VIRGINIA HOLOCAUST MUSEUM TEACHER MANUAL

2000 East Cary Street Richmond, Virginia 23223

(804) 257-5400 FAX (804) 257-4314

e-mail: info@va-holocaust.com website: www.va-holocaust.com

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VIRGINIA HOLOCAUST MUSEUM TEACHER MANUAL

Vol. II Revised 2008

Editors and Advisory Committee

Jay Weinberg I.N. Sporn

Randolph Bell Charles Becker

Rena Berlin, Director of Education

Timothy Hensley, Librarian Laura Murphy, Director of Guest Services

Susie Levin, Lesson Plan Editor Suzanne C. Zaremba, Lesson Plan Editor

The Original Virginia Holocaust Teacher’s Manual was made possible because of the many volunteer hours donated by

Patty O’Connor, Dianna Gabay and Nancy Wright Beasley

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Copyright © 2005 Virginia Holocaust Museum All Rights Reserved. Material in this manual may be reproduced for the

purposes of research, environmental information, and educational activities. Any use of the materials for other purposes, including for all commercially

related activities, requires permission in writing from authors and custodians. Any use of material from this manual must acknowledge the holder of copyright.

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The Rationale for and the Meaning of

The Virginia Holocaust Museum 2005

Though written in 2005 the Rationale for and Meaning of the Virginia Holocaust Museum continues to reflect the world situation today. In the shadow of the genocides of Rwanda and Darfur the Virginia Holocaust

Museum continues to teach tolerance and acceptance to the students and teachers of the Commonwealth of Virginia.

No one is born with prejudice. We learn it--from families, neighbors, friends, organizations, the media, our culture, society and even from our schools. Prejudice targets all sorts of distinctions--race, religion, nationality, age, gender, intelligence, socioeconomic level and affiliations, just to mention a few. Yet, such distinctions seldom have any real bearing on a person's worth. There are both good and bad individuals in all groups. We see prejudice in the form of terrorism that destroys lives. It is apparent in the strife of the Middle East, the unrest of Bosnia, the policies of China, the tribal wars of Africa, and we have witnessed it in the ethnic cleansing in Kosovo. We even see it in the social unrest of the United States. Studies show that approximately “38 percent of adults and 53 percent of high school students”1 know little or nothing of the Holocaust and its victims. The Commonwealth of Virginia is the birthplace of Thomas Jefferson, who gave us the Virginia Statute for Religious Freedom. Yet, Virginia ranks eleventh among the 50 states in hate crimes. Seeing the true story of the Holocaust-- a hatred so fierce it destroyed more than 132 million men, women and children--helps us to learn a compelling lesson about the consequences that may result when prejudice festers and becomes maniacal and uncontrolled hatred. This atrocity annihilated at least 6 million Jews, which accounted for at least one third of all Jews in the world. What statistics cannot tell us is how many medical cures will not be discovered, how many books will not be written and how many families will not live for generations--because the Nazis killed so many scientists and authors as well as every member of untold numbers of families. The Virginia Holocaust Museum allows visitors to experience the terrible toll prejudice has taken on the human family. Those associated with the museum ask its visitors to make a conscious effort to avoid discrimination. If a person commits an unkind, unethical or unlawful act, consider carefully--as if it is an individual--and not a group--committing the act. If so, refer to the individual only as a person, not as a member of a particular race, religion, age, gender, intelligence, socioeconomic level or affiliation. Remember that the act reflects only the individual's values and worth. Losing one person pains us. Losing millions wounds the human race immeasurably. Because of that, the founders of the Virginia Holocaust Museum adopted “Tolerance through Education” as its mission statement. It is the hope of those associated with the museum that this education will defeat hatred and cultivate tolerance. 1 Golub, Jennifer and Renae Cohen. What Do Americans Know About the Holocaust? (New York: American Jewish Committee, 1993), 2. 2 Holocaust Chronicle. Publications International 2000.Illinois

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The museum asks its visitors to fulfill Dr. Martin Luther King's dream of a world where each person is judged solely on the content of his or her character rather than by his or her ethnicity or affiliation. Remember that the human race's strength lies in its diversity, not its similarities. We must live, teach and practice tolerance.

Our Contributors - The Names on the Walls

During the 2007-2008 school year 34,000 school children visited the Virginia Holocaust Museum. The children fulfilled the Museum’s motto, “Teaching tolerance through education.” The museum teaches Holocaust education to students, teachers, and the public through the eyes of Jay Ipson and his family. By connecting the Holocaust to the lives of the Ipson’s we move the incomprehensible number of 6 million Jews, more than 133 million total people, down to the understandable number of one family; the mission of the museum is fulfilled by the people whose names are on our walls. From the opening of the museum in 1997 to the creation of the most recent exhibit, the Nuremberg Courtroom, there have been many, many people who have given their financial support, their time, their knowledge and their hearts to making this museum the center of Holocaust education in the Commonwealth of Virginia. The beneficiaries are the citizens of Virginia, who owe these people a great debt; without their contributions the history and personal testimony that teach us to remember would be forgotten. As you walk around the museum please take a few minutes to read the names on our walls and appreciate the commitment and dedication of these people to Holocaust education in Virginia. The Virginia Holocaust Museum continues to need support. Please consider becoming one of the names on our walls.

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Narrative History of Holocaust In World War I, the Allies defeated the Central Powers. The Allied Forces consisted of Great Britain, France, Russia, Belgium, Italy, the United States, Australia, Canada, New Zealand, Serbia, South Africa, India, Rhodesia, Portugal, Romania, Montenegro, Greece and Poland. To end World War I, the Allies signed separate peace treaties with each of the Central Powers of Austria, Bulgaria, Germany and the Ottoman Empire (now Turkey). Among the Central Powers, Germany was the most prominent. The treaty with the Germans was the Treaty of Versailles. Its terms (considered by some historians to be especially harsh) required Germany to take sole responsibility for the war, return its conquered lands--thus reducing its size by an eighth and its farmlands by a sixth. Germany also had to reduce its merchant marine, abolish its navy, drastically reduce its army and pay tremendous reparations (compensation) to France and Belgium. The United States never signed the Treaty of Versailles. However, the European Allies did.

After the First World War, the entire world endured the Great Depression. In Germany, as in the rest of the world, unemployment rates soared. To compound Germany's economic woes, it had to pay the heavy reparations demanded by the Treaty of Versailles. To pay its debts, the government printed large amounts of currency, leading to massive inflation.

The National Socialist German Workers Party (NSDAP), or Nazis, began in 1919. It attracted the unemployed workers and militias largely composed of unemployed former enlisted men of the German army. Adolf Hitler, once a corporal, was one of its earliest members. A charismatic speaker, Hitler built a following quickly and assumed the leadership of the party. He led an unsuccessful attempt to seize the Bavarian government in what is known as the beer hall Putsch (pronounced Butch but with a P), or revolution, in Munich in 1923.

For the attempted overthrow, Hitler and his assistant, Rudolf Hess, were imprisoned for a short time. During the incarceration, Hitler wrote Mein Kampf (pronounced Mine Cahmpf) (My Struggle or My Battle). While imprisoned, Hitler dictated the text to Hess. The book explained Hitler's ideas of strengthening Germany, dominating Europe, defeating Communism and seizing Soviet agricultural and industrial regions. It also promoted Hitler's anti-Semitic ideas and advocated extermination of the Jews. As the Depression worsened, unemployment rose and Germany's economy suffered greatly. There was widespread poverty, runaway inflation and unrest in the streets. Germans had a sense of societal decay. In making the Jews a scapegoat, Hitler gave the beaten German people easy targets for their frustration and anger over losing the war and having a failing economy. He urged Germans to boycott Jewish businesses. The boycotts, though short lived, worsened the German economy and forced Jewish merchants to lay off employees; many were gentiles, or non-Jews. Hitler used the layoffs as propaganda to say that the Jews were mistreating the Germans.

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Hitler blamed Germany's loss of World War I on the Jews. He said Jews had hoarded money the army had needed to win the war. In 1932 the National Socialist German Workers Party (the Nazi party) won 37% of the vote. They had a plurality but not a majority in the Reichstag.

(NOTE TO TEACHERS: This is a good point at which to emphasize the importance of getting an education and stressing the necessity of casting informed votes.) To cast informed ballots, voters need to examine a candidate and his/her platform carefully. Prejudice, such as Hitler's anti-Semitism, is groundless and cruel. An ageing and infirm President Paul von Hindenburg appointed Hitler, as head of the largest party, chancellor of Germany on January 30, 1933. A chancellor is similar to the Prime Minister in a Parliamentary form of government; chancellor was head of the cabinet, which ran the government. He began implementing his plan immediately, all the while using Jews as scapegoats for Germany's woes. The Nazi regime restricted trade unions, outlawed political opponents and began rebuilding an army. Nuremberg was the political center for the Nazi government's activities. In 1935, the national congress, or Reichstag (pronounced Rikes-taag), passed the Nuremberg Laws, which legalized discrimination against Jews. The first law, The Law for the Protection of German Blood and German Honor, prohibited marriages and extra-marital intercourse between “Jews” (the name was now officially used in place of “non-Aryans”) and Germans and also the employment of German women under forty-five in Jewish households. The second law, The Reich Citizenship Law, stripped Jews of their German citizenship and introduced a new distinction between “Reich citizens” and “nationals” (Source: The Jewish Virtual Library). The Nazis denied Jews all civil rights.

Hitler’s army occupied the Rhineland (demilitarized zone on French border) on March 7, 1936. Also in 1936, Heinrich Himmler became the chief of German police. He was later called “the architect of genocide.” In 1937, Buchenwald Concentration Camp was opened in Germany. It became one of the most hideous and destructive concentration camps of the Holocaust. Germany annexed Austria on March 13, 1938.

Concerned about the Nazis' desire to conquer Europe, Neville Chamberlain, then Prime Minister of Great Britain, and Edouard Daladier, the French representative, met September 29, 1938 with Hitler and Mussolini, dictator of Italy. Their meeting resulted in the Munich Pact.

In the agreement, Hitler consented not to invade Czechoslovakia and was given the Sudetenland (German-speaking western Czechoslovakia) in the hope that this territory would satisfy Hitler’s hunger for lebensraum (“living space”) for the German people.

The Nazi government deported Jews, whose families had immigrated to Germany, back to the lands of their origin. Among the deportees were the parents of Herschel Grynszpan, a German Jew living in France. In revenge for his parents' deportation to Poland, Grynszpan assassinated Ernst vom Rath, the Nazi's third secretary of the German Embassy in Paris.

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The Nazis retaliated, against the entire Jewish community in Germany, with Kristallnacht (pronounced Crystal nahkt), or the Night of Broken Glass, on November 9-10, 1938. It was a well-organized demonstration, which the Nazis claimed was spontaneous. Mobs vandalized Jewish businesses, homes and synagogues. Losses exceeded $1 billion. Reichminister Hermann Goering conceived of a plan for the Nazi government to expropriate the insurance payments made to the Jews who lost property during the pogrom.

Nazis destroyed more than 10,000 Jewish homes and businesses. The rabble murdered 90 Jews in the streets and beat hundreds of others. Nazis destroyed more than 1,300 synagogues. They rounded up more than 30,000 Jewish men and boys for deportation to concentration camps where some perished.

It is interesting to note that 51 years after Kristallnacht, on the same date, November 9, 1989, a symbol of political oppression in Germany fell when the Berlin Wall was dismantled. Subsequently, Germany, which was divided as part of the terms for peace at the end of World War II, re-unified.

The Jews represented the largest group the Nazis targeted for discrimination. However, Nazi prejudice extended to all political opponents, Gypsies (known as Roma and Sinti), Jehovah’s Witnesses, Freemasons, homosexuals, the physically and mentally disabled and everyone caught giving aid to anyone branded undesirable.

The Third Reich was a totalitarian state, in which anyone who opposed any policy or action of the government was punished. Individuals caught protecting anyone targeted by the Nazis were usually executed or imprisoned, often in concentration camps.

Because Hitler wanted to avoid an attack from the east by the Soviet Union while he attacked Poland and France, he negotiated a secret non-aggression pact with the largest European nation, the Soviet Union, on August 23, 1939. Hitler gave the Soviet Union rights to the Baltic States--Latvia, Lithuania and Estonia. Hitler also promised part of Poland, which he planned to invade, to the Soviet Union.

On September 1, 1939, Nazi forces invaded and occupied Poland. Great Britain and France declared war on Germany on September 3; however, they were ill prepared to stop the powerful Nazi war machine.

On April 9, 1940, Germany attacked Denmark and Norway. On May 10, Germany invaded Belgium, Luxembourg, the Netherlands and France. As the Nazi plague spread across Europe, it enforced its anti-Semitic laws in the occupied nations.

On June 10, 1940, Italy allied with the Nazis to form the Axis forces. Betraying the non-aggression pact, Hitler's troops invaded the Soviet Union on June 22, 1941. The Soviets then allied with Great Britain and France. Nazis invaded Kovno, in Lithuania, on June 24, 1941.

The initial Nazi strategy was to identify Jews and force them to leave Germany. In order to isolate them from the rest of the population, the Nazis required Jews to register with the government and to identify themselves by wearing yellow Stars of David as armbands or sewed on their clothing. This was to easily identify them and was later used to mark them for annihilation.

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After the Japanese joined the Axis and attacked Pearl Harbor on December 7, 1941, the United States declared war on Germany and Japan and joined the Allied Forces.

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Teaching Holocaust

Teacher Education Institute, 2008

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Virginia Holocaust Museum

Education Department The Virginia Holocaust Museum is committed to Holocaust education in the Commonwealth of Virginia. We believe that the most important way to teach children why Holocaust and genocide must never happen again is to teach them what happened, and why it happened, to the 6 million Jews, and the more than 134 million other people when their own governments targeted them for death. The Virginia Holocaust Museum’s Teacher Manual has been created so that teachers who are new to teaching, new to the Commonwealth of Virginia, or unsure of how or what to teach about the Holocaust, will have lessons written by knowledgeable history, English, music, art, science, teachers and counselors to use in their classroom. The majority of the lessons have been written as culminating projects in the museum’s summer Teacher Education Institute (TEI), a three credit University of Richmond graduate class. (www.va-holocaust.com for information). The Virginia Department of Education’s Standards of Learning(SOL) tell students what they must learn each year. This ”what” information is configured into documents called Pacing Guides that are produced by the various school systems. School system Pacing Guides tell teachers how much time he or she needs to spend on each specific topic. In some systems history teachers are told to teach World War II for two weeks which translates into Holocaust for one classroom period. Teachers who have solid background knowledge of the Holocaust almost always teach the Holocaust for one week or more because these teachers know that it is impossible to teach the who, what, when, where and certainly the why of the Holocaust in less than one week. Because of strict time constraints many history teachers partner with English/Language Arts teachers using interdisciplinary lessons to teach Holocaust. The following middle and high school courses include references to the Holocaust and genocide:

United States History II World History II World History and Geography Virginia/United States History.

The Standards of Learning for these courses and can be found on: http://www.doe.virginia.gov/VDOE/Instruction/sol.html#general

Charts showing the specific Holocaust related SOLs paired with brief lesson suggestions for the above history courses, as well as English/Language Arts, the arts, and biology can be found on the Virginia Holocaust Museum’s web site, http://www.va-holocaust.com/learn/default.asp?id=60 The Virginia Holocaust Museum’s Teacher Manual was written so that teachers will be able to connect the teaching of Holocaust with the SOL requirements. All teaching materials in the manual reference the History SOL Framework. The Commonwealth of Virginia has adopted a revised SOL which will be in classrooms during the 2009-10 school year. The Manual will be updated when this change takes effect.

4 Ibid

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Vocabulary of the Holocaust5 Denotes History Standards of Learning

1. anti-Semitism: Originally a German term meaning hatred of Jews (USII.6b,

WHII.3a, 3b,WHII.10c, WHII.11b, WG12b)

2. Aryan: Used by the Nazis and other racists to delineate those people who were “superior” or a member of the “master race” having blond hair and blue eyes; coming from Nordic races.6 (USII.6b, 11b)

3. Auschwitz Concentration Camp: Located in western Poland and built in 1940,

Auschwitz was a concentration camp with dozens of smaller sub-camps. Though originally a concentration camp, Auschwitz became an extermination camp with four gas chambers using Zyclon B and crematoria for the disposal of bodies. Between 1,100,000 and 1,500,000 people died in the gas chambers or through overwork and starvation. Auschwitz was liberated by the Russian army in 1945. (USII.6,WHII11b)

4. Boycott: To refuse to buy or sell to a specific group. (USII.6b, WG10.b,c) 5. Camps (Not all camps were concentration camps): (USII.6b, WHII.11b)

a. Concentration Camp: Used by the Nazis to hold prisoners, concentration camps were first used by the Cuban military in the 1890’s. In Germany, the camps were originally used to isolate Communists and political opponents, but expanded to hold Jews, Gypsies, POWs, Soviets, Poles, homosexuals, and religious dissenters. By January 1945, the camp system had expanded to hold 700,000 prisoners. Many of these prisoners died from starvation, and horrid conditions.7

b. Slave Labor Camp: Supplied Jewish and non-Jewish prisoners for factory labor.

c. Extermination Camp: Purpose of camps were to kill those persons brought to them or held in them. Six camps were designed as extermination camps: Chelmno (1941) was the first followed by Auschwitz, Majdanek (Zylcon B gas used), Belzec, Sobibor, and Treblinka (carbon monoxide used). (USII.6b, WHII11b)

6. Eugenics: The pseudo scientific belief which organized the breeding of the human

race in order to create superior children. Virginia's Sterilization Act enacted in 1924 by the Commonwealth of Virginia was promoted by the University of Virginia.8 The Virginia General Assembly repealed the Sterilization Act in 2001; then Governor Mark Warner apologized on behalf of the Commonwealth in 2002. (WHII.11b, BIO.6 h,i)

5 The Columbia Guide to the Holocaust. Niewyk. Columbia University Press. New York. 2000 6 ibid 7 ibid 8 http://www.hsl.virginia.edu/historical/eugenics/2-origins.cfm

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7. Genocide: A term coined by Raphael Lempkin (1944) to describe the systematic, state-sponsored (or supported) killings of members of a specific, identifiable group9. (WHII.11b, VUS10e, WG12b)

8. Ghetto: Originating in the Middle Ages it refers to areas within towns/cities where

Jews chose or were made to live. Ghettos were restarted by the Nazis in 1939 as a collection point for Jewish civilians who were eventually deported to concentration, slave labor, or extermination camps. (WHII.11b, WG10a)

9. Great Depression: In 1929 the United States Stock Market crashed which

contributed to a worldwide depression. The Treaty of Versailles’ demand for German reparations, economic stresses from the aftermath of World War I, as well as this financial crisis brought about widespread unemployment, hunger, and low morale in Germany. (USII.5d, WHII.10b, WHII.a,10c, WHII.11b)

10. Final Solution: In a conference in Wannsee, Berlin on January 20, 1942, Reinhard

Heydrich, SS members, and others configured this “plan to exterminate the Jews of Europe.” 10 (WHII.11b, VUS.10e)

11. Holocaust (1933-1945): (Greek translation of Hebrew: “A sacrificial offering burnt

whole before the Lord”) “The mass murder of 6 million Jews and more than 1311 million others by the Nazis during World War II.” Shoah, the Hebrew word for Holocaust, was first used in 1940. (USII.6b, WHII.11b, VUS.10e, GOVT 312)

12. Jews: A descendent of Jacob (Genesis 25), or a convert to the religion espoused by

or practiced by Jacob’s decedents. (WHII.11b, WHII.2c, WHII.3d, WHII.14a,b, WG3c,WG6, WG12b)

13. Liberation: Allied forces fighting their way through Nazi held territory encountered

concentration, slave labor and extermination camps, as well as the remains of prisoners who were subjected to death marches by their Nazi captors. In July 1944 the Soviet army, fighting in Poland came upon the extermination camp Majdanek; Majdanek was the first camp to be liberated. (USII.6b)

14. Nazism, National Socialism: An ideology that was anti-Semitic, racist, xenophobic

and fiercely nationalistic. (WHII.10b, WHII.10c, WHII.11c) 15. National Socialist German Workers Party, Nazi Party: Lead by Adolf Hitler, this

political party opposed the post World War I German government and desired a dictatorship. One of their basic tenants was the expulsion of Jews and other non-Aryan peoples from Germany. (WHII.10b, WHII.10c, WHII.11c)

9 http://www.icons.umd.edu/reslib/display_glossary 10 The Columbia Guide to the Holocaust. Niewyk.Columbia University Press. New York.2000 11 The Holocaust Chronicle. Publications International. Illinois 2000. 12 Many of the Virginia and U.S. Government SOL’s connect to the Holocaust through the study of government.

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16. Nationalism: a sense of national consciousness exalting one nation above all others and placing primary emphasis on promotion of its culture and interests as opposed to those of other nations.

17. Nuremberg Laws: Racial laws put into effect on September 15, 1935. “The Law for

the Protection of the German Blood and Honor” included racial defilement stating that non-Jews were not permitted to marry or have sexual relations with Jews; the second law, “Reich Citizenship Law,” defined Jews as being non-Aryans and making Aryans (see above) “Reich Citizens”. (USII.3c, USII.8a)13

18. Nuremberg Trials: The International Military Tribunal (IMT) was one of the

thousands of trials held after World War II. Held in Nuremberg, Germany 21 Nazi leaders were tried on 1) conspiracy 2) crimes against peace 3) war crimes and 4) crimes against humanity. The IMT was followed by twelve additional trials that took place in Nuremberg which were prosecuted only by the Americans. (WHII.11c, VUS.10e)

19. Partisan: Underground movement of freedom fighters; also referred to as resistance or guerrilla fighters. (USII.6b)

20. Pogrom (Russian: devastation): An organized, often government sponsored, attack

against Jews; i.e., Kristallnacht (Night of Broken Glass). (WG6) 21. Righteous Among the Nations (Righteous Gentiles): The title and recognition

given by Yad Vashem, The Holocaust Martyrs' and Heroes' Remembrance Authority, to non-Jews who risked their lives to save Jews. (USII.1b,d,e, WH.1a)

22. Scapegoat: 1: a goat upon whose head are symbolically placed the sins of the

people after which he is sent into the wilderness in the biblical ceremony for Yom Kippur a: one that bears the blame for others b: one that is the object of irrational hostility.14 (USII.6b, WHII.3a, 3b,WHII.10c, WHII.11b, WG12b)

23. Selections (Selektion, German): The Nazis’ separation of camp prisoners based

on those able or unable to work. (USII.6b, WHII11b) 24. Shoah: the Hebrew word for Holocaust, used first in 1940. Holocaust: (Greek

translation of Hebrew: “a sacrificial offering burnt whole before the Lord”) often used to define, “The mass murder of 6 million Jews by the Germans during World War II.”15 (WHII.11b, VUS.10e)

25. Synagogue: A building or place used for the assembly of Jews for worship and

religious study. (WG.3b,c) 26. Talmud: The 2,000 year old collection of Jewish laws, legends, and morals.

(WHII.11b, WHII.2c, WHII.3d, WHII.14a,b, WG6)

13 http://www.ushmm.org/outreach/nlaw.htm 14 http:/www.meriam-webster.com/dictionary/scapegoat 15 The Columbia Guide to the Holocaust. Niewyk. Columbia University Press. New York.2000

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27. Torah: Five Books of the bible, known in Christianity as the Old Testament on which Jewish law and life is based. (WHII.11b, WHII.2c, WHII.3d, WHII.14a,b, WG6)

28. Treaty of Versailles: Signed in 1919, the peace treaty ending World War I in which

Germany was held responsible. Terms of the Treaty included German payment of reparations, limitations on size of military and forfeiture of land. (WHII.9a,b, 10b, 11a, WG.10b,c)

1 The Columbia Guide to the Holocaust. Niewyk.Columbia University Press. New York.2000 

1 Many of the Virginia and U.S. Government SOL’s connect to the Holocaust through the study of government. 

 

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Holocaust Lessons for Middle and High School Students The following lessons have been written for middle and high school students, please remember that all lessons can be adapted for both sets of children. Bibliographies of teacher resource books and grade appropriate books can be found on the Virginia Holocaust Museum web site, www.va-holocaust.com. There are many ways to teach Holocaust and Genocide. Listed below are several teaching methods that have been used by experienced classroom teachers:

I. Interdisciplinary connections to teaching Holocaust and Genocide One of the most effective ways of teaching Holocaust and genocide is for teachers to teach using an interdisciplinary approach. The reasoning behind interdisciplinary teaching of Holocaust and Genocide is:

1. In the Commonwealth of Virginia history SOLs are linear, teachers teach history using chronology as their guide assuring that all required topics are taught. Virginia School Systems assign specific time frames within which history teachers must teach specific information.

2. English SOLs are based on three strands: a. Oral Language b. Reading c. Writing

3. English teachers have no state requirements for selecting materials with which to

teach the three strands; requirements are based on covering all three strands within their SOLs.

4. Though English teachers sometimes have school or district literature requirements almost always the books, Diary of a Young Girl and Night are included.

5. If English teachers and history teachers write interdisciplinary lessons students have the opportunity to bring depth to their study of Holocaust and Genocide.

a. History teachers cover Holocaust who, what, when, where, why and what information of Holocaust and genocide.

b. In English classes, students read literature, write poetry, and essays and work on research as well as present information orally on the Holocaust and genocide.

II. Concepts of the Holocaust Another excellent way to teach the Holocaust and Genocide is to build the concepts of the Holocaust and Genocide by: • Re-examining the curriculum (SOL) that you are required to teach at the beginning

of the school year. • Identifying the concepts involved in that specific information (Injustice, greed). • Teaching the concepts the first time you teach a related SOL. • Using Focus Questions to make connections.

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• Reinforcing the concept when you teach a topic that connects to the concepts.

US II Topic Connections

Concept Focus Questions

Reconstruction Women’s Movement Civil Rights Movement Holocaust

Injustice

What is the effect of turning your back on your neighbor?

Progressive Era Industrialization Immigration Technology Economics

Abuse of Power

Did the poem, “The New Colossus (Statue of Liberty) effects the immigration laws of the United States? Does the inventor always know how his or her invention will be used?

Economics Depression

Greed

What is the effect of losing your job on your sense of right or wrong?

