Activity Overview
The Holocaust was a systematic and bureaucratic execution of over six million Jews, Romani, homosexuals, the disabled, Slavs, “racially inferior” individuals, and any other enemies of the Nazis. In this activity, students will create a timeline of the events leading up to the Holocaust. They should include any policies, events, and important people connected to this period of history and describe how they are interconnected within the Holocaust.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options and adjust the instructions accordingly.
Important Events Leading to the Holocaust
- Treaty of Versailles
- Mein Kampf Published
- Hitler Named Chancellor of Germany
- Anti Jewish Boycott
- Nazi Book Burning
- Nuremberg Laws
- Anti Semitic Exhibition
- Kristallnacht ("Night of Broken Glass")
- Jewish Exclusion from Economic Life
- Warsaw Ghetto Established
Extended Activity
To extend this activity, students can detail the event they found most significant in causing of the Holocaust. In the description boxes, students will answer the following questions.
- Describe the event or action.
- What lead to this event?
- Who was impacted by this event?
- Why is this the most significant event that led to the Holocaust?
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 timeline of the events leading up to the Holocaust.
- Click "Start Assignment".
- Identify important events, policies, and people and type them into the titles of each cell.
- Describe the events, policies, and people in the description box.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
Activity Overview
The Holocaust was a systematic and bureaucratic execution of over six million Jews, Romani, homosexuals, the disabled, Slavs, “racially inferior” individuals, and any other enemies of the Nazis. In this activity, students will create a timeline of the events leading up to the Holocaust. They should include any policies, events, and important people connected to this period of history and describe how they are interconnected within the Holocaust.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options and adjust the instructions accordingly.
Important Events Leading to the Holocaust
- Treaty of Versailles
- Mein Kampf Published
- Hitler Named Chancellor of Germany
- Anti Jewish Boycott
- Nazi Book Burning
- Nuremberg Laws
- Anti Semitic Exhibition
- Kristallnacht ("Night of Broken Glass")
- Jewish Exclusion from Economic Life
- Warsaw Ghetto Established
Extended Activity
To extend this activity, students can detail the event they found most significant in causing of the Holocaust. In the description boxes, students will answer the following questions.
- Describe the event or action.
- What lead to this event?
- Who was impacted by this event?
- Why is this the most significant event that led to the Holocaust?
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 timeline of the events leading up to the Holocaust.
- Click "Start Assignment".
- Identify important events, policies, and people and type them into the titles of each cell.
- Describe the events, policies, and people in the description box.
- Create an illustration using appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
How Tos about Rise of Nazism and Foundations of Genocide
Use primary sources to deepen timeline understanding
Primary sources like diaries, photographs, and official documents help students connect personally to history and develop critical thinking. They offer authentic perspectives on events leading up to the Holocaust.
Select age-appropriate primary sources for your class
Choose materials that are suitable for your students' reading levels and emotional maturity, such as excerpts from Anne Frank's diary or period newspaper headlines. This ensures a safe and engaging learning experience.
Introduce sources with guiding questions
Ask students to consider: Who created this? Why? What does it reveal about the time? These questions help students analyze bias and context, deepening their historical understanding.
Assign students to match sources with timeline events
Have students connect each primary source to a specific event on their timeline. This builds cause-and-effect thinking and allows for richer discussion during presentations or gallery walks.
Facilitate reflection on how sources impact understanding
Encourage students to write or share how a primary source changed their view of an event. This promotes critical reflection and empathy, key goals in Holocaust education.
Frequently Asked Questions about Rise of Nazism and Foundations of Genocide
What are the key events that led up to the Holocaust?
Key events leading up to the Holocaust include the Treaty of Versailles, Hitler becoming Chancellor, publication of Mein Kampf, anti-Jewish boycotts, Nazi book burnings, the Nuremberg Laws, Kristallnacht, and the establishment of Jewish ghettos. Each event increased discrimination and set the foundation for genocide.
How can students create an effective Holocaust timeline for class?
To create an effective Holocaust timeline, students should list major events, policies, and people, provide brief descriptions, and use visuals or illustrations. Including causes and effects helps show how the events are interconnected.
What is the best way to explain the connection between Nazi policies and the Holocaust to high school students?
The best way is to show how Nazi policies—like the Nuremberg Laws and anti-Semitic propaganda—systematically isolated and targeted Jews and others, leading step-by-step to the Holocaust. Using examples and timelines can make the connection clear and relatable.
Why is Kristallnacht considered a significant turning point before the Holocaust?
Kristallnacht is seen as a turning point because it marked the shift from discrimination and laws to widespread violence against Jews, signaling the start of more aggressive and deadly Nazi actions.
What are some creative ways to present a timeline of the rise of Nazism in the classroom?
Creative options include making poster timelines, digital slideshows, gallery walks, or interactive online timelines. These formats engage students and help visualize the sequence of events leading to the Holocaust.
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