UNIT TITLE: Never Forget – The Holocaust
Author: Barbara Manestar
E-Mail Address: Barb2454@Aol.com
School: Woodgate
Elementary School: Matteson, IL
THEME : The Holocaust
BROAD CONCEPT: Courage, Survival,
GRADES: Middle School 6-9
INTEGRATED SUBJECTS: Reading, English, Social Studies, Math and Technology
UNIT GOALS AND PURPOSE: The goal of this unit is to familiarize the students with the term Holocaust. The Holocaust teaches valuable lessons about human nature and society. The entire story demonstrates courage, faith, extreme physical and emotional strength, as well as unspeakable terror, cruelty, and indifference. Students will be engaged in motivational activities that integrate math, social studies, English, reading, and technology. Through the integrated study of the Holocaust, it is hoped that various questions will be answered. How could this happen? What were its origins? Who caused it? What can be done to prevent its reoccurrence?
TIME FRAME: Approximately 2-3 weeks
OBJECTIVES: In this lesson the student will:
§
Expand vocabulary and knowledge through terms
associated with the Holocaust.
§
Foster an awareness of the issues surrounding WWII.
§
Incorporate technology in order to develop research
skills.
§
Read Anne Frank: Diary of a Young Girl, and
identify themes that relate to the Holocaust.
§
Learn how to organize data and statistics associated
with WWII and the Holocaust using graphs, charts, and spread sheet programs.
§
Effectively browse the Internet to better understand
the Holocaust.
§
Make maps to help understand allied and Axis Powers.
§
Use measurement concepts to recreate Anne Frank’s
living quarters.
MATERIALS:
Desktop Publishing- (Print Artist)
Word
Processing (MS Word)
CD-ROM Encyclopedia (Encarta)
Graphic Organizer (Inspiration)
Spreadsheet (MS Excel)
MS PowerPoint
Kid Pix Deluxe
Worksheet Magic TSS Teacher Support Software www.tssoftware.com
STATE STANDARDS
ADDRESSED BY THIS UNIT:
1.A.3a Apply knowledge of word origins and derivation to comprehend words used in specific content areas.
1.B.3b Identify text structure and create a visual representation (e.g. graphic organizer, outline, drawing) to use while reading.
1.B.3d Read age
appropriate material with fluency and accuracy.
1.C.3b
Interpret and analyze narrative text using story elements, point of view
and theme.
1.C.3c Compare,
contrast and evaluate ideas and information from various sources and genre.
1.C.3d
Summarize and make generalizations from content and relate them to the
purpose of the material.
1.C.3f
Interpret tables that display textual information and data in visual
formats.
2.A.3b Describe
how the development of theme, character, plot and setting contribute to the
overall impact of a piece of literature.
2.B.3b Compare
and contrast common literary themes across various societies and eras.
2.B.3c Analyze
how characters in literature deal with conflict, problems, and relate to real
life situations.
3.A.3
Write compositions that contain complete sentences, effective paragraphs
using English conventions.
3.B.3a Produce
documents that convey a clear understanding and interpretation of ideas and
information and display focus, organization, elaboration and coherence.
3.B.3b Edit and
revise for word choice, organization, consistent point of view and transitions
among paragraphs using contemporary technology formats suitable for submission
and/or publication.
3.C.3a Compose
narrative, informative and persuasive writings (e.g., in addict previous
writings, literary reviews, instructions, news articles, correspondence) for a
specified audience.
3.C.3b Using
available technology to produce compositions and multimedia works for specified
audiences.
4.B.3b Design
and produce reports and multimedia compositions that represent group projects.
5.A.3a Identify
appropriate resources to solve problems or answer questions through research.
5.B.3a Choose
and analyze information sources for individual and academic and function
purposes.
5.C.3a Plan,
compose, edit and revise documents that synthesize new meaning gleaned from
multiple sources.
Social Studies
16.A.3b Make
inferences to historical events and incorporate historical maps and other
resources.
17.A.3b Explain
how to make and use geographic representations to provide and enhance spatial
information including maps, graphs, charts, models, aerial photographs,
satellite images.
Math
7.A.3a Measure length, capacity, weight/mass
and angles using sophisticated instruments.
7.A.3b Apply
the concepts and attributes of length, capacity, weight/mass, perimeter, area,
volume, time, temperature and angle measures in practical situations.
7.C.3a
Construct a simple scale drawing for a given situation.
9.A.2a Build physical models of two-three-dimensional
shapes.
9.A.2b Identify
and describe how geometric figures are used in practical settings (e.g.,
construction, art, advertising).
10.A.3a
Construct, read and interpret tables, graphs and charts to organize and
represent data.
STUDENT ACTIVITIES WHICH WILL PROMOTE ENGAGED LEARNING:
LESSON
1 Students are introduced to terms
relating to the Holocaust.
Students are given word lists (e.g., Hitler, concentration camp). Students use CD ROM Encyclopedia,
Encarta, to look up the word, read and skim to acquire meaning. They browse the information and list
three important facts that they retrieved pertaining to each word. When finished, the students assemble in
a round table discussion of each word, lead by the teacher. Students add meaning to each word until
sufficient understanding is achieved. Students are then assigned groups. They
take the words and use Worksheet Magic, a software program that makes
crossword puzzles and word searches, to construct an activity to share.
