L6+Yeomelakis+Jenna

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Ms. Jenna Yeomelakis **Date of Lesson:** #6
 * Grade Level:** Grade 9-Diploma **Topic:** Who Will Stand Up for You?

__**Objectives**__

 * Student will understand that** the Holocaust impacted the world's perception of humanity and morality.
 * Student will know** the following key terms: morality, humanity, responsibility, fear, ignorance, brain-washing, torture, corruption, selfishness, power, and paranoia.
 * Student will be able to** reflect on acts of humanity and morality in the Holocaust and how it affected the world and future implications.

__**Maine Learning Results Alignment**__
Maine Learning Results: Social Studies. 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.


 * Rationale:** My lesson meets the needs of the Maine Learning Results because covering this lesson will give students knowledge of a major era and enduring themes of World War II and the Holocaust. Students will uncover the international and internal psyche of the Holocaust and the lack of humanity and morality depicted through the time-period. The lesson also provides the students with the opportunity to address repeating genocides that occurred after the Holocaust, due to the absence of humanity and morality throughout the world. Students will ask themselves whether it is right or wrong to stand back and do nothing. Most importantly, students will deeply reflect on whether or not someone (a country, a leader, etc.) will stand up for the United States in our time of need.

__**Assessment**__
Students will organize class discussion notes into the Five Senses Chart graphic organizer so that the learners can escape from the classroom and into the world that people experienced during World War II and the Holocaust. This particular graphic organizer will also help students organize all of the feelings and senses of the world during the Holocaust, and the graphic organizer will also help set up success of the students for when they have to refer back to the charts to write their songs/poems. Students will participate in a Think-Pair-Share activity to complete the Five Senses Charts to first think about senses individually, and then they will work collaboratively to gain an overall picture of World War II and the Holocaust. Students will then be able to reflect on acts of humanity and morality in the Holocaust and how it affected the world. After the students have received the lecture/class discussion, participated in the Think-Pair-Share activity, and have completed the Five Senses Chart, the students will then be given the links and outside resources to further provide expansion on the topic. Students will then have to individually write a song or a poem about the Holocaust. After the students have written their songs or poems, the students have to post the songs/poems in a blog. Students will take the last fifteen minutes of class to comment on other peers' songs/poems. OPTIONAL: Students will have the opportunity to record their own song onto GarageBand. If students choose to do this, the teacher will require that the GarageBand clip be posted onto the blog as well.
 * Formative (Assessment for Learning)**

Blog of the song/poem. Students will be able to reflect on acts of humanity and morality in the Holocaust and how it affected the world. After the students have received a lesson and class discussion, they will then be given links and outside resources to further provide expansion on the topic. Students will then have to write a song or a poem about the Holocaust. After students have written their song or poem, the students have to post their song/poem in a blog. Students will take the last fifteen minutes of class to post comments on other peers' songs/poems. For their final product, students will pass in a hard copy of their blog songs/poems along with a Self-Assessment/Reflection of what grade they think they deserve (students need to provide reasons for why they think they deserve the grade stated). For: Remembering the Holocaust. Product: Blog of the poem/song. OPTIONAL: Students can include a GarageBand clip of their song/poem. If a student chooses to do this, the teacher will require that the GarageBand clip be posted onto the blog as well.
 * Summative (Assessment of Learning)**

__**Integration**__

 * Technology:** I will use the anonymous class blogs to have the students post up their Holocaust poems/songs. The students will also be using the internet to find the information about the tragedies of World War II and the Holocaust. Once the students final product is finished, peers will be using their blog accounts to log on and make comments on other students' songs/poems.


 * Other Content Areas:** I will be integrating the aspect of formal song/poem writing about the tragedies and horrors committed in World War II and the Holocaust. Students are able to use their mathematical and logical skills in completing their Five Senses graphic organizer. Finally, the students are also able to incorporate the musical intelligence by creating a GarageBand clip of their song/poem.

__Groupings__
Because it is the last lesson of the unit and because this lesson is extremely impacting, I will allow the students to choose their own groups of four. I want the students to feel as comfortable as they can in their own chosen groups, especially because this lesson is devoted to discussing the tragedies of World War II and the Holocaust. The students will arrange their desks so that they may sit with their chosen groups. After the teacher's lecture/discussion about the topic, each student in the group has the role of writing down their discoveries of internet research into the Five Senses graphic organizers. Because the groups will be participating in a Think-Pair-Share activity, each student will have roles to fill. In the beginning of the activity, each student will individually find tragedies of the Holocaust. Once the group is done reflecting individually, they will collaborate their ideas. Each student in the group has the role of discussing one tragedy that they found was impacting to the world's sense of humanity and morality. After each group member has discussed their tragedy, the students will complete their Five Senses graphic organizer. Once the graphic organizers are complete, the students will compile all of the materials, resources, links, and information gathered in class and begin to write their songs/poems about World War II and the Holocaust.

__**Differentiated Instruction**__

 * Strategies**
 * Logical:** Students will research, expand on, and organize all of the information gathered on the humanity and morality of the Holocaust into a graphic organizer.
 * Verbal/Linguistic:** Students will participate in a class discussion and a Think-Pair-Share activity.
 * Visual:** Students will view the binder full of dots, pictures from the class discussion, and the students will also view the Boy in the Striped Pajamas video clip.
 * Aural:** Students will listen in on the class discussion as well as hear other peers' emotions throughout the lesson.
 * Intrapersonal:** Students will work individually to complete the Five Senses Chart and students will also work individually to write their song/poem and reflect during their self-assessment and blog.
 * Interpersonal:** Students are able to participate in the class discussions and students are also able to participate in a Think-Pair-Share activity. Students are also able to share their song/poem with the class and receive/give feedback on the written pieces.
 * Physical/Bodily Kinesthetic:** Students will get up from their seats and flip through the binder full of dots.
 * Musical:** Students will write a song to depict aspects and emotions of the Holocaust.

