Unit+Plan+Calendar

Unit Plan Calendar
Discussion of Essential Questions:**What causes people to become inhuman? Could a holocaust happen in the United States? Students will be able to assess the term "never again" and see if it still holds true in light of the aftermath and modern day genocides// ||< Timeline of WWI and Interwar period Guided lecture of Anti-Semitism //**Goals:** The Nazi process of dehumanization and control// ||< Rise of Nazism lecture Graphic organizers Assign podcast Life under Nazism Video about Life in Germany Guided watching: Pause movie to discuss periodically Map Activity: students will label and be able to identify countries under control of Nazism //**Goals:** Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control.// ||
 * < **Introduction of Unit
 * Introduction of Final Assessment**: iMovie
 * Assign** //Night
 * Unit Goals:** Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control. Students will be able to evaluate the policies of Nazi control. Students will be able to integrate how other countries' actions/inactsion did or did not contribute to Hitler's success
 * //Goals://** //Students will be able to integrate how other countries' actions/inactions did or did not contribute to Hitler's sucess.// ||<
 * //Goals://** //Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control. Students will be able to evaluate the process of Nazi control.// ||< Jigsaw activity with Stars: each student gets a kind of star and they get with other students with the same star and read an article about why that group of people was imprisoned. We come together as a large group to debrief after small group discussions
 * < Debrief jigsaw

In class time for imovie

Briefly discuss tomorrow's assignment, the lit trip //**Goal**: Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control.// ||< Lit trip- students work independently Debrief lit trip and go over a couple questions from it- what did the words on the gate mean for the people? What did you think of the tatooing practices? What did you think of Dr. Mengel and his practices? Assign election project //**Goals**: Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control. Students will be able to evaluate the policies of Nazi control.// ||< Class time for election //**Goal**: Students will be able to integrate how other countries' actions/inactsion did or did not contribute to Hitler's success// ||< Jigsaw - Students will have excerpts from the other book: This Way to Gas. Each group will have a different exerpt and will become "experts" on that section. They will be able to evaluate the differences between the experiences of Elie Wiesel and Borowski. Class time for election if needed //**Goal**: Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control. Students will be able to evaluate the policies of Nazi control.// ||< Present election Vote and discuss why Debrief

Discussion of the Aftermath Modern Day Genocide Assign readings for SAC (class time to read if possible) //**Goals:** Students will be able to assess the term "never again" and see if it still holds true in light of the aftermath and modern day genocides.// ||< Structured Academic Controversy: "Should the United States have bombed the trains and the camps? //**Goals:** Students will be able to integrate how other countries' actions/inactions did or did not contribute to Hitler's success// ||< Debrief of SAC Class time to work on iMovie //**Goals:** Students will be able to evaluate the policies of Nazi control// ||< Class time to work on iMovie (20 minutes) Begin presentations of iMovie //**Goals:** Students will be able to compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control.// ||< Finish iMovie presentations Revisiting our Essential Questions: Writing and large group discussion //**Goals:** Students will be able to// //compare and contrast the experiences of different victims, perpetrators, and bystanders as set by the Nazi process of dehumanization, terror, and state control. Students will be able to evaluate the policies of Nazi control. Students will be able to integrate how other countries' actions/inactsion did or did not contribute to Hitler's success Students will be able to assess the term "never again" and see if it still holds true in light of the aftermath and modern day genocides// ||
 * //Goal://** //Students will be able to integrate how other countries' actions/inactsion did or did not contribute to Hitler's success// ||
 * < Debrief of Election activity
 * < Debrief of Election activity