All countries should be labeled in black ink. All capitals should be labeled in blue ink. Each country should be colored a different color.

Please study your revolution packets and the slideshow on revolutions.

 

Label all 15 items in black ink. Color according to elevation:

Lowest land - dark green

Higher land - light green

Mountains - yellow/tan

Peaks - orange/brown

Water - blue

Briefly summarize the debate.                                                                                                                    

State an exceptionally good point made by your side.

State an exceptionally good point made by the other side.

What you learned about this issue.

What was better about this debate than the last one?What was worse? 

What would you do differently if you could do it all over again?

Which is more effective: violent or nonviolent revolution?

You will write 5 points on why violent revolution is more effective than nonviolent revolution. You will include examples of successful revolutions that were violent and effectively resulted in change. You will include studies that have shown that violent revolution is necessary for change to happen. Also include philosophers or economic theorists who support your position.

You will write 5 points on why nonviolent revolution is more effective than violent revolution. You will include examples of successful revolutions that were nonviolent and effectively resulted in change. You will include studies that have shown that nonviolence has longer lasting results. Also include philosophers or economic theorists who support your position.

All points should be hand written in black ink or typed in complete sentences.  You will write a minimum of 10 points in all.  You will use evidence from a reliable source to back up each argument or point for each side for a minimum of 5 sources.  Make sure you footnote after each argument. Include 2 quotes each from an expert for each side. You may use 2 arguments or points from the same article (source). You will include a bibliography in MLA format.

Some articles I found that may be helpful but you should also find your own articles. Do not use debate.org, Procon.org or Wikipedia. You can use them as springboards but use the sources they’ve used:

Violent Revolution

https://www.chronicle.com/article/Why-Violence-Works/140951

https://socialistworker.org/2010/10/14/marxs-theory-of-working-class-revolution

Nonviolent Revolution

https://www.psychologytoday.com/us/blog/sex-murder-and-the-meaning-life/201404/violent-versus-nonviolent-revolutions-which-way-wins

http://archive.boston.com/bostonglobe/editorial_opinion/letters/articles/2011/08/07/nonviolent_vs_violent_revolutions_studies_diverge/

Rubric

Student wrote 10 points…5 for each side of the debate                                                                  /20 pts

Students wrote a minimum of 5 sentences per argument                                                              /10 pts

Bibliography…at least 5 sources (students write what source each point came from)         /10 pts

Student typed or wrote the points in ink                                                                                                /2 pts

Student used at least 4 quotes from experts in the field…2 for each side                               /8

Students footnoted each argument                                                                                                         /10 pts

Total                                                                                                                                                                      /60 pts

 

You need to email me your slideshow. Make sure I have access.

Genocide Assignment

You and your group mates have been assigned a specific genocide to share with the class.  Your job is to give a synopsis of what happened with your genocide.  Each person should be assigned a different section of the genocide:

1. History…background information…what happened beforehand?
2. Did the perpetrators see the victims as different? Why and how? If not…how did the genocide happen?
3. Was propaganda and/or indoctrination used? If so how? If not, why not?
4. Were there land and money involved? Go into detail. Elaborate. If not, what was the purpose of the genocide?
5. Was there a war going on that distracted the world from doing anything? If so, what war and how did it distract? If not, why didn’t the world do anything?
6. Was technology used in this crime? What kind and how was it used? If not, how was the genocide perpetrated?

Besides the specific topic you’ve chosen to cover in the presentation, every member of your group needs to be an expert on the following information:

What was going on in the country before the genocide took place? What time period did this genocide happen?

How did the perpetrators come to power?

Why did they pick a certain group of people to persecute? Why them?

What were the actual events of the genocide? What did they entail?

How did the genocide stop?

 

Requirements:

The presentation will be from 20-25 minutes long. Everyone must participate in the presentation. The following are the requirements for the presentation:

Slide show with at least 15 slides

Power point with at least 15 screens…do not put too much information on any one screen. Each slide should have a minimum of 24 font. Do not have more than 30 words on any one slide.

 

You must do further research to give a full picture of the genocide. With that, you must have a bibliography to cite your sources.

If you could get a first-hand account of the genocide, that would be great or at least a quote.

Fill in the “Recipe for Genocide” for your section.

