| Code |
Description |
| SS.912.HE.2.1: | Describe how the life of Jews deteriorated under the Third Reich and the Nuremberg Laws in Germany and its annexed territories (e.g., the Rhineland, Sudetenland, Austria) from 1933 to 1938.Clarifications:
Clarification 1: Students will analyze the Nuremberg Laws and describe their effects. Clarification 2: Students will explain how the Nazis used birth records, religious symbols and practices to identify and target Jews. |
|
| SS.912.HE.2.2: | Analyze the causes and effects of Kristallnacht and how it became a watershed event in the transition from targeted persecution and anti-Jewish policy to open, public violence against Jews in Nazi-controlled Europe.Clarifications:
Clarification 1: Students will understand the reasons for Herschel Grynszpan’s actions at the German embassy in Paris and how the assassination of Ernst vom Rath was a pretext used by the Nazis for Kristallnacht. Clarification 2: Students will describe the different types of persecution that were utilized during Kristallnacht, both inside and outside Germany. Clarification 3: Students will analyze the effects of Kristallnacht on European and world Jewry using primary sources (e.g., newspapers, images, video, survivor testimony). Clarification 4: Students will analyze the effects of Kristallnacht on the international community using primary sources (e.g., newspapers, images, video, survivor testimony). |
|
| SS.912.HE.2.3: | Analyze Hitler’s motivations for the annexations of Austria and the Sudetenland, and the invasion of Poland.Clarifications:
Clarification 1: Students will define the term lebensraum, or living space, as an essential piece of Nazi ideology and explain how it led to territorial expansion and invasion. Clarification 2: Students will analyze Hitler’s use of the Munich Pact to expand German territory and the Molotov-Ribbentrop Pact to keep the Soviet Union out of the war. |
|
| SS.912.HE.2.4: | Describe how Jewish immigration was perceived and restricted by various nations from 1933 to 1939.Clarifications:
Clarification 1: Students will examine why immigration was difficult for Jewish people (e.g., MS St. Louis, the Evian Conference, immigration quota systems). Clarification 2: Students will explain how the Kindertransport saved the lives of Jewish children.
|
|
| SS.912.HE.2.5: | Explain the effect Nazi policies had on other groups targeted by the government of Nazi Germany.Clarifications:
Clarification 1: Students will explain the effects of Nazi “racial hygiene” policies on various groups including, but not limited to, ethnic (e.g., Roma-Sinti, Slavs) and religious groups (e.g., Jehovah’s Witnesses), political opposition, the physically and mentally disabled and homosexuals. |
|
| SS.912.HE.2.6: | Identify the various armed and unarmed resistance efforts in Europe from 1933 to 1945.Clarifications:
Clarification 1: Students will recognize resistance efforts including, but not limited to, the White Rose, the Rosenstrasse Protest, Bishop Clemens von Galen, the Swing Movement, Reverend Niemöller, Dietrich Bonhoeffer, the Bielski Brothers and the Partisans in Eastern and Western Europe. Clarification 2: Students will discuss resistance and uprisings in the ghettos using primary sources (e.g., newspapers, images, video, survivor testimony).
|
|
| SS.912.HE.2.7: | Examine the role that bystanders, collaborators and perpetrators played in the implementation of Nazi policies against Jewish people and other targeted groups, as well as the role of rescuers in opposing the Nazis and their policies.Clarifications:
Clarification 1: Students will discuss the choices and actions of heroes and heroines in defying Nazi policy at great personal risk, to help rescue Jews (e.g., the Righteous Among the Nations designation). |
|
| SS.912.HE.2.8: | Analyze how corporate complicity aided Nazi goals.Clarifications:
Clarification 1: Students will analyze corporate complicity as including, but not limited to, supporting methods of identification and record keeping, continuing trade relationships, financial resources, the use of slave labor, production for the war effort and moral and ethical corporate decisions (1930–1945). |
|
| SS.912.HE.2.9: | Explain how killing squads, including the Einsatzgruppen, conducted mass shooting operations in Eastern Europe with the assistance of the Schutzstaffel (SS), police units, the army and local collaborators.Clarifications:
Clarification 1: Students will discuss major events of the killing squads to include, but not be limited to, Babi Yar, Vilnius, Rumbula, Kovno, Ponar and the Palmiry Forest. Clarification 2: Students will describe the psychological and physical impact on the Einsatzgruppen and how it led to the implementation of the Final Solution. Clarification 3: Students will explain the purpose of the Wannsee Conference and how it impacted the Final Solution.
|
|
| SS.912.HE.2.10: | Explain the origins and purpose of ghettos in Europe.Clarifications:
Clarification 1: Students will trace the use of ghettos in Europe prior to World War II. Clarification 2: Students will explain the methods used for the identification, displacement and deportation of Jews to ghettos. Clarification 3: Students will explain what ghettos were in context of World War II and Nazi ideology.
|
|
| SS.912.HE.2.11: | Discuss life in the various ghettos.Clarifications:
Clarification 1: Students will explain the origins and purpose of the Judenrat. Clarification 2: Students will explain the effects of the Judenrat on daily life in ghettos, specifically students should recognize Adam Czerniakow (Warsaw) and Mordechai Chaim Rumkowski (Lodz) and how these men differed in their approach to leading the Judenrat in their respective ghettos. Clarification 3: Students will discuss the difference between open ghettos and closed ghettos and how that impacted life within those ghettos. Clarification 4: Students will describe various attempts at escape and forms of armed and unarmed resistance (before liquidation and liberation) including, but not limited to, the Warsaw Ghetto Uprising. Clarification 5: Students will explain how and why the Nazis liquidated the ghettos, including the forced decisions of the Judenrat to select individuals for deportation transports to the camps.
