HolocaustHolocaust

Jackie Ellis, Zach Hyden, and Jackie Ellis, Zach Hyden, and Kurt BallingerKurt Ballinger

General Theme: The HolocaustGeneral Theme: The Holocaust

Subject: American StudiesSubject: American Studies

Participants: 8Participants: 8thth grade students grade students

Location: Harlan CAHSLocation: Harlan CAHS

When: Period 3 When: Period 3

IntroductionIntroduction

Unit ObjectivesUnit Objectives

Students will know, understand, and be able to explain Students will know, understand, and be able to explain the terms genocide, Holocaust, Concentration Camps, the terms genocide, Holocaust, Concentration Camps, Final Solution, and Final Solution, and KristallnachtKristallnacht..Students will be able to utilize maps, keys, and charts to Students will be able to utilize maps, keys, and charts to locate and identify concentration camps, key countries, locate and identify concentration camps, key countries, and casualty rates during the Holocaust.and casualty rates during the Holocaust.Students will have a broad understanding of the Students will have a broad understanding of the Holocaust during World War II. Holocaust during World War II. Students will be able to analyze and understand primary Students will be able to analyze and understand primary sources and videos.sources and videos.ODE Standards: History, Geography, PsychologyODE Standards: History, Geography, PsychologyNCSS Standards: I, II, III, V, VI, VII, VIII, IX, XNCSS Standards: I, II, III, V, VI, VII, VIII, IX, X

ContentContentThe Persecution BeginsThe Persecution Begins– HolocaustHolocaust

the systematic murder of 11 million people across Europe, more the systematic murder of 11 million people across Europe, more than half of whom were Jewsthan half of whom were Jews

– Anti-SemitismAnti-Semitismhatred of Jewshatred of Jews

– ScapegoatScapegoatGermans blamed Jews for the cause of their failures, economic Germans blamed Jews for the cause of their failures, economic problems, and defeat in World War Iproblems, and defeat in World War I

– KristallnachtKristallnacht““The Night of the Broken Glass”The Night of the Broken Glass”Nazi storm troopers attacked Jewish homes, businesses, and Nazi storm troopers attacked Jewish homes, businesses, and synagoguessynagogues

– Plight of the St. LouisPlight of the St. LouisGerman ship carrying many Jewish refugees reaches Miami and is German ship carrying many Jewish refugees reaches Miami and is turned around and sent back to Europeturned around and sent back to Europe

Content ContinuedContent Continued

Hitler’s Final SolutionHitler’s Final Solution– GenocideGenocide

The deliberate and systematic killing of an entire populationThe deliberate and systematic killing of an entire population– Aryans/Master RaceAryans/Master Race

Must be preserved by exterminating inferior or unworthy Must be preserved by exterminating inferior or unworthy racesraces

– Gypsies, Freemasons, Communists, and Jehovah’s WitnessesGypsies, Freemasons, Communists, and Jehovah’s Witnesses

– GhettosGhettosSegregated Jewish areas in certain Polish citiesSegregated Jewish areas in certain Polish cities

– Horrible living conditionsHorrible living conditions

– Concentration CampsConcentration CampsLabor camps where Jewish families were forced to work and Labor camps where Jewish families were forced to work and eventually exterminatedeventually exterminated

Content ContinuedContent Continued

The Final StageThe Final Stage– In 1942 the mass murder of Jews began In 1942 the mass murder of Jews began

through the use of poison gas and other through the use of poison gas and other meansmeans

– Mass exterminationMass exterminationSix death camps in PolandSix death camps in Poland

Huge gas chambers were more than 12,000 could Huge gas chambers were more than 12,000 could be killed in one daybe killed in one day

Auschwitz was the largest death campAuschwitz was the largest death camp

Key TermsKey Terms

HolocaustHolocaust

KristallnachtKristallnacht

GenocideGenocide

GhettoGhetto

Concentration CampsConcentration Camps

Day OneDay One

Quickly review the Nazi Party, Gestapo, and Quickly review the Nazi Party, Gestapo, and policies and views of Adolf Hitlerpolicies and views of Adolf Hitler

Notes on the Holocaust; the BeginningNotes on the Holocaust; the Beginning

Student Activity:Student Activity:– Students will create a timeline covering important Students will create a timeline covering important

events from Jews being targeted, i.e, events from Jews being targeted, i.e, KristallnachtKristallnacht, to , to the Final Solutionthe Final Solution

Homework:Homework:– Read Section 3, Chapter 16 from Read Section 3, Chapter 16 from The Americans: The Americans:

Reconstruction to the 21Reconstruction to the 21stst Century Century..

Day TwoDay TwoFinish timelinesFinish timelinesDiscussion and notes over key eventsDiscussion and notes over key events– Students will add any key events that they missed to Students will add any key events that they missed to

their timelinetheir timeline

Primary SourcePrimary Source– Students will read and respond to the passage by Students will read and respond to the passage by

Pastor MiemoellerPastor Miemoeller– ““In Germany, the Nazis first came for the Communists and I did not speak up In Germany, the Nazis first came for the Communists and I did not speak up

because I was not a Communist. Then they came for the Jews, and I did not because I was not a Communist. Then they came for the Jews, and I did not speak up because I was not a Jew. Then they came for the Trade Unionists and I speak up because I was not a Jew. Then they came for the Trade Unionists and I did not speak up because I was not a Trade Unionist. Then they came for the did not speak up because I was not a Trade Unionist. Then they came for the Catholics and I was a Protestant so I did not speak up. Then they came for me…Catholics and I was a Protestant so I did not speak up. Then they came for me…by that time there was no one to speak up for anyone.”by that time there was no one to speak up for anyone.”

