DOCUMENT RESUME ED 391 707 SO 025 755 AUTHOR TITLE

DOCUMENT RESUME

ED 391 707 SO 025 755

AUTHOR Margolis, Peppy; And OthersTITLE Caring Makes a Difference: Responding to Prejudice,

Genocide, and The Holocaust: A K-8 Curriculum.INSTITUTION Brookdale Community Coll., Lincroft, NJ. Center for

Holocaust Studies.PUB DATE May 90NOTE 52p.PUB TYPE Guices Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Anti Semitism; Attitudes; *Bias; Civil Liberties;

Civil Rights; Elementary Education; Ethnic Groups;European History; Global Education; InternationalCrimes; Jews; Judaism: Junior High Schools; MinorityGroups; Nazism; Social Bias; Social Studies; Values;*World War II

IDENTIFIERS *Genocide; *Holocaust

ABSTRACT

The goal of this teaching guide is to help studentsdevelop a positive self-image, behave as responsible individuals, andaccept differences in order to have the tools to challenge the forms

prejudice and discrimination that confront society. The Holocaustand continuing genocides are prejudice in its most extreme form. TheHolocaust raises the most serious questions and concerns about thenature of human behavior; the role of the perpetrator; the bystander;and the victim. The goals of the lessons and activities are to raisethe level of awareness, critical thinking skills, and problem solvingtechniques through dilemmas, readings, and discussions. Teachers candecide which lessons to use based on the level of maturity of thestudents. The guide consists of lesson plans and activities,professional resource materials, and suggested resources fc:obtaining additional materials. The units are developed by gradelevels and topics and include: (1) Grades K-2: "Learning How to BeFriends"; (2) Grades 3-4: "Communities Are People"; (3) Grades 5-6:"People Are People"; and (4) Grades 7-8: "Choosing to Make a BetterWorld." (EH)

**********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

CARING MAKES A DIFFERENCE

Responding to Prejudice, Genocide and The

A K4 Curriculum

by Peppy Margolis

Holocaust

Associate Authors:Carol D'Alesundro 0114*

Helen Simpkins

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

L;tirY,t-

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U S DEPARTMENT OF EDUCATION

EDUCARONAL RESOURCES INFORMATIONCENTER (ERIC)

7his document has been reproduced asreceived horn the person or organizationoriginating it

0 Minor changes have been made toimprove reproduction quality

Points ol view or opinions stated in thisdocument do not necossar ily representofficial OERI positron oi policy

BEST COPY AVAILABLE 2published by the Center for Holocaust Studies, BrookcIale Community College, Linctoft, NI 07738 May 1990

Acknowledgments

Rationale

Notes to the Teacher

Sample Lesson Plans List

Table of Contentg'IV

EAU1

2

3

4

Curriculum Outline: Grades K-2 "Learning How to be Friends" 5

Sample Lesson 8

Bibliovaphy ... ---.....-- 9

Curriculum Outline: Grades 3-4 "Communities Are People" 10

Sample Lessons 13

Bibliography 17

Curriculum Outline: Grades 5-6 "People Are People" 19

Sample Lesson 22Bibliography 24

Curriculum Outline: Grades 7-8 "Choosing to Make a Better World" 25Sample Lessons 29Bibliography 32

Professional Resource Material 35

Suggested Resources for Obtaining Materials 36

3

Acknowledgments

This curriculum guide was completed with the assistance and encouragemem of my

associate authors: Carol D'Alemandro and Helen Simpkins, who gave generously of their

time, support, and effort. I would like to express my appreciation to Carol and Helen, for

all their help in writing, reviewing and evaluating the many goals, objectives, and

materials which were incorporated into this curriculum guide.

I would like to thank my colleagues and consultants: Suzanne Fishbein, Jerilyn Min,

Dr. Joan Segall and Cecile Seiden. During the early stages of this project they offered

many suggestions and shared numerous materials.

I am grateftd to Dr. Paul Winkler and Governor Thomas Kean who crezz..zi the New

Jersey Advisory Council on Holocaust Education.

I want to thank Carol Novik. the Manager of the Learning Resource Center NS for her

support and help in making the materials available. My thanks to Joan Bronspiegel,

Director of the Teacher Centers, and Dr. Richard Wagner, Coordinator of School Services

of J.E.A. Metrowest who provided materials for review.

I would like to express my appreciatice to my instructors at the Yad Vashem Summer

Institute on Holocaust Saadi= Shalmi Barmore and El ly Dlin, who taught me the

uniqueness of the Holocaust and its universal implications for humanity.

I want to extend my gratitude to the creators of the curriculum. Lict locausLand

cisareacIASrayrjagamscicncz Harty Furman, Richard J. Haim, Edwin vr. Reynolds

Jr., John Chupak, and Kenneth Tubertini. They have been role models. Thzy have taught

me the many techniques and methods for teaching about man's inhumanity to man.

I would like to acknowledge the inspiration and motivation of my late, dear friend,

Jack Coulston, who taught me unconditional brotherly love.

I want to thank my many students who participated in the study of theHolocaust,

Genocide and Prejudice Reduction, for the last six years. They have contimially inspired

me, challenged me, motivated me, and given meaning to my purpose in teaching this

GOWN.

This guide could never have been complete without the patience and support of my

family: my husband. Ira: and daughters, Lisa and Loryn. I would like to express my

appreciation to my parents, David and Sarah. As survivors of the Holocaust, they suffered

great losses and endured much pain. I have accepted my legacy, which is to bear witness.

I hope that future generations will know the truth, understand the uuth. and tell the

truth about the Holocaust.

Peppy Margolis

1

a

Rationale

It is our goal in preparing this curriculum guide, to help our students develop a

positive self-image, behave as responsible individuals, and accept differences. We need

to give our children the tools to challenge the forms of prejudice and discrimination that

confront all of us. Prejudice needs to be understood in all its dimensions and

implications. The Holocaust and continuing genocides are prejudice in its most extreme

form.

The Holocaust raises the most serious questions and concerns about the nature of

human behavior; the role of the perpetrator: the bystander; and the victim. We need to

examine the complex human values that lead to choices in behavior and the

consequences of those choices.

As teachers we can help influence the development of our students' social attitudes

and values. Children in grades K-8 are flexible and relatively open to new relationships

and experiences. They are receptive to learning about cultural, racial, ethnic, and

religious diffettnccs in our society and how we can be enriched by each other's

strengths and differences. It is important to develop tolerance, cooperation,

understanding and acceptance in our students so they will become more empathetic and

humane adults.

The various classroom lessons and activities are aimed at raising the level of

awareness, critical thinking skills, and problem solving techniques through dilemnu.

readings, and discussions. These activities are recommended for the elementary and

middle school years. The teacher should decide which lessons axe appropriate for

his/her time frame and the maturity level of the student.

It is our hope that the students will be able to function more sensitively and

thoughtfully in this diverse society. Change is not easy; but, through our efforts, we can

challenge our students to make choices of behavior which will be beneficial in creating

a positive society where they can make a difference in establishing a better world.

-2-5

Notes to the Teacher

1. This curriculum uses a multimedia approach including instructional activities,

materials, lesson plans, and bibliography. As a multi- disciplinary curriculum the

numerous activities can be applied to social studies, history, language arts, literature,art and music.

2. Within the tmits for the various grade levels there are several activities appropriate

for the objectives. In selecting those activities which fit your class and schedule best,

we suggest using the materials highlighted by our accompanying lesson plans.

3. Many of the diverse inter-disciplinary activities can be done independently in aPrejudice Reduction Learning Center using a student contract. Several lessons

require sufficient time for class discussions and student reactions. Often we need to

"debrief" our students or there can be =resolved feelings and misunderstandings

which create or reinforce prejudicial attitudes.

4. Students should be encouraged to keep their own journal during their study of

these units. Younger children may express their feelings and reactions through

drawings. The journal is a useful tool for recording, reacting, and responding to one's

feelings and watching one's own pow* through study.

5. You may wish to invite parents and administraticat to participate.

6. In this curriculum the units begin with an emphasis ca understanding and

appreciating ourselves and others. As students gain a greater awareness of the pain

caused by prejudiced behavior, the study of the Holocaustand genocide is gradually

introduced with sensitivity and empathy.

7. We hope that your WC of these lessons and materials will be an enriching experience

for yousself and your students. Through caring and understanding we can all make adifference.

Thank you for caring,

PoPPY Margolis

Carol D'Alessandro

Helen Simpkins

-3-6

Sample Lesson Plans List

Grades K-2

Grades 3-4

5-6

Grades 7-8

Sneetches

II .01, Grades II I 1

Pa 1ga

8

13

14

15

16

22

29

30

31

Ethnic Pridg

521131

Molly's Pilgrim

Number rm My Grandfather's Arra

tor C le 4 .

The Island on Bird S. reet

The Devil in Vienna

Al.araSAL-LICLIdania

OB

JEC

TIV

ES

GR

AD

ES

K-2

LE

AR

NIN

G H

OW

TO

BE

FR

IEN

DS

Goa

l: Pe

ople

are

dif

fere

nt, a

nd th

ose

diff

eren

ces

mak

e ea

ch o

fus

spe

cial

iNST

RU

CT

ION

AL

AC

TIV

ITIE

S

The

stu

dent

sho

uld

be a

ble

to:

Rec

ogni

zedi

ffer

ence

s.Activity 1,

Part

1:

"The Way We Look-

Differences"

Activity 5:

"We Make a

'Mo-Bag,"

Activity 23:

"Symbolic Colors"

Activity 45:

"Bulletin Board:

IS OMB BITTIR

TRAK TB* MBAR?

WO,

JUST

DIFFISRIUT"

Read book,

show illustrations,

and discuss

differences between self and others.

Und

erst

and

dud

dim an:

Read this Russian folk tale to students.

stre

ngth

sin

diff

eren

ces.

Follow Up:

Have each student bring picture

of self or have the teacher take j picture

of each student.

Have the students make a

list of 3 good qualities to be displayed

under their picture.

Read and ask: How can self pride be bal-

anced with appreciation of othcOs talents.

Multicultural

and multidiscipline

activi-

ties for primary grades.

Acc

ept t

hedi

ffer

ence

s.List the messages found in lyrics.

Discuss: What Ls the title telling us?

Read and discuss.

See Sample lesson plan.

