Timeline
Historical Context for Schindler's List
Explore the history of events behind the film Schindler's List with this interactive timeline.
Subject
- History
Language
English — USUpdated
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Dismantling Democracy (UK)
Students examine the steps the Nazis took to replace democracy with dictatorship and draw conclusions about the values and institutions that make democracy possible.
Jewish History and Memory: Why Study the Past?
Students prepare for their study of the Holocaust by reflecting on the ways in which memory is an integral part of Jewish identity.
The Holocaust - Bearing Witness (UK)
Students are introduced to the enormity of the crimes committed during the Holocaust and look closely at stories of a few individuals who were targeted by Nazi brutality.
The Holocaust - The Range of Responses (UK)
Students deepen their examination of human behaviour during the Holocaust by analysing and discussing the range of choices available to individuals, groups, and nations.
How Should We Remember? (UK)
Students both respond to and design Holocaust memorials as they consider the impact that memorials and monuments have on the way we think about history.
Justice and Judgement after the Holocaust (UK)
Students grapple with the meaning of justice and the purpose of trials as they learn how the Allies responded to the atrocities of Nazi Germany.
Kristallnacht (UK)
Students learn about the violent pogroms of Kristallnacht by watching a short documentary and then reflecting on eyewitness testimonies.
Jewish Identity and the Complexities of Dual or Multiple Belongings
Students continue to explore the question “Who am I?” by examining the concept of dual or multiple identities and reflecting on their own identities as Jews.
Race and Space (UK)
Students examine the Nazi ideology of “race and space” and the role it played in Germany’s aggression toward other nations, groups, and individuals.
The Rise of the Nazi Party (UK)
Students examine how choices made by individuals and groups contributed to the rise of the Nazi Party in the 1920s and 1930s.
Most teachers are willing to tackle the difficult topics, but we need the tools.
—
Gabriela Calderon-Espinal, Bay Shore, NY
