Unit+6+-+Lesson+1+-+Judgment,+Memory,+and+Legacy

= = =Unit 6 - Judgment, Memory and Legacy--Lesson One, The Nuremberg Trials=

** //" History, despite its wrenching pain, Cannot be unlived, but if faced With courage, need not be lived again."// **
-Maya Angelou

Grade 11, Modern World History 90 Minute block

=
This could be taught as a way to close the Holocaust or in our unit on genocide. It will attempt to address the question of what next after such inhumane acts of evil and mass destruction. This could be compared to the Truth and Reconciiation Commission (TRC) in South Africia after the aboliton of apartheid.=====

**Background:**
The war finally came to an end in 1945 and the World was just beginning to confront the atrocities committed by the Nazis during the Holocaust. Upon viewing the atrocities of the Holocaust, Benjamin Ferencz, a young American lawyer, stated the following:

"It was a grisly assignment…It was not until I joined the American troops advancing toward German concentration camps that I realized the full extent of the Nazi terror…It was often impossible to tell whether the skeleton-like inmates lying near-naked in the dust were dead or alive…I helped to uncover many mass graves where innocent victims had been massacred. I had peered into hell."

During this session we will now study issues of judgment and legacy. First explore the questions of guilt and responsibility for the inhumane acts of evil and mass destruction:


 * Who is guilty and who should be held accountable for the atrocities committed during the war?
 * Who should be tried? Are individuals responsible for their crimes if they've obeyed the laws of their nations? Or are there higher laws?
 * How does one determine punishment?
 * Is everyone equally guilty? Or do some bear more responsibility than others?
 * Can an entire nation be guilty?

In this session, we will look at the trials held by the Allies in Germany after World War II (//Nuremberg Trials//). Throughout this exploration, we will seek answers to the questions raised above. In addition, we will look at memorials created to honor victims of terrorism and genocide. We will explore various ways to remember and to preserve the past and you will select a project of your choice to remember the legacy of the Holocaust.


 * Essential Questions: **

Key Content The me s **
 * What is justice?
 * How might justice be achieved after a horrendous event like the Holocaust?
 * Why is judgment important after genocide or collective violence?
 * What actions might be taken after genocide or collective violence to rebuild a civil society? (truth commissions, advocacy, memorials, prosecutions, etc.)
 * Why is it important to remember these histories? What happens when these histories are forgotton, or denied?
 * 
 * Defining justice
 * The importance of judgment
 * Helping victims and families (truth and reconciliation)
 * Moral responsibility
 * Rebuilding society
 * The importance of Legacy


 * Objectives: **
 * Students will be able to. . .**

· identify ways that people protect and nurture human rights today; · analyze the factors that motivate people to “choose to participate”; · make a personal connection to the concept of "choosing to participate" to promotive activism · identify an issue and possible ways to resolve it by enlisting the help of fellow students, school, and or community.


 * __Activity 1 -__ Opener **


 * Do Now:

Think/Write:** Think about the atrocities committed during the Holocaust and respond (write, illustrate, create a poem or a song,etc.) to the following:
 * 1) How might justice be achieved after a horrible event like the Holocuast?
 * 2) What can be done to help people heal?
 * 3) What can be done to help epeople remember the event and memorialize its victims?

Share your responses to the above questions with your partner. Reach consensus
 * Pair/Share:**


 * __Activity 2 - Graffitti Board__ **


 * [[file:DIRECTIONS FOR USING THE GRAFFITI BOARD TEACHING STRATEGY.doc]]

__Reactions__** You and your partner, **add your responses to the Graffiti Board** (remember your response can be written or illustrated).

__**Reflections**__

After all pairs have added thier responses, silently come up and read what has been written. Respond appropriately to any comment or suggestion.


 * __Debrief:__ Share whole class**

What comments interested you? Are there comments that surprised you? Identify themes? What might help?

**Predict:** //How do you think the World responded?// (Record responses on chart paper or the board to revisit after unit is taught.)

