Holocaust and Genocide Studies

Syllabus: Fall 2015

Mrs. Gaven

Contact Information

Email:

Class Website:

September 8th– January 22nd

This course is designed for those wishing to enhance their knowledge of the Holocaust and other genocides that have occurred in the twentieth and twenty-first centuries. The areas of human rights violations and genocide will be the over-all theme of the course. We will examine a centuries worth of prejudice, genocide and anti-Semitism.

Classroom Expectations

  • Be on Time:

“On Time” means that when the bell rings you are SEATED in YOUR assigned seat ready to start learning. If you are not in your seat by the time the bell rings I will mark you late.

  • Be Prepared for Class:

You are expected to bring a pen or pencil and a 3-hole punch binder to EVERY CLASS.

  • Be Punctual with Assignments:

Homework:

  • Any assignments must be submitted to me by the beginning of class on the assigned due date.
  • You can email it to me or GoogleDoc it (), or put it in the Homework Basket on my desk.
  • It is your responsibility to make sure I receive it.
  • No Name = No Credit
  • I grade and read every single answer and every single assignment so please make sure you put 100% into every assignment.
  • I accept late homework only the day after it was originally assigned with a 50% off penalty.
  • Projects and essays are deducted one letter grade for each day that it is late. Therefore, if you hand in a B paper and it is 2 days late you will receive a D. I will always give you ample time to complete these projects therefore lateness is inexcusable.

Makeup Assignments:

  • Absent on the day of a test: You have up to ONE WEEK to make up the test. After that the test grade will become a zero.
  • Absent on the day homework is due: You are expected to hand your homework in by the next day you are present to class for full credit.
  • Absent on the day a project or essay is due: Projects and essays will be considered a day late regardless of whether you are absent or not unless you have a note from a doctor or parent. If you do not have a note it will still be a day late even if you are absent from school. If you do have a note it is due the next day you are present in school for full credit.
  • Making up notes and class work: You are responsible for making up any materials you missed while absent. You need to copy the notes from a fellow classmate and come to me to catch up on any in class assignments that were completed during your absence.
  • Be Respectful of the Class:

Respect Me and Respect Your Classmates.

I enjoy and encourage open discussion in our class. In order to maintain a fun and safe learning environment please follow the following rules for class discussion:

  • Raise your hand when you have a point you would like to share.
  • Do not talk while someone else is talking.
  • Do not criticize someone else’s opinion. You may disagree with it but voice your disagreement in a manner that supports your own argument instead of putting your fellow classmates down.
  • Disrespectful students will face a call home and/or points deducted from their class participation grade.

Electronics

  • The use of cell phones, IPods, laptops, and other electronic devices is not permitted in class unless you receive permission
  • If I see them I will take it and hold it the rest of the day! If it happens a second time it will be taken and given to the office!
  • Be Honest:

Cheating and plagiarism will equal an automatic F on the assignment and can result in further disciplinary action according to the school handbook.

  • Be Ready and Excited to Learn:

Bathroom Use

  • You may ONLY use the bathroom four times a month.
  • Raise your hand and ask for my permission.
  • You are to sign out on the “Bathroom Sign Out” Sheet on the door.
  • If there is an emergency and you need to go beyond your two passes I will write you a pass to the nurse and expect her to sign off that this was in fact an emergency.
  • Grading:
  • 45% - Summative Assessments
  • (Tests and Webquests)
  • 45% -Performance Based Assessments
  • (Essays and Projects)
  • 10% - Classwork (including Participation) and Homework

This should be an interesting and meaningful two semesters. If you ever need to contact me about any questions or problems email me; I check it often even on weekends.

