Kat.People Make Choices - Facing History and Ourselves · Jigsaw Activity: Totally Unofficial: Raphael Lemkin and The Genocide Convention People Make Choices, Choices Make History

People Make Choices, Choices Make History Page 1 of 25

Please r e turn a l l documents to jo c e l yn_stanton@fac ing .org by January 31, 2014

People Make Choices, Choices Make History

Essential Question or Facing History theme:

How do human relationships shape individual and collective choices?

Brief Overview of Module: This was written for a 10th grade English class. The unit takes place over 5 weeks. Lessons were designed for high achieving students but, they can be modified, refined, or reduced based on student level of instruction and time restrictions. Through the lens of the Holocaust, students will explore human relationships (how we see ourselves and others) and the impact of individual and collective choices towards building/destroying human rights/lives, which in turn shape history.

Performance Task

People make choices, choices make history. Using the Holocaust as the central subject, write an essay in which you argue one or two of the most important decisions which shaped this history. Use one of the following articles, as well as evidence we have studied during this unit to support your claims. Based on Literacy Design Collaborative Task #5 for Argumentation and Evaluation



Content: Texts - The Holocaust and Human Behavior (Facing History And Ouselves) - Totally Unofficial: Raphael Lemkin and the Genocide Convention (Facing History And Ouselves) - Decision Making In Times of Injustice (Facing History And Ouselves) - The Weimar Republic: The Fragility of Democracy (Facing History And Ouselves) - “The Night of The Broken Glass” “Kristallnacht:” The Night of Shattered Glass (Jacob Boas

and Joel Neuberg - The Holocaust Center of Northern California) - Salvaged Pages (Alexandra Zapruder) - The Holocaust: A Resource Book for Students and Teachers (Jack Weinstein) - Night (Elie Wiesel) - Tell The Children: Letters to Miriam (Dora Sorell) - I Never Saw Another Butterfly: Children’s Drawings and Poems from Terezin Concentration Camp,

1942-1944 (Editor: Hanna Volavkova) - Friedrich (Han Peter Richter) - The Courage to Care (Editors: Carol Rittner and Sondra Myers) - The Sunflower (Simon Wiesenthal) Survivor Testimonies and/or Videos - Holocaust Survivor Speaker (Guest speakers vary based on availability) - Survivor Testimonies from:

- The Shoah Foundation (http://www.youtube.com/user/USCShoahFoundation) - The 1939 Club (www.1939club.com) - Facing History And Ourselves (http://www.facinghistory.org/survivor-testimony)

- What Are Human Rights? http://www.youthforhumanrights.org/what-are-human-rights.html - The Courage to Care (Available at Facing History And Ourselves

http://www.facinghistory.org) - The Challenge of Memory (Available at Facing History And Ourselves

http://www.facinghistory.org) - The Path to Nazi Genocide http://www.ushmm.org/learn/introduction-to-the-

holocaust/path-to-nazi-genocide - Jewish Partisan Educational Foundation

http://www.jewishpartisans.org/t_switch.php?pageName=educator+films - Nuremberg Remembered http://www.facinghistory.org/node/498 Internet - United States Holocaust Memorial Museum (http://www.ushmm.org) - Yad Vashem (http://www.yadvashem.org) - German Propaganda Archive from Calvin College

(http://www.calvin.edu/academic/cas/gpa)

https://www.facinghistory.org/for-educators/educator-resources/resources/facing-history-and-ourselves-holocaust-and-human-behavior

https://www.facinghistory.org/for-educators/educator-resources/resources/totally-unofficial-raphael-lemkin-and-genocide-convention

https://www.facinghistory.org/for-educators/educator-resources/resources/decision-making-times-injustice

https://www.facinghistory.org/weimar

https://www.facinghistory.org/for-educators/educator-resources/resources/salvaged-pages

https://www.facinghistory.org/for-educators/educator-resources/resources/night

https://www.facinghistory.org/for-educators/educator-resources/resources/friedrich

https://www.facinghistory.org/for-educators/educator-resources/resources/sunflower

https://www.facinghistory.org/for-educators/educator-resources/resource-collections/survivor-testimony

https://www.facinghistory.org/for-educators/educator-resources/resources/courage-care

https://www.facinghistory.org/for-educators/educator-resources/resources/courage-care

https://www.facinghistory.org/for-educators/educator-resources/resources/challenge-memory

https://www.facinghistory.org/for-educators/educator-resources/resources/challenge-memory

https://www.facinghistory.org/for-educators/educator-resources/resources/nuremberg-remembered



Skills students will need to achieve task: Skills Cluster 1: Preparing For the Task Task Engagement: Ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns. Task Analysis: Ability to understand and explain the task’s prompt and rubric. Skills Cluster 2: Reading Process Reading: Ability to select appropriate texts and understand necessary reading strategies needed for the task. Note-taking: Ability to read purposefully and select relevant information to summarize/paraphrase. Skills Cluster 3: Transition to Writing Bridging Conversation: Ability to transition from reading to the writing phase. Skills Cluster 4: Writing Process Initiation of Task: Ability to establish a controlling idea and consolidate information relevant to task. Planning: Ability to develop a line of thought and a text structure appropriate to an argument task. Development: Ability to construct an initial draft with an emerging line of thought and structure. Revision: Ability to apply revision strategies to refine development of an argument, including line of thought, language usage, and tone as appropriate to the audience and purpose.



INSTRUCTIONAL PLAN Week One: What’s In A Name? The Importance of Using Language to Define Human Membership and Choices. Weekly Lesson Overview: Students are introduced to historical connections with literature, academic language, and content centered on human rights, genocide, and the Holocaust. Facing History themes and content: The theme this week is: • The importance of language in defining and establishing universal human

rights/membership, as well as the word, “genocide,” in order to legally address and respond to crimes against humanity.

