The Holocaust & Genocide, Resource Unit

The Holocaust & Genocide, Resource Unit Gregory Tyree ED639 Winter 2008

Introduction General Summary Objectives Content/Concepts People and Places Vocabulary for Day One ODE and NCSS Standards covered Activities (Eight Days) Homework for Day Four Evaluation Multiple Choice Short Answer Resources Teacher Student Media Table of Contents

Intro • The theme of this unit is to address the concept of the Holocaust. The historical facts are presented and discussed to connect this information to prior knowledge. This will identify the victims of the Holocaust and teach where and when these events occurred. This discussion will then turn to long-term impacts from the events of the Holocaust. The impact on the Holocaust from decisions made by American Corporations and the American Government will also be considered. Students will also gain an understanding of the impact of these events on the lives of the people involved through a first hand account filmed in Faces of the Holocaust.

Intro continued • The students will also learn about other instances of genocide in world history and compare them to the Holocaust. They will see the similarities and differences after independent study in small groups. Students will then present their findings to the class. They will required to complete a vocabulary foldable and a writing assignment. Learning will then be evaluated by a multiple choice test with short answer questions.

Intro continuedCognitive and Affective Objectives • Students will be able to identify the key events of the Holocaust • Students will be able to identify the important countries involved in the Holocaust as well as their leaders. • Students will be able to explain the importance of the ghettos and concentration camps • Students will understand and identify who was targeted by the Third Reich and why.

Intro continuedCognitive and Affective Objectives • The unit seeks to connect the students’ prior knowledge of the Holocaust to the facts presented in the lessons included. • They will have an understanding of the nature of the life for those who experienced it. • An understanding of the life of a victim in the concentration camp. • Understanding the role the USA played by not acting politically on these atrocities until it was too late • An understanding on the impact of American Corporations on the Nazi agenda.

People Franklin Roosevelt Winston Churchill Adolph Hitler Groups Nazi Jews Poles Slavs Gypsies Homosexuals Refugee Places Europe United States Germany France Soviet Union Netherlands Austria Hungary Poland Content

Holocaust Genocide Concentration camp Appeasement Undesirables Ghettos Kristallnacht Synagogue Anti-Semitism Vocabulary for Day One Activity

NCSS Standards • I. Culture and Cultural Diversity • II. Time Continuity and Change • III. People Places and Environments • IV. Global Connections

ODE Standards • History, Grade 9 • 11. Analyze the consequences of WWII including: • C. The Holocaust and its impact. • People in Societies • 1. Analyze examples of how people in different cultures view events from different points of view. • A. Creation of the State of Israel. • 2. Analyze the results of political, economic, and social oppression and the violation of human rights including: • B. The Holocaust and other acts of genocide, including that’s that have occurred in Armenia, Rwanda, Bosnia, and Iraq.

Day one-The Holocaust • 1. Free writing. Students work either in pairs writing down what they already know about the holocaust. The intent is to engage prior learning of the students. • 2. Classroom discussion covering what the students have written about. The teacher dispels any inaccurate information and identifies any gaps in learning. • 3. The teacher conducts a formal PowerPoint lecture that addresses the historical facts covering the Holocaust. • 4. Question and answer session at the end of lecture if needed. • 5. Students are to create a foldable covering vocabulary that are identified in the lecture, and written on the board.

Day Two- Concentration Camps • 1. Teacher leads a short discussion about the concept of a concentration camp. Students put forth their prior knowledge, then the teacher explains and identifies what they were. • 2. Show the story of Murray Weisman from Faces of the Holocaust, running time 43 minutes.

Day Three-Long-term impacts • 1. Students are to show their foldable to the teacher and show that their vocabulary is defined and complete. • 2. Lecture and class discussion are given to consider the impacts of the Holocaust including the creation of the state of Israel. • 3. Log on to www.cnn.com to show current videos of the conflict in the Gaza strip.

Day Four-Corporate Collusion • IBM and the Holocaust • View the following youtube video that is an excerpt from the movie The Corporation. • http://www.youtube.com/watch?v=Q4MsTidMFYc • Class discussion covering the concept of corporate collusion. • Writing assignment for homework over the level of responsibility IBM has over how their technology was employed during the Holocaust.

