Transcript Anti-Semitism - mcpworldhistory

WORLD HISTORY
THE HOLOCAUST
5.16 DO NOW – LEVEL 0
• Task 1: Complete the hand out you got when you
walked in, “What rights are most important to me?”
• Task 2: Write down your homework.
Homework:
• Complete the “First they came for…” reading and
questions
• “With the rise of Nazism, nothing Jews had done for
their country made any difference…” - Alfred
Gottschalk
NAZI GERMANY & ANTI-SEMITISM
• Objective:
• SWBAT describe Nazi Germany and the Nazi rise to power.
• SWBAT define anti-Semitism.
• Agenda:
• Do Now (7)
• What is anti-Semitism? How was propaganda used? (15)
• “The Weimar Republic and the Rise of the Nazi Party” Reading
(30)
• Pyramid of Hate (15)
• Exit Ticket (3)
ANTI-SEMITISM
• Anti-Semitism is hostility, prejudice or
discrimination against Jews. A person who holds
such positions is called an antisemite.
• Where have you seen this in life? How do you think
people were convinced to become anti-Semites?
ANTI-SEMITISM SPREADS THROUGH
PROPAGANDA
ANTI-SEMITISM SPREADS THROUGH
PROPAGANDA
ANTI-SEMITISM SPREADS THROUGH
PROPAGANDA
NAZI GERMANY
• “The Weimar Republic and the Rise of the Nazi
Party” Reading
• As you read annotate and answer the following:
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What is the Weimar Republic? Why did it start?
What unique ideas and equalities were safe guarded?
Identify factors that weakened the young democracy.
How did this lead to the rise of the Nazi power?
PYRAMID OF HATE
• Place each of the following
terms in one of the
categories on your
pyramid:
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threats
murder
assault
terrorism
cyber terrorism
employment discrimination
housing discrimination
educational discrimination
harassment (hostile acts)
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name-calling
telling belittling jokes
ridicule
social exclusion
social avoidance
accepting stereotypes
scapegoating
antisemitism
arson
desecration of a house of
worship or cemetery
PYRAMID OF HATE
EXIT TICKET
• Explain how the Pyramid of Hate can define how
something like the Holocaust can occur. Discuss
how each level of hate builds on each other.
5.17 DO NOW – LEVEL 0
• Task 1: Define the word “ghetto.” Use it in a
sentence. Give 2 to 3 examples according to your
definition.
• Task 2: Write down your homework.
Homework:
• “It was the beginning of the end…” -Ellis Lewin
THE GHETTO
• Objective: SWBAT define ghetto as it relates to the Holocaust.
SWBAT examine primary sources to determine how the
Nazis controlled, confined, and weakened to gain power.
• Agenda:
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Do Now (7)
Go over homework (5)
The Ghetto defined by testimonial (20)
The Lodz Ghetto (20)
Excerpts from The Diary of Dawid Sierakowiak (15)
Exit Ticket (3)
• Homework: Finish Excerpts from The Diary of Dawid Sierakowiak and
questions
THE GHETTO
• ghettos:
• The Nazis revived the medieval term ghetto to describe their
device of concentration and control, the compulsory
"Jewish Quarter." Ghettos were usually established in the
poor sections of a city, where most of the Jews from the city
and surrounding areas were subsequently forced to reside.
Often surrounded by barbed wire or walls, the ghettos were
sealed. Established mostly in eastern Europe (e.g., Lodz,
Warsaw, Vilna, Riga, or Minsk), the ghettos were
characterized by overcrowding, malnutrition, and heavy
labor. All were eventually dissolved, and the Jews murdered
• Testimonial 1
• Testimonial 2
WHERE ARE THE GHETTOS LOCATED?
THE LODZ GHETTO
• As a class we will read about the Lodz Ghetto in
Poland. As we read annotate and answer the
following:
• Why did the Nazis completely seal off the Lodz Ghetto?
• Why did Chaim Rumkowski encourage the people to work
and produce war goods for the Nazi troops?
• What was the reason behind having the children work in the
workshops?
• Why were people in the city hostile to the Jews in the
ghetto?
