ࡱ> egd` (bjbj .F ~~~~~~~D,'IHHHHHHH$KhmMH~!!!H~~H###!~~H#!H##RE~~G  /Oa"FHH0'I,F'Ng#v'N<G'N~Gh#THH# 'I!!!!  ~~~~~~ Obedience to Authority and the Holocaust Lesson by: Katherine Schutte (Moline High School) Grade Level: 12th Subject: College Writing Time Required: 4 days Overview and Background: This unit will focus on the notion of obedience to authority and conformity. Why do people who are moral behave immorally? Is there any redeeming goodness in those who are seen as evil? As Anne Frank said, Despite everything, I believe that people are really good at heart. Are they? Students will look specifically at the Holocaust and the roles of the victims, the bystanders, the liberators, and the perpetrators. Further, they will draw parallels to events today. Who is the most to blame? Are bystanders innocent? Purpose of Lesson: Students will look at the humans capacity to do evil and good, often at the same time, and evaluate to what extent someone is responsible for evil acts. Their assumptions will be challenged, and the lines will be blurred. This thinking will draw them closer to the research paper in which students research a global issue and determine what can and should be done concerning the issue. Goals for Student Understanding: Students will explain what it means to be socially responsible. Students will read non-fiction texts in order to recognize perspective and purpose. Students will examine their own notion of what it means to be a victim, a bystander, a liberator, or a perpetrator. Students will strengthen their knowledge and examine the complexity of the Holocaust. Students will draw parallels between the roles people played during the Holocaust and events of today. What Students Will Do to Build This Understanding: Read a variety of materials, including childrens books, a transcript of Stanley Milgrams experiment, essays, and websites. View films that question affiliation with particular groups and challenge their notion of obeying an authority figure. Write informally using personal perspectives to question their own assumptions. District/State Standards: 1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices. 1.B.5a Relate reading to prior knowledge and experience and make connections to related information. 1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts. 1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work. 1.B.5d Read age-appropriate material with fluency and accuracy. 1.C.5a Use questions and predictions to guide reading across complex materials. 1.C.5b Analyze and defend an interpretation of text. 1.C.5c Critically evaluate information from multiple sources. 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques). 4.B.5b Use speaking skills to participate in and lead group discussions; 5.B.5a Evaluate the usefulness of information, synthesize information to support a thesis, and present information in a logical manner in oral and written forms. 5.C.5b Support and defend a thesis statement using various references including media and electronic resources. Resources and Handouts: Background Materials  HYPERLINK "http://www.ushmm.org" www.ushmm.org  HYPERLINK "http://www.facing.org" www.facing.org  HYPERLINK "http://www.chioces.org" www.chioces.org Hitler: The Whole Story (video) Writing and Reading Across the CurriculumCh 8 on Obedience to Authority Resources and Handouts: Materials Used: Heil Hitler: Confessions of a Hitler Youth (film) Stanley Milgrams Experiment The Harmonica What Makes a Good Man? Handout Dr. Seuss Goes to War  HYPERLINK "http://www.qcliberators.com" www.qcliberators.com  HYPERLINK "http://www.ushmm.org" www.ushmm.org  HYPERLINK "http://www.pbs.org/wgbh/amex/vietnam/trenches/my_lai.html" http://www.pbs.org/wgbh/amex/vietnam/trenches/my_lai.html Who is in My Circle of Responsibility? (film) The Cats of Krasinski Square (Karen Hesse) Lesson Narrative: (Student assignments are discussed within lesson narrative) Day 1: Are good and evil binaries? First, using only anonymous descriptions of Hitler, Roosevelt, and Churchill students choose which description matches their idea of a good man. Students inevitably