Holocaust and Genocide Studies Social Studies GRADE: 11-12

APPROVED BY BOARD OF EDUCATION AUGUST 23, 2016 ELMWOOD PARK PUBLIC SCHOOLS

Holocaust and Genocide Studies

Social Studies

GRADE: 11-12 It is the goal of this curriculum to help students understand the human catastrophes that occurred in Armenia, Cambodia, Bosnia, Rwanda, the Holocaust and present day Genocides.The students will define what was “German”, (the invading of much of Europe) the Nazis claimed that anything

Jewish or Slavic, Gypsy, etc) belonged to Germany. Pre-World War I and Post World War I racism and antisemitism was used in many countries to fuel fires of political propaganda.Nuremberg Laws, Weimar Republic's fragile democracy between 1918-1933, History of the Armenian Genocide

and 1895-1915. Nazi persecution began in Germany 1933-1945. Treaty of Versailles and the economic issues that were associated with the philosophies of the times. Students will answer the question: How did these events set the stage -became the antecedent for the Holocaust?(NJCHE, 1994)


Students will examine the origins of Genocide, antisemitism and the events that lead to the Holocaust. Students will investigate primary source material, (memoirs, maps, testimonials, and other pertinent documents) in order to understand how legislation, terror and propaganda isolated people.

Students will also consider the role and responsibility of the individual in interrupting hate and the escalation of violence.

The various classroom lessons and activities are aimed at raising the level of awareness and developing critical thinking skills, problem solving, research skills, map,chart and graphs skills and develop critical thinking skills. These activities are recommended for the high school years. (NJCHE,

1994)

Social Issues in the 20th and 21st centuries will help today’s learners to connect their diverse backgrounds to the events prior to the Holocaust and

how the words of a few launched the “Final Solution”. (Totten, Pedersen, 1994)

This Curriculum is divided into 6 major units and 10 subcategories.

Unit 1 Genocide and the United Nations Unit 4 Cambodia and the Khmer Rouge

Unit 2 Armenian Genocides and the History of Armenia Unit 5 Rwanda

Unit 3 Bosnia and the United Nations

The above Units will be completed first two marking periods. They will access the resources and assessments throughout. Genocide and Holocaust are intertwined and overlapping.

Unit 6 Holocaust will be divided into 9 sub units. The following Units will encompass the time period January through June

6a Antisemitism 6e Resistance


6b Nazi Germany 6e Rescuers and Non Jewish Resistance

6c The Ghettos 6f Survivors and Liberators

6d.The “Final Solution” 6g Perpetrators, Collaborators and Bystanders

UNIT I: (Title, Month(s), Number of Days) Holocaust and Genocide Studies Unit I Introduction to Genocide Studies Unit 2 Armenian Genocide and the History of Armenia Unit 3 Bosnia and the United Nations Unit 4 Cambodia and the Khmer Rouge Unit 5 Rwanda Unit 6 Holocaust

45 minutes/5 days School year September- June Units 1-5 September -January Unit 6 January-June

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?


ESTABLISHED GOALS: (NJ CCCS and/or CCS)

6.2 World History/Global

Studies: All students will acquire the knowledge and

skill to think analytically systematically about how past

interactions of people, cultures and the environment affect

issues across time and cultures. Such knowledge and skills

enable students to make informed decisions as socially

and ethically responsible world citizens in the 21st century.

● 6.2.12.A.4.c - Analyze the

motivations, causes, and consequences of the genocides

of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations of Ukrainians

and Chinese. ● 6.2.12.A.4.d - Assess

government responses to incidents of ethnic cleansing and genocide.

● 6.2.12.B.4.a Determine the geographic impact of World


War I by comparing and

contrasting the political boundaries of the world in

1914 and 1939 ● 6.2.12.C. 4.a Analyze

government responses to the

Great Depression and their consequences, including the

growth of fascist, socialist, and communist movements and the effects on capitalist economic

theory and practice. ● 6.2.12.D.4.g - Analyze the role

of racial bias, nationalism and propaganda in mobilizing civilian populations in support

of total war. ● 6.2.12.D.4.i- Compare and

contrast the actions of individuals as perpetrators, bystanders, and rescuers during

the events of persecution or genocide, describe the long-

term consequences of genocide for all involved.

● 6.2.12.A.5.d Analyze the

causes and consequences of mass killings (e.g., Cambodia,


Rwanda, Bosnia-Herzegovina,

Somalia and Sudan.) and evaluate the responsibilities of

the world community in response to such events.

● 6.2.12.A.5.e Assess the

progress of human and civil rights around the world since

the 1948 U.N. Declaration of Human Rights.

