1. Please do not talk at this timeMay 6 HW: Make up work due Wednesday You have 5 minutes to prep for your quiz Please number a piece of paper 1 – 10 and title it: Totalitarian Quiz. Put Your Name on it!

2. On a piece of paper answer this question: Pg. 135: Why do we study the Holocaust? Remember: Make up work due by Wednesday

3. Why do we study the Holocaust? It is the single most completely documented Genocide in history. We can clearly trace cause and effect. The techniques developed to spread hate in this case can be used by any group at any time against any one to a similar effect when people don’t know how to tell they are being manipulated. It is important to understand that desperate people often choose extreme solutions to survive. Knowing this, we can guard whole populations by treating the desperation instead of the extreme solution. This can, and has, happened again. Knowing what to look for will help us prevent similar catastrophes.

4. Still on Pg 135: Who is it OK to kill? Think about everything you know or have seen in units like WWI unit, in movies, on TV and in stories. What kind of thing or person is ok to kill? When is it OK to kill? What situations make it ok to kill (ex. self defense)

5. Type of personType of situation

6. Type of personType of situation

7. Type of personType of situation

8. Type of personType of situation

9. How do you get away with murder? Hitler sees the situation in Germany in the 1930’s and realizes that the German people are desperate. He knows he can use that to gain power if he can unite the Germans behind him. To unite the Germans and to gain their support, he needs an enemy with wealth. Then he can kill the enemy and take their wealth. He can use the wealth to fix the economy and thus win political support. Hitler decides he’ll use the Jews for this plan because they are the most vulnerable and they have enough wealth to make it worth while. But for this plan to work, Hitler has to make the Jews into an enemy. Hitler develops a plan to do all that. We know this plan and its execution as the Holocaust.

10. Please do not talk at this timeMay 7 HW: Make up work due Wednesday Please get a Timeline of Anti-Semitism, Pg 136A Find a partner to work with. Send one person for a packet.

11. Anti- Semetism- To be against the Jews, both the religion and the ethnicity Today we will look at a timeline of events in the History of Anti Semitism. We’ll look at both historical information and Primary sources like quotes, documents and pictures. As we look at these events, fill in the boxes on your timeline. Answer this question: What is the perception of Jews in each situation and how do people act in reaction to those perceptions?

13. Please do not talk at this timeMay 8/9 HW: Finish today’s work using your book- Find examples of each Step to Genocide from 1930’s Germany. Use Chapter 15.3 and 16.3. Please get out your work from yesterday. We will finish out investigation of the timeline of Anti-Semitism…

14. Now add this Timeline to your paper….

17. Please get a Handout on Conditions that Lead to Genocide, Pg 137A/B Find a partner to work with. Send one person for a packet. Have the other person get a book.

18. Conditions for Genocide, 1930’s Germany- Pg. 137A Review the Conditions that lead to Genocide: 1.Minority group considered “outsider,” and labeled “scum”, etc. to dehumanize the minority group. This is just like Demonization in Propaganda. It is acceptable to attack or kill that which is not human. 2.Racist ideology and propaganda (ie. Extreme Nationalism) 3.Strong dependence on military and military security (often combined with Militarism and the idea that the military can do no wrong.) 4.Denied political power or ability to address problems within the political system. 5.National leadership has strong territorial ambitions and does not wish to share precious land resources. 6.Power of the state has been reduced by defeat in a war or other internal strife. 7.Possibility of retaliation for genocidal acts or of interference from neutral nations is at a minimum (ie. Punishment is unlikely.)

19. How do you get away with murder? 7 steps to Committing Genocide. Today we will be looking at the specific historical examples of each of these steps, but it is important to understand that this is a plan that Hitler devised to be able to get away with murder with a minimum of resistance. Step 1: Choose a Target- This group or groups must be a minority and easily identifiable. Step 2: Isolate Them- Separate the minority or minorities from those in power or the society as a whole who might help or defend them. Step 3: Terrorize Them- Fear is a weapon that steals strength and energy from the target, so they have fewer resources to resist.

