<p>2 HOURS OF CONTENT - A detailed and well differentiated editable history lesson all about what went on during the Holocaust and how each of the camps operated as well as what daily life was like for the different inmates. There is a lot of content here, so you may want to teach this over 2 lessons.</p> <p>The lesson is very easy to just pick up and use and includes a detailed PowerPoint, a variety of activities, source questions, clip tasks, exam-styles practice questions, active tasks and more.</p>

<p><strong>The Holocaust</strong></p> <p>The aims of this lesson are to explain how Jewish people rose in rebellion or resisted against Nazi atrocities during the holocaust.</p> <p>The first part of the lesson examines the Warsaw Ghetto uprising, using a thinking quilt to challenge ideas and ask key questions about the motivation and determination to succeed against overwhelming odds.</p> <p>The second part of the lesson analyses resistance in the extermination camps in particular events in Sobibor, Treblinka and Auschwitz.</p> <p>Students are then asked to justify the best and most effective ways to resist from passive to active resistance. Finally a find and fix activity checks understanding and the 3 R’s.</p> <p>The central enquiry of this and subsequent lessons in the bundle is to ask who was to blame for the holocaust?</p> <p>Students will map out their ideas each lesson (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe.</p> <p>The resource comes in Powerpoint format if there is a wish to adapt and change.<br /> I have also included suggested teaching strategies to deliver the lesson.</p>

<p>This Genocide lesson investigates what happened in the concentration/death camps during the Holocaust. 6 different camps are looked at to show how people experienced different things. Camps looked at include Theresienstadt, Sobibor, Dachau, Auschwitz-Birkenau, Ravensbruck and Bergen-Belsen.</p> <p>This download includes a fully editable powerpoint with all activities, instructions, clip links and worksheets/information sheets you need. It is differentiated 2/3 ways where possible with scaffolding and challenge options and is fully planned with plenty of activities for your students to complete including a starter, all clips and related tasks, groupwork information learning activity, picture information extraction activity, a consolidation explain question and a plenary.</p> <p>Activities are planned to encourage thinking and discussion.</p> <p>This lesson can be used along with our lessons on ‘ghettos &amp; separation’ and ‘Nazi laws’, which can be found as a bundle at the bottom of this page.</p> <p>This lesson can also be used as a part of our growing bundle on ‘Genocide’ which also includes Nazi laws, ghettos and separation, as well as genocide in Rwanda, Cambodia and Bosnia.</p> <p>Please take a look at our growing TES shop where you can find free or inexpensive lessons:<br /> <a href="https://www.tes.com/teaching-resources/shop/DiscoveringHistory">https://www.tes.com/teaching-resources/shop/DiscoveringHistory</a></p> <p>If you are happy with your resource, <strong>PLEASE LEAVE US A REVIEW</strong>! If, by any chance, you encounter any issues with the resource, please email us at <strong><a href="mailto:discoveringhistoryuk@gmail.com" target="_blank" rel="nofollow">discoveringhistoryuk@gmail.com</a></strong> and we’ll try to solve them for you.</p> <p>We have a wide range of KS3 &amp; GCSE History lessons on their way, please keep an eye out - follow our social media pages for freebies, new resources and interesting facts!</p> <p>Got a lesson suggestion? Or looking for something in particular? Email us!</p>

<p>The Holocaust</p> <p>This lesson directly tackles the overriding enquiry question throughout this sequence of lessons, namely who was to blame for the holocaust?</p> <p>They will continue to map out their ideas (which can be plotted in different colours or dates to show the progress of their learning and centred around a lightbulb) and build up a picture of how difficult it is to blame a single individual or event for this catastrophe.</p> <p>The lesson focuses on Police Battalion 101 who were ‘instructed’ by their Commander, Major Trapp to execute Jews in Poland and send many others to the extermination camps.</p> <p>Two historians have conducted extensive research in this area and either concluded they were willing executioners or just ordinary men, victims of an extraordinary situation.</p> <p>It is up to the students to make up their own minds by tracking one of the battalion’s first ‘actions’ against 1800 Polish Jews living in the village of Jozefow.<br /> There are accompanying worksheets and grids to colour code as well as excellent links to video footage and differentiated tasks to help students of all abilities.</p> <p>Other figures to blame in the lesson debate include Adolf Eichmann, the organiser of the transportation of the Jews as well as the German public, train drivers, Camp Commandants or foreign governments who failed to respond. Students have to prioritise their responsibility list in the plenary.</p> <p>The resource comes in Powerpoint format if there is a wish to adapt and change and is differentiated.</p> <p>I have also included suggested teaching strategies to deliver the lesson.</p>

<p><strong>This lesson contains:</strong></p> <ul> <li>A starter with a ‘math’ question from Nazi Germany to get students thinking about the effect that such messages would have had on the acceptance of violence towards Jews.</li> <li>An activity to complete a knowledge organiser worksheet as you lead them through the powerpoint, covering:<br /> * The Prophecy speech<br /> * Increased number of Jews under Nazi control<br /> * Madagascar Plan<br /> * The Wannsee Conference (with 2 videos from YouTube that shows what happened and what was decided).<br /> * Where the Holocaust took place<br /> * What happened at the camps<br /> * Death through work and gas chambers<br /> * Auschwitz as a short study.<br /> * A final plenary to consider the human impact of Auschwitz.</li> </ul> <p><strong>Attachments:</strong></p> <ul> <li>1 x Powerpoint Presentation</li> <li>1 x Publisher File</li> </ul>