Activity 46:

"Bulletin Board:

'I'm O.K.,

You're

0.1.'"

Chapter

9:

Bibliography

listing according

to age reading level.

Have student read

a.

book.

INST

Ruc

rIO

NA

L M

AT

ER

IAL

S

The

Won

derf

ul W

orld

of D

iffer

ence

Pro

gram

Ant

i-Def

amat

ion

Leag

ue o

f B'n

ai B

'rith

; AD

LA

ctiv

ities

fold

er.

Her

eafte

r re

ferr

ed to

as

"WW

D"

"Tea

cher

, the

y ca

lled

me

a --

--I"

Deb

orah

A. B

yrne

s (A

DL)

Pre

judi

ce a

nd d

iscr

imin

atio

n in

the

clas

s.

Why

Am

I D

iffer

ent?

- N

orm

a S

imon

ever

yone

Is G

ood

for

Som

ethi

ng -

Bea

tric

e S

.D

eReg

nier

s

I'mT

errif

icM

ajor

ie W

einm

an S

harm

at

itCul

ture

l Mos

aic

(AD

L)

Son

g; "

We

Are

the

Wor

ld"

by M

icha

el J

acks

onan

d Li

onel

Ric

hie

Soe

etch

es -

Dr.

Seu

ss, R

ando

m H

ouse

"Tea

cher

, the

y ca

lled

me

a --

--1"

(A

DL)

9

8

MN

MI

MN

1111

1al

l NM

MN

SW

WO

IN

WI

ME

Ili

INS

INII

M

OW

NM

Ian

MI

ION

MN

IN

S O

S M

N M

N I

II40

1111

INN

ON

MI

UN

OB

IEC

I1V

ES

Acc

ept

the

diff

eren

ces.

Iden

tify

the

diff

eren

ces

in p

eopl

e an

d ex

plai

n ho

wea

chdi

ffer

ence

enri

ches

us.

Rec

ogni

ze th

ose

thin

gsof

us

shar

e in

com

mon

.

GR

AD

ES

K-2

LE

AR

NIN

G H

OW

TO

BE

FRIE

ND

S

INIUMOIMIALAMIYEUES

Follow up:

Have student tell,

write,

or

illustrate how it taugUt the

acceptance of

differen2es.

Grade K - role playing activity.

See Activity Appendix.

Activity 20:

"We Can Help Mach Other Value

Differences"

Discuss: What nice things did

you discover

about a person by keeping the contract?

Road and show illustrations.

Discuss: How does Margaret's special skill

earn her the respect of her classmates?

Follow Up:

Invite someone frau an organiza-

tion to sensitise students to disabilities.

Chapter

3:

"Disabilities" Choose an activi-

ty suitable to grade level.

Free 90 minute puppet show on disabilities.

all

Activity 1:

"The Way We Look - Differences

and Similarities"

Part 2

Student names 3 ways he/she and his/her

partner are the same.

Activity 11:

"Our

'Ne-Bags" Show Both Our

Differences

and

Similarities"

Follow Up:

Activity 5.

Unit

1:

Who Au I? Filmstrip 3,

"People

Packages" View and discuss how each

one of

us is unique and valuable.

Und

erst

and

how

wor

dsca

n hu

rt o

r ca

n m

ake

usfc

cl g

ood

1 0

Unit

3:

"Getting Along" How can we learn

more about ourselves and each other po that

we can get along?

Unit

4"Mixing

In"

How can you be yourself

and get

along with others?

- 6

INST

RU

CT

ION

AL

MA

TE

RIA

LS

"The

Tre

e H

ouse

" A

mer

ican

Gui

danc

e Se

rvic

e,In

c., C

ircl

e Pi

nes,

Min

n.

The

Bal

anci

ng G

irt -

Ber

niec

e R

abe

Spea

ker

from

Eas

ter

Seal

or

Soci

ety

for

the

Blin

d

"Tea

cher

they

cal

led

me

a --

--!"

(AD

L)

"The

Kid

s on

the

Blo

ck"

- N

ew J

erse

y D

epar

t-m

ent o

f H

uman

Ser

vice

s

WW

D

ME

D

Kin

dle

Seri

el

Kin

dle

Seri

el

GR

AD

ES

K-2

LE

AR

NIN

G H

OW

TO

BE

FR

IEN

DS

OU

JEC

II111

11IN

ST

RIK

MO

NA

L A

CT

IVIT

IES

INS

TR

UC

TIO

NA

L M

AT

ER

IALS

Und

erst

and

that

feel

ings

are

neith

er r

ight

or

WOOS.

Und

erst

and

his/

her

actio

ns d

o af

fect

sel

f and

othe

rs.

Activity 2:

Activity 4:

Activity 6:

Activity 7

Feelings"

Grade 2 -

first day

Storybook

cassette,

"The Way We Feel" -Differences

and

Similarities

"Sometimes Be Feel Afraid of

Difference"

"Our izperiences and Feelings

Are

Different"

"We Share Some Itzporionces and

Students answer questions about a

at school.

activity,

parent

guide,

and song sheet.

Unit S:

Bow Can I Tell? Student uses non-

verbal communication and body language to

communicate

feelings.

Read and discuss two books about making and

keeping

friends.

Storybook activity,

parent

guide,

cassette,

and song sheet.

Complete the selected pages of activities

on differences and friendship.

After the

class discusses the individual student's

work and thoughts,

have students place

their pictures on a Bulletin Board of

"Friendship".

The

Won

derf

ul W

orld

idD

iffe

renc

e (A

DL

)

fçel

l4lg

s: D

ealin

g w

ithfr

ome

Feel

ing

Fun

Hou

se S

erie

s

Kin

dle

Seri

el

Lai

r of

the

Jade

Tig

er a

ndet

Las

ting

Frie

nd

Bot

h fr

om T

he F

eelin

g Fu

n H

ouse

Ser

ies

Our

Um

brel

la o

f Fr

iend

shif

(A

DL

)T

he a

ctiv

ities

in th

is w

or b

ook

are

appr

opri

-at

e fo

r m

any

less

ons

thro

ugho

ut th

isun

it.

1 2

BE

ST

CO

PY

AV

AIL

AB

LE

1 3

Wit

MIN

INN

IMM

-111

11M

1111

1411

.111

04.1

1911

1111

Lesson Plan for $neetchcs, Grades K-2

gbizaiyes: The student should be able to:

- Recognize differences.

- Understand that there are strengths in differences.

- Accept the diffenmces.

Materialv

Book: Sneetches and Other Storicis by Dr. Suess

Araixitics: Read the book or see the video.

Discussion questions:

1. Who are the Sneetches?

2. How are they different?

3. How many groups of Sneetches am them?

4. What does the star mean to the Snatches?

5. How can they all look alike?

6. What happens when they all have the stars?

7. Do the Sneetches want to be alike?

8. What do they do to look different?

9. How do the Sneaches behave when the stars are mixed up?

10. What did the Sneetches learn?

11. What did you learn about the way the Sneetches behaved?

Sammacc

Draw picnues of the Sneemhes for a bulletin board.

Write feelings about the story.

See Activity 46 of "Teacher they called me a r by Deborah Byrnes, Anti-Defamation

League of Bing B'ritbi.

1 4

-8-

GRADES K-2

DeRegniers, Beauice Schenk. EYSZ121111,1aNAILILagnitting. Houghton/Clarion,Boston. 1980.Based upon an old Russian folktale which emphasizes the significant point about theimportance of everyone.

Klonsky, Ruth L and Elaine R. Gerson. Our Umbrella of Friendship. Anti-Defamation Leagueof B'nai B'rith, New York, 1989.This activity book for young children encourages them to appreciate the diversity of ourhuman society while they develop their skills of observation, understanding, andself-expression through the completion of the 24 activities.

Rabe. Bemiece. Thalblangtagat E.P. Daum, New York, 1981.Despite her handicap, Margards special skill helps her earn money for the school and therespect of her classmates. More emphasis is placed on Margaret's creativeness and strongpersonality than on her handicap.

Seuss, Dr. The Sneetches and Other Storica, Random House, 1961.This volume has become a classic tale for children and contains valuable lessonson thedangers of prejudice and discrimination.

Sharma, Marjorie Weinman. rm Terrific, Mustratoc Kay Chorao. Holiday House, New York,1977.Teddy bear's self-pride and arrogance give way to appreciation of the skills and talents ofothers.

Simon. Norma. SYhyAajj2iffsan0 Whitman, New York, 1976.The importance of appreciating the differences between self and others.

lial.A.CulturalMossie. a Multicultural Program for the Elementary Schools. San Diego PublicSchools. Anti-Defamation League of Waal Writh, New York.A multigrade, multicultural, multidiscipline program that helps the child see thatdifferences are positive and add interest and tidiness to life.

Audiovisual Materiala

Dealing With Feeling" Family Skills, Inc., Dallas, Texas, 1985. A cassette and filmstrip series.

El:gangs. Family Skills, Inc., Dallas, Texas, 1985. A casseue and filmstrip series.

The Feeling Fun Hamm Family Skills, Inc., Dallas, Texas, 1985. A cassette and filmmip series.

Finale, Inside Out Productions, Inc., Pleasantville, New York. Scholastic Magazine, Inc..Englewoog OM, Now Jersey, 1974. A cassette and filmstrip series.

The Tree Houss, American Guidance Service, Inc., Circle Pines, Kmnesota, 1970.

Thg.Kids.agallack. Department of Human Services, Division of Developmental Disabilities,222 South Warren Street, 3rd Root, CN 700, Trenton, NJ 08625.Large and colorful puppets are brought to the school by two professional oducatots.Children learn about disabilities such as blindness, deafness, mental retardation, learningdisabilities, and cerebral palsy in an innovative way during this live performance.

MI M

O M

N O

N M

I MI 0

110

OM

R M

I MB

SO

MI M

R IN

N -

- M

I OM

Goa

l: E

ach

OB

JEC

TIV

ES

The

stu

dent

sho

uld

be a

ble

Iden

tify

phys

ical

char

acte

ristic

sof

thm

selv

es a

nd o

ther

s.

Iden

tify

cultu

ral

cont

ribut

ions

of m

any

peop

le.

