Outline for Final Exam/Presentation!!

Final ‘Exam’: 15 minute power point presentation

Teach the class includes:

introduction, 2-3

Essential Questions, 2

‘hook’ activity, 2-5

Visual Discovery, 2-3

10-15 slides and video, 5-7

conclusion (no cut and paste, all original captions, etc.) 2

Due Monday: Your Presidential Speech on the Bombing of Hiroshima and Nagasaki

Essay: follow the outline we developed in class

Prompt: If you were the president, explaining on the radio to to America about why you used an atomic bomb on Japan, how would you describe your decision?

1.“We are at war….."
1. As the president, summarize WWII, the war with Japan, and the new weapon developed by scientists in America.

2. Clear statement about what you have done.

3. Explain your personal ‘debate’ about whether this was the right course of action.

3-4 reasons for your decision

2 opposing viewpoints:

4. Justification for using this weapon against ‘innocent citizens’. Is this in humane or was it a ‘necessity’ of war? Explain why it was ‘ok’ to bomb Hiroshima….and then Nagasaki.

5. Explain the short term and long term effects of your choice.

. Conclusion: Explain why you are confident about your choice. Explain why this

Was the best action for Americans.

Test Next: Wednesday--World War II there will be 30 questions from this list.

1.Hitler

2.Mussolini

3.Churchill

4.Tojo, Hirohito

5.Stalin

6.nationalism

7.Allies

8.Axis powers

9.Hitlers vision for Germany

10.World War I, The Treaty of Versailles and its effects on Germany

11.How did the Treaty and the Depression make Hitler more popular?

12.Anti-semitism

13.What steps or stages led up to the Holocaust?

14.Mein Kampf

15.Obedience, obedience to authority

16.Milgram experiments

17.Youth Pledge to Hitler

18.Nuremberg Laws

19.Propaganda

20.Six Stages of Genocide

21.Nazie school education for prejudice and discrimination

22.Kristalnacht

23.Holocaust?

24.Genocide

25.•Bystander

26.•Perpetrator

27.•Upstander

1.•The Final Solution

2.Ghetto

3.•Deport

4.•exterminate

5.•Concentration camp

6.• Auschwitz

7.

8.Pearl Harbor

9.D Day

10.Hiroshima, Nagasaki

11.Truman

12.Atomic or nuclear bomb

13.•How can we explain why ordinary people participated in the mass murder of millions

of children, women, and men?

We remember them! sites Gabriela has visited!

Wiesenthal Center, Museum of Tolerance
Graceline
US Holocaust Museum

email rememberchildren@earthlink

LA Holocaust visit extra credit; Due Mpnday; typed essay

¢Thesis Statement: (write your own!) Going to the LA Holocaust Museum is important because events in the Holocaust must never happen again: prejudice, deportation, hatred, discrimination, violence against minorities, etc.
1. Introduction:
2. How did your visit to this museum influence and educate you: what did you learn about
the above issues both in the past and present?
3. Give example of things you saw in each museum room.
4. Give examples from what you learned from your docent or the Holocaust survivor Gabriella Karen.
5. Apply any of these ideas to your own prejudices or the prejudice
you see around you.
conclusion

WWII Homework; preparation for test on WWII

¢Ch 11 Assessment p. 568

¢Review: 4,5,6,7, 14, 21, 22, 24, 25, 27, 28

¢Critical Thinking 29, 35

Extra Credit: Two Films: 1. Most Honorable Son. 2. Saving Private Ryan

1.Take Notes about the story only. At the end, divide it into

5-10‘episodes’ with Titles.

1.Messages & Meanings What have I learned about WW2 and the Holocaust or the Japanese American Internment?

List 5-6 things you learned that are important….

1.Purpose What central questions is the film trying to answer? What does the filmmaker want people to know or remember?

2.Interpretations How might others see this film in a way that differs from the way I see it? What is my reaction to this film and what do I learn about myself from my reaction or interpretation?

3.Credibility Which of the film's assertions are facts and which are opinions? Give 3 examples. How do you know?

