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Curriculum Management System Curriculum Management System MONROE TOWNSHIP SCHOOLS Course Name: Holocaust and Genocide in the Modern World Grade: 11 & 12 For adoption by all regular education programs Board Approved: 9.10.2014 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220. Table of Contents Monroe Township Schools Administration and Board of Education Members Page …. Mission, Vision, Beliefs, and Goals Page …. Core Curriculum Content Standards Page …. Scope and Sequence Pages … Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages … Quarterly Benchmark Assessment Page …. Monroe Township Schools Administration and Board of Education Members ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent Dr. Jeff C. Gorman, Assistant Superintendent BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President Mr. Doug Poye, Board Vice President Ms. Amy Antelis Ms. Michele Arminio Mr. Marvin I. Braverman Mr. Ken Chiarella Mr. Lew Kaufman Mr. Tom Nothstein Mr. Anthony Prezioso Jamesburg Representative Mr. Robert Czarneski WRITERS NAME Mrs. Melissa Schwartz CURRICULUM SUPERVISOR Mrs. Bonnie Burke-Casaletto, District Supervisor of Sciences and Social Studies Mission, Vision, Beliefs, and Goals Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-trained committed staff in a safe and orderly environment. Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Beliefs 1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child. Board of Education Goals 1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation. Common Core State Standards (CSSS) The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org Quarter 1-Holocaust and Genocide in the Modern World Unit Topics(s) Study of Human Behavior, Promoting Tolerance, and the History of Anti-Semitism I. Study of Human Behavior a. Are humans born good or evil? b. Behaviors: Obedience, conformity, courage, silence, empathy, caring, cruelty c. Societal Roles: Perpetrator, collaborator, victim, bystander, resistor, rescuer c. Positive and negative behaviors associated with silence, obedience, and conformity II. Promoting Tolerance a. Causes of prejudice, discrimination, racism, bigotry, scapegoating b. Dangers of leaving prejudice, discrimination, racism. bigotry, and scapegoating unchecked c. Stereotypes d. Recognizing acts of prejudice, discrimination, racism, bigotry e. Recognizing biased language and jokes f. Ways to combat prejudice, discrimination, bigotry, scapegoating III. History of Anti-Semitism a. Origins and history of hatred against Jews b. Discrediting common stereotypes about Jews c. Does anti-Semitism still exist? Quarter 2-Holocaust and Genocide in the Modern World Unit Topic(s)-Prelude to the Holocaust I. Prelude to the Holocaust a. Economic conditions in Germany b. Political conditions in Germany c. Life for Jews before Hitler comes to power d. Hitler’s rise to power e. Eugenics f. Non-Jewish victims g. Nazi propaganda h. Hitler Youth i. Book burnings j. Changes in school curriculum k. Anti-Jewish laws L. Boycotts and Aryanization m. Berlin Olympics n. Kristallnacht o. Kindertransport p. Evian Conference and the difficulties leaving Germany Quarter 3-Holocaust and Genocide in the Modern World Unit Topic(s)-Ghetto Life, The Final Solution, and Resistance/Righteous Among the Nations I. Ghetto Life a. Movement into the Ghettos b. Judenrat c. Ghetto set up and conditions d. Choiceless choices e. Wannsee Conference f. Einsatzgruppen g. Warsaw Ghetto uprising h. Movement from ghettos to camps II. The Final Solution a. Different types of camps (concentration, labor, extermination, transit) b. Camp conditions c. Medical Experiments d. Survival and perseverance III. Resistance/ Righteous Among the Nations a. Obstacles to resistance b. Forms of resistance c. Partisans d. Requirement to recognized as the Righteous Among the Nations e. Heroes (Oscar Schindler, Raoul Wallenberg, etc.) and how they risked their life to save others Quarter 4-Holocaust and Genocide in the Modern World Unit Topic(s)-Liberation/Aftermath and Genocide I. Liberation/Aftermath a. Liberating camps b. Returning home c. Displaced Person camps d. The creation of Israel e. Hidden children f. Declaration of Human Rights and definition of genocide g. Forgiveness h. Denial III. Genocide a. Current Events b. Native American c. Armenian d. Bosnia e. Rwanda f. Cambodia g. Sudan Quarter 1: The Study of Human Behavior, Tolerance, and History of Anti-Semitism ESTABLISHED GOALS Transfer Students will be able to independently use their learning to… 6.2.12.D.4.i-Compare and contrast the actions of • Demonstrate behaviors that are respectful of individuals regardless of differences based individuals as perpetrators, bystanders, and upon factors related to race, ethnicity, religious affiliation, gender, disability, economic rescuers during events of persecution or status, age, or sexual orientation. genocide, and describe the long-term • Take appropriate action when observing or becoming aware of injustice. consequences of genocide for all involved. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS RH.1-Cite specific textual evidence to support Students will understand that… • Are people born inherently good or evil? analysis of primary and secondary sources, • Genocide occurs when citizens of a • Why do people often act one way when connecting insights gained from specific details country remain silent, are obedient, and they are alone and another in a group to an understanding of the text as a whole. conform to group norms. setting? • Obedience is innate part of human • How does fear affect a person’s RH.2-Determine the central ideas or information nature. behavior? of a primary or secondary source; provide an • Prejudice is a learned behavior and if • Why do some people standby during accurate summary that makes clear the left unchecked could lead to genocide. times of injustice while others try to do relationships among the key details and ideas. • Stereotypes lead to unfair judgment. something to stop or prevent injustice? • Biased language perpetuates • Is a bystander guilty? RH.3-Evaluate various explanations for actions stereotypes and leads to prejudice. • Is the capacity for obedience an innate or events and determine which explanation best • Real prejudice is harder to deal with part of human nature? accords with textual evidence, acknowledging than ignorant prejudice. • What factors can influence a person or where the text leaves matters uncertain. • Misplaced blame can be extremely group to view another in a negative dangerous. way? WHST.2-Write informative/explanatory texts, • Anti-Semitism is deep rooted and is • Can prejudice, stereotyping, and including the narration of historical events, spread from one area of the world the discrimination be eliminated in the scientific procedures/experiments, or technical another future? processes. • Victims of genocide are usually targeted • How can differing beliefs lead to because of certain long-term feelings of tensions between groups? WHST.4-Produce clear
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