major historical change under investigation:Destruction of the Jewish people in Germany

5 people:1: Jews2: Business people3: Young people4: Farmers5: Women

5 events:Hitler becomes ChancellorNuremberg LawsKristallnachtInvasion of Poland - ghettosWar with Russia- camps

Extension: source interpretation exercise


4. propaganda

starter – ask students in pairs/groups to define the word ‘stereotype’. Clarify definition and then ask them, in same groups, to identify as many stereotypes as they can. Then ask why stereotypes exist –where do they come from and why are they popular/perpetuated?

Ppt presentation about visual propaganda about the Jews and worksheet

Possible opportunity for next year: counter balance exercise to explore terror and propaganda as two sides of same coin. Also could explore impact – examples of Germans helping jews and examples of informing?

Extension: Hollywood Nazis – exploration of stereotypes

5. Official responsibilities

a) Circles activity – who was most responsible?

Photocopy onto A3 paper

Students draw a circle for each group/individual. The size of the circle represents the size of the group The distance from the centre circle represents the extent of his/her/its

responsibility for the Holocaust

Extension: add a circle for ‘German people’

6. How did war contribute to the Holocaust

Source work interpretation exercise: WWI, war with Poland, War with Russia

Possible alternative: split class into groups and give them one war to focus on. The collect all the information together as a class, perhaps on a display boardThen complete the table

Extension: GCSE style source analysis (comparison) question

7. Plenary assessment – argument planning

Writing an argument to answer the question “Why did the Holocaust happen?”. Writing an argument is important for coherent essays and for good conclusions. [All the essay

LOWER 4 – UNIT 4 – WHAT IS EFFECTIVE PROTEST?work they have done this year will be consolidated in the plenary unit for year 8 so there is no need to write a full formal essay here]

a) students study the story of Alphonse, identify the reasons why he died and then, using the vocabulary suggested, link the causes together.

b) When students have written an argument for Alphonse, they write a sentence for each reason the Holocaust happened and link together into an argument.

Extension: Plan assertions for an essay using the argument as a guide

8. Extension activity – analysis practice

Odd links:www.thebreman.org/.../1000kids/antisemitism.html

http://www.thebreman.org/exhibitions/online/1000kids/antisemitism.html

VICTIM, PERPETRATOR OR RESCUER?

Preconceptions ex

Preconceptions Exercise: Thinking it through

1. What has this exercise made you think about studying the Holocaust?

2. What questions might historians want to answer about the Holocaust? (lots of good questions begin with W words!)

3. Millions of Jewish people were killed during the Holocaust. At the end of the Second World War the Nazi government of Germany was defeated and the most important Nazis (those that survived!) were put on trial and punished.

Thinking about the preconceptions exercise you have completed, and the statement above, can you think of any problems that historians might have in trying to find out what really happened during the Holocaust?

Preconceptions ex

Jan. 30 1933 - Hitler appointed Chancellor of Germany.

April 1940 – Himmler orders the building of a concentration camp at Auschwitz. Auschwitz is the first and most significant of the 6 death camps built by the Nazis.

Sept. 15 1935 - Two laws are passed about the Jews1. The Reich Citizenship Law, saying Jews are no longer German citizens.2. The Law for the Protection of German Blood and Honour, which forbids marriage between Jews and Germans.

May 1941 – Hitler creates 6 Einsatzgruppen (killing squads). These squads are given orders to follow the German army into Russia and shoot all Jews and Communists.

Early 1938 - Hitler makes a speech saying he wants the Jews to emigrate.

June 22 1941 – Germany invades USSR. This campaign is known as Operation Barbarossa

Aug 17, 1938 – A law is passed forcing Jewish women to add Sarah and men to add Israel to their names. This new name must appear on all legal documents including passports.

August 1941 – Voluntary emigration of German Jews forbidden

Oct 5, 1938 – A law is passed saying Jewish passports have to be stamped with a large red "J."

September 29-30 1941 – There is a mass murder of 34000 Jews at Babi Yar, near Kiev. The murder is carried out by a German Einsatzgruppe and Ukranian police.

Nov. 9 1938 - Kristallnacht. This is a government-permitted attack on Jews in Germany and Austria. Jewish homes, businesses and synago50gues are vandalized and burned. Jewish property is looted (stolen) and approximately 28,000 German and Austrian Jewish men are deported to concentration camps.

Jan. 20 1942 – Senior German officials meet outside Berlin at a country house in Wannsee. The purpose of this meeting is to discuss the "final solution" for the Jewish problem.

Dec 1938 – A law is passed confiscating all Jewish businesses

Jan/Feb 1942 – The first gassing of Jews is carried out at Auschwitz.

Jan. 30 1939 - Hitler makes a speech to the Reichstag (German Parliament) predicting the "destruction of the Jewish race in Europe."

Dec 1942 – most Polish Jews have been killed by now

Sept. 1 1939 - The German army invades Poland.

Jan 1945 – Auschwitz is liberated by the Russians as they fight the Germans back across Europe

Nov. 23 1939 – All Jews in occupied Poland have to wear a yellow star on their clothes.

April 1945 – Hitler commits suicide as the Russians approach Berlin

April 30 1940 – Jewish people in Poland are forced to move into ghettos (areas of the city which are designated as zones just for Jews. These areas are surrounded by a wall and people cannot leave or enter)

November 1945 – Trials of leading Nazis for war crimes begin at Nuremberg, in Germany. Initial estimates suggest that the Nazis murdered 13 million people, including 6 million Jews.

Activity 2 – correct chronological order











Nov. 9 1938 - Kristallnacht. This is a government-permitted attack on Jews in Germany and Austria. Jewish homes, businesses and synago50gues are vandalized and burned. Jewish property is looted (stolen) and approximately 28,000 German and Austrian Jewish men are deported to concentration camps.











November 1945 – Trials of leading Nazis for war crimes begin at Nuremberg, in Germany

Activity 2 – correct chronological order with TP identified



Nov. 9 1938 - Kristallnacht. This is a government-permitted attack on Jews in Germany and Austria. Jewish homes, businesses and synagogues are vandalized and burned. Jewish property is looted (stolen) and approximately 28,000 German and Austrian Jewish men are deported to concentration camps.


















November 1945 – Trials of leading Nazis for war crimes begin at Nuremberg, in Germany. Initial estimates suggest that the Nazis murdered 13 million people, including 6 million Jews.


