S+Yeomelakis+Jenna

Office: C23 History Wing Office Phone: (207) 351- 5821 Office Hours:** Monday, Wednesday, Friday, 2:15-3:30. And by appointment! ** E-mail: ** jenna.yeomelakis@maine.edu
 * Teacher: Ms. Jenna Yeomelakis

=Summary of Unit= Welcome to Remembering the Holocaust! This unit that we will be covering will deal with the definition of the Holocaust and the impact it had on the rest of world history. The goal of this unit is to assist students in analyzing major events, themes, people, turning points, and consequences of the Holocaust and the impact it had on the United States and the world. By the end of the unit, students will understand that the Holocaust's impact was world-wide. Students will understand that the major events, enduring themes, and turning points of World War II affected the Holocaust. Students will also understand that the Holocaust had an impact on the world's perception of humanity and morality. Finally, by the very end of the unit, students will understand the U.S. role in the Holocaust, why it took so long to intervene, and whether or not superpowers of the world should provide aid to countries in need. Students will record their emotions throughout the unit in a diary. Students will reach these goals by performing and creating a series of products that range from making Comic Life PowerPoint presentations, to making their own iMovies, to making radio broadcasts using GarageBand. Students will also understand and be able to apply key vocabulary, important events and people, and also understand the general timeline of the Holocaust.

=Establish Goals= Maine Learning Results: Social Studies. E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9 - Diploma "The Holocaust" Students understand major eras, major enduring themes, and historic influences in the United States and world history including the roots of democratic philosophy, ideals, and institutions in the world. b. Analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

= = =Students will understand that=
 * the Holocaust's impact was world-wide.
 * the major events, enduring themes, and turning points of World War II affected the Holocaust.
 * the Holocaust impacted the world's perception of humanity and morality.

= = =Essential Questions=
 * Why did the Holocaust impact the world?
 * How did the major events, enduring themes, and turning points of World War II affect the Holocaust?
 * How did the Holocaust impact the world's perception of humanity and morality?

= = =Students will know= • __Vocabulary__: Holocaust, Genocide, propaganda, anti-antisemitism, Fascism, Socialism, ideology, concentration camp. • __Important Events and People__: Gulag Labor Camps, Adolf Hitler, Franklin Roosevelt, Heinrich Himmler, Elie Wiesel, Anne Frank, Joseph Goebbels, Stalin, Churchill, Harry Truman, Auschwitz, S.S., Vel D'hivre, Adolf Eichmann. • __Sequence and Timeline__: Adolf Hitler/Germany (1933-1945), U.S. involvement (1941-1945), U.S. as Superpower (1945-2009). = = =Students will be able to= • b. analyze and critique major enduring themes, turning points, events, consequences, and people during the Holocaust. • consider the U.S. role in the Holocaust, why it took so long to intervene, and whether or not the U.S. is still a superpower today. • model how Hitler's plan to conquer Europe led to the start of the Holocaust. • evaluate antisemitism and how it affected the treatment/deaths of millions of people. • reflect on acts of humanity and how it affected people, Europe, and the world. • compare the conflicting ideologies of World War II and the Holocaust.

**Performance Task Overview** The President of Germany has just asked YOU- members of an elite German Holocaust Remembrance Committee- to commemorate the Holocaust by giving an interview that will be internationally televised! The interview will take place in Berlin and the President has given you a tight deadline for your interview to be filmed on an iMovie and presented in the news. This is your chance to show Holocaust survivors and the world that you inactively resisted Hitler's movement and you were afraid to provide aid to the Holocaust victims. Be sure to include your reasons and fears while providing Holocaust ideologies, events, and punishments to back up your reasoning. Show the world that there is a completely different perspective of the Holocaust! This is your chance to tell your story and to warn the whole entire world how to avoid another horrific tragedy like the Holocaust.

=Expectations= The Holocaust is an extensive topic that has a vast amount of facts, events, and figures. This course focuses on human rights violations, acts of genocide, hate, intolerance, and discrimination. Most importantly, it focuses on how informed people should respond to these issues. Attention will stay focused on the Holocaust (1933-1945) and anti-Semitism. Students will be required to complete the assigned readings before the class that it will be discussed. This course will also ask the students to conduct additional research- especially for the final products. All assignments are to be typed, double-spaced, using 12-point Times New Roman font.


 * Redos:** I completely understand that life gets in the way of your schoolwork... sometimes it cannot be helped! That is why I will allow students to resubmit assignments if done in a timely fashion; if redoing an assignment, students must turn in the new copy along with all other versions of the work; this may include rubrics and self-assessments. Students will have an opportunity to redo some additional items such as tests or quizzes, if certain conditions apply -- this will be at my discretion and cannot be done more than twice a semester unless specifically mentioned/discussed otherwise.

