The Holocaust & The Holocaust & Genocide, Genocide,

Resource UnitResource UnitGregory TyreeGregory Tyree

ED639ED639

Winter 2008Winter 2008

Table of ContentsTable of Contents

IntroductionIntroduction General SummaryGeneral Summary ObjectivesObjectives

Content/ConceptsContent/Concepts People and PlacesPeople and Places Vocabulary for Day Vocabulary for Day

OneOne ODE and NCSS ODE and NCSS

Standards coveredStandards covered Activities (Eight Activities (Eight

Days)Days)

Homework for Day Homework for Day FourFour

EvaluationEvaluation Multiple ChoiceMultiple Choice Short AnswerShort Answer

ResourcesResources TeacherTeacher StudentStudent MediaMedia

IntroIntro The theme of this unit is to address the concept The theme of this unit is to address the concept

of the Holocaust. The historical facts are of the Holocaust. The historical facts are presented and discussed to connect this presented and discussed to connect this information to prior knowledge. This will identify information to prior knowledge. This will identify the victims of the Holocaust and teach where and the victims of the Holocaust and teach where and when these events occurred. This discussion will when these events occurred. This discussion will then turn to long-term impacts from the events of then turn to long-term impacts from the events of the Holocaust. The impact on the Holocaust from the Holocaust. The impact on the Holocaust from decisions made by American Corporations and decisions made by American Corporations and the American Government will also be the American Government will also be considered. Students will also gain an considered. Students will also gain an understanding of the impact of these events on understanding of the impact of these events on the lives of the people involved through a first the lives of the people involved through a first hand account filmed in hand account filmed in Faces of the HolocaustFaces of the Holocaust. .

Intro continuedIntro continued The students will also learn about other The students will also learn about other

instances of genocide in world history and instances of genocide in world history and compare them to the Holocaust. They will compare them to the Holocaust. They will see the similarities and differences after see the similarities and differences after independent study in small groups. independent study in small groups. Students will then present their findings Students will then present their findings to the class. They will required to to the class. They will required to complete a vocabulary foldable and a complete a vocabulary foldable and a writing assignment. Learning will then be writing assignment. Learning will then be evaluated by a multiple choice test with evaluated by a multiple choice test with short answer questions. short answer questions.

Intro continuedIntro continuedCognitive and Affective Cognitive and Affective

ObjectivesObjectives Students will be able to identify the key Students will be able to identify the key

events of the Holocaustevents of the Holocaust Students will be able to identify the Students will be able to identify the

important countries involved in the important countries involved in the Holocaust as well as their leaders.Holocaust as well as their leaders.

Students will be able to explain the Students will be able to explain the importance of the ghettos and importance of the ghettos and concentration campsconcentration camps

Students will understand and identify Students will understand and identify who was targeted by the Third Reich and who was targeted by the Third Reich and why.why.

Intro continuedIntro continuedCognitive and Affective Cognitive and Affective

ObjectivesObjectives The unit seeks to connect the students’ prior The unit seeks to connect the students’ prior

knowledge of the Holocaust to the facts knowledge of the Holocaust to the facts presented in the lessons included. presented in the lessons included.

They will have an understanding of the They will have an understanding of the nature of the life for those who experienced nature of the life for those who experienced it.it.

An understanding of the life of a victim in the An understanding of the life of a victim in the concentration camp.concentration camp.

Understanding the role the USA played by Understanding the role the USA played by not acting politically on these atrocities until not acting politically on these atrocities until it was too lateit was too late

An understanding on the impact of American An understanding on the impact of American Corporations on the Nazi agenda.Corporations on the Nazi agenda.