For further information on teaching Holocaust and Genocide call or write to

Rena Berlin Virginia Holocaust Museum

804 257-5400 x234, rberlin@va-holocaust.com

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World War II and Holocaust Time Line16

1918 – 1920 World War I Armistice Paris Peace Conference German translation of Protocols of the Elders of Zion published Treaty of Versailles17 League of Nations convenes A Jewish Underground militia, Hagana (Defense), is founded in Palestine 1933 – Beginning of the Holocaust Adolf Hitler is appointed chancellor of Germany Emergency-powers decree following Reichstag fire – Nazis predicted an imminent communist revolution Dachau, first concentration camp, begins operation Reichstag passed Enabling Law giving Hitler dictatorial powers for 4 years “Aryan Law” (Law for the Restoration of the Professional Civil Service) – Jews expelled from civil service Boycott of Jewish shops Gestapo established Hermann Goring established the Gestapo (Secret State Police) Books of “un-German spirit” burned 1934 President von Hindenburg died; Hitler created “Fuehrer and Reich Chancellor” position Public and military officials must swear an oath to the leader (Fuehrer) 1935 Nuremberg Racial Laws announced at Nazi Party Rally in Nuremberg 1936 SS Death’s Head Brigade became concentration camp guards Olympic Games in Berlin Italy joins German as allies in Axis Powers 1937 Buchenwald concentration camp opened Decree to arrest people deemed “asocial”

17 http://www.historylearningsite.co.uk/treaty_of_versailles.htm

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1938 Germany invades Austria (Anschluss) International conference at Evian-les-Bains German Jews required to have a J marked on their passports Germany occupies Sudetenland Almost 17,000 stateless Jews expelled from Germany to Poland Herschel Grynszpan assassinates Ernst vom Rath Jewish students expelled from German schools Munich conference, England and France agree to Germany occupying Sudentenland (western Czechoslovakia) U.S. and 32 other countries met to discuss refugee crisis. No country offers to take refugees in. Kristallnacht (Crystal Night) the night of the Broken Glass Fine of one billion marks ($44 million U.S. dollars) against German Jews for Kristallnacht damaege. 1939 Nazi-Soviet non-aggression pact divides Eastern Europe into Nazi/Soviet spheres Nazis invade Poland, France and England declare war on Germany World War II begins Reinhard Heydrich, chief of Reich Security Main Office, issues order for establishment of Jewish ghettos in occupied territory German Jews forbidden to own radios Polish Jews over ten required to wear Yellow Star 1940 Lodz and Warsaw ghettos sealed off Nazis invaded Denmark, Norway, Holland, Belgium, Luxembourg, and France Auschwitz concentration camp opened France and Norway sign armistices w/ Germany; Holland and Belgium surrender Italy declares war on Britain and France; Japan joins to form Axis Alliance Battle of Britain begins Japan joins Axis Powers Warsaw Ghetto sealed, ultimately 500,000 people died of starvation 1941 Germany invades the Soviet Union Special Action Groups begin activities in Soviet Union Ghettos established in Kovno, Minsk, Vitebsk, Zhitomer and Vilna Reichsmarshall Herman Goering orders Heydrich to organize plans for Final Solution First test of Zyklon B at Auschwitz, first victims 600 Soviet prisoners of war and 250 Polish prisoners. Babi Yar massacre outside Kiev, 34,000 murdered German drive on Moscow halted Japan bombs Pearl Harbor, declares war on US and Britain Chelmno Concentration Camp opens Germany and Italy declare war on the US

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1942 Declaration of the United Nations signed by 26 nations in Washington D.C. Conference at Wannsee to coordinate Final Solution Mass killings using Zyklon B begin at Auschwitz-Birkenau Belzec death camp begins operation, ceases in December Reinhard Heydrich dies after Czech underground attack Supreme leader of the SS Heinrich Himmler orders Operation Reinhard, the killing of all Jews in Poland Deportation of Jews to killing centers Treblinka and Maidanek death camps begin operation First major Allied invasion takes place in Morocco and Algeria 1943 Field Marshall Paulus surrenders German Sixth Army at Stalingrad Warsaw Ghetto uprising (19 April – 16 May)18 Himmler orders liquidation of all ghettos in occupied Poland Armed resistance by Jews in several Polish ghettos; revolt Treblinka sobibor revolt and mass escape. Allied invasion of Sicily 1944 Nazi forces occupy Hungary Soviets recapture Vilna, Lithuania; Estonia; Odessa, Ukraine; Tarnopol, Ukraine; Sevastpol Majdanek concentration camp is liberated D-Day, Allied landings in Normandy Kovna Ghetto liquidated Battle of the Bulge begins; Germany launches counter-offensive in Ardennes (Dec 1944-Jan 1945) Himmler orders destruction of Auschwitz crematoriums 1945 Battle of the Bulge ends with German defeat Germany in full retreat on Eastern Front; Soviets complete occupation of Lithuania Death marches of concentration camp inmates toward Germany Last Jews deported from Theresienstadt to Auschwitz. German forces in Italy surrender; American troops enter Dachau

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concentration camp, liberate more than 32,000 prisoners Hitler commits suicide Unconditional surrender of Germany U.S. dropped first atomic bomb on Hiroshima, 75,000 immediate deaths U.S. dropped second atomic bomb on Nagasaki, 40,000 immediate deaths Japan surrenders unconditionally Opening of the International Military Tribunal at Nuremberg 1Compiled from Constable, George, ed. WWII: Time-Life History of the Second World War. New York: Barnes & Noble Books, 1989. Hogan, David J. et al, ed. The Holocaust Chronicle. Lincolnwood, Illinois: Publications International, Ltd, 2000. Niewyk, Donald & Francis Nicosia. The Columbia Guide to the Holocaust. New York: Columbia University Press, 2000. Rogasky, Barbara. Smoke and Ashes: The Story of the Holocaust. New York: Holiday House, 2002.

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Narrative History of Holocaust

In World War I, the Allies defeated the Central Powers. The Allied Forces consisted of Great Britain, France, Russia, Belgium, Italy, the United States, Australia, Canada, New Zealand, Serbia, South Africa, India, Rhodesia, Portugal, Romania, Montenegro, Greece and Poland. To end World War I, the Allies signed separate peace treaties with each of the Central Powers of Austria, Bulgaria, Germany and the Ottoman Empire (now Turkey). Among the Central Powers, Germany was the most prominent. The treaty with the Germans was the Treaty of Versailles. Its terms (considered by some historians to be especially harsh) required Germany to take sole responsibility for the war, return its conquered lands--thus reducing its size by an eighth and its farmlands by a sixth. Germany also had to reduce its merchant marine, abolish its navy, drastically reduce its army and pay tremendous reparations (compensation) to France and Belgium. The United States never signed the Treaty of Versailles. However, the European Allies did.

After the First World War, the entire world endured the Great Depression. In Germany, as in the rest of the world, unemployment rates soared. To compound Germany's economic woes, it had to pay the heavy reparations demanded by the Treaty of Versailles. To pay its debts, the government printed large amounts of currency, leading to massive inflation.

The National Socialist German Workers Party (NSDAP), or Nazis, began in 1919. It attracted the unemployed workers and militias largely composed of unemployed former enlisted men of the German army. Adolf Hitler, once a corporal, was one of its earliest members. A charismatic speaker, Hitler built a following quickly and assumed the leadership of the party. He led an unsuccessful attempt to seize the Bavarian government in what is known as the beer hall Putsch (pronounced Butch but with a P), or revolution, in Munich in 1923.

For the attempted overthrow, Hitler and his assistant, Rudolf Hess, were imprisoned for a short time. During the incarceration, Hitler wrote Mein Kampf (pronounced Mine Cahmpf) (My Struggle or My Battle). While imprisoned, Hitler dictated the text to Hess. The book explained Hitler's ideas of strengthening Germany, dominating Europe, defeating Communism and seizing Soviet agricultural and industrial regions. It also promoted Hitler's anti-Semitic ideas and advocated extermination of the Jews. As the Depression worsened, unemployment rose and Germany's economy suffered greatly. There was widespread poverty, runaway inflation and unrest in the streets. Germans had a sense of societal decay. In making the Jews a scapegoat, Hitler gave the beaten German people easy targets for their frustration and anger over losing the war and having a failing economy. He urged Germans to boycott Jewish businesses. The boycotts, though short lived, worsened the German economy and forced Jewish merchants to lay off employees; many were gentiles, or non-Jews. Hitler used the layoffs as propaganda to say that the Jews were mistreating the Germans. Hitler blamed Germany's loss of World War I on the Jews. He said Jews had hoarded money the army had needed to win the war. In 1932 the National Socialist German Workers Party (the Nazi party) won 37% of the vote. They had a plurality but not a majority in the Reichstag.

(NOTE TO TEACHERS: This is a good point at which to emphasize the importance of getting an education and stressing the necessity of casting informed votes.) To cast informed ballots, voters need to examine a candidate and his/her platform carefully. Prejudice, such as Hitler's anti-Semitism,

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is groundless and cruel. An ageing and infirm President Paul von Hindenburg appointed Hitler, as head of the largest party, chancellor of Germany on January 30, 1933. A chancellor is similar to the Prime Minister in a Parliamentary form of government; chancellor was head of the cabinet, which ran the government. He began implementing his plan immediately, all the while using Jews as scapegoats for Germany's woes. The Nazi regime restricted trade unions, outlawed political opponents and began rebuilding an army.

Nuremberg was the political center for the Nazi government's activities. In 1935, the national congress, or Reichstag (pronounced Rikes-taag), passed the Nuremberg Laws, which legalized discrimination against Jews. The first law, The Law for the Protection of German Blood and German Honor, prohibited marriages and extra-marital intercourse between “Jews” (the name was now officially used in place of “non-Aryans”) and Germans and also the employment of German women under forty-five in Jewish households. The second law, The Reich Citizenship Law, stripped Jews of their German citizenship and introduced a new distinction between “Reich citizens” and “nationals” (Source: The Jewish Virtual Library). The Nazis denied Jews all civil rights.

(NOTE TO TEACHERS: Here you can draw a comparison to the Jim Crow laws that students may be more familiar with.)

Hitler’s army occupied the Rhineland (demilitarized zone on French border) on March 7, 1936. Also in 1936, Heinrich Himmler became the chief of German police. He was later called “the architect of genocide.” In 1937, Buchenwald Concentration Camp was opened in Germany. It became one of the most hideous and destructive concentration camps of the Holocaust. Germany annexed Austria on March 13, 1938.

Concerned about the Nazis' desire to conquer Europe, Neville Chamberlain, then Prime Minister of Great Britain, and Edouard Daladier, the French representative, met September 29, 1938 with Hitler and Mussolini, dictator of Italy. Their meeting resulted in the Munich Pact.

In the agreement, Hitler consented not to invade Czechoslovakia and was given the Sudetenland (German-speaking western Czechoslovakia) in the hope that this territory would satisfy Hitler’s hunger for lebensraum (“living space”) for the German people.

The Nazi government deported Jews, whose families had immigrated to Germany, back to the lands of their origin. Among the deportees were the parents of Herschel Grynszpan, a German Jew living in France. In revenge for his parents' deportation to Poland, Grynszpan assassinated Ernst vom Rath, the Nazi's third secretary of the German Embassy in Paris.

The Nazis retaliated, against the entire Jewish community in Germany, with Kristallnacht (pronounced Crystal nahkt), or the Night of Broken Glass, on November 9-10, 1938. It was a well-organized demonstration, which the Nazis claimed was spontaneous. Mobs vandalized Jewish businesses, homes and synagogues. Losses exceeded $1 billion. Reichminister Hermann Goering conceived of a plan for the Nazi government to expropriate the insurance payments made to the Jews who lost property during the pogrom.

Nazis destroyed more than 10,000 Jewish homes and businesses. The rabble murdered 90 Jews in the streets and beat hundreds of others. Nazis destroyed more than 1,300 synagogues. They rounded up more than 30,000 Jewish men and boys for deportation to concentration camps where some perished.

It is interesting to note that 51 years after Kristallnacht, on the same date, November 9, 1989, a symbol of political oppression in Germany fell when the Berlin Wall was dismantled. Subsequently, Germany, which was divided as part of the terms for peace at the end of World War II, re-unified.

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The Jews represented the largest group the Nazis targeted for discrimination. However, Nazi prejudice extended to all political opponents, Gypsies (known as Roma and Sinti), Jehovah’s Witnesses, Freemasons, homosexuals, the physically and mentally disabled and everyone caught giving aid to anyone branded undesirable.

The Third Reich was a totalitarian state, in which anyone who opposed any policy or action of the government was punished. Individuals caught protecting anyone targeted by the Nazis were usually executed or imprisoned, often in concentration camps.

Because Hitler wanted to avoid an attack from the east by the Soviet Union while he attacked Poland and France, he negotiated a secret non-aggression pact with the largest European nation, the Soviet Union, on August 23, 1939. Hitler gave the Soviet Union rights to the Baltic States--Latvia, Lithuania and Estonia. Hitler also promised part of Poland, which he planned to invade, to the Soviet Union.

On September 1, 1939, Nazi forces invaded and occupied Poland. Great Britain and France declared war on Germany on September 3; however, they were ill prepared to stop the powerful Nazi war machine.

On April 9, 1940, Germany attacked Denmark and Norway. On May 10, Germany invaded Belgium, Luxembourg, the Netherlands and France. As the Nazi plague spread across Europe, it enforced its anti-Semitic laws in the occupied nations.

On June 10, 1940, Italy allied with the Nazis to form the Axis forces. Betraying the non-aggression pact, Hitler's troops invaded the Soviet Union on June 22, 1941. The Soviets then allied with Great Britain and France. Nazis invaded Kovno, in Lithuania, on June 24, 1941.

The initial Nazi strategy was to identify Jews and force them to leave Germany. In order to isolate them from the rest of the population, the Nazis required Jews to register with the government and to identify themselves by wearing yellow Stars of David as armbands or sewed on their clothing. This was to easily identify them and was later used to mark them for annihilation.

After the Japanese joined the Axis and attacked Pearl Harbor on December 7, 1941, the United States declared war on Germany and Japan and joined the Allied Forces.

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Teaching Anne Frank Diary of a Young Girl

The Diary of a Young Girl is used in many English/Language Arts classrooms. Through this diary English teachers are able to cover their Standards of Learning Strands (Oral Language, Reading, and Writing), while teaching about the Holocaust. However, Teaching Anne Frank without giving students background knowledge of the Jews in Holland does not help students understand Anne’s story as it represents one of the many possible stories of the people who were caught in the Holocaust. When students begin reading The Diary of a Young Girl they enter Anne’s life in hiding. Anne’s hiding place is in the middle of Nazi occupied Holland. World War II, and the occupation of Holland, is the beginning of the story that ends with Anne’s death. The situation of all Jews living in Holland is not part of Anne’s diary because she had no idea that her diary would ever be read by anyone. The diary is not something that the author made up, and was not written to be part of history. It was written, as so many diaries were, to allow the writer to express his or her hopes, fears, and to be the “ear” that listened to the events that were unfolding in one person’s life. There is an historical preface, and a historical afterward, to the diary that must be taught in order for readers to fully appreciate and understand what they are about to read. Of the over 13 million people that died in the Holocaust, 6 million were Jews, 1.5 million were children. One of these children was Anne Frank whose diary tells the story of an ordinary young girl, her family and her friends, trapped in events history has labeled, a watershed, defining, moment. Before the diary Anne Frank was born in Frankfurt, Germany. When the Nazi’s came to power in 1933 Otto Frank, Anne’s father, moved his family to Amsterdam, Netherlands. Holland was a neutral country during World War II and the country, and Anne’s father, believed that its neutrality would be recognized in any future conflicts. Though Hitler “…repeatedly (had) given reassurances to the Dutch government that he would absolutely honor Dutch neutrality”19 he invaded Holland in 1940” anyway. By 1940 Jews in Holland knew what was happening to Jews in other German occupied countries in Europe, but they also knew that those countries had never been considered neutral. Neutrality turned out to be only a concept and when Hitler invaded Holland Jews, who thought that they would be safe in Holland, realized that they were not. Many Jews and non-Jews, tried to escape to England and Belgium; they found escape impossible.

19 http://www-lib.usc.edu/~anthonya/holo.htm

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The Dutch government was taken over by a German appointed official who tried to assure the people that the Nazis, “Would not impose their ideology upon the Netherlands.”20 The man that the Nazi’s selected to govern the Netherlands Arthur Seyss-Inquart, was considered by the population to be a die-hard believer in Nazism and he, along with his assistants, became the people who put the Nazi laws and regulations into effect. Part of the Nazi plan was for Holland to be made part of Germany after the Nazis had won the war. The Nazi’s felt that 98.5% of the Dutch were completely Aryan, and therefore worthy of being part of the new Germany; 1.5% of the population was Jewish. In 1940, anti-Jewish laws were slowly put into action. Jews were ordered not to live near the coast and had to register as aliens. Jews were not allowed to be promoted in civil service jobs. Jews were given a definition: persons were Jews who had one grandparent who was Jewish. All Jewish civil servants were fired, and Jewish business owners were required to register with the government. In January 1941, all Jews were told to register with the government and using this census the Dutch government was able to track the whereabouts of all Dutch Jews; 160,000 Jews registered. The Nazis demanded that all Dutch persons carry ID cards in order to receive rations; the cards of Jews were stamped with a J. Jews were forbidden to eat in restaurants, attend theaters, movies and go to meeting halls. Jews were restricted to living in Amsterdam and forbidden to own radios. Jewish doctors, lawyers and others could only assist other Jews and all Jewish farms were to be sold. Jews were prohibited from going to public parks and swimming pools. In August 1941 Jewish children were prohibited from attending schools with non-Jews. Anne Frank and her sister Margot began attending the Jewish Lycee in Amsterdam. In November of 1941 citizenships were stripped from all German Jews outside of Germany including the Dutch Jews. In 1942, Hitler and his upper echelon met at Wannsee to formulate the “Final Solution” of all European Jews; putting this meeting into action would take about six months. During these six months, the Nazis continued their “Arynazation” of

20 Ibid

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Jewish owned businesses. Some Jews were able to sell their business to non-Jews while some transferred their businesses to people who were sympathetic to them. Anne Frank’s father Otto transferred his business to Henk Gies, the spouse of Miep Gies, the person credited with helping to hide the Frank family In 1942, the German’s instituted the Nuremberg Laws within Holland followed by laws decreeing that all Jews must purchase, and wear, a yellow Star of David at all times.  Also In 1942, the Nazis demanded that all jewelry and art collections be turned over to the government.  The amount of money, and the way in which the money was kept, was also severely restricted.  In addition, in 1942 a curfew for all Jews was instituted.  Jews had to be in their home from 8PM to 6AM and were no longer allowed to visit non‐Jews.  Moreover, Jews were also not allowed to use or have a telephone or to use public transportation unless they worked for the Jewish Council or were working for the Germans.

Later in 1942, the word was passed that Dutch Jews would be deported and that Jews ages 16-40 would be put into “labor service” in Germany; notices were sent out to those Jews affected by the order. Margot Frank, Anne Frank’s older sister was ordered to report for this labor service. Otto Frank had already been planning to take his family into hiding; Margot’s labor service order provoked Mr. Frank into moving his family into hiding immediately. Most Dutch Jews did not have such a plan ready to implement.

After the diary

On August 4, 1944, the Frank family, and others in the attic hiding place, were discovered. The group was sent by cattle car to Westerbork camp and then to Auschwitz. Anne and Margot transported to the Bergen-Belsen concentration camp as they were both deemed fit enough for labor.

By 1944 Bergen Belsen held overflow from camps that were close to the front, and was also used as a place to house the sick. Because of the large number of people transported to the camp tents were set up and Anne Frank was one of those housed in a tent. Anne became ill with typhus in March 1945, she was among 35,000 people that died in Bergen-Belsen during that time period. British forces liberated the camp on April 15, 1945. They found sixty thousand people though many were barely alive.

Otto Frank was the only one of the people housed in the attic that lived. Upon his liberation he returned to Holland; Miep Gies gave Mr. Frank Anne’s diary.

Jews of Holland, http://www-lib.usc.edu/~anthonya/holo.htm Anne Frank, http://www.ushmm.org/wlc/article.php?ModuleId=10005210 Shephard, Ben. After Daybreak;the Liberation of Bergen-Belsen, 1945. New York, NY: Schoken Books, 2005.

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Teaching About Women in the Holocaust

When historians write about the Holocaust they tend to view men and women as “survivors” in general, not as separate gender categories. Though men participate in the nurturing and caring, society has given men the role of protector. Traditionally women are the caretakers, the hand-holders, the ones who take on the responsibility of caring for others. Many women went to their deaths because they would not leave their parents even if it meant that they might save their own lives. Those that left their families carry or carried the burden of this decision for the rest of their lives. The Nazis took away the role of parent from both men and women. The Nazis changed the traditional role of women, taking away their homes, and their ability to protect their children. Some women who were selected by the Nazis as “able to work” had their children taken from them. Many of the women with infants and small children tried to share the fate of their babies, even this choice was often taken away from them. Yet as long as they could they comforted their children, found and prepared food for their children -until that was not possible, and then they held their children’s hands until they could not do so any longer.

The Nazis were determined to take away a women’s womanhood. The Nazis demanded that women cut their hair as a way of erasing femininity and causing humiliation. One survivor talked about having her hair cut by her mother because the Nazis demanded it, she said

“My mother kept combing and caressing my short hair, and she tried to comfort me: she told me that I would soon have long hair again, and I would wear it in plates (braids) decorated with colorful ribbons, as I had used to. She searched through our few belongings for a miserable little red bow, and attached it to my hair.” (“Women’s Voices in Hungarian Holocaust Literature,” Pecsi)

One survivor said “Prison life is like a piece of knitting whose stitches are strong as long as they remain woven together; but if the woolen strands breaks, the invisible stitch that comes undone slips off among the others and is lost,” and so women had food talks to keep the strands knitted. Using bread, coffee, saccharine, traces of margarine, good wishes and an electric hot plate one Terezin resident made a “Ghetto torte Women used ersatz (fake) coffee and made it into ersatz cake, potato peels, into ersatz dumplings. Women shared memories of meals eaten, meals they were planning to make in the future, and they taught the younger women how to cook by talking them through the cooking process, often called “cooking with the mouth.” Women talked about their grandmother’s recipes, their aunt’s recipes and used this sharing as a way of making a community within a place that had no comfort, no community. “Food talk21” allowed women to remember their families, and it gave them a way to memorialize the women they loved.

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Teaching assumes that there will be a future. “Cooking with the mouth” made a statement. It was a statement of resistance. When historians write about the concept of “resistance” they define it as, “The use of weapons and the strategy of passivity (passing as a non-Jew).”22 Women redefined the concept of resistance. They resisted by washing the clothes and packing food in suitcases, thereby keeping control of even some of their life. Women’s resistance was trying to make the abnormal seem normal by redefining the normal. Resistance was sharing words to keep memories and histories alive so that these would never die. And resistance was living, or dying, in the face of unlivable circumstances.

22 Experience and Expression; Women, the Nazis, and the Holocaust. Elizabeth R. Baer and Myrna Goldenberg)

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Some Notes About Teaching Resistance Tell Them We Remember, by Susan D.Bachrach, has examples of resistance. Inside Germany, Socialists, Communists, trade unionists, and others secretly wrote, printed, and distributed anti-Nazi literature. Many were arrested and put in concentration camps.

The “White Rose” movement originated in June 1942 by Hans Scholl, a 24-year-old medical student at the University of Munich, his 22-year-old sister Sophie, and another 24-year-old, and was the only group to openly protest Nazi genocide. They distributed anti-Nazi leaflets and painted anti-Hitler slogans on walls of the university. (p.68)

About 100 Jewish ghettos formed resistance movements during 1941-1943. The Warsaw Ghetto uprising was an example. In 1942, 300,000 Jews were deported from Warsaw to Treblinka. January 1943, ghetto fighters used smuggled weapons to resist German troops who retreated after a few days. April 19, 1943, fighting recommenced when German troops attempted to continue deportations. Ghetto fighters held back the troops for nearly a month, but were defeated on May 16, 1943. (p.70)

Revolts also occurred in the killing centers. The Warsaw uprising encouraged other revolts, even though resisters knew they would probably die fighting. Treblinka inmates remaining in August 1943 revolted when they realized they would soon be killed. About 200 prisoners escaped, but only half survived. Prisoners in Sobibor revolted October 1943, with 300 escaping; only 50 survived the war. On October 1944, prisoners at Auschwitz-Birkenau killed guards and blew up the crematorium. Several hundred escaped, but most were captured and killed. (p. 72)

The World Must Know described other incidents. Although initial resistance was by spiritual, unarmed, non-violent means, most Jews eventually realized cooperation would not save them. (p.1 73) Bialystok Ghetto in Lithuania revolted one month before liquidation. In August 1943, two leaders rammed the ghetto fence to try to free some of the Jews. Only 150 survived the four days of fighting. (p.175)

In the Minsk, Byelorussia ghetto, more than 10,000 escaped to nearby forests. In the Kovno, Lithuania ghetto, 350 escaped with help from partisans. Jews tried to run into forests in several other ghettos. In the Vilna ghetto, January 1942, leaders encouraged armed resistance, but no one acted until 21 months later when the ghetto was almost liquidated. The typical reaction of most Jews in ghettos was that the majority were willing to resist only when they finally realized the Nazis’ true intentions. (p.176) Many Jews could not participate in a revolt because fighting meant rejecting traditional authority of the Jewish community leaders. Fighters realized resistance would probably mean death, but at least they would die with honor. (p. 176)

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Lessons for Middle School Student

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Resistance

Rena Berlin, Director of Education This unit may be used after studying the Holocaust and before studying the Civil Rights Movement. Students should read the novel, Friedrich by Hans Peter Richter during their study of World War II and the Holocaust. Students should then read, Warriors Don’t Cry, by Melba Patitllo Beals during their study of the 1950’s and the Civil Right Movement. Both Frederich, a Holocaust novel, and Warriors Don’t Cry, a Civil Rights Movement biography of one of the Little Rock Nine teenagers, allow students the opportunity to examine the effect of resistance. Please note: The purpose of this unit IS NOT to weigh one people’s experience against another in order to see which of the experiences was the “worst,” but to examine the issues that impacted the lives of individuals within the societies in which they lived. SOL The English/Language Arts SOLs are strand based and the unit can be wrapped into these strands. USII.6 The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by b) describing the major events and turning points of the war in Europe and the Pacific. USII.7d The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by

d) Describing the changing patterns of society, including expanded educational and economic opportunities for military veterans, women, and minorities.

USII.8a The student will demonstrate knowledge of the key domestic issues during the second half of the twentieth century by

a) Examining the Civil Rights Movement and the changing role of women;

23 When the Final Solution24 was put into place, the Nazis began to take away the political and civil rights of the Jewish citizens in Germany. The Nazi government did this by passing sets of laws entitled, The Nuremberg Laws.

23 Dictionary of the Holocaust. Eric Joseph Epstein and Philip Rosen. Greenwood Press. Connecticut. 1997. Wannsee Conference: January 20, 1942, meeting outside of Berlin whose goal was to, “coordinate elements of the German bureaucracy to participate in the SS extermination of the Jews. Hermann Goering’s 24 Ibid 24 Ibid

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Lesson Concept: In Germany, before the Final Solutionii was put into place, the Nazis began to take away the political and civil rights of the Jewish citizens in Germany. The Nazi government did this by passing sets of laws entitled, The Nuremberg Laws. The workplace, schools, restaurants, and amusements were examples of the many places Jews from which Jews were segregated. Jewish citizens could not choose which water fountain to drink from or which park bench to rest upon. Jews were non-citizens in their own country. After Reconstruction the southern officials manipulated the local, state, and federal elections so that the white Southerner was back in power. African Americans, who were promised equality, were, once again, put into situations in which they had no political or civil rights. Jim Crow laws were supported and passed in the Southern states relegating African Americans into virtual slavery. The workplace, schools, restaurants, amusements, buses and bus stations were examples of the many places African Americans were segregated. African Americans could not choose which water fountain to drink from or which park bench to rest on. African Americans were non-citizens in their own country. Guiding Question25: What are the ramifications of a word’s changing over time?

Work Plan: Defining Resistance Holocaust Whole class: Have students write their definition of the word “Resistance” on a piece of paper, collect and read aloud. Show the dictionary definition of resistance Dictionary Definition of resistance 26 1. Opposition to somebody or something 2. Refusal to give in refusal to accept or comply with something 3. Ability to withstand damaging effect the ability to remain unaltered by the damaging effect or something e.g. an organization’s ability not to succumb to disease or infection 4. Ability to say no to temptation the ability to refrain from something in spite of being tempted 5. Force opposing another force a force hat opposes or slows down another force Another definition of resistance27:

Kiddush ha Hayyim (Hebrew - Sanctifying life)i A phrase used by Jews during the Holocaust as a response to the Nazis, and as a means of spiritual resistance, Jews should preserve their bodies, stay alive, maintain the Jewish community, and cling to ritual and tradition.