Day Five-Genocide Introduction • 1. Vocabulary quiz at the beginning of class. • Turn in homework, and discuss the students’ opinions. • Class discussion on the following question: • Do events like the holocaust occur today? • Class lecture on genocide. • Choose small groups for the following day and explain that the class will take a trip to the Library/Media Center to work in these groups.

Day Six-Genocide • Students break into small groups to research other accounts of genocide. • i.e. Armenia, Rwanda, Bosnia, and Iraq. • These groups will identify the who, where, when, what, and how of each event as well as the impact. They will also identify the parallels to the Holocaust. • The teacher takes the students to the school Library/Media Center to work in their groups for the rest of the day.

Day Seven-Genocide Pt. 2 • Students continue to research their event. When finished they will create a presentation for the class • Teacher gives instruction for a presentation. Students can either create a poster board display or build a PowerPoint presentation. • Groups work to complete the presentation.

Day Eight-Genocide Pt. 3 & Review • Student groups from the previous class session explain and identify their event to the class. Presentations will be graded on the students’ ability to fully identify the event in question. • After all the events have been explained the teacher will lead a class discussion over the similarities to the Holocaust. • A class review to prepare for the unit assessment to take place at the next class meeting.

Multiple Choice All of the following people were classified as undesirables except… A. Jews B. Homosexuals C. Poles D. French E. Gypsies Multiple Choice Guarded installations which gathered and exterminated undesirables were called… A. Ghettos B. Stalag 17 C. Concentration Camps D. none of the above Evaluation

Evaluation • Short Answer • What was the “night of broken glass”? Why was it important? • What are concentration camps? What is a ghetto? How are they different? • Who was targeted by the Nazi Party and why?

Day Four Homework • Q) On a scale of one to ten, how responsible is IBM for the deaths that occurred in the Holocaust? • Write a paragraph discussing the rating that you gave. This paragraph must consist of 5-7 sentences that clearly define your argument. I want you to be able to defend your argument to the class. Keep in mind that a good argument explains the Who, What, When, Why, and How as well as your opinion. This paragraph will be checked for grammar, spelling, and punctuation, so write it carefully

Presentation Rubric • Presentation identifies the Who, What, When, Where, How, Impact/Importance. • 20 points • Project and Presentation overall appearance 10 points • PowerPoint Presentations show a firm grasp of how to use the technology along with organization of topics. • Technology 10 points • Organization 10 points • Poster boards show organization and creativity. • Creativity 10 points • Organization 10 points

Teacher Resources • www.dinah.com This link contains information about foldables and manipulatives in the classroom. • http://www.youtube.com/watch?v=Q4MsTidMFYc A link to the relevant video excerpt of The Corporation on the website www.youtube.com. • www.thecorporation.com This site is the official site for this movie. • www.ibmandtheholocaust.com This is the website for Edwin Black’s book IBM and the Holocaust. • www.cnn.com For use with Day Three Activities, teacher should look for relevant and current conflict in the Gaza Strip. • Faces of the Holocaust a film that relates the accounts of those who lived through the Holocaust.

Student Resources • Challenge to Genocide: Let Iraq Live by Ramsey Clark. A comprehensive collection of essays and detailed reports. This book addresses the genocidal events in Iraq. (Book) • Conspiracy to Murder: The Rwanda Genocide and the International Community by Linda Melvern. Linda Melvern, a journalist and former consultant to the Military One prosecution team at the International Criminal Tribunal on Rwanda, portrays in her latest book entitled Conspiracy to Murder: The Rwandan Genocide one of the most appalling acts in modern history. Published in April 2004 to coincide with the commemoration of the tenth anniversary of the 1994 genocide, which caused the death of some 800,000 Tutsis and moderate Hutus, the book attempts to recapitulate the events that took place right before and during the hundred days that followed the plane crash which killed both Presidents Juvenal Habyarimana of Rwanda and Cyprien Ntaryamira of Burundi. (Book)

