Conscience

THE SEARCH FOR CONSCIENCE

Grades 11 and 12

Curriculum

Social Studies Elective

Vineland Public Schools

Vineland, NJ

2005

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Vineland Board of Education

Frank Giordano, President Jacqueline Gavigan, Vice President

Mayra Arroyo Allan Bernardini Jessica Deckard

Ronald Franceschini, Jr. Nicholas Girone Suzanne Morello

Richard Smith

Administration

Dr. Clarence C. Hoover, III, Superintendent of Schools Dr. Keith Figgs, Assistant Superintendent for Administration

Dr. Mary Gruccio, Assistant Superintendent for Curriculum and Instruction Mr. Kevin Franchetta, Assistant Superintendent for Business

Supervisor of Social Studies

Michael Brodzik

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SOCIAL STUDIES PURPOSE AND GOALS

As defined by the National Council for the Social Studies, "Social Studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, philosophy, political science, psychology, religion and sociology, as well as appropriate content from the humanities, mathematics and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world." In order to carry out the purpose of social studies education, the Vineland Public Schools Social Studies Program focuses on the following goals, adapted from the Mission Statement and Goals of the Vineland Public Schools, New Jersey Social Studies Core Course Proficiencies and the New Jersey Social Studies Curriculum Content Standards. The curriculum is consistent with district goals and the goals of the Social Studies program K-12. Learning objectives incorporate the New Jersey Content Standards and Proficiencies in Social Studies, Grades 9-12. NJCCCS are integrated throughout the course in lessons as appropriate. These goals are to promote:

1. Development of thinking, writing and speaking skills essential to effective decision-making and problem solving that will enable our students to be rational, humane and lifelong learners.

2. Understanding of the common elements of culture and appreciation of

cultural diversity. 3. Understanding of political principles and systems to encourage competent

civic participation in a democratic society. 4. Understanding of the impact of science and technology on individuals and

societies. 5. Reflective attitudes toward personal values, the values of others and the

cultural values evident in students' own and other societies. 6. Understanding and appreciation of the interdependence of peoples and

nations in a global society. 7. Understanding of how human beings view themselves and others,

individually and in groups. 8. Understanding of historical methods, divergent perspectives and

interpretation, cause and effect relationships, change and continuity and turning points.

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9. Appreciation of the humanities and the impact of aesthetic expression. 10. Understanding of economic principles and systems within a global

context. 11. Geographic understanding, including an informal spatial view of the world

and the interrelationship of humans and their environments. 12. Understanding of the obstacles and conflicts that prevent effective

communication and cooperation among cultures and societies. 13. Recognition of the responsibility of government and individuals for the

protection of human rights. The units of study and student proficiencies that define each course are consistent with district and state objectives and reflect commitment to the Mission of the Vineland Public Schools to "enable students to become knowledgeable, skillful, life-long learners who are contributing citizens in our changing society."

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NEW JERSEY CORE CURRICULUM CONTENT SOCIAL STUDIES STANDARDS 6.1 Social Studies Skills (infused throughout all units of the curriculum)

6.2 Civics

A. Civic Life, Politics, and Government

B. American Values and Principles

C. The Constitution and American Democracy

D. Citizenship

E. International Education: Global Challenges, Cultures, and Connections

6.3 World History

A. The Birth of Civilization to 1000 BCE (BC)

B. Early Human Societies to 500 CE (AD)

C. Expanding Zones of Exchange and Interaction to 1400 CE (AD)

D. The Age of Global Encounters (1400-1750)

E. The Age of Revolutionary Change (1750-1914)

F. The Era of the Great Wars (1914-1945)

G. The Modern World (1945-1979)

H. Looking to the Future (1980-present)

6.4 United States/New Jersey History

A. Family and Community Life

B. State and Nation

C. Many Worlds Meet (to 1620)

D. Colonization and Settlement (1585-1763)

E. Revolution and the New Nation (1754-1820)

F. Expansion and Reform (1801-1861)

G. Civil War and Reconstruction (1850-1877)

H. The Industrial Revolution (1870-1900)

I. The Emergence of Modern America (1890-1930)

J. The Great Depression and World War II (1929-1945)

K. Postwar Years (1945-1970)

L. Contemporary America (1968-present)

6.5 Economics

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A. Economic Literacy

B. Economics and Society

6.6 Geography

A. The World in Spatial Terms

B. Places and Regions

C. Physical Systems

D. Human Systems

E. Environment and Society

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PROFICIENCY

Satisfactory student achievement in each of the proficiencies listed in this curriculum shall be determined by student attainment of the 70% district-passing-standard. Such proficiency shall be measured by a multiplicity of evaluation techniques and activities that include, but are not restricted to the following:

1. Teacher-made tests/quizzes

2. Class participation

3. Homework assignments

4. Research papers/reports

5. Projects

6. Writing assignments (stress prewriting skills using graphic organizers)

7. Oral reports and presentations

8. Notebooks/journals

9. Portfolios

10. Cooperative group projects/activities

11. Role playing

12. Interpretation/creation of maps, charts, graphs, tables, cartoons

CURRICULUM COMMITTEE

Michael Brodzik – Supervisor Jeanne Doremus Joyce Agostini

Joan Curio Chuck Griffiths

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COURSE DESCRIPTION: THE SEARCH FOR CONSCIENCE

Students are currently living at a time when violence is an increasing reality and touches their own lives through personal experiences, film, television, music, art, the Internet, video games, current events. Many of the most violent acts are perpetrated by people their own age. In The Search For Conscience, students will examine historical and current events that demonstrate both man’s inhumanity to man, as well as the capacity for humans to exhibit strong moral and ethical values and behavior. It is the goal of this course that by increasing student cognitive development and awareness of human potential for both good and evil, they will become more empathetic and willing to take responsibility for their own behavior. It is the expectation that by realizing that they can make a difference, they will take action against violence and injustice, and will therefore help to build a more humane world. A major focus will be the Holocaust. Other genocides will be studied, as well as historical and current examples of human rights violations. The course is comprised of the following units: Unit 1: The Nature of Human Behavior Unit 2: Prejudice and Genocide Unit 3: The Rise of Hitler and the Nazi Party Unit 4: The Holocaust Unit 5: Judgement Unit 6: Human Rights Students will interpret history and current events through select readings, art, music, film, simulations, use of the Internet, and extensive media analysis. Speakers and field trips will provide authentic learning experiences. Students will work both individually and in groups, using a variety of methods including technology to present their research and conclusions. The Search For Conscience addresses the Content Standards for Social Studies, as well as select Standards in English and Workplace Readiness. In particular, this course addresses the commitment of the State of New Jersey to character development by focusing on respect for human rights and dignity and rational, concerned and humane responses to the challenges of the human condition. The course also addresses Coalition of Essential Schools principles by setting clear goals for student achievement, by personalizing teaching and the curriculum and by making student work the center of classroom activity.

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UNIT 1: THE NATURE OF HUMAN BEHAVIOR A. INTRODUCTION The course begins with an examination of human nature through analysis of philosophical, religious and scientific theories and well as students’ own beliefs. Historical and current events will focus student attention on the degree of hatred and violence in the world community, as well as the potential for human good. Essential questions are: 1. Does human nature include both the capacity for good and evil? 2. What is evil? 3. Why do some people hate and respond to others with violence? B. STUDENT PROFICIENCIES 1.1 Define and examine historical and current examples of evil. 1.2 Give common examples of prejudice and/or aggressive actions that have the potential for escalation into acts of violence. 1.3 Provide examples of common acts of respect and kindness that foster human dignity. 1.4 Evaluate examples and discuss the influence of good and evil in the arts and the media 1.5 Analyze and discuss theories of human nature. 1.6 Examine the positive and negative behaviors associated with obedience, conformity and silence. 1.7 Compare the behavior of perpetrator, victim, collaborator, bystander, resister and rescuer. 1.8 Develop generalizations that reflect their individual views of human nature. C. MATERIALS/ACTIVITIES 1. New Jersey Commission on Holocaust Education Curriculum (2001)

Unit 1 Readings: # 3 Human Nature: Opinion Survey. # 4, The Nature of Man # 6, Pieces of You. Students bring in music and words that illustrate the nature of man. #10, The Milgram "Shock" Experiment (or use the video) #11, Columbine Teens Found Validation in Reprogrammed Hi-Tech Games. #15, Conformist Aggression (Eric From) #17, Quotations from Pastor Martin Niemoller #22, The Wave (or use film). #23, Families Are Learning of 39 Cultists Who Died Willingly

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#25, I Was A Violent Skinhead #28, His Name Was Jackie Robinson #31, Marion Pritchard #32, The Why in Wyoming #33, Death in the Prairie #39, Martin Luther King, Jr., Letter From Birmingham Jail #40, The Montgomery Bus Boycott 2. Newsweek, May 21, 2001, The Roots of Evil, pgs. 31-37. 3. The American Nation in the 20th Century, Struggle for Human Rights, Women's Rights in the Postwar Era, p. 712. 4. Students provide examples from their own experiences of roles people might assume given a situation involving prejudice/hate (1.7). 5. Video clip suggestions

American Massacre & Huddled Masses (2 topics, 1 video) Cambodia Year Zero Cry Freedom Evil in Clear River Jihad Kids Japanese; Spock; Vietnam (3 topics, 1 video) John DeMarco Story Milgram Shock Experiment Prejudice Film Sophie's Choice (camp scene) The Hangman The Office Story (Argentina)

6. Internet Resources

http://www.nizkor.org/ (hate, anti-Semitism, Holocaust denial. Has links to sites maintained by Holocaust denial and racial hate organizations. http://www.adl.org (Anti-Defamation League) http://hatewatch.org/ (Includes links to racist and militant groups ie. Ku Klux Klan, Nazis, skinheads, Holocaust deniers.)

7. Conclude the unit with student creative expression about human nature (essay, collage, drawing/painting, music, power point/oral presentation). Use rubric for grading.

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UNIT 2: PREJUDICE AND GENOCIDE A. INTRODUCTION Unit 2 will challenge students to examine the components of human identity and the nature of prejudice. They will understand that genocide is a possible consequence of prejudice and discrimination that are left unchecked. The culminating activity will require students to present research on an historical or contemporary example of genocide other than the Holocaust. The essential questions are: 1. What are the factors that shape individual identity? 2. What is the relationship between prejudice and genocide?