25 Guiding Questions are questions that have no right or wrong, cannot be answered with a simple answer. 26 Encarta World English Dictionary. St. Martin’s Press. New York.1999 27 The Columbia Guide to the Holocaust. Niewyk. Columbia University Press. New York.2000

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Use Friedrich to center the following questions with class:

• How do the two sets of definitions re-define student’s definitions? • Does one need to use force to resist? • Does “real” resistance mean using force? • Is it possible to resist mentally? • What would resisting mentally look like, sound like? • Thinking about what you learned about the Holocaust -what examples of resistance were overt

(obvious)? • Thinking about what you learned about the Holocaust -what examples of resistance were covert (not

obvious)? • Which was more effective? • What were some of the affects of resisting on the Jews? • What is the definition of a bystander? • Who were the bystanders? • What could/should the bystanders have done? • Who could have prevented the Nazis from building concentration camps? • Who could have prevented the Nazis from building and using gas chambers? • Is staying alive a form of resistance – why? • Have students write an essay, or a statement about their revised concept of resistance. Keep for future

use. Civil Rights Movement During the teaching of the 1950s and the Civil Rights Movement students should read Warriors Don’t Cry. Teacher directed lesson: Review student work on resistance in the Holocaust. Tell students they are about to redefine their definition of resistance. Show pictures and discuss the concept of passive resistance as demonstrated within Warriors…. Discuss the definition below.28 Refusal to obey civil laws in an effort to induce change in governmental policy or legislation, characterized by the use of passive resistance or other nonviolent means. Using this definition have students reexamine their own definition of resistance. Discuss how the new definition changes their thinking about the word resistance. Have students rework their definition of resistance. Select from the following questions

• How has your definition changed? • Does one need to use force to resist? • Does “real” resistance mean using force? • Is it possible to resist mentally? • What would resisting mentally look like, sound like?

28 Answers.Com http://www.answers.com/topic/civil-disobedience

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• What examples of overt (obvious) resistance can be found in Warriors…? • What examples of covert (not obvious) resistance can be found in Warriors…? • Which was more effective? • What were some of the affects of resisting on the teenagers? What is the definition of a bystander? • Who were the bystanders? • What could/should the bystanders have done? • What was the difference between resistance in the Civil Rights Movement and the Holocaust? • What was the difference between the government in the United States and the Nazi government? • What prevented the governments of the south from building and using concentration camps? • What prevented the governments of the south from building and using gas chambers? • What concepts does passive resistance rely upon?

Venn Diagram: Have students construct a Venn Diagram showing the commonalities of resistance in the Holocaust and in the Civil Rights movement.

Final project: Have students create the following in order to answer the Guiding Question and demonstrate their feelings and knowledge of the concept of resistance: A Poster A PowerPoint A Collage A Poem

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Classroom Guidance Unit Learning Resilience Through Holocaust Education

Patricia K. Graham

Ms. Graham was a Virginia Commonwealth University student majoring in Counseling when this lesson was written. It has since been taught successfully in a Virginia high school

Note: This lesson was originally written for high school students; it is being included because it is extremely adaptable for middle schools.

Purpose of Resiliency Unit Resiliency is defined as the ability to bounce back in a positive way from life’s problems and negative experiences. Such experiences as divorce, parental alcoholism, trauma, health issues, poverty, and racism are a few examples of issues that affect children in our schools. In order for one to be resilient, “one must first be exposed to a traumatic or stressful situation, then act in a way that provides protection from negative effects that would typically occur” (Bogar & Hulse-Killacky, 2006). The ability of children to go through these types of life experiences and still experience success is resiliency. According to Wolin and Wolin, children develop certain characteristics when coping with adverse situations. These characteristics are insight, independence, relationships, initiative, humor, creativity, and morality (Vernon, 2004). Having even one of these characteristics can enable children to overcome certain challenges and stressful situations (Henderson & Weinstein, 2003). As school counselors, we can encourage students to find these traits within themselves, and foster growth through honing in on and developing these traits. Knowing that most children will experience adverse situations during the time they are attending school, it is important that we know how to work with children who have gone through these experiences in their lives and also how to continue to foster growth and resilience in children. “Everyone has some degree of resilience within that enables them, after ‘messing up’, to get up, pull themselves together, and move on once more” (Egan, 2007). As school counselors, we have the ability and responsibility to educate our students and staff about resilience and to help build and maintain resiliency in the lives and hearts of our students. The purpose of this classroom guidance unit on resiliency is to teach resilience through Holocaust education. The school counselor will use Holocaust history, excerpts from books, and stories of survival to teach resiliency. This unit can be used across disciplines within the school such as English, History, Music, and Art, in order to teach resiliency. This specific unit is designed to align with ninth grade English Standards of Learning. Coordinate with the teachers in your school and find a time to use this classroom guidance unit simultaneously with their lessons on Holocaust education, or follow up their lessons with this unit on Resiliency. Teaching the Holocaust is of vital importance in the education of our youth. Holocaust education is not only one of the most important historical events in the history of our modern world, but a story that needs to be told. Lessons can and should be learned. The resilience that is displayed in so many Holocaust stories can help children today to gain a different perspective on life and the world in which we live. ***N.B. *** Due to the fact that I am a graduate student and am not currently employed in a school, all names of schools, counselors, and teachers in the Parent Letter are fabricated. The Guiding Questions are found in the Follow-up Activities for Lesson #1 & #3, as well as in the Suggested Follow-up Activity for the teacher to use after the whole classroom guidance unit has been completed

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This Classroom Guidance Unit consists of three lessons. This is typical for classroom guidance units for school counselors, and takes one week to complete this unit.

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___High School 9/2/08 Dear Parents: I, ________________, a school counselor of _____ High School, will be developing and presenting classroom guidance lessons to Mr. /Ms. ____________ ’s 9th grade class during the week of October 13th-17th, 2008. There will be three lessons in the unit, taking place on Monday, Wednesday, and Friday. The unit will be about fostering resilience in students. This unit will be administered directly following the Holocaust education unit during 9th grade English classes. The classroom guidance unit will use examples from Holocaust education in order to teach resilience. Each lesson in the unit will be accompanied by a follow-up assignment. Each assignment will be collected and reviewed by the school counselor and the English teacher. The goals of the classroom lesson include: To define resiliency To instill a heightened sense of resilience in each student To identify at least two coping skills in each student To examine how historical events connect to life today If you have any concerns or questions regarding my guidance lesson, please contact: I am looking forward to working with your children. Sincerely, Your School Counselor - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - If you do not wish for your child to participate in this classroom guidance unit, please fill out and turn in the following form to the school counseling department by Monday, October 6, 2008. I, ____________________, do not give permission for my child, _________________, to participate in this classroom guidance unit on resiliency. Parent Name (Print): ____________________ Student Name (Sign): __________________ Parent Name (Sign): ____________________ Student Name (Print): Date: _________________ Date: ____

Measurable Objectives Tie to American School Counseling Association (ASCA)

National Standards

The objectives for the Resiliency unit are: To define resiliency

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To instill a heightened sense of resilience in each student To identify at least two coping skills in each student To examine how historical events connect to life today The objectives tie to the following ASCA Standards for Students. There are three categories of standards: Academic Development (listed as “A” below) Career Development listed as “C” below) Personal/Social (listed as “PS” below). A:A1.5 ~ Identify attitudes and behaviors that lead to successful learning A:A3.5 ~ Share knowledge A:B1.1 ~ Demonstrate the motivation to achieve individual potential A:B1.4 ~ Seek information and support from faculty, staff, family and peers C:A1.3 ~ Develop an awareness of personal abilities, skills, interests and motivations C:C2.1 ~ Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational, and career goals PS:A1.1 ~ Develop positive attitudes toward self as a unique and worthy person PS:A1.2 ~ Identify values, attitudes and beliefs PS:A1.4 ~ Understand change is a part of growth PS:A1.10 ~ Identify personal strengths and assets PS:B1.4 ~ Develop effective coping skills for dealing with problems PS:C1.11 ~ Learn coping skills for managing life events *All ASCA standards are taken from the ASCA National Model: A Framework for School Counseling Programs, 2nd Edition. 2003.

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Measurable Objectives tie to the Ninth Grade English Virginia Standards of Learning The objectives for the Resiliency unit are: To define resiliency To instill a heightened sense of resilience in each student To identify at least two coping skills in each student To examine how historical events connect to life today Ninth Grade English Virginia Standards of Learning: The ninth-grade student will plan, present, and critique dramatic readings of literary selections. Knowledge of literary terms and forms will be applied in the student’s own writing and in the analysis of literature. The student will be introduced to significant literary works. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and a standard style sheet method to cite reference sources. The student will distinguish between reliable and questionable Internet sources. Writing will encompass narrative, literary, expository, and informational forms, with particular attention to analysis. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. Oral Language 9.1 The student will plan, present, and critique dramatic readings of literary selections. c) Use verbal and nonverbal techniques for presentation. d) Evaluate impact of presentation. 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c) Illustrate main ideas through anecdotes and examples. e) Make impromptu responses to questions about presentation. f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.

Reading Analysis 9.3 The student will read and analyze a variety of literature. a) Identify format, text structure, and main idea. b) Identify the characteristics that distinguish literary forms. c) Use literary terms in describing and analyzing selections. d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. e) Explain the relationship between the author’s style and literary effect. f) Describe the use of images and sounds to elicit the reader’s emotions. g) Explain the influence of historical context on the form, style, and point of view of a written work.

9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies. a) Identify a position/argument to be confirmed, disproved, or modified.

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b) Evaluate clarity and accuracy of information. e) Extend general and specialized vocabulary through speaking, reading, and writing. f) Read and follow instructions to complete an assigned project or task. Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing. d) Write clear, varied sentences. e) Use specific vocabulary and information. f) Arrange paragraphs into a logical progression. g) Revise writing for clarity. h) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

Additional assignment suggested at completion of Resiliency unit address the following SOL’s:

Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. a) Define the meaning and consequences of plagiarism. b) Distinguish one’s own ideas from information created or discovered by others. c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for citing sources. 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. *All Ninth Grade English SOL’s taken from the Virginia Department of Education website: www.doe.virginia.gov/

Assessment Instruments In order to obtain and report measurable objectives, school counselors must create and analyze pre and post assessments for the classroom guidance unit as well as a teacher evaluation for the unit. In addition, it is important to also create a self-evaluation for the counselor to fill out upon completion of each classroom

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guidance unit. These assessments and evaluations are vital to each school counseling program, as they are the means of reporting student successes and learning within the school. In addition, analyzing the results of the classroom guidance lessons helps to show accountability on the part of the school counselor. By displaying positive results, the administration, faculty, students, and parents are able to see the impact the school counselor is having on the students. The following assessment instruments are included in this classroom guidance unit: Student Pre-Lesson Assessment Student Post-Lesson Assessment Teacher Evaluation Counselor Evaluation

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Student Pre-Lesson Assessment 1. Resiliency means: ____________________________________________________________________________________________________________________________________________________________ 2. Two coping strategies I could use to be more resilient are: ________________________________________________________________________________________________________ 3. Rate the following statement on a scale of one to ten: “I feel that I am a resilient person.” 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes! 4. I am able to examine the events of history to help me understand how I can become a more resilient person. 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes!

Student Post-Lesson Assessment 1. Resiliency means: ____________________________________________________________________________________________________________________________________________________________ 2. Two coping strategies I could use to be more resilient are: ________________________________________________________________________________________________________ 3. Rate the following statement on a scale of one to ten: “I feel that I am a resilient person.” 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes! 4. I am able to examine the events of history to help me understand how I can become a more resilient person. 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes!

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Teacher Evaluation 1. I feel this unit was beneficial to my students. Yes No 2. I have noticed a change in my students since the beginning of the unit. Yes No 3. I would like to have this unit taught again in my classes next year. Yes No 4. Some suggestions I would make for the next unit are: ____________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

Counselor Self-Evaluation 1. I felt this classroom guidance unit was successful. 1 2 3 4 5 6 7 8 9 10 not so much……………………………………………….yes! 2. Next time, I would do the following differently: ___________________________________________________ ___________________________________________________ ___________________________________________________ 3. I thought the biggest successes of the unit were: ___________________________________________________ ___________________________________________________ ___________________________________________________ 4. Any additional comments or suggestions for the unit: ___________________________________________________ ___________________________________________________ ___________________________________________________

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Classroom Guidance Resiliency Unit Lesson #1 ~ “Resiliency: What is it?” Lesson #1 Objective: To define resiliency Materials Needed: Pre-tests for all students Poster board for classroom guidance rules Izzy’s Fire, by Nancy Wright Beasley Lesson #1 Outline: 1. Give a short introduction of yourself and of the unit on resiliency. 2. Discuss and define classroom guidance rules together with students. Write down on poster board and hang in front of room for each classroom guidance lesson. 3. Hand out pre-test to students. 4. Define resiliency to the students in three different ways. Richardson (1990) describes resiliency as “the process of coping with disruptive, stressful, or challenging life events in a way that provides the individual with additional protective and coping skills than prior to the disruption that results from the event”. In simpler terms… The Wolins (1993) define resiliency as the “capacity to bounce back, to withstand hardship, and to repair yourself”. In a nutshell… Resilience is the ability to manage change and adversity. 5. Discuss reactions to these definitions with students. Read excerpt from Izzy’s Fire, page 123-124 (see excerpt below). Counselor should give background information about the context of the story at this point in the book.

Excerpt from Izzy’s Fire, page 123-124: “Like any eight-year-old boy, Jay set about exploring and finding ways to occupy himself. He crawled around the perimeter of the hiding place…He entertained himself by discovering how fast he could scoot back and forth in the tunnels but he didn’t spend a great deal of time away from me at first. Although he wasn’t a large child, even he couldn’t stand completely erect in the hiding place or the tunnels. Every move had to be made on hands and knees, except when he entered the potato hole. When they dared, he and Izzy would crawl through the tunnels and stand up in one of the potato holes to stretch their cramped bodies. The muted light was just enough to expose the lice that continuously infested them. As they picked the lice off each other

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and squashed them, Jay’s knowledge of numbers grew over the months, along with the amount of blood accumulating under his fingernails from the louse execution.” 6. Have a classroom discussion about resilience. Anyone who wishes to speak can, however, students are not required to speak. 6. Briefly review the definition of resiliency, thank everyone for participating, and close lesson. 7. Hand out Lesson #1 Follow-up Assignment.

Lesson #1 Follow-up Assignment: Respond to the excerpt from Izzy’s Fire. The child mentioned in the excerpt is Jay Ipson, a Holocaust survivor. How do you think the experience of hiding has helped Jay to gain a different perspective on life? Can you think of any life experience you have had that has helped you to gain a different perspective on life than you had before that experience? Please explain, elaborate, and expand on your ideas using specific examples and thoughtful answers. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Classroom Guidance Resiliency Unit Lesson 2 ~ “Bouncing Back” Lesson #2 Objectives: To instill a heightened sense of resiliency in each student. Materials Needed: Black board & Chalk Computer & internet access Large screen to display computer screen (for the Virginia Holocaust website: www.va-holocaust.com) Thick rubber band for each student Writing pen for each student Copy of poem Choices by Tom Krause for each student Lesson Outline: 1. Review the definition of resiliency from lesson #1. 2. Collect Lesson #1 follow-up activity. Ask if students would like to share their response. If so, student(s) will read aloud their response(s). Lead a group discussion on the responses or comments about the follow-up assignment. 3. Ask students: “What do you think happened to Jay Ipson? You know he survived the Holocaust, as learned in Monday’s lesson.” Gather responses from students. After multiple answers are given, tell students the outcome of Jay Ipson. Explain how his vision of Holocaust education has blossomed into the creation of the Virginia Holocaust Museum, here in Richmond, Virginia.

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Possible questions to provoke discussion are: Were you surprised when you discovered the outcome of Jay’s story? Why? Have you heard similar stories concerning people you know in your life? If so, does anyone wish to share his or her story with the class 4. Read poem Choices by Tom Krause to students. Give each student a copy of poem. 5. Hand out a rubber band to each student. They get to choose their favorite line from the poem (or another motivational saying) and write it on their rubber band. This rubber band will be a constant reminder to try and “bounce back” (like a rubber band) when life’s problems arise! 6. Close lesson with any remaining comments from class. Explain follow-up activity for lesson #2, showing them the home page for the website: www.va-holocaust.com Lesson #2 Follow-up Assignment: Visit the Holocaust Museum website at www.va-holocaust.com. Click on the link that says, “Explore the Museum”. After exploring the website (or, even better, go to the museum yourself!), click on the link “Ask a survivor”. What would you like to know about surviving the Holocaust? Think about resilience and the poem “Choices” we read in class. Write below what question you asked a survivor, and why you chose this question. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Choices By: Tom Krause Some people sit, some people try. Some people laugh, some people cry. Some people will, some people won’t. Some people do, some people don’t. Some people believe and develop a plan. Some people doubt, never think that they can. Some people face hurdles and give it their best. Some people back down when faced with a test. Some people complain of their miserable lot. Some people are thankful for all that they’ve got. And when it’s all over when it comes to an end Some people lose out and some people win. We all have a choice, we all have a say. We are spectators in life or we get in and play. Whichever we choose how we handle life’s game The choices are ours, no one else is to blame.

Classroom Guidance Resiliency Unit Lesson 3 ~ “Coping Skills” Lesson #3 Objectives: To identify at least two coping skills in each student To examine how historical events connect to life today Materials Needed: Coping Skills handout How You Spend Your Dash poem by Linda Ellis Paper for each student Writing utensil for each student Lesson #3 Outline: 1. Review lesson #2, “Bouncing Back”. As an icebreaker and intro, ask if anyone would like to share their thoughts or comments about visiting the Holocaust website. Have discussion.

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2. Hand out Ten Coping Skills handout to each student. Choose a different student to read each coping skill section. Discuss each coping skill with students. Encourage open discussion of the students’ experiences with the different coping skills. Ask students if there are any coping skills not on the list that they use. 3. On their own paper, ask students to identify three coping skills they have that will help them to cope with life’s adversities. For each coping skill, students should write at least three sentences about how they use/will use this skill in their lives. 4. Counselor will read excerpt from Night, by Elie Wiesel. (see excerpt below) 5. Give instructions for Lesson #3 Follow-up Activity. 6. Hand out post-test assessment and teacher evaluation. As an additional resource, hand out the poem, “How You Spend Your Dash” by Linda Ellis (see below). Additional assignment suggested for use after lesson #3 in English classes: Have students research Elie Wiesel. Who is he? What are his accomplishments in life? Write a four-page paper answering the above questions. Also include in the paper your own thoughts as to how someone who has undergone the atrocities of the Holocaust was able to accomplish so much in life. What characteristics of resiliency are shown through the life of Elie Wiesel? Elaborate with thoughtful and meaningful responses. Excerpt from Night by Elie Wiesel: “And there I was, on the sidewalk, watching them file past, unable to move. Here came the Chief Rabbi, hunched over, his face strange looking without a beard, a bundle on his back. His very presence in the procession was enough to make the scene seem surreal. It was like a page torn from a book, a historical novel, perhaps, dealing with the captivity in Babylon or the Spanish Inquisition. They passed me by, one after the other, my teachers, my friends, the others, some of whom I had once feared, some of whom I had found ridiculous, all those whose lives I had shared for years. There they went, defeated, their bundles, their lives in tow, having left behind their homes, their childhood. They passed me by, like beaten dogs, with never a glance in my direction. They must have envied me. The procession disappeared around the corner. A few steps more and they were beyond the ghetto walls. The street resembled fairgrounds deserted in haste. There was a little of everything: suitcases, briefcases, bags, knives, dishes, banknotes, papers, faded portraits. All the things one planned to take along and finally left behind. They had ceased to matter. Open rooms everywhere. Gaping doors and windows looked out into the void. It all belonged to everyone since it no longer belonged to anyone. It was there for the taking. An open tomb. A summer sun. Lesson #3 Follow-up Activity: Contemplating the excerpt we read from Elie Wiesel’s Night, and your knowledge of Holocaust education from your other classes, answer the following question, which is a quote from Elie Wiesel himself: “How do you unveil horrors without offering at the same time some measure of hope?” __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Ten Coping Skills 1) Deep Breathing

Often when faced with a stressful situation, our breathing changes. Sometimes we stop breathing altogether, actually holding our breathe just trying to “get through it”. In reality this makes it harder. Things can become more physically painful, additional adrenaline can be released causing stress levels to rise. Taking slow deep breaths helps you remain in control and get through the stress more efficiently. Try deep breathing with another skill listed below and see how well you cope. 2) Positive Self-Talk So often, if we really listen, we can hear the negative things we are telling ourselves: “she doesn’t like me”, “I’m going to screw this up”, “he’s funnier than I am”. It can become so that everything you hear is negative. If all you hear is negative, coping can become extremely difficult. Using positive self-talk, you can start to hear words of encouragement and support. You will be surprised at how different that feels. Try this with deep breathing and see how much better you feel. 2) Physical Activity

It does not have to be much, even just a brisk walk for 15 – 20 minutes can help lessen stress reaction and promote a general sense of wellbeing. Physical activity causes endorphins to be released, which are the body’s feel-good hormones. Regular exercise can also improve your body’s ability to handle stress in general. Try walking around a new area while listening to your favorite music. It can physically take you away from the stress, and perhaps give you a new perspective in the end. 3) Writing/Journaling

Writing can be an effective means of working through stress. Writing can provide a means of expressing troubling thoughts, as well as gaining a better understanding of what is bothering you. Keeping stressful thoughts to one's self can cause them to grow, as well as creating a new stress from holding on to these upsetting feelings. Try letting the words just come – do not focus on coherency, spelling, or neatness, instead just try vomiting them onto the paper. Write until you feel done. 4) Art Creative endeavors are a known means of self-expression. Some do not like writing, and sometimes words cannot seem to effectively express your feelings. Try abstraction or conceptualization instead. Grab a piece of paper and some markers, paints, or crayons. Fill the page with color. It does not matter what it looks like. Just do what seems to come next. Grab some magazines, scissors, and glue - make a collage. The key is not focus on the end product, but the process. 5) Meditation

Meditation does not need to be a complex structured process that you learn from years of practice. You do not even need to buy a book.

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Think of a place that you love or a craft that you could make. Focus on the details. Focus on how it feels, what it sounds like. Picture the details, the colors, the process. Focus all of your attention on the thought. You may even fall asleep. Try doing this while taking slow deep breaths and listening to your favorite relaxing music. 6) Puzzles

Work a puzzle. Word, number, and logic puzzles can be great ways to refocus from the stress. By getting into a puzzle you get to exercise different parts of your brain. There will not be any room for stressful thoughts. Try SuDoku, a crossword puzzle, or a brainteaser. Once the puzzle, or puzzles are done, you may have a whole new perspective. It is important that you choose a puzzle that you enjoy and believe that you can complete. 7) Music

Listening to music is a powerful tool in coping. Music has the power to take the listener along any emotional path chosen. Pick your music wisely. Chose music that allows you to feel in a safe way, but does not create additional stress. Listening to cheery love songs is not going to facilitate coping if you are feeling sad and alone. Sometimes your music should be in the background; sometimes it should fill the room. Know what works for you, and allow yourself to do it. 8) Friends

Turning to friends during times of stress can be an invaluable coping tool. Friends can validate who you are and how you feel. They can provide a caring ear, ready and willing to listen and support you. Be aware of who your friends are. Surround yourself with caring supportive people who are quick to jump to your defense and want to protect you from hurt - not people who tend to put you on the spot of feel defensive. 9) Pets

Animals can be wonderful calming beings in your life. It does not matter what the animal is as long as you care about them and enjoy them. Take your dog out for a walk. Pet your cat and listen to the purr. Watch your fish smoothly glide through the water. Even snakes and rodents can have calm soothing interaction with their owners. If you don’t have a pet, borrow a friend’s. Go on a walk and watch the animals, pet the dogs you see (check to make they are safe to pet), or feed the birds. From the website: http://bpd.about.com/od/copingskills/tp/top10cope.htm

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How You Spend Your Dash By: Linda Ellis I read of a man who stood to speak at the funeral of a friend. He referred to the dates on her tombstone from the beginning...to the end. He noted that first came the date of her birth and spoke of the following date with tears, but he said what mattered most of all was the dash between those years. For that dash represents all the time that she spent alive on earth... and now only those who loved her know what that little line is worth. For it matters not, how much we own; the cars....the house...the cash. What matters is how we live and love and how we spend our dash. So think about this long and hard... are there things you'd like to change? For you never know how much time is left. That can still be rearranged. If we could just slow down enough to consider what's true and real, and always try to understand the way other people feel. And be less quick to anger, and show appreciation more and love the people in our lives like we've never loved before. If we treat each other with respect, and more often wear a smile... remembering that this special dash might only last a little while. So, when your eulogy's being read with your life's actions to rehash... would you be proud of the things they say about how you spend your dash? Follow-Up Activities for Teacher (summarized) After Lesson #1: Teacher will ask students to write in their journals the following: Respond to the excerpt from Izzy’s Fire. The child mentioned in the excerpt is Jay Ipson, a Holocaust survivor. How do you think the experience of hiding has helped Jay to gain a different perspective on life? Can you think of any life experience you have had that has helped you to gain a different perspective on life than you had before that experience? Please explain, elaborate, and expand on your ideas using specific examples and thoughtful answers. After Lesson #2: Visit the Holocaust Museum website at www.va-holocaust.com. Click on the link that says, “Explore the Museum”. After exploring the website (or, even better, go to the museum yourself!), click on the link “Ask a survivor”. What would you like to know about surviving the Holocaust? Think about resilience and the poem “Choices” we read in class. Write below what question you asked a survivor, and why you chose this question. After Lesson #3: Teacher will ask students to write in their journals the following:

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Contemplating the excerpt we read from Elie Wiesel’s Night, and your knowledge of Holocaust education from your other classes, answer the following question, which is a quote from Elie Wiesel himself: “How do you unveil horrors without offering at the same time some measure of hope?” After Completing Resiliency Unit: Have students research Elie Wiesel. Who is he? What are his accomplishments in life? Write a four-page paper answering the above questions. Also include in the paper your own thoughts as to how someone who has undergone the atrocities of the Holocaust was able to accomplish so much in life. What characteristics of resiliency are shown through the life of Elie Wiesel? Elaborate with thoughtful and meaningful responses.

After Lesson #3: Teacher will hand out the following post-test for each student: Student Post-Lesson Assessment 1. Resiliency means: ____________________________________________________________________________________________________________________________________________________________ 2. Two coping strategies I could use to be more resilient are: ________________________________________________________________________________________________________ 3. Rate the following statement on a scale of one to ten: “I feel that I am a resilient person.” 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes! 4. I am able to examine the events of history to help me understand how I can become a more resilient person. 1 2 3 4 5 6 7 8 9 10 not so much…………………………………………yes! References Boger, C. & Hulse-Killacky, D. (2006). Resiliency determinants and resiliency processes among female adult survivors of childhood sexual abuse. Journal of Counseling & Development, 84, 318-327.

