Dana S. Altshuler
Lesson Objectives
1. Students will be able to define the concept of nationalism in order to understand nationalism as a fundamental factor in government programs of discrimination, ethnic cleansing, and genocide.
2. By analyzing several instances of the "Holocaust Equation", students will be encouraged to make cross-cultural connections. This will enable students to understand the contributing factors that ultimately lead to the persecution of "Persecuted Minority" groups, throughout World and US history.
Sample Lesson Plans
The Holocaust Equation Lesson Plan
Time Management: 50 minute class
Creating the Persecuted Minority: The Roots of Homophobia in European Culture
Teaching Strategies: Interactive
Lecture
,
Warm-down, and Whole Group Discussion
Objective Questions:
What is the Holocaust Equation?
What is Homophobia? What role has Homophobia played throughout European history? How has nationalism perpetuated Homophobia?
Important Topics:
- Rise of Absolutism in Europe
- Upholding the Power of the Catholic Church
- The use of fear tactics to target Outsider groups on the basis of Religion (Jews and Muslims)
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- The Spanish Inquisition (Jews and Muslims)
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- Jewish Expulsion from England and France
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- Silencing openly gay leaders
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- Edward II was the last openly gay monarch in England. He was murdered for being a homosexual.
Warm-down:
Does this type of discrimination exist today? Students support their ideas with examples from their own life experiences.
Whole Group Discussion- I will spend the last portion of class time facilitating a Whole Group Discussion where students exchange their ideas and written warm-down responses.
Germany 1930s Rise of Hitler and Striking Down Democracy Lesson Plan
Time Management: 50 minute class
German Nationalism and Enemies of the State
Teaching Strategies: Interactive Lecture, Warm-down, and Whole Group Discussion
Objective Questions:
Why will there be a wave of German nationalism in the Post WW1 years? How will a rise in German nationalism impact the lives of members of the "Persecuted Minority?"
Important Topics:
War Guilt; Inflation; The Lost Generation; The Global Depression; Nuremberg Laws; 1933 Raids on Gay Bars; Paragraph 175; Enabling Act; Resistance Laws
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- Clip,
Prelude to War.
This film clip demonstrates the power of voice used by Hitler and how he was received by the public. Additionally, the clip provides many examples of the limiting of Democratic freedoms in the Pre-Holocaust atmosphere of Germany in the 1930s.
Warm-Down:
Using examples from the film clip, why do you think Hitler was able to mobilize the masses, to the point that he took away their individuality, yet he still held the support of the majority of Germany?
Whole Group Discussion-
I will spend the last portion of class time facilitating a Whole Group Discussion where students exchange their ideas and written warm-down responses.
Music Man Lesson Plan
Time Management: 50 minute class
The Power of Voice
Teaching Strategies: Warm-up, Whole Class Discussion, and Interactive Lecture
1.
Warm-Up:
Students will watch the opening scene of
The Music Man
(Song…Trouble with a Capital T)
2. Next, students will answer the following questions
in their warm-up journals…
a. What was Prof. Hill's goal?
b. What tactic did Prof. Hill use to achieve his goal?
c. What scapegoat has the Professor created as responsible for the town's "Trouble"?
d. In what way was Prof. Hill's tactic of unifying the town similar to tactics used by Hitler in creating a unified Germany?
e. Do you think Prof. Hill's scapegoat held a valid connection to the town's "Trouble" (explain why/not)?
f. Do you think Hitler's "Persecuted Minority" held a valid connection to the national troubles of Germany during the Post WW1 years (why/not)?
3. As a class there will be a facilitated whole class discussion
of the Music Man Questions…
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- The class will make connections to other instances in history when the tactic of Nationalism has been utilized as a means to create a stable government and society…
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- Students will be asked to draw upon their previous knowledge base from history class…by sharing examples…
Examples)
Armenian genocide and Turkish nationalism; Japan's Tokugawa Shogunate Hideyoshi; France's Cardinal Richelieu and Louis XIV; Russia's pogroms; Nazi Germany
4.
Introduce the Holocaust Equation-
Unstable Government + Nationalism = Persecuted Minority groups
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- Students will take a moment to record equation into their notebooks
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Whole Group Discussion Continues…
As I pose questions for students to consider…
Do you think that the United States has ever used tactics of nationalism in times of government/societal instability?
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- Encourage student to make connections to previous WW1 Unit…Censorship of Socialists
5. An example of the Holocaust Equation in the USA could be the Japanese Internment Camps of WW2...
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- Hand out Japanese Internment Camp Article
Bump Read as a class (students read out loud and bump to classmates, keeping everyone on task)
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- Share several examples of Anti-Japanese Propaganda (Posters and Cartoons) that swept across the USA during WW2
6. As class comes to a close…students record one idea that they learned
in class today into their notebooks…as I select students from around the room, students share their ideas with the class!
Nationalism and Propaganda Lesson Plan
Time Management: 90 minute class
Anatomy of your Enemy
Teaching Strategy: Interactive Lecture
1.
Warm-Up:
What is the Holocaust Equation? Be sure to include an example from yesterday's class discussion to support your ideas.
