Dachau
Take historical perspectives
Key Learning Activity:
Whilst the curriculum does not allow for a study of the Holocaust, it is necessary to study the persecution of the Jewish people in the wider context of treatment of a minority group. The Jews were certainly not alone in their persecution, as many types of ‘asocials’ were identified, but they were the largest and arguably most vilified group.
Much of the abhorrence expressed towards this period of history is the realisation that persecution of the Jewish people seemingly occurred before the eyes of Germans. Examples such as Kristallnacht; the Civil Service Law and Dachau concentration camp demonstrate this.
Instructions:
This task will have students conduct a guided inquiry of primary source material in relation to the Dachau concentration camp, the only camp to have existed “throughout the entire twelve years of Nazi rule” (Distel, 2005, p. 59) and thus historically significant for mapping the changes and ‘progress’ of Nazi rule. Evaluating these sources will help students better understand the actions and perspectives that were taken by individuals or groups during this time period. Furthermore, they will grasp the long history of anti-Semitism that existed in Europe, as well as the fear that is generated amongst people living under a totalitarian regime.
Students should evaluate the sources collaboratively and with the class as whole (the teacher guiding discussion) and then choose one historical actor to analyse in depth. Students need to create a profile for their historical actor, using evidence from the sources, and explain their role and perspective in the Dachau concentration camp, and the Nazi regime as a whole.
In line with taking a historical perspective, students will also “identify elements of the human experience that create links between the past and present” (Historical Thinking Concepts, p. IV-51). This will occur through a comparison and contrast with contemporary social and political issues in Australia today, such as treatment of asylum seekers, or attitudes towards Muslims.
Whilst the curriculum does not allow for a study of the Holocaust, it is necessary to study the persecution of the Jewish people in the wider context of treatment of a minority group. The Jews were certainly not alone in their persecution, as many types of ‘asocials’ were identified, but they were the largest and arguably most vilified group.
Much of the abhorrence expressed towards this period of history is the realisation that persecution of the Jewish people seemingly occurred before the eyes of Germans. Examples such as Kristallnacht; the Civil Service Law and Dachau concentration camp demonstrate this.
Instructions:
This task will have students conduct a guided inquiry of primary source material in relation to the Dachau concentration camp, the only camp to have existed “throughout the entire twelve years of Nazi rule” (Distel, 2005, p. 59) and thus historically significant for mapping the changes and ‘progress’ of Nazi rule. Evaluating these sources will help students better understand the actions and perspectives that were taken by individuals or groups during this time period. Furthermore, they will grasp the long history of anti-Semitism that existed in Europe, as well as the fear that is generated amongst people living under a totalitarian regime.
Students should evaluate the sources collaboratively and with the class as whole (the teacher guiding discussion) and then choose one historical actor to analyse in depth. Students need to create a profile for their historical actor, using evidence from the sources, and explain their role and perspective in the Dachau concentration camp, and the Nazi regime as a whole.
In line with taking a historical perspective, students will also “identify elements of the human experience that create links between the past and present” (Historical Thinking Concepts, p. IV-51). This will occur through a comparison and contrast with contemporary social and political issues in Australia today, such as treatment of asylum seekers, or attitudes towards Muslims.
Range of primary source materialSources taken from Distel, B. (2005). The Dachau Concentration Camp. Dachau, Germany: Comite International de Dachau.
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