Lesson+9+-+The+Holocaust

__**Day 1**__

Objectives: Students will
 * define anti-Semitism using the Frayer model
 * explain how Hitler was able to turn opinion against Jews in Germany

__**Do Now:**__ Think/Write/Pair/Share What is a stereotype? What types exist today?

Students will think about the questions and write down their responses on their own, then pair up with a partner and share their responses. Students will then share with the whole class.

__**Opener:**__ Distribute the Frayer model worksheet. Have students in the top left hand box titled "Definition" look up the book definition of anti-Semitism on p. 779 and write it in their own words. Students will then raise their hands to share out their definitions with the class.

1. We are going to be taking down some more details in order to better understand the term anti-Semitism. In the Facts/Characteristics section of their Frayer model, students will individually fill in details on the who, what, when, where, why, and how of the textbook reading on "Nazi Anti-Semitism" on p. 779. Students will review their details with a partner, adding anything their partner has to their chart by using another color. Then students will share out their details as a class.
 * __Lesson:__**

2. Next we are going to look at some propaganda images that are examples of anti-Semitism, but before we do this, we need to define what propaganda is. On their own, students will define what propaganda is and come up with some examples of propaganda.

3. Students will take a gallery walk of these propaganda images travelling in the groups they are sitting in. Students will take five minutes at each image as a group, filling out on the provided worksheet what they see, what they think it means, what stereotype is created, and how it is an example of anti-Semitism. Each group is responsible for reporting out for one image, and a CCQ to help better understand the definition of anti-Semitism. Groups will take turns reporting out.

The four images are below:

Poster 1)

The caption of the image in English states: "Behind the enemy powers: the Jew" []

Poster 2)

The caption reads "The Jew: The inciter of war, the prolonger of war" - 1943 []

Poster 3) The caption reads "The eternal Jew" []

Poster 4) The caption reads "That is to blame for the war!" []

4) Each group will report out on an image and one CCQ the group came up with.

Students will go back to their desks and write down one example of anti-Semitism they have seen today on their Frayer model worksheets. Students will review the objectives, assess whether we have achieved them, and have the opportunity to ask questions.
 * __Summary:__**

__**Homework:**__ Students will be instructed to take out their agenda book and write down the homework for the night, which is to find their own example of propaganda and paste the link to their wikispace for class the following day. Underneath the link, students will explain why this is a piece of propaganda.

__**Liberation of Camps**__

1. Survivor testimony from Gerda Weissman Klein, who was liberated in Czechoslovakia by a US soldier:

"All of a sudden I saw (pause) a strange car coming down the hill, no longer green, not bearing the swastika, but a white star. It was sort of a mud-splattered vehicle but I've never seen a star brighter in my life. And two men sort of jumped out, came running toward us and one came toward where I stood. He was wearing battle gear. I have to think...you know. His helmet was this mesh over that and he was wearing dark glasses and he spoke to me in German. And he said, "Does anybody here speak German or English?" and I said, "I speak German." And I felt that I had to tell him we are Jewish and I didn't know if he would know what the star means or anything, but you know, and I uh looked at him, I was a little afraid to tell him that but I said to him, "We are Jewish, you know." He didn't answer me for quite a while. And then his own voice sort of betrayed his own emotion and he said, "So am I." I would say it was the greatest hour of my life. And then he asked an incredible question. He said, "May I see the other ladies?" You know, what...what we have been addressed for six years and then to hear this man. He looked to me like a young god. I have to tell you I weighed 68 pounds. My hair was white. And you can imagine, I hadn't had a bath in years. And this creature asked for "the other ladies." And I told him that most of the girls were inside, you know. They were too ill to walk, and he said, "Won't you come with me?" And I said, "Sure." But I didn't know what he meant. He held the door open for me and let me precede him and in that gesture restored me to humanity. And that young American of the day is my husband." []


 * What do you think Gerda means when she says "that gesture restored me to humanity"?

2. Survivor testimony from Robert Patton, a US soldier who liberated the concentration camp Mauthausen located in Austria. "Mauthausen was also very much involved as far as the 65th Division was concerned, and that came at the very end of the war. We were attached really to the 11th Armored Division at the time of that liberation. We were not with the 11th Armored Division and I've read up extensively on it because I had the privilege of being in Mauthausen the next day after it was liberated, and at that particular time there was no one there, there were no American soldiers there. We were very fortunate in that we were able to go through the camp and be guided by an inmate who could speak broken English. I saw all of the details there, I can remember the minute details so well -- the cremation furnaces, the gas room, the layout of the camp, the people, the dead people, and I've been back there, by the way, and I've been amazed at how well that I remembered every little detail about the camp. We were able to stay there for about two hours to three hours. We had to leave the jeep with the jeep driver because we were afraid somebody that would confiscate the jeep before we could get out of there. The amazing thing to me as far as memory is concerned, when I was there in 1990, beg your pardon, I was there in 2000, and I was going through and the guide... there was a beautiful open grassed area, and I said "I don't understand, " I said, "This is just a grassed area of about an acre," and I said "I don't understand, there's nothing, no signs or anything here," and she says "Why are you asking?" and I said "Well when I was here there were two ditches and there were bodies laying beside each other the whole length of this field, and it was open because they had not been covered up." And I said "I don't understand, there's no signs or anything here, " and I said, "Are there still people buried here?" And she said "Yes." I said, "How many people are buried here? Do you know?" She says, "Our estimate is 10,000 people in this one acre of field." []


 * Do you think there should be a sign honoring the victims that are buried in that field?

__**Day 2**__ __Objectives:__ Students will
 * Identify why the United States did not get involved in the Holocaust

__**Do Now: **__ -Brainstorm reasons of why you think the United States did not get involved in saving Jews and other prisoners from the Nazis during the Holocaust. Share with the people at your table.

Using the stickers on your colored note card, you will be split into "expert" groups and have assigned articles to read. Read your article and discuss it within your expert group.

__**Lesson:**__ Group 1: [|Reading #1 – Outlining effective ways to obstruct the granting of U.S. visas.docx] Group 2: [|Reading #2 - Reports of mass executions of Jews in Poland confirmed.docx] Group 3: [|Reading #3 - Recounting FDR’s meeting with American Jewish Leaders delegation.docx] Group 4: [|Reading #4 - Establishing a War Refugee Board.docx]

3) Meet with your colored notecard group and fill out the worksheet. [|Jigsaw Worksheet.docx]