B. STUDENT PROFICIENCIES 2.1 Identify and discuss the factors that influence and shape individual identity. 2.2 Define and explain the nature of prejudice as a universal phenomenon. 2.3 Provide historical and contemporary examples of prejudice, stereotyping, scapegoating and bigotry. 2.4 Define and explain the nature of genocide. 2.5 Research historical and/or contemporary examples of genocide. 2.6 Analyze the relationship between prejudice and genocide. C. MATERIALS/ACTIVITIES 1. Facing History and Ourselves Chapter 1 Readings: The Individual and Society p. 8: Have students create an identity chart. Discuss how much the way we are defined by society has to do with who we really are. # 4, Stereotyping # 8, The “In” Group #13, The Effects of Religious Stereotyping 2. New Jersey Commission on Holocaust Education Curriculum (2001) Unit 2 Readings

# 1, Our Human Rights # 4, Little Boxes (mention Census 2000 questions on race and ethnicity) # 8, Survey: Race Still Factor in Military # 9, Ecidujerp, Prejudice #10, Seeds of Hate: An Examination of Prejudice #14, Ethnic Jokes #18, The Things They Say Behind Your Back: Stereotypes About Jews

3. Use excerpts from one or more of the following videos: Eyes on the Prize, Crisis at Central High, Remember the Titans, In the Shadow of Hate 4. The American Nation in the 20th Century, Literature Worksheets, p. 31, Life at Tule

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Lake

5. Assign the book, Farewell to Manzinar. 6. Video clip suggestions

A Matter of Prejudice David Duke (Prime Time) Gandhi

In The Shadow of Hate (Teaching Tolerance) Little Friend (Japanese-Americans)

Louis Farrakan Parents Who Teach Children to Hate (Donahue) Prejudice Perceived Ragtime Skinheads (Oprah) The Hating Pot The Killing Fields Tomorrow Came Much Later & Journey of Conscience

7. Internet Resources

http://www.facing.org/ (Facing History and Ourselves) www.fcit.usf.edu/holocaust (A Teacher’s Guide to the Holocaust) http:www.nizkor.org/ (Hate, Antisemitism, Holocaust Denial. Has links to sites maintained by Holocaust denial and racial hate organizations) http://www.adl.org/ (Anti-Defamation League) http://hatewatch.org/ (Includes links to racist and militant groups ie. Ku Klux Klan, Nazis, skinheads, Holocaust deniers) http://www.amnestyinternal.com (Amnesty International)

8. See genocide curricula from NJ Commission on Holocaust Education 9. Field Trip: Seabrook Cultural Museum or guest speaker. 10. Culminating Activity: Students in groups choose an example of genocide other than the Holocaust and present their research to the class. The teacher will provide requirements (historical period, issues involved, geography etc.) and provide a grading rubric. Class members take notes from the presentations, ask questions and discuss similarities and differences.

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UNIT 3: THE RISE OF HITLER AND THE NAZI PARTY A. INTRODUCTION In Unit 3, students will examine the political, economic and social conditions that influenced the development of the Nazi dictatorship in Germany. Students will explore the personal characteristics and philosophical beliefs of Adolf Hitler and analyze the role of the media and Nazi propaganda in promoting Nazi ideology. Essential questions are: 1. What were the factors that led to the rise of Nazism in Germany? 2. Why did Nazi philosophy have such mass appeal? B. STUDENT PROFICIENCIES 3.1. Analyze the historical roots of anti-Semitism in Germany and throughout Europe. 3.2 Explain the cause and effect relationship between the Treaty of Versailles and the rise of Nazism in Germany. 3.3 Examine the life, personality and philosophy of Adolf Hitler. 3.4 Form a generalization about Jewish life in Europe prior to the Holocaust. 3.5 Determine why Nazi philosophy and government policies appealed to certain

aspects of human nature and behavior. 3.6 Examine the role of the media and propaganda in promoting Nazi ideology. 3.7 Follow the expansion of Nazi policies throughout the events of World War 2. C. MATERIALS/ACTIVITIES 1. New Jersey Commission on Holocaust Education Curriculum (2001) Unit 3 Readings:

# 6 Rise of Hitler #10 A Thousand Years of Jewish Culture and Communal Life #11 The Jews of Germany #15 Why Did the Nazis Come to Power in Germany? #17 The Twilight of the Weimer Republic 1929-1933 #21 What the Nazis Believed #22 The Message of the Nazis: Slogans, Posters, Songs and Games.

2. AEP Unit Books, Public Issues Series, Nazi Germany 3. Anthony Rhodes, Propaganda, The Art of Persuasion: World War 2. 4. Facing History and Ourselves Chapter 3 Readings: Germany in the 1920s

# 3 War and Revolution in Germany # 4 The Treaty of Versailles # 9 Criticizing Society

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#10 Inflation Batters the Weimar Republic #12 Creating the Enemy #13 Beyond the Stereotypes #15 Hitler in Power Chapter 4 Readings: The Nazis Take Power # 1 The Democrat and the Dictator # 3 Targeting the Communists # 4 Targeting the Jews # 5 Legalizing Racism # 8 Taking Over the Universities #13 Breeding the New German "Race" #14 "One Nation! One God! One Reich! One Church!" #18 Isolating Gays #21 Defining a Jew #23 The Hangman Chapter 5 Readings: Conformity and Obedience # 2 A Substitute for Religion # 3 Propaganda # 4 Propaganda and Sports # 5 Art and Propaganda

