-+Unit+Schedule


 * [[file:Class Schedule.doc]] **

__Day 1 __
This day will serve as an informational lecture discussion on Adolf Hitler, Hitler’s ideology and thought process, anti-Semitism, and the various ways in which concentration camps and extermination began. The lecture will be presented through a combination of oral, power point, and overhead written methods.

**Goals **
Students will be able to adequately conceptualize how the Holocaust came about. They will understand why the German’s developed an anti-Semitic attitude and the severity of the transitional stage that the Jewish community faced prior to extermination.

__Day 2 __
This class will act as a follow-up lecture to the previous day’s discussion. The teacher will discuss any important information that needs to be clarified as well as discuss the result of the Holocaust. The lecture will once again be held orally, in power point presentation, and written on the board and or the overhead projector. The teacher will construct a timeline on the board, for students to be able to visualize and put into context, when the events of the Holocaust occurred.

**Goals **
Students will have an in-depth understanding on why many Jews did not resist German persecution, and what methods those who did resist resorted to. Students will be able to comprehend that the Jewish were not the only race/ethnicity systematically exterminated. They will be able to distinguish the numerous events that took place in numerical order during the Holocaust.

__Day 3 __
Students will watch //Schindler’s List// for the entire class period. Students will be given a work sheet packet to fill out during the movie. The teacher will periodically stop the movie to explain important events in the video.

**Goals **
Students will understand the gradual nature in which the Holocaust took place. They will be able to describe how the Jewish community were forced out of their homes and were ordered to leave behind all valuable goods. They will be able to independently explain the removal to ghettos, and how Schindler’s factory seemed like a safe haven to the Jews.

__Day 4 __
The class will continue with second third of //Schindler’s List//. The students will be expected to fill out their information packets. The teacher will stop the movie to relate what is going on in the film, compared to what was discussed during the lectures.

** Goals **
Students will understand the brutality of the Holocaust. They will be able to define and describe inhalation when they are asked to do so. They will be aware that there was a difference between labor camps and concentration camps due to the process of selection by German soldiers.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 5 __
<span style="font-family: Georgia,serif;"><span style="color: rgb(0, 0, 128);">Finish up the rest of //Schindler’s List//. After the film, we will go over the answers to the worksheet corresponding to the film. Any student absent for more than one of the days will be asked to sit in the hallway as we discuss answers to the worksheet. Those students being absent more than one day will be asked to do the assignment as homework.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goal **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will recognize that not all German’s were murderers during the Holocaust. They will understand that compassion did exist among the Germans, and it was a very dangerous quality to have. They will be able to differentiate between wanting to do something, and following orders out of fear for one’s life.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 6 __
<span style="font-family: Georgia,serif; color: rgb(0, 0, 128);">Students will take a field trip to the Holocaust museum in Farmington Hills Michigan. Students will write down fifteen to twenty facts about what they learned at the museum. Students will be given a tour of the museum by a guide, and they will also be given the opportunity to ask questions to a Holocaust survivor. Students will be warned on the bus ride what is appropriate behavior and what is not. Their behavior reflects our community so any inappropriate behavior can result in a detention.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will gain a more intimate understanding of the Holocaust. Interviewing a survivor should make their interaction with studying the Holocaust far more surreal. Students will be able to assess the dangers of prejudice and discrimination, and the negative impact of using racial stereotypes to label a group of people. They will think before they use racial comments and inappropriate remarks about certain people’s race and ethnicity, and have more respect for people who are different from themselves.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 7 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will do a think pair share assignment with a partner. Students will each be given a chapter to reach from __Night__ by Elie Wiesel. Students will be given approximately thirty minutes, or the amount of time necessary to read a chapter in the book. After reading the chapter, students will be paired off with another person who read a different chapter than them. Students will be asked to act like the “teacher,” for this assignment. They will explain to their partner all of the important events, people, and information discussed in their chapter. They will also describe similarities and differences that they saw between the film, the museum, and the text. Each student will write down who their partner was, and what their partner taught them. The person teaching will be encouraged to take notes in order to help them have a reference when they are teaching their classmate.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be able to make connections and distinctions between //Schindler’s List//, __Night__, and the Holocaust museum. They will realize that each encounter that survivors had with the Holocaust varied among different people. They will also be able to decipher the similar occurrences that come up in the novel, film, and museum. They will be more prepared to link similar ideas and events.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 8 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">This class day will be designed to discuss discrimination, prejudice, oppression, and ideology. This class will operate as a lecture. The chalkboard, internet, and power point will be used to demonstrate how these various aspects of our culture are still taking place in the present. The lesson will help students understand that these are the various reasons that the Holocaust took place, but also that they are still taking place at present. Topics such as the genocide in Rwanda, and Native American treatment will be brought up.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;"> Students need to realize that the Jewish community was persecuted on the soul basis that they deviated from the “dominate group.” Minority populations are most often discriminated against on the basis of their lineage. Students will differentiate oppression and discrimination of the past, to issues as present. They will understand that the same issue is taking place with the Native Americans although they are not being blatantly slaughtered; past and present prejudices leave them confined to discrimination with little means on which to live.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 9 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will read one to two chapters of Sherman Alexie’s book __The Absolute True Diary of a Part-Time Indian__. The book will be read in groups of four or five for the duration of the class. Students will be given the option to read aloud or in groups.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will understand the difficulties that Spokane Indians face as a result of their confinement to reservations, and unfair treatment by the U.S. government. They will understand that the Natives are oppressed because they do not belong to the dominate group in American Society. Their differences have led them to be oppressed since contact, and it is still taking place at present.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 10 __
<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be broken into groups of four, and will participate in a jigsaw activity. Each group member will have read a different portion of Alexie’s book. Each student will be given a chart with four separate columns on it. Students will take turns describing various aspects of their selection. Issues that will be discussed will include: problems that arise while living on a reservation, identifying characters and why their identity is important, instances of discrimination or stereotyping, and interesting facts they have learned about the community. Each student should have filled out all for columns from their classmate’s oral presentation of the material that they have read.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will understand how confinement to the reservation has caused many unsolved issues in the Native American community such as: alcoholism, poverty, minimal access to health care, the glass ceiling in education, and little government support in initiating change.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 11 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will watch an imovie in class. We will learn about policies that the United States has set in place in regards to Native American rights and land ownership. We will discuss how the U.S. policies have resulted in Native American land being taken from the tribes and redistributed for economic gains. We will talk about the disparities that have resulted from the loss of Native American land holdings within their communities. Students will be asked if U.S. legislation was brought about due to prejudice and discrimination.