 

Rubric for presentation:

All students participated.                                                                                                             /5 pts

Students spoke clearly, articulately and projected their voices.                                                 /10 pts

Each student knew their information well and it was presented in a clear way.                        /10 pts

Students answered questions well.                                                                                          /10 pts

Students ensured that the class understood the genocide clearly.                                           /5 pts

Content – information                                                                                                                /30 pts

Content - photographs                                                                                                               /20 pts                                 

Bibliography                                                                                                                               /10 pts

Total                                                                                                                                           /100 pts

 

Notes:

 

Questions based on the movie, “Sound of Music.” (Write in complete sentences)

1. Maria wants to be a nun; the Captain is a retired officer in the Austrian Navy. What, if any, similarities are there between life in a convent and life in the military? Do they have anything in common? (Write a minimum of 2 sentences)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is the situation in a family without a mother? Are there any tensions? Might tensions arise if the father begins to think about remarriage? How do the children feel and respond? What is the best way to handle such a transition? (minimum of 5 sentences)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What are the tensions in the world around the villa in Salzburg? What is going on in Austria and Europe in 1938? How do these events impact the action of the musical? (minimum of 3 sentences)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Who are the major characters in The Sound of Music and what are their conflicts? Are there inner conflicts as well as external or interpersonal conflicts? (minimum of 4 sentences)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Musicals are driven by character and conflicts, as are all plays, but they are especially driven and defined by the music. Which songs address conflicts or tensions and which work to clarify or resolve them in The Sound of Music? What emotions prompt the characters into song? (minimum of 3 sentences)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Which song stands out as catchy or most appealing in this musical? Which song plays the most important role in the story of the musical? Are they the same song? Why or why not? (minimum of 3 sentences)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Holocaust

1. WWI -

               

1. Central Powers –

 

1. Allied Powers -

               

1. Results -

               

1. Treaty of Versailles -

 

1. Results (how did it affect Germany) -

 

               

1. Germany in the 1920’s and 1930’s

               

1. Inflation -

                               

1. Money worthless -

               

1. Rise of Hitler and the Nazis

 

1. Beerhall Putsch -

 

2. Promises -

 

3. Scapegoat -

 

4. Charismatic speaker - very passionate

 

5. Elected Chancellor -
6. Propaganda –

 

7. Reichstag Fire –

 

1. Hitler convinces Hindenburg to declare State of Emergency –
2. Establishment of Dachau Camp-March 22, 1933 –

 

9. Anti-Jewish boycott – April 1, 1933 –

 

10. German law excludes Jews from civil service positions – April 7, 1933 –

 

11. Jews kicked out of public schools – April 25, 1933 –

 

12. Book burning – May 10, 1933 –

 

13. Jews no longer allowed to work in journalism – Oct. 4, 1933 –

 

14. Death of Hindenburg – Aug. 2, 1934 -
15. Hitler abolishes the office of president -
16. Nuremberg Laws -

 

1. Some of the laws included -

 

                               

2. Results -

                               

1. Kristallnacht -

 

1. Arrested -

 

2. Shops -

 

3. Synagogues (Jewish Churches) -

 

1. Hitler “invades” Austria -

 

1. Hitler invades the Sudetenland of Czechoslovakia -

 

1. Meeting of the leaders of the world -

 

1. Chamberlain -

 

1. Hitler invades Poland - WWII begins

 

III. WWII - 1939 - 1945

1. Poland and the ghettos -

 

1. Life in the ghettos -

 

1. Deportation -

 

2. Neighborhood -

 

3. Conditions -

 

4. Factories -

 

5. Food -

 

6. Black Market -

 

7. “Clean up” Committee -

 

1. Hitler invades Russia

2. Einsatzgruppen -

 

3. Alternatives –

 

4. Zyklon B -

 

1. Concentration Camps -

 

1. Transfer -

 

2. What met them when they got there -

 

3. Selection -

 

4. People who went to the left -

 

1. showers -

 

5. People who went to the right -

 

1. shave -

 

1. disinfection -

 

1. identification -

 

1. quarters -

 

 

 

6. Life at the camps

 

1. daily routine -

 

1. infirmary -

 

1. escape deterrents -

 

1. Final Solution -

 

1. Death Camps -

 

2. Experiments -

 

3. Liquidation of Ghettos –

 