4.Who might benefit from the messages in this film? What have I learned from this film? Why might the film's message(s) matter to me?

5.Response What kinds of actions might I take today in response to this film? How has my perception of history changed because of this film?
What would I say to someone who wanted to know about the Japanese Internment or the Normandy Invasion (D-Day).

Note: Holocaust Museum Field Trip Wednesday 6/1 and the Japanese American Museum on 6/3

We are going!! Leaving at 10:30 am on the MTA.
You must have the permission slip signed by parents and teachers.
Lunch....you may bring lunch or money for lunch.
We will be there by 12 or so and have time
to eat or look around.... You will need $3.00 for fare. (or school or tap bus pass).

Thursday: Bombing Civilians: Right or Wrong? Dropping the Atomic Bomb...Right or Wrong?

Thursday: Read p. 562-3

Describe the bombing of civilians in cities; Britain, germany, Japan.

Answer Reading Check

Read: The Atomic bomb Answer ‘Evaluating’

questions to complete packet on internment

6. do you think the governments actions during the war were fair? Explain.
7. What happend to the internees after the war ended? How were they treated?
8. After the war, what did the government do for the internees?
9. Do you think that the government has done enought for the former internees? explain.
10. If you were a go ernment official in 1988, what would you recommend doing for the former internees? explain.

NEED extra credit: Watch: "Most Honorable Son" on PBS. questions will be provided or follow the questions from the documentaries on the Holocaust.

After Pearl Harbor.....Japanese Internment Camps in the USA

Define:
Internment
espionage
executive order

HW: Read 559-562; Complete ‘reading strategy’; find out what war Executive Order 9066 (Japanese Internment) on the internet; answer picturing history, explain. Complete reading checks?

Period 6 final Holocaust Assignment

Task: Create a power point about an event in the Holocaust, and, an advertisement to halt the Nazi persecution of Jews or other minorities. (see handout). 100 points.

1.1. Choose a resource page from the reading. Create a powerpoint presentation teaching the class about the event (5-6 slides). Use the information in the reading and visuals from the internet.

2.2. Create the advertisement to stop or interfere with this

Event. See the guidelines in the handout (including 3 historic facts, people, etc.)

3.3. Use powerpoint, add music, add an interview with a Holocaust survivor who talks about this event.

4.Due: Monday, 5/23. No Late work…none.

Essay: Due Friday: Stages of the Holocaust

¢Essay: Choose an argument or theme below. For each section in your organizer, find information or evidence that supports your idea. Each section should have 2-3 examples from the readings. Each section should show what laws changed or what people did during that stage of the Holocaust. (100 points for notes in organizer, 100 points for the essay!!)

Topic #1: Slippery Slope: This is a metaphor for how one thing leads to another until there is no turning back;

¢ The Holocaust was not an accident in history. It occurred because people, organizations, and governments made choices which not only legalized discrimination, but which allowed prejudice, hatred, and mass murder to occur. What factors played a role in perpetuating the situation in Germany during WWII? Who was responsible? How might YOU have behaved if YOU were living in Germany during WWII? How can we be sure that this type of situation doesn’t occur in the United States? Who is responsible in our country if it does? What can you do to help?

Topic #2: Silence and indifference to the suffering of others or to the infringement of civil rights in any society can, albeit unintentionally, perpetuate the problems. We see similar issues (give examples) in high schools across the nation with peer pressure. Correlate this issue on a broader scale to examine how YOU might have behaved if YOU were living in Germany during WWII.

Topic #3: Democratic institutions and values were not automatically sustained. Describe the breakdown of laws and institutions, rights, and freedoms in Germany. Upon whose shoulders does the responsibility of keeping just laws and fair representation and democracy fall? What made Germany stop as a democracy? How were ordinary citizens responsible for keeping a democracy? For protecting Jews and other minorities from discrimination and danger?

Essay Due Friday; 100 points Extra Credit for Freedom Riders, 9pm, PBS

QUESTIONS: FREEDOM RIDERS Documentary on PBS

Choose 3 questions from each group. Answer in a short paragraph (3-5 sentences). To get full credit, you must answer thoughtfully and completely.

