Академический Документы
Профессиональный Документы
Культура Документы
Theme: Discrimination
Topic: Holocaust
Grade: 6
th
10:10-11:25: 2 Period
nd
11:30-12:45: 3 Period
rd
12:50-1:15: Lunch
1:20-2:35: 5 Period
th
2:40-3:45: Connections/Planning
3:45: Dismissal
Survey Results
What questions do you have about yourself?
1. When will I die?
2. When will the world end?
3. Will I die young?
4. Will I pass this year?
5. Will I go to jail?
6. Why does my foot grow so fast?
7. Is there Jamaican in my family?
8. Why am I not well liked?
9. Why cant I change my attitude?
10. Will I ever be able to change my horrible ways, and be a better person?
11. Who will I have as my children?
12. Am I lucky with the life I have?
13. Will I have a good life?
14. Will my husband be good?
15. Am I going to pass the CRCT?
16. Do I have good grades in my classes?
17. Will I go to college?
18. Will I pass 8th grade?
19. Will I pass all grades?
20. Who will I marry?
21. What will I be when I grow up?
22. Will I make a lot of money?
23. WIll I have kids?
24. Why do I like music?
25. How come I can understand music better than others?
26. Why do I have certain interests that others dont?
27. What time was I born?
28. How come I get along with boys better than with girls?
29. What do I look like in other peoples eyes?
30. Why cant I be like other girls (acceptable)?
31. What do people think about me?
32. Why am I short?
33. Why do I have small foot?
34. Why am I athletic?
35. Why do I get mad easily?
36. Why do I eat so much, but stay so skinny?
37. Why do I talk a lot?
38. Why do I get hyper easily?
39. Am I going to eat more tomorrow?
40. What do others think about me/
41. Why is it hard for me to be social?
42. Why do I stay quiet and mostly never talk?
43. Why do I always have to cross my legs every time I sit down?
44. Why do I have to constantly move my leg or tap my finger?
45. Why am I so tall?
46. Why do I like to sing?
47. What will I be like in the future?
48. Why do I enjoy playing sports?
49. Is there a family history of playing different sports?
50. Where does my last name come from?
51. Why am I a girl?
Surveyed: 45
What do you already know about World War II?
1. About the people in it and stuff
2. Hitler died, Jews were saved, camps were shut down
3. It was a war that involved a lot of countries
4. Its about Hitler
5. It happened because Germans felt that it was unfair to put all the blame on Germany
6. The Holocaust killed 6 million Jews
7. After the war, European countries came together and they were trying to rebuild each other
8. Pearl Harbor caused it
9. It was caused by the Treaty of Versailles
10. American won
11. They had nuclear bombs and weapons
12.It was horrific
13. The allies won
14. Japan was bombed
15. Hitler committed suicide
16. It has a big affect on society today
17. It began in 1945
18. Germany was one of the main instigators
What do you want to learn about World War II?
1. More about the Holocaust
2. Nothing
3. All of the conflicts
4. Holocaust
5. I want to learn more about the people involved in World War II
6. Why did Adolf Hitler kill himself?
5. How did Germany recover from Nazi rule?
6. What was the final solution?
7. Was it a big economic downfall?
8. I want to learn more about the timeline of the war
9. Did it have any affect on the electronics or vehicles that are made today?
10. Everything
11. How did they win?
12. The important people that died
13. Who was in it?
14. What happened during and after the war?
15. Why did it start?
Surveyed: 45
Wanted to know more about the Holocaust: 30
Essential Questions
- What provocative questions will foster
inquiry, understanding, and transfer of
learning?
10
11
Literature Circles
Life-size timeline
Four-corners
Ticket out the door
Scientific Method Matching Game
Interactive Concentration Camp
o Portfolios
Formative Assessments
o Diary/ Journal Entries
o Quizzes
o Web/concept Map
o Experiments
o K-W-L chart
12
Advisory Lessons
Lesson Title: Introduction to Discrimination
Content: Advisory
Grade: 6th
Duration: 1 Day
Standards:
Goals:
Teacher: Trull/Etheredge
Date: Monday April, 21st
Understandings
Students will understand
Students will understand that discrimination is not limited to just race or gender.
Essential Questions:
What is discrimination?
How have we seen it in the past and how do we see it in present day society?
Objectives
Students will be able to.
13
Assessment
Summative/Formal/Other:
Resources:
14
Learning Experience
Hook:
Hook:
During this activity, preferential treatment will be provided to a particular group of students. For
example, tall students with brown eyes must stand at the back, and all others can be seated.
Teacher will explain that it is a new Government seating strategy and this will aim to provoke a
reaction. Ask students how does it feel to be treated in this way? Was this fair treatment?
Students are praised and seated. Show images of discrimination and ask students what they think
they are going to learn about. (15 minutes)
Learning Experience: Group students into pairs. Have students list as many acts of
discrimination as they can. Come back together as a whole group and have students share what
they came up with as a class (30 minutes)
Have students define what they think discrimination is and then give them the following
definition: the practice of unfairly treating a person or group of people differently from other
people or groups of people (10 minutes)
Closure: Introduce unit by showing homemade movie trailer about what the we will be doing the
next few weeks. Include the following: holocaust, discrimination, genocide, Hitler, butterflies,
Anne Frank, Nazis, etc. ( 5 minutes)
Differentiation:
Use of visual representations and auditory discussion
Allow students to work in groups to foster collaboration
15
Teacher: Trull/Etheredge
Date: Date: Tuesday April 22nd - Friday May
2nd
Duration: 9 Days
Standards:
Goals:
Understandings
Students will understand
Essential Questions:
What is discrimination? How have we seen it in the past and how do we see it in present
day society?
Is discrimination subject to only race?
How can we identify acts of discrimination? What are ways in which we can prevent or
stop it?
How does discrimination affect society as a whole?
16
Objectives
Students will be able to.
Assessment
Formative/ Informal/ Performance Tasks:
Summative/Formal/Other:
Resources:
Large cardboard cut-outs of puzzle pieces.
Paint
Paint brushes
Ted Talk video: https://www.youtube.com/watch?v=R0OV92Yyl20
Marker board
Dry erase markers
Marker board eraser
Eggs
Chart paper
Pink and blue construction paper
Posters
Markers/crayons/colored pencils
17
Learning Experience
Tuesday April, 22nd: Students are given a puzzle piece and instructed to decorate the puzzle
piece in a way that illustrates who they think they are. When students are done, they will put
each of their puzzle pieces together to see that each of them are one piece of a puzzle. The idea
that we are all different in many ways, but come together to be one is also demonstrated.
Students will be working together to figure out where they fit in the larger puzzle.
Wednesday April, 25th: Watch Ted Talk on discrimination and how bullying is a form of
discrimination and have students record their thoughts and questions during the video. After
video form small groups and give students the following prompts:
Have you ever been bullied? How did it make you feel?
Is bullying a type of discrimination? How and why?
How can we stop and or prevent bullying in our school and community?
Come together as a whole group and have students share what they talked about in their small
groups.
Thursday April, 24th:
Fill the main marker board with mean words and write the question, How do you want to be
remembered?
18
Next, give the students time to read what some of the words say. Allow students to form groups
(3-4 students/group) to share experiences theyve had with people saying some of those mean
words to them, or perhaps times when theyve said mean words to others. Once students have
had a chance to share, allow them the erase a mean word from the board and replace it with a
word they would rather be remembered by.
Last, allow the students to form their small groups again, and reflect on the days activity. Share
what they learned and how the activity will help them now and in the future. Be sure that the
students note the difference in the board with the changes they made by erasing meanness.
19
20
21
Why do you think people sometimes use the phrase thats so gay?
How would you feel if someone said thats so gay about something you were
doing or about something you liked?
Give students markers and create a chalk talk using the above strategy. Give the students
ample time to respond to each question. Come together as a class and discuss the questions
and answers you wrote and read. For the last portion of the class, explain to students that the
next day they will be visiting the students in the special education classes, but before then,
give them information about what would happen to children with disabilities before there
were laws for their rights. Show students images of the institutions where the children with
disabilities were kept.
Wednesday April, 30th:
Continue
the previous days discussion on discrimination of people with disabilities by taking the class
to visit with other students with severe disabilities. During this time, other the students will
engage in an art activity where the students without disabilities will aid the students with
disabilities with finger painting a butterfly. These butterflies will be hung up around the
22
school. When the students return to class, allow them to reflect on the activity.
experiences.
Teacher: Etheredge/Trull
Date: Monday May, 5th
Standards:
NCSS: IV. Individual Development & Identity: Social studies programs should include
experiences that provide for the study of individual development and identity.
V. Individuals, Groups, & Institutions: Social studies programs should include experiences
that provide for the study of interactions among individuals, groups, and institutions.
Goals:
-To help students understand that solutions to discrimination need to go beyond individual acts
to address systemic change.
- To provide opportunities for students to make meaningful, positive actions to combat
discrimination.
-Gain awareness of the complexity of the Holocaust and a perspective on how a convergence
of factors can contribute to the disintegration of democratic values
-Acquire knowledge and understanding of past discrimination and its effects on society
Understandings
Students will understand
- The roots and ramifications of prejudice, racism, and stereotyping in any society
- The personal and universal consequences of indifference to the preservation of human
rights.