LESSON
2 Students are introduced to
the play Anne Frank. Reading
is assigned. After reading the first
act students discuss the setting of the story. They then visit the website: www.annefrank.ni where they will go on a
visual tour of the secret hiding place.
There are also many links off of this site where the students can browse
to further understand concepts pertaining to Anne Frank and the Holocaust.
LESSON
3 Students continue to read the play Anne
Frank: Diary of a Young Girl. Students return to www.annefrank.ni
where they will research and estimate the size of the living quarters of Anne
Frank. They will then make scaled
drawings on graph paper to recreate the living space that the Frank family
inhabited. A discussion on the pros and cons of living in this space follows.
LESSON
4 Students read and study
WWII in social studies. Students
go to the computer lab and research information on the Allied and Axis Powers. http.//www.yahoo.com/Arts/Humanities/History/20thCentury/WorldWarII. Students use Kid Pix Studio Deluxe
to locate maps of Europe in the graphic section. Maps may also be brought in off the Internet. (www.lib.utexas.edu/Libs/PCL/Map_collestion/europe/Germany_rel)_
The students use the coloring ability of the Kid Pix program to color code and
fill in the maps to show Allied and Axis powers.
LESSON
5 Students will use facts and
figures researched on the Internet or encyclopedia to create a graph using MS
Excel or MS Word. The graphs will show the number of Jewish people killed
in each of the following countries: Austria, Greece, Germany, Poland, Latvia,
Netherlands, France Lithuania, Hungry, Czechoslovakia, Romania, Soviet Union,
and Yugoslavia. Another variation
would be to chart the number of deaths in each of the countries affiliated with
the Allied and Axis Powers.
LESSON 6 After reading play Anne Frank:Diary of a
Young Girl discuss characters in the story. Make a character analysis chart. (MS Word or MS Excel) List character traits including:
heroic, brave, evil, good, energetic, optimistic, pessimistic, sweet,
mischievous, friendly, caring, loving, intelligent, self-centered. Match these
with all the characters in the play.
When chart is complete discuss good and bad traits and motivation for
these traits. Students then choose
the character they thought to be most interesting and write a power paragraph
about the person.
LESSON 7
During World War II, Elie Wiesel, then 15, was taken with his family to
Nazi concentration camps. Wiesel
survived and became determined that a tragedy such as the Holocaust would never
happen again. Therefore, he
dedicated his life to keeping the memory of the Holocaust alive. For his efforts, he won the Nobel Peace
Prize in 1986. Students in this
lesson go to the Internet and research and read about the life of Elie
Wiesel. Explain the meaning of the
Nobel Peace Prize, or look it up in Encarta. Have students list the last five recipients. Using MS Word, choose one of the
recipients and describe in writing why this person received the award. Students then decide if the
contribution of the recipient they reviewed compares to the contribution made
by Elie Wiesel.
LESSON 8
Students use information learned about the Holocaust to write a
persuasive, expository, and narrative essay. Essays should be organized using Inspiration. The
following are possible prompts:
§
PERSUASIVE :
Prejudice caused much of the problems associated with the
Holocaust. Do you think that we
need to be aware of prejudice?
What things can we do to be certain that history, involving prejudice,
never occurs again?
§
EXPOSITORY:
Pick one aspect of WWII or the Holocaust and explain it. (E.g.
concentration camps, Adolph Hitler)
§
NARRATIVE:
Pretend that you are a Jewish child being relocated from your home. Tell your story. Be sure to follow the narrative form of
writing.
LESSON 9
Students write an essay comparing the Holocaust to similar events in
history. Events used to compare
may include Iraq, Apartheid in South Africa, Pol Pot Regime in Cambodia,
Armenian genocide, slavery, or Japanese-American camps during WWII. Students can research these events on
Encarta. Students use Microsoft Word to process their essay.
LESSON 10
Invite a Holocaust survivor to speak to the class and share his
story. To locate a speaker,
contact a local synagogue for names. Students will use an accumulation of
information about the Holocaust to produce a multimedia presentation using Kid
Pix Deluxe or MS Power Point.
These programs will be shown and
shared with the guest speaker.
After the program, have the students write thank you notes on the
computer using Print Artist.
SHARE YOUR IDEAS: FORGET-ME-NOT PROJECT CHILDREN OF THE HOLOCAUST
This project will introduce students to one of the millions of children
that were victims of the Holocaust.
The students will construct a “Wall of Remembrance”. This project should be located where
the entire school and community may view it. The student will be evaluated on their participation and
effort in fulfilling directions involved in this assignment. In preparation for
this project the instructor needs to go to WWW.graceproducts.com where a list of
children of the Holocaust are listed.
Print out the names of the Holocaust children. Have students choose a
name before going to the computer.
Directions for the project follow.
DIRECTIONS:
1.
Choose name from list of “Children of the Holocaust”
2.
Go to WWW.graceproducts.com
3.
