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Objectives:
Students will be able to
Analyze the causes of WWII, including Hitlers aggression and the Allies strategy of conflict
appeasement that led to war in Europe (WHG 7.2.3 WWII)
Explain the Nazi ideology, policies, and consequences of the Holocaust (or Shoah) (WHG
7.2.3 WWII)
Break down Hitlers rise to power in Germany and across Europe (WHG 7.2.2 Inter-War
Period)
Anticipated student conceptions or challenges to understanding:
Amount of content: My number one goal with this unit is to show students how Hitlers rise
to power and the lead up to the Holocaust was a long process that took many years to
culminate into the defining catastrophe we know today. However, in order to do this I must
cover a lot of content in a short period of time. I plan to upload my slides to my class website
for students to return to, should they need it. The presenter notes for each slide will also be
available to students when viewing my slides. I will point out the important bullets on each
slide for students and/or verbally sum up each section of my powerpoint for them. This way,
note-taking will run smoother and hopefully quicker.
Making sense of the progression being displayed: As I try to paint this process of increasing
Nazi consolidation of power and Jewish-persecution, Ive created a visual aid for students so
that they can keep track of each step that was taken to reach Hitlers final solution. Im trying
to provide a larger framework (the timeline) in which students can make sense of and fit
smaller individuals/events within. We will reference this timeline throughout the unit.
Unusual Vocabulary: Lastly, there is a lot of foreign vocabulary throughout my slides. Some
of it is Yiddish, Hebrew, and German. Ive done by best to define them throughout my slides
and on the timeline Ive made for students. These words will be explicitly defined for students
(verbally during class by me and in the presenter notes).
Assessment:
During Instruction: I will ask students questions throughout (to elicit prior knowledge about the
individuals, events, processes, phenomena were discussing, but also to check for student
understanding of these things)
After Instruction: Todays lesson will end with an exit ticket. Students will be asked to describe
the Jewish Myth and its role in the Holocaust. These will be collected and graded that evening,
returned during Day 2 of this unit. Students will be given credit for answering the question
(based on required length 3-4 sentences), but I will be using the content of these responses to
inform my instruction.
Instructional Sequence:
I.
a) Throughout this week, we will be working with this question here, How was the
Holocaust possible?. We will be investigating the historical event we now know
as the Holocaust. Together, we will analyze a number of primary sources today
and tomorrow, and by the end of the week, you will be working in groups to
analyze a wide array of texts, including: images, poems, letters, journal entries,
video clips, and oral histories. Being so far removed from this event, it might be
easy for us to see that the actions taken by the Nazis and other individuals who
aided in the completion of Hitlers plan. However, the conditions that both
victims and perpetrators of the Holocaust faced during this time, is not something
many of us can say we have experienced first hand. Yet, being the historians we
are we are going to use these primary sources from individuals living at this
time to help us try to understand what the saw, heard, felt, and experienced. And
by the end of this week, we will be able to answer this question right here (point
to EQ).
b) Disclaimer: Just so you know, with our focus on the Holocaust we will see, hear,
and experience things that are disturbing. A lot of the language used in the
primary sources is highly offensive. Meanwhile, the images and video clips we
watch are equally as offensive and some disturbing. However, we are using these
texts for educational purposes. Like historians researching a historical event or
topic, we too will be investigating what the Holocaust was and how it was
possible. I trust that you are both mature enough to handle the anti-Semitic or
anti-Jewish ideas and beliefs laid out in these sources, but also, that you are
intelligent enough to consider the credibility of the claims being made against the
Jewish people in throughout these sources.
B. Hook Concept Formation (10 minutes)
1. Concept Formation: The Holocaust
Student/Teacher Action: I will be leading a whole-class discussion where
students will be expected to participate (those who do not speak up will be
expected to listen and remain quiet during this activity).
a) What do you think of when you hear the word Holocaust?
(1) Write Holocaust in the center of the board and take student answers and
write them on the board around the word in a different color.
(2) After I am satisfied with the student contributions, I will begin to hand out the
student worksheet with the United States Holocaust Memorial Museums
definition of the Holocaust and address the word Shoah. (See Appendix A).
(a) Once the sheets are passed out, I will ask the class, In looking at this
definition of the Holocaust, how is it either the same or different than your
previous understanding of this tragedy?.
(b) The definition will also be displayed on the projector via a document
camera so I can point to the different pieces of the definition as I read it
aloud and break it down for students. I ask that students at the very least
underline the important words/phrases I point out (will model via
document camera) and take quick notes in the margin about their
meaning.