ContentContent PeoplePeople

Franklin RooseveltFranklin Roosevelt Winston ChurchillWinston Churchill Adolph Hitler Adolph Hitler

GroupsGroups NaziNazi JewsJews PolesPoles SlavsSlavs GypsiesGypsies HomosexualsHomosexuals RefugeeRefugee

PlacesPlaces EuropeEurope United StatesUnited States GermanyGermany FranceFrance Soviet UnionSoviet Union NetherlandsNetherlands AustriaAustria HungaryHungary PolandPoland

Vocabulary for Day One Vocabulary for Day One ActivityActivity

HolocaustHolocaust GenocideGenocide Concentration Concentration

campcamp AppeasementAppeasement UndesirablesUndesirables GhettosGhettos Kristallnacht Kristallnacht

SynagogueSynagogue Anti-SemitismAnti-Semitism

NCSS StandardsNCSS Standards

I. Culture and Cultural DiversityI. Culture and Cultural Diversity II. Time Continuity and ChangeII. Time Continuity and Change III. People Places and EnvironmentsIII. People Places and Environments IV. Global ConnectionsIV. Global Connections

ODE StandardsODE Standards

History, Grade 9History, Grade 9 11. Analyze the consequences of WWII including:11. Analyze the consequences of WWII including:

C. The Holocaust and its impact.C. The Holocaust and its impact.

People in SocietiesPeople in Societies 1. Analyze examples of how people in different 1. Analyze examples of how people in different

cultures view events from different points of view.cultures view events from different points of view. A. Creation of the State of Israel.A. Creation of the State of Israel.

2. Analyze the results of political, economic, and 2. Analyze the results of political, economic, and social oppression and the violation of human rights social oppression and the violation of human rights including:including:

B. The Holocaust and other acts of genocide, including B. The Holocaust and other acts of genocide, including that’s that have occurred in Armenia, Rwanda, Bosnia, and that’s that have occurred in Armenia, Rwanda, Bosnia, and Iraq.Iraq.

Day one-The HolocaustDay one-The Holocaust

1. Free writing. Students work either in pairs writing 1. Free writing. Students work either in pairs writing down what they already know about the holocaust. down what they already know about the holocaust. The intent is to engage prior learning of the students.The intent is to engage prior learning of the students.

2. Classroom discussion covering what the students 2. Classroom discussion covering what the students have written about. The teacher dispels any inaccurate have written about. The teacher dispels any inaccurate information and identifies any gaps in learning. information and identifies any gaps in learning.

3. The teacher conducts a formal PowerPoint lecture 3. The teacher conducts a formal PowerPoint lecture that addresses the historical facts covering the that addresses the historical facts covering the Holocaust.Holocaust.

4. Question and answer session at the end of lecture if 4. Question and answer session at the end of lecture if needed.needed.

5. Students are to create a foldable covering 5. Students are to create a foldable covering vocabulary that are identified in the lecture, and vocabulary that are identified in the lecture, and written on the board.written on the board.

Day Two- Concentration Day Two- Concentration CampsCamps

1. Teacher leads a short discussion 1. Teacher leads a short discussion about the concept of a concentration about the concept of a concentration camp. Students put forth their prior camp. Students put forth their prior knowledge, then the teacher knowledge, then the teacher explains and identifies what they explains and identifies what they were. were.

2. Show the story of Murray 2. Show the story of Murray Weisman from Faces of the Weisman from Faces of the Holocaust, running time 43 minutes.Holocaust, running time 43 minutes.

Day Three-Long-term Day Three-Long-term impactsimpacts

1. Students are to show their foldable to 1. Students are to show their foldable to the teacher and show that their the teacher and show that their vocabulary is defined and complete.vocabulary is defined and complete.

2. Lecture and class discussion are given 2. Lecture and class discussion are given to consider the impacts of the Holocaust to consider the impacts of the Holocaust including the creation of the state of including the creation of the state of Israel.Israel.

3. Log on to www.cnn.com to show 3. Log on to www.cnn.com to show current videos of the conflict in the Gaza current videos of the conflict in the Gaza strip.strip.

Day Four-Corporate Day Four-Corporate CollusionCollusion

IBM and the HolocaustIBM and the Holocaust View the following youtube video that is an View the following youtube video that is an

excerpt from the movie excerpt from the movie The Corporation.The Corporation. http://www.youtube.com/watch?v=Q4MsTidMFhttp://www.youtube.com/watch?v=Q4MsTidMF

YcYc Class discussion covering the concept of Class discussion covering the concept of

corporate collusion. corporate collusion. Writing assignment for homework over the Writing assignment for homework over the

level of responsibility IBM has over how level of responsibility IBM has over how their technology was employed during the their technology was employed during the Holocaust. Holocaust.

