Standards-Based Unit Planning Template
Part II: Lesson Plan Template
Lesson Topic/Focus: How can the classification of individuals with the use of
[hate] symbols or propaganda dehumanize cultural/ethnic groups? (Stage 1:
Classification, Stage 2: Symbolization and Stage 3: Dehumanization)
Estimated duration of lesson: 1 day
Targeted Standards:
Academic
Program of Studies
Expectations
SS-H-CS-U-3
Students will
understand that
interactions among
individuals and
groups assume
various forms (e.g.,
compromise,
cooperation, conflict,
competition) and are
influenced by
culture.
SS-H-CS-S-3
Students will explain or
give examples of how
communications
between groups can be
influenced by cultural
differences; explain the
reasons why conflict
and competition (e.g.,
violence, difference of
opinion, stereotypes,
prejudice,
discrimination,
genocide) developed
as cultures emerged in
the modern world
(1500 A.D. to present)
and in the United
States (Reconstruction
to present)
Core Content for
Assessment
Other: English Language
Proficiency, Kentucky
World Languages
Framework, Technology
Student Standards,
Kentucky Occupation al
Skill Standards
SS-HS-2.3.1
Students will
explain the reasons
why conflict and
competition (e.g.,
violence, difference
of opinion,
stereotypes,
prejudice,
discrimination,
genocide) may
develop as cultures
emerge in the
modern world (1500
A.D. to present) and
the United States
(Reconstruction to
present).
DOK 2
Targeted Essential Question(s):
How can the classification of individuals with the use of [hate] symbols or propaganda
dehumanize cultural/ethnic groups?
(Stage 1: Classification, Stage 2: Symbolization and Stage 3: Dehumanization)
Standards-Based Unit Planning Template
Lesson Summary: Brief overview of the lesson
Students will be introduced to the term genocide and the first three steps to the 8 steps
of genocide. Students will be shown a video or read the poem Hangman and read and
discuss the Greenies to grasp the concept of how the classification of individuals takes
place. There are a list of questions provided for each
Students then will be asked to make a patch that identifies them as an individual: beliefs,
religion, ethnicity, social, political, economic status, hobbies, trade. Then students will
given a patch with symbols that they must wear that someone else has created. After a
discussion wearing self created symbol vs a symbol that defines you by someone else
and how that begins to degrade or take about individual rights and self esteem. A chart
of Holocaust patches will given shown to students and they will brainstorm other
identifying marks or labels that degrade a person/group people have been forced to
wear (Branded slaves inmates orange uniforms, Ellis Island symbols).
Finally, Dehumanization-what it means and examples of how it allows the mistreatment
of humans within civilized societies. Students will be asked to brainstorm a list of groups
that have been labeled as subhumans- (e.g., slavery, Jim Crow Laws, native Americans,
immigrants, Catholics, NINA, anti Hispanics, Non native language speakers
War posters propaganda-gorilla Germans) are examples of how to make a group less
than human so it becomes more acceptable to remove them from society.
Students will define and explain stereotyping, prejudice, propaganda and finally
genocide.
Part II: Lesson Plan Template
Instructional Activities/Assessment: Plan strategies and activities that are equitable
and reflect best practices (e.g. student inquiry, Universal Design, conferencing,
research-based activities, problem-based learning, higher order thinking,
multiculturalism, positive behavior supports, Sheltered Instruction)
Standards-Based Unit Planning Template
Strategies (check all that apply)
x Summarizing and note taking
x
Cooperative learning
Questions, cues and advanced organizers
Homework and practice
x
Non-linguistic representations
x
Reinforcing effort and providing
recognition
Generating and testing hypotheses
Identifying similarities and differences
Setting objectives and providing
feedback
Other
Marzano http://www.marzanoandassociates.com/
Procedure
Play video Hangman first. If video is not able to be shown, handout a copy of the poem
(included below) and have students to read it. Answer the questions provided. The video
is 10 minutes long
http://www.youtube.com/watch?v=EoZE7duy198 hangman
http://www.youtube.com/watch?v=_ZSS3yxpnFU&NR=1 hangman
Brainstorm what the term genocide means. Students answers will vary, but generally
come back to the Holocaust. Geno-means race and cide-is to kill. See handout on
definitions from the prevent genocide international webpage.
http://www.preventgenocide.org/genocide/officialtext-printerfriendly.htm
Watch 4:30 minutes of the 8 steps of genocide by Gregory Stanton. Ask students to take
notes on what the first three steps are and the examples he gives.
http://www.youtube.com/watch?v=B70d2Z9yago 8 steps of genocide
Ask students to make a list of their individual and personal traits. Things that they would
identify themselves such as moral or religious beliefs, ethnicity, political beliefs, hobbies
or talents they have, economic status, etc.