I will review students' IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
 * Modifications/Accommodations**

The students will participate in a pre-assessment so that the teacher can gain perspective of what the students already know so that the appropriate accommodations and modifications can be made. If students are absent, they are responsible to get the appropriate information from the class wiki. I will have the description of the assignment as well as giving a brief overview of how to post papers up on the class wiki. All of the daily notes will be made available on the class wiki as well as any worksheets that were handed out that day. Absent students will have one extra day past the due date to hand in the assignment. If they fail to do so, they will not receive credit for the completed assignment.

Students will work individually and collaboratively to learn about the absence of humanity and morality during World War II and the Holocaust through internet research. Students will then individually create a song or poem about the Holocaust. The students will post the final copy of the song/poem onto their anonymous blog. Students will reflect on acts of humanity and morality in the Holocaust and how it affected the world. The advanced students will also have an opportunity to expand their knowledge by creating a GarageBand clip of their song/poem. Any student who feels uncomfortable with this particular topic about the Holocaust should contact me immediately to discuss the alternative assignment. Students who are disturbed with the content will instead write a song or poem about what they have learned about the Holocaust throughout the unit, instead of writing a song/poem about an aspect or particular tragedies of the Holocaust.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops (with wireless internet connection) Projector Projector Screen Five Senses graphic organizers Self-Assessment/Reflection papers

__Source for Lesson Plan and Research__
Information on Holocaust paranoia http://www.megaessays.com/viewpaper/50302.html http://books.google.com/books?id=T3EZ50uDlSoC&pg=PA5&lpg=PA5&dq=holocaust+paranoia&source=bl&ots=rotplcmkWH&sig=F6MG05QZJ3ocSe6xrEHpeU5cQhE&hl=en&ei=KdztSZDBNYfKM5i7sfQP&sa=X&oi=book_result&ct=result&resnum=5

Information on Holocaust brainwashing http://www.rickross.com/reference/brainwashing/brainwashing49.html http://www.fpp.co.uk/BoD/origins/Cesarani1998.html

Information on Holocaust corruption http://www.pbs.org/auschwitz/learning/guides/episode_4.html http://projects.exeter.ac.uk/RDavies/arian/scandals/political.html

Information on Holocaust tragedies http://www.holocaust.co.il/ http://history1900s.about.com/od/holocaust/tp/holocaust.htm http://remember.org/ http://www.auschwitz.dk/ http://www.holocaustsurvivors.org/survivors.php http://www.annefrank.dk/Default.htm http://www.annefrank.dk/Default.htm

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** This lesson demonstrates Maine Standards for Initial Teacher Certification by providing different ways for students to learn and develop. The students will use the knowledge that was taught to them at the start of the lesson and expand on it. They will use their knowledge of the internet to search for more information relating to the tragedies and absence of morality and humanity in World War II and the Holocaust. The class agenda will be posted on the wiki ahead of class so that the students will always know what we will be doing and what will follow each activity. This will help students who need to have organization in the classroom. Students can go as in depth as they wish in their poetry/song writing about World War II and the Holocaust. For the creative and/or advanced students, they will have the opportunity to record their song/poem onto a GarageBand clip so that they may integrate a musical aspect into their knowledge. Students can also work in groups of four to complete the Five Senses graphic organizer and then they can work individually to create their songs and/or poems for an equal balance of interpersonal and intrapersonal preferences.
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** This lesson demonstrates Maine Standards for Initial Teacher Certification by pre-assessing the students' prior knowledge of tragedies and absence of morality and humanity in World War II and the Holocaust. Students will be asked to participate in a class discussion of what they know about the horrors committed during the Holocaust. The lesson can be modified to fit the knowledge of the students about the tragedies and absence of morality and humanity during the Holocaust. The backwards design model was used in designing this unit and lesson. Students' IEPs, 504s, and ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made. The facet of understanding that I use in this lesson is Reflect. In this lesson, students will reflect upon the horrors, tragedies, and absence of morality and humanity throughout World War II and the Holocaust. This ties into the MLR because it reiterates the fact that World War II and the Holocaust impacted the world's perception of humanity and morality. Please see attached content notes for more specific material.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** This lesson demonstrates Maine Standards for Initial Teacher Certification in a variety of ways. A pre-assessment will be done to determine the current knowledge that the students have of the horrors committed during World War II and the Holocaust, so that the lesson may be modified to meet the students' learning needs. The students will be placed into groups of four according to the students' choices. The students will then work in their groups and participate in a Think-Pair-Share activity to complete their Five Senses Chart and to do some research on tragedies of World War II and the Holocaust. The Think-Pair-Share activity will enable the students to first work and reflect individually, and then they will be able to collaborate all of their research by gaining additional perspectives from their peers. The students will then be required to write a song or poem about World War II and/or the Holocaust as a formative assessment of their learning. The students have the option of extending their knowledge by creating a GarageBand clip of their song/poem. Students will also have the opportunity to set up a time with me to receive constructive feedback on their songs and poems.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//
 * Logical:** Students will research, expand on, and organize all of the information gathered on the humanity and morality of the Holocaust into a graphic organizer.
 * Verbal/Linguistic:** Students will participate in a class discussion and a Think-Pair-Share activity.
 * Visual:** Students will view the binder full of dots, pictures from the class discussion, and the students will also view the Boy in the Striped Pajamas video clip.
 * Aural:** Students will listen in on the class discussion as well as hear other peers' emotions throughout the lesson.
 * Intrapersonal:** Students will work individually to complete the Five Senses Chart and students will also work individually to write their song/poem and reflect during their self-assessment and blog.
 * Interpersonal:** Students are able to participate in the class discussions and students are also able to participate in a Think-Pair-Share activity. Students are also able to share their song/poem with the class and receive/give feedback on the written pieces.
 * Physical/Bodily Kinesthetic:** Students will get up from their seats and flip through the binder full of dots.
 * Musical:** Students will write a song to depict aspects and emotions of the Holocaust.