choose Hitlers description as the ideal man, which, when his name is revealed, challenges their notion of good vs. evil (Guideline 3). Are the two really exclusive? Next, the teacher reads the book The Harmonica aloud, and students discuss contrast between destruction and beauty. Then students complete a journal writing responding to the following questions: Can good people do bad things? Can bad people do good things? The class then attempts to define the terms holocaust, victim, bystander, perpetrator, liberator, striving for precision of language (Guidelines 1 & 5). The teacher poses the question: Was Hitler an anomaly? Give background on Hitler and anti-Semitism (Guidelines 3 & 9). Day 2: The power of authority What was it like to stand in the shoes of the perpetrator? (Guideline 9). Would you resist? Students watch the film Heil Hitler: Confessions of a Hitler Youth (30 minutes), followed by an informal writing in which they react to the film. After students are given time to write, the class discusses the film as a whole, and the homework assignments are given. Would you stand up? Why do people fall prey to authority figures and peer pressure asking ill of them? Under what conditions should one disobey an authority? Homework: Read Lessings essay Group Minds; Informal Writing: What do you see from Lessings essay that applies to life at MHS? Day 3: Just following orders Begin class by assigning parts and reading from Stanley Milgrams Experiment, followed by an informal writing: What do you see from Lessings essay that applies to Milgrams experiment? Discuss the writings with the class. Does peer-pressure excuse bad behavior? Is following orders a valid defense? What could have people done during the Holocaust to stop it? Read The Cats of Krasinski Square to students (Guideline 12). How did some people help? What did others neglect to do? Show Dr. Seuss cartoon. (Guideline 4). Homework: Read essays/articles on Abu Ghraib and My Lai. Browse  HYPERLINK "http://www.qcliberators.com" www.qcliberators.com and read the testimonies of some of the areas liberators (Guildeline 12). Become familiar with what is currently happening in Darfur through reading segments on  HYPERLINK "http://www.ushmm.org" www.ushmm.org. Through a one-page piece of writing complete with a thesis statement, explore why few are taking action in Darfur. (Due in three days). Day 4: What can we do? (Just because it happened doesnt mean it was inevitable) Begin class with an informal writing and discussion: For whom are you responsible? Who holds responsibility for you? Watch the film Who is in My Circle of Responsibility? And follow it with a class discussion. Consider Anne Franks quote: And finally I twist my heart round again, so that the bad is on the outside and the good is on the inside, and keep on trying to find a way of becoming what I would so like to be, and could be, if there weren't any other people living in the world. (Guideline 12). What is she saying? Homework: Scenario Handouts: What would you do? Read Poem: Here I am Eve In this cattle car With my son Abel If you see My other son Please tell him. . . How would you finish this poem? Unit Follow-up: The class will then move into the global issues research paper for the next four weeks. Students will choose a global issue for which they feel passion and feel the need for action. They will examine the issue, speculating on causes and effects, explore their roles as activist and reflect on possibilities for social change. Assessment: Through this four-day lesson, students are primarily assessed based on their classroom discussion and the completion of the informal writings. Again, this lesson is meant to introduce the notion of social responsibility and the major research paper, which will be formally assessed. )*4]ijlnqy ! = M b } h j ڼڵڠ}vov huh-h/U huh-hi huh-hZ(hL^ huh-hq huh-huh-0JCJOJQJaJ huh-huh- huh-ht huh-h/ huh-hS huh-hJhuh-hkzH* huh-h"fhuh-h"f5 huh-hkzhuh-hkz5huh-h!5huh-h!CJ OJQJaJ +)*\]pq i j " ST & F gd v&gd/U & F & Fgdq$a$gd!( T}QYdj"jkqHP)*0?@mn㽶򽶽 huh-hhuh-h5 huh-h*CJOJQJ^JaJ#huh-h*5CJOJQJ^JaJ huh-h*huh-h*5huh-hZ(5 huh-h v& huh-hhuh-h5huh-hkz5 huh-h/U huh-hkz huh-hq/}SdkH*?