Essential Questions:
- What are some of the ways discrimination was shown through the Holocaust?
- How does silence or an indifference towards discrimination affect individuals and society?
- What are the ramifications of discrimination and how does it affect individuals and society?
- In what ways can you connect your experiences to that of the discrimination shown throughout
history?
24
Objectives
Students will know.
Students will be able to.
Think about the use and abuse of
power as well as the roles and
The dangers of remaining silent,
responsibilities of individuals,
apathetic, and indifferent to the
organizations, and nations when
oppression of others
confronted with civil rights
violations and/or policies of
Silence and indifference to the
genocide
suffering of others or to the
Assessment
Informal/ Performance Tasks:
Formative/Summative/Formal/Other:
Journal Reflections: students will be able to
Whole group discussion at end of interactive
reflect on the following:
session: students can comment on what they
How they felt
thought about the whole experience and how
What they noticed
they felt throughout the process. Did they
Any questions or concerns
understand anything differently or better when
Further interests/ inquiries
participating in the interactive session rather
than just discussing it in class? This will allow
What they learned
the teacher to determine if interactive session
was effective and what changes may need to be
25
Gas chambers
Learning Experience
From 7:45-12:45, the students within the entire team will participate in an interactive activity in
the schools gym. During this time, students will reenact the events within the Holocaust. Students
will be given an identity card the Friday before the event. Students are expected to take on the
role completely by using costumes and props. Students will be notified on Monday to report to
the gym before the school bell rings.
Hook: When the school bell rings at 7:45 teachers will take on their roles as Nazi leaders and
students will be expected to take on their roles as well.
All Nazi leaders/ members will wear a swastika arm badge while all Jews will be required to
wear the yellow star of David. During this time, Jews will go through the process of losing their
businesses and homes and will be forced to move to the ghetto. Some students sell food such as
bread and potatoes. Jews will have to find where those people are in order to feed their families.
Sellers have to determine whether or not they will sell food to Jews (if they are German). In
order to get food, students must have the money. This will require students to figure how much
money they have and how much they can spend on food.
Students will also have to pay fines. For example, a Jewish woman may have to pay a fine due to
her infant crying while at the bank. A German man may have to pay a fine for allowing a Jewish
man in his barber shop. ( 90 minutes )
*At any time during the day, if Jewish students lose their star of David or its taken from by a
Nazi, they will be killed. Students will be forced to sit on the bleachers of the gym and watch
how the Jew to German ratio changes over the day.
26
Differentiation:
Involves kinesthetic learning while also involving visual, auditory, social, and linguistic
Having students physically participate in their learning will foster better comprehension and
understanding.
Identity Card
Name: Anne Frank
Religion: Jewish
Occupation: Child
Health Status: Well
Income: No source of income
Number of Family Members: 3
From: Amsterdam, Netherlands
Age: 13 years old
27
Identity Card
Name: Adolf Hitler
Religion: Catholic
Occupation: Chancellor of Germany
Health Status: Well
Income: Unknown
Number of Family Members: 4
From: Munich, Germany
Age: 48 years old
28
in the Holocaust
Essential Questions:
What events led to the rise of Adolf Hitler and the Nazi Party?
What makes some people resist and others obey authority?
Objectives
Students will know.
Students will be able to.
The many historical, social, religious, political, Develop an awareness of the value of pluralism
and economic factors that cumulatively
and an acceptance of diversity
resulted in the Holocaust
Think about the use and abuse of power as well
The laws and policies in the years following
as the roles and responsibilities of individuals,
the rise of Nazism that lead to the Holocaust
organizations, and nations when confronted
with civil rights violations and/or policies of
The range of behaviors and actions necessary
genocide
to carry out the Holocaust; help ranged from
active participation to passive complicity.
Identify various issues that caused the
Holocaust
Characterize Nazism and identify the
consequences of its rise to power
Express their ideas, orally and in written form,
about the issues raised by the Holocaust
Informal/ Performance Tasks:
Assessment
Summative/Formal/ Formative /Other:
29
Resources:
http://cc.assets.ushmm.org.s3.amazonaws.com/resources/deconstructing-the-familiar-images.pdf
(Photos for activity)
http://cc.assets.ushmm.org.s3.amazonaws.com/resources/deconstructing-the-familiarworksheet.pdf
(Photo Activity Worksheet)
http://cc.assets.ushmm.org.s3.amazonaws.com/resources/deconstructing-the-familiar-chart.pdf
(Photo Activity Chart)
Learning Experience
Hook Activity: Create a K-W-L chart on chart paper and hang it in the front of the classroom.
Guide students through the K-W-L chart asking students what they already know about the
holocaust. Second ask students what they want to learn about the Holocaust. Leave the L column
blank and have students fill in what they have learned throughout the unit in this column.
Engaging Learning Experience: A photo-activity that will have students examine photographs
from the Holocaust which may or may not be familiar to them. By examining the photographs,
first without a caption and then with a caption, students see the behaviors of ordinary individuals
and think about the pressures and motives that might have shaped the behaviors. The pictures,
when shown together, offer students a unique understanding of how and why the Holocaust
occurred. (45 MINUTES)
1. Divide the students into groups of two or three.
2. Each group receives a worksheet and one photograph without a caption. (Note, there
are seven different photographs. Several of the groups, depending on class size, will be
examining the same photograph).
3. Students examine the photograph (without the caption) and answer the questions in
Section 1 on the worksheet.
4. When finished, hand out the same photograph to each group but this time with the
caption and have the students read the caption and answer the questions in Section 2 on
the reverse side of the worksheet.
5. Bring the students back together as one large group. Distribute the photo activity chart
to each student.
6. Have each of the groups report out on their photograph with particular emphasis to
sharing their answers to the questions in Section 2. As they do, each student should fill in
the corresponding boxes on the chart for that particular photograph.
Lecture: Teach students about the rise of Adolf Hitler and the Nazi Party. Use power point to
30
Students will take notes using the guided note-taking handout. Students will know the following
terms:
National Socialist German Workers: the political party, led by Adolf Hitler that
ruled Germany from 1933 to 1945. Its members were called Nazis. It was
founded as the German Workers' party in 1918, and "National Socialist" was
added to the name in 1920. The swastika, an ancient art motif, was adopted
as the official party symbol.
Chancellor: the head of government of Germany
Reichstag: German parliament
The Enabling Act: was a 1933 amendment to the Weimar Constitution that
gave the German Cabinet in effect, Chancellor Adolf Hitler the power to
enact laws without the involvement of the Reichstag.
Third Reich: Name for Germany during the period from 1933 to 1945, when
its government was controlled by Adolf Hitler and the Nazi Party
SA (Brown shirts): Hitlers private army
SS (Black shirts): Replaced the SA.
Gestapo: The secret police of Nazi Germany
Hitler youth: Organization set up by Adolf Hitler in 1933 for educating and
training male youths aged 1318 in Nazi principles.
Aryan: a person of pure German heritage and blood, which Hitler considered
the superior race. Typically blond and blue-eyed.
Fascism: A political system promoted by Hitler and his ally, Italian dictator
Mussolini, that called for citizens to be unquestioningly loyal to the nation and
obedient of its leader. The needs of the state outweighed the needs, beliefs,
or freedoms of the individual. Emphasis was on national pride, traditions, and
racial purity. There was no freedom of speech. Foreigners those who were
simply minority ethnic or religious groups included were hated and
persecuted.
The Fuhrer- the German word for leader. Hitlers title.
Watch from ( - )
1. After watching video, have students write journal entries to reflect on their emotional response
to the program. Ask students to include the events or speakers in the program that affected them
the most and to explain why. Then ask them to imagine what they would say if they met one of
the speakers. What questions would they ask? (20 MINUTES)
Closure: Answer essential question ; discuss as whole group (10 MINUTES). Remind students to
put name on traffic light
Differentiation:
Use of visual, auditory, and kinetic teaching styles
Students collaborate in pairs and small groups whose membership changes as needed. Learning
in groups enables students to engage in meaningful discussions and to observe and learn from
one another.
32
Hitler wrote Mein Kampf (____ __________) in 1925 while he was in prison. This became the
_______ ideologyand it attacked _______, ___________, democracy, and the Treaty of
Versailles. Hitler wrote that Germany needed to destroy the _____ ______ and conquer Russia,
among other things. The book sold 10 million copies.
Hitlers Rise to Power
By ______, the Nazi Party was the biggest political party and held 230 seats. Hitler demanded to
be appointed _________- he was initially refused, but then given the position. Just before the
1933 election, the ___________ (parliament) was burned to the ground. The president of
Germany granted the Nazi Party the power to squash any political opposition, and they
intimidate and arrested __________ and ____________ party members.
The Enabling Act
After the 1933 election, Hitler proposed the _________ ____, which would essentially give him
a _________- and it passed. The Enabling Act ______ all political parties, declared Germany a
___ party state, said _____ were not allowed to be in civil service positions, and made all local
and state governments staffed with Nazi members.
