Goals and Objectives
Goals: Students learn about the Holocaust.
Students will engage in a game to decide who survived or died during the Holocaust.
Objectives: Students will examine biographies of people during the Holocaust and decide whether the person survived.
Students will engage in a game to decide who survived or died during the Holocaust.
Objectives: Students will examine biographies of people during the Holocaust and decide whether the person survived.
California State Content Standards
11.7 Students analyze America’s participation in World War II.
5. Discuss the constitutional issues and impact of events on the U.S. home front, in cluding the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
5. Discuss the constitutional issues and impact of events on the U.S. home front, in cluding the internment of Japanese Americans (e.g., Fred Korematsu v. United States of America) and the restrictions on German and Italian resident aliens; the response of the administration to Hitler’s atrocities against Jews and other groups; the roles of women in military production; and the roles and growing political demands of African Americans.
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.11-12.3 . Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-Literacy.RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.11-12.1E Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RH.11-12.6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
CCSS.ELA-Literacy.RH.11-12.8. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
CCSS.ELA-Literacy.WHST.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.11-12.1E Provide a concluding statement or section that follows from or supports the argument presented.
CCSS.ELA-Literacy.WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
Driving Historical Question
· What were the atrocious events that occurred during the Holocaust?
· Who survived and who died during the Holocaust?
· Who survived and who died during the Holocaust?
Lesson Introduction
Students will begin class with a warm –up activity. Students will look at an image from the Holocaust and will draw evidence from what they see, they will answer three questions about the image.
1. Make a list of what you see?
2. What does the image demonstrate about the Holocaust?
3. What is your reaction and thoughts towards the image?
Students will take 3 minutes to answer the image. When time is up students will discuss with a partner their answers.
1. Make a list of what you see?
2. What does the image demonstrate about the Holocaust?
3. What is your reaction and thoughts towards the image?
Students will take 3 minutes to answer the image. When time is up students will discuss with a partner their answers.
Vocabulary
Holocaust
Nazi
Adolf Hitler
SS guards
Volksgemeinschaft
Jews
Gypsies
Poles
Communists
Homosexuals
POW’s
T4 Program
Nazi
Adolf Hitler
SS guards
Volksgemeinschaft
Jews
Gypsies
Poles
Communists
Homosexuals
POW’s
T4 Program
Content Delivery
The teacher will lecture the Holocaust by using Prezi. The lecture will discuss who survived, why they survived and who would most likely die during the Holocaust in Germany.
Students Engagement
Students will be placed in groups of four. Each group will receive a paper with a person who lived during the Holocaust. The paper will consist of a short biography of the person. This biography will include name, age, birth-place and what happened to them during the Holocaust.
Students will need to read the biography carefully and based on the information provide by the teachers lecture, students will need write down specific details that point out whether their person survived or died. Each group will receive 5 minutes to read each biography and make a decision on whether the person survived or not. After the 5 minutes are up all groups must exchange papers, and continue with the same process. The activity will end once all groups have read all the biographies. The teacher will then provide the students with the correct answers on who survived or who did not. The teacher will grant extra credit towards the next test to those groups that guessed the most correct answers.
Students will need to read the biography carefully and based on the information provide by the teachers lecture, students will need write down specific details that point out whether their person survived or died. Each group will receive 5 minutes to read each biography and make a decision on whether the person survived or not. After the 5 minutes are up all groups must exchange papers, and continue with the same process. The activity will end once all groups have read all the biographies. The teacher will then provide the students with the correct answers on who survived or who did not. The teacher will grant extra credit towards the next test to those groups that guessed the most correct answers.
Activity Directions |
Biography Exaple |
Lesson Closure
Students will engage in a class discussion, to further analyze the horrible events that occurred during the holocaust. By asking the students, if you were German at the time of the Holocaust, and you were asked to turn in as many Jewish people to the S.S. will you do it? Remember that anyone who opposed Hitler’s request would be killed.
This question will have students either agreeing or disagreeing and based on what they learned during lecture they will be able to provide their answer with an explanation.
This question will have students either agreeing or disagreeing and based on what they learned during lecture they will be able to provide their answer with an explanation.
Assessments
Formative: Teacher will assess students understanding of the Holocaust based on their biography analysis and their predictions on whether their person survived or died.
Summative: Students will engage in a class discussion on the given question during lesson closure. This will assist the teacher to determine if students understood the lesson and meet the learning goals.
Summative: Students will engage in a class discussion on the given question during lesson closure. This will assist the teacher to determine if students understood the lesson and meet the learning goals.
Accommodations for EL Students, Striving Readers and Students with Special Needs
Students will be provided with visuals during lecture to accommodate EL students who require visuals to understand the information given. The visuals are also helpful for Students with Special needs, specifically students who require images to make an understanding of the lecture. The assignment is to be done with a partner to assists students who have a hard time understanding specific information that is provided in text. Working with a partner makes it easy for students to further understand assignments. The lesson provided a list of vocabulary terms that will be defined during lecture so all students can understand the biographies.
Resources
· Prezi Lecture
· Biography of Holocaust Survivors and non survivors
· Textbook (optional)
· Biography of Holocaust Survivors and non survivors
· Textbook (optional)