In this section the students investigate 1) aspects of the history of the German occupation and 2) the consequences of German occupation between May 1940 and the summer of 1942 for the Jewish and non-Jewish citizens of the Netherlands. The students can use help lines if they do not know how to tackle a research assignment. One of those guides consists of a list of terms that contains terms and names that are underlined in the text. Another help line concerns a number of historical skills. In this chapter, among others, skills such as "source analysis", "contextualizing", "evaluating and judging" and "empathizing" are used

Senior general secondary/Pre-university Grade: 3

Learning goals

Based on analysis of historical sources, the accents are:

Imagination - Students can empathize with historical persons and historical situations.
Compare and contextualize - Students can compare historical events and explain them from their context.
Evaluation - Students can come to a judgment based on historical arguments.
Arguing - conducting a class discussion / discussion / debate.

Pre-knowledge

The following prior knowledge or preparations are desirable:

Students have a basic knowledge of the end of World War I, the Weimar Republic, the economic crisis of the 1930s and the rise of National Socialism in Germany
Students have a basic knowledge of the German occupation of the Netherlands
Students have a basic knowledge of the course of the war in Europe between 1940 and 1942
Students have basic knowledge of the concepts of 'betrayal', 'resistance', 'going into hiding', 'persecution of the Jews', 'adaptation'

Testing / closing

At the conclusion of theme 2, a number of themes may be discussed in the class discussion. Below some suggestions:

The "exclusion" theme in the Netherlands or elsewhere in the world. This is about the feeling of being excluded. Do you know examples of exclusion. Sometimes excluded from yourself? Do you know others who are excluded? Do you ever exclude someone? How do you feel about that? What do you do when you see someone - for example in the classroom - being excluded?
The theme "Mayor in wartime". Do you know examples from your environment of "mayors in wartime"? Have you ever been "mayor in wartime"?
The theme "How would you ...?" Imagine that you live in early May 1942 and you are non-Jewish. How would you have reacted if you saw someone walking with a Star of David on? Imagine that you live in early May 1942, you are Jewish and have not yet been arrested. How would you have responded to the order to wear the star?