Hitler Secures Absolute Power
When the president of Germany died in 1934, Hitlers cabinet passed a law proclaiming the
___________ to him (rather than holding elections). The military swore an oath to _______, not
the state. Hitler had now obtained ______ power, and Germany became known as the ______
_______.
Why vote for Hitler?
____ ____________: These people shared the same ideology as Hitler and believed he was their
savior, from the depression, the Jews, and the Communists.
___________: People did not consider Hitler to be a real threat.
_____ _____ ____ ________: The depression and hyperinflation highlighted the need for new
political leadership.
The Nazi Party
The SA (______ _________). This was Hitlers private _______. They bullied opponents into
obeying the Nazi Party. However, once Hitler rose to power, he had the SA replaced by a new
organization- the SS.
The SS (______ _______). The SS were Hitlers private bodyguards and were lead by Heinrich
Himmler. They arrested and __________ anyone who challenged Hitler. The SS took over law
enforcement in Germany and implemented the _______ __________.
The __________ was the secret police of Nazi Germany. They investigated treason, espionage,
and sabotage causes against the Nazi Party. They also set up and administered the
______________ camps.
The ________ Youth was an organization under the Nazi party that had over five million
members. They were indoctrinate in ___________ and even drafted into the military ranks.
It was by using ___________ that Hitler had stopped freedom of speech and expression
everyone had to obey Nazi policy, or face the consequences!
33
Rating
Content of work/
Personal reflection
responses to questions
My response is thorough.
My reflections are thoughtful
I make meaningful connections and complete.
to important ideas from the
I reveal personal feelings about
lesson.
the topic.
I draw upon previous knowledge I reflect on personal experiences
and/or connect my response to related to the topic.
larger issues.
I use humor, questioning, and
I support my responses with
other techniques that probe for
relevant details and accurate
deeper meaning.
facts.
34
Self-assessment
My responses is incomplete.The
connections I make to other
ideas or information are weak. I
provide only weak or
incomplete supporting evidence.
My response is random or
unrelated to the question.
My writing is disorganized and
unconnected to any important
ideas.
My reflection is limited or
superficial.
I don't reveal any personal
feelings or ideas.
Your
score/
notes:
35
Goals:
Understandings
Students will understand
Essential Questions:
How was it possible for a modern society to carry out the systematic murder of a people
for no reason other than that they were Jews?
36
Objectives
Students will be able to.
Assessment
Informal/ Performance Tasks:
Summative/Formal/Other:
Ticket out the Door: This will assess what the
Chart Paper Activity: Questions about Antistudents took away from the lesson
Semitism : will help students to think about
Discussion among groups: will provide
Anti-Semitism and for the teacher to know
understanding for the teacher as to where the
what they understand and what they dont
students comprehension level is at
Traffic Light: Students will put their name on
green (for yes, I understand, lets move on),
yellow (Im kind of getting it, but slow down) ,
and red (no, Im not getting it, we need to
stop).
Resources:
Video: http://www.ushmm.org/confront-antisemitism/european-antisemitism-from-its-origins-tothe-holocaust
Chart paper
Ghetto Testimonies: https://www.youtube.com/watch?v=nnkKBb6C_yQ
37
https://www.youtube.com/watch?v=eXC1k1yhO2w
Learning Experience
Hook: When students enter the room allow the blonde headed students to sit at their original
desks and make the rest of the students sit on the floor next to their desk. After this has been
done, write the following question on the board:
- How does the treatment you just experienced make you feel? Do you think it is right to judge
someone based on his or her physical appearance?
Have students record their responses in their social studies journals. (15 MINUTES)
Introduce Anti-Semitism (5 MINUTES)
Define Anti-Semitismprejudice against or hatred of Jewsdid not end with the Holocaust. It
remains a global problem today, continuing among ordinary citizens, people of influence, and
even under state sponsorship. It often echoes the same falsehoods used by the Nazis. Efforts to
distort or deny the Holocaust are among the ways that Anti-Semitism is currently expressed.
Engaging Learning Experience:
Have students watch the video on European Anti-Semitism and its Origins to the Holocaust. As
they are watching the video have them record their noticings, their thoughts and feelings, and
their questions. (15 MINUTES)
When video is finished break students into groups of 3 or 4. Give each group one of the
following questions:
Why watch this film?
How have Jews been affected by antisemitism? What impact does antisemitism have on others?
What is the meaning of scapegoat? What do people gain from scapegoating?
What is the effect of hateful images and speech? Do images and words reflect existing attitudes
or create them?
How has antisemitism changed throughout history? What are some differences among religious,
political, and racial antisemitism?
Why would political or religious leaders espouse antisemitic ideas?
How is antisemitism similar to or different from other forms of group hatred?
Have students record their answers on chart paper within their groups making sure to cite
38
Have this prompt on the board: What do you think this picture is trying to depict? How does it
have to do with Anti-Semitism? Be detailed in your answer.
Students will record this in their social studies notebooks
Discuss how Nazis used propaganda to spread Anti-Semitism.
Define propaganda: information, especially of a biased or misleading nature, used to promote or
publicize a particular political cause or point of view.
Show a few more examples of Anti-Semitism propaganda and also some current day propaganda
(25 MINUTES)
Engaging Learning Experience:
Write the word ghetto on the board. Have students share what they know about the word and
record their responses in their social studies notebooks. (5 MINUTES)
Have students to listen in the testimonies for examples of how ghettos during the Holocaust were
different from their understanding of what is referred to as a ghetto today. (15 MINUTES)
Have students think about the following questions throughout the videos:
In their testimonies, Ellis Lewin and Joseph Morton share some of their early feelings
and experiences in the ghetto. What kinds of things does Ellis talk about? What kinds of
39
Based on the testimonies you just heard, how were ghettos during the Holocaust different
from your understanding of what a ghetto is today?
What visual picture has begun to emerge for you about ghetto life after listening to these
two testimonies?
How do you think Ellis and Joseph felt sharing these memories? How did you feel
listening to them?
40
Understandings
Students will understand
That discrimination is not just the result of individual actions, but rather a
system of exclusion that affects economic, social, political, and cultural
institutions.
The many historical, social, religious, political, and economic factors that
cumulatively resulted in the Holocaust
41
Essential Questions:
What was the final solution and how did it lead to the concentration camps/death camps?
What was life like in the ghettos/internment camps? How did Jews go from the ghettos to
concentration camps?
Students will know.
Objectives
Students will be able to.
Assessment
Informal/ Performance Tasks:
Formative/Summative/Formal/Other:
Suitcase Activity
I Never Saw Another Butterfly narrative:
Google Earth Virtual Field Trip: Will help
Formative
students access their knowledge about the
This will allow the teacher to see what the
Holocaust and apply it to real life situations.
student understands about the holocaust and
Traffic Light: Students will put their name on
what he or she doesnt. This will help the
green (for yes, I understand, lets move on),
students to personalize with the subject.
yellow (Im kind of getting it, but slow down) ,
and red (no, Im not getting it, we need to
stop).
42
Resources:
Google Earth Virtual Field Trip: http://www.ushmm.org/learn/mapping-initiatives/mapping-theholocaust-google-earth (holocaust encyclopedia layer)
The book I Never Saw Another Butterfly
Suitcase
Suitcase worksheet
Powerpoint
Learning Experience
Hook: Suitcase Activity: Bring in a suitcase and have it open in front of the class. Have each
student take a worksheet out of the suitcase and fill out ten things they would take with him or
her to the concentration camps. It must be realistic and cannot be any cell phones or other items.
They can draw their items and then write a brief rationale of why they would take that item.
Afterwards, lead discussion and allow students to comment on what they are going to bring with
them and why. Also have students comment on how they felt when told they could only bring ten
things. Do you think you could live with those ten things for the rest of your life? (25
MINUTES)
Lecture: Write Final Solution on the board. Ask students what the definition of a final solution
is? Ask the class what they think this means and how it pertains to the Holocaust? Students will
write this in their social studies notebooks (8 MINUTES)
Define Final Solution: the Nazi policy of exterminating ALL European Jews
PowerPoint on the Deportation and transit of Jews to ghettos and concentration camps and what
happened to them once they arrived at their destination. Students will take notes during this time
and will be involved in class discussions when emotional and moral issues are brought up.
Students are encouraged to ask questions and to relate this situation to their own life experiences.
(30 MINUTES)
I Never Saw Another Butterfly: Each student will receive a (different) copy of a poem or piece of
artwork from the book. They will use this to write a short narrative from the perspective of the
artist: reflection of the life and thoughts that occupied the artists/writers minds. (30 MINUTES)
Prompts that might be followed:
Who am I?
Where am I?
How am I feeling?
What has happened to my family?
Why am I here?
Make sure to explain to students that these are pieces of art-work and writing from children in
43
the ghettos.
Engaging Learning Experience: Google Earth Virtual Field Trip of the Holocaust (30
MINUTES)
Students will engage in virtual field trip of Jewish Ghettos, deportation/transit stations, and some
concentration/ internment camps. In this field trip the students will see what it looked like at the
time and what it looks like today. They will get to experience it as if they were actually there.
