Issuu

eDynamicLearningCourseTitle:HistoryoftheHolocaust

State:FL

StateCourseTitle:Holocaust StateCourseCode:2109435

StateStandards:HolocaustEducation DateofStandards:2023

PercentageofCourseAligned:95%

Standards

SS.912.CG.2.13:Analyzetheinfluenceandeffectsofvariousformsofmediaandthe internetinpoliticalcommunication.Studentswillexplainhowthemethodsofpolitical communicationhaschangedovertime(e.g.,television,radio,press,socialmedia). Studentswilldescribehowthemethodsusedbypoliticalofficialstocommunicate withthepublichasschangedovertime.Studentswilldiscussthestrengthsand weaknessesofdifferentmethodsofpoliticalcommunication.

SS.912.CG.4.3:ExplainhowU.S.foreignpolicysupportsdemocraticprinciplesand protectshumanrightsaroundtheworld.StudentswillexplainhowU.S.foreignpolicy aimstoprotectlibertyaroundtheworldanddescribehowthefoundingdocuments supporttheextensionoflibertytoallmankind.

SS.912.G.4.1:Interpretpopulationgrowthandotherdemographicdataforanygiven place.

SS.912.G.4.9:Usepoliticalmapstodescribethechangeinboundariesand governmentswithincontinentsovertime.

SS.912.HE.1.1:DefinetheHolocaustastheplannedandsystematicstate-sponsored persecutionandmurderofEuropeanJewsbyNaziGermanyanditscollaborators between1933and1945.StudentswillexplainwhytheHolocaustishistory’smost extremeexampleofantisemitism.

SS.912.HE.1.2:AnalyzehowtheNaziregimeutilizedandbuiltonhistorical antisemitismtocreateacommonenemyoftheJews.

•StudentswillexplaintheoriginsofantisemitismandtraceitfromtheAncientWorld throughthetwenty-firstcentury(e.g.,Pagan,Christian,Muslim,MiddleAges,Modern era).

•Studentswillexplainthepolitical,socialandeconomicapplicationsofantisemitism thatledtotheorganizedpogromsagainstJewishpeople.

•Studentswillexaminepropaganda(e.g.,theProtocolsoftheEldersofZion;The PoisonousMushroom)thatwasandstillisutilizedagainstJewishpeoplebothin Europeandaroundtheworld.

SS.912.HE.1.3:AnalyzehowtheTreatyofVersailleswasacausalfactorleadingthe riseoftheNazis,andhowtheincreasingspreadofantisemitismwasmanipulatedto theNazis’advantage.

•StudentswillexplainhowtheNazisusedantisemitismtofomenthateandcreatea sharedenemyinordertogainpowerpriortoWorldWarII.

•StudentswillexplainhoweventsduringtheWeimarRepublicledtotheriseof Nazism(e.g.,Dolchstoss,RuhrCrisis,hyperinflation,theGreatDepression, unemployment,the1920’sNaziplatform,theDawesPlan,theGoldenAge,thefailure oftheWeimarRepublic).

•StudentswillrecognizeGermanculpability,reparationsandmilitarydownsizingas effectsoftheTreatyofVersailles.

SS.912.HE.1.4:ExplainhowtheNationalSocialistGermanWorkers’Party,orNazi Party,grewintoamassmovementandgainedandmaintainedpowerinGermany throughtotalitarianmeansfrom1933to1945undertheleadershipofAdolfHitler.

•StudentswillcompareGermany’spoliticalpartiesandtheirsystemofproportional

CourseTitle (aorb),if applicable,e.g. GameDesign1a UnitName(s) Lesson(s) Numbers HowStandardis Taught

Historyofthe Holocaust Unit4:TheWannsee ConferenceandtheFinal Solution Activity

Historyofthe Holocaust Unit8:TheNuremberg Trials Lesson1

Historyofthe Holocaust

Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lessons2,4

Unit7:TheForgotten: Non-JewishVictimsand theHolocaust Lesson3

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Lesson5

Byresearchingonliner examplesofNazipropa media,studentswillcom time,from1933to1945 messageschangeandho used

ExamininghowtheInte Tribunalfollowed princ Brish)law,includingal defendentsand coross-

UsingamapofEurope illustratethedensityof 1900differentcountries developmentofghettos 1941to1942

UnderstandingGerman Ostbystudyingamapt changesofinternationa accommodatetheirmas Space

Understandingtheimpo semitismwithinanydis despitedeniersattempts howanti-semitismwas murdersoftheholocaus thoseseekingtodenyit

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lessons1-4

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lessons3,4

Tracingtherootsofant earlyChristianwriters; theMiddleAges,includ guildsorbeingabletoo legalizeddiscrimination secularanti-semitismw andsocialDarwinism;t anduseofpropagandai Jewsparasitesandtotin Aryanrace;anti-semitis riseoftheNaziPartyan

Examiningthepunitive Versaillesincludingthe effectsofmilitarydown theGermanWorkers'Pa Party;Hitler'srisewithi antisemiticpropaganda WeimarRepublicandth thecodifyingAryanizat law,culminatinginthe Laws;importanceofev

LearningmoreaboutH Nazipartyrankstolead tomakeGermanyJuden astheparty'smilitaryar

https://www.dropbox.com/scl/fo/53rcny3w2g7x6ax4f77p6/AIzwO3hdEg7nzV_HELuUmec/FL?dl=0&preview=FL+History+of+the+Holocaust+2109435+-…

representationinnationalelectionsfrom1920to1932.

