Activity Overview
The Holocaust was a systematic and bureaucratic execution of over six million Jews, Romani, homosexuals, the disabled, Slavs, “racially inferior” individuals, and any other enemies of the Nazis. In this activity, students will create a timeline of the events leading up to the Holocaust. They should include any policies, events, and important people connected to this period of history and describe how they are interconnected within the Holocaust.
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.
Important Events Leading to the Holocaust
- Treaty of Versailles
- Mein Kampf Published
- Hitler Named Chancellor of Germany
- Anti Jewish Boycott
- Nazi Book Burning
- Nuremberg Laws
- Anti Semitic Exhibition
- Kristallnacht ("Night of Broken Glass")
- Jewish Exclusion from Economic Life
- Warsaw Ghetto Established
Extended Activity
To extend this activity, students can detail the event they found most significant in causing of the Holocaust. In the description boxes, students will answer the following questions.
- Describe the event or action.
- What lead to this event?
- Who was impacted by this event?
- Why is this the most significant event that led to the Holocaust?
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 of the events leading up to the Holocaust.
- Click "Start Assignment".
- Identify important events, policies, and people and type them into the titles of each cell.
- Describe the events, policies, and people in the description box.
- 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
The Holocaust was a systematic and bureaucratic execution of over six million Jews, Romani, homosexuals, the disabled, Slavs, “racially inferior” individuals, and any other enemies of the Nazis. In this activity, students will create a timeline of the events leading up to the Holocaust. They should include any policies, events, and important people connected to this period of history and describe how they are interconnected within the Holocaust.
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.
Important Events Leading to the Holocaust
- Treaty of Versailles
- Mein Kampf Published
- Hitler Named Chancellor of Germany
- Anti Jewish Boycott
- Nazi Book Burning
- Nuremberg Laws
- Anti Semitic Exhibition
- Kristallnacht ("Night of Broken Glass")
- Jewish Exclusion from Economic Life
- Warsaw Ghetto Established
Extended Activity
To extend this activity, students can detail the event they found most significant in causing of the Holocaust. In the description boxes, students will answer the following questions.
- Describe the event or action.
- What lead to this event?
- Who was impacted by this event?
- Why is this the most significant event that led to the Holocaust?
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 of the events leading up to the Holocaust.
- Click "Start Assignment".
- Identify important events, policies, and people and type them into the titles of each cell.
- Describe the events, policies, and people in the description box.
- 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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