5. Video clip suggestions All's Quiet on the Western Front Auschwitz Cabaret (scene in outdoor café) Confessions of a Hitler Youth Decadent Art Designs of Death Fatal Attraction: Hitler Hitler: The Man Image Before My Eyes Man in the Glass Booth Mein Kampf Of Pure Blood Raul Hilberg Rise of the Swastika Swing Kids The Great Dictator The Murder of Mary Fagan (Leo Frank case) The Occult History of Nazism Triumph of the Will

6. Internet Resources http://www.facing.org/ (Facing History and Ourselves) www.fcit.usf.edu/holocaust (A Teachers’s Guide to the Holocaust) www.ushmm.org/ (United States Holocaust Memorial Museum) http://www.wiesenthal.com/ (Simon Wiesenthal International Center for Holocaust Remembrance)

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http://www.gfh.org.it/ (The Ghetto Fighters’ House: Museum of the Holocaust) http:www.remember.org (Cybrary of the Holocaust) http://www.yale.edu/lawweb/avalon/20th.htm (Yale Law School – Documents) http://www.calvin.edu/academic/cas/gpa/ (German Propaganda Archive) http://www.library.yale.edu/testimonies/homepage.html (Video Archive for Holocaust Testimonies)

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UNIT 4: THE HOLOCAUST

A. INTRODUCTION In this unit students examine the evolutionary process of Nazi policy culminating in the mass murder of 6 million Jews and other groups targeted for extermination. They analyze the various forms of resistance, intervention and rescue that occurred during the Holocaust. Essential questions are: 1. How did Nazi policies lead to the Holocaust? 2. How did inmates respond to the concentration and death camp experiences. 3. How did nations, groups and individuals respond to the Holocaust? B. STUDENT PROFICIENCIES 4.1 Examine the policies of the Nazis which led to the Holocaust. 4.2 Identify the changes that took place in Germany after the Nazis came to power. 4.3 Investigate the escalation of Nazi policies of persecution. 4.4 Examine the conditions and operations of the Nazi concentration camps and death camps. 4.5 Identify and analyze how Holocaust experiences are portrayed in literature, art and music. 4.6 Evaluate the role of the collaborator in the Holocaust. 4.7 Investigate the role of business and religious leaders in the Holocaust. 4.8 Analyze the global response to the Holocaust. 4.9 Examine why specific groups were victimized by the Nazis. 4.10 Define and analyze the various forms of Jewish and non-Jewish resistance. 4.11 Demonstrate insight into the reasons why non-Jewish rescuers risked their lives to save Jews.

C. MATERIALS/ACTIVITIES 1. New Jersey Commission on Holocaust Education Curriculum (2001)

Unit 4 Readings:

# 7 Honor the Yellow Badge # 9 Night of Broken Glass #10 Regulations for Elimination of Jews from Economic Life of Germany, Nov. 12, 1938 #11 Heredity in Relation to Eugenics

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#13 Through Our Eyes: Ghetto Life #20 Nazi Paperwork of the "Final Solution" #21 Concentration Camps #22 Night #23 Concentration and Death Camps #25 Art of the Camp Inmates #26 Documenting Gas Chambers at Auschwitz #27 Song of the Partisan #28 American Corporations and the Nazis #30 Doctors of the Death Camps #32 Manipulating the Law #36 The Ordeal of Dietrich Bonhoeffer #41 The Big Lie Technique of Dictators #47 The Liberators Unit 5 Readings: # 1 To Die With Dignity # 4 If We Must Die The Little Smuggler # 8 Warsaw Ghetto Uprising #10 Resistance in the Camps #17 Escape From Sobibor (with video) #27 With Raoul Wallenberg in Budapest #29 Network Rescuers

2. Facing History and Ourselves Chapter 6 Readings: Escalating Violence #10 The Failure to Help #13 Opposition to "Euthanasia" #14 Targeting the Gypsies #15 Targeting Poland #16 Conquests in the East Chapter 7 Readings: The Holocaust # 3 Reserve Police Battalion 101

# 6 Obeying Orders # 7 The "Final Solution" Accelerates # 8 The Jewish Councils # 9 Emptying the Ghettoes #10 Deception, Terror and Resistance #11 The Uprising in the Warsaw Ghetto #13 The "Model" Concentration Camp #14 Auschwitz #17 A Commandant's View #19 Resistance in the Death Camps Chapter 8 Readings: Bystanders and Rescuers # 1 What Did People Know? # 4 A Matter of Courage # 5 From Bystanders to Resisters #10 The Courage of Le Chambon

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#12 Schindler's List #13 A Nation United #14 The Role of the Protestant Churches #15 The Role of the Catholic Church #16 The Response of the Allies #17 Should Auschwitz Have Been Bombed? Chapter 9 Reading #17 Choices 3. Suggested video clips

A Boy From Warsaw A Journey to Prague Bialystock Ghetto Children of Terezin Children Remember the Holocaust David (German Jew) Ellie Weisel Escape From Sobibor Europa, Europa Facing Evil (interview with Raul Hilberg) Holocaust Kitty Returns to Auschwitz Kristallnacht Last Days (Spielberg) Life is Beautiful Nazi Children Meet the Holocaust QB VII (Yad Vashen scene) Schindler's List Shoah (Jan Karski) Survivors The Wall (Warsaw ghetto uprising) The Warsaw Ghetto (Nazi footage) To Bear Witness Through Our Eyes - Children of the Holocaust United States Holocaust Museum (Miles Lerman) War and Remembrance When I Was Fourteen - A Survivor Remembrance Resistance and Intervention Auschwitz and the Allies Au Revoir Les Enfants Charlie Grant's War (Canadian Resistance) Lonely Struggle (Warsaw Uprising) Nazi Art Partisans of Vilna Rescue (French Resistance) Stand Firm (Jehovah Witnesses) The Assisi Underground The Courage to Care The Murderers Among Us (Simon Wiesenthal Story)