•StudentswillexplainhowtheSturmabteilung(SA),theSchutzstaffel(SS),the Wehrmacht,theGestapoandHitler’sinnercirclehelpedhimgainandmaintainpower after1933.

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lessons3,4

•StudentswillexplainhowthefollowingcontributedtoHitler’srisetopower:Adolf Hitler’sMunichBeerHallPutsch,Hitler’sarrestandtrial,MeinKampf,theReichstag fire,theEnablingAct,theConcordatof1933,theNightoftheLongKnives(the RohmPurge),Hindenburg’sdeathandHitlerasFuhrer

SS.912.HE.1.5:DescribehowtheNazisutilizedvariousformsofpropagandato indoctrinatetheGermanpopulation.

•Studentswillexplainhowopposingviewswereeliminated(e.g.,bookburnings, censorship,statecontroloverthemedia).

•Studentswillexplainhowidentification,legalstatus,economicstatusand pseudosciencesupportedpropagandathatwasusedtoperpetuatetheNaziideologyof the“MasterRace.”

SS.912.HE.1.6:ExaminehowtheNazisusededucationandyouthprogramsto indoctrinateyoungpeopleintotheNaziideology

•StudentswillexplaintheimpactoftheHitlerYouthProgramandBandofGerman Maidens(German:BundDeutscherMädel).

•StudentswillexaminehowtheNazisusedthepubliceducationsystemto indoctrinateyouthandchildren.

•StudentswillexplainhowNaziideologysupplantedpriorbeliefs.

SS.912.HE.1.7:

Explainwhatismeantby“theAryanRace”andwhythisterminologywasused.

•StudentswillcomparethemeaningofAryantotheNazimeaningofAryanRace.

•StudentswillexplainhowtheNazisusedpropaganda,pseudoscienceandthelawto transformJudaismfromareligiontoarace.

•Studentswillexaminethemanipulationoftheinternationalcommunitytoobtainthe votestohostthe1936OlympicsandhowtheBerlinGameswereutilizedas propagandaforNaziideologytobolsterthe“superiority”oftheAryanrace.

•Studentswillexplainhoweugenics,scientificracismandSocialDarwinismprovided afoundationforNaziracialbeliefs.

SS.912.HE.2.1:DescribehowthelifeofJewsdeterioratedundertheThirdReichand theNurembergLawsinGermanyanditsannexedterritories(e.g.,theRhineland, Sudetenland,Austria)from1933to1938.

•StudentswillanalyzetheNurembergLawsanddescribetheireffects.

•StudentswillexplainhowtheNazisusedbirthrecords,religioussymbolsand practicestoidentifyandtargetJews.

SS.912.HE.2.2:AnalyzethecausesandeffectsofKristallnachtandhowitbecamea watershedeventinthetransitionfromtargetedpersecutionandanti-Jewishpolicyto open,publicviolenceagainstJewsinNazi-controlledEurope.

•StudentswillunderstandthereasonsforHerschelGrynszpan’sactionsattheGerman embassyinParisandhowtheassassinationofErnstvomRathwasapretextusedby theNazisforKristallnacht.

•Studentswilldescribethedifferenttypesofpersecutionthatwereutilizedduring Kristallnacht,bothinsideandoutsideGermany

•StudentswillanalyzetheeffectsofKristallnachtonEuropeanandworldJewryusing primarysources(e.g.,newspapers,images,video,survivortestimony).

•StudentswillanalyzetheeffectsofKristallnachtontheinternationalcommunity usingprimarysources(e.g.,newspapers,images,video,survivortestimony).

SS.912.HE.2.3:AnalyzeHitler’smotivationsfortheannexationsofAustriaandthe Sudetenland,andtheinvasionofPoland.

•Studentswilldefinethetermlebensraum,orlivingspace,asanessentialpieceof Naziideologyandexplainhowitledtoterritorialexpansionandinvasion.

•StudentswillanalyzeHitler’suseoftheMunichPacttoexpandGermanterritoryand theMolotov-RibbentropPacttokeeptheSovietUnionoutofthewar

SS.912.HE.2.4:DescribehowJewishimmigrationwasperceivedandrestrictedby variousnationsfrom1933to1939.

•StudentswillexaminewhyimmigrationwasdifficultforJewishpeople(e.g.,MSSt. Louis,theEvianConference,immigrationquotasystems).