• Individual, personal choices can leave an historical legacy and influence future decisions. Content: - Making Connections Between Literature and History (teacher created handout) - Totally Unofficial: Raphael Lemkin and The Genocide Convention

http://www.facinghistory.org/sites/facinghistory.org/files/raphael_lemkin_0.pdf - Video: What Are Human Rights? http://www.youthforhumanrights.org/what-are-human-

rights.html - Introduction to the Universal Declaration of Human Rights

http://www.facinghistory.org/introduction-universal-declaration-human-rights - The Universal Declaration of Human Rights http://www.un.org/en/documents/udhr/ - Audiovisual Library of International Law http://legal.un.org/avl/ha/cppcg/cppcg.html - The 8 Stages of Genocide http://www.genocidewatch.org/genocide/8stagesofgenocide.html - Human Rights Violations/Genocide Research Project (Optional assignment with teacher

created handout) - “Glossary of Key Terms Related to Facing History And Ourselves: Holocaust And

Human Behavior” Decision Making In Times of Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice

- Woolf, Linda M. "Chronology of the Holocaust." Chronology of the Holocaust. Webster University, n.d. Web. 08 Dec. 2013. <http://www2.webster.edu/~woolflm/chronology.html>.

- Introduction To The Holocaust http://www.ushmm.org/wlc/en/article.php?ModuleId=10005143

- Video: Path to Nazi Genocide http://www.ushmm.org/learn/introduction-to-the-holocaust/path-to-nazi-genocide

Skills addressed (Week 1): Reading 2. Ability to summarize key supporting details and ideas within a text. 4. Ability to interpret words and phrases as they are used in a text.



7. Ability to integrate and evaluate content presented in diverse formats and media. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge. 10. Ability to write reflective responses to informational texts. Writing 9. Ability to build on others’ ideas and express their own ideas clearly and persuasively. Speaking & Listening 1. Ability to apply knowledge of new academic vocabulary to reading, conversation, and writing. Language 6. Ability to closely read and comprehend complex informational texts independently and proficiently BENCHMARKS (Week 1): • Effective note-taking followed by a written Reflection utilizing evidence. • Jigsaw: Small groups formulate questions on the importance of defining genocide; analyze

and argue the strengths and limitations of international law in preventing genocide and massive human rights violations, followed by class discussion.

• Students work with new academic and content-based vocabulary. • Student KWL/Anticipation Guide: Students respond to “What do you think?/What do

you want to know?” anticipation questions. • Think, Pair, Share: Student response to new content-based information.

Activities planned: Week 1: What’s In A Name? The Importance of Using Language to Define Human Membership and Choices. Day 1: - Read/respond and pair-share/discuss: Making Connections Between Literature

andHistory (teacher created handout). - Read/discuss the Introduction and Overview of Totally Unofficial: Raphael Lemkin and The

Genocide Convention (students might need to complete this reading for homework). Day 2: Facing History And Ourselves Educator’s Path Quest: Defining and Understanding Human Rights, Crimes Against Humanity, and Genocide Part 1 (teacher created educator’s path and handout). - Watch and Respond to the Youth for Human Rights video, What are Human Rights? Educator’s Path Quest: Defining and Understanding Human Rights, Crimes Against Humanity, and Genocide: https://www.facinghistory.org/paths/defining-and-understanding-human-rights-crimes-against-humanity-and-genocide Day 3: Facing History And Ourselves Educator’s Path Quest: Defining and Understanding Human Rights, Crimes Against Humanity, and Genocide Parts 2 & 3 (teacher created educator’s path and handout). Jigsaw Activity: Totally Unofficial: Raphael Lemkin and The Genocide Convention



https://www.facinghistory.org/paths/defining-and-understanding-human-rights-crimes-against-humanity-and-genocide -For homework: Students write a reflection, utilizing evidence on the information they learned related to human rights and the Genocide Convention. Day 4: Facing History And Ourselves Educator’s Path Quest: Defining and Understanding Human Rights, Crimes Against Humanity, and Genocide Part 3 https://www.facinghistory.org/paths/defining-and-understanding-human-rights-crimes-against-humanity-and-genocide - Writer’s Workshop: Students peer review/edit their Human Rights and the Genocide

Convention reflections. - Introduce collaborative Human Rights Violation/Genocide Research Project Presentation

(Note: this is an optional assignment that will require more class time - teacher created handout provided).

Day 5: - Student KWL/Anticipation Guide established (teacher created handout provided). - Introduction to “Glossary of Key Terms related to Facing History And Ourselves and the

Holocaust,” and a brief overview of the “Chronology of the Holocaust.” - Watch video (selected segments), Path to Nazi Genocide, followed by think, pair, share

discussions.

Week Two: Choices and Consequences in Weimar Germany and the Rise of Nazi Ideology. Weekly Lesson Overview: Students are introduced to the history of anti-semitism, the Weimar Republic, and Nazi ideology and propaganda, which led to the Holocaust. Facing History Themes and Content: The theme this week is: • Choices and consequences in Weimar Germany shaped the history of the Holocaust. • Race as myth has been used to justify discrimination and violence. Content: - “Lesson 5: Us and Them: Confronting Labels and Lies,” Decision Making In Times of

Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice - “Reading 14: Anti-Judaism: A Case Study In Discrimination” The Holocaust And Human

Behavior. 46-51. - Salmons, Paul. Reflections: The Holocaust Exhibition a cross-curricular resource pack for

teaching about the Holocaust. Imperial War Museum. - Lesson 7: The Weimar Republic: Historical Context and Decision-Making” Decision Making

In Times of Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice

- “Why Study Weimar Germany?” The Weimar Republic: The Fragility of Democracy. http://weimar.facinghistory.org/content/why-study-weimar-germany



- “1929: A Turning Point During the Weimar Republic” The Weimar Republic: The Fragility of Democracy. http://weimar.facinghistory.org/content/1929-turning-point-during-weimar-republic

- “Choices and Consequences in Weimar Germany” The Weimar Republic: The Fragility of Democracy http://weimar.facinghistory.org/content/choices-and-consequences-weimar-germany

- “Victims of the Nazi Era: Nazi Racial Ideology.” http://www.ushmm.org/wlc/en/article.php?ModuleId=10007457

- “Reading 8: ‘Race Science’ in a Changing World” The Holocaust And Human Behavior. 87-90. - “Reading 11: A Revolt in a Beer Hall” The Holocaust And Human Behavior. 137-141. - “Reading 12: Creating the Enemy” The Holocaust And Human Behavior. 141-144. - “Reading 3: Propaganda” The Holocaust And Human Behavior. 244-247. - “Reading 5: Art and Propaganda” The Holocaust And Human Behavior. 223-225. - “Lesson 11: The Nazis in Power: Propaganda and Conformity.” Decision Making In Times of

Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice - Keen, Sam. “To Create An Enemy.” wisdompeacepath.org. n.d. 10 October 2013.