Click on Forget-Me-Not Anne Frank
4.
Read the story on the page.
5.
Click on Forger-Me- Not Internet Cards
6.
Find the name of your child and click to get their
biography.
7.
Read the biography and carefully take notes.
8.
Enlarge face of child to fit 8 by 11 paper.
9.
Print out in black and white.
10.
Change page set up to Landscape. (FILE – PAGE SET UP –
PAPER SIZE – LANDSCAPE)
11.
Use MS WORD to type summary of child’s story.
12.
At end of summary, skip a few lines and type fate of
your child. If your child LIVED,
type in GREEN. If your child DIED,
type in red.
13.
After the summary has been approved by teacher, print
it in brick border. (Teacher can
have bordered paper ready, or students can put on border)
14.
Enter your child on “THE WALL OF REMEMBRANCE”
RUBRIC
WALLOF REMEMBERANCE PROJECT
Complete Summary (15) ________
Picture (labeled) (10)
________
Mechanics (10) ________
Followed Directions(10) ________
Neatness (5) ________
Total Points (50) /50
Grade ________
STUDENT AND TEACHER ROLES:
Student Role: The student will be the explorer, cognitive apprentice, and
producer of knowledge. This will
be achieved by using discovery concepts using technology, a wide variety of
tasks, group work, and integrated curriculum
Teacher Role: The teacher will be the facilitator, guide, co-learner, and
co-investigator. The teacher
provides the resources for engaged learning using technology, motivational
tasks, group work, and integration of the lessons across the curriculum.
ADDITIONAL REFERENCE
PRINT RESOURCES STUDENTS MAY USE :
World Book Encyclopedia Library Books Classroom Textbooks
THE FOLLOWING BOOKS CONTAIN INFORMATION ABOUT THIS TOPIC:
Number the Stars by Lois Lowry
Daniel’s Story by Carol Matas
Against All Odds: Holocaust Survivors and the Successful Lives They Made in America by William B. Helmreich
The Children We Remember by Chana Abells
Anne Frank Remembered: The story of the woman who helped by Miep Gies
FOR ADDITIONAL ONLINE INFORMATION AND MEDIA PERTAINING TO THIS UNIT, TEACHERS MAY WANT TO USE THE FOLLOWING INTERNET ARTICLES: -
Title1: Timeline of World Events
URL1: www.classtech2000.com/biology/archno/stedward/world
war.htm
Description1: Timeline of world events (1933-1945). Shows artifacts and memorabilia from WWII.
Title2: Middle School Activities – The
Holocaust
URL2: usf.edu/holocaust/activity http://fcit.coedu./middlesc.htm.
Description2: A matrix providing guidelines for Holocaust education in
middle school. Many activities
included.
Title3: Holocaust Lesson – Language Arts
URL3: http://www.trmsga.net/~jtucker/lessons/la/holocaust.html
Description3: Excellent site to view all
aspects of the Holocaust. Many
links to pertinent information.
Title4: Elie Wiesel: Teacher Resource File
URL4: http://falcon.jmu.edu/~ramseyil/wiesel.htm
Description4: Teacher lessons and ideas to promote
remembrance of the Holocaust.
Title5: Teaching the Holocaust
URL5: http://www.eirc.org/holcaust.html
Description5: 12 lesson plans for teaching
about the Holocaust.
Title6: Holocaust Resources, Lesson, and Museums
URL6: http://www.education.world.com/a_lesson/lesson/87.shtml
Description6: Holocaust resources, lessons,
museums and Holocaust related links.
RELEVANT INFORMATION, STUDENTS WILL VISIT THE FOLLOWING WEB SITES:
Title1: Remember
URL1: http://www.remember.org/
Purpose of Use1: To browse for information on all aspects of the Holocaust.
Description 1: This site shares art,
discussion, photos, poems, and facts to preserve memories of the Holocaust.
Title2: Anne Frank Remembered – Sony Pictures Classic
URL2: http://www.spe.sony.com/classics/annefrank/index.html
Purpose of Use2: To learn about Anne Frank
Description2: This site shows unseen
archival material and talks to people who knew Anne Frank.
Title3: Holocaust Survivors
URL3: http://www.holocaust survivors.org/
Purpose of Use3 To acquaint students with real life stories of survivors.
Description3: Photo gallery and stories of
survivors of the Holocaust.
Title4: Anne Frank Internet Guide
URL4: http://www.th/phys.rug.nl/~ma/annefrank.html
Purpose of Use4: Relevant information for research.
Description4: Collection of sites
pertaining to the Holocaust.
Title5: Survivors Stories and Concentration Camps
URL5: http://library.advanced.org/12663/wallhtm
Purpose of Use5: To teach about people who participated in the Holocaust.
Description5: Survivor’s
stories and concentration camp information.
Title6: Holocaust: A Web Quest
URL6: http://www.greenepa.net/~wgsd/computerlab/Holocaust/Holocaust.html/.
Purpose of Use6: To visit and experience the Holocaust through tour, pictures, and museum visits.
Description6: Excellent site for children
to visit the Holocaust visually.