Background & History
WWII, the Holocaust, and Eichmann
From Capture to Trial
1. Recreate a discussion between Eichmann and the District Commissioner about theneed to increase the capacity of the Lodz ghetto from 160,000 to 180,000.
2. Invite a Holocaust survivor to speak to your class.
3. Define the following words using their dictionary definition, and constructanother definition, using the Nazi context where appropriate:
4. Research Simon Wiesenthal's account of the capture of Eichmann.
5. Research the American's government's resettlement policy with respect toJapanese Americans during World War II.
6. Find out information about immigration bills which are pending in the U.S.Congress.
7. Research how your home-town newspaper covered the Eichmann capture, trial,verdict, and sentence, and compare this to how these events were covered innational newspapers and regional Jewish newspapers.
1. U.S. immigration policy, both toward political refugees and immigrants who arenot threatened with persecution, is a perennial topic in national domesticpolicy. Have students research what legislation is pending in the U.S. Congresson immigration policy, and have students discuss what values and prejudices, ifany, are being expressed in these bills.
2. Have the students discuss the activities of groups and individuals in theUnited States that provide sanctuary for illegal immigrants who were persecutedin El Salvador, and the efforts of the U.S. government to enforce immigrationlaws. Engage students in a discussion of the concept of civil disobediance. Under what circumstances do students feel that civil disobedience is justified?
3. Educate students about acts of genocide which are occurring in Bosnia, Rwanda,and other places around the world. Discuss why the United Nations, the UnitedStates, and other countries and organizations are ill-equipped to combat thiscontinuing Man's Inhumanity to Man.
by Gary Grobman
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