Day Five-Genocide Day Five-Genocide IntroductionIntroduction

1. Vocabulary quiz at the beginning of 1. Vocabulary quiz at the beginning of class.class.

Turn in homework, and discuss the Turn in homework, and discuss the students’ opinions.students’ opinions.

Class discussion on the following question:Class discussion on the following question: Do events like the holocaust occur today?Do events like the holocaust occur today?

Class lecture on genocide.Class lecture on genocide. Choose small groups for the following day Choose small groups for the following day

and explain that the class will take a trip and explain that the class will take a trip to the Library/Media Center to work in to the Library/Media Center to work in these groups.these groups.

Day Six-GenocideDay Six-Genocide

Students break into small groups to Students break into small groups to research other accounts of genocide.research other accounts of genocide. i.e. Armenia, Rwanda, Bosnia, and Iraq.i.e. Armenia, Rwanda, Bosnia, and Iraq.

These groups will identify the who, where, These groups will identify the who, where, when, what, and how of each event as when, what, and how of each event as well as the impact. They will also identify well as the impact. They will also identify the parallels to the Holocaust.the parallels to the Holocaust.

The teacher takes the students to the The teacher takes the students to the school Library/Media Center to work in school Library/Media Center to work in their groups for the rest of the day.their groups for the rest of the day.

Day Seven-Genocide Pt. 2 Day Seven-Genocide Pt. 2

Students continue to research their Students continue to research their event. When finished they will event. When finished they will create a presentation for the classcreate a presentation for the class

Teacher gives instruction for a Teacher gives instruction for a presentation. Students can either presentation. Students can either create a poster board display or create a poster board display or build a PowerPoint presentation.build a PowerPoint presentation.

Groups work to complete the Groups work to complete the presentation.presentation.

Day Eight-Genocide Pt. 3 & Day Eight-Genocide Pt. 3 & ReviewReview

Student groups from the previous class Student groups from the previous class session explain and identify their event to session explain and identify their event to the class. Presentations will be graded on the class. Presentations will be graded on the students’ ability to fully identify the the students’ ability to fully identify the event in question. event in question.

After all the events have been explained After all the events have been explained the teacher will lead a class discussion the teacher will lead a class discussion over the similarities to the Holocaust. over the similarities to the Holocaust.

A class review to prepare for the unit A class review to prepare for the unit assessment to take place at the next class assessment to take place at the next class meeting.meeting.

EvaluationEvaluation

Multiple ChoiceMultiple Choice All of the following All of the following

people were people were classified as classified as undesirables undesirables except…except…

A. JewsA. Jews B. HomosexualsB. Homosexuals C. PolesC. Poles D. FrenchD. French E. GypsiesE. Gypsies

Multiple ChoiceMultiple Choice Guarded Guarded

installations which installations which gathered and gathered and exterminated exterminated undesirables were undesirables were called…called…

A. GhettosA. Ghettos B. Stalag 17B. Stalag 17 C. Concentration C. Concentration

CampsCamps D. none of the aboveD. none of the above

EvaluationEvaluation

Short AnswerShort Answer What was the “night of broken glass”? What was the “night of broken glass”?

Why was it important?Why was it important? What are concentration camps? What What are concentration camps? What

is a ghetto? How are they different?is a ghetto? How are they different? Who was targeted by the Nazi Party and Who was targeted by the Nazi Party and

why?why?

Day Four HomeworkDay Four Homework Q) On a scale of one to ten, how responsible is Q) On a scale of one to ten, how responsible is

IBM for the deaths that occurred in the IBM for the deaths that occurred in the Holocaust?Holocaust?

