Module Graphic Organizer
Title of Unit:
The Final Solution- The Holocaust in Europe
Essential Question or Facing History theme of unit: History- What drives our choices about our
universe of obligations, especially in times of crisis?
Brief Description of Unit: (including grade, course and expected length of instruction)
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11th & 12th Grade
•
Holocaust & Human Behavior Honors (elective course)
•
5-6 week unit
•
This unit explores the history of the Holocaust from 1935-1945. Students will explore the
sequence of event leading up to the Nazis’ “Final Solution” and examine to stories of
individuals who took on different roles during the genocide including victims, perpetrators,
bystanders, and upstanders.
Task:
Task 1: Holocaust Museum Exhibit {Project}
Description Task—Informational
After reading various texts on the Holocaust, create a museum exhibit in which you describe one
particular aspect/topic/event from the Holocaust. Support your discussion with evidence from the
texts and outside resources.
Task 2: Unit Reflection {Written Assessment}
Analysis-Argument
What drives our choices about our universe of obligations? After reading the article on Max
Schmeling, examining theories of Social Psychology, and experiencing our Holocaust museum, write
an essay in which you address the question and argue which factors influence our choices. Support
your position with evidence from the texts, materials used in this unit, and the museum projects.
Skills Needed to achieve task:
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•
•
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Information gathering/background knowledge developed through content exposure, reading
for information, note-taking/outlining, defining & identifying key terms, and summarizing
information about the ICC
Information processing skills including the ability to evaluate, interpret, analyze, and connect
sources on the ICC
Argumentation skills including developing a claim, supporting it with evidence from sources,
and formulating it into a coherent essay/discussion
Writing skills that include conventions, grammar & mechanics, and editing/revision skills
Content (major texts used):
1
Facing History’s HHB Resource Book: “The People Respond” (Ch. 4, #22); “The Night of the
Pogrom” (Ch. 6, #5); “Taking a Stand” (Ch6, #6); “World Responses” (Ch. 6, #7); “A Return to the
Ghettoes” (Ch. 6, #17); “The Jewish Councils” (Ch. 7, #8); “Emptying the Ghettoes” (Ch. 7, #9);
“Rationalizing Genocide” (Ch. 7, #18); “ ‘Sanitary’ Language” (p. 309-310); “Blueprint for the ‘Final
Solution’” (p. 319-320); “Uprising in the Warsaw Ghetto” (p. 335-337); “In Hiding” (p. 337-341);
“Resistance in the Death Camps” (p. 357-359); “What did People Know?” (p. 364-367); “Choosing
to Rescue” (p. 380-381); “The Courage of Le Chambon” (p. 385-388); and “A Nation United” (393396)
Film Resources: “The Warsaw Ghetto: Birthday Trip to Hell”; “Echoes & Reflections” selections;
Selections from “Conspiracy” by HBO; Selections from “Auschwitz” by PBS; “Pigeon” by Avoda
Arts
Print Resources: Selected sections from I Promised I Would Tell by Sonia Schreiber Weitz; Night by
Elie Weisel; “Almost a Hero” by Fran Deford (Sports Illustrated, Dec. 2001); Facing History’s Study
Guide for Night
Primary Documents: Kristallnact Memo to Gestapo from Reinhardt Heydrich; Selections from the
Nuremberg Laws; Wannsee Protocols; Selected photographs from USHMM photo archives
Weekly Lesson Overview
Week One: The Road to Genocide
Facing History themes
•
Scope & Sequence: History/We & They (Membership)
 1935-1939
Skills addressed
•
Content Exposure through various forms of media and
resources to acquire background knowledge and contextual
understanding (who, what, where, when, how)
Reading for Information from primary and secondary
sources, and extracting key points, facts, and data
Note-taking/Outlining of information from sources
including written texts, lectures, discussions, films, or
primary documents such as photographs
Defining & Identifying key terms, people, and events from
sources including written texts, lectures, discussions, films, or
primary documents such as photographs either
independently or through the use of a premade list
Summarizing facts and data to explain the events and/or
context of subject of study; may be demonstrated through
writing, speaking, quiz/test or otherwise
•
•
•
•
Activities planned
1. Nuremberg Laws Jigsaw Activity: For homework the night
before, students will read “The People Respond” from the
HHB book. During the first class period of this activity, the
HHB
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Students will then work in “expert groups” completing graphic organizers on
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they were discriminated against by the Nazis.
2. Kristallnacht Exploration: For homework the night before,
students will read “The Night of the Pogrom” and “Taking a
2
Stand” from the HHB book. In groups, students will read
the introduction article to Kristallnacht from the “Echoes &
Reflections” curriculum. The class will then view two
they were discriminated against by the Nazis.