4. Death March -

 

1. Liberation -

                               

1. What soldiers found -

 

1. forced nearby villagers to -

 

2. Detention Camps -
3. Resistance -

 

1. Warsaw Ghetto Uprising -

 

1. European Countries’ Resistance Groups -

 

1. Escape from Sobibor -

 

1. Anne Frank -

 

1. Surviving the tortures -

 

1. Reaction of World

 

1. Voyage of the Damned -

 

1. What Roosevelt did -

 

1. Palestine –

 

1. Righteous Gentiles -

 

1. Denmark -

 

1. People who hid Jews -

 

1. Orphanages –

 

1. Irene Sendler -

 

1. Raoul Wallenberg -

               

1. Oscar Schindler -

 

1. Yad Vashem -

 

VII. Justice

1. Nuremberg Trials -

 

1. Swiss Banks -

 

1. South America-

 

1. Nazi Hunters -

 

1. Trial of Eichmann -

Letter to Ben Lesser

In the first paragraph you will first thank Ben Lesser for taking the time to come to our Zoom Meeting and tell his story.  You can include how you have learnt about the Holocaust and genocide in the last couple of weeks in your classroom.  You will then tell how much it meant to you to hear a first-hand account of the Holocaust.

In the second paragraph you will talk about what insight you gained about the Holocaust from hearing his talk and personal story.  You will go into detail about all that you’ve learned.

In the third paragraph you will talk about the impact his story will have on you and your life.  You will go into detail about how his story was an inspiration and how you will never allow something like this from ever happening again.

You will then conclude your letter and thank him again for coming.

Holocaust Reading Assignment

 

For 40 minutes, you will read one chapter, section or if it’s a picture book, the whole book, so you can respond to it.  In other words you will have sustained silent reading for 40 minutes.  After 40 minutes, you will do the following.  Write 5 sentences summarizing what you had just read.  In the summary, you need to include the name and author of the book. You need to also write 5 sentences describing your thoughts and feelings of what you had just read.  In other words, you are to write 2 paragraphs…1^st – summary, 2^nd – response. If you do not finish the response, you will need to finish it for homework.  If there is time left over, you may continue reading your book.  If you would like to check the book out so that you can continue reading it on your own, I will allow you to do so.  The librarian will check it out to you and not to me.  I will collect your responses during our next class period.

Ticket out the Door 6

List 3 ways the Righteous Gentiles helped the Jews.

 

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

Dear Parents,

                We have recently begun our genocide unit.  So far we are learning about the Holocaust.  We will watch clips from “Schindler’s List” rated R, “Holocaust the miniseries”, rated PG, and “Escape from Sobibor” rated PG13. We will continue to learn about the genocides of the 20^th and 21^st centuries.  This will include the Rwandan genocide.  I plan on showing the movie “Hotel Rwanda”, rated PG13.  This will help illustrate the genocide that took place in Rwanda.  Please sign the form below to give permission for your child to watch the clips from the films and “Hotel Rwanda”.  If you do not want your child to watch the film clips, then your child will be removed from my classroom and will be given an alternate assignment.  They will, however, participate in the discussion afterwards.  Please fill out the form below and send it back with your child as soon as possible.  If you have any questions, please do not hesitate to email me at [email protected].

Thank you,

Janet Weinstein

 

 

 

 

 

 

Name of child ______________________________________

 

_______ I give permission for my child to watch film clips from “Schindler’s List”, “Holocaust the miniseries,” and “Escape from Sobibor” as well as watch the entire movie “Hotel Rwanda.”

 

_______ I do not give permission for my child to watch film clips from “Schindler’s List”, “Holocaust the miniseries,” and “Escape from Sobibor” as well as the entire movie “Hotel Rwanda.”

 

Signed __________________________________________________                                                                                                                             

Holocaust Tickets in the Door

Ticket out the Door 5

List 3 ways in which the Jews resisted the Nazis.

 

 

1._______________________________________________________________

2._______________________________________________________________

3._______________________________________________________________

Ticket out the Door 4

Write 3 things that were the worst part of concentration camp life.

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

Ticket out the Door 3

Describe 3 conditions of Ghetto life.

 

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

Ticket out the Door 2

List 3 ways the Nazis persecuted the Jews in Germany before WWII started.

 

1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________