THE DIARY OF DAWID SEIRAKOW
• Begin reading The Diary of Dawid Sierakowiak. As you read
annotate and answer the attached questions.
EXIT TICKET
• How did Nazis control, confine, and weaken to gain
power? Explain.
5.18 DO NOW – LEVEL 0
• Task 1: At your table as a group begin reading and
annotating the excerpt from Elie Wiesel’s Night. As you read
answer the attached questions.
• Task 2: Write down your homework.
Homework:
• Write a one-page reflection responding to the following prompt:
• In very challenging times, the importance of remaining hopeful and the
persistent belief that one’s situation will improve is crucial. However, this
outlook and attitude is difficult to maintain over a long period of time. Do
you believe there is a certain point when people begin to lose hope? If so,
what do you think that point is? Do you think it is the same for everyone?
Has the loss of hope ever happened to you? Have you witnessed it in
others? How does a person restore hope?
• “I felt the burn, the bitter taste of slavery…” - Itka Zygmuntowicz
THE FINAL SOLUTION
• Objective: SWBAT analyze primary and secondary
sources in order to define the “Final Solution” during
the Holocaust.
• Agenda:
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Do Now (20)
The Final Solution Video (15)
Auschwitz Survivors Tell Their Stories(15)
Notes (15)
Exit Ticket (5)
THE FINAL SOLUTION
• In its entirety, the "Final Solution" consisted of
gassings, shootings, random acts of terror, disease,
and starvation that accounted for the deaths of
about six million Jews -- two-thirds of European
Jewry.
• The development of the “Final Solution.”
THE FINAL SOLUTION
• Auschwitz Survivors Tell Their Stories
• Holocaust Survivor Testimony: Dina Baitler
• Holocaust Survivor Testimonies: Selection in
Auschwitz
JUNE 22, 1941
KILLING SQUADS ACCOMPANY GERMAN INVASION OF THE
SOVIET UNION
• German mobile killing squads, called special duty units
(Einsatzgruppen), are assigned to kill Jews during the
invasion of the Soviet Union.
• These squads follow the German army as it advances deep
into Soviet territory, and carry out mass-murder operations.
• At first, the mobile killing squads shoot primarily Jewish
men. Soon, wherever the mobile killing squads go, they
shoot all Jewish men, women, and children, without
regard for age or gender.
• By the spring of 1943, the mobile killing squads will have
killed more than a million Jews and tens of thousands of
partisans, Roma (Gypsies), and Soviet political officials.
DECEMBER 8, 1941
FIRST KILLING CENTER BEGINS OPERATION
• The Chelmno killing center begins operation.
• Victims at Chelmno are killed in gas vans (hermetically sealed trucks
with engine exhaust diverted to the interior compartments).
• The Nazis later establish five other such camps: Belzec,
Sobibor, Treblinka, Auschwitz-Birkenau (part of the Auschwitz
complex), and Majdanek.
• The Belzec, Sobibor, and Treblinka camps use carbon monoxide gas
generated by stationary engines attached to gas chambers.
• Auschwitz-Birkenau, the largest of the killing centers, has four large gas
chambers using Zyklon B (crystalline hydrogen cyanide) as the killing
agent.
• The gas chambers at Majdanek use both carbon monoxide and
Zyklon B.
• Millions of Jews are killed in the gas chambers in the killing
centers as part of the "Final Solution."
JANUARY 20, 1942
WANNSEE CONFERENCE AND THE "FINAL SOLUTION"
• The Wannsee Conference, a meeting between the
SS (the elite guard of the Nazi state) and German
government agencies, opens in Berlin.
• They discuss and coordinate the implementation of the
"Final Solution," which is already under way.
• At Wannsee, the SS estimates that the "Final
Solution" will involve 11 million European Jews,
including those from non-occupied countries such
as Ireland, Sweden, Turkey, and Great Britain.
• Between the fall of 1941 and the fall of 1944, the
German railways transport millions of people to their
deaths in killing centers in occupied Poland.