● 6.2.12.A.6.d Assess the

effectiveness of responses by government and international

organizations to tension resulting from ethnic, territorial, religious and/or

nationalist differences ● 6.1.12.D.11.d Compare the

varying perspectives of victims, survivors, bystanders rescuers, and perpetrators

during the Holocaust ● 6.1.12.D.11.e Explain how

Word War II and the Holocaust led to the creation of international organizations (i.e.

the United Nations) to protect the human rights and describe


the subsequent impact if these

organizations English Language Arts

● RL8.1 Cite textual evidence that most strongly supports an analysis of what the text says

explicitly as well as inferences drawn from the text.

RI.8.7. Evaluate the advantages and disadvantages of using different

mediums (e.g., print digital text, video, multimedia) to present a

particular topic or idea.

● W.8.2. Write informative/explanatory texts

to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories; include formatting


(e.g., headings), graphics (e.g.,

charts, tables), and multimedia when useful to aiding

comprehension.

● Develop the topic with relevant, well-chosen facts,

definitions, concrete details, quotations, or other information and examples.

● Use appropriate and varied transitions to create

cohesion and clarify the relationships among ideas and concepts.

● Use precise language and domain-specific vocabulary

to inform about or explain the topic.

● Establish and maintain a

formal style. ● Provide a concluding

statement or section that follows from and supports the

● information or explanation presented.


● ● RH.6-8.3. Identify key

steps in a text’s description of a process related to

history/social studies (e.g., how a bill becomes law, how

interest rates are raised or lowered).

● RST.6-8.9. Compare and

contrast the information gained from experiments, simulations, video, or multimedia sources

with that gained from reading a text on the same topic.

● RI.9-10.1 Accurately cite strong and thorough textual evidence (e.g. via discussion,

written response, etc. and make relevant connections to support

analysis of what the text explicitly as well as inferentially, including

determining where the text leaves matters uncertain.

● College and Career


Readiness Anchor Standards-

Reading CCRA.R.2- Determine central ideas or

themes of a text and analyze their development; summarize the key details and ideas

● CCRA.R.6 Assess how point of view or purpose shape the

content and style of a text

9.1 21st

Century Life and Career

Skills 2009

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

identify the many historical, social,

religious, political and economic factors that cumulatively resulted in

genocides and the Holocaust. They will identify how history happens and how convergence of factors can

continue to the disintegration of civilized values. (NJCHE, 1994) explain the extent to which the legacy of World War I, the global depression, ethnic and ideological conflicts. (


Braun, 1994) describe how Hitler and the Nazi regime used propaganda to try to

influence the way people thought and acted. (NJCHE,1994) Identify tactics utilized during the

genocide(s), comparing and contrasting. Describe how the genocide impacted the lives of individuals during the conflict(s). Analyze the common beliefs of survivors about justice, forgiveness

and the future. Explore moral dilemmas that people were forced to contend with during the

genocides. Analyze acts of rescue and assistance. Demonstrate behaviors that are respectful of individuals regardless of differences based upon factors related

to race, ethnicity, religious affiliation, gender, disability, economic status, or

sexual orientation. Discuss general theories of human nature and relate these to personal

experiences.


ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of

learning?)

1. What is Genocide? 2. Why do we study human

catastrophes?

3. What are the stages of genocide?

4. How do we stop Genocides from occurring?

5. How was life lived in Armenia,

Rwanda, and the Balkans prior to the genocide occurring?

6. What can individuals do to help spread awareness and peace?

7. What was the Holocaust? 8. What is the role of a

responsible citizen? 9. How do the choices that we

make affect others in society?

10. What impact did various aspects of Nazi policies impact

individuals and groups? 11. What are the Nuremberg Laws

and what impact did they have

on the events that lead to the Holocaust?

12. How are propaganda and


advertising similar and how are

they different? 13. Why were the Jews, Sinti-

Roma, Jehovah’s Witness, homosexuals, people with disabilities and political

dissidents targeted by the Nazi party?

14. How have economic, political and cultural decisions promoted or prevented the

growth of personal freedom, individual responsibility,

equality and respect for human dignity?

15. What is the role of the United

Nations?

STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the

state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.]

PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the

desired understandings?)

Assessments of each learning activity Use the internet effectively and

purposefully to access archival material such as primary sources (


(By what criteria will performances of

understanding be judged?)

documents, survivor testimonies,

photographs, diary entries) as well as videos, timelines, and maps from

credible websites. examine the effects and causes of prejudice, discrimination, anti-

semitism, stereotyping, obedience, loyalty, scapegoating, conflict and

justice (Totten and Parson, 1994) . identify historical events that allowed for a dramatic change in social policies

in Germany between 1933 and 1939 by using maps, charts, graphs and

timelines. (Echoes and Reflections, 2005)

OTHER EVIDENCE: (Through what other evidence (e.g.

quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of

the desired results?) (How will students self-assess their

learning?)

Students will be assessed using journals, observations, research projects, mini quests, and tests.

