Transcript Nuremberg Trials - Harry S. Truman Library and Museum

Nuremberg Trial
Visual
Impressions and Interpretations
“By the judgment of the Nuremberg Tribunal,
October 1, 1946, it was established that
the highest officials of a government are
answerable before the bar of international
courts for committing war crimes, crimes
against peace, and—in connection with
either of these—crimes against humanity.”
Harry S. Truman
Address at the Laying of the Cornerstone of the New U.S. Courts
Building for the District of Columbia June 27, 1950 #147 Truman
Library
Lesson Plan
•
•
•
•
•
•
•
•
•
•
•
Jesse V. McClain
Boardman Center Middle School
8th Grade and up
Composition
1 or 2 class Sessions
This lesson was designed to provide the students who learn in the
visual mode a means to successfully interpret and experience the
Nuremberg Trials on a unique nonstandard plane and to express
their thoughts through writing.
This lesson’s objective is to provide students with authentic visuals
in the field of photography and print and enable them to interpret
and express their thoughts and feelings in writing and/or orally.
National Standards Met: 4, 5, 8
Source Reference: www.trumanlibrary.org
PowerPoint Capability Required
Rubric …slide #27
Defendants
The photograph on the
right is of many of
the defendants or
individuals who
were on trial at
Nuremberg. Take
three minutes and
write down all the
words you can
describing what you
see. Write without
stopping.
Descriptive Words
• Now, categorize your
words. i.e. nouns,
adjectives, verbs
• Nouns:
• Adjectives
• Verbs
Lunch for a Prisoner
Comparison
• Now, make a
comparison of what
this lunch for
Nuremberg prisoners
consisted of and what
your lunch consists of
on a typical day.
Nuremberg Bench
• This is a photo of the
Nuremberg judges.
In one sentence, tell
me how you would
feel if you had to face
this group and in a
second sentence,
how you think the
Nazi’s must have felt.
Nuremberg Jail
What is a Jail?
• What makes a
jail a jail? What
constitutes
imprisonment?
From this
photo, what can
you imagine
imprisonment
for the accused
to be like?
Field Marshall Kesselring, one of the
accussed, at the Nuremberg War Crimes
Trials
One More Look
• Take another look at
this accused
individual and
speculate what you
believe he is
experiencing on the
witness stand. Write
down you thoughts in
one good paragraph.
Together In Thought??
Three Accusers
• The three individuals
in the photo on the
left are all being
accused of war
crimes. What do you
think they are talking
about? Why do you
think they are allowed
to talk together?
Attorney and Accused
On Which Side?
• Can you tell from
this photo on which
side of the screen
the accused sits
and which side the
attorney sits?
Explain in a
sentence or
several sentences
your reasoning.
Press Room
What an Audience!!!!
• This is a picture
of the press
room at
Nuremberg.
Why do you
think there are
so many
reporters
present?
In the Company of Many
Thoughts???
• Looking at this photo
of the Nuremberg
infamous makes you
feel and think what?
Explain your
thoughts.
Cartoons???
• This is a piece of
evidence from the
Nuremberg Trial. The
evidence shows
German cartoons. Do
you think any of this is
humorous? If so or
not so, explain your
reasoning.
General Jodl
What Do You Think?
• Why would someone
on trial for war crimes
wear the uniform of a
country that lost the
war AND no longer
exists?
• The photograph on
the left shows a guard
at the cell of a
prisoner. Can you
speculate what the
other side of this door
must be like? Write
your thoughts down in
a sentence or two?
