DOE Lesson Plan - Grade 5: Historic Figures

LESSON PLAN: HISTORIC FIGURES IN THE HOLOCAUST

Grade 5 Standard  

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SS5H4 Explain America’s involvement in World War II.

d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

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This lesson provides students with profiles and policies of the world leaders who led the Allies and the Axis Powers in World War II. Students learn about their contributions to the war and their responses to the Holocaust in each of their countries. 

OVERVIEW: WHAT WAS THE HOLOCAUST?
The Holocaust was the state-sponsored, systematic persecution and annihilation of European Jewry by Nazi Germany, its allies and collaborators, between 1933 and 1945. Jews were the primary victims - six million were murdered.

Roma (Gypsies), physically and mentally disabled people and Poles were also targeted for destruction or decimation for racial, ethnic, or national reasons. Millions more, including the LGBTQ community, Jehovah's Witnesses, Soviet prisoners of war, and political opponents also suffered grievous oppression and death under Nazi tyranny.

By 1945, the Germans and their allies and collaborators killed nearly two out of every three European Jews as part of the "Final Solution." The "Final Solution" was the Nazi policy to murder the Jews of Europe.

Source: US Holocaust Memorial Museum Holocaust Encyclopedia: Introduction to the Holocaust

https://encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust

NEW VOCABULARY

Systematic                   Done or acting according to a fixed plan or system; methodical.

State sponsored          Actions organized by the civil government of a country

Persecution                  To harass or punish in a manner designed to injure, hurt or remove rights; grieve,                                     or afflict

Collaboration               To work with another person or group in order to achieve or do something. 

                                    German authorities required the assistance of local people in the regions they                                              occupied to implement the "Final Solution." These collaborators helped to commit                              some of the worst crimes of the Holocaust era.

 

RESOURCE: ANIMATED MAP - THE HOLOCAUST
https://encyclopedia.ushmm.org/content/en/gallery/introduction-to-the-holocaust-maps 

INSTRUCTIONS

  • Divide the class into 7 groups.
  • Assign each group one of the 7 world leaders.
  • Students in each group will read the USHMM Holocaust Encyclopedia article about their world leader.
  • Students will discuss the Critical Thinking Questions.
  • Students will analyze the photographs, videos, maps and documents about their assigned leader. Analysis worksheets are linked below.

National Archives Primary Source Analysis Worksheets

Worksheets for Novice or Younger Students, or Those Learning English

Worksheets for Intermediate or Secondary Students

  • Photograph
  • Written Document
  • Artifact
  • Poster
  • Map
  • Cartoon
  • Video
  • Sound Recording

  • Artwork
     

    Worksheet for Understanding Perspective in Primary Sources - For All Students and Document Types

    This tool helps students identify perspective in primary sources and understand how backgrounds, beliefs, and experiences shape point of view.

    Understanding Perspective in Primary Sources

    LINK FOR HOLOCAUST GLOSSARY

    LINK FOR HOLOCAUST CHRONOLOGY

    PROJECT

    Using the resources included for their assigned leader, students in each group will create an obituary for their world leader. The template for the obituary is attached here. Students will share their obituary with the class.

    OR

    Using the resources in their packet, students will create a full size exhibit panel about their assigned world leader.

    RESOURCES

    Writing a short biography with obituaries – NYT Article and Lesson Plan

    https://www.nytimes.com/2022/05/23/learning/lesson-plans/writing-a-short-biography-with-obituaries.html 

    Activity – Creating a Museum Exhibit

    Ask students if they have ever visited a museum. If so, ask them what they saw and experienced. Brainstorm reasons museums collect and exhibit photographs, documents, maps, videos and artifacts. 

    Show students photos of different museum exhibits. What objects, photographs, videos, labels, or other materials are in each exhibit? What similarities and differences do they see between exhibits? What story is each exhibit telling?

    Lead students in making their own mini museum exhibits, either in a hard copy or a virtual exhibit.

