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TPS Teacher’s Guide to Grade 7This teacher’s guide includes classroom lessons designed to assist teachers in preparing their students for a visit to the Sherwin Miller Museum of Jewish Art. Academic vocabulary, lessons, and resources are included in this guide. The lessons engage students and teachers in observing, writing, listening and discussing the characteristics of the museum’s art and artifacts, the history of the Jewish people, and the people who have contributed to the promotion of understanding between diverse cultures. The lessons address specific curriculum objectives in language arts, mathematics, social studies, science, and visual arts/ fine arts for Grade 7. All curricular connections are based on Oklahoma C3 Standards and Common Core State Standards which can be used as interdisciplinary teaching tools. Please feel free to visit the web site: Museum MannersBefore you go: Discuss museum behavior with students.? Sherwin Miller Museum is a place for learning about the Holocaust and viewing Jewish art and artifacts. Certain rules should be followed to keep it a place that is suitable for everyone to visit. Use Inside voices Be respectful of othersNo running in the museumDo not bring food or drinks Leave backpacks at school or on the bus? Following these rules will help keep the exhibits safe for everyone to enjoy. Do not touch anything without permission Listen to the docent when he/she is speakingRaise your hand to ask the docent a questionStay with your group and an adult at all times(Chaperone Expectations)1. Arrive at the museum with or before the students.2. Create groups with 10 students per adult.3. Know the names of students in your group.4. Continually monitor and correct poor student behavior.5. No photography or cell phone use during the tour.Preparing for the Sherwin Miller Museum of Jewish ArtActivity 1 – Class DiscussionTell students they will be visiting the Sherwin Miller Museum to learn about the Holocaust. Ask them what artifacts they expect to see during the visit.Create a bulletin board in your class about your study of the Holocaust. Include student work, brochures, and photos from Sherwin Miller Museum.Activity 2 – What Rights Are Most Important to Me? Adapted from a lesson in “Echoes and Reflections,” by Anti-Defamation League Provide each student with a copy of the student handout “What Rights are Most Important to Me?” or display a copy on the Smartboard/Promethian. Allow a few minutes for students to rank order the nine items listed. Lead a class discussion or have small groups discuss how students ranked the rights on the handout and the rationale behind their decisions. Stress that between 1933 and 1940, Hitler and the Nazis “legally” withdrew or abolished each one of these rights for Jewish citizens!Activity 2 – (Extended)After completing the discussion of “What Rights are Most Important to Me?” with the students and using other gathered information have them write a reflection using following questions as prompts:How do you think you would react to all of the restrictions if you were a Jewish person living during 1933-1940?How do you think you would react to all of these polices if you were a non-Jewish German person living during 1933-1940?What do you imagine the overall atmosphere in Germany to be during this time? What Rights are Most Important to Me?Adapted from a lesson in “Echoes and Reflections,” by Anti-Defamation LeagueDirections: Rank the following in order of importance to you, with #1 being the most important and #9 being the least important._______ Date/Marry whomever you choose?_______ Go to a public school close to home?_______ Live in a neighborhood of your choice?_______ Swim and play in a public swimming pool or park?_______ Eat what you want, according to taste, culture, and kjkjkjkjkjkreligious custom?_______ Be able to own a pet?_______ Leave your house whenever you choose?_______ Shop in stores and businesses of your choosing?_______ Vote?Activity 3 - Experience the HOLOCAUST Exhibit Using Visual LiteracyWhen a student reads a visual, he/she needs to look for clues in the parts and whole of the picture. Below are pictures that the students will see in the Holocaust exhibit. Have students identify the subject, plot, and setting in the visuals. (Student may also find other primary source photos and use the same questions to help gain a better understanding of the subject.)Look at the whole photo. Who are the people in the picture? What do they look like? What are they wearing? What does their facial expression tell you? What about their body language, posture, stance? How did they get into the situation in the photo? What are possible relationships between characters or settings in the photo?What’s the setting? Do these characters seem to belong in this setting? What time of day is it? What is the weather? What artifacts do you see? Are there things you don’t recognize?What’s the purpose of the picture? What thoughts and emotions do the images create in you?If the picture is in color, analyze the use of color – What colors do you see first? Does this use of color have a symbolic meaning? What mood or tone does the color scheme express to the viewer?Now look at parts of the picture – foreground, middle ground, background; on left and right; top left corner, bottom right corner – do you see things you didn’t notice at first?1. 2. 3. 