C. Visual Inquiry The Jewish Myth (20 minutes)
Student/Teacher Action: I will run this activity, students will be asked to participate.
Over the course of my hook (above) and this visual inquiry, I will try to get each
student to participate (verbally or by show of hands, how many of you). However,
when not speaking, students are expected to be quiet and listening, following the class
discussion.
1. The first two images will be analyzed in a similar fashion, using the Visual Inquiry
Model. I will begin by asking students to:
a) Tell me what they see, describe the details in the image
b) Tell me some ideas or inferences they may have about the evidence in the image
c) Consider the evidence and inferences we came to as a class and bring in some of
their prior knowledge about the context of the image to help them draw
connections. Id also like to probe to see if students are able to recognize the
authors perspective or bias (important info about the image and things Id like to
focus on in presenter notes).
d) We will then corroborate the first image by comparing it to the second. I will ask
students what is different vs. what is similar between the two and have them
consider which may be more reliable/less reliable and why.
(1) The Eternal Jew Exhibit Poster (1937) & Film Poster (1940)
What is the first thing you see in this image? What else do you notice?
What do you think is happening in this image? What do you think that means?
(Pull from student responses what do you think __ means?)
Why do you think the author/publisher made the image like this? How does
when and where it was made/published inform your understanding of this
image(s)?
(2) The Eternal Jew Film (1940) (5 minutes)
I will transition into the video clip [16:13-20:50] by prefacing what it is, when it
was created, and who it was created by. I will warn students that the content is
disturbing (the language is extremely offensive), but we are viewing the clip for
educational purposes.
I will ask students to focus on how the language and the claims made in this
video clip and how they support the concept of the Jewish Myth we just
discussed. Following the video clip, I will ask for 2-3 student reactions.
D. Interactive Lecture Background Knowledge (33 minutes)
1. The remainder of my lesson will be spent conducting an interactive lecture. I say
interactive because my slides obtain a wide array of primary sources (e.g., images,
poems, maps, written text, etc.).
We will cover slides 8-36
2. Hand out timeline packet (2 minutes)
Student/Teacher Action: Students are expected to take notes on the slides
provided and verbally contribute responses to my questions and/or their own
Instructional Sequence:
I. Introduction (2 minutes)
II. Finish Lecture (25 minutes)
A. I will spend the first portion of the hour finishing up my lecture from the previous day.
Again, students will be expected to take notes during this time and ask any questions
they may have regarding the content presented. See presenter notes for my actions*
B. We will cover slides 37-66 today
III. Interactive Timeline (36 minutes total)
IV. Primary Source Activity (see Appendix D for sources) [16 min]
A. Students will be split up into groups of about five students per group. They will each be
given one primary source (7 total). These sources vary in length and complexity.
However, they are mostly anti-Jewish legislation, with a few anti-Jewish persecutions
(specific events like Kristallnacht) mixed in.
1. Procedure:
a) Each group will be given their primary source. They will be asked to perform a
close reading of the text. After they have done this, they will answer the questions
listed below on a lined piece of paper (questions will be written on the white
board at the side of the room, not front)
(1) What is the name of your law or event and when was it created/when did it
happen?
(2) What is does this law state? What restrictions has it placed on Jews? What is
the significance of your event?
(3) If you were a German citizen reading this law in isolation (by itself), what
would you think? Place yourself in the shoes of someone at this time (a time
when anti-Semitism was accepted and the preferred doctrine of the
government).
b) After reading the source as a group and answering the questions on the board, we
will begin the interactive timeline activity. It will go as follows:
(1) I will ask each group to pick one member to act as a representative
(2) I will call on each representative one-at-a-time (in chronological order,
according to the date their law was enacted or their event occurred). They will
walk to the front of the room and position themselves against the front wall. I
will have the date 1920 at one end and 1950 at the other.
(3) After the first representative (of the Enabling Act) has positioned themselves,
I will ask that they hold up their laminated sheet so that the class can see the
largely printed date 1933 clearly. Then I will as that representative to read
the law aloud. I will then rephrase the meaning of the law or significance of
the event. After the first few, I will then ask the representative if they can
rephrase the law as I have just modeled for them via the first three or four
laws.
(4) Once representative has read and gave meaning to their anti-Jewish law/event,
I will hand each representative a piece of tape. I will then ask them to leave
the side with the title of their law/event facing the class. Then I will ask them
to sit down.
(5) I will then conduct a brief class discussion around what students have noticed/
what the timeline shows us.
(a) What do you notice about this timeline?