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Canfield, J, Hansen, M., Ackerman, R., Peluso, T., Seidler, G., & Vegso, P. (2004). Chicken soup for the recovering soul. Deerfield Beach, FL: Health Communications, Inc. Egan, G. (2007). The skilled helper (8th ed.). Belmont, CA: Thomson Brooks/Cole. Henderson, N. & Milstein, M. (2003). Resiliency in schools: Making it happen for students and educators. Thousand Oaks, CA: Corwin Press, Inc. Vernon, A. (2004). Counseling Children & Adolescents (3rd ed.). Denver, CO: Love Publishing Company

Bibliography Books: Appleman-Jurman, A. (1988). Alicia: My story. New York, NY: Bantam Books. Bauer, Y. (2001). A history of the holocaust. Danbury, CT: Franklin Watts. Beasley, N. W. (2005). Izzy’s fire: Finding humanity in the holocaust. Richmond, VA: Palari Publishing. Supple, C. (1993). From prejudice to genocide: Learning about the holocaust. Trentham: Stroke-on-Trent. Wiesel, E. (2006). Night. New York, NY: Hill and Wang. Websites: http://www.baycrest.org/If_Not_Now/Volume_3_Spring_2002/default_7309.asp http://www.theage.com.au/articles/2003/09/25/1064083123976.html?from=storyrhs http://www.utexas.edu/news/2007/02/08/social_work/ www.genocidewatch.org www.holocaust-trc.org/ www.nizkor.org www.ushmm.org www.va-holocaust.com

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Barbara Maurer

Grade Nine: English Novel: The Upstairs Room

Unit: Individual Responsibility Guiding Question: Why is the term “everyday hero” not an oxymoron? Overview

Throughout this lesson students will read The Upstairs Room, poems, and newspaper articles in which people are persecuted because of their race or religion. The focus of the unit will be the people who did the right thing—about rescuers who made a difference. It will attempt to balance sympathy for the victims with empathy and admiration for the rescuers. It is my hope that students will be inspired to take a stand against injustice and further embrace the diversity in our classroom. This unit will follow the reading of To Kill a Mockingbird during which prejudice and discrimination were defined. In addition, the novel is a good segue into this unit because in it Harper Lee alludes to the anti-Semitism of the day through Scout’s teacher, Miss Gates. There can be several comparisons made between the novels throughout the unit. As part of the literary analysis and writing exercises, students will discuss their perceptions of being a victim, losing family and possessions, and fearing for one’s life. They will also examine the characteristics of a hero and each person’s responsibility to their community. The final lessons will contain a shift in the definition of community to include the relationship of the students themselves to the people around the world. Ten class periods have been set aside for the novel; therefore, I am going to skip to the final day of the unit for the fifth lesson plan in this assignment in order to encompass the message of the entire unit. Although I have taught To Kill a Mockingbird before, this year will be the first time that I will teach The Upstairs Room. Each lesson: 90 minutes Guiding Question: Why is the term “everyday hero” not an oxymoron? Guiding question will remain the same throughout the unit. This should be visible to students either on blackboard or bulletin board. DAY 1 Lesson: Introduction SOL’s Covered: 9.3 The student will read and analyze a variety of literature. 9.6 The student will develop narrative, literary, expository, and technical writings to inform, explain, analyze, or entertain. Anticipatory Set: Ask students: Have you ever been grounded? Do you have siblings? How would you like to be confined to your room for months at a time with your sibling?

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Opening Activity: The student will write a well-organized, six-sentence paragraph in which they will answer the following prompt: How would you feel if you lost all of your possessions because of a natural disaster and for a year you had to stay with relatives whom you have never met? The teacher will:

• Introduce the book and author. The Upstairs Room by Johanna Reiss • Reveal plot so students can relate to questions in anticipatory set. • Show maps of Europe with an emphasis on Germany and Holland. • Have students take notes each day for quizzes and the test. • Give historical background on the Holocaust. Do not teach in one day. Begin with explanation of anti-

Semitism prior to Hitler’s rise to power. • Show film footage of book burning and anti-Semitism from CD Teaching about the Holocaust. • Show the relationship between prejudice and mob mentality using web site listed below. Select a few

stills to show. The most telling are the stills containing pictures of rats. Let students make the connection.

• Relate this to the mob who wanted to lynch Tom Robinson. • Remind students of who defused that situation: “One ordinary person”. • Read short intro to the book for good historical overview. • Discuss answers to the journal prompt. • Have class read pages 1-15. Discrimination has begun. Relate to students by asking how they would

feel if they could not go to the mall, the movies, etc. • Discuss the effect and purpose of first-person narrator • Establish setting • Assign homework: Read chapters 2 -3. Reading quiz next class.

Exit Activity: Have students write on a slip of paper what they would miss most if in this situation. Evaluation: Responses in journals. Answers to questions in class. Teacher Evaluation: Were students engaged? Resources: Reiss, Johanna. The Upstairs Room. New York: Crowell, 1972. “Still Images from Der Ewige Jude”. 27 April 2008. The Holocaust History Project. 3 Aug 2008 http://www.holocaust-history.org/der-ewige-jude/stills.shtml. Teaching about the Holocaust: A CD-ROM for Educators. United States Holocaust Memorial Museum. Washington, D.C. DAY 2 Lesson: Living with Fear SOL’s Covered: 9.1 The student will present and critique dramatic readings of literary selections. 9.3 The student will read and analyze a variety of literature.

9.6 The student will develop narrative, literary, expository, and technical writings to inform, explain, analyze, or entertain.

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Anticipatory Set: What are the physical effects of being afraid? Psychological? Opening Activity: The students will write a well-organized, six-sentence paragraph in response to the following prompt: Have you ever been bullied or picked on? Have you ever seen this happen to someone? What was your response? The teacher will:

• Respond to yesterday’s exit activity. What was the most common response? Most unique? • Give students reading quiz of four content questions designed to determine if students have done the

reading. • Lead class discussion of Chapters 2-3. • Ask leading questions to get students to empathize with Annie and Sini. • Have students read Chapter 4. • Pass out copies of poem “Runagate, Runagate” • Have a student read it out loud. • Discuss the tone and the tempo—how does the rhythm of the words make you think of someone

running away? • Discuss fear—remind students of earlier questions. • Point out page 45 when Annie is afraid of being detected. • Have students compare theme of running away. • Begin reading Chapter 5. • Assign homework: Finish reading Chapter 5. Have students write a quiz on chapters 1-5. (6-10

questions depending on the level of the student) Questions should include historical background found in notes.

Exit Activity: Have students complete at least one question for the home work and show to teacher on the way out. Evaluation: Journal responses, reading quiz, participation Teacher Evaluation: Did questions determine if students read? Are students engaged? Are students making the connections? Does anything need to be discussed again or explained further? Resources: Hayden, Robert. “Runagate, Runagate”. Collected Poems. Ed. Frederick Glaysher. New York: Liveright, 1966. 62. Reiss, Johanna. The Upstairs Room. New York: Crowell, 1972. Day 3 Lesson: Discrimination and Life in the Ghettos. SOL’s Covered: 9.3 The student will read and analyze a variety of literature. 9.6 The student will develop narrative, literary, expository, and technical writings to inform, explain, analyze, or entertain.

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Anticipatory Set: Have music by Benny Goodman playing. Do they see anything threatening about the music? Why was it banned? Opening Activity: Collect homework and exchange quiz questions with all students who completed the assignment. Have students take each other’s open note quiz. Those who did not do the homework can spend this time writing the questions. The teacher will:

• Lead discussion of Chapter 5 • Focus—boredom sets in for the girls • Contrast to life in the ghetto CD ROM • Show ghetto excerpts from website listed below ( click #12 on menu) • Explain that people in the ghetto lived on 1,000 calories a week—the equivalent of a Big Mac. • Be careful not to let students lose their sympathy for Annie and Sini. • Have students read Chapter 6 in class. • Point out comparisons on Page 91. They are having dinner with the Oostervald family, and everyone

appreciates living in the country. Why? More food. Assign homework: read Chapter 7. Exit Activity: Have students write on slip of paper one sentence telling you how they feel about either the girls or the Oostervalds. Evaluation: Students earn points for writing the questions and taking the quiz. Those who did not do home work will only get points for questions. Open note quiz will reflect how well students are taking notes. Teacher Evaluation: Are students maintaining their sympathy for the characters in the novel? Review questions from the quizzes to see that students understand the material. Is there anything that needs to be reviewed? Resources: “Benny Goodman”. 1 Aug 2008 http://www.last.fm/music/Benny+Goodman (Free downloads and brief bio) I Survived the 20th Century Holocaust. Holocaust Survivors and Remembrance Project. 3 Aug 2008 http://isurvived.org/TOC-Ihtml. Reiss, Johanna. The Upstairs Room. New York: Crowell, 1972. Teaching about the Holocaust: A CD-ROM for Educators. United States Holocaust Memorial Museum. Washington, D.C.

DAY 4 Lesson: What is a Hero? SOL’s Covered: 9.3 The student will read and analyze a variety of literature. 9.4 The students will read a variety of print materials. 9.6 The student will develop narrative, literary, expository, and technical writings to inform, explain, analyze, or entertain.

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Anticipatory Set: Pictures/Posters of comic book heroes are on display, e.g., X-Men, Superman, Batman, etc. Teacher asks, Do you know them? What are their super powers? Opening Activity: In a well-organized, six-sentence paragraph respond to the following prompt: What are the qualities of a hero in real life? The teacher will:

• Read pages 111-112 out loud. The girls find out what is really going on in the camps. • Point out the childish hope: “The Germans can’t be so bad if they pick you up in cars.” • Ask: Were all Germans bad? • Lead discussion of Chapter 7 pointing out the stress of the rescuers and the characteristics of the

rescuers. They had good and bad qualities—just like “every day” people. • Hand out article from The Book of Virtues and read with class. • Discuss the “everyday” quality of the hero in the piece. • Play survivor testimony from the CD ROM. • Point out that rescuers during the Holocaust risked being killed or put into the camps themselves. • Read Chapter 8 in class • Assign homework: have students look through newspapers to find stories about heroic deeds. This

could be a class activity instead of reading Chapter 8. Simply save several newspapers and divide students into small groups.

Exit Activity: Have students write a one sentence summary about what they have learned so far about the Holocaust. Evaluation: Journal response and class participation Teacher Evaluation: Do journal prompts reflect the insight and level of seriousness that I am trying to convey? Are students engaged? Are students “put off” or upset by any images? Read exit slips. Do they convey understanding? Do I need to review anything? Resources: Harden, Blaine. “Instant Hero”. Washington Post. Rpt. in The Book of Virtues. Ed. William Bennet. New York: Simon and Schuster, 1993. 505-507. Reiss, Johanna. The Upstairs Room. New York: Crowell, 1972.

**** Activities for the remaining six days include writing a thank you letter to the Oostervald family, performing acts of kindness for homework, and listing activities and attitudes that they can engage in to make their school and their neighborhood a better place . Students will choose to draw a picture of the view from the girl’s window or write a brief dialogue of a conversation they might have had late at night. Students will edit famous quotes. (Teacher will show them without punctuation and with several spelling and grammatical errors.)

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First they came for the communists, but I wasn’t a Communist, so I didn’t speak out. Then they came for the trade unionists, but I wasn’t a unionist, so I didn’t speak out. Then they came for the Jews, but I wasn’t a Jew, so I didn’t speak out. Then they came for me and there was no one left to speak out. Rev. Martin Niemoller Most of the world’s heroes sacrifice themselves in quiet, uncelebrated moments of honor, not just by dying for the sake of others but also by living, carrying small torches of courage against all odds through dark nights and everyday terrors. Deborah Smith In spite of everything , I still believe that all people are really good at heart. I simply can’t build up my hopes on a foundation consisting of confusion, misery, and death. I see the world gradually being turned into a wilderness, I hear the ever approaching thunder, which will destroy us too, I can feel the sufferings of millions and yet, if I look up into the heavens, I think that it will all come right, that this cruelty too will end, and that peace and tranquility will return again. Anne Frank The Nazis victimized some people for what they did, some for what they refused to do, some for what they were, and some for the fact that they were. John Conway. The guiding question will be answered. The everyday quality of a person does not lessen one’s heroism. It is what makes it doable. On the tenth day students will take a test that will include short answer content questions, a matching section pertaining to the characters and in-depth essay questions such as: DAY 11 Lesson: Linking the Holocaust to current genocide. SOL’s Covered: 9.4 The student will read and analyze a variety of print materials. The students will develop narrative, literary, expository, and technical writings to inform, explain, analyze, and entertain. The student will credit the sources of both quoted and paraphrased ideas. The student will use electronic databases to access information. Anticipatory Set: Teacher will have pictures of victims of genocide in Cambodia, Rwanda, Darfur, and the Holocaust in the front of the room. Students will be asked which picture depicts the worst victim. Of course they are all victims, but answers can be telling. Ask them why they chose certain pictures. Opening Activity: Have students write the definition of genocide in their notebooks. “[A]ny of the following acts committed with intent to destroy, in whole or in part,a national, ethical, racial, or religious group, as such: Killing members of the group; Causing serious bodily or mental harm to members of the group;

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Deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part; Imposing measures intended to prevent births within the group; Forcibly transferring children of the group to another group.” From: Convention on the Prevention and Punishment of the Crime of Genocide, Article 2 The teacher will:

• Ask students if this applies to the Holocaust. • Ask if they know of any other situation like this. Responses might include Rwanda, Cambodia,

Armenia, and Darfur. • Focus the lesson on Darfur because it is current. • Point out systematic actions of genocide and compare to the Holocaust. • Point out identification of an ethnic group, sponsored by the government; people are driven from their

homes, concentrated in one area. • Point out that they lack food, water, and shelter • Explain that in 2004 United States Holocaust Memorial Museum declared a genocide emergency for

Darfur. • Explain that in 2004 the U.S. government declared it genocide. Under the 1948 Genocide Convention

this obligates the U.S. and the international community to take action to prevent further bloodshed and to punish the perpetrators.

• Tell students about Al-Bashir. Even if he is arrested and his government topples, hundreds of thousands of people have died. People knew about this. It was not a secret.

• For the remainder of the class and the following class students will go to the computer lab. Each student will select a country (Armenia, Rwanda, Darfur, Cambodia), and using the following web sites in addition to the school’s data bases, students will write a summary of the events and any similarities that they see to the holocaust. All sources will be cited according to the MLA standard.

http://www2.facinghistory.org/Campus/reslib.nsf/all/1C597309452CA3FB8525718100699BA7?Opendocument http://www.preventgenocide.org/lemkin/AxisRule1944-1.htm www.ushmm.org www.crisisweb.org www.amnestyusa.org Instead of an exit activity, teacher will explain to students that the unit will never really come to close because the responsibility of every individual will never come to a close. Teacher will end the class by having on the projector screen a list of things that students can do if they would like to get involved. Amnesty International’s Student Activist Activities: http://www.amnestyusa.org/join/students/ Write to government leaders. Have addresses of senators and representatives for the students’ area listed. Write letters to the editor in the Op Ed section. (Extra credit can be offered for letter writing.)

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Raise funds to donate to organizations helping the people of Darfur. A list of organizations can be found at www.interaction.org. Evaluation: Final grade for the unit will include the summary on genocide, journal responses, homework including acts of kindness, class participation, quizzes, class work, and the unit test. Teacher Evaluation: Each student will write an evaluation of the unit that will include positive and negative feedback as well as what the students have learned about history, the world, and themselves. Resources for last lesson of unit: The Center for Human Rights and Humanitarian Law, American University Washington College of Law. 2 August 2008 www.wcl.american.edu/humright/center.cfm. Questions of Conscience: Teaching about the Holocaust and Contemporary Genocides (Notebook) University of Richmond School of Continuing Education

Bibliography “Benny Goodman”. 1 Aug 2008 http://www.last.fm/music/Benny+Goodman (Free downloads and brief bio) “Still Images from Der Ewige Jude”. 27 April 2008. The Holocaust History Project. 3 Aug 2008 http://www.holocaust-history.org/der-ewige-jude/stills.shtml. Harden, Blaine. “Instant Hero”. Washington Post. Rpt. in The Book of Virtues. Ed. William Bennet. New York: Simon and Schuster, 1993. 505-507. Hayden, Robert. “Runagate, Runagate”. Collected Poems. Ed. Frederick Glaysher. New York: Liveright, 1966. 62. I Survived the 20th Century Holocaust. Holocaust Survivors and Remembrance Project. 3 Aug 2008 http://isurvived.org/TOC-Ihtml. Questions of Conscience: Teaching about the Holocaust and Contemporary Genocides (Notebook) University of Richmond School of Continuing Education Reiss, Johanna. The Upstairs Room. New York: Crowell, 1972. Teaching about the Holocaust: A CD-ROM for Educators. United States Holocaust Memorial Museum. Washington, D.C. The Center for Human Rights and Humanitarian Law, American University Washington College of Law. 2 August 2008 www.wcl.american.edu/humright/center.cfm.

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Lessons Written for High School Students

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Roxanne P. Lovelette Douglas Freeman High School

To whomever reads this unit plan: Rational: My students are intelligent and sophisticated enough to deal with the issues presented in the essay and the story. What a great Guiding Question: What causes ordinary people to act in extraordinary ways? What does this tell us about people in horrendous circumstances? Also, my students read Ordinary Men, by Christopher Browning through their Social Studies class and I thought it would be an excellent interdisciplinary approach through the Freeman Leadership Center. I know my fellow teachers would love to do this together. 2. Another interdisciplinary part of my program is a visit to the USHMM. I have gone every year that we have been allowed to travel. In 2001 we could not go due to 9/11 and in 2002 there was the sniper. I plan on making a museum guide based on the images they will see. Something like: choose five images and describe them. What do these images tell you about the events? I want them to choose their own, but they must choose one from the tower of photographs. I also found a wonderful project in Exemplary Lessons initiative from the USHMM guide of 2003 that involves photography of life before the Nazi regime and students own photographs that I’d like to try. 3. It was my goal to provide a variety of lessons that teachers of advanced students (like my target group) could use on an individual basis. I also believe that bits and pieces of these lessons could be used for a more challenged group with fine tuning. Therefore, I developed new lessons and revamped old ones to provide a variety, from vocabulary, to films, to essays, to research, to other works of intolerance. 8. I am also thinking, since I believe film to be a very powerful, but time consuming tool, to show some of these films after school, a sort of film festival. I have also thought about contacting the Byrd Theatre and seeing if they will show Schindler’s List around the time of Holocaust Remembrance Day (when I usually teach this unit) and give extra credit to my students who go. I have several guides for post-viewing assignments. 9. I am also excited about planning a day with Rena Berlin for my students on Leadership through the Virginia Holocaust Museum. It will be no problem to take these students out of school for a day of learning that the museum can provide. I’ve already started to sketch out the day in my head, to keep them moving and interested. I especially want to focus on the Nuremberg Trial Room. 10. I purposely did not include anything about Hitler’s rise to power. That is covered in history classes. Thank you, Roxanne P. Lovelette Douglas Freeman High School August 6, 2008 Student Rational:

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• Students will study the Holocaust and other historical occasions of intolerance through a variety of media, in order to deliberate on the question, “Why must we remember the Holocaust?”

• Students will be asked to read a variety of material in a variety of formats: novels and other books, essays, in both text and on the internet. Students will be asked to learn terminology important to an understanding of the Holocaust and genocide.

• The unit will begin with a study of words, and end with an interdisciplinary final project. In between they will watch films, read and discuss what they learned.

• Most of this unit is student driven. Although I will lecture on occasion and lead discussion, I have allowed most of the time to be devoted to a discussion of issues.

• Students will also be given field trip opportunities: one to The United States Holocaust Memorial Museum in Washington, D.C. and one yet to be developed to the Virginia Holocaust Museum (hopefully.)

In order to assess student understanding, a variety of assessment tools will be utilized. Students will take tests and quizzes, write essays, work in small groups, have a variety of homework assignments, and give an individual presentation. I usually allow three weeks of study in a non-blocked class. However, some of this will overlap with other units and will be spread over the course of the second semester.

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Unit Plan on the Holocaust: Why must we remember the Holocaust?

Overview: In Henrico County Public Schools, the Holocaust is part of the 10th grade curriculum through the study of Elie Wiesel’s Night. This study should, above all, not only be relevant to the students’ personal lives, but also relevant to current events. Therefore, this unit is multi-faceted, incorporating films, novels, essays, poetry and other forms of literature, as well as historical information to give students a better understanding of the dangers of intolerance and the benefits of ACCEPTANCE. SOL: Oral Language:

10.1 The student will participate in and report small-group learning activities. (I expand this to include an individual project/presentation included in this unit plan.)

Reading / Literature: 10.3 The student will read and critique literary works from a variety of eras in a variety of cultures. 10.5 The student will read and critique a variety of poetry.(Did not include poetry in this plan.) Writing:

10.7 The student will develop a variety of writings with an emphasis on exposition. 10.8 The student will critique professional and peer writing. 10.9 The student will use writing to interpret, analyze, and evaluate ideas.

Research: 10.10 The student will collect, evaluate, and organize information.

(and use available technology.) Assessment and Overview of Unit: Students will be assessed as follows. Note: Grades are generally divided into three categories, Homework, Tests and Quizzes. Essays are usually given either a ‘Test’ or a ‘Quiz’ grade, depending if they are prepared out of class or written in the time frame of one class period.

1. A test on the novel, Night. Not included in this unit, but can be provided by contacting me at rlovelette@henrico.k12.va.us (At this time of this typing my classroom materials are not accessible.)

2. Two essays in response to excerpts the Center for Learning guide on Night. (See attached Works Cited page for details.) These are based on Man’s Search for Meaning and “Testimony at the Barbie Trial.” Included is complete essay test and rubric for Man’s Search for Meaning excerpt. Excerpt not included. Test grade. In-class essay on “Testimony at the Barbie Trial” that counts for a quiz grade. (In brief, students are asked to respond to the statement posed by Wiesel that bystanders are as guilty as perpetrators.)

3. Final Project: worth two test grades. This is included in the unit plan. 4. Response to Everything Is Illuminated. Included in the unit plan. Possible

research. 5. Participation grade based on, well, participation in discussion. 6. A variety of homework activities: some included. 7. Euphemisms, terms, and names: list of words included. 8. Students will be given projects and reading well in advance of the three weeks

allotted to this study. It is also possible that the novel project will take place much later in the semester, to allow students time to read and prepare.

9. Additional lessons will be incorporated on a variety of themes.

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10. Follow up to unit to include two field trips: one to the Virginia Holocaust Museum for a Leadership Training Day in Richmond, and one to the USHMM, both through the Leadership Team and, therefore, interdisciplinary.

Materials:

1. Readings from: Hogue, Donald, R. Curriculum Unit: Night by Elie Wiesel. USA: Center For Learning. 1993. (http://www.centerforlearning.org/ViewProductDetails-185-571-38.html)

2. Night, by Elie Wiesel. 3. Survivors of the Holocaust, Steven Spielberg’s Shoah Foundation video. 4. The Last Days, Steven Spielberg’s Shoah Foundation video. 5. Everything Is Illuminated, James Moll director. 6. A Good Man in Hell, produced by The Committee on Conscience. 7. Poetry 8. Vocabulary and euphemisms included. 9. Additional materials listed on individual plans and in Works Cited.

Lesson #1 on Chart: Day One and on in unit of Holocaust Study

Guiding Question: Just how important are word meanings anyway? OR What happens in a society when innocuous words take on a whole new meaning?

Focus: Euphemisms and meanings under the Nazi regime. Focus: Terms needed to study the Holocaust. Directions:

1. In the first column, write down what you believe these words to mean before you look up the definitions.

2. After you have completed this (about 15 minutes) we will discuss the possible meanings of these words.

3. Then, using your laptop and the sites listed below, look up the actual definition of these words (remainder of the class period.) This is homework.

4. First thing tomorrow, be prepared to discuss the difference in the meanings of these words, and note any differences in the actual meanings of these words and what they came to mean during the time known as The Holocaust.

5. For homework, look up the words listed after this chart. These will also be a part of the week’s vocabulary. There will be a quiz on the terms in the following chart.

Word Your Definition

Dictionary Definition Euphemism

Actions

Final Solution

Resistance

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Liquidate

Selection

Special Trains

Evacuation

Resettlement

Treated Appropriate

First Sweep

Second Sweep

Bystanders

Perpetrators

Genocide

Euthanasia

Ghetto

Assimilation

HOLOCAUST

Displacement

**Additional words, places and names to know. A test will be announced for these. -AUSCHWITZ -CONCENTRATION CAMPS -CHURCHILL, WINSTON (1875-1965)

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-EICHMANN, ADOLF (1906-1962) -EINSATZGRUPPEN -EVIAN CONFERENCE (July 6, 1938) -EXTERMINATION CAMPS -GÖRING, HERMANN (1893-1946) -HESS, RUDOLF (1894-1987) -GRYNSZPAN, HERSCHEL(1921-1943? -GYPSIES(Roma and Sinti) -JEHOVAH'S WITNESSES -HEYDRICH, REINHARD (1904-1942) -HITLER, ADOLF (1889-1945) -JUDENRAT - JUDENREIN -KRISTALLNACHT -MENGELE, JOSEF (1911-1978?) - MUSSELMANN - NIGHT AND FOG DECREE - NUREMBERG LAWS - PARTISANS - ST. LOUIS - PROTOCOLS OF THE ELDERS OF ZION - Shtetl - Sonderkommando - RIGHTEOUS AMONG THE NATIONS or Righteous Gentiles -pogrom -WANNSEE CONFERENCE (January 20, 1942) - Anti-Semitism -Aryan -Auschwitz – Birkenau - Blood Libel - Death camp - Death marches - Dehumanization - Gestapo - Goebbels, Paul Joseph (1897-1945) -Himmler, Heinrich (1900-1945) -Hitler Youth - Homophobia - Kapo - Lebensraum - The Nazi (National Socialist German Workers') Party - Nuremberg Trials - Prejudice - Propaganda - Revisionists (Deniers) - Stereotype - Zyklon B -SS -SA Use the websites listed below to look up the meanings of the about words. I suggest you make flashcards. A test on these words will be announced. http://fcit.usf.edu/holocaust/RESOURCE/glossary.htm http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394665 http://www89.homepage.villanova.edu/elana.starr/pages/holocaust%20Vocab.htm Final Guiding questions for discussion: What does the use of such words tell you about the society in which they were created? Does our society have terms with shades of meaning? How can one prevent such terms as being a part of the general language? One example for you to ponder: the word ‘gay’. What is the original meaning of this word? What is the new meaning of this word? What is the implied meaning of this word?

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**Homework: Read the article “The History of the Holocaust: An Overview.” http://www.ushmm.org/education/foreducators/teachabo/teaching_holcaust.pdf This will be discussed and there may be a quiz.

Lesson #2 on Chart:

Guiding Question: Why is knowledge of the history of anti-Semitism vital to understanding the Holocaust?

Procedure: Below you will find two websites on Anti-Semitism. In groups of four, research your assigned topic as a group. Choose one person to be the director, one person to be the recorder, one person to the research specialist, and one person to be the speaker. Director: The director’s main job will be to keep the group on target. It is this person’s job to make sure that serious research is done, and that the work is divided equally among the members. The director is also in charge of helping the group form the ‘guiding question’ to aid the learning of the other groups. Recorder: The recorder will be the person who types up a handout to share with the other group members through Virtual Share. It is not this person’s responsibility to do all of the research. Research Specialist: The specialist is to make sure that the information is complete, discussed within the group and ready to be recorded in a manner that makes it understandable and presentable. Presenter: The presenter will speak for the group. This person will not read everything recorded, but rather highlight the group’s findings.

• Each member of the group is responsible for reading the material on both websites and participating in the preparing of the handout.

• Two homework grades will be given for each member based on the following: An

individual grade will be given for on-task behavior. An additional group grade will be given for quality of handout and presentation.

• One day will be given for research and discussion in the group. Presentations

will be day two. About eight minutes will be given for each brief presentation. On day three, there will be a discussion on the impact of this topic to the Holocaust.

Perez de Cruet, R. H. The Holocaust Project. “A Brief History of Anti-Semitism.” http://www.humanitas-international.org/holocaust/antisem.htm. August 6, 2008. “Anti-Semitism in History”. The United States Holocaust Memorial Museum. http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007170. August 6, 2008. Group One: Antisemitism in History: From the Crucifixion of Christ to 1400 Group Two: Antisemitism in History: The Early Modern Era, 1300-1800 Group Three: Antisemitism in History: The Era of Nationalism, 1800-1918 Group Four: Antisemitism in History: Racial Antisemitism, 1875-1945 Group Five: Antisemitism in History: World War I

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Group Six: Antisemitism in History: Nazi Antisemitism Mrs. Lovelette’s Notes will also be placed on Virtual Share. Notes provided from lecture by Dr. Robert Rogers, July 28, 2008. Virginia Holocaust Museum. Impact of Religion What do you do about the memory of the Holocaust?

