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The History of the Holocaust - Life in Auschwitz
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Activity Overview
Template and Class Instructions
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Activity Overview


With the help of additional primary source analysis, students will create a traditional storyboard that outlines what defined life in Auschwitz, the Labor/Death camp that existed during the Holocaust. Students will analyze and explain what constituted prisoners’ arrival, their daily life, experiences, and ultimately their fate in Auschwitz. This will give a general perspective of life in the camp and what prisoners experienced.

Students should consider the following aspects of life in Auschwitz:

  1. The Selection Process
  2. Arriving at Auschwitz
  3. Living Conditions
  4. Labor / Routine
  5. Punishments / Infractions
  6. Departure

Extended Activity 1

For an extended activity, students will create an additional storyboard that represents the life of a survivor after the Holocaust. Students can refer to the following links to assist them in their research. Students should find a survivor that has contributed to the preservation of the history of the Holocaust and represent the actions they have taken to do so.


Extended Activity 2

Have students research and outline another labor or death camp that had existed throughout the Holocaust. Students should be aware that although similarities exist among life in each camp, camps operated and functioned differently as well. This will expand students’ perspectives on how camps operated, and allow students to look at camps comparatively.


Template and Class Instructions Accordion Arrow

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a storyboard that defines what life was like in Auschwitz.

  1. Click "Start Assignment".
  2. Label the titles of each cell with each aspect of life (Selection Process, Arrival, Living Conditions, Labor/Routine, Punishments/Infractions, and Departure).
  3. In the description boxes, write a summary based on your research.
  4. Create illustrations using appropriate scenes, characters, items, and photos from the Photos for Class search bar.
  5. Save and exit when you're done.
Blank Cell with Title-Description
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Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual or Partner


Activity Overview


With the help of additional primary source analysis, students will create a traditional storyboard that outlines what defined life in Auschwitz, the Labor/Death camp that existed during the Holocaust. Students will analyze and explain what constituted prisoners’ arrival, their daily life, experiences, and ultimately their fate in Auschwitz. This will give a general perspective of life in the camp and what prisoners experienced.

Students should consider the following aspects of life in Auschwitz:

  1. The Selection Process
  2. Arriving at Auschwitz
  3. Living Conditions
  4. Labor / Routine
  5. Punishments / Infractions
  6. Departure

Extended Activity 1

For an extended activity, students will create an additional storyboard that represents the life of a survivor after the Holocaust. Students can refer to the following links to assist them in their research. Students should find a survivor that has contributed to the preservation of the history of the Holocaust and represent the actions they have taken to do so.


Extended Activity 2

Have students research and outline another labor or death camp that had existed throughout the Holocaust. Students should be aware that although similarities exist among life in each camp, camps operated and functioned differently as well. This will expand students’ perspectives on how camps operated, and allow students to look at camps comparatively.


Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)



Student Instructions

Create a storyboard that defines what life was like in Auschwitz.

  1. Click "Start Assignment".
  2. Label the titles of each cell with each aspect of life (Selection Process, Arrival, Living Conditions, Labor/Routine, Punishments/Infractions, and Departure).
  3. In the description boxes, write a summary based on your research.
  4. Create illustrations using appropriate scenes, characters, items, and photos from the Photos for Class search bar.
  5. Save and exit when you're done.
Blank Cell with Title-Description
More options

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual or Partner


How Tos about Life in the Camps: Victims of the Holocaust

1

How to guide thoughtful classroom discussions about Holocaust survivor testimonies

Encourage open and respectful dialogue about survivor stories to deepen understanding and empathy. Facilitating these discussions helps students connect personally to history while practicing active listening and critical thinking skills.

2

Set discussion expectations together

Collaborate with your class to establish clear, respectful guidelines before sharing testimonies. This creates a safe space where every student feels comfortable expressing thoughts and emotions.

3

Preview testimonies and context

Introduce the background of each survivor and their story. Providing context helps students process difficult topics and prepares them emotionally for the discussion.

4

Facilitate with open-ended questions

Ask thoughtful, open-ended questions that invite reflection, such as "How did this testimony make you feel?" or "What can we learn from this experience?" This approach fosters deeper engagement and critical thinking.

5

Allow time for personal reflection

Give students quiet moments to write or draw their thoughts after listening. Personal reflection supports emotional processing and helps students articulate their learning.

6

Connect lessons to present-day actions

Encourage students to brainstorm ways they can apply lessons of tolerance and remembrance in their own lives. This step helps students see the relevance of history and empowers them to take positive action.




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