Write a paragraph discussing the rating that you Write a paragraph discussing the rating that you gave. This paragraph must consist of 5-7 gave. This paragraph must consist of 5-7 sentences that clearly define your argument. I sentences that clearly define your argument. I want you to be able to defend your argument to want you to be able to defend your argument to the class. Keep in mind that a good argument the class. Keep in mind that a good argument explains the Who, What, When, Why, and How as explains the Who, What, When, Why, and How as well as your opinion. This paragraph will be well as your opinion. This paragraph will be checked for grammar, spelling, and punctuation, checked for grammar, spelling, and punctuation, so write it carefullyso write it carefully

Presentation RubricPresentation Rubric Presentation identifies the Who, What, When, Presentation identifies the Who, What, When,

Where, How, Impact/Importance.Where, How, Impact/Importance. 20 points20 points

Project and Presentation overall appearance 10 Project and Presentation overall appearance 10 pointspoints

PowerPoint Presentations show a firm grasp of PowerPoint Presentations show a firm grasp of how to use the technology along with how to use the technology along with organization of topics.organization of topics. Technology 10 pointsTechnology 10 points Organization 10 pointsOrganization 10 points

Poster boards show organization and creativity.Poster boards show organization and creativity. Creativity 10 pointsCreativity 10 points Organization 10 pointsOrganization 10 points

Teacher ResourcesTeacher Resources www.dinah.comwww.dinah.com This link contains information This link contains information

about foldables and manipulatives in the classroom. about foldables and manipulatives in the classroom. http://www.youtube.com/watch?v=Q4MsTidMFYchttp://www.youtube.com/watch?v=Q4MsTidMFYc

A link to the relevant video excerpt of A link to the relevant video excerpt of The The CorporationCorporation on the website www.youtube.com. on the website www.youtube.com.

www.thecorporation.comwww.thecorporation.com This site is the official This site is the official site for this movie.site for this movie.

www.ibmandtheholocaust.comwww.ibmandtheholocaust.com This is the website This is the website for Edwin Black’s book for Edwin Black’s book IBM and the Holocaust.IBM and the Holocaust.

www.cnn.com For use with Day Three Activities, www.cnn.com For use with Day Three Activities, teacher should look for relevant and current teacher should look for relevant and current conflict in the Gaza Strip.conflict in the Gaza Strip.

Faces of the HolocaustFaces of the Holocaust a film that relates the a film that relates the accounts of those who lived through the Holocaust.accounts of those who lived through the Holocaust.

Student ResourcesStudent Resources Challenge to Genocide: Let Iraq Live Challenge to Genocide: Let Iraq Live by Ramsey Clark. A by Ramsey Clark. A

comprehensive collection of essays and detailed reports. comprehensive collection of essays and detailed reports. This book addresses the genocidal events in Iraq. (Book)This book addresses the genocidal events in Iraq. (Book)

Conspiracy to Murder: The Rwanda Genocide and the Conspiracy to Murder: The Rwanda Genocide and the International Community International Community by Linda Melvern. Linda by Linda Melvern. Linda Melvern, a journalist and former consultant to the Military Melvern, a journalist and former consultant to the Military One prosecution team at the International Criminal Tribunal One prosecution team at the International Criminal Tribunal on Rwanda, portrays in her latest book entitled Conspiracy on Rwanda, portrays in her latest book entitled Conspiracy to Murder: The Rwandan Genocide one of the most to Murder: The Rwandan Genocide one of the most appalling acts in modern history. Published in April 2004 to appalling acts in modern history. Published in April 2004 to coincide with the commemoration of the tenth anniversary coincide with the commemoration of the tenth anniversary of the 1994 genocide, which caused the death of some of the 1994 genocide, which caused the death of some 800,000 Tutsis and moderate Hutus, the book attempts to 800,000 Tutsis and moderate Hutus, the book attempts to recapitulate the events that took place right before and recapitulate the events that took place right before and during the hundred days that followed the plane crash during the hundred days that followed the plane crash which killed both Presidents Juvenal Habyarimana of which killed both Presidents Juvenal Habyarimana of Rwanda and Cyprien Ntaryamira of Burundi. (Book) Rwanda and Cyprien Ntaryamira of Burundi. (Book)

