Pre-implementation phase.

If the teacher has 2 hours of time, usinig this scenario they can use the materials and divide the topic into two lesson units.

If we have one lesson, the reverse lesson method can be used for this purpose.

The teacher divides the class into groups. Each group draws tasks.

The teacher indicates a place where students can find materials for elaborating the tasks - the Worthy platform.

The teacher sets a deadline for completion of the task and indicates the evaluation criteria.

Implementation phase (40 minutes)

Using a multimedia presentation, the teacher presents the history of Jews during World War II, from discrimination through isolation to extermination. The information in the slides should be synchronized with group tasks.

The teacher reminds students that the extermination process did not happen overnight. He shows that the moment when Adolf Hitler came to power triggered an anti-Semitic policy, first in the verbal sphere and then in legal discrimination, up to the physical extermination of the nation and culture.

Group I - the task of the first group is an analysis of  the Nuremberg Laws and answering the following questions:
- How was German citizenship defined by the Nuremberg Laws?
- What restrictions did the Nuremberg Laws impose on Jews?

Group II - presents information related to Kristallnacht.
- How do we call the events described in the text?
- How were the Jews persecuted?
- What was the scope of the persecution?

The teacher reminds the students that the occupation of Polish lands by the Germans marked the beginning of a policy aimed at removing the Jewish community. Harassment, concentrations in ghettos, the activities of the Einsatzgruppen to the construction of concentration and extermination camps.

Group III - the task it to analyze iconographic materials.
- How was the figure of a Jew shown on a poster?
- What was the purpose of showing such an image?
- Why, in your opinion, were Jews forbidden to enter the park?

Group IV - interprets the telephoneogram of the head of the Main Reich Security Office, Reinhard Heydrich, about the next stages and methods of "The final solution of the Jewish question" and answers the questions:
- What did the term "final solution" mean?
- What actions was Germany to take to solve the "final solution"?
- Why were as the places of concentration of Jews chosen cities with railway junctions?

The teacher explains to the students why death camps were established only in Poland. Using the map, he shows the places of their location..

Group V - deals with the marking of Jews and the purposes for which they were subjected to such harassment.
- How were the Jews marked?
- What was the purpose of the marking?
- What were the feelings of the Jews when they were forced to wear the markings?

The teacher completes the information obrained by the students related to the ghetto. He can use a video attached to the timeline.

Group VI - interprets the accounts of witnesses who described the conditions in the ghetto.
- What were the conditions in the ghetto?
- What was the Judenrat?
- How were the Jews impeded escape from the ghetto?

The teacher explains what the Einsatzgruppen were. What was the meaning of the decisions made at the Waansee conference, and what Operation Reinhardt was.

Group VII - explains to the class the reasons why the Warsaw Ghetto Uprising broke out. The teacher completes the students' answers.
- Why did the uprising start on April 19, 1943?
- How did the Germans suppress the uprising?
- Was the uprising known on the Aryan side?

The teacher explain the difference between: system of labor, concentration and extermination camps.

Group VIII - presents the testimony of a survivor from the Bełżec extermination camp.
- How was the Holocaust process carried out?
- What methods did the Germans use to intimidate prisoners?

The teacher's summary concerns the number of victims and the number of Holocaust survivors. He emphasizes various attitudes towards the Holocaust. He reminds of the consequences that threatened the Poles who saved Jews.
The summary may be an introduction to another lesson - the attitude towards the Holocaust.
Task: stories of the survivors, who they were, how they survived, what they did after the war.