Unit Outline:

Week Week 1 Lesson: Monday Tuesday Thursday (double period) Friday Introduction to the Origins of the Holocaust: Nazi persecution of the Life as a Jew during WWII: Holocaust: - Students will be given Jews: - Students will look at - Teacher will use a sheet with questions - A documentary will be first hand accounts of instruction and class based around the viewed that focuses the victims of the discussion to origins of the on the events that led Holocaust. Diary introduce students Holocaust. They will to the Holocaust entries, survivor to the Holocaust use the internet to - Students will take interviews and the - Students will listen research the questions notes on the film like will be looked at to instruction and and answer - The teacher will to give them a clearer participate in class accordingly. A list of highlight key points image of the pain and discussion websites will be given raised in the suffering the Jews - A preassessment to help students that documentary to help had to live with piece will be given to are struggling to find focus attention to the - Teacher will run the the students to the information more important lesson in lecture-like gauge their prior themselves pieces of information fashion. Students will knowledge to ensure - The teacher will - Students will answer be able to ask the tasks created will facilitate learning by questions on an exit questions and asked be the appropriate answering questions card so the teacher to take notes on key level of challenge and queries and can clarify they have ideas and concepts (Appendix I) keeping students on understood the raised task important ideas and concepts (Appendix II)

Week 2

Life as a Nazi during WWII: - This lesson will run similarly to the previous, but with a focus on Germans instead. - The main objective of this lesson is for students to understand that not all of Nazi Germany was inherently evil

Concentration Camps: - This lesson will look into the creation, structure and running of the Nazi concentration camps - Students will analyse primary and secondary sources that focus on the camps - The teacher will show footage from concentration camps

Schindlers List: - Students will view begin viewing the film and take notes on important observations they make - They will also compare and contrast themes and events in the movie with what they have learned about the Holocaust throughout the unit so far - The reason for choosing this film is because it gives the viewer an empathetic view towards the Jewish struggle

Schindlers List Continued: - Students will continue viewing the film - 10 minutes will be set aside at the end of the lesson to introduce the summative assessment piece (Appendix III), which will be an Essay

Week 3

End of Schindlers List: The Final Solution: Library Lesson: Life after the Holocaust: - Students will view - Teacher-led, lecture - A section of the - Students will look at the film until its lesson that looks at library with access to the implications for conclusion, whatever the massacre of computers will be the offenders and time is left will be Jewish people across booked to allow surviving victims used to discusss Europe students to continue following the what they saw - Students will take research and planning Holocast - Time will also be set notes on what is being of their Major Essay - Teacher will provide aside for students to told, and watch - The teacher will students with a ask questions on the documentary excerpts facilitate by answering variety of sources summative piece - Students will be questions and queries, that they have been set informed of upcoming as well as helping with - Students will be - Homework: Planning test about the the drafting process asked to continue for Major Essay Holocaust. In exactly a their Major Essay for week. Students will be homework, and given hints as to the reminded that it will type of questions that be due at the end of they will be answering next Fridays lesson

Week 4

Global Impact: - Last Instructional lesson. Students will look into the impact that the Holocaust has had on todays society - Population data and trends will be looked at and contrasted with what they may have been if the Holocaust didnt eventuate - If time is left, students will continue working on their Major Essay

Test: Library lesson: Library Lesson/Computer - Students will sit the - Like the previous Room: test. As can be seen in double period, - Final chance for Appendix, the main students will be given students to finish types of questions will access to the library to editing their Major be short answer and continue with their Essay source analysis Major Essay - Major Essay to be (Appendix IV) - The teacher will handed up in hard- The time allocation for facilitate by answering copy format at end of the test will be 40 questions and queries, lesson minutes. as well as helping with - Students will be asked the drafting process to continue their - Students reminded Major Essay for that Major Essay is homework, and due at the end of next reminded that it is due lesson in three days time

Assessment Overview:
Name of Assessment (Assessment Type) End of Unit Test (Appendix IV) Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in which students show evidence that demonstrates their learning against the performance standards, including to the highest standard) Assessment conditions as appropriate (e.g. task type, word length, time allocated, supervision) Students will be given a weeks notice to prepare for the test and will be informed of the types of questions they will be answering. They will have 40 minutes to sit the test. This will be a closed book test with exam-like conditions.

Students will undertake a test that will focus on key ideas and concepts that have been focused on in relation to the Holocaust. This will be done through questions that require the application of skills unique to the discipline such as analysing and interpreting sources. The test will consist of two short answer questions. The first will ask them to describe how well Schindlers List empathises with the Jewish struggle. The second will ask them to explain the reasons Hitler discriminated against the Jews. They will also be handed an image which they are to answer a question on.

