Transcript Holocaust2009

The Holocaust
Please do not talk at this time
May 18
HW: Read Chapter 16, Sec. 3, Cornell Notes
Thesis based on best prompt for Wed/Thurs.
• Please turn in the following:
– Totalitarian Handout
– Fascism Handout
– Prompts Practice
– Rape of Nanking Handout
• You have 5 minutes to prep for your quiz
• Take Quiz
• Correct Quiz
Please trade quizes with someone
nearby
• Write your name after the words,
Corrected By: Make sure your name is
readable.
• As you score the quiz, put a line through
wrong answers. Do nothing to correct
ones.
Answer Sheet
1. A. the government.
2. A. collective farming.
3. C. the promotion of
international trade.
4. B. Stalin's enemies.
5. D. police terror
6. D. Paul von
Hindenburg.
7. A. a classless society.
8. B. conquer other
countries.
9. A. fascism.
10. D. Benito Mussolini
11. D. the economic crisis
brought on by the
Depression
12. B. Hatred of Jews, or
anti-Semitism, was a key
part of Nazi ideology.
13. C. became more
democratic.
14. B. The Soviet
government took their
food away from them.
15. C. The Versailles Treaty
caused problems that led
to the rise of Hitler's
party.
Add up the total correct answers
and multiply by 2.
Put this number over 30 on the
top of the page.
Hand the quiz back to the owner.
When you have finished looking
at your own quiz,
Turn it in to the turn in box.
Get with you Museum Project
Partners
• Get out your notebooks and class work, and get
a text book.
• Get out your final assignment sheet.
• Look over these documents and start putting
together some prompts. Remember, a prompts
needs a directive word from column one and a
vocab word from column two to be complete.
• Write as many of these as you can think of,
then choose your TOP 3.
Some sample prompts
Describe people’s fight for political, social and economic equality
using examples from revolutions, economic development and
imperialism.
Explain the role technology and inventions has played in history
using examples from cultural diffusion, economic development,
imperialism or conflict.
Identify exploitation of people throughout history in revolutions,
economic development, imperialism or conflict.
Compare reactionary and liberal responses to change using
examples from cultural diffusion, revolutions, and economic
development.
Compare the role played by women in history using examples
from revolutions, economic development and World War One.
Compare human rights violations in history using examples from
economic development, imperialism and conflict.
Evaluate the effectiveness of different leaders throughout history
using examples from revolution, economic development,
imperialism or conflict.
Once you have a prompts you like…ReWrite your prompts as a Thesis Statement…
Explain the role technology and inventions
has played in history using examples from
cultural diffusion, economic development,
imperialism or conflict. Becomes….
Advanced technology gave an advantage to
any culture that possessed it, whether
exploring the globe, competing
economically, or conquering others.
Craft your thesis statements now….
Please do not talk at this time
May 19
HW: Thesis based on best prompt for Wed/Thurs.
On a half sheet (please share with a friend) answer
this question: Why do we study the Holocaust?
• It is the single most completely documented Genocide in
history. We can clearly trace cause and effect.
• The techniques developed to spread hate in this case can be
used by any group at any time against any one to a similar
effect when people don’t know how to tell they are being
manipulated.
• It is important to understand that desperate people often
choose extreme solutions to survive. Knowing this, we can
guard whole populations by treating the desperation instead of
the extreme solution.
• This can, and has, happened again. Knowing what to look for
will help us prevent similar catastrophes.
Review the Conditions that lead to Genocide:
1. Minority group considered “outsider,” and labeled “scum”, etc.
to dehumanize the minority group. This is just like
Demonization in Propaganda. It is acceptable to attack or kill
that which is not human.
2. Racist ideology and propaganda (ie. Extreme Nationalism)
3. Strong dependence on military and military security (often
combined with Militarism and the idea that the military can do
no wrong.)
4. Denied political power or ability to address problems within the
political system.
5. National leadership has strong territorial ambitions and does
not wish to share precious land resources.
6. Power of the state has been reduced be defeat in a war or
other internal strife.