Connections A

1. As you watch, read, and listen to the stories of the Freedom Riders, what stands out? Why do you think they joined the cause? If you were to describe a Freedom Rider, what words would you use?

6. Diane Nash recalls feeling “stifled” by segregation when she moved to Nashville. How did Nash respond?

7. Nash explains that while she knew about segregation, it wasn’t until she actually encountered “black only” and “white only” water fountains, and other symbols of segregation, that she had an “emotional” reaction to it. What does she mean? What is the difference between knowing about something and having an emotional reaction to it?

8. How does Joan Mulholland explain why she joined the Freedom Riders? Why do you think she felt like it was particularly important for her, as a white southerner, to join the cause?

Connections B

2. What words do people in the film use to describe the state of race relations at the time of the Freedom Rides?

5. If you could speak to the people in the historical footage, what would you want to say to them?

6. Based on the film how do you think ideas about race shaped the way people lived their lives in the 1960s? To what extent do ideas about race shape your community today?

7. Why do you think activists decided to focus their desegregation efforts on interstate buses? Why were buses important? What did they represent?

Connections C

1. How would you describe the philosophy of nonviolence? What do you think advocates of nonviolence believe about human behavior?

7. Thoreau and Gandhi, writers and activists whose ideas inspired the African American freedom struggle in the United States, believed that there are times for civil disobedience—when behaving justly requires people to break the law. Can a democracy survive when people choose which laws to follow and which laws not to follow? How might a believer in the need for civil disobedience answer that question?

8. What role did nonviolent activists hope the media would play in the freedom movement? To what extent do you think they were successful in using the media spotlight during the Freedom Rides? How did nonviolent protesters believe people would respond to images of the Freedom Rides?

Connections E
2. Understanding the potential danger, the original organizers of the Freedom Rides made sure to get parental permission from younger participants. How do you think the Freedom Riders explained their desire to participate to their parents? If you were the parent of a Freedom Rider, how would you decide whether or not to let your child participate? What factors do you think these parents considered?

3. Despite warnings both from family members and other civil rights supporters, the Freedom Riders decided to go ahead with their journey. How do you explain their decision to carry out their plans despite the very real danger?

9. What factors influenced Rev. Martin Luther King’s decision not to join the Riders? Why do you think some of the Freedom Riders were disappointed by his decision not to participate directly? Why do you think Lafayette advised King not to join the Rides?

10. What lessons might people trying to address issues of injustice today learn from the Freedom Rides?

Holocaust Vocabulary Search

Terms provided in class.
Do not use glossary. Use index. Find word on page in context...explain it.

More testimony from victims of the war...

lRead three documents; P. 566-67 Read and answer the 5 questions on 567

Watch Top Documentary website: Holocaust Film

1.Take Notes about the documentary. At the end, divide it into ‘episodes’ with Titles....at /"Top Documentary"

42 Ways to Kill Hitler
Hitler Speaks-
Nazi Concentration Camps
Memory of the Camps

OTHER WEBSITES: such as Netflix
Shoah
Auschwitz
Escape from Auschwitz on PBS

¢Messages & Meanings What have I learned about WW2 and the Holocaust?

¢Purpose What central questions is the film trying to answer? What does the filmmaker want people to know or remember?

¢Interpretations How might others see this film in a way that differs from the way I see it?

¢Credibility Which of the film's assertions are facts and which are opinions? How do you know?

¢Who might benefit from the messages in this film? What have I learned from this film? Why might the film's message(s) matter to me?

¢Response What kinds of actions might I take today in response to this film?

Same as last night! This is important text book work on the Holocaust!

HW on the Holocaust; in your text

HW: Reading. 552-556 : The New Order and the Holocaust

1.552 Reading Connections: explain the slave labor plan; What was Hitlers ‘vision’ for eastern Europe;What does it mean to ‘Germanize’?