(b) What does this timeline tell us? Specifically, what does it tell us about
Hitlers implementation of anti-Jewish persecution?
(c) Do you notice any patterns based on what we see here? What can you say
about this progression in anti-Jewish persecution?
B. Tape on wall and ask student help for Hitlers rise to power (See Appendix E for events)
[10 min]
1. As an extension to the interactive student timeline, I will take out my second set of
laminated sheets and the roll of tape we already used to hang the first set.
2. I will introduce the fact that we will now be adding more events to our timeline.
Except these events are a parallel phenomenon we discussed both yesterday and
today as we finished up our lecture. We will now add events/steps documenting
Hitlers rise in power over the same timeframe.
3. I will read each event/step and ask students to volunteer to walk to the front of the
room, take the laminated sheet and a piece of tape and correctly position it on our
timeline. This is a low-stakes way for students to participate in the lesson (no reading
or answering questions of mine).
4. After each event/step is in place, I will debrief this timeline activity with students.
V. Timeline Discussion/Debrief [10 min]
A. I will lead a whole-class discussion surrounding the timeline across the front wall. I will
ask the following questions:
1. Looking at this timeline weve made, we have two parallel phenomenon going on.
We have: 1) Anti-Jewish persecution taking place and 2) Hitlers rise and
consolidation of power both within Germany and across Europe over the course of
this time period.
2. What similarities do you notice between the two phenomena?
3. What differences do you notice between them?
4. The essential question were working with for this unit asks, How was the
Holocaust possible?. Looking at this timeline, what do you think? Based on what
you know about the Holocaust so far, how do you think it was possible to kill six
million Jews and a host of individuals from other targeted groups?
VI. Student Replication of Timeline (10 minutes)
A. Lastly, I will have students replicate the timeline we created on the from wall (with any/
all lines, markings, starting on the whiteboard). They will copy this timeline down on the
blank timeline provided for them in their packets (Appendix B).
Wrap-Up (2 minutes)
the content and need either a break (e.g., get some water or walk to the restroom) or someone
to talk about it with, I will offer myself up as a listener.
Time Constraints: Finishing the online exhibition may be difficult in one class period because
students will be collaborating on their responses to questions outlined in their packet (which
details their summative assessment). However, I will split students up into seven groups, so
that each group needs to complete research on only one topic. They should be able to respond
to each question within the time limit. However, if they do not finish, I will encourage them to
compete it at home for homework (if computer access is available if not, the library after
school?). I will give each of my classes about fifteen minutes the following day (Day 4) to
finish up if needed.
The same issue of time will plague us on Day 4 when students are asked to create their group
presentations. However, in groups of about five students, there should be at least one student
who is familiar enough with the powerpoint software to help their groups progress run
smoothly. Also, anything that is not finished will be homework for these groups. Ive limited
the amount of slides/components each group needs to touch on during their presentations. This
cuts down the time it takes to make the powerpoint slides and the time it takes to present them.
Assessment:
During Instruction: I will be circling the classroom to check for the completion status of each
group as they work their way through the online exhibition. I will check-in with each group
briefly, to see what they have uncovered about their topic.
After Instruction: I will ask that students turn in a brief outline of their groups presentation. This
can be just a bulleted list of topics theyre going to discuss or how they will use the one primary
source they have chosen to focus on during their presentation. I will look through these at home
that night and provide direct feedback for students to use in class the following day (Day 4), as
they create their group presentations.
Instructional Sequence:
Introduction (2 minutes)
Day 3
Handout Packets & Go Over Directions (9 minutes)
B. I will hand out the packets that detail the steps students need to take in order to complete
their online exhibition and summative assessment. I will go over the directions for the
online exhibition. I will follow up with an explanation of the group presentation outline
that is due at the end of the hour (exit ticket style). I will alert them to the fact that I will
read these outlines, provide feedback and return them to students tomorrow. If they are
unable to complete this outline by the end of the class period, I want them to come see
me during the last few minutes of class.
1. Scripted: If you look at your packets you will see Online Exhibition: Some Were
Neighbors at the top of the page. Follow along as I read through the directions.
*Read directions on page 1. After I give you your assigned group and topic for the
online exhibition, I will let you find your group members and sit at a cluster of
computers and get started. Pages 2-6 have the questions your group will answer as
you work your way through the exhibition. By the end of the class period today, I
would like for you to fill out, on another piece of paper, a group presentation outline.