1 6

GR

AD

ES

3-4

CO

MM

UN

ITIE

S A

RE

PE

OP

LEpe

rson

is s

tren

gthe

ned

and

enric

hed

by th

e di

ffere

nces

he/s

he fi

nds

and

acce

pts

in o

ther

s.

JNS

TR

UC

T1O

NA

L A

CT

IVIT

IES

kr Activity

47:

"Why W. All Look Different"

Activity 24-28:

Skin,

hair,

eye color

View film of third grade classroon expert-

sent showing effects of prejudice.

Refer to the discussion guide.

View filnayip showing that no one is like

anyone

els

.

View filmstrip

1:

"Prejudice" about physi-

cal disabilities.

Why do we have difficul-

ty accepting those with disabilities?

Vollow Up: Bow can we learn to see and re-

spond to then without prejudice?

Choose from several main categories to show

scope of contributions.

Begin with check

list:

"ithnic Groups in the U.S."

See Sample Lesson

I .

I.Calendars

Sthnic

roods

A.Voods obviously fron ethnic origins

S AIthnic restaurant list or visit

C.Popular U.S.

food's ethnic beginnings

D .Utensils used in ethnic cooking

A.Cooking demonstrations by adult

.Sweets Tasting Day

G .Tasting Day

.Language and Literature

A.Word origins

S .Authors

and literature

C.Vamous

quotations

Venous

People

BE

ST C

OPY

AV

AIL

AB

LE

-10-

INST

RU

CT

ION

AL

MA

TE

RIA

LS

"Tea

cher

.th

ey c

alle

d m

e a

(AD

L)

Eye

of t

he S

torm

(A

DL)

Beh

ind

the

Mas

t (A

DL)

Exp

lorin

g M

oral

Val

ues

- S

erie

s

Eth

nic

Prid

eG

erta

Lip

son

and

Jane

A.

Rom

atow

ski

See

Act

ivity

App

endi

xaz

iarA

_Eng

lighD

iclig

iliza

or E

tym

olog

y di

c-tio

nary

Fam

iliar

Ouo

tatio

ns -

Joh

n B

artle

ttN

obel

Priz

e W

inne

rs B

ook

17

OB

JEC

IIVE

S

Iden

tify

cultu

ral

cont

ribut

ions

of m

any

peop

le.

Rec

ogni

zeth

ose

thin

gsw

e gi

ve to

oth

ers.

Und

erst

and

the

affe

cts

ofou

r w

ords

and

act

ions

on

othe

rs.

18

GR

AD

ES

34 C

OM

MU

NIT

IMA

RE

PE

OPL

E

INST

RU

CT

ION

AL

AC

TIV

ITIE

S

V. Pine Arts - Polk Arts

A.Volk Vales

B.Nusic

1.Instruments of

foreign origin

2.Important musical figures nd pieces

3.Popular singers from ethnic, groups

C.Art

1.Axt !roma from various countries

2.Famous art works and artists

D.Dance

1.ithnic dances

2.Pamous

dancers

VI. Ganes and Toys

Select and use appropriate multicultural

posters

and activities.

View filmstrip 2:

"Prejudice" about Nation-

ality and Cultural differences

Activity

41:

"People as Presents"

Activity Book

Read from this collection of poems and art

by children of the Camp Terozin.

Follow up:

Nave student create original art

and writing

1NS

TR

UC

TIO

N4

MA

TE

RIA

LS

Gam

es o

f the

Wor

ld -

Fre

deric

k v.

Gru

nfel

d

"Mul

ticul

tura

l Chi

ldre

n of

the

Wor

ldP

oste

r S

et"

"Chi

ldre

n A

roun

d th

e W

orld

"cl

assr

oom

activ

ities

Exp

iatin

g M

oral

Val

ues

"Tea

cher

, the

y ca

lled

me

a --

--?"

(A

DL)

indi

vidu

alD

iffer

ence

s (A

DL)

1 N

ever

Saw

Ano

ther

But

terf

ly -

Nan

a V

olav

kova

Activity 3:

"The Nay We Act - Differences

The

Won

derf

ul W

orld

of D

iffer

ence

and

Similarities"

Act

iviti

es 1

8 an

d 19

are

a c

ombi

ned

activ

ity o

fActivity 18:

"Be Should Respect lack Other's

shor

t sto

ry a

nd d

iscu

ssio

n qu

estio

ns.

Differences"

Activity 19:

"What Can Be Done About

Discrimination"

Read and discuss Chapter 5

only.

See Sample Lesson Plan

Movie or book.

for discussion,

see Sample

Lesson

Plan

BE

ST C

OPY

AV

AIL

AB

LE

Slu

g -

Rob

ert N

. Pec

k, C

hapt

er 5

onl

y

Mol

ly's

Pilg

rimB

arba

ra C

ohen

19

MN

MO

MI M

I IN

SM

ill-

1 11

1111

iN

MI P

M M

S O

M N

O M

I IM

O O

N

OW MO NU MO NO MO OW MO OW MO NO MO O MO NO MO WM MO MO

OB

JEC

TIV

ES

Und

erst

and

the

our

wor

ds a

ndot

hers

.

GR

AD

ES

3-4

CO

MM

UN

ITIE

S A

RE

PE

OP

LE

VIS

TR

UC

TIO

NA

L A

CT

IVIT

IES

INST

RU

CT

ION

AL

.MA

TE

KIA

LS

effe

cts

ofRead and discuss.

See Sample Lesson Plan.

actio

ns o

n

Rec

ogni

ze a

nd a

ccep

t tha

tea

ch p

erso

nis

resp

onsi

ble

for

his/

her

beha

vior

.

20

View first part of film,

up to banishment.

(The symbolism and long musical interludes

thereafter are not suited to this cm.)

Ask: Mow does Oblio feel when he is separ-

ated !ran the town because he looks dif-

ferent?

Read and compare the feelings and actions

of the animals la the forest fire to the

terrible destruction of human life during

the Molocaust.

Mow does each show hope

and courage in rebuilding?

Read and discuss the historical develop-

ment of the Holocaust.

Read and discuss how the children uf-

fered.

Many were lonely,

hungry,

afraid,

cold.

Have you ever seen a homelens per-

son?

How do you feel about the children

who wre homeless during the Holoceust?

Activity 20:

"Me Can Help Mach Other Value

Differences".

A positive

action

contract.

Discuss themes of stealing,

politeness,

responsibility,

and telling truth.

Student (mutinies and labels values:

behav-

ing responsibly toward one's

family,

friends,

and community.

Filmstrips 4 to 7 "Personal Values"

Filmstrips 12 to 15

"Honesty"

Read and discuss: *hat choices did Rose

make?

Mbat happened to Rose?

Is Rose the

type of parson you would like to be?

Read and discuss:

How did Ben Mdelman,

his

family,

and friends plan to save the chil-

dren of the Lodz Ghetto?

-12-

Mg

Num

ber

oil My Grandfather's Arm

Thi

Poin

t - H

arry

Nils

son

Ani

mat

ed s

tory

abo

ut .a

boy

who

is b

orn

with

a ro

und

head

in th

e la

nd o

f po

inte

d he

ads.

Prom

ise

ofa

New

Spr

ing:

The

Hol

ocau

st a

ndR

enew

al -

Ger

da W

. Kle

in

Rem

embe

r N

ot g

o Fo

rget

-N

orm

an H

. Fin

kels

tein

Mt C

hild

ren

We

Rem

embe

rC

hana

Bye

rs A

bells

The

Won

derf

ul W

orld

of

Dif

fere

nce

(AD

L)

Val

ues

Prog

ram

- E

ye G

ate

Hou

se6

film

stri

ps a

nd 3

cas

sette

s.

expl

orin

g M

oral

Val

ues

film

stri

ps

ftos

eAja

nght

-R

ober

t Inn

ocen

te

The

Boo

Who

Sav

ed th

e C

hild

ro-

Mar

gare

t Bal

dwin

21

Lesson Plan for gamic Pride, Grades 3-4

mil:alas: The student should be able to:

- Understand cultural contributions of various ethnic groups

Materials;

Book: Ethnic Pride by Greta Barclay Lipson and Jane A. Romatowski. (A Good Apple Book for

Grades 4-9), Good Apple Inc., Box 299, Carthage IL 62321-0299. 1983.

- Books of Novel Prize and Pulitzer Prize winners

- Newspapers and ethnic Magnin=

- Oxford English Dictionary or etymology dictionary

- 3x5 cards and colored paper

TIME-SAVING OUTLINE GUIDE TO ACTIVMES for Grades 3-4

Begin with "Ethnic Groups in the U.S." check list p. 8.L Calendars - p. 49. Act. 1: p. 50, Act. 3IL Edmic Foods

A. Foods obviously fmm ethnic origins - p. 63. Act. 1.B. Ethnic restaurant list or visit - p. 63, Act 2.C Popular U.S. food's ethnic beginnings - p. 64, Act. 8.

Uteesib used in ethnic WOW,* -p. 64, Act. 5.E. Cooking demonstration by adult - p. 64, Act. 6.F. Sweets Tasting DayG. Tasting Day

ILL Language and LiteratureA. Word originsB. Authors and literatureC Famous quotations p. 107, Act. 15.Famous PeopleFtne Arts - Folk ArtsA. Folk TalesB. Music

1. Instruments of foreign origin - p. 94, Act. 2.2. Important musical figums - p. 97. Act. 9.3. Popular singers from ethnic groups - p. 96. Act. 5.

C Art1. Art foam famt various countries - p. 97, Act. 8.2. Famous art works and anima - p. 97, Act 7.

D. Dance1. Edmic dances - p. 95, Act 3.2. Famous dancers - p. 95, Act. 4.

VL Games and Toys - p. 124. Act. 2.

See Additional Activities

See Additional ActivitiesSee Additional Activities

See Additional Activities

ADDITIONAL ACTIVI'METHNIC FOODS - Sweets Tasting DayMaterials: List of ethnic sweets and recipes if students do not have resources at home

(marzipan, halvah, crusciki, lokoom, taiglach, zeppole). List from schoolnurse of any students who are diabetic. Napkins, glasses. water. 3e5 cards-

22BEST COPY AVAILABLE -13-

Lesson Plan for Soup. Grades 3-4

otzgyss: The student should be able to:

- Understand the effects of our words and actions on others.

Recognize and accept that each person is responsible for his/her behavior.