1. Common belief in God: the Hebrew Bible or Torah is the first five books of the Old Testament.

2. Early Christians were Jews. To them, Jesus was not the first or the last Messiah. In the New Testament, there is antipathy in the writings toward Jews who did not accept Jesus as Messiah.

3. Jewish revolts against Romans: First century CE was the Diaspora (means driven from homeland) / Destruction of the Temple in Jerusalem. Jews are already alien, guests in ‘host’ countries, and formed small religious communities trying to survive.

4. Constantine: Laws of 315 CE: He became a Christian and decreed that the entire Roman Empire become Christian.

a. Laws concerning Jews pressured Jews to convert. b. Thereafter official dictates again Jews.

5. Church fathers and Judaism a. Important church fathers opinions and written message influenced

Christian followers through their position. i. “God is finished with the Jew…convert them.” ii. “Christianity is the new Israel.” iii. “Jews are dangerous and can ‘infect’ Christians.

6. Who killed Christ? a. Gospel of Matthew: Jews killed Christ: “His blood be upon us and all our

descendents.” i. However: in 1CE numerous factions rose up against the Romans/

lots of confrontations were quickly suppressed ii. Only Romans could crucify (a Roman form of execution.) iii. If Jesus had been accused of blasphemy, the church could have

had him stoned, not crucified. iv. Jesus should die as a threat…”The Jews killed Christ” was taught

for centuries and generations. b. The idea that Jews were a threat to the Christian religion became a part

of the culture. 7. Augustine: His theological direction became practice.

a. Why don’t the Jews convert? b. Does God still have a purpose for the Jews?

i. Because they rejected Jesus, they therefore deserved dispersion. ii. Allowed to exist to show what happens when one does not believe

(God needs them as an example) iii. Jews became alien

8. Medieval superstitions and Prejudices. a. Jews as aliens in the land b. Charge of ‘Deicide’ c. Claim of ‘Blood Libel’ (see vocabulary list) which is the use of Christian

baby boy’s blood d. Sporadic pogroms at Easter time

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e. Black Death blamed on the Jews (poisoned the wells of Christians) Jews as scapegoats.

9. People have been taught to hate: Hitler did NOT invent anti-Semitism. 10. Fourth Lateran Council (1215 CE)

a. Devoted time to discussing the problem of Jews and Muslims (Saracens) b. Jews to wear specially marked clothing c. Suggestion of ghettos d. Implications of council rulings were not official in all countries, but in many

they were official. 11. Expulsions:

a. England, Spain, France i. 1492: Spanish Inquisition expulsion of Jewish population,

which had been there for centuries ii. Jews had flourished under the Moors (Muslims, Saracens) iii. Sephardic tradition settled in North Africa

12. Erasmus a. Accepted anti-Semitism as part of the culture

13. Martin Luther a. Anticipating that Jews would convert under his new ideas, was at first

accepting b. Turned against them, and published The Jews and Their Lies c. He was a major figure, a cultural and historical hero.

What influence did he have on the thinking of others? 14. When Hitler created the German Christian Church, most pastors signed it.

Summary:

• Have NOT said that the church caused the Holocaust. • Anti-Semitism was alive and well long before Hitler, especially at a popular level. • Anti-Semitism was both religious and political • Some, but very few, spoke out. • Anti-Semitism strongly ingrained in the culture The Jew as Alien

According to Raul Hilberg, there were three approaches to Jews

1. conversion 2. expulsion 3. annihilation

This all lead to the Final Solution. (see vocabulary)

SOL 10.8 / 10.9

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Lesson #3 on chart: End of Week Two Guiding Question: What has been illuminated for the grandchildren of two survivors?

What has been illuminated for the survivor?

Everything Is Illuminated (Please remember that all films must be previewed before showing to

students)

1. In an MLA formatted essay, address ONE of the following from the film:

a. The symbol of the grasshopper / cricket (you may do internet research to establish what a cricket / grasshopper has symbolic meanings to different cultures. What does it represent in this film? Develop your ideas about this symbol.

b. At the end of the film, people Jonathan meets in the Ukraine have

doubles in America. Jonathan, himself, looks like his grandfather, Safran. What is this all about?

c. Explore the title. What, for the characters in the film, is illuminated? Here

is the plot summary from IMBD.com i. “A young Jewish American flies to the Ukraine in search of his

grandfather's past. He has a photograph and the name of a village. He hires the Odessa Heritage Tours, made up of a gruff old man and his English-speaking grandson. The three, plus grandfather's deranged dog, travel in an old car from Odessa into Ukraine's heart. Jonathan, the American, is a collector, putting things he finds into small plastic bags, so he will remember. Alex, the interpreter, is an archetypal wild and crazy guy. Alex asks the old man, "Was there anti-Semitism in the Ukraine before the war?" Will they find the village? The past illuminates everything.

d. For those of you studying the hero/quest archetype, explore this film as

the hero quest archetype. For what is the ‘hero’ searching? How is this a reflection of everyman’s search for a common truth? Make sure to use all the terminology that we have been using for this discussion.

e. Explore any theme of your choosing. Please see me first to discuss.

f. Do background research on the Ukraine and what happened there during

WWII focusing on small shtetls like Trachimbrod. What background information was needed for this film?

g. Do background research on immigration of Eastern Europeans, especially

around WWII.

h. Discuss the use of devices in this film, such as imagery, satire, irony and any two others you have noticed.

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SOL: 10.7 / 10.9 / 10.10

Lesson #4 on Chart: End of Week One

Test on the Holocaust

Name_______________________________ SOL’s: 10.3 (The student will read and critique literary works from a variety of eras in a variety of cultures.) 10.7 (The student will develop a variety of writings with an emphasis on exposition.) 10. 9 (the student will use writing to interpret, analyze, and evaluate ideas. Guiding Question: Does a person always have a choice in the way he or she responds to suffering?

Victor Frankl was an Austrian psychiatrist who survived three years in various concentration camps. After his release he recounted his experiences in an attempt to identify the psychological influences affecting the prisoners and to describe their responses. He tried to explain why some managed to survive such an inhuman existence.

1) You should have read the excerpt from Man’s Search for Meaning by Victor Frankl. This is your copy so you can mark it as you please. This marked copy may be used to write this essay. Please include references to this work.

2) Write an essay using the following prompt:

In a well organized essay, discuss Frankl’s thesis that although a person does not choose what he or she suffers, a person always has a choice in his or her response to suffering. Is Frankl correct in his thesis? Support your thesis idea with examples from Frankl’s excerpt as well as additional examples from Night, other readings and films. Use this space for pre-writing organization. Remember to develop your thesis and assertions. State them here. Rubic: Essay on Man’s Search for Meaning. General Directions: The score that I assign will reflect my judgment of the quality of the essay as a whole—its content, its style, its mechanics. I will reward writers for what they do well. The score for an exceptionally well-written essay may be raised by one point above the otherwise appropriate score. In no case will a poorly written essay be scored higher than a three (3).

9—8 These essays will defend a position through effective analysis of Frankl’s discussion of ‘noble suffering.’ The writers of these essays offer a range of insightful interpretations, and consider other examples to support their opinion. These essays provide convincing readings of several sources and / or viewings and demonstrate consistent and effective control over the elements of composition, which includes language appropriate to the analysis of the reading (s). Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and controlled, and in the case of a nine (9) especially persuasive.

7—6 These essays offer a reasonable defense of a position and a plausible analysis of the Frankl’s discussion

of ‘noble suffering.’ The writers of these essays offer a range of interpretations, and consider other

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examples to support their opinion. These essays provide a plausible reading of several sources and / or viewings and demonstrate the writer’s ability to express and support ideas clearly, although they do not exhibit the same level of effective writing as the 9—8 papers. Although essays scored 7—6 are generally well written, those scored a seven (7) demonstrate more sophistication in both substance and style.

5 These essays respond to the assigned task with an acceptable reading of the excerpt,

but they tend to be superficial in their analysis. The writers often rely on paraphrase that contains some analysis, implicit or explicit. The analysis and structure may be vague, formulaic, or inadequately developed, and there may be minor misinterpretations. The writers demonstrate adequate control of language, but their essays may be marred by surface errors and may lack effective organization.

4—3 These lower-half essays attempt to respond to the task required by the prompt. Writers may misread the

excerpt; they may fail to develop a coherent basis for analysis; they may not include additions sources for support; or they may rely completely on paraphrase. Evidence may be inadequate. The writing often demonstrates a lack of control over the elements of composition; inadequate development of ideas, an accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a three (3) may contain significant misreadings.

2—1 Although these essays make some attempt to respond to the prompt, they may contain serious

misreading of the excerpt. They compound the weaknesses of the papers in the 4—3 range. They are unacceptably brief or are incoherent in the presenting their ideas. They main contain serious errors in grammar and mechanics. Essays scored a one (1) contain little coherent analysis of the excerpt.

0 These essays make no more than a reference to the task.

These essays are either left blank or are completely off-topic.

Essays of 8/9 will receive an ‘A’ grade. Essays of 6/7 will receive a ‘B’ grade. Essays of 3/4/5 will receive a ‘C’ grade. Essays of 1/2 will receive a ‘D’ grade. Rubric based on sample from AP Guide to Literature

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Lesson # 5 on Chart – End of semester Interdisciplinary Book Presentation Project

Guiding Question: What should we learn through works of Intolerance? How can you represent the learning in this book though art or technology?

• This will be individual presentations only. • The focus of this presentation is a three dimensional representation of your

chosen book of fiction or non-fiction. Each student in a class must choose a different book. No two books may be the same in a given class period.

• I want you to present to the class how your visual is tied to the themes and motifs of what you have read. What does each aspect of your creation represent?

• I also need you to give a brief (very brief) synopsis of the event around which your book is based, i.e. The Holocaust, Bosnia, Rwanda, Cambodia, events in Afghanistan and so on. I know that many of you will read books about The Holocaust. Make sure that you discuss ONLY events that relate to your book.

o If others have already discussed your particular event, refer to it briefly and reference your classmate(s). No points will be deducted.

o For example: The setting in Night, by Elie Wiesel is 1944 – 1945, covers the relocation of the Jews of Transylvania to Auschwitz and the events after arrival. That is the focus, not the entire Holocaust or WWII.

A. The visual must have the following requirements: 1. It must be three dimensional. 2. An in-depth visual that somehow evokes some of the following aspects

which must be a part of your presentation: i. Overall tone and literary devices (such as similes, imagery, etc.) ii. Central conflict/climatic event iii. What you consider THE key passage in the novel. More are fine.

3. Be very careful. A one-dimensional poster board project will not be accepted. This must be an artistic creation that represents some aspect of the novel’s meaning for you.

i. Any presentation of media must be pre-approved. ii. Basic power-points are not sufficient for this project. iii. Some one-dimensional projects are acceptable with pre-approval.

Time allotted for Presentations: One Week. 1. Numbers will be drawn at random to determine order of presentation. 2. There will be five presentations per day, about eight minutes each, so plan

accordingly. 3. If you are not ready on the day of your presentation or are absent one letter

grade will be deducted per day you are late. 4. Students who draw numbers for the beginning of a day, should be ready to

present the day before. This is not an exact science; however, time is limited. Rubric:

1. Students will be graded on the following: a) creativity of presentation, b) preparedness of presentation, c) adherence of above requirements of presentation, d) depth of project and presentation will each be given a point total of 25 points each = 100 points.

2. This will count as two test grades. - Assessment

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SOL 10.1, 10.3, 10.10

Works Cited

A Good Man In Hell: General Romeo Dallaire and the Rwanda Genocide. Conversation with Ted

Koppel at the United States Holocaust Memorial Museum, June 12, 2002. Produced by Committee on

Conscience..13 minutes / 88 minutes.

“Anti-Semitism in History”. The United States Holocaust Memorial Museum Website.

http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007170. August 6, 2008.

A Teacher’s Guide to the Holocaust. http://fcit.usf.edu/holocaust /RESOURCE /glossary.htm. August 6,

2008.

Everything is Illuminated. Dir. Liev Schreiber. 16 September 2005. 106 minutes. (PG-13).

Hogue, Donald, R. Curriculum Unit: Night by Elie Wiesel. USA: Center For Learning. 1993.

Allport, Gordon. Excerpt from The Nature of Prejudice. c 1979.

Frankl, Viktor. Excerpt from Man’s Search for Meaning. c. 1959.

Introduction. “Fifty Years After the Eve of Destruction, 1939 – 1989,” from Days of Remembrance Guide.

U.S. Holocaust Memorial Council. Washington, D.C. 1989, pp. 1 – 4.

Miller, Clyde, R. from “How to Detect and Analyze Propaganda.” c. 1939.

Wiesel, Elie. Excerpt from The Kingdom of Memory, “Testimony at the Barbie Trial.” c. 1990.

Wright, Richard. Excerpt from Black Boy. c. 1937.

Holocaust Vocabulary. http://www89.homepage.villanova.edu/elana.starr/pages/holocaust%20Vocab.htm.

August 6, 2008.

Museum of Tolerance On-line Learning Center. Simon Wiesenthal Center.

http://motlc.wiesenthal.com/site/pp.asp?c=gvKVLcMVIuG&b=394665. August 6, 2008.

Perez de Cruet, R. H. The Holocaust Project. “A Brief History of Anti-Semitism.”

http://www.humanitas-international.org/holocaust/antisem.htm. August 6, 2008.

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Survivors of the Holocaust. Dir. Steven Spielberg in Association with “Survivors of The Shoah Visual

History Foundation. Turner Original Productions, Inc. 1995. 70 minutes. (PG – 13).

Teaching About the Holocaust: A Resource Book For Educators. “History of the Holocaust: An

Overview. United States Holocaust Memorial Museum. http://www.ushmm.org/education/foreducators /

teachabo/teachingholcaust.pdf. August 6, 2008. pp. 19 – 27.

“The History of Anti-Semitism.” Notes from a lecture by Dr. Robert Rogers. Virginia Holocaust Museum.

July 28, 2008. 9:00 a.m.

“The History of the Holocaust: An Overview.” United States Holocaust Memorial Museum Website.

http://www.ushmm.org/education/foreducators/ teachabo /teaching_holcaust.pdf. August 6, 2008.

The Last Days. Dir. James Moll. 15 July 1999. 87 minutes. (PG-13).

Wiesel, Elie. Night. Translator: Marian Wiesel. Hill and Wang. 2006.

Note: As much as I tried, I could not get Word to change the purple or blue internet sites to black. Sorry. Also, I included the film ratings for other teacher’s reference when selecting appropriate material to fit their students’ age / level.

Historical Background to Anti-Semitism Barbara MacIntyre

World History II Matoaca High School

I. SOL Links (What do they have to know) Collaborate with World History II English 12.4 The student will read a variety of print material This unit will use some primary sources and website World History II

9.2c The student will analyze the patterns of social, economic, and political change and cultural achievement in the late Medieval period including patterns of crisis and recovery including the Black Death. 9.4a The student will analyze the historical developments of the reformation including the effects of the theological, political and economic differences during the Reformation, including views of Martin Luther, John Calvin, Henry VIII and the divorce issue 9.4c Including the laws that reflect religious beliefs, cultural values, traditions, and philosophies, including the beginning of religious toleration and the spread of democracy.

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II. Assessment (How do you know they know it?) Students will be able to

1. define terms: prejudice, pogrom, usurious, and anti-Semitism 2. discussion questions on the two primary sources III. Guiding Question What is the effect of prejudice on a government? IV. Unit - The Holocaust Lesson - Historical Background of Anti-Semitism V. Guiding Question Answer The government will pass laws that are unfair and prejudicial towards certain groups. For example: special dress codes, wearing yellow badges, special census, limits on immigration, acceptance of violence against them and encouraging expulsion. VI. Bibliography Smith, Helmut Walser, ed. The Holocaust and other Genocides. Nashville: Vanderbilt University Press, 2002. United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 4 ,2008 http://www.ushmm/org/wlc/en/index.php?ModuleId=10005143

Lesson Plan #1 & 2

1. Teach the vocabulary: prejudice, pogrom, anti-Semitism, usurious

2. Lecture Base the lecture on chapter one of the Smith book “From Religious Prejudice to Racism,” pages 3-6 Outline of Chapter One I. Root of the Holocaust

A. Long-standing animosity of Christians toward Jews B. Based first on religious difference C. Later transformed into racism

1. Argued the Jews are people apart 2. Were not just a separate religion

II. Medieval Prejudice

A. Focused on religious belief that Jews were blind to the truth of Jesus

B. Believed Jews had killed Christ C. Earliest Beginnings

1. Idea of Jewish blindness began with the disciple Paul in Acts 13:8-11

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2. Attempts to convert Jews around the year 59

3. Idea of Jews as Christ-killers comes from the Gospel of John, end of first century (Deicide)

4. Augustine (400 CE) repeated the charge that the Jews killed Christ

a. But Jews in a miserable condition, enforces the victory of Christianity

b. Argued against destroying the Jews

III. Up to the 9th century not much information A. Church kept Christians from keeping Christian

slaves, servants, & wet nurses B. Ordinances

1. Forbidding Christians from eating with Jews

2. Forbidding Christians from going to Jewish doctors

C. Charlemagne, 9th century 1. Separate laws for Jews as “aliens” 2. Depended completely on their immediate

sovereign D. First 1000 years of Christianity -- very little violence

against the Jews

IV. Problems begin in the 11th century A. As Christians focused more on the martyrdom of

Christ B. Stronger belief that the wafer and wine of

communion were actual body & blood of Christ C. Idea that Jews had tortured Christ became more

important

V. Superstitions based on initially religious ideas of Christians A. Believed that the Jews stole the Communion wafer

(Host) to torture it B. Believed Jews ritually murdered Christian children

and used their blood in baking matzo for Passover C. Believed Jews had special powers in alliance with

the devil D. Believed that because Jews could lend money,

Christians couldn’t, they were usurious E. Image of Jews

1. Reinforced by special dress codes 2. Required Jews to wear yellow badges

VI. Violence against Jews

A. During the 1st crusades -- on the way to the Holy Land would massacre Jews along the way

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B. 12th-13th centuries -- massacres for accusations of Host desecration & ritual murder

C. Anger against Jews for money lending D. 14th century -- erroneously believed Jews poisoned

wells & caused the Black Plague E. Expulsion in Medieval period

1. England & France in 13th century 2. Many German cities in the 13th & 14th

centuries 3. Spain in 1492

VII. Reformation of 16th Century

A. Tried to dispel the superstitions & legends about Jews

1. Martin Luther’s writings 2. Early writings wrote of ill treatment of

Jews as a failure of Catholicism 3. Tried to convert Jews to his “purer”

Christianity 4. When Jews did not convert, wrote

inflammatory remarks 5. The Jews and Their Lies (1543) --

negative effect on Christian attitudes toward Jews

Day 2 VIII. The 1800’s

A. Racism instead of religious prejudice against Jews B. Wilhelm Marr popularized the word anti-Semitism

1. 1879 2. Describes “the prejudice based on the

alleged racial characteristics of the Jews” 3. Denied the Jews could convert as

believed by earlier Christians 4. Can’t be anything but Jewish 5. Can’t become true Germans 6. Nationality -- defined by blood 7. Jews -- a different race

C. Anti-Semites -- undo progress toward emancipating

Jews 1. 1881 -- Circulated a petition & got 265,000

to sign a. wanted a special Jew consensus b. wanted limits on Jewish immigration c. wanted to keep the “Christian

character” of schools

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d. wanted to keep the “Christian character of positions of state authority

2. Shows widespread support that Jews are outside the nation, an alien race

D. Anti-Semitic political parties in Germany in 1890’s E. Became more & more acceptable to denigrate

Jews

IX. Racist shift 1. Hitler writing of September 16, 1919

against Jews 2. Not a religion but a race 3. Violence such as pogroms, not enough 4. Must remove Jews altogether

B. Shift from anti-Judaism to modern racism C. Historian Raul Hilberg -- since 4th century, 3 anti-

Jewish policies 1. Conversion 2. Expulsion 3. Annihilation

X. Summary

A. Anti-Semitism before the Holocaust B. The Church rarely dispelled anti-Semitism C. Strong concept of “Jew as alien” D. Three policies to deal with Jews

1. Conversion 2. Expulsion 3. Annihilation

3. Discuss with the class or have them write answers to the questions on page 11 of the Smith book after reading each of the primary sources provided in the book.

Document 1.2 The Jews and Their Lies by Martin Luther, 1543

1. How does Luther use the Christian religion to justify his opinion of Jews?

2. What words or phrases are most persuasive in his arguments?

3. Do you see precedents for later atrocities? Day 2 -- Continue with the Lecture, part VIII Document 1.3 “Political Statements by Adolf Hitler, September 16, 1919”

1. What is race? What is the difference between race and religion?

2. Why does Hitler declare “the Jews are definitely a race and not a religious community?” How does this “fact” help justify his opinion about Jews?

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(Based on Learning by Design, http://grantwiggins.org/ubd.html)

Laws of Persecution

I. SOL Links (What do they have to know) English 12.8 b,c,f The student will write documented research papers. Synthesize information to support the thesis Present information in a logical manner Use available technology II. Assessment (How do you know they know it?) The student will write a two page brief report about the laws of persecution in Nazi Germany choosing three primary sources from those provided by the teacher (from the United States Holocaust Memorial Museum website) and one primary source found by the student The student will use the vocabulary words in the report and define/ explain them. Vocabulary: anti-Semitism, ideology, Aryan, “Aryanization,” Kristallnacht III. Guiding Question (bump up the learning) How does prejudice become acceptable in society? What would it be like to live under these laws if they applied to you? What effect does a using primary source have on one’s research? IV. Unit - The Holocaust Lesson - Laws of Nazi Germany that Persecute Groups V. Guiding Question Answer (But do they understand it?) The government uses propaganda to re-educate people along party lines.The government discourages dissent and bribes or pays off groups like the church to not “rock the boat.” The government encourages Nationalism and a mentality of “us” against “them.” **When using primary sources you don’t have someone else’s bias VI. Bibliography “First Supplementary Decree of November 14, 1935.” http://www.mtsu.edu/~baustin/nurmlaw2.html Jehovah’s Witnesses: Persecution 1870-1936.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008 http://www.ushmm.org/wlc/article.php?lang=en&Moduleld=10005433 “The Nazi Ideology of Race.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008. http://www.ushmm.org/wlc/article.php?lang=en&Moduleld=10007457 Noakes, Jeremy and Geoffrey Pridham. “Nuremburg Law for the Protection of German Blood

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and German Honor (September 15, 1935).” Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467.

http://www.jewishvirtuallibrary.org/jsource/Holocaust/nurmlaw2.html Noakes, Jeremy, and Geoffrey Pridham. “The Reich Citizenship Law (September 15, 1935). Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467.

http://www.jewishvirtuallibrary.org.jsource/Holocaust/nurmlaw3.html “Persecution of Roma (Gypsies) in Prewar Germany, 1933-1939.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008 http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143

Lesson #3 -- Laws of Nazi Germany that Persecute Groups

1. Student will need to use a computer lab to access the

following websites for research “First Supplementary Decree of November 14, 1935.” http://mtsu.edu/~baustin/nurmlaw2.html “Jehovah’s Witnesses: Persecution 1870 - 1936.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008. http://www.ushmm/org/wlc/article.php?lang=en&Moduleld=10005433 “The Nazi Ideology of Race.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008. http://www.ushmm/org/wlc/article.php?lang=en&Moduleld=10007457 Noakes, Jeremy, and Geoffrey Pridham. “The Reich Citizenship Law (September 15, 1935). Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467. http://www.jewishvirtuallibrary.org.jsource/Holocaust/nurmlaw2.html Noakes, Jeremy, and Geoffrey Pridham. “The Reich Citizenship Law (September 15, 1935). Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467.

http://www.jewishvirtuallibrary.org.jsource/Holocaust/nurmlaw3.html “Persecution of Roma (Gypsies) in Prewar Germany, 1933-1939.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 8, 2008 http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143

2. Vocabulary: anti-Semitism, ideology, Aryan, “Aryanization,” Kristallnacht

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As students do their research, they need to define/explain these terms and use them in their report

3. Have students read from the teacher’s list of websites.

Create a thesis statement for the report. For help on writing a thesis statement go to http://www.indiana.edu/~wts/pamphlets/thesis_statement#assigned

4. Have students create a list of four sources they used for

the report (bibliography). Highlight the one primary source found by the student

a. Include four sources including one source found by

you b. Use correct “works cited” form:

i. List sources in alphabetical order ii. Use correct punctuation iii. Use correct capitalization iv. Underline book titles; use quotation marks

around articles v. Use hanging indents

5. Use the first class period to review or teach about writing a

thesis statement and for making a works cited page 6. Use one full class period for students to research using the

websites you provide about Nazi laws persecuting Jews, Jehovah’s Witnesses, and Roma

7. Homework: Formulate a thesis statement for your report.

Read from all four sources you plan to use. You can assign the writing for homework or give them class time to write.

8. Next class have them count off so that there will be groups

of 3 or 5 to discuss what they have discovered through their research about the persecution of the Nazis. They should also share possible thesis statements. Use 20 minutes.

9. Have the due date for the report when you begin this

assignment.

(Based on Learning by Design, http://grantwiggins.org/ubd.html)

The Pianist & Night by Elie Wiesel I. Sol Links (What do they need to know?) English 12.4 The student will read a variety of print material.

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Students need to understand the use of propaganda techniques and anti-Semitic laws of Nazi Germany. II. Assessment (How do you know they know it?) While watching a segment of The Pianist, students will list 15 changes to the lives of the Jewish population as a result of anti-Semitic legislation. Students will demonstrate an understanding of the types of logical fallacies used by the Nazis. III. Guiding Question (Bump up the learning)

What are possible consequences for a citizenry that is uneducated or prejudice? IV. Unit -The Holocaust and Elie Wiesel’s Night Lesson -- Conditions for the Jews before going to the Concentration Camp V. Guiding Question Answer (But do they understand it?)

Uneducated citizens will not challenge the government and its policies/laws.

Uneducated citizens will not vote or will be uninformed voters. Uneducated citizens may be easily swayed by propaganda. Prejudiced citizens will be intolerant of differences of other groups. VI. Bibliography in MLA format “Anti-Jewish Legislation in Prewar Germany.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 4, 2008. http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143 “First Supplementary Decree of November 14, 1935.” http://www.mtsu.edu/~baustin/nurmlaw2.html “The Nazi Ideology of Race.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 4, 2008. http://www.ushmm/org/wlc/article.php?lang=en&Moduleld=10007457 Noakes, Jeremy and Geoffrey Pridham. “Nuremburg Law for the Protection of German Blood

and German Honor (September 15, 1935).” Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467.

http://www.jewishvirtuallibrary.org/jsource/Holocaust/nurmlaw2.html Noakes, Jeremy, and Geoffrey Pridham. “The Reich Citizenship Law (September 15, 1935). Documents on Nazism 1919-1945. NY: Viking Press, 1974, pp. 463-467. http://www.jewishvirtuallibrary.org.jsource/Holocaust/nurmlaw2.html

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Ramsey, Wendy. “Illogical Persuasion.” A PowerPoint. Smith, Helmut Walser, ed. The Holocaust and other Genocides. Nashville: Vanderbilt University Press, 2002. The Pianist -- This lesson should be used before reading chapter one in Night by Elie Wiesel. It will take two 45 minute class periods.