4. Activity 4 - Investigating Pre- and Post-Holocaust Jewish PopulationsThe two maps (that are found in the links below) identify the population of Jews in each European country. One map indicates the total number of Jewish population before the Holocaust in 1933, and the other map shows the Jewish population after the Holocaust in 1950. Have students compare the totals to see how the populations of Jews changed during the Holocaust. Use the maps (from the links below) to answer the following.lcmedia/viewer/wlc/map.php?RefId=EUR77040 lcmedia/viewer/wlc/map.php?RefId=EUR77870 What ratio of the total Jewish population in 1933 lived in Southern Europe?Northern & Western Europe?Central Europe?Eastern Europe?How many countries’ Jewish populations decreased? Increased? Other?Complete the table.Country1933 Population1950 PopulationDifferencePercent ChangeIncrease or Decrease?PolandDenmarkFinlandGermanyWhat is the ratio of the 1950 Jewish population to the 1933 Jewish population for theSoviet Union?Norway?Do these two ratios make a proportion? If so, what does this indicate about the population changes? Show your work and explain your reasoning.In 1933, the total European Jewish population was 9,500,000. If two out of every three European Jewish persons were killed, estimate the total European Jewish population following the Holocaust. Show your work and explain in words your reasoning.ACTIVITY 5 - How Unique Are You and Your Traits?Heredity is the passing of physical characteristics from the parents to the child. Genes that come from your mom and dad determine your traits. Find out how many students in your class have some of the following genetic traits. All people and their traits are special. No one group is better than another. All your traits make you uniquely you.Hand ClaspingHave students clasp their hands together. Most students will place their left thumb on top of their right. This is the dominant phenotype (visible trait). Have students clasp their hands so that the opposite thumb is on top. Have students write or describe how that feels?Tongue RollingHave students try to roll the sides of their tongue upwards to form a closed tube. If a student is able to do it he/she has the dominant phenotype for this motor skill. Those who cannot roll their tongue have the recessive trait. Students will not be able to roll their tongue, no matter how hard they try. (Using mirrors is a fun option for the students.)Facial DimplesHave students form big smiles. Dimples should be visible on the students with the dominant phenotype. A dimple can be only on one side of the face or on both sides.ACTIVITY 5 – (extension)Have students take photos of themselves recording which traits they have (dominant) or (recessive). Use the following list or create your own – DominantRecessiveDimpleNo dimpleCleft ChinNo Cleft ChinFree ear lobeAttached ear lobeStraight thumbHitchhiker thumbRight handedLeft handedACTIVITY 6 - Literary - “Overview of the Holocaust”Read and discuss the “Overview of the Holocaust” to gain background information on the Sherwin Miller museum. This large work may be divided into smaller segments and read “Jigsaw Style.” In a Jigsaw, the material is divided into smaller segments. Form groups of six students. Each student in a group is given a different small segment to read and study, and then each student teaches their group the information from the part they read. Teachers may divide the material by paragraph 1-6, 7-10, 11-15, 16-19, 20-22, and 23-28. (An asterisk * marks these divisions in the reading below.) Overview of the HolocaustBy Ruth Ann Cooper, former Curriculum Coordinator for English/Language Arts for Tulsa Public Schools*When Adolph Hitler became Chancellor of Germany in 1933, he had two major goals. One was to obtain more living space for the German people, and the other was to rid Europe of its Jewish people and others that he deemed undesirables.He began World War II in September 1939 by attacking Poland, but his war against the Jews began much earlier.The Holocaust was an unparalleled event in human history. It has been said that in the Holocaust, something went wrong with humanity. Man didn’t go mad; he went evil. The Holocaust happened to a particular people at a particular time, but it is not just a Jewish issue. Its human significance is universal.The Holocaust was one of the most massive and extensive genocides ever perpetrated. Never before had a modern, civilized state implemented a plan to kill every last person of a particular group simply for the “crime” of being born into that particular group. It didn’t matter that a Jew was not religious and never worshipped in a synagogue. It didn’t matter if a Jew had converted to Christianity. In the Nazis’ eyes, they were still Jews.In addition to Jews, other groups and individuals were victims of the Nazi effort to establish the myth of “Aryan supremacy.” They selected out the infirm, mentally and physically disabled, homosexuals, Gypsies, Jehovah’s Witnesses, Slavic people, and members of other religious and political groups as objects of hate.In the Holocaust, 6 million Jews were murdered and 5 million from other groups. It was systematically and gradually enacted with all the propaganda, legal and technological means available to the German nation. The implementation of the plan was so important for the Nazi state that it created all the means necessary to carry it out. It became the national priority, gaining more importance than even military objectives. A wide network of bureaucrats and technicians were used to create a ruthless machinery of death which murdered millions of people in industrialized fashion and processed their bodies in specially-built death camps.