10th Grade Semester Two
Unit Two: The Holocaust
Stage 1: Desired OutcomesTopic / Unit Title: The Holocaust
- Are we responsible for our fellow human beings?
NYS Content Standards
Standard : 2 Key Idea 1
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3
Standard : 2 Key Idea 4 / Common Core Skills
- RH 1, 2, 3, 4, 5, 6, 7, 8, 9
- W 1, 3, 4, 9
- SL 1, 2, 3, 4, 5, 6
- L 1, 4, 5, 6
Understandings:
- Determine the progression from the Nuremberg laws to the final solution.
- Assess whether the holocaust could have been predicted.
- Assess and understand why it is important to remember the holocaust.
- Discuss how Hitler was able to convince the Germans to participate in his plan.
- Assess the effects of the holocaust on the victims – both dead and surviving.
- Assess the effectiveness of the resistance movements.
- Assess why some people risked their lives to save others.
- Nuremberg laws, Kristallnacht, Ghettos, Concentration camps, Propaganda, Anti-semitism, Genocide, SS, Auschwitz, Final Solution, Gas Chambers, Resistance, Scapegoat.
- How did the Nuremburg Laws affect the rights of Jews?
- Could the Holocaust have been predicted?
- Why is it important to remember the Holocaust?
- Why was Hitler able to gain the support of the German people?
- How did Hitler use propaganda to increase anti-Semitic feelings?
- Is propaganda an effective tool to sway public opinion?
- How were the victims of the Holocaust treated?
- How did Jews and others resist the Nazis in and out of the concentration Camps?
- Why did some people risk their lives to save others?
Stage 2: Assessments and Tasks
Common Core Literacy Task
- DBQ Essay on Resistance
- Read and analyze the novel Night- What are the effects of the Holocaust on one individual?
- Create a timeline using the events of the Holocaust?
- Write a story explaining how lives will change by the events on the timeline.
- Discuss the film “Genocide”
- Create headlines on the events leading up to the Holocaust
- Create posters on the heroes of the Holocaust
- Discussions on the effects of the Holocaust on people’s lives
Accommodations: Scaffolds and Differentiation
Content /
- Modify primary source texts (variety, complexity, length)
- Incorporate alternative materials (visual, video, audio, internet)
- Provide supplementary resources for supports
- Group with a purpose
Process /
- Model skills, task and/or product
- Utilize graphic organizers / note taking template
- Provide individual or group intervention and support
- Re-enforce vocabulary / concept development
- Provide choice / variety of activities or tasks
- Group with a purpose
Product /
- Assign specific, purposeful assessments to individuals or groups
- Allow students to choose from a variety of assessments
- Provide scaffolds / supports (outlines, templates, models)
- Provide extension activities to expand thinking or understanding
- Group with a purpose
How will students reflect upon and self-assess their learning?
- Exit Tickets, Answering essential questions (above), Student responses, Literacy Tasks
Stage 3: Learning Plan
Instructional Activities and Materials (W.H.E.R.E.T.O.).
Aim: Could the Holocaust have prevented? OR Were Jews forewarned of the Holocaust? OR Should the Jews have realized Hitler’s plans? OR Should world have intervened before the Holocaust?
- Identify/define: Nuremberg Laws, boycott, Kristallnacht, Ghetto, Aryan, non-Aryan, scapegoats.
- Describe the status of Jews in Germany before 1930.
- Analyze the reasons given by the Nazis for persecuting the Jews and other groups.
- Discuss the Nazi ideas of anti-Semitism and racial superiority of the Aryans.
- Discuss the effect s of Nazi persecution of the Jews.
- Discuss the different reactions of Jews to Nazi persecution and what constitutes resistance.
- Evaluate the value of “scapegoating” in helping a regime retain power.
- Analyze the statement: “Guilt must be shared by all the partied concerned.”
- Evaluate whether the Holocaust could have been prevented and whether the Jews should have realized Hitler’s plan.
- Application: Is it possible for the Holocaust to happen again?
- Identify/define: Concentration camps, ghetto, extermination camps, dehumanization, genocide, Eichman, Mengele, Himmler
- Discuss the reasons for the development and use of ghettos and their effect on Jews.
- Discuss the Nazi persecution of non-Aryans: Jews, Slavs, Gypsies, and Jehovah’s witnesses.
- Describe the conditions of the labor and death camps.
- Analyze examples of poetry, art, and literature of victims and survivors, (ex. Night by Elie Weisle, I Never Saw Another Butterfly (poems and drawings by children in Terezin)
- Determine how the Nazis undertook a policy of genocide towards the Jews from Europe.
- Analyze how individuals and groups preserved their traditions while being persecuted by the NAZIS.
- Evaluate the extent to which the human spirit can survive in adversity.
Teacher Reflection for Future Planning
- Analyzing assessments, including exit tickets, exam and essay data, performance tasks, etc.
Regents Thematic Essays
January 2007Theme: Human Rights Violations
The human rights of many groups have been violated at different times in various nations and regions. Efforts by governments, groups, and individuals to resolve these human rights violations have met with mixed results.
Task: Select two groups who have experienced human rights violations in a specific nation or region and for each
• Describe one historical circumstance that led to a human rights violation in the nation or region
• Describe one example of a human rights violation in that nation or region
• Discuss the extent to which a government, a group, or an individual made an attempt to resolve this human rights violation
You may use any group whose rights have been violated from your study of global history. Some suggestions you might wish to consider include Christians under the Roman Empire, indigenous peoples in Latin America, Armenians under the Ottoman Empire, Ukrainians after the Russian Revolution, Jews in Europe, Cambodians under Pol Pot, blacks under apartheid in South Africa, and Kurds in the Middle East.