Activity 2 – jumbled chronology

Activity 2 – images for chronology

Homework: How many Jewish people died in the Holocaust?

Jewish Populations in Europe before the Holocaust

Jewish Populations in Europe after the Holocaust

Activity 2 – statistics from IWM, London

NORWAY1800

SWEDEN

SOVIET UNION3,000,000

FINLAND 2000

GERMANY AND AUSTRIA 300,000

FRANCE 350,000

BELGIUM 90,000

NETHERLANDS 140,000

POLAND3,300,000

CZECHOSLOVAKIA 253,000

HUNGARY750,000 ROMANIA

600,000

BULGARIA64,000

YUGOSLAVIA42,000

ALBANIA 500

GREECE74,000

ITALY57,000

LITHUANIA155,000

LATVIA93,000

ESTONIA4,500

NORWAY900

SWEDEN

SOVIET UNION1,500,000

FINLAND 2000

GERMANY AND AUSTRIA 27,000

FRANCE 280,000

BELGIUM 25,000

NETHERLANDS 20,000

POLAND300,000

CZECHOSLOVAKIA 25,000

HUNGARY200,000 ROMANIA

43,000

BULGARIA50,000

YUGOSLAVIA7,000

ALBANIA 250

GREECE12,000

ITALY33,000

LITHUANIA15,000

LATVIA9000

ESTONIA2000

DENMARK7600

DENMARK7600


Country Jewish PopulationSeptember, 1939

Jewish Population 1945

% of Jews that survived

Poland 3,300,000 300,000 9%

USSR (occupied) 3,000,000 1,500,00050%

Romania 600,000 43,000 7%Hungary 750,000 200,000 27%Czechoslovakia 253,000 25,000 10%

France 350,000 280,000 80%Germany/Austria 300,000 27,000 9%

Lithuania 155,000 15,000 10%Holland 140,000 20,000 14%

Latvia 93,000 9,000 10%Belgium 90,000 25,000 28%Greece 74,000 12,000 16%

Yugoslavia 42,000 7,000 17%

Italy 57,000 33,000 58%Estonia 4,500 2000 44%Denmark 7,600 7,600 100%Finland 2000 2000 100%Bulgaria 64,000 50,000 78%Albania 500 250 50%Norway 1800 900 50%

Total 9,284,400 2,558,750 28%

[figures from IWM, London]

Show this information as a bar chart (you can do this on excel if you wish)

Activity 2


1. Using the maps or table provided (and your mathematical skills!), work out what percentage of the Jewish population survived the Holocaust in each country. Write the % on the map provided.

% of Jewish people who survived the Holocaust

2. How many Jews died during the Holocaust?

3. What percentage of European Jews survived in total?

4. What does this activity make you think about the Holocaust?

Note:It is difficult to know exactly how many Jews died in the Nazi camps. Nazi officials did keep meticulous records, but many of these were burned when it became clear that Germany would lose the war, as the Nazis didn’t want the Russians to see their records. So the figures are approximate, compiled in part from synagogue records and in part from survivors who returned to their villages and listed the missing. In many cases, there were no survivors from villages and so historians can only estimate how many were killed.

Activity 2

Our Group Work Plan:

Complete BEFORE the activity. You may not put all your ticks in one column!

All the time

Most of the time

Some of the time

Never

We will share our ideas freely

We will not move on until everyone is confident she understands

We will listen to each other respectfully

We will ask questions if we don’t understand someone’s idea

We will make fun of people if they don’t understand

We will waste time chattering

Group work evaluation

Complete AFTER the activity. You may not put all your ticks in one column!

All the time

Most of the time

Some of the time

Never

We encouraged everyone to speak

One person dominated the group

Everyone contributed their ideas

We felt free to disagree if we had good reason

We were willing to change our minds if a good argument persuaded us

We treated each other’s ideas with respect

We distracted each other

We read instructions carefully

We asked for help BEFORE we had thought things through

We should work together in this group again

Activity 3

1. Jewish person

The year is 1930. Europe is in the middle of a big financial crisis caused by the collapse of the American stock market. However, you are a lawyer living in Berlin. Your family are mostly doctors or lawyers and you are fairly well off, despite the economic problems. Your studies have told you that the Jews have often been the scapegoats in history whenever something has gone wrong. You have heard about a man called Adolf Hitler who is blaming the Jews for the current economic problems and Germany’s defeat in world war 1 in 1919. He is becoming more popular as the financial crisis worsens.

2: Shopkeeper

The year is 1930. You used to be a soldier but in 1919 Germany lost the war and you came home ashamed. You now run a department store in Munich. Europe is in the middle of a big financial crisis caused by the collapse of the American stock market. Lots of people have lost their jobs, which means fewer people can afford to shop in your store. The government doesn’t seem to be doing anything about the crisis.

3: Young people

The year is 1930. You are an 8 year old boy. Europe is in the middle of an economic crisis and your dad has just lost his job. As a result, you aren’t getting any pocket money. You have to stay in and help around the house.

4: Farmers

The year is 1930. You live in a small village in the far east of Germany. You feel quite isolated, as parts of Germany were given to Poland in 1919, as part of the Treaty of Versailles that ended WWI (which Germany lost!). This means that the area where you live is cut off from Germany by a corridor of Polish land. Because of the changes, some of your family now live in Poland! You are a farmer, growing wheat for bread. You used to sell your wheat to the big cities. However, Europe is the middle of a financial crisis and lots of people in the cities have lost their jobs.

5: women

The year is 1930. You are 21 years old. You have been married for 2 years and have 2 sons. You and your husband both work in the chemical factory. However, Europe is in the middle of a financial crisis and lots of people are losing their jobs.

Discussion points:

In 1 word, what is your main worry at this time?

In 1 word, what is your main hope for the future?