http://wisdompeacepath.org/page/23.html - “Paradigm for Othering" (teacher created handout). - State Deception: The Power of Nazi Propaganda. http://www.ushmm.org/propaganda/ - “German Propaganda Archive.” http://www.calvin.edu/academic/cas/gpa/

Skills Addressed (Week 2): Reading 2. Ability to determine central ideas or themes of a text, and analyze their development; and to summarize key supporting details and ideas within a text. 3. Ability to analyze how the author unfolds an analysis or series of ideas or events, and the connections that are drawn between them. 4. Ability to interpret words and phrases as they are used in a text. 6. Ability to determine an author’s (or artist’s) point of view or purpose in a text; and to analyze how an author uses rhetoric to advance that point of view or purpose. 7. Ability to integrate and evaluate content presented in diverse formats and media. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge. 10. Ability to closely read and comprehend complex informational texts independently and proficiently. Writing 1a-b. Ability to write an argument with a specific claim; and to create an organization that establishes clear relationships, reasons, and evidence. 1c. Ability to use words, phrases, and clauses to link the major sections of the text. 6. Ability to use technology to interact and collaborate with others. 9. Ability to write reflective responses to informational texts. Speaking & Listening 1. Ability to build on others’ ideas, and express their own ideas clearly and persuasively. 2. Ability to integrate and evaluate information presented in diverse media and formats



(visually, quantitatively, orally). Language 6. Ability to apply knowledge of new academic vocabulary to reading, conversation, and writing. BENCHMARKS (Week 2): • Effective note-taking followed by a written argument utilizing evidence for analytical

support. • Gallery Walk: Students recognize appearance is not always the reality by examining

individual photos and stories related to identity, membership and the universe of obligation.

• 3-2-1: Student responses to the reading material. • Journaling: Students make text to self, text to text, text to world connections. • Cafe Conversations: Small groups formulate questions and analyze the historical context,

ideologies, and peer influences, which shape human choices; and they examine the resulting consequences of those choices.

• Jigsaw activity: Students read, discuss, and generate essential questions related to Nazi ideology and propaganda.

• Media Literacy: Students analyze visual images and propaganda from Nazi Germany.

Activities Planned: Week 2: Choices and Consequences in Weimar Germany and the Rise of Nazi Ideology. Day 1: - Gallery Walk and Follow Up Class Discussion: Using Reflections: The Holocaust Exhibition

and Lesson 5: “Us and Them Confronting Labels and Lies,” Decision Making In Times of Injustice as a guide, students look at individual photographs and stories of perpetrators, bystanders, upstanders, and victims of the Holocaust, and explore the concepts of appearance vs. reality, identity, membership, and the universe of obligation.

For homework: Students read Reading 14: “Anti-Judaism: A Case Study in Discrimination” The Holocaust and Human Behavior and respond to at least three of the Connections questions in their journals. Day 2: - 3-2-1 discussion strategy related to Reading 14: “Anti-Judaism: A Case Study in

Discrimination” The Holocaust and Human Behavior Connections. - Evaluating Internet Sources: Genocide Research Collaboration (optional assignment). Homework Option: Students read/annotate “Why Study Weimar Germany,” “1929: A Turning Point During the Weimar Republic,” and “Choices and Consequences in Weimar Germany.” Optional Additional Challenge Assignment: Student exploration of The Weimar Republic: The Fragility of Democracy. http://weimar.facinghistory.org/content/1929-turning-point-during-weimar-republic Day 3: - Quick Write Reflection: Students reflect on the historical context of individual choice



(“Lesson 7: The Weimar Republic: Historical Context and Decision-Making” Decision Making In Times of Injustice can be helpful in formulating questions and lesson plans).

- Cafe Conversations Activity: - “Why Study Weimar Germany?” The Weimar Republic: The Fragility of Democracy. - “1929: A Turning Point During the Weimar Republic” The Weimar Republic: The Fragility

of Democracy. - “Choices and Consequences in Weimar Germany” The Weimar Republic: The Fragility of

Democracy. For homework: Journal Reflection: Do people make history or does history make people? Who/what is more responsible for the victory of the Nazi Party? In what ways are you influenced by the peer culture around you? In what ways do you influence this culture? Day 4: - Learn to Listen/Listen to Learn: Students share their journal responses and reflections. - Read/annotate/discuss “Victims of the Nazi Era: Nazi Racial Ideology.” - Jigsaw Activity: Students read, discuss, and formulate essential questions related to Nazi

ideology and propaganda. - Reading 8: “‘Race Science’ in a Changing World.” - Reading 11: “A Revolt in a Beer Hall.” - Reading 12: “Creating the Enemy.” - Reading 3: “Propaganda.”

For homework: Read “Reading 5: ‘Art and Propaganda,’” “Paradigm for Othering,” and “To Create An Enemy.” Day 5: - Use 3-2-1 strategy to ensure student understanding of “Reading 5: ‘Art and Propaganda,’”

“Paradigm for Othering,” and “To Create An Enemy” - Media Literacy: Students analyze visual images utilizing Lesson 11: “The Nazis in Power:

Propaganda and Conformity,” State of Deception: The Power of Nazi Propaganda, and the German Propaganda Archives as resources.

For homework: Re-read the poem, “To Create An Enemy” by Sam Keen. Based on the propaganda evidence you saw/read, write in your journal a brief argument analyzing to what extent Keen’s poem is true.