Then have students take that same list and make a patch 3X3. This should be something
that they would be proud to wear.
Next have students brainstorm about patches they would not wear. Discuss what would
embarrass or unfairly mark them in society. Reflect on examples from history where
people were marked.
Show students some of the patches Holocaust victims were forced to wear that identified
them to their Nazi captors. (pictures provided below or go the website)
http://www.ushmm.org/research/library/faq/details.php?lang=en&topic=02&print=y#04
Other examples of force labeling would be branded slaves, inmates in Holocaust forced to wear
striped uniforms, Ellis Island symbols used. A Google of images can demonstrate these images.
The show students how hate groups have formed their own symbols from the webpage
below
http://www.adl.org/hate_symbols/default_graphics.asp
Standards-Based Unit Planning Template
Finally the lesson concludes with an examination of dehumanization-what it means and
examples of how it allows the mistreatment of humans within civilized societies. After a
brainstorming list of examples, (native Americans, slaves, freedmen being lynched,
immigrants in the late nineteenth and early 20th centuries, various religious groups and
generally every war the propaganda distributed about the enemies, i.e. Germans
portrayed as Gorillas in WWI posters.
Subhuman categorization allows the apathy and indifference to set in. If these groups
are seen as a threat to the normal way of life, or they are blamed for making it harder,
then society began to be more tolerant of mass killings of Indians, lynching of the
freedmen after Reconstruction or the execution of Sacco and Vanzetti with little proof.
These are items that have may have been coved previously in US history classes.
Exit slip- Students will define and explain stereotyping, prejudice, propaganda and finally
genocide.
Evaluation/Assessment (Formative, Summative, CATS-like)
Pre-Assessment
Open Response
Anecdotal Records
On-Demand
Checklist
Writing Portfolio Tasks
Multiple Choice
Quiz/Test
Open-Ended
Self-Assessment/Reflection
Questioning Techniques
Other
Click here for Kentucky General Scoring Guide, Holistic Scoring Guide, and Rubric Template.
Another useful resource is English Language Proficiency Standards for Kentucky Schools
Instructional Companion
Notes:
Part II: Lesson Plan Template
Resources/Technology: Think about practical issues and materials needs for lesson
implementation.
http://www.youtube.com/watch?v=EoZE7duy198
http://www.youtube.com/watch?v=_ZSS3yxpnFU&NR=1
play all 10 minutes of the video
Standards-Based Unit Planning Template
http://www.youtube.com/watch?v=B70d2Z9yago 8 steps of genocide Gregory Stanton
play the first 4:30 of the video
Additional Notes/Attachments
http://www.youtube.com/watch?v=EoZE7duy198 hangman
http://www.youtube.com/watch?v=_ZSS3yxpnFU&NR=1 hangman
http://www.youtube.com/watch?v=B70d2Z9yago 8 steps of genocide Gregory Stanton
Standards-Based Unit Planning Template
THE HANGMAN
By Maurice Ogden
Into our town the hangman came,
smelling of gold and blood and flame.
He paced our bricks with a different air,
and built his frame on the courthouse
square.
The scaffold stood by the courthouse
side, only as wide as the door was wide
with a frame as tall, or a little more,
than the capping sill of the courthouse
door.
And we wondered whenever we had the
time, Who the criminal? What the
crime? The hangman judged with the
yellow twist of knotted hemp in his busy
fist.
And innocent though we were with
dread, we passed those eyes of buckshot
lead. Till one cried, "Hangman, who is
he, for whom you raised the gallowstree?"
Then a twinkle grew in his buckshot eye
and he gave a riddle instead of reply.
“He who serves me best," said he
"Shall earn the rope on the gallowstree."
And he stepped down and laid his hand
on a man who came from another land.
And we breathed again, for another’s
grief at the hangman’s hand, was our
relief.
And the gallows frame on the courthouse
lawn by tomorrow's sun would be struck
and gone. So we gave him way and no
one spoke out of respect for his
hangman’s cloak.
The next day's sun looked mildly down
on roof and street in our quiet town;
and stark and black in the morning air
the gallows-tree on the courthouse
square.
And the hangman stood at his usual stand
with the yellow hemp in his busy hand.
With his buckshot eye and his jaw like a
pike, and his air so knowing and businesslike.
And we cried, "Hangman, have you not
done, yesterday with the alien one?"
Then we fell silent and stood amazed.