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The White Rose They Risked Their Lives Triumph of the Spirit (Boxer)

Wallenberg Weapons of the Spirit (Le Chambon) Who Shall Live and Who Shall Die? (FDR and the American response) 4. Internet Resources

http://www.facing.org/ www.fcit.usf.edu/holocaust www.ushmm.org/ http://www.wiesenthal.com/ http://yad-vashem.org.il/ (Holocaust Martyrs and Heroes Remembrance Authority) http://www.gfh.org.it/ (The Ghetto Fighters’ House: Museum of the Holocaust & Resistance http://www.remember.org (Cybrary of the Holocaust) http://www.yale.edu/lawweb/avalon/20th.htm http://www.vhf.org/ (Survivors of the Shoah Visual History Foundation-Founded by Steven Spielberg) http://www.library.yale.edu/testimonies/homepage.html http://www.interlog.com/~mighty (Women and the Holocaust) http://www.holocaustforgotten.com/ (Non-Jewish Victims of the Nazis) http://www.cs.cmu.edu.afs/cs/user/scotts/bulgarians/pink.html (History of Nazi Persecution of Gays) http://www.humboldt.edu/~rescuers/ (Stories of Jewish Rescue)

5. Close Up Foundation, Ordinary Americans: U.S. History Through the Eyes of Everyday People. p. 203. The Ovens Were Still Hot. A Jewish-American Witness: Buchenwald.

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UNIT 5: JUDGEMENT A. INTRODUCTION Study of the Nuremberg Trials and other documents present to students the question of responsibility for the Holocaust. Principles of international law emanating from the Holocaust are studied, as well as the present day challenge from those who deny the Holocaust and emulate Nazi ideology. Essential questions are: 1. Who was responsible for the Holocaust? 2. What is the role of denial in a study of the Holocaust? B. STUDENT PROFICIENCIES 5.1 Examine the purpose of the Nuremberg Trials. 5.2 Reach conclusions about the question of responsibility for taking part in the Holocaust. 5.3 Evaluate the principles of international law that were established by the Nuremberg

Trials. 5.4 Assess the relationship between the Holocaust and the establishment of the State of Israel. 5.5 Analyze the significance and influence of Holocaust deniers and those that subscribe to Nazi ideology. C. MATERIALS/ACTIVITIES 1. New Jersey Commission on Holocaust Education Curriculum (2001) Unit 7 Readings # 1 Assessing and Defining Responsibility p.14 Chart, Nuremberg Defendants #13 Heir of the Holocaust: A Child's Lesson #24 Restitution and Response to Survivors of the Holocaust: A Timeline of Events #26 Declaration of Amnesty . #36 It's Really True #37 The Lessons of the Holocaust Mean to Me.. 2. New Jersey Commission on Holocaust Education, The Hitler Legacy: A Dilemma of Hate Speech and Hate Crime in a Post-Holocaust World Lesson #5 The Denial of History. The Holocaust on Trial Lesson #6 The Hitler Fascination. Triumph of the Film: Jodie Foster's Dilemma Lesson # 7 The Massacre at Columbine High School.

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Kill Mankind. No One Should Survive Learning From Littleton 3. Facing History and Ourselves Chapter 9 Readings: Judgement # 2 The Rules of War # 4 Obedience to Orders # 6 Betraying the Children # 7 We Were Not Supposed to Think #10 Toward International Standards #13 On Trial #15 Eichmann in Jerusalem #19 Telling Right From Wrong Chapter 10 Readings: Historical Legacies # 2 Preserving Evidence of Evil # 5 Germans Confront the Past # 6 Accepting Responsibility # 8 Denial and the Holocaust 4. Suggested video clips

Babi Yar Exodus Judgement at Nuremberg (2 tapes) Nazi War Crimes Profiles in Courage: The Robert Taft Story Trial of Adolph Eichmann (2 tapes) 5. Internet Resources

http://www.facing.org/ www.fcit.usf.edu/holocaust www.ushmm.org/ http://www.wiesenthal.com http://www.yad-vashem.org.il/ http://www.remember.org (Cybrary of the Holocaust) http://www.yale.edu/lawweb/avalon20th.htm (Documents) http://www.vhf.org/ (Survivors – Spielberg) http://www.library.yale.edu/testimonies/homepage.html

