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Genocide Holocaust Essay Prompt

Because the objective of teaching any subject is to engage the intellectual curiosity of students in order to inspire critical thought and personal growth, it is helpful to structure your lesson plan on the Holocaust by keeping questions of rationale, or purpose, in mind. Teachers rarely have enough time to teach these complicated topics, though they may be required to do so by state standards. Lessons must be developed and difficult content choices must be made.

A well-thought-out rationale helps with these difficult curricular decisions. In addition, people within and outside the school community may question the use of valuable classroom time to study the Holocaust. Again, a well-formed rationale will help address these questions and concerns. Before deciding what and how to teach, we recommend that you think about why you are teaching this history.

Here are three key questions to consider:

  • Why should students learn this history?
  • What are the most significant lessons students should learn from studying the Holocaust?
  • Why is a particular reading, image, document, or film an appropriate medium for conveying the topics that you wish to teach?

The Holocaust provides one of the most effective subjects for examining basic moral issues. A structured inquiry into this history yields critical lessons for an investigation into human behavior. It also addresses one of the central mandates of education in the United States, which is to examine what it means to be a responsible citizen.

By studying these topics, students come to realize that:

  • Democratic institutions and values are not automatically sustained, but need to be appreciated, nurtured, and protected.
  • Silence and indifference to the suffering of others, or to the infringement of civil rights in any society, can—however unintentionally—perpetuate these problems.
  • The Holocaust was not an accident in history; it occurred because individuals, organizations, and governments made choices that not only legalized discrimination but also allowed prejudice, hatred, and ultimately mass murder to occur.
  • The Holocaust was a watershed event, not only in the 20th century but also in the entire course of human history.

Studying the Holocaust also helps students to:

  • Understand the roots and ramifications of prejudice, racism, and stereotyping in any society.
  • Develop an awareness of the value of pluralism and an acceptance of diversity.
  • Explore the dangers of remaining silent, apathetic, and indifferent to the oppression of others.
  • Think about the use and abuse of power as well as the roles and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide.
  • Understand how a modern nation can utilize its technological expertise and bureaucratic infrastructure to implement destructive policies ranging from social engineering to genocide.

As students gain insight into the many historical, social, religious, political, and economic factors that cumulatively resulted in the Holocaust, they gain awareness of the complexity of the subject and a perspective on how a convergence of factors can contribute to the disintegration of democratic values. Students come to understand that it is the responsibility of citizens in any society to learn to identify danger signals and to know when to react.

When you as an educator take the time to consider the rationale for your lessons on the Holocaust, you will be more likely to select content that speaks to your students’ interests and provides them with a clearer understanding of a complex history. Most students demonstrate a high level of interest in studying this history precisely because the subject raises questions of fairness, justice, individual identity, peer pressure, conformity, indifference, and obedience—issues that adolescents confront in their daily lives. Students are also affected by and challenged to comprehend the magnitude of the Holocaust; they are often particularly struck by the fact that so many people allowed this genocide to occur by failing either to resist or to protest.

Educators should avoid tailoring their Holocaust course or lesson in any way to the particular makeup of their student population. Failing to contextualize the groups targeted by the Nazis as well as the actions of those who resisted can result in the misunderstanding or trivializing of this history. Relevant connections for all learners often surface as the history is analyzed.

The Holocaust was the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by the Nazi regime and its collaborators. Holocaust is a word of Greek origin meaning "sacrifice by fire." The Nazis, who came to power in Germany in January 1933, believed that Germans were "racially superior" and that the Jews, deemed "inferior," were an alien threat to the so-called German racial community.

During the era of the Holocaust, German authorities also targeted other groups because of their perceived "racial inferiority": Roma (Gypsies), the disabled, and some of the Slavic peoples (Poles, Russians, and others). Other groups were persecuted on political, ideological, and behavioral grounds, among them Communists, Socialists, Jehovah's Witnesses, and homosexuals.

WHAT WAS THE HOLOCAUST?
 
In 1933, the Jewish population of Europe stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War II. By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the "Final Solution," the Nazi policy to murder the Jews of Europe.

Although Jews, whom the Nazis deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthanasia Program.

As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet prisoners of war were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions.

From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah's Witnesses). Many of these individuals died as a result of incarceration and maltreatment.

ADMINISTRATION OF THE "FINAL SOLUTION"
 
In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps.

To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit.

Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews, Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others.

Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities.

THE END OF THE HOLOCAUST
 
In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called “death marches,” in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies.

For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their “Victory Day” on May 9, 1945.

In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957.

The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied eastern Europe entirely.

Further Reading

Bergen, Doris. War & Genocide: A Concise History of the Holocaust. Lanham, MD: Rowman & Littlefield, 2003

Dawidowicz, Lucy S. The War Against the Jews, 1933-1945. New York: Holt, Rinehart, and Winston, 1975.

Gilbert, Martin. The Holocaust: A History of the Jews of Europe During the Second World War. New York: Holt, Rinehart, and Winston, 1986.

Gutman, Israel, editor. Encyclopedia of the Holocaust. New York: Macmillan Publishing Company, 1990.

Hilberg, Raul. The Destruction of the European Jews. New Haven, CT: Yale University Press, 2003.

Yahil, Leni. The Holocaust: The Fate of European Jewry, 1932-1945. New York: Oxford University Press, 1990.

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