Sarah+&+David+Task+4

**Assessment**: Students will complete the sentence “Justice is. . .” one more time. As students share their responses, ask the class to pay attention to how some of their ideas may have shifted after learning more about the complexity of achieving justice. Students can turn in their definition of justice on an exit card. Class discussion and pair share work will also be used to assess student understanding and submitted as student generated products. **Materials**: Video clip from Nuremburg Trials, Justice Jackson's opening remarks from HHB readings. Other suggested HHB readings from Ch. 9. **Activities:** //**Bell Ringer Journal Prompt:**// Write a definition for //justice// in your own words. //**Class Discussion:**// Whole class will complicate definition to come up with a working definition of //justice.// //**Journal Prompt #2:**// Think of a time when you think justice “was served.” What happened to make you feel that the situation was resolved fairly? **//Pair-Share- Journal Prompt #3://** After studying the Holocaust, What purpose does justice serve? Is it to punish the perpetrator? Is it serve as a form of retribution for the victims to heal from the attrocity? Is it to set some sort of global precedent for how these types of crimes against humanity will be handled? In other words, who do you think justice is for?
 * Context: Course:** High School Junior/Senior Elective. **Class Size:** 25 students. **Class Duration:** 50 min.
 * Learning Goal:** Have students grapple with the concept of justice in general, justice after the Holocaust, and/or justice after a genocide.
 * Essential Questions:** Is it possible to achieve justice after the Holocaust? If so, what would this look like?
 * Group Debrief the above prompt **