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UNIT 6: HUMAN RIGHTS A. INTRODUCTION Students begin Unit 6 with an analysis of the term "human rights" and whether human rights have universal applicability. They will then research one example of current human rights violations such as violence against women and children, ethnic cleansing, political oppression, health issues. The Search For Conscience will conclude with student self reflection on the questions of human nature posed throughout the course and with the understanding that they can make a difference in fostering a more humane world. Essential questions are: 1. Does the United Nations Universal Declaration of Human Rights have universal

application? 2. How can individuals address problems of human rights violations? 3. What is the impact of personal choice in promoting human rights? B. STUDENT PROFICIENCIES 6.1 Analyze the United Nations Universal Declaration of Human Rights. 6.2 Discuss the cultural relevance of the Declaration of Human Rights. 6.3 Demonstrate awareness of major rights violations worldwide. 6.4 Reflect on their views of human nature articulated at the beginning of the course. 6.5 Evaluate the actions of people, groups and organizations that have affected human

rights. 6.6 Discuss ways students can address issues of prejudice, discrimination, scapegoating,

bigotry, human rights violations. B. MATERIALS/ACTIVITIES 1. United Nations Universal Declaration of Human Rights. 2. Student research, followed by presentations on human rights violations individually

or in groups. 3. Facing History and Ourselves Chapter 10 Readings: Choosing to Participate. 4. Suggested video clips About the United Nations: Human Rights (Rights of the Child) Child Abuse Dr. Strangelove Eyes on the Prize Harvest of Shame (poverty, USA) Hate on Trial (Ku Klux Klan) Land of the Demons (Yugoslavia)

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Little Friend (Japanese-Americans) Malcolm X My Lai Platoon Soldiers in Hiding (Vietnam) Tough Choices Today and in History (Institute for Global Ethics) 5. Internet Resources:

http://www1.umn.edu/humanrts/links/alphalinks.html (Amnesty International Annual Report) http://www.amnestyinternational.com (Political oppression, ethnic cleansing) www.now.org (women and children) http://www.who.int/ (World Health Organization) www.unitednations.org www.law_lib.utoronto./ca/diana/ (women and children) www.odci.gov/cia/publications/pubs.html (Information on all countries) http://www.nizkor.org/ (hate, anti-Semitism, Holocaust denial. Has links to sites maintained by Holocaust denial and racial hate organizations) http://www.adl.org/ (Anti Defamation League) http://hatewatch.org/ (Includes links to racist and militant groups ie. Ku Klux Klan, Nazis, skinheads, Holocaust deniers)

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Instructional Resources Boyer, Paul & Stuckey, Sterling. The American Nation in the 20th Century. Holt, Reinhart & Winston, 1998. Century of Genocide. Eyewitness Accounts & Critical Views. Garland Publishing, Inc., 1997. Facing History and Ourselves. National Foundation, Inc., 1994. Flaim, Richard F; Reynolds & Edwin W. ed. The Holocaust & Genocide. A Search for Conscience., Curriculum Guide. Anti Defamation League of B’nai B’rith, 1983. Furman, Harry, ed. The Holocaust and Genocide. A Search for Conscience. An Anthology for Students.Anti-Defamation League of B'nai B'rith, 1983 The Holocaust Chronicle. Publications International, Ltd., 2000. The New Jersey Commission on Holocaust Education Curriculum, 2001.

UNIT 1

Flaim, Richard F. & Furman, Harry, ed. The Hitler Legacy: A Dilemma of Hate Speech and Hate Crimes in a Post Holocaust World. NJ Commission on Holocaust Education, 2001. Gay, Kathlyn. Bigotry. Enslow Publisher, Inc. 1989 Keen, Sam. Faces of the Enemy. Harper and Row, 1986. Lesberg, Sandy. Violence in Our Time. Haddington House, 1997. The Ku Klux Klan: A History of Racism and Violence. Southern Poverty Law Center,1991 Responding to Hate at School. A Guide for Teachers, Counselors and Administrators. Teaching Tolerance. 1999. Strasser, Todd. The Wave. Dell Publishing, 1981.

UNIT 2 New Jersey Commission on Holocaust Education Curricula on Genocides: The Armenian Genocide The Forced Famine in the Ukraine 1932-1933

The Killing of Cambodia The Right to Live - American Indian Genocide The Great Irish Famine

Arnold, Caroline and Silverstein, Herma. Anti-Semitism. A Modern Perspective. Julian Messner, 1985. Carnes, Jim. A History of Intolerance in Armenia. Teaching Tolerance, 1985. Dolot, Miron. Execution by Hunger. The Hidden Holocaust. (Ukraine) W. W. Norton & Co.,1985. Edwards, Gabrielle I. Coping With Discrimination. The Rosen Publishing Group, Inc.,1986. Genocide: Crime Against Humanity. Armenian Review, Spring 1984. Hammer, Richard. One Morning in the War. The Tragedy at Son My. Coward-McCann, Inc., 1970.

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Havannisian, Richard G. The Armenian Genocide in Perspective. Transaction Books, 1987. Van Till, William. Prejudiced – How Do People Get That Way? Anti-Defamation League of B’na B’rith, 1975. Selznick, Gertrude and Steinberg, Stephen. The Tenacity of Prejudice. Harper & Row Publishers, 1969. Shawcross, William. The Quality of Mercy. Cambodia, Holocaust & Modern Conscience. Simon and Schuster, Inc., 1984. The Armenians. Shadows of a Forgotten Genocide. Armenian Library & Museum of America. Holocaust Resource Center and Archives. Queensborough Community College.

UNIT 3

Adelson, Alan & Lapides, Robert. Lodz Ghetto. Penguin Books, 1989 Atkinson, Linda. In Kindling Flame. (Story of Hannah Senesh, 1921-1945) Buch Tree Books, 1985. Chrisp, Peter. The Rise of Fascism. Brookwright Press, 1991.

