Task+4+-+Denise+and+Mary

1. CONTEXT: What do you know about this lesson? What happened before? What is happening next? How much time do you have? What resources are available? This lesson is following Section 10 about bystanders and rescuers and before Section 12 about international legal legacies. We will have 5 class periods that are each 90 minutes. We have full access to FHAO resources as well a school with computer access and a library.

2. LEARNING GOALS: These can be framed as questions you hope students will be able to answer, terms they can define, and skills they can demonstrate. Some learning goals cannot be achieved in any one lesson. Consider how this lesson can help students work toward a larger learning goal? When possible, break a larger learning goal into sub-goals. What about attitudes and values? How might you include these as learning goals? Defining key terms: restorative justice, retributive justice Specifically look at Nuremburg and TRC - understand context, goals, and process of both

3. ASSESSMENT: Assessment can be formal and informal. The important thing is for you to have a plan about how you will know the degree to which students have achieved the learning goals. Will you base it on classroom observation? Student journals? A specific piece of work that will be collected? All of the above?

Journal prompt: Venn Diagram with Nuremburg/ TRC

Essay: What were the strengths of the Nuremberg Trials and other attempts at Justice after the Holocaust (document 11.4)? Using what you learned about the TRC, how could some of the challenges be addressed?

4. MATERIALS: Which materials (readings, videos, images, websites, etc.) will help students achieve the learning goals? Is it important that all students explore the same texts? Do you want to give students any choice? Do you need to adapt these materials to meet the needs of all of your students (e.g. by excerpting or adding glossaries)?  handout 11.1 handout 11.2 handout 11.3 Transtitional Justice Module Nuremburg Remembered Facing The Truth Confessions of a Hitler Youth ﻿Hitler's Courts (website resources)- as transtional piece about courts - not necessarily the film, but reading in that guide about role of courts and judges



5. ACTIVITIES: What will help prepare students to engage with the ideas and materials in the lesson? What will help students engage with, comprehend and interpret class materials? What will help students reflect on what they have learned and apply it to their own lives and prior knowledge?

Introduction of Nuremburg through fact sheet (p. 9, activity 2) Activity 3 (page 9) Responding to the Trial Page 10 Extension ( Jigsaw of readings from HHB - Streicher, Hitler Youth) Page 10 Activity 4

Human Timeline of S. Africa and Apartheid Viewing Facing the Truth <span style="font-family: Calibri; font-size: 10pt; margin: 0in 0in 0pt 0.25in; tabstops: list .25in; text-indent: -0.25in;">﻿Essay preparation - comparing TRC and Nuremburg, scaffolding. Pre-writing activities that begin to address essay prompt.

6. REFLECT AND REVISE: Are the activities and materials aligned with the learning goals? Is assessment built into the lesson? In what ways does the lesson foster emotional engagement, ethical reflection and intellectual rigor? How are students exploring both history and human behavior in this lesson?