Backward planning: The end result is twofold:
1. Students argue and persuade the reader of their essay to take an action to end a current social injustice using sources.
2. Students write a letter to a person or organization as their action to end a social injustice.
Scaffolding to the Essay and Action
Other Teacher Resources
A Teacher's Guide to The Holocaust
The Holocaust: A Tragic Legacy
Images on Pinterest
Images from the Jewish Virtual Library
Companies that used Jewish Labor during Hitler's Reign
Summary, Discussion Guide, Writing ideas
Summary via SparkNotes
Oprah Interview with Elie Wiesel and Teacher Activities
Glossary of Terms
Reading Discussions II
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Lesson plans and discussion guides
Questions to Consider
• How can individuals and societies remember and commemorate difficult histories?
What is the purpose of remembering? What are the consequences for forgetting?
• During the Holocaust, what strategies were used to create distinctions between “us”
and “them”? What were the consequences of these distinctions?
• What are the costs of injustice, hatred and bigotry?
• What choices do people make in the face of injustice? What obstacles keep individuals
from getting involved in their communities and larger world? What factors
1. What have you learned about the systematic way that the Nazis began to
dehumanize Jewish people?
2. Does that apply to these other genocides? How?
3. What role does language, both spoken and written, play in genocide?
4. What role do religion and race play in genocide?
5. What are likely events that can lead to genocide?
6. What makes these persecutions similar and what makes them different?