Student ResourcesStudent Resources Genocide in Bosnia The Policy of "Ethnic Cleansing"Genocide in Bosnia The Policy of "Ethnic Cleansing"

by Norman Cigarby Norman Cigar In this study, Norman Cigar provides the first scholarly In this study, Norman Cigar provides the first scholarly study of genocide in Bosnia-Herzegovina, arguing that it is neither the study of genocide in Bosnia-Herzegovina, arguing that it is neither the unintentional result of civil war nor the unfortunate by-product of rabid unintentional result of civil war nor the unfortunate by-product of rabid nationalism. Genocide is, he contends, the planned and direct nationalism. Genocide is, he contends, the planned and direct consequence of conscious policy decisions made by the Serbian consequence of conscious policy decisions made by the Serbian establishment in Serbia and Bosnia-Herzegovina. Its policies were carried establishment in Serbia and Bosnia-Herzegovina. Its policies were carried out in a deliberate and systematic manner as part of a broader strategy out in a deliberate and systematic manner as part of a broader strategy intended to achieve a defined political objective—the creation of an intended to achieve a defined political objective—the creation of an expanded, ethnically pure Greater Serbia. (Book)expanded, ethnically pure Greater Serbia. (Book)

Vergeen: A Survivor of the Armenian GenocideVergeen: A Survivor of the Armenian Genocide by Mae Derdarian by Mae Derdarian This is the gripping true story of a girl's indomitable will to survive the This is the gripping true story of a girl's indomitable will to survive the Armenian Genocide. Through a first-hand account of Vergeen's Armenian Genocide. Through a first-hand account of Vergeen's recollections, the brutalities endured by 2 million Armenians come to life recollections, the brutalities endured by 2 million Armenians come to life for today's reader. Destined for slaughter in the blistering Syrian desert, for today's reader. Destined for slaughter in the blistering Syrian desert, 13-year-old Vergeen and her widowed mother are deported from their 13-year-old Vergeen and her widowed mother are deported from their home and forced to march hundreds of miles. During the long journey, home and forced to march hundreds of miles. During the long journey, Turkish guards sell Vergeen to an Arabic nomad, who keeps her as a slave Turkish guards sell Vergeen to an Arabic nomad, who keeps her as a slave for a year before she escapes to find sanctuary with a young accountant in for a year before she escapes to find sanctuary with a young accountant in Syria. This inspiring heart-wrenching story of tragedy and courage will Syria. This inspiring heart-wrenching story of tragedy and courage will make anyone who thinks they have a rough life today realize today's make anyone who thinks they have a rough life today realize today's generation has an easy life. (Book)generation has an easy life. (Book)

Student ResourcesStudent Resources IBM and the Holocaust, by Edwin Black. The stunning IBM and the Holocaust, by Edwin Black. The stunning

story of IBM's strategic alliance with Nazi Germany -- story of IBM's strategic alliance with Nazi Germany -- beginning in 1933 in the first weeks that Hitler came to beginning in 1933 in the first weeks that Hitler came to power and continuing well into World War II. As the Third power and continuing well into World War II. As the Third Reich embarked upon its plan of conquest and genocide, Reich embarked upon its plan of conquest and genocide, IBM and its subsidiaries helped create enabling IBM and its subsidiaries helped create enabling technologies, step-by-step, from the identification and technologies, step-by-step, from the identification and cataloging programs of the 1930s to the selections of the cataloging programs of the 1930s to the selections of the 1940s. (Book)1940s. (Book)

Survivors: True Stories of Children in the HolocaustSurvivors: True Stories of Children in the Holocaust by Alan Zullo. These are the true-life accounts of nine by Alan Zullo. These are the true-life accounts of nine Jewish boys and girls whose lives spiraled into danger and Jewish boys and girls whose lives spiraled into danger and fear as the Holocaust overtook Europe. In a time of great fear as the Holocaust overtook Europe. In a time of great horror, these children each found a way to make it through horror, these children each found a way to make it through the nightmare of war. Some made daring escapes into the the nightmare of war. Some made daring escapes into the unknown, others disguised their true identities, and many unknown, others disguised their true identities, and many witnessed unimaginable horrors. (Book)witnessed unimaginable horrors. (Book)

