U.S. History, World History
Material Type:
Case Study
High School
  • Einsatzgruppen
  • Genocide
  • Holocaust
  • Nazi Party
  • Resistance
  • WWII
    Creative Commons Attribution Non-Commercial Share Alike
    Media Formats:
    Graphics/Photos, Text/HTML

    Education Standards

    Echoes and Reflections: Teaching The Holocaust Through Inquiry

    Echoes and Reflections: Teaching The Holocaust Through Inquiry


    These four lessons are provided by Echoes and Reflections. The lessons come from a new book, "Teaching the Holocaust By Inquiry" by Beth Krasemann. The book is scheduled for release at the end of May 2022.

    Four Lesson Plans on Holocaust topics.

    Six-step process of teaching the Holocaust by inquiry

    1) An introduction to the topic. Teachers introduce the topic they will discuss with their students by giving a short background on the topic or showing a video that captures the essence of the topic. The overarching inquiry question and the final assessment are introduced.

    2) Opening hook: Teachers present a visual, a quote, a short historical document, a quote, or a short video clip. Once the hook is introduced, the teacher asks students to pose questions, make observations, or share what they know about the topic, based on the projected image or information.

    3) Fundamental questions: The teacher builds on the questions that students generated in response to the opening hook. While the inquiry pursues possible answers to one driving question, the fundamental questions provide excellent avenues to dive deep into the topic.

    4) Presentation of documents: Teachers gather primary and secondary sources that provide possible answers to the driving inquiry question. The written texts are presented to the students and visual sources will be projected. Each document is dissected in pairs or directed by the teacher and each offers a clue or insight into answering the inquiry question.

    5) Discussion: After an analysis of all the documents, the teacher returns to the overarching themes and driving questions for the inquiry. Students are asked to synthesize the major themes and the teacher solicits deeper answers and raises even more questions. This is a chance for the students to consolidate and reflect on all of the material they have been presented with.

    6) Assessment: Teachers ask for students to create and articulate their own answers to the inquiry question. The assessment can be a reflection on the topic, in the form of a journal entry or diary, or they can be asked to write an essay, make an oral presentation, or even produce a short film.