World War II, 1939-1945 ‖ The Holocaust

Goals & Objectives

-During the lesson, all students will explore three (3) primary sources and answer
analytical questions on a graphic organizer to recognize the violence against Jewish
peoples during the Holocaust.

-By the end of the lesson, all students will know how to navigate a primary source by:
observing its parts, making sense of the source, and using it as historical evidence.

California State Content Standards

-10.8. Students analyze the causes and consequences of World War II.

-10.8.5. Analyze the Nazi policy of pursuing racial purity, especially against the European
Jews; its transformation into the Final Solution; and the Holocaust that resulted in the
murder of six million Jewish civilians.

Common Core Literacy Standards

-CCSS ELA 9-10. RS.9: Compare and contrast treatments of the same topic in several primary
and secondary sources.

-CCSS ELA 9-10. WHST 8: Gather relevant information from multiple authoritative print and
digital sources (primary and secondary), 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 standard format
for citation.

-CCSS ELA 9-10. WHST 9: Draw evidence from literary or informational texts to support analysis,
reflection, and research.

Driving Historical Question

-How does a primary source allow us to better understand the atrocities committed against the
Jews during the Holocaust?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 Min.

-Anticipatory set: Students will be shown two (2) images of Jewish people who were held
captive in concentration camps by the Nazis during World War II. The students will
individually conduct a one paragraph quick write on the emotions they felt as they viewed
the two (2) images. Students will share their written responses in small groups as they
collaborate with their peers. Students may volunteer to share their written responses to
the class during a brief classroom discussion regarding the lesson introduction.
Vocabulary (Content Language Development) ‖ Time: 5-10 Min.
-Aryan
-Holocaust
-“Final Solution”
-Genocide

Content Delivery (Method of Instruction) ‖ Time: 15-20 Min.

-Teacher presentation of primary source analysis: The teacher lecture will explain the
primary source analysis strategy for analyzing primary sources (description, reflection, and
formal analysis). Teacher will conduct a PowerPoint presentation that describes how the
students should handle primary sources. One (1) of the primary source images used during
the student’s lesson introduction will serve as an example on how to analyze a primary
source. The teacher will demonstrate how to analyze a primary source by properly
describing an image, a technique that requires close attention and absorbing the details.
The second part of the teacher lecture will provide students with information on how to
reflect on an image. This section focuses on the emotions and interpretations that an image
evokes for the viewer (different viewers will react to the same image in different ways, so
there are no wrong responses). The teacher lecture will conclude with how students should
conduct a formal analysis of an image. After looking carefully at an image, students should
construct a comprehensive description of the image that includes all the elements found
within the image. Teacher will answer student questions regarding the primary source
analysis presentation while passing out the graphic organizer for the student activity.

Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30-40 Min.
-Students will be grouped into pairs of twos (2) and work together to analyze three (3)
primary sources related to the Holocaust. Students will analyze each of the three (3)
primary sources and interact with them by completing the analyzing primary source images
about the Holocaust graphic organizer. Students will share their answers with other groups
during a brief small group discussion about the primary sources. Each pair of students will
turn in one (1) graphic organizer before moving on to the lesson closure.

Lesson Closure ‖ Time: 10-15 Min.

-Students will write a minimum of a one paragraph reflection summary about what they
have learned about the Holocaust through analyzation of primary sources. Students may
write about one (1) or all primary source images analyzed during the student engagement
activity. The reflection summary will serve as an exit ticket and due by the end of the class
meeting.

Assessments (Formative & Summative)

-Formative assessment: Students will complete the analyzing primary source images about
the Holocaust graphic organizer. Progress monitoring will occur during the activity and
teacher will address any question or concerns regarding the activity.
-Summative assessment: Students will construct a reflection summary (a minimum of one
paragraph) about what they have learned about the Holocaust through analyzation of a
primary source.

Accommodations for English Learners, Striving Readers and Students with Special Needs
-Document transcription using Microsoft Word from English to a student’s culturally native
language if needed.

-PowerPoint presentation transcripts provided to students in their culturally native

language using Microsoft Word if needed.

-Purposeful grouping of students based on conditions of their IEP/504 plan.

-Additional time for students to complete assignments based on the specifications of a

student’s IEP/504 plan.

Resources (Books, Websites, Handouts, Materials)

-PowerPoint Presentation: Analyzing primary sources.

-Graphic organizer: Analyzing primary source images about the Holocaust.

-Classroom assigned Google Chromebooks.

- Textbook: Modern World History; Patterns of Interaction. Holt McDougal. Houghton

Mifflin Harcourt Publishing Company. 2012.