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Resource Manual, Grades 9-12

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Resource Manual, Grades 9-12 STATE OF FLORIDA RESOURCE MANUAL ON HOLOCAUST EDUCATION GRADES 9-12 A project of the Florida Commissioner’s Task Force on Holocaust Education Copyright, State of Florida, Department of State © 2000 Authorization for reproduction is hereby granted to the state system of public education as defined in section 228.04(1), Florida Statutes. No authorization is granted for distribution or reproduction outside the state system of public education without prior approval in writing. The views in this document do not necessarily represent those of the Florida Department of Education. THIS STATE OF FLORIDA RESOURCE MANUAL ON HOLOCAUST EDUCATION IS DEDICATED TO THE SURVIVORS OF THE HOLOCAUST. 0D\WKHLUVXIIHULQJ VHUYHDVDZDUQLQJ 0D\WKHLUOHJDF\ SUHVHUYHPDQNLQG COVER ART /\QQ6DUQRZ 12th Grade - Broward County Public Schools 1987 Contest Winner Visual Arts Contest Holocaust Documentation and Education Center, Inc. INTRODUCTION TABLE OF CONTENTS Message from Governor Lawton Chiles and Lt. Governor Buddy MacKay ............................... ix Message from Commissioner of Education Frank Brogan ........ xi Message from Chairperson of Task Force Rositta E. Kenigsberg .. xiii Note to the Teacher .....................................xv Acknowledgments ......................................xvii Florida Statute 233.061 — Required Public School Instruction of the History of the Holocaust ..... xix Guidelines for Teaching About the Holocaust ................. xxi The Holocaust: A Historical Summary ...................... xxvii Children and the Holocaust .............................. xxxii Reprint Permissions .................................. xxxvi An Introduction to the Resource Manual .. .. xliii xiii MESSAGE FROM CHAIRPERSON Dear Teachers, The pursuit of the Holocaust legislation for all involved became more than a bill and more than an act of law, it became a mission of promise, a mission of hope, and a mission of responsibility. It became a legacy with a purpose -- to teach, not to repeat the Holocaust. Although it is only four years since Governor Lawton Chiles signed the historic Holocaust Education Bill into law, the swelling interest in the subject of the Holocaust from principals, teachers, and students across the state has been significant and unprecedented. In response to the overwhelming demand for new teaching materials, we are delighted to present this State of Florida Resource Manual for Holocaust Education for 9-12 grade students. This long overdue, much-anticipated high school resource manual has been developed and designed to offer you, the teacher, a resource that will help your students gain a deeper insight and a better understanding of how prejudice, hatred, apathy, and indifference led to one of the greatest human tragedies of the twentieth century: the Holocaust. The Task Force’s survey on Holocaust education, which many teachers throughout the state filled out, is presently being tabulated and analyzed to provide us with key information to better accommodate the needs of teachers on all grade levels. We are currently developing a K - 8 curriculum which is scheduled for completion Spring 2001. Thus, as we stand on the brink of a new millennium, it is our hope that the teacher who faces the challenge of educating students to the tragedy of the Holocaust and the student who confronts this event with the personal willingness to learn will together find this Legacy of Remembrance one that can transcend the darkness to illuminate the future. Rositta E. Kenigsberg, Chairperson Commissioner’s Task Force on Holocaust Education xv NOTE TO THE TEACHER This State of Florida Holocaust Resource Manual on Holocaust Education which has been state- commissioned and specifically designed for 9th-12th grade high school students is: & geared for both the teacher who may be unfamiliar with the history of the Holocaust as well as for the teacher whose knowledge of the subject is substantial. & meant to be flexible, teacher-friendly, and adaptable as a primary unit in social studies and/or language arts as well as an interdisciplinary unit encompassing a variety of subjects such as art, math, music, drama, poetry, science, etc. REPETITION IN THIS GUIDE IS DELIBERATE AND PURPOSEFUL FOR TWO REASONS: 1. To enable the teacher to use any one unit as an independent section. 