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PART #1

Unit Title: Evaluating Sources and the two World Wars Subiect/Topic Ateas: Wodd Wat One, World Wat Two, sollrce evaluation Time Ftame Two 45-minute lessons and four 9O-minute blocks Key wotds: Allies, Treaty of Versailles, anti-Semitism, Adolf Hitler, Nazis, Aryan,
Nuremberg laws, concenftation camp, STeimar Republic, bias, primary source, secondary soufce Designed by: Andrew Baket Fot gtade 7 at Penn Alexander School

Rationale fot and Btief srunmary of Unit: This unit plan will focus simultaneously o@tJ7orld War One and how it leads to the Second Wodd War and the core skill of evaluadng sources. rWe are continuing our yearlong investigation of modern sufferings across the wodd, and the experience of the European minodties must be explored. Given the cultural reference that Nazis and their implementation of the Final Solution ptovide fot us as a society, it is of the highest urgency that myths be dispelled eatly and the truth lzrrd outy' at an early age. The conftoversial nature of the topic and the polarizing effect it has on people means that it is not only crucial to be presented, but also that awateness of it must be made in an exftemely carefi.rl and explicit maflfler. This brings me to the teason I am juxtaposing the skill of source evaluation specif,cally with this topic. There are so many sources and public fota ftom which information can be gleaned in many different arenas. Especially childten as young as seventh gtade need to be guided through the variety of infotmational sources, above all the Internet, available to them undetstanding that there is the assumption that if something is in print, it is
also true.

The students have so fat talked about Worid War One and Two tangentially in out study of the evolution and creation of the Soviet Union. With this unit, we will explicidy dive into the effects World War One and how Imperial Germany was treated in its defeat. "f il. That day will also f.r!*" the intoduction of govemmental pimarysoutces and their use and reliability. The following day we will look at the time betrueen 1919 and 7933 through the lens of newspapers and the biases they would present. Between 7933 and 1939, we will explore the Nazis as an official governing pany and the incteased level of anti-Semitism in Getmany and Europe as a whole. We will be looking specifically at documentades in this potion to emphasize the point that simply because it is made into something called a documentary, does not mean that is isn't without bias. We will work the next day focusing on the rise of anti-Semitism and the Holocaust itself, using webpages to demonsftate the variety of portrayals of the event online. We will conclude the unit with a variety of soutces used throughout the two weeks to allow them to develop an argument as a gtoup and
present theit case to others for evaluation.

PART #2 Enduring Underc tandings

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Enduring Understandings: Students will understand that events

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are handled

in the world today affect what

happens tomorrow. Students will understand that where we get information is often more important

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war explarn even5\leasmg up ro frejudice can turn into genocide Students will develop self-awareness about how they gather sources about a topic. Students will explain that the Holocaust affected primarily Jews along withmany other

minorities.

, @, ry-tuot bc il*Sitwebsites on dif;lerent criteria uv".lualol a,uprbq ta " to determine trustworthiness. Students will lurflyze
PART #2 A Essential questions for the unit

'

Essential Questions: How do we gather information responsibly? Why did the Nazis come to power? How do we ever get information if it is all biased? How do you tell if a website is trustworthy? How are documentaries biased? How does a newspaper atticle present bias? Why does whete we get information matter? S[hy did !7orld Wat Two happen? Iflhy did the Holocaust happen? How do countties act like people?

Pan#28
Key/essential knowledge and skills students will acquire as a result of the unit. This is the section in which you consider the goals and obiectives of this unit

students will know... (content,/concepts) Students will recognize atd [st the difficulties the Weimar Republic went through and eventually caused it to collapse Students will evaluate websites for tnrstwotthiness. Students will identify who was targeted and how many were killed in the Holocaust, Students will know what a pdmary source is. Students will know what a secondary source
is.

Students Students

will know which countries were in

aliliance before

lf!ru.

will know learn about the

Students will be able to... (skills, performance assess ments) Students will create a I{ML telling me what they akeady know and what they want to know. Students will give examples of what interests them about this time period. Students will cdtique the use 4nd usefulness of primary do..rm.nt, -hr^) Students will inteqpret maps to comprehend text in treades between countries. Students will evaluate and summaize fteaty texts to plesent the alliance system to the
class. Students will judge the Venaiiles Treaty in a class discussion. Students will select the questions that most

Holocaust denial movement. Students will know about the events that led up to the Holocaust. Students will know about the general trend ftom bias to genocide. Students will know what a responsible website looks like. Students will know the questions to ask to discovet biases. Students will list events in the history of Nazi Germany's ascent.

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intrigues them for the later creation of a Question/Answer chart for the unit. Students will critique the Holocaust deoial movement usins criteria for trustworthv rvebsites - AYaY t hqtn i yor Students will Iist events showing how bias can lead to genocide Students will to critique arguments created by others using source evaluation skills. Students will judge ardcles, weighing what they wrote and who wrote i.t. Students will evaluate documents using soluce evaluation skills. Students will organize an argument using documents. Students will detect possible biases in videos. Students will compare two documentades about the same time to see difference in presentadon. Students will point out what is not being presented in each documentary.

*kn

Par.#3
Matedals/equiPment -Note cards
-Soc St notebooks

-Chart paPer -White boatd room European countfles -Map of tetritotial possessions wotldwide fot maior -Map of colonies in N. Africa -Map of colonies in Southwest Asia -Entente CordiakAPd 8, 1904 -Anglo-Russian TreatY -Triple Alliance TrcztY -Promethean Boatd Logic, Betrays our childten'" -Huffington Post"Ptzzais a vegetable? Congress Defies

Novembet 18,2071, Over Ptzza" November 78'2071 -lVall StreetJournal "Lawmakers Step Into Food Fight s-..n Election Neafs" August 71"L924 -washington Post "Disgust of voters in Germany 1. ..president ilo.ifi". the German Republic" November 30,7924 -NyTimes ..Hitler Asks Nation to Give Him Four Yeafs" February 2,7933 -NYTimes 7' 7933 -Ingolstadtet Anzeiget "Labor Unions!" February -SOApSton" grid (ftom the day before) - Timeline Worksheet M9*: - Rise of Nazi Germany- National Geographic Thisisfiveminutedocumentary-sryl"videohighfuhtingfustthemaingoals how he implemented of Hitler as stated 1n Mein zu*p1^^ithen a q"iit fly-Uy them over the Period 1935-1'939 -lfSfII irl HD- History Channel but apptoaches the This is r.oth"r four minutes of the same dme pedod topics in much greater detail with less background' . . Memorial Museum -http: / /wiw.ushmm.cJm United States Holocaust -http : / /www. zundelsite. org -http: / I bradley smithsblog.blogspot' to-T example of a website that

-http://www.rprrt ..r..rJhooli"'t'to'uk/2\7W'htm
cleady is disrePutable - t ttp,lf***.Listory.com/topics/world-war-ii - http ://en.wikipedia. org/wiki/The-Holocaust

-One comPuter Per gtouP' -Tbe ReichstagP.ace Resolution -J"ly 79,1977 war Aims- January 5, 1918 -prime Minister David Lloyd George on the British -Excerpts from the Tteaty of Versailles-June28'7979 -Atticle 43 Demilita nzattotr -Atticle 231War Guilt Clause -Article 232 & 244 ReParalons

-Map of German Tertitorial Losses after 7979 NYTimes "Peace" June 29, 7979 Coburger Zeitrng 'lffhat now?" July 1, 1,919 -Excelpt from Hider's Speech on Aptil 72,1922 -Paris 1919: Inside the Peace Talks That Changed the'World: Germany's Consequences. A three minute clip of the competing interests of different countries at the end of WSTI with respect to what Germany will owe at the end of the Versailles Trctty

Pan#4
Assessmeat Euidence

Performance Tasks The summative task witl be an evaluation of given sources and presentation based on those soutces. They will be assessed in the following competencies Thesis, Understanding of Questions, Analysis, Documentary Evidence, Supportive Infornation, O rgarizaion. They will be forced to assess each others arguments further concretizing their conceptions ofhow sources are evaluated.

