December 1-5, 2014

Monday (Dec. 1)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Finish & turn in Jewish Ghettos assignment 2. Read book
Home- work	Read survivor book

Tuesday (Dec. 2)

Learning Target(s)	I CAN...summarize information from a non-fiction account of the Holocaust. I CAN...evaluate the credibility, viewpoint, intended audience, reason, historical connection and significance of a non-fiction account of the Holocaust. I CAN...examine the Holocaust from multiple points-of-view and from diverse forms of information.
Daily Activities	1. Discuss the requirements for the Holocaust survivor book report and book review 2. Work time
Home- work	Read & work on paper

Wednesday (Dec. 3)

Learning Target(s)	I CAN...summarize information from a non-fiction account of the Holocaust. I CAN...evaluate the credibility, viewpoint, intended audience, reason, historical connection and significance of a non-fiction account of the Holocaust. I CAN...examine the Holocaust from multiple points-of-view and from diverse forms of information.
Daily Activities	1. Work time on the Holocaust survivor book report and book review
Home- work	Work on paper - BOOK REPORT & REVIEW DUE:DEC.18TH

Thursday (Dec. 4)

Learning Target(s)	I CAN...identify other Nazi victim groups (besides the Jews) and summarize why they were targeted by the Nazis. I CAN...explain the impact that the Nazi's had on this group of people.
Daily Activities	1. Victims of the Holocaust SELECT HERE for folder with resources to be used for today's activity (the folder is also found in the "resources" tab above) -Open your assigned group's document and read -Take notes on your victim group - focus on the stages of persecution the group faced, a general timeline of events related to the groups persecution in Nazi Germany, why the group was targeted by the Nazi's and what happened to them during the Holocaust Reminder - Stages of Prejudice: 1. Anti-locution (hate speech & attitude) 2. Avoidance (by individual choice) 3. Discrimination (Official (usually gov't) laws/rules to limit the rights and freedoms of the group) 4. Physical Attack - violence or threat of violence against the group  5. Extermination - eliminate the group
Home- work	Finish worksheet for Monday

Friday (Dec. 4)
No School - Teacher In-Service

November 24-25, 2014

Monday (Nov.24)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions. I CAN...compare the effectiveness and reliability of learning history from documentaries, movies based on a true story and historical fiction.
Daily Activities	1. Finish watching "The Pianist" -As you watch, write down ways in which the Nazi's dehumanized, controlled and used fear against the Jews in the ghetto. -Also write down any other important or memorable parts 2. View "The Making of The Pianist" - listen closely for the filmmakers perspective and authenticity to the project, how they made the movie as real as possible and the reason for making the film
Home- work	Read your survivor book

Tuesday (Nov. 25)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Use the websites below and just search/look over some of the archival photos and video from Jewish ghettos: United States Holocaust Memorial Museum photo gallery of Jewish ghettos: http://www.ushmm.org/wlc/search/?langcode=en&query=ghettos&group=Photographs United States Holocaust Memorial Museum archival films of Jewish ghettos: http://www.ushmm.org/wlc/search/?langcode=en&query=ghettos&group=Films 2. Use the template below to select a photo or a screenshot from an archival film to create a ONE PAGE (front side only) assignment using the requirements below: (SELECT on template below to make the image bigger.)
Home- work	Read your survivor book!!!!

Wednesday (Nov. 26-28)

November 17-21, 2014

Monday (Nov. 17)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions. I CAN...compare the effectiveness and reliability of learning history from documentaries, movies based on a true story and historical fiction.
Daily Activities	1. Watch "The Pianist" -As you watch, write down ways in which the Nazi's dehumanized, controlled and used fear against the Jews in the ghetto. -Also write down any other important or memorable parts
Home- work	Read your survivor book

Tuesday (Nov. 18)

Learning Target(s)
Daily Activities	1. SAME AS MONDAY
Home- work

Wednesday (Nov. 19)

Learning Target(s)
Daily Activities	1. SAME AS MONDAY
Home- work

Thursday (Nov. 20)

Learning Target(s)
Daily Activities	1. Read your survivor book
Home- work

Friday (Nov. 21)

