Introduction: "I know I am not only the bad conscience of the Nazis. I am also the bad conscience of the Jews. Because what I have taken up as my duty was everybody's duty."-Simon WiesenthalThe holocaust consisted of the attempted extermination or genocide of European Jews by Nazi Germany in the early 1940's. The death toll of European Jews reached nearly six million before most of the camps were liberated. After the war, Simon Wiesenthal not only founded the Jewish Documentation Center in Linz, Austria, but also began to track down and bring to trial Nazi war criminals. This idea of hunting down Nazi's who had murdered, tortured, and arrested thousands of Jews was coined "Nazi hunting". This WebQuest is designed to help students understand the great responsibility that Simon Wiesenthal took on when bringing Nazi war criminals to justice. It is also designed to open student's eyes to the terrible crimes that each of these men committed before and during World War II as a part of their affiliation with the Nazi rigime. Students will be expected to answer the question: Do you think the prosecution of Nazi War Criminals is justified?
A. Evaluate chronological thinking. • Sequential order of historical narrative • Continuity and change • Context for events
B. Synthesize and evaluate historical sources. • Literal meaning of historical passages • Data in historical and contemporary maps, graphs and tables • Different historical perspectives • Data presented in maps, graphs and tables • Visual data presented in historical evidence
C. Evaluate historical interpretation of events. • Impact of opinions on the perception of facts • Issues and problems in the past • Multiple points of view • Illustrations in historical stories and sources • Connections between causes and results • Author or source of historical narratives’ points of view • Central issue
D. Synthesize historical research. • Historical event (time and place) • Facts, folklore and fiction • Historical questions • Primary sources • Secondary sources • Conclusions (e.g., Senior Projects, research papers, debates) • Credibility of evidence
8.4.12. GRADE 12 World History Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to...
A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450. • Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong) • Cultural and Commercial Leaders (e.g., Chinua Achebe, Gabriel Garcia Marquez, Akira Kurosawa, Christopher Columbus) • Innovators and Reformers (e.g., Nelson Mandela, Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)
B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450. • Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto, Luther’s Ninety-five Theses) • Artifacts, Architecture and Historic Places (e.g., Robben Island, New York World Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps) • Historic districts (e.g., Timbuktu, Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red Square)
C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450. • Africa • Americas • Asia • Europe
D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Africa, Americas, Asia and Europe. • Domestic Instability • Ethnic and Racial Relations • Labor Relations • Immigration and Migration • Military Conflicts
Reflection on Standards
Allows educators to choose as little or as much material regarding the Holocaust as they can cover in a specific time period…and still cover the subject matter effectively!
Engages students with lessons that include rich primary source materials and compelling video of first-person testimony from survivors, rescuers, liberators, and other witnesses of the Holocaust.
Offers curriculum connections to contemporary issues of diversity, prejudice and bigotry, and modern-day genocide.
Meets curriculum goals with multi-disciplinary material correlated to U.S. national and state standards in several subjects.