Othet evidence of learning: -I will have the chance to evaluate their existing knowledge (and myths) with the statemefits undet the K in the KWL chart. Also, between what they write under the W arid the note catds they hand in, I will get a sense of whete their wonderings lie. -I will also spend time in conversation with them and ovetheadng their conversations with others to see how they explain what is interesting to them and why. -They wilt fill out the worksheet I created over twenty minutes, and I will have the chance to judge their interest level and comprehension of the subiect matter -They will fill out the SOAPSTone chart with the class and for homework as well. -Their 'debate' at the end will fotce them to think critically about how they can use what is said to advance their cause. -I will informally assess the convetsations at the desks and in the gtoups. -I will also infotmally assess theit presentadons -Their SOAPSTone will be collected at this point and graded over the weekend -\ffhen they turn in notebooks on Mondty for qurck gading I vrill read over their closing
wriungs. -Thete will be a chatce for informal assessments during class discussions to gauge where they are at a pteliminary stage -They will also use the timeline worksheet to trace theit content understanding -I will evaluate theit progtess based on the scaffolding ptovided on the worksheet and the assistance from their groupmates. -I wilt have the oppotunity to assess individual comptehension on the sheet they work on at the end by themselves.

-I will collect their worksheets at the end of class to determine what how much content they were able to get. -I will listen in and answer questions they have as they work on the both the evaluation and
timeline wotk sheet. -I will collect their notebooks and see what conclusioris they've come to about lTikipedia -Students will grade each othet and their collective scores will (tentatively) rnake ap 2f 3'd of the grade. Giving them a Iarge portion of the Sading responsibility will help them to take it seriously and weigh theit evaluations carefirlly -I will watch all five ptesentations and gtade them myself as well, to compare our (mine and the students) interpretations as well as to keep them honest if things don't go quite as planned.

Student self-ass essment They will be able to see based on theit progress with the wotksheets whethet or not they're getting it. Also, they'll be able to determine based on their convetsadons with other where they stand. They will be additionally able to compare their atgument against the rubric at the end to consider how well they match up.

-Map of Getman Tertitorial Losses after 7979 NYTimes "Peace" June 29, 7979 Cobuger Zeitrng"\What now?" July 1, 1,919 -Excelpt ftom Hider's Speech on Aptil 72,7922 -Paris 1919: Inside the Peace Talks That Changed the'World: Germany's Consequences. A three minute clip of the competing interests of diffetent countries at the end of WWI with tespect to what Germany will owe at the end of the Vetsailles Treaty

Part'#4
Assessmeat Euidence

Performance Tasks The summative task will be an evaluation of given sources and presentation based on those soutces. They will be assessed in the following competericies Thesis, Understanding of Questions, Analysis, Documentary Evidence, Supportive Infornation, O rgarizaion. They will be forced to assess each othem arguments further concretizing their conceptions ofhow sources are evaluated.

Othet evidence of learning: -I will have the chance to evaluate their existing knowledge (and myths) with the statemerits undet the K in the KWL chart. Also, between what they write under the \7 and the note cards they hand in, I will get a sense of whete their wonderings lie. -I will also spend time in conversatioo with them and ovetheadng their conversations with others to see how they explain what is interesting to them and why. -They wilt fill out the worksheet I created over twenty minutes, and I will have the chance to judge their interest level and comprehension of the subiect matter -They will fill out the SOAPSTone chart with the class and for homework as well. -Their 'debate' at the end will force them to think critically about how they calr use what is said to advance their cause. -I will informally assess the conversations at the desks and in the gtoups. -I will also infotmally assess their presentadons -Theit SOAPSTone will be collected at this point and graded over the weekend -When they turn in notebooks on Mondty for qurck grading I will read over their closing
wriungs. -There will be a chatce for informal assessmeots during class discussions to gauge where they are at a pteliminary stage -They will also use tle timeline worksheet to trace theit content understanding -I will evaluate theit progess based on the scaffolding provided on the worksheet and the assistance from their gfoupmates. -I will have the oppotunity to assess individual comptehension on the sheet they work on at the end by themselves.

Andrew Baker 1914-1945

Contemporary Issues

7th Grade 45 minutes

Ovetview students will use today as an introduction into the rationale behind leaming about world Y/at Two and creating a set of questions that will be answered over the course of the next
two weeks.

are handled in the world today affectwhat happens tomoffow. Students will understand that where we get information is often more important than the information itself.

Students will understand tha

GOAIS /OBJECTTVES Students will give examples of what interests them about this time pedod. Students will create a KWL telling me what they already know undihat they want to know. Students will select the questions that most intrigues them for the later creation of a Question/Answer chart for the unit.
STANDARD*S 8.1.9.A. Analy ze chronological thinking. . Sequential order of historical narraitie . Context for event
7.1.9.8. Explain and locate places and regions. ' How characteristics contribute to regional changes (e.g., economic development, accessibility, demographic change) ' How culture and experience influence perceptions of places and regions ' How stfuctures and alliances impact r"giorr.(nt"mational Tteatiesf

MATERIALS
-Promethean Board

-Note cards -Soc St notebooks


-Chart paper -White board room

PROCEpURE [45 MrN TOTAL]

oPENER

[10

MrNl

Do Now [10min]
information you know or think you know.
Create a chattin yout social studies notebook like the following and fill

it out using

\X/hat do

akeady know about W!VI,

WNfII,

How do I know this? What is my soutce?

or the Holocaust?

*PN
BODY t27 MINI a,

v"yrW

Kr0fL Chart [15min] Create on chart paper two K\WL charts. Separate class into two groups to fill out charts on their own. Pick a'\Want to Know' [12min] Pick a question that you had, someone in your gtoup had, or someone in the other group had. Write it down on a note card and a sentence about why it intrigues you. Talk with another student about your choice.

cLosuRE [8 MrNI
Soutce evaluadon [5 -i"] Pose questions of why the source matters and answer it in class setting.

'\N/'BOARD [3-i"] I will explain that I will go home and gtoup the '\Want to knows' from the note cards together ftom this class that night and have them written on the white board. Throughout
the next two weeks, in class.
as we answer the questions that we have

up thete, we'll check them off

ASSESSMENT /EVALUATION -I will have the chance to evaluate their existing knowledge (and myth$ with the statements under the K in the K!7L chart. Also, between what they write under the W and the note catds they hand in, I will get a selrse of where theit wondedngs lie. -I will also spend time in conversadon with them and overheadng their conversations with othen to see how they explain what is interesting to them and why.

Andrew Baker 1914-1945

Contemporary Issues

7th Grade 90 minutes

Overview Students will explore why World War One happened and the effects of the Versailles Treaty and evaluate the usefulness of primary documents. ENDURING UNDERSTANDINGS Students will understand that events are handled in the world today affect what happens tomorrow. Students will understand that where we get information is often more important than the information itself. GOALS/OBJECTIVES Students will evaluate and summarize treaty texts to present the alliance system to the class. Students will interpret maps to comprehend text in treaties between countries. Students will judge the Versailles Treaty in a class discussion. Students will critique the use and usefulness of primary documents STANDARDS 8.1.7.A: Demonstrate continuity and change over time using sequential order and context of events. 8.1.6.B: Differentiate between fact and opinion, multiple points of view and primary and secondary sources to explain historical events 8.4.6.D: Examine patterns of conflict and cooperation among groups and organizations that impacted the development of the history of the world. 8.1.9.B: Data in historical and contemporary maps, graphs, and tables MATERIALS -Map of territorial possessions worldwide for major European countries -Map of colonies in N. Africa -Map of colonies in Southwest Asia -Entente Cordiale April 8, 1904 -Anglo-Russian Treaty -Triple Alliance Treaty -Treaty of Versailles -Promethean Board PROCEDURE [90 MIN TOTAL] OPENER [10 MIN] [5 min] Do Now Show a map of British, French, German and Russian territory c. 1900.