RESOURCES:

Braun Center for Holocaust Studies,

and Martin Gilbert 1994 www.echoesandreflections.org

Suggested Reading:

MAUS by Art Spiegelman

http://www.echoesandreflections.org/


nj.gov/education/holocaust; March 10,

1994, 5-8 Holocaust/Genocide Curriculumm Guide, To Honor All

Children Part One : New Jersey Commission Holocaust Education ; 1994 USC Shoah foundation-iwitness: www.discoveryeducation.com/iwitness

. This resource allows students to hear testimonies of survivors. Listening to the testimonies of victims stories put a

face to the events that occurred during this time. Facing History and Ourselves: www.facinghistory.org This website gives students and teachers alike

primary sources and activities to complete. Timelines and The Legacy

of Weimar Republic(The Legacy of World War) online version and physical hard copy Braun Center for Holocaust Studies, and Martin Gilbert, The Holocaust (Maps and Photographs) This website

explores the enduring impact of the Holocaust and apply its lessons to

contemporary issues of prejudice and

Murambi, The Book of

Bones by Boubacar Boris Diop

I never saw another

butterfly Edited by Hana Volavkova

Resisting Genocide

The Multiple Forms of Rescue

Edited by Jacques Semelin

The Language of Paisley By Deborah Gerrish

Number the Stars

By Lois Lowry

http://www.discoveryeducation.com/iwitness


http://www.facinghistory.org/


moral decision making through ADL’s

YouTube channel. www.yadvashem.org/yv/en/education/l

earning_environments/sites_map.asp This an interactive map of the main Nazi Camps. Includes maps through

echoes and reflections and Yad Vashem - World Center for Holocaust

Research …. Each of the indicators on the map links the student to more information about the camp. https://www.ushmm.org/learn/students. U.S. Holocaust Memorial Museum

will also lead students and teachers through the rise of Hitler and the Weimar Republic. There are many

videos, photos and maps/charts that are easily accessible for students. www.iwitness.org; The webquests are a way for students to be guided through the interaction with the

witnesses,and hear their stories and discuss the person’s life. Students can

also create videos regarding an array of topics and responses to topics already provided. .echoesandreflections.org: This

http://www.yadvashem.org/yv/en/education/learning_environments/sites_map.asp

http://www.yadvashem.org/yv/en/education/learning_environments/sites_map.asp

http://www.yadvashem.org/



https://www.ushmm.org/learn/students

https://www.ushmm.org/learn/students


resource not only guides students with

maps, charts, graphs, memoirs and links to other websites but it uses

testimony to put a face to the actions. USC Shoah foundation-iwitness: www.discoveryeducation.com/iwitness

. This resource allows students to hear testimonies of survivors. Listening to

the testimonies of victims stories put a face to the events that occurred during this time. Armenian Genocide www.teachgenocide.org/background/h

istory.html www.genocideachchiverwanda.org/genocidefaq.html Kigali Genocide Memorial www.genocidearchiverwanda.org.rw/i

ndex.php?title=Kigali_Genocide_Memorial PBS Frontline-World Srebrenica: A

Survivor Story-Interview with Hasan Nuhanovic

www.pbs.org/frontlineworld/stories/bosnia502/interviews_hasan.ht

ml



http://www.teachgenocide.org/background/history.html

http://www.teachgenocide.org/background/history.html

http://www.genocideachchiverwanda.org/genocidefaq.html

http://www.genocideachchiverwanda.org/genocidefaq.html

http://www.genocidearchiverwanda.org.rw/index.php?title=Kigali_Genocide_Memorial



http://www.pbs.org/frontlineworld/stories/bosnia502/interviews_hasan.html




Suggested trips:United Nations in NYC

United States Holocaust Memorial

and Museum Washington, D.C.

STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key

design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know

as a result of the unit?)

Lessons The various classroom lessons and activities are aimed at raising the level

of awareness and developing critical thinking skills, problem solving,

research skills, map,chart and graphs skills. These activities are recommended for the high school

years. (NJCHE, 1994)

CROSS-CURRICULAR /

DIFFERENTIATION: (What cross-curricular (e.g. writing,

literacy, math, science, history, 21st century life and careers, technology)

learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction

Writing, literacy, social studies, history, technology and 21st

learning skills will be addressed. Students will work in small

groups, closed reading passages,complete mini quests at

individual pacing. Guided readings and map skills will be developed through hands on projects and


will be used for ELL, SP.ED. and G&T

students?)

memoirs. Break assignment into segments of

shorter tasks Use concrete examples of concepts before teaching the abstract Reduce/increase the number of concepts presented at one time Monitor the student's comprehension of language used during instruction Assign tasks at an appropriate reading

level Give additional presentations by

varying the methods using repetition, simpler explanations, more examples and modeling Familiarize student with any new vocabulary before beginning the

lesson. Utilize visual aids such as charts and graphs Teach to Learners’ Multisensory style, Learners’ visual, and Kinesthetic

learners methods, Peer tutoring or partner learning Review, restate and repeat directions

.

*WHERETO


W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

Documents

Holocaust and Genocide Studies Social Studies GRADE: 11-12