This will allow students to take ownership in their learning and become active and engaged.
While on virtual field trip have students prepare by getting together necessary items: pen,
notebook, and camera. As they are traveling they will take notes on what they see and will also
be able to take pictures on their phones (as if they were on a real field trip).
Places Included:
Warsaw Ghetto
Amsterdam
Babi Yar
Budapest, Hungary
Berlin, Germany
Chelmno, Poland
Drancy Camp in France (deportations)
Kiev, South Ukraine
Kovno, Lithuania
Lodz, Poland
Mechelen Transit Camp
Stutthof Internment Camp
Tarnow, Poland
Terezin, Czechoslovakia
44
Terezin
Final Solution
Superior Race
Anti-Semitism
Nazi Propaganda
Babi Yar
Dachau
The Jewish religion
Mein Kampf
Nuremberg Laws
Kristallnachat
ETC.
Differentiation:
Visual and hands on activity
Lecture
A lot of visuals used
Writing used to uncover thoughts and ideas
Interactive session to help students become involved in their learning
45
46
All content
throughout the
presentation is
accurate. There are
no factual errors.
Content is typically
confusing or
contains more than
one factual error.
Originality
Presentation shows
considerable
originality and
inventiveness. The
content and ideas are
presented in a
unique and
interesting way.
The theme is
accurately tied in to
the topic of the
project. Real world
examples are used.
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Information is
organized in a clear,
logical way. It is
easy to anticipate the
type of material that
might be on the next
card.
All graphics are
attractive (size and
colors) and support
the theme/content of
the presentation.
Presentation shows
some originality and
inventiveness. The
content and ideas are
presented in an
interesting way.
The content is
generally accurate,
but one piece of
information is
clearly flawed or
inaccurate.
Presentation shows
an attempt at
originality and
inventiveness on 1-2
cards.
No evidence of
theme
Font formatting
makes it very
difficult to read the
material.
Project includes
most material
needed for
understanding of the
topic but lacks one
or two key elements.
Theme
Text-Font
Choice &
Formatting
Sequencing of
Information
Use of
Graphics
Effectiveness
Most information is
organized in a clear
logical way. One
card or item of
information seems
out of place.
A few graphics are
not attractive but all
support the
theme/content of the
presentation.
Presentation is a
mere reworking of
other peoples ideas
and/or graphics and
shows little attempt
at original thought.
There is no clear
plan for the
organization of
information.
Project is lacking
several key
elements,
Students are
completely prepared
and have obviously
rehearsed
Students seem
prepared but might
have needed a few
more rehearsals.
Content
Shows a full
Shows a good
47
Students are
somewhat prepared,
but it is clear that
rehearsal was
lacking.
Shows a good
understanding of the
topic. Strong
evidence of
documentation and
research.
understanding of the
topic. Good
evidence of research
and documentation.
Comprehensio
n
Enthusiasm
Facial expressions
and body language
generate a strong
interest and
enthusiasm about the
topic in others.
Students use visual
aides that show
considerable
work/creativity and
that enhance and
support the
presentation.
Facial expressions
and body language
sometimes generate
a strong interest and
enthusiasm about the
topic in others.
Students use visual
aide(s) that shows
some work/creativity
and that makes the
presentation better.
Visual Aide
48
understanding of
parts of the topic.
Some evidence of
research;
documentation is
weak or missing.
Students are able to
accurately answer a
few questions posed
by classmates about
the topic.
Facial expressions
and body language
are used to try to
generate enthusiasm,
but do not seem
genuine.
Student uses a visual
aide that somewhat
makes the
presentation better.
Goals:
Understandings
Students will understand that
49
institutions.
The many historical, social, religious, political, and economic factors that
cumulatively resulted in the Holocaust
Essential Questions:
How was it possible for a modern society to carry out the systematic murder
of a people for no reason other than that they were Jews?
Is discrimination subject to only race?
How does discrimination affect society as a whole?
Objectives
Students will be able to.
Assessment
Formative/Summative/Formal/Other:
Traffic Light: Students will put
Auschwitz Tour question sheet: Formative:
their name on green (for yes, I
Will help students to guide their thinking
50
Resources:
Identity cards
Gallery walk photos, models, captions, graphs, letters, etc.
Chart paper
PowerPoint
Auschwitz Virtual Tour: https://www.youtube.com/watch?v=gonvxBXAgNI
Solomon Radsky: http://www.holocaustsurvivors.org/data.show.php?
di=home&da=survivors&ke=7
Learning Experience
Hook: Students will craft their identity cards (for interactive session). They will be given all the
information to put on their card and then they will draw a picture of themselves based on the
descriptions given to them. (15 MINUTES)
Will relate this to the days lesson by helping them to gain an identity throughout the learning of
the holocaust and to try and put themselves in the shoes of the holocaust victims.
Gallery Walk: Items (mostly pictures) will be displayed around the room. The students will
silently take their notebooks and walk around the room looking at the images, charts, models, etc
and will read the caption that goes with each item. They will then make a KWL chart in their
notebooks and while they are walking around they will record what they already know about that
they see and what they want to know more about. (30 minutes)
Some of the items that might be included in the gallery walk (with captions):
Gas chambers
Pictures of the camps
Picture of victims
Ovens
Barbed wire
Mass graves
Food rations
Examination picture
Art
Letters
51
ETC.
Come together as a whole class and make a class size KWL on the gallery walk. Students will
contribute to the KNOW column and will teach the class what they know about that particular
item. After we have compiled a KNOW list, we will then compile a list of things we want to
know about and as we are filling out the chart the teacher will explain each item and give further
explanation of its uses/characteristics/etc. (15 MINUTES)
Lecture: PowerPoint: Life in the Concentration Camps. Have students take notes and participate
in class discussion (25 MINUTES)
Power point on Auschwitz (25 MINUTES). Students will receive notes for this discussion. See
attachment.
Virtual Tour of Auschwitz (25 MINUTES)
Students will work on questions sheet to go along with tour while watching
1.
2.
3.
4.
5.
6.
7.
52
AuschwitzNotes
AuschwitzwasthelargestcampestablishedbytheGermans.Itwasacomplexof
camps,includingaconcentration,extermination,andforcedlaborcamp.Itwas
locatednearCracow(Krakow),Poland.Threelargecampsconstitutedthe
Auschwitzcampcomplex:AuschwitzI,AuschwitzII(Birkenau),andAuschwitz
III(Monowitz).MorethanonemillionpeoplelosttheirlivesatAuschwitz,nine
outoftenofthemJewish.Thefourlargestgaschamberscouldeachhold2,000
peopleatonetime.
AsignovertheentrancetothecampreadARBEITMACHTFREI,whichmeans
"workmakesonefree."Inactuality,theoppositewastrue.Laborbecameanother
formofgenocidethattheNaziscalled"exterminationthroughwork."
Victimswhoweresparedimmediatedeathbybeingselectedforlaborwere
systematicallystrippedoftheirindividualidentities.Theyhadtheirhairshavedoff
andaregistrationnumbertattooedontheirleftforearm.Menwereforcedtowear
ragged,stripedpantsandjackets,andwomenworeworkdresses.Bothwereissued
illfittingworkshoes,sometimesclogs.Theyhadnochangeofclothingandslept
inthesameclothestheyworkedin.
Eachdaywasastruggleforsurvivalunderunbearableconditions.Prisonerswere
53
housedinprimitivebarracksthathadnowindowsandwerenotinsulatedfromthe
heatorcold.Therewasnobathroom,onlyabucket.Eachbarrackheldabout36
woodenbunkbeds,andinmatesweresqueezedinfiveorsixacrossonthewooden
plank.Asmanyas500inmateslodgedinasinglebarrack.Inmateswerealways
hungry.Foodconsistedofwaterysoupmadewithrottenvegetablesandmeat,a
fewouncesofbread,abitofmargarine,tea,orabitterdrinkresemblingcoffee.
Diarrheawascommon.Peopleweakenedbydehydrationandhungerfelleasy
victimtothecontagiousdiseasesthatspreadthroughthecamp.
Someinmatesworkedasforcedlaborersinsidethecamp,inthekitchenoras
barbers,forexample.Womenoftensortedthepilesofshoes,clothes,andother
prisonerbelongings,whichwouldbeshippedbacktoGermanyforusethere.The
storagewarehousesatAuschwitzBirkenau,locatedneartwoofthecrematoria,
werecalled"Canada,"becausethePolesregardedthatcountryasaplaceofgreat
riches.AtAuschwitz,asathundredsofothercampsintheReichandoccupied
EuropewheretheGermansusedforcedlaborers,prisonerswerealsoemployed
outsidethecamps,incoalminesandrockquarries,andonconstructionprojects,
diggingtunnelsandcanals.Underarmedguard,theyshoveledsnowoffroadsand
clearedrubblefromroadsandtownshitduringairraids.Alargenumberofforced
laborerseventuallywereusedinfactoriesthatproducedweaponsandothergoods
thatsupportedtheGermanwareffort.Manyprivatecompanies,suchasI.G.
