Alabama Social Studies SS24.HOS.16

Social StudiesGrades 9–12The Final Solution

Standard Cluster

Critique the role that bystanders, collaborators, and perpetrators played in the implementation of Nazi policies against Jewish people and other targeted groups.* 16a Analyze how corporate complicity aided Nazi goals.*

2024 Alabama Course of Study: Social Studies

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Standards in This Cluster

SS24.HOS.16 is a cluster heading. These are the individual standards under it.

Teacher's field guide

What This Cluster Means

What Students Need to Do

Students use historical evidence to explain how people and companies helped carry out Nazi policies or failed to intervene. They compare each person's choices, power, and effect on Jewish people and other targeted groups.

What Mastery Looks Like

Given a short account, students can distinguish a bystander from someone who aided or carried out persecution. They can explain how IG Farben used forced labor at Auschwitz-Monowitz and identify who benefited and who was harmed.

Common Misconceptions

Students may treat a bystander and a person who organized deportations as equally responsible, without examining what each did. They may assume companies had no choice or that using forced labor was separate from Nazi policy.

How to Assess It

Exit ticket: Explain how a bystander differs from a collaborator. Then use IG Farben at Auschwitz-Monowitz to show how a company aided Nazi goals.

Lesson moves

Ways to Teach It

  1. Give pairs four brief accounts of choices during deportations and forced labor; have them sort by role and underline evidence for each choice.

  2. Ask: How did IG Farben's use of forced labor differ from a neighbor's silence during a deportation?

  3. Post three action cards: staying silent, identifying a Jewish neighbor, and organizing deportations; students name each role and one consequence.

  4. Print a current company's forced-labor policy; students list records needed to test its claims, then explain why historical cases need their own evidence.

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