Aside from the blue of the ocean and the green for the United States, which three colors do you see represented the most? To which countries do those colors belong?

[5 min] Explain Germanys position with a quick analogy Think about SillyBandz. What is it about SillyBandz that is desirable? When you saw people with them, what did you think? [they look cool] So in order to be cool and respected, what did you want to go out and buy tons of? [SillyBandz] You can tell from the map that Germany is feeling the same way, except here were talking about territory of course. BODY [75 MINUTES] [5 min] Quick-write about alliances Now imagine you were late to the game and didnt have any SillyBandz. You thought you could steal from someone else without him noticing. Unfortunately you chose to favorite one of the biggest bully in school, Brad Ardis (an 8th grader). You hear rumors that he wants to fight you at the end of the day. Unfortunately for you, Brads a big dumb 8th grader who doesnt respond well to talking things out. Theres nowhere to run, either; sees

you in between every class and lives around the block from you. What can you do to help increase your chance of winning this pending fight? [5 min] Class Discussion about alliance building What happens when Brad finds out youre gathering friends? [he will get his friends together, too] [20 min] Treaty Analysis [see end for worksheets] Instructions for task and splitting into groups And thats exactly what the countries of Europe do in the years leading up to World War I. Were going to break up into three different groups and take a look at the how they get ready for the coming war. One group will look at the Triple Alliance and whos involved with that. Another will take a look at the Franco-Russian Alliance to see what thats about. The last group will examine two different treaties to see who was involved with them. When we come back together, well quickly draw on the map up front how Europe gets divided up by the time 1914 rolls around. [5min] Mini-report and map coloring Each group will give a mini report and shade in allied countries on the European map in two different colors (using the map below).

[10 min] WWI Keeping in mind that all of you and your friends promised to defend each other just like all of Brads friends will defend each other, what happens when one of Brads lackeys pushes your best friend down in the hallway outside Mr. Staniecs class? Did this big fight then start then between you and Brad? But who was the fight supposed to be between? Are you and Brad involved anyway? I will then explain briefly cover the course of the war, mentioning the development of trenches and tanks, but we will continue on with our look at primary government documents with the conditions for surrender and Treaty of Versailles. We will look at the Treaty that formally ended World War One [10 min] Evaluation of primary sources What is a source? What is a primary source? Why do you need to evaluate these? Arent they factual, first-hand accounts?

Ok, but how then? Subject General: What is being talked about in this passage? Versailles Treaty: WWI, its resolution, and the future Occasion General: When is this being talked about? Temporal context is key. VT: 1919, just after WWI ends Audience General: Who is being addressed? People change what they want to say based on who theyre speaking to VT: Primarily other statesmen Purpose General: Why do they need/want to talk about this? VT: Formal ending to the war, work to prevent it from happening again Speaker General: Who is speaking? What outside pressures/interests might they have? What perspective do they offer on the topic? VT: Victors Tone/Bias General: How is the event being discussed? Negatively or positively? VT: vengefully [20 min] Interpretation + Discussion I will split them into two groups and they will work to build the case One will say that the victors were justified in their actions. One will say that the punishment doled out is too harsh. After ten minutes, they will select a speaker to put forward their best argument. They other side will have a chance to respond and say something defending their perspective. This will continue for ten minutes. CLOSURE [5 MIN] Quickwrite [5min] For the last activity, you spent twenty minutes arguing two different points. But you were looking at the same document. Quickly write down your thoughts on how it is possible to view the same document in two such different ways. ASSESSMENT/EVALUATION -They will fill out the worksheet I created over twenty minutes, and I will have the chance to judge their interest level and comprehension of the subject matter -They will fill out the SOAPSTone chart with the class and for homework as well.

-Their debate at the end will force them to think critically about how they can use what is said to advance their cause.

NAMES:__________________________________________________DATE_________ The Triple Alliance-May 20, 1882 Please answer the following using the document and map of colonial Africa on the back. (n.b. casus foederis means case of the alliance, and the High Contracting Parties are the countries signing the document) 1) Who is party to this Treaty? Who signs it?_____________________________________ ________________________________________________________________________ ________________________________________________________________________ 2) What happens if Italy is attacked by France?___________________________________ ________________________________________________________________________ ________________________________________________________________________ 3) What happens if Germany is attacked by France? _______________________________ ________________________________________________________________________ ________________________________________________________________________ 4) Who is supposed to know about this agreement?________________________________ ________________________________________________________________________ ________________________________________________________________________ 5) Why do you think there is another agreement 30 years later? _______________________ ________________________________________________________________________ ________________________________________________________________________ 6) Which country is this treaty targeting? Whom do they have in mind while theyre writing it?______________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 7) In the agreement from 1912, Germany and Italy are focused on maintaining the territorial status quo in Northern Africa. Who do they fear will upset this status quo? ____ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 8) Are these treaties really purely defensive? What evidence do you have either way?______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

NAMES:_______________________________________________DATE____________ Franco-Russian Alliance August 21, 1892 & December 5, 1912 1) What happens if France is attacked?__________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2) What happens if Russia is attacked?__________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3) According to the treaty, is one country allowed to back out of a war via a peace treaty on their own?_____ Why would the framers of this document write that in?_______________ ________________________________________________________________________ ________________________________________________________________________ 4) Against which country(ies) is this treaty aimed? Whom did they have in mind when they were writing it?____________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5) How long will the agreement between the two countries last?______________________ ________________________________________________________________________ ________________________________________________________________________ 6) Outside of France and Russia, who is to be aware that this treaty exists? Why do you think this is? __________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 7) Why is it important to have Germany fight a two front war, if it comes to that? ________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

NAMES:______________________________________DATE:____________________ The Entente Cordiale -April 8, 1904 (n.b. entente means good will or agreement in French) 1) Which two countries are involved in this agreement?____________________________ 2) What general agreements are being made in this agreement?_______________________ ________________________________________________________________________ ________________________________________________________________________ 3) What part of the world are they talking about here?______________________________ 4) If these agreements are necessary, what does that mean has been happening in the past? ________________________________________________________________________ ________________________________________________________________________ 5) What kind of relationship will the countries involved have once theyve finalized this agreement? ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Anglo-Russian Entente- August 31, 1907 1) Which two countries are involved in this agreement?_____________________________ 2) What general agreements are being made in this agreement?_______________________ ________________________________________________________________________ 3) What part of the world are they talking about here? Which countries in particular are in between Russia and British colonies are at risk? ___________________________________ ________________________________________________________________________ ________________________________________________________________________ 4) If these agreements are necessary, what does that mean has been happening in the past?____________________________________________________________________ ________________________________________________________________________ 5) What kind of relationship will the countries involved have once theyve finalized this agreement?_______________________________________________________________ ______________________________________________________________________

SOAPSTone

Pre-WWI Treaty: ____________

Versailles Treaty 1919 1 2

Pizza Articles

Weimar Rep. Article __________

Weimar Rep. Article _________

Subject:

Occasion:

1 2

Audience:

1 2

Purpose:

1 2

Speaker:

1 2

Tone:

1 2

Entente Cordiale April 8, 1904


Article 1 His Britannic Majesty's Government declare that they have no intention of altering the political status of Egypt. The Government of the French Republic, for their part, declare that they will not obstruct the action of Great Britain in that country Article 2 The Government of the French Republic declares that they have no intention of altering the political status of Morocco. His Britannic Majesty's Government, for his part, recognizes that it appertains to France to preserve order in that country, and to provide assistance for the purpose of all administrative, economic, financial, and military reforms which it may require. They declare that they will not obstruct the action taken by France for this purpose, provided that such action shall leave intact the rights which Great Britain, in virtue of treaties, conventions, and usage, enjoys in Morocco Article 3 His Britannic Majesty's Government for his part, will respect the rights which France, in virtue of treaties, conventions, and usage, enjoys in Egypt Article 4 The two Governments, being equally attached to the principle of commercial liberty both in Egypt and Morocco, declare that they will not, in those countries, countenance any inequality either in the imposition of customs duties or other taxes, or of railway transport charges. This engagement shall be binding for thirty years. Unless expressly denounced at least one year in advance, the period shall be extended for five years at a time. Nevertheless the Government of the French Republic reserve to themselves in Morocco, and His Britannic Majesty's Government reserve to themselves in Egypt, the right to see that the concessions for roads, railways, ports, etc., are only granted on such conditions as will maintain intact the authority of the State over these great undertakings of public interest. Article 6 [His Britannic Majesty's Government will] ensure the free passage of the Suez Canal Article 7 In order to secure the free passage of the Straits of Gibraltar, the two Governments agree not to permit the erection of any fortifications or strategic works on that portion of the coast of Morocco comprised between, but not including, Melilla and the heights which command the right bank of the River Sebou

Article 9 The two Governments agree to afford to one another their diplomatic support, in order to obtain the execution of the clauses of the present Secret Articles Article 1 In the event of either Government finding themselves constrained, by the force of circumstances, to modify their policy in respect to Egypt or Morocco, the engagements which they have undertaken by Articles 4, 6, and 7 would remain intact.

The Anglo-Russian Entente- August 31, 1907


The Governments of Great Britain and Russia having mutually engaged to respect the integrity and independence of Persia, and sincerely the permanent establishment of equal advantages for the trade and industry of all other nations; Considering that each of them has, for geographical and economic reasons, a special interest in the maintenance of peace and order in certain Provinces of Persia adjoining, or in the neighborhood of, the Russian frontier on the one hand, and the frontiers of Afghanistan on the other hand; and being desirous of avoiding all cause of conflict between their respective interests in the above-mentioned Provinces of Persia; Have agreed on the following terms: I. Great Britain engages not to seek for herself, and not to support in favor of British subjects any Concessions of a political or commercial nature and not to oppose, directly or indirectly, demands for similar Concessions in this region by the Russian Government. II. Russia, on her part, engages not to seek for herself and not to support, in favor of Russian subjects any Concessions of a political or commercial nature and not to oppose, directly or indirectly, demands for similar Concessions in this region which are supported by the British Government. It is understood that the above-mentioned places are included in the region in which Russia engages not to seek the Concessions referred to. III. Russia, on her part, engages not to oppose, without previous arrangement with Great Britain, the grant of any Concessions whatever to British subjects in the regions of Persia situated between the lines mentioned in Articles I and II. Great Britain undertakes a similar engagement as regards the grant of Concessions to Russian subjects in the same regions of Persia. All Concessions existing at present in the regions indicated in Articles I and II are maintained...

The Triple Alliance May 20, 1882


ARTICLE 1. The High Contracting Parties mutually promise peace and friendship, and will enter into no alliance or engagement directed against any one of their States They engage to proceed to an exchange of ideas on political and economic questions of a general nature which may arise, and they further promise one another mutual support within the limits of their own interests. ARTICLE 2. In case Italy, without direct provocation on her part, should be attacked by France for any reason whatsoever, the two other Contracting Parties shall be bound to lend help and assistance with all their forces to the Party attacked. This same obligation shall devolve upon Italy in case of any aggression without direct provocation by France against Germany. ARTICLE 3. If one, or two, of the High Contracting Parties, without direct provocation on their part, should chance to be attacked and to be engaged in a war with two or more Great Powers non-signatory to the present Treaty, the casus foederis will arise simultaneously for all the High Contracting Parties. ARTICLE 4. In case a Great Power non-signatory to the present Treaty should threaten the security of the states of one of the High Contracting Parties, and the threatened Party should find itself forced on that account to make war against it, the two others bind themselves to observe towards their Ally a benevolent neutrality. Each of them reserves to itself, in this case, the right to take part in the war, if it should see fit, to make common cause with its Ally. ARTICLE 5. If the peace of any of the High Contracting Parties should chance to be threatened under the circumstances foreseen by the preceding Articles, the High Contracting Parties shall take counsel together in ample time as to the military measures to be taken with a view to eventual cooperation. They engage henceforward, in all cases of common participation in a war, to conclude neither armistice, nor peace, nor treaty, except by common agreement among themselves. ARTICLE 6. The High Contracting Parties mutually promise secrecy as to the contents and existence of the present Treaty. ARTICLE 7. The present Treaty shall remain in force during the space of five years, dating from the day of the exchange of ratifications. MINISTERIAL DECLARATION The Royal Italian Government declares that the provisions of the secret Treaty concluded May 20, 1882, between Italy, Austria-Hungary, and Germany, cannot, as has been previously agreed, in any case be regarded as being directed against England ARTICLE 9. Germany and Italy commit to employ themselves in maintaining the territorial status quo in the North African regions of the Mediterranean, specifically Cyrenaica, Tripolitania, and Tunisia. The representatives of the two powers in these regions will have instructions to hold together as closely as possible in communications and mutual assistance.

Additional Articles, December 5, 1912

If following a thorough examination of the situation, Germany and Italy each recognize that maintaining the status quo has become impossible, Germany commits, after a formal and preliminary agreement, to support Italy in any action under the form of occupation or other preemptory guarantee which the latter should undertake in these same regions in view of an interest in equilibrium and legitimate compensation. It is understood that for similar possibilities the two powers would look as well to agree with England. ARTICLE 10. If it should happen that France would act to extend its occupation or its protectorate or its sovereignty, under any form, in the North-African territories, and that in consequence of this fact Italy believes it necessary to safeguard its position in the Mediterranean, to undertake by itself an action on the said North-African territories, or even to have recourse on French territory in Europe in extreme measures, the state of war that would follow between Italy and France would constitute ipso facto on the demand of Italy and at the common charge of Germany and Italy, the casus foederis foreseen by articles II and V of the present Treaty as if similar possibilities were expressly designed for it. ARTICLE 11. If the chances of any war undertaken in common against France by the two Powers should bring Italy to seek territorial guarantees with respect to France, for the security of the borders of the kingdom and of its maritime position as well as in view of stability and peace, Germany would in no way interfere, and if needed and in a measure compatible with the circumstances, would work to facilitate the means of attaining a similar goal ARTICLE 13. The signatory Powers reserve the right to introduce later, in form of protocol and of a common accord, any modifications whose usefulness might be demonstrated by the circumstances

Franco-Russian Entente- August 21, 1891


With a view to intensifying and reinforcing that cordial understanding which now unites them, and to promoting by their joint efforts the maintenance of peace, which is the object of their sincerest desires, the two Governments hereby affirm that they will take counsel together on all questions which are calculated to jeopardize the peace of the world. In the event of peace being actually endangered, and more particularly, in the event of one of the two high contracting parties being threatened with aggression, the two contracting parties understand to agree upon such measures as the two Governments might be forced to adopt immediately and simultaneously should the threat materialize.

The Franco-Russian Alliance Military Convention- 18 August, 1892


France and Russia, being animated by a common desire to preserve peace, and having no other object than to meet the necessities of a defensive war, provoked by an attack of the forces of the Triple Alliance against either of them, have agreed upon the following provisions: 1. If France is attacked by Germany, or by Italy supported by Germany, Russia shall employ all her available forces to attack Germany. If Russia is attacked by Germany, or by Austria supported by Germany, France shall employ all her available forces to attack Germany. 2. In case the forces of the Triple Alliance, or of any one of the Powers belonging to it, should be mobilized, France and Russia, at the first news of this event and without previous agreement being necessary, shall mobilize immediately and simultaneously the whole of their forces, and shall transport them as far as possible to their frontiers. 3. The available forces to be employed against Germany shall be, on the part of France, 1,300,000 men, on the part of Russia, 700,000 or 800,000 men. These forces shall engage to the full with such speed that Germany will have to fight simultaneously on the East and on the West. 4. The General Staffs of the Armies of the two countries shall cooperate with each other at all times in the preparation and facilitation of the execution of the measures mentioned above. They shall communicate with each other, while there is still peace, all information relative to the armies of the Triple Alliance which is already in their possession or shall come into their possession. Ways and means of corresponding in time of war shall be studied and worked out in advance. 5. France and Russia shall not conclude peace separately 6. The present Convention shall have the same duration as the Triple Alliance. 7. All the clauses enumerated above shall be kept absolutely secret.