2. Kristallnacht Exploration: For homework the night before,
students will read “The Night of the Pogrom” and “Taking a
Stand” from the HHB book. In groups, students will read
the introduction article to Kristallnacht from the “Echoes &
Reflections” curriculum. The class will then view two
survivor testimony clips from the “Echoes & Reflections”
DVD. They will then each read one primary source
document from that resource and discuss as a class the
events of that night and the actions of the four individuals
we read about/listened to.
3. Evian Conference Discussion: For homework the night
before, students will read “World Response” from the HHB
book. In class we will hold a Socratic Seminar on the
decisions of leaders at the Evian Conference and weigh the
choices they made.
1. Nazi Expansion in Europe Notes: For homework the night
before, students will examine the online animated map of
Nazi expansion in Europe here. In class, we will complete a
timeline of Nazi expansion and anticipate what it might mean
for the people in those territories. Additionally, we will
discuss the impact Nazi expansion may have on Nazi
ideology.
Week Two: Escalation of Violence
Facing History themes
• Scope & Sequence: History/We & They (Membership)
 1940-1942
Skills addressed
•
•
•
•
•
Activities planned
Content Exposure through various forms of media and
resources to acquire background knowledge and contextual
understanding (who, what, where, when, how)
Reading for Information from primary and secondary
sources, and extracting key points, facts, and data
Note-taking/Outlining of information from sources
including written texts, lectures, discussions, films, or
primary documents such as photographs
Defining & Identifying key terms, people, and events from
sources including written texts, lectures, discussions, films, or
primary documents such as photographs either
independently or through the use of a premade list
Summarizing facts and data to explain the events and/or
context of subject of study; may be demonstrated through
writing, speaking, quiz/test or otherwise
1. Development of Nazi Ideology Chart & Ghettos
Exploration Activity: For homework the night before,
students will read “A Return to the Ghettos” from the HHB
book. In class, students will use a graphic organizer to trace
the development of Nazi ideology from 1935 to 1942. In
groups, they will examine primary sources regarding Nazi
ghettos in Poland and Czechoslavakia including readings
from I Promised I Would Tell and “Echoes & Reflections”.
2. Viewing of “My Birthday Trip to Hell: A Day in the Warsaw
Ghetto”: For homework the night before, students will read 3
“The Jewish Councils” from the HHB book. In class we will
watch the film “My Birthday Trip to Hell”. In pairs, students
will complete a “Choice Chart” for the officer in the film and
ghettos in Poland and Czechoslavakia including readings
from I Promised I Would Tell and “Echoes & Reflections”.
2. Viewing of “My Birthday Trip to Hell: A Day in the Warsaw
Ghetto”: For homework the night before, students will read
“The Jewish Councils” from the HHB book. In class we will
watch the film “My Birthday Trip to Hell”. In pairs, students
will complete a “Choice Chart” for the officer in the film and
members of the Jewish Councils.
3. Einsatzgruppen Small Group Discussion: Students will take
notes on the formation of the Einsatzgruppen in Easter
Europe and watch video clips from “Auschwitz” and
“Echoes & Reflections”. In groups of 3-4, they will discuss
the actions of the Einsatzgruppen and discuss the choices
available to members of this squad.
4. Wannsee Conference Activity- For homework the night
before, students will read “Rationalizing Genocide” and
“Sanitary Language” from the HHB book. In class, students
will discuss the events of the Wannsee Conference, reading
the “Wannsee Protocols” and watching clips from the film
“Conspiracy”, adding to their Nazi Ideology notes. For
homework that night they will read “Blueprint for the Final
Solution” from the HHB book.
Week Four: The Final Solution
Facing History themes
or content
Skills addressed
Activities planned
• Scope & Sequence: History/We & They (Membership)
 1942-1945
Content Exposure through various forms of media and
resources to acquire background knowledge and contextual
understanding (who, what, where, when, how)
• Reading for Information from primary and secondary
sources, and extracting key points, facts, and data
• Note-taking/Outlining of information from sources
including written texts, lectures, discussions, films, or
primary documents such as photographs
• Summarizing facts and data to explain the events and/or
context of subject of study; may be demonstrated through
writing, speaking, quiz/test or otherwise
• Interpret information and viewpoints to develop an
understanding of different perspectives/arguments
• Evaluate merits and validity of sources based on research,
authorship, production, distribution, perspective, and
audience
• Analyze sources to determine relevance and to examine
merits of various arguments/positions
• Draw connections to other related issues, events, and/or
topics
1. Introduction to Concentration Camps: For homework the
night before, students will read “Emptying the Ghettos”
from the HHB book. In class, we will examine the
development of the concentration camp system by viewing
selections from the film “Auschwitz”.
2. Night Seminar: At the beginning of the unit, student were
assigned a reading schedule for the book Night, along with
4
questions from the Facing History study guide. In this small
group seminar, students will discuss the book and complete
several analytical activities to assess their comprehension and
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development of the concentration camp system by viewing
selections from the film “Auschwitz”.