FarbenandBavarianMotorWorks(BMW),whichproducedautomobileand
airplaneengines,eagerlysoughttheuseofprisonersasasourceofcheaplabor.
EscapefromAuschwitzwasalmostimpossible.Electricallychargedbarbedwire
fencessurroundedboththeconcentrationcampandthekillingcenter.Guards,
equippedwithmachinegunsandautomaticrifles,stoodinthemanywatchtowers.
Thelivesoftheprisonerswerecompletelycontrolledbytheirguards,whoona
whimcouldinflictcruelpunishmentonthem.Prisonerswerealsomistreatedby
fellowinmateswhowerechosentosupervisetheothersinreturnforspecialfavors
bytheguards.
Cruel"medicalexperiments"wereconductedatAuschwitz.Men,women,and
childrenwereusedassubjects.SSphysicianDr.JosefMengelecarriedoutpainful
andtraumaticexperimentsondwarfsandtwins,includingyoungchildren.Theaim
ofsomeexperimentswastofindbettermedicaltreatmentsforGermansoldiersand
54
airmen.Otherexperimentswereaimedatimprovingmethodsofsterilizingpeople
theNazisconsideredinferior.Manypeoplediedduringtheexperiments.Others
werekilledafterthe"research"wascompletedandtheirorgansremovedfor
furtherstudy.
MostprisonersatAuschwitzsurvivedonlyafewweeksormonths.Thosewho
weretooillortooweaktoworkwerecondemnedtodeathinthegaschambers.
Somecommittedsuicidebythrowingthemselvesagainsttheelectricwires.Others
resembledwalkingcorpses,brokeninbodyandspirit.Yetotherinmateswere
determinedtostayalive.
KEYDATES
MAY20,1940AUSCHWITZICAMPOPENSAuschwitzI,themaincampin
theAuschwitzcampcomplex,isthefirstcampestablishednearOswiecim.
ConstructionbeganinMay1940intheZasolesuburbofOswiecim,inartillery
barracksformerlyusedbythePolisharmy.Thecampiscontinuouslyexpanded
throughtheuseofforcedlabor.AlthoughAuschwitzIisprimarilyaconcentration
camp,servingapenalfunction,italsohasagaschamberandcrematorium.An
improvisedgaschamberislocatedinthebasementoftheprison(Block11).Later,
agaschamberisconstructedinthecrematorium.
OCTOBER8,1941CONSTRUCTIONOFAUSCHWITZII(BIRKENAU)
BEGINSConstructionofAuschwitzII,orAuschwitzBirkenau,beginsin
Brzezinka.OfthethreecampsestablishednearOswiecimaspartoftheAuschwitz
campcomplex,AuschwitzBirkenauhasthelargestprisonerpopulation.Itis
dividedintoninesectionsseparatedbyelectrifiedbarbedwirefencesandpatrolled
bySSguardsanddogs.Thecampincludessectionsforwomen,men,Roma
(Gypsies),andfamiliesdeportedfromtheTheresienstadtghetto.Auschwitz
BirkenauplaysacentralroleintheGermanplantoexterminatetheJewsof
Europe.FourlargecrematoriabuildingsareconstructedbetweenMarchandJune
1943.Eachhasthreecomponents:adisrobingarea,alargegaschamber,and
crematoriumovens.GassingoperationscontinueuntilNovember1944.
OCTOBER1942AUSCHWITZIIICAMPOPENSTheGermansestablish
55
AuschwitzIII,alsocalledBunaorMonowitz,inMonowicetoprovideforced
laborersfortheBunasyntheticrubberworks(partoftheGermanconglomerate
I.G.Farben).I.G.Farbeninvestedmorethan700millionReichsmarks(about1.4
millionUSdollarsin1942)inAuschwitzIII.Prisonersselectedforforcedlabor
areregisteredandtattooedwithidentificationnumbersontheirleftarmsin
AuschwitzI.TheyarethenassignedtoforcedlaborinAuschwitzorinoneofthe
manysubcampsattachedtoAuschwitzIII.
JANUARY27,1945SOVIETARMYLIBERATESAUSCHWITZCAMP
COMPLEXTheSovietarmyentersAuschwitzandliberatestheremaining
prisoners.Onlyafewthousandprisonersremaininthecamp.Almost60,000
prisoners,mostlyJews,wereforcedonadeathmarchfromthecampshortlybefore
itsliberation.DuringtheforcedevacuationofAuschwitz,prisonerswerebrutally
mistreatedandmanywerekilled.SSguardsshotanyonewhofellbehind.During
itsbriefexistence,nearly1millionJewswerekilledinAuschwitz.Othervictims
includedbetween70,000and74,000Poles,21,000Roma(Gypsies),andabout
15,000Sovietprisonersofwar.
56
Understandings
Students will understand that
Essential Questions:
How was it possible for a modern society to carry out the systematic murder of a
people for no reason other than that they were Jews?
How does discrimination affect society as a whole?
Objectives
Students will know.
Students will be able to.
- The dangers of remaining silent,
Be able to identify negative
apathetic, and indifferent to the
discriminatory behavior
oppression of others
Describe examples of courageous
- Silence and indifference to the
action taken by those who rescued
suffering of others or to the
victims during the Holocaust
infringement of civil rights in any
Connect their prior experiences to that
society can perpetuate these problems
of the Holocaust
- The effects of the living conditions in
the ghettos, concentration camps, and
death camps on the victims
Assessment
Informal/ Performance Tasks:
Formative/Summative/Formal/Other:
Traffic Light: Students will put
Courage to Care Worksheet: Formative: will
their name on green (for yes, I
allow teacher to know if student understands
understand, lets move on), yellow the heros of the holocaust and what they did.
(Im kind of getting it, but slow
Will allow students to bring together their
down) , and red (no, Im not
thinking
57
Resources:
Paper clips video: https://www.youtube.com/watch?v=yzBF1GI222g
End of Holocaust Power point
Cardboard puzzle pieces
Paint, markers, glue, scissors
Courage to Care Documentary
Courage to Care Worksheet
Learning Experience
Hook: Think about 6 Million. How many is that? What could we use to represent six million?
Record your answers in your social studies notebooks (5 MINUTES)
Show them the 6 million paper clips video and bring up the idea: if that is six million paper clips
can you imagine six million people? (8 MINUTES)
Lecture: Power point on the ending of the Holocaust and United States intervention. Have
students take notes (25 MINUTES)
Life-size Timeline Activity: Put important dates and events on cards that students will pull out of
a hat. Each student will receive an event/date and will also receive a cardboard cut out of a
puzzle piece. They will represent this event on the puzzle piece however they best see fit.
Whether it is a picture, words, numbers, etc. (30 MINUTES)
Students will then come to the front of the room and line themselves up in chronological order of
events that happened within the Holocaust. They will then make a class timeline on either a
wall in the classroom or a wall in the hall. (15 MINUTES)
58
Holocaust Heros: Begin by informing students that they are going to be hearing from people
who helped others during the Holocaust. Also tell them that they will be hearing from some of
the rescued as well. (25 MINUTES)
Pass out the worksheet. Students are to jot down responses in the chart during the film, but
should answer the rest of the questions afterward.
Show the video. Give students time to answer the questions after the video.
The questions beneath the chart are designed to encourage discussion. They are to be used in a
small group session. (10 MINUTES)
Complete the activity by sharing responses with the full class. (10 MINUTES)
Closing: UNIT DEBRIEF (35 MINUTES): As a whole group we will reflect on the past two
weeks. What we learned, what we enjoyed, what we have questions about, what concerned us,
what we could change for next time, and what would we like to know more about.
Remind students to put name on traffic light; that test and presentations are going to be on
Tuesday
Differentiation: Whole class discussion which allows teacher to scaffold instruction and facilitate
discussion
Movement within their learning
Art
Audio and visual learning styles used
59
During the film, write down every reason someone gives for helping in the left-hand column. Write down every
danger, problem, fear, or dilemma that they mention in the right-hand column.
60
Can you think of anything else (not mentioned in the video) that you would add to either column?
1. The film is entitled Courage to Care. This implies that in order to be a rescuer, you
needed both courage and caring. Which do you think is most important? Why?
2. Sometimes rescuers had to do things to help the Nazis victims that they would not
normally have done (i.e.- lie, steal, kill, etc.). Do you think this was wrong? Explain.
3. Rescuers generally say that they were not heroes, but they were. They acted with great
courage in dangerous times. How can you be a hero and not even know it?
4. Most rescuers didnt plan in advance to become rescuers, but acted when the opportunity
arose. How can you prepare now to be ready to do the right thing in a time of crisis?
61
62
63
Assessment
Formative/ Informal/ Performance Tasks: Summative/Formal/Other:
-Literature Circles (Informal) assess what
the students
-Diary/Journal Entries (Formative) assess
students comprehend what they are
reading, forming connections, and
progressing in their writing abilities.
-Whole group discussions over the novel
and how it ties into out unit over
discrimination.
-Traffic Light (Informal). Students will
self-assess their understanding about the
lesson that day by placing their name on
red, yellow, or green (according to their
level of understanding) See Overview for
64
more information.