"Oh, not for him was the gallows raised."
He laughed a laugh as he looked at us,
"Do you think I've gone to all this fuss,
To hang one man? That's the thing I do.
To stretch the rope when the rope is new."
Above our silence a voice cried "Shame!"
and into our midst the hangman came; to
that mans place, "Do you hold," said he,
"With him that was meat for the gallowstree?"
He laid his hand on that one's arm
and we shrank back in quick alarm.
We gave him way, and no one spoke,
out of fear of the hangman’s cloak.
That night we saw with dread surprise
the hangman’s scaffold had grown in size.
Fed by the blood beneath the chute,
the gallows-tree had taken root.
Now as wide, or a little more than the steps
that led to the courthouse door.
As tall as the writing, or nearly as tall,
half way up on the courthouse wall.
The third he took, we had all heard tell,
was a usurer..., an infidel.
And "What" said the hangman, "Have you to
do with the gallows-bound..., and he a Jew?"
And we cried out, "Is this one he
who has served you well and faithfully?"
The hangman smiled, "It's a clever scheme
to try the strength of the gallows beam."
Standards-Based Unit Planning Template
The fourth man's dark accusing song
had scratched our comfort hard and long.
"And what concern," he gave us back,
"Have you ... for the doomed and
black?"
The fifth, the sixth, and we cried again,
"Hangman, hangman, is this the man?"
"It's a trick", said he, "that we hangman
know for easing the trap when the trap
springs slow."
And so we ceased and asked now more
as the hangman tallied his bloody score.
And sun by sun, and night by night
the gallows grew to monstrous height.
The wings of the scaffold opened wide
until they covered the square from side
to side. And the monster cross beam
looking down, cast its shadow across the
town.
Then through the town the hangman
came and called through the empty
streets...my name.
I looked at the gallows soaring tall
and thought ... there's no one left at all
For hanging, and so he called to me
to help take down the gallows-tree.
And I went out with right good hope
to the hangman’s tree and the hangman’s
rope.
He smiled at me as I came down
to the courthouse square...through the silent
town. Supple and stretched in his busy hand,
was the yellow twist of hempen strand.
He whistled his tune as he tried the trap
and it sprang down with a ready snap.
Then with a smile of awful command,
He laid his hand upon my hand.
"You tricked me Hangman." I shouted then,
"That your scaffold was built for other men,
and I'm no henchman of yours." I cried.
"You lied to me Hangman, foully lied."
Then a twinkle grew in his buckshot eye,
"Lied to you...tricked you?" He said "Not I...
for I answered straight and told you true.
The scaffold was raised for none but you."
"For who has served more faithfully?
With your coward's hope." said He,
"And where are the others that might have
stood side by your side, in the common
good?"
"Dead!" I answered, and amiably
"Murdered," the Hangman corrected me.
"First the alien ... then the Jew.
I did no more than you let me do."
Beneath the beam that blocked the sky
none before stood so alone as I.
The Hangman then strapped me...with no
voice there to cry "Stay!" ... for me in the
empty square.
THE BOTTOM LINE: "...I did no more
than you let me do."
http://www.propertyrightsresearch.org/articles6/hangman_by_maurice_o.htm
Standards-Based Unit Planning Template
“The Hangman” by Maurice Ogden
Stanza 1 Questions
1. What did the Hangman build?
2. Where did he build it?
3. What is hemp?
4. What did the townspeople wonder?
5. Who does the Hangman say the structure is for?
6. Who did the Hangman hang first?
7. How did the townspeople feel about this? Why?
Stanza 2 Questions
8. What did the townspeople say when they saw the hangman had not left?
9. In your own words, explain why the Hangman had not left.
10. What do you think happened to the one who spoke out against the Hangman?
11. The gallows-tree had taken root. Explain what this sentence means.
Stanza 3 Questions
12. Who was the third person the Hangman executed?
13. What do the townspeople ask the Hangman after the third execution?
14. Who was the fourth executed?
15. How do the townspeople react after the sixth execution?
16. Did the gallows grow? Explain what is meant by this.
Stanza 4 Questions
17. According to the speaker, why has the Hangman called for him?
18. Why did the Hangman really call out for the speaker?
19. What does the Hangman ask the speaker?
20. What is the point of the entire poem?
“The Hangman” by Maurice Ogden
Stanza One Answers
1. a scaffold
2. by the courthouse side
3. the fiber used to make rope
4. who he raised the gallows tree for
5. “He who serves me the best, shall earn the gallows tree.”
6. a man from another land
7. They were sad that the Hangman took him, but glad it wasn’t them. They felt bad for
him, but they wanted to live.