Discussion points:



Discussion points:



Discussion points:



Discussion points:



Activity 3

Activity 3

DEVELOPMENTSDevelopment 1:

Adolf Hitler has been appointed Chancellor (leader) of Germany. He is a strong leader. He has promised to create jobs and to cancel the Treaty of Versailles. He promises to make Germany great again. He says all the bad things in Germany are the fault of Jewish people, including the fact that Germany lost the war; he says that Jewish politicians ‘stabbed the German army in the back’ and forced the army to surrender when it could have won.Development 2:

By 1935 Hitler’s government has been very busy! Lots of new jobs have been created; building roads or working in factories that make weapons. He has also created ‘The Hitler Youth’; a club for children that takes you hiking and camping and teaches children about how bad the Jews are. He has passed a law that gives women medals for having lots of children and says that German mothers who stay at home are doing the country an important service. A set of laws has been passed called the Nuremberg Laws. These laws say that a Jew cannot be a German citizen and that Jews have to wear a yellow star to identify them. They also say that Jews cannot marry Germans or own property. Lots of Jews have lost their jobs or had their businesses taken away from them. Their property is being sold off cheaply by the government. Hitler says German businesses should belong to German people. Jewish children have been forbidden to go to school with German children, and Jewish doctors can no longer treat German women.Development 3:

It is November 1938. Hitler has managed to reclaim most of the land that was taken from Germany at the end of World War I – and he has done this peacefully! Everyone in Germany has a job, lots of them in the new army that Hitler is creating. Without any fighting, Germany has united with Austria and Czechoslovakia, so nearly all the German-speaking people in Europe are united again in one glorious nation. This was forbidden by the Treaty of Versailles but Germany is too powerful to have to listen to that any more. On 8th November there was a terrible disturbance all over Germany; Jewish shop windows were smashed and their goods stolen, Jewish synagogues were burned to the ground and many Jewish people were beaten up. Hitler’s ‘police’, the SA, were encouraging German people to act in this way. This event was called Kristallnacht (crystal night). Following Kristallnacht any remaining property owned by Jews was confiscated by the Government and sold off.

Development 4:

It is December 1939. Germany invaded Poland in September. Britain and France declared war on Germany but they couldn’t stop the powerful Wehrmacht (Germany army). Another great victory for Hitler’s Germany and it only took 6 weeks! In Germany there are rumours that the Jews in Poland have been put in ghettos.

Development 5It is February 1942. The war continues. So far Germany has been very successful and now controls most of Europe! In June 1941 Germany invaded Russia and that campaign isn’t going to well; the quick victory that was expected hasn’t happened, but there is still time to win. Russia was never going to be easy, but the mighty German army has never been beaten yet! In Germany there are rumours that the Jews are being put in camps and killed.

Activity 3

DEVELOPMENTS

Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTJe

wish

per

son Development 1

Answers in single words (or no more

than 5 words)

How do you feel about the appointment of Adolf Hitler?

Your family has lived in Germany for generations. Do you think that Hitler will really be a problem, or that he is just hot air?

Jewi

sh p

erso

n Development 2


than 5 words)

Have these laws had a significant effect on your life?

Do you think things will get worse, or do you think that this is yet another example of temporary persecution of the Jews?

Jewi

sh p

erso

n Development 3


than 5 words)

Do you feel optimistic or pessimistic about the future?

Are you and your family going to stay in Germany or are you going to try to emigrate?

Jewi

sh p

erso

n Development 4


than 5 words)

How do you feel about the war?

What concerns you more, the war or Hitler’s anti-Jewish policies in Germany?

Jewi

sh p

erso

n Development 5


than 5 words)

Rumours have reached your community in Germany about what is happening to the Polish Jews. Do you believe the rumours?

If you do believe the rumours, do you think it could happen to you – a German Jew?

Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTSh

opke

eper

Development 1


than 5 words)

How do you feel about the appointment of Adolf Hitler?

Will your livelihood be more or less secure now?

Do you feel better for having someone to blame for losing the war?

Shop

keep

er

Development 2


than 5 words)

Which of Hitler’s policies matters most to you?

Do you agree or disagree with Hitler’s policy on the Jews?

Overall, how do you feel about Hitler’s policies?

Shop

keep

er

Development 3


than 5 words)

Have the Nuremberg Laws and Kristallnacht created any opportunities for you?

Do you have to hate the Jews to take advantage of these laws?

Shop

keep

er

Development 4


than 5 words)

How do you feel about Germany’s achievements in the war?

Do you believe the rumours about the Jews in Poland?

Do you give the rumours much thought?

Shop

keep

er

Development 5


than 5 words)

The economy is booming since the war started. You are making a fortune! How do you feel about Hitler and his government?

Do you believe the rumours about the Jews in the east?


Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENT

Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTYo

ung

pers

on Development 1


than 5 words)

Does the appointment of Adolf Hitler matter to you at all?Yo

ung

pers

on Development 2


than 5 words)

Is your life better or worse now Hitler is in power?

Do you question the fact that the Jews are bad, or would you accept it because you are being offered other opportunities?

Do you have to hate the Jews to love the Hitler youth?

Youn

g pe

rson Development 3


than 5 words)

You are 16 now. What do you think has been the best bit of Hitler’s rule of Germany so far?

Are you worried about Kristallnacht?

Youn

g pe

rson Development 4


than 5 words)

Are you proud or ashamed of your country for its victory in Poland?

Do you believe the rumours about what is happening to the Jews in Poland?


Youn

g pe

rson Development 5


than 5 words)

Group 3

You are now 18 years old and will be called up to fight soon in the mighty Germany army. Are you excited or nervous?

Do you believe the rumours; that soldiers like you will be could be carrying out such terrible acts against the Jews?

Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTFa

rmer

Development 1

Answers in single words (or no more than 5

words)

Which of Hitler’s promises appeals to you most?

Do you think the appointment of Hitler is a good thing for Germany as a country?

Farm

er

Development 2


words)

How has your life improved?

Do you think Hitler is doing a good job or a bad job so far?

Farm

er

Development 3


words)

Are you excited about Hitler’s progress in overturning the Treaty of Versailles?

Do you think you, in the far east of Germany would know much about Kristallnacht?

You live in a small village. Most Jews, because they are professionals, live in towns. Is it likely you would know any Jews personally?

Would you be bothered about Hitler’s anti-Jewish policies?

Farm

er

Development 4


words)

Are you pleased that Poland has been conquered by Germany?

Do you think the price you get for food will go up or down now there are lots of soldiers to feed?

Is your life getting better or worse because of the war?

You have heard the rumours about the Jews being put into ghettos. Do you give them much thought?

Activity 3

QUESTIONS TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTFa

rmer

Development 5


words)

You have heard the rumours about the camps. You have seen cattle trains go past and think you heard human shouts and cries from them. The government says the Jews are simply being re-settled in new towns further east. Do you believe the government or the rumours?