Treaty of Versailles June 28, 1919 REPARATION. SECTION l. GENERAL PROVISIONS. ARTICLE 231. The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies. ARTICLE: 232. The Allied and Associated Governments recognize that the resources of Germany are not adequate, after taking into account permanent diminutions of such resources which will result from other provisions of the present Treaty, to make complete reparation for all such loss and damage. The Allied and Associated Governments, however, require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied and Associated Powers and to their property during the period of the belligerency of each as an Allied or Associated Power against Germany by such aggression by land, by sea and from the air, and in general all damage as defined in Annex l hereto. 1.The Commission referred to in Article 233 shall be called "The Reparation Commission" and is hereinafter referred to as "the Commission". (1) To be issued forthwith, 20,000,000,000 Marks gold bearer bonds, payable not later than May l, 1921, without interest. There shall be specially applied towards the amortization[decrease over time] of these bonds the payments which Germany is pledged to make in conformity with Article 235, after deduction of the sums used for the reimbursement of expenses of the armies of occupation and for payment of foodstuffs and raw materials. Such bonds as have not been redeemed by May l, 1921, shall then be exchanged for new bonds of the same type as those provided for below (paragraph l2, C, (2). (2) To be issued forthwith, further 40,000,000,000 Marks gold bearer bonds, bearing interest at 2-1/2 per cent. per annum between 1921 and l926, and thereafter at 5 per cent. per annum with an additional l per cent. for amortisation beginning in 1926 on the whole amount of the issue. (3) To be delivered forthwith a covering undertaking in writing to issue when, but not until, the Commission is satisfied that Germany can meet such interest and sinking fund obligations, a further installment of 40,000,000,000 Marks gold 5 per cent. bearer bonds, the time and mode of payment of principal and interest to be determined by the Commission.

Andrew Baker 1914-1945

Contemporary Issues

7th Grade 90 minutes

Overview Students will learn about life in Germany during the Weimar Republic through newspaper articles while working to analyze the biases of the different sources ENDURING UNDERSTANDINGS Students will understand that events are handled in the world today affect what happens tomorrow. Students will understand that where we get information is often more important than the information itself. GOALS/OBJECTIVES Students will recognize and list the difficulties the Weimar Republic went through and eventually caused it to collapse Students will judge articles, weighing what they wrote and who wrote it. STANDARDS 8.1.9. B. Analyze and interpret historical sources. Literal meaning of historical passages Different historical perspectives C. Analyze the fundamentals of historical interpretation. Fact versus opinion Reasons/causes for multiple points of view Illustrations in historical documents and stories Causes and results Author or source used to develop historical narratives 8.1.9.D. Analyze and interpret historical research. Historical event Historical questions Primary sources Credibility of evidence Secondary sources 8.4.12.D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Americas and Europe. Domestic Instability Ethnic and Racial Relations MATERIALS -Promethean Board -Huffington Post Pizza is a Vegetable? Congress Defies Logic, Betrays our children. November 18, 2011 -Wall Street Journal Lawmakers Step Into Food Fight Over Pizza November 18, 2011

-NYTimes Peace June 29, 1919 -Coburger Zeitung What now? July 1, 1919 -Washington Post Disgust of Voters in Germany Seen as Election Nears August 11, 1924 -NYTimes President Glorifies the German Republic November 30, 1924 -NYTimes Hitler Asks Nation to Give Him Four Years February 2, 1933 -Ingolstadter Anzeiger Labor Unions! February 1, 1933 -SOAPStone grid (from the day before) PROCEDURE [90 MINUTES TOTAL] OPENER [9 MIN] Do Now [5min] Think of a time someone was trying to convince you to do something. Why dont you believe everything they say? Do Now Debrief [4min] Tell me about the time you wrote. When someone is trying to convince you of something, theyre going to tell you all of the information. Theyll only tell you the information that will make you do what they want. BODY [76 MIN] Relation to bigger picture [3 min] Show slide of newspapers theyre familiar with The Philadelphia Inquirer The Philadelphia Daily News The Wall Street Journal The New York Times The Reporter Philadelphia Media Incorporated Philadelphia Media Incorporated Dow Jones Company The New York Times Company The Journal Register Company

Who knew that the places we get out news from were all companies? Quick Write & Discussion [9min] Why should this make you automatically suspicious? Write for two minutes and then discuss with group for four minutes. Well discuss it as a class, ending with the question, If we cant trust what theyre literally selling us, then what are we supposed to do? SOAPSTone Activity with Pizza [29 min] Theyll be given numbers 1-6 and split into one even group and one odd group. Each will start with one article and theyll each have their own SOAPSTone sheet to fill out. Ill only say that one paper is affiliated with the Republican Party and the other with the Democratic Party. Theyll have thirteen minutes to work out the first article they have and then theyll switch. And have eleven for the second. Well spend five minutes on reactions and clarifications, but the difference is extremely clear.

SOAPSTone Activity with historically significant newspaper articles [35min] They will switch groups again (1s &2s, 3s&4s, 5s&6s) and be given two new articles from the same time discussing similar events. They will have twenty minutes to work on it. They will then get up and the Versailles Treaty people will summarize their findings. I will fill in factual gaps [hyperinflation, Communists vs. Nazis] between them and the next group. They will present their findings and again I will fill in factual gaps [improved lifestyle under Dawes Plan, increased support for Social Democrats, Stock Market Crash, increased support for fringe parties, Hitler is chancellor]. Lastly the group with the clippings from 1933 will present their findings. CLOSURE [5 MIN] After this activity, please write why you think its important to get information from more than one place Please finish it for homework. ASSESSMENT/EVALUATION -I will informally assess the conversations at the desks and in the groups. -I will also informally assess their presentations -Their SOAPSTone will be collected at this point and graded over the weekend -When they turn in notebooks on Monday for quick grading I will read over their closing writings.

Coburger Zeitung July 1, 1919 (own translation) What Now? Those in power in Paris have completely forced their political goals through. They were informed by their numerous agents and spies, that there was no more steel left in the Weimar Republic. With this peace, the world stands at the graveside of the highest moral values. One over-powerful country succeeded after five years of the hardest, costliest war in violently robbing another leading nation (who did not willingly enter the war) of her ability to decide her own fate. But our enemies were not satisfied with that alone. They had the nerve to heap insult and disgrace on our sense of honor, so that even our children will be poisoned, the same way they want to cripple them with this blockade of hunger...

Ingolstaedter Anzeiger (own translation) Berlin February 1, 1933 To the Members of Workers Unions! The political situation has changed in marked ways. The power of the new government sits with the parties and groups that have pushed for the disenfranchisement of workers and employees, the destruction of democracy and the dissolution of the parliament. The threat is real that they will soon bring these plans to life. Members of the labor unions! The vital interests of the entire working class are at stake! If we want to defend the constitution and rights of citizens effectively, cool tempers and rationality are the first rule. Do not allow yourself to act too quickly and create harmful isolated situations!