Davidowicz, Lucy S. From That Time and Place. (destruction of Jewish culture in Europe) W. W. Norton & Co., 1989. Degenerative Art. The Fate of the Avant-Garde in Nazi Germany. Harry N. Abrams, Inc., 1991. Engelmann, Bernt. Hitler's Germany. Pantheon Books, 1986. Gross, Leonard. The Last Jews in Berlin. Simon & Schuster, Inc., 1982. Heyes, Eileen. The Hitler Youth. Children of the Swastika. The Millbrook Press, 1993. Marrus, Michael K & Paxton, Robert O. Vichy France and the Jews. Schocken Books, 1983. Merkl, Peter H. The Making of a Storm Trooper. Princeton University Press, 1980. Ophuls, Marcel. The Sorrow and the Pity. (France under Nazi Rule) Berkley Publishing Co., 1972. Posner, Gerald L. Hitler's Children. Random House, 1991. Reichel, Sabine. What Did You Do in the War, Daddy? Hill & Wang, 1989. Rhodes, Anthony. The Art of Persuasian: World War 11 Propaganda. The Wellfleet Press, 1987 Roskies, Diane K. & David G. The Shtetl Book. Anti-Defamation League of B'nai B'rith. KTAV Publishing House, Inc., 1975. von Beyme, Klaus. Right-wing Extremism in Western Europe. 1998. Wasserstein, Bernard. Britain and the Jews of Europe, 1939-1945. Oxford University Press, 1988. Zeinert, Karen. The Warsaw Ghetto Uprising. The Millbrook Press, 1993.

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UNIT 3 -YOUNG READERS

Altshuler, David A. Hitler's War Against the Jews. Behrman House Inc., 1978. Greene, Bette. Summer of My German Soldier. Bantam Books, 1974. Kruger, Horst. A Cract in the Wall. Growing Up Under Hitler. Fromm International Publishing Cort., 1982. Neville, Peter. Life in the 3rd Reich. B. T. Batsford Ltd., 1992. Orlev, Uri. The Man From The Other Side. (Polish ghetto) Houghton Mifflin Co., 1989.

UNIT 4

Bachrach, Susan D. Tell Them We Remember. The Story of the Holocaust. United States Memorial Museum. Little Brown & Co. 1994. Bauer, Yehuda. History of the Holocaust. Franklin Watts, 1982. Berenbaum, Michael. The World Must Know. History of the Holocaust As Told In the United States Holocaust Memorial Museum. Little Brown. Bernheim, Mark. The Father of Orphans. Lodestar Books, 1989. Block, Gay & Drucker, Malka. Rescuers. Holmes & Meier Publishers, Inc., 1992.

Browning, Christopher R. Ordinary Men. (Final Solution in Poland) Harper Collins Publishers, 1992. Commemorative Observances for Days of Remembrance. United States Holocaust Memorial Council, 1985. Dagan, Avigdor. The Court Jesters. The Jewish Publication Society, 1989. Eisenberg, Azriel. Witness to the Holocaust. The Pilgrim Press, 1981. Final Letters From Victims of the Holocaust. Yad Vashem, Jerusalem. Paragon House, 1991. Flander, Harold. Rescue in Denmark. Holocaust Library New York, 1963. Friedman, Ina R. The Other Victims. First Person Stories of Non-Jews Persecuted by the Nazis. Houghton Mifflin Co., 1990. Gilbert, Martin. The Macmillan Atlas of the Holocaust. DaCapo Press, 1982. Goldberger, Leo. The Rescue of the Danish Jews. New York University Press, 1987. Greenfield, Howard. The Hidden Children. Tichnor & Fields, 1993. Hilberg, Paul. Perpetrators, Victims, Bystanders. Harper Collins Publishers, 1992. Horwitz, Gordon J. In The Shadow of Death. The Free Press, 1990. Hunche, Douglas K. The Moses of Rovno. Dodd, Mead & Co., 1985. In The Depths of Darkness. United States Holocaust Council, 1991. I Never Saw Another Butterfly. Children's Drawings & Poems From 1942-1944. Schocken Books, 1978.

