The Holocaust to Darfur:Did the United States Learn Their

Lesson? U.S. History(10th Grade)

Amanda Mulka4-22-2013

Oakland University SED 427

Table of Contents

Stage I Unit Overview (Page 3)Unit Rationale (Page 3)Considering the Learners (Page 3)

Potential MisconceptionsAnticipated Challenges

Considering the Content (Pages 3-4)Unit Problem(s)Enduring UnderstandingKey ConceptsImportant SkillsImportant Facts

Behavioral Objectives (Pages 4-5)Stage IIInformal Assessment (Page 5)Formal Assessment (Pages 5-10)

MUP Quiz (Pages 5-6)MUP Essay (Pages 6-8)MUP Performance Assessment (Pages 8-10)

Stage IIICalendar (Page 11)Catalog (Pages 11-12)Lesson Plans (Pages 12-45)Stage IVReflection (Pages 45-46)Instructional Resources (Page 46)

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Stage IUnit Overview

This unit is a part of the larger World War II unit in a 10th grade U.S. History course. In this unit, students will explore how genocides have impacted the United States’ attitude and foreign policy since the twentieth century. First, students will learn about the Holocaust; what it was, who was involved, and how it was able to happen. Then, students will compare and contrast the United States involvement in the Holocaust to its recent contributions to global humanitarian crises, such as Darfur. Students will read and examine primary texts from the era. Students will also have an opportunity to create their own piece of propaganda and partake in a debate. The main purpose of this unit is to teach students that prejudice and discrimination of any kind is unacceptable. Students have the responsibility, as citizens, to promote tolerance and compassion. It is important to promote awareness so that horrific events in history, like the Holocaust, never happen again.

Unit Rationale Value-for-School

The material in this unit will be present on future tests, quizzes, and assignments. Also, the unit satisfies both MI CE and CCS for grade-level.

Value-within-ContentIn this unit, students will explore:

The role of democratic nations in world events. Anti-Semitic feelings that plagued the United States during the

Holocaust. The power of propaganda- how it was used to influence public

opinion. Value-beyond-School

Learning about genocide allows students to: Confront the dangers of prejudice. Promote tolerance and compassion.

Considering the Learners Potential misconceptions

Students are frequently unaware that Anti-Semitism existed in nations beyond Nazi Germany.

Most students are unaware of the United States inaction during the Holocaust.

Anticipated challenges Students may have trouble pointing out major themes/concepts

illustrated in propaganda of the era. Students may have trouble comprehending primary documents.

Considering the Content Unit problem(s)

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Has public attitude and foreign policy towards genocide changed in the United States since Holocaust?

Enduring understanding(s) During the 1930s-1940s, the United States experienced a period

of isolationism, leading to stricter immigration laws and heightened feelings of anti-Semitism. Therefore, rescuing Jews from persecution was not a major concern in the Unites States during the Holocaust.

Today, intervention in genocide is a sensitive topic for many nations-the responsibility to protect those affected by genocide is a very controversial issue. Specifically, in this unit we will be looking at the United States.

Key concepts Isolationism- After the tragedies of WWI and the Great Depression,

American attitudes and policies were geared towards non-involvement in foreign affairs.

Nationalism-Strong pride for one’s identity. Allowed for the persecution of many ethnic groups during the Holocaust.

Genocide-violent crimes against a specific group with the intent of eliminating that group.

Prejudice/Discrimination- the ways in which Jews were treated differently and denied basic civil rights.

Important Skills Students will be able to:

Find and site primary documents relating to the Holocaust. Memorize and define foreign words, such as Kristallnacht. Recognize major concepts/ideologies and bias in propaganda.

Important FactsDates

November 9/10 1938- Kristallnacht October of 1939- first ghetto established in Poland December 7, 1941- Japan bombs Pearl Harbor January 22, 1944- War Refugees Board established. June 6, 1944- D-Day. U.S. troops begin to liberate

camps.Places

Dachau Auschwitz Darfur (Sudan)

Behavioral Objectives Students will cite specific textual evidence from primary documents to

demonstrate an understanding of Nazi policies and ideologies. (MI CE: World War II 7.2.3, CCSS.ELA-Literacy.RH.9-10.1)

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Students will compare and contrast the Holocaust to other massacres of the 21st century to identify the consequences of genocide for all nations and peoples involved. (MI CE: World War II 7.2.3, USHG: Responses to Genocide 7.2.4)

Students will describe the power of propaganda and how governments can use it to influence the masses after the careful analysis of primary examples. (CCSS.ELA-Literacy.RH.9-10.2)

Stage IIInformal Assessment

Oral Questioning: Oral questioning is a quick way for the teacher to assess a number of students at one time. Teacher will ask a question to the class during lecture or discussion. Students will either give a “thumbs up” if they understand the question or a “thumbs down” if they don’t understand the question. If most students understand the question, the teacher will ask one of the students with their “thumbs up” to give an answer. If most students do not understand the question, the teacher will go into a more in-depth explanation until a majority of the students have a better understanding of the original question.