*Although the Holocaust was to culminate in a massive industry of death camps and slave labor camps, it did not begin with any unusual brutality.It began with scattered individual acts against the Jews which were endorsed by the German state, making the victims feel insecure and unwelcome. By 1935, two years after Hitler came to power, the German government introduced systematic legislation, defining the Jews and then setting them apart, at first gradually and then sharply, from Aryan or pure German society. The Nuremberg Laws of 1935 defined Jews as a racial group, regardless of the religion they practiced, if any, or the views they held. In the years between 1935 and 1939, Jews were removed from the civil service, from courts and commerce, and from schools and universities.On November 9, 1938, 191 synagogues in Germany and Austria were burned, thousands of Jewish businesses were looted and destroyed, 30,000 Jews were arrested and sent to prison or labor camps, and close to 100 Jews were killed. This night is called Kristallnacht, or the Night of Broken Glass.After the outbreak of World War II in September 1939, the war quickened the pace of persecution and made the killings possible. The Nazis intensified their use of force and increased the pace of violence after each occupied country surrendered and the people were subdued. In 1940-41, mobile killing units, known as Einzatzgruppen, followed the invading Nazi armies eastward and killed thousands of people by rounding them up, bringing them to a spot at the edge of the town or village, forcing them to dig their own graves, and shooting them one by one. More than one and a half million Jews were killed in this process as were thousands of political leaders, intellectuals, teachers, journalists, writers and scholars, all without a trial or even charges. It was a disciplined killing process, and whole families and entire villages were eliminated in this way.*The pace quickened again. Nazi officials wanted to find a better way of killing people, one that was less damaging to the killers’ sensibilities. Concentration camps, which had mainly been used for political prisoners, were enlarged. Others were newly constructed, often near major railroad intersections in Poland and Germany. There were six camps built in Poland with special apparatus specifically designed for mass murder. They were Auschwitz-Birkenau, Belzec, Chelmno, Majdanak, Sobibor, and Treblinka.The Nazis first herded the Jews into special sections of the larger cities. These ghettos were crowded, and soon disease, and lack of food and sanitation facilities made the ghettos places of death. Those who survived the ghettos were transported in cattle cars to concentration camps or to the death camps where some were worked as slave laborers, some maintained as prisoners, but most were killed immediately in gas chambers.The Holocaust began with individual, anti-Semitic acts which made the people feel insecure and fearful. But at the height of the terror, more than 10,000 people a day were killed in the gas chambers at Auschwitz, and the numbers at the other death camps were not far behind.Hitler and his henchmen were not monsters; they were ordinary men who used the power, technology, and education of an industrialized nation to destroy millions of people, families, and a culture, in their quest for Aryan supremacy. They could not have succeeded without all the thousands of planners, participants, and collaborators, and the passive consent of the free world. Each new escalation of horror developed logically, in large part because the rest of the world refused to provide sanctuary, and chose instead to remain silent.Albert Einstein said, “The world is too dangerous to live in – not because of the people who do evil, but because of the people who stand by and let them.” In the Holocaust, entire nations stood by and did nothing while people were murdered by the thousands each day.*The story of the SS St. Louis is a poignant example of nations who did nothing. The SS St. Louis was one of the last large luxury liners to sail from Germany before World War II began in September of 1939. It sailed from Hamburg on May 13 with 937 passengers aboard. Most were Jews who had bought visas to Cuba and were looking forward to a safe haven there. Some were planning to join relatives in the United States as soon as it could be arranged.While the ship was in the mid-Atlantic, a power struggle took place in the Cuban government. As a result, the refugees’ visas were not honored upon arrival in Havana and the passengers could not disembark. The ship then sailed near the Miami harbor, hoping the United States government would allow them to enter. But the United States refused to give them refuge. A special appeal was made to President Roosevelt, but he refused to amend the strict immigration quotas for the St. Louis passengers. The ship was forced to return to Europe. Only France, Holland, Belgium, and England permitted the passengers to enter, and only those who went to England were relatively safe as Germany proceeded to invade the other countries. Many of the refugees were eventually sent to concentration camps, where they perished.The Holocaust has every example of man’s capacity for evil, but it also contains every example of man’s capacity for good. There were people who felt it was their moral responsibility to help the victims, even when it meant risking their own lives and the lives of their families. These people had a choice to make, and they chose to help.There were the Christian Danish people, who made the choice to save the Danish Jews. With much danger to themselves, they ferried most of the approximately 7,000 Danish Jews in fishing boats to safety in Sweden at night. We should also remember the welcoming attitude of the Swedes who took in these Jewish refugees. Even those Jews who could not escape to Sweden and were carried off to a concentration camp at Theresienstadt in Czechoslovakia were given support from Denmark and when the war ended, 425 of them survived to return home to resume their places as Danes in a free and democratic society. This spontaneous rescue effort involved Danes of every kind and condition. All risked their lives in the effort and some lost them.