2.553 Answer Reading Check

3.553-4 What happened at Auschwitz? What is the tone of Rudolf Hoss in “Voices”?

4.What was the SS? How did they carry out their task?

5.How did Hitler’s pursuit of a superior race lead to the Holocaust?

Describe the Holocaust: the death camps, the death toll. What did the Nazis mean by a Final Solution?

lComplete Geography Skills/Nazi Camps

Film Notes and Questions for Tuesday.

1.Take Notes about the story only. At the end, divide it into ‘episodes’ with Titles. ANSWER QUESTIONS!

¢Messages & Meanings What have I learned about WW2 and the Holocaust?

¢Purpose What central questions is the film trying to answer? What does the filmmaker want people to know or remember?

¢Interpretations How might others see this film in a way that differs from the way I see it? How and why might different types of people interpret this film in divergent ways? What is my reaction to this film and what do I learn about myself from my reaction or interpretation?

¢Credibility Which of the film's assertions are facts and which are opinions? How do you know?

¢Who might benefit from the messages in this film? What have I learned from this film? Why might the film's message(s) matter to me?

¢Response What kinds of actions might I take today in response to this film?

Make sure you completed propaganda work....list of movies for spring Break assignment

You will watch a film over spring break. I will give you instructions on Friday.
CHoices: 100 points...extra credit if you watch one of each and answer questions
One million points to anyone who can watch them all, analyze and answer the questions for all.

Documentaries on Top Documentaries.org
Hitler Speaks
Nazi Concentration Camps
Memory of the Camps

Great Dramas/True Stories about WW2
Schindlers list
Europa Europa
The Boy in the Flannel Pajamas
Sophies Choice
The Pianist

QUESTIONS for Films:

1.Take Notes about the story only. At the end, divide it into ‘episodes’ with Titles.

¢Messages & Meanings What have I learned about WW2 and the Holocaust?

¢Purpose What central questions is the film trying to answer? What does the filmmaker want people to know or remember?

¢Interpretations How might others see this film in a way that differs from the way I see it? How and why might different types of people interpret this film in divergent ways? What is my reaction to this film and what do I learn about myself from my reaction or interpretation?

¢Credibility Which of the film's assertions are facts and which are opinions? How do you know?

¢Who might benefit from the messages in this film? What have I learned from this film? Why might the film's message(s) matter to me?

¢Response What kinds of actions might I take today in response to this film?

Japan....the other Axis Power (w/ Germany, Italy)

HW:

Japan’s Path…to War. p 537 Answer Connections, Geography, picturing history

Make sure your Multiflow Map is complete with 3 Dictators

Comparing Dictators

HW: Create a Multiflow Map for Dictatorships:

p 482 Mussolini, Hitler, Stalin; totalitarian govt

read 436-37 and add acts of aggression for your Multiflow map

Attacks on Jews...

p. 483: Describe the Nuremberg Laws and Kristallnacht,, 4, 5, 6, 7

If you didn't finish the HItler Speech Analysis.....and HW for Friday

¢Adolf Hitler speaks to a Hitler Youth Audience

¢1. “My German Youth After one year I can greet you again here you standing here today represent something that is happening all over Germany. And we want that you German boys and girls will absorb everything that we wish for Germany. We want to be one people and through you, to become this people, we want a society with neither class nor ranks. You must not allow these ideas (of class or rank) to grow within you.

¢2. We want to see one Reich and you must educate yourselves; we want this people to be obedient and you must practice obedience. We want this people to be peace-loving by at the same time to be courageous and you must, for that reason, be both peace-loving. You must be both peace loving and strong. We want this people not become soft but to become hard and, therefore, you must steel yourselves for this in your youth.

¢3. You must learn sacrifice and also never to collapse. Whatever we create today whatever we do will all the way but in you Germany will live on and when you can no longer hold the flags that we tore from nothing you must hold it firmly in your fists.”

¢4. And I know that it cannot be any other way as we bind ourselves together for you are the flesh of our flesh and blood from our blood. The same spirit that governs us burns in your young minds. And when the great columns of the movement sweep through Germany today then I know that you will close ranks and we know that Germany lies in front of us, Germany marches within us and Germany follows behind us.