Resources:
Anne Frank: The diary of a young girl
WebQuest
Diaries (notebooks)
Learning Experience
Hook: Introduce the theme for the new unit, discrimination. Ask students to share what
they think discrimination is. Explain to the students that we will be discussing The Rise
of the Superior Race for the next two days. Ask students to explain what they think that
means.
Introduce the novel, The Diary of Anne Frank to the students. Give each student their
own copy to borrow for the remainder of the unit. Ask students to determine why we
would select this particular novel to read. Leave the students with this question to think
about. (15 MINUTES)
Engaging Learning Experience: Students will spend the remainder of the period
searching the internet via teacher-created (Etheredge) WebQuest. The WebQuest will link
the students to various websites allowing them to read informative passages about the
Holocaust, as well as interactive websites that allow students to apply their learning.
Students will work on the WebQuest independently. (45 MINUTES)
Closure: Announce when the students have 5 minutes left before the whole class regroups
for closure on the days lesson. Students should take this time to find a good place to stop
in their WebQuest.
Announce to students that they can access the WebQuest anywhere they have access to
internet if they would like to do continue where they left off on their own time.
Revisit the question from the hook at the beginning of the lesson. Ask students to share
their answers. Announce to students that the lesson will be continued the following day.
(10 MINUTES)
Remind students to stick their names on the traffic light.
Tuesday:
Hook: Remind students that they will begin reading, Anne Frank: The diary of a young
girl. Pass out an anticipation guide explaining the purpose and directions to the students.
Inform the students to quietly and individually complete the anticipation guide using their
personal opinions. (10 MINUTES)
Engaging Learning Experience: Once the students have completed the anticipation guide,
explain to the whole group that they will form groups (3-4 students/group) to discuss
their answers for the anticipation guide. Encourage students to ask the people within their
groups to walk them through their thought process in answering some of the questions to
the anticipation guide. The teacher should walk around the room and listen to the student
conversation, joining in the prompt thoughtful questions as needed. (25 MINUTES)
Regain student attention. Ask students for a spokesperson from each group to share
their favorite question they discussed in the group. (15 MINUTES) *Collect anticipation
guides from students.
65
Pass out the novel Anne Frank: The diary of a young girl and Diaries (notebooks) to
the class. Give students a moment to analyze the book by encouraging them to flip
through the book, notice the book cover, etc. Read (teacher) the first 32 pages of the book
to the students, stopping throughout the text to ask students thought provoking questions
and asking the students to make connections to the theme of discrimination.
Closure: Instruct students to write a their feelings on what theyve read (listened to) so far
in the text. Remind the students that they will be reading to novel for the remainder of the
unit and inform the students to bring their novels to class the following day. (5
MINUTES)
Differentiation:
Students will work in groups to discuss the anticipation guides and the novel will be read
to the students by the teacher in a whole group setting.
66
using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
Goals: Write a narrative based on real-world or imaginable events.
Understandings
Students will understand that a well-written narrative involves the organization of the sequence
in which particular events occur.
Essential Questions:
Why is it important to know the sequence in which events occur in a story and how can this help
me in writing a narrative?
Objectives
Students will know.
Students will be able to.
Well-written narratives include organization of Organize the sequence of events of short
sequence of events and the characters.
stories as well as the characters.
How to organize the sequence of events
Explain the importance of the sequence of
events in which they occur.
Know the sequence of events in which they
occur.
Assessment
Formative/ Informal/ Performance Tasks:
Summative/Formal/Other:
In-class discussion/Popcorn Discussion
Literature Circles
Resources:
Anne Frank: The diary of a young girl
Diaries (notebooks)
Short story worksheet
T-chart
Interactive Museum
http://www.annefrank.org/en/Subsites/Home/
Learning Experience
Wednesday
Hook: Refer to the essential questions with students. Remind students that they will continue
reading The Diary of Anne Frank. Remind the students that for the past two days they had been
67
studying discrimination and the superior race and ask students to share what theyve learned
from those two days, and explain how that ties into language arts. Ask students to share what
they think Anti-Semitism is. Inform students that the next two days will involve the discussion of
Anti-Semitism. (10 MINUTES)
Engaging Learning Activity: Explain to students that they will be going to stations, so they will
need to listen carefully to their directions.
Divide the class in half.
Half One: Students will work on the computers in the classroom to visit the Interactive Online
Museum in pairs. Inform students that they museum allows students to see what it was like in
attic Anne Frank had to hide in. Tell students to refer back to p. 27 of the text to determine if the
museum provides an accurate depiction. In their journals, students write to the following
prompts: How do you feel when you view the images and artifacts in the museum? How does
this help you to understand the text better? How does this help you visualize what you are
reading? If students have extra time before its time to switch they should revisit the WebQuest
from Monday.
Half Two: Student will form small literature circles where they will take turns reading the next
32 pages of the text. The teacher should walk around the room, asking the groups to share what
whats happening in the story thus far.
Students will switch after the first session. (30 MINUTES/SESSION)
Closure: Ask students to share what they think about the text thus far with a show of hands. Have
students reflect back to the essential question and explain that they will be revisiting the essential
question and the topic of Anti-Semitism the following day.
Thursday:
Hook: Give students a worksheet with a short story. Instruct students read the story to quietly and
individually. Then, have them recall what they read by ordering the events in the sequence in
which they occurred in the story. (10 MINUTES)
Engaging Learning Experience:
Have students reflect to the past two days. Remind them that they have been writing in their
diaries. The teacher should ask the students to answer why they would be instructed to write in
diaries while reading the novel.
Explain that writing is used for various reasons. Have students name the various reasons people
write. Use to T-Chart to organize the students responses. (15 MINUTES)
Read the novel to the students in a whole group setting. (32 pages). Discuss major events from
the reading. (35 MINUTES)
Instruct students to summarize what they just read in their journals independently. Have them put
the event in order of which theyve occurred thus far to the best of their ability. (The post reading
discussion will be a scaffold for writing their responses.) (10 MINUTES)
Closure:
Have a popcorn discussion where you name the first thing that happened in the text, and call
on a student to name the next thing. That student will call on another student, and the process
68
Task Description:
(Diary Entries)
69
Retelling of
Experience
Reflections/
Personal
Response
Relevance to
Classroom
Concepts or
Personal
Experience
weight
Criteria
20%
20%
20%
Analysis of
Experience
20%
Effort on
Assignment
20%
Exemplary
Yes
Accomplished
Yes, but
Developing
No, but
Detailed explanation of
Clear explanation of
experience
experience
Specific descriptors of
Objective observation of
observations during
experience
experience
Organization is clear and
Writing is highly organized
easy to follow
with logical sequence
observation of experience
Minimal organization
meaning
Minimal critical thinking
expressed
70
71
Rating
Content of work/
responses to questions
Personal reflection
72
Self-assessment
My response is thorough.
My reflections are thoughtful
I make meaningful connections and complete.
to important ideas from the
I reveal personal feelings about
lesson.
the topic.
I draw upon previous knowledge I reflect on personal experiences
and/or connect my response to related to the topic.
larger issues.
I use humor, questioning, and
I support my responses with
other techniques that probe for
relevant details and accurate
deeper meaning.
facts.
My responses is incomplete.The
connections I make to other
ideas or information are weak. I
provide only weak or
incomplete supporting evidence.
My response is random or
unrelated to the question.
My writing is disorganized and
unconnected to any important
ideas.
My reflection is limited or
superficial.
I don't reveal any personal
feelings or ideas.
Your
score/
notes:
73
Once upon a time, there was a little girl named Goldilocks. She lived at
the edge of the forest with her family. One morning, while she was
picking flowers, Goldilocks wandered into the forest and lost her way.
She was very frightened, but then she saw a friendly little cottage in
the distance.
The friendly little cottage belonged to three bears. One was a great big
Papa Bear, one was a middle-sized Mama Bear, and one was a tiny
little Baby Bear. That morning, the three bears decided to take a walk
while their porridge which tastes like oatmeal was cooling. It was
too hot to eat!
Right as they left through the back door, Goldilocks came in through
the front door very quietly. The first thing she saw and smelled was
the sweet, steamy porridge. I sure am hungry, Goldilocks said. Ill
just have one bite.
First, she tried a spoonful from Papa Bears great big bowl. OW! she
yelled, TOO HOT!
Next, she tried a spoonful from Mama Bears medium-sized bowl.
Brrrrr! TOO COLD! she complained.
Finally, Goldilocks tried a spoonful from Baby Bears tiny little bowl.
YUMMY! she cried. THIS IS JUST RIGHT! Goldilocks ate the entire
bowlful.
After running around the forest all day, Goldilocks feet were sore. I
need to sit down for a little while to rest my sore feet! she thought.
First, she sat in Papa Bears great big armchair. TOO HARD! she
screamed. Goldilocks stomped to the next chair.
Next she sat in Mama Bears medium-sized chair. It was so soft that
she sunk in! TOO SOFT! she complained, as she pulled herself out of
the cushions.
Finally, she sat in Baby Bears tiny little rocking chair. JUST RIGHT!
She laughed, and rocked until the chair broke.