Rationale:** This lesson addresses the Maine Standards for Initial Teacher Certification by documenting the students' progress in the following ways: A pre-assessment of the students' prior knowledge and a class discussion when the topic begins, so that the lesson can be modified to accommodate the students' learning needs. The teacher will make herself available to all teams and individual students so that the learners are able to receive constructive feedback on their songs/poems before they have to turn in the hard copies. Rough drafts of the students' poems and songs will be edited by peers in their group. The final blog product and a hard copy of the students' songs/poems will be used as a formative assessment to show the students' mastery of the information provided to them in class and in their research.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

__Teaching and Learning Sequence__
Students will enter the classroom and sit down at their desks, which are arranged in the standard lecture arrangement (circle). At the end of the discussion, students will form groups of four, which is determined by the students' choices of partners.


 * Students will flip through the binder of dots and watch a clip from [|The Boy in the Striped Pajamas] (15 min).
 * Students will briefly talk about prior knowledge of tragedies committed and absence of humanity and morality during World War II and the Holocaust (15 min).
 * Give a lecture/discussion on horrors committed during the Holocaust and whether or not there is such a thing a morality in war (20 min).
 * Have students select their own groups (5 min).
 * Send students to their groups to start research on the topic and have them work individually and collaboratively to complete the Five Senses Chart during the Think-Pair-Share activity (15 min).
 * Students are allowed to start individually working on their poems and songs (10 min).
 * Day 2: Students will get together with their groups to make peer edits, continue working on their final product of the songs and poems, and meet with me one-on-one to receive constructive feedback (80 min).
 * Day 3: Students will hand in their final copies of the song/poem along with their Self-Assessment/Reflection Statement, make blog comments on peers' songs/poems, and the class will listen to any GarageBand clip that was created.

The horrors committed during the Holocaust greatly impacted the world's perception of humanity and morality. The reason why we're doing this today is to address the questionable morals and values of modern humanity and to enable students to determine whether or not there is such a thing as morality in war. Students will be able to assess how people and countries reacted to the Holocaust. Students will be able to understand major eras, enduring themes, and historical influences in the Holocaust, the United States, and world history, including the roots of democratic philosophy, ideals, and institutions in the world. To engage the students at the beginning of this lesson, the students will flip through a three-inch binder full of tiny dots to help students realize that more people died in the Holocaust than there are tiny dots in the binder. The students will also watch a short clip from The Boy in the Striped Pajamas to launch students into deeper thinking and reflection of the Holocaust.
 * Where, Why, What, Hook**, **Tailors: Visual, Aural**, **Intrapersonal, Physical/Bodily Kinesthetic**

After students are engaged in the lesson through the short clip and the binder, the learners will participate in a brief discussion of what they already know about the horrors committed in the Holocaust. Afterwards, I will start to instruct the class on tragedies witnessed and the absence of humanity and morality depicted in the Holocaust. I will also have a discussion with my students on whether or not they think that there is such a thing as morality in war. I will provide the students with a list of resources that they can refer to if they need to incorporate additional information into their graphic organizers and song/poem. The students will then split up into teams of four which is determined by the students' choices of partners. After grouping, the students will begin researching other tragedies and horrors of the Holocaust. Students will fill out half of the Five Senses Chart individually while researching, and then once they are done with half of it, the students will participate in a Think-Pair-Share activity to complete the second half of their graphic organizers. The Think-Pair-Share activity enables the students to first individually discover knowledge about horrors committed during the Holocaust. Once the students have the opportunity to learn on their own, the learners are able to collaborate their ideas with peers to gain a broader perspective on the content. The students will begin to reflect on acts of humanity and morality in the Holocaust and how it affected the world. Students will be able to determine whether or not there is such a thing as morality in war. I will act as a facilitator and walk around the room to answer clarifying questions, assess their progress, and give feedback on the students' brainstorming and ideas for poems/songs.
 * Equip, Tailors: Bodily Kinesthetic, Interpersonal, Intrapersonal**, **Aural, Linguistic, Logical, Intrapersonal**

Day 1: The class will begin by the students getting up from their desks to come up to the front of the classroom where they will flip through a three-inch binder that is filled with tiny dots. While the students are flipping through the binder, I will proceed to tell them to imagine that there were more people who died in the Holocaust than there are dots in that huge binder. Once the students are seated again, they will watch a small clip from the movie The Boy in the Striped Pajamas. Both of these hooks should stimulate deeper thinking and reflection of the Holocaust. From there, the students will participate in a brief discussion of their prior knowledge about the topic. I will provide the students with a background lecture/discussion that will help them gather good resources to refer back to when they are working on their poems or songs. After the discussion, the students will form their groups of four which is determined by the students' choices of partners. After students move their desks so that they are sitting with their groups, students will begin researching horrors of the Holocaust on their laptops. While the students are researching, the learners will individually fill out half of the Five Senses Chart graphic organizer. Once they are done with filling out half of it, the groups will participate in a Think-Pair-Share activity to complete the second half of their graphic organizers. Once the graphic organizers are completed, I will give the students their assignment. Students will understand that they are to turn in a rough draft of their song/poem by next class so that their peers can edit them. Students will also understand that the products will be graded on a Self-Assessment/Reflection Statement that is to be turned in with the hard copies on day three. Students will then be able to start individually using the resources gathered in class to begin working on their songs/poems.
 * Explore, Experience, Revise, Rethink, Refine, Tailors: Physical/Bodily Kinesthetic, Visual, Aural, Linguistic, Logical, Intrapersonal, Interpersonal**