*Raoul Wallenberg, the Swedish diplomat, was responsible for saving thousands of Hungarian Jews when the order was given to deport all of them to camps.Aristedes Mendes, the Portuguese consul to Bordeaux, France, in 1938, risked his life and the lives of his family to issue transit visas to Jewish refugees, against orders from his superiors. As a result of his actions, Mendes was removed from his position, stripped of his pension, and died a pauper a few years later. However, the transit visas he issued saved many Jewish lives as they were able to flee Europe and certain death. On his death bed, Mr. Mendes was asked if he would do the same thing again. He answered, “As a Christian, how could I act otherwise?”There are numerous heroic stories of individuals who faced up to their moral responsibilities and saved Jews during this time of horror, while the majority turned away and did nothing to save anyone.People often think that the Jews went meekly to the gas chambers without resisting. But there was resistance, both physical and spiritual, in the ghettos, the camps, and in the forests. A small group of Jews revolted in the Warsaw Ghetto, even after the ghetto had been closed. They fought for over 30 days with a few guns, grenades, homemade Molotov cocktails, boards, nails, and their bare hands. Resistance occurred at nearly two dozen other ghettos, and revolts took place at three of the six death camps. The Jews formed underground units and fought, not because they thought they could win against the Nazis, but to offer a symbol of courage and resistance for all the Jews of Europe.*There was also spiritual resistance. Some resisted by going into hiding or by passing as Gentiles. In the ghettos and camps, the Jews defied Nazi attempts to dehumanize them and strip them of their dignity. They continued to teach the children even when it was forbidden, to write songs, poetry and plays, and to practice their faith in the face of all that was evil. Many went to the gas chambers wrapped in their prayer shawls. Most of all, they resisted, against all odds, by maintaining their human dignity up to the end.Janusz Korczak has become a symbol of spiritual resistance. Korczak was a Jewish pediatrician in Warsaw, Poland. He was also an educator and writer of children’s stories. Although he could have been the physician of the richest families in Warsaw, he chose to take care of children of slum families. In 1911, he gave up his practice to become head of a large Jewish orphanage in Warsaw.When, in 1942, the Nazis gave the order to deport the remaining Jews in Warsaw, Korczak led the children from the orphanage to the railway station. People who saw them said he led a procession of singing children in their best Sabbath clothes. Korczak was going with them, so they felt they had nothing to fear. Korczak’s non-Jewish friends earlier had begged him to leave the orphanage and promised to get him safely out of the country, but he remained with his children and chose to die with them in the gas chambers at Treblinka rather than desert them and leave them to be afraid.When the Allied soldiers liberated the camps in May 1945, they found the starving remnants of the people chosen by the Nazis for destruction – emaciated skeletons suffering from malnutrition, disease, torture, and abuse. Six million Jews, including 1? million children, had been murdered.The Holocaust was one of the darkest periods in the history of the world. The Holocaust is over, but the nature of the society that carried it out still exists today. Hatred, bigotry, and indifference did not end. There are organized hate groups – neo-Nazis, deniers (people who deny the Holocaust ever happened), revisionists, the KKK, and other white supremacy groups – that are very active today. These groups patiently await the opportunity to recruit our young people. The only way we can fight them is through education.Note from Ruth Ann Cooper:Vladka Meed, originator and coordinator of the Summer Seminar on the Holocaust and Jewish Resistance which is held in Poland and Israel each summer, wrote a book about her experiences as a resistance fighter in the Warsaw Ghetto. It is called On Both Sides of the Wall. While participating in the program in 1989, I purchased a copy of this book and asked Vladka to sign it. In it she wrote:“I hope that our summer seminars on Holocaust and Jewish Resistance will be not only the story of pain and murder, but also of belief in the righteous, and of hope for a peaceful tomorrow.You will tell the story to your students, in whose hands lies our future.”The Holocaust can be a precedent, or it can become a warning. This is why we must teach the Holocaust. ACTIVITY 7 - Significant Dates of the Holocaust EraTeacher may place individual event photos on cards and distribute these to the students. Students will place themselves in the order they believe the events on the cards occurred. Then, as the teacher presents the timeline, students will place themselves in the correct order of the events.Use the power point “Significant Dates of the Holocaust Era” for the photos that correspond to the dates.November, 1923 – Munich Beer Hall Uprising - Adolf Hitler was sentenced to prison for 5 years, serving only 8 months. In prison he wrote Mein Kampf (My Struggle) in which his plans for world control and organized Jewish annihilation were presented.1930 – Nazis won 107 seats in Parliament.January 30, 1933 – Hitler was appointed Reich Chancellor or Prime MinisterDuring his first 100 days in office, there were mass arrests of trade unionists, suppression of free speech and all political opposition, and a purging of the civil service of all opponents.February, 1933 – “Emergency Article” suspended civil rights for Jews.1933 – Dachau Concentration Camp was opened – first for political prisoners.1933 – Boycott of Jewish businesses; stores and homes ordered to be identified with the Star of David.May 10, 1934 – Book Burnings – to destroy books of Jewish content and any opposing Nazi philosophy; newspapers came under Nazi control.September 10, 1935 – Nuremberg Laws were passed, imposing extensive anti-Jewish racist legislation and forbidding marriage between Jews and Aryans; Jews were stripped of German citizenship. November 9-10, 1938 – Kristallnacht or “Night of Broken Glass” - Anti-Jewish riots throughout Germany and Austria. More than 30,000 