    Students will:

    • Create an interesting title for their exhibit.
    • Choose photographs, documents, objects, maps, to enhance the content of the exhibit.
    • Create captions for the items above.
    • Create text to tell the story of the historic figure they have been assigned. Text and other resources should reflect ONLY factual, historically correct information.
    • Arrange the materials and text to tell the story chronologically.
    • Compose a worksheet for students to help them interpret the exhibit.
    • Present the exhibit to the class.
Heritage Exhibit, Brooklyn Museum
Brooklyn Museum, Heritage Panels
Nat'l Museum of African American History and Culture
A Century in the Making: National Museum of African American History and Culture
Connecticut State Museum of Natural History
Connecticut State Museum of Natural History

 

Winston Churchill

 


Winston Churchill

Photo courtesy of Library and Archives Canada / Bibliotheque et Archives Canada

 

 

 

Resources:

UK Government History – Past Prime Ministers: Winston Churchill website:

https://www.gov.uk/government/history/past-prime-ministers/winston-churchill 

Library of Congress – Churchill and the Great Republic website:

https://www.loc.gov/exhibits/churchill/wc-hour.html 

Imperial War Museum: How Churchill Led Britain to Victory in the Second World War website:

https://www.iwm.org.uk/history/how-churchill-led-britain-to-victory-in-the-second-world-war 

 

The National Archives UK – Churchill’s reaction to the Holocaust website:

https://www.nationalarchives.gov.uk/education/resources/holocaust/churchills-reaction/ 

BBC Churchill and the Holocaust website:

https://www.bbc.co.uk/history/worldwars/genocide/churchill_holocaust_01.shtml 

Critical Thinking Questions

  • How did Churchill “take the English language and send it into battle.”
  • How did Churchill respond to the Holocaust?


 

Japanese Emperor Hirohito


Japanese Emperor Hirohito

Photo courtesy of Associated Press

 

 

 

 

 

Resources:

New York Times: Aide’s Diary Suggests Hirohito Agonized over His War Responsibility:

https://www.nytimes.com/2018/08/24/world/asia/japan-hirohito-war-diary.html 

 

American propaganda poster with anti-Nazi and anti-Japanese caricatures

https://collections.ushmm.org/search/catalog/irn520990 

 

New York Times: Before Pearl Harbor, Emperor Warned Against War

https://www.nytimes.com/2014/09/10/world/asia/before-pearl-harbor-japans-emperor-cautioned-against-war-with-us-documents-show.html 

 

The Gilder Lehrman Institute of American History: Japan declares war, 1941 - A Spotlight on a Primary Source by Hirohito, Emperor of Japan

https://www.gilderlehrman.org/history-resources/spotlight-primary-source/japan-declares-war-1941 

 

USHMM Collections - Arthur Szyk drawing:

https://collections.ushmm.org/search/catalog/irn520300 

USHMM Holocaust Encyclopedia – Axis Powers in World War II:

https://encyclopedia.ushmm.org/content/en/article/axis-powers-in-world-war-ii 


Critical Thinking Questions

  • How did the Japanese people view the Emperor before World War II?
  • What was Emperor Hirohito’s role in World War II?
  • What happened to Hirohito after the war? Why do you think the Allies made this decision?


 

Adolf Hitler

Adolf Hitler

Photo courtesy of Library of Congress

 

 

 

 

 

 

Resources

The National World War II Museum - How Did Adolf Hitler Happen?

https://www.nationalww2museum.org/war/articles/how-did-adolf-hitler-happen 

 

USHMM Holocaust Encyclopedia - Adolf Hitler

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler

 

USHMM Holocaust Encyclopedia -Making a Leader

https://encyclopedia.ushmm.org/content/en/article/making-a-leader?series=4

 

USHMM Holocaust Encyclopedia - Adolf Hitler – Early Years 1889–1913

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler-early-years-1889-1913?series=4

 

USHMM Holocaust Encyclopedia - Adolf Hitler and World War I 1913–1919

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler-and-world-war-i-1913-1919?series=4

 

USHMM Holocaust Encyclopedia - Adolf Hitler 1919 – 1924

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler-1919-1924?series=4

 

USHMM Holocaust Encyclopedia - Adolf Hitler 1924 – 1930

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler-1924-1930?series=4 

 

USHMM Holocaust Encyclopedia - Adolf Hitler 1930 – 1933

https://encyclopedia.ushmm.org/content/en/article/adolf-hitler-1930-1933?series=4

 

USHMM Holocaust Encyclopedia -The July 20 1944 Plot to Assassinate Adolf Hitler

https://encyclopedia.ushmm.org/content/en/article/the-july-20-1944-plot-to-assassinate-adolf-hitler?series=4 

 

Critical Thinking Questions

  • What qualities and characteristics of leadership did Hitler seem to have and to demonstrate?
  • What other factors and attitudes contributed to the rise of Hitler?
  • How can knowledge of the events in Germany and Europe before the Nazis came to power help citizens today respond to threats of genocide and mass atrocity?
Benito Mussolini with Adolf Hitler in car

Benito Mussolini

Photo courtesy of The National Archives (540151)

