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Unit Title World Conflicts: 1933-1945 The Holocaust


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2011

World Conflicts 1933-1945 – The Holocaust

Unit Title

World Conflicts: 1933-1945 - The Holocaust

Grade Level

11 + 12

Timeframe

Five Weeks

Subject or topic area

The Final Solution and Its Legacy

Summary of unit

Holocaust…an offering the whole of which is burned…complete destruction of people or animals by fire…great widespread destruction…

Holocaust
by Barbara Sonek

We played, we laughed


we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, for we were the children whose dreams and lives were stolen away.

Frozen Jews
Avrom Sutzkever
July 10, 1944


Have you seen, in fields of snow, frozen Jews, row on row? Blue marble forms lying, not breathing, not dying.

Somewhere a flicker of a frozen soul - glint of fish in an icy swell. All brood. Speech and silence are one. Night snow encases the sun.

A smile glows immobile from a rose lip's chill. Baby and mother, side by side. Odd that her nipple's dried.

Fist, fixed in ice, of a naked old man: the power's undone in his hand. I've sampled death in all guises. Nothing surprises.

Yet a frost in July in this heat - a crazy assault in the street. I and blue carrion, face to face. Frozen Jews in a snowy space.

Marble shrouds my skin. Words ebb. Light grows thin. I'm frozen, I'm rooted in place like the naked old man enfeebled by ice.



Pastor Martin Nimöller,
Nazi victim:


They came for the communists, and I did not speak up because I wasn't a communist;

They came for the socialists, and I did not speak up because I was not a socialist;

They came for the union leaders, and I did not speak up because I wasn't a union leader;

They came for the Jews, and I didn't speak up because I wasn't a Jew.

Then they came for me, and there was no one left to speak up for me ....

The Final Solution was a systematically planned genocide of Europe’s Jewish population by Nazi Germany. You will read and analyze primary sources such as the previous poetry, view photos, art, and read personal accounts by people who experienced man’s inhumanity to man.



You will make connections to the Overarching/Essential and Topical Question, the Five Big Ideas-geography/environment, politics, economics, social/cultural and science/technology - and your world today regarding the causes, effects and impact of the Holocaust.

Overarching/Essential Question(s)

World Conflicts Overarching/Essential Questions-

  1. What happens when cultures collide?

( 6.1, 6.7, 6.9, 6.12)

  1. From whose viewpoint, perspective or angle are we seeing, reading and/or hearing? (6.1, 6.2, 6.4)

  2. How are events and people connected to each other? (6.1, 6.4, 6.16)

  3. What is too much or too little national power? (6.1, 6.4, 6.9, 6.12, 6.16)

  4. Why does the media’s interpretation of events affect the audience’s interpretation? Shape culture? Politics? (6.1,6.4, 6.9, 6.10, 6.12)

Topical Questions

  1. Put yourself in their position and ask “What would be my course of action and why?”

  2. What was the role of political ambivalence and racism in the Final Solution?

  3. Who’s Story is it?

Established Goals: (Grade Cluster Expectations (GCEs) and Standards)

6.1 Causes and Effects in Human Societies:

6.2 Uses of Evidence and data

History:

6.4 Historical Connections.

6.7 Geographical Knowledge

6.9 Meaning of Citizenship:

6.12 Human Rights

Economics:

6.16 Impact of Economic Systems:

Vital Results:

1.8 Reports

1.19 Research

1.21 Selection

1.22 Simulation and Modeling

2.1 Types of Questions

3.3 Respect

3.10 Teamwork

3.11 Interactions

4.1 Service

4.2 Democratic Processes

4.3 Cultural Expressions
4.4 Effects of Prejudice


4.5 Continuity and Change

Introductory Activities

  1. Students are given the Theme, Topic, and Purpose of the Unit, Standards, Overarching/Essential and Topical Questions, the Five Big Ideas and the unit Performance Assessment.

  2. Cooperative Groups will participate in activities, e.g., ABCD, brainstorming, and Chalktalk, reflecting their prior knowledge of European nations and leaders during 1933-1945 connecting to Overarching/Essential and Topical Questions, the Five Big Ideas and share in class.

Enabling Activities

  1. Students will participate in various writing activities, e.g., constructed responses, Comparison/Contrast, Exit Cards, Student Response Logs, Compare and Contrast, and Storyframe graphic organizer, free writes and journals relating to the visual and literal texts, the Five Big Ideas- geography/environment, politics, economics, social/cultural and science/technology and the unit’s Overarching/Essential and Topical Questions to be placed in their portfolio.

  2. Students will analyze the role of nationalism, survival, political ideologies, apathy, economics and stereotypes in geographical expansion during this time period connecting to the Five Big Ideas- geography/environment, politics, economics, social/cultural and science/technology and the unit’s Overarching/Essential and Topical Questions to be placed in their portfolio.

  3. Students will maintain a portfolio of their work and self-assessments.

  4. Students will read Elie Wiesel’s Night and other primary texts demonstrating their awareness of the power of writing and people’s stories in various writing activities integrating the reflective writing process connecting to the Overarching/Essential and Topical Questions, the Five Big Ideas and participate the writing/peer review processes-

>First draft

>Rewrite


>Second draft

>Rewrite


>Peer evaluation

  1. Students will view a variety of primary and secondary visual texts, e.g., They Looked Away, The Pianist and Schindler’s List, conduct research in the school library and on the Internet connecting to the Overarching/Essential and Topical Questions, the Five Big Ideas power of writing and people’s stories in various writing activities integrating the reflective writing process connecting to the Overarching/Essential and Topical Questions, the Five Big Ideas and participate the writing/peer review processes-

>First draft

>Rewrite


>Second draft

>Rewrite


>Peer evaluation

Performance Tasks

Performance Assessment: Original Visual - The Final Solution and Its Legacy

You will create an original visual, e.g., poster, 3-dimensional representation, painting, etc., and a clearly written summary (1-2 pages) representing your knowledge, feelings and clear examples of your enduring learning and connection to one of the Overarching/Essential Question you choose and the Five Big Ideas you feel best represent your knowledge and enduring learning about the Holocaust, its legacy and the meaning it has for you. Your piece will be publicly displayed.