Teaching Materials

1. Access the article on anti-Jewish legislation: • “Anti-Jewish Legislation in Prewar Germany.”

United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 4, 2008.

http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143 • Read “Chapter 2: Creation of a Racist Society” in

The Holocaust and Other Genocides, by Smith • Excerpts from the Texts of the Nuremburg Laws,

pages 20-23 • PowerPoint on “Illogical Persuasion.” • Film The Pianist. Get permission to show this

film as it is R rated, but for seniors the brief episodes of violence should not be a problem.

2. Ask students, “Do governments ever pass any unfair or

prejudicial laws?” Certainly they will answer yes. Ask, “Where? When?” Students will probably discuss laws like the Jim Crowe laws in the American South or South Africa during apartheid. “How are they able to do that?”

3. Show the PowerPoint on “Illogical Persuasion.” Define the

following terms before using the show: a. Adulterate -- contaminate, taint, infect b. Demagogue -- a leader of the people who sways

the people with his oratory; one who acquires influence with the populace by pandering to their prejudices or playing on their ignorance

c. Ethnic -- relating to a people or race with common physical and cultural traits

d. Fallacy -- a misleading or mistaken argument. e. Ideology -- the science of ideas or of their understanding

Have students define the following while watching the PowerPoint:

• Logical fallacy is a simple error in reasoning that is presented as truth in a manner supporting the arguer’s point of view. This is not a blatant lie. It is flawed reasoning.

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• Non-sequitur is persuasion in which the premise has no direct relationship to the conclusion. This argument unites two unrelated items to reach a conclusion. This appears in political speeches and advertising with great frequency.

• Ad populous (bandwagon) argument that appeals to the masses, often their emotions; uses an appeal to popular assent in an attempt to arouse the feelings and enthusiasm of the multitude, rather than building a sound argument. It is a favorite device with the propagandist, the demagogue, and the advertiser.

• A genetic fallacy claims that an idea, product, or

person must be untrustworthy because of its racial, geographic, or ethnic origin. This type of fallacy is closely related to the fallacy of ad hominem (attacking the person).

• Ad hominem -- this type of argument attacks a

person rather than his argument. This attack may be based on sex, race, ethnicity…

4. Have students read the article ANTI-JEWISH

LEGISLATION IN PREWAR GERMANY 1933 - 1939. Ask: Would you have followed such laws if they had been applied to you? Why or why not? Did the Jews follow the law?

5. Have students read “Excerpts from the Texts of the

Nuremburg Laws”

6. Now lets see these laws applied to people as we watch the first part of the film The Pianist before we begin this unit of study on Elie Wiesel’s memoirs entitled Night about his experiences in the concentration during WWII. What happens to Elie and his family in chapter one on this book is similar to the experiences of the Szpilman family in the movie The Pianist. We will not watch the entire film, only the first parts that parallel Night. So, please, don’t beg to see the rest of the movie in class. Both The Pianist and Night are based on true events. The Pianist won Academy Awards in 2003 for Best Actor (Adrien Brody), Best Director (Roman Polanski), and Best Screenplay (Ronald Harwood).

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As you watch the first 53 minutes of The Pianist make a list (at least 15) of how the Nazis changed the lives of the Jews in Warsaw. List the rules or laws that the Jews, including the family of the pianist Wladyslaw Szpilman, had to follow. Stop the film after the Szpilman family boards the train for the concentration camp and Wladyslaw is walking through the empty streets crying. At this point the film will follow Wladyslaw as he struggles to survive Warsaw. Night will tell of events in the concentration camp for Elie Wiesel and his father.

(Based on Learning by Design, http://grantwiggins.org/ubd.html)

The Wave, a film

I. Sol Links (What do they need to know?) English 12.8 Use available technology. Students will use websites to learn about genocides. II. Assessment (How do you know they know it?) Have small group discussions of the guiding questions below. After watching The Wave, the groups will discuss the movie.

What steps did the teacher follow to manipulate the students into a Nazi-like organization?

What types of resistance did he have? Which student in the movie would you have been like? III. Guiding Question How could a group like the Nazis ever rise to power again?

Concerning the Holocaust, is history destined to repeat itself? Why or why not?

What has the world learned from the Holocaust? IV. Unit The Holocaust and Night Lesson -- Can Genocide like in the Holocaust happen again? V. Guiding Question Answer (But do they understand it?) Discuss hatred evident between countries and peoples in today’s world. Discuss present day genocides in Rwanda, Kosovo, Bosnia and Sudan/Darfur. Discuss the need for tolerance and acceptance. XII. Bibliography “Darfur.” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 7, 2008. Also related links on this page. http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143 “Is the War Watching Now?” United States Holocaust Memorial Museum. “The Holocaust.”

Holocaust Encyclopedia. August 7, 2008. Also related links on this page.

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http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143 Smith, Helmut Walser, ed. The Holocaust and other Genocides. Nashville: Vanderbilt University Press, 2002. “The Wave.” Amazon.com “What is Genocide?” United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia. August 7, 2008. http://www.ushmm.org/wlc/en/index.php?ModuleId=10005143 Websites: http://www.standnow.org/learn

http://enoughproject.org/

Lesson Plan #5 -- The Wave, a film by Alexander Grasshoff (DVD $21.99) Book by Todd Strasser

This film can be used after studying the Holocaust and Night by Elie Wiesel. It can be purchased through Amazon.com. This lesson will take three class periods. Review of The Wave -- A true story that reviles human fragility and what can happen through community, discipline and action. Power is a dangerous thing. It gives “Strength through discipline. Strength through community. Strength through power.” This is the irrepressible mantra of The Wave, an organization or power, a social experiment created by high school history teacher Ben Ross. Mr. Ross creates this experiment out of curiosity and to illustrate to his students the terror of uncontrollable power, such that the Nazis possessed during WWII. The Wave is a captivating novel written by Todd Strasser, based on actual events in a California high school in 1969. What begins as a creative history lesson quickly snowballs into something greater and more dominant than anyone could have expected. Mr. Ross tries to show his students the appeal of following the strict dictatorship of Hitler and ends up enticing them all into his test. Most students find the strength and power of joining the wave appealing, yet Laurie Saunders, the smart and popular main character, manages to see past the charm of the cult. As the wave gains momentum, holding rallies, forcing a salute from all who want to watch a football game and giving special control to its members, more outsiders are drawn, and the few against the group are shunned. It takes and attack on a non-wave member to truly awaken the harm of The Wave to Laurie, but her concerns are forcefully stifled by the wave members. Will Laurie be able to show the wave the error of its way, or is history destined to repeat itself? Anyone looking for an exciting and thought-provoking read will truly appreciate The Wave. A true story that reviles human fragility and what can happen through community, discipline and action.

Lesson Plan #6 -- The Wave and Present Day Genocides

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1. Have small group discussions before and after watching The Wave

• Before the movie: How could a group like the Nazis ever rise to power again?

Concerning the Holocaust, is history destined to repe itself?

What has the world learned from the Holocaust? • After the movie:

What steps did the teacher follow to manipulate the students into a Nazi-like Matoaca High Schoolorganization?

What types of resistance did he have? Which student in the movie would you have been like?

2. Have students use computers to research additional genocides. Give each group one of the five genocides to research and complete their column of the chart below. Suggest websites in the bibliography. After completing their research the groups should come together and share the information they found so that each student can fill in the chart.

Stages of Genocide By: G. Stanton

Stages of Ge Arm B Camb Rw DarClassification Symbolization Dehumanization Organization Polarization Preparation Extermination Denial

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Holocaust: History, Events, and Aftermath

By Esther (Mickey) McGuire

World History I Matoaca High School

Introduction: Holocaust Project- The following lesson plans are to be taught in the World War II unit of World History II- 1500 AD to present. Each lesson plan is designed for grades 10 -12 with class periods on an eighty minute block schedule. At the beginning of these lessons, students will already have been introduced to the causes, vocabulary, and events of World War II. I have included a PowerPoint addressing the eight stages of genocide. I will introduce that PowerPoint when I talk about first contact of Native Americans with European explorers. Therefore, the students will already have that information and will have used a graphic organizer with other genocides before they reach World War II. Lesson Plan #1- “History of Anti- Semitism”

I. SOL Standards: WHII 1- The student will improve skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the worlds to interpret the past d)identifying and comparing political boundaries with locations of civilizations e) analyzing trends in human migration and cultural interaction WHII 2- The student will demonstrate understanding of the political, economic, and cultural condition in the world by: c) describing the distribution of major religions

II. Assessment: Warm-up activity (10 minutes) Using individual whiteboards, the students will address the question: Why were the Jews so hated in Europe? Following the think- pair- share model, they will confer with their partners after individual effort to discuss shared knowledge. Results will be discussed as a class by writing answers on the board.

III. Guiding Question: What other groups in your study of history this year were singled out as inferior groups and subjugated to a dominant group?

IV. Lesson Plan: “History of Anti- Semitism”

A. Define the following words and give an example of each: stereotyping, scapegoats, ghetto, pogrom, extermination camps, concentration camps,

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holocaust, “Final Solution,” anti- Semitism (Discuss differences- 20 minutes)

B. PowerPoint- “History of Anti- Semitism” (20 minutes)

C. Maps- Where were the Jews located at the beginning of WWII? Jewish Population Distribution/ Animated map of Holocaust– 10 minutes (CD –ROM Teaching the Holocaust)

D. Journal assignment - What did you learn today about the development of anti- Semitism? What facts did you find surprising? What other groups in your study of history this year were singled out as inferior groups and subjugated to a dominant group? (20 min)

V. Guiding Question Answer: (native Americans, Africans subjected to slavery and imperialism, religious groups during Inquisition, Armenians)

VI. Interdisciplinary connection: The Dreyfus Affair will be considered as a reading by the English 12 teacher. A condensed version will be provided to the seniors for reading comprehension and analysis. They will be provided questions to assess comprehension by summarization of incident and how perceptions of the Jewish population were affected by Enlightenment thinkers. Conclusion activity includes identifying the use of symbolism throughout the reading.

Lesson Plan #2- “Major Events of the Holocaust” I. SOL Standards:

WHII 1- The student will improve skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the worlds to interpret the past d)identifying and comparing political boundaries with locations of civilizations e) analyzing trends in human migration and cultural interaction WHII 10- The student will demonstrate knowledge of the political, economic, social, and cultural developments during the Interwar Period by

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b) citing causes and assessing impact of the worldwide depression in the 1930s c) Examining events related to the rise, aggression, and human costs of dictatorial regimes in the Soviet Union, Germany, Italy, and Japan and identifying their major leaders WHII 11- The student will demonstrate knowledge of the worldwide impact of WWII by: a) explaining economic and political causes, major events, and identifying leaders of the war b) examining the Holocaust and other examples of genocide in the 20th century

II. Assessment: Warm-up activity- What things did you do this past weekend? List all of your activities on the whiteboard. (20 minutes) Write all of the activities on the board. Cross off the forbidden activities as shown on the overhead transparency one at a time. Explain the restriction of these activities defined the daily life of the Jews under Hitler. (Forbidden activities- parks, concerts, swimming pools, stores, movie theaters, bicycles, business owner, no government job, cars, trains, cameras, television, videos, computers, computer games, sports activities, driver’s license, planes, camcorders, subways, buses, must be indoors between hours of 8 PM and 6AM)

III. Guiding Question: How would you feel as an American to have these life- changing restrictions imposed suddenly? How could this happen in our country

IV. Unit/Lesson: “Major Events of the Holocaust”

A. Powerpoint- 30 minutes (Handout- “Jewish Populations and Victims”)

B. Video clips- Teaching the Holocaust CD- ROM List examples- 15 minutes

V. Journal Reflection: What did you learn today about the major events of the Holocaust? What facts did you not know? How do you feel about what you learned today? How would you feel as an American to have these life- changing restrictions imposed suddenly? How could this happen in our country? 15 minutes

VI. Guiding Question Answer: Restrictions, unwarranted arrests, or relocations could happen with Muslim population as fear of terrorism increases as occurred with Japanese Americans during WWII.

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Lesson Plan #3- “Other Groups Targeted by Nazis” I. SOL Standards:

WHII 1- The student will improve skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the worlds to interpret the past d)identifying and comparing political boundaries with locations of civilizations e) analyzing trends in human migration and cultural interaction WHII 11- The student will demonstrate knowledge of the worldwide impact of WWII by: a) explaining economic and political causes, major events, and identifying leaders of the war b) examining the Holocaust and other examples of genocide in the 20th century

II. Assessment: KWL- Write column on board- “Know- Want to Know- Learned” What groups other than Jews were targeted? Why were these groups targeted?

III. Guiding Question: Why were other groups targeted by the Nazis to be eliminated?

IV. Lesson: “Other Groups Targeted by the Nazis” A. At each table of student desks, a group of colored

triangles or yellow stars will be there. As students sit at their desks, they will be told to pin the triangle or star on their shirts. Then show them the list on the PowerPoint slide that explains what group they belonged to as identified by their badge or star.

B. Read Dr. Suess’s book “The Sneetches”. Discuss. (5 min)

C. KWL already written on board- Students are to write this on paper and fill in. Discuss responses. (10 min)

D. PowerPoint- “Other Groups Targeted by Nazis” (20 min)

E. Maps: Euthanasia centers, ghettos, concentration camps, extermination camps, mobile killing units (CD- ROM- Teaching the Holocaust)

F. Guest speaker- Jehovah’s Witness Ms. Gray Miyashiro- “Stand Firm” Video (45 minutes)

G. Homework assignment- Journal entry

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Address questions: Why were other groups targeted by the Nazis to be eliminated? Can it ever be morally right to single out any group because of its differences? Why or why not?

V. Guiding Question Answer: Journal entry should reflect students understanding that all of the Jews and other groups did not fit into Hitler’s plan of creating a perfect Aryan society of pure German blood. It is never morally right to single out any group as inferior. “All humans are human.”

Lesson Plan #4- “Survivors and Rescuers” I. SOL Standards:

WHII 1- The student will improve skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the worlds to interpret the past d)identifying and comparing political boundaries with locations of civilizations e) analyzing trends in human migration and cultural interaction WHII 11- The student will demonstrate knowledge of the worldwide impact of WWII by: a) explaining economic and political causes, major events, and identifying leaders of the war b) examining the Holocaust and other examples of genocide in the 20th century WHII 3- The student will demonstrate knowledge of the Reformation by: b) describing the impact of religious conflicts, including the Inquisition, on society and government action

II. Assessment: Whiteboard activity- Address questions: Who were the Allies and what was their response the “Final Solution”?

III. Guiding Question: “How did the Jews and other groups targeted by the Nazis survive? Why did some people give assistance to the Jews and others while the majority of Europeans did not?

IV. Lesson: “Survivors and Rescuers” A. Warm- up- Whiteboard activity: Address questions:

Who were the Allies and what was their response the “Final Solution”? (10 min)

B. PowerPoint- “Response of the Allies” (15 min)

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C. Video clips- “Survivor Testimonies” (CD- ROM Teaching the Holocaust) (10 min)

D. Show video- “Auschwitz and the Allies” (45 min) or “They Risked Their Lives: Rescuers of the Holocaust” (54 min)

V. Homework assignment: Address journal entry to guiding questions: “How did the Jews and other groups targeted by the Nazis survive? Why did some people give assistance to the Jews and other groups while the majority of Europeans did not? Would you have been a “rescuer”? Why or why not?

VI. Guiding Question Answer: Journal entry should reflect

limited response of Allies and Catholic Church toward Jews and others. Students should think about their individual feelings toward actual Allied response and then what they might have done if faced with that situation of saving someone.

VII. Lesson Plan #5- Newspaper Group Activity: I used this

activity last year with World War II articles from newspapers I secured in a gift shop while on a visit to London. This year I will use the papers specific to the “Final Solution” from newspapers that I bought in the Holocaust Museum gift shop. I will use this activity following the class period with lesson “The Response of the Allies" to reinforce the lack of attention and response by America as evident in American newspapers.

I. SOL Standards: WHII 1- The student will improve skills in historical research and geographical analysis by: a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history since 1500 AD b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the worlds to interpret the past d)identifying and comparing political boundaries with locations of civilizations e) analyzing trends in human migration and cultural interaction WHII 11- The student will demonstrate knowledge of the worldwide impact of WWII by: a) explaining economic and political causes, major

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events, and identifying leaders of the war b) examining the Holocaust and other examples of genocide in the 20th century

II. Assessment: Review: What did you learn about the response of the Allies and the Catholic Church toward the Jewish exterminations last class period? (10 min)

III. Guiding Question: “What is the effect of apathy on the world?”

IV. Lesson: “Facts of the Holocaust Known by Americans”

Holocaust Newspaper Group Activity Directions: Each 4-5 student group will be provided with actual newspapers written during World War II. Each group will be assigned a focus for reading in the newspapers. Each student will read the page and answer the questions provided. One person from each group will be the “Expert Reporter” of the events that transpired during the period of the Holocaust as reported in each paper considered. Once all the information is gathered, the “Expert Reporter” will present the facts on “Allied 101: The Broadcasting Bomb.” An anchorperson will provide an introduction to each reporter’s presentation. (70 minutes- 35 minutes to read articles and answer questions/ 35 minutes to present and write reflections) Group 1: “Historical Nazis Wreck Thousands of Jewish Shops, Burn Synagogues in Wild Orgy of Looting and Terror” Questions:

• What incident does this headline describe? What is the date of the issue? (The Dallas Morning News/ November 11, 1938)

• Where does this occur? (Berlin) • How was ant- Semitic terror described? (wild orgy of looting and destruction,

burned synagogues by torches and dynamite/ Jewish suicides everywhere) • How was violence justified? (Assassination in Paris of German official by

teenage • Polish Jew- every Jew should be punished) • How did the British newspapers handle the incident? (article in next column to

the one you are reading) (several editorials- public outcry by British public- savagery of

• German officials) Group 2: “Dachau Gives Answer to Why We Fought” Questions:

1) What newspaper was this printed in? What is the date of this issue? (45th Division News/ Germany/ May 13, 1945)

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2) Describe the conditions observed by the Allies who liberated the camp. (bodies everywhere, stench of dead bodies, dead bodies in boxcars, prisoners who looked like skeletons)

3) How did the Russians handle the German officers? (pulled apart by the Russians)

4) Who were the ones sent to Dachau by the Nazis? (political prisoners, forced laborers, disabled and handicapped, Gypsies, Jehovah’s Witnesses, Jews)

5) Describe the usual day for the prisoners. (laborers up at 4 AM, 450 men in a small room, bunks 5 tiers high, confined to the “bunker,” constant fear of death)

6) Describe the medical and scientific experiments conducted on the prisoners. (experiments with ice water- how long a human could live)

7) Describe the methods of execution. (gassed, shot over grave, hanged)

Group 3: “Nazi Germany Threatens to Exterminate the Jews” Questions:

1) What newspaper was this printed in? What was the date of this issue? (The Houston Post/ November 23, 1938)

2) Who issued this directive? (Propaganda Minister Goebbels)

3) What note did the U. S. send to Germany opposing this directive? (asking that decrees driving Jews from businesses not be applied to American citizens)

4) What message does this note seem to imply? (American Jews were more important than European Jews/ economic concerns most important))

5) How is this extermination justified? (Jewish behavior)

Group 4: “Two- Thirds of Jews in Poland Slain Since Nazi Occupation” Questions:

1) What newspaper was this printed in? What was the date of this issue? (The Jewish News/ December 11, 1942)

2) How did this news become public? (Jewish underground movement in Poland)

3) How many Polish Jews were killed and survived? (1,250,000 alive of the original 3,500,000 Jews in Poland before the war

4) Describe the Polish ghetto. (food unobtainable, starvation everywhere)

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5) What happened at the Vladimir Medem Children’s Sanatorium? (250 children massacred along with nurses, teachers, and doctors)

6) What appeal was made to President Roosevelt and the Vatican? (to end the war speedily to stop atrocities/ stop the madness)

Group 5: “Nazi Boycott against Jews observed in Holiday Style” Questions:

3. What newspaper was this printed in? What was the date of this issue? (The Dallas Morning News/ April 2, 1933)

4. Where did the boycott occur? (Berlin, Germany) 5. Which groups were targeted by the boycott? 6. How were these groups targeted by the Nazis? (Jewish business owners) 7. What ominous statement was made by the Minister of Propaganda- Joseph

Goebbels? (“If the boycott is to be resumed, we will crush German Jewry.” This statement foreshadowed future actions.)

8. What disturbing contrasts are made in the article? (the closing of stores and killing of Jews amidst a holiday atmosphere of the non-Jewish public)

Group #6: “Nazis to Grab Jews’ Riches” Questions:

1) What newspaper was this printed in? What is the date of this issue? (San Francisco Chronicle/ April 28, 1938)

2) What happened according to the German Minister of Economics, Herman Goering? (3 billion dollars of Jewish fortunes and property seized by German government)

3) What was the purpose of this seizure of Jewish funds? (to finance a 4 year plan of economic sufficiency for Germany)

4) How did this minister of economics address the funds of American Jews? (could not make a statement on a hypothetical case)

5) How would Jews who failed to report their funds be penalized? (not more than 10 years imprisonment)

Conclusion Activity- Homework Assignment: Journal Assignment: After hearing how many of the incidents of Jewish oppression and extermination were addressed in the American newspapers, write your thoughts about the following: Were many of the incidents revealed in the newspapers a case of “too little, too late” or another example of American indifference and apathy? Explain your answer. Assessment of Holocaust Unit:

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Students will pick two of the following topics to address in a one page essay each. They will be provided with the questions in advance to prepare a thorough response from information learned during the two- week Holocaust unit.

1. Describe the development of anti- Semitism in Europe. 2. Using the eight stages of genocide, describe how Hitler

applied this model to the Jewish population and other targeted groups during World War II.

3. Explain the differences between ghettos, concentration camps, euthanasia camps, and extermination camps. Describe the living conditions for the prisoners in each.

4. What was the response of the Allies and the Catholic Church to Hitler’s plans for extermination of the Jews? Give examples.

Bibliography

Beck, Roger B. et al. World History: Patterns of Interaction. Evanston: McDougal Littell, 2003. Breitman, Richard. Official Secrets: What the Nazis Planned, What the British and Americans Knew. New York: Hill and Wang, 1998. Carroll, James. Constantine’s Sword: The Church and the Jews: A History. New York: Houghton Mifflin Co., 2001. http://www.Genocidewatch.org/8stages.htm. http://www.historyplace.com/worldwar2/holocaust/timeline.html. http://www.holocaust-trc-org/poles.htm http://www.holocaust-trc.org/sinti.htm “Homosexuals.” Pamphlet produced by the United States Holocaust Memorial Museum. Landau. “Jewish Population and Victims.” The Nazi Holocaust. Chicago: Ivan R. Dee, 1994. Niewyk, Donald, and Francis Nicosia. The Columbia Guide to the Holocaust. New York: Columbia University Press, 2000. “Nuremberg Laws.” http://www.mtsu.edu/-baustin/nurmlaw2.html. Rubenstein, Richard L., and John K. Roth, eds. Approaches to Auschwitz: The Holocaust and Its Legacy. rev.ed. Louisville: Westminster John Knox Press, 2003 (chap. 1-2). Smith, Helmut Walser, ed. The Holocaust and Other Genocides. Nashville: Vanderbilt University Press, 2002. Teaching about the Holocaust: A CD- ROM for Educators. United States Holocaust Memorial Museum. “The Holocaust: A Remembrance.” 15 Original Newspaper Pages Chronicle the Holocaust: 1933- 1946. Virginia Holocaust Museum.

Please note: If you wish to use the PowerPoints please contact Rena Berlin@va-holocaust.com

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Nationalism in Music: As Found in a Country’s National Anthem

Andy Pittard, Band Director

Robious Middle School

FIVE-DAY LESSON PLAN Grade Level: Intermediate Band – 7th grade SOL II.21 The student will identify and analyze cultures, styles, composers,

and historical periods from materials being studied. The student will demonstrate knowledge of a country’s national anthem by

a) Listing the country and composer of its national anthem. b) Recognizing the melodies of various national anthems. c) Analyzing the cultural differences between national

anthems. d) Explaining the musical similarities between anthems.

Resources

• Global Positioning System (GPS) • Clipboard w/directions • 10 GPS sites (boxes) for United States, Germany, Israel,

France, United Kingdom, Poland, Sudan, Russia, Armenia, Italy.

• Computer Lab • Essential Elements 2000, Book 2 (student text) • Musical examples of the various anthems using

http://www.youtube.com or Mp3 format. • Test (Written, Listening, and Performing Evaluation using

SmartMusic) Guiding Questions

• What might be the effect of a country’s national anthem on its cultural background?

• What musical similarities exist between various countries’ national anthems?

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• What is meant by the term “National Pride, or Spirit” as it refers to a country’s national anthem?

• What historical significance can be found in the time of the writing of a country’s national anthem?

Procedures (Daily outline) Day 1: Global Positioning system (GPS) Activity Day 2: Computer Lab Investigation Day 3: Discussion, Listening, and Performance of the Anthems Day 4: Review and Assessment of Materials Day 5: Final Assessment and Evaluation Day 1: (GPS Activity)

• Assign the 10 coordinates for each box, and place the box in position.

• Each box will contain the Anthem title of one of the ten countries, and the coordinates for the next box.

• Explain how the GPS device will work, and what information each team will gather from the hidden boxes.

• Students will be divided into teams of 2-3 and each team will be given the coordinates of one of the 10 boxes on their Activity Sheet.

• Students will continue their search until all ten boxes have been found with all ten titles.

• Each team will turn in Activity Sheets at the end of the search and be checked by the teacher for accuracy. Groups with incorrect answers will then go back to boxes for proper information.

Day 2: (Computer Lab Investigation)

• Return Day 1 Activity Sheets to students and check answers in class.

• Ask the students what is the common link between all the titles. Answer: These are the National Anthem titles of various countries.

• Assignment: Google the titles and research the Country of origin; name the composer and lyricist (if applicable) http://en.wikipedia.org/wiki/National_anthem ; name the

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historical significance of the writing of the anthem; listen to the anthem http://www.youtube.com

• Homework: Assign each of the 10 group’s one anthem to

share with the class, and find one unusual fact that no one else may have discovered. Each group should also provide a musical example of their anthem to share with the class.

Day 3: (Discussion, Listening, and Performance of Anthems)

• As the students enter the room, tell them that the information from their homework assignments will be placed on a poster board (provided by the teacher), and used in their presentation. This will be collected and create a gallery of all the countries at the end of class. The teacher will place all the posters around the room before the next class period. [20 Minutes]

• Teacher- led homework assignment: Have each of the 10 groups share their one anthem with the class. Provide a listening example of each anthem and collect their posters. [40 Minutes]

• Find 3 examples of National Anthems in the student’s

music book (England, God Save the King; United States, Star-Spangled Banner; and Israel, HaTikvah). Rehearse these examples, and assign as homework to be part of the final evaluation. [30 Minutes]

Day 4: (Review and Assessment of Materials)

• Rehearse the 3 musical examples from the Essential Elements text [20 Minutes]

• Allow the students an opportunity to ‘walk their gallery’ and review their notes. [20 Minutes]

• Take a practice listening quiz on the anthems. [15 Minutes] • Discuss the Guiding Questions. [20 Minutes] • Review the anthems and composers for each of the 10

countries. [15 Minutes]

Day 5: (Final Assessment and Evaluation)

• Administer the test. Listening portion followed by written. • Students will be asked to perform one of the three

selections from their book using SmartMusic (this can be performed at home and sent to the teacher via e-mail or recorded at school at the time of the test.)

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Guiding Question Answers (there are no right or wrong answers; the purpose of the guiding questions are to provoke connections, discussions, and understanding)

• What might be the effect of a country’s national anthem on its cultural background? Musical

o styles can be found in National Anthems that are indigenous to that particular

o country. For example, the o Mazurka, a stylized Polish folk dance in triple

meter, is represented in the Polish National Anthem o “Mazurek Dabrowskiego”.

