8/20/2015
Warm Up:
1. Catastrophe-define this
word
2. List Natural and Human
Catastrophes in a T-Chart
Studying the Holocaust
Echoes and Reflections : Lesson 1
Key Terms and Phrases
Catastrophe
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Natural
Human
▪ Earthquake
▪ Middle Passage
▪ Drought
▪ Native American Trail of
Tears
Brownshirts
Collaborator
Concentration camp
Discrimination
European Jewry
Genocide
Gestapo
Gypsies
Holocaust
Homosexual
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Jehovah’s Witness
Kristallnacht
Nazi
Pogrom
Reich
Shoah
Sinti-Roma
Survivor
Visual History Testimony
▪ Tsunami
▪ Flood
▪ Hurricane
▪ Tornado
▪ September 11th
▪ Holocaust
▪ Exxon Valdez Alaskan Oil
Spill
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8/20/2015
Think, Pair, Share
This Great Human Catastrophe
▪ With the person next to you, in your Holocaust
Studies Notebook in OneNote, record your answers
to the following questions.
– Who is likely to study human catastrophes (e.g.
historians, social scientists, theologians) and why?
– What kinds of questions would people studying
human catastrophes want to answer?
– How would the questions be different from the
questions that might be asked about natural
catastrophes?
▪ The Holocaust, (in Hebrew, Shoah), which occurred in
Europe from 1933 to 1945, resulted in the death of:
– Approximately six million Jews (two out of every three
Jews then living in Europe);
– Hundreds of thousands of Sinti-Roma;
– Least 250,000 people with mental or physical disabilities;
– More than three million Soviet prisoners
– About two million Poles and another one million Slavs
who were targeted for slave labor
– And thousands of homosexuals, Communist, Socialists,
trades, unionist, and Jehovah’s Witnesses
Definitions
Genocide
▪ Open up your Holocaust Studies booklet and look at
the three definitions of the Holocaust.
▪ What does the word
mean, or in what
context have you heard
it used?
▪ Native Americans
▪ Give examples of
genocide in your
OneNote notebook.
▪ Tutsi
▪ Read all three definitions to yourself.
▪ Be prepared to compare and contrast the definitions.
▪ Consider possible reasons why the definitions are not
all exactly the same.
▪ Write your responses in your Holocaust Studies
Notebook under Holocaust Definition Page
▪ Armenians
▪ African in America
▪ Darfurians
▪ Insurgents?
▪ AIDS?
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8/20/2015
Genocide
Warm Up:
▪ Create a definition that includes the instigator, the
targeted group, and the intent in your OneNote notebook.
▪ Define genocide in your own words.
▪ Now open your Holocaust Studies booklet and read the
definition developed by the United Nations. Compare your
definition to the United Nations definition.
▪ Which definition do you feel best fits the holocaust and
consider why the Holocaust fits the definition of genocide.
Complete Sentences
▪ Describe the difference between natural
and a human catastrophe.
▪ Why do you feel it is important to study
the Holocaust?
Primary and Secondary Sources
▪ Which of these materials are primary source documents? Which are secondary
sources?
▪ What did you learn from studying the two photographs?
▪ How is studying the photographs different from studying other types of
material?
▪ What kind of information did you learn about the Kristallnacht Pogrom by reading
Heycrich’s instructions?
▪ What arguments does Margarete Drexler use in her letter to the Gestapo to try to
get her money returned? Why is this information important to know?
▪ How does the Description of the Riot in Dinslaken make the story of the
Kristallnacht Pogrom a “human story”?
▪ How does the textbook description of the Kristallnacht Pogrom add to your
understanding of the event?
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