Student ResourcesStudent Resources The HolocaustThe Holocaust by Martin Gilbert. A comprehensive by Martin Gilbert. A comprehensive

history of the Holocaust from the rise of Hitler to history of the Holocaust from the rise of Hitler to power in 1933 to the defeat of Germany in 1945. power in 1933 to the defeat of Germany in 1945. Based on German and Jewish documentation, Based on German and Jewish documentation, including material collected for the Nuremberg, including material collected for the Nuremberg, Eichmann and other war crimes trials, with further Eichmann and other war crimes trials, with further personal testimony of eye-witnesses and survivors, personal testimony of eye-witnesses and survivors, and interviews conducted by the author. (Book)and interviews conducted by the author. (Book)

The Holocaust, Maps and Photographs by Martin The Holocaust, Maps and Photographs by Martin Gilbert. 27 maps and 53 photographs, giving a Gilbert. 27 maps and 53 photographs, giving a perspective on the Holocaust for young people, perspective on the Holocaust for young people, including five maps of Jewish life before Hitler's including five maps of Jewish life before Hitler's coming to power, and maps on Jewish resistance, coming to power, and maps on Jewish resistance, Jewish children in hiding, and Righteous Gentiles. Jewish children in hiding, and Righteous Gentiles. (Book)(Book)

Student ResourcesStudent Resources Kristallnacht: Prelude to Destruction by Martin Gilbert. Kristallnacht: Prelude to Destruction by Martin Gilbert.

Kristallnacht marked the beginning of the systematic Kristallnacht marked the beginning of the systematic eradication of a people who traced their origins in eradication of a people who traced their origins in Germany to Roman times and was a sinister fore-Germany to Roman times and was a sinister fore-warning of the Holocaust. By setting the tone for the warning of the Holocaust. By setting the tone for the terrible war to follow, it shaped the second half of the terrible war to follow, it shaped the second half of the twentieth century. Gilbert’s text is a well respected and twentieth century. Gilbert’s text is a well respected and very well accepted piece of work. (Book)very well accepted piece of work. (Book)

Eyewitness Auschwitz: Three Years in the Gas Eyewitness Auschwitz: Three Years in the Gas Chambers by Filip Muller. Filip Muller's firsthand Chambers by Filip Muller. Filip Muller's firsthand account of three years in the gas chambers. One of the account of three years in the gas chambers. One of the few prisoners who saw the Jewish people die and lived few prisoners who saw the Jewish people die and lived to tell about it, Muller has written one of the key to tell about it, Muller has written one of the key documents of the Holocaust. A very detailed description documents of the Holocaust. A very detailed description of day-to-day life. (Book) of day-to-day life. (Book)

Media ResourcesMedia Resources www.youtube.com This site has several www.youtube.com This site has several

portions of the movie portions of the movie The CorporationThe Corporation for for free. free.

www.wikipedia.com I use this as a springboard www.wikipedia.com I use this as a springboard for generating ideas for research. I also stress for generating ideas for research. I also stress that the site is not necessarily a credible source, that the site is not necessarily a credible source, and cannot be used as a project source. and cannot be used as a project source. However, it does contain links to more However, it does contain links to more reputable and respected sources. It can also be reputable and respected sources. It can also be a great resource for pictures and videos.a great resource for pictures and videos.

Media ResourcesMedia Resources www.history.com The internet site for the History www.history.com The internet site for the History

Channel. This has a wealth of appropriate Channel. This has a wealth of appropriate information and suggestions for further research. information and suggestions for further research. This has both text and video sources.This has both text and video sources.

www.cnn.com A multipurpose site for the www.cnn.com A multipurpose site for the connections to current events in the Gaza strip as connections to current events in the Gaza strip as well as a research tool for the student projects. well as a research tool for the student projects.

www.bbc.com An excellent site for getting a www.bbc.com An excellent site for getting a decidedly less American point of view. Also offers decidedly less American point of view. Also offers text and video as well as links to other sources.text and video as well as links to other sources.