• What musical similarities exist between various countries’

national anthems? With this question o lead students in a discussion of musical concepts

such as tempo, dynamics, rhythm, elements of melody, form, etc.

o For example, anthems can be found in four measure phrases, and the dynamic level is forte.

• What is meant by the term “National Pride, or Spirit” as it refers to a country’s national anthem?

• A National Anthem is generally patriotic and praises the history, tradition, and struggles of its people.

• It gives people a common bond that is wrapped in emotion.

• When people make an emotional connection, as in with music, they remember and it has meaning.

• What historical significance can be found in the time of the writing of a country’s national

o anthem? Most anthems can be connected to a historical event. For example, the Star-Spangled Banner

o was written by Francis Scott Key while on a British ship, as a prisoner, and Ft. McHenry was being

o bombed by Royal Navy ships during the War of 1812.

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Activity Sheet Write down the information that you find in each box. Plug in the coordinates for the next box into your GPS, and then move to that box. Repeat until you have located all ten boxes. Return this Activity Sheet to your teacher. Names:_____________ Coordinate_____

Information in box: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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Listening Test

Name:___________

Part I: From the list below place a number beside the anthem in the order in which they

are performed.

1. “Mer Hayrenik” ____

2. “La Marseillaise” ____ 3. “God Save the Queen”

____ 4. “Das Deutschland” ____ 5. “HaTikvah” ____ 6. “Il Canto degli Italiani” ____ 7. “Mazurek Dabrowskiego” ____ 8. “Gosudarstvenny Gimn Rossiyskoy Federatsii”

____ 9. “Nahnu Jund Allah Jund Al-Watan” ____ 10. “The Star-Spangled Banner” ____

Part II: Name the country of origin for the following anthems:

11. “We are the Army of God and of our Land” __________

12. “The Hope” __________

13. “Our Fatherland” __________

14. “The Song of Marseille” __________

Match the composer of the anthems with the country of origin:

15. Joseph Haydn Israel 16. John Stafford Smith Russia 17. Unknown

Germany 18. Samuel Cohen

United States 19. Alexander Vasilyevich Alexandrov

England 20. Name two different countries and give two historical facts about each

countries national anthem

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a) _________________ (country);

b) _________________ (country);

Short Essay: This year we celebrate the 2008 Summer Olympics. You have placed first in

your event! What feeling do you have as your National Anthem is being performed as you stand on the

winner’s platform?

Listening Guide for the Teacher

Musical Bibliography Source

Country Composer Anthem Translation Date Adopted Armenia Barsegh

Kanachyan “Mer Hayrenik”

Our Fatherland

1991

France Claude Joseph Rouget de Lisle

“La Marseillaise”

The Song of Marseillaise

1795

England Unknown (Unofficial) “God Save the Queen”

N/A N/A

Germany Joseph Haydn

3rd Stanza “Das Deutschlandl- ed”

The German Song

1922

Israel Samuel Cohen

“HaTikvah” The Hope 1948 (de facto)

Poland Unknown “Mazurek Dabrowskiego”

Dabrowski’s Mazurka

1926

Russia Alexander Vasilyevich Alexandrov

“GosudarstvennyGimm RossiyskoyFederatsii”

State Hymn of The Russian Federation

2000

Sudan Unknown Nahnu Jund AllahJund Al-Watan

We are the Army Of God and of Our Land

1932

United States John Stafford Smith

The Star SpangledBanner

N/A 1931

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Bibliography

Books Essential Elements 2000, Book 2. Hal Leonard Corporation, 2006 Web Site Suggestions http://www.youtube.com http://en.wikipedia.org/wiki/National_anthem Music Software Technology SmartMusic. MakeMusic, Inc. 7615 Golden Triangle Drive, Suite M Eden Prairie, MN 55344-3848

• Many schools are using this technology software as a means of performance evaluation of their students. It is used in concurrence with several Band Method Books, one of which is Essential Elements 2000, Book 2 Hal Leonard Corporation.

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Michael S Stewart

Man’s Inhumanity to Man English, Grades 9-12

Note: First, I would like to say that the class I took, presented by the and The Virginia Holocaust Museum and University of Richmond was, by far, the best class I have ever attended. The presentation of information and all of the associated information was impressive and well presented. I was familiar with much of the information concerning the Holocaust due to my own reading and research, but I learned so much more than I could grasp in one week. I was impressed with the class that and will recommend it to all of my teacher friends, and I recommend it to you if you are reading this for lesson ideas. Secondly, I would like to say that I teach eleventh grade English. I have been doing it for a number of years and have come to the conclusion that I am skilled at leading class discussions. That is what I do best. I do not do well with questions provided by the textbook or worksheets created by other teachers. I do well talking to my students about their ideas and feelings about topics and having them talk to each other. I have found that, in my classroom, this is the most effective way to get beyond the text to the universal ideas or guiding thoughts that are behind anything we decide to teach in our classes. That idea of being part of a larger group of humanity and the manner in which we, as humans, treat each other and the observations we make about this life we share, is what I believe to be most important. Those universal, or guiding, ideas are what I find to be the most significant part of being a teacher. The reason I bring up this whole diatribe about my teaching style is because we all have different teaching styles and methods that work best for us. I am skilled at discussion and what I like to call shared learning with my students, because I always learn from them. Another reason I bring this up is because, while I will prepare some guiding and thought provoking questions ahead of time, often my class discussions will take on a life of their own due to the questions and comments of the students. Then I have to wing it, and my students know I am winging it, but they are also aware that all of us at that point are learning together. In that way it is a learning community. When discovering life no one has the answers, just opinions and experience. The following lessons are meant to be an exploration into the manner in which we, as humans, relate to others that may be seen as different. The lessons are used to make the students aware of the realities of prejudiced thoughts and actions that have occurred in the past and are still occurring today. I will use these lessons as a preparation for my class to study Night, by Elie Wiesel. These five classes will run during the course of one week. Michael Stewart

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Day 1: 55 Minutes English/ Language Arts SOL:

10.1 – Student will participate in and report on small-group learning activities. 10.2 – Student will critique and respond to small-group learning activities.

10.10 – Student will use writing to interpret, analyze, and evaluate ideas. 10.11 – Student will organize and present information. 11.1 – Student will make informative and persuasive presentations. Guiding Questions:

- In what way do prejudiced beliefs and behaviors play a role in our lives and experiences?

- Where do we learn to have prejudiced feelings for people we see as being different?

- What do the students know about prejudiced feelings/actions? Unit: Man’s Inhumanity to Man Lesson:

- Students are to respond to the following Journal prompt: Identify an incident from your life experiences ( personal experience, learned in school, read about, saw in a movie, etc.) in which a person or group of people were persecuted or harmed because they were seen as being different from others (skin color, religious beliefs, nationality, etc.). 10-15 minutes

- Full class discussion of the journal entries with students reading from their journals. 20-25 minutes.

- During the discussion my focus is on: - Identifying the differences perceived in the groups/people seen as being different. - Why these differences would cause us/others to feel threatened or prejudiced against the particular person/group. - The actions that occur based upon these prejudiced beliefs.

- Divide class into groups of four and give them a prompt they

are to collaborate upon in their groups. 10-15 minutes - Prompt: Where do we or others learn prejudiced beliefs or

behavior? - Class discussion. 10-15 minutes Focus on:

- Influence of family, school, media, friends and government upon our own beliefs and actions.

Exit Card: Teacher: One of the examples of prejudiced behaviors we mentioned today was the Holocaust of the 1930s and 40s. I would like you to write down three questions

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on your card that you would like to ask a survivor of the Holocaust. Submit them before you leave. Put your name on the card and you will get them back tomorrow.

Day 2: 90 Minutes: SOL:

9.4 – Student will analyze informational material including nonfiction materials, speeches and autobiographies. 11.2 – Student will analyze and evaluate informative and persuasive presentations.

Guiding Questions: - To what degree can prejudiced behavior be brought by a

society? - What is the effect of learned prejudiced behavior upon the

actions of otherwise rational people? - To what extent does prejudiced behavior affect the victims of

this behavior? -

Unit: Man’s Inhumanity to Man Lesson: Today’s class is going to be extended for a survivor presentation to be held for all classes wishing to attend. The survivor is Alex Lebenstein, a survivor of Nazi ghettos and concentration camps who speaks to children about having tolerance. The purpose of this lesson is to expose the students to an actual survivor of the Holocaust. Having a real person tell them about his experiences makes it more realistic for the students as nothing else can.

- Return of question cards to students with appropriate questions highlighted.

- Presentation: Having attended a couple of presentations by

Mr. Lebenstein, I know what he will be discussing relative to his treatment at the hands of the Nazis and his hometown community. 60-75minutes

- Points that will be covered: - Family experience during Kristallnacht. - Treatment at the hands of the Nazis and the community, including the kids he grew up with. - Mr. Lebenstein’s feelings for the Germans and his return to Germany at the behest of children. - The work Mr. Lebenstein is currently doing relative to fighting hate and racism and teaching tolerance. - The treatment of Mr. Lebenstein in his hometown during his return trips.

- Students question Mr. Lebenstein about his experiences and feelings. 20-30 minutes

- I have edited the question cards to reflect the thoughts behind the actions of the persecutors. The learned beliefs and behaviors are the main focus of the question/answer session with Mr. Lebenstein. The degree to which these beliefs can

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be developed is the point of the lesson. The idea that teaching ideas like stereotyping can become outright slaughter is one that the students need to learn.

- I will also make sure that a question pertaining to revenge is asked. In all of my dealings with Mr. Lebenstein the focus has been on toleration and acceptance, not vengeance, for the horrendous actions done to him. I find this to be important and eye-opening for the students.

Please note: As some point in the future Holocaust survivors will not be available to speak to classes. Please remember that the Virginia Holocaust Museum has survivor testimony, some of which is available on our web site, www.va-holocaust.com. Day 3: 55 Minutes: SOL:

10.1 – Student will participate in and report on small-group learning activities. 10.4 – Student will interpret informational materials. 10.11 – Student will collect, evaluate, organize, and present information. 11.1 – Student will make informative and persuasive presentations.

Guiding Questions:

- How can ideas displayed publicly have a positive or negative effect upon the actions of a society?

- How does a positive message displayed in our school community have an effect on the thoughts and or actions of the student population?

Unit: Man’s Inhumanity to Man Lesson: Today’s lesson will be an interdisciplinary lesson taught collaboratively with a teacher from the Art department.

- I will project signs (LCD projector) that were displayed publicly in Nazi occupied territory. (ushmm.org)These signs reveal the prejudiced beliefs of the Nazi reign. They are also signs that Mr. Lebenstein brings up in his presentation, so there is a connection to the previous day’s lesson. (Signs are attached at end of lesson plans)10 minutes

- Project: In groups, the students are to: 45 minutes - Create a sign for the school that displays tolerance for others or provides an official feeling of welcome for students of various races or origins. - The creation of the various signs will be monitored so as to not to be overly specific or offend any particular group or ideology. - The Art teacher will provide artistic instruction about how to generate effective signage and the different artistic mediums to be used, and will give advice on font, graphics, etc.

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- Groups will come up with one important message they agree upon to get to the root of prejudiced thoughts/actions. - Groups will present their signs to the class with an explanation of the reasons the particular message was chosen. This provides a reflection on the part of the students pertaining to the information they have received over the past two days. They need to assimilate the facts and ideas presented to come up with a creative product and this is done through group discussion, with a little help from the teachers as we circulate among the groups. - Posters will be created on poster board. - Posters will be displayed in the halls of the school. Day 4: 55 Minutes: SOL:

9.4 – Student will read and analyze a variety of informational materials including nonfiction materials. 9.9 – Student will use electronic databases and online resources to access information. 10.1 – Student will participate in and report on small-group learning activities. 10.4 – Student will read and interpret informational materials. 10.10 – Student will use writing to interpret, analyze, and evaluate ideas. 10.11 – Student will collect, evaluate, organize, and present information. 11.1 – Student will make informative and persuasive presentations. 11.2 – Student will analyze and evaluate informative and persuasive presentations. 11.9 – Student will analyze, evaluate, synthesize, and organize information from a variety of sources. 12.4 – Student will read and analyze informational material presented on electronic resources.

Guiding Questions: - Is genocide a problem of the past or does it affect our world

today? - What are the primary reasons for a group of people to try to

destroy another group? - If the Holocaust was considered such a horrible event, how

can genocide still occur today? Unit: Man’s Inhumanity to Man Lesson: Today the lesson will focus on technological research performed on the part of the students. The focus will be recent examples of Genocide or prejudiced behavior on a large scale. This lesson will take place in the computer lab and utilize the databases subscribed to by the school as well as acceptable websites. The computer use will be monitored by the teacher.

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- The research will be done in groups with students assigned specific research tasks. 30 minutes

- Each group will be assigned a specific example of genocide: o Cambodia o Rwanda o Serbia o Darfur

- Each group will be responsible for providing: o The historical relationships between the primary

participant groups. o The causes for prejudiced ideas and actions. o The resulting actions. o The result for the participants, if the genocide has

ended. - Groups will present their findings to the class and accept questions from the class and teacher. 25 minutes Day 5: 55 Minutes: SOL: 10.4 – Student will interpret informational materials. 10.10 - Student will use writing to interpret, analyze, and evaluate ideas. 10.11 – Student will organize and present information.

11.1 – Student will write in a variety of forma with an emphasis on persuasion. 12.7 – Student will develop expository and informational writings.

Guiding Questions:

- Why is the phrase, “Man’s inhumanity to man” so appropriate to the history, and present state, of the human race?

- What will it take to change the preconceived ideas we have concerning people different than ourselves?

Unit: Man’s Inhumanity to Man Lesson:

- Clip from “A Good Man in Hell” ( “A Good Man in Hell”) 10 minutes

- Discussion of UN/ actions to stop these atrocities 20 minutes o Focus on inability of UN to act decisively because of

lack of resources. o Focus on failure of humans to see all people as equal.

Assessment

- Questions reflecting upon what was learned this week. 25 minutes

- Quiz is attached immediately after the bibliography. - Answers are to provide specific support from the information

and learning that occurred during the week.

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Bibliography United States Holocaust Memorial Museum, “Anti-Semitism; Photo Archive” United States Holocaust Memorial Museum Website, http://www.ushmm.org/museum/exhibit/focus/antisemitism; accessed 06 August 2008. A Good Man In Hell: General Romeo Dallaire and the Rwanda Genocide, United States Holocaust Memorial Museum: Committee on Conscience, Washington, D.C., 2002. Note: Pictures referred to could not be included because of copy writes. Many pictures can be found on www.ushmm.org and www.flicker.com and may be used for educational purposes.

Name: __________________________________ Date: ______ Quiz: Man’s Inhumanity to Man You are to answer the following questions to the best of your ability based upon the information presented, and the discussions that took place, during the past week. You are to provide specific references to topics covered in your answers.

1. Explain the root causes of prejudiced behavior.

2. Using one specific example from the past, and one

specific example from the present, explain how prejudiced behavior has affected the world community in a negative way.

3. Identify and explain at least two effective responses to

prejudiced behavior, whether it be on a large scale or a smaller scale, such as in the school community.

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Jackie Tully

English Midlothian High School

Lesson 1

Holocaust Research Project: Prelude to Elie Wiesel’s Night I. SOL: United States History II USII.4 The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through World War I by b) explaining the reasons for the United States’ involvement in World War I and its leadership role at the conclusion of the war. USII.5 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by a) explaining how developments in transportation (including the use of the automobile), communication, and electrification changed American life; b) describing the social changes that took place, including Prohibition, and the Great Migration north; d) identifying the causes of the Great Depression, its impact on Americans, and the major features of Franklin D. Roosevelt’s New Deal. USII.6 The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor; b) describing the major events and turning points of the war in Europe and the Pacific; Computer/Technology

C/T 9-12.4 The student will practice responsible use of technology systems, information, and software. • Adhere to fair use and copyright guidelines. • Adhere to the school division’s Acceptable Use Policy as well as other state and federal laws. • Model respect for intellectual property. C/T 9-12.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity. • Respectfully collaborate with peers, experts, and others to contribute to an electronic community of learning. Model responsible use and respect for equipment, resources, and facilities.

English/Language Arts

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Research 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. 10.11 The student will collect, evaluate, organize, and present information. a) Organize information from a variety of sources. b) Develop the central idea or focus. c) Verify the accuracy and usefulness of information. e) Present information in an appropriate format, such as an oral presentation, written report, or visual product. f) Use technology to access information, organize ideas, and develop writing. 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research. c) Collect information to support a thesis. d) Evaluate quality and accuracy of information. e) Synthesize information in a logical sequence. g) Edit writing for clarity of content and effect. h) Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization. i) Proofread final copy and prepare document for publication or submission. j) Use technology to access information, organize ideas, and develop writing. Oral Language 9.2 The student will make planned oral presentations. a) Include definitions to increase clarity. b) Use relevant details to support main ideas. c) Illustrate main ideas through anecdotes and examples. d) Cite information sources. e) Make impromptu responses to questions about presentation. f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 10.1 The student will participate in and report on small-group learning activities. a) Assume responsibility for specific group tasks. b) Participate in the preparation of an outline or summary of the group activity. c) Include all group members in oral presentation. d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 10.2 The student will critique oral reports of small-group learning activities. a) Evaluate one’s own role in preparation and delivery of oral reports. b) Evaluate effectiveness of group process in preparation and delivery of oral reports. 11.1 The student will make informative and persuasive presentations. a) Gather and organize evidence to support a position. b) Present evidence clearly and convincingly. c) Support and defend ideas in public forums.

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d) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 11.2 The student will analyze and evaluate informative and persuasive presentations. a) Critique the accuracy, relevance, and organization of evidence. b) Critique the clarity and effectiveness of delivery. 12.1 The student will make a 5 to 10 minute formal oral presentation. a) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information. b) Use a well-structured narrative or logical argument. c) Use details, illustrations, statistics, comparisons, and analogies to support purposes. d) Use visual aids or technology to support presentation. e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose. 12.2 The student will evaluate formal presentations. a) Critique relationships among purpose, audience, and content of presentations. b) Critique effectiveness of presentations. II.Work Plan/ Assessment

• Day one: Present the topics and choose the groups

• Days two and three: two ninety-minute blocks in the school library

• Assign class participation grades for remaining on task;

• check on students’ progress by walking around the library and by helping students move through research.

• First library day: mainly research;

• Second library day: PowerPoint and presentation work

• Day four: approx. 60-70 minutes for five presentations with teacher

support information

• Days five and six: approx. 50-60 minutes for four presentations with teacher support information

Overall Assessment: The students will receive one group grade for the presentation. (Everyone in the group receives the same grade) and one individual grade for the presentation. Classmates will evaluate the presentations while in progress. The teacher will peruse evaluations to remove any student evaluations that are cruel or excessive and distribute during the next class period. Not only a good assessment, but sensitive to the students feelings. Daily Assessment: I make a multiple choice quiz each day based on reports given in that class. The students are aware that they will take the quiz during the next class period, so they are more likely to pay attention, take notes, and study the information presented in the PowerPoint presentations. Good tool for keeping the kids attention – would have liked to know how much she counts these - % - but still very good.

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III. Guiding Question: What is the advantage of being aware of the suffering of others? IV. Unit: Holocaust Era Research Projects: Prelude to reading Elie Wiesel’s Night Note to teachers: It is best to use this project at the BEGINNING of the unit as a way to foster student-led instruction. Allow enough time and prepare enough of your own knowledge to fill in the blanks of information after each student presentation, if necessary. This unit will take approximately 7 class periods to complete.

• Day one: Present the topics and choose the groups • Days two and three: two ninety-minute blocks in the school library • First library day: mainly research; • Second library day: Finish research, work on Power point and presentation

work • Days four-seven: approx. 50-60 minutes for four presentations with teacher

support information This lesson does not discuss the reading of Night. After the research projects have been presented, my class will then read Night and have a round table discussion on the day following the final chapter. I separate the classroom desks into two large circles. Group one has ten minutes to discuss, and then Group 2 gets ten minutes, and we alternate for the remainder of the period. Members of one group may not speak to the other groups. One group may not speak while it is the other group’s turn. During the final ten minutes of class, the entire class follows up the discussion. After finishing the Holocaust and reading Night, I move into the teaching of genocide. My students read An Ordinary Man by Paul Rusesabagina, a native Hutu who stood up against the violent genocide of the Tutsis by the Hutu government and militia groups. We then watch and discuss Hotel Rwanda and A Good Man in Hell. Next, we move on to the current crisis in Darfur. I have them watch Darfur Now and through the English department, we plan to conduct a letter writing campaign to get American officials involved to stop the atrocities. If you do this, have the students write handwritten letters and use handwritten envelopes. This is an excellent lesson in civics, while teaching letter writing skills. Extra note about the project: The teacher may choose to have the students reporting on genocides other than the Holocaust WAIT to present to the class until you are ready to do further study of genocide, ex. Rwanda, Darfur. V. Guiding Question Answer: After researching, presenting, listening to, discussing, and seeing information pertinent to the Holocaust, the students begin to be more aware of the suffering of others. They will write a journal responding to the Guiding Question and the class will discuss the various advantages/disadvantages of awareness. VI. Bibliography

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These are the sites I used to create the project, not necessarily the ones the students will use to do their presentations, or they are teacher resources to enhance the unit. At the end of the project sheet, I have included a list of sources that I think may be helpful. 1. Darfur Now. Dir. Ted Braun. Perf. Numeri Issa and Jason Miller. 2008. 2. A Good Man in Hell. United States Holocaust Memorial Museum. 2008. 3. Hotel Rwanda. Dir. Terry George. Perf. Don Cheadle and Xolani Mali. 2008. 4. Rusesabagina, Paul. An Ordinary Man. New York: Penguin Group, 2006. 5. A Teacher’s Guide to the Holocaust. 2005. University of South Florida. 02 Aug. 2008. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm. 6. United States Holocaust Memorial Museum. 2008. 02 Aug. 2008. http://www.ushmm.org/. 7. Wiesel, Elie. Night. New York: Hill and Wang, 2005.

Holocaust Research Project English Prelude to Elie Wiesel’s Night Jackie Tully You will be researching topics related to the Holocaust. You may work alone or in groups of 2 or 3.We will spend two full days in the library. You must present your topic to the class using discussion, a fact sheet, and a PowerPoint presentation. Some things to consider:

• If you are afraid of being “burned” by a group member, work alone.

• No one may read the slides from the screen. You may point to the screen as a reference, but you may not stand there and read it. You should be addressing the class. The grade is an automatic F (63) for anyone who does this. Your presentation should be practiced. If you feel the need for reinforcement, make discreet note cards to consult. You are the teacher. Your presentation should educate us.

• Your PowerPoint presentation should employ pictures and specific information.

• You should have at least 10 slides. • You must answer all of the issues posed in your prompt as

well as adding elaboration. • You must come the day of the presentation with enough

fact sheet handouts for each member of your class plus me. If copying becomes a problem, make the fact sheet a

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priority and give it to me at least one full day in advance (not the day of the presentation).

• You must dress accordingly. Dress as you should to address the class: no jeans or short skirts, no sweatshirts or untucked shirts. LOOK NICE.

• You will be evaluated by your peers and will receive the feedback sheets.

Possible Topics:

1. The events that led to the Holocaust and set the climate. Investigate the years leading up to the Holocaust? Consider the economy and the morale of the German people. Remember WWI, the Stock Market Crash of 1929, and the Great Depression. What was the social climate? What was the feeling toward Jewish people? Discuss the substantiation you found.

2. The rise of the National Socialist German Workers'

Party or NSDAP, known as the Nazis. Investigate each of the following people: Adolf Hitler, Heinrich Himmler, Reinhard Heydrich, Hermann Göring, Hans Frank, Joseph Goebbels, Rudolf Hess, Adolf Eichmann, Julius Streicher, Joseph Mengele, and Jürgen Stroop. How did Hitler rise to power? Who were these people? What were their duties and what was their accountability during the Holocaust? What was some of their propaganda? Who were the SS, SA, and Gestapo?

3. Jewish life before the persecution began. Jewish

people were successful, educated, functioning members of German society before the persecution began. Tell about them. Show examples of prominent Jewish citizens. Look for at least 3 examples of survivors and trace their lives to the normal times before the war. What were their lives like? Include pictures and specific details.

4. The singling out of the Jews and separation from

German life; the beginning of the dehumanization of the Jewish people. Investigate the Nuremberg laws and how they affected the lives of Jewish people in Germany. What was the progression of persecution? How were the Jews labeled (literally)? When were ghettos instituted? Discuss life in the ghettos. Include the location of the ghettos. What resistance did the Germans encounter in the ghettos? Include the Warsaw Ghetto Uprising. Give at least two personal accounts.

5. Kristallnacht (The Night of Broken Glass). Investigate

what event led to the nation-wide pogroms. First, find out the definition of pogrom. When and where did Kristallnacht take place? What happened? Who was expected to pay

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for the Nazi damage? What effect did this event have on the psyche of the Jews? Find at least two personal accounts to share.

6. The Final Solution. What was the Jewish question? What

were the Einsatzgruppen? Why were they not used as the primary answer to the Jewish question? Investigate the Wannsee conference. What happened there and who attended? Many euphemisms were used to replace the words killing or extermination. What were they? Why were they used and why is that significant? What was the final solution? How was it instituted? Include transportation, housing of prisoners, and methods of execution.

7. The concentration camps and the death camps.

Investigate the difference between a concentration and a death/extermination camp. Use maps to show the location of the most prominent or infamous camps. Discuss why the camps were close to railways. Discuss daily life in the camps. You may want to include: Dachau, Buchenwald, Auschwitz-Birkenau (3 separate camps within a camp), Treblinka, Sobibor, Belzec, and Chelmo.

8. Non-Jewish victims of the Holocaust. Six million Jews

died during the Holocaust, but approximately twelve million people were murdered in all. Who were the other victims? Why were they persecuted? Include Gypsies (Roma, Sinti), homosexuals, political opponents of the Nazis, Communists, Social Democrats, Jehovah’s Witnesses, and dissenting clergy. How were these victims/prisoners labeled (literally)?

9. The rescuers, the resistance, and the righteous

gentiles. Who were the partisans? How did they help the war effort? What resistance occurred inside the camps? Consider this: does resistance have to be physical? What is passive resistance? Find examples. What resistance occurred outside of the camps? Who were some of the rescuers of Jewish people (individuals, groups, and countries)? Who are the righteous gentiles? Who are some famous ones? What did they do? Find specific examples.

10. The aftermath of the Holocaust. Investigate the

survivors. How many European Jews survived? What was life like after their ordeal? Where did most people go? How many people were killed? Who was liberated? Who were the liberators? What was their reaction to what they found? Who was held responsible for the Holocaust? Find interviews or words from survivors that describe their adjustment to freedom.

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11. The Nuremberg Trials/Nazi war criminals brought to justice. Why were the trials held in Nuremberg? How many trials occurred? Discuss famous trials and Nazi war criminals that faced justice in international courts. Some people were discovered and arrested decades later. Who were they? What roles in society were they playing when found? How were they punished? Discuss public opinion. Discuss at least 3 incidents.

12. Treasures/fortunes of Jews and other persecuted

victims. The Nazi soldiers raided villages and took all items of value OR took them upon entry to the camps (even gold fillings!) Many artifacts were sold worldwide and later identified as Holocaust thefts. Find specific examples. Did any Jews hide their valuable and retrieve them later? Was this common? Find an account. Discuss the ramifications. If I legitimately bought a piece of art but later found that it had been taken from Jewish Holocaust victims, what am I bound to do legally, morally?

13. Elie Wiesel. We will be reading Elie Wiesel’s memoir,

Night. Research Elie Wiesel, who is a Holocaust survivor. What was his life like before the Holocaust? What has he been doing since? Give a thorough overview of his life. He details his experiences in the camps, so don’t give too many details from that time period away. Please tell us about the places, however. Use maps and pictures.

