History of the Holocaust
Holocaust education requires a comprehensive study of not only times, dates, and places, but also the motivation and ideology that allowed these events. In this course, students will study the history of anti-Semitism; the rise of the Nazi party; and the Holocaust, from its beginnings through liberation and the aftermath of the tragedy. The study of the Holocaust is a multidisciplinary one, integrating world history, geography, American history, and civics. Through this in-depth, semester-long study of the Holocaust, high school students will gain an understanding of the ramifications of prejudice and indifference, the potential for government-supported terror, and they will get glimpses of kindness and humanity in the worst of times.
|Course Title (District):||History of the Holocaust|
|Course Title (NCES SCED) :||Social Sciences and History—Other|
|Course Provider :||Ann Arbor Public Schools|
|Content Provided By :||Imagine Edgenuity Inc.|
|Online Instructor Provided By :||Ann Arbor Public Schools|
|Standards Addressed :||None|
|Academic Terms :||Accelerated, Semester, Trimester|
|NCES SCED Code :||
How To Enroll:
|Enrollment Website :||http://a2virtual.org|
|Email :||[email protected]|
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 734-997-1208
Additional Cost: $0.0
Additional Cost Description: None
• Understand the history of anti-Semitism in the Christian West.
• Recognize the role anti-Semitism played in the rise of the Nazi party.
• Use a timeline to develop a sequence of events in Nazi Germany.
• Learn how these events, including restrictive laws and Kristallnacht, contributed to the Holocaust.
• Consider the role of the general population in allowing or objecting to anti-Semitism.
• Describe the geographical progression of the Holocaust into Eastern Europe.
• Discuss the function of the Jewish ghetto for the Nazi party.
• Discuss the suffering within the ghetto and the Jewish response.
• Analyze the Einsatzgruppen and their role in the mass killing of the Jews.
• Discuss local responses to Nazi actions, from heroic resistance to cooperation.
• Discuss the early history of the concentration camps.
• Develop a thorough knowledge of the organization of the camps. Explain the roles of the SS guards and administrators
within the concentration camp system.
• Recognize the variety of prisoners held within the camps and the groups persecuted by the Nazis.
• Discuss the conditions within the camps and the experiences of the prisoners within the camps.
• Explain the Madagascar Plan and the reasons for its failure.
• Discuss the 1941 plans and preparations for the Final Solution.
• Explain the importance of the Wannsee Conference, as well as the differences between the Final Solution as described at
the Conference and the Final Solution as it was implemented throughout Europe.
• Discuss the role of Operation Reinhard as part of the Final Solution.
• Explain the arguments for and against both intentionalism and functionalism in the study of the Holocaust and
• Discuss the function and workings of a Nazi death camp.Describe the living conditions and behavior of the SS and the
SS auxiliary workers in the extermination camps. Describe the conditions for prisoners chosen to survive in the camp.
• Explain the dehumanization of the prisoners, both as workers and subjects for medical experimentation.
• Discuss the death marches across Europe in the last months of the war.
• Discuss Nazi attempts to hide or cover up the genocide of the Jewish peoples of Europe.
• Explain the actions and reactions of Soviet troops and the Soviet government to the first liberated camps.
• Discuss the American response to the liberation of the Ohrdruf, Buchenwald, and Dachau concentration camps.
• Recognize and describe the conditions in Bergen-Belsen and explain the reasons for those conditions.
• Explain the importance of displaced persons camps and emigration in the aftermath of the Holocaust.
• Describe the impact of the Holocaust on non-Jewish populations.
• Discuss the importance of social, sexual, physical, and racial conformity within the Third Reich.
• Define and describe Aktion T-4 and the reaction surrounding it.
• Recognize the racial motivations behind the killings of Romani, Poles, and other Slavs.
• Discuss the differing treatment and motivation for groups of prisoners under the Nazi administration.
• Discuss the planned war trials, including the creation of the International Military Tribunal.
• Describe the timeline and chronology of the war crimes trials.
• Describe the progression of the Nuremberg Trials.
• Explain the role of Nazi hunters, including Simon Wiesenthal.
• Discuss the importance of the Eichmann trial and how it varied from earlier trials.
• Discuss the long-term psychological implications of the Holocaust for child and adult victims.
• Describe the coping strategies many Holocaust victims used to rebuild their lives and move forward.
• Describe the changes made to international law in the wake of the Holocaust.
• Describe the changing ethical guidelines of the medical community following the involvement of doctors in the
Holocaust and Nazi party.
• Discuss and dispute the arguments of Holocaust deniers and recognize Holocaust denial.
• Recognize the legal definition of genocide, including the United Nations’ Genocide Convention.
• Understand the historical role of genocide outside of the Holocaust during the early 20th century.