Do you give much thought to what might be happening to the Jews?

Activity 3

QUESTIONS FOR EACH GROUP TO PROMPT DISCUSSION AFTER EACH DEVELOPMENTW

oman

Development 1


words)

Do you think the appointment of Hitler is a positive or a negative step?

Why?

Wom

an

Development 2


words)

Has Adolf Hitler made life better or worse for German people like you?

Do you feel that Hitler’s policies are good for Germany as a whole?

Wom

an

Development 3


words)

On balance, do you think Hitler is doing a good job of running Germany?

Do you think that Kristallnacht is part of a big problem, or a one-off event?

Wom

an

Development 4


words)

How do you feel about Germany’s achievements in the war?

Your sons are sent to Poland to fight. What are your main concerns?

How concerned are you about the rumours concerning the Polish Jews?

Wom

an

Development 5


words)

You have heard the rumours about the Jews being killed by German soldiers in camps. Do you think that soldiers like your sons would do this?

Activity 3

Thinking it Through

1. Why did people support Hitler and the Nazis? Try and give at least one specific reason in your own words for each group:

Women:

Businessmen:

Young people:

Farmers:

2. READ THIS QUESTION CAREFULLY!Do you think that German people supported the Nazis because they really hated the Jews, or did they accept Nazi mistreatment of the Jews because they liked the other policies the Nazis offered? Explain your answer carefully.

Activity 3

3. Which of the following reasons best explain why the Jews didn’t fight back? Choose your most important reasons and put them in the grid below. You must be able to explain your choices.

a) They couldn’t see the future (whereas we, as historians, can see the past)

b) The persecution of the Jews got worse gradually, so it was hard for them to know when to say “that’s enough”

c) ‘The Jews’ were all treated the same by Hitler, but were not really one group. They were divided by nationality, class and even how religious they were. This meant they didn’t all fight together.

d) People were afraid of helping the Jews in case the Nazis did the same thing to them.

e) The actual murder of the Jews took place during the war, when people were focused on the war itself. Because they were distracted they didn’t help the Jews to fight back.

f) The Jews were hated by everyone and so didn’t stand a chance.

g) They didn’t believe that early mistreatment could lead to their murder

h) ‘The Jews’ were just ordinary people. They didn’t have an army so couldn’t fight back.

i) Separating Jewish people from ordinary society in ghettos made it easier to then transport them to death camps without anyone noticing.

j) The history of the Jewish people is full of examples of persecution, which eventually stopped, and they didn’t think this would be any different.

4. Now explain which is the most important reason (you can link 2 together if you like but no more).

The most important reason is….

because…

Activity 3

EXTENSION CHALLENGE

SOURCE 1:A poster published in 1920 which explains that over 12,000 German Jews were killed fighting for their country in WWI. The poster is addressed to ‘all German mothers’.

SOURCE 2:Jews and Germans killed during WWI were buried side by side. This graveyard is in Germany.

SOURCE 3: An exercise from a German textbook, 1933

“The Jews are aliens in Germany. In 1933 there were 66,060,000 inhabitants of the German Reich, of whom 499,862 were Jews. What is the percentage of aliens in Germany?”

What do these sources suggest about how attitudes have changed between the end of World War I (sources 1 and 2) and 1933 (Source 3)?

Activity 3

Nazi Propaganda against the Jews

You are going to watch a powerpoint presentation about the way the Nazis presented the Jews to the German people in visual images. This is how Miss Jordan thinks propaganda worked. You are free to disagree with her – please feel free to ask lots of questions!!!

When you have seen the presentation and asked all the questions you want complete the following thinking challenges.

1. What did the Nazi stereotype of “the Jew” look like?

2. Why do you think the Nazis used a stereotype, cartoon-type figure, rather than photographs of ordinary Jewish people?

3. The Nazis not only created propaganda to show people what they should think, they also censored the media so alternative views could not be shown. Do you think propaganda or censorship was more important? Or were they equally important? Explain your answers

Activity 4 - Propaganda

4. Which group in society do you think would have been most likely to believe Nazi propaganda? Explain your reasons.

5. What pattern can you see, between the changing message of the propaganda and the way the Jewish people were treated by the Nazis? (look back at your chronology!)

6. The Nazi government was a terror state. The Gestapo were the secret police who encouraged people to inform on (grass up) anyone who spoke out against the Nazis. In terms of conditioning the German people to accept the treatment of the Jews, do you think propaganda was more or less important than terror?


Hollywood Nazis

Below are 6 pictures of Hollywood Nazis.

1. Study the pictures and decide what are the key features that make up the STEREOTYPICAL Nazi in Hollywood films. Try and identify at least 5 features that make ‘the Nazi’ instantly recognisable.

Eyewearuniforms

glovesunsmilingcigarett

2. As you can see, Hollywood used the Nazis as the ‘baddy’ in their films from the 1940s to the 1990s! However, the last film for which you have a picture is called Valkyrie. The central character of the movie is a German army officer called Stauffenberg, who tried to assassinate Hitler. The plot failed and Stauffenberg was executed. Another film released in 2008 was a film called The Reader. This film is about Hanna, a female Nazi concentration camp guard who, many years

after the war, is sent to prison for her crimes. Rather than showing Hanna as a terrible person, the film tries to explain why she did the things she did. It also shows her, in old age, trying to make amends for the crimes she committed. Hanna is not the standard ‘baddy’ Nazi of Hollywood films.

Why do you think that, 70 years after the war, Hollywood is now prepared to make films where the Nazis are not 100% baddies?

3. If the Nazis are no longer the standard baddy for Hollywood, movie makers will need a new bogeyman. Which group of people will be the standard bad guys for Hollywood movies in the near future? Explain your answer.


Raymond Hart Massey in The Desperate Journey (1942)

Marlon Brandon in The Young Lions (1958)

Yul Brynner in Triple Cross (1966)

Robert Duvall as

Colonel Radl in The Eagle has Landed (1977)

Ian McKellen in The Apt Pupil (1998)

Thomas Kretschmann as Otto Ernst Remer in Valkyrie (2008)


Adolf Hitler

1. Hitler made a speech in 1939 to the German Reichstag (Parliament) which said the “annihilation (destruction) of the Jewish race in Europe” would happen when war broke out.

2. Hitler sacked or killed anyone who didn’t do what he wanted. This means that every senior Nazi who kept their job must have been doing what Hitler wanted.