Week Three: Human Choices in the Face of Injustice. Weekly Lesson Overview: Students read and respond to a selection of documents, which deepen their understanding of how individual decisions can perpetuate or prevent injustice and violence. Facing History Themes and Content: The theme this week is:



• Conformity and the need to belong influence choices. • Apathy is a choice which aids the oppressor, never the oppressed. Content: - Richter, Hans Peter. “The Jungvolk” Friedrich. New York: Puffin Books, 1970. 32-38 - “Reading 7: School for Barbarians” The Holocaust And Human Behavior. 228-231. - “Reading 9: Changes at School” The Holocaust And Human Behavior. 175-176. - “Reading 8: Taking Over the Universities” The Holocaust And Human Behavior. 172-174. - “Reading 15: No Time To Think” The Holocaust And Human Behavior. 189-192. - “Reading 16: Refusal to Compromise” The Holocaust And Human Behavior. 192-193. - “Reading 20: Do You Take the Oath?” The Holocaust And Human Behavior. 198-200. - “Lesson 13: Kristallnacht: Decision-Making in Times of Injustice” Decision Making in Times

of Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice - Boas, Jacob and Joel Neuberg. “The Night of The Broken Glass” “Kristallnacht:” The Night

of Shattered Glass. San Francisco: The Holocaust Center of Northern California, 1988. 1-13. - “Reading 7: Taking a Stand” The Holocaust And Human Behavior. 268-270. - “Reading 5: The Night of the Pogrom” The Holocaust And Human Behavior. 263-267. - “Reading 7: World Responses” The Holocaust And Human Behavior. 270-272. - Zapruder, Alexandra. “Klaus’s Diary” Salvaged Pages. New Haven: Yale University Press,

2002. 19-23. - Weinstein, Jack. The Holocaust: A Resource Book for Students and Teachers. Milpitas: Milpitas

Unified School District, Office of Instruction, 1984. 82-90. - “Bystanders and Rescuers: Overview” The Holocaust And Human Behavior. 363-364. - “Reading 1: What Did People Know?” The Holocaust And Human Behavior. 364-367. - “Reading 10: The Failure to Help” The Holocaust And Human Behavior. 275-278. - “The Bystanders” published by Yad Vashem (this resource is no longer accessible online;

however, teachers could use “Reading 3: Bystanders at Mauthausen” The Holocaust And Human Behavior. 370-372).

- “Helen Jacobs” by Vicki Barnett (this resource is no longer accessible; however, teachers could use “Reading 16: A Refusal to Compromise” The Holocaust And Human Behavior. 192-193).

- “Lesson 14: The Holocaust” Decision Making in Times of Injustice. http://www.facinghistory.org/resources/units/decision-making-times-injustice

Skills Addressed (Week 3): Reading 1. Ability to cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. 2. Ability to determine central ideas or themes of a text and analyze their development; and to summarize key supporting details and ideas within a text. 3. Ability to analyze how and why individuals, events, and ideas develop and interact over the course of a text; and to determine whether earlier events caused later ones or simply preceded



them. 4. Ability to interpret words and phrases as they are used in a text. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge. 10. Ability to closely read and comprehend complex informational texts independently and proficiently. Writing 3d. Ability to use precise words and phrases to convey a vivid picture of an experience. 5. Ability to develop and strengthen writing as needed by revising, editing, and rewriting. 9. Ability to write reflective responses to informational texts; and to draw evidence from literary and informational texts to support analysis and reflection. 10. Ability to write routinely for a range of tasks, purposes, and audiences. Speaking & Listening 1. Ability to participate effectively in a range of conversations and collaborations with diverse partners; and to build on others’ ideas and express their own ideas clearly and persuasively. 3. Ability to evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Language 6. Ability to apply knowledge of new academic vocabulary to reading, conversations, and writing. BENCHMARKS (Week 3): • Effective note-taking followed by a written compare/contrast response utilizing evidence

for analytical support. • Peer review and revision of analytical argument. • Socratic Seminar: Students formulate questions and analysis related to the role of

education, identity, membership and human choices. • Found Poem Activity: Students create poems by selecting words and phrases from existing

texts of bystanders’ and upstanders’ choices and reflections. • Learn to Listen/Listen to Learn: Students listen and share their journal responses and

reflections. • Analyze an Event and the Range of Choices: Students utilize note-taking diagrams and

strategies to explore and analyze a range of choices centered around a specific event (Kristallnacht).

• Exit Card Activity: Students write the key information and concepts they learned during the lesson.

• Think, Pair, Share: Students analyze, discuss and defend a position based upon textual evidence; and they define new key terms related to the Holocaust.

Activities Planned: Week 3: Human Choices in The Face of Injustice. Day 1: - Peer Review and Discussion: Students peer review and discuss their “To Create An

Enemy” written analytical arguments. - Socratic Seminar: Students explore the role of education, and identity, membership, and

human choices.



- “The Jungvolk” Friedrich. - “Reading 7: School for Barbarians” and Connections The Holocaust and Human Behavior. - “Reading 9: Changes at School” The Holocaust and Human Behavior.

For homework: Human Rights Violation/Genocide Research Project (Optional assignment) Optional Reading Challenge: Students deepen their understanding of Nazi thought through the reading of Hitler’s speeches and Nuremberg Race Laws (see http://www.ushmm.org for copies of these documents). Day 2: - Human Rights Violation/Genocide Research collaboration time (optional assignment). - Found Poems Activity: Students utilize “Reading 8: Taking Over the Universities,”

“Reading 15: No Time to Think,” “Reading 16: A Refusal to Compromise,” and “Reading 20: Do You Take the Oath” from The Holocaust and Human Behavior for this activity.

- Journal Response: Compare/contrast the choices made by Helen Jacobs with those made by Peter Drucker in “Taking Over the Universities,” and the German men that Milton Mayer interviewed in “No Time to Think.” Make sure to provide specific textual evidence. What conclusions can you draw about the effect of human choices? Does an individual have the responsibility to take a stand? When? Under what circumstances? Why?

For homework: Complete Journal Response. Days 3/4: - Learn to Listen/Listen to Learn: Students listen and share their journal responses and

reflections. - Analyzing An Event and the Range of Choices: Use “Lesson 13: Kristallnacht: Decision-

Making in Times Injustice” Decision Making in Times of Injustice Handouts 1-5 to assist instruction. - Tree Diagram (Handout 1). - “The Night of Broken Glass” “Kristallnacht:” The Night of Shattered Glass. - Alfons Heck (Handout 4, Reading 1). - “Reading 6: Taking a Stand” The Holocaust and Human Behavior. - “Reading 5: The Night of the Pogrom” The Holocaust and Human Behavior. - “Reading 7: World Responses” The Holocaust and Human Behavior. - Kristallnacht: The Range of Choices: Note-Taking Guide (Handout 5).

- Exit Card Activity 1 (Day 3): Kristallnacht: What happened? When? Where? Who? Why? - Exit Card Activity 2: (Day 4): Kristallnacht: What were the range of choices/responses?

