Effects+of+Classification+and+Racism

Create a RAN chart by looking at this link, or the example below. THEN fill out two of the columns to discuss in class tomorrow.
 * Homework for March 9-10th:**

Before we have presentations from a guest speaker later in the week, and before you begin reading any articles or books in this unit, I'd like you to make a list of everything you already know about the Holocaust.

This list should be included in the very first column of below RAN chart. Copy the chart down onto a piece of loose-leaf in the literature section of your binder, or re-create it on your computer.

For some of you, this will be a fairly lengthy list; for others, it will be shorter. That is okay. Think about it for at least five minutes and jot down what comes to mind. If you don't know too much, try to think of some specific questions you'd like answered. Those questions would go in the far-right column. A bullet-point list is preferred. Again, what you already know, would go in the far-left column of the chart, under "What I think I know".

Once that column is as full as you can make it, move to the far-right column. Your questions or "wonderings" will go there. Fill out the "Wonderings" sections of the chart as well.

(or yes, I was right) || **Misconceptions** (or things I thought I knew that turned out to not be true) || **New** or Questions || a group called the Nazis
 * **What I think**
 * I know** || **Confirmed**
 * Info**rmation || **Wonderings**
 * The Holocaust involved

Hitler was the leader of Nazi Germany ||  || Hitler was Jewish ||   || Did all Germans think like Hitler? ||


 * For homework on ,** begin reading your copy of //Children of the Holocaust// (after you put your name in it). As you read, make any adjustments or additions to your RAN chart as necessary. For example, if you learn a new fact, write that bullet-point under the "New Information" column. If you find out that something you thought you knew was not exactly right, draw an arrow from that bullet-point in the first column to the "Misconceptions" column. And ALWAYS, whenever questions arise, write them in the "Wonderings or Questions" column. Please do not read past the first two chapters today or tonight. Your homework assignment is to read the first chapter.

Watch Mrs. Murphy's presentations from 2012
 * In class on Mrs. Mary Munson Murphy** will be visiting. She is an educator with the Nathan and Esther Pelz Holocaust Education Resource Center in Milwaukee. This organization is dedicated to Holocaust remembrance, education and the preservation of the memory of Holocaust victims. By teaching about the Holocaust, the Holocaust Center aims to promote awareness of the evils of hatred and prejudice and to inspire ethical behavior. In short they try to teach about the past in order to create a better future. Mrs. Murphy will be visiting Wednesday, Thursday and Friday of this week in order to talk to you about the history of antisemitism, or racism against Jewish people, and the history that led up to Adolf Hitler's rise to power and eventually, the Holocaust.

Pre-discussion warm-up: Think about all of the the things that Mrs. Murphy shared with you last week, then write down three things that stuck with you, or that were memorable. Write about them in complete sentences, explaining why they will stick with you. Put this in the lit. section of your binder or on a clean piece of paper in your notebook. Head and date your thoughts.
 * Monday, March 30th, 2015:**

Watch the short film called THE BEAR THAT WASN'T: media type="custom" key="25508294" Then**,** choose any 1 of the questions below (each question is made up of multiple smaller questions) and answer them in your red notebook. Write at least 1/2 a page as an answer. Be as sophisticated and deep-thinking as possible.
 * Homework for 4/7 & 4/8/15:**
 * 1) What does the title //The Bear That Wasn’t// mean? Why didn’t the Factory officials recognize the Bear for what he was? Why did it become harder and harder for him to maintain his identity as he moved through the bureaucracy (levels of bosses and managers) of the Factory? What is Tashlin (the author) suggesting about the relationship between an individual and society? About the way a person’s identity is defined? About the way powerful individuals and groups shape the identity of those with less power and authority?
 * 2) How does our need to be a part of a group affect our actions? Why is it so difficult for a person to go against the group? Have you ever experienced a similar problem to that of the Bear? How did you deal with it? Were you able to maintain your independence? How difficult was it to do so?

In the next class, you will read and respond to a partner's answers about "The Bear that Wasn't" by trading notebooks with the person next to you. First, please read the answers that they wrote. Then quietly respond to their answers in your own writing. You may address them personally as if you are writing a note to them.

