S1+Yeomelakis+Jenna

=Stage 1 Identify Desired Results= E. History E1. Historical Knowledge, Concepts, Themes, and Patterns Grade 9- Diploma "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 and critique 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. ||
 * **Establish Goals:** **(G)** ||
 * Maine Learning Results: Social Studies.

//What understandings are desired?//
• the major events, enduring themes, and turning points of World War II and the Holocaust. • the Holocaust impacted the world's perception of humanity and morality. ||
 * //Students will understand that:// **(U)** ||
 * • the Holocaust's impact was world-wide.

//What essential questions will be considered?//
• 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? ||
 * **Essential Questions:** **(Q)** ||
 * • Why did the Holocaust impact the world?

//What key knowledge and skills will students acquire as a result of this unit?//
• __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). || • 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. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • __Vocabulary__: Holocaust, Genocide, propaganda, anti-antisemitism, Fascism, Socialism, ideology, concentration camp.

2004 ASCD and Grant Wiggins and Jay McTighe