ESSAY RUBRIC FOR ACADEMIC WRITING
•
“A” essays will:
•
•
•
•
•
•
•
•
•
•
have a strong introduction with an effective attention-getter and clear thesis statement;
have a topic sentence in each body that explains how the supporting point relates to the thesis;
organize the main points so that the essay builds chronologically or logically;
smoothly introduce quotations and/or examples, organizing them effectively in the ¶;
select examples that effectively support the topic sentence and fully explain their significance;
make use of well-selected, significant quotations (as relevant) and specific examples or details;
effectively conclude the essay by showing the significance of the topic;
use advanced and precise vocabulary; use transitions to effectively link paragraphs and sentences;
follow formal essay rules: avoid using slang, trite expressions, and saying “you” and "I";
be virtually free of grammar, punctuation, and usage errors; keep a consistent verb tense.
•
“B” essays will:
•
•
•
•
•
•
•
•
•
•
have a good introduction with a relevant attention-getter and clear thesis statement;
have a topic sentence in each body ¶ that explains how the main point relates to the thesis;
organize the main points so that the essay builds chronologically or logically;
introduce quotations and examples, organizing them effectively in the ¶;
clearly support thesis with examples and explain their significance to the topic;
conclude the essay by showing the significance of the topic;
use grade-level vocabulary and use transitions to link ideas; could use more quotations and details for support;
follow formal essay rules: avoid using slang, trite expressions, and saying “you” and "I";
be mostly free of grammar, punctuation, and usage errors; keep a consistent verb tense.
•
“C” essays:
•
•
•
•
•
•
•
•
•
•
•
will have an adequate introduction, thesis, body, and conclusion that responds to the topic;
contain quotations and examples that relate to the topic;
need some improvement on overall organization or paragraph organization;
need to improve topic sentences; need transitions between paragraphs/ between examples;
need to explain examples more to show how they relate to the topic sentence/thesis;
need more development of paragraphs in responding to the topics;
need more examples and support, or need more specific examples;
have supporting points that overlap in proof or are not equal in size and scope.
usually avoid slang and saying “you”; may sometimes use inconsistent verb tense;
may present incorrect information when explaining details, events, or situations from the novel;
have some serious usage, grammar, or punctuation errors.
•
“D” essays will:
•
•
•
•
•
•
•
•
lack a clear thesis, introduction, or conclusion; lack understanding of the topic;
lack attention to the topic/thesis/theme in the paragraphs and/or examples presented;
lack accuracy in explaining examples or details;
lack examples or use of quotations;
lack paragraph development, paragraph organization or overall organization;
need to avoid slang and saying “you”; may sometimes use inconsistent verb tense;
use illogical explanations to try to prove the points; have serious usage, grammar, and/or punctuation.
“D-” or “F” are seriously flawed in terms of addressing the topic and/or assignment.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
WRITING RUBRIC
-------------------------------------------------------------------------------5
Accomplished Writing
-Focused on topic
-Logical progression of ideas
-Sentence structure varied
-Mature understanding of writing conventions
-Specific details
-------------------------------------------------------------------------------4
Proficient Writing
-Focused on topic and includes few, if any, loosely related ideas
-Transitional devices strengthen organization
-Occasional errors; word choice is adequate
-Commonplace understanding of writing conventions
-Some specific details; support is loosely developed
-------------------------------------------------------------------------------3
Basic Writing
-Focused but may contain ideas that are loosely connected to the
topic
-Lacks logical progression of ideas
-General conventions are used
-Partial, limited understanding of writing conventions
-Development of support is uneven
-------------------------------------------------------------------------------2
Limited Writing
-Addresses topic but may lose focus by including loosely related
topics
-Includes a beginning, middle, and end, but these elements may be
brief
-Errors in basic conventions, but common words are spelled correctly
-Definite misunderstanding of writing conventions
-Development of support is erratic and nonspecific
-------------------------------------------------------------------------------1
Poor Writing
-Addresses topic but may focus by including loosely related ideas
-Has an organizational pattern but may lack completeness or closure
-Frequent and blatant errors in basic conventions; commonly used
words may be misspelled
-Obvious misunderstanding of writing conventions
-Little if any development of the supporting ideas; support may
consist of generalizations or fragmentary lists
Nuremberg Trial Photographs
www.Trumanlibrary.org