Jews were arrested, 191 synagogues were destroyed, 7,500 shops were burnt and looted, and nearly 100 Jews killed. All Jewish property was “registered” and Jewish businesses were “Aryanized.” September 1, 1939 – Invasion of Poland by Germany, beginning World War II.September 21, 1939 – Establishment of ghettos in PolandOctober, 1939 – T4 Project was begun – to kill mentally and physically disabled German citizens, which Hitler called “useless eaters” and lives unworthy of life.November 23, 1939 – Jewish star armband was required of all Jews in Central Poland.April 29, 1940 – Directive to establish a concentration camp at Auschwitz.January 20, 1942 – Wannsee Conference was held, where a plan was detailed to annihilate the eleven million Jews of Europe.June 6, 1944 – Allied Invasion of Normandy.January 17, 1945 – Prisoners from Auschwitz began “death marches” to evacuate the camp.April 30, 1945 – Hitler commits suicide.May 8, 1945 – Germany surrenders, marking the end of Hitler’s “Thousand Year Reich.”Teacher OverviewSeventh grade students will visit the Sherwin Miller Museum which houses the Herman and Kate Kaiser Holocaust Exhibition, containing hundreds of objects donated by Oklahoma veterans who took part in the liberation of German concentration camps. Students will view other artifacts brought to Oklahoma by Jewish refugees from Nazi Germany. Many of the artifacts and photos are mementos of those who died in the Holocaust; others are dedicated in memory of them by their families. These Oklahomans have made their stories part of the Holocaust Education Center at the Sherwin Miller Museum of Jewish Art in order to bear witness to the terrors they encountered during the Nazi regime.Lesson SummaryThis lesson will use primary source documents to create a deeper understanding of the history and lives of the people who lived during the Holocaust. Students will gain an understanding of the Holocaust and the history and events during Nazi occupation. Students will also be aware of the impact of visual literacy.Learning ObjectivesStudents will:Realize that visual media are a primary source of historical information. Learn the living history from museum documents. Analyze photographs and propaganda posters to gain a historical perspective. Use visual literacy to recognize different types of propaganda.InstructionBegin by discussing with students the two following questions: “What is propaganda?” and “How are people influenced by propaganda?” Have students share any examples of propaganda they may recall from TV, print, or other visual media. (Examples may include commercial or political ads)With teacher guidance, have the class create a definition of propaganda. Next, introduce and define seven of the most common techniques of propaganda used in advertising. The seven types are name calling, glittering generalities, euphemism, transfer, bandwagon, testimonial and fear.Name calling - use of derogatory or negative words; it connects a person or thing with a negative image or symbol. (e.g., pig, bum, rat)Glittering generalities - use of virtue words, words which we believe in, live for, and are ready to die for; it is name calling in reverse. (e.g., peace, prosperity, freedom)Euphemism – use of bland or neutral words to cover up a more sinister meaning (e.g., relocation center instead of prison camp, put to sleep instead of euthanized)Transfer – transfer of the importance, power, or approval of something we respect and accept to something else they wish us to accept. (e.g., a swastika represents the Nazis, a Star of David represents the Jewish faith, a flag represents a nation)Bandwagon – peer pressure to join in, “everyone’s doing it.” Testimonial – a recommendation or endorsement of something by a person whose opinion is valued. (e.g., words or a photo of a celebrity, a political leader, or a well-known figure seen as giving approval) Fear – something terrible will happen if you do not follow a certain course of action. (e.g., if you use X then, this may happen to you)Use the power point images from Nazi Germany and World War II for discussion on the use of propaganda techniques in the posters.Place students in small groups and give them a picture of one of the power point posters or have students research other posters from WWII. (This web link has 32 poster examples - )Students will then determine which type(s) of propaganda is used in the poster. Next, students will explain to the class the purpose, message, or goal of the poster and how it might sway a person’s thinking.Have students create a poster using one or more of the propaganda techniques. Students should be aware of their audience – Teachers, classmates, and parents. Students will include in their poster the use of a main color(s), well-known symbols, and a simple/direct message. Students will present their poster to the class and the class will identify the propaganda technique used.Lesson Extension – Have students research a current political situation in another country and any posters or advertisement that are used to promote their cause.Look at the poster carefully and answer the following questions:(Poster Analysis Questions adapted from “Winning Over Hearts and Minds” from the National WWII Museum)For whom was the poster intended?What is the poster trying to get the audience to do or believe?What symbols, key words, or well-known images are used?What colors are prominent? How do these colors make you feel?What is the emotion conveyed by the poster?What type of propaganda does the poster use?Would the image have the same impact on a different cultural society or people in society 50 years from now? Why or why not?Post Sherwin Miller Museum VisitPost Activity 1 – Remembering an Item in the Collection1. What item do you remember the most from visiting the Holocaust exhibit?2. Why do you think that this item was included in the exhibit? 3. What did you learn about this item from the docent? 