– Students will discuss the passage and answer the Students will discuss the passage and answer the following question:following question:

What does Pastor Miemoeller imply about speaking up for What does Pastor Miemoeller imply about speaking up for the rights of others? the rights of others?

Day ThreeDay Three

When students walk into the classroom teachers When students walk into the classroom teachers will check each students’ eyes. If the student will check each students’ eyes. If the student has blue eyes the student will receive a bag of has blue eyes the student will receive a bag of popcorn and a soda. If the student has any other popcorn and a soda. If the student has any other color eye, he/she will not receive a bag of color eye, he/she will not receive a bag of popcorn or a soda. All non-blue eyed students popcorn or a soda. All non-blue eyed students who try to eat popcorn or drink the soda will be who try to eat popcorn or drink the soda will be sent to the discipline office and given a sent to the discipline office and given a detention.detention.Students will then watch a 40 minute segment of Students will then watch a 40 minute segment of Schindler’s ListSchindler’s List. .

Day FourDay FourClass discussion about the events that took place during Class discussion about the events that took place during Day Three. Students will respond in their notebooks to Day Three. Students will respond in their notebooks to the following prompts:the following prompts:– If you received the popcorn and soda, how did you feel? Did you If you received the popcorn and soda, how did you feel? Did you

feel badly or wonder why other students did not receive the feel badly or wonder why other students did not receive the popcorn and soda? Would you have done anything if the popcorn and soda? Would you have done anything if the discrimination had continued? discrimination had continued?

– If you did not receive the popcorn and soda, how did you feel? If you did not receive the popcorn and soda, how did you feel? Did you feel anger or resentment towards the teacher or Did you feel anger or resentment towards the teacher or students who had the popcorn and soda? How did the students students who had the popcorn and soda? How did the students who had the popcorn and soda treat the students who did not? who had the popcorn and soda treat the students who did not?

Class notes; When you lose everythingClass notes; When you lose everything– Students will copy notes on how Jewish people lost identity, Students will copy notes on how Jewish people lost identity,

belongings, and control over what they can and cannot dobelongings, and control over what they can and cannot do

Homework: Homework: – Fill out the Daily Log of Activities worksheetFill out the Daily Log of Activities worksheet

Day FiveDay Five

Collect homeworkCollect homeworkMap ActivityMap Activity– On a blank map of Europe, students will have to identify the countries, identify On a blank map of Europe, students will have to identify the countries, identify

the countries involved in the war and which side they were on (use colors to the countries involved in the war and which side they were on (use colors to identify sides and create a key), identify key cities (i.e. capitals) and at least two identify sides and create a key), identify key cities (i.e. capitals) and at least two concentration camps located in Germany and at least two concentration camps concentration camps located in Germany and at least two concentration camps located outside of Germany. Students will be allowed to use their books. located outside of Germany. Students will be allowed to use their books. Students will have half the class (approximately 25 minutes) to work on the map Students will have half the class (approximately 25 minutes) to work on the map and anything they do not finish will be homework. and anything they do not finish will be homework.

Using ChartsUsing Charts– Students will utilize charts from the book and provided from the teacher to Students will utilize charts from the book and provided from the teacher to

identify the casualties of the Holocaust. identify the casualties of the Holocaust.

Homework:Homework:– Finish map activity (if not done), Study for quizFinish map activity (if not done), Study for quiz

Day SixDay SixCollect MapsCollect MapsQuiz Quiz

– This quiz will consist mostly of short answer and fill This quiz will consist mostly of short answer and fill in the blank questions, with a few multiple choice.in the blank questions, with a few multiple choice.

Sample Questions:Sample Questions:1.1. Define concentration camps.Define concentration camps.2.2. Describe Hitler’s Final Stage.Describe Hitler’s Final Stage.3.3. Which of the following groups were not targeted by Which of the following groups were not targeted by

the Nazi’s?the Nazi’s?a.a. JewsJewsb.b. GypsiesGypsiesc.c. CommunistsCommunistsd.d. All of the aboveAll of the abovee.e. None of the aboveNone of the above

MaterialsMaterialsTextbookTextbook– The Americans: Reconstruction to the 21The Americans: Reconstruction to the 21stst Century. Century.

DVD: DVD: Schindler’s ListSchindler’s List

Popcorn & SodaPopcorn & Soda

TV & DVD PlayerTV & DVD Player

Holocaust Lesson Plans & WorksheetsHolocaust Lesson Plans & Worksheets– A Holocaust Curriculum: Life Unworthy of LifeA Holocaust Curriculum: Life Unworthy of Life

Colored PencilsColored Pencils

Blank Europe MapsBlank Europe Maps

Internet accessInternet access

Smart Board and LCD ProjectorSmart Board and LCD Projector

AdaptationsAdaptationsClosed captioning for the DVDClosed captioning for the DVDTextbook on tape for reading assignmentTextbook on tape for reading assignmentExtended time on tests, worksheets, and Extended time on tests, worksheets, and reading assignmentsreading assignmentsGuided notes (fill in)Guided notes (fill in)Large print textbooks and mapsLarge print textbooks and mapsModified tests with less/more fill-in, short Modified tests with less/more fill-in, short answer, and multiple choice questionsanswer, and multiple choice questionsHomework options varying in degree of Homework options varying in degree of difficulty for higher cognitive studentsdifficulty for higher cognitive students