<p><strong>This lesson contains:</strong></p> <ul> <li>A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught.</li> <li>An overview of the situation n 1939 after Hitler had invaded Poland and started WW2. Students then find out that Jews were forced to move into ghettos. Students define the word in their books. There is then a short video from YouTube to reinforce this idea.</li> <li>A closer look, in particular, at the Warsaw Ghetto. Students find out where it was, how many went there and how it looked. This is a video from YouTube that reinforced this information and gives some insight into life in the ghettos, as well as an optional clip from Schlinder’s list which I have edited with questions across the screen to consider as it’s playing.</li> <li>The main activity for the students to study 4 source ‘packs’. Each info card has 2-3 pieces of information and images, as well as ‘prompts’ for them to consider and help them make notes about what life was like in their worksheet tables. There is an extension activity on the board.</li> <li>A slide which goes over the major consequences of the ghettos for students to add to their notes if they didn’t get them.</li> <li>A plenary to get students to consolidate their learning with some simple questions.</li> </ul> <p><strong>Attachments:</strong></p> <ul> <li>1 x Powerpoint Presentation</li> <li>2 x Publisher Files</li> </ul>

<p><strong>This lesson contains:</strong></p> <ul> <li>A ‘do it now’ starter based on previous learning on the course, but this can be edited to suit what you have taught.</li> <li>An introduction to the idea of resistance and how it manifests. Students can explore types of resistance that can be done other than force. They then get introduced to some images of resistance in the ghettos, then discuss a ‘word wall’ with different ways the Jews resisted. Students categorise them as giving hope, morale or those preserving values and beliefs.</li> <li>An overview of the difficulties faced when trying to escape from concentration camps. Students examine an excerpt and write down 3 reasons escape was hard. They then give specific examples from the next slide.</li> <li>A guided reading task on the Warsaw Ghetto Uprising with questions around the outsides, differentiated to show where the information can be found.</li> <li>A plenary to explain what resistance meant to Jewish people and what it means to them also.</li> </ul> <p><strong>Attachments:</strong></p> <ul> <li>1 x Powerpoint Presentation</li> <li>1 x Publisher File</li> </ul>

<p>A Level History. The Holocaust.</p> <p>Many different lessons, full resources attached</p>

<p>Are you teaching the Holocaust from home or in class?</p> <p>This pack introduces the class to The Holocaust explaining what it was and why it happened. It includes key vocabulary and fully adaptable sheets as well as a PowerPoint and thinking activities aimed at KS2. I used it for Year 5 and the class loved it, the questions kept flying in and the children were fully engaged and really enjoyed the thinking activities.</p> <p>There is a comprehension sheet that relates to the PowerPoint to make sure the children fully understand what has been taught.</p> <p>There is a brief introduction to Anne Frank and who she was which is useful to introduce the next lesson to be linked for English lessons where they will start reading The Diary of Anne Frank.</p>

<p>A unit of instruction studying the events of the Nazi atrocities of 1933 to 1945 and that this is known as the Holocaust. The aim is to enable students to understand the history and to understand that genocide is a consequence of prejudice and discrimination.</p> <p>This unit is suitable for year 6.</p> <p><em><strong>Lesson topics include:</strong></em><br /> Offering hope while spreading hate<br /> Nazis - ethnicity and religion<br /> Nazis and the Jews<br /> Ghettos<br /> The Wannsee conference<br /> Extermination Camps<br /> The story of the Frank family</p>

Lesson on Holocaust - worksheets to follow.

<p><strong>For teaching 11-14s Holocaust</strong></p> <p>This lesson looks at <strong>'What was the Final Solution?'</strong></p> <p>Students will start by looking at the Wannsee Conference and the concentrations camps. Students will look in depth at Auschwitz and Dachau using a variety of tasks (videos and sources).</p> <p>Students will aim to answer the following question: <em>Explain in what ways the ‘final solution’ was different from the way the Nazi’s treated the Jews between 1933-1941.</em></p> <p>The lesson finishes by looking at the liberation of Auschwitz.</p> <p>This lesson is <strong>differentiated</strong> for all students in your class, and includes all resources needed.</p> <p>Feedback is welcome, and please check out my other Holocaust lessons and materials.</p>

<p>This clear, detailed and visually-appealing resource offers a complete reference point for students learning or revising knowledge relating to the The Holocaust. It contains comprehensive sections on:</p> <p>Holocaust overview;<br /> Stages of the Holocaust;<br /> Key People;<br /> Holocaust Timeline;<br /> Important Holocaust Events;<br /> Life in the Concentration Camps.</p> <p>The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included). It is most suitable for students in upper KS2 and KS3.</p>

holocaust ppt. totalitarianism, nationalism, Hitler, anti-sematism

<p>a lesson looking at the less talked about t4 programme. Students complete a guided comprehension reading and then an extended writing piece on how far they think t4 can be viewed as an ‘early holocaust’</p>

<p><strong>The Holocaust</strong></p> <p>The aim of this lesson is to understand why we should remember the holocaust and why we commemorate it every year.</p> <p>Some misconceptions are given at the start, such as what the holocaust actual means and the differences between concentration and extermination camps.</p> <p>Throughout the lesson the students build up their ideas and add them around a lightbulb to focus on the central aims of the lesson.</p> <p>Students are also given numbers and have to decide the significance of each from 6 million to 2 minutes and 2 seconds or 90cm by 90cm for example.</p> <p>The final part of the lesson refers to the powerful and moving story of Erica, thrown off the train by her parents before she reached Auschwitz and therefore knowing very little about herself.</p> <p>The plenary focuses on some odd ones out exercises and recent genocides to emphasise the importance of remembering the holocaust.</p> <p>There is some excellent video footage to accompany the lesson.</p> <p>The resource comes in Powerpoint format if there is a wish to adapt and change.</p> <p>I have also included suggested teaching strategies to deliver the lesson.</p>

Worksheet outlining how Jews were treated during the holocaust.

Worksheet to acompany the film 'the boy in the striped pyjamas'.