4. Have you seen anything similar to this item before? 5. What was its purpose?6. Did it belong to a specific individual or a group?7. Does the memory of this item change how you feel about history? Why?Post Activity 2 – Poetry and Visual ExpressionHave the students read one or both of the poems. Use the TP-CASTT strategy to guide students through comprehending the poem(s). Always have students refer to the poem to provide evidence for their answers. T = Title – Notice it because many overlook it.P = Paraphrase – In your own words, what’s happening?C = Connotation – What words have more than one meaning?A = Attitude – How does the writer seem to feel about this?S = Shift – Where does the poem’s meaning change? What’s the impact?T = Title – Look at the title again. What new information do you have?T = Theme – What are we supposed to learn?The Butterfly The last, the very last, So richly, brightly, dazzlingly yellow. Perhaps if the sun's tears would sing against a white stone. . . . Such, such a yellow Is carried lightly 'way up high.It went away I'm sure because it wished to kiss the world good-bye.For seven weeks I've lived in here, Penned up inside this ghetto. But I have found what I love here. The dandelions call to me And the white chestnut branches in the court. Only I never saw another butterfly. That butterfly was the last one. Butterflies don't live in here, in the ghetto. Pavel Friedman, June, 4, 1942. Born in Prague on Jan. 7, 1921. Deported to the Terezin Concentration Camp on April 26, 1942. Died in Aushchwitz on Sept. 29, 1944.First They Came for the Jewsby Martin Niem?llerFirst they came for the Jewsand I did not speak outbecause I was not a Jew.Then they came for the Communistsand I did not speak outbecause I was not a Communist.Then they came for the trade unionistsand I did not speak outbecause I was not a trade unionist.Then they came for meand there was no one leftto speak out for me.Post Activity 2 – (Extended)After analyzing and discussing the poetry, students will then create a visual piece of art with their interpretation of the poetry. Students may use a variety of art media, and processes in making a two- or three-dimensional works of art.Academic VocabularySOCIAL STUDIESELASCIENCEMATHFINE ARTSAntisemitismConcentration CampCultural Resistancedeveloped nationsdeveloping nationsdistribution of resourcesdiversityEuthanasiaethnic heritageGenocideGestapoKristallnachtimmigrationpatternsperspectivePropagandapolicyRacismSwastika(*More vocabulary and definitions offered by the Sherwin Miller Museum found in the resource section.)Assumptionbandwagon descriptioneuphemismfearflashbackforeshadowingglitteringimageryname callingopiniontestimonialtransferviewpointvisual literacydominant geneticsheredityphenotyperecessivetraitproportionrateratioscale factorprobabilityunit rateart historybackgroundcompositioncontentcreatedesignexpressionforegroundmediummiddle groundperceptionsubject mattersymbol1783080-244475Holocaust Primary ResourcesThe Holocaust Museum in Washington D. C. for students containing photographs, oral histories, artifacts, maps, ID cards, music. Cultural InstituteA deep database of photographs, audios, and videos to meet the institute’s mission: “to help preserve and promote culture online.”. S. History in Context databaseTPS website/About the District/Library Media Services/username: start; password: library/U. S. History in Context/keyword: “holocaust”Special Note: Images (35); Videos: “Remember Me? Holocaust Children Talk of Survival;” “Golden Cobblestones;” Primary Source, “Reporting the Holocaust.” World Book Advanced database. See #3 for access directions to World Book from list of TPS research databases. Primary sources include legal documents, photographs, and eyewitness accounts. Safari Montage Playlist of videos: Log into Safari Montage, click Playlist tab at top, scroll down to “Holocaust,” (public playlist). Please preview; you may feel that some images are too disturbing for middle school students.Tulsa Public Schools Library ResourcesOther Suggested Titles from the Sherwin Miller MuseumIsrael Berenbaum, My Brother’s Keeper: The Holocaust Through the Eyes of an ArtistMichael Berenbaum, The World Must Know: The History of the Holocaust as Told in the United States Holocaust Memorial Museum (reference)Phoebe Eloise Unterman, Through Eva’s Eyes (Based on a True Story)Ann Abramson, Who Was Anne Frank?Claire Bishop, Twenty and Ten (fiction)Jacob Boas, We are WitnessesEve Bunting, Terrible Things (allegory)Martin Gilbert, Atlas of the HolocaustPatricia Polacco, The Butterfly (fiction)Gail Stewart, Life in the GhettoHana Volavkova, I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration CampHolocaust VocabularyAktion – Anti-Jewish operations carried out against Jews under Nazi orders – commonly used for deportation and killing operations.Antisemitism – Prejudice or discrimination against Jews. Nazis held an erroneous belief that Jews are a race; they viewed Jews as inferior to Aryans and destructive to the world order.Aryan – Nazis defined Aryans as people of Northern European racial background – most generally tall, with blonde hair and blue eyes.Auschwitz-Birkenau – A complex consisting of concentration, extermination and labor camps in Poland. From 1942, more than 1,000,000 Jews were murdered there.Babi Yar – A deep ravine outside Kiev, where Einsatzgruppen murdered and buried around 34,000 Jews over the course of two days in 1941.Brownshirts – Storm Troopers, or Nazi militia created in 1921 that helped the Nazis come to power.Bystander – One who is present at an event or who knows about its occurrence without participating in it.Collaboration – Cooperating traitorously with an enemy who is occupying one’s country.Concentration Camp – Camps established by the Nazis which eventually became major instruments of terror, control, punishment, and killing performed through both deliberate means and through hunger, disease, and over