Historical Overview of the Holocaust | Holocaust Literature Introductory Lesson 5

We have designed this sequence of introductory lessons to prepare students to engage with the resources and activities in Facing History’s Teaching Holocaust Literature collection. We encourage you to teach these lessons in order, modifying as necessary for your context and available time, before engaging students with other resources in the collection. For planning guidance, including recommendations for modifying or condensing this lesson sequence, see the Overview Grid: Holocaust Literature Introductory Lessons.

Lesson 1: The Holocaust, Antisemitism, and Genocide invites students to engage with brief definitions of the Holocaust, antisemitism, and genocide to establish a foundational understanding of these key terms and develop a schema for a deeper exploration of the Holocaust through a work of literature. 

Lesson 2: Identity and Group Membership introduces students to the complexity of identity and its relationship to group membership, preparing them to examine genocide and other forms of identity-based persecution and violence.

Lesson 3: The Diversity of Jewish Identity highlights the diversity of Jewish culture and identity both today and in pre-war Europe and invites students to reflect on the harm that can result from reducing people or groups to one factor of their complex identities. 

Lesson 4: Preparing for Emotionally Challenging Content supports a collaborative, reflective process for developing norms and expectations that support discussion of complex and challenging material.

Lesson 5: Historical Overview of the Holocaust provides a high-level overview of key events in Holocaust history.

Lesson 6: Psychic Numbing introduces a common psychological and emotional response to violent histories, suggests strategies for safe emotional engagement, and helps develop a rationale for studying a work of Holocaust literature.

The Holocaust took place throughout Europe between 1933 and 1945. In Facing History’s Holocaust history and literature resources, we examine this catastrophic period when Nazi Germany murdered 6 million Jews and millions of other civilians in the midst of the most destructive war in human history. In attempting to define the complex events of this time period, scholars and institutions emphasize different aspects of the history and offer different stances on whether the word “Holocaust” refers specifically to the genocide of 6 million European Jews or is inclusive of the millions of other victims of Nazi persecution and murder. The United States Holocaust Memorial Museum refers to the Holocaust as “the systematic, state-sponsored persecution and murder of six million European Jews by the Nazi German regime and its allies and collaborators.” ¹

Victims of Nazi terror and persecution were targeted for reasons of race, biology, politics, and/or ideology. A core tenet of Nazi ideology was antisemitism, or the hatred of or prejudice against Jews. The Nazis took measures against other groups identified as undesirable, inferior, or incompatible with Nazi ideology. These groups included Soviet prisoners of war, ethnic Poles, Roma and Sinti people, Serbians, people with disabilities, German political dissidents and Germans accused of criminal activity, Jehovah’s Witnesses, men accused of homosexuality, and Black people in Germany. ²

Many of the beliefs, ambitions, choices, and circumstances that led to the Holocaust also contributed to the atrocities against these other groups. At the same time, the histories of these groups, their relationships to the Nazi Party and ideology, and the particular events and circumstances of the atrocities they endured are distinct. Facing History’s resources for teaching Holocaust history and literature specifically focus on the Holocaust as the orchestrated murder of 6 million Jews by the Nazis. We also endeavor to recognize and share stories of the similar experiences and fates of other victims of Nazi terror, and to preserve the memory and legacy of lives from all of the groups that were lost or displaced.

• 1“How Many People Did the Nazis Murder?,” United States Holocaust Memorial Museum.
• 2“How Many People Did the Nazis Murder?,” United States Holocaust Memorial Museum.

In addition to this lesson, Facing History offers a range of Holocaust history resources—informational texts, testimony, short documentary films, artwork, poetry, and more—that you can integrate into your unit by pairing historical sources with specific chapters or scenes in your Holocaust literature book. This approach helps students develop a deeper understanding of the broader historical context in which the narrative unfolds, while also providing opportunities to explore how real events shaped the lives and choices of both historical figures and literary characters. Integrating historical context in this way can strengthen students’ critical thinking by encouraging them to analyze the relationship between literature and historical documentation, fostering a more nuanced and informed engagement with the text. 

As you explore the two Facing History resources below, consider these guiding questions to support your planning: 

• What aspects of the history are essential for students to understand before they begin reading your Holocaust literature text?
• Which historical details are best introduced alongside specific chapters or scenes to deepen students’ understanding as they read? 
• What complexities or moral questions in the history might help students think more deeply about the ethical dilemmas presented in the literature?

Holocaust and Human Behavior (digital and pdf/print versions): Available in three versions—digital, PDF, and print book—Facing History’s core resource on the Holocaust includes classroom-ready readings, primary sources, and short documentary films to examine the history of the Holocaust and prompt reflection on our world today. Use the index of the PDF/book version to help you identify relevant readings to supplement key scenes and events in your Holocaust text. All of the readings include student-facing connection questions.

Teaching Holocaust and Human Behavior: This unit consists of 23 lessons and an assessment designed to lead middle or high school students through an examination of the Holocaust. Students pay special attention to the choices of individuals who experienced this history as victims, witnesses, collaborators, rescuers, and perpetrators. You can adapt activities and materials from this unit to help students understand the historical context shaping the world of your Holocaust literature text.

When discussing emotionally challenging topics like Holocaust atrocities and contemporary antisemitism, create space for a variety of responses from students—including no response—as a way to authentically support their emotional growth and academic development. It is important to note that “creating space” does not mean tolerating harmful comments, stereotypes, or slurs. Be prepared to respond swiftly and clearly if someone violates your classroom norms by expressing an antisemitic stereotype, false narrative about Jews, or any other form of hate. Plan ahead with your students for how the class can respond in such moments. Facing History’s Fostering Civil Discourse guide, specifically pages 11–12, offers tools and strategies to help you prepare students to engage in difficult conversations. It includes guidance from human rights educator Loretta Ross and sentence stems for “calling in” community members that students and teachers can use when problematic situations arise.