Student Resources • Genocide in Bosnia The Policy of "Ethnic Cleansing"by Norman Cigar In this study, Norman Cigar provides the first scholarly study of genocide in Bosnia-Herzegovina, arguing that it is neither the unintentional result of civil war nor the unfortunate by-product of rabid nationalism. Genocide is, he contends, the planned and direct consequence of conscious policy decisions made by the Serbian establishment in Serbia and Bosnia-Herzegovina. Its policies were carried out in a deliberate and systematic manner as part of a broader strategy intended to achieve a defined political objective—the creation of an expanded, ethnically pure Greater Serbia. (Book) • Vergeen: A Survivor of the Armenian Genocide by Mae Derdarian This is the gripping true story of a girl's indomitable will to survive the Armenian Genocide. Through a first-hand account of Vergeen's recollections, the brutalities endured by 2 million Armenians come to life for today's reader. Destined for slaughter in the blistering Syrian desert, 13-year-old Vergeen and her widowed mother are deported from their home and forced to march hundreds of miles. During the long journey, Turkish guards sell Vergeen to an Arabic nomad, who keeps her as a slave for a year before she escapes to find sanctuary with a young accountant in Syria. This inspiring heart-wrenching story of tragedy and courage will make anyone who thinks they have a rough life today realize today's generation has an easy life. (Book)

Student Resources • IBM and the Holocaust, by Edwin Black. The stunning story of IBM's strategic alliance with Nazi Germany -- beginning in 1933 in the first weeks that Hitler came to power and continuing well into World War II. As the Third Reich embarked upon its plan of conquest and genocide, IBM and its subsidiaries helped create enabling technologies, step-by-step, from the identification and cataloging programs of the 1930s to the selections of the 1940s. (Book) • Survivors: True Stories of Children in the Holocaust by Alan Zullo. These are the true-life accounts of nine Jewish boys and girls whose lives spiraled into danger and fear as the Holocaust overtook Europe. In a time of great horror, these children each found a way to make it through the nightmare of war. Some made daring escapes into the unknown, others disguised their true identities, and many witnessed unimaginable horrors. (Book)

Student Resources • The Holocaust by Martin Gilbert. A comprehensive history of the Holocaust from the rise of Hitler to power in 1933 to the defeat of Germany in 1945. Based on German and Jewish documentation, including material collected for the Nuremberg, Eichmann and other war crimes trials, with further personal testimony of eye-witnesses and survivors, and interviews conducted by the author. (Book) • The Holocaust, Maps and Photographs by Martin Gilbert. 27 maps and 53 photographs, giving a perspective on the Holocaust for young people, including five maps of Jewish life before Hitler's coming to power, and maps on Jewish resistance, Jewish children in hiding, and Righteous Gentiles. (Book)

Student Resources • Kristallnacht: Prelude to Destruction by Martin Gilbert. Kristallnacht marked the beginning of the systematic eradication of a people who traced their origins in Germany to Roman times and was a sinister fore-warning of the Holocaust. By setting the tone for the terrible war to follow, it shaped the second half of the twentieth century. Gilbert’s text is a well respected and very well accepted piece of work. (Book) • Eyewitness Auschwitz: Three Years in the Gas Chambers by Filip Muller. Filip Muller's firsthand account of three years in the gas chambers. One of the few prisoners who saw the Jewish people die and lived to tell about it, Muller has written one of the key documents of the Holocaust. A very detailed description of day-to-day life. (Book)

Media Resources • www.youtube.com This site has several portions of the movie The Corporation for free. • www.wikipedia.com I use this as a springboard for generating ideas for research. I also stress that the site is not necessarily a credible source, and cannot be used as a project source. However, it does contain links to more reputable and respected sources. It can also be a great resource for pictures and videos.

Media Resources • www.history.com The internet site for the History Channel. This has a wealth of appropriate information and suggestions for further research. This has both text and video sources. • www.cnn.com A multipurpose site for the connections to current events in the Gaza strip as well as a research tool for the student projects. • www.bbc.com An excellent site for getting a decidedly less American point of view. Also offers text and video as well as links to other sources.