Why? For homework: Human Rights Violation/Genocide Research Project (Optional assignment) Read and annotate Chapter 8 “Bystanders and Rescuers: Overview,” “Reading 1: What Did People Know?,” and “Reading 10: The Failure to Help,” from The Holocaust and Human Behavior; and “The Bystanders” from Yad Vashem (or “Reading 3: Bystanders at Mauthausen” The Holocaust and Human Behavior), and “Helen Jacobs” by Vicki Barnett (or “Reading 16: A Refusal to Compromise” The Holocaust and Human Behavior). Optional Reading Challenge: Excerpt from The Holocaust: A Resource Book for Students and Teachers



(pages 82-90). Day 5: - Think, Pair, Share: Students consider the following quotations: “The world is too

dangerous to live in - not because of the people who do evil, but because of the people who sit and let it happen” - Albert Einstein, and “When a whole population takes on the status of bystander, the victims are without allies; the criminals, unchecked, are strengthened…” -Cynthia Ozick. Based on what you have read, so far, how are these quotations true? Why?

- Using “Lesson 14: The Holocaust” (Part 1) Decision Making in Times of Injustice as a guide, write down key terms and ask students to work in pairs to define them.

- Human Rights Violations/Genocide Research project collaboration time (Optional assignment)

For homework: Human Rights Violation/Genocide Research Project (Optional assignment)

Week Four: Human Choices: Shattered Lives and Living Witnesses Weekly Lesson Overview: Students expand their understanding of the complexity of human behavior, and the consequences of inaction and violence on human lives by reading and responding to interviews and recollections from perpetrators, bystanders, and survivors. Facing History Themes and Content: The Theme This Week: • Human relationships (or lack of relationship) and events can shape/reshape an individual’s

identity, beliefs, and choices. • Choosing to listen and make connections with survivors’ experiences helps us build a

better understanding of our common humanity and membership; we preserve the memory of their testimonies, and bear witness to the future.

Content: - “Lesson 14: The Holocaust” Decision Making in Times of Injustice. - “Reading 3: Reserve Police Battalion 1010” The Holocaust And Human Behavior. 313-317. - “Reading 17: A Commandant’s View” The Holocaust And Human Behavior. 353-355. - “Reading 18: Rationalizing Genocide” The Holocaust And Human Behavior. 355-356. - Roland, Hans. “A Child Under the Jackboot,”Violence to Non-Violence: Individual Perspectives,

Communal Voices. Editor: William Kelly. Langhorne: Harwood Academic Publishers, 1994. 110-112.

- “Auschwitz: Evil At Play” St. Petersburg Times. Sunday, 07 October 2007. - Wiesel, Elie. Night. Trans. Marian Wiesel. New York: Farrar, Straus, and Giroux, 2006. - Sorell, Dora Apsan. Tell The Children: Letters to Miriam. San Rafel: Sighet Publishing, 1998. - Volavkova, Hana, Ed. I Never Saw Another Butterfly. New York: Schocken Books, 1993. - Video: The Challenge of Memory (the library at Facing History And Ourselves). - Video: Survivor testimonies can be found at the following websites:

• The Shoah Foundation (http://www.youtube.com/user/USCShoahFoundation)



• The 1939 Club (www.1939club.com) • Facing History And Ourselves (http://www.facinghistory.org/survivor-testimony)

Skills Addressed (Week 4): Reading 1. Ability to cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. 2. Ability to determine central ideas or themes of a text and analyze their development. 3. Ability to analyze how complex characters develop and interact with other characters over the course of a text. 4. Ability to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; and to analyze the cumulative impact of specific word choices on meaning and tone. 5. Ability to analyze how an author chooses to structure a text. 6. Ability to analyze a particular point of view or cultural experience reflected in a work of literature. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take. 10. Ability to closely read and comprehend complex literary texts independently and proficiently. Writing 3d. Ability to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experience. 10. Ability to write routinely for a range of tasks, purposes, and audiences. Speaking and Listening 1. Ability to participate effectively in a range of conversations and collaborations with diverse partners; and to build on others’ ideas and express their own ideas clearly and persuasively. 2. Ability to integrate and evaluate information presented in diverse media and formats (visually, quantitatively, orally). Language 6. Ability to apply knowledge of new academic vocabulary to reading, conversation, and writing. BENCHMARKS (Week 4): • Read Aloud: Students practice active listening skills as fellow students read passages of a

text aloud followed by class discussion of connection questions. • Jigsaw Activity: Students read, discuss, and generate essential questions related to

perpetrator choices and behavior • 3-2-1 Activity: Students respond to reading material. • Close Reading: Students analyze language, syntax, imagery, and motifs developed within the

text. • Medial Literacy: Students make visual connections to textual readings. • Silent Conversation (Big Paper) Activity: Students use writing and silence followed by class

discussion to explore reading topics in depth. • Reading Annotations & Creative Expression: Students read and annotate a poem/narrative



passage, and create a symbol representing the content and/or writer of the poem or narrative passage.

• Think, Pair, Share: Students explore how human relationships and events shape/reshape a person’s identity, beliefs, membership, and choices.

• Survivor Testimony: Students meet, interact, and engage with a survivor and his/her testimony.

Activities Planned: Week 4: Human Choices: Shattered Lives and Living Witnesses. Day 1: - Read Aloud Activity: Students read “Reading 3: Reserve Police Battalion 101” The

Holocaust and Human Behavior followed by a class discussion of the connections questions. - Jigsaw Activity: Students read, discuss, and formulate essential questions related to

perpetrator choices and behavior: - “Reading 17: A Commandant’s View” The Holocaust and Human Behavior. - “Reading 18: Rationalizing Genocide” The Holocaust and Human Behavior. - “A Child Under the Jackboot” Violence to Non-Violence: Individual Perspectives, Communal

Voices. - “Auschwitz: Evil At Play” St. Petersburg Times.

For homework: Read Night, segments 1-3, and take notes on the human relationships and human choices mentioned within the text. Do students see examples of how identity and membership inform human choices? Day 2: - 3-2-1 Activity: Night, segments 1-3. What examples of identity, membership, and human

relationships informed human choices within the text? - Close Reading: Students analyze the use of language, syntax, imagery, and motifs

developed within the text. - Media Literacy: The Challenge of Memory video clips are connected to the reading of Night. For homework: Read Night, segments 4-6. Take notes on the human relationships and human choices mentioned within the text. What happens to human relationships when people make choices? Day 3: - Silent Conversation (Big Paper) Activity: Using “Lesson 14: The Holocaust” (Part 2)

Decision Making in Times of Injustice as a guide, have students respond to the following questions: What segment of the reading has stood out to you or left you with a question? What was the Holocaust? How did the choices made by ordinary people contribute to the death of millions of innocent children, women, and men? What could have prevented these crimes from taking place?