• Discuss the genocides in Cambodia, Bosnia, and Rwanda.
• Recognize ongoing genocides in the Democratic Republic of the Congo and the Sudan.
• Consider taking action to help victims of genocide.
iNACOL National Standards for Quality Online Courses
|Academic Content Standards and Assessments||Rating||Comments|
|The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways.||Fully Met|
|The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards.||Fully Met|
|The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed.||Fully Met|
|Information literacy and communication skills are incorporated and taught as an integral part of the curriculum.||Fully Met|
|Multiple learning resources and materials to increase student success are available to students before the course begins.||Fully Met|
|Course Overview and Introduction||Rating||Comments|
|Clear, complete course overview and syllabus are included in the course.||Fully Met|
|Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated.||Fully Met|
|Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider.||Fully Met|
|Legal and Acceptable Use Policies||Rating||Comments|
|The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising.||Fully Met|
|Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated.||Fully Met|
|Privacy policies are clearly stated.||Fully Met|
|Online instructor resources and notes are included.||Fully Met|
|Assessment and assignment answers and explanations are included.||Fully Met|
|Accessing Course Effectiveness||Rating||Comments|
|The course provider uses multiple ways of assessing course effectiveness.||Fully Met|
|The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement.||Fully Met|
|The course is updated periodically to ensure that the content is current.||Fully Met|
|Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA.||Fully Met|
|Instructor and Student Support||Rating||Comments|
|Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available.||Fully Met|
|The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator.||Fully Met|
|Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment.||Fully Met|
|Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online.||Fully Met|
|The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students.||Fully Met|
|Students are offered an orientation for taking an online course before starting the coursework.||Fully Met|
|Instructional and Audience Analysis||Rating||Comments|
|Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum.||Fully Met|
|Course, Unit and Lesson Design||Rating||Comments|
|The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content.||Fully Met|
|Instructional Strategies and Activities||Rating||Comments|
|The course instruction includes activities that engage students in active learning.||Fully Met|
|The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways.||Fully Met|
|The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways.||Fully Met|
|The course provides options for the instructor to adapt learning activities to accommodate students’ needs.||Fully Met|
|Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations.||Fully Met|
|Communication and Interaction||Rating||Comments|
|The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress.||Fully Met|
|The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students.||Fully Met|
|The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material.||Fully Met|
|Resources and Materials||Rating||Comments|
|Students have access to resources that enrich the course content.||Fully Met|
|Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated.||Fully Met|
|The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content.||Fully Met|
|Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction.||Fully Met|
|Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content.||Fully Met|
|Assessment Resources and Materials||Rating||Comments|
|Assessment materials provide the instructor with the flexibility to assess students in a variety of ways.||Fully Met|
|Grading rubrics are provided to the instructor and may be shared with students.||Fully Met|
|The grading policy and practices are easy to understand.||Fully Met|
|The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities.||Fully Met|
|The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules.||Fully Met|
|Clear and consistent navigation is present throughout the course.||Fully Met|
|Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs.||Fully Met|
|Technology Requirements and Interoperability||Rating||Comments|
|All technology requirements (including hardware, browser, software, etc...) are specified.||Fully Met|
|Prerequisite skills in the use of technology are identified.||Fully Met|
|The course uses content-specific tools and software appropriately.||Fully Met|
|The course is designed to meet internationally recognized interoperability standards.||Fully Met|
|Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found.||Fully Met|
|Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0).||Fully Met|
|Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA).||Fully Met|
Review Conducted By:
Unit 2: Preparing for the “Final Solution”: The Ghettos and the Invasion of the Soviet Union
Unit 3: Arbeit Macht Frei: Confinement in the Camps
Unit 4: The Wannsee Conference and the Final Solution
Unit 5: Life and Death: The Extermination Camps
Unit 6: Liberation and Recovery
Unit 7: The Forgotten: Non-Jewish Victims and the Holocaust
Unit 8: The Nuremberg Trials
Unit 9: Coping in the Aftermath of the Holocaust
Unit 10: The Genocide Convention, War Crimes and Modern Genocides
|Term Type||Enrollment Opens||Enrollment Ends||Random Draw Date||Enrollment Drop Date||Course Starts||Course Ends||# of Seats||Course Fee||Potential Additional Costs|
|Drop Policy||Completion Policy||Term Type||Enrollment Opens||Enrollment Ends|
|Students that do not earn a grade of at least 60% in the course by the end date of the course are not considered course completions.||Semester||08/08/2023||09/08/2023|
|Please check the calendar for the completion deadline for A2 Virtual+.||Trimester||08/08/2023||09/08/2023|
|School Year||Enrollment Count||Pass Count||Completion Rate||Notes|