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