Day 2: Students will begin class by getting together with their groups so that their peers can edit songs/poems. The students will have the rest of the class to work on their final blog song/poem, as well as meeting with me one-on-one to receive constructive feedback on the progress of their poem/song. The students will self-assess each others' work by exchanging poems/songs with another peer and providing feedback on them. I will meet with each student to evaluate their progress and build on their peer's feedback on the poem or song. Each student will be allowed to revise their song/poem and make as many refinements as needed before they have to turn in the hard copies. They may tag links to valuable websites in their [|Delicious] account. Students are also able to receive passes to the library, hall, or other quiet place to record the GarageBand clip (if a student decided to do so).
 * Explore, Experience, Revise, Rethink, Refine, Tailors:** **Interpersonal, Intrapersonal, Linguistic, Aural, Musical**

Day 3: The students will be required to have their song/poem posted up on their blog accounts (along with the GarageBand clip if a student decided to integrate a musical aspect). The students are also required to turn in a hard copy of the song/poem along with the Self-Assessment/Reflection Statement sheet which argues what grade they think they deserve on the final product. Any GarageBand clips that were created will be presented to the class (if the student feels comfortable with the opportunity). The last part of this lesson will require the students to log onto their blog accounts and make positive comments on their peers' songs/poems that really had a deep impact on the learners.
 * Revise, Refine, Rehearse, Tailors: Intrapersonal, Interpersonal****,** **Musical, Visual**

=Analysis of the underlying social psychology of the Holocaust= Analysis of the underlying social psychology The hate and prejudice that began the Holocaust went hand in hand with a political agenda that was fueled by the frustration aggression theory.(1) Hitler blamed the Jews for the loss of World War I and thus, instead of targeting political aspects of the Jewish community, he displaced his aggression towards ALL Jews, even the helpless.This, combined with religious anti-Semitism prejudice that had been present in Germany for 1500 years and the theory of "eugenics", was the political and instrumental center of Hitler's political campaign.(5) He used a system of 'elimination of freedom', which he felt was necessary in the conditioning the German people to follow him. This meant that he would slowly change the rules, allowing him to gain more and more control over his people. New laws preventing rebellious attempts to overthrow his government and the elimination of non-supporters that would possibly dissent, (disagree with his plan)(1), gave Hitler complete control over what happened within the country's boundaries.(5) He further conditioned the Germans to accept the program for the 'final solution' of the Jews with the constant onslaught
 * Content Notes**

They were also victims of cultural ethical relativism,(2) believing that if their government thought that this was ethically relative behavior in their culture, then they should comply. (1991) Philosophical Ethics, An introduction to Moral Philosophy, Second Edition. I now realize that stopping the thought was not enough. ' This reminds me of the rescuers and that one person can make a difference, and I intend to. These people also went through cognitive dissonance, just as the soldiers did. The 'ought' in the language of heroes is a part of self-assumed moral ideals beyond that of the everyday person and their actions are not guided self-advancement or public recognition. The German people that made up the bystanders in this tragedy may not have been guilty of cold- blooded murder, but they were not innocent either. I have made a promise to myself to work very hard to never be a victim of the bystander effect nor to succumb to the idiocy and shallowness of prejudice. A passage that I read once comes to mind: 'A single small pebble causes a ripple that will travel the length of the ocean. They were people that lived in an immoral society that acted according to the cultural relativism that was the norm at this time. I now know that these things must be purged in order to change our attitudes about the world around us if we are going to break free of the vicious cycle of prejudice. They were ordinary people who responded to extraordinary circumstances in a morally exemplary fashion.

= Nazi brainwashing started with Germany's youths =

The Tuscon Citizen/August 15, 2006  By Peggy Larson
Hitler proved it. A government or other organized entity can have a profound influence on what people believe and how they act on those beliefs. Particularly is this true for young people. An award-winning book for teenagers and adults provides proof in the chilling "Hitler Youth: Growing Up In Hitler's Shadow" (Susan Campbell Bartoletti, Scholastic, 2005). The author relates information regarding the means that the Nazi party used to mold the German youth through popular youth organizations, special activities, propaganda, and appeals to support their fatherland. The defeat and consequences the German people had suffered at the end of World War I left a citizenry anxious to regain pride in their country and a more favorable economic future. Hitler and the Nazi party provided them with hope and a cause to embrace with total commitment. One of the many means the Nazi party used to influence young people was the organization known as the Hitler Youth, officially formed in 1926 with 6,000 members. In a mere 13 years, this and related organizations, including those for young women, influenced a generation of teens and preteens to an unbelievable degree. By 1939 when Germany invaded Poland, Hitler Youth membership totaled 7.3 million and its ranks had contributed greatly to the formidable German Army. A wealth of photographs from archives illustrate this well-researched book, which provides facts, but also presents the stories of a number of the teenagers who grew up during this period. Of these, most were drawn into the Hitler Youth, some joining despite their parents disapproval. The organization urged its members to report their parents if they did not support Hitler. Elisabeth Vetter is one example of a youth who did so and her parents were arrested. Stories of others who resisted joining are also related. "Adolf Hitler," the author writes was "responsible for the deaths of over 53 million people." And she quotes another author, Karl Paetel, stating that the Nazis, "rode to power on the shoulders of politically active youth." "Soldier X," a fictionalized account of two actual people, relates the engrossing story of a teenager who was a member of the Hitler Youth (Don Wulffson, Scholastic, 2001, $3.99). In 1944, at age 16, he was sent to the front, where he was soon engaged fighting the Russians, was wounded, and then masqueraded as a Russian soldier in order to survive. In this well-written story, one follows the transition of a young person who has been brainwashed into one belief system, to ultimately rejecting it and building a new personal perspective and value system. Two fine books based on actual people, detail the effects of one of the Nazi's infamous goals drilled into their young people - persecution of the Jews. During WWII, 270,000 Jews were forced to settle in Poland's Lodz ghetto ("Yellow Star," Jennifer Roy. Marshall Cavendish, 2006). At the end of the war, there were a mere 800 survivors. Of these, only 12 were children. This is the true account of one of those dozen. Esther Nisenthal Krinitz was a survivor of the Holocaust in Poland and a noted needle worker ("Memories of Survival," Bernice Steinhardt, Hyperion Books, 2005). Krinitz's daughter has published her mother's account of that horrendous time through the older woman's exquisite hand-stitched embroidered panels, which tell the story of her loss of family and her suffering during the Holocaust. Hitler stated, "My magnificent youngsters! Are there finer ones anywhere in the world? What material! With them I can make a new world." In view of contemporary events, are there lessons here to be learned?