Learning Target(s)
Daily Activities	1. Catch up on any missing work!!!
Home- work

November 10-14, 2014

Monday (Nov. 10)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. "History of the Lodz Ghetto" article - partner read and complete Reading Guide #57-end
Home- work	Finish entire packet DUE:TUES(11th)

Tuesday (Nov. 11)

Learning Target(s)	I CAN...analyze the impact liberators had on the Holocaust survivors and the impact that survivors had on the camp liberators.
Daily Activities	1. Turn in Jewish Ghettos Reading Guide 2. Veteran's Day - Liberators Activity -Survivor testimonies & questions on worksheet -Read excerpt from binder & questions on worksheet
Home- work	Finish Jewish Ghettos packet if you are not done

Wednesday (Nov. 12)

Learning Target(s)	I CAN...analyze the impact liberators had on the Holocaust survivors and the impact that survivors had on the camp liberators. I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Watch short archival footage of the camps by liberating Allied troops.  (Use the links below to watch the clips and then answer questions 17 & 18 on your "Liberators of Concentration Camps" worksheet Clip from Mauthausen Clip from Buchenwald Clip from Dachau Clip from Auschwitz 2. Turn in "Liberators of Concetration Camps" worksheet when finished 3. Watch the short documentary on the Lodz Ghetto - create "Knew / New Notes" - write down things from the video that you already knew about Jewish Ghettos (support what we have already learned) & things that are new to you about Jewish Ghettos 4. Small group discussion on "Knew/New Notes"
Home- work	Read survivor book

Thursday (Nov. 13)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Rumkowski - Hero or Villain of the Holocaust - in a small group create a list of reasons he could have been considered both a hero or a villain of the Lodz Ghettos 2. Review of Packet & Primary Sources
Home- work	Review for test TOMORROW

Friday (Nov. 14)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. TEST - Jewish Ghettos
Home- work	Read your survivor book

November 3-7, 2014

Monday (Nov. 3)

Learning Target(s)	I CAN...explain the events that led Germany from their fragile Weimar Republic to the absolute power of the Nazi Party & the Final Solution.
Daily Activities	1. Turn in Summative Assessment - here is the link if it is still needed: Summative Assessment for current unit  2. After you have turned in your summative assessment, read your survivor book.
Home- work	Read selected survivor book

Tuesday (Nov. 4)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Do #1-6 in the Jewish Ghetto's packet (if absent, get notes from a classmate) 2. Read survivor book
Home- work	Read selected survivor book

Wednesday (Nov. 5)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Watch Warsaw Ghetto Animated Map & watch the Lodz Ghetto Animated Map & answer #7 in the reading guide 2. Watch survivor testimonies to answer #8-10 in guide 3. Work time on the rest of the Ghettos reading guide
Home- work	Work on Ghettos Reading Guide & Read your book

Thursday (Nov. 6)

Learning Target(s)	I CAN...explain what life was like for Jews forced to live in ghettos. I CAN...analyze different sources (including primary sources) to understand what the ghettos were used for and how they fit into the Nazi's final solution. I CAN...examine various ways individuals respond to unjust actions.
Daily Activities	1. Using the pictures below, answer #11-12 in the reading guide   2. Watch survivor testimonies to answer #13-15 in the reading guide 3. Work time on Ghettos reading guide
Home- work	Finish Ghettos Reading Guide through question #56 DUE:MON(10th)

Friday (Nov. 7)
No School for Students!!

October 27-31, 2014

Monday (Oct. 27)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939. I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence. I CAN...evaluate the significance of Kristallnacht to world history and the Holocaust. I CAN...demonstrate a thorough understanding of Kristallnacht by representing the main points visually.
Daily Activities	1. Turn in Kristallnacht Project 2. Greek Jews and the Holocaust - survivor testimony     -If absent - watch PART 1 of "In the Shadow of the Acropolis"     -If absent - watch PART 2 of "In the Shadow of the Acropolis"  *How does the experience of Greek Jews compare to the experiences of the German Jews we have discussed in class?
Home- work	None