Students will both work individually and collaboratively on a number of projects and assignments. When the students work in groups, I expect the students to work cooperatively and professionally with each other while always maintaining an equal workload. Particular assignments will allow for other options (i.e. students will have the option to create a Comic Life, an iMovie, or a GarageBand).

I expect students to be engaged in class and paying attention; the majority of classes will be spent having open-floor chats, debates, and/or discussions. Students will also be called upon evenly to ensure that every students' opinion is heard and to ensure that every learner is participating in the classroom activities.


 * Beware Students! Plagiarism will never be acceptable in my class or any other class in this school!** Plagiarism not only cheating the true author of the work, but is also cheating the person who uses the plagiarized information. If a student is caught plagiarizing, the assignment will be given a zero, with no opportunity to redo the work. Depending on the severity and number of times a student is caught plagiarizing, there may be extra repercussions and school administrative consequences for the student. If any student has further questions or needs a more clarifying definition of plagiarism, students can simply ask me their questions or refer back to their handbooks.


 * Absences:** If a student misses class, they are required to check in with a classmate, consult/e-mail me, and/or check the class wiki for assignments, information, class notes, or any other important information. If a student consults with me before their absence, or if a student hands in a note written by a parent/guardian, then the student may receive an extension. Depending on how much time is missed, students should make up their work by the next class period (for example, if a student misses a week of school, I will not expect that particular student to turn in all of the work for the next period. Further discussion with the student will determine the new due dates).

=Benchmarks= Listed below are the assessments for the unit and their point values. The total amount of points is 700.


 * **Attendance/Participation (70 points or 10%):** Attendance is an important aspect of this class. If you are not present for the classes, you will miss important information, knowledge, and details. Participation is also a key aspect of this class. Participation enables students to share ideas and gain a variety of different vantage points through communication with peers. If you show up to class and maintain a hard work ethic, then you will be just fine!
 * **GarageBand Radio Newscast (105 points or 15%)**: Students will be asked to write and record a newscast (using GarageBand) to display the current events taking place in Germany (1920's-1940's) to convey their understanding of how Hitler's plan to conquer Europe led to the initiation of the Holocaust. The aim of this project is to allow students to discover and understand the power of persuasion that modern-day leaders possess. GarageBand allows the students to convey their understanding through a radio, which was very popular during this particular time.
 * **Blogs/Diaries (145 points or 21%):** After having discovered the Holocaust and it's terrifying affects, students will participate in blogging in an online diary. This blog will be an ongoing formative assessment that students will be able to reflect their understandings and emotions in throughout the course of the unit. Students will also comment on their peers' blogs, giving and receiving constructive feedback on their progress.
 * **Essay/Research Paper (120 points or 17%):** Students will take major enduring themes, turning points, events, consequences, and people throughout the Holocaust and write an essay and a research paper on their findings. The essay will address whether or not the U.S. was correct in waiting so long to intervene in the Holocaust. Using the reasoning and facts gathered in class, students should also address in their essay whether or not the U.S. today should intervene in global affairs. Students' research papers will focus on a choice-given topic of the Holocaust. Both the essay and research paper should be posted up on the class wiki so that the class can further expand and discuss the particular areas of the Holocaust. To receive full credit, the students must turn in their hard copies of the essay and research paper, along with the required graphic organizers.
 * **Comic Life PowerPoint Presentation (50 points or 7%):** Students will write their own story, using Comic Life, about a targeted group of victims in the Holocaust. The Comic Life PowerPoint presentation should include music and outside resources. This particular activity will allow students to gain an insight to the many differing persecuted groups of people killed during the Holocaust.
 * **Role-Play Activity (105 points or 15%)**: Students will be asked to join a group and conduct a role-playing activity. There will be five total groups: the U.S., France, England, Russia, and the United Nations. The four nations have to act out and convince Team America that the U.S. can wait no longer and must intervene in the Holocaust. The aim of this project is to put the students in the mindset of past nations. This enables the students to see clearly the complications and facts leading to the cause of the delayment of U.S. intervention in the Holocaust.
 * **Class Debate (105 points or 15%):** Students will be asked to split into three groups: the pro side, con side, and judges. The pro and con sides will then try to persuade the judges using the collected information gathered in class of whether or not the U.S. should provide aid to every country in trouble. The aim of this activity is to enable students to apply U.S. intervention to real-life situations, therefore expanding the students' understanding and mastery of the subject content.

=Grading Scale=

A (93 -100), A- (90 - 92), B+ (87 - 89), B (83 - 86), B- (80 - 82), C+(77 - 79), C (73-76), C- (70 - 72), D+(67 - 69), D (63 - 66), D- (60 - 62), F (0 - 59).