For example: If Antonio wrote, //"I think that the factory officials failed to recognize the bear for what he truly was because they didn't want to see the truth. Also, it was easier for them to assume the bear was a worker because he was in a factory than questioning all that they knew about their factory. It may have also been economically or financially better for them the ignore the fact that he was a bear because if they did, they could put him to work and make him earn money for them. They also may have never had experience with a bear, so they were ignorant. They had limited knowledge of bears, and they couldn't or didn't want to see beyond that."//

=
I could write back, "Antonio, that is well said, and I agree with you. I also think that sometimes we are limited by our own experiences or lack of experiences and can't see beyond them. Or some of us could end up stereotyping a person, or in this case an animal, because we have only ever seen negative images of that person, or animal."======

THEN, The final unit of the year centers around the idea of "classification" and racism. We will talk about both of these terms in depth in the coming weeks. But before we do, I'd like you to free write about them. Open your journal to a clean page and put today's date at the top. Then answer any or all of the following questions:
 * What could the word "classification" mean? What do we do when we classify things? Did you classify yourself when you made your identity chart?
 * How could that relate to racism?
 * What is racism? ageism? sexism?, or any other "ism" for that matter?
 * What causes racism? or these other "isms"?
 * Can racism be stopped? If yes, how? and if no, why not?

Please watch the below video clips that tell the story of the children's book called //The Terrible Things.// Then answer the questions about the story that are included in the last clip//.// Write your answers in complete sentences in your journal or on a piece of loose-leaf in the "reading" section of your binder. Include a heading and a date on your paper. media type="custom" key="13537852" media type="custom" key="13538052"
 * Homework for 3/31 and 4/1: The Terrible Things**

In contrast to The Terrible Things, we can learn about the rescue of Jews in Denmark.


 * In-class on 4/7 & 4/8/15**
 * Propaganda in the Holocaust**

If you are asked to analyze a poster that mentions "blood libel", click and read about that term. Use "command + F" to find the term "blood libel" on the page. Then look at this page about Julius Streicher, the publisher of that paper.

If you'd like to translate a word from German to English, try this website.

History about Who Supported Hitler and Why

The Holocaust was one example of GENOCIDE, the most-studied and well known example in recent history
What is genocide? Click in order to do an initial bit of research

Another look at the word [|genocide]

The [|eight stages of genocide]


 * In class on 4/29 & 4/30/2015:**
 * Warm-Up:**
 * On a piece of loose-leaf from the bin on the window-ledge, each student should write down his or her favorite most-recent "power-line" from his/her choice book.
 * When finished, sign your name below it along with the book title (underlined).
 * Then hand your paper to the teacher and copy your homework assignment into your notebook.
 * While waiting for everyone to finish, you may read silently in your choice book. If you have just recently finished your book, choose a different book from the window-ledge or the top of the back book shelves.

After the teacher collects the "power-lines" he/she should shuffle them and ask students to come select a different student's paper. If you select your own, put it back in the pile and pull out another.

Once you have selected someone else's paper, read the "power-line" and respond to it by answering the following questions: > DIG DEEP in your answer. Do not just stay on the surface level. Think about the author's words and respond thoughtfully and thoroughly. Aim for at least five sentences, if not more.
 * 1) What strikes you about this line or lines?
 * 2) What words are particularly powerful?
 * 3) What does it make you feel?
 * 4) What is wrong or angering about the situation it describes?
 * 5) Anything else that comes to mind
 * 6) Whisper with your partner if you need clarification about the story to fully understand the "power-line"

When finished, draw a line under your response and then add a new heading that says "vocabulary" and practice writing a sentence with one of your choice vocabulary words. It does NOT have to be related to your "power-line", but it should have so much context and description in it that your partner will understand its meaning.

Then hand the paper back to your partner. Read the response you got back from your partner.

Consider sharing your "power-line" and your partner's response with the class. Yesterday's classes had a fantastic discussion based on these short writings.


 * CLASSWORK 4/29 & 4/30/15:**

Using the big, colored packets on Mrs. R's desk, read about Theresienstadt, the "model ghetto" established by the Nazis in the Czech Republic. If you started this packet last week, pick off from where you left off. If not, start at the beginning and finish. Then using the yellow handout in your binder (extras are on the ledge behind Mrs. R's desk) select 2-3 sections to study deeper. Choose any sections that interest you, turn back to those pages and answer the corresponding questions in the packet.