The Independent

London, November 3, 1998 Britain was 'wary' of Nazi refugees By Louise Jury A NEW pamphlet, to be distributed in schools, will offer a radical reassessment of Britain's wartime behaviour towards victims of the Holocaust. The British reaction to the Nazi slaughter of the Jews was "mixed" and influenced by anti-Semitism, according to the report by **David Cesarani**, professor of 20th-century European Jewish history at Southampton University. But the study also highlights how few other countries and "least of all the USA with its incomparably greater resources" matched Britain's humanitarian record on refugees after Hitler took power in Germany. Britain and the Holocaust is described by its publishers, the [|Holocaust Educational Trust], as the first time the responses of the British government and the general public have been brought together. Not even the UK's Jewish community escapes criticism. Some refugees worked as domestic helps for Jewish families who treated them badly, the professor said. And too few Jewish families offered to foster German-Jewish children despite appeals. The 21-page pamphlet was conceived as an attempt to put the British response in historical context. But the trust decided that its clarity made it ideal for schools. An overview of the Second World War, including the Holocaust, is part of the national curriculum. But **Rosie Harris**, educational co-ordinator at the trust, said some children spent only a single class studying one of the most appalling atrocities of the century. "This book is about not giving pupils a false impression that everything Britain did was glorious," she said. The text will be also available on the Internet. Professor Cesarani outlines the history of Jews in Britain, attitudes in the years preceding the war, what was known about the Final Solution, the liberation of the camps and the aftermath of the Holocaust. He highlights how in 1933 Britain had strict immigration controls and many people opposed letting German Jews into the country. Suspicions of Jews continued during the war, when the government was apprehensive about the level of anti-Semitism in Britain and feared it could turn into anti-war and pro-Fascist sentiment. "It did everything to avoid the impression that Britain was at war on behalf of the Jews," the professor said. The amount of information reaching Britain about the treatment of Jews in Nazi Europe was "plentiful and accurate. However, there was a vast gap between knowing and believing". Some officials were prejudiced against the Jews and others thought information about persecution was being manipulated for Zionist purposes. Yet numerous telegrams made clear to the British government what was happening. And when **Richard Dimbleby** broadcast from [|Bergen-Belsen] in April 1945 (//Belsen girls: right//), he never explicitly referred to Jews. "Allied propaganda used the camps to vindicate the war against Germany and not to explain the Final Solution," says the pamphlet. The report concludes that the British people comforted themselves post-war with the idea that the 1939-1945 conflict had been a "good war.

Before World War II the Yosselevska family led a happy life in the village of Zagorodski, near Pinsk, highlighted by the births of the children Chaya, Feige, Rivka and a brother named Moshe. Their father had a leather goods shop and was considered one of the notables of the village. Rivka Yosselevska was married in 1934 and had a daughter named Merkele. But the family's feelings of security collapsed, when Hitler and Germany invaded the country. The brutality of the Nazis accelerated with murder, violence and terror and the family was herded into the Jewish Ghetto with five hundred Jewish families. In the summer of 1942 the Einsatzgruppen arrived. They were mobile killing units of the Nazi SS, established for the purpose of murdering Jews, Gypsies, political leaders, the intelligentsia. They followed German armies into the Soviet Union in June 1941 and executed over a million. They surrounded the Jewish Ghetto, ordering the families to stand for a roll call all day. In the evening a truck arrived and Jews were loaded onto the truck. Many were ordered to run after it. [|**The Holocaust**] Along with her little girl, father, mother, siblings, relatives, friends, and villagers, Rivka Yosselevska was shot, naked, in a pit - miraculously she survived. During the Adolf Eichmann trial in Jerusalem, on May 8, 1961, she bore witness about what happened.

**The truth of the photographs of various crimes and atrocities included in this Holocaust project needs to be shown. The photos may be of graphic nature and disturbing - before providing access to younger learners, parents and teachers should preview the sites and guide through what they may read and see . ** In November 1944 20 Jewish children, ten boys and ten girls, had been brought from Auschwitz to the concentration camp of Neuengamme, just outside Hamburg. The youngsters, aged between 5 and 12 years old, came from all over Europe and were to be human guinea-pigs in a series of medical experiments conducted by the SS doctor Kurt Heissmeyer. Dr. Heissmeyer removed the children's lymph glands for analysis, and he injected living tuberculosis bacteria in their veins and directly into their lungs to determine if they had any natural immunities to tuberculosis. They were carefully observed, examined and photographed as the disease progressed. The condition of all the children deteriorated very rapidly and they became extremely ill. On April 20, 1945, the day on which Adolf Hitler was celebrating his fifty-sixth birthday and just a few days before the war ended, Heissmeyer and SS-Obersturmführer Arnold Strippel decided to kill the children in an effort to hide evidence of the experiments from the approaching Allied forces. To conceal all traces the SS transported the children to the former **Bullenhuser Damm School**, which had been used as a satellite camp since October 1944. They were immediately taken to the basement and ordered to undress. An SS officer later reported: "They sat down on the benches all around and were cheerful and happy that they had been for once allowed out of Neuengamme. The children were completely unsuspecting." The children were told that they had to be vaccinated against typhoid fever before their return journey. Then they were injected with morphine. They were hanged from hooks on the wall, but the SS men found it difficult to kill the mutilated children. The first child to be strung up was so light - due to disease and malnutrition - that the rope wouldn’t strangle him. SS untersturmführer Frahm had to use all of his own weight to tighten the noose. Then he hanged the others, two at a time, from different hooks. //'Just like pictures on the wall',// he would recall later. He added that none of the children had cried. At five o' clock in the morning on April 21, 1945, the Nazis had finished with their work and drank hard-earned coffee ... 