@mn & FgdC $ & F a$gd & F gd & F gd v&no(1Zz{|϶ĭϟĭϗϏxpiiiahuh-h6 huh-hhuh-hJ5huh-hkz5huh-hU5 huh-h v&huh-h v&6huh-hU6j~huh-hUUhuh-hU0Jjhuh-hUUjhuh-hUU huh-hUhuh-hp=0Jjhuh-hp=U huh-hp=jhuh-hp=U&1z{|$:}8fxygdCgdbG & Fgd v& & FgdC & Fgd v&#$:;defz{}~568_ef׹Ю~pg~_Whuh-hkz6huh-hC6huh-ht0Jjhuh-htU huh-htjhuh-htUhuh-h v&0Jjhuh-h v&U huh-h v&jhuh-h v&Uhuh-hU0JjChuh-hUU huh-hUjhuh-hUUhuh-h v&6huh-hk6 huh-hk huh-hp=f14579BHQ8oxZx[cwxyἵ~vhuh-hbG5 huh-hbGhuh-hy$6huh-h36 huh-h3h] huh-hy$ huh-hg>/ huh-h huh-h< huh-hv\ huh-hJ huh-hkzhuh-h v&5huh-hkz5huh-hC5 huh-ht huh-h v&huh-ht6+ 89EW_`fvj'()EFv ' 0 1 v 0!F!W!Y!c!{!~!!!!ȱ huh-h v& huh-h2=huh-h2=mH sH huh-h2=\mH sH h6huh-h6huh-hbG5 huh-ht huh-h huh-hhuh-hg>/6 huh-hg>/h huh-hC}o huh-hbGhuh-h53()FX!Y!=#>##%%%%%%& &&&*&@&B&gd2=p^pgd ^`gdh^hgdgdth^hgdbGgdbGh^hgdtgdC}o!!!!!!!"%"""""""""""""""#'#<#>#C#D#E#T#####$$ $$$;$=$Y${{{sl{ huh-h<huh-hbG6 huh-h huh-hg>/huh-hC5 huh-hChuh-hg>/5huh-hbG5 huh-hbG huh-h2= huh-h huh-h*jhuh-h v&Uhhuh-h v&0Jj6huh-h v&U huh-h v&jhuh-h v&U*Y$c$$~%%%%%%%%%%%?&@&A&C&D&d&e&t&''''':((((򻴭zszlz huh-h v& huh-hJ huh-hR+huh-hkz5 huh-hkzhuh-h2=5 huh-h2= huh-hJ huh-hg>/ huh-hC huh-ht huh-h huh-h0JCJOJQJaJh0JCJOJQJaJ huh-huh-0JCJOJQJaJ huh-huh- huh-h<B&d&e&''(gd2=,1h/ =!"#$% DyK www.ushmm.orgyK ,http://www.ushmm.org/DyK www.facing.orgyK .http://www.facing.org/DyK www.chioces.orgyK 0http://www.chioces.org/DyK www.qcliberators.comyK :http://www.qcliberators.com/DyK www.ushmm.orgyK ,http://www.ushmm.org/]DyK :http://www.pbs.org/wgbh/amex/vietnam/trenches/my_lai.htmlyK thttp://www.pbs.org/wgbh/amex/vietnam/trenches/my_lai.htmlDyK www.qcliberators.comyK :http://www.qcliberators.com/DyK www.ushmm.orgyK ,http://www.ushmm.org/@@@ g>/NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k@(No List6U@6 U Hyperlink >*B*phhoh * benchmarks$ a$)B*CJOJQJ^J_HmH phsH tH 6o6 uh-body1CJOJQJaJo( F )*\]pqij"ST}Sd  k H * ? @ m n 1z{|$:}8fxy()FXY=> *@Bde 0000000000000000 0 0 0 0 0000 0 0 0000 0 0 0 0 0 0 0 0 0 0 0 0 0000 0 0 0 0 0 0000 0 0 0 0 0 0 0 0 0 000000000000000000000000000000000000)*\]pqij"ST}Sd  * ? @ m n 1{|$:}8fxy()FXY=> *@d 0000000000000000{00={00={00={00<{00;0000000{005{005{005{005{005{005{0010{0/01{0/000000 0 0 0 0 0000 0 0{0 0#{0 0# 0{0!0 @ 0 0 0 00000 000y0C0y0C0 000 0 0 000 0 0 0000000000 0{0008M nf!Y$( !B&("(n :ez}5 XXXXXXXX8@0(  B S  ? U;$ >JtbKdJDL5IHHO==rr\   NZZDDb&  8*urn:schemas-microsoft-com:office:smarttagsCity:*urn:schemas-microsoft-com:office:smarttagsStreet;*urn:schemas-microsoft-com:office:smarttagsaddress= *urn:schemas-microsoft-com:office:smarttags PlaceName=*urn:schemas-microsoft-com:office:smarttags PlaceType9 *urn:schemas-microsoft-com:office:smarttagsplace hC   r{~!\b & xSYd j  k q H N * 0 0GIW(<~ 33333333333333333333348ew0FW%~   "KR|8p9Q phym-#|8pv2b. E0( +oOH<0cvC ZpV91v)d}r,be~W<h^`OJQJo(hHzh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHzh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`o(hH.^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH Zp0cIE0 +oOhym1vv2b.)d}-#"KR9Q be~                   D                                                                                .-S*y$ v&uh-g>/p=bG/Uv\L^DClC}oq;r t{t8w/3]"fUJkzZ(GQk!tC2=R+5;J<~i@ (  @UnknownGz Times New Roman5Symbol3& z Arial3Adler? Switzerland7&  Verdana;Wingdings?5 z Courier New"qhRkFQ~;;$24d  2QHX)?kz21Lesson by: Katherine Schutte (Moline High School)MLab18Katherine Schutte<         Oh+'0 4@ ` l x4Lesson by: Katherine Schutte (Moline High School)MLab18NormalKatherine Schutte22Microsoft Office Word@tb]5@ȳ@1O՜.+,D՜.+,` hp  RIROE;  2Lesson by: Katherine Schutte (Moline High School) Title 8@ _PID_HLINKSAt0Shttp://www.ushmm.org/[LNhttp://www.qcliberators.com/[8^:http://www.pbs.org/wgbh/amex/vietnam/trenches/my_lai.html[S http://www.ushmm.org/[LN http://www.qcliberators.com/[n9http://www.chioces.org/[73http://www.facing.org/[Shttp://www.ushmm.org/[  !"#%&'()*+-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSUVWXYZ[]^_`abcfRoot Entry FSOhData $1Table,cNWordDocument.FSummaryInformation(TDocumentSummaryInformation8\CompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q