- Class Discussion: Follow up silent conversation with small groups sharing out one or two key observations or questions raised during the activity.

- Optional Activity: Using I Never Saw Another Butterfly, students read and annotate one of the poems, and create a butterfly symbolizing the child who wrote the poem or one of the



children mentioned in Night. These butterflies can be suspended from the ceiling in the classroom or displayed as a collage on the bulletin board.

For homework: Read Night, segments 7-9. Take notes on the human relationships and human choices mentioned in the text. How do certain events shape/reshape one’s identity, human relationships, and choices? Day 4: - Think, Pair, Share: How do human relationships (or lack of relationship) and events

shape/reshape an individual’s identity, beliefs, sense of membership, and choices? - Media Literacy: The Challenge of Memory video clips are connected to the reading of Night. - Close Reading: Students analyze the use of language, syntax, imagery, and motifs

developed within the text. - Preparation for Holocaust Survivor Visit. For homework: Read selected chapters (such as “Beatings” and “Tattooed”) from Dora Sorell’s book, Tell The Children: Letters to Miriam: Day 5: - Holocaust Survivor visit - If students are unable to meet a survivor, they can watch a

survivor’s testimony at one of the following websites: - Facing History And Ourselves http://www.facinghistory.org/survivor-testimony - The Shoah Foundation (http://www.youtube.com/user/USCShoahFoundation) - The 1939 Club (www.1939club.com)

For homework: Human Rights Violation/Genocide Research Project (Optional assignment)

Week Five: Standing Up: Choices for Humanity and Justice. Weekly Lesson Overview: Students explore the importance of an individual’s choice to stand up and help others in the face of injustice, as well as the need for transitional justice and restoration after crimes against humanity have occurred. Facing History Themes and Content: The Themes This Week: • A strong sense of identity and moral conviction can expand a person’s definition of

membership and universe of obligation leading him/her to take action and help others. • The choice to restore justice, by holding perpetrators accountable for their crimes against

humanity, paved the way for future discussions and establishments of international laws to protect universal human rights.

Content: - “Lesson 15: The Holocaust: Bystanders and Upstanders” Decision Making In the Time of

Injustice. - “The Righteous Among The Nation”

http://www.yadvashem.org/yv/en/righteous/about.asp



- Reading 5: “From Bystanders to Resisters:” The Holocaust And Human Behavior. 373-376. - Reading 6: “Protest at Rosenstrasse 2-4” The Holocaust And Human Behavior. 376-377. - Reading 8: “Choosing to Rescue” The Holocaust And Human Behavior. 380-382. - Reading 9: “Links in a Chain” The Holocaust And Human Behavior. 382-385. - Reading 10: “The Courage of Le Chambon” The Holocaust And Human Behavior. 385-388. - “Daring Danes” (Original source is out of print. Similar information, “Rescue in

Denmark” can be found at http://www.ushmm.org/outreach/en/article.php?ModuleId=10007740).

- Wiesel, Elie. “Why Were There So Few?” The Courage to Care. Carol Rittmer and Sondra Myers, Eds. New York: New York University Press, 1986. 122-125.

- “Reading 4: A Matter of Courage” The Holocaust And Human Behavior. 372-373. - “Reading 17: Choices” The Holocaust And Human Behavior. 463-465. - “Reading 13: The World’s Conscience” The Holocaust And Human Behavior. 563-564. - “Reading 2: The Rules of War” The Holocaust And Human Behavior. 422-424. - “Reading 3: Humanity’s Aspirations to Do Justice” The Holocaust And Human Behavior. 425-

427. - Exploring Dimensions of Forgiveness: The Sunflower

http://www.facinghistory.org/resources/lessons/exploring-dimensions-forgiveness - Video: Jewish Partisans Educational Foundation

http://www.jewishpartisans.org/t_switch.php?pageName=student+films - Video: The Courage to Care (library at Facing History And Ourselves). - Video: Nuremberg Remembered http://www.facinghistory.org/node/498 - Argument Writing Rubric (Teacher created handout).

Skills Addressed (Week 5): Reading 1. Ability to cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text. 2. Ability to determine central ideas or themes of a text, and analyze their development. 4. Ability to determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; and to analyze the cumulative impact of specific word choices on the meaning and tone. 6. Ability to compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. 7. Ability to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. 8. Ability to delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take. 10. Ability to use precise words and phrases, telling details, and sensory language to convey a



vivid picture of the experience. Writing 1. Ability to write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 3d. Ability to use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experience. 4. Ability to produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Ability to develop and strengthen writing as needed by planning, revising, editing, and rewriting or trying a new approach. 6. Ability to use technology, including the Internet, to produce and publish writing, and to interact and collaborate with others. 8. Ability to gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Ability to draw evidence from literary or informational texts to support analysis, reflection, and research. 10. Ability to write routinely for a range of tasks, purposes, and audiences. Speaking and Listening: 1. Ability to participate effectively in a range of conversations and collaborations with diverse partners; and to build on others’ ideas, and to express their own ideas clearly and persuasively. 2. Ability to integrate and evaluate information presented in diverse media and formats (visually, quantitatively, orally). Language 1. Ability to demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Ability to demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 6. Ability to apply knowledge of new academic vocabulary to reading, conversation, and writing.

BENCHMARKS (Week 5): • Debrief: Students share what they learned from a survivor’s testimony. • Socratic Seminar: Students compare and contrast survivors’ experiences, discussing similar

motifs developed within each story. • Creative Expression: Students create an original poem, prose, or piece of art to personally

connect with a part of a survivor’s testimony. • Effective note taking followed by written journal reflections utilizing evidence. • Think, Pair, Share: Students assess the motivations of resistance fighters and upstanders. • Jigsaw Activity: Students read, discuss, and formulate essential questions related to

resistance, and upstanders' choices and behaviors. • Small Group Discussions: Students evaluate how identity, membership, and the universe of

obligation influence people’s choices, as well as the road to transitional justice and restoration.

• Text to text, text to self, text to world: Students make deeper connections to selected



readings. • Student KWL/Anticipation Guide: Students review initial reposes they made at the

beginning of the unit, and reflect upon what they have learned and what they still want to know.

