Holocaust Resistance Lessons of Reisitors

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  • Topic: Sophie Scholl, The Holocaust, Warsaw Ghetto Uprising
  • Pages : 44 (17649 words )
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  • Published : February 12, 2012
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Holocaust Unit Resistance|
Grades 6-trishr|
Students frequently ask, “Why didn’t the Jews fight back?” During the Holocaust, many Jews did not resist the “Final Solution” but many others did and this resistance had many forms: armed and unarmed, active and passive, survival, testimony, spiritual, defiance, visual art and written resistance. This unit is to refute the myth that the Jews went to the gas chambers, like ‘sheep to the slaughter.’| Social Studie|

Edita Pollakova. 9 years old. The deportation train arrives at Terezin. Edita died the October 4th of 1944 at Auschwitz. .

Unit Plan-HolocaustResistance grades 6-8 Social Studies/Character Ed.| Resistance
Patricia Roemer
December 2011|
Introduction Holocaust Resistance |
Synopsis:Students frequently ask, “Why didn’t the Jews fight back?” During the Holocaust, many Jews did not resist the “Final Solution” but many others did and this resistance had many forms. Examples of these are armed and unarmed, passive and active, survival and testimony, spiritual, and written resistance. This unit is to refute the myth that the Jews went to the gas chambers, like sheep to the slaughter. | Instructional Objectives:|

Students will know: * Jews did resist the Holocaust * Resistance takes on many forms. * It takes the courage to exercise any of these forms of resistance in situations of great repression and persecution and may come with consequences * There were non-Jews who risked everything to save the lives of Jews and others during the Holocaust. * To examine & discuss the nature of resistance both active and passive as it occurred in the ghettos, concentration/extermination camps, and throughout Nazi occupied/controlled areas. * Demonstrate an understanding of the importance of making good moral choices. * Demonstrate knowledge of the role that children and young people played in the resistance movements * To question what enables individuals both individually and collectively to resist evil/genocide. * To use a variety of technological and information resources to gather and synthesize information and to create and communicate knowledge of the Holocaust and resistance. * To participate in conversations as knowledgeable, reflective, creative, and critical thinkers| Activity/Process|

Lesson 1 Introduction of resistance and the forms exhibited & Universe of ObligationLesson 2 Partisans and Ghetto Uprisings in the GhettosLesson 3 White RoseLesson 4 Spiritual and Righteous Among the NationsLesson 5 Resistance through Written Works and Visual ArtLesson 6 Survival and Testimony| Resources|

Listed with each lesson |
Evaluation|
•To identify newspaper articles that deal with human rights issues, prejudice, ethnic wars, anti-Semitism, racism, and inequality and to relate recurrent themes of prejudice existent in our society today with the Holocaust.Process:1. Over a 5-6 week period, the students will scan local and national newspapers, current events and news magazines, and news websites for articles that focus on human rights issues, prejudices, and the oppression of a group of people. a. Have students gather as many articles as they can—a minimum of five. b. The Amnesty International website maintains a library of past news releases and offers an excellent page of links to related human rights websites.2. With each article, have students write a brief summary, and identify the types of prejudices, oppression, or human rights issues they discovered in the article.3. Have students paste their articles and summaries on a poster board, soposters can all be viewed and compared easily.4 Can the students find any form of resistance in the article or through research that has been performed against these oppressions5. Have students share their posters with the class, briefly summarizing the prejudice and human rights issues highlighted in the articles, and making general comparisons regarding all of their...
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