work.Crematoria – Furnaces used to cremate dead bodies.Cultural Resistance – Acts of opposition that are related to cultural traditions and the preservation of human dignity, intended to undermine the oppressor and inspire hope within the ranks of the resistors (such as creating schools in the ghettos, keeping records of persecution, maintaining religious customs, etc.)Death March – Forced marches of Nazi camp prisoners, usually during the harsh winter of 1944-45, to prevent the liberation of camp inmates.Der Sturmer – the weekly newspaper published by Julius Streicher denouncing Jews with crude and vicious jokes and caricatures.Einsatzgruppen – Referring to four mobile killing squads estimated to have killed more than 1.5 million Jews by mass shootings with burial in unmarked mass graves.Euthanasia Program – Deliberate extermination of German people institutionalized with physical, mental, and emotional disabilities, carried out to prevent “contamination” of the Aryan race.Extermination Camps – Six camps where victims were killed on a mass industrialized scale: Auschwitz-Birkenau, Belzec, Chelmno, Majdanek, Sobibor, TreblinkaFinal Solution – A Nazi code word for the systematic plan to murder every Jewish man, woman and child in Europe.Genocide – the destruction of an ethnic, religious, or national group of people to the extent that they no longer exist as a defined unit.Gestapo – Nazi Secret State PoliceGhetto – Sections of towns that the German occupation used to segregate, concentrate, exploit, and starve regional Jewish populations.Gypsies – A collective term for Sinti and Roma communities living in Europe.Hitler Youth – Compulsory youth movement which emphasized physical training, Nazi ideology and propaganda, and absolute obedience to Hitler.Judenrat – A Jewish Council established by the Germans to implement various directives within the ghettos.Kindertransport – A rescue operation which saved about 10,000 German Jewish children by sending them to Great Britain.Kristallnacht – An organized pogrom against Jews in Germany and Austria on November 9-10, 1938. About 1,400 synagogues and 7,000 businesses were destroyed, almost 100 Jews were killed, 30,000 were arrested and sent to concentration camps.Magen David – the Star of David commonly associated with Judaism.Menorah – A seven-branched candlestick used in the Temple.Nazi – A political party that emerged after World War I and was taken over by Adolf Hitler in the early 1920s.Nuremberg Laws – Racial laws that became the basis for racist anti-Jewish policy. These laws defined who was a Jew, and stripped Jews of their legal rights and citizenship.Propaganda - False or partly false information used by the government or a political party to sway the opinions of the population.Racism – The practice of discrimination, segregation, persecution, and domination of a group based on that group’s race.Reich – Third Reich – the official name of the Nazi regime, from 1933 – 1945. The First Reich was the medieval Holy Roman Empire which lasted until 1806. The Second Reich was the German Empire from 1871-1918.Resistance – A group’s action in opposition to those in power; during the Holocaust, Jews exhibited cultural, spiritual, and armed resistance to the Nazi regime.Righteous Among the Nations – An award given by Yad Vashem to non-Jews who risked their lives or careers to help Jews during the Holocaust. Approximately 21,000 “Righteous Among the Nations” have been identified so far.Selection – A euphemism for the process carried out by German doctors to select victims for extermination or forced labor.Shoah – The Hebrew word for catastrophe, referring to the Holocaust.Swastika – An ancient Eastern symbol appropriated by the Nazis as their emblem.Wannsee Conference – A conference held on January 20, 1942 beside Lake Wannsee in Berlin, where the apparatus was coordinated to carry out the total annihilation of Europe’s Jews.Yad Vashem – The Holocaust Martyrs’ and Heroes’ Remembrance Authority in Jerusalem.Yom Hashoah – Commemoration of the HolocaustZyklon B – Hydrogen cyanide, a poisonous gas developed as a fumigation to kill insects. It was the gas of choice in the extermination camps.Answer KeyPre-activity 4 - “Investigating Pre- and Post-Holocaust Jewish Populations”1. What ratio of the total Jewish population in 1933 lived in Southern Europe? Northern & Western Europe? Central Europe? Eastern Europe? 2. How many countries’ Jewish populations decreased? Increased? Other?18 Decreased: Austria, Belgium, Bulgaria, Czechoslovakia, Denmark, Germany, Greece, Hungary, Italy, Luxembourg, Netherlands, Norway, Poland, Romania, Soviet Union, Spain, Turkey, and Yugoslavia7 Increased:Albania, France, Great Britain, Ireland, Portugal, Sweden, and Switzerland.5 Other:Remained the same: Finland; No 1950 population given on map: Danzig, Estonia, Latvia, and Lithuania.3. Complete the table. Country1933 Population1950 PopulationDifferencePercent Change Increase or Decrease?Poland3,000,00045,0002,955,00098.5%DecreaseDenmark6,0005,5005008.3%DecreaseFinland1,8001,80000%SameGermany565,00037,000528,00093.5%Decrease4. What is the ratio of the 1950 Jewish population to the 1933 Jewish population for theSoviet Union? Norway? Do these two ratios make a proportion? If so, what does this indicate about the population changes? Show your work and explain your reasoning. While the ratios are not exactly the same, they are extremely close. Students may argue either way, but the implication is the same: Though Soviet and Norwegian population sizes were vastly different before the Holocaust, both their populations decreased by the same percentage.Method 1: ; cross products ( and ) are very similar OR Method 2: ; and : 0.792 is very similar to 0.8.In 1933, the total European Jewish population was 9,500,000. If two out of every three European Jewish persons were killed, estimate the total European Jewish population following the Holocaust. Show your work and explain your reasoning. Method 1: Set up the proportion ; Multiply the cross products to solve If 6.3 million were killed, then 9.5 million – 6.3 million = 3.2 million. The Jewish population following the Holocaust was approx. 