 * [[image:http://www.emilieschindler.com/Bullenhuser/JacquelineMorgenstern.jpg width="106" height="146"]] || One of the children was **Jacqueline Morgenstern**, born to Suzanne and Karl Morgenstern in 1932 in Paris, France. Here Jacqueline led a happy life, she attended school and her father and uncle owned a beauty shop in central Paris.

The family's feelings of security collapsed, however, when in 1940, Germany invaded France and the brutality of the Nazis accelerated with murder, violence and terror. In 1944 Jacqueline and her parents were sent to Auschwitz. Jacqueline and her mother went to the women's work camp, where food rations were meager. Suzanne gave Jacqueline most of her food, so she became malnourished and ill. When the Nazis found her no longer useful for forced labor, they sent her to the gas chambers. ||

<span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">After her mother's death, Jacqueline was sent to a special children's barrack where the children were being held for later bogus medical experiments. The majority of the children spoke only Polish but one of the boys, Georges Andre Kohn, spoke French, too, and they became close friends. <span style="display: block; text-align: center; font-family: Verdana; color: rgb(0, 0, 0);">
 * [[image:http://www.emilieschindler.com/Bullenhuser/GeorgesAndreKohn.jpg width="107" height="145"]] || <span style="font-family: Verdana; color: rgb(0, 0, 0);">**Georges Andre Kohn** was 12 years old and the youngest son of Armand Kohn, a rich Jewish businessman in Paris. In 1944 Georges, his grandmother (75), mother, father, his older sisters, Rose-Marie and Antoinette, and his eighteen year-old brother, Philippe, were crowded into cattle cars with hundreds of Jews to be deported to the Buchenwald concentration camp.

Three days after the train began moving, Rose-Marie and Philippe broke the bars of the car's small window, jumped out and miraculously survived the Holocaust. When the train arrived at Buchenwald, the family was separated. When the war was over, only Armand Kohn and the two escaped had survived. ||