Materials;

Book: Spup by Robert Newton Peck. New York: Dell Publishing Do., Inc. 1974.

Read.Chapter 5, pages 41-47. The focus will be on page 44: "Cheating Mr. Diskin".


1. Who are the two bays in this Clapter?

2. What are they planning to do to Mr. Diskin?

3. Do they lice Mr. Diskin?

4. Why do they want to cheat Mr. Diskin?

5. How do you feel about their plan?

6. What would you do?

7. How did the boys express their prejudice?

8. How were the boys influenced by what other people told them

SumMaIX:

Have you ever been influenced by other people and then discovered that they werewrong?

What arc some of the misconceptions and stereotypes we have about other people?

What is Prejudice? Can we define this term?

Have you ever experienced prejudice?

Have you ever behaved in a prejudicial manner towards other people?

Follow Up: See the ADL materials: "Wonderful World of Difference, Amivities: 18-20.

"Teacher, they called me I" Activities 41 and 47.Behind the Mpg

Molly's_Pilarim, see Lesson Plan

23-14-

Lesson Plan for billiya.Pilgzim. Grades 3-4

Qbjsgthzi: The student should be able to:

Identify physical charameristics of themselvia and others.

- Identify cultural contributions of many people.

Recognize those things we give to others.

Understand the affects of our words and actions on others.

- Recognize and accept that each person is responsible for his/her behavior.

Materigk:

Video: MiSix'Alilgrini available for rental from ADL

Book: Molly'lzigrim by Barbara Cohen. New York: .Lothrop. Lee & Shepard Books, 1983.

Aatixides: Read the book or see the video.


I. Where did Molly and her family live before they came to America?

2. Describe Molly's appearance. How was she different than her classmates?

3. List some of the cultural traditions in Molly's home?

4. How did the classmates behave towards Molly? Give examples &their behavior.

Are they prejudiced?

5. Does Molly have friends? Why, or why not?

6. Is Molly happy in her new home?

7. How does the teacher help Molly in the classroom?

8. Describe Molly's Pilgrim? How is it different?

9. How does the class respond to Molly's Pilgrim?

10. N'iyhat does Molly's Pilgrim symbolize?

11. What lesson can be learned by the class. from Molly. Oor family and the Pillittaa

Eteidapmear

Discuss the serdement of the Pilgrims in America for religious freedom.

Discuss the holiday of Thanksgiving which is based on the Jewish holiday of Succot.

What are other examples of cultural contributions by other people? See Lesson Plan for

Ethnic Prida.

Define rlrejudice.

Have you ever felt alone or Imely because the group did not include you? What are some

of the reasons that people are made to feel different? How can we be accepted?

follow Ulu See the ADL materials: "Teacher, they called me a !" Activities 47, 41, 24-28.

Lesson Plan for IhajSgmbzr.naay.SruadfatotsArm, Grades 3-4

Objectivel: The student should be able to:

- Recognize those things we give to others

- Understand the affects of ow won's and actions on others.

materials:

Book: Thaliumbrx.majMnrandfarhaelArm by David A. Adler.

For Teacher background information: blexerzIorm by hofiton Meltzer

itICZOIMAUALAZISoraffiourucaigUtelisance by Bea &adder

In=l1=iOn:Discussion about our Grandparents:

How do your Grandparents help you?

Where do your Grandparents live

Where did your Grandparents grow up?

Write a short story about your Grandparents?

&talks: Read the bookDiscussion questicas:

1. What does Grandfather do for a living?

2. Where was Grandfather bona?

3. NVhat was life like in his village?

4. Where does Grandfather live now?

5. Why does Grandfather where a shirt with long sleeves?

6. How did he get a number on his arm?

7. How did he describe life in the Concentration Camp, Auschwitz?

8. How did Grandfather feel about telling this story?

9. How did the little girl feel aka her Grandfather's story?

10. What does she tell her Grandfather about the number?

iUMECIACC

Prepare a family tree.

Draw a picture of your family.

Other books: Promise of a New Spring by Gerda Klein

RcmgmbajalLia/fugu by Norman IL Fulicelscein

GRADES 3-4

a011141

Adler. David A. na..tilialtnallt ..atzudfailices.Atm UAHC Press, New York, 1987.Grandfather, a survivor of the Holocaust, tries to explain the meaning of the number on hisarm to his granddaughter.

Baldwin, Margaret. The Boys Who Saved the Children. Messner, Old Tappen, New Jersey. 1981.A true story of Ben Edelman and his family and friends who plan to save the children ofLodz Ghetto.

Cohen, Barbara. Mially1.151glint. Lothrop. Lee & Shepard. New York, 1983.A story about a 9-year-old Russian-Jewish girl who is not accepted by her classmatesbecause she is different. When she is asked to make a pilgrim for a class project and makesft in ihe form of a Russian immigrant, the class understands her desire for religiousfreedom.

Finkelstein. Norman. BanemberliminargILAMcmoty.nfamEnincanst. Franklin Watts, NewYork, 1985.The origins of the Holocaust art explained as anti-Seinitism, rise of Nazism, the survivors ofthe camps who made new lives.

Friedman. Ina R. Eseggg.Str../2ir analssaistaxamiamuin. Addiann-Wealey. Reading, Mau.,1982.These personal stories illustrate the increasing danger and the many mutes chosen byyoung people in their efforts to escape from the Nazis. A shott history of the Jews in eachcountry is given before each story. Although each of the stories tells of a survivor, thehorrors of the Holccaust are not minimized.

Innocenti. Roberto and Christopher Gallaz. Roraima& Creative Eclucation, Inc., Winnesota,1985.Truly an art book in which the author and illustrator attempt to tell a story through theeyes of a little giri who does not understand war and who cannot accept what she senses ishappening, yet reach= out to help other children. An excellent book, but one to be usedwith great care.

Klein. Cards Weissman. Prop& of a New Spring. Rossel Books, New York. 1981.The Holocaust, which means destruction and loss of life by fire, is explained by the tragedyof a forest fire which &goys all forms of nature. However, there is rebirth and growthaga

Lipson. Greta Barclay and Jane A. Romatowski. Ethnic Pride, ( A Good Apple Idea Book for Grades4-9). Good Apple Inc., Box 299, Carthage, Illinois 62321-0299, 1983.Activities and information for exploring and appreciating cultural heritage.

Peck, Robert Newton. Soup, Alfred A. Knopf, New Yost, 1974.Two boys cheat Mr. Diskin, a man who has been kind to them. Examines how we areinfluenced by others and taking responsibility for our own actions and words.

Volavkova, Hana. ed. I Never Saw Another Butterfly. Schocken Books, New York. 1978.(Filmstrip also available.)The many ctildren's drawings and poetry created in the Terezin Concentration Camp from1942-1944.

26

-17-

Audiaxisualliataiall

Behind the Mak,. (8-minute 16 mm or video) 1987.

Children Around the World. Classroom Activities. Orwell, Inc., New England School Supply, P.O.Box 1581, Springfield, Mass., 01101.An activity book that lets children learn through games, recipes. and interestinginformation from over 30 countries.

rhildren of the World Poster Set. Chase Ile, Inc.. New England School Supply, P.O. Box 1581,Springfield, Mass., 01101.Set of 16 full color photographic posters, each with a scene depicting children of othercountries.

Eye of the Storm. (Filmstrips/cassenes. film, or video and discussion guide.)Based on ABC-TV special. A 2-day experiment conducted by a 3rd grade teacher to show howprejudice can change anitudes, behavior, and perfonnance in the cl

FriendkDon't Hurt Frienca (7-minute filmstrip/cassette with discussion guide.)Prejudice can destroy a friendship.

The Point, (videotape) Nilsson House Music Inc., Murakami Wolf Prod. Inc., 1971.Based on a story by Harry Nilsson, this animated classic tells the story of Oblio, an innocent,sweet-natured boy who was born mead-headed in a conummity of people who have pointsin a hod wheze everything and everyone has a point. The misfit Oblio is banished to theforest where he has many adventures. Alan Thick. narrator.

EzdzintiginaLMEn. Dr. Louis E. Roths. Wanen School Productions, Inc., Prentice Hall Co..Pleasantville, New Yak, 10570, 1969.Filmstrip/cassette series which explores the question of moral values.

IalnesZrogram. EyeGate Media House. Division of Heiff Jones. Inc., Chicago, IL. 60619, 1974.

27

-18-

OB

JEC

TIV

ES

The

stu

dent

sho

uld

be a

ble

Rec

ogni

zeha

t tra

itsin

whi

chpr

ide.

that

eac

h of

us

and

attr

ibut

eshe

/she

take

s

GR

AD

ES

5-6

PE

OP

LE N

EE

D P

EO

PLE

Goa

l: P

reju

dice

hur

ts e

ach

of u

s as

indi

vidu

als

and

wea

kens

Rec

ogni

ze th

e va

lues

that

infl

uenc

eea

chst

uden

t.

Iden

tify

the

sour

ces

from

whi

chhe

/she

lear

ned

his/

her

valu

es.

28

INSB

UC

'TIO

NA

LA

CT

IVIT

IES

to: Choose activities appropriate to group.

I.

Name

II. Family Tree

III.Immigration and Geography

IV. Special memories,

nostalgia,

arti-

facts.

Liston to song and discuss the meaning of,

What is the Greatest Love?

Activity 9:

"Our Heritages - Differences

and

Similarities"

Cassette,

book,

and Guide.

Activity 10:

"Our Shared Beliefs ae

Americans"

Activity 12:

"America Was Wounded on

Respect

for Differences"

Activity 13:

"America Is One Nation Made Up

of Many Different Groups of

People"

Have students examine personal values.

See filmstrips

4-7

"Personal Values".

Have students discover what

their families by what the7

families.

Activity I:

"Our

110.0fIlisis

they learn

frost

do with their

Differences and

Activity 52:

"Religion Word Search"

Listen to song and discuss: how do we learn

prejudice?

How can we unlearn our preju-

dice?

Hive

Anna

What

students read and discuss: Why did

and her family flee Nazi Germany?

does the pink rabbit symbolise?

the

grou

p as

a w

hole

.