When finished, read your choice book or work on choice word vocabulary word-maps OR work on the "Pyramid of Hate" homework exercise. The necessary "Pyramid of Hate" hand-out is in the bottom bin on the filing cabinet by the door. Extra word-maps for vocabulary study are in the top of the bin on the filing cabinet. Links to Merriam-Webster's and a site on which to find extra example sentences are on the vocabulary page.


 * HW for 4/29 & 4/30/15:**

How do people go from prejudiced attitudes to genocide?
Necessary hand-out in the bin on the filing cabinet by the door. Look at "The Pyramid of Hate" below. It was created by the [|Anti-Defamation League]. Read it from bottom to top. Then listen and watch my Voicethread explaining the different sections of the pyramid. As you do so, fill-in the missing information on your "Pyramid of Hate" handout. Follow my instructions in the Voicethread and be ready to share your notes, questions and examples in class.

Listen and watch the Voicethread (or try this link) walking you through the sections. Use the info in it to fill-in notes on your handout. Stop when you are finished with the notes. The next exercise we will do in class.



__[|Video] clips for Pyramid of Hate exercise__

__[|Pyramid Exercise]__

__Access to over 1,000 Holocaust survivor's stories. iWitness project__

Watch or read 1 or 2 of the 4 stories below: a video on bullying (A), a story about Nobel Prize winner Malala Yousafzai (B), an NPR story on a hate crimes (C), OR an article about American concentration camps (D).
 * In class Friday, 5/1/2015 & Monday, 5/4/2015: **
 * Step #1 - Journal Response to modern examples of hate:**

Then respond in your red notebook or on a piece of loose-leaf. Push yourself and dig deep. Hand write this portion. Write for at least 20 minutes without stopping. Answer all the questions related to the story you chose.

**(A)** All cultures and communities have categories to distinguish people into “us and them” by ethnicity, race, religion, nationality, etc. Why is bullying somewhat like "classification", the first stage of genocide? What does it feel like to be called names by your classmates or people your age? What does it do to a person's self-worth to be labeled? Why do you think this video was made? Have you seen the damage that name-calling can do? [|Bullying and "classification"]

Is this story an example of classification?
 * (B)** All cultures and communities have categories to distinguish people into “us and them” by ethnicity, race, religion, nationality, etc.

Read the article and then summarize the story in a few sentences. What happened? What is the crime committed? What do you think of this story? What level of discrimination is this according to the "Pyramid of Hate"? Could you compare it to what happened to Jews in Nazi-controlled Europe? Why or why not? Explain. Read about Malala Yousafza

[|2010 NPR story on hate crimes]
 * (C)** Summarize the story in a few sentences. What is the crime committed? What do you think of this story? Could this happen in your community? Explain in detail.

All cultures and communities have categories to distinguish people into “us and them” by ethnicity, race, religion, nationality, etc. Is this story an example of classification? Japanese American internment in the U.S. during WWII.
 * (D)** Did you know that the U.S. created concentration camps?


 * Step #2** - When you are finished with the journal response to the above stories, quietly get up and get a drink, then return to your desk and work on your homework assignment, which is to make sure all 5 choice word word-maps are done by Monday, have your choice novel finished by then and finish a word-map for **"(to) maim"** and **"(to) ostracize"**.

If those are complete, begin learning about memorials, in order to prepare for our last project of the year. Read the introduction and begin watching the video presentations about the: Memorial project.

Check MyUSM for complete homework information and don't forget that on Monday after lunch we will be in the theater to hear from Mrs. Susie Fono, Holocaust survivor. Do NOT forget, it is an honor and a privilege to meet her. Be ready to show her the utmost respect, and think of a question or two you may want to ask her in preparation.

It's just a question: "Where are you //really// from?"

Racism and hate crimes - the horrible danger

Activity on privilege and classification

Wisconsin statistics and information about classification and privilege

U.S. Arrest rates by race according to USA Today and the FBI

Holocaust Remembrance Day: Yom Hashoah begins on the evening of **Wednesday, April 15th** and ends in the evening on April 16th, 2015 media type="custom" key="14944480"

Learn more about the readers' workshop book choices that you will be starting in late April.