<span style="font-family: Verdana; color: rgb(0, 0, 0);">And on April 20th, 1945, when the British were less than three miles from the camp, all the children of Bullenhuser Damm were murdered ... <span style="color: rgb(0, 0, 0); font-family: Verdana;"> After the war, the SS doctor Kurt Heissmeyer returned to his home in Magdeburg, postwar East Germany, to resume medical practice, highly regarded as a lung and tuberculosis specialist. The much-admired physician was eventually tried and sentenced to life imprisonment in 1966. Arnold Strippel, the SS-Obersturmführer commanding these killings as well as many others, lived for years well in West Germany in a villa situated on the outskirts of Frankfurt despite all efforts made by relatives of the children to take him to trial. Opened in 1980, this memorial is located in the cellar of the former school. The room where the children were murdered has been kept in its original state. In an adjoining room there is an exhibition on the fate of the victims. The documentation also provides insight into the various individual and inofficial attempts made during the 1970s and 1980s to shed light on the crime, and describes the deliberate delay of criminal proceedings against Arnold Strippel, the SS officer in charge of the murder unit. The association //'Kinder vom Bullenhuser Damm e.V.'// has planted a rose garden behind the school. Anyone who wishes may plant a rose there as a tribute to the dead. The rose garden is open at all times. Not one of the children of Bullenhuser Damm was older than twelve. Stripped of their childhoods, they lived and died during the dark years of the Holocaust and were victims of the Nazi regime. Had they survived another two weeks, they would have been liberated by the Allied forces .. **<span style="color: rgb(0, 0, 0);">1.5 million children were murdered during the [|Holocaust]<span style="color: rgb(0, 0, 128);">. <span style="color: rgb(0, 0, 0);"> This figure includes more than 1.2 million Jewish children, tens of thousands of Gypsy children and thousands of institutionalized handicapped children. ** <span style="color: rgb(0, 0, 0); font-family: Verdana;"> <span style="color: rgb(0, 0, 0); font-family: Verdana;">The number of children killed by [|Hitler] and his Nazis is not fathomable and full statistics for the tragic fate of the children will never be known. Estimates range as high as 1.5 million murdered children during the [|Holocaust]. This figure includes more than 1.2 million Jewish children, tens of thousands of [| Gypsy] children and thousands of institutionalized handicapped children. Plucked from their homes and stripped of their childhoods, the children had witnessed the murder of parents, siblings, and relatives. They faced starvation, illness and brutal labor, until they were consigned to the gas chambers. <span style="color: rgb(0, 0, 0); font-family: Verdana;"> This is the story of the children of Izieu - but there are no happy endings. In 1944 the Nazis from Lyon sent three vehicles to the tiny French village to exterminate the children of the orphanage known as //[|La Maison d'Izieu]//. Here 44 Jewish children in age from 3 to 18 were hidden away from the Nazi terror that surrounded them. On the morning of April 6, 1944, as the children all settled down in the refectory to drink hot chocolate, the Nazis led by the Butcher of Lyon Klaus Barbie, raided the Home, throwing the crying and terrified children on to the trucks like sacks of potatoes. The Jewish Children Of Izieu <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);"> The little children were deported to the Nazi death camp Auschwitz and murdered immediately upon arrival. Of the forty-four children kidnapped by the Nazis in Izieu, not a single one survived. Of the supervisors there was one sole survivor, twenty-seven year old Lea Feldblum. Beate and Serge Klarsfeld, who brought Klaus Barbie to justice in 1983, later wrote: //"Forty-four children deported - no mere statistic, but rather forty-four tragedies which continue to cause us pain ..."// <span style="display: block; text-align: left; color: rgb(0, 0, 0); font-family: Verdana;">Sami Adelsheimer, 5 Hans Ament, 10 Nina Aronowicz, 12 Max-Marcel Balsam, 12 Jean-Paul Balsam, 10 Esther Benassayag, 12 Elie Benassayag, 10 Jacob Benassayag, 8 Jacques Benguigui, 12 Richard Benguigui, 7 Jean-Claude Benguigui, 5 Barouk-Raoul Bentitou, 12 Majer Bulka, - Albert Bulka, 4 Lucienne Friedler, 5 Egon Gamiel, 9 Maurice Gerenstein, 13 Liliane Gerenstein, 11 Henri-Chaïm Goldberg, 13 Joseph Goldberg, 12 Mina Halaunbrenner, - Claudine Halaunbrenner, 5 || <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">Georges Halpern, 8 Arnold Hirsch, 17 Isidore Kargeman, 10 Renate Krochmal, 8 Liane Krochmal, 6 Max Leiner, 8 Claude Levan-Reifman, 10 Fritz Loebmann, 15 Alice-Jacqueline Luzgart, 10 Paula Mermelstein, 10 Marcel Mermelstein, 7 Theodor Reis, 16 Gilles Sadowski, 8 Martha Spiegel, 10 Senta Spiegel, 9 Sigmund Springer, 8 Sarah Szulklaper, - Max Tetelbaum, 12 Herman Tetelbaum, 10 Charles Weltner, 9 Otto Wertheimer, - Emile Zuckerberg, 5 || || The Izieu Children Eleven-year-old //Liliane Gerenstein//, born January 13, 1933 in Nice, France, wrote a heart-rending letter to God just days before the children of Izieu were sent to their deaths at [|Auschwitz]: <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);"> "God? How good You are, how kind and if one had to count the number of goodnesses and kindnesses You have done, one would never finish. God? It is You who command. It is You who are justice, it is You who reward the good and punish the evil. God? It is thanks to You that I had a beautiful life before, that I was spoiled, that I had lovely things that others do not have. God? After that, I ask You one thing only: Make my parents come back, my poor parents protect them (even more than You protect me) so that I can see them again as soon as possible. Make them come back again. Ah! I had such a good mother and such a good father! I have such faith in You and I thank You in advance." <span style="display: block; text-align: center; font-family: arial,Arial,Helvetica;"> <span style="font-family: arial,Arial,Helvetica;"> <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">**The SS Men** wore black uniforms with a skeleton's head on their hats, the motto //Unsere Ehre heisst Treue// on their belts and their symbol was the double S-rune. They had sworn eternal faith to [| Adolf Hitler] and they were his most ruthless henchmen, men often seen as the very personifications of evil. A violent group who rose to power in a democracy and established institutions of legitimized terror. These masterminds of death were found to be quite psychologically normal. They were [| men of fine standing], husbands who morning and night kissed their wives, fathers who tucked their children into bed. But murders, brutalities, cruelties, tortures, atrocities, and other inhuman acts were an everyday occurrence. In 1933 approximately nine million Jews lived in the countries of Europe that would be occupied by Germany during the war. By 1945 two out of every three European Jews had been killed by the SS Men. [|The Holocaust] was the systematic annihilation of six million Jews. <span style="font-family: arial,Arial,Helvetica;"> <span style="display: block; text-align: center; font-family: arial,Arial,Helvetica;"> [|The Holocaust Children] <span style="font-family: arial,Arial,Helvetica;"> <span style="font-family: Verdana; color: rgb(0, 0, 0);"> But Jews were not the only group singled out for persecution by Hitler’s Nazi regime. As many as one-half million Gypsies, at least 250,000 mentally or physically disabled persons, and more than three million Soviet prisoners-of-war also fell victim to Nazi genocide. Jehovah’s Witnesses, homosexuals, Social Democrats, Communists, partisans, trade unionists, Polish intelligentsia and other //undesirables// were also victims of the hate and aggression carried out by the Nazis. The number of children killed during the Holocaust is not fathomable and full statistics for the tragic fate of children who died will never be known. Some estimates range as high as 1.5 million murdered children. This figure includes more than 1.2 million Jewish children, tens of thousands of Gypsy children and thousands of institutionalized handicapped children who were murdered under Nazi rule in Germany and occupied Europe.