INS

TR

UC

HO

NA

L M

AT

ER

IALS

Eth

nic

Prid

eC

rete

Lip

son

and

Jane

A. R

omag

owsk

i

Son

g: "

The

Gre

ates

t Lov

e of

All"

The

Won

detfu

l Wor

ld o

f Diff

eren

ceA

ctiv

ities

fold

er (

AD

L)

I Hav

e th

e P

ower

Exp

lorin

g M

oral

Val

ues

- F

ilmst

rip S

erie

s

MIEU

"Tea

cher

, the

y ca

lled

me

a 4"

- B

yrne

s

"You

've

Got

to b

e C

aref

ully

Tau

ght"

from

Sou

th P

acifi

c, m

usic

al s

how

Whe

n H

ider

Sto

le ih

e P

ink

Rab

bit-

Judi

th K

err

29

MI

MIN

MN

Salli

ietA

IM M

O M

I OM

INII-

111

MI M

I NM

MI M

I MIS

US

ON

MI M

IN M

O N

MI

ell

0111

NM

IS

IMI M

N M

I

OB

IEC

EIY

ES

Def

ine

and

give

exa

mpl

esof

pre

judi

ce.

Dem

onst

rate

anun

ders

tand

ing

that

each

of u

s is

fac

ed w

ith m

any

choi

ces

and

the

diff

icul

tyin

mak

ing

choi

ces.

`30

OR

AD

ES5

-6 P

EO

PUE

TIE

MPE

GfL

E

MUIUMMONALAMYEUES

Choose activities to

illustrate scapegoat-

ing,

stereotyping,

and discrimination.

Sports poster set,

for Bulletin Board.

View filmstrip:

"friends Don't Hurt

Friends".

Discuss how racial prejudice and name call-

ing can destroy a friendship.

Imagine that you are Joseph of Judith and

keep a Journal of your feelings as you read

this

autobiography.

Activity 15:

"Some Think People in Groups

Are All the Same"

Activity

111:

"No Should Respect Bach

Other's

Differences".

Activities

Activities

Activities

Pollow Up:

ous forms

in Chapter 2:

"Learning About

Prejudice".

in Chapter 7:

"Families and

Life

Style".

in Chapter

S:

"Gender".

View filmstrips:

1,2,3 on veal-

of Prejudice.

Have students enact parts of one-act play

or read and discuss the meaning of the

play.

JNST

RU

CT

ION

ISI,

MA

TE

RIA

LS

The

Pre

judi

ce p

oot -

Dav

id A

. Shi

man

"The

y T

hink

that

Pre

judi

ce Is

Fou

l Pla

y"P

oste

r se

t - A

DL

Und

erst

andi

ngP

reju

dice

(A

DL)

film

strip

set

josg

pti a

nd 1

14c

In th

e D

ays

of th

e H

oloc

aust

-Ju

dith

Hof

fman

"Tea

cher

, the

y ca

lled

me

a --

--!"

Byr

nes

Cho

ose

activ

ities

that

sui

t you

r cl

ass.

fxpl

orin

g M

oral

Val

ues

"Esc

ape"

from

Sha

dow

s of

the

Hol

ocau

stH

. Ste

inho

rn

Read

this

"Choose-Your-Own-Adventure-Type"

&cape km

the

Hol

ocau

st -

Ros

eman

book and keep a Journal of the reasons for

making each decision.

(Grade

6,

only)

View filmstrips and listen to cassette

fjpjçt

Me

- S

et o

f8

film

strip

s an

d 8

cass

ette

s.tape.

"If

You

Do

Som

ethi

ng _

Cau

ses

and

Effe

cts

ofHave students list and examine choices of

Be

avio

r".

behavior

and consequences.

Chapter

2,

only.

Use Worksheets:

"Separating

facts

and feelings".

-20-

Dev

elop

ing

Thi

nkin

gS

kills

Sar

abet

h F

arne

y fr

om S

chol

astic

Inc.

31

OB

JEC

TIV

ES

Dem

onst

rate

anun

ders

tand

ing

that

each

of u

s is

face

d w

ith m

any

choi

ces

and

the

diffi

culty

in m

akin

g ch

oice

s.

Und

erst

and

that

choi

ces

have

con

sequ

ence

sfo

rth

e in

divi

dual

and

for

the

grou

p.

GR

AD

ES

5-6

PE

OP

LE N

EE

D P

EO

PLE

INST

RU

CT

ION

AL

AC

TL

YM

ES

INS

TR

UC

TIO

NA

L M

AT

ER

IALS

View and discuss fictional movie portraying

Con

spira

cy_

a H

eanu

the tact that many nuns in convents took

the risk of hiding end sheltering Jewish

children during World War II.

Activity 14:

"The Way W Work Together

WWD

Makes America Strong"

View film and discuss theses of:

Hig

httn

ariL

ilbLi

mm

igta

tialu

tLia

arhi

mA

NI

- Jewish resistance

&la

d.(A

DL)

-Polish underground

- Myth of resettlement

lee Sample Lesson Plan

Road Chapters 1-3 tor the historical back-

The

Hol

ocau

n. A

His

tory

of C

oura

ge _

and

Res

is-

grou

nd o

f pos

t Wor

ld W

ar I

to th

e ris

e of

ianc

e -

Bea

Sta

dder

Ritler and Marisa during WOrld War II.

The teacher should select and read poems to

LA

mA

llarL

iiiid

_d_g

aila

kica

ug -

the class from this autobiography of a

Inge

Aue

rbac

er

child survivor of Teresin Concentration

Camp.

View filmstrip and discuss:

Row Peter and

"The

m a

nd U

s" fr

om th

e fil

mst

rip s

et U

nder

-Brian learn to accept their Vietnamese

mut

ing

Pre

judi

ce (

AD

L)neighbor,

Chong.

3233

BE

ST

CO

PY

AV

AIL

AB

LE

aum

asai

mai

ar a

mem

as a

ms-

21w

ireas

awas

essa

men

mom

Lesson Plan for ItshImartilmi=itaIlisastikiathinUagliazad (ADL)

Grades 5-6

c, Objectim: The student should be able to:.

- Identify more closely with the events through two children about their age..

- Develop an awareness of Holocaust themes:1. Myth of resettlement.2. Difficulty of communication and ghetto conditions.3. Jewish resistance.4. Polish underground

Mairaigt:

Film: Siglanuarriablimmigraiinuflaschiminfillachcl 73 min/color/16mm Rentalor Purchase Number HRF-697 or HPF-697

A few quotations from authoritative sources on facts.

Five important terms to define.

List of comprehension questions for each segment.

Amixtiza: Show film, stopping after each segment to allow for student questions, to ask

comprehension questions. and to read relevant quoted fa= Show film straight through

only to students who have had previous historical and social studies backgmund.

Slam=Have student list the four themes and under each write examples from the film and facts.

follow Up: Discuss or write additional questions or concerns the film raised.

12criaglatarraisminails;1. Nazi - Point out that not all were Germans; some were Austrians, for example.2. Aryan - Teutonic or Nordic peoples, designation basedon racist myth.3. Resettlement and deportation - See Meltzer.4. Ghetto - See &adder's and Meltzer's books.S . "Fmal Solutim" - This vow a top secret decision. Those to be murdered completely

were Jews; similarly, gypsies, asocial:, and many non-Jewish political enemies wemarked for murder. (ffilberg, p. 268.)

Sumerm,f(s.(augatjags (These are also good teacher background resources.)Dawidowicz, Lucy S., The War Against the Jews 1933-1945, New York, Bantam Books, 1975.Dimon:, Max I., Jews. God and ;finery. New York, New American Library, 1963.Hllberg, Raul, nrincsinEnaugzuzzausw, New York, Holmes and Meier Publishers,

Inc., 1985.Meltzer, Milton, Noccr.taZgaci, New York, Dell., 1976.Prod:, Francinekl, Palsies Way of the Cross 1939-1945, New York, Polstar Publishing Corp.,

1988 copy.Stadtler, Bea, Ths.liggrausLAirisum.daluragtAnabaistgagc, New York, Behrman

Howe Inc., 1973.

-22-3 4

bristucutzrahrammisruiaasaistadimjazaraciComprehePsion Que6ticas (Carol Bednarek D'Alessandro) Nov,. 1988©

1, Why is one pan of the movie black and white, and the other color?

2. Where are Joachim and Rachel in the present?

3. Where did they live before? Show map and location of Poland in relation to U.S. Poland isabout the size of Texas. This is important so the student has an idea of the scope of the escape.

4. How did the parents prepare them for the time the Nazis would come to take them away?

5. Describe how you would feel if you had to stay in hiding while your parents were being takenaway?

6. Would you stay in hiding? What might happen to you and them if you came out?

7. Why didn't the parents want the children, to be taken away with them? "Resettlement forwork in the Eau' was the fundamental lie used to deceive the Jews.* (Dawidowicz, p. 139)

8. What was life like in the ghetto? Crowded. full of disease, very little food, restricted to stay inarea under penalty a death, synagogues burned.

9. How do Joachim and Rachel survive in the ghetto after their parents art taken?

10. How would feel if you couldn't go out of your town? What would you miss?

11. Who is the man in the building during the shooting? Jewish resisumce fighter.

12. What does he tell the children to do? Polish Underground (non-Jews) sometimes helped.

13. What historical event is going on there? WWWIW Ghetto Uprisbsg 1943. 7hrough ingenuity,bribery, and raids the Jews had built a mall stock pile ofanns (machine guns, rifles)... forthree days the battle raged. In the end it was not the Jews but the Nazis who were forced toretreat. The Jews feverishly prepared for the... cosuuerattack, converting cellars into bunk-ers, mining the streets, and establishing a maze of connecting pauages through the sewers.They expected to hold out aweek as most... The Jews resisted for six weds.* (Dimont, p. 384)

14. How do Joachim and Rachel try to escape outside the ghetto?

15. Where art they sent when they are captured?

16. What are they told on the train about resettlement?

17. How do the people get information about resettlement? Those very few who escaped, spies.andin the beginning, mail and some telephone. (filberg)

18. Why aren't people sure about resettlement? No T.V. yet Radios and phones confiscated. 'Thepenalty for possession of a radio %vas death.* Dawidowicz. p. 269)

19. Why don't people on the train want Joachim and Rachel to jump off? Peoples disbelief ofdeath camps, even when told by those who escaped.

20. What might the two children have nightmares about for the rest of their lives? - Parents:Their missing them, their helplessness to do anything, wondering if they suffered beforethey died. - Hunger and thirst. - Sewer and rats. - Fear of being captured. - Loneliness. -Jumping off speeding train and getting hurt.

