The Holocaust-Ben Rogaczewski

Stage 1 Desired Results

ESTABLISHED GOALS
CCSS.ELA-LITERACY.RH.9-10.3

Analyze in detail a series of events

described in a text; determine whether
earlier events caused later ones or
simply preceded them.
CCSS.ELA-LITERACY.WHST.9-10.8

Gather relevant information from

multiple authoritative print and digital
sources, using advanced searches
effectively; assess the usefulness of
each source in answering the research
question; integrate information into the
text selectively to maintain the flow of
ideas, avoiding plagiarism and following
a standard format for citation.

Transfer
Students will be able to independently use their learning to
Critically evaluate historical events.
Express their views in a logical, coherent manner.
Meaning
UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that

Students will keep considering

There are often different

perspectives on what happened in
the past.

Is history inevitably biased?

Ones experiences influences ones

view of history. Ethnicity, ideologies,
and religion influence historical
interpretation.

Is history the story told by the

winners?
Are those who do not learn from
history doomed to repeat itself?
Whose story is it?

Art can reveal important

information but also mislead,
perpetuating incorrect information.
Biases are important to understand
history and reveal much with critical
analysis.

How does belief influence action?

Acquisition
Students will know

Students will be skilled at

A basic history of the Holocaust

including
The progression of anti-Semitic
laws.
The use of anti-Semitic
propaganda by the Nazi party.
The prevalence of pogroms in
Romania.
The relationship between Jews
and non-Jews during WWII.

Interpreting different ideas from

different perspectives.
Critically examining historical
propaganda art.
Describing the progression of
historical events.

Stage 2 - Evidence
Evaluative Criteria

Assessment Evidence

Historical Accuracy

PERFORMANCE TASK(S):

Effective analysis of Perspective

Students will show that they really understand by evidence of

Well-Crafted DBQ Analysis

You have been asked by the United States Holocaust Memorial Museum to
prepare an exhibition of anti-Semitism during the Holocaust. Looking at
several different documents concerning anti-Semitism, you will critically
analyze each document, answering questions that will help you frame your
exhibition piece that should include:

A substantiated definition of anti-Semitism that is rooted in human

nature and the human condition.
A presentation on anti-Semitic propaganda, either on indoctrination of
the youth or persuasion by the press.
A presentation on the effect of anti-Semitism on society.

Each of these areas will be introduced throughout the unit, along with the
sources and authors to substantiate your exhibitions.

Historical Accuracy

OTHER EVIDENCE:

Engaging in Socratic Seminar

Discussion

Students will show they have achieved Stage 1 goals by

Critically analyze propaganda art using four-part art critique.

Effective Analysis of Perspective

Thorough explanation of the
significance of the Selected Topic
within the Unit

Participating and engaging in a Socratic Seminar discussion of the

supplemental novel Maus.
A comparative analysis of Holocaust accounts.
Participating in discussions of readings for homework and in-class work.
Presentation of discussed topic.

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

Unit Duration: 7-10 lessons.

Brainstorm Holocaust (Introduction to the Holocaust, Anti-Semitism, and Maus)
Word/idea association with the Holocaust pre-assess student schema on the subject.
Students will also be given the Maus packet and assigned reading in the novel for following class.
Further Discussion of Anti-Semitism
Students will be given the article Religious and Racial Anti-Semitism by Milton Metzer. After the students are
finished, go through the discussion questions at the end.
Relationship Between Jews and Non-Jews
Students will be separated into two sections and given either Heidi or Annas Dilemma articles. After the students
discuss the situation in their sections, split them up so that one Heidi student is with an Anna student. They
should each exchange their situations and discuss the different choices and consequences involved in their different,
but similar scenarios.

Jigsaw Holocaust Topics within Maus

Students should mostly be done with the novel, at least finished with Chapter 4.
Topics will be chosen at random by students (in groups, preferably).
Students should use this time to discuss what they have been reading in the novel.
Research the topic and be prepared to show at least two images which pertain to the topic.
Milgrim Shock Experiment
Students will read the article The Milgrim Shock Experiment by Stanley Milgrim. After you have guided the
students through the reading, use the discussion questions to lead discussion.
Critique of Propaganda Art
Lead students through an analysis of anti-Semitic cartoons from Der Sturmer provided. Use the four-step critique

(What do you see? How is the work organized? What is the artist saying? Is this a successful piece of art?).
Once you have gone through an example, split the students into groups and have them analyze the propaganda
cartoons on their own.
Maus Socratic Seminar
The students should be finished reading Maus by the time you get to this lesson. Students will lead a Socratic
Seminar on Maus and the issues within the novel. Each chapter will be lead by a different student, but each student
is expected to participate in the discussion.
DBQ: Using the documents, describe what anti-Semitism is and analyze how it influenced Nazi ideology
and European society?
Students will prepare an exhibition piece that reflects the above statement. The three sections of the exhibit
should include:
A substantiated definition of anti-Semitism that is rooted in human nature and the human condition.
A presentation on anti-Semitic propaganda, either on indoctrination of the youth or persuasion by the press.
A presentation on the effect of anti-Semitism on society.
Each of these sections will have different documents that the students can use to substantiate their argument and
analysis of anti-Semitism in Europe.
Since this is multigenre in its outlook, students have choices on how they wish to present their findings. Please see
the enclosed paper titled A Brief List of Genres for some ideas for the students.