Media ResourcesMedia Resources www.ushmm.org The Museum has identified topic areas for www.ushmm.org The Museum has identified topic areas for

you to consider while studying the Holocaust. An you to consider while studying the Holocaust. An introduction to the topic areas is essential for a sense of the introduction to the topic areas is essential for a sense of the breadth of the history of the Holocaust. It also contains breadth of the history of the Holocaust. It also contains information on other acts of genocide and links to different information on other acts of genocide and links to different sources.sources.

www.unitedhumanrights.org The UHRC operates in modes of www.unitedhumanrights.org The UHRC operates in modes of campaigns. Each campaign is geared toward one government campaigns. Each campaign is geared toward one government who distorts, denies, and deludes its own history to disguise who distorts, denies, and deludes its own history to disguise past and present genocides, massacres, and human rights past and present genocides, massacres, and human rights violations. Campaigns will last up to five years. They are violations. Campaigns will last up to five years. They are structured in phases and steps, which include education, structured in phases and steps, which include education, awareness, political activism, petition drives, and mainly awareness, political activism, petition drives, and mainly consumer boycotts. These phases are to reduce tax revenues consumer boycotts. These phases are to reduce tax revenues that we, as Americans, provide to such governments who in that we, as Americans, provide to such governments who in turn use them for denial efforts. Their website is has a wealth turn use them for denial efforts. Their website is has a wealth of information on many different genocidal events.of information on many different genocidal events.

Media ResourcesMedia Resources

www.about.com A great site for basic www.about.com A great site for basic information and pictures on almost information and pictures on almost any topic. It is also easily reached any topic. It is also easily reached even through school internet filters.even through school internet filters.

www.holocaustsurvivors.org www.holocaustsurvivors.org Survivor accounts and pictures along Survivor accounts and pictures along with links to other resources. It also with links to other resources. It also contains audio clips of actual contains audio clips of actual survivors and their stories.survivors and their stories.

Media ResourcesMedia Resources

www.jewishvirtuallibrary.org A site built with www.jewishvirtuallibrary.org A site built with the idea of improving relations between the the idea of improving relations between the Jewish communities of America and Israel. Jewish communities of America and Israel. Lots of pictures and good information about Lots of pictures and good information about the Holocaust from a unique perspective.the Holocaust from a unique perspective.

www.amnesty.org Amnesty International is a www.amnesty.org Amnesty International is a worldwide movement of people who campaign worldwide movement of people who campaign for internationally recognized human rights for internationally recognized human rights for all. A great resource on current events for all. A great resource on current events that can be termed genocide.that can be termed genocide.

Media ResourcesMedia Resources Hitler’s Pawn Margaret Lambert was a superior German-Hitler’s Pawn Margaret Lambert was a superior German-

Jewish athlete who excelled in the high jump, but on her Jewish athlete who excelled in the high jump, but on her road to the 1936 Olympics, she encountered a terrifying road to the 1936 Olympics, she encountered a terrifying roadblock: the rise of the Nazi Party. This HBO Sports roadblock: the rise of the Nazi Party. This HBO Sports documentary explores the hopes and heartaches documentary explores the hopes and heartaches experienced by Lambert when her dream of competing for experienced by Lambert when her dream of competing for Germany in the Berlin games was clouded by the rise of Germany in the Berlin games was clouded by the rise of Adolf Hitler's political movement--at a time when Jewish Adolf Hitler's political movement--at a time when Jewish athletes were being expelled from German sports clubs athletes were being expelled from German sports clubs (video)(video)

Schindler’s List. The film presents the indelible true story Schindler’s List. The film presents the indelible true story of the enigmatic Oskar Schindler, a member of the Nazi of the enigmatic Oskar Schindler, a member of the Nazi party, womanizer, and war profiteer who saved the lives of party, womanizer, and war profiteer who saved the lives of more than 1,100 Jews during the Holocaust. It is the more than 1,100 Jews during the Holocaust. It is the triumph of one man who made a difference, and the drama triumph of one man who made a difference, and the drama of those who survived one of the darkest chapters in of those who survived one of the darkest chapters in human history because of what he did. (video)human history because of what he did. (video)