•StudentswillexplainhowtheKindertransportsavedthelivesofJewishchildren.

Historyofthe Holocaust Unit4:TheWannsee ConferenceandtheFinal Solution Activity

asthepartysmilitaryar proagandathroughtheir Hitler'swritingMeinK explainedhistheoriesre solidificationofpower Bavariangovernment,w youth,Hitler'srolewhil President,andsolidifyin

Studentistoresearchon propagandapostersand from1933-39and1939 Nazi'susedsuchmediu

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lesson3

ExaminingHitlerandth youthprogramsforindo HitlerYouthandBando tacticsincludedsportsa indoctrinationtoforcea fatherlandandFuhrera peoplefrominfluences leaders,

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lessons1-4

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lessons2-4

NaziideasofGermans thedesirabilityofblond propershapedskull;def andnotinghowAryanp superiortosemiticpeop whichsawracesasdiffe this;takingalookatthe workinthe1936Olymp

Describingthestatusof ofthe Einsatzgruppent Jewishpopulation;poli andincreasedincarcera theriseanddeplorable ghettos;thecodification throughNuremberglaw of "FinalSolution"

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Activity

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lessons1-4

Studentistoresearchm byusingcredibleonline articles,theyareto sum theeffectsofKristallna thosewhodidanddidn effectsoftheeventont communityoutsideofG howthe100thannivers observed

TracingHitler'smoves startingwithPolandin 1938, theroleoftheM examiningtherelativei powersregarding Hitle theGerman-SovietPact Einsatzgruppenincontr andoperationBarbaros theSovietUnion

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lesson7

SS.912.HE.2.5:ExplaintheeffectNazipolicieshadonothergroupstargetedbythe governmentofNaziGermany

•StudentswillexplaintheeffectsofNazi“racialhygiene”policiesonvariousgroups including,butnotlimitedto,ethnic(e.g.,Roma-Sinti,Slavs)andreligiousgroups ( J h h’ Wit ) liti l iti th h i ll d t ll di bl d

Historyofthe Holocaust Unit7:TheForgotten: Non-JewishVictimsand theHolocaust Lessons1-5

Understandingthecomp emigrationfromGerma Jewsereforcedeastand Nazisovertookthosela AmericanandBritishp NumbersofJewishimm slightlyafterKristallnac EvianConference;Brita Kindersporttogetchild

Explainingothergroups bytheNazis,including OperationBrandt,elimi disabilitiesanddisease; RomanipeopleandPol ofdifferentreligiousgr

(e.g.,Jehovah’sWitnesses),politicalopposition,thephysicallyandmentallydisabled andhomosexuals. t e oocaust

SS.912.HE.2.6:IdentifythevariousarmedandunarmedresistanceeffortsinEurope from1933to1945.

•Studentswillrecognizeresistanceeffortsincluding,butnotlimitedto,theWhite Rose,theRosenstrasseProtest,BishopClemensvonGalen,theSwingMovement, ReverendNiemöller,DietrichBonhoeffer,theBielskiBrothersandthePartisansin EasternandWesternEurope.

•Studentswilldiscussresistanceanduprisingsintheghettosusingprimarysources (e.g.,newspapers,images,video,survivortestimony).

SS.912.HE.2.7:Examinetherolethatbystanders,collaboratorsandperpetratorsplayed intheimplementationofNazipoliciesagainstJewishpeopleandothertargeted groups,aswellastheroleofrescuersinopposingtheNazisandtheirpolicies.

•StudentswilldiscussthechoicesandactionsofheroesandheroinesindefyingNazi policyatgreatpersonalrisk,tohelprescueJews(e.g.,theRighteousAmongthe Nationsdesignation).

SS.912.HE.2.8:AnalyzehowcorporatecomplicityaidedNazigoals.

•Studentswillanalyzecorporatecomplicityasincluding,butnotlimitedto, supportingmethodsofidentificationandrecordkeeping,continuingtrade relationships,financialresources,theuseofslavelabor,productionforthewareffort andmoralandethicalcorporatedecisions(1930–1945).

SS.912.HE.2.9:Explainhowkillingsquads,includingtheEinsatzgruppen,conducted massshootingoperationsinEasternEuropewiththeassistanceoftheSchutzstaffel (SS),policeunits,thearmyandlocalcollaborators.

•Studentswilldiscussmajoreventsofthekillingsquadstoinclude,butnotbelimited to,BabiYar,Vilnius,Rumbula,Kovno,PonarandthePalmiryForest.

•StudentswilldescribethepsychologicalandphysicalimpactontheEinsatzgruppen andhowitledtotheimplementationoftheFinalSolution.

•StudentswillexplainthepurposeoftheWannseeConferenceandhowitimpacted theFinalSolution.

SS.912.HE.2.10:ExplaintheoriginsandpurposeofghettosinEurope.

