Activity Overview
Anti-semitism did not begin (or end) with Nazi Germany. In this activity, students will create a timeline that highlights the development of anti-semitism in Europe. This activity addresses the question that many students ask when they study the Holocaust: “Why did the Nazis single out the Jews?” The timeline should start with destruction of the Jewish temple in Jerusalem in 70 CE. Students should view the 13 minute documentary that the United States Holocaust Memorial Museum hosts on the history of anti-semitism in Europe.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options and adjust the instructions accordingly.
Suggested Events for History of Anti-Semitism Timeline
- 70 - The Romans Destroy the Jewish Temple in Jerusalem
- 1000 - State and Church Laws Restrict Jews
- 1095 - The Crusades
- 1350 - The Black Plague
- 1517 - The Protestant Reformation
- 1894 - The Dreyfus Affair
- 1903 - The Protocols of the Elders of Zion
- 1920 - Pseudo-Scientific Racial Theories
Extended Activity
For an extended activity, students could create a similar timeline storyboard for other groups that have faced long-term persecution. Native Americans or Africans would provide a good focus for this kind of activity. This will allow them to see trends in history and connect different events.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a timeline detailing the history of Anti-Semitism in Europe leading up to the Holocaust.
- Click "Start Assignment".
- Add additional cells as needed.
- Identify important events and policies and type them into the titles of each cell.
- Describe the events in policies in the description boxes.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
Activity Overview
Anti-semitism did not begin (or end) with Nazi Germany. In this activity, students will create a timeline that highlights the development of anti-semitism in Europe. This activity addresses the question that many students ask when they study the Holocaust: “Why did the Nazis single out the Jews?” The timeline should start with destruction of the Jewish temple in Jerusalem in 70 CE. Students should view the 13 minute documentary that the United States Holocaust Memorial Museum hosts on the history of anti-semitism in Europe.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options and adjust the instructions accordingly.
Suggested Events for History of Anti-Semitism Timeline
- 70 - The Romans Destroy the Jewish Temple in Jerusalem
- 1000 - State and Church Laws Restrict Jews
- 1095 - The Crusades
- 1350 - The Black Plague
- 1517 - The Protestant Reformation
- 1894 - The Dreyfus Affair
- 1903 - The Protocols of the Elders of Zion
- 1920 - Pseudo-Scientific Racial Theories
Extended Activity
For an extended activity, students could create a similar timeline storyboard for other groups that have faced long-term persecution. Native Americans or Africans would provide a good focus for this kind of activity. This will allow them to see trends in history and connect different events.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a timeline detailing the history of Anti-Semitism in Europe leading up to the Holocaust.
- Click "Start Assignment".
- Add additional cells as needed.
- Identify important events and policies and type them into the titles of each cell.
- Describe the events in policies in the description boxes.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
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