Georgia SS6H3.b
The Standard
Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.
Georgia Standards of Excellence for Social Studies · Explain conflict and change in Europe.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how long-standing antisemitism and other prejudices helped Nazis gain support and target groups. They identify propaganda methods such as scapegoating, repetition, fear, and dehumanizing images. They trace the shift from Nazi political power to discriminatory laws, organized violence, ghettos, deportations, and mass murder.
What Mastery Looks Like
- A student can build an accurate timeline and explain how each step increased Nazi control or reduced Jewish rights and safety. They can identify a propaganda source’s audience, message, and purpose using specific details. They describe the Holocaust as the systematic, state-sponsored murder of six million European Jews.
Common Misconceptions
- Students may think Nazi rule and the Holocaust began suddenly, rather than developing through years of prejudice, propaganda, laws, and escalating violence. They may assume every German supported Hitler or that propaganda persuaded everyone. They may confuse concentration camps with killing centers or overlook other groups persecuted by the Nazis.
How to Assess It
- Exit ticket: Put the Nuremberg Laws, Kristallnacht, ghettos, and deportations in order, then explain how prejudice and propaganda helped drive the sequence.
Lesson moves
Ways to Teach It
Give pairs printed source cards to sort as prejudice, propaganda, discrimination, or mass violence, then justify each placement with one detail.
Ask students to write: How can repeated lies and scapegoating make unfair laws seem acceptable to ordinary people?
Run a timeline card challenge with Hitler’s appointment, the Nuremberg Laws, Kristallnacht, ghettos, deportations, and killing centers.
Compare a modern public message with a Nazi propaganda example, identifying audience, emotion, claim, and evidence without treating them as equivalent.
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