holocaust and genocide studies social studies grade: 11-12
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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)
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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
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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?
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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
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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,
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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
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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
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(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.
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● ● 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
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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. (
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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.
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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
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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 (
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(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
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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
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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
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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
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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
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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
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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.