7. Possibility of retaliation for genocidal acts or of interference
from neutral nations is at a minimum (ie. Punishment is
unlikely.)
Using your homework on Fascism and your book, find examples
of each one from 1930’s Germany. Chapter 15.3 and 16.3.
How do you get away with murder? 7 steps to
Committing Genocide.
Today we will be looking at the specific historical examples of each of
these steps, but it is important to understand the plan that Hitler devised to
be able to get away with murder with a minimum of resistance.
Step 1: Choose a Target- This group or groups
must be a minority and easily identifiable.
Step 2: Isolate Them- Separate the minority or
minorities from those in power or the society as
a whole who might help or defend them.
Step 3: Terrorize Them- Fear is a weapon that
steals strength and energy from the target, so
they have fewer resources to resist.
Step 4: Remove Them- Out of sight, out of mind. The majority,
already struggling with their own problems finds it hard to
remember strangers they don’t see. Many will choose blissful
ignorance if they are not faced with the reality of injustice.
Step 5: Claim they are Criminals- Propaganda was used to
spread lies that justified the evil actions of the Nazi
Government. While completely false, many people believed
these lies because it was easier to do that then face the truth.
Step 6: Imprison the Criminals- Once Nazis had claimed the
minority were dangerous law breakers, they insisted on sending
them to prison. These prisons were the Concentration Camps.
Since none of the lies would stand up in court and all the
prisoners were innocent, trials were never held.
Step 7: Execution- Nazis sentenced their prisoners to death as
their “Final Solution.” By the time they implemented this plan,
steps 1 – 6 had bled most (but not all) of the resistance out of
people under Nazi authority.
Now sign up for a group on the board and get a
packet.
1. As a team read the Colored paper TOGETHER first, then read
as many of the other papers as you can. Divide them up and
share what you find with each other.
2. While you read, record examples of your step from the reading.
Be as specific as possible.
When you read about resistance to your step, record
examples of that information in the other box. Be as specific as
possible.
Please do not talk at this time
May 20/21
HW: Complete your Holocaust Monument and prepare to share
with the class. Bring Materials to work on Final.
Get in your groups from yesterday and get out your
papers.
Procedure for today:
1. 20 minutes to read the rest of your papers and add
to your part of the 7 steps to genocide.
2. 20 minutes Break out to get info from other groups
and share your info until everyone has everything
3. 20 Minutes Back in groups to swap info so
individual group members have everything.
4. Work on Monument assignment with group until the
end of the period.
As you work on your Holocaust Assignment, I will be
talking to you about your Final Thesis
Get in your groups from yesterday and get out your
papers.
3. Select your BEST explainer to stay by your own
papers to explain your step to members of the other
teams. Then send the rest of your group out to get
information from the other teams. Divide up the work.
4. Check in when you have all gathered information from
all the other groups and make sure that everyone has
lots of info in ALL their boxes.
5. If you finish early, do the last box on What Could You
Do to Resist Each Step on the Path to Genocide?
You want a fully filled out Chart on the 7 Steps Leading to
Genocide as seen in 1930’s Germany.
Monument Project- Design a
Monument to the Holocaust
In this project you will design
a monument to the Holocaust
and then explain why the
monument needs to be made,
where it should be placed and
what it represents.
Procedure:
1. Now that you have gathered so much
information on the Holocaust, analyze what
you have discovered.
A. Start your Analysis:
Why is this Holocaust significant?
How did it change or influence the world?
Why should there be a monument to the Holocaust?
What do people need to remember about the
Holocaust?
Where should your monument be placed to have the
greatest impact?
2. Now design your moment:
Choose at least 6 symbols or images to express
what is important about your Genocide.
Create an arrangement that sends a message or
evokes the feeling you want people to get when
they see your monument.
Decide what your Monument will look like and
Draw/Sketch a design for it. Neatness counts
for this part. You will be presenting this to the
class.
3. Prepare an explanation of how your
monument represents the Holocaust and
what your symbols mean. You will share
this with the class on Friday.
The Emotional Language of
Shapes
Describe each shape
Which shapes get a positive
emotional response?
Which shapes get a negative
emotional response?