2. To enhance the importance and significance of the information and/or data by re-emphasizing it through another perspective. This guide is arranged chronologically into ten units beginning with the antecedents of the Holocaust, followed by the history of the Holocaust, and ending with implications for today. THE STANDARDIZED UNITS EACH INCLUDE: & Quote & Introduction & Vocabulary & Objectives & Content material (text) & Suggested activities & Additional activities and readings with benchmarks After the content review section of each unit, you will find a wide variety of activities to use in your classroom. These activities are listed on a table of contents and most of them have accompanying benchmarks which show the relationship between this guide and the Sunshine State Standards. The alignments with the Sunshine State Standards in this document represent significant correlations. These are not the only benchmarks which relate to the resources and activities. Relationships can be drawn to other social studies strands as well as other content areas. WHERE APPROPRIATE, SOME UNITS INCLUDE TESTIMONIES, PICTURES, MAPS, ETC. The teacher is encouraged to read through this entire resource manual and afterwards judiciously select the appropriate readings, activities, films, books, etc. applicable and suitable for your students so that a decision can be made regarding the time you will allot to teaching the Holocaust. We recommend a minimum of three weeks. Ideally, a six week unit would make for an excellent unit of study, however, we understand your time constraints. Suggestions for a Three Week Unit & During week one, all students should become familiar with Units 1-6 in the manual. These units cover important, basic historical information students must have. Please note that a comprehensive but condensed version entitled “The Holocaust: A Historical Summary,” produced by the United States Holocaust Memorial Museum, is found in the Introduction. & During week two, focus on Units 7, 8, and 9. xvi • Week three should be spent on Unit 10 which deals with the implications of the Holocaust today. Suggestions for a Six Week Unit & If time permits and you choose to extend the unit of study, add one week to each of the suggestions listed above. FEEL FREE TO REPRODUCE ANY PORTION OF EACH UNIT IN THE MANUAL. Eyewitness Testimonies Portions of some testimonies of survivors, liberators, and rescuers from the Oral History collection of the Holocaust Documentation and Education Center have been adapted as readings. They can be found at the conclusion of several units and can be shared with the students. Please use these testimonies after the particular piece of history has been taught in the classroom. Invite Eyewitness Classroom Speakers Inviting a survivor or liberator to speak to the students is a powerful experience and will greatly enhance the unit by providing the class with a wonderful opportunity to have history come alive for the students. It is imperative that the teacher be aware that this must be done with a great deal of sensitivity and proper planning. Probably the best time to have a survivor and/or liberator visit is after the introduction of the historical content in Units 1 - 6. We suggest that the teacher call one of the resource centers listed in the Appendix to secure a survivor. It is best to request a speaker at least one month in advance of the date you want the person to come to your classroom. Please note that the survivors should only be asked to speak for one classroom period in a day. After being notified of who the survivor or liberator will be, we suggest that the teacher contact the individual directly to apprise him/her of what the students have learned, what their interests are, and what the time limitations of the presentation will be allowing for questions and answers. The teacher must plan to remain in the classroom during the entire presentation. Holocaust Resources Additional Holocaust resources, such as the following, can be found in the Appendix: & A webography & A bibliography & A videography & A listing of the Florida and United States Holocaust Centers & A listing of the 67 Florida district Holocaust coordinators Evaluation To evaluate the students’ progress, it is recommended that the teacher revisit the objectives found at the beginning of each unit and use them as a basis for evaluation. Reminder The Commissioner’s Task Force on Holocaust Education’s website address is http://holocaust.fiu.edu. Please feel free to send your comments on using this resource manual to: Rositta E. Kenigsberg, Chairperson Commissioner’s Task Force on Holocaust Education c/o Holocaust Documentation and Education Center, Inc. Florida International University 3000 NE 151 Street North Miami, Florida 33181 Tel: 305-919-5690; Fax: 305-919-5691 e-mail: [email protected] Visit us at our web site: http://holocaust.fiu.edu xvii ACKNOWLEDGMENTS This comprehensive State of Florida Resource Manual on Holocaust Education represents the valiant and ardent efforts of many talented and devoted individuals who were responsible for this achievement. First, I wish to extend heartfelt appreciation and gratitude to Governor Lawton Chiles for signing the Holocaust education bill into law mandating
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