Formal Assessment MUP Quiz: (given to assess prior knowledge on Day 1)

Name:__________________________Date:___________________________

How much do YOU know about the Holocaust?

Directions: Answer the following questions to the best of your ability.

1. Under the Nuremberg Laws, a Jew was best defined as

A. Any German who practiced JudaismB. Any individual who spoke YiddishC. A Gypsy or African AmericanD. Any individual who had three or four Jewish grandparents

2. True or False: The Nazis established concentration camps to imprison Jews and other racial/ethnic groups during the Holocaust.

A. TrueB. False

3. The term lebensraum illustrates the ideals of

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A. NationalismB. TotalitarianismC. NazismD. None of the above

4. Match each individual with the statement that best describes them

1. Heinrich Himmler _________ a. Führer, tyrannical leader of the Third Reich

2. Adolf Hitler __________ b. Chief of the German Secret State Police (Gestapo)

3. Reinhard Heydrich _________ c. Nazi official responsible for overseeing the “Final

Solution”

5. “I wish to return to my hotel, and see a glow as red as blood. The synagogue is burning.… We only put out the fires when they endanger adjacent buildings. If not, they should be burned to the ground.… Reports come from all over the Reich. 50 synagogues, then 70 are on fire. The Fuehrer ordered 20-30 thousand Jews to be arrested.… Public anger is running wild.… They have to be given the possibility to vent their rage.…”

This is an excerpt from Joseph Goebbels’ diary depicting which historical event that took place on November 9-10 1938?

A. “Burning of the Books”B. Kristallnacht (Night of the Broken Glass) C. Reichstag FireD. The Night of the Long Knives

Answer Key

1. D. All of the possible answers could be correct, but specifically under the Nuremberg Laws a Jew is clearly defined as any individual with three or four Jewish grandparents. 2. A. True3. A. The term lebensraum means “living space”. Hitler used this term to rally Germans under the idea of “a Germany for all Germans”. Nationalism is a strong pride for one’s identity. This is an example of nationalism because Hitler used the term lebensraum to inspire national unity among Germans, which allowed for the persecution of many during the Holocaust. 4. Himmler- c, Hitler-a, and Heydrich-b 5. B. Kristallnacht took place on November 9/10 1938. It was a series of violent anti-Semitic pogroms, destroying Jewish synagogues and leading to the arrest of many Jews.

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MUP Essay: (given to students on Day 2)Should the establishment of the U.S. War Refugees Board (WRB) be considered a successful attempt to rescue victims of the Holocaust? In your essay be sure to include what the WRB was, who created it, why it was created, and if they had any accomplishments. The essay should be 2-3 pages, typed, double-spaced, 12 point font. Be sure to include 3-4 sources. See rubric for addition information.

MUP Essay Rubric:

Name:___________________________ Date:____________________

Essay Rubric

Traits 4 3 2 1Focus & Details There is one

clear, well- focused topic. Main ideas are clear and are well supported by detailed and accurate information.

There is one clear, well-focused topic. Main ideas are clear, but are not well supported by detailed information.

There is one topic. Main ideas are somewhat clear.

The topic and main ideas are not clear.

Organization The introduction is inviting, states the main topic, and provides an overview of the paper. Information is relevant and presented in a logical order. The conclusion is strong.

The introduction states the main topic and provides an overview of the paper. A conclusion is included.

The introduction states the main topic. A conclusion is included.

There is no clear introduction, structure, or conclusion.

Voice The author’s purpose of writing is very clear, and there is strong evidence of attention to

The author’s purpose of writing is somewhat clear, and there is some evidence or

The author’s purpose of writing is somewhat clear, and there is evidence of attention to

The author’s purpose of writing is unclear.

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audience. The author’s extensive knowledge and/or experience with the topic is/are evident.

attention to audience. The author’s knowledge and/or experience with the topic is/are evident.

audience. The author’s knowledge and/or experience with the topic is/are limited.

Word Choice The author uses vivid words and phrases. The choice and placement of words seems accurate, natural, and not forced.

The author uses vivid words and phrases. The choice and placement of words is inaccurate at times and/or seems overdone.

The author uses words that communicate clearly, but the writing lacks variety.

The writer uses a limited vocabulary. Jargon or clichés may be present and detract from the meaning.

Sentence Structure, Grammar, Mechanics, & Spelling

All sentences are well constructed and have varied structure and length. The author makes no errors in grammar, mechanics, and/or spelling.

Most sentences are well constructed and have varied structure and length. The author makes few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.

Most sentences are well constructed, but they have similar structure and/or length. The author makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.

Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The author makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.