Huffington Post Pizza is a Vegetable? Congress Defies Logic, Betrays our children. Karen Wartman Posted: 11/18/11 If there were any lingering doubts as to whom our elected representatives really work for, they were put to rest Tuesday when Congress announced that frozen pizza was a vegetable. The United States Congress voted to rebuke new USDA guidelines for school lunches that would have increased the amount of fresh fruit and vegetables in school cafeterias and instead declared that the tomato paste on frozen pizza qualified it as a vegetable. For this we can thank large food companies -- in this case ConAgra and Schwan -- which pressured Congress to comply with their financial interests. It simply doesn't suit the makers of frozen pizza, chicken nuggets and tater tots for schools to offer real food in the form of fresh fruits and vegetables. Many conservative lawmakers are also insisting that the federal government shouldn't tell people what to eat. This is the same argument Sarah Palin used against Michelle Obama's Let's Move! campaign to the rallying cry, "nanny-state." But the government clearly does not control the food Americans eat. Corporations do. In this case ConAgra and Schwan are quite literally determining what the vast majority of our school children will be fed in school cafeterias: A veritable chemical concoction made to look like pizza It's not even pizza, much less a vegetable. (And if you think that's bad take a look at the ingredients for the "Pepperoni, Reduced Fat Pizza"). This vote by Congress makes it abundantly clear who calls the shots when it comes to feeding our nation's children. According to The New York Times food companies have spent $5.6 million lobbying against these new rules. But this is what Congress has done. It has let the American people down and failed to protect our children. As Michele Simon astutely points out, "Congress has hijacked the USDA regulatory process to do the food industry's bidding." How much longer will we allow Big Food and our government to propagate lies about food and compromise the health of our nation's children for their financial and political gain?

Wall Street Journal Lawmakers Step Into Food Fight Over Pizza By Bill Tomson November 18, 2011 WASHINGTONIs pizza a vegetable? In the federal school-lunch program, the answer is yes. And Congress doesn't want that to change. Lawmakers moved Thursday to block the Obama administration's effort to push pizza off the plates of schoolchildren to make room for more vegetables. The legislation, attached to a 2012 spending bill approved by Congress and now on its way to the president's desk, also would stop plans to require more whole grains in school food while cutting sodium and starchy vegetables like potatoes. Pizzaspecifically, tomato paste used in the sauceis considered a vegetable under rules for school-lunch programs that get federal dollars. Now, the USDA wants to slice how much each portion of tomato paste counts toward a serving of vegetables. The food industry complains the USDA proposal devalues its products. Omaha, Neb.based ConAgra Foods Inc., a company that provides pizzas to schools, said it opposes the USDA plan because it would "understate the amount of tomato productsactually consumed." For schools to participate, the government requires that kids are served a minimum of two-and-a-half cups of vegetables per week. The USDA wants to double that amount, an agency spokesman said. And with pizza's tomato paste counting less toward the minimum, schools would have to provide other vegetables with meals. Tomato paste is nutritious and the USDA is misguided in its efforts turn the school lunch program into something it isn't, said Steve Christensen, a former deputy director of the USDA's Food and Nutrition Service during the George W. Bush administration. "The program was designed to feed hungry children, not as some sort of federal weightloss program," he said.

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Andrew Baker 1914-1945

Contemporary Issues

7th Grade 45 minutes

Overview Students will learn about what Germanys growth and second attempt to conquer Europe und Hitlers strict political and military control through short video segments. ENDURING UNDERSTANDINGS Students will understand that events are handled in the world today affect what happens tomorrow. Students will understand that where we get information is often more important than the information itself. GOALS/OBJECTIVES Students will list events in the history of Nazi Germanys ascent. Students will detect possible biases in videos. Students will compare two documentaries about the same time to see difference in presentation. Students will point out what is not being presented in each documentary. STANDARDS 8.1.9.C. Analyze the fundamentals of historical interpretation. Fact versus opinion Reasons/causes for multiple points of view Illustrations in historical documents and stories Causes and results Author or source used to develop historical narratives 8.1.9.D. Analyze and interpret historical research. Historical event Historical questions Primary sources Credibility of evidence Secondary sources 8.4.12.D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Americas and Europe. Domestic Instability Ethnic and Racial Relations Military Conflicts

MATERIALS -Promethean Board -Timeline Worksheet

- Rise of Nazi Germany- National Geographic Movie http://www.youtube.com/watch?v=cwFniPv1Z5s This is five minute documentary-style video highlighting first the main goals of Hitler as stated in Mein Kampf and then a quick fly-by how he implemented them over the period 1935-1939 -WWII in HD- History Channel http://www.youtube.com/watch?v=JA0rWUKcuS4&feature=related This is another four minutes of the same time period but approaches the topics in much greater detail with less background. PROCEDURE [45 MINUTES] OPENER [10 MIN] Do Now [5 min] Where do you get most of your information about things that go on around the world today? Outside of school, list at least two different sources. Secondary Sources and Trustworthiness [5 min] What is a secondary source? Which of those you listed in a secondary source? OK, now how do you know those are trustworthy sources? BODY [30 MIN] Bias Detection preview [8min] What is this story about? Who is telling this story? Who is interviewed or shown in the story (e.g., politicians, journalists, military officials, survivors, victims, others)? Whose perspective do we hear? Who is not given the opportunity to present and discuss the issue or story? Whose perspective is missing? What difference would it make if some of the people who were left out were given an opportunity to speak? In the story that is presented, what is fact? What is opinion? WWII in HD [20min] Watch the movie [4min] Fill in timeline Worksheet Fill out answers in a group [8min] Work on answers as a class [8min] CLOSURE [10min] Watch Rise of Nazis[5min] Fill out answers individually [5min]

ASSESSMENT/EVALUATION -There will be a chance for informal assessments during class discussions to gauge where they are at a preliminary stage -They will also use the timeline worksheet to trace their content understanding -I will evaluate their progress based on the scaffolding provided on the worksheet and the assistance from their groupmates. -I will have the opportunity to assess individual comprehension on the sheet they work on at the end by themselves.

Name: Timeline-Prelude to WWII- Germanys Actions 1933 Hitler comes to power as chancellor on _______ __, 1933

Date:

1935 Forbidden until this point by the Versailles Treaty, Germany unveils the increase of this branch of the military______________ and unveiled the existence of the Luftwaffe, or _______________ 1938 Germany annexes this country into its territory__________________ Hitler is given the Sudetenland when he promises to France and Britain that he wants no more territory at this meeting ____________________ 1939 Germany overruns the rest of this country_____________________ Germany begins WWII when they invade _____________________

WWII in HD- History Channel What is this story about?_____________ _________________________________ _________________________________ Who is telling this story? _____________ _________________________________ _________________________________ Who is interviewed/shown in the story (e.g., politicians, journalists, military officials, survivors, victims, etc.)? Whose perspective are we hearing?___________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Who is not given the opportunity to present and discuss the issue or story? Whose perspective is missing?_________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ What difference would it make if some of the people who were left out were given an opportunity to speak? _____________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ In the story that is presented, what is fact? What is opinion?___________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Rise of Nazi Germany- Natl Geo. What is this story about?_____________ _________________________________ _________________________________ Who is telling this story? _____________ _________________________________ _________________________________ Who is interviewed/shown in the story (e.g., politicians, journalists, military officials, survivors, victims, etc.)? Whose perspective are we hearing?___________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Who is not given the opportunity to present and discuss the issue or story? Whose perspective is missing?_________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ What difference would it make if some of the people who were left out were given an opportunity to speak? _____________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ In the story that is presented, what is fact? What is opinion?___________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Andrew Baker 1914-1945

Contemporary Issues

7th Grade 90 minutes

Overview By evaluating web resources, we will look at what the Holocaust was and why it happened. ENDURING UNDERSTANDINGS Students will understand that events are handled in the world today affect what happens tomorrow. Students will understand that where we get information is often more important than the information itself. GOALS/OBJECTIVES Students will evaluate websites for trustworthiness. Students will list events showing how bias can lead to genocide Students will identify who was targeted and how many were killed in the Holocaust. Students will critique the Holocaust denial movement using criteria for trustworthy websites STANDARDS 8.1.9.C. Analyze the fundamentals of historical interpretation. Fact versus opinion Reasons/causes for multiple points of view Illustrations in historical documents and stories Causes and results Author or source used to develop historical narratives 8.1.9.D. Analyze and interpret historical research. Historical event Historical questions Primary sources Credibility of evidence Secondary sources 8.4.12.D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Americas and Europe. Domestic Instability Ethnic and Racial Relations Military Conflicts MATERIALS -Pomethean Board -Computer per group -www.ushmm.com United States Holocaust Memorial Museum -http://www.zundelsite.org -http://bradleysmithsblog.blogspot.com