3. There is no record of any direct order issued by Hitler to murder all the Jews.

4. All wars are governed by international agreements about the killing of civilians. When the German army was about to invade Russia in 1941, Hitler issued a statement saying that “Any German soldier who breaks international law will be pardoned”

5. Hitler made a speech on 26 May 1944 that his prophecy of 1939 (in point 1) was being fulfilled.

The Wehrmacht (army)

1. The Wehrmacht often helped the Einsatzgruppen in their activities.

2. All soldiers in the army took an oath of loyalty and obedience. This oath was not to the German government but to Hitler personally.

3. Hitler sacked the army leadership and made himself Commander-in-Chief from February 1942.

4. A very small number of army generals, led by von Staffenberg, attempted to assassinate Hitler. It failed. This was in 1944, when it was obvious to the Generals that Germany was losing the war. There was no army attempt to kill Hitler before then.

5. There were about 18,000,000 men in the Wehrmacht (though remember that these didn’t all serve at the same time).

Activity 5 - Responsibility

The Einsatzgruppen

1. There were 4 Einsatzgruppen (mini army units) set up in 1938 by Hitler. The purpose of these groups was to follow the Wehrmacht (main army) and kill anyone in occupied areas who might challenge the German invasion. In Poland their target was Polish intellectuals. By 1941, when the German army invaded Russia, the targets were Jews and Communists in occupied areas.

2. The Einsatzgruppen included a mixture of people, including SS officers and local policemen.

3. The Einsatzgruppen carried out mass murder of Jewish people in Russia before the death camps were built, for example at Babi-Yar where 34,000 Jews were killed in September 1941.

4. About 1,500,000 people were killed by Einsatzgruppen.

5. The Einsatzgruppen were the first to use specially converted vans to gas people.

6. Reports from the Einsatzgruppen commanders show that if a soldier refused to take part in a murder he was not punished.

7. Einsatzgruppen commanders reported to Himmler, who passed the information to Hitler.

8. There were between 600 and 1000 men in each Einsatzgruppen unit.

The SS

1. The SS were originally set up in 1929 as Hitler’s personal bodyguard, to protect Hitler from any threat.

2. To be a member of the SS you had to prove your ancestors were ‘pure’ Germans back to 3 generations.

3. Some historians have called the SS a ‘state within a state’, meaning it operated independently within Germany and occupied Europe.

4. The SS set up companies, such as the German Earth and Stone Works, and chose to build camps where there were quarries or other resources that slave labourers could work with. The SS ran all camps, both labour and death camps. The SS also controlled the Einsatzgruppen.

5. Regional SS and police authorities were responsible for the murder of as many as one million Soviet Jews in shooting operations between 1941 and 1943.

6. One death camp, Treblinka had 20 SS guards. The majority of guards in the death camps came from local villages. Treblina had 80 Ukranian guards.


7. There were approximately 1,250,000 people in the SS by 1945. 240,000 women joined the SS through marriage to SS men.


Heinrich Himmler

1. Himmler was in charge of the SS. He built it up from a small bodyguard force into a huge organisation which ran the death camps in Poland and the slave labour camps elsewhere in occupied Europe.

2. In 1936 Himmler set up a special branch of the SS responsible for ‘Jewish affairs’.

3. In 1941 Himmler gave an order to the commandant (officer in charge) of Auschwitz camp to turn it into a death camp.

4. It was Himmler’s decision to ‘rent out’ prisoners from the camps to companies like Siemens, who used cheap slave labour to make a huge profit. When the prisoners were too ill to work they were killed.

5. In May 1940 Himmler made a speech saying the Jews should all be sent to live on the island of Madagascar because killing them was ‘un-German’.

6. On Himmler's authorization of December 16, 1942, the German Criminal Police deported between 13,000 and 20,000 Roma and Sinti Gypsies from Germany to Auschwitz.

Josef Goebbels (pronounced Gur bulls)

1. Goebbels issued the order that began Kristallnacht.

2. Goebbels was minister for propaganda in Germany. He produced all the anti-semitic propaganda and censored any news or views that would undermine his propaganda.

3. By the time the war against Russia started in 1941, most of the German soldiers were young men who had experienced 8 years of Goebbels’ propaganda.

4. Goebbels’ propaganda turned Hitler into a legend in the minds of German people; he made Hitler seem like the messiah, the saviour of Germany.


The church

1. Neither Catholic nor Protestant churches spoke out officially against Hitler’s policies.

2. The Catholic Church signed an agreement with Hitler’s government in 1933. Under this agreement the Pope promised not to criticise Hitler or his government in return for Hitler leaving Catholics in Germany alone.

3. By the end of 1942 Catholic officials in Eastern Europe had told the Pope what was happening. He said nothing.

4. Individual priests did speak out. Bishop Galen of Munster (protestant) criticised Hitler’s euthanasia of handicapped people. This caused a public outcry and, for a while, euthanasia was stopped.

5. Cardinal Willibrands (Catholic) of the Netherlands criticised the Nazi treatment of the Jews. Following his outspoken statement 100,000 Jews were exported from Holland to the death camps.

Foreign governments

1. Between Kristallnacht in 1938 and the start of war in September 1939 the British welcomed 100,000 German Jewish children to new lives in the UK.

2. In 1942 the Russians sent a 20 page letter to President Roosevelt of the USA claiming that Jews were being killed by Hitler’s regime. The report was forwarded to the British government. Neither America nor Britain acknowledged this report or acted on it.

3. Switzerland refused to take sides and remained neutral during the war. Its banks made a lot of money from German Jews before the war who wanted to move their money out of Germany somewhere safe. Swiss banks also opened bank accounts for important Nazis during the war, who were storing money stolen from Jewish people and conquered countries. All this money remained in Switzerland after the war.

4. Denmark was occupied by the Germans. In August 1943 the Germans insisted on deporting Danish Jews to the camps. Ordinary Danish people helped most of Denmark’s 8000 Jews escape by boat to Sweden.

5. Slovakia was occupied by the Germans. Tiso, the leader of Slovakia, helped the Germans deport all of Slovakia’s Jews to the camps.


“Experts”

1. A company called IG Farben made the gas for the death camps.

2. Companies such as IG Farben and Siemens had huge workshops inside Auschwitz camp so they could use slaves from the camp as very cheap workers.