Stanza Two Answers
8. “Hangman, have you not done, yesterday, with the alien one?” (Aren’t you finished;
isn’t he the one you came to hang?)
9. He said the gallows wasn’t raised for just him. He wouldn’t go to all the trouble for
just one man.
10. He was hung/executed.
11. The gallows tree had just begun the job it was meant to do.
Stanza Three Answers
Standards-Based Unit Planning Template
12. a usurer (loan shark) and infidel
13. “Is he the one who has served you well and faithfully?”
14. a man with a dark, accusing song that had scratched out comfort long and hard
(inference – maybe a black man, or other dark-skinned race)
15. “Hangman, Hangman, is this the man?” – and then quit asking
16. The Hangman continued to kill because others allowed it to happen – fed by
cowardice of others
Stanza Four Answers
17. because he wants him to help the Hangman take down the gallows because there is no
one left to hang
18. because he was the one who served him the most faithfully and the best with a
coward’s hope
19. Who has served me the most faithful, and where are the others who might have stood
by your side?
20. Various: (1) This poem relates to the Holocaust and how Hitler, just like the
Hangman, killed all those different from him.
(2) how prejudice can grow, like the gallows tree, if it is allowed to spread
(3) to stand up for what is right
http://www.beaconlearningcenter.com/documents/835_01.pdf
The Greenies
By William Goodykoontz
John Doe, Jr., is not born with prejudice against people who have green hair. But from
the time he is a small child, he is warned against them. He is not supposed to play with
green-haired children. He is told not to talk with them. His parents say, "Stay with your
own kind. You'll be bad, John, if you mix with green-haired children."
As John grew older, he learns that his parents, their friends, and neighbors do not want
people with green hair to: attend his church, live in his neighborhood, go to his school, or
playground, or camp.
John believes what the adults around him say. And they say that green-haired people
should go to church elsewhere, and go to other schools. As a child, John does not see
many people with green hair.
At home, John often listens to his father talk. John Doe, Sr., started out in life with high
hopes. But somewhere along the way, John Doe, Sr., did not get the job he wanted or the
raise he hoped for. He began to believe that a certain group of people were the cause of
Standards-Based Unit Planning Template
his failure and that these people are to blame for everything that is wrong in life.
Naturally, the bad ones are the Greenies - the people with green hair!
John Doe, Sr., talks against the people with green hair everywhere he goes - in public and
in private. At home, especially, he talks about how dirty, dumb, poor, and evil the people
with green hair are. Day after day, he makes jokes about them. He says that they should
be thrown out of the community or that they are turning the country over to the enemy.
And he always says that no Greenies will ever move into his neighborhood. Complaining
about the green-haired people makes John Doe, Sr., forget that he himself is something of
a failure. And when he is reminded of his failure, he can easily blame it on the greenhaired people.
John Doe, Jr., begins to believe that his father is right. And anyhow he doesn't often talk
with green-haired people to see what they're really like. Sometimes he reads about them
in newspapers. But since newspapers play up crime, he usually reads about green haired
people who have gotten into trouble with the law. Again John believes his parents are
right. Green-haired people do bad things. Even the newspapers say so.
John Doe, Jr., becomes a man. He believes the things he has learned about people with
green hair. Then he marries Jane Roe, who has learned the same prejudices against
people with green hair. Later they have children. "Don't play with children with green
hair. You are bad if you do."
So John Doe, Jr., carries over his prejudices to his children. And his children, too,
become infected with the disease called prejudice.
Complete the following sentences with facts from "The Greenies"
1. John is not supposed to play with......
2. John's parents, their friends, and their neighbors do not want people with green
hair to......
3. As a child, John does not see many people......
4. John's father believes that a certain group of people are to blame for......
5. Complaining about the green-haired people make John Doe, Sr., forget that he
himself......
6. Since newspapers play up crime, John usually reads about green-haired people
who have......
7. John Doe, Jr., carries over the......
8. Using your own words, define the word prejudice.
9. What can you do to stop prejudice?
http://fcit.usf.edu/holocaust/activity/68plan/people.htm
Standards-Based Unit Planning Template
The legal definition of genocide
The international legal definition of the crime of genocide is found in Articles II and III of
the 1948 Convention on the Prevention and Punishment of Genocide.
Article II describes two elements of the crime of genocide:
1) the mental element, meaning the "intent to destroy, in whole or in part, a national,
ethnical, racial or religious group, as such", and
2) the physical element which includes five acts described in sections a, b, c, d and e.
A crime must include both elements to be called "genocide."