-http://www.spartacus.schoolnet.co.uk/2WW.htm example of a website that clearly is disreputable - http://www.history.com/topics/world-war-ii - http://en.wikipedia.org/wiki/The_Holocaust PROCEDURE [90 MINUTES TOTAL] OPENER [10 MIN] Do Now [5min] What are some key things you look at when you want to know a website is legitimate? Share with your neighbor [5min] BODY [75 MIN] Bad example [5min] http://www.spartacus.schoolnet.co.uk/2WW.htm Great example [40min] Site Evaluation via United States Holocaust Memorial Museum [10min] Using the sheet that they have, well go through each heading and point out the how the USHMM demonstrates them. They will then work in groups to fill in the worksheet and timeline Source Evaluation [30min] Using both the information you have about the Holocaust and web site evaluation, please look at the following sites and come to a decision about each. http://www.zundelsite.org http://bradleysmithsblog.blogspot.com http://www.history.com/topics/world-war-ii http://en.wikipedia.org/wiki/The_Holocaust CLOSURE [5 MIN] Quick write Based on your own conclusions, is wikipedia a reliable source? Why or why not? ASSESSMENT/EVALUATION -I will collect their worksheets at the end of class to determine what how much content they were able to get. -I will listen in and answer questions they have as they work on the both the evaluation and timeline work sheet. -I will collect their notebooks and see what conclusions theyve come to about wikipedia

Criteria for Evaluating Web Resources What is the purpose of the site or page? Commercial informative persuasive personal institutional educational entertaining

URL MEANINGS .gov - Government agency: .net - Internet Service Provider:: .com Commercial sites: .edu - High education: .mil Military site: .org - charitable, religious, lobby org: www.pennsylvania.gov www.pennsylvania.net www.pennsylvania.com www.bu.edu www.navy.mil www.pennsylvania.org.

_____Authority:__________________________________________________________ ________________________________________________________________________ Who is the author? What are his credentials? Does he have sufficient authority to speak on the subject? Is there any way to reach him? Is there an organizational sponsor? Is there a reference list?

_____Objectivity:_________________________________________________________ ________________________________________________________________________ Does the content reflect a bias? Does the identity of the author or sponsor suggest a bias? How does the bias impact the usefulness of the information?

______Appropriateness & Relevance:________________________________________ ________________________________________________________________________ Is the content appropriate for your assignment? Is the content accurate, complete, well-written? Is the content relevant to your topic or question?

_____Currency___________________________________________________________ ________________________________________________________________________ Is the information on the page up-to-date? Can you tell when the page was last updated?

______Responsibility_____________________________________________________ _______________________________________________________________________ Are the authors up-front about their purpose and content? Is there a way to contact the authors? Is there a reference list?

_______Clarity___________________________________________________________ ________________________________________________________________________ Is the text neat, legible and formatted for easy reading? If there are advertisements, do they interfere with your ability to use the page? Are the pages well organized? Are there mistakes in spelling or word usage?

1933-1934
Laws in 1933 and 1934 restricted Jews from doing many things. List three examples. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

1935
September 1935, the Nazi leaders announced which set of laws? _____________________ __________ What did they state?_____________________________________________ ________________________________________________________________________ ________________________________________________________________________ According to the Nuremburg Laws, who was considered Jewish by the State?____________ ________________________________________________________________________

1937-1938
Nazi Germany forced Jews to register what? ____________________________________ _______________________________________________________________________ On November 9-10, 1938, an event called _______________________________occurred? What happened that night? __________________________________________________ ________________________________________________________________________ ________________________________________________________________________ In August of 1938, the Nazis required all Jews to carry what around with them? __________ ________________________________________________________________________ ________________________________________________________________________ Where else this year in social studies have we seen people forced to carry race cards? ______ ________________________________________________________________________

1939
What is a ghetto and where was it first created? ___________________________________ ________________________________________________________________________ How many concentration camps were created between 1933-1945? ___________________ In addition to Jews, who else was sent to these camps? _____________________________ ________________________________________________________________________

1940-1941
Why did the number of people in concentration camps increase in 1941? _______________ ________________________________________________________________________ ________________________________________________________________________ Where was the first extermination camp opened? ______________What was the operation called that planned for the complete extermination of Jews? ________________________ What more efficient method of mass killing was used for this operation?________________ ________________________________________________________________________

1942
In which three camps were stationary gassing chambers created in 1942? _______________ ________________________________________________________________________ How many prisoners were gassed at Auschwitz per day at its most efficient? ____________ 1943 Dr. Mengele was a doctor at which concentration camp? _________________________ For what is he infamous?____________________________________________________ ________________________________________________________________________ What are Einsatzgruppen? ___________________________________________________ By 1943, how many people had been killed by them?_______________________________

1944
The Soviet Army liberated the first concentration camp at this location in 1944?__________ ________________________________________________________________________

1945
The U.S. Army liberated the first concentration on the Western Front at this location in 1945? _______________How many people did they liberate at just that one camp? ________________________________________________________________________ How many total people were killed in the Holocaust?______________________________ Jews?________________ Poles?_______________ Roma?_______________ Communists?__________ Other groups _________________ _________________

Andrew Baker 1914-1945

Contemporary Issues

7th Grade 90 Minutes

Overview Students will work in groups of four to put together an argument about the severity of the Versailles Treaty and then judge others arguments. ENDURING UNDERSTANDINGS Students will understand that events are handled in the world today affect what happens tomorrow. Students will understand that where we get information is often more important than the information itself. GOALS/OBJECTIVES Students will evaluate documents using source evaluation skills. Students will organize an argument using documents. Students will to critique arguments created by others using source evaluation skills. STANDARDS 8.1.9.C. Analyze the fundamentals of historical interpretation. Fact versus opinion Reasons/causes for multiple points of view Illustrations in historical documents and stories Causes and results Author or source used to develop historical narratives 8.1.9.D. Analyze and interpret historical research. Historical event Historical questions Primary sources Credibility of evidence Secondary sources 8.4.12.D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 to Present in Americas and Europe. Domestic Instability Ethnic and Racial Relations Military Conflicts MATERIALS -Promethean board -One computer per group. -The Reichstag Peace Resolution July 19, 1917 -Prime Minister David Lloyd George on the British War Aims- January 5, 1918 -Excerpts from the Treaty of Versailles- June 28, 1919 -Article 43 Demilitarization -Article 231 War Guilt Clause

-Article 232 & 244 Reparations -Map of German Territorial Losses after 1919 NYTimes Peace June 29, 1919 Coburger Zeitung What now? July 1, 1919 -Excerpt from Hitlers Speech on April 12, 1922 -Paris 1919: Inside the Peace Talks That Changed the World: Germanys Consequences. http://streaming.factsonfile.com/PortalViewVideo.aspx?xtid=43335&loid=94289&psid=0 &sid=0&State=&title=Paris%201919:%20Inside%20the%20Peace%20Talks%20That%20C hanged%20the%20World&IsSearch=Y&parentSeriesID=# A three minute clip of the competing interests of different countries at the end of WWI with respect to what Germany will owe at the end of the Versailles Treaty PROCEDURE [90 MINUTES TOTAL] OPENER [5 MIN] Instructions The first half of class will be you using resources I give you to construct an argument. You will have 45 minutes in your group of four to create an argument and build a presentation of that argument. The second half of class will be dedicated to a round-robin style presentation of your findings. You will choose a speaker for your group who will rotate around to the other groups and using the skills of evaluation youve learned over the last two weeks, judge his/her 5 minute presentation on its validity. You will have a rubric off of which to base your score. BODY [80 MIN] Read documents, build a case and prepare presentation [40min] Round robin presentation sessions CLOSURE [5 MIN] Look back at the KWL chart to see what weve learned and what hasnt [5min] ASSESSMENT/EVALUATION -Students will grade each other and their collective scores will (tentatively) make up 2/3rd of the grade. Giving them a large portion of the grading responsibility will help them to take it seriously and weigh their evaluations carefully -I will watch all five presentations and grade them myself as well, to compare our (mine and the students) interpretations as well as to keep them honest if things dont go quite as planned.