3. When people arrived at Auschwitz from occupied Europe it was a doctor not a soldier who made the decision about who went to work and who would be killed straight away.

4. No judges raised any concerns about the legality of Hitler’s treatment of the Jews in Germany up to 1939.

Jews

1. Jewish leaders in the ghettos were responsible for drawing up lists of Jews to be sent to the death camps.

2. Many Jewish leaders believed that cooperation with the Nazis would prove the Jews were useful and so save lives.

3. The Jews outnumbered the guards in the camps but there were very few revolts.

4. The Jews in the camps were physically exhausted, malnourished and terrified.

5. Inside the camps the SS appointed Jewish kapos (supervisors), who terrorised other Jews in return for a slightly better life for themselves.

Before you draw your circle, think back to the work we did in Activity 1 about the reasons why the Jews didn’t fight back. Use this evidence as well to help you decide on your circle.


RESPONSIBILITY FOR THE

HOLOCAUST

Using the evidence you have been given, draw one circle for each group/individual

RULES1. The size of the circle represents the size of the group, so the German army would have a big circle, as it would have lots of people in it, and Eichmann would have a small circle, as he is only

one man.2. The distance from the grey centre circle represents the extent of his/her/its responsibility for the Holocaust. The closer to the grey circle the more responsibility.

NOTES: You can overlap circles if you think people or groups are linked Remember that the placing of the circles has to be RELATIVE

EXTENSION: add a circle for ‘German people’

Activity 5

How did war contribute to the Holocaust?

There are 3 possible wars to consider:

1. The end of World War I in 1918 – sources A, B and C2. War against Poland in 1939 (part of WW2) – sources D, E, F and G3. War against Russia in 1941 (part of WW2) – sources H, I, J and K

CHALLENGE 1

Read the sources and complete the thinking challenges as you go along.

CHALLENGE 2

A) Thinking about what you have learned from these sources, you are now going to make a decision about which war contributed most to creating the Holocaust. To help you make this big decision, I have broken it down into 3 little decisions. Complete the vote matrix below to work out your big decision! THINK – you can work out how this matrix works!!

No Item Vote Matrix

Totals

1 World War I 1 11

2 32 War with Poland 2

23

3 War with Russia3

B) Now explain which war contributed most to creating the Holocaust. Explain your reasons fully.

Activity 6

How World War I affected the way the Nazis treated the Jews

Germany lost the First World War (1914-1918). This was a huge shock to the German people as their army Generals and the Kaiser (King) kept telling them all through the war that they would win. In 1919, the Kaiser abdicated (resigned) and a new government was created. This new government was forced by Britain and France to sign a peace treaty known as the Treaty of Versailles. The treaty blamed Germany entirely for starting the war, made Germany pay compensation to Britain and France for the war, forced Germany to get rid of most of its army and took lots of land away from Germany. The German people hated this treaty and the new government.

Hitler didn’t become Chancellor of Germany until 1933. However, all through the 1920s he was making speeches blaming the Jews for everything that was wrong with Germany. He falsely blamed the Jews for the loss of the war and for the Treaty of Versailles:

SOURCE A

Speech 1924: “Jewish firms of the United States began supplying ammunition [to the] European 'war market [causing Germany to lose the war].

Hitler also made false connections between the Jews and other groups that Germans viewed with suspicion, such as the Communists.1 He did this quite subtly so no-one really noticed it was a false connection. He also kept repeating it, so people eventually started to accept the connection without actually questioning it. Study Sources B and C to see how this worked:

SOURCE B

This is a poster from the election of September 1930 (before the Nazis were in power). The Nazi sword is killing a snake, the blade passing through a red Star of David. Red is the colour of communism. The red words coming from the snake include: Versailles, unemployment, Marxism, Communism, lies and betrayal, corruption, Barmat, Kutistker, Sklarek [three Jews involved in major financial scandals], prostitution, terror, civil war.

Notice how the poster links the Jews with other things that frightened the Germans, so getting rid of the Jews would help to solve the other problems too!

1 All nations in Europe at this point were suspicious of Communism. Russia had withdrawn from World War I in 1917 after its Tsar (King) was overthrown and a communist government established. Other monarchies like Britain were terrified of the thought of such social revolution. German people, who had also lost their King and had a new government (for different reasons than Russia), felt that there was a bit of a risk of communism getting its fingers into German government so they were scared.Activity 6 Source Sheet

SOURCE C

This is a 1932 poster showing a stereotyped Jew holding hands with a communist as if they were working together. No-one really questioned the idea that if Jews were supposed to be greedy (symbolised by the bag of money) and the communists wanted everyone to be equal (which Germans thought meant ‘poor’, symbolised by the the way the communist is dressed in the poster) then Jews and Communists really wouldn’t work together! A lot of Hitler’s propaganda was contradictory, but people didn’t really stop to think whether it made sense.

Why do you think people didn’t question Hitler’s claims that the Jews were to blame for all their problems? (remember he wasn’t in power until 1933, so he couldn’t have used terror)

Hitler became leader of Germany in 1933. In the 6 years between 1933 and 1939, as you already know, he solved Germany’s economic problems. He also helped Germans feel proud of their country again, by reversing lots of the terms of the Treaty of Versailles. For example, the Treaty said that Germany could not unite with Austria, but Germany and Austria united in 1938. The Treaty also said that Germany couldn’t have a big army, but Hitler increased the army massively. Most Germans thought that Hitler was good for Germany and turned a blind eye to the way the Jews were being slowly squeezed out of society.

How did Hitler use World War I to turn people against the Jews?

Activity 6 Source Sheet

How war against Poland affected the ways the Nazis treated the Jews

In 1939 Hitler was preparing Germany to invade Poland. He said that German people needed more space. It was quite likely that this would result in war, as Britain and France had promised to protect Poland2.

SOURCE D

Nine months before the invasion of Poland, on January 30, 1939 Hitler made a speech to the Reichstag (German Parliament) stating:

"Today I will .. be a prophet: if the [Jews] in and outside Europe should succeed in plunging the nations once more into a world war, then the result will not be the victory of Jewry, but the annihilation (destruction) of the Jewish race in Europe!"