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Review-
Students will share ideas and example of Japanese Internment Camps; the Holocaust; Socialists in the USA during WW1
2. Hand out-
What is propaganda?
worksheet
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- Bump read as a class
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- Defining Propaganda
3. Power Point Presentation offering various examples of Nazi Propaganda…
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- Various examples from
The Eternal Jew
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- Selected Cartoons from Julius Streicher's,
Der Sturmer
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- Paragraph 175, Images of sections of towns being shut down, homosexuals being arrested, homosexuals in concentration camps, image of the Pink Triangle…demonstrating anti-gay sentiment in Nazi Propaganda.
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- Pictures of victims of anti-LGBT hate crimes in America and excerpts from anti-LGBT legislation in post September 11th years.
4. Hand out Anti-Flag song lyrics,
Anatomy of Your Enemy
(
Name of Album:
Mobilize
Name of Band:
Anti-Flag
Name of Song:
Anatomy of Your Enemy. You can use an Internet search engine and enter the name of the band and then the name of the song to find the lyrics to use in your lesson.
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- After playing the song to students, students will respond in their warm-up journals…
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- In our current time of war, do you see our United States government utilizing nationalistic tactics?
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- Share student ideas as a class…
5. Hand out homework reading and assignment
Address to the Nation
(immediate reactions after September 11th 2001), by President George W. Bush
·
In preparation for tomorrow's Role Card discussion, read the following selection and create a list of any examples of nationalistic tactics that the President promotes in our national time of desperation and instability
Tolerance Awareness Week Lesson Plan
Time Management: 50 minute class
Paperclips
Teaching Strategies:
Warm-up and Whole Class Discussion
1. Warm-Up:
Describe a time when you have experienced discrimination…where you the discriminator or the discriminated (Insider or the Outsider)…how did it feel?
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- Whole Group discussion of student experiences…
2. Activity: Tolerance Awareness Week
As we are currently studying the causes of the Holocaust Equation …it seems appropriate to deem this week as
Tolerance Awareness Week!
This is an opportunity for us to actively work together to prevent prejudice right here in our own school!
Assignment:
Each of you have received 2 paperclips…these clips are to be a symbol of your silent movement against intolerance and prejudice everywhere…
For the next week we will wear 1 of these paperclips and share the other paperclip with any other person in this building who has either felt discrimination, dealt discrimination, or just is somebody who is all for making our school a more accepting place!
· Tell the person you choose to share this assignment with, whether it be a student or teacher, what the clip represents…The end to prejudice, discrimination, and intolerance everywhere including this school building!
The Objective:
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- Students and teachers will become aware of the frequent presence and use of derogatory language in our school that works only to perpetuate hatred and prejudice…
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- By wearing this paperclip and sharing it with a friend in the building we, together, can begin to end the intolerance in our building…it is the seed to acceptance! I hope you all will join me in this movement!
The Origins of Race Science: The Eugenics Movement Lesson Plan
Time Management:
50 minute class
Eugenics and Creating the Super Race
Assigned Reading: "American Gothic: A New Curriculum Explores a Disturbing Side of the Progressive Era."
Teaching Tolerance Magazine
Questions and Class Discussion:
1. In your opinion is there a "moral dilemma" with the Eugenics movement? Why/not?
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- Does the government have the power to take away someone's reproductive rights?
2. Throughout American history, how has the US government encouraged the Eugenics movement?
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- Include examples from the article
3. In what ways did the ideology of Eugenics (by American thinkers) fuel the ideas behind the Nazi-led Holocaust?
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- Impact on German science
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- Impact on Hitler's philosophy of racial purification
4. How has the Eugenics movement come to impact our present world and country?
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- Consider population policies in other countries
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- Inequality in American society
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- Any additional ideas that you may have thought of while reading…
Before Stone Wall Lesson Plan
Time Management: This film can be viewed in a 90-minute class
Based on the film,
Before Stonewall
Film Questions:
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- Use complete sentences and explanations
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- Support your ideas completely with evidence offered in the film
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- Answer on a separate sheet of paper
1. Why were cities a haven for homosexuals in the 1920s?
2. How did the home front effort of WW2 enable the Gay community to flourish?
3. In what ways will homosexuals fall victim to the McCarthy Era of the 1950s?
4. How will the Black Power and Civil Rights Movement of the 1950s and 1960s encourage the Gay struggle towards Equality?
5. In what ways has Stonewall marked a turning point in the Gay Movement for Equality?
Day Two of Before Stone Wall Lesson Plan
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- Whole Group Class Discussion about the film questions
Lesbian Gay Bi-Sexual Transgender Panel Presentation Lesson Plan (Must be arranged in advance)
Contact Information: http://www.yale.edu/lgbt/index.html
1 Most colleges have a Lesbian Gay Bi-Sexual Transgender student organization that has trained in leading panel discussions for college and high school classrooms. I will bring in the LGBT group from Yale to conduct a panel on being a sexual minority in the USA. The panel will be prepared to address: How to be an ally? Why homophobia is bad for everyone, not just persons who identify as LGBT? How to feel less alone if you are questioning your sexuality or gender?
2 Students receive time to ask questions of the LGBT representatives; and are then provided with contact information from the LGBT group.