Curriculum Standards: KU1 - Explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. IA2 - Analysis and evaluation of sources. R1 - Understanding and appreciation of the role of particular individuals and groups in history. C1 - Communication of informed and relevant arguments.

Essay for Folio (Appendix III)

With teacher guidance and approval, students will create an Essay question based on concepts learned within the unit on the Holocaust. They will be expected to show evidence of extended research by incorporating a bibliography into their work. Example questions may be - How accurately does the film Schindlers list portray the suffering of the Jewish people during the Holocaust - How much did the rest of the world know about Jewish suffering during WWII? - Who was more responsible for the destruction of the Jewish people; Hitler and the Nazi party or German Society? Curriculum Standards: KU1 - Explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. KU2 - Identification and explanation of historical concepts. IA1 - Application of hypotheses and/or focusing questions to guide historical inquiry. R1 - Understanding and appreciation of the role of particular individuals and groups in history. C1 - Communication of informed and relevant arguments. C2 - Use of subject-specific language and conventions.

Students will be given two weeks to plan and write the essay. Some lesson time will be allocated to the task, but students will also be expected to work on it for homework. Teacher will help the the drafting process and creating an appropriate question. 1000 word limit, Bibliography must be included.

Assesment Rubric for Folio Task:

Knowledge and Understanding Inquiry and Analysis Reflection
Well-informed and insightful understanding and appreciation of the role of particular individuals and groups in history.

Communication
Well-structured and coherent communication of well-informed and relevant arguments. Consistent, clear, and appropriate use of subject-specific language and conventions.

Comprehensive and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry. Comprehensive and astute analysis and evaluation of sources.

Well-considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Well-informed identification and explanation of historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical inquiry. Well-considered analysis and evaluation of sources.

Well-informed understanding and appreciation of the role of particular individuals and groups in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments. Clear and appropriate use of subjectspecific language and conventions.

Considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or focusing questions to guide historical inquiry. Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in history.

Generally coherent communication of informed and relevant arguments. Mostly appropriate use of subjectspecific language and conventions.

Recognition and basic understanding of some aspects of how particular societies have been shaped by both internal and external forces. Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry. Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument. Some appropriate use of subjectspecific language and conventions, with inaccuracies.

Limited awareness of how particular societies have been shaped by internal and external forces. Some descriptions of historical information.

Attempted application of a focusing question to guide historical inquiry. Description of one or more sources.

Emerging awareness of the role of one or more individuals or groups in history.

Attempted communication of one or more aspects of an argument. Limited use of any appropriate subject-specific language and conventions.

Assessment Rubric for Test:

Knowledge and Understanding Inquiry and Analysis Reflection
Well-informed and insightful understanding and appreciation of the role of particular individuals and groups in history.

Communication
Well-structured and coherent communication of well-informed and relevant arguments. Consistent, clear, and appropriate use of subject-specific language and conventions.

Comprehensive and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Insightful and well-informed identification and explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry. Comprehensive and astute analysis and evaluation of sources.

Well-considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Well-informed identification and explanation of historical concepts.

Well-considered application of hypotheses and/or focusing questions to guide historical inquiry. Well-considered analysis and evaluation of sources.

Well-informed understanding and appreciation of the role of particular individuals and groups in history, with some insight.

Structured and mostly coherent communication of informed and relevant arguments. Clear and appropriate use of subjectspecific language and conventions.

Considered and relevant explanation of how particular societies in selected periods and places have been shaped by both internal and external forces. Informed identification and explanation of historical concepts.

Competent application of hypotheses and/or focusing questions to guide historical inquiry. Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in history.

Generally coherent communication of informed and relevant arguments. Mostly appropriate use of subject-specific language and conventions.

Recognition and basic understanding of some aspects of how particular societies have been shaped by both internal and external forces. Basic awareness and some description of historical concepts.

Partial application of a hypothesis and/or focusing question to guide historical inquiry. Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of particular individuals and groups in history.

Basic communication of aspects of an argument. Some appropriate use of subject-specific language and conventions, with inaccuracies.

Limited awareness of how particular societies have been shaped by internal and external forces. Some descriptions of historical information.

Attempted application of a focusing question to guide historical inquiry. Description of one or more sources.

Emerging awareness of the role of one or more individuals or groups in history.

Attempted communication of one or more aspects of an argument. Limited use of any appropriate subjectspecific language and conventions.