TEACHER
NOTES / BIG IDEAS/RATIONALE:
The Holocaust (or Shoah) was the deliberate and systematic gathering and genocide of over six million Jewish people. Catholics (and Christians as a larger whole) have an intimate relationship with the Jewish people, almost like older siblings, and much of the Jewish population lays blame on Catholics for not interfering in the Holocaust. Catholics as a whole must do their best to mend this relationship through action, not merely words.
ICE EXPECTATIONS:
Overall Expectations:
PFV.03: describe key moments in the historical development of the world’s religious traditions within culture;
CMV.04: explain the influence of culture on the interpretation of moral codes and practices within various religions.
Specific Expectations:
PF3.07: identify key events in the historical development of the world’s religions (the First Ecumenical Council at Nicaea, Jewish Diaspora) and evaluate their influence on the religion’s self-understanding (e.g. the formulation of the Apostolic and Nicene Creed for Christians, Rabbinic Judaism)
PF5.15: analyze and apply key principles for ecumenical/interreligious dialogue (e.g. dialogue free of bias and preconceived assumptions, equality of participants) from a Catholic perspective;
FL3.09: provide examples of the presence and impact of religious prejudice, discrimination and bias on the global and local community (war, hate crimes, unjust laws and hiring practices).
AGENDA – 75 minute class
Minds-on – Milgram’s experiment videos
Action – Jigsaw activity about Holocaust and short Powerpoint assisted lesson about Jewish/Christian relationships.
Consolidation – Watch film and comment
GUIDING QUESTIONS:
What was the Holocaust? Who was involved? How does it affect members of other religions, particularly Catholics? / STUDENT LEARNING GOALS:
* Understand what the Shoah was and its significance to Christian/Jewish relations
* Appreciate the impact of the Holocaust on the Jewish people
SUCCESS CRITERIA: complete the jigsaw handout, complete Holocaust film assignment (handout)
CGE’s:
CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good
CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will
(All shared on front slide of PP on board at start of class and verbally announced)
PRIOR KNOWLEDGE
Prior knowledge: Students must know the basic history of Judaism from 70 CE to 1939 CE. They must know the basic religious beliefs, moral code, and rituals of Jewish life. They must have basic skills in effective group communication (all of this covered in lessons leading up to Holocaust lesson)
MATERIALS
PowerPoint presentation, Projector, Laptop and Adaptor, Speakers, Handouts
#
min / T/L Strategies / Assessment / Checking for Understanding
5 / HOUSEKEEPING
Attendance, homework collection, brief introduction to the video that will start the class. Share and address learning goals and success criteria. / Prior knowledge: Students must know the basic history of Judaism from 70 CE to 1939 CE. They must know the basic religious beliefs, moral code, and rituals of Jewish life. They must have basic skills in effective group communication (all of this covered in lessons leading up to Holocaust lesson)
15 / MINDS-ON
1) Short clips of Milgram’s experiment, introduction to how easy it is to be coaxed into something by an authority figure.
Ask class questions after clip: What did they think? What was happening in this experiment? Power of authority figure? How can this relate to study of Judaism and history? (AfL)
2) Move into pictures of the Holocaust. Non-graphic photos used: pictures of Auschwitz today, empty gas chambers, Nazi symbol/soldiers, memorial of the murdered Jews of Europe, walls of a ghetto. / Ask class thoughts on Milgram after clips. Want them to take away authority figure control.
What do the two clips and photos share? (both started by authority figures, others “brainwashed” into joining, or arguably so)
45 / ACTION:
A1) Jigsaw – Students will divide into expert and home groups. Expert groups will each read separate articles about the Holocaust, then report back to their home groups. (Afl, AaL)
Expert group divisions (articles available for use. Length’s roughly equal, but can be adjusted if less than 5 groups are ideal):
Nazi Rule
Jews in Prewar Germany
The "Final Solution"
Nazi Camp System
Rescue and Resistance
Will cover the historical background of the Holocaust – end of WWI, Germany's poor financial state, looking for someone to blame – as well as building on some of the historical elements of anti-Semitism, the Holocaust itself. It will discuss what actually occurred, where, and, most importantly, to whom.