Reviewers Comments

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Performance Assessment Debate:

DOES THE UNITED STATES HAVE THE RESPONSIBILITY TO PROTECT?(Debate)

Name:_____________________Due Date:______________________

Does the United States have a moral responsibility to protect other nations facing genocide? Do we have the option of turning back to isolationism? With your group, research the United States involvement in conflicts such as Rwanda, Libya, and Darfur. Each group will present their argument to the class during the debate. Groups will consist of four to five people. Make sure each member of your group has a speaking part for the debate! Please bring to class all articles/sources your group used for this presentation and a summary of your groups’ position. I only need ONE copy per group. See rubric for additional information.

Debate Rubric:

Debate Rubric Assessment Rubric

Debating Team Name and Position: ____________________________________ Name of Assessor: ___________________________ Date: _______________ Note: This form can be used by both the teacher and student peers.

1.The speakers’ statements clearly supported their position in the debate. 5 4 3 2 1

2.The speakers’ statements appeared to be well researched and documented.

5 4 3 2 1

3.The speakers addressed the opposing team and made appropriate eye contact.

5 4 3 2 1

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4.Arguments were presented with clarity and appropriate volume.

5 4 3 2 1

5.Speakers were well rehearsed with minimal reliance on notes.

5 4 3 2 1

6.Rebuttals were specific to opposing arguments and expressed with clarity.

5 4 3 2 1

7.Rebuttals showed evidence of good listening skills.

5 4 3 2 1

8.Concluding arguments and statements were effective and convincing.

5 4 3 2 1

9.Speakers adhered to the rules of the debate. 5 4 3 2 1

10. The overall collective effort of the debate team was effective.

5 4 3 2 1 Additional Comments:

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Stage III

Calendar

DayLesson Name Goal Activities Assessment

Day 1

What was the

Holocaust? Introduce the topic

-Quick Write-Discussion-Interactive

Lecture MUP Quiz

Day 2

U.S. Response to

the Holocaust

Identify the ways in which the U.S. responded to the Holocaust

-Hooking Lesson/-Visual Inquiry

-Discussion-Hand-out rubric and

direction for MUP debate

-Political CartoonsHW-MUP

Essay (WRB)

Day 3

Does History Repeat Itself?

Determine if the United States has changed its view on their

involvement in genocides since the Holocaust

Controversial Issues

-Debate-Discussion

MUP Performance Assessment

(Debate)

Catalog

Day 1o What was the Holocaust? (50 minutes)

Interactive Lecture (Elaborated lesson attached)

This will be the interactive lecture for the unit. Students will be given the MUP Quiz to assess prior knowledge of the Holocaust before beginning the lecture. Answers will be discussed as a class. Then, the teacher will use a PowerPoint to guide students through the interactive lecture, stopping to look at texts pertaining to the topic and to have class discussion. The interactive lecture will be based around the PowerPoint and supporting texts, such as an excerpt from the Nuremberg Laws and video clips pertaining to Kristallnacht and the liberation of concentration camps. The goal of this lesson is to

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introduce and engage students into the topic in order to have meaningful discussions in the days to follow.

Day 2o U.S. Response to the Holocaust (50 minutes)

Hooking Lesson (10 minutes) Visual Inquiry (40 minutes)

(Elaborated lessons attached)

This will be the hooking and visual inquiry lessons for the unit. The hooking lesson will be based around two images. The first image is of the American flag being raised at a concentration camp during liberation. This image will build up student’s misconceptions of the U.S. being a hero of the Holocaust. The second image is a political cartoon that illustrates the overwhelming isolationist and anti-Semitic feelings that plagued the United States during the 1930’s and 1940’s. This image will be used to “hook” students into the main topic of the day. The hooking lesson will be followed by class discussion of the ways in which the United States did or did not respond to the Holocaust. The visual inquiry lesson will be based around a political cartoon drawn by Dr. Seuss. Teacher led discussion will follow the visual inquiry lesson on how propaganda is used to sway or depict public opinion. Students will be given time to create their own political cartoon, which depicts feelings of the era. Students will also have to provide a description of the cartoon for teacher assessment. The goal of these two lessons is that students will be able to identify the ways in which the United States responded to the Holocaust. A debate assignment will be given at the end of class for students to prepare for Day 3. Also, MUP essay assignment will be handed out and is due at a later date.

Day 3 o Does History Repeat Itself? (50 minutes)

Controversial Issues (Elaborated lesson attached)

This is the teaching controversial issues lesson of the unit. Teacher will “hook” students into the lesson by using a quote. A short class discussion will follow. Then, students will read an fact sheet from the Bureau of Public Affairs on the United States involvement in Darfur. Teacher will organize a debate to determine whether or not the Unites States should continue to be involved in the current genocides. Students will perform the debate, while the teacher mediates, allowing students to voice their opinions based on the roles given to them by the teacher. The main purpose of this lesson is to determine if the United States’ attitude has evolved from the time of the Holocaust to the present day involvement in genocides such as Darfur.