To help the Wehrmacht (the main Germany army) conquer Poland, Hitler created small, armed, mobile army units called Einsatzgruppen. They were needed because the Wehmacht’s tactic was called blitzkrieg, which means ‘lightning war’. The front line of the Wehrmacht moved really quickly through the enemy’s country before the enemy could organise their defences. There was a risk that the Wehrmacht would move too quickly and the enemy could gather behind the front lines and encircle the army. So the Einsatzgruppen’s job was to follow the Wehrmacht into Poland and ‘sweep up’ any opposition. The Nazis identified the opposition would include: Polish politicians, leading citizens, professionals, aristocracy, and the clergy – anyone who could form a resistance movement and overthrow the Nazis.

SOURCE E

Hitler’s orders to the Einsatzgruppen were

"...whatever [you] find in the shape of an upper class in Poland will be liquidated (killed)"

Source E is the Does Source E suggest that the Nazi invasion of Poland was focused on killing the Jews or on killing their political opponents?

2 However, this is not as simple an issue as it seems. You will learn more about this if you do GCSE History!Activity 6 Source Sheet

http://en.wikipedia.org/wiki/Reichstag_(institution)

http://en.wikipedia.org/wiki/1939

http://en.wikipedia.org/wiki/January_30

Poland was invaded on 1st September 1939 and was conquered by 6 October.

SOURCE F

On 27 September Heydrich (who worked for Himmler) said at a meeting:

“over a period of 1 year….the Jews are to be brought together in ghettos in the cities in order to ensure a better chance of controlling them and later of removing them”

After the successful conquest of Poland the German army seemed unstoppable. In 1940 it conquered Denmark, Norway, Holland, Belgium, Luxemburg, France, and Romania. In 1941 Germany over-ran Greece and Yugoslavia. All through these successes Goebbels’ propaganda ministry kept producing anti-semitic propaganda.

SOURCE G

In 1940 a film called ‘The Wandering Jew’ was released by Goebbels’ propaganda office. The title of the movie is supposed to suggest how Jewish people get everywhere and are uncontrollable. Notice how the movie poster shows a stereotyped Jew holding a map of Germany with a Communist symbol on it.

How did the invasion of Poland change the way the Jews were treated by the Nazis?


How war with Russia affected the way the Nazis treated the Jews

On 22 June 1941 Germany invaded Russia. It had been planned for months. Russia was communist, so the Germans were not just fighting an enemy who had a different nationality, but an enemy who had a completely different political belief system. When people are fighting for their own beliefs rather than just for their country they fight harder. Orders issued to German soldiers before the invasion made the religious persecution of the Jews seem like part of the political war against the Communists.

SOURCE H

19 May 1941. The Germany Army High Command issued this order to soldiers about how to fight the war in Russia:

1. “This struggle requires ruthless and energetic action against [Communists] and …Jews.”

SOURCE I

Just before the invasion, on 6 June 1941, Hitler issued the following order to his army Generals:

"The war against Russia cannot be fought in knightly fashion. The struggle…will have to be waged with unmerciful…hardness. [Our enemies] must be eliminated. Any German soldier who breaks international law will be pardoned."

This speech seems to suggest that whatever war crimes German soldiers commit will be ignored. Do you think this would make a difference to the way German soldiers would behave in Russia?

During the preparations for this invasion, 4 new Einsatzgruppen units were created. Compare their orders, in Source J, with the orders given before the invasion of Poland, in Source E. How have the orders changed?


SOURCE J

2 July 1941. Heydrich’s orders to the Einsatzgruppen:

Point 4: Executions. The following will be executed:1. All [communist] officials2. Jews in the service of the Party or State;No steps will be taken to interfere with any [murders of Jews and communists that start spontaneously in German-occupied Europe.] On the contrary, these are to be secretly encouraged.

Soldiers who fought in the Russian campaign were often young men who had spent 8 years as a teenager hearing and seeing Goebbels’ anti-semitic propaganda. Goebbels was careful always to use a stereotypical image of the Jews, like the ones in Sources C and G, rather than photographs that looked like real people. Although Jewish people in Germany were very westernised in their dress and appearance, Jews in Eastern Europe, especially Russia, tended to look and dress very traditionally, as you can see in Source K.

SOURCE KJewish men in Russia

Do you think the similarity between the propaganda image and the reality would make it easier for German soldiers to mistrust and mistreat Russian Jews?

As you know, the death camps opened in 1941 and Jews from all over Europe were killed. This Holocaust was only ended with the end of the war itself in 1945. The Nazis continued to kill Jewish people even when they began to lose the war against Russia. This Russian war was terribly hard. Many German soldiers died of cold in the Russian winter. The Russians refused to surrender and the German casualties were enormous. German soldiers became more brutal and hardened by their experiences. The German government spent so much on the army that there were food shortages at home, which made ordinary Germans bitter. Eventually, the Russian army managed to push the Germans into retreat. Activity 6 Source Sheet

SOURCE L

In November 1942, in the middle of the Holocaust and as Goebbels published a piece of propaganda, entitled "The Jews are Guilty"3.

"The Jews wanted this war and they have it now…Pity [and] sympathy [are] entirely inappropriate. We must win this war against the Jews. Should we lose it, then the [Jews would take terrible revenge against us]."

Why do you think Goebbels continued to publish anti-semitic propaganda all through the war, even though the Holocaust was already underway?

How does the invasion of Russia change the way the Jews were treated?

Summarising your argument

Do you agree or disagree with the following statements? Justify your decisions with evidence.

1. The disaster of World War I made it easy for Hitler to turn people against the Jews.

2. The war against Russia made German soldiers more willing to accept murder of the Jews

3. Invading countries to the East of Germany (i.e away from Western Europe) made it easier to build camps to kill the Jews.

3 http://kimel.net/goebbels.htmlActivity 6 Source Sheet

http://kimel.net/goebbels.html

4. Hitler and the Nazis intended to kill the Jews from before Hitler even came to power.


How far do sources D and F agree about what war would mean for the Jews?

Markscheme:

Good answer Explains in your own words how the sources are similar

Very good answer

Explains in your own words how the sources are similar AND how they are different

Great answer Explains in your own words how the sources are similar AND different and uses short quotes from the sources to back up your ideas

How do you think you’ve done?

Teacher comments:

Activity 6

The story of Alphonse

Once upon a time there was a camel (called Alphonse). For many reasons (relating to a terrible accident during his birth) the camel had severe back problems. This was not the end of his problems, however, because he had an evil owner (called Frank-the-Camel-Killer). Frank had hated camels ever since he had his bottom kicked by a camel’s hoof when he was a child. He was sure the camel had kicked him on purpose and he had never trusted camels since.