June 2009
Theme: Human Rights
Throughout history, there have been many examples where groups of people have been denied their human rights. Individuals, groups, and governments have attempted to end many of these human rights violations although they have not always been successful.
Task:
Select two different examples from history where human rights have been denied to groups of people and for each
Answers to the essay questions are to be written in the separate essay booklet.
• Explain the historical circumstances that led to the denial of human rights
• Describe how the human rights of that group were denied
• Discuss an action taken by an individual, a group, or a government thatattempted to end the human rights violations
You may use any example of human rights violations from your study of global history. Some suggestions you might wish to consider include the indigenous people in Latin America during the Encounter, Jews in Russia during the pogroms, the Armenians under the Ottomans, blacks under apartheid in South Africa, Chinese students in Tiananmen Square, Bosnian Muslims in the former Yugoslavia, and women under the Taliban in Afghanistan.
June 2000
Theme: Justice and Human Rights
Throughout history, the human rights of certain groups of people have been violated. Efforts have been made to address these violations.
Task:
- Define the term "human rights"
- Identify two examples of human rights violations that have occurred in a specific time and place
- Describe the causes of these human rights violations
- For one of the violations identified, discuss one specific effort that was made or is being made to deal with the violation
You are not limited to these suggestions.
Theme: Human Rights
Throughout history, there have been many examples where groups of people have been denied their human rights. Individuals, groups, and governments have attempted to end many of these human rights violations although they have not always been successful.
Task:
Select one example from history where human rights have been denied to groups of people
• Explain the historical circumstances that led to the denial of human rights
• Describe how the human rights of that group were denied
• Discuss an action taken by an individual, a group, or a government thatattempted to end the human
rights violations
You may use the following example of human rights violations from your study of global history:
Jews in Germany during the Holocaust.
Intro: Background and Thesis
______
Paragraph #1: (Explain historical circumstances that led to denial of human rights)
______
Paragraph #2: (Describe the Human Rights being violated)
(Discuss the action taken by individuals, groups or government to end the violations)
______
Rubric / 5: Excellent work. / 3: Acceptable work. / 1: Not AcceptableTASK / All aspects of the task are addressed evenly and in depth. / Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. / Essay is very uneven and/or addresses only a portion of the task.
EVIDENCE / Richly supports the theme with many (2-4) relevant facts, examples, and details. / Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. / Includes little or no relevant facts, examples, and/or has many inaccuracies.
ANALYSIS / Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. / Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. / Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task.
ORGANI
ZATION / Intro includes strong historical context with a clear, concise thesis.
Paragraphs start with a clear topic sentence. / Intro includes some historical context with a thesis.
Paragraphs start with a topic sentence. / Intro lacks relevant historical context and lacks a thesis statement.
Paragraphs lack a topic sentence.
Multiple Choice
1. The treatment of untouchables in India, the treatment of Jews during the Holocaust, and the treatment of Chinese student demonstrators in Tiananmen Square are all examples of
(1) fascist policies
(2) extraterritoriality
(3) excommunication
(4) human rights violations
Base your answers to questions 3 and 4 on the passage below and on your knowledge of social studies.
The privilege of opening the first trial in history for crimes against the peace of the world imposes a grave responsibility. The wrongs which we seek to condemn and punish have been so calculated, so malignant, and so devastating, that civilization cannot tolerate their being ignored, because it cannot survive their being repeated. That four great nations, flushed with victory and stung with injury stay [stop] the hand of vengeance and voluntarily submit their captive enemies to the judgment of the law is one of the most significant tributes that Power has ever paid to Reason.... — Chief Prosecutor Robert H. Jackson, November 21, 1945, Nuremberg
2 The wrongs referred to in this passage include the
(1) occupation of Ethiopia by Italy
(2) invasion of Afghanistan by the Soviet Union
(3) mass murder of Jews and others in concentration camps
(4) deaths of American soldiers during the Bataan Death March
3 The speaker maintains that the guiding principle of the trial will be the
(1) payment of reparations
(2) denial of responsibility
(3) celebration of victory
(4) judgment of the law
Base your answer to question 5 on the passage below and on your knowledge of social studies.
...The German people were never more pitiablethan when they stood by and watched this thingdone. For the raiders who were let loose on thestreets and given a day to sate [indulge] the lowestinstincts of cruelty and revenge were indeed anenemy army. No foreign invader could have donemore harm. This is Germany in the hour of hergreatest defeat, the best overcome by the worst.While many protested at the outrages, andmillions must have been sickened and shamed bythe crimes committed in their name, many others looked on stolidly or approvingly while thehunters hunted and the wreckers worked. Thereare stories of mothers who took their children tosee the fun.... —New York Times, November 12, 1938
4 This 1938 passage criticizes those German people who did not
(1) participate in these demonstrations
(2) condemn the violent acts of Kristallnacht
(3) support the government’s policy in Austria
(4) resist the war effort
5 What was a key cause for the rise of fascism in nations such as Italy and Germany?
(1) collectivization
(2) economic hardship
(3) genocide
(4) secret treaties
6 Which event was the primary reason the United Nations called for a Convention on the Prevention and Punishment of Genocide in 1948?
(1) Bosnian massacres
(2) killing fields in Cambodia
(3) Holocaust
(4) Hutu-Tutsi conflict