Lesson PlansInteractive Lecture

Title of lesson: What was the Holocaust?

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Your Name: Amanda Mulka

Length of lesson: 50 minutes

Context of Lesson: 10th Grade U.S. History. This lesson is apart of the Holocaust unit, which is a component of the larger World War II unit.

Overview: This is an interactive lecture that will introduce students to the main topic of the unit. Students will investigated the what, where, why, and how of the Holocaust. Primary texts and videos will be used to aid in comprehension.

Central problem/question: What was the Holocaust?

Objectives: Students will cite specific textual evidence from primary documents to

demonstrate an understanding of Nazi policies and ideologies. (MI CE: World War II 7.2.3, CCSS.ELA-Literacy.RH.9-10.1)

Students will describe the power of propaganda and how governments can use it to influence the masses after the careful analysis of primary examples. (CCSS.ELA-Literacy.RH.9-10.2)

Anticipated student conceptions or challenges to understanding: Students may struggle identifying major concepts in Nazi propaganda. Students may also have difficulties understanding language used in primary texts.

Materials/Evidence/Sources:

PowerPoint (for notes) Copies of the Nuremberg Laws Quick Write Hand-out

Instructional Sequence:

1. At the beginning of class, teacher will ask students “Who thinks they know everything there is to know about the Holocaust?” (allow students to raise their hands)

2. Give students MUP Quiz. 3. Teacher and students will go over MUP Quiz answers. 4. Teacher will begin PowerPoint on the Holocaust. 5. Lecture, stopping periodically to informally assess students.6. Stop at Propaganda slides with propaganda images.7. Teacher will ask students questions like “What do you notice in this image?”8. Lecture until slide 11. (end of Nuremberg Laws)

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9. Pass out copies of laws to the class.10. Have the students read the laws independently.11. Teacher assigns Quick Write.12. Students will share Quick Writes with a partner.13. Class discussion of Quick Writes and Nuremberg Laws.14. Continue Lecture.15. Stop to show video of Kristallnacht.16. Continue Lecture.17. Stop to show video of liberation.18. Conclusion- teacher will ask student’s thought provoking question, which will

pertain to the next lesson: “Nazi Germany had been killing Jews for years before the United States and Allied Forces began liberating camps. What took the United States so long to rescue those being persecuted during the Holocaust?”

Assessment: Informal assessment will be used throughout interactive lecture to check for comprehension.

PowerPoint

The Holocaust U.S. History

Objectives14

What Was the Holocaust?

When, Where, and Why Did It Happen?

Who did it involve?

What Was the Holocaust? Holocaust = sacrifice by fire

-Greek origin

“The systematic, bureaucratic, state-sponsored persecution and

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murder of six million Jews by the Nazi regime and its collaborators”

-The United States Holocaust memorial Museum

1933-1945

Adolf Hitler-Became German chancellor in 1933-Mein Kempf -lebensraum (“living space”)-Became Fuhrer (leader) of Germany in 1934-power of propaganda

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Nazi Ideologies -Formulated by Hitler

-social Darwinism“Survival of the Fittest”

-Aryan Race

-The Jews

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A direct threat to the Aryan Race

Seen as greedy, evil, cowardly, untrustworthy

Responsible for failures of World War I

Anti-Semitism- hatred of Jewish people

Important Members and Organizations of the Nazi Party

-Heinrich Himmler

-Reinhard Heydrich

- SS or “Schutzstaffel”(Protection Squad)

-Einsatzgruppen (mobile Killing Units)

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- Gestapo (Secret State Police)

Propaganda -Very important to Hitler and the Nazis-Used to control the masses-Joseph Goebbels(Minister of Propaganda) - Image depicts Jews as an instigator of war

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(Propaganda Slide)

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Der Sturmer- Anti-Semitic Newspaper

- Image of the front cover of the most popular issue ever printed

- Jews performing a ritual killing

- “Ritualmord” (ritual murder)

- “Die Juden sind unser Ungluck!” (The Jews are our misfortune!)

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(Der Sturmer Slide)

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Nuremberg Laws- September 15, 1935Nuremberg Laws Are Instituted

“racial infamy”“Jew” is defined

-October 18, 1935New Marriage Requirements Under Laws

“Law for the Protection of the Hereditary Health of the German People”

-November 14, 1935Nuremberg Laws Extent to other Groups

Roma (Gypsies)African Americans

Nuremberg Laws

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STOP! Class Handout

Kristallnacht -November 9-10 1938

-a series of violent anti-Semitic pogroms, destroying Jewish synagogues and led to the arrest of

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many Jews

Bob Behrvideo click herehttp ://www.ushmm.org/museum/exhib it/focus/kristallnacht/videos/content/behr. mov

The Final Solution- Solution to the “Jewish Problem”