20. Step 4: Remove Them- Out of sight, out of mind. The majority, already struggling with their own problems finds it hard to remember strangers they don’t see. Many will choose blissful ignorance if they are not faced with the reality of injustice. Step 5: Claim they are Criminals- Propaganda was used to spread lies that justified the evil actions of the Nazi Government. While completely false, many people believed these lies because it was easier to do that then face the truth. Step 6: Imprison the Criminals- Once Nazis had claimed the minority were dangerous law breakers, they insisted on sending them to prison. These prisons were the Concentration Camps. Since none of the lies would stand up in court and all the prisoners were innocent, trials were never held. Step 7: Execution- Nazis sentenced their prisoners to death as their “Final Solution.” By the time they implemented this plan, steps 1 – 6 had bled most (but not all) of the resistance out of people under Nazi authority.

21. 7 Steps to Genocide Handout We will be watching a video and re- reading some handouts on the major events that make up the Holocaust. As we cover each one, record examples from the video, and examples from the reading. Then we will look for examples from the book.

22. Please do not talk at this timeMay 10 HW: Genocide Memorial due Tuesday. Please get out your Holocaust Handouts and find a group of 2 to be a part of. Get a Genocide Memorial Handout from me.

23. Find a Theme in the Holocaust A theme is a Big Idea, message, or moral of a story. A good theme says something important about people or life. Look at all the information you have gathered on the Holocaust. Think about concepts or Big Ideas that come up more than once. Courage might be an example. Now think about all the vocab words you have made Vocab Word Maps for. Many of these represent Big Ideas in history that would also apply to the Holocaust. Can you find a vocab word, concept, or Big Idea that features in at least 3 of the 7 Steps to Genocide? This would be a Theme.

24. Turn to your partner and throw some ideas back and forth What are some themes you might see in the story of the Holocaust? How do these themes show themselves in the different parts of the story (the 7 Steps to Genocide)? For example: Where do you see Courage in the 7 Steps to Genocide for the Holocaust? Can you find it in more than one place?

25. Now look more closely at the notes you have collected on the story of the Holocaust. Come up with your own theme. Find examples of your theme in three different Steps. Record evidence and examples for each Step in the chart. Explain HOW or WHY your evidence is an example of your theme in the last box.

26. Monument Project- Design a Monument to the Holocaust In this project you will design a monument to the Holocaust and then explain why the monument needs to be made, where it should be placed and what it represents.

27. Procedure: 1. Start your Analysis: Why is this Holocaust significant? How did it change or influence the world? Why should there be a monument to the Holocaust? What do people need to remember about the Holocaust? What Theme did you identify for the Holocaust? Where should your monument be placed to have the greatest impact?

28. 2. Now design your moment:  Choose at least 6 symbols or images to express what is important about the Holocaust.  Create an arrangement that sends a message or evokes the feeling you want people to get when they see your monument.  Decide what your Monument will look like and Draw/Sketch a design for it. Neatness counts for this part. 3. Prepare an explanation of how your monument represents the Holocaust, where it should be placed and what your symbols mean.

29. The Emotional Language of Shapes

30. Describe each shape

31. Which shapes get a positive emotional response?

32. Which shapes get a negative emotional response?

33. Which shape set is most appealing? Safe Dangerous

34. What is the emotional difference between these two shapes? Unstable Stable

35. What effect does tipping these shapes have on their emotional impact? It suggests movement like falling

36. How are these two images different in their emotional impact? Coming together Breaking apart

37. What is different about the emotional impact of these two sets? Threat Comfort

38. You can use the emotional language of shapes to help you design your monument.

44. You can design a monument to the memory of the victims of the Holocaust, for a specific group that experienced it or for a theme you identified. You could make one to commemorate the struggle, the agony, or the resistance of the victims. You could also do one to the heroism of the rescuers or the liberators or to the decency of the average person who fought in large and small ways against the Holocaust.

46. Pg. 135: Why do we study the Holocaust? Timeline of Anti-Semitism, Pg 136A Handout on Conditions that Lead to Genocide, Pg 137A/B