3,200,000.Method 2: solve the equation given by “what number is 2/3 of 9,500,00?”Multiply:If 6.3 million were killed, then 9.5 million – 6.3 million = 3.2 million. The Jewish population following the Holocaust was approx. 3,200,000.Method 3: If 2 out of every 3 were killed, then 1 out of every 3 lived. Set up the proportion Multiply the cross products to solve The total Jewish population following the Holocaust was approx. 3,200,000.Method 4: If 2 out of every 3 were killed, then 1 out of every 3 lived. Solve the equation “what number is 1/3 of 9,500,000?” Multiply:The total Jewish population following the Holocaust was approx. 3,200,000.StandardsLanguage Arts (Seventh Grade)(7.LS.1) Literacy Skills Standard 1: The student will develop and demonstrate Common Core Social Studies reading literacy skills. A. Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. B. Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). C. Integration of Knowledge and Ideas 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 8. Distinguish among fact, opinion, and reasoned judgment in a text. 9. Analyze the relationship between a primary and secondary source on the same topic. (7.LS.2) Literacy Skills Standard 2: The student will develop and demonstrate Common Core Social Studies writing literacy skills. B. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis reflection, and research.Math (Seventh Grade)(7.RP.3) Ratios and Proportional Relationships Analyze proportional relationships and use them to solve real-worldand mathematical problems.3. Use proportional relationships to solve multistep ratio and percentproblems. Examples: simple interest, tax, markups and markdowns,gratuities and commissions, fees, percent increase and decrease, percenterror.Science (Seventh Grade)Standard 3: Reproduction and Heredity – Reproduction is the process by which organisms give rise to offspring. Heredity is the passing of traits to offspring. All organisms must be able to grown and reproduce. The student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:1. Characteristics of an organism result from inheritance and from interactions with the environment (e.g., genes, chromosomes, DNA, inherited traits, cell division).2. Similarities among organisms are found in anatomical features, which can be used to infer the degree of relatedness among organisms.Social Studies (Seventh Grade)Content Standard 1: The student will analyze data from a geographic perspective using the skills and tools of geography. 1. Cite specific geographic information to support analysis from primary and secondary sources located in texts, documents, newspapers, magazines, journals, political cartoons, and online news sources. 2. Integrate visual information, draw conclusions, and make predictions from geographic data and analyze spatial distribution and patterns by interpreting that data as displayed on globes, graphs, charts, satellite and other forms of visual imagery including data from bar and line graphs, pie charts, thematic maps, population pyramids, climagraphs, cartagrams, contour/relief maps, GIS systems, and diagrams. 4. Integrate visual information and apply the skill of mental mapping of the political and physical features of Earth’s surface and to organize information about people, places, and environments. 5. Conduct short research projects by investigating contemporary events and issues from political, economic, social, and geographic perspectives.Visual art (Seventh Grade)(1)??? Standard - language of Visual art. The student will identify Visual Art terms (i.e., architecture, collage, medium, perspective, symbol, etc.).(C)??? Compare works which are similar or different in expressive quality, composition, and style.(2)??? Standard - Visual art history and culture. The student will recognize the development of visual art from a historical and cultural perspective.(A)??? Recognize and describe the cultural and ethnic traditions which have influenced the visual arts including European, American, Native American, African American, Hispanic, and Asian traditions.(B)??? Identify and be familiar with a range of art works, identifying artist, culture and style from a historical context.(C)??? Identify how the visual arts are used by artists in today's world, including the popular media of advertising, television, and film. (Illustrator, fashion designer, sculptor, display designer, painter, graphic designer, animator, photographer).(3)??? Standard - Visual art expression. The students will observe, select, and utilize a variety of ideas and subject matter in creating original works of art.(A)??? Use observation, memory and imagination in making original works of art.(D)??? Depict three-dimensional qualities by overlapping planes, vertical position, size and color intensity, in original art work.(E)??? Develop and apply skills and techniques using a variety of art media, and processes in making two- and three-dimensional works of art:(ii)??? Drawing(I)??? media: pencils, colored pencils, markers, chalks, crayons, oil-pastels,(II)??? processes: sketching, contour line, hatching, crosshatching, stippling, rendering shading (iv)??? Mixed Media(I)??? media: tissue paper, photos, found objects, foil, fiber, paint, paper, and magazines.(II)??? processes: collage, bas-relief. (4)??? Standard - Visual art appreciation. The student will appreciate visual art as a vehicle of human expression.(A)??? Demonstrate appropriate behavior while attending a visual arts exhibition in a museum or art gallery.(B)??? Demonstrate respect for their work and the work of others.(C)??? Demonstrate thoughtfulness and care in completion of artworks. ................
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