__ Activity 3 - Jigsaw __
1. Each group will read, mark-up, and take Content/Response notes on one of assigned readings from __The Holocaust and Human Behavior__//__.__ // In your notes you should identify the ** key concepts ** and points in the reading that .....
 * you agree or disagree with.
 * you can make a connection to.
 * you question.
 * important lesson to be learned
 * addressess perspective

[|CodingComprehensionSymbols.JPG]

ALL Groups--Reading 16, "Memorials and Monuments,” text – pgs. 514-515
 * Reading Groups:**
 * 1) A -Reading 3, "Humanity's Aspirations to Do Justice," text pgs. 425-426
 * 2) B -Reading 4, "Obedience to Others," text pgs. 427-428
 * 3) C -Reading 5, "A Man of Words," text pgs. 429-430
 * 4) D -Reading 6, "Betraying the Children," text pgs. 430-431
 * 5) E -Reading 7, "We Were Not Supposed to Think," text pgs. 432-433
 * 6) F -Reading 8, "The Scientists of annihilation," pp. 434-436



Jigsaw.doc

2. Re-group with others, **expert group**, who read the same section number. Share notes, respond to each other's CCQ's and reach **consensus** on group summary

3. Go back to your original group, **home group**, and share your outcomes from the reading. From your selected reading share...
 * 3 important outcomes and the
 * group summary.

**__Activity 4 -__ View the Clip, //Nuremberg Remembered//**

Take notes on key people and key questions from the clip, //Nuremberg Remembered// in the graphic organizer below.



[]

Lesson/activity []

In groups of 4 share your notes, respond to one another comments, connections, and questions. Revise your notes. Each group will share a comment, connection, or question with the whole class for discussion. Revise notes based on discussion. Write a short summary of your notes and class discussion.

​ __**Revisit Graffiti Board and Predictions**__

**After viewing the movie clip, has the it changed or reinforced your earlier ideas about how justice might be achieved after the Holocaust?**

Add responses in a different color marker to the Graffiti Board.

**__Reflections__** Debrief whole class, identify predictions that were accurate and check off in notes.


 * __Assessment__

Use your notes and ideas on the Graffiti Board to respond to the one of the following prompts and be sure to include evidence in your reponse. **

//"Was everything perfect? I don't believe so. But, under the circumstances it was the best way of doing it, and hopefully it will be the beginning of future instances like that where the leaders of a government, and we know who they are, are eventually being brought to trial for crimes against humanity. That was the lesson of the Nuremberg, and that is why I feel so good 60 years afterwards to be able to talk about it."//
 * 1.** In the film, **Ernst Michel**, a Holocaust survivor who was a reporter at the Nuremberg trials, remarked about the trials:
 * To what extend do you agree with Mr. Michel that the Nuremberg trials represented "the best way" of achieving justice after the Holocaust? Should there have been a trialat all? What are the benefits of having a trial? What are the costs or limits of having a trial to prosecute crimes against humanity? What does it signify about Nuremberg that a survivor of the Holocause could say that it makes him "feel so good" to talk about the trials? Why do you think he might feel this way?

this statement? What can an understanding of the Holocaust accomplish toward preventing future crimes against humanity? What else is required to prevent atrocities like the Holocaust?
 * 2.** In the film, the chief interpreter of the American prosecution team, **Richard Sonenfeldt**, said, "Just knowing history does not guarantee it won't repeat." To what extent do you agree with


 * Check the rubric below before responding to the prompt.**



**Materials and Resources **





The Facing History online module, [|http.www.facinghistory.org/resources]


 * The following readings are from Chapters Nine and Ten of the book, __Holocaust and Human Behavior__**

Reading 2, "The Rules of War," text pgs. 422-424 or the "Nuremberg Trial Fact Sheet," found in the Germany case study on the online module Transitional Justice: Repairing Self and Society.

[|READING.doc] "Nuremberg Trial Fact Sheet"

Reading 3, "Humanity's Aspirations to Do Justice," text pgs. 425-426 Reading 4, "Obedience to Others," text pgs. 427-428 Reading 5, "A Man of Words," text pgs. 429-430 Reading 6, "Betraying the Children," text pgs. 430-431 Reading 7, "We Were Not Supposed to Think," text pgs. 432-433 Reading 8, "The Scientists of annihilation," pp. 434-436 Reading 16, "Memorials and Monuments,” text – pgs. 514-515

Video: //Nuremberg Remembered// by Rebecca Richman Cohen. This film can be borrowed from Facing History's library or downloaded from Google video. Computer Lab Activity on Tour of Memorial – Web session 7

**Massachusetts Curriculum Frameworks**:
**USI.19:** Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (H, C) **WHII.26:** Describe the background, course, and consequences of the Holocaust, including its roots in the long tradition of Christian anti-Semitism, 19th century ideas about race and nation, and Nazi dehumanization