Indiana Social Studies WH.6.5

Social StudiesGrades 9–12An Era of Global Conflicts, Challenges, Controversies, and Changes: 1900 CE to Present

The Standard

Examine the causes, course, and effects of the Holocaust, including accounts of camp victims, survivors, liberators, and perpetrators, and summarize world responses, including the Nuremberg Trials.

2026 Indiana Academic Standards: K-12 Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Explain how Nazi antisemitism, discriminatory laws, and war led to mass murder. Use victims' writings, survivor testimony, liberator reports, and perpetrator records to trace what happened. Describe wartime responses and the postwar trials.

What Mastery Looks Like

A student can put exclusion, ghettos, mass shootings, deportations, liberation, and the trials in order. They can use a source detail to explain a Nazi action and name a specific government response or failure to act.

Common Misconceptions

Students may think the Holocaust began with death camps, overlooking years of exclusion, violence, ghettos, and mass shootings. They may assume governments acted quickly to stop the killings or confuse the 1935 Nuremberg Laws with the postwar trials.

How to Assess It

Give students three short source excerpts: a 1935 anti-Jewish law, a 1942 deportation order, and a 1946 trial verdict. Ask them to put the excerpts in order and explain what each shows.

Lesson moves

Ways to Teach It

  1. Give pairs five dated cards: a 1935 anti-Jewish law, ghetto diary excerpt, deportation record, liberator report, and trial verdict for sequencing.

  2. Ask students: What does a survivor's testimony reveal about deportation that a Nazi transport record leaves out?

  3. Run a source-sort relay: groups place dated excerpts under causes, events, effects, wartime responses, or postwar justice, then defend one placement.

  4. On the UN website, find Article 2 of the Genocide Convention; match one listed act to evidence used at the Nuremberg trials.

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