<span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">Eva Mozes Kor and her identical twin, Miriam Mozes, survived the deadly genetic experiments conducted by "The Angel of Death", Josef Mengele, in the death camp Auschwitz during World War II. Their entire family - parents, grandparents, two older sisters, uncles, aunts and cousins - were killed .. Mengele did a number of medical experiments of unspeakable horror at Auschwitz, using twins. These twins as young as five and six years of age were usually murdered after the experiment was over and their bodies dissected. A smiling "uncle Mengele" injected chemicals into the eyes of children in an attempt to change their eye color. He made experimental surgeries performed without anesthesia, transfusions of blood from one twin to another, isolation endurance, reaction to various stimuli. He made injections with lethal germs, sex change operations, the removal of organs and limbs. [|Josef Mengele] <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">Approximately three thousand twins passed through Auschwitz during WWII until its liberation at the end of the war. Only a few of these twins survived the experiments which they were subjected to at the hands of Mengele. Among them were Eva and Miriam Mozes. Eva and Miriam Mozes were born in the small village of Portz, Romania, on Jan. 30, 1934. Life for the Mozes family was good for years, but in March of 1944, the family was told to gather a few belongings because they were going to be relocated. They were taken to a ghetto in Simleul Silvanei and then deported to Auschwitz. Eva later recalled how she and her family arrived at the Auschwitz railhead: <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">'When the doors to our cattle car opened, I heard SS soldiers yelling, "Schnell! Schnell!", and ordering everybody out. My mother grabbed Miriam and me by the hand. She was always trying to protect us because we were the youngest. Everything was moving very fast, and as I looked around, I noticed my father and my two older sisters were gone. As I clutched my mother’s hand, an SS man hurried by shouting, "Twins! Twins!" He stopped to look at us. Miriam and I looked very much alike. "Are they twins?" he asked my mother. "Is that good?" she replied. He nodded yes. "They are twins," she said. <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">Once the SS guard knew we were twins, Miriam and I were taken away from our mother, without any warning or explanation. Our screams fell on deaf ears. I remember looking back and seeing my mother's arms stretched out in despair as we were led away by a soldier. That was the last time I saw her .." Mengeles Twins <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">A gruesome fate awaited them at Mengele’s hands. Eva recalled her own quick introduction to life at Auschwitz: <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">"The first time I went to use the latrine located at the end of the children's barrack, I was greeted by the scattered corpses of several children lying on the ground. I think that image will stay with me forever. It was there that I made a silent pledge - a vow to make sure that Miriam and I didn't end up on that filthy floor." <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">During her ordeal she and Miriam were put through many extremely brutal surgeries and experiments by Mengele, who experimented mainly on twins. Eva later told: <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">"I was given five injections. That evening I developed extremely high fever. I was trembling. My arms and my legs were swollen, huge size. Mengele and Dr. Konig and three other doctors came in the next morning. They looked at my fever chart, and Dr. Mengele said, laughingly, 'Too bad, she is so young. She has only two weeks to live .." [|Holocaust horrors] <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">Eva later recalled how a set of Gypsy twins was brought back from Mengele's lab after they were sewn back to back. Mengele had attempted to create a Siamese twin by connecting blood vessels and organs. The twins screamed day and night until gangrene set in, and after three days, they died ... The fact that Eva and Miriam survived Auschwitz was a miracle in itself, as only few individual twins were still alive at the time the camp was liberated. <span style="color: rgb(0, 0, 0); font-family: Verdana;">In front, the Mozes twins <span style="display: block; text-align: left; font-family: Verdana; color: rgb(0, 0, 0);">After the liberation of the camp, Eva and Miriam were the first two twins in the famous film taken by the Soviets - often shown in footage about the horrors of Holocaust. In some ways the picture is misleading. The Mengele twins never wore striped camp uniforms. They were Mengele's favorite subjects, and they were afforded special treatment, such as being able to keep their own hair and clothing, and receiving extra food rations. As long as they stayed healthy and useful to Mengele, they would be kept alive. In 1950 Eva and Miriam received visas for Israel and went there. They became members of a kibbutz, populated mostly by orphans. In 1952, they both joined the Israeli Army. Eva studied drafting and Miriam became a nurse. In 1960, Eva married an American tourist, Michael Kor, also a concentration camp survivor, and came to the United States, settling in Terre Haute, Indiana. In 1985, 40 years after the liberation of Auschwitz, Eva Mozes Kor, Miriam, and other survivors returned to Auschwitz and subsequently conducted a mock trial of Josef Mengele in Israel, which received international news coverage. Eva Mozes Kor <span style="font-family: Verdana; color: rgb(0, 0, 0);">Eva Mozes Kor is the author of books on her experience and she has spoken to over 400 schools, universities, conferences, synagogues, and civic groups. She is the founder of the Holocaust Museum and Education center in Terre Haute, Indiana, and the C.A.N.D.L.E.S., an acronym for //Children of Auschwitz Nazi's Deadly Lab Experiments Survivors//. This organization of the Mengele Twins has located and reunited many survivors of the experiments and is dedicated "to heal the pain, to teach the truth, to prevent prejudice." As adults, Eva and Miriam suffered serious health problems. Eva suffered from miscarriages and tuberculosis. Her son had cancer. Miriam's kidneys never fully developed and she died in 1993 of a rare form of cancer, probably brought on by the unknown medical experiments and injections which she was subjected to at the hands of Josef Mengele. And Mengele? Despite international efforts to track him down, Mengele was never apprehended and lived for 35 years hiding under various aliases. He fled to South America, and moved from country to country afraid of being caught. There were many warrants, rewards, and bounties offered, but he was lucky. He lived in Paraguay and Brazil until his death in 1979. One afternoon, living in Brazil, he went for a swim. While in the ocean he suffered a massive stroke and began to drown. By the time he was dragged to shore, The Angel of Death was dead ...

Aaron Schwartz, a Polish Jew who miraculously survived the KZ camp Plaszow and the Holocaust, later recalled the slaughter of the Cracow ghetto in //Holocaust Testimonies//, edited by Joseph J. Preil, and he described the terrible fate of a blond little girl:

"When I came to Plaszow the first day, they put me in a group where we were digging a huge grave .. they brought in trucks, with children, from infant to twelve years old. They were all killed .. when the children were brought in, they were shot, right in that grave ..

One group was bringing, with a wheelbarrow, some chlorine powder and putting on, because there was such a tremendous amount of bodies in those graves. A little girl, a beautiful blond girl, sat down in the grave, dressed in an Eskimo white fur coat, was all bloody, and asked for a little bit of water .. this child swallowed so much blood, because it was shot in the neck. And then it started to vomit so terribly. And then it lay down and it says, "Mother, turn me around, turn me around." ..

This child did not know what happened to it. It was shot, it was half-dead after it was shot. And this child sat down in the grave, among all the corpses, and asked for water .. it was still alive. There was no mother, just children brought from the Cracow ghetto. So this little girl lay down, and asked to be turned around. What happened to it? I do not know. It was probably covered alive, with chlorine .. I am sure, because they did not give another shot to that girl .."<span style="color: rgb(0, 0, 0);"> <span style="display: block; text-align: center; font-family: Verdana; color: rgb(0, 0, 0);"> - //she was one of them ...//**
 * 1.5 million children were murdered during the [|Holocaust]

Five Senses Chart graphic organizer Self-Assessment/Reflection Statement
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