With nowhere to sit, Goldilocks climbed up the stairs to find
74
Grade: 6th
76
Jews/arriving at concentration camps) with music, and the lights dim to set the tone of the
Holocaust. There should be a large note of directions on the board for students to view
and follow. (Directions: Chose an image the is the most compelling to you and write a
narrative including dialogue between characters. Be sure that your story is relevant to the
Holocaust and the deportation of Jews.) The work should be done quietly and
independently. (15 MINUTES) (Students will not be able to finish they narratives, but
will revisit it activity the following class day.)
Engaging Learning Experience
Students will listen to the next 40 pages of the novel via the audio version of the novel.
The teacher will stop throughout the reading to ask thought provoking questions and
question the order in which events have happened. (45 MINUTES)
Closure:
Students will participate in a Chalk Talk where they will add to the sequence of events.
(15 MINUTES)
Monday
Hook: Hook: Before the students walk into the classroom, have their diaries on their
desk. As the students enter the classroom, have a slide show of images (the deportation of
the Jews/arriving at concentration camps) with music, and the lights dim to set the tone of
the Holocaust. There should be a large note of directions on the board for students to
view and follow. (Directions: Chose an image the is the most compelling to you and write
a narrative including dialogue between characters. Be sure that your story is relevant to
the Holocaust and the deportation of Jews.) The work should be done quietly and
independently. (15 MINUTES)
Engaging Learning Experience
Students will listen to the next 40 pages of the novel via the audio version of the novel.
The teacher will stop throughout the reading to ask thought provoking questions and
question the order in which events have happened. (45 MINUTES)
Closure:
Students will get into their literature circles where they will discuss the novel and share
how they feel when they read the novel. Can they make any predictions of what they
think will happen next? (15 MINUTES)
Differentiation:
The teacher will scaffold the student into writing the narrative by discussing the elements
of a story.
77
Content: ELA
Grade: 6th
Teacher: Etheredge
Date: Tuesday, April 29 and Wednesday April
30
Standards: ELACC6W3: Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-structured event sequences.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
Assessment
Summative/Formal/Other:
Resources:
Novel
Diary
Learning Experience
Tuesday
Hook: Explain to students that the next two days they will be talking about they concentration
78
camps and death camps. Ask them to connect this topic to where they are in the novel. Ask
students to share what they know about the concentration camps. (5 Minutes)
Engaging Learning Experience:
Divide the class in half.
Group One: Students will work in pairs to read and edit the narratives they have been working on
throughout the unit. Students may work on their revisions after their partner has edited their
paper.
Group Two: Students will read the next 32 pages of the text within their literature groups. They
will discuss how Anne Frank has changed thus far in the novel.
Students will switch at the completion of activity. (30 MINUTES/GROUP)
Closure: Whole-group, students will fill in the plot chart up to the portion that they are at in the
novel thus far. (15 MINUTES) *This will be completed in class Wednesday.
Wednesday
Hook:
Students will complete the plot chart that they ended with on Tuesday. They will also discuss
how the character, Anne Frank has changed throughout the text. Can they predict what will
happen to Anne Frank? (10 MINUTES)
Engaging Learning Experience:
Students will begin by reading the novel silently (15 page). (20 MINUTES) *If students finish
early they may add to their narrative.
Students will discuss what they read in a whole-group setting. Teacher will ask specific questions
to students about the reading. (30 MINUTES)
Closure: Students will continue to read their novel silently (10 pages) and then summarize what
they read in their journals. (15 MINUTES)
Differentiation:
Teachers will scaffold the students in reading silently and will give students a chance to discuss
what they read before continuing to read silently.
79
Assessment
Summative/Formal/Other:
Narrative
Resources:
Novel
Diary
Movie
Learning Experience
Thursday
Hook:
Students will view images from the Holocaust, the aftermath of the Holocaust-death. Students
will write a short reflection of what they notice and how they feel when they view the images.
(10 MINUTES)
Engaging Learning Experience:
Students will read the next 25 pages of the text within their literature circles. (30 MINUTES)
80
When they complete this task, the class regroup (whole-group). During this time, the class will
discuss what they read. (10 MINUTES)
Students will watch the first (20 MINUTES) of the movie, The Diary of Anne Frank
Closure: Students will write in their diaries the difference they noticed in the movie from the
novel. (5 MINUTES)
Friday:
Hook:
Explain to students that they will be turning in the narrative theyve been working on for a major
grade. Ask if any students have questions. Inform the students that they will be given the day to
complete the reading and work on their narratives in class. (5 MINUTES)
Engaging Learning Experience:
Divide Class in Half
Group One: Students will listen read the last 25 pages of the text with a partner and quietly
reflect on the novel when done.
Group Two: Students will finish writing their narratives, asking the teacher for help with any
questions of for editing, etc.
(30 MINUTES/GROUP) Switch.
Closure: Student will discuss whole group what they thought of the novel, what shocked them,
what they wish Anne Frank talked about in greater detail, etc. (10 MINUTES)
Differentiation:
Students will be given the opportunity to work on their narratives in class rather than outside of
class solely. Students are also able to come to visit the teacher for any questions.
Monday: Interactive Day! (Students may come by the classroom at the end of the day if they
have questions about their narrative.)
Tuesday: Students will turn in the narrative and any other assignments. Finish the movie, The
Diary of Anne Frank.
81
Teacher: Etheredge
Grade: 6th
Duration: 11 Days
Standards:
S6CS7. Students will question scientific claims and
arguments effectively.
a. Question claims based on vague attributions (such as
Leading doctors say...) or on statements made by
people outside the area of their particular expertise.b.
Recognize that there may be more than one way to
interpret a given set of findings.
S6CS6. Students will communicate scientific ideas and
activities clearly.
a. Write clear, step-by-step instructions for conducting
scientific investigations, operating a piece of equipment,
or following a procedure.
b. Understand and describe how writing for scientific
purposes is different than writing for literary purposes.
c. Organize scientific information using appropriate
tables, charts, and graphs, and identify relationships they
reveal.
Goals:
-Question claims based on vague attributions or on
statements made by people outside the area of their
particular expertise.
-Students will be able to conduct and experiments and
record the findings using the scientific method.
Understandings
Students will understand the importance of recording the
scientific method while gaining a new perspective on
diversity and how discrimination has factored into the
world currently, and historically.
Essential Questions:
How did the Nazis determine there was a superior race
and what were the effects of their claims?
82
Assessment
Formative/ Informal/ Performance Tasks:
Scientific Method matching game
Scientific claims handout
KWL chart
Investigation
Summative/Formal/Other:
Science Portfolio
o Moth and
Butterfly
Experiment
Resources:
Science lab
Dissection equipment
Safety materials (goggles)
Moths and Butterflies
Scientific method flash cards
Scientific method worksheets
Portfolios
83
Handouts
o Claims
o Scientific Method
o Holocaust Experiments
o Investigation
Computer Lab
Learning Experience
Monday, April 21st and Tuesday, April 22nd:
Teacher will facilitate in a discussion over what a claim is and why people make a claim.
Students will look at various scientific claims made throughout history and identify if
those claims remain true today based on the information we know. Students will begin in
whole groups for the initial discussion and then move into small groups (3-4 students) for
the activity. Students will write about the discussion in class and any questions they still
have and add it to their portfolio.
Wednesday, April 23rd and Thursday, April 24th:
Teacher will facilitate a discussion over what evidence is and how we obtain evidence.
Encourage students to think about why evidence is important for a scientist? Is evidence
only used for scientific purposes?
Divide students into small groups of 3-4 student/ group. Provide each group with a
different set of data from the Holocaust (example: number of elderly deaths within six
months at a particular concentration camp). Have students analyze the data and discuss
what they notice within their groups. Then, have the students practice making scientific
claims using the T-chart handout provided below. The handout requires students to write
5 claims based on the data and provide sufficient evidence for each claim made. This will
show students the importance evidence has on making a claim about something. (Finish
on Thursday and share claims with the class.) Students will add all work to their
portfolios.
Friday, April 25th and Monday, April 28th:
Students will be introduced to the scientific method where they will discuss whole group
what it is, when its used, and how its used. Break the students into pairs where they will
challenge each other in a game of match. Each pair will be given a different experiment,
which will be cut into flashcard sizes. Students will match the portion of the scientific
method with the information that goes under that portion. For example, if the student
picks up a card labeled Hypothesis the or she would try to find the hypothesis in the
deck of cards before the students partner finds it. Once the students finish an experiment,
they will raise their hands and the teacher will come by the check their matches. If
students match correctly, they will pass their experiment to the next pair of students, and
begin matching a new experiment.
Tuesday, April 29th and Wednesday, April 30th:
Students will compare other forms of writing to that in science. In small groups of 3-4
students/group, students will discuss the importance of writing in science and talk about
how they are also writing in language arts drawing connections. Discuss how Anne Frank
84
wrote a diary about her experience in the Holocaust, but how a scientist may write about
the diseases within the concentration camps during the Holocaust. Provide students with
science experiments from the Holocaust to analyze. (Recordings should be added to
student portfolio.)
Have students practice writing an experiment using the scientific method be first
engaging in an investigation activity. Students will use the school as a resource for
finding the materials needed in their investigation. (See handout below.)