Media Resources • www.ushmm.org The Museum has identified topic areas for you to consider while studying the Holocaust. An introduction to the topic areas is essential for a sense of the breadth of the history of the Holocaust. It also contains information on other acts of genocide and links to different sources. • www.unitedhumanrights.org The UHRC operates in modes of campaigns. Each campaign is geared toward one government who distorts, denies, and deludes its own history to disguise past and present genocides, massacres, and human rights violations. Campaigns will last up to five years. They are structured in phases and steps, which include education, awareness, political activism, petition drives, and mainly consumer boycotts. These phases are to reduce tax revenues that we, as Americans, provide to such governments who in turn use them for denial efforts. Their website is has a wealth of information on many different genocidal events.

Media Resources • www.about.com A great site for basic information and pictures on almost any topic. It is also easily reached even through school internet filters. • www.holocaustsurvivors.org Survivor accounts and pictures along with links to other resources. It also contains audio clips of actual survivors and their stories.

Media Resources • www.jewishvirtuallibrary.org A site built with the idea of improving relations between the Jewish communities of America and Israel. Lots of pictures and good information about the Holocaust from a unique perspective. • www.amnesty.org Amnesty International is a worldwide movement of people who campaign for internationally recognized human rights for all. A great resource on current events that can be termed genocide.

Media Resources • Hitler’s Pawn Margaret Lambert was a superior German-Jewish athlete who excelled in the high jump, but on her road to the 1936 Olympics, she encountered a terrifying roadblock: the rise of the Nazi Party. This HBO Sports documentary explores the hopes and heartaches experienced by Lambert when her dream of competing for Germany in the Berlin games was clouded by the rise of Adolf Hitler's political movement--at a time when Jewish athletes were being expelled from German sports clubs (video) • Schindler’s List. The film presents the indelible true story of the enigmatic Oskar Schindler, a member of the Nazi party, womanizer, and war profiteer who saved the lives of more than 1,100 Jews during the Holocaust. It is the triumph of one man who made a difference, and the drama of those who survived one of the darkest chapters in human history because of what he did. (video)

Media Resources • The Corporation The film charts the development of the corporation as a legal entity from its origins as an institution chartered by governments to carry out specific public functions, to the rise of the vast modern institutions entitled to some of the legal rights of a person. One central theme of the documentary is an attempt to assess the "personality" of the corporate "person" by using diagnostic criteria from the DSM-IV; Robert Hare, a University of British Columbia Psychology Professor and FBI consultant, compares the modern, profit-driven corporation to that of a clinically diagnosed psychopath. The film focuses mostly on the corporation in North America, especially in the United States. The film is composed of several vignettes examining and critiquing corporate practices, and drawing parallels between examples of corporate malfeasance and the DSM-IV's symptoms of psychopathy. (video) • Faces of the Holocaust Interviews with holocaust survivors and a part of: Holocaust collection from the Dayton Holocaust Resource Center. (video)

Media Resources • Hotel Rwanda. Historical drama film about the hotelier Paul Rusesabagina, during the Rwandan Genocide. This film is based on true events that took place during the genocidal violence that erupted in Rwanda between the Hutu and Tutsi groups in 1994 when the Hutu military and Interahamwe militias killed almost 1,000,000 Rwandans in a 100 day period. (Video) • Welcome to Sarajevo. Journalist Floyd from US, Michael Henderson from UK and their teams meet the beginning of Bosnian war in Sarajevo. During their reports they find an orphanage run by devoted Mrs. Savic near the front line. Henderson gets so involved in kids' problems that he decides to take on the children, Emira, illegally back to England. He is assisted by American aid worker Nina. (Video)

Media Resources • Jakob the Liar (1999) A fictional and entertaining account about life in the ghettos. A good depiction of the day to day life in the ghetto. (video) • The Pianist (2002) Wladyslaw Szpilman (Adrien Brody) was a World War II-era Polish pianist who lived in the Warsaw ghettos, escaped from Nazi concentration camps, and, thanks to music, lived to tell about it. The film is based on his autobiography, Pianist, published in 1946. • ANNE FRANK: THE WHOLE STORY FACTS (2001)Based on Melissa Muller's book ANNE FRANK: A BIOGRAPHY, this film covers young Anne Frank's life from her childhood before the war in Amsterdam, through the harsh war years covered in her diary, to her final days leading up to her death in a Nazi concentration camp.

The Holocaust & Genocide, Resource Unit