Crystal King Lesson Title: The Final Solution and its Responses Lesson Length: 1 period, 60 minutes Unit:

WWII Course: U.S. History Grade Level: 10th Considering the context: Purpose: For students to understand the development and enactment of Hitlers final solution as well as the time period and ways in which outside forces responded. Students will use lecture and texts to develop an argument for class discussion Lesson in Unit Context: The lesson fits within the goals of the unit because it is an example of the United States involvement in world affairs. It connects to the previous days lesson on Japanese internment because it is another form of internment (although more extreme) abroad. It connects to tomorrows lesson because students will now have an understanding of how the way harbored the discrimination of Jews abroad and Japanese-Americans at home. Students will then have an understanding of why Americans needed to mobilize in order to end the war as well as the discrimination that came with it. Goals/Objectives: Examine the causes and course of WWII, and the effects of the war on United States society and culture, including the consequences for United States involvement in world affairs.

Considering the content: Standards o 7.2.4 Responses to Genocide Learning objectives o Students will understand the development and enactment of Hitlers final solution policy as well as the responses to genocide by the Allies o Students will gain a perspective of those living under Nazi rule during WWII o Students will understand the implications of the Holocaust and why the study of it is relevant today Intellectual problems/Driving questions o In what ways was the Holocaust related to the internment of JapaneseAmericans? o Where does one draw the line between obeying the law and obeying ones conscience? o Why is the study of the Holocaust relevant today? Concepts/Skills o Genocide o Using text and lecture material to form an argument for class discussion

Instructional tools/materials o PowerPoint presentation o Primary sources o Discussion questions (oral and written) Use of text o Students will use primary source documents and pictures to gain a deeper understanding of the Holocaust. They will have guiding questions to organize their thinking and help them find the main ideas within the documents.

Assessment Warm-up: informal assessment (discussion)/formal assessment (quick-writes) Class discussions: informal assessment Primary source discussion answers: informal assessment (discussion)/formal assessment (quick-writes) Holocaust content assessed on unit test: formal assessment Materials PowerPoint presentation Primary source documents o Images of the Holocaust (in ppt) Artwork, photographs of camps o An American Soldiers Diary, 1945 (in ppt) o Wiesel excerpt (in ppt) o Eyewitness Account (in ppt) Instructional sequence 1. Previously on(1 min) a. The last two classes we focused on the internment of Japanese-Americans at home, today we will look at the internment of Jews abroad. 2. Hook (15 mins) a. Warm up i. Silently view pictures on screen ii. Quick-Write: Take a few minutes to write a brief reflection on what youve just seen. Be sure to include what you were thinking and feeling when viewing the images. iii. Class discussion of responses 3. PowerPoint presentation (30 mins) a. Holocaust i. Towards a Final Solution 1. Persecution and violence against Jews a. Nuremberg Laws b. Kristallnacht c. Fleeing of Jews ii. The Final Solution

1. January 20, 1942 Nazi leaders met at the Wannsee Conference to determine the final solution of the Jewish question. 2. Nazi leaders made plans to round up Jews from areas of Nazi-controlled Europe and take them to concentration camps a. Wiesel excerpt (on slide) i. What is happening? Can you imagine being so thirsty that you ate snow off a neighbors back? 3. The elderly, infirm, and young children would be sent to extermination camps a. Eyewitness Account (on slide) i. READ INDEPENDENTLY ii. Quick-Write: What is happening? Can you imagine the feeling of believing you were getting a shower and then faced with the reality you were being sent to your death? iii. Share Quick-Write b. Responses to Holocaust i. Liberation of the camps ii. Putting the enemy on trial iii. Establishment of modern day Israel 4. Class discussion (15 mins) a. Think-pair-share (if theres time) i. How did the U.S. respond to the persecution of Jews before and after the Holocaust? Do you agree with the actions or lack thereof taken by the U.S. and Allied forces? ii. In what ways was the discrimination of the Jews during the Holocaust the same as the discrimination of Japanese-Americans during internment? iii. Where does one draw the line between obeying the law and obeying ones conscience? iv. Why is the study of the Holocaust relevant today? 5. Wrap-up a. So we talked about why the Holocaust is important to study today. But, the Holocaust fit into WWII, so why is WWII relevant today? 6. Next on a. Monday we will talk about how America mobilized, or got ready for the war...think about all of the things we had to worry about at home, and perhaps that could explain our lack of response things happening abroad