¢

¢Questions

¢In the first paragraph of Hitler’s Speech; are his ideas totalitarian? Why?__________________________

¢_____________________________________________________________________________________

¢In the second and third paragraphs, Hitler seems to be speaking about “peace and love”. But what is the underlying message? ___________________________________________________________________

¢Respond to the speech: If you were a German youth at this rally, would you have believed Hitler will invade other countries, declare war, and commit Genocide against JEws? ___________________________________

¢_____________________________________________________________________________________

¢Why would Hitler speak to young Germans?

HW: p. 480: Answer Picturing History

Answer Reading Connection 481-83

Explains you read: Aryan, Reich, Heinrich Himmler, Nuremberg, Women,

In HItlers speech on 481; list the key words that

Suggest a totalitarian state.

-p. 483 Complete Chart Skills 1,2

¢Textbook Assignment: 484: The Way it Was ---Young People in Germany

¢Volk= one people

¢Mein Kampf (my struggle)= Hitler’s philosophy; how he came to his ideas

¢Seig heil = hail victory (slogan)

¢Hitler Youth, 1922 camps; official 1930

lAnswer 1, 2

lWrite a Diary entry as:

lA. You are a 14 yr old German and you see the popularity of the Nazi party growing. You friends are all in Hitler Youth. What are your thoughts and observations?

lB. You are a 14 year old German-Jew and you witness the popularity of the Nazi party growing. You see the rallies, marches, and signs and some violence against Jews.

lWhat are your thoughts and observations.

¢Reich Youth Leader: Baldur Von Schirach (introduces Hitler)

¢“My leader, My comrades

¢We live again for this hour which makes us proud and happy, according to your command and my leader a youth stands here; a youth that knows neither class nor caste. The young generation of our people follows after you. Thus, as you demonstrate the highest self sacrifice for this nation so does this youth wish to be selfless, because you embody the concept of fidelity for us. Therefore we wish to be faithful. Adolf Hitler the leader of German youth.”

¢What is the thesis of the above speech (the leader of Hitler Youth)

Hitler's Persuasive Speeches

Chapter 9, Sec. 3—Hitler and Nazi Germany

479: Voices from Past: What is Hitler appealing to in this speech?

As you read the text list Hitler’s ideas.
Which are based on Nationalism : ??

2.Which are based on Racism: ??

Answer Reading Check 480

What man's name rhymes with Spaghettini?

CW/HW: Read pp. 470-473

471-2 What is fascism? What examples in Italy show what fascism is?

Read 471
complete geography skills;

p. 477: Read about the painting by Pablo Picasso: List the people, animals, and things in his painting. In what ways is this a protest against war?

Assessment Answer--2

Depression: From Germany to the United States

¢HW: Read 464-467

¢Read p. 464: What ‘depression’ problems were evident in France, Germany.: What as the inflation rate in Germany?

¢Describe the pictures on 464, 466, 467; What do they tell us about the depression?

¢Reading check 466, 467;
Read 469; The United States; How was the United States affected in the Depression?
per. 6 only:

¢Read p. 462 “Story that Matters”

Write a short

Poem or letter to the editor about the homeless and unemployed problem

Complete Essay on the Treaty of Versailles; TYPED only.

Due Weds. First Draft. 100 points
Final Revision due Thurs.

Essay on the Treaty of Versailles

Per 4 You are doing the research for your section of the essay
Per 6 You are writing a draft from the outline. Include your thesis in the Intro

TYPE IT. ..It will be soooooooooooo much easier to revise.

Weekend...the Treaty at the end of WW1...this will take 45 mins.

¢HW: Read Opposing Views: Which point of view do you agree with? Why? Answer q. 1

¢Read :”The Treaty of Versailles’

summarize the conditions of the treaty from these 4 paragraphs

Why didn’t the German’s like the Treaty?

Read Source 1, 2, or 3 on p. 454. Draw an appropriate Picture to represent the writing