Which shape set is most
appealing?
Safe
Dangerous
What is the emotional difference
between these two shapes?
Stable
Unstable
What effect does tipping
these shapes have on their
emotional impact?
It suggests movement like falling
How are these two images
different in their emotional
impact?
Breaking apart
Coming together
What is different about the
emotional impact of these two sets?
Threat
Comfort
You can use the emotional
language of shapes to help you
design your monument.
You can design a monument to the
memory of the victims of the Holocaust,
or for a specific group that experienced
it. You could make one to
commemorate the struggle, the agony,
or the resistance of the victims. You
could also do one to the heroism of the
rescuers or the liberators or to the
decency of the average person who
fought in large and small ways against
the Holocaust.
Please do not talk at this time
May 22
HW: Bring Materials to work on Final, Tuesday. Notebook check
off due Friday, May 29
Notebook pages 76 A/B and 77 will be checked on
Friday. I will not collect notebooks, I will just check
them off.
Vocabulary Post Test will be June 1/2 the week of finals.
The rest of that block period will be spent working on
Final Projects.
Get your thesis out from yesterday…
What do you need to talk about?
Thesis: Human rights have been violated throughout history by
governments trying to gain power. This is especially true of
France during the French Revolution, in India during
Imperialism and in Nazi Germany.
Figure out the specific human rights being violated.
How did these help Governments Gain Power?
Find examples in French Revolution
Find examples in India under English Domination
Find examples in Nazi Germany
Write your thesis out on a new sheet of paper and brainstorm all
the things you will need to find to answer it.
Finals Work- set up a page (or 3 pages) like this:
Thesis: Write your thesis here so you know what you will be proving.
Unit 1- Specific Topic
Unit 2- Specific Topic
Unit 3- Specific Topic
Everything you know
about this topic!
Everything you know about
this topic!
Everything you know about
this topic!
Example:
Thesis: Human rights have been violated throughout history by governments
trying to gain power. This is especially true of France during the French
Revolution, in India during Imperialism and in Nazi Germany.
Unit 1- Human rights
abuses during the
French Revolution
Unit 2- Human rights
abuses during imperialism
in India
Unit 3- Human rights
abuses in Nazi Germany
Rights:
Life/Liberty/Property
Rights:
Life/Liberty/Property
Rights:
Life/Liberty/Property
ViolationsReign of terror
Death without a trial
Mobs tearing people limb
from limb
Book burning
Seizure of property
ViolationsStarvation after forced
famine
Lower wages
Restricted education
No respect for religious
differences
Sepoy rebellion
ViolationsNuremberg laws
Concentration Camps
Genocide
Propaganda
Power- Chaos kept
Robespierre in control.
Power- Made British rich
Power- Hitler used Jews as
scapegoat to make him a
dictator
Use this list to review what we have learned this year..
Cultural Diffusion: Prologue, Chapter 3 - Chapter 4 and Chapter 6
Topics: origins of democracy, Greeks and Romans, Enlightenment, JudeoChristian values
Revolutions: Chapter 5 – Chapter 8
Topics: American Revolution, French Revolution, Napoleon, Haitian
Revolution, Revolutions in South America
Industrial Revolution: Chapter 9
Topics: Agricultural revolution, industrialization, working poor, capitalism,
new technology, rise of unions, legal protection for workers
Imperialism: Chapter 11 – Chapter 12
Topics: Rush for Africa, Menelik II, African resistance, Sepoy Rebellion,
Opium wars, Boxer Rebellion, USA takes Japan and the Philippines
Conflict: Chapter 13 – Chapter 15 and Chapter 16.3
Topics: WWI, Women in the War, effects of the war, causes and results of
the war, Great Depression, Lost Generation, Totalitarianism, Fascism,
Communism, Russian Revolution, Rape of Nanking.
The information you gather today will make up the
body of your 4 paragraphs.
• Pick and choose what you need to prove
or explain your thesis.
• You can also look for pictures, quotes,
maps, diagrams and other visuals to add
to your museum. These are throughout
the chapters and especially in sections at
the end…