 

 

 

 

 

Resources:

USHMM Holocaust Encyclopedia:

https://encyclopedia.ushmm.org/content/en/article/benito-mussolini-1

PBS - The Dictator’s Playbook – Episode 3: Benito Mussolini website:

https://www.pbs.org/tpt/dictators-playbook/episodes/benito-mussolini/ 

 

Imperial War Museum Collections – Benito Amilcare Andrea Mussolini – website:

https://www.iwm.org.uk/collections/search?filters%5BagentString%5D%5BMussolini%2C%20Benito%20Amilcare%20Andrea%5D=on 

 

Critical Thinking Questions

  • What conditions in Italy helped Mussolini come to power? Which of his policies appealed to the Italians? Why?
  • What was Mussolini’s government’s policy regarding the Jews of Italy? What happened to the Italian Jews when his government fell?
President Franklin Delano Roosevelt

Franklin Delano Roosevelt

Photo Courtesy of FDR Library

 

 

 

 

 

Resources:

PBS American Experience website: 

https://www.pbs.org/wgbh/americanexperience/features/eleanor-fdr/ 

 

USHMM Holocaust Encyclopedia Article:

https://encyclopedia.ushmm.org/content/en/article/franklin-delano-roosevelt 

 

Franklin D. Roosevelt Presidential Library and Museum website:

https://www.fdrlibrary.org/fdr

 

The White House/Franklin D. Roosevelt website:

https://www.whitehouse.gov/about-the-white-house/presidents/franklin-d-roosevelt/ 

 

USHMM Video – Keep Out of This War

https://exhibitions.ushmm.org/americans-and-the-holocaust

 

Critical Thinking Questions

  • What challenges did American political leaders, including Franklin D. Roosevelt, face in mobilizing public support for rescuing Jews and other persecuted peoples in Nazi-controlled Europe?
     
  • During crises, what are the responsibilities of our leaders to shape public opinion rather than follow it? 
     
Joseph Stalin

Joseph Stalin

Photo courtesy of Newsweek.

 

 

 

 

 


 

President Harry S. Truman

Harry S. Truman

Photo courtesy of The New York Times

 

 

 

 

 

 

Resources:

The White House – Harry S. Truman

https://www.whitehouse.gov/about-the-white-house/presidents/harry-s-truman/

 

Harry S. Truman Library * Museum - Biographical Sketch: Harry S. Truman, 33rd President of the United States

https://www.trumanlibrary.gov/education/trivia/biographical-sketch-harry-truman 

 

The White House Historical Association – Harry S. Truman

https://www.whitehousehistory.org/bios/harry-truman 

 

National World War II Museum - "The Creed of Liberty" Harry Truman's Independence Day Message, July 4, 1945

https://www.nationalww2museum.org/war/articles/truman-independence-day-message-1945 

 

USHMM History Unfolded: US Newspapers and the Holocaust - President Truman Orders Quota Preference for Displaced Persons

https://newspapers.ushmm.org/events/president-truman-orders-quota-preference-for-displaced-persons 

USHMM Film: Truman Proclaims Victory in Europe

https://encyclopedia.ushmm.org/content/en/film/truman-proclaims-victory-in-europe 

Experiencing History: Letter from Dwight D. Eisenhower to Harry S. Truman September 18, 1945

https://perspectives.ushmm.org/item/letter-from-dwight-d-eisenhower-to-harry-s-truman-september-18-1945/collection/displaced-persons-and-postwar-america

 

DOCUMENT ANALYSIS

Document of Statement by President Truman

Anticipating the defeat of Germany in October of 1943, the Allies established a United Nations War Crimes Commission to collect evidence that could be used to prosecute Nazi war criminals. After the surrender of Germany, President Truman appointed Supreme Court Justice Robert Jackson as chief counsel to investigate and try Nazi war criminals. From November 1945 until October 1946, the International Military Tribunal, in the former Nazi stronghold of Nuremburg, heard cases against 22 senior, Nazi leaders. The court sentenced twelve to death and three to life sentences. Hundreds of other lesser figures in the Nazi conspiracy (what Truman called "second stringers") were tried from January 1946 to April 1949. The Office of Military Government found 185 more Nazis guilty of war crimes.

Document-Survey: Questions

  1. Who made this statement?
  2. Who was this statement made to?
  3. When was this statement made and how does it fit into the chronology of the Nuremburg Trials?
  4. What is Truman saying about the Nuremburg Trials?
  5. What is Truman saying about the Survivors of the Holocaust?