S1+Korn+Shauna

=Stage 1 Identify Desired Results= E1 Historical Knowledge, concepts, themes and patterns Grade**// 7-12 "The Holocaust" //**Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.**// d. Analyze interpretations of historical events that are based on different perspectives and evidence. ||
 * **Establish Goals:** **(G)** ||
 * **//Maine Learning Results://** **Social Studies** //**- E. History

//What understandings are desired?//
• The effect of one idea and the change that it can make, short and long term, by those involved in the Holocaust. • The environment of prisoners and their criteria. ||
 * //Students will understand that:// **(U)** ||
 * • The Holocaust's inital start and all pertaining factors that led into it.

//What essential questions will be considered?//
• Why would people join a stereotype as strong as the one Hitler enforced? • How would survivors continue with their lives and get through the Holocaust? ||
 * **Essential Questions:** **(Q)** ||
 * • How does an event as horrific as the Holocaust begin?

//What key knowledge and skills will students acquire as a result of this unit?//
what groups were targeted, Hitlers Mein Kampf, survivor and death rates, Hitler's background • Important Events and People: Hitler, Jews, Elie Wiesel, Burning of Books, The Night of Long Knives, Nuremberg Race Laws, The Night of Broken Glass • Sequences and Timelines: World War II events around the Holocaust, Holocaust from 1933-1961, Existance of the Conservation Camps || • Describe the turning points and consequences of the Holocaust. • Evaluate the actions of Hitler and his followers. • Exhibit the important factors of the Holocaust that impacted history. • d. Analyze interpertations of historical events that are based on different perspectives and evidence. • Relate to the survivors of the Holocaust (those negatively affected). • Self-assess what their own reactions would have been in that time period and situation as Jewish person. ||
 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * • Critical Details: Conservation Camps,

//**2004 ASCD and** **Grant Wiggins and JayMcTighe**//