-Led To the Mass Extermination of Jews

-Wannsee ConferenceJanuary 20, 1942

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Ghettos, Concentration camps and Death CampsGhettos

-purpose was to control and segregate Jews

-Warsaw (Poland)

Concentration and Death Camps

-Purpose was to Imprison Jews, Other races/ethnic Groups, and Enemies

-sites of Forced Labor and Mass Murder

-Auschwitz 27

Liberation (1944) “The Dachau concentration camp, northwest of Munich, Germany, was the first regular concentration camp the Nazis established in 1933. About twelve years later, on April 29, 1945, US armed forces liberated the camp. There were about 30,000 starving prisoners in the camp at the time. Here, soldiers of the US Seventh Army document conditions in the camp. They also require German civilians to tour the camp and confront Nazi atrocities.”

-National Archives –Film

VIDEO (SILENT) CLICK HEREhttp:// www.ushmm.org / wlc /en/ media_fi.php? ModuleId =10005131&MediaId=178

SourcesPhotos, Videos, and Facts:

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United States Holocaust Memorial Museum

http://www.ushmm.org Hand-out

The Nuremberg Laws

The Law for the Protection of German Blood and German Honor

Section 1

1. Marriages between Jews and citizens of German or kindred blood are forbidden. Marriages concluded in defiance of this law are void, even if, for the purpose of evading this law, they were concluded abroad.

2. Proceedings for annulment may be initiated only by the Public Prosecutor.

Section 2

Sexual relations outside marriage between Jews and nationals of German or kindred blood are forbidden.

Section 3

Jews will not be permitted to employ female citizens of German or kindred blood as domestic servants.

Section 4

1. Jews are forbidden to display the Reich and national flag or the national colors.

2. On the other hand they are permitted to display the Jewish colors. The exercise of this right is protected by the State.

Section 5

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1. A person who acts contrary to the prohibition of Section 1 will be punished with hard labour.

2. A person who acts contrary to the prohibition of Section 2 will be punished with imprisonment or with hard labour.

3. A person who acts contrary to the provisions of Sections 3 or

4 will be punished with imprisonment up to a year and with a fine, or with one of these penalties.

Section 6

The Reich Minister of the Interior in agreement with the Deputy Fuhrer and the Reich Minister of Justice will issue the legal and administrative regulations required for the enforcement and supplementing of this law.

Section 7

The law will become effective on the day after its promulgation; Section 3, however, not until 1 January 1936.

The Reich Citizenship Law

Article I

1. A subject of the State is a person who belongs to the protective union of the German Reich, and who therefore has particular obligations towards the Reich.

2. The status of subject is acquired in accordance with the provisions of the Reich and State Law of Citizenship.

Article 2

1. A citizen of the Reich is that subject only who is of German or kindred blood and who, through his conduct, shows that he is both desirous and fit to serve the German people and Reich faithfully.

2. The right to citizenship is acquired by the granting of Reich citizenship papers.

3. Only the citizen of the Reich enjoys full political rights in accordance with the provision of the laws.

Article 3

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The Reich Minister of the Interior in conjunction with the Deputy of the Fuhrer will issue the necessary legal and administrative decrees for carrying out and supplementing this law.

Quick Write: Imagine that you are a Jew living in Nazi Germany during this time. How do you feel about the Nuremberg Laws? What bothers you the most about them? Are they fair? Should you have to follow them? Take a few minutes to write a response.

Hooking LessonTitle of lesson: Passive Accomplice

Your Name: Amanda Mulka

Length of lesson: 10 minutes

Context of Lesson: 10th Grade U.S. History. This lesson is apart of the Holocaust unit, which is a component of the larger World War II unit. This lesson will take place after the lesson on introducing the Holocaust and before the lesson on the United States response to the Holocaust.

Overview: This hooking lesson is designed to build on students’ misconceptions that the United States was a hero of the Holocaust. Two images will be shown with opposing view points to engage students into the lesson.

Central problem/question: Was the United States a hero or accomplice of the Holocaust?

Objectives: Students will describe the power of propaganda and how governments can use it

to influence the masses after the careful analysis of primary examples. (CCSS.ELA-Literacy.RH.9-10.2)

Anticipated student conceptions or challenges to understanding: Students may be unaware that anti-Semitism existed in the Unites States during the time of the Holocaust (1930s-140s).

Materials/Evidence/Sources: Image of U.S. troops liberating Allach Anti-Semitic political cartoon from Wyman Institute

Instructional Sequence:

1. Teacher will display first image of troops liberating Allach camp.

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2. Teacher will ask students what do they notice about the picture: “What do you see in this picture?”3. Students should pick up on the American flag being raised, smiling and waving prisoners of the camp.4. Teacher will then ask students: “Do you think that the prisoners of the camps were excited to see these soldiers?” “Do you think they thought of them as saviors?” “Do you think the soldiers were shocked by what they saw at these camps?” (Talk the United States up to be “the good guys”)5. Students will come to the conclusion that the United States was considered a hero to the Jewish and other prisoners of the Holocaust.6. Then show them the political cartoon of the statue of liberty holding up a sign saying “KEEP OUT.”7. Ask the students; “Now, what do you notice about this picture?” 8. Give students time to dissect the picture. 9. Then ask, “How is it different from the picture you just saw?” “Do the Americans look like heroes now?”10. Brief discussion. 11. Concluding statement-“Today we are going to look at the ways the United States was a passive accomplice of the Holocaust.”