Class Schedule: Fall Semester-2015

*** Due Dates are Subject to Change***

Dates / Class Topics / Projects / Tests
Week One:
Sept 7- Sept 11 / Introduction to Holocaust and Genocide Studies- Race, Prejudice, Genocide
Week Two:
Sept 14- Sept 18 / Race, Prejudice, Genocide / Race Essay
Due Sept 16th
Week Three:
Sept 21- Sept 25 / Race, Prejudice, Genocide / Rebirth Letter
September 23rd
Week Four:
Sept 28- Oct 2 / Race, Prejudice, Genocide / Race and Prejudice Test Oct 1
Week Five:
Oct 5-Oct 9 / Armenian Genocide
Week Six:
Oct 12-16 / Armenian Genocide
Week Seven:
Oct 19-23 / Armenia/Rise of Hitler
Week Eight:
Oct 26-30 / Armenian Genocide
Week Nine:
Nov 2-6 / Rise of Hitler/Nazism / Rise of Hitler Essay
Due Nov 3
Week Ten:
Nov 9-13
(End of MP 1) / Nazism / Armenia/Hitler/Nazism Test Nov 11
Week Eleven:
Nov 16-Nov 20 / Holocaust
Week Twelve:
Nov 23-Nov 27 / Holocaust
Week Thirteen:
Nov 30-Dec 4 / Holocaust / Jewish Partisan Essay
Dec 3
Week Fourteen:
Dec 7-Dec 11 / Holocaust
Week Fifteen:
Dec 14-Dec 18 / Holocaust / Holocaust Test
Dec 18
Week Sixteen:
Dec 21-22 / Holocaust / Perpetrator Debate
Dec 21
Week Seventeen and Winter Break!!
Dec 24-Jan 3 / Rape of Nanking/Cambodia / Happy Holidays!
Have a Fun and SAFE Break!!! 
Week Eighteen:
Jan 4- Jan 8 / Bosnian/Rwanda
Week Nineteen:
Jan 11-Jan 15 / Darfur/AmericanInternational Responsibility? / American memory of genocide
Scored Discussion
Jan 12th
Week Twenty:
Jan 18-Jan 22 / Last Class/ Midterms / War Crimes Trial: Due January 20th! / Good Luck on Midterms!!

MLA Paper Format

Your Name

Mrs. Gaven

Holocaust and Genocide Studies

Date (8 September 2015)

Title

Intro

Body (Bulk of Paper)

Conclusion

All Papers should follow this format or you will have points deducted.

ALWAYS 12 pt TIMES NEW ROMAN/CAMBRIA FONT!!!!

If paper is late it is a letter grade lower for each day!

If paper is not required length points will be deducted as well!

Essay Rubric

Essay:

10-98-7 6-54-321 0

Content /
  • Answers all components of the essay question correctly.
  • Supports answer with accurate information.
  • Demonstrates complete understanding of the subject matter.
/
  • Answers most components of the essay question.
  • Supports most of the answer with accurate information.
  • Leaving out only one or two points.
  • Demonstrates complete understanding of the subject matter.
/
  • Answers some components of essay question.
  • Supports most of the answer with accurate information.
  • Leaves out some points.
  • Demonstrates partial understanding of the subject matter.
/
  • Answers some components of the essay question.
  • Supports some of the answer with accurate information.
  • Leaves out half of the information necessary.
  • Demonstrates partial understanding of the subject matter.
/
  • Answers few components of the essay question.
  • Does not support answer with accurate information.
  • Demonstrates little understanding of the subject matter.
/
  • Attempts the essay and properly addresses one part of the questions.
  • Does not support any part of the answer.
  • Does not demonstrate understanding of the subject matter.
/
  • Does not answer the essay or any components of the essay.
  • You decided that this assignment was not worth your time. 

MLA / Correct MLA Format / MLA Heading out of order. / MLA Heading and margins incorrect. / No MLA Format / No MLA Format / No MLA Format / No MLA Format
Length / Correct length required for assignment. / 5 lines missing from paper. / 10 lines missing from paper. / Over 10 lines missing from paper. / Over 10 lines missing from paper. / Over 10 lines missing from paper. / Over 10 lines missing from paper.

TOTAL:X3 =GRADE:

Mrs. Gaven

Holocaust/Genocide Studies Semester 2015

Race/Prejudice Essay

Due: September 16, 2015

Directions:

Race is a myth, but people act as if it were real…

While we understand that race is a social classification and not a biological one, it is still a very meaningful concept to most people in America. I would like for you to discuss your own race/ethnic identity in this essay. Be sure to incorporate the concepts from class:stereotypes, discrimination and prejudice. Answer some of these questions within your essay.