Article III described five punishable forms of the crime of genocide: genocide;
conspiracy, incitement, attempt and complicity.
Excerpt from the Convention on the Prevention and Punishment of Genocide
"Article II: In the present Convention, genocide means any of the following acts
committed with intent to destroy, in whole or in part, a national, ethnical, racial or
religious group, as such:
(a) Killing members of the group;
(b) Causing serious bodily or mental harm to members of the group;
(c) Deliberately inflicting on the group conditions of life calculated to bring about
its physical destruction in whole or in part;
Standards-Based Unit Planning Template
(d) Imposing measures intended to prevent births within the group;
(e) Forcibly transferring children of the group to another group.
Article III: The following acts shall be punishable:
(a) Genocide;
(b) Conspiracy to commit genocide;
(c) Direct and public incitement to commit genocide;
(d) Attempt to commit genocide;
(e) Complicity in genocide. "
Discussion:
It is a crime to plan or incite genocide, even before killing starts, and to aid or abet
genocide: Criminal acts include conspiracy, direct and public incitement, attempts to
commit genocide, and complicity in genocide.
Punishable Acts The following are genocidal acts when committed as part of a policy to
destroy a group’s existence:
Killing members of the group includes direct killing and actions causing death.
Causing serious bodily or mental harm includes inflicting trauma on members of the
group through widespread torture, rape, sexual violence, forced or coerced use of drugs,
and mutilation.
Deliberately inflicting conditions of life calculated to destroy a group includes the
deliberate deprivation of resources needed for the group’s physical survival, such as
clean water, food, clothing, shelter or medical services. Deprivation of the means to
sustain life can be imposed through confiscation of harvests, blockade of foodstuffs,
detention in camps, forcible relocation or expulsion into deserts.
Prevention of births includes involuntary sterilization, forced abortion, prohibition of
marriage, and long-term separation of men and women intended to prevent procreation.
Forcible transfer of children may be imposed by direct force or by fear of violence,
duress, detention, psychological oppression or other methods of coercion. The
Convention on the Rights of the Child defines children as persons under the age of 18
years.
Genocidal acts need not kill or cause the death of members of a group. Causing
serious bodily or mental harm, prevention of births and transfer of children are acts of
genocide when committed as part of a policy to destroy a group’s existence.
Protected Groups:
The law protects four groups - national, ethnical, racial or religious groups.
A national group means a set of individuals whose identity is defined by a common
country of nationality or national origin.
An ethnical group is a set of individuals whose identity is defined by common cultural
traditions, language or heritage.
A racial group means a set of individuals whose identity is defined by physical
characteristics.
Standards-Based Unit Planning Template
A religious group is a set of individuals whose identity is defined by common religious
creeds, beliefs, doctrines, practices, or rituals.
Usually people are born into these four groups. These four groups share the
common characteristic that individuals are most often born into the group. While some
individuals may change nationality or religion - or even adopt a new cultural, ethnic or
racial identity - usually people do not choose their group identity. In genocide people are
targeted for destruction not because anything they have done, but because of who they
are.
Group identity is often imposed by the perpetrators. Perpetrators of genocide
frequently make group categories more rigid or create new definitions which impose
group identity on individuals, without regard to peoples individual choices.
Key Terms:
The crime of genocide has two elements: intent and action. “Intentional” means
purposeful. Intent can be proven directly from statements or orders. But more often, it
must be inferred from a systematic pattern of coordinated acts.
Intent is different from motive. Whatever may be the motive for the crime (land
expropriation, national security, territorrial integrity, etc.), if the perpetrators commit acts
intended to destroy a group, even part of a group, it is genocide.
The phrase "in whole or in part" is important. Perpetrators need not intend to destroy
the entire group. Destruction of only part of a group (such as its educated members, or
members living in one region) is also genocide. Most authorities require intent to destroy
a substantial number of group members – mass murder. But an individual criminal may
be guilty of genocide even if he kills only one person, so long as he knew he was
participating in a larger plan to destroy the group.
Standards-Based Unit Planning Template
Yellow
Brown
Violet
Pink
Green
Red
Black
Jew
Gypsy
Jehovah's Witness
Homosexual
Habitual criminal
Political prisoner
Asocial
Blue
Emigrant
A chart of prisoner markings.
— KZ Gedenkstaette Dachau
Standards-Based Unit Planning Template
http://www.ushmm.org/research/library/faq/details.php?lang=en&topic=02&print=y
#04
Exit slip for lesson one class
define and explain
Stereotyping,
Prejudice,
Propaganda
Genocide.