Assessment: Informal Assessment will be used during the hooking lesson. The teacher will ask questions periodically to make sure students understand the main concepts behind the two images.

Dachau prisoners as Allach camp cheering for U.S. soldiersRetrieved from http://isurvived.org/TOC-III.html

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This cartoon appeared in the New York Daily Mirror in 1939. Depict the S.S. St. Louis, which was caring over 900 Jewish refugees from Germany. The Roosevelt

administration refused to let the refugees enter the U.S. (2005).Cartoonists against the Holocaust: Then and Now. The David S. Wyman Institute

for Holocaust Studies. Retrieved from http://wymaninstitute.org/

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Visual Inquiry Lesson

Title of lesson: The United States Response to the Holocaust

Your Name: Amanda Mulka

Length of lesson: 40 minutes

Context of Lesson: 10th Grade U.S. History. This lesson is apart of the Holocaust unit, which is a component of the larger World War II unit. This lesson will take place after the lesson on introducing the Holocaust and before the lesson on the United States response to current genocides.

Overview: This lesson will be based around political cartoons illustrated by Dr. Seuss. The cartoons depict American popular opinions during the 1930’s and 1940’s. These cartoons will be used to introduce the class discussion of the U.S. War Refugees Board, the Neutrality Acts, the National Origins Act, isolationism, and anti-Semitism in the U.S.

Central problem/question: How did the United States react to the Holocaust?

Objectives: Students will describe the power of propaganda and how governments can use it to influence the masses after the careful analysis of primary examples. (CCSS.ELA-Literacy.RH.9-10.2)

Anticipated student conceptions or challenges to understanding: Students may struggle identifying major themes and concepts depicted in the texts.

Materials/Evidence/Sources:

Dr. Seuss political cartoon (isolationism)

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Originally Published by PM Magazine on October 1, 1941.... and the wolf chewed up the children and spit out their bones... but those were foreign children and it really didn't matter. (2012). Dr. Seuss Collection, MSS 230.

Mandeville Special Collections Library: UC San Diego. Retrieved from http://libraries.ucsd.edu/speccoll/dswenttowar/#ark:bb4642496p

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Dr. Seuss Political cartoon (isolationism)

Originally Published by PM Magazine on April 29, 1941We always were suckers for ridiculous hats...(2012). Dr. Seuss Collection, MSS

230. Mandeville Special Collections Library: UC San Diego. Retrieved fromhttp://libraries.ucsd.edu/speccoll/dswenttowar/#ark:bb26288266

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Dr. Seuss political cartoon (anti-Semitic)

Originally published by PM Magazine on September 22, 1941.Publik Notice: This bird is possessed of an evil demon!.(2012). Dr. Seuss

Collection, MSS 230. Mandeville Special Collections Library: UC San Diego. Retrieved from

http://libraries.ucsd.edu/speccoll/dswenttowar/#ark:bb17414489

Additional materials: construction paper, markers, pens, scissors, glue, colored pencils, etc.

Instructional Sequence:

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1. Teacher will open up with the question, “How many of you are familiar with Dr. Seuss?”

2. Give students time to respond.3. Then teacher with ask, “Did you know he made political cartoons during

WWII and the Holocaust?”4. Display first cartoon.5. Teacher will ask students what they notice in each picture. Gather evidence.6. As a class, formulate ideas and make inferences about the image.7. Teacher will then ask students, “Why do you think Dr. Seuss chose to draw

this cartoon?” 8. Students will form a hypothesis. 9. Teacher will give a short lecture on isolationism in the U.S.

a. Great Depressionb. Horrors of WWI

10. Repeat steps 5-8 for the next cartoon.11. Teacher will then give a short lecture on the Neutrality Acts.12. Teacher will display third cartoon on anti-Semitism.13. Repeat steps 5-8.14. Teacher will give a brief lecture on anti-Semitism in the U.S. during the

Holocaust.a. National Origins Actb. Evian Conferencec. Overall public opinion of Jews. d. War Refugees Board

15. Conclusion- purpose of the lesson is for students to realize that Americans were aware of persecution in Nazi Germany, but did not make rescuing Jews a priority and in fact, Jews were being discriminated against in our own country. Students will use the information of this lesson to compare and contrast U.S. involvement in current genocides during the next lesson.