<span style="color: rgb(228, 27, 54); font-family: Georgia,serif;">** Goals **
<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be able to make the connection between German interment of Jewish citizens, and the U.S. attempt to confine Native Americans to reservations in order to isolate them and prevent them from taking pride in their own culture. Students will be able to associate ethnocentrism to the Jews of the Holocaust, and the Native American communities of the present day.

__ <span style="font-family: Georgia,serif; color: rgb(0, 128, 0);">Day 12 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be given the majority of class time to engage in a Fish Bowl activity. Eight to ten students from class will volunteer to sit in a group in the middle of the room and discuss issues of prejudice, discrimination, and ethnocentrism. Students will discuss how these issues relate to Native American reservation life and Jewish concentration camps from the Holocaust. Students will discuss how the situations were similar and how they were different. At any point during the discussion, any classmate may tap a student in the middle of the room to join in on the conversation. The student that was tapped on the shoulder will remove themselves from the circle and find a seat elsewhere.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals. **
<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be able to share their opinions on what we have learned, as well as listen to their classmate’s opinions. Students will be able to use others opinions in order to look at the issues of prejudice, discrimination, and ethnocentrism in a different way. The mixture of ideas should help students to begin thinking about topics that they will talk about in their paper at the end of the unit.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 13 __
<span style="font-family: Georgia,serif; color: rgb(0, 0, 128);">This class period will act as a day of art and imagination for students. Students will search through __Night__, and __The Absolute True Diary of a Part-time Indian__ in order to find the quote that they feel is most representative of the text. The Student will then draw an image or find one at a computer, that they feel most accurately represents their quote. Students will right their quote below the image in order to display it in the classroom. Below the quote, students will be asked to write why they chose the quote and its importance. After everyone has completed their assignment, we will display the images on the wall and walk around to see the different work that students chose to do.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will put more thought into the meaning behind a quote in the book. Students will have to take what they have already learned in order to defend their display of art. They will use their own interpretations to make it into a piece of art that their classmates will be able to visualize.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 14 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">This class will be held in the library or the computer center. Students will use the duration of the class to find any information that they can find on current Native American reservations. Students will be expected to try and find at least one firsthand account of their experience on the reservation. Students will print out all information that they have come across in order to use it as a reference on their final paper.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be aware that the issue of Native Americans on reservations is still a very contemporary issue. Reservations are plagued by poverty, sanitary issues and poor healthcare. I want students to do their own research in order to find out how reservation living plays out in the everyday lives of Native Americans. Students should be aware that Indian reservations are spread all over the U.S., and one tribes experience could very well deviate from another tribe’s experience. I want them to realize that prejudice and discrimination are not just issues of the past.

__<span style="line-height: 115%; font-size: 12pt; color: rgb(0, 128, 0); font-family: Georgia,serif;">Day 15 __
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">The final day of the unit will be designated to discuss the class’s paper project. I will distribute the assignment and take as much time as necessary to answer and questions that may arise. Students will write a rough draft in class along with a brief outline. If students need the weekend to work on their rough draft, it can be taken home for homework.

**<span style="line-height: 115%; font-size: 12pt; color: rgb(228, 27, 54); font-family: Georgia,serif;">Goals **
<span style="color: rgb(0, 0, 128); font-family: Georgia,serif;">Students will be able to connect the concepts of prejudice, discrimination, and ethnocentrism to past and present events. They will realize that history is important because contemporary situations prove that we do not always learn from our mistakes. They will internalize the harm that can be brought about through stereotypes and unnecessary hatred that is based on people’s difference.