GRADES 5-6

BOW

Bembaum, Israel. J Am &Star Child of the Holocauli. Prentice-Hall Books, A division of Simonand Shuster. Inc., New York, 1986.An autobiography of a child survivor of Terezin Concentration Camp.

Hoffman, Judy. Joseph and_Me In The Days of The Holocausl KTAV Publishing House, Inc., NewYork, 1979.The lives of a brother and sister who are sent to live with Christian Dutch families duringthe Holocaust express family separation, loneliness, and fear.

I Have the Power, (cassette and book) Self-Dimensions. Texas, 1983.

Kerr, ImSth. When Hitler Stole the Pink Rabbit Coward McCann and Georhegan. New Yort1971.Judith KW was born in Berlin. In 1933. Judith was 9 years old when her family leftGermany to escape the Nazis.

Roseman, Kenneth. Earairizzatraggs= Union of American Hebrew Congregations, NewYork, 1985.By making choices, the readers become personally involved in the difficulty of survival.Each story will have a different ending.

Stadtler. Bea. The Holocaust: A History of Courage and Resistance, Behrman House, Inc., NewYork, 1974.A good text for students to learn about the history of the Holocaust

Steinhorn, Harriet. Shadowt_tql_he Holacaust...lalazulloadings..aaammarasuca Kar-BenCopies, Rockviro, Maryland, 1983.These plays, readings, and songs are based on the life experiences of the author. They areappropriate for assemblies or services.

AudinkunlIdatgriak

Conspiramnillearm (173 mimes, black-and-white film). Jewish Media Serrice, New York.Jewish children escape from a detention camp in Italy in 1943 through the aid of nm..s in aconvent

Ettljeala. Bowmar-Noble, California. 1974.Set of 8 filmstrips and cane= on the causes and effects of behavior.

Ilicm.AMLUV (BlinstriP and guide). (From the series linclusazzligthrjudigr.)Anti-Defamation League of B'nai B'rith, New York, .Making friends with the "foreigners."

"They TWA That Prejudice Is Foul Play." Sports Poster Set. Anti-Defamation League of B'naiB'rith, New York, 1985.

Houston. Whitney. "Greatest Love of All." Album Whitney Houston, Arista Records, ProducerWichael Masser. 1985.

"Carefully Taught." 5outhPacifig. RCA/Arioca International, New York, 1958.

Goa

l: In

divi

dual

cho

ices

OB

JEC

I1V

ES

The

stu

dent

sho

uld

be a

ble

toR

ecog

nize

var

ious

type

sof

hum

an b

ehav

ior:

- Po

sitiv

e

-N

egat

ive

-B

ysta

nder

Und

erst

and

that

beha

vior

refl

ects

indi

vidu

alch

oice

s an

d de

cisi

ons.

37

61R

AD

ES

7-8

CH

OO

SIN

G T

O M

AK

E A

BE

TT

ER

WO

RL

Dan

d ac

tions

infl

uenc

e gr

oup

attit

udes

and

beh

avio

r; th

egr

oup

infl

uenc

es th

e in

divi

dual

's b

ehav

ior.

INST

RU

CT

ION

AL

AC

TIV

ITIU

Listen to song and discuss.

Read

tile

and discuss action of righteous gen-

during the Holocaust.

Activity 5:

Activity

II:

Activity 10

Activity 12

"Relieving

'7hey,

Are All Alike

is

Stereotyping"

"Acting Out Prejudice is

Discrimination"

and 11:

"The Case of the People

with Oman Hair, Part I

SII"

to 16: Helps student identify

racism,

scapogoating,

preju-

dice and the Maxis,

aed extre-

mist

groups.

Read novel and discuss or write reaction.

Case study with discussion questions.

Use only "Hoidi's Dilemma".

Liston to song while readingr,lyrice.

Dis-

cuss.

For lyrics see Appeadim of Readings.

Activity 12:

"America Was Wounded on

Respect

for

DifferencesTM.

Why did people choose to COMO

to the U.S.?

Divide students

into groups of 2 and research

according to time periods.

Up:

Have student report findings to

kollow

class.

Section 2,

10,

11,

12 use lesson plans,

dittoes,

transparencies.

Read and discuss short utoriss about the

will to survive which often meant resis-

tance.

INST

RU

CT

ION

AL

MA

TE

RIA

LS

Son

g: "

Tha

t's W

hat F

riend

s A

re F

or"

-D

ionn

eW

arw

ick

With

Rao

ul W

gIle

nLer

gin

Bud

apes

t: M

emor

ies

gf jh

e W

ar Y

ears

InJ1

ujjg

a.r.

y -

Per

Ang

er

Bei

ng F

air

and

Bei

ng F

ree

-A

ctiv

ities

pam

ph-

let.

Ant

i-Def

amat

ion

Leag

ue (

AD

L) o

f Irn

aiB

'rith

.H

erea

fter

refe

rred

to a

s "B

FB

F"

Frie

dric

h -

Han

s P

eter

Ric

hter

"Hei

di's

Dile

mm

a" fr

om T

he B

,yst

ande

r'sD

ilem

ma

- Lo

uise

Jac

obse

n an

ti M

ary

Fur

long

Son

g: "

Sou

nds

of S

ilenc

e" S

imon

and

Gar

funk

el

DE

BF

kliit

ilics

alT

hink

ing

Sch

olas

tic S

ocia

l Stu

dies

I I

Who

S=

AU

-F

riedm

an

38m

a gm

asm

ons

as-m

s ar

s am

mom

um

sus

OM

OW

OW

WM

OW

OW

OW

OW

OW

OM

OM

OW

WM

MO

WM

OW

OW

OW

OM

OB

JEC

TIV

ES

Und

erst

and

that

beha

vior

refle

cts

indi

vidu

alch

oice

s an

d de

cisi

ons.

Eva

luat

e th

e ro

le o

fpe

rson

al v

alue

sin

mak

ing

choi

ces

and

deci

sion

s.

GR

AD

ES

7-8

CH

OO

SIN

G T

O M

AK

E A

BE

TT

ER

WO

RLD

JNS

TR

UC

TIO

NA

LAC

TIV

ITIE

SIN

ST

RU

CH

ON

AL

MA

TE

RIA

LSRead and discuss these true stories about

people who resisted the Maxis.

Save student choose one of the short diar-

ies from the recommended list and write

and/or orally report in the first person.

Guide also suggests ways to use is litera-

ture,

history,

etc.

Sce Sample Lesson Plan

View movie and discuss.

The film tits maay of the grades 7-8 objec-

tives.

View filmstrip with cassettes,

and use

plays.

Read and discuss book about German student

movement

against

Hitler.

View

filmstrip.

Activity 2:

Activity 3:

Activity 17:

"Our Nation Relieves in Fair

nese to All Kinds of People".

Rave student examine values

that caused people to choose

to come to the U.S.

"Fairness in Our Laws Is Impor

tent".

Savo student examine

values behind changed laws.

"Our Common Beliefs as Amerl

cans Protect All of Us"

See Appendix for selections recommended for

grades 7-6.

Readings and discussion ques-

tions

from multiethnic

sources.

39

The

y Fo

ught

Bac

k -

Yur

i Suh

l

Hol

ocau

st C

lass

room

Lib

rary

: Tee

nage

Exp

eri-

ence

s in

Naz

i Eur

ope

- 8

pape

rbac

ks

The_Mand_an_liztliusi-Oriet,

Mir

acle

at M

orea

ux -

Atla

ntis

Film

s L

td.

Tel

e-fi

lm C

anad

a in

ass

ocia

tion

with

WQ

ED

- T

VPi

ttsbu

rg. P

A.

Anu

n. C

atho

lic s

tude

nts1

and

aN

azi s

oldi

er g

rapp

le w

ith m

any

deci

sion

s be

-fo

re d

edid

ing

to a

ttem

pt s

avin

g th

ree

Jew

ish

child

ren

in N

azi-

occu

pied

Fra

nce.

JAG

S T

rans

ition

: Inc

reas

in2

Aw

aren

ess

ofV

alue

s

Whi

te R

ose

(AD

L)

Res

ista

nce

(AD

L)

Bei

ng F

air

and

Bei

ng F

ree

(AD

L)

AC

olle

ctio

n of

Pro

st a

nd P

oetr

y on

the

The

me

a V

alve

s ed

. Mic

hael

Spr

ing

Scho

last

icIn

c.

-26-

BE

ST

CO

PY

AV

AIL

AB

LE

40

DB

IEC

HV

ES

rlde

rsta

nd th

e im

pact

ofto

oup

dyna

mic

s on

indi

vidu

al c

hoic

es a

ndac

tions

.

Und

erst

and

the

impo

rtan

ce o

f mor

alre

spon

sibi

lity

inm

akin

gch

oice

s.

GR

AD

ES

7-8

CH

OO

SIN

G T

O M

AK

E A

BE

ITE

R W

OR

LD

INST

RU

CT

ION

AL

AC

TIV

ITIE

SIN

STR

UC

TIO

NA

L M

AT

ER

IAL

SActivity 1:

Activity

6:

Activity 7:

"Bach of Us Is a Part of Many

Groups"

"Unfairness Is Possible When

People Are Thought of in

Groups"

'When We Think

'We'

Are

Than

'They',

We Can Be

Better

Unfair"

Listen to song and comment

or. lyrics.

Have students

identify specific propaganda

techniques.

Read and discuss the effects on a family

forced into hiding from the Basis.

What

are the many problems that the families in

hiding faced?

How did this situation

change them?

What were the problems that

Miep Gies faced in hiding them and protect-

ing them?

view film showing seduction of Youth into

the Maxi movement.

Discuss the methods of

mind control and brain washing.

Read relevant sections and discuss the his-

torical

background.

View movi and discuss the kinds of courage

displayed by the righteous gentiles.

Book,

cassette tapes and discussion ques-

tions are included,

about moral dilemmas of

human

behavior.

Balm students

read entire autobiography.

Historical background

is

very helpful.