27

Issacman, Clara. Pathways Through the Holocaust. An Oral History by Eye-Witnesses. Ktav Publishing House, Inc., 1988. Kahane, Rabbi Meir. Never Again! Nash Publishing, 1971. Keneally, Thomas. Schindler's List. Penguin Books, Ltd., 1983. Klein, Gerda Weissman. All But My Life. Noonday Press, 1957. Korczak, Janusz. Ghetto Diary. Zeitlin, Aaron, The Lost Walk of Janusz Korczak. Holocaust Library New York, 1978. Lanzmann, Claude. Shoah - An Oral History of the Holocaust. (text of the film) Pantheon Books, 1985. Levi, Primo. The Drowned and the Saved. Summit Books, 1986. The Reawakening. Collier Books, 1961. Littell, Marcia Sachs & Gutman, Sharon Weissman. Liturgies on the Holocaust. Trinity Press International, 1996. Marrus, Michael R. The Holocaust in History. University Press of New England, 1987. Mayer, Arno J. Why Did The Heavens Not Darken. Pantheon Books, 1990. McQuaid, Elwood. ZVI. Spearhead Press, 1978. Meed, Vladka. On Both Sides of the Wall. Holocaust Library New York, 1979. Morse, Arthur D. While 6 Million Died. (FDR & American apathy) Random House, 1967. Oliner, Pearl M & Samuel. The Altruistic Personality. Rescuers of Jews in Nazi Europe. Nomberg, Przytzk. Auschwitz. University of North Carolina Press, 1985 Ramati, Alexander. And The Violins Stopped Playing. A Story of Gypsy Holocaust. 1986. Read, Anthony & Fisher, David. Kristallnacht. The Nazi Night of Terror. Random House, 1989. Rescue of the Danish Jews. Anti-Defamation League Braun Center of Holocaust Studies, 1970. Revolt Among The Darkness. Holocaust Memorial Museum, 1993. Plant, Richard. The Pink Triangle. The Nazi War Against Homosexuals. Henry Holt & Co., 1986. Rogasky, Barbara. Smoke And Ashes. The Story of the Holocaust. Holiday House, 1988. Rosenberg, David. Testimony. Random House, 1989. Rutherford, Ward. Genocide. The Jews in Europe 1939-1945. Ballantine’s Illustrated History of the Violent Century. Scholl, Inge. The White Rose. Wesylan University Press, 1983. Silverman, Lena Kuchler. My Hundred Children. Dell Publishing Co, Inc., 1987.

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Teaching About the Holocaust. A Resource Book for Educators. United States Holocaust Memorial Museum. To Save One Life. The Story of Righteous Gentiles. The Auschwitz Album. Random House, 1981. The Holocaust. Yad Vashem, Jerusalem, 1975. The Holocaust. Nextext, 2000. Weisel, Elie. Legends Of Our Time. Schocken Books, Inc., 1945. Werner, Harold. Fighting Back. Columbia University Press, 1992. Women in the Resistance and in the Holocaust. Greenwood Press, Inc., 1983.

UNIT 4 - YOUNG READERS

Anne Frank, The Diary of a Young Girl. Pocket Books New York, 1952. Bishop, Claire Huchet. Twenty and Ten. Puffin Books, 1988. Brechner, Elinor J. Schindler's Legacy. Dutton, 1994.

Dillon, Eilis. Children of Bach. Charles Scribner's Sons, 1992. Friedman, Ina R. Escape Or Die.True Stories of Young People Who Survived The Holocaust. Yellow Moon Press, 1982. Fry, Varian. Assignment Rescue. Scholastic Inc., 1945. Hallie, Philip P. Lest Innocent Blood Be Shed. (Le Chambon) Harper Torchbooks, 1979. Lackner, Stephen. Max Bukmann. Henry N. Abrams, 1991. Laird, Christa. Shadow of the Wall. Greenwillow Books, 1989. Lingard, Joan. The Tug of War. (Latvia) Matos, Carol. Lisa's War. (Denmark) Charles Scribner's Sons, 1987. Meltzer, Milton. Rescue. (How Gentiles Saved Jews) Harper & Row Publishers, 1988. Moskin. I Am Rosemarie. Dell Publishing Co., Inc., 1972. Provost, Gary & Levin, Gail. David and Max. Jewish Publishing Society, 1988. Rossel, Seymour. The Holocaust. Franklin Watts, 1989. Schloss, Eva. Eva's Story. (stepsister of Anne Frank) St. Martin's Press, 1988. Siegal, Aranks. Upon the Head of the Goat. (Hungary 1939-1944) Farrar, Straus & Gironex, Inc., 1981. Tec, Nechama. When Light Pierced the Darkness. Christian Rescue of Jews in Nazi-Occupied Poland. Oxford University Press, 1986. Tell Ye Your Children. Swedish Government Offices, 1998.

29

The Holocaust. Globe Fearon Educational Publications, 1997. This Shall Tell All ages. Art Music and Writings of the Holocaust. United Jewish Appeal. Toll, Nelly. Behind the Secret Window. Dial Books, 1993. Zeinert, Karen. The Warsaw Ghetto Upriging. The Millbrook Press, 1993. Zeller, Frederic. When Time Ran Out - Coming of Age in the 3rd Reich. The Permanent Press, 1989.

UNIT 5 From Horror to Hope. Germany, the Jews and Israel. German Information Center, NY. Glock, Charles Y; Selznick, Gertrude J; Spaeth, Joe L. The Apathetic Majority. (Response to Eichmann Trial) Handler, Andrew & Meschel, Susan. Young People Speak. Surviving the Holocaust in Hungary. Franklin Watts, 1993. Hitler’s Apologists. Anti-Defamation League, 1993. Isaacson, Judith Magyar. Seed of Sarah. Memoirs of a Survivor. University of Illinois Press, 1990. Landau, Elaine. Nazi War Criminals. Franklin Watts, 1990. Roiphe, Anne. A Season For Healing. Summit Books, 1988. Schneider, Gertrude. Jewish Survivors of Latvia Remember. Philosophical Library, Inc., 1987. The Good Old Days. The Holocaust As Seen by its Perpetrators and Bystanders. Free Press, 1991.

UNIT 6 Gutman, Roy. Witness to Genocide. Ethnic Cleansing of Bosnia. Macmillan Publishing Co., 1993. Juergensmeyer, Mark. Fighting Fair. (Non-violent conflict resolution) Harper & Row Publishers, 1986. Wilson, Reginald. Think About Our Rights. Civil Liberties and the United States. Walker & Co., 1988.