• Cafe Conversations: Students consider various points of view retailed to forgiveness. • Peer Review/Edit: Students review a peer’s writing, offering feedback on organization and

clarity of meaning. • Final Performance Task 6 (Argument): Student take a position, write, revise, and

electronically submit a full-process essay based on a specific writing task.

Activities Planned: Week 5: Standing Up: Choices for Humanity and Justice. Day 1:

- Debrief Survivor Visit and Testimony: Students work with their small groups to share what they learned and what they still want to know.

- Socratic Seminar: Dora Sorell is from the same home town of Sighet as Elie Wiesel. Compare/contrast Wiesel’s experiences in Night with Sorell’s experiences in Tell The Children: Letters to Miriam, and discuss similar motifs developed within the texts. If applicable, students can also compare/contrast the survivor testimony to Wiesel’s and Sorell’s experiences.

- Making Deeper Connections through Creative Expression: Students create an original poem, prose, or piece of art based on a survivor’s testimony, or a narrative or poem studied within this module. (This assignment can be due at a later date, or students can choose to enter their work in local or national contests).

For homework: Students read and annotate the following: “Reading 5: From Bystanders to Resisters” The Holocaust and Human Behavior, “The Righteous Among The Nations,” and “Daring Danes.” Day 2: - Think, Pair, Share: Using as a resource “Lesson 15: The Holocaust: Bystanders and

Upstanders” and handouts 1-3: “Upstanders and Bystanders during the Holocaust” from Decision Making in Times of Injustice, ask students what might have motivated people to resist, fight, and/or help individuals targeted by the Nazi regime, especially when there was great personal risk?

- Show a video clip(s) about resistance from the Jewish Partisan Educational Foundation http://www.jewishpartisans.org/t_switch.php?pageName=student+films. Follow up with a discussion on what motivated individuals to resist and fight against the Nazi regime? How did their sense of identity, membership, and universe of obligation shape the choices they made?

- Jigsaw Activity: Students read, discuss, and formulate essential questions related to resistance and upstander choices and behaviors: - Reading 6: “Protest at Rosenstrasse 2-4” The Holocaust and Human Behavior. - Reading 8: “Choosing to Rescue” The Holocaust and Human Behavior. - Reading 9: “Links in a Chain” The Holocaust and Human Behavior.



- Reading 10: “The Courage of Le Chambon” The Holocaust and Human Behavior. For homework: Prepare students for their final performance task.In order to help students formulate their thoughts and collect evidence, give them the Performance Task 6 Prompt:

People make choices, choices make history. Using the Holocaust as the central subject, write an essay in which you argue one or two of the most important decisions which shaped this history. Use one of the following articles (“Why Were There So Few?,” “Reading 4: A matter of Courage,” “Reading 17: Choices,” or “Reading 13: The Word’s Conscience”), as well as evidence we have studied during this unit to support your claims.

Since this is a full-process essay, students must have a minimum of six pieces of evidence to support their claim(s). Students should focus on which group of people (perpetrators, bystanders, and/or upstanders) they believe most shaped the history of the Holocaust, and provide specific textual support and analysis of the most significant choices made from this group of people during the Holocaust. Note: The Performance Task, as it is written, can be used as an exam where the student argues the most important one or two individual choices which shaped Holocaust history. However, the task is also designed to be a full-process essay assessment (if modifications are made), as indicated in the homework assignment described above.

Day 3: - Video: The Courage To Care followed by small group discussions of identity, membership,

and the universe of obligation which influenced upstanders’ choices. - Journal Reflection/Class Discussion: In his study of rescuers, Ervin Staub states,

“Goodness, like evil, often begins in small steps. Heroes evolve; they aren’t born. Very often the rescuers make only a small commitment at the start - to hide someone for a day or two. But once they have taken that step, they begin to see themselves differently, as someone who helps. What starts as mere willingness becomes intense involvement.” To what extent is this true? What evidence from the readings and video, as well as in your life have you seen to support your claim? Explain.

For homework: Performance Task 6: Argument Essay Assignment (draft due on Day 5). Day 4: - Text to text, text to self, text to world: Students respond to “Reading 2: The Rules of

War” and “Reading 3: Humanity’s Aspirations to Do Justice” The Holocaust and Human Behavior.

- Show Nuremberg Remembered http://www.facinghistory.org/node/498 followed by class discussion.

- Student KWL/Anticipation Guide Revisited: Students review ideas raised in the film by returning to their first journal reflections and “What do you think/What do you want to know” handout, and they discuss with a partner how the film changed or reinforced earlier ideas and questions they raised about justice and the Holocaust.

- Small Group Discussion: Students read the questions on the “Nuremberg Remembered: A Search For Justice” handout, and identify the question they want to discuss as a small group (These questions were taken from Nuremberg Remembered: Reflections and Legacies http://www.facinghistory.org/resources/lessons/nuremberg-remembered-reflections).



- Journal Response: Students write one important or interesting idea or question that was shared during the small group discussion and share their response with the class. When all students have shared their ideas, students write a summary of what they heard, noting consistent themes, points of disagreement, or lingering questions.

For homework: Performance Task 6: Argument Essay Assignment (draft due on Day 5) Day 5: - Peer Review/Edit Performance Task 6: Argument Essay Assignment. - Using Exploring Dimensions of Forgiveness: The Sunflower as a guide, read aloud The Sunflower

Synopsis (http://www.facinghistory.org/sunflower-synopsis). Optional Modification: Teachers can stop reading just before the end of the synopsis, which tells students what Simon Wiesenthal decided to do, and ask students what they think he did or should have done and why? After students have shared ideas, teachers can read the end of the synopsis.

- Cafe Conversation: Ask students to consider various points of view for the following questions: What does it mean to forgive? Is there power in extending forgiveness? Is there power in withholding forgiveness? Who has the right to forgive? What do you actually “give” when you grant forgiveness? Are there actions that are unforgivable? What would the world be like without forgiveness? Students share essential questions and observations addressed within their groups.

Note: If this students are not doing the optional Human Rights Violation/Genocide Research Project, then a wrap up activity needs to be prepared for students to reflect upon what they have learned and what questions they would like to investigate further.

For homework: Final Edit of Performance Task 6: Argument Essay Assignment must be submitted to turnitin.com. Assessment is based on the Argument Writing Rubric.