•StudentswilltracetheuseofghettosinEuropepriortoWorldWarII.

•Studentswillexplainthemethodsusedfortheidentification,displacementand deportationofJewstoghettos.

•StudentswillexplainwhatghettoswereincontextofWorldWarIIandNazi ideology

SS.912.HE.2.11:Discusslifeinthevariousghettos.

•StudentswillexplaintheoriginsandpurposeoftheJudenrat.

•StudentswillexplaintheeffectsoftheJudenratondailylifeinghettos,specifically studentsshouldrecognizeAdamCzerniakow(Warsaw)andMordechaiChaim Rumkowski(Lodz)andhowthesemendifferedintheirapproachtoleadingthe Judenratintheirrespectiveghettos.

•Studentswilldiscussthedifferencebetweenopenghettosandclosedghettosand howthatimpactedlifewithinthoseghettos.

•Studentswilldescribevariousattemptsatescapeandformsofarmedandunarmed resistance(beforeliquidationandliberation)including,butnotlimitedto,theWarsaw GhettoUprising.

•StudentswillexplainhowandwhytheNazisliquidatedtheghettos,includingthe forceddecisionsoftheJudenrattoselectindividualsfordeportationtransportstothe camps.

SS.912.HE.2.12:Define“partisan”andexplaintherolepartisansplayedinWorldWar II.

•StudentswillidentifycountriesthathadpartisangroupswhofoughttheNazis.

•Studentswillexplainthewarfaretacticsutilizedbytheresistancemovementsagainst theNazis.

•StudentswillrecognizethatnotallresistancemovementsacceptedJews.

SS.912.HE.2.13:Examinetheorigins,purposeandconditionsassociatedwithvarious typesofcamps.

•Studentswillexplainthedifferencesbetweenforcedlaborcamps,concentration camps,transitcampsanddeathcamps,includingthegeographiclocation,physical structure,campcommandantsandSSleadershipandmechanicsofmurder

•Studentswilldescribethedailyroutineswithinthecampstoincludefoodintake, showers,bathrooms,sleepingarrangements,rollcall,workdetails,illness, environmentalconditions,clothing,selectionprocess,torture,medicalexperiments, publicexecutions,suicidesandotheraspectsofdailylife.

•Studentswilldescribevariousattemptsatescapeandformsofresistancewithinthe camps.

•Studentswilldiscusshowtheuseofexistingtransportationinfrastructurefacilitated thedeportationofJewishpeopletothecamps,includingthenon-Aryanmanagement ofthetransportationsystemthatcollaboratedwiththeNazis.

•StudentswilldescribelifeinTerezin,includingitsfunctionasatransitcamp,its uniqueculturethatgeneratedart music literature poetry opera(notablyBrundibar)

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lesson4

o d ee t e gousg Witnessesand bothCat clergy;additionalkillin homosexuals,andnon-c

Examiningunderground theghettos,includingth andZionistgroups;smu movedgoodsinandout groupsprintedundergro continuedsecretreligio resistancegroupsorgan violentactionsaswell

Historyofthe Holocaust Unit5:LifeandDeath: theExterminationCampsLesson4

Historyofthe Holocaust Unit3:ArbeitMacht Frei:Confinementinthe Camps Lessons1-3

Exploringdifferentstud AmongNationsheroes associatedwiththem,in EmilieSchindler,DrA Edmonds,andothers;u ofsuchgroupsasTrebl Committeewhoplanne andotherincidencesof

Understandingtheearly laborcampsandGerma factoriesoftenSS-owne builtnearraillinesand Prisonerswereusedas companiespaidthegov ExamplesincludetheG WorksandtheGerman

Historyofthe Holocaust Unit4:TheWannsee ConferenceandtheFinal Solution Lessons3,4

Investigatingthekilling byshootingsanduseof abouttheWannseeCon thekillingsbytheEinsa fortheNazi'sFinalSolu deportationsandslavel OperationReinhard

Historyofthe Holocaust

Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lessons3,4

Explainingthehistoryo inEuropebeforethe20 creationofopen,closed beginningin1940,thes theJudenrat,deplorable lackoffoodandsanitat Naziuseofghettosasp

Historyofthe Holocaust

Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lessons3,4, Activity

Investigatingthecreatio workingsofdailylife,i Judenrat;Explainingdi openandclosed;Resea theghettobyexamining describingdetailsofdai survivor'sstoriesandre experiences

Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Lesson2

TakingalookatJewish whomjoinedparamilita countryinEuropetofig localsoftenassistedthe semitismamonglocals ontheirown

Historyofthe Holocaust

Unit3:ArbeitMacht Frei:Confinementinthe Camps Lessons1-7

Detailingthehistoryan beginningwiththepolit in1933incompliancew Germanpolice;theuse transportJewsfromthe thentocamps;Compari camps; Detailingthero runningofthecamps;D thecampsintoblocksa differentcoloredbadge prisoners;Locatingcam

uniqueculturethatgeneratedart,music,literature,poetry,opera(notablyBrundibar) andtheproductionofVedemMagazineasaformofresistance;itsusebytheNazisas propagandatofooltheInternationalRedCross;andthecreationofthefilm“Terezin: ADocumentaryFilmofJewishResettlement.”