You will clearly identify each component, the reason and significance of it, e.g., color, shape, image, in a verbal presentation to your peers.

The Holocaust had and still does have global implications and your piece should clearly demonstrate those connections to world events.



All rubrics must be completed to receive credit and in on time.

Rubric - Performance Assessment: Original Visual - The Final Solution and Its Legacy


CATEGORY

Master -4

Apprentice - 3

Novice - 2

Untrained - 1

Planning/organization

Student can clearly describe the intent and plan of completed piece and its components and their significance; obvious research and planning evident

Student describe the components meaning in a satisfactory manner and satisfactory planning fairly evident

Student’s description indicates more planning was necessary

Not real evidence of planning or focus.

Thematic Accuracy and Connection to the Overarching/Essential Question

and the Five Big Ideas

you chose

The student's original piece fits the theme of the assignment; is clearly accurate historically; clear connects to the Overarching/Essential Question and the Five Big Ideas chosen

The student's visual fits the theme of the assignment but is not completely original. Does connects to the Overarching/Essential Question and the Five Big Ideas chosen

The student's visual partially fits the theme of the assignment and somewhat connects to the Overarching/Essential Question and the Five Big Ideas chosen

The student's visual does not completely fit the theme of the assignment and does not have a clear connection to the Overarching/Essential Question and the Five Big Ideas chosen

Visual

Visual’s intention is clearly recognizable, detailed and effective use of color, is historically accurate. Overall, the visual is creative, original, skillful and an attention grabber

Visual’s intention is recognizable, fairly detailed, some effective use of color and is historically accurate. Overall, the visual is original and done with some skill.

Visual is recognizable and reasonably accurate but not very detailed. It has been copied, printed or traced rather than original. Overall it is not effective in conveyance of intent

Visual is difficult to recognize, not original AND/OR not accurate





Verbal Presentation Rubric




CATEGORY

4

3

2

1

Preparedness

Student is demonstrates clear knowledge of the topic and is completely prepared and has obviously rehearsed.

Student demonstrates knowledge and for the most part addresses the topic in depth, mostly prepared but needed more rehearsals for presentation.

The student is somewhat prepared, but it is clear that rehearsal was lacking as well as clear understanding of the topic in depth.

Student is not well prepared to present and does not clearly understand the topic in depth.

Time-Limit

Presentation is 6 or more minutes long.

Presentation is 5 minutes long.

Presentation is 4 minutes long.

Presentation 3 minutes or less.

Speaks Clearly

Speaks clearly and distinctly

Speaks clearly

Speaks clearly most of the time.

Often mumbles or can not be understood

Uses Complete Sentences

Speaks in complete sentences.

Mostly speaks in complete sentences.

Sometimes speaks in complete sentences.

Rarely speaks in complete sentences.


GRASPS Task Design Prompts

Goal

  • Your goal is to design original visual and written pieces reflecting the prompt The Final Solution and Its Legacy.

  • The goal is to create original pieces representing your knowledge of the global implications of The Final Solution and Its Legacy.

  • The problem or challenge is placing you as a witness in the time of the Holocaust.

  • The obstacles to overcome are stepping outside your comfort zone clearly demonstrating your knowledge of the Holocaust and your empathy for the people involved and the preconceived notion that you are not an artist.

Role

  • You are to assume a role of someone who lived during the time.

  • You have been asked to thoughtfully plan out the components of your visual and written pieces integrating historical facts and your reflections.

  • Your job is to be thorough in your research and make clear connections to the unit’s Overarching/Essential Question and the Five Big Ideas you chose.

Audience

  • Your clients are your peers.

  • The target audience is Holocaust survivors.

  • You need to convince your peers, guests and teacher of your knowledge and ability to convey it in an original creative visual representation.

Situation

  • The context you find yourself in is 1933-1945 Nazi controlled Europe.

  • The challenge involves dealing with anti-Semitism under a Nazi controlled regime and today.

Product, Performance, and Purpose

  • You will create original visual and written pieces that clearly represent your individual thoughts and interpretations of the in a reflective and thoughtful manner

in order to demonstrate your knowledge and ability of placing yourself in the time of the Holocaust

clearly reflecting the theme The Final Solution and Its Legacy, and complete a verbal presentation.

  • You need to develop a piece that clearly represents your understanding of the time period, the Holocaust and clear connections to the unit’s Overarching/Essential Question and the Five Big Ideas you chose so that you will be able to share your knowledge verbally with your peers.

Standards and Criteria for Success

  • Your performance needs to be complete, historically accurate, well-prepared and rehearsed and handed in on time.

  • Your work will be judged by your peers and teacher.

  • Your product must meet the following standards planning, organization, thematic accuracy and content, originality, color use, time and effort, coherence and organization, creativity, material, connection to the unit’s Overarching Question and the Five Big Ideas you chose, speaking skills and length of verbal presentation.


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