Frank regularly overloaded his camels before taking them on difficult and unnecessary trips up and down mountains delivering goods to his customers. And Alphonse was his own worst enemy. Camels are very proud creatures and he would act tough to his camel friends and on his rare breaks he would show off how much he could carry, ignoring the pain in his back.Plenty of camels had died doing similar work to Alphonse and his friends. After a dreadful few weeks, when camels were dying right, left and centre, the camels decided they should act together. They thought if they formed a group to protest to Frank, and showed they were united about it, he would have to change his ways. However, when it comes down to it, camels are selfish creatures that don’t trust each other. They were more worried about looking after themselves than about working together, and the Camel union fizzled out.

Well, one Friday, Frank had just finished loading-up Alphonse and his poor fellow creatures for yet another tiring trip up and down the mountains. He had piled and piled and piled and piled the goods onto Alphonse’s back and was taking a break. He was chewing a straw, and feeling clever for being able to get away with treating his camels so badly. Without thinking, he threw the soggy straw he had been chewing to Alphonse’s load. Alphonse groaned. He eyed his owner with disgust. He keeled over and died of radical and irreversible back collapse.

Activity 7Original “Alphonse” idea: TH 2005

Word Dictionary definition Sentence example

Underlying / latent

Lying beneath something, not obvious on the surface

Her brave face masked her UNDERLYING fear of cats.

Jenny had a LATENT ability for hockey, but she didn’t train enough to make it into the team.

Encourage To give confidence or hope or support to someone The cheers of the crowd ENCOURAGED Paula to keep running.

Consequently To happen as a result Fiona took lots of responsible risks in her lessons, and CONSEQUENTLY received lots of honour marks

Justify To prove to be right, to back up Her theft of a loaf was JUSTIFIED by the fact she was starving

Ostensible Appearing to be one way though the reality is different

When he carried her bags, it was OSTENSIBLY to help an old lady in need, but really it was to look good to his girlfriend

Exacerbate To make worse Carrying heavy books EXACERBATED her back problems

Trigger /Precipitate

To cause to happen immediately Jane’s rude remark was TRIGGERED / PRECIPITATED by an insult from Georgia.

Facilitate To make something easier Her journey to the 7th floor was FACILITATED by a lift next to the stairs.

Set a precedent for

To establish a tradition, set an example for future action Leaving a mince pie for Santa when she was 5 SET A PRECEDENT for future Christmases.

Overriding Being more important than everything else

It was her big day. She was worried about what to wear and what to say but her OVERRIDING concern was that she would fall over and look stupid in front of everyone.

Activity 7

Name:

Title of Work: Why did the Holocaust happen?

How much effort do YOU think you made? See if you and your teacher agree!

Effort Made:I worked as hard as I could

and deserve an honour mark

I WORKED AS HARD AS I

COULDI WORKED

HARD

I DID WHAT I HAD TO DO TO COMPLETE THE

WORK

I DIDN’T REALLY PUT IN MUCH EFFORT

YES / NO

How effective were your learning habits?

During this work you were expected to use the following habits of good learners. Tick boxes 1-3 if they are true.

THINKING TOGETHER

1. I TRIED HARDTO USE THIS HABIT IN MY WORK

2. I REMEMBERED TO USE THE ANCHOR TO REMIND

ME

3. I MARKED MY WORK TO SHOW WHERE I DID THIS

THINKING FLEXIBLY 1. I TRIED HARDTO USE THIS HABIT IN MY WORK


ME


PERSISTENCE 1. I TRIED HARDTO USE THIS HABIT IN MY WORK


ME


STRIVING FOR ACCURACY

1. I TRIED HARDTO USE THIS HABIT IN MY WORK


ME


I DESERVE AN HONOUR MARK FOR MY LEARNING BEHAVIOUR: YES / NO

Is there anything about this work you want your teacher to know?

You can write here BEFORE or AFTER your work is marked

L4 UNIT 4 ASSESSMENT MARKSHEET AND SELF ASSESSMENT

The quality of your work:

You did this well

Aim next time

WHAT I AM LOOKING FOR

You have identified a number of different reasons in your overall argument

You have used ‘Alphonse’ vocabulary to show how these ideas link together

It is very clear which reason you think is the most important reason

Additional Teacher Comment:

You need to learn the following spellings:

Pupil Comment –to be completed AFTER your work has been marked

I understand how my work has been marked

I understand what I need to do to improve my work

Red –not really sureOrange – fairly sureGreen – confident

Colour in as appropriate


Colour in as appropriate

WRITE DOWN 1 WAY YOU WILL IMPROVE YOUR WORK:


Why did the Holocaust happen?

I can describe the key events of the Holocaust


Comments?

I can explain how different groups and people were responsible for the Holocaust Red –not really sure

Orange – fairly sureGreen – confident

Comments?

I have made a decision about why the Holocaust was possible Red –not really sure


Comments?

I can explain a number of reasons why people didn’t protest about the killing of the Jews Red –not really sure


Comments?

I know how to use vocabulary that links ideas together into an argument Red –not really sure


Comments?

What else have you thought about as a result of your studies?


EXTENSION THINKING

The following historians have made the following claims about the Holocaust. Can you provide a piece of evidence to prove and disprove their claim. Plan both of your ideas first. When you write them down, write the one you agree with last. This technique will help you to write analytically. The phrases ‘one one hand…on the other hand..’ are quite useful!

Start with the one that interests you the most!

Hitler’s aims existed before he came to power. Once in power, he followed them through systematically. There was a straight road to Auschwitz. [Lucy Dawidowicz]

Hitler knew nothing at all about the Holocaust. [David Irving]

The German people hated the Jews so much they wanted them dead and were active in helping Hitler to kill them all. [Daniel Goldhagen]


The war with Russia was the turning point in the development of the Holocaust. It was then that there became a systematic and planned murder of an entire people. [Bartov]

There was no single order to kill all the Jews. Extermination was divided into several phases and covered a wide variety of methods and victims. [Jackel]

Hitler COULDN’T have carried out the holocaust without the help of his officials, but they WOULDN’T have done it without Hitler. [A Jordan:]

The road to Auschwitz was built by hate, but paved with indifference. [Ian Kershaw]


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