  • What is your racial/ethnic identity? When and how did you become aware of this identity? What role has it played in your life?How does it affect you in your social activities? How does it affect you in our school? How does it affect you in your community? In what ways do you benefit from this identity? In what ways do you suffer or miss out because of this identity?
  • Length: 1 ½ pages minimum

Mrs. Gaven

Holocaust/Genocide Studies Semester 2015

Rebirth Letter

Due: September 23, 2015

Directions:

Survivor guilt is a deep feeling of guilt often experienced by those who have survived some catastrophe that took the lives of many others. This derives in part from a feeling that they did not do enough to save the others who perished and in part from feelings of being unworthy relative to those who died; "survivor guilt was first noted in those who survived the Holocaust"

REBIRTH is a riveting journey into one of the most profound events in American history and the healing that has come in its wake. The inspirational story of REBIRTH follows the ten-year transformation of five people whose lives were forever altered on September 11, 2001. Deeply intimate and uplifting, REBIRTH provides a moving portrait of how trauma and grief can become hope.

As you view the documentary take notes because you will be choosing one of the stories of the five people and write a letter to them. In this letter you must explain how September 11th affected them and the lesson you learned about their “REBIRTH”. Tell them how their story can help others that have experienced and survived a tragic event.

Rubric: Performance Based Assessment-20 points-based on following criteria

1 = Weak 2 = Moderately Weak 3 = Average 4 = Moderately Strong 5 = Strong
  1. The letter has a heading, greeting, introduction, body, closure, and signature.
  2. Each paragraph in the letter starts with a topic sentence.
  3. The organization of the letter is clear and easy to follow.
  4. The letter focuses on the writer’s personal thoughts and feelings about the survivor and lessons learned

Mrs. Gaven

Holocaust/Genocide Studies 2015

Rise of Hitler Essay

Due: November 3, 2015

Directions:

  • In a period of twelve years, Germany went from an emerging democracy to a dictatorship that eventually committed genocide. What factors contributed to this transition? Which factors were most significant?
  • Length: 1½ page minimum

Mrs. Gaven

Holocaust/Genocide Studies 2015

Why Should We Learn About the Jewish Partisans?

Due: December 3, 2015

Directions:

The movie Defiance (2009) depicts the incredible but true story of the Bielski brothers, Tuvia, Zus, Asael, and Aron (played by Daniel Craig, Liev Schreiber, Jamie Bell, and George MacKay) who, against all odds during World War II, survived in the forest, fought the Germans, and saved almost 1,200 Jewish lives.

Most believe that Jews went “like sheep to the slaughter”. They perceive the Holocaust as a piece of Jewish history only about victimization and the loss of hope. The experience of thousands of Jewish partisans who stood up to tyranny and oppression, fought successfully against the Nazis, and saved countless lives is an important part of Jewish history that few students are aware of. Viewing “Defiance” has the power to transform people's perception of the Jewish experience during the Holocaust, providing a clearer picture of Jewish heroism and character. The story of the Jewish partisans depicted in “Defiance” is empowering, and demonstrates how young people can make a positive difference in the world.

Choose ONE of the following questions to answer in your essay, you may combine questions

  • Length: 1 ½ pages minimum
  1. What do you understand about the relationship between the Bielski partisans and the Soviet partisan command? Between the Bielski and the Polish partisans? What evidence do you have from the film to support your understanding?
  1. The Bielski partisan unit was unique in that it readily accepted large numbers of non-fighters into its units. Do you think this enhanced or threatened their chances for survival or both? Explain.
  1. The Bielski partisans took severe measures against informants and collaborators. Often the collaborator and his entire family would be killed, and their home burned to the ground. Holocaust scholar, Nechama Tec quotes Tuvia, explaining, “We could neither forgive nor forget. If we do not take revenge upon such collaborators, what would become of us? Every farmer would be free to inform.” Do you agree with Tuvia's argument? Why or why not?
  1. As commander of the unit, Tuvia insisted that all Jews be accepted and integrated into the camp. His brothers argued against this, fearing that large numbers of unarmed people would bring disaster to all. Do you agree with Tuvia’s position? Why or why not? What is the argument for Tuvia's position? How would you counter the argument and press for his brothers’ concept of their mission?
  1. In order to feed such large numbers of people, armed partisans were required to raid neighboring farms and villages. Tuvia describes the situation, “The peasants were poor, yet we had to do it. We were in a predicament… sometimes we would take their last cow, their last horse.” Is it permissible to put others’ lives in jeopardy to save one's own?

