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John Singer Sargent, Gassed, 1919

John Singer Sargent painted Gassed in 1919, depicting the effects of chemical weapons used by Germans against the British in the Battle of Arras on August 21, 1918.

Last Updated: August 5, 2016

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English — US

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History
Social Studies

The Holocaust

John Singer Sargent painted Gassed in 1919, depicting the effects of chemical weapons used by Germans against the British in the Battle of Arras on August 21, 1918.

Credit:

Imperial War Museums (Art.IWM ART 1460)

Collection

A curation of educational resources for school groups visiting the New England Holocaust Memorial.

A stone sign on the right reads Holocaust, with three glass pillars in view at the New England Holocaust Memorial in Boston, MA.

Collection

Find interview transcripts, historical overviews, and primary source documents about a particular Jewish partisan or country.

Russian partisans, one of them photographer Faye Schulman, gathering together in the forest, Naliboki Forest, Belarus, December 1944. The Molotava Brigade was a partisan group made up mostly of escaped Soviet Army POWs. The woman pictured is Faye Schulman, a Jewish woman who fled into the Naliboki forest with her camera equipment and joined the Molotova Brigade. For two years in the forest she photographed the partisan's activities, worked as medical aid and participated in the partisans raid's.

Unit

Explore the stories of Jewish partisans that stood against Nazi oppression, genocide, and antisemitism during World War II.

Lesson

Students prepare for their study of Schindler's List by creating a contract establishing a thoughtful, respectful, and caring classroom community.

Collection

This collection includes resources to accompany the text The Children of Willesden Lane, the powerful true story of Lisa Jura, who fled Nazi-occupied Vienna on the Kindertransport as a child.

Collection

Explore the collection of media referenced in our unit Teaching Holocaust and Human Behavior, available both online and in print.

Cropped cover of Teaching Holocaust and Human Behavior Unit Outline for Teachers.

Lesson

Students prepare for their study of the Holocaust by reflecting on the ways in which memory is an integral part of Jewish identity.

Lesson

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.

A crowd of women and children, some with Stars of David patches on their clothing.

Lesson

Students deepen their examination of human behaviour during the Holocaust by analysing and discussing the range of choices available to individuals, groups, and nations.

Hans Scholl, Sophie Scholl, and Christoph Probst in June 1942.

Lesson

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.

In Kassel, Germany, artist Horst Hoheisel created a “counter-memorial” marking the site where a majestic fountain built by a Jewish citizen once stood; it had been destroyed by Nazis in 1939.

Lesson

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.

Criminal proceedings before the International Military Tribunal in Nuremberg from 20.11.1945 to 1.10.1946 against leading persons prosecuted for war crimes, crimes against the peace and against the humanity.

Lesson

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.

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Using the strategies from Facing History is almost like an awakening.

— Claudia Bautista, Santa Monica, Calif

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John Singer Sargent, Gassed, 1919

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