16. End class by giving students time to create their own political cartoon. 17. Hand out debate project and rubric. 18. Students’ Homework- find a piece of propaganda depicting the United States

response to Darfur. Print out and bring to class.

Assessment: Students will be given time to create their own political cartoons depicting the typical mood of Americans during the era.

Controversial Issues Lesson

Title of lesson: Has the United States Learned its Lesson since the Holocaust?

Your Name: Amanda Mulka

Length of lesson: (50 minutes)

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Context of Lesson: 10th Grade U.S. History. This lesson is apart of the Holocaust unit, which is a component of the larger World War II unit. This lesson will take place after the United States response to the Holocaust.

Overview: This lesson is designed for students to openly discuss the controversial issue of the Responsibility to Protect.

Central problem/question: How has the United States involvement in global conflicts changed since the Holocaust? Is the United States responsible for protecting others from genocide?

Objectives: Students will compare and contrast the Holocaust to other massacres of the 21st century to identify the consequences of genocide for all nations and peoples involved. (MI CE: World War II 7.2.3, USHG: Responses to Genocide 7.2.4)

Anticipated student conceptions or challenges to understanding: Student may have little to no prior knowledge of the topic. Students tend to be more interested in who is going to the football game on Friday nights than in world affairs.

Materials/Evidence/Sources:

The United States Response to the Darfur Crisis. (2007). Bureau of Public Affairs.Retrieved from www.archive.usun. state .gov/fact_sheet/ps_w5.pdf

Fact Sheet Bureau of Public Affairs Washington, DC September 19, 2007

The United States Response to the Darfur Crisis "The brutal treatment of innocent civilians in Darfur is unacceptable it is unacceptable to me, it is unacceptable to Americans, it's unacceptable to the United Nations. This status quo must not continue." President George W. Bush U.S. Support for Darfur Peacekeeping and Humanitarian Assistance * Provision of over $4 billion in humanitarian, peacekeeping, and development assistance to the people of Sudan and Eastern Chad since 2005. * Funding of 25% of the cost of the hybrid UN-AU Darfur peacekeeping operation.

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* Construction and maintenance of 34 Darfur base camps for the over 7,000 AU peacekeepers. * Provision of 40,000 metric tons of food aid monthly, as the largest food donor. Authorization of a Peacekeeping Force The United States is deeply concerned about the violence in Darfur, which includes unconscionable attacks against innocent civilians, humanitarian workers, and peacekeepers. The people of Darfur have suffered for too long at the hands of a government that is complicit in the bombing, murder, and rape of innocent civilians. In the face of increasing instability, the United Nations-African Union (UN-AU) hybrid peacekeeping force authorized by the United Nations Security Council on July 31 must deploy to Darfur rapidly. Almost 20,000 military personnel and more than 6,000 police will form the core of the force, whose mission is to protect civilians and humanitarian workers and to ensure peace and security. Under resolution 1769, adopted by the UN Security Council on July 31, the UN-AU hybrid peacekeeping force must assume authority from the African Union mission currently in Darfur no later than December 31, 2007. In the meantime, the United States will continue to urge all parties to the conflict to agree to an immediate cease-fire and to provide protection and improved access to humanitarian workers. Political Settlement Is Key Transcending these efforts is the need to achieve a political settlement in Darfur. Peace in Darfur, and in Sudan as a whole, rests on the implementation of the North-South Comprehensive Peace Agreement, which ended 21 years of civil war in Sudan, and on the agreement by all parties involved in the Darfur conflict to a negotiated political settlement. Full implementation of both agreements has been too slow. Implementation would enable the people of Sudan to address the resource allocation and power-sharing grievances that are at the root of the country's conflicts. It also would pave the way for free and fair national elections in late 2009. U.S. Diplomacy and Sanctions

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President Bush, Secretary of State Rice, and others have spoken urgently and repeatedly with their international counterparts about Darfur. Last year, President Bush appointed Andrew Natsios as his Special Envoy on Sudan in order to energize diplomatic solutions to the Darfur crisis. The U.S. also has encouraged China to use its influence with Khartoum to work for a peaceful political settlement. On May 29, 2007, responding to Sudanese President Bashir's continued refusal to honor his commitments to end the violence in Darfur, President Bush ordered the U.S. Department of the Treasury to block the assets of three Sudanese individuals involved in the violence and to sanction 31 companies owned or controlled by the Government of Sudan. The sanctions are designed to increase the political pressure on Khartoum to end the violence, and supplement sanctions that the United States has maintained on Sudan since 1997. Those sanctions include restrictions on imports from and exports to Sudan, an asset freeze against the government of Sudan, and a prohibition on U.S. arms sales or transfers to Sudan. *********************************************************** See http://www.state.gov/ for all State Department Fact Sheets ************************************************************

Instructional Sequence:

1. Teacher will open with a quote: “The Holocaust evokes both American failure and responsibility to protect human rights.” (anonymous)