This will be your groups exit ticket. I ask that you follow the criteria laid on on
pages 7 & 8 and just write down bullet points and with either a list or a few sentences
describing how you think your group will meet that criteria. This outline is tentative
and I understand it will probably change. I only need one copy, so make sure to put
each of your group members names at the top so I can give you credit. If for some
reason your group is unable to complete the outline on time, please come see me at
the en doc class.
Are there any questions about what we are doing today before we get started?
*Take any student questions* If not, move on
C. I will give students their groups and assigned topics. I will tell them that I expect this to
be a quiet work-time, where they may discuss responses with their group members as
they work through the exhibit, but these conversations should remain on task and in low
voices, so that they do not disturb any other groups or classes that may be working in the
library at this time. I will reference the short time period in which Ive given them to
complete this portion of their assessment and will encourage them to use their time
effectively.
Quiet Work-Time (Online Exhibition) (62 minutes)
D. I will continuously walk around the library to make sure conversations are on-task and
quite. I will ask student groups (briefly) what they have found about their topic thus far
and ensure they are moving along at the necessary pace.
Five Minute Warning (1 minute)
E. At this point in time, I will warn the student groups that they have only five minutes left
in the class period to compete their work. I will remind them that their outlines are due to
me as a exit ticket before they leave class. Also, I will mention that if there are any
groups who will not have an outline together by the end of class, to please come see me
now. With these groups, I will work out a time by which one group member can email
me their outline e.g., by 6:00pm (working around the sport, extracurricular, and work
schedules of my students).
Wrap-Up (1 minute)
Day 4
Introduction (2 minutes)
A. See Scripted Introduction*
Go Over Group Directions (5 minutes)
B. I will have students take out their packets and I will read through the directions for their
group work. After their 10-15 minutes of finishing up any responses they may have to do,
students will be expected to start working on their group presentations. *Read groups
presentation directions* I will make sure to reference the rubric and ask that students use
that to create their presentations. Then, I will remind them that they will be presenting
their slides for the class tomorrow. Finally, I will ask if there are any questions and then
hand out the group outline feedback to each student group and let them get started on
what they need to do.
Quiet Work-Time (Group Presentations) (67 minutes)
C. I will continuously walk around the library to make sure conversations are on-task and
quite. I will ask student groups (briefly) what they have found about their topic thus far
and ensure they are moving along at the necessary pace.
Wrap-Up (1 minute)
D. See Scripted Conclusion*
did two things to help combat this, 1) predetermined the groups with high achievers in each
group and 2) the group outline that was turned into me before group presentations were put
together. I wanted to make sure each group was on the right track. If not, I would go through
their feedback one-on-one (teacher and student group) and help get them on the right track.
Responses to the Essential Question: Without any sort of debriefing activity, I don't think the
purpose of my EQ is explicit enough for students. This is why I have added a quick debrief
activity at the end of todays lesson. The goal is to give purpose to all the intellectual work we
completed leading up to this lesson (building background knowledge, taking a deep dive into
primary sources, paying special attention to the interactive timeline we created, and our
investigation into the different groups of perpetrators/collaborators via the online exhibition). I
will try to have students answer the EQ as a class, working through the content weve covered
and student ideas as to how they think this human-made catastrophe was possible (using
evidence from last several days).
Assessment:
I will be using the Group Presentation Rubric to grade each of the seven groups as they present
live. I will fill out the Individual Work Rubric for each student at home over the weekend. I
will use the work theyve turned in to fill these out. I will add the points from both rubrics
together to create each students 75 point total grade. They will be able to see the breakdown of
each component, however (individual and group). They will get each rubric filled out by me as
evidence.
Instructional Sequence:
Introduction (1 minute)
Student Presentations (49 minutes [max time per group])
E. Each group will go (in order Ive provided on the board). They will present for about 5
minutes each. Students are expected to listen carefully and be respectful of their peers
during presentations (e.g., no talking, no phones, staying seated during each, etc.). The
class will clap for each group once they finish presenting.
F. I will be grading the group presentation portion of the rubric during each presentation.
Debrief Activity (24 minutes)
G. After all the groups have presented, I will then thank students for all their hard work.
Then, I will bring up my own powerpoint slides. I will begin by giving a quick verbal
wrap up of what weve the debrief with the poem First they came. Source poem for
students.
H. Discussion Questions
1. What do you think of this poem? Why do you think I chose to read it?
2. Okay, so how does it fit into our larger investigation? Does it touch on any
similarities about what weve learned over the last several days?
3. Combining everything weve learned about the Holocaust as a historical event and
the different groups of individuals who experienced it how was the Holocaust
possible (EQ)? [spend a lot of time working through this]
I.