41

&M

g fa

ir a

nd B

eing

Fre

e (A

DO

Sap

g"P

ress

ure"

Bill

y Jo

el

frag

agan

iaK

A (

AD

L)

Prac

tical

gam

e ki

t

Ann

e Fr

ank:

tlie

Dia

ry a

t a Y

ong

Gir

l by

Ann

e Fr

ank

The

re a

re m

any

reso

urce

s av

aila

bk r

elat

ing

to A

nne

Fran

k, h

er d

iary

, and

the

peop

le s

hekn

ew.

Con

sult

Soci

al S

tudi

es S

choo

l Ser

vice

Cat

alog

for

res

ourc

e.

Blo

od a

nd H

onor

Nev

er to

orge

t - M

ilton

Mel

tzer

Bar

bara

Smok

e A

nA

shes

: Sip

a of

Hol

ocau

st b

yog

asky

Con

ran

to C

are

(AD

L)

The

Hol

ocau

st. A

Stu

dy in

Val

ues

-R

aym

ond

Zw

erin

d

I A

m A

Sta

r: C

hild

of

the

Hol

ocau

st -

Inge

Aue

rbac

her

BE

ST

CO

PY

AV

AIL

AB

LE42

MI O

M M

IIII

IIM

N N

W10

111

MIN

OM

-21

1111

11-1

1111

1-11

1111

1111

1111

1111

1111

11-1

1111

1

ON

ISI

MN

MI

1111

1101

1801

1 O

n N

I M

S U

M O

NO

OS

IN N

B M

N N

M N

S O

N

OB

JEC

TIV

ES

Rec

ogni

ze o

ne c

an m

ake

diff

eren

ceth

roug

hin

divi

dual

cho

ice

and

actio

ns.

Und

erst

and

the

cons

eque

nces

of

cert

ain

choi

ces

of h

uman

pai

nan

d hu

man

des

truc

tion.

4 3

GR

AD

ES

7-8

CH

OO

SIN

G T

O M

AK

E A

BE

rIE

RW

OR

LD

INST

RU

CT

ION

AL

AC

TIV

ITIE

SIN

STR

UC

TIO

NA

L M

AT

ER

IAL

Sa

Do

tiein

g F

air

an4

Bei

ng(A

DL)

Activity 11:

"What Can You

In Tour Home

and School?"

Activity 19:

"What Can You Do In Tour

Community?"

Activity 20:

"What Can You Do As An

American?"

Listen to song and discuss the importance

of change beginning with ourselves.

View film or road the book.

Discuss how

two thirteen-year-old girls

in Austria,

one Jewish and one whose parents are Masi

Party officials,

become friend..

2be

strains on thir unusual friendship forces

them to make choices.

See Sample Lesson

Plan.

Read and discuss the courage Mannab shows

while trying to rescue others in Hungary.

View filmstrip and discuss how the author

uses family photographs to tell the story

of her family's attempt to escape from

Maxi Germany.

View film.

Use material in teacher's man-

ual.

A 20 po,%er set giving historical overview

of the holocaust.

Have a Survivor or Liberator come to class

or see a video.

Have students create art work to be put on

tiles for a Children's Wall of Remembrance

at the museum in Washington D.C.

Ready-made materials

for bulletin board.

Use "Questions on the Holocaust",

an ex-

cellent resource for a

review and/or test-

ing.

- 28

-

Fre

e

.Son

g: "

I'm S

tara

n' W

ith th

e M

an in

the

Mirr

or",

- M

icha

el J

acks

on

A F

riend

ship

in V

ienn

a ba

sed

on th

e bo

ok.

The

Dev

il in

Wen

t=-

Dor

is O

rgel

Au

Rev

oir

Les

Enf

ants

- L

ouis

Mal

le

Han

nah

Sen

esch

: Her

Ljfe

and

Dia

ry

The

Cam

era

of M

y F

amily

(A

DL)

Thr

ough

Our

Eye

s (A

DL)

AD

L P

oste

r S

erie

s: "

The

Hol

ocau

st 1

933-

1945

".

Spe

aker

Bur

eau

andl

or L

ivin

g W

itnes

s S

erie

sfr

om W

atch

ung

Hig

h S

choo

l AV

Cen

ter.

The

Wal

l of R

emem

bran

ce: T

each

ing

Gui

deC

omm

ittee

to R

emem

ber

the

Chi

ldre

n an

d U

.S.

Hol

ocau

st M

emor

ial C

ounc

il

&lo

cato

r P

aean

Boa

rd: T

he S

ho*a

hB

altim

ore

Boa

rd o

f Jew

ish

Edu

catio

n.

Sim

on W

eise

ntha

l Cen

ter

for

Hol

ocau

st S

tud-

ies,

Los

Ang

eles

, Cal

iforn

ia

BE

ST

CO

PY

AV

AIL

AB

LE4

4

Lesson Plan for liras laninalisl.Sizera, Grades 7-8

Objesaixes: The student should be able to:

Evaluate the role of personal values in making choices and decisions.

- Understand the impact of group dynamics on individual choices and actions.

Understand the importance of moral responsibility in making choices.

- Recognize one caa make a difference through individual choices and actions.

- Understand the consequences of certain choices of human pain and human destruction.

MaterialT

Book: The Island on Bird Street by Uri Orley, Boston, Mass., Houghton Mifflin Co., 1983.

Book; Through Our Era by L Tatelbaum, LB.T. Publishing, Inc., Chicago, 1985.

Book: The Ho imams: A History of Courage and Resistance by Bea Stadtler, NewYolk,

Behrman House, 1973. Opts. 7, 8 and 10.

Agatika: Read the book.


1. Where does the story take place?

2. What happened to Alex's mother?

3. Where did Alex's father work?

4. What did Alex's father teach Alex about survival?

5. Describe the hiding place that Alex's father prepares?

6. What is the promise that Alex must keep to his fate?

7. How does Alex find food and clothing?

8. Describe Alex's pet that keeps him ccenpany?

9. Why did Alex have to go to the Polish neighborhood?

10. Where is there an uprising?

11. Who is Bolek? How did he help Alex?

12. Vrilly is Stashya so important to Alex?

13. Did Alex's father keep his promise?

SummarCan you describe a courageous person? When did you or someone you know show unusual

courage? How was Alex able to remain alive?

Write an essay that describes Alex's character and courage. Draw Alex's hiding places.

Follow Utz Read another diary about the Warsaw Ghetto: The Clgar=SellerigLibLecraossel.auam by Joseph Zieman, Lerner Publishing Co. (Available fromADL)

View the video or read Through Our Eyel by L Tatelbaum.

Invite a Survivor to speak about their experience during the Warsaw ghetto.

Lesson Plan for mr,zsxillayami, Grades 7-8

Objectiv e student should be able to:

- Evaluate the rob: of personal values in making choices and decisions.


- Uncicrstand the importance of moral responsibility in making choices.

Recognize one can make a difference through individual choices and actions.

- Understand the consequences of certain choices of human pain and human destruction.

Materials:

Boolc The Devil in Vienna by Doris Orgel. New York: Dell, 1978.

Video: A Friendship in Vienna a Disney Channel Premier Film.

Book: ntlialacamsc.tillisstaliffauagmAnilksissanct bY Bea &adder. Chapters 1-3for historical background.

Intmducrion

Create a class list of qualities that describe a "Best Friend*

Write an essay about your Best Friend that helpedyou in a time of danger or when you

really seriously needed help.

ACtivitiQ: Read the book or see the video.


1. How did Inge and Use become best friends?

2. What happened in Austria, in 1939, that changed the entire country?

3. Describe how Inge's world changed so drastically.

4. What was happening in Lisle's family that made it difficult for the girls to remain best friends?5. Describe how their friendship was so unusual, at that time.

6. How does List help Inge's family atcape?

7. What did Inge's Treamue Chest symbolize?

Summsx:

Use makes a choice to help her friend, Inge. and Inge's family.

What were the consequences fo Use's behavior?

What were the key factors in making this decisica?

Follow UR: Read other stories about Kristallnacht experiences: Richter, Hans Peter, Friedricth

New York: Dell, 1978.

Invite a survivor of Kristallnacht to give testimony.

See the Lesson Plan about Au Revoir las Enfant& Compare the friendship of Julien and Jeanto Lise and Inge.

-30- 4 6

Lesson Plan for Au Revoir Les Enfant% Grades 7-8

gszicppysl: The student should be able to:

- Evaluate the role of personal values in making choices and decisions.


- Understand the importance of moral responsibility in making choices.

- Recognize one can make a difference through individual choices and actions.

Understand the consequences of certain choices of human pain and human destruction.

Materials: Available firm Social Studies School Service, Culver City, CA

Book: Au Revoir Les SIN= by Louis Malle.

Video: haguatuanfams by Louis Malle, Orion, 1989.

Book: LcalnacczmillodilahaltatocuLtlitEllasraifizahambcifilOgneSthalioened.Them by Phillip Hallie.

Inuaductian:

Create a class list of qualities that describe a "Best Friend"

Write an essay about your Best Friend that helped you in a time of danger or when you really

seriously needed help.

Actiyilies: Read the book or see the video.


1. How was Jean treated when he arrived at the Boarding School?

2. Describe Jean and how he felt being in the school.

3. Can you describe Julien and his position in the class?

4. How did they become Best Friends?

5. Describe Describe the scene in the Restaurant. What was an example of prejudicial

behavior? How did Julien's family react?

6. What was the 30Ctet that both Jean and Julien shared?

7. Who revealed the secret? Why did Joseph inform the S.S.?

8. How would you describe Father Jean? What happened to him and the others?

Follow Up:

Read other stories about the French Resistance.

Invite a survivor from France to give testimony.

See the Sample Lesson Plan about The Devil in Vienna. compare the friendship of Julien and

Jean to Lise and Inge.

Read other books about the Righteous Ones: Raoul Wallenberg, Ivfiep Gies, Oskar Schindler, and

others.

-31- 4 7

GRADES 7-8

Books

Anger, Per.Holocaust Library, 1981.Story of one man's efforts to make a difference in the Holocaust.

Auerbacher, Inge. jhagslarailigf/bgaticayst. Prentice-Hall Books for Young Readers,division of Simon & Shuster. 1986.The author was only 7-years-old in 1942, when her family was sent to Terezin. Only 100children survived this camp. She was one of them.

Frank, Anne. AmmErankakiniaissiumungart. Washington Square Press, New York, 1972.Anne Frank, tianslated from the Dutch by M.M. Mooyaan. A classic stoty of the Holocaust.