|
|
| SS.912.HE.2.12: | Define “partisan” and explain the role partisans played in World War II.Clarifications:
Clarification 1: Students will identify countries that had partisan groups who fought the Nazis. Clarification 2: Students will explain the warfare tactics utilized by the resistance movements against the Nazis. Clarification 3: Students will recognize that not all resistance movements accepted Jews.
|
|
| SS.912.HE.2.13: | Examine the origins, purpose and conditions associated with various types of camps.Clarifications:
Clarification 1: Students will explain the differences between forced labor camps, concentration camps, transit camps and death camps, including the geographic location, physical structure, camp commandants and SS leadership and mechanics of murder. Clarification 2: Students will describe the daily routines within the camps to include food intake, showers, bathrooms, sleeping arrangements, roll call, work details, illness, environmental conditions, clothing, selection process, torture, medical experiments, public executions, suicides and other aspects of daily life. Clarification 3: Students will describe various attempts at escape and forms of resistance within the camps. Clarification 4: Students will discuss how the use of existing transportation infrastructure facilitated the deportation of Jewish people to the camps, including the non-Aryan management of the transportation system that collaborated with the Nazis. Clarification 5: Students will describe life in Terezin, including its function as a transit camp, its unique culture that generated art, music, literature, poetry, opera (notably Brundibar) and the production of Vedem Magazine as a form of resistance; its use by the Nazis as propaganda to fool the International Red Cross; and the creation of the film “Terezin: A Documentary Film of Jewish Resettlement.” Clarification 6: Students will identify and examine the 6 death camps (e.g., Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, Treblinka) and their locations. Clarification 7: Students will explain why the 6 death camps were only in Nazi-occupied Poland. Clarification 8: Students will describe the significance of Auschwitz-Birkenau as the most prolific site of mass murder in the history of mankind. |
|
| SS.912.HE.2.14: | Explain the purpose of the death marches.Clarifications:
Clarification 1: Students will recognize death marches as the forcible movement of prisoners by Nazis with the dual purpose of removing evidence and murdering as many people as possible (toward the end of World War II and the Holocaust) from Eastern Europe to Germany proper. |
|
| SS.912.HE.2.15: | Describe the experience of Holocaust survivors following World War II.Clarifications:
Clarification 1: Students will explain how Allied Forces liberated camps, including the relocation and treatment of the survivors. Clarification 2: Students will discuss the experiences of survivors after liberation (e.g., repatriations, displaced persons camps, pogroms, relocation). Clarification 3: Students will explain the various ways that Holocaust survivors lived through the state-sponsored persecution and murder of European Jews by Nazi Germany and its collaborators (e.g., became partisans, escaped from Nazi controlled territory, went into hiding). Clarification 4: Students will describe the psychological and physical struggles of Holocaust survivors. Clarification 5: Students will examine the settlement patterns of Holocaust survivors after World War II, including immigration to the United States and other countries, and the establishment of the modern state of Israel.
|
|
This cluster includes the following access points.
| Access Point Number |
Access Point Title |
| SS.912.HE.2.AP.1: | Describe how the life of Jews deteriorated under the Third Reich and the Nuremberg Laws in Germany and its annexed territories (e.g., the Rhineland, Sudetenland, Austria) from 1933 to 1938. |
| SS.912.HE.2.AP.2: | Identify the causes and effects of Kristallnacht and how it became a watershed event in the transition from targeted persecution and anti-Jewish policy to open, public violence against Jews in Nazi-controlled Europe. |
| SS.912.HE.2.AP.3: | Identify Hitler’s motivations for the annexations of Austria and the Sudetenland, and the invasion of Poland. |
| SS.912.HE.2.AP.4: | Describe why immigration was difficult for Jewish people (e.g., MS St. Louis, the Evian Conference, immigration quota systems) from 1933 to 1939. |
| SS.912.HE.2.AP.5: | Identify the effect Nazi policies had on other groups targeted by the government of Nazi Germany including, but not limited to, ethnic and religious groups, the individuals with physical and intellectual disabilities and homosexuals. |
| SS.912.HE.2.AP.6: | Identify the various armed and unarmed resistance efforts in Europe from 1933 to 1945. |
| SS.912.HE.2.AP.7: | Recognize the role that individuals played in the implementation of Nazi policies against Jewish people and other targeted groups, as well as the role of rescuers in opposing the Nazis and their policies. |
| SS.912.HE.2.AP.8: | Describe corporate complicity as including, but not limited to, supporting methods of identification and record keeping, continuing trade relationships, financial resources, the use of slave labor, production for the war effort and moral and ethical corporate decisions (1930–1945). |
| SS.912.HE.2.AP.9: | Identify how killing squads, including the Einsatzgruppen, conducted mass shooting operations in Eastern Europe with the assistance of the Schutzstaffel (SS), police units, the army and local collaborators. |
| SS.912.HE.2.AP.10: | Recognize the origins and purpose of ghettos in Europe. |
| SS.912.HE.2.AP.11: | Describe life in the various ghettos. |
| SS.912.HE.2.AP.12: | Define “partisan” and explain the role partisans played in World War II. |
| SS.912.HE.2.AP.13: | Describe the origins, purpose and conditions associated with various types of camps. |
| SS.912.HE.2.AP.14: | Recognize death marches as the forcible movement of prisoners by Nazis with the dual purpose of removing evidence and murdering as many people as possible (toward the end of World War II and the Holocaust) from Eastern Europe to Germany proper. |
| SS.912.HE.2.AP.15: | Explain the experience of Holocaust survivors following World War II. |
Vetted resources educators can use to teach the concepts and skills in this topic.
