NAZI CAMPS

NOW NEXT BEYOND

LIFE IN CAMPS

OBJECTIVES

Students will be able to…

  • Compare and contrast the different types of Nazi camps
  • Explore and understand the primary purpose of each camp
  • Explore and explain the significance of the locations of the camps
  • Gain more knowledge of the camps after viewing the testimonies from the Holocaust survivors
  • Demonstrate communication skills as they share ideas about the camps with their peers
  • Collect, analyze and report on information gathered from Holocaust survivor testimonies
TEACHER PREPARATION
Provide access to digital copies of Reading: Westerbork, Reading: Auschwitz , Reading: Stutthof, Reading: Dachau, Reading: Drancy, Reading: Theresienstadt, Reading: Ravensbrück, andActivity Sheet: Data Sheet Camps. Alternately, reproduce copies of the materials to distribute to students in small groups.

For the first activity, teachers may organize a carousel (students travel to each station in order to learn about the Nazi camp) or a jigsaw (students become experts on one particular camp). They will then share their learning with a small group or the whole class, depending on the teacher’s objectives.

If you decide to do a jigsaw, provide digital access to Activity Sheet: Jigsaw Activity: Nazi Camps as well.

STUDENT INSTRUCTION

ACTIVITY: CAROUSEL / JIGSAW
For this activity, you will be responsible for learning about one of the many camps. Start with the recommended testimonies, but then you may choose to use the provided readings and/or other reliable resources including the United States Holocaust Memorial Museum Holocaust Encyclopedia.

David E.

Chaim K.

Bronia S.

Sigmund S.

CLASSROOM DISCUSSION: WHAT HAVE YOU LEARNED?
Once you have gathered information on the various camps, through the carousel or jigsaw, talk with other students about the different camps. Some questions to guide your discussion could include:

  • There were three phases in the development of the concentration camps: 1933-36, 1936-42, and 1942-45. How did the first concentration camps differ from those established later?
  • Create a chart to explain the purposes behind the development of the Nazi camps in each of these time periods.
  • The six extermination camps were all located in eastern Poland. What was the significance of their locations?
  • How has the survivor testimony added to your knowledge about the Nazi camps?

EXTENSION: BADGES
During the Holocaust, other groups, such as political dissidents, homosexuals, and the Roma and the Sinti*, were identified with badges. Describe the badges and research this identification process. Compose an explanation as to how these groups were singled out and why.

* The Roma and the Sinti are traditionally nomadic ethnic groups, living mostly in Europe and the Americas. They are also known by the term “Gypsies” which is considered to be a derogatory term.

CONTINUE TO BEYOND