The Many Layers of the Holocaust
The Many Layers of the Holocaust
Name: __________________________________________________ Period: ______ Date: ___________________
From this definition of the Holocaust and your timeline, what new information did you learn about what happened during this time period?
What is one question you now have about the Holocaust?
Victim ID Card
Victim’s Name: _____________________________________ Birth Date: ________________________________
Place of Birth (City and Country, if known): ________________________________________________
Which victim group did this person belong to? (circle one)
Jews Polish Disabled Jehovah’s Witness Homosexual Roma/Gypsy Political Prisoner Soviet POW
What is the significance of the dates on the ID card? Explain what events are related to them based on your timeline:
What is one other significant fact about this person’s story that you think others should know?
Describe the fate of the person on your id card (Did they live or die? How?):
Make a master list of the victims from your group:
|Types of Victims |Nationalities of Victims |
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Berlin Laws
1. Distribute all of the Anti-Jewish laws in the envelope at your table among the members of your group. Have each person read their decree(s) out loud to the group. Choose TWO of the decrees from your group that you think would have affected your life the most if they were in effect in America today. Write the decree and then the explanation as to why you chose that decree.
2. When everyone in your group is done with their response, take all of your decrees up to the board and place the decrees on the board under the correct year.
3. After hearing all of the decrees read aloud, choose the one that you believe is the most outrageous decree and explain why you think that this one out of all eighty-eight.
4. Using the brief timeline, list how many decrees were issued each year during the Holocaust, then give a brief explanation as to why some years are higher than others in the number of decrees issued:
# of Decrees Explanation for high or low numbers
1933: _________ ______________________________________________________
1934: _________ ______________________________________________________
1935: _________ ______________________________________________________
1936: _________ ______________________________________________________
1937: _________ ______________________________________________________
1938: _________ ______________________________________________________
1939: _________ ______________________________________________________
1940: _________ ______________________________________________________
1941: _________ ______________________________________________________
1942: _________ ______________________________________________________
1943: _________ ______________________________________________________
1944: _________ ______________________________________________________
1945: _________ ______________________________________________________
5. What are possible ways that non-Jews could have helped their Jewish neighbors or friends in the face of this discrimination? What might have prevented them from helping?
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The Holocaust was the _________________, ___________________, _________-sponsored, persecution and _____________ of approximately _______________ Jews by the _________ regime and its _______________________. During the era of the Holocaust, ________________ authorities also _________________ other groups because of their perceived “____________ ________________:” ____________________, the ___________________, and some of the ______________ peoples (___________, ________________, and others. Other groups were __________________ on ________________. __________________, and __________________ grounds, among them ________________, _________________, __________________, and _________________.
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