2. Night Seminar: At the beginning of the unit, student were
assigned a reading schedule for the book Night, along with
questions from the Facing History study guide. In this small
group seminar, students will discuss the book and complete
several analytical activities to assess their comprehension and
interpretation of the work.
3. Upstanders Jigsaw: For homework the night before, students
will read “What did People Know?” from the HHB book.
During the first class period of this activity, students will be
arranged into “expert” groups where they will read one story
from the HHB Resource book on upstanders (“Uprising in
the Warsaw Ghetto”, “In Hiding”, “Resistance in the Death
Camps”, “Choosing to Rescue”, “The Courage of Le
Chambon”, or “A Nation United). They will examine the
motivations behind the choices made in each story and
discuss why people acted as they did. On day two, students
will be reassembled into “teaching groups” where they will
discuss the various stories and examine the issue of “universe
of obligation” to upstanders.
Weeks Five & Six: Task Completion
Facing History themes
•
Scope & Sequence: History/We & They (Membership)
Skills addressed
•
Interpret information and viewpoints to develop an
understanding of different perspectives/arguments
Evaluate merits and validity of sources based on research,
authorship, production, distribution, perspective, and
audience
Analyze sources to determine relevance and to examine
merits of various arguments/positions
Draw connections to other related issues, events, and/or
topics
•
•
•
Activities planned
1. Project Introduction & work time: Students will be
introduced to the first task (their museum project) and will
select partners and topics. The remainder of Week 5 will be
spent working on the projects in the Library computer lab
and checking in with the pairs to make sure they are on track
for the museum on Day 1 of Week 6.
2. Museum Day Activity: Students will spend the entire class
period examining the museum displays and responding to the
ethical reflection questions on each board. The museum
activity will be followed up with a think-pair-share discussion
about the projects and materials viewed.
3. Max Schmeling Activity: For homework, students will read a
chapter on Social Psychology from a Psychology textbook.
In class, we will review the four major theories about social
decision-making (bystander effect, altruism, obedience &
conformity, and aggression) In pairs, students will read
“Almost a Hero” and create a “choice chart” for Max
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Schmeling, examining the decisions he made throughout the
Nazi era and relating them to the concepts of Social
Psychology learned.
In class, we will review the four major theories about social
decision-making (bystander effect, altruism, obedience &
conformity, and aggression) In pairs, students will read
“Almost a Hero” and create a “choice chart” for Max
Schmeling, examining the decisions he made throughout the
Nazi era and relating them to the concepts of Social
Psychology learned.
4. Final Written Assessment (Performance TaskArgumentative Writing Prompt): Students will be assigned
the second task, the argumentative writing prompt. They will
have two days in the computer lab to respond to the prompt.
Common Core State Standards Addressed throughout unit:
Number
1
Focus Reading Standards
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
4
Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
10
Read and comprehend complex literary and informational texts independently
and proficiently.
8
Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the
evidence.
9
Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
Focus Writing Standards
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Number
1
4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
9
Draw evidence from literary or informational texts to support analysis,
reflection, and research.
10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range
of tasks, purposes, and audience.
6
2
Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
6
Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
7
Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
8
Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
Where are students meeting the shifts of the CCSS?
In this particular case, students are asked to meet the shifts in several ways. This unit requires them
to read and analyze a wide variety of non-fiction material and synthesize those sources into one
singular written argument at the end. Additionally, they are required to create their own informative,
non-fiction “texts” (in the form of their museum exhibits) for others to use as well.
What rubric will I use? (Please attach).
See below for Project Rubric and Paper Rubric.
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Project Rubric: Museum Exhibit Task List
Item
Content & Information: Exhibit is detailed
Comments
and insightful. It offers viewers and in-depth
glimpse of the topic or place and includes no
historical inaccuracies. Summaries are clear
and there is strong evidence of
understanding. Exhibit engages viewers in
all three aspects of Civic Action.
Score
/30
Requirements: Exhibit meets all the
requirements outlined. It contains photos
and/or artifacts which are relevant and add
meaning to project. It contains a map of
WW2 Europe with topic location labeled.
Exhibit is displayed on a 3-fold science
board.
/15
Bibliography & Sources: Exhibit includes
an MLA formatted bibliography with more
than 5 reliable sources. At least three
sources are primary sources.
/10
Quality & Presentation: Final product is
neat, legible, and organized. Creativity and
effort are evident. Project is intriguing and
well-displayed.
/25
Use of time: Student(s) use all class time
efficiently and effectively. Student(s) stay on
task and complete project on time. Project is
complete & ready to go on museum day.
/5
Participation: Student(s) participate on
museum day both in answering questions on
their own products and engaging with other
projects. Student(s) remain attentive and
focused throughout class period.
/15
TOTAL SCORE
/100
8
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