Week Six: (Optional Assignment) Human Rights Violation/Genocide Research Project. Weekly Lesson Overview: (Optional Assignment) Students prepare and present their findings and evaluations on a human rights violation of the 20th/21st Century. Facing History Themes and Content: The Themes This Week: • Identity, membership, and human relationships influence individual and collective choices

to participate as perpetrator, bystanders, and/or upstanders. • Transitional justice and restoration and the role of global, local, and individual responses

must work towards promoting human rights and protection. Content: - The Universal Declaration of Human Rights http://www.un.org/en/documents/udhr/ - Audiovisual Library of International Law http://legal.un.org/avl/ha/cppcg/cppcg.html - The 8 Stages of Genocide http://www.genocidewatch.org/genocide/8stagesofgenocide.html - Human Rights Violation/Genocide Research Project Instructions and Rubric (Teacher

created handout). - Additional content will vary based on student topics and research.



Skills Addressed: Reading 1. Ability to cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inference drawn from the text. 2. Ability to determine central ideas or themes of a text and analyze their development. 7. Ability to analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account. 9. Ability to analyze how two or more texts address similar themes or topics to build knowledge. Speaking and Listening 1. Ability to participate effectively in a range of conversations and collaborations with diverse partners; and to build on others’ ideas, and to express their own ideas clearly and persuasively. 2. Ability to integrate and evaluate information presented in diverse media and formats. 4. Ability to present information, findings, and supporting evidence so listeners can follow the line of reasoning; and the organization, development, and style are appropriate to the task, purpose, and audience. 5. Ability to make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Language 1. Ability to demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 6. Ability to apply knowledge of new academic vocabulary to reading, conversation, and writing. BENCHMARK: • Human Rights Violation/Genocide Research Presentation: Students effectively present

research findings to the class based on assignment instructions and rubric.

Activities Planned: Week 6: (Optional Assignment) Human Rights Violation/Genocide Research Project. Day 1/2/3: - Human Rights Violation/Genocide Research In-class Work Day for Presentation

Preparations: Students synthesize research information, design and create a visual aid relevant to their topic, and develop a presentation that will inform and engage their audience.

Day 4/5: - Human Rights Violation/Genocide Research Project Presentations. - Wrap Up Activity: Tie the unit together asking students to reflect upon what they have

learned throughout the unit, and to formulate further questions they would like to investigate.

Common Core State Standards Addressed throughout module:



A variety of Common Core State Standards have been addressed throughout this module with an emphasis on non-fiction informational and historical texts, and the formulation and development of a variety of writing, speaking, and listening strategies to assist students in formulating a clearly defined claim(s), with well organized evidence and analysis so they may successfully complete the Performance Task 6 (Argument Writing). The Common Core State Standards most implemented in this unit include the following: Reading: Key Ideas and Detai l : Reading 1. Reading closely to determine what the text says explicitly and to make logical inference from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Reading: Craf t and Structure : Reading 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Reading: Integrat ion o f Knowledge and Ideas : Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Reading 9: Analyze how two or more texts address similar themes or topics to build knowledge or to compare the approaches the authors take. Reading: Range o f Reading and Leve l o f Text Complexity : Reading 10: Read and comprehend complex literary and informational texts independently and proficiently. Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Writing: Product ion and Distr ibut ion o f Writ ing: Writing 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Writing 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Writing 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Writing: Research to Bui ld and Present Knowledge : Writing 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Writing 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Writing: Range o f Writ ing: Writing 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Speaking and Listening: Comprehension and Col laborat ion:



Speaking/Listening 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Speaking/Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Language : Convent ions o f Standard Engl i sh: Language 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language : Vocabulary Acquis i t ion and Use: Language 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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Where in the module are students meeting the shifts of the CCSS? The Common Core State Standards move away from an emphasis on the student’s memorization of fact-based information, to an emphasis on academic literacy and critical thinking across the curriculum, which is robust, relevant, and reflects the student’s ability to apply knowledge and skills needed for college and career readiness. Shift 1. Building knowledge through content-rich non-fiction: This module focuses on a variety of content-rich non-fiction texts and media formats. Primary sources, scholarly analysis, and eyewitness documentation provide students with information on complex human relationships and choices, which helped shape the history of the Holocaust. Students are expected to develop cross-curricular academic literacy in history and English language arts to connect new content to their existing knowledge, skills, experiences, and interests, and to apply their knowledge and skills to a variety of tasks. Shift 2. Reading, writing and speaking grounded in evidence from text, both literary and informational: Students are asked to read purposely, and to respond orally and in writing to a variety of prompts utilizing specific textual evidence (fiction and non-fiction). A focus on argument, instead of persuasion, grounded in text-based evidence is a major shift within the module. Questions ask students to think deeply, develop opinions, formulate arguments, and defend their claims, utilizing specific textual evidence, in both informal and formal classroom activities. Students practice embedding evidence into their writing through a number of pedagogical classroom discussion strategies, journal reflections, and writing prompts, such as the reflection exercises during Week 1 (Do people make history, or does history make people?), Week 2 ( Argue to what extent is the poem, “To Create An Enemy” true based on evidence of Nazi ideology and propaganda), and Week 3 (Compare and contrast, and draw conclusions based on the evidence of human choices made during the Holocaust). Throughout the module, students engage with non-fiction and narrative writings by comparing texts, making personal connections to the literature, and



applying thematic concepts to the local and global community. Students also generate original creative writings in the form of poetry or prose to focus more deeply on the literary content, and to personally connect with eyewitness accounts to history. Shift 3. Regular practice with complex text and academic language: Students expand their academic literacy in relation to the study of human rights, genocide, and the Holocaust, paying attention to the use of euphemisms and content-level vocabulary. They are required to read, annotate, and comprehend the denotative and connotative definitions, as well as analyze the literal and figurative meanings embedded within a text, by closely reading non-fiction and fiction literature, first-person interviews, academic texts, and primary documents.

An argument writing rubric adapted and modified from “Argumentative Writing Rubric (Grades 6-11)” Smarter Balanced Assessment Consortium: English Language Arts Rubrics http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf is attached. Student examples, representing different scores on the rubric, are also attached.

Documents

Kat.People Make Choices - Facing History and Ourselves · Jigsaw Activity: Totally Unofficial: Raphael Lemkin and The Genocide Convention People Make Choices, Choices Make History