Image
Degenerate Art Exhibit, 1937
This display from a 1937 "degenerate art" exhibit is entitled "German Peasants—From a Jewish Perspective.”
At a Glance
Language
English — USSubject
- History
- The Holocaust
Degenerate Art Exhibit, 1937
Degenerate Art Exhibit, 1937
This display from a 1937 "degenerate art" exhibit is entitled "German Peasants—From a Jewish Perspective.” It includes paintings by German Expressionist artists Ernst Ludwig Kirchner, Max Pechstein, and Karl Schmidt-Rottluff.
Credit:
bpk, Berlin / Staatliche Museen / Art Resource, NY
You might also be interested in…
Americans and the Holocaust: The Refugee Crisis
Explore the motives, pressures, and fears that shaped Americans’ responses to Nazism and the humanitarian refugee crisis it provoked during the 1930s and 1940s.
Teaching the Holocaust and Armenian Genocide: For California Educators
Designed for California 10th grade world history courses, this unit guides students through a study of the Holocaust and the Armenian Genocide that focuses on choices and human behavior.
Introducing and Dissecting the Writing Prompt
Students begin to understand and stake out a preliminary position in response to the assessment writing prompt.
Introducing Evidence Logs
After learning about the Armenian Genocide, students reflect on the writing prompt a second time by adding a historical lense.
Telling Our Histories
Students connect themes from the film to Chimamanda Ngozi Adichie's concept of “single stories," and then consider what it would take to tell more equitable and accurate narratives.
Adding to Evidence Logs, 1 of 4
Students incorporate new evidence from the history of the Weimar era into the position they are developing.
Adding to Evidence Logs, 2 of 4
Students consider how what they've learned about the rise of the Nazi Party influences their thinking about the essay prompt and practice making inferences.
Adding to Evidence Logs, 3 of 4
Students review the documents and videos from previous lessons and consider what information supports, expands, or challenges their thinking about the essay.
Watching Who Will Write Our History
Students view the film, analyze a primary source from the Oyneg Shabes archive, and consider why it matters who tells the stories of the Jews in the Warsaw Ghetto.
Adding to Evidence Logs, 4 of 4
Students reflect on, gather evidence for, and discuss the unit writing prompt in its entirety.
Refining the Thesis and Finalizing Evidence Logs
Students reflect on the unit as a whole and begin to write a strong thesis statement for their essay.
Using the strategies from Facing History is almost like an awakening.
—
Claudia Bautista, Santa Monica, Calif