Learn more about Japanese Internment in the U.S. during WWII from Sam Wells's NHD project


 * Reading and Responding to __Night__ by Elie Wiesel**
 * questions for response (click here for homework)
 * journal prompts
 * [|timeline] comparing Elie Wiesel's life and the Holocaust


 * __Night__ resources:**
 * [|vocabulary flashcards]

[|USHMM] (the website of the United States Holocaust Memorial Museum in Washington D.C.) [|propaganda] exhibit from the USHMM [|animated maps] from the USHMM [|Personal Histories] from the USHMM [|maps from the USHMM] 2013 report from the USHMM on the unbelievable number of camps during the Holocaust
 * Holocaust resources:**



[|The Jewish Foundation for the Righteous] - stories of rescuers USHMM archive - one man's last letter to his wife [|Remember Me]project from the USHMM [|Holocaust glossary from Northwestern University] [|Holocaust glossary for middle school students]

[|One survivor speaks] [|The SS and SA and Gestapo]

[|The history of the swastika]

Released from LIFE magazine in May of 2011, photos of Hitler and the Third Reich, 1939 - 1940

[|Death marches]

Videos of survivors discussing [|arrival at Auschwitz]

A complex of concentration, labor, and extermination camps located approximately 40 miles west of Krakow in Upper Silesia (Poland). Established in 1940 as a concentration camp, it became a killing center in 1942. Auschwitz I: The central camp. Auschwitz II: Also known as Birkenau, was the killing center. Auschwitz III: Monowitz, was the IG Farben labor camps, also known as BUNA.
 * Information about Auschwitz:**

The complex was approximately 40 square kilometers (15.44 square miles) used as a “development zone” reserved for the exclusive use of the camp. There was a 3 kilometer border of unused land around the perimeter that acted as a buffer or border between the camp and the outside world.

In addition, there were numerous subsidiary camps. Auschwitz was liberated by the Soviet Army on January 27, 1945. The number of victims at Auschwitz-Birkenau is estimated at: 94.4 percent || Virtual tour of [|Auschwitz]
 * 1,082,000 to 1,100,000 Jews || **mortality rate**
 * 21,000 Gypsies || 93.5 percent ||
 * 70,000 to 75,000 Poles || 58.1 percent ||
 * 15,000 Soviet POWs || 99.2 percent ||
 * 5,000 prisoners of other nationality || not known ||  ||
 * (Source of statistics is: Franciszek Piper, "Number of Victims of Auschwitz-Birkenau," //Yad Vashem Studies// 21 (1991), 98.) ||  ||
 * (Source of statistics is: Franciszek Piper, "Number of Victims of Auschwitz-Birkenau," //Yad Vashem Studies// 21 (1991), 98.) ||  ||

media type="youtube" key="vOhf3OvRXKg" height="286" width="356"

[|PBS interview]
 * Elie Wiesel background and information:**

-Who were the perpetrators and victims involved in this genocide? -When did this genocide occur? -Why did it happen? -Where did it happen?
 * Be ready to answer the following questions about your book:**


 * The Russian Revolution and Communism under Stalin for __Bielski Brothers__ and __Between Shades of Gray__:**



- [|A brief history of Armenia] - [|brief explanation of the genocide] - [|More background] - [|The Ottoman Turks and the genocide] -[| Survivor accounts] - Maps of present day Armenia -[| History, videos and links]
 * The Armenian genocide:**

- [|A brief history of Cambodia] - [|The Khmer Rouge, Pol Pot and the genocide] - The Khmer Rouge on trial - History and[| resources from Yale University]
 * Cambodia and the Killing Fields for __First They Killed My Father__:**

- [|Sudan and the civil war] - [|CNN article on Kuol Dut], one survivor or "lost boy" - [|CNN reporter's blog]about meeting Kuol Dut and other "lost boys" of Sudan
 * The Lost Boys of Sudan and the Sudanese Civil War for __A Long Walk to Water__:**

- [|Vote for southern independence]in January 2011 - A former "Lost Boy" speaks about the new country of South Sudan - January of 2012

Information about genocide awareness and prevention can be found on the following websites: > (UN Office of the High Commissioner for Human Rights)
 * Genocide Prevention:**
 * [|www.genocidewatch.org]
 * [|www.genocide.org]
 * [|www.preventgenocide.org]
 * [|www.ushmm.org]
 * [|www.unchr.ch]
 * [|www.unitedhumanrights.org]
 * [|www.genocideindarfur.net]
 * [| www.genocide1915.info]
 * [|www.genocide.change.org]
 * [|www.humanityinaction.org]
 * [|www.savedarfur.org]

2011 Redline poetry and printmaking project