2. Class will discuss quote and review topics of the last class.3. Teacher goes to U.N. website and shows class the Responsibility to Protect

page. Retrieve here http://www.un.org/en/preventgenocide/adviser/responsibility.shtml

4. Class discusses Responsibility to Protect.5. Teacher passes out fact sheet on U.S. involvement in Darfur.6. Students read independently.7. Class discusses article as a whole.8. Students participate in the MUP performance assessment debate with their

groups.9. Teacher mediates, interjecting to compliment student and give additional

information to aid in comprehension. 10. Concluding thoughts- intervention in global conflicts is a controversial issue

in the United States. Politicians, historians, journalists, etc. argue whether the United States has a responsibility to protect groups facing genocide. Therefore, there is no right answer and each student is entitled to his or her own opinion.

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Assessment: Informal assessment will be given during the reading of the article and the discussion to follow. Formal assessment will be done during the debate based on rubric.

Stage IV

ReflectionOverall, my experience with the MUP was overwhelming, but I believe this

project has given me a solid foundation to build upon through the rest of my educational career. Now that I am beginning to create lessons and units, I have a new found respect for educators. Balancing national/standards and curriculum with material that will peek students’ interest is hard work. Planning this unit was a necessary experience that I feel will prepare me for future planning, whether it be for history or any other content area.

Going into the unit, I had only my prior knowledge of the topic to work with, which was not much. I can recall discussing the Holocaust in high school and maybe in one or two college courses. I do recall that the discussion was brief and mundane until one of my professors at Oakland stated that the U.S. contributed to the killing of Jews during the Holocaust. I can remember being in complete shock. As he continued to lecture and provide evidence as to prove his point, I can remember thinking, “Why was I never taught this side of the story before?” “Why did none of my U.S. history teachers touch on this subject?” This idea became the inspiration for my unit. In order to successfully complete this unit, I spent hours researching the Holocaust and the United States reactions to the event during the era. I researched extensively the War Refugees Board and Evian Conference because I was not familiar with either of these topics. I examined numerous political cartoons and pieces of propaganda of both Nazi Germany and the United States. I also was not familiar with the fighting that had gone on in Darfur, Libya, or Rwanda, so I read many articles on each of those conflicts. Although the research aspect of this project was time consuming, I was excited to share the knowledge I gained on my topic.

The biggest challenge I faced with this project was trying to master my content and backwards design simultaneously. I had come into the class feeling insecure about the knowledge I possessed in my content area, which I believe affected my ability to feel confident in my lesson plans and assessments. I’m not really sure if any of my lesson plans would successfully work in a classroom setting. One thing I have learned from my observations is that students will not engage in the material if they are not interested. As an educator it is my job to motivate and get my students interested in the content. I would like to think that my lessons for this unit are interesting, but in reality they are probably not. I definitely got frustrated while creating this unit, because I struggled with mastering my content, understanding backwards design, and creating engaging lessons all at the same time.

I am proud of the fact that I created my own assessments. The multiple choice questions, essay question, and debate topic are all my own work, which probably means

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they are not very good. I tried to create my own rubrics, but they did not turn out how I would’ve liked them to, so I ended up using rubrics from online sources. Regardless, I am happy with my work. To be totally honest, my whole MUP may not be very good and one day I may look back at this project and laugh, but I am proud of the work I’ve done. I spent many weeks and countless hours working on this unit and I put a lot of effort into it. Creating the whole MUP was a learning experience, which may have been overwhelming, but I am glad I had the opportunity to practice using backwards design.

When it comes to my overall grade, I believe I deserve a 3.4. I missed three classes, but I gave my all in this class. I was an active listener, asked questions, and participated in class discussions. I submitted all work to Moodle, whether it was graded or not, and completed all journal entries on assigned readings. Since my final grade depends on this MUP, I feel that I may not deserve above a 3.5. Maybe I even deserve a 3.2…..I’m not sure. I don’t really like the idea of grading myself because I feel that I am unfit to do so. I know I tried, really tried, in this class and gave it my all. In the end, you know what you’re looking for and hopefully I was on the right track.

Instructional Sources (not listed already within unit)

MUP Quiz (Kristallnacht quote)

Unknown. (1992, July 13). Joseph Goebbels on Kristallnacht. Der Spiegel. Retrieved fromhttp://www.zupdom.com/icons-multimedia/ClientsArea/HoH/LIBARC/ARCHIVE/Chapters/Terror/Kristall/GoebbelK.html

MUP Essay Rubric

ReadThinkWrite. (2009).[PDF]. International Reading Association/NCTE. Retrieved from http://www.readwritethink.org/classroom-resources/printouts/essay-rubric-30230.html

MUP Performance Rubric

Debate Assessment Rubric.[PDF]. Retrieved from www.edu.gov.mb.ca/k12/cur/socstud/frame_found.../g.../g-15.pdf

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