•Studentswillidentifyandexaminethe6deathcamps(e.g.,Auschwitz-Birkenau, Belzec,Chelmno,Majdanek,Sobibor,Treblinka)andtheirlocations.

•Studentswillexplainwhythe6deathcampswereonlyinNazi-occupiedPoland.

•StudentswilldescribethesignificanceofAuschwitz-Birkenauasthemostprolific siteofmassmurderinthehistoryofmankind.

SS.912.HE.2.14:Explainthepurposeofthedeathmarches.

•Studentswillrecognizedeathmarchesastheforciblemovementofprisonersby Naziswiththedualpurposeofremovingevidenceandmurderingasmanypeopleas possible(towardtheendofWorldWarIIandtheHolocaust)fromEasternEuropeto Germanyproper.

SS.912.HE.2.15:DescribetheexperienceofHolocaustsurvivorsfollowingWorldWar II.

•StudentswillexplainhowAlliedForcesliberatedcamps,includingtherelocation andtreatmentofthesurvivors.

•Studentswilldiscusstheexperiencesofsurvivorsafterliberation(e.g.,repatriations, displacedpersonscamps,pogroms,relocation).

•StudentswillexplainthevariouswaysthatHolocaustsurvivorslivedthroughthe state-sponsoredpersecutionandmurderofEuropeanJewsbyNaziGermanyandits collaborators(e.g.,becamepartisans,escapedfromNazicontrolledterritory,wentinto hiding).

•StudentswilldescribethepsychologicalandphysicalstrugglesofHolocaust survivors.

•StudentswillexaminethesettlementpatternsofHolocaustsurvivorsafterWorldWar II,includingimmigrationtotheUnitedStatesandothercountries,andthe establishmentofthemodernstateofIsrael.

SS.912.HE.3.1:Analyzetheinternationalcommunity’seffortstoholdperpetrators responsiblefortheirinvolvementintheHolocaust.

•StudentswilldiscussthepurposeandoutcomesoftheNurembergTrialsandother subsequenttrialsrelatedtotheHolocaust.

•Studentswillcompareargumentsbytheprosecutionandrecognizethefalsehoods offeredbythedefenseduringtheNurembergTrials(e.g.,JusticeRobertJackson’s openingstatement,ProsecutorBenFerencz’sopeningstatement,expostfactolaws, non-existentterminology,crimesagainsthumanity,genocide,statuteoflimitations, jurisdictionalissues).

•Studentswilldiscusshowmembersoftheinternationalcommunitywerecomplicitin assistingperpetrators’escapefrombothGermanyandjusticefollowingWorldWarII.

SS.912.HE.3.2:ExplaintheimpactoftheEichmannTrialonpolicyconcerningcrimes againsthumanity,capitalpunishment,accountability,thetestimonyofsurvivorsand acknowledgmentoftheinternationalcommunity

•StudentswillrecognizetheEichmannTrialasthefirsttimethatIsraelheldaNazi warcriminalaccountable.

SS.912.HE.3.3:ExplaintheeffectsofHolocaustdenialoncontemporarysociety

•StudentswillexplainhowHolocaustdenialhashelpedcontributetothecreationof contemporarypropagandaandthefaciledenialofpoliticalandsocialrealities.

SS.912.HE.3.4:Explainwhyitisimportantforcurrentandfuturegenerationstolearn fromtheHolocaust.

•StudentswillexplainthesignificanceoflearningfromHolocausteraprimary sourcescreatedbyJewswhoperishedandthosewhosurvived.

•StudentswillexplainthesignificanceoflisteningtothetestimonyofHolocaust survivors(e.g.,liveandthroughorganizationsthatofferpre-recordeddigital testimony).

•StudentswilldescribethecontributionsoftheJews(e.g.,arts,culture,medicine, sciences)totheUnitedStatesandtheworld.

•Studentswillexplainthesignificanceof“NeverAgain.”

SS.912.HE.3.5:RecognizethatantisemitismincludesacertainperceptionoftheJewish people,whichmaybeexpressedashatredtowardJewishpeople,rhetoricaland physicalmanifestationsofantisemitismdirectedtowardapersonorhisorherproperty ortowardJewishcommunityinstitutionsorreligiousfacilities.