Tuesday (Oct. 28)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939. I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence. I CAN...evaluate the significance of Kristallnacht to world history and the Holocaust. I CAN...demonstrate a thorough understanding of Kristallnacht by representing the main points visually.
Daily Activities	1. Present Kristallnacht Visuals 2. Watch Animated Map of the Voyage of the St. Louis to prepare for tomorrow's assignment
Home- work	None

Wednesday (Oct. 29)

Learning Target(s)	I CAN...explain, compare and evaluate how the outside world was connected to the Holocaust.
Daily Activities	1. Use the website links below to complete the "Voyage of the St. Louis" worksheet VOYAGE OF THE ST. LOUIS RETURN TO EUROPE OF THE ST. LOUIS SEEKING REFUGE IN CUBA REFUGE IN LATIN AMERICA
Home- work	Complete worksheet DUE:THURS (30TH)

Thursday (Oct. 30)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939.
Daily Activities	1. Turn in Voyage of the St.Louis worksheet 2. Put together a packet of work from this unit (in this order): Stages of Prejudice Notes & Practice, Nazi Propaganda, Propaganda and Children during the Hitler Years, Fragile Democracy (Weimar Republic) & Nazi Germany, Anti-Semitism Article (close read) 3. Start Summative Assessment for current unit - you are SHOWING me you understand the "I CAN" above - how you do this is your choice - select on the attachment for more specific directions
Home- work	Summative Assessment for Rise of Nazi's DUE:MON(3rd)

Friday (Oct. 31)

Learning Target(s)	I CAN...explain the events that led Germany from their fragile Weimar Republic to the absolute power of the Nazi Party & the Final Solution.
Daily Activities	1. Work time on Summative Assessment - link for instructions is in blog from Thursday 2. Choose a book about a Holocaust survivor for your book report/review
Home- work	Finish Summative Assessment & start reading book

October 20-14, 2014

Monday (Oct. 20)

Learning Target(s)	I CAN...differentiate fact from propaganda and evaluate the method and effectiveness of the propaganda in Nazi Germany. I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939 I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence.
Daily Activities	1. Finish sharing chapters from "The Poisonous Mushroom" 2. Complete "Fragile Democracy (Weimar Republic) and Nazi Germany" reading guide
Home- work	Finish #1-12 on the reading guide (above) DUE:TUES(21st)

Tuesday (Oct. 21)

Learning Target(s)	I CAN...differentiate fact from propaganda and evaluate the method and effectiveness of the propaganda in Nazi Germany. I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939 I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence.
Daily Activities	1. Finish "Fragile Democracy (Weimar Republic) and Nazi German" reading guide (BOTH pages) - turn in when done
Home- work	Finish reading guide DUE:WED(22nd)

Wednesday (Oct. 22)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939 I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence. I CAN...evaluate the significance of Kristallnacht to world history and the Holocaust
Daily Activities	1. -Kristallnacht  -In class fill in worksheet as you watch the short documentary on Kristallnacht  - Watch the survivor testimonies about Kristallnact - add to your worksheet and start to think of ideas for your visual representation  SELECT HERE FOR LINK TO VIDEO
Home- work	None

Thursday (Oct. 23)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939. I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence. I CAN...evaluate the significance of Kristallnacht to world history and the Holocaust. I CAN...demonstrate a thorough understanding of Kristallnacht by representing the main points visually.
Daily Activities	1. Finish watching survivor testimonies (see link above)
Home- work	Kristallnacht (Explain the Event WWWWWHS chart & create a visually representation of these main ideas) DUE:MON(24th)

Friday (Oct. 24)

Learning Target(s)	I CAN...examine historical events that allowed for the complete breakdown of democracy in Germany between 1933-1939. I CAN...analyze the role and responsibility of individual citizens in stopping hate and the escalation of violence. I CAN...evaluate the significance of Kristallnacht to world history and the Holocaust. I CAN...demonstrate a thorough understanding of Kristallnacht by representing the main points visually.
Daily Activities	1. Lab time on Kristallnacht assignment
Home- work	Kristallnacht (Explain the Event WWWWWHS chart & create a visually representation of these main ideas) DUE:MON(24th)