Mrs. Gaven

Holocaust/Genocide Studies Semester 2015

American memory of genocide

Scored Discussion

Date: January 12, 2016

Essential Question: How should Americans remember genocide?

Follow-up questions:

●What does it mean to remember?

●How does memory impact the future?

●How does America remember historical events that are directly related to American history?

●How does America remember non-American events?

●Is there a responsibility of Americans to remember events that are not directly related to their history, but are significant to world history?

●Whose responsibility is it to remember an infamous event?

●Are there appropriate and inappropriate ways to remember?

●How does one memorialize a delicate topic? Does it change the process.

●How do different cultures remember?

Guidelines:

●Individual notes-should include: (I expect these to be quite extensive)

○Answers to each of the above questions-can be bulleted-including the essential question

○A formal works cited and internal citations in notes

●Use of IMC and class time is used effectively and efficiently-you will turn in work at the end of each day.

●Be sure to provide specific examples and details for each one of the above questions.

●At least 4-5 bulleted answers for each question are required.

●See rubric for discussion criteria

Sources:

●Facts of File-World News Digest

●ABC-CLIO-World Geography

●Historical New York Times

●Amnesty International

●Human Rights Watch

●Facts on File Modern World History

Criteria for Scored Discussion:

Criteria / Excellent / Good / Fair / Poor / Inadequate
Quality of Comments
(10) / Remarks are extremely insightful, demonstrates a vast knowledge of subject, no yes/no responses, no agrees, adds new ideas and builds on conversation
(10) / Remarks are very insightful, demonstrates a good knowledge of subject, few yes/no responses, few agrees, adds some new ideas and builds on conversation
(8.5) / Remarks are insightful, demonstrates a knowledge of subject, some yes/no responses, some agrees, adds few new ideas and builds on conversation
(7.5) / Remarks are not insightful, demonstrates a little knowledge of subject, many yes/no responses, many agrees, adds very little new ideas and doesn’t build on conversation
(6.9) / Remarks are not insightful, demonstrate no knowledge of subject, a lot yes/no responses, a lot agrees, adds no new ideas
(6)
Quantity of quality remarks (10) / 6 +
(10) / 5-4
(8.5) / 3-2
(7.5) / 2-1
(6.9) / 1
(6)
Article knowledge
(20)
/ Detailed, specific notes written in your own words (20) / Specific notes -written in your own words
(17) / Notes –written in your own words
(15) / Few notes written in your own words
(13) / Minimal notes copied, not in own words
(12)
References
(10)
/ Quotes, references to research and outside resources specifically used to support comments
(10) / Quotes, references to research and outside resources used to support comments
(8.5) / Quotes, references to research and outside resources used sporadically to support comments (7.5) / Quotes, references to research and outside resources used sparsely to support comments (6.9) / Quotes, references to research and outside resources lacking
(6)
Overall performance
(10) / Demonstration of respect when responding to others, doesn’t dominate, no interruptions, kind and considerate to others comments
(10) / Demonstration of respect when responding to others, doesn’t dominate, few interruptions, considerate to others comments
(8.5) / Demonstration of respect when responding to others, little domination, many interruptions, considerate to others comments (7.5) / Demonstration of little respect when responding to others, does dominate, a lot interruptions, lacking consideration
(6.9) / Very little respect is demonstrated, full domination of the conversation, interruptions are constant, no consideration
(6)

Failure to speak, turn in notes and/or use references will result in a 0, not “inadequate” point values.

War Crime Tribunal Project

Due: January 20, 2015

Directions:

You will be conducting research and then completing a written assignment that analyzes a war crime trial.