•Studentswillanalyzeexamplesofantisemitism(e.g.,callingfor,aiding,orjustifying thekillingorharmingofJews,ofteninthenameofaradicalideologyoranextremist viewofreligion;makingmendacious,dehumanizing,demonizingorstereotypical allegationsaboutJewsassuchorthepowerofJewsasacollective,especially,butnot exclusively,themythaboutaworldJewishconspiracyorofJewscontrollingthe media,economy,governmentorothersocietalinstitutions;accusingJewsasapeople ofbeingresponsibleforrealorimaginedwrongdoingcommittedbyasingleJewish personorgroup,theStateofIsrael,orevenforactscommittedbynon-Jews;accusing JewsasapeopleortheStateofIsraelofinventingorexaggeratingtheHolocaust; accusingJewishcitizensofbeingmoreloyaltoIsrael,ortheallegedprioritiesofJews worldwide,thantotheinterestoftheirownnations).

Historyofthe Holocaust Unit5:LifeandDeath: theExterminationCampsLesson5

Descriptionsoftheover rampantdisease,andm withafocusonTerezin experiencesofwomeni

Historyofthe Holocaust Unit6:Liberationand Recovery Lessons1-4

Explaining thepurpose Himmler'sdeathmarch remainingprisonersasp theirsymbolicimportan Solution

Historyofthe Holocaust Unit8:TheNuremberg Trials Lesson1

Followingtheexperienc Sovietforceswhenthey readingaccountsofcam liberationwaslike;exp facedbysurvivors

Historyofthe Holocaust Unit8:TheNuremberg Trials Lesson5

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Lessons3,4

Describingtheprocesse activitiesoftheNuremb initiallydefinedwarcri againstpeace,warcrim humanity;detailingreco evidenceprovidedasw liketheDoctors'Trial;u warcriminalsescapedt elsewhere

Examiningthedetailsa EichmannTrialinIsrae theonlydeathpenaltyg

Explainingtheoriginso distortion,andmisuse; denialofthehistoricalr ofHolocaustdenial;un differencesbetweenrev

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Lesson2

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Lesson1

Examiningsomeofthe aftermathoftheHoloca tohumanrightsissuesw of'NeverAgain,' medic humanexperimentation issuesofgenocide,and

Understandingthedeve thecreationofIsrael;th semitismandIsrael'sex examiningcommonant JewsandIsrael,includi standards,anddelegitim

characterizeIsraelorIsraelis,drawingcomparisonsofcontemporaryIsraelipolicyto thatoftheNazis,orblamingIsraelforallinter-religiousorpoliticaltensions;applying adoublestandardtoIsraelbyrequiringbehaviorofIsraelthatisnotexpectedor demandedofanyotherdemocraticnationorfocusingpeaceorhumanrights investigationsonlyonIsrael;delegitimizingIsraelbydenyingtheJewishpeopletheir righttoself-determinationanddenyingIsraeltherighttoexist).

SS.912.S.2.9:Prepareoriginalwrittenandoralreportsandpresentationsonspecific events,people,orhistoricaleras.

SS.912.W.1.3:Interpretandevaluateprimaryandsecondarysources.Clarifications: Examplesareartificats,images,auditory,andwrittensources.

SS.912.W.1.4:Explainhowhistoriansusehistoricalinquiryandothersciencesto understandthepast.Clarifications:Examplesarearchaeology,economics,geography, forensicchemistry,policialscience,physics.

SS.912.W.1.6:Evaluatetheroleofhistoryinshapingidentityandcharacter Clarifications:Examplesareethnic,cultural,personal,national,religious.

SS.912.W.7.1:AnalyzethecausesofWorldWarIincludingtheformationofEuropean alliancesandtherolesofimperialism,nationalism,andmilitarism.

SS.912.W.8.6:RecognizethatantisemitismincludesacertainperceptionoftheJewish people,whichmaybeexpressedashatredtowardJewishpeople,rhetoricaland physicalmanifestationsofantisemitismdirectedtowardapersonorhisorherproperty ortowardJewishcommunityinstitutionsorreligiousfacilities.

•StudentswillanalyzeexamplesofantisemitismrelatedtoIsrael(e.g.,demonizing Israelbyusingthesymbolsandimagesassociatedwithclassicantisemitismto characterizeIsraelorIsraelis,drawingcomparisonsofcontemporaryIsraelipolicyto thatoftheNazis,orblamingIsraelforallinter-religiousorpoliticaltensions;applying adoublestandardtoIsraelbyrequiringbehaviorofIsraelthatisnotexpectedor demandedofanyotherdemocraticnationorfocusingpeaceorhumanrights investigationsonlyonIsrael;delegitimizingIsraelbydenyingtheJewishpeopletheir righttoself-determinationanddenyingIsraeltherighttoexist).

Explainthe20thcenturybackgroundfortheestablishmentofthemodernstateof Israelin1948,includingtheZionistmovementledbyTheodorHerzl,andtheongoing militaryandpoliticalconflictsbetweenIsraelandtheArab-Muslimworld.

MA.K12.MTR.1.1:Activelyparticipateineffortfullearningbothindividuallyand collectively

Mathematicianswhoparticipateineffortfullearningbothindividuallyandwith others:

•Analyzetheprobleminawaythatmakessensegiventhetask.