Media ResourcesMedia Resources The Corporation The film charts the development of the The Corporation The film charts the development of the

corporation as a legal entity from its origins as an institution corporation as a legal entity from its origins as an institution chartered by governments to carry out specific public chartered by governments to carry out specific public functions, to the rise of the vast modern institutions entitled to functions, to the rise of the vast modern institutions entitled to some of the legal rights of a person. One central theme of the some of the legal rights of a person. One central theme of the documentary is an attempt to assess the "personality" of the documentary is an attempt to assess the "personality" of the corporate "person" by using diagnostic criteria from the DSM-corporate "person" by using diagnostic criteria from the DSM-IV; Robert Hare, a University of British Columbia Psychology IV; Robert Hare, a University of British Columbia Psychology Professor and FBI consultant, compares the modern, profit-Professor and FBI consultant, compares the modern, profit-driven corporation to that of a clinically diagnosed psychopath. driven corporation to that of a clinically diagnosed psychopath. The film focuses mostly on the corporation in North America, The film focuses mostly on the corporation in North America, especially in the United States. The film is composed of several especially in the United States. The film is composed of several vignettes examining and critiquing corporate practices, and vignettes examining and critiquing corporate practices, and drawing parallels between examples of corporate malfeasance drawing parallels between examples of corporate malfeasance and the DSM-IV's symptoms of psychopathy. (video)and the DSM-IV's symptoms of psychopathy. (video)

Faces of the HolocaustFaces of the Holocaust Interviews with holocaust survivors and Interviews with holocaust survivors and a part of: Holocaust collection from the Dayton Holocaust a part of: Holocaust collection from the Dayton Holocaust Resource Center. (video)Resource Center. (video)

Media ResourcesMedia Resources Hotel RwandaHotel Rwanda. Historical drama film about the hotelier . Historical drama film about the hotelier

Paul Rusesabagina, during the Rwandan Genocide. This Paul Rusesabagina, during the Rwandan Genocide. This film is based on true events that took place during the film is based on true events that took place during the genocidal violence that erupted in Rwanda between the genocidal violence that erupted in Rwanda between the Hutu and Tutsi groups in 1994 when the Hutu military Hutu and Tutsi groups in 1994 when the Hutu military and Interahamwe militias killed almost 1,000,000 and Interahamwe militias killed almost 1,000,000 Rwandans in a 100 day period. (Video)Rwandans in a 100 day period. (Video)

Welcome to SarajevoWelcome to Sarajevo. Journalist Floyd from US, . Journalist Floyd from US, Michael Henderson from UK and their teams meet the Michael Henderson from UK and their teams meet the beginning of Bosnian war in Sarajevo. During their beginning of Bosnian war in Sarajevo. During their reports they find an orphanage run by devoted Mrs. reports they find an orphanage run by devoted Mrs. Savic near the front line. Henderson gets so involved in Savic near the front line. Henderson gets so involved in kids' problems that he decides to take on the children, kids' problems that he decides to take on the children, Emira, illegally back to England. He is assisted by Emira, illegally back to England. He is assisted by American aid worker Nina. (Video) American aid worker Nina. (Video)

Media ResourcesMedia Resources Jakob the Liar (1999) A fictional and entertaining Jakob the Liar (1999) A fictional and entertaining

account about life in the ghettos. A good depiction account about life in the ghettos. A good depiction of the day to day life in the ghetto. (video)of the day to day life in the ghetto. (video)

The Pianist (2002) Wladyslaw Szpilman (Adrien The Pianist (2002) Wladyslaw Szpilman (Adrien Brody) was a World War II-era Polish pianist who Brody) was a World War II-era Polish pianist who lived in the Warsaw ghettos, escaped from Nazi lived in the Warsaw ghettos, escaped from Nazi concentration camps, and, thanks to concentration camps, and, thanks to musicmusic, lived to , lived to tell about it. The film is based on his autobiography, tell about it. The film is based on his autobiography, PianistPianist, published in 1946. , published in 1946.

ANNE FRANK: THE WHOLE STORY FACTS ANNE FRANK: THE WHOLE STORY FACTS (2001)Based on Melissa Muller's book ANNE (2001)Based on Melissa Muller's book ANNE FRANK: A BIOGRAPHY, this film covers young Anne FRANK: A BIOGRAPHY, this film covers young Anne Frank's life from her childhood before the war in Frank's life from her childhood before the war in Amsterdam, through the harsh war years covered in Amsterdam, through the harsh war years covered in her diary, to her final days leading up to her death in her diary, to her final days leading up to her death in a Nazi concentration camp.a Nazi concentration camp.