Holocaust Classroom Library. (available through Social Studies School Service, 10200 JeffersonBoulevard, P.O. Box 802, Culver City, CA 90232-0802.)Collection includes the following titles:

Ilmitsawmazic .L1 It&ThettlX.Intien Stalca.Xlats lazagislicAdd ILO=AnntEmnr..11bruLLYsangraid Eicdria

Lamer, Isabella. Bignientanfjuttess. Dell Publications, New York, 1978.On May 29. 1944, the Katz family began the journey to Auschwitz. not all of Isabella's familywould survive the first "selection". Those who did heard their mother's final mandate,"Live!". Giving each other strength, courage, and love, they obeyed.

Jacovsen, Louise and Mazy Furlong. "Heidi's Dilemma.' from Tbrilustandelmomma. UngerPublications (available through Social Studies School SeMce, Culver City, California.) 1980.A collection of stories and classroom lessons using the fonnat of a moral dilemma.

Meltzer. Isfilton. Never to Forget The Jews of the Ramat, Harper & Row. New York. 1976.A useful text for studying the Holocaust by using eyewitness accounts.

Merti. Betty. undocunglingibraggc= J. Weston Walch, Maine, 1982. .

Wolktext explains the facts and significance of the Holocaust. including background onanti-Semitism in history through the "Final Solution". Readings, activities, and resourcesare included.

' .41 I. ' S II.10 1/4) .91 I S :

Merti, Betty. The World of Anne Fuld,. J. Weston Watch, Maine, 1984.Readings, activities, and resources which can be used on their own or in conjunction withreading Anne Franles May,

Orgel. Doris. ilmazdkrienos, Oral Pmss, New York, 1978.The moving story of two friends: Inge. who is Jewish. and Lise, who belongs to the "EderYouth Mammon at the insistence of ber SS father. Their friendship endures Kristalnachtand separation.

Orley, Uri. ThaAlingthajlittEinc. Houghton Mifflin Canpany, Boston, 1984.Young Alex (only 11), lett alone atter his mother disappears and his father has been"selected" by the German Anny, must struggle to survive in an abandoned building in theghetto. Foraging for food and fuel, living in terror and loneliness, Alex lives on the hope ofhis father's promise to return.

-32-s BEST COPY AVAILABLE

Richter, Hans Peter. Friedrich. Dell Publishing Co.. New York, 1979.This story about the friendship of a Jewish boy, Friedrich Schneider, and his German friendillustrates the determination of their friendship.

Rogasky, Barbara. Smoke and Ashes. Holiday House, New York, 1988.A comprehensive historical overview of the Holocaust

Scholl, Inge. Ihr.Whiit log. Wesleyan Press, Neddletown, cr, 1983.White Rose was a group of German students, like Hans and Sophie Scholl, who protested theNazi inhunrnity because they refused to be silent

Senesh, Hannah. Hannah Seneshiller jjfe and Diary. Schocken, New York, 1972.Hannah Senesh was born in Hungary and later emigrated to Palestine. During the war, shewas parachuted into Nazi occupied Europe to save Jews. However, she was caught and killed.She left a legacy of heroism.

Stevens, Larry. The Propaganda Kit. Anti-Defamatice League of B'nai B'rith, New York, .Twenty-six propaganda techniques are introduced to students through the various activitiesand exercises.

Suhl, Yuri, ed. . : . .A 1 1 LI 11 1. A 100. Schocken, NewYork, 1975.These 33 stories of 12 people, both Jews and non-Jews, all under the age of 2/1 who expresstheir desire to survive.

Tatelbauni, L Through Our Eye& LB.T. Publishing, Inc., Chicago, 1985.A comprehensive study of the Holocaust through eye witness accounts of children. Comeswith a study guide. Video available.

Zwerin, Raymond A. Rabbi. 'Me Holocaust Srudv in Value& Alternatives in Religious Education,Inc., Colorado, 1976.Book and cassette tapes on moral dilemmas with discussion questions.

Periagical.Eublisalian

Ecroinansa Union of American Hebrew Congretations, New York, 1978.Vol. man #4 Jan. 1978. Art of HolocillffeVol. MCI #5 Feb. 1976. Aspects of the Holocaust and Mtler's War Against the Jews.Vol. ,C,CV Cluldansigitlialocaus.Vol MOC #5 Sunixenvol. may #2 Oct. 1978. Thri.Cluistianransgicagm.vol. XXVI #1 WanwsLEatLximaiAgainalluranitt.

Eguratiand2rgiumaa. "One to One" Teaching Module

Gurewitsch. Brans. ed. Too Had MUMS of A Bright Future: True Experiences of ChildrtnWho Survived the Holocaust." Center for Holocaust Studies, Brooklyn, New York, 11230.1988.Six children who survived the Holocaust tell their stories.

Benamy, Avivah, "True Experiences of children Who Survived the Holocaust." Teacheesguide for student handbook. "One to One" lyrics by Inge Aumbach: music by JamesDonenfeld. Audiocassette for teaching module. 1984.

Audio:hull:laud&

Au Revoir Liwt Enfant% by Louis Ma Ile. Anti-Defamation League of B'nai B'rith, 823 UnitedNati= Plaza. New York. 10017, 1986.

ThriSauaguaat28 minute film or videotape that shows the courage of the Righteous Gentiles who helpedJews during the Holocaust.

The Camera of My Family. Anti-Defamation League of B'nai B'rith, 1978.18.5 minute filmsuip/cassene or videotape telling the story of an upper middle classGerman family revealed through the family collection of photographs by Catherine HahnfNoren.

Dupont, Henry and Christine. Increashio Awarrnettaf_Valum. American Guidance Services,Click Pines, MN 55104. Filmstrip/cassette series.The role of personal values in making choices and decisions.Series tides include:"Communication and Problem Solving Skills""Encouraging Openess and Tiust""Veil's' and Non-verbal Commimicatice of Feelings""Needs, Goals, and Expectations""Incicasing Awareness of Values"

Misacleiadinegu. Atlantis Shaw Ltd., WQEDTV, Pittsburgh, PA.A nun. Catholic students and a Nazi soldier grapple with many decisions bdfore deciding toattempt to save three Jewish chid= in Nazi-occupied Frac&

Postale:rim The Holocaust_ 1933-45, And-Defunation League of 'ThaiBIM, New York.Photographic posters nom the Holocaust.

Easigancr. (available from Anti-Defamation League of B'nai B'rith). Board of Jewish EducationN.Y. and Yivo Institute, Nriw Ycnk, 1976.A filmstrip and teaching guide.

&UM

Jacks= bifida& "Man in dm Mirror." Album Bad, Epic Records, Producer QuincY ThumCo-Producer Michael Jackson. 1987.

Simon and Garfunkel. "Sounds of Silence' Album SounkaSilcacc, ColuniNa Records, 1968.

Warwick, Dionne. "That's What Friends Aze For." Album Etats, Arista Records, 1985.

5 0

-34-

PROFESSIONAL RESOURCE MATERIALS

Being Fair and Being Free. Anti-Defamation League of B'nai B'rith. New York, 1986.An educational program of 20 lessons about the various forms and consequences ofprejudice. For secondary students.

Byrnes, Deborah A., Ph.D.Classrm. Anti-Defamation League of B'nai B'rith, New York, 1987.A handbook for elementary teachers with 69 activities that raise children's awareness,understanding, and tolerance of difference&

Muffs, Judith Herschleg.Anti-Defamation League of B'nai B'rith, New York, 1982.Good selection of materials available with brief description.

Shiman. David, et oL The Prejudice Book. Anti-Defamation League of B'nai B'rith, New York,1989.Classroom acitivites to help students understand how prejudice affects our society.

The Wonderful World of Difference. Anti-Defamation League of B'nai B'rith, New York, 1986.An educational program of 20 lessons for grades K-8 that introduces the concept ofprejudice which occum when differences tut not accepterLor understood.

Grunfeld, Frederick V., ed. Games of the World. Hoft Rinehart Winston, Inc., New Yoric, 1975.A collection of games from all time periods and areas of the world. Description andbackground of games included.

Lipson, Greta Barclay and Jane A. Romatowski. Ehnig2dric, (A Good Apple Idee Book for Grades4-9). Good Apple, Inc., Box 299 Carthage, Minois 62321-0299, 1983.Activities and cultural information for exploring ethnic heritage.

Roth& Louis E. Dr. Exploring Moral Val= Warren School Production& Inc., Prentice-Hall Co.,Pleasantville, New York, 10570, 1969. (A-V materials)

el e. . . . 4, .

Holocaust Bulletin Board. The Sho'ah. Aaron M. Leibae Resource Center, Baltimore Board ofJewish Education.

Thr.Ealthigcniczahraima: Teaching Guide. The Committee to Remember the Childzen. The U.S.Holocaust Memorial Council, 2000 L Street NW, Suite 588, Washington, D.C. 20036-4907.

Fumy, Sarah. Developing Thinking Skill& Scholastic, Inc., New York, 1981.Collection of activities designed to develop and improve student thinking and writing skills.

Spring. Klehael. ed. Ya1usatILCC111Ctlicauf202.Scholastic. Inc., New York, .

Readings snd discussion questions from multi-ethni, sources.

Catiaatiinking.A. Scholastic Inc., New York, 1978.Lesson plans, duplicator material, and transparencies for teaching students lessons incritical thinking.

51

-35- BEST COPY AVAILABLE

SUGGESTED RESOURCES FOR OBTAINING MATERuas

Anti-Defamation League of B'nai B'rith823 United Nations PlazaNew York. New York 10017

Center for Studies ce the HolocaustAnti-Defamation League of B'nai B'rith823 United Nations PlazaNew York, New York 10017

Itarning Resoutte CenterNew Jersey State Department of EducationContact you local school district for availability of these materials in your area.

Social Studies School Smvice10200 Jefferson BoulevardP.O. Box 802Culver City, CA 90232-0802

New England School SlangyDivision of Chaselle. I.609 Silver StreetAgawam, Massachuseues 01001

Simon Wiesenthal Center9760 Wen Pico BoulevardLos Angeles, CA 90035-4792(213) 553-9306 Fax: (213) 553-8007

Documents

DOCUMENT RESUME ED 391 707 SO 025 755 AUTHOR TITLE