14. African Genocide. Define genocide. Research with great

care the massive genocides that have occurred in this region since the Holocaust. What was the goal of the oppressing groups? Are there any writings by survivors? What has been the world’s response to these tragedies? Pay special attention to Uganda, Rwanda and Darfur (Sudan). Look for others…

15. European Genocide. Define genocide. Research with

great care the massive genocides that have occurred in this region before and since the Holocaust. What was the goal of the oppressing groups? Are there any writings by survivors? What has been the world’s response to these tragedies? Pay special attention to Armenia, Bosnia/Kosovo, and non-Jews during the Holocaust, such as Gypsies (Roma and Sinti) and Jehovah’s Witnesses. Look for others…

16. Asian Genocide. Define genocide. Research with great

care the massive genocides that have occurred in this region since the Holocaust. What was the goal of the oppressing groups? Are there any writings by survivors? What has been the world’s response to these tragedies?

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Hot spots and areas of concern include; Cambodia, Vietnam, Tibet, Laos, China, East Timor. Some of these have not technically been labeled genocides. What’s the difference in the situations?

17. If you have a topic not listed that interests you, let’s

discuss it ALL OF THESE TOPICS MUST BE EXHAUSTED BEFORE I WILL ENTERTAIN OTHER IDEAS. ☺ If an inordinate number of classmates choose to work alone, these topics may be modified.

FANTASTIC RESOURCES: A Teacher’s Guide to the Holocaust. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm The United States Holocaust Museum. www.ushmm.org USC Shoah Foundation Institute. http://college.usc.edu/vhi/ Shoah Resource Center. www.yadvashem.org The Nizkor Project. www.nizkor.org Virginia Holocaust Museum Tolerance Through Education. www.va-holocaust.com ****************************************************************************** LIBRARY DATES: ______________________ AND ______________________ PROJECTS 1-4 PRESENTATION DATE: ______________________ PROJECTS 5-8 PRESENTATION DATE: ______________________ PROJECTS 9-12 PRESENTATION DATE: ______________________ PROJECTS 13-16 PRESENTATION DATE: ______________________ STUDENTS: SECURE YOUR COPY OF NIGHT BY ELIE WIESEL A.S.A.P.! ☺

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Holocaust Presentations English Name: Topic Date: Grade Sheet

DID YOU READ FROM THE SLIDES? YES NO DID YOU EMPLOY PICTURES AND SPECIFIC INFORMATION? YES NO DO YOU HAVE AT LEAST 10 SLIDES? YES NO DID YOU ANSWER ALL OF THE ITEMS POSED IN YOUR PROMPT? YES NO OVERALL EFFECT: EXCELLENT GOOD MARGINAL POOR KNOWLEDGE ABOUT MATERIAL: EXCELLENT GOOD MARGINAL POOR VISUAL COMPONENT EXCELLENT GOOD FAIR POOR YOUR APPEARANCE EXCELLENT GOOD FAIR POOR YOUR COMPOSURE AS A SPEAKER EXCELLENT GOOD FAIR POOR EYE CONTACT? YES NO ENTHUSIASM EXCELLENT GOOD FAIR POOR TIME FILLERS: UM, UH, LIKE, YOU KNOW YES NO HOW MANY? _______________ YOUR OVERALL KNOWLEDGE OF THE SUBJECT EXCELLENT GOOD FAIR POOR YOUR TOPIC IS FULLY DISCUSSED

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EXCELLENT GOOD FAIR POOR COMMENTS: OVERALL APPEAL OF PRESENTATION EXCELLENT GOOD FAIR POOR FINAL GRADE: __________________

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Lesson 2 Survivor/Rescuer Testimony Poem/Poster Project I. SOL: English/Language Arts Research 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. 10.11 The student will collect, evaluate, organize, and present information. a) Organize information from a variety of sources. b) Develop the central idea or focus. c) Verify the accuracy and usefulness of information. e) Present information in an appropriate format, such as an oral presentation, written report, or visual product. f) Use technology to access information, organize ideas, and develop writing. 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research. d) Evaluate quality and accuracy of information. e) Synthesize information in a logical sequence. g) Edit writing for clarity of content and effect. h) Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization. i) Proofread final copy and prepare document for publication or submission. j) Use technology to access information, organize ideas, and develop writing. Writing 10.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. b) Apply rules governing use of the colon. c) Distinguish between active and passive voice. 11.7 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing. b) Develop a focus for writing. d) Organize ideas in a logical manner. g) Revise writing for accuracy and depth of information. h) Proofread final copy and prepare document for intended audience and purpose. II. Assessment The students will receive one grade for the quality and attention to directions for his/her poem. I will give a second grade based on the overall aesthetic value of the poster and each student’s ability to follow directions.

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III. Guiding Question What is the significance of leaving a legacy? IV. Unit: Survivor/Rescuer Testimony Poem/Poster Project The full lesson is on the next page. It is ready for teachers to copy. Note to teachers: It is best to use this project after or near the end of the Holocaust unit. Allow one day for the introduction and discussion (with other work) and a day in the library to research survivors and rescuers. If you have a computer lab large enough for your whole class, you can take the class to the lab rather than to the library. The online sources mentioned at the end of the assignment sheet should be enough. Allow another period or part of a period to work on the poems. Assign a due date for the poems to be typed and ready for class. Have students peer edit them in class before the final poem is written. I also would have them turn in the poems to be corrected by me before moving on to the poster phase of the project. V. Guiding Question Answer: After completing these projects and seeing them displayed, the students will understand the importance of leaving a legacy. I will have them respond to the guiding question in the journals and encourage a discussion upon completion of the project. VI. Bibliography “Bibliography.” EasyBib. 02 Aug. 20o8. www.easybib.com. A Teacher’s Guide to the Holocaust. 2005. University of South Florida.

02 Aug. 2008. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm.

"Testimonies." USC Shoah Foundation Institute. 2008. University of Southern California. 02 Aug. 2008. http://college.usc.edu/vhi/.

United States Holocaust Memorial Museum. 2008. 02 Aug. 2008

http://www.ushmm.org/.

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Survivor/Rescuer Testimony Poem/Poster Project English Holocaust Unit

1. Research various survivor and rescuer stories. Choose one and read and/or watch footage of the testimony of a Holocaust survivor or rescuer. See the fabulous websites listed below.

2. Take notes VERY CAREFULLY because you will use only direct quotes. Do not write down single words. Use phrases of three or more words and sentences.

3. Keep a bibliography of the sources you used. 4. Construct a poem using your survivor or rescuer’s EXACT

WORDS. The poem may employ stanzas and a rhyme scheme or it may be free verse. If you choose stanzas, I expect at least 4 quatrains (4 line stanzas) or 8 couplets (2 line stanzas). If you find yourself having difficulty, think of your favorite songs. Songs are simply poetry (lyrics) put to music. Once you have the inspirational lines, figure out how they fit together to convey the overall meaning you seek. Obviously, we are dealing with serious subject matter, so the poem should have the appropriate respectful tone.

5. Type your poem. Use a font that is legible (nothing too fancy) and a size of 14-18.

6. We will do a day of peer editing after the poem is completed to eliminate any typos, misspellings, etc. before you move on to the final product.

7. Neatly cut out your poem and glue it to a piece of 11X14 poster board. If you can’t find that size, buy a larger one and cut it to the correct dimensions.

8. Illustrate your poem using, markers, colored pencils, paint, or crayons. Either depict a scene from the testimony, or if you are not a fantastic artistic, use your color to create a design that illustrates the overall mood of your poem. If it feels dark and sinister or sad, you may use darker colors. If it depicts a story of triumph, your colors might be brighter. Is your mood hopeful or desperate? You must decide and proceed accordingly.

9. We will display your fine pieces in the classroom. If they are as great as I think they’ll be, we may do an exhibit in the library. Let’s see how we feel once they are completed.

10. You will receive two grades; one for the quality of the poem and one for your project’s overall aesthetic appeal.

SUGGESTED RESOURCES: “Bibliography.” EasyBib. 02 Aug. 2008. www.easybib.com. A Teacher’s Guide to the Holocaust. 2005. University of South Florida.

02 Aug. 2008. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm.

"Testimonies." USC Shoah Foundation Institute. 2008. University of Southern California. 02 Aug. 2008. http://college.usc.edu/vhi/.

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United States Holocaust Memorial Museum. 2008. 02 Aug. 2008

http://www.ushmm.org/.

RESEARCH DEADLINE: ______________________ POEM DEADLINE: ______________________ PEER EDIT DATE: ______________________ FINAL PROJECT DEADLINE: ______________________

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Final Project

Lesson 4 Rescuer Play Writing Assignment I. SOL English/Language Arts Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain,analyze, or entertain. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing. d) Write clear, varied sentences. e) Use specific vocabulary and information. f) Arrange paragraphs into a logical progression. g) Revise writing for clarity. h) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses. 10.7 The student will develop a variety of writing, with an emphasis on exposition. a) Generate, gather, plan, and organize ideas for writing. b) Elaborate ideas clearly through word choice and vivid description. c) Write clear, varied sentences. d) Organize ideas into a logical sequence. e) Revise writing for clarity of content and presentation. f) Proofread and prepare final product for intended audience and purpose. 10.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. b) Apply rules governing use of the colon. c) Distinguish between active and passive voice. 10.9 The student will critique professional and peer writing. a) Analyze the writing of others. b) Describe how the author accomplishes the intended purpose of a writing. c) Suggest how writing might be improved. 10.10 The student will use writing to interpret, analyze, and evaluate ideas. a) Explain concepts contained in literature and other disciplines. b) Translate concepts into simpler or more easily understood terms. 11.7 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing. b) Develop a focus for writing.

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c) Evaluate and cite applicable information. d) Organize ideas in a logical manner. e) Elaborate ideas clearly and accurately. f) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. g) Revise writing for accuracy and depth of information. h) Proofread final copy and prepare document for intended audience and purpose. 11.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for producing research projects. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Adjust sentence and paragraph structures for a variety of purposes and audiences. Research 9.8 The student will credit the sources of both quoted and paraphrased ideas. a) Define the meaning and consequences of plagiarism. b) Distinguish one’s own ideas from information created or discovered by others. c) Use a style sheet, such as that of the Modern Language Association (MLA) 9.9 The student will use print, electronic databases, and online resources to access information. a) Identify key terms specific to research tools and processes. b) Narrow the focus of a search. c) Scan and select resources. d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology. 10.11 The student will collect, evaluate, organize, and present information. a) Organize information from a variety of sources. b) Develop the central idea or focus. c) Verify the accuracy and usefulness of information. d) Credit sources for both quoted and paraphrased ideas. e) Present information in an appropriate format, such as an oral presentation, written report, or visual product. f)Use technology to access information, organize ideas, and develop writing. 11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of sources to produce a research product. a) Narrow a topic. b) Develop a plan for research. c) Collect information to support a thesis. d) Evaluate quality and accuracy of information. e) Synthesize information in a logical sequence. f) Document sources of information, using a style sheet, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). g) Edit writing for clarity of content and effect. h) Edit copy for grammatically correct use of language, spelling, punctuation, and capitalization. i) Proofread final copy and prepare document for publication or submission. j) Use technology to access information, organize ideas, and develop writing. Theater/Fine Arts TI.3 The student will apply the creative process to the skills of storytelling, acting, and playwriting by

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1. using an acting vocabulary that includes blocking and character development terminology; 2. employing voice, body, and imagination in character development; 3. analyzing and describing the physical, emotional, and social dimension of characters; 4. creating and writing a monologue and/or scene TI.7 The student will make connections between theatre and other curricular areas. II. Assessment This assignment will take one day in the library or computer lab. If you plan ahead, you can introduce the assignment and take the students on the same day. I give one week from the day I assigned it to have it completed. On the day that it is due, you may also want to put the students into pairs and have them proofread (peer edit) each other’s work. I do not recommend acting out these plays in class! Most students of middle or high school age lack the maturity to role- play such serious matter. I would recommend partnering with the drama teacher. Under his/her professional direction, the drama students/drama club of a high school may be able to tackle the stories. It would be fantastic to take your students to the auditorium to watch the drama students perform one of the plays. The student will be graded based on his/her ability to follow the design of a play. Does it have all of the elements required? The grade also will include how closely the play follows the rescuer’s actual testimony and the quality of the piece. Standard grammar/mechanics rules apply, as always. III. Guiding Question What are the ramifications of standing idly by? Leviticus 19:16 “Thou shalt not stand idly by”… also often quoted by Holocaust survivors, Alex Lebenstein and Elie Wiesel You may also couple this with the quote by Pastor Martin Niemoller, although I have used the quote as part of my allegory lesson (lesson 5) “First they came for the Communists and I didn’t speak up because I wasn’t a Communist. Then they came for the Social Democrats and I didn’t speak up because I wasn’t a Social Democrat. Then they came for the Trade Unionists and I didn’t speak up because I wasn’t a Trade Unionist. Then they came for the Jews and I didn't speak up because I wasn't a Jew, Then they came for me and by that time there was no one left to speak up for me.” IV. Unit On the following page, teachers will find the reproducible lesson plan. Students will research rescuers during the Holocaust and choose one story to dramatize. Using basic dramatic structure, students will write a play based on a rescuer’s story. You may have students work alone or in pairs. Groups of 3 or more in this case might become too social and cumbersome, and one person will do most of the work. Plan on giving students one day in the library or computer lab to do the research and then time in class to work on the play, especially if partners are assigned. The plays may be peer edited after the first draft is typed.

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V. Guiding Question Answer Rather than reading the plays aloud, the teacher may want to open up the floor and have students tell the highlights of their rescuer’s stories. After several stories have been told, ask the Guiding Question again, What are the ramifications of standing idly by? Open the discussion as to what might have happened if these brave individuals did not stand up for their convictions. You may also have the students write journal responses. VI. Bibliography 1. “Bibliography.” EasyBib. www.easybib.com 2. Block, Gay and Malka Drucker. Rescuers: Portraits of Moral Courage in the Holocaust. New York: Holmes & Meier Publishers, 1992. 3. Fogelman, Eva. Conscience and Courage: Rescuers of Jews during the Holocaust. New York: Anchor Books, 1995. 4. “Glossary of Drama Terms.” McGraw Online Learning Center. 03 Aug. 2008.

http://highered.mcgraw-hill.com/sites/0767422783/student_view0/glossary_of_drama_terms.html. 5. A Teacher’s Guide to the Holocaust. 2005. University of South Florida.

02 Aug. 2008. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm.

6. USC Shoah Foundation Institute. 2008. University of Southern California. 02 Aug. 2008. http://college.usc.edu/vhi/.

7. United States Holocaust Memorial Museum. 2008. 02 Aug. 2008. http://www.ushmm.org/.

“Niemoller, Martin.” Why is Free Speech So Important? 04 Jan. 2005. University of CaliforniaSanta Barbara. 03 Aug. 2008. http://www.geocities.com/kdelran/niemoller.html.

Lesson 5 Allegory Lesson

The Terrible Things by Eve Bunting I. SOL Links English/Language Arts Writing 9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain. a) Generate, gather, and organize ideas for writing. b) Plan and organize writing to address a specific audience and purpose. c) Communicate clearly the purpose of the writing. d) Write clear, varied sentences. e) Use specific vocabulary and information.

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f) Arrange paragraphs into a logical progression. g) Revise writing for clarity. h) Proofread and prepare final product for intended audience and purpose. 9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and predicate nominative/predicate adjective. b) Use parallel structures across sentences and paragraphs. c) Use appositives, main clauses, and subordinate clauses. d) Use commas and semicolons to distinguish and divide main and subordinate clauses. 10.7 The student will develop a variety of writing, with an emphasis on exposition. a) Generate, gather, plan, and organize ideas for writing. b) Elaborate ideas clearly through word choice and vivid description. c) Write clear, varied sentences. d) Organize ideas into a logical sequence. e) Revise writing for clarity of content and presentation. f) Proofread and prepare final product for intended audience and purpose. 10.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. b) Apply rules governing use of the colon. c) Distinguish between active and passive voice. 10.9 The student will critique professional and peer writing. a) Analyze the writing of others. b) Describe how the author accomplishes the intended purpose of a writing. c) Suggest how writing might be improved. 10.10 The student will use writing to interpret, analyze, and evaluate ideas. a) Explain concepts contained in literature and other disciplines. b) Translate concepts into simpler or more easily understood terms. 11.7 The student will write in a variety of forms, with an emphasis on persuasion. a) Generate, gather, plan, and organize ideas for writing. b) Develop a focus for writing. c) Evaluate and cite applicable information. d) Organize ideas in a logical manner. e) Elaborate ideas clearly and accurately. f) Adapt content, vocabulary, voice, and tone to audience, purpose, and situation. g) Revise writing for accuracy and depth of information. h) Proofread final copy and prepare document for intended audience and purpose. 11.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), for producing research projects. b) Use verbals and verbal phrases to achieve sentence conciseness and variety. c) Adjust sentence and paragraph structures for a variety of purposes and audiences. Reading Analysis 9.3 The student will read and analyze a variety of literature. a) Identify format, text structure, and main idea.

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b) Identify the characteristics that distinguish literary forms. c) Use literary terms in describing and analyzing selections. d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme. e) Explain the relationship between the author’s style and literary effect. f) Describe the use of images and sounds to elicit the reader’s emotions. g) Explain the influence of historical context on the form, style, and point of view of a written work. 10.3 The student will read, comprehend, and critique literary works. a) Identify text organization and structure. b) Identify main and supporting ideas. c) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. d) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. II. Assessment Unlike most of the other projects I have included which ended with a very tangible product, this truly is a lesson. Assessment will be found in the engagement of the students. Constantly pay attention to make sure your class is with you. If they wander, stop what you are doing (for example, reading aloud) and reengage them before moving on. The success of this lesson depends on their attention and connection. III. Guiding Question What is the significance of a cycle of fear? IV. Unit The teacher will find a step-by-step approach to teaching the literary term, allegory, using The Terrible Things by Eve Bunting. This later can be tied to the Pastor Martin Niemoller quote. Note to teachers: It is best to use this lesson after the students have basic knowledge about the Holocaust and the persecution of the Jews, as well as other groups designated by the Nazis. The lesson involves: the teaching of the term, allegory; the dramatic reading of The Terrible Things by Eve Bunting; the reviewing of the text, page-by-page and interacting with the students about what is actually happening; the tying of the allegory to the Holocaust; the dramatic reading of Pastor Martin Niemoller’s famous quote, “First they came for the Communists…”; and the culmination of the lesson with a writing assignment or journal.

V. Guiding Question Answered After the lesson is completed, the teacher should reiterate the Guiding Question and allow the class to correlate their thoughts to the events in The Terrible Things, and then the discussion should naturally progress to the events of the Holocaust. After completion of the lesson, students may respond to the Guiding Question in their journals. VI. Bibliography 1. “Allegory.” Glossary of Literary Terms. Bedford/St. Martin’s Home. 03 Aug. 2008.

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http://www.bedfordstmartins.com/literature/bedlit/glossary_a.htm. 2. Bunting, Eve. Terrible Things: An Allegory of the Holocaust. Philadelphia:

The Jewish Publication Society, 1980.

3. “Niemoller Quote.” Why is Free Speech So Important? 04 Jan. 2005. University of California Santa Barbara. 03 Aug. 2008. http://www.geocities.com/kdelran/niemoller.html.

Allegory Lesson The Terrible Things by Eve Bunting English Holocaust Unit Allegory is a recommended literary term to teach in English 9 or 10. The most effective way to teach terms is to tie them to memorable events or stories so the students will remember. This lesson will have its best effect if you do not tell the student what the allegory represents before reading the story to them. The title page has an excellent narrative tying it to the Holocaust. Save it for after the dramatic reading. 1. Go over the definition of the literary term with your students. Allegory (definition) A symbolic narrative in which the surface details imply a secondary meaning. Allegory often takes the form of a story in which the characters represent moral qualities. 2. Stand in front of your class and read Eve Bunting’s Terrible Things: An Allegory of the Holocaust, not allowing students to read the sub-title. Read each page and show the picture, giving them time to see the illustrations. Think back to story time in the library. ☺ 3. After reading, ask the students if they know to what this story is an allegory. If they can’t figure it out, read the narrative on the first page, indicating the tie to the Holocaust. Take them back through the story, one page at a time. The pages are not numbered, so read along with the book and bear with me to understand the following directions.

• FIRST PAGE OF TEXT: Why is it important that the animals are small? Who are these content creatures meant to be? Who are the Terrible Things who have come to town?

• SECOND PAGE OF TEXT: Look at the illustration of the Terrible Things. What do you notice about them? Why is it significant that “their shadows blotted out the sun?”

• THIRD PAGE OF TEXT: When the Terrible Things come to town, they proclaim: “We have come for every creature with feathers on its back.” Notice how quickly all of the other creatures hurry to show that they don’t have feathers, leaving the birds to fend for themselves. What does this make you think of? Who do these other animals symbolize? Why did they act this way? Whom do the birds symbolize? How must they have felt at this moment?

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• FOURTH PAGE OF TEXT: The Terrible Things have brought their nets and capture the birds. How does this parallel what the Nazis did to the Jews?

• FIFTH PAGE OF TEXT: The other animals begin to make excuses for the why the birds might have been taken. Why? When Little Rabbit shows compassion for the birds’ plight and wants to know why? Big Rabbit says, “We mustn’t ask. The Terrible Things don’t need a reason. Just be glad it wasn’t us.” First, what lesson is Big Rabbit teaching Little Rabbit? Of whom does this remind you during the Holocaust?

• SIXTH AND SEVENTH PAGES OF TEXT: The Terrible Things have returned for “bushy-tailed creatures.” How do the others react? Why? No one stands up for the squirrels. Why?

• EIGHTH PAGE OF TEXT: The squirrels are taken away. Do you see a pattern here?

• NINTH PAGE OF TEXT: Notice how the animals are turning on the squirrels as they turned on the birds. Do the Terrible Things need the land? Why are they taking the animals? Why doesn’t anyone else speak up?

• TENTH PAGE OF TEXT: “Life in the clearing went on almost as before.” How could this be? Why is this important?

• ELEVENTH PAGE OF TEXT: This time they want every creature that swims. Which creatures swim?

• TWELFTH PAGE OF TEXT: Even though all of these animals are being taken without cause, the other animals continue to look out for themselves, almost offering up the chosen ones. What does this say about their nature? “Many creatures dislike frogs. Lumpy, slimy things. And fish are so cold and unfriendly. They never talk to any of us.” Why do you think they feel the need to denigrate the persecuted animals?

• THIRTEENTH PAGE OF TEXT: At this point only the porcupines and rabbits remain. When the Terrible Things come for creatures that “sprout quills,” notice how the rabbits react. “We don’t have quills,” they say as they fluff their fur. How do humans react in similar circumstances? Why do you think they do that? Does this sound like the bystanders during the Holocaust?

• FOURTEENTH AND FIFTEENTH PAGES OF TEXT: After the porcupines are gone, how does Little Rabbit react differently than Big Rabbit? Which seems to have the best instincts? What makes you think that?

• SIXTEENTH PAGE OF TEXT: Why does Little Rabbit begin to agree with Big Rabbit? Knowing what we know of history by now, is this foreshadowing?

• SEVENTEENTH PAGE OF TEXT: Little Rabbit seems to be more intuitive than the other animals. He sees “the terrible gleam of their terrible eyes through the forest darkness” and he smells them. Why is it important that he seems to have the best senses but appears to be the smallest?

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• EIGHTEENTH AND NINETEENTH PAGE OF TEXT: What is ironic about the fact that when the Terrible Things come for “any creature that is white” the rabbits respond in disbelief, saying, “There are no white creatures here but us.”? Did they think that the Terrible Things would never come for them? Why do you think they believe they should be immune to persecution? Do you see the irony in the fact that they never helped the others, but now in their time of need, no one is left to help them?

• TWENTIETH PAGE OF TEXT: How does the Little Rabbit escape? What does he finally realize? Do you feel sorry for him that it’s too late?

• FINAL PAGE OF TEXT: What plans does the Little Rabbit have? Do you think anyone will listen?

4. Have the kids get out a piece of paper or their journals, then read aloud the following quote by Pastor Martin Niemoller:

“First they came for the Communists, but I wasn’t a Communist, so I didn’t speak out. Then they came for the trade unionists, but I wasn’t a unionist, so I didn’t speak out. Then they came for the Jews, but I wasn’t a Jew so I didn’t speak out. Then they came for me and there was no one left to speak out.” 5. Have them respond to the quote as it relates to the story they just heard, The Terrible Things, and their study of the Holocaust. You can also turn this into an essay. TEACHER RESOURCES 1. “Allegory.” Glossary of Literary Terms. Bedford/St. Martin’s Home. 03 Aug. 2008. http://www.bedfordstmartins.com/literature/bedlit/glossary_a.htm. 2. Bunting, Eve. Terrible Things: An Allegory of the Holocaust. Philadelphia:

The Jewish Publication Society, 1980.

“Niemoller, Martin.” Why is Free Speech So Important? 04 Jan. 2005. University of California Santa Barbara. 03 Aug. 2008. http:www.geocities.com/kdelrain/niemoller.html

Rescuer Play English Holocaust Unit

1. Research the story of a rescuer during the Holocaust. This is a person who made a conscious decision to hide or find a way to save another human being. Choose a person whose story compels you. You may read that person’s story from many perspectives, but the best one certainly is his/her own words. You must provide a bibliography for the source or sources that you use. If the story is of a length to

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be copied, please provide a copy of your rescuer’s story with your play.

2. Develop a three-act play bringing this story to life. See a play in your textbook or online for visual written structure, if necessary.

3. Include: • Background • Character list • Setting • Narration • Stage direction • Play dialogue designated by the character’s name

in all caps, followed by a period or colon. Example: MARY ROSE:

TRAIN CONDUCTOR: • Scenes with scene descriptions

Example: Scene i: A dark alley in Kovno. 4. These will be typed, given a fitting title, and submitted. We

will not act out these plays in class due to the serious nature of the Holocaust topic. With the author’s permission, however, I will pass some along to the drama teacher for possible use with trained actors/acting instructor. Perhaps we can even see one performed!

Possible Structure: Act One: Set the scene by introducing the character. Introduce first plot twist, perhaps the plea for help (Introduction). Act Two: Set up main action. This will be the middle of the play. Tell the major story (Rising Action and Conflict). Act Three: Tell the story of the actual rescue (Climax) and what happened as a result of the rescue (Falling Action). Finally, tie it up and tell the ending. (Resolution). SUGGESTED RESOURCES: 1. “Bibliography.” EasyBib. 02 Aug. 2008. www.easybib.com 2. Block, Gay and Malka Drucker. Rescuers: Portraits of Moral Courage in the

Holocaust. New York: Holmes & Meier Publishers, 1992. 3. Fogelman, Eva. Conscience and Courage: Rescuers of Jews during the Holocaust. New York: Anchor Books, 1995. 4. “Glossary of Drama Terms.” McGraw Online Learning Center. 03 Aug. 2008.

http://highered.mcgraw-hill.com/sites/0767422783/student_view0/glossary_of_drama_terms.html.

5. A Teacher’s Guide to the Holocaust. 2005. University of South Florida.

02 Aug. 2008. http://fcit.usf.edu/HOLOCAUST/timeline/timeline.htm.

6. USC Shoah Foundation Institute. 2008. University of Southern California. 02 Aug. 2008. http://college.usc.edu/vhi/.

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7. United States Holocaust Memorial Museum. 2008. 02 Aug. 2008 . http://www.ushmm.org/. You might also check the local library, often in the children’s section or the non-fiction section for tales of Holocaust rescuers and righteous gentiles. Ask a librarian. ☺

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