Terms: prejudice, socio-economic competition, scapegoating, propaganda, Adolf Hitler, Nazi Party, anti-Semitism, concentration camps, expulsion, ghetto, forced conversion, genocide, Auschwitz.
A2) PowerPoint presentation on Christian-Jewish Relations
The final portion of the class will discuss next steps for Catholic/Jewish relations.
Ask class what they think could be done to mend this relationship. Create mind map on board (make it clear there is no wrong answer, just doing a brainstorm) (AaL)
Reference Cardinal Collins “We Remember: A Reflection on the Shoah”, mention a few of the points he raises and why they are important:
- discusses the history of the Shaoh, says that Christians around the world should help to repair the relationship between the Christian and Jewish faiths
- section III he admits that the relationship between the two faiths has been a tormented one.
- Many in the Jewish faith lay blame on Christians for the Shoah and for not playing a larger part in stopping it; the Christian community must, through repentance, repair this relationship
- in section V Cardinal Cassidy asks fellow Christians to remember the Hebrew roots within their own faith and look upon the Jewish community as an older brother, create an understanding and respect between the two faiths. / Articles links:
Source for Cardinal Cassidy document: Commission on Religious Relations with the Jews. “We Remember: A Reflection on the Shoah,” 16 March 1998, The Holy See.
10 / CONSOLIDATION AND NEXT STEPS:
Revisit learning goals and success criteria for lesson (final slide) (AaL)
Last SC activity below (film assignment):
There have been several films created that display the horrors of the Holocaust and the tragedies the people of this time suffered. Two of these films are “Schindler’s List” and “The Pianist”.
(Give a brief description of each film, show the trailer for each.)
Watch either “Schindler’s List” or “The Pianist”. (see assignment sheet and rubric) (AoL) to / Handout
Trailers
SL:
Pianist:
REFLECTION:
Holocaust Film Short Assignment
There have been several films created that display the horrors of the Holocaust and the tragedies the people of this time suffered. Two of these films are “Schindler’s List” (1993) and “The Pianist” (2002).
Watch either “Schindler’s List” or “The Pianist” this week. Take notes on the most prominent elements of the Holocaust that were discussed in class that appear in the film. This can include politics (Hitler and the Nazi Party), places (concentration camps, ghettos), the Jewish population, the final solution, the rescue, or any other related material mentioned in class.
On ______ hand in a short paper (2-3 pages) discussing 1-2 of the elements that you found most compelling or most obvious in your film. Explain how the elements you have chosen relate to the historical elements discussed in class (Was anything shown very accurate? Or was anything different from what we talked about in class? If so, how?) And how these things lend to the film (i.e: how do they make the film better? Why do you think they were included in the way they were? Do they help bring out themes, conflicts, set the mood, etc.?)
Rubric
Criteria / Level 0 (0-49) / Level 1 (50-59) / Level 2 (60-69) / Level 3 (70-79) / Level 4 (80+)Communication
Spelling, Grammar and Structure / Topic and concluding sentences not used. No structure / Topic and concluding sentences used inconsistently Little structure / Topic and concluding sentences used consistently Acceptable structure. / Topic and concluding sentences used with clarity. Good structure / Topic and concluding sentences used very effectively. Excellent structure
Application
Connection to elements highlighted in class / Not highlighted / Highlighted and explained poorly / Highlighted and explained / Highlighted and explained well / Highlighted and explained exceptionally and relevantly
Application
Effect on film / Not discussed / Discussed poorly, little to no depth in analysis / Discussed, some analysis / Discussed well, good depth of analysis / Discussed very well, excellent depth of analysis
1. / 2. / 3.
4. / Holocaust Jigsaw / 5.