Historical Context The world was poised for a major a conflict in 1914. Two major alliances were pitted against each other over the course of thirty or so years, with the tension growing thicker each year. The conflict featured the introduction of fighting in trenches, tanks, air forces and chemical warfare. In the end, over nine million people died. To punish the Germans for the severe loss of life and money, the victors demanded a lot from the defeated country. PROMPT: The victors of World War One were too harsh on the Germans in the Treaty of Versailles. Agree or disagree with this statement and justify your answer with a majority of the documents. When presenting, your presentation will be judged on the following rubric:

Document 3 Treaty of Versailles June 28, 1919 REPARATION. SECTION l. GENERAL PROVISIONS. ARTICLE 231. The Allied and Associated Governments affirm and Germany accepts the responsibility of Germany and her allies for causing all the loss and damage to which the Allied and Associated Governments and their nationals have been subjected as a consequence of the war imposed upon them by the aggression of Germany and her allies. ARTICLE: 232. The Allied and Associated Governments recognize that the resources of Germany are not adequate, after taking into account permanent diminutions of such resources which will result from other provisions of the present Treaty, to make complete reparation for all such loss and damage. The Allied and Associated Governments, however, require, and Germany undertakes, that she will make compensation for all damage done to the civilian population of the Allied and Associated Powers and to their property during the period of the belligerency of each as an Allied or Associated Power against Germany by such aggression by land, by sea and from the air, and in general all damage as defined in Annex l hereto. 1.The Commission referred to in Article 233 shall be called "The Reparation Commission" and is hereinafter referred to as "the Commission". (1) To be issued forthwith, 20,000,000,000 Marks gold bearer bonds, payable not later than May l, 1921, without interest. There shall be specially applied towards the amortization[decrease over time] of these bonds the payments which Germany is pledged to make in conformity with Article 235, after deduction of the sums used for the reimbursement of expenses of the armies of occupation and for payment of foodstuffs and raw materials. Such bonds as have not been redeemed by May l, 1921, shall then be exchanged for new bonds of the same type as those provided for below (paragraph l2, C, (2). (2) To be issued forthwith, further 40,000,000,000 Marks gold bearer bonds, bearing interest at 2-1/2 per cent. per annum between 1921 and l926, and thereafter at 5 per cent. per annum with an additional l per cent. for amortisation beginning in 1926 on the whole amount of the issue. (3) To be delivered forthwith a covering undertaking in writing to issue when, but not until, the Commission is satisfied that Germany can meet such interest and sinking fund obligations, a further installment of 40,000,000,000 Marks gold 5 per cent. bearer bonds, the time and mode of payment of principal and interest to be determined by the Commission.

Document 4

German Territorial Losses after WWI

Document 5 Coburger Zeitung July 1, 1919 (own translation) What Now? Those in power in Paris have completely forced their political goals through. They were informed by their numerous agents and spies, that there was no more steel left in the Weimar Republic. With this peace, the world stands at the graveside of the highest moral values. One over-powerful country succeeded after five years of the hardest, costliest war in violently robbing another leading nation (who did not willingly enter the war) of her ability to decide her own fate. But our enemies were not satisfied with that alone. They had the nerve to heap insult and disgrace on our sense of honor, so that even our children will be poisoned, the same way they want to cripple them with this blockade of hunger...

Document 6 Hitlers Speech April 12, 1922 in Munich 'The German people after twenty-five or thirty years, in consequence of the fact that it will never be able to pay all that is demanded of it, will have so gigantic a sum still owing that practically it will be forced to produce more than it does today.' What will the end be? and the answer to that question is 'Pledging of our land, enslavement of our labor-strength. Therefore, in the economic sphere, November 1918 was in truth no achievement, but it was the beginning of our collapse.' And in the political sphere we lost first our military prerogatives, and with that loss went the real sovereignty of our State, and then our financial independence, for there remained always the Reparations Commission so that 'practically we have no longer a politically independent German Reich, we are already a colony of the outside world. We have contributed to this because so far as possible we humiliated ourselves morally, we positively destroyed our own honor and helped to befoul, to besmirch, and to deny everything which we previously held as sacred. "Then some one has said: 'Since the Revolution the people has gained "Rights." The people governs!' Strange! The people has now been ruling three years and no one has in practice once asked its opinion. Treaties were signed which will hold us down for centuries: and who has signed the treaties? The people? No! Governments which one fine day presented themselves as Governments. And at their election the people had nothing to do save to consider the question: there they are already, whether I elect them or not.

PRESIDENT GLORJFIES THE GERMAN REPUBLIC: Ebert Speaks to Crowd Estimated at


By Wireless to THE NEW YORK TIMES New York Times ( I 9 2 3 -Cunent Ji le) ; Aug 12, | 924; ProQuest Historical Newspapers: The New York Times (l 851-2007)

pg.6

I THE GERTYTAN REPUBLIC


Ebert $peofs

PRESIDEtrT GLORIffES

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Ibe Nov YorE Tlmcs ComDrn . By Islroless to TrrE NEw Yonr Trurs. BERLIN, Aug. ll,-FollowlnB yesterday's very tanne demonstratlons ln Berlln ln celebra,Uon of tho fifth annlversary of ilre adoptlon of the B,epubltcan Constlutlon s,t'Wetmar. pa.rades and other festise demonstratlons coutluueit today throu ghout Gernrq,rny. In toda/s evehts tho ner republlean colors, black, red and Eiold, appgered to hase the ascendency over the black. whlte and red of the old trnperial Ilag. There was aD entrre absence of any

dlsturbine elements. Tne Be-rlln oollce turned out in tull srength to parade be(ore President Ilbert anO other htsh offlclals autl to Judge by the applause from slectators istlmatea at 100.@0. the Presldent volced nublle scntinient when he thanked these inen for having so loyalty tlefended the republlc asainst all the enemles of the Rlght anrl Lrett. At the Relchstas eelebratlon the most notable incident was a epeech by Doctor J&rre-q, who as Vlee Chancellor -represented Chancellor Marx. Ilerr Jeffes, who l-< also Pederat Mlnlster of the Interlor, had generally been consldered a stanch rnoni.rchtst.- but he surprlsed the republlean members bY a speeeh today ifrat ttiey applauded -enthuslastlcally. Hg sairl: "fhe \lielmar constitutlon ls not rleatl' If rt'e t'lsh lt to keep alh,e and effeetlve, it nrust have tlre possibitlty of ortranlc derelopment, to n'hich end s'e lrePrl a Coternment resunB On the repres(.ntatlves of Ure pssplg. The present Governnrent ls fuuy -consclous of lts rluttes torvartl the Constittttlon. I take the opportunit!' to assure you. ln the nalne 6f tne Government, that it is deternrinetl end thet lt has tho Dolvel' to protact thr, Constltutlon rgainst any lllegal or vlolent attenrpt to ehange lL" Ilesldes ttre officlal- eelebratlons, dozens of publlc demonstrattons had been arranged ln Berlln and hundretl.s throushout - ttro Releh. ln llrelmer, wheriflve yeatE ego the Nattonal Convenrion adopterl the tepublican Constltution. Generals von DeltLthg and I'on I(oerner spoke to enthustasttc crowds.
Reproduced with permission of the copyright o,vner. Further reprcduc,tion prohibited without permission

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