The History Teacher
 Read the poem at least 2-3 times.
 Mark up the text with ideas about:
 Visualization
 Prior knowledge
 Questions
 Making meaning
 inferences
Four Questions…
What piece of life is the poem concerned with?
(comprehend the subject of the poem)
What can you tell me about the speaker?
(analyze the relationship between speaker and poet)
Happy or sad poem?
(evaluate the tone and mood)
What is the poem REALLY about?
(interpret the theme)
Why do we study history?
Type 1- Make a list of reasons why we study history.
2 minutes- on your own
2 minutes- with a partner
Question: Should we only learn about the good
parts of history? Should we learn about history
around the world or only about our own
ancestors’ past?
HOLOCAUST-IN GREEK, ORIGINALLY
MEANT A SACRIFICE TOTALLY
BURNED BY FIRE
REFERS TO THE STATE SPONSORED
PERSECUTION AND MURDER OF
EUROPEAN JEWS BY NAZI GERMANY
AND ITS SUPPORTERS BETWEEN 1933
AND 1945
Who were the victims?
 The Jewish people were the primary victims.
6 million were murdered.
 Gypsies, the handicapped, and Poles were
also targeted. Millions more, including
homosexuals, Jehovah’s Witnesses, Soviet
prisoners of war, and political dissidents also
suffered punishment and death under Nazi
rule.
True or False?
 All concentration camps were killing centers.
 There was little resistance to the Nazis and when
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it occurred, it was in the form of armed revolt.
The Holocaust was inevitable; it could not be
prevented from happening.
All Germans were Nazis.
Jewish adults were the only group targeted by
the Nazis.
No one denies the horrors of the Holocaust.
German school and universities taught ideas that
were against the Nazis.
Vocabulary
 Anti-Semitism-prejudice toward Jews or discrimination against
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them
Aryan-term used by the Nazis about those with German background
who were viewed as the superior race
Concentration camps-prison camps, more than 100 existed across
German occupied Europe, thousands killed by starvation, disease,
maltreatment
Death camp-extermination camp, people murdered by gassing
Genocide-deliberate, systematic destruction of a racial, cultural, or
political group
Nazi-National Socialist German Workers Part, a political party
formed in 1919, headed by Adolf Hitler from 1921 to 1945
Persecution-act of causing others to suffer, especially those who
differ in background or lifestyle or hold different political or religious
beliefs
Scapegoat-person or group of persons unfairly blamed for wrongs
done by others
Shtetl- Jewish towns or villages
The Reasons We Learn About the
Holocaust
 Learning about the Holocaust is essential to learning about
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the history of the twentieth century, but also the history of
humanity.
By studying the Holocaust, we learn about the
consequences of prejudice, racism, and stereotyping in any
society.
By studying the Holocaust, we learn about the dangers of
remaining silent in the face of others’ oppression.
Holocaust history demonstrates how a modern nation can
use technology to implement destructive policies.
A study of the Holocaust helps us think about the use and
abuse of power, and the roles and responsibilities of
individuals, organizations, and nations when confronted
with civil rights violations and or policies of genocide.