(Recordings should be added to student portfolio.)
Thursday, May 1st and Friday, May 2nd:
Working in pairs, students will engage in an experiment comparing moths and butterflies.
Students will be expected to follow the correct procedures in conducting the experience
and in the correct order. Students will be dissecting the moth and the butterfly, therefore
the teacher should assist the students in should stress the importance of safety in the lab.
Students will complete the lab on Thursday and must have all of their data recorded so
they can continue to work on their experiment on Friday.
On Friday, students will work in the computer lab where they will type their findings in
the experiment and draw a conclusion. (All work will be added to the students portfolio,
therefore each student within the pair must have a copy of all work recorded during the
experiement.)
Monday, May 5th: Interactive Day
Tuesday, May 6th:
Test Day! Students will show what they know by turning in their portfolios which will
contain all work from the unit, as well as a K-W-L chart where students will fill out what
they Know, what they Want to know, and what theyve Learned now that the unit is
completed.
Differentiation:
Students will engage in multiple learning activities that
incorporate multiple learning strategies and foster
students of all learning abilities.
85
Goals: Locate, analyze, and synthesize information related to the Holocaust and the act of
discrimination and apply this information to solve problems/make decisions.
Solve realworld and mathematical problems
Understandings
Students will understand that
- Math can be applied to real world situations and is used to solve real world problems
Essential Questions:
How can mathematical ratios be used to solve real world problems?
How do two variables, dependent and independent, change in relationship to one another? How
is the concept of distance and time related?
How do you find area? How can you use area to solve real world problems?
86
What does an exponent do to a whole number? How do you go from an exponential notation to
a whole number and vice versa?
What are the proprieties of translations, reflections, and rotations?
Students will know.
Objectives
Students will be able to.
Assessment
Formal/Other:
Resources:
87
Test- Summative
Attic experiment- Formative
Train experiment- Formative
Star of David reflection, rotation,
and translation activity- Formative
Measure my Head ActivityFormative
Map Activity- Formative
Exponent Worksheet- Formative
Measuring tape
Measure my Head Worksheet
Graph paper
Shoe box
Glue and scissors
Doll house
Exponent worksheet
Holocaust Facts and Figures worksheet
Map of Europe
Learning Experience
Monday April 21 and Tuesday April, 22nd:
Measure my Head Activity
Student will read about the Superior Race and how Hitler believed the size of ones head
determined superiority.
Students will use perimeter and area to measure the heads of their classmates and will record
their findings in their notebooks- making sure to show all work and equations
st
Students will use the Star of David to explore rotations, reflections, and translations on their own
graph paper
Wednesday April 23rd and Thursday April, 24th:
Have the students create cattle cars/ train cars by measuring desks and putting them together to
make the size of a cattle car that would have been during the deportation of the Jews to
concentration camps. Find the area and the perimeter of the individual desks and then of the
entire car. Afterwards tell students that 100 people were put into that small space. Students will
have worksheet they will be filling out as they work- the students must show their work to get
credit.
Give each student a location on the map (where Anne Frank lives) and have him or her calculate
how many miles it is from there to Auschwitz. Then, tell each student that his or her trip took
four days, by railroad. Assuming that the train did not stop, how fast would the trains be
traveling? Then, tell them that most trains of this time period traveled at about 50 miles per hour.
Ask them how long they think the trip would take, if it did not stop. Record answers and work in
notebook.
Friday April, 25th and Monday April, 28th:
Bring in a dollhouse and show how much space is usually contained in an attic. Help students
realize what a limited space this is. Have them find the square feet available in the dollhouse and
use ratios to convert it to the size of a regular house. Have students work in pairs to make their
own attic out of a shoebox. Students will use their knowledge of ratios and rate reasoning to
make an accurate representation of the attic in which Anne Frank and her family were confined
to.
88
89
EXPONENT WORKSHEET
FIND THE VALUE OF EACH EXPRESSION:
5
1) 5
11
2) 2
3
3) 6
5
6) 6
7
7) 10
4
10) 12
2
11) 16
3
4) 9
2
5) 100
5
8) 3
8
9) 4
1
12) 27
7
12
14) a a
3
8
15) c c
7
9
16) d d
2e
8e
17) x x
103
1030
18) w w
90
6
5
19) a b
a
b
20) 10 10
12
19
11
21) g g g
91
92
Poland,Latvia,Netherlands,France,Lithuania,Hungary,Czechoslovakia,Romania,the
SovietUnion,Yugoslavia.Asamplegraphformatthatmaybeusedappearsbelow.
Countries
Austria
Greece
Germany
Poland
Latvia
Netherlands
France
Lithuania
Hungary
Czechoslovakia
Romania
93
Soviet Union
Yugoslavia
9. InwhichEuropeancountrywerethemostJewskilled?___________Howmany?
___________
InwhichEuropeancountryweretheleastJewskilled?___________Howmany?
___________HowmanytotalJewswerekilledbytheendofthewarinallEuropean
countries?___________
10. ListtheothergroupsofpeoplebesidestheJewswhowerekilledduringtheHolocaust
periodandestimatethenumberkilledineachofthegroups.
Groupskilled_______________________________________________________
Numberkilled_______________________________________________________
11. Morethan17millionofthosewhoservedintheAlliedandAxisarmedforceslosttheir
livesinthewar.Thechartbelowliststhenumberofmilitarydeathsandmissinginaction
forsomeofthecountriesinvolved.Usetheinformationtoanswerthequestionsthat
follow.
Math
Allies Countries
Deaths
Australia
29,400
Belgium
8,000
Canada
39,000
94
China
1,400,000
France
122,000
Great Britain
305,000
Greece
1,830
Soviet Union
11,000,000
United States
405,400
Total
Axis Countries
Deaths
Bulgaria
32,000
Finland
89,000
Germany
3,250,000
Hungary
136,000
Italy
226,900
95
Japan
1,740,000
Romania
300,000
Total
1. WhichgrouphadthegreaternumberofdeathsAlliesorAxis?
___________________________
2. WhatisthedifferencebetweenthenumberofdeathsforAlliesandAxis?
____________________
3. WhichAlliedcountrysufferedthemostcasualties?
______________________________________
4. WhichAxiscountrysufferedthemostcasualties?
_______________________________________
5. HowmanymoredeathsdidGreatBritainsufferthanItaly?
_______________________________
6. HowmanymoredeathsdidtheSovietUnionsufferthanGermany?
_________________________
7. HowmanyfewerdeathsdidFrancesufferthanRomania?
_________________________________
8. HowmanyfewerdeathsdidHungarysufferthantheUnitedStates?
________________________
9. ListtheAlliedcountrieswithfewerthan400,000deaths.
_________________________________
10. ListtheAxiscountrieswithfewerthan150,000deaths.
__________________________________
96
Self-Evaluation
Name: Anna Trull
97
98
Self-Evaluation
Name: Ryan Etheredge
A. Overarching understanding and rationale:
1. Is the over arching understanding clearly stated? Yes
2. Has it been translated into one to three essential questions? Yes
3. Is the grade/age level indicated? Yes
4. Does it makes use of student input and is appropriate for the
community? Yes
5. Does your rationale statement make sense, and will it address
the personal and social issues of students at the age you teach?
Yes
B. Concepts and Essential Questions
1. Have you chosen a workable number of concepts and essential
questions to address? Yes
2. Do you seem to be central to your purpose? Yes
3. Have you defined the concepts in a way that children will
understand? Yes
C. Objectives
1. Do the objects include knowledge, skills, and attitudes? Yes
2. Are they elated to the national standards of a learned society
and the GPS? Yes
3. Do they make use of student input and are appropriate for the
community? Yes
4. Do they describe actions students will take to demonstrate their
learning? Yes
5. Do they include conditions under which students will
demonstrate learning and the criteria for judging whether
learning has occurred? Yes
D. Resource Bank: Are there a variety of resources, and do they support
your objectives and essential questions? Yes
1. Are resources organized so they are useful to you? Yes
2. Have you been creative and broad in your choices? Yes
E. Lesson plans
1. Are they well-organized? Yes
2. Do they include a variety of activities? Yes
3. Does the sequencing make sense, given your objectives and
essential questions? Yes
4. Have your tried to attend to the needs of your diverse students?
Yes
5. Have you been creative in some way? Yes
6. Are the content and skills important enough to be taught? Yes
7. Is there an introduction and content closure? Yes
8. Do they include questions for students, estimates of time, and
procedural closures or transitions? Yes
F. Evaluation
1. Is the evaluation well-organized and aligned with your
objectives? Yes
99
Member of : Ryan and Anna: Each group member did a significant amount of work for the
Integrated Curriculum Unit, and the work load was evenly divided. We made a timeline of what
needed to be done by what date and what time. This time line was referred to daily and would be
the bases of forming daily "to-do" list. Each group member followed through at the scheduled
meeting times and was prepared to work with each other at those times. The members within the
group listened to one another's thoughts and suggestions thoroughly and was attentive. At the rise
of a problem, we worked together to form a solution, and attended to the solution adequately.
100