EXIT TICKET
• On a half sheet answer the following prompt:
• Describe the “Final Solution.” Include the purpose,
important dates, what it consisted of and the results.
5.19 DO NOW – LEVEL 0
• Task 1: On a separate sheet of paper, define who you
think it means to be righteous. Provide specific examples.
Who do you think the Righteous Among the Nations are in
relation to the Holocaust are?
• Task 2: Write down your homework.
Homework: Gather all your materials from the week and
study for your quiz tomorrow!
• “Our vision in out church was that we always had to help
those people in need…” -Arie Vansum
THE RESISTANCE
• Objective: SWBAT to identify and define the Righteous
Among the Nations.
• Agenda:
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Do Now (7)
The Resistance (30)
The Righteous Among the Nation (30)
Exit Ticket (3)
• Homework: The Righteous Among the Nations Bio and
Sheet
• Gather all your materials from the week and study for
your quiz tomorrow!
THE RESISTANCE
• The extreme terror of the Nazi camp system made
any kind of organized resistance tremendously
difficult. Nonetheless prisoners in a number of
camps carried out organized acts of resistance.
• Most notably Jewish prisoners in three extermination
camps, Treblinka, Sobibor, and Auschwitz-Birkenau
rose up against their persecutors. This happened at
a point when it was clear to them that they were
destined to be murdered.
• In Treblinka and Sobibor, the goal was to facilitate escape;
in Auschwitz-Birkenau the goal was to disrupt the process of
murder.
THE RESISTANCE
• The first of these uprisings was in Treblinka on August 2,
1943. Six hundred prisoners using mostly knives, clubs,
and other “cold” weapons (weapons that do not
involve fire or explosions) fell upon their guards and then
broke out of the camp.
• Most of the rebels were killed immediately or very soon after
they left the camp. Several dozen managed to escape.
• In Sobibor, on October 14, 1943, the fate of the fighters
was very similar, although somewhat more managed to
flee and hide or join the partisans nearby.
• In Auschwitz-Birkenau, on October 6 and 7, 1944,
prisoners who were forced to work in the special unit in
the gas chamber complex, the Sonderkommando,
managed to blow up one of gas chambers, but they all
fell in the ensuing battle.
THE RESISTANCE
• All of these uprisings were born of desperate
situations, but nevertheless say much about the
spark of humanity and dignity that remained alive
among many prisoners even remained alive among
many prisoners even in the unyielding cruelty of the
Nazi camps
• Testimonial of those that resisted:
• In your group, divide the testimonials. Each member should
read one and be prepared to present the story the rest of
the group.
THE RIGHTEOUS AMONG THE NATIONS
Who are they?
• Non-Jews who behaved heroically, risking their lives and the
lives of their families, during the Holocaust in order to save
Jews from being deported and slaughtered by the Nazis.
• To date, over 21,000 people have been recognized by Yad
Vashem as Righteous Among the Nations.
• In order to have the title “Righteous Among The Nations,”
bestowed, the following information must be provided:
• In general, when the data on hand clearly demonstrates that a nonJewish person risked his (or her) life, freedom, and safety in order to
rescue one or several Jews from the threat of death or deportation
to death camps without exacting in advance monetary
compensation, this qualifies the rescuer for serious consideration to
be awarded the "Righteous Among the Nations" title.
• This applies equally to rescuers who have since passed away.
THE RIGHTEOUS AMONG THE NATIONS
• "One who saves one life saves an entire world.” – The Talmud
• Rescued by Righteous Among the Nations: Testimony of
Kristina Keren (Krystyna Chirowski)
• As important as it is to study those we lost, it is important to
study those that saved. These people are inspiration to those
that aspire to be good and do good.
• Each person will receive a different story about a person that
was Righteous Among the Nations. As you read, fill out the
autobiography sheet and be prepared to share out.
THE RIGHTEOUS AMONG THE NATIONS
• The Righteous Among the Nations Reading
• Testimonial Bio Page
EXIT TICKET
• Who are the Righteous Among the Nation. List
specific details as to what would qualify someone
to gain this title.
5.20 DO NOW – LEVEL 0
• Quiz
• Holocaust denial