•Askquestionsthatwillhelpwithsolvingthetask.

•Buildperseverancebymodifyingmethodsasneededwhilesolvingachallenging task.

•Stayengagedandmaintainapositivemindsetwhenworkingtosolvetasks.

•Helpandsupporteachotherwhenattemptinganewmethodorapproach.

Clarifications:

Teacherswhoencouragestudentstoparticipateactivelyineffortfullearningboth individuallyandwithothers:

•Cultivateacommunityofgrowthmindsetlearners.

•Fosterperseveranceinstudentsbychoosingtasksthatarechallenging.

•Developstudents’abilitytoanalyzeandproblemsolve.

•Recognizestudents’effortwhensolvingchallengingproblems.

MA.K12.MTR.2.1:Demonstrateunderstandingbyrepresentingproblemsinmultiple ways.

Mathematicianswhodemonstrateunderstandingbyrepresentingproblemsinmultiple ways:

•Buildunderstandingthroughmodelingandusingmanipulatives.

•Representsolutionstoproblemsinmultiplewaysusingobjects,drawings,tables,

Historyofthe Holocaust Unit 9:Copinginthe Aftermathofthe Holocaust Activity

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Activity

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Activity

Historyofthe Holocaust Unit10:TheGenocide Convention:WarCrimes andModernGenocides Activity

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Lessons2,4

Researchingandcreatin ablyillustratethesheer victimsbyanalyzingfig comparisons

Studentswillconsultth useprimarysources,inc ghettosandaudiosurviv describelifeintheghet thesocialandfamilyre

Afterresearchingarang Kristallnacht,studentsa currentcommentatorsv of theeventontheocc

Studentswillresearcha ofgenocidepost-World examinethereasonsand alsotheaftermathandt peopleorarea

Takingalookatanti-se I,includingthelargenu forGermanyand,despi theGermandefeat, the manyPolishJewsfollow growingassciationofJe

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Lesson1

Historyofthe Holocaust Unit4:TheWannsee ConferenceandtheFinal Solution Activity

Understandingthedeve thecreationofIsrael;th semitismandIsrael'sex examiningcommonant JewsandIsrael,includi standards,anddelegitim

Studentsaretoconsult forNazipropagandaan themes,shareexamples theyinterpreted,andan imagerywasemployed

Historyofthe Holocaust Unit10:TheGenocide Convention:WarCrimesActivity

Studentsaretoresearch involvedinarecentact calculationsandpredict

graphsandequations.

•Progressfrommodelingproblemswithobjectsanddrawingstousingalgorithmsand equations.

•Expressconnectionsbetweenconceptsandrepresentations.

•Choosearepresentationbasedonthegivencontextorpurpose.

MA.K12.MTR.3.1:MA.K12.MTR.3.1:

Completetaskswithmathematicalfluency

Mathematicianswhocompletetaskswithmathematicalfluency:

•Selectefficientandappropriatemethodsforsolvingproblemswithinthegiven context.

•Maintainflexibilityandaccuracywhileperformingproceduresandmental calculations.

•Completetasksaccuratelyandwithconfidence.

•Adaptprocedurestoapplythemtoanewcontext.

•Usefeedbacktoimproveefficiencywhenperformingcalculations.

Clarifications:

Teacherswhoencouragestudentstocompletetaskswithmathematicalfluency:

•Providestudentswiththeflexibilitytosolveproblemsbyselectingaprocedurethat allowsthemtosolveefficientlyandaccurately

•Offermultipleopportunitiesforstudentstopracticeefficientandgeneralizable methods.

•Provideopportunitiesforstudentstoreflectonthemethodtheyusedanddetermine ifamoreefficientmethodcouldhavebeenused.

MA.K12.MTR.4.1:Engageindiscussionsthatreflectonthemathematicalthinkingof selfandothers.

Mathematicianswhoengageindiscussionsthatreflectonthemathematicalthinking ofselfandothers:

•Communicatemathematicalideas,vocabularyandmethodseffectively

•Analyzethemathematicalthinkingofothers.

•Comparetheefficiencyofamethodtothoseexpressedbyothers.

•Recognizeerrorsandsuggesthowtocorrectlysolvethetask.

•Justifyresultsbyexplainingmethodsandprocesses.

•Constructpossibleargumentsbasedonevidence.

MA.K12.MTR.5.1:Usepatternsandstructuretohelpunderstandandconnect mathematicalconcepts.

Mathematicianswhousepatternsandstructuretohelpunderstandandconnect mathematicalconcepts:

•Focusonrelevantdetailswithinaproblem.

•Createplansandprocedurestologicallyorderevents,stepsorideastosolve problems.

•Decomposeacomplexproblemintomanageableparts.

•Relatepreviouslylearnedconceptstonewconcepts.

•Lookforsimilaritiesamongproblems.

•Connectsolutionsofproblemstomorecomplicatedlarge-scalesituations.

MA.K12.MTR.6.1:Assessthereasonablenessofsolutions.

Mathematicianswhoassessthereasonablenessofsolutions:

•Estimatetodiscoverpossiblesolutions.

•Usebenchmarkquantitiestodetermineifasolutionmakessense.

•Checkcalculationswhensolvingproblems.

•Verifypossiblesolutionsbyexplainingthemethodsused.

•Evaluateresultsbasedonthegivencontext.

Clarifications:

Teacherswhoencouragestudentstoassessthereasonablenessofsolutions:

•Havestudentsestimateorpredictsolutionspriortosolving.

•Promptstudentstocontinuallyask,“Doesthissolutionmakesense?Howdoyou know?”

•Reinforcethatstudentschecktheirworkastheyprogresswithinandafteratask.

•Strengthenstudents’abilitytoverifysolutionsthroughjustifications.

MA.K12.MTR.7.1:Applymathematicstoreal-worldcontexts.

Mathematicianswhoapplymathematicstoreal-worldcontexts:

•Connectmathematicalconceptstoeverydayexperiences.

•Usemodelsandmethodstounderstand,representandsolveproblems.

•Performinvestigationstogatherdataordetermineifamethodisappropriate.• Redesignmodelsandmethodstoimproveaccuracyorefficiency

ELA.K12.EE.1.1:Citeevidencetoexplainandjustifyreasoning.

Holocaust andModernGenocides calculationsandpredict andjustifyhowtheyarr

ELA.K12.EE.2.1:Readandcomprehendgrade-levelcomplextextsproficiently

ELA.K12.EE.3.1:Makeinferencestosupportcomprehension.

Historyofthe Holocaust

Unit9:Copinginthe Aftermathofthe Holocaust Activity

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Activity

Studentsaretoprepare theirlocalcommunityp Holocaustvictimnumb calculations,andcreate comparison,suchasab

Historyofthe Holocaust Unit10:TheGenocide Convention:WarCrimes andModernGenocides Activity

Afterconsideringlocal researchingreliablefigu victims,studentsareto figures,beingsuretoan findings

Historyofthe Holocaust Unit10:TheGenocide Convention:WarCrimes andModernGenocides Activity

Afterresearchingfigure actofgenocide,student equationtoestimatecau graphdepictedthesefig

Aspartofaslideshowp tocreateamodelorgra displaystheresultsofth fromresearchintoarec

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Activity

Historyofthe Holocaust Unit10:TheGenocide Convention:WarCrimes andModernGenocides Activity

Historyofthe Holocaust Unit4:TheWannsee ConferenceandtheFinal Solution Activity

Historyofthe Holocaust Unit2:Preparingforthe "FinalSolution":The GhettosandtheInvasion oftheSovietUnion Activity

Unit4:TheWannsee

Studentsaretoprepare theirlocalcommunityp Holocaustvictimnumb calculations,andcreate comparison,suchasab

Studentsaretoresearch involvedinarecentact calculationsandpredict andjustifyhowtheyarr

Afterreadingexcerptsf studentsaretopiecetog answeraserriesofques experience

Studentwillusebothhi recordedsurvivoraccou ghettosandpiecetogeth experiences

Studentsaretocomepr d f dth i iti

ELA.K12.EE.4.1:Useappropriatecollaborativetechniquesandactivelisteningskills whenengagingindiscussionsinavarietyofsituations.

ELA.K12.EE.5.1:Usetheacceptedrulesgoverningaspecificformattocreatequality work.

ELA.K12.EE.6.1:Useappropriatevoiceandtonewhenspeakingorwriting.

ELD.K12.ELL.SI.1:Englishlanguagelearnerscommunicateforsocialand instructionalpurposeswithintheschoolsetting.

ELD.K12.ELL.SS.1:Englishlanguagelearnerscommunicateinformation,ideasand conceptsnecessaryforacademicsuccessinthecontentareaofSocialStudies.

Historyofthe Holocaust ConferenceandtheFinal Solution Discussion2 defendtheirpositionon seemstobemoreaccur Solution-intentionalism

Historyofthe Holocaust Unit1:TheRiseofAntiSemitism Activity

Historyofthe Holocaust Unit8:TheNuremberg Trials Discussion2

Historyofthe Holocaust Unit3:ArbeitMacht Frei:Confinementinthe Camps Activity

Historyofthe Holocaust Unit9:Copinginthe Aftermathofthe Holocaust Discussion1

Studentistoconductre andthenwriteareportf MLAguidelinesforrefe

Studentsaretodiscussw sentenceshandeddown weretooharshortoole havethatopinion.

Assignmentcallsforstu sourcematerialstodesc concentrationcampsan